Using Codes of Ethics for Disabled Children Who Communicate Non-verbally – Some Challenges and Implications for Social Workers

ABSTRACT

This article evaluates the use of professional codes of ethics by social workers specialising in work with disabled children who communicate non-verbally. It draws upon phenomenological interviews and other studies to highlight challenges faced by practitioners in a complex role which demands high-levels of skills and knowledge. Supporting other research, codes of ethics were rarely utilised by practitioners who typically maintain a vague appreciation while often compelled to focus upon pragmatic and quick responses to a complex role. Despite this, it is argued that principle-based frameworks embedded within codes of ethics carry important political implications. These include the potential to strengthen existing utilitarian and bioethical discourses embedded in policy or dominant professional narratives, and which can at times marginalise or exclude disabled children.

KEYWORDS:

• Disability
• utilitarianism
• social work
• exclusion
• ethical codes
• bioethics

Disclosure statement

No potential conflict of interest was reported by the authors.

Disclosure statement

Malcolm Carey is Professor of Adult Social Work at the University of Chester. His research interests chiefly relate to ageing, disability, applied ethics and qualitative research.

Katherine Anne Prynallt-Jones is a qualified social worker who has previously worked with children with a learning disability.