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Pir Mehr Ali Shah

Arid Agriculture University Rawalpindi

University Institute of Information Technology

Course Title: Professional Ethics

Course Code: SSH-303 Class: BSIT-3A

Name of Instructor:Sir Faisal Durrani

Course Syllabus
This course provides students with a comprehensive exploration of values and
ethical issues as they apply to social work theory, research, policy, and practice
with individuals, families, groups, organizations, and communities.

Relationship to Other Courses

Although values and ethical issues pervade all social work studies, this course is
intended to provide students with an opportunity to study these issues in greater
depth than may be provided in other courses. This course will provide students with a
basic understanding of their ethical obligations as social workers, as well as a
framework for analyzing and managing more complex ethical dilemmas that may
arise in practice with individuals, families, groups, organizations, and communities.

Course Objectives
Upon completion of this course, students will be able to:

1. Identify the differences between beliefs, morals, ethics, values, laws, human
rights, social responsibilities, and freedoms;
2. Reflect upon and clarify their own personal and professional values;
3. Identify and articulate ethical issues that may arise in a variety of practice
settings and organizational contexts;
4. Identify and draw upon the help of supervisors, attorneys, professional
associations, and other sources of assistance when faced challenging ethical
5. Locate and interpret social work standards, ethical principles, agency policies,
and public laws that are relevant to an array of social work practice situations;
6. Critically apply and analyze the values, ethical principles, and ethical standards
of the National Association of Social Workers' Code of Ethics, with particular
focus on the needs of socially and economically challenged clients from diverse
7. Apply critical thinking skills (making use of deontological, teleological, and virtue
ethics) to assist with the resolution of ethical issues.
8. Present a comprehensive ethical analysis, orally and in writing.
9. Apply conflict resolution strategies and skills to engage clients, coworkers, and
others in collaborative discussions of ethical issues.

Learning Activities
To master applied ethics, developing social workers need to engage in interactive
styles of education. The instructor will explain the meanings of key concepts and
provide various frameworks for the resolution of ethical issues. Students will
participate in discussions, debates, and role-plays in order to apply these concepts
to social work practice situations. The instructor will provide case examples drawn
from all levels of social work practice. Guest presenters from various professional
groups will provide alternate perspectives on ethical decision making. Students will
make use of both theoretical and applied ethics literature.

Required and Recommended Readings

The following required text is available for purchase at the campus bookstore:

• Ferrell, O. C. (Sixth Edition Indian Adaption). Business Ethics: Ethical Decision

Making and Cases. New Delhi: Biztantra, An imprint of Dreametch Press.
Also, make sure you bring a copy of the NASW Code of Ethics (2008 revision) to each
of our classes.

Course Schedule and Weekly Readings

In the weekly outline below, " Ferrell " refers to chapters or parts from the "required
textbook" for this course. Full citations for other readings are listed in the
bibliography. Other required readings will be available under Course Documents in
Class Class Date Class Description Readings /
No. Assignments

• September __ • Introductions Ferrell, Part I – The

• Course Outline/Overview importance of Business
• Definitional Framework: Ethics.
beliefs, values, ethics,
laws, morals, human NASW Code of Ethics
rights, social (2008 revision)
freedoms, ethical
problem, ethical breach,
ethical dilemma
• Self-test

• October • Islam and Ethics Handouts

• Values
• Culture
• Islam and
contemporary ethical
• October • Values – Mine, Yours, Ferrell, Part I, Chapter 2
and Ours

• Theory, Values and Emerging Business

Ethics – Macro Ethics Issues
October Perspectives
NASW Code of Ethics
(2008 revision)

• October • Theory, Morals, and Ferrell, Part I, Chapter 3

Ethics – Micro
Perspectives Ethics as a dimension of
Social Resposibility

• November • Research, Values, and Ferrell, Part 2, Chapter 4

Understanding Ethical
Decision Making in
Corporate Governance

• November • Practice, Values, and Ferrell, Part 2, Chapter 5

Ethics – Social Work
With Individuals Individual Factors : Moral
Philosophies & Cognitive

• November Presentations on Presentations on

Paper Paper

• November • Advanced Values and Ferrell, Part 2, Chapter 6

Ethics – Framework
for Managing Ethical Organizational Factors:
Issues (determining Corporate Culture
breaches, responding
to breaches, resolving
ethical dilemmas)

• December Presentations on Presentations on

Paper \ Cases Paper \ Cases

• December • Practice, Values, and Ferrell, Part 2, Chapter 7

Ethics – Social Work
With Groups Organizational Factors:
Structure, Relationship
& Conflicts

• December Presentations on Presentations on

Paper \ Cases Paper \ Cases

• December • Practice, Values, and Ferrell, Part 3,

Ethics – Social Work Chapter 8
With Organizations
Developing an Ethics

• January Presentations on Presentations on

Paper \ Cases Paper \ Cases

• January • Practice, Values, and

Ethics – Social Work
With Communities Ferrell, Part 3, Chapter 9

Business Ethics in Global


• January Presentations on Presentations on

Paper \ Cases Paper \ Cases

Dates and topics may be subject to changes to accommodate student interests and
needs. Please check on Blackboard under “Course Information” for updates, as well as
online assignments.




Seminar 5%



Note: To obtain a designated letter grade, one must reach the full percentage value
for the lower limit of that grade.


