Module Details
Module Code: |
ETHI C4401 |
Module Title:
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Ethics and Human Rights
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Title:
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Ethics and Human Rights
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Module Level:: |
8 |
Module Coordinator: |
Eileen Doyle
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Module Author:: |
Niamh McCrea
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Module Description: |
The central aims of this module are to help students to reflect critically on the moral values that are implicitly or explicitly appealed to in the practice of social care, and to enable them to think more clearly about the moral issues and dilemmas that arise in social care work.
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Learning Outcomes |
On successful completion of this module the learner will be able to: |
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Learning Outcome Description |
LO1 |
Critically analyse the central values that inform social care practice.D1.-P 4, Pr.5; D1.-6 P 9 P 11; D.5-Pr.2; D.5-Pr. 3 |
LO2 |
Evaluate ethical theories as they relate to social care. D1-Pr.1; 3; 5 ; 6; 7; D5-Pr.2; 3; 15 |
LO3 |
Apply human rights frameworks and principles (including children's rights) to the practice of social care. D1-Pr 1; 3; 5; 6;7; D2-Pr12; D5-Pr 2;5;15 |
LO4 |
Explain and evaluate the role of codes of ethics. D.1-Pr.1; D1.-Pr.7; D.1-Pr 1; 16; 19 |
Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is recommended before enrolment in this module.
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No recommendations listed |
Co-requisite Modules
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No Co-requisite modules listed |
Additional Requisite Information
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No Co Requisites listed
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Indicative Content |
Social Care Values
What are moral values?
Some core social care values:
e.g. dignity, respect; care; equality; freedom and autonomy; empathy; human rights, sustainability (D1.-Pr.5; D1.-Pr.14; D1- Pr 22; D.5-Pr.2; D.5-Pr. 2)
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Ethical Theory and Social Care
The purpose of ethical theories;
Indicative theories:
Kant and the ethics of duty
Bentham, Mill and utilitarian ethics
Aristotle and virtue ethics
Ethics of care (e.g. Noddings, Gilligan, Held, Kittay)
Theories of social justice, e.g. Capabilities Approach (Sen, Nussbaum), Rawls and distributive justice; Franz Fanon. (D1-Pr.11; D.1-Pr. 12; D5-Pr.2;)
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Human Rights
What are human rights? civil and political rights; social and economic rights.
What are children's rights?
Justifications for human rights;
International human rights instruments, e.g. UNCRC, UNCRPD
Applications of human rights, including children's rights, in social care. The Lundy model and social care.
Human rights and the climate emergency
The challenge of collective and intergenerational rights (D.1-Pr 1; D1.-Pr.3; D.1-Pr.11; D1-Pr.8; D1 Pr 16; D1-Pr 19; D2-Pr19; D.5-Pr.8; D5.-Pr. 9; D.5-Pr.15)
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Professionalism and Codes of Ethics
What are professional ethics?
The purpose and function of codes of ethics
Codes and professionalism;
Codes as 'rules', codes as guides.
Care and new managerialism
Codes of ethics for social care professionals;
Approaches to ethical decision-making in professional practice. (D.1-Pr.1; D1.-Pr.7; D1.-Pr.5; D1.-Pr.14; D.5-Pr.2; D.5-Pr. 3)
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Module Content & Assessment
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Assessment Breakdown | % |
Project | 60.00% |
Practical | 40.00% |
AssessmentsFull Time
No End of Module Formal Examination |
SETU Carlow Campus reserves the right to alter the nature and timings of assessment
Module Workload
Workload: Full Time |
Workload Type |
Workload Category |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
Independent Learning Time |
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Non Contact |
No Description |
15 Weeks per Stage |
13.47 |
202 |
Lecture |
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Contact |
No Description |
12 Weeks per Stage |
4.00 |
48 |
Total Weekly Contact Hours |
4.00 |
Module Resources
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Recommended Book Resources |
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Banks, S.. (2012), Ethics and Values in Social Work, 3rd Ed. Palgrave Macmillan.
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Charleton, M.. (2014), Ethics for Social Care in Ireland: Philosophy and Practice, Gill and Macmillan: Dublin.
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CORU. (2019), Social Care Workers Registration Board Code of Professional Conduct and Ethics.
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CORU. (2017), Social Care Workers Registration Board Standards of Proficiency for Social Care Workers.
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Butler, Clarke. (2008), Human Rights Ethics 'A Rational Approach', Purdue University Press.
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Driver, Julia. (2007), Ethics The Fundamental: Fundamentals of Philosophy., Blackwell Publishing.
