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• W376206866 abstract "This paper explores the impact of a lack of sensitivity to the ethical issues that surfaced in a specific welfare-to-work program on participants’ perceptions, self-esteem, and motivation. Ethical issues in three areas were identified and discussed: (a) professionalism and accountability, (b) participant and provider relationships, and (c) shared responsibilities. Ethical issues: it sounds banal and trite. For ages philosophers have written hundreds of books in an effort to understand, explain, categorize, and label moral, immoral, and amoral human behavior and the rationales behind our actions. Yet, there still is not a universally accepted way of analyzing ethical situations (Hatcher & Aragon, 2000) and ethical issues are not a favored topic for discussion in public arenas or private conversations (McDowell, 2000). However, as a society we do feel that people should be trustworthy and fair in their dealings with each other. We expect behavior that promotes the welfare of individuals, organizations, and communities. Yet as recent events demonstrate, our society faces a crisis in professional responsibility (McDowell, 2000). Professional associations are worried about the image of their professionals, and as a result, they have developed and enforced codes of ethics to protect the public and their own interests. Codes of ethics postulate that adoption of and adherence to a set of standards for work-related conduct requires a personal commitment to act ethically and individual responsibility to aspire to the highest possible standards of conduct. Ethical issues are inherent in much of what adult education practitioners do (Cervero & Wilson, 2001). The ethics of practice are discussed in specific areas of adult education, such as program planning (Caffarella, 1998; Cervero & Wilson, 1994); administration, advertising and marketing (Sork & Welock, 1992); counseling, advising, and continuing professional education (Lawler, 2000); and recently, web based adult education (Holt, 1998). An ethical issue occurs when harm to individuals is inflicted by incompetent and unscrupulous practitioners (Gordon & Sork, 2001) or customers, colleagues, participants, and stakeholders are not treated fairly or with integrity (Caffarella, 1998; Cervero & Wilson, 1994; Lawler, 2000). Ethical issues arise from a clash of interests in program planning, exercise of power in decision-making, questionable administrative actions, creation of discriminatory programs, unfair treatment of the less powerful, and violation of principles, standards, and policies. Understanding the “cause and effect side of being ethically... and socially responsible” (Hatcher, 2002, p. 9) is essential for the success of any professional situation. Identifying ethical issues requires knowledge and awareness of the values of the profession and of the cultural and socioeconomic background of the participants (Lawler, 2000). Although scholars increasingly stress the importance of planning programs for adults, which focus on the relationship between cultural, social, economic, and political systems in society (Wilson & Cervero, 1996), there is little evidence that these relationships are noticed and implemented in designing welfare to work programs. In 1996, Clinton Administration enacted the Personal Responsibility and Work Opportunity Reconciliation Act (PRWORA) with the purpose of moving existing welfare dependants to self-sufficiency through work. Employability skills became vital for the success of" @default.
• W376206866 created "2016-06-24" @default.
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• W376206866 date "2013-01-01" @default.
• W376206866 modified "2023-09-27" @default.
• W376206866 title "Deeds and Consequences: Ethical Issues in a Welfare-to-Work Program" @default.
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