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Field educators and social work students use technology in various realms of practice, including provision of services to clients and provision of supervision for students. This article identifies how professional boundary issues may arise when social workers, field educators, or students use technology. This article also explores four ways that field educators can educate and support students in relation to pre-empting and managing technology-related boundary issues: policy clarification, role modeling through interactions with clients and others, role modeling within supervisory relationship, and advocacy.

Students entering the field of social work need to develop a real-world understanding of how to apply values such as respect, social justice, human relationships, service, competence, and integrity in practice while managing the dilemmas that arise when social workers, clients, and others encounter conflicting values and ethical obligations. This second edition of Ethics and Values in Social Work offers a comprehensive set of teaching and learning materials to help students develop the knowledge, self-awareness, and critical thinking skills required to handle values and ethical issues in all levels of practice--individual, family, group, organization, community, and social policy

This case study describes the process of doing qualitative research regarding the experiences of Haitian Americans with HIV/AIDS who were not accessing health care services. In particular, it explores some of the challenges that arose during development of the proposal and implementation of the research: potential conflicts of interest, determining an appropriate research design, training research assistants, recruiting research participants, managing emotions, and dealing with skepticism within potential audiences.

Preface ii -- Acknowledgments -- About the author -- Module i: foundations of conflict resolution, peace, and restorative justice -- The mindful practitioner -- The theoretical bases of conflict resolution -- Restorative justice -- Power-based negotiation -- Rights-based negotiation2 -- Interest-based negotiation -- Transformative mediation -- Group facilitation -- Advocacy -- Glossary -- References -- Index

AbstractThis article explores ethical issues that mediators should consider when