1. Physical attendance at classes;
2. Verbal involvement in class and group discussions;
3. Active participation in role plays or other group exercises;
4. Initiating discussion or bringing in information from assigned readings, other
readings and/or experiences;
5. One-to-one dialogue with the instructor, outside of class;
6. Written dialogue (email or paper); and
7. Timely submission of assignments.
When considering the quantity and quality of participation, the following issues
should be considered:
*0 An appropriate level of participation from each student is related to the number
of students in the class, the format of the class (e.g., lecture versus workshop),
and the desirability of conciseness;
*1 Respect the rights of others in the class, including privacy and safety (physical
and emotional);
*2 Good questions can include admitting one’s ignorance about a subject (if one
person is feeling self-conscious about asking a question that may be seen as
“stupid”, there are probably several others in the class who want to know the
same thing);
*3 Students do not need to agree with statements made by the instructor or other
students. Students are encouraged to think for themselves, ask challenging
questions (in a respectful manner), and arrive at their own understandings;
*4 Questions/comments which are not relevant to the class or which are stated
clearly in the materials can detract from the class and consume valuable time
(e.g., before asking, “Is that single-spaced or double-spaced?” and “When is the
assignment due?” please check to see if these types of questions are covered in
the Course Syllabus).
*5 Students should abide by the NASW Code of Ethics in class, as well as during
interactions with the instructor and other students outside of class. This includes
respect for the dignity and self-worth of all individuals, regardless of ethnicity,
culture, nationality, race, religion, sexual orientation, gender, disability, political
belief, or other aspects of diversity.
If a student is away due to illness or other reason, it is that student’s
responsibility to obtain notes, handout material, et cetera from another student.
The student may also suggest ways that they can make up for time lost (e.g., if you
miss a class and you want to propose an extra assignment, such as a journaling
exercise, to make up for not being able to participate in the class).
If you have concerns about the class, or recommendations for it, please make
these suggestions early so that they can be addressed and incorporated as early as
Given that many students have long days and many commitments beyond
class obligations, some students may feel tired or stressed when they come to
class. In order to maintain a positive working environment, please try to maintain
your enthusiasm, energy, and humor throughout the class.

Professional Expectations of Student Behavior

The Florida Atlantic University School of Social Work is mandated by the Council on Social Work
Education (CSWE) to foster and evaluate professional behavioral development for all students in the
social work program. The School of Social Work also bears a responsibility to the community at large to
produce fully trained professional social workers who consciously exhibit the knowledge, values, and
skills of the profession of social work. The values of the profession are codified in the NASW Code of
Ethics. Given this context, all students in the social work program will be expected to exhibit the
following ethical standards of behavior.

1. Accountability: Attend class, arrive on time, and return from break in a timely manner.
Participate in group activities and assignments at a comparable level to peers.

Complete work in a timely fashion and according to directions provided.

Come to class prepared, with readings and other homework completed.

2. Respect: Treat all your peers, your instructors and all those you come in contact with, with
dignity and respect at all times.
Listen while others are speaking.

Give feedback to peers in a constructive manner.

Approach conflict with peers or instructors in a cooperative manner.

Use positive and nonjudgmental language.

3. Confidentiality: Treat any personal information that you hear about a peer or an instructor
as strictly confidential.
Maintain any information shared in class, dyads or smaller groups within that unit.

Use judgment in self-disclosing information of a very personal nature in the classroom. (Class
time should not be used as therapy or treatment. If students feel the need to talk about
issues they are struggling with, they many consult with their instructor to receive a
referral for counseling.)

Never use names of clients or disclose other identifying information in the classroom.

4. Competence: Apply yourself to all your academic pursuits with seriousness and
conscientiousness, meeting all deadlines as given by your instructors. Constantly strive to
improve your abilities.
Come to class with books, handouts, syllabus, and pens

Seek out appropriate support when having difficulties to ensure success in completing course

Take responsibility for the quality of completed tests and assignment.

Strive to work toward greater awareness of personal issues that may impede your
effectiveness with clients.

5. Integrity: Practice honesty with yourself, your peers, and your instructors. Constantly strive
to improve your abilities.
Academic: Commit yourself to learning the rules of citing other’s work properly.

Do your own work and take credit only for your own work.

Acknowledge areas where improvement is needed.

Accept and benefit from constructive feedback

Submission of Papers: Students will submit their written assignments on paper and
electronically. Electronic copies will be subject to plagiarism analysis and will be kept in
electronic file for future reference. A student may not submit the same paper, or
essentially the same, paper, project, assignment, or finished project to an instructor,
which has been submitted to another instructor, unless specifically authorized by both
instructors to do so.

6. Diversity: Strive to become more open to people, ideas, and creeds that you are not familiar
with. Embrace diversity.
Maintain speech free of racism, sexism, ableism, heterosexism, or stereotyping.

Exhibit a willingness to serve diverse groups of persons.

Demonstrate an understanding of how values and culture interact.

7. Communication: Strive to improve both verbal and written communication skills as these
skills are used heavily in interactions with clients and peers and also with creating client
Demonstrate assertive communication with peers and instructors.

Practice positive, constructive, respectful and professional communications skills with peers
and instructor: (body language, empathy, listening)

8. Social Justice: Strive to deepen your commitment to social justice for all populations at risk.

Demonstrate an understanding of how institutional and personal oppression impede the

experience of social justice for individuals and groups.

Strive to learn about methods of empowering populations and enhancing social justice at
micro, mezzo, and macro levels.