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Leathard, Audrey and McClaren, Susan.. (2007), Ethics: Comtemporary Challenges in Health and Social Care., The Policy Press GB.
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Newman, L. and Pollnitz, L.. (2005), Working with children and families: Professional, legaland ethical issues., Frenchs Forest, NSW: Pearson Education Australia..
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Dahlberg,G. Moss,P.. (2005), Ethics and Politics in Early Childhood Education Chapter 3 and 4., Routledge Falmar.
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Baptiste, N & Reyes, L.. (2005), Understanding Ethics in Early Care and Education, Pearson Merill Prentice Hall.
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Nussbaum, M.. (2013), Creating Capabilities: the Human Development Approach, Belknap Press.
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Newman, L. and Pollnitz, L.. (2002), Ethics in Action. Introducing the Ethical Response Cycle., Australian Early Childhood Association.
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Nussbaum, Martha C.. (2000), Women and Human Development: The Capabilities Approach, Cambridge University Press, Cambridge.
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Parrot, Lester.. (2006), Values and Ethics in Social Work Practice, Cromwell Press.
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Pattison, S. and Pill, R. (2004), Values in Professional Practice: Lessons for Health, Social Care and Other Professionals, Radcliffe Publishing.
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Sen, A.. (1999), Development As Freedom, New York: Knopf.
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Singer, P.. (1994), Ethics (Oxford Reader), Oxford University Press, Oxford.
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Shiva, Vandana. (2005), Earth Democracy: Justice, Sustainability and Peace., Zed Books, London.
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Aoife Nolan. (2020), ‘Poverty and child rights’, .in Todres and King (eds), Oxford Handbook of Children’s Rights., OUP, Oxford/New York.
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Fanon, F. (Markham, C. L. - Trans),. (1952), Black Skin, White Masks,, Pluto., London,.
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Fanon, F. (trans. by Philcox, R.). (1961), The Wretched of the Earth,, Grove Press., New York,.
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Shava, S.. (2013), ‘The representation of indigenous knowledges’, in Stevenson, R.B., Brody, M., Dillon, M.J. and Wals, A.E.J. (eds), International Handbook of Research on Environmental Education., Routledge,, New York, p.384-93.
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Shier, H.. (2019), ‘An analytical tool to help researchers develop partnerships with children and adolescents’, In Berson, I., Berson, M. and Gray, C. (eds), Participatory methodologies to elevate children’s voice and agency., Information Age Publishing.
| Recommended Article/Paper Resources |
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Bhargava, R. (2013), 'Overcoming the Epistemic Injustice of
Colonialism',, Global Policy, Vol. 4, No. 4,.
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Paul Michael Garrett,. Against Stultifying Classifications, for
a ‘New Humanism’: Frantz Fanon’s
Contribution to Social Work’s Commitment
to ‘Liberation’,, The British Journal of Social Work.
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Martínez Sainz, G.,. (2018), ‘Building professional agency in human
rights education: translating policy
into practice’, International, Journal of Human Rights Education, 2, (1).
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Lundy, L. and Martínez Sainz, G. (2018), ‘The role of law and legal knowledge for
a transformative Human Rights Education:
addressing violations of children’s
rights in formal education’., Human Rights Education Review,, 1(2),.
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De Leuw, R., Little, C. and Rix, J.. (2020), ‘Something needs to be said – some
thoughts on the possibilities and
limitations of ‘voice’’,, International Journal of Educational
Research,, 104,
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Forde, C., Horgan, D., Martin, S. and
Parkes, A.. (2017), ‘Children and young people’s
participation in the community in
Ireland: experiences and issues’,, Irish Journal of Applied Social Studies, 17 (1),, p.3 -16.
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Laura Lundy. (2007), 'Voice' Is Not Enough: Conceptualising
Article 12 of the United Nations
Convention on the Rights of the Child, British Educational Research Journal,, Vol. 33, No. 6.
| Other Resources |
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HIQA and Safeguarding Ireland. (2019), Guidance on a human rights-based
approach to care and support in health
and social care services., Dublin, HIQA.
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CORU. https://coru.ie/files-codes-of-conduct/s
cwrb-code-of-professional-conduct-and-et
hics-for-social-care-workers.pdf.
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http://www.capabilityapproach.com/.
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http://www.iascw.ie/.
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http://www.iasw.ie.
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http://www.bera.ac.uk/publications/pdfs/
ETHICA1.PDF.
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http://www.unhchr.ch/html/menu2/hrissues
.htm.
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http://www.un.org/en/documents/udhr/.
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Human Rights Quarterly.
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Journal of Human Rights.
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International Journal of Human Rights.
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