⢠Parsons, R., & Dickinson, K.L. (2016). Ethical Practice in the Human Services. Los Angeles: SAGE Publications.
Read Chapters:
⢠9: Confidentiality
⢠10: Boundaries and the Use of Power
⢠In chapter 9 of the textbook, the authors discuss the ethical obligation that human services professionals have for confidentiality.
⢠In addition to what the textbook covers related to the obligatory nature of confidentiality, what is your personal conviction regarding the importance of confidentiality from a personal or relational perspective?
⢠Why do you think confidentiality is important in mental health settings?
⢠Do you see any downsides to confidentiality in mental health settings?
⢠How would mental healthcare look different if confidentiality wasn’t enforced?
Sample Solution
The lesson was conducted over two weeks as time was a constraint when using the iPad as the lessons within placement A are relatively short, so these lessons will be discussed as a whole. At the start of the lesson, students were sat down and given a routine of the lesson and what it would involve. The observing teacher stated on the observation sheet that she liked how the AT sat the students down and were given a ââclear routineâ of the lesson (Appendix 6). The AT insured that the lesson was carefully planned and that a competent knowledge was showcased when it came to integrating the iPad to avoid issues such as âlack of timeâ highlighted previously by Pyle and Esslinger (2013). As this limited knowledge and experience of ICT in education can be seen as a barrier to learning for students (Honan, 2008; Kiridis et al, 2006). Which in turn will affect studentsâ progress. The idea of giving a âclear routineâ was to ensure the students knew behaviour expectations for the AT to keep control of the class as the iPad could disrupt learning (Henderson and Yeow, 2012) hindering progress. During the lesson, students were asked to create a gymnastic sequence while linking in other parts of the curriculum. They looked at three keywords taken from the SOW on the board of Tension, extension and precision (Appendix 2) and had to craft a sequence. At this point, it was clear to see that the students were excited about using the iPad as the observing teacher mentioned in a professional discussion that students were ââOptimistic and engaged compared to previous lessonsâ. The students were engaged straight away, with the theme occurring throughout the lesson. Students knew they would be recording their performances and assessing themselves based on the keywords, focusing them on what constitutes success and supports them in assessing their own learning and progress (Bartlett, 2015) which meant the students were excited about the new learning environment and being involved in their Assessment for Learning.>
GET ANSWER
The lesson was conducted over two weeks as time was a constraint when using the iPad as the lessons within placement A are relatively short, so these lessons will be discussed as a whole. At the start of the lesson, students were sat down and given a routine of the lesson and what it would involve. The observing teacher stated on the observation sheet that she liked how the AT sat the students down and were given a ââclear routineâ of the lesson (Appendix 6). The AT insured that the lesson was carefully planned and that a competent knowledge was showcased when it came to integrating the iPad to avoid issues such as âlack of timeâ highlighted previously by Pyle and Esslinger (2013). As this limited knowledge and experience of ICT in education can be seen as a barrier to learning for students (Honan, 2008; Kiridis et al, 2006). Which in turn will affect studentsâ progress. The idea of giving a âclear routineâ was to ensure the students knew behaviour expectations for the AT to keep control of the class as the iPad could disrupt learning (Henderson and Yeow, 2012) hindering progress. During the lesson, students were asked to create a gymnastic sequence while linking in other parts of the curriculum. They looked at three keywords taken from the SOW on the board of Tension, extension and precision (Appendix 2) and had to craft a sequence. At this point, it was clear to see that the students were excited about using the iPad as the observing teacher mentioned in a professional discussion that students were ââOptimistic and engaged compared to previous lessonsâ. The students were engaged straight away, with the theme occurring throughout the lesson. Students knew they would be recording their performances and assessing themselves based on the keywords, focusing them on what constitutes success and supports them in assessing their own learning and progress (Bartlett, 2015) which meant the students were excited about the new learning environment and being involved in their Assessment for Learning.>
