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Abstract
Although courses in professional-ethics are taught at only a few schools of social work, there is interest in their inclusion in the curriculum across the continuum from the BSW to the doctoral level. This article presents an empirical study designed to compare the effectiveness of two models of teaching professional ethics at the master's level: the pervasive method–an integrated approach whereby ethical content is infused throughout the curriculum–and a discrete course. The findings suggest that the pervasive model is not adequate for teaching systematic ethical analysis and decision making.
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Notes on contributors
M. Vincentia Joseph
M. VINCENTIA JOSEPH is an associate professor at the National Catholic School of Social Service, Catholic University of America. ANN P. CONRAD is a research associate at the Center for Applied Research in the Apostolate, Washington, D.C., and a lecturer at the National Catholic School of Social Service. This paper was originally presented at the Council on Social Work Education Annual Program Meeting in New York City, March 10, 1982.
Ann P. Conrad
M. VINCENTIA JOSEPH is an associate professor at the National Catholic School of Social Service, Catholic University of America. ANN P. CONRAD is a research associate at the Center for Applied Research in the Apostolate, Washington, D.C., and a lecturer at the National Catholic School of Social Service. This paper was originally presented at the Council on Social Work Education Annual Program Meeting in New York City, March 10, 1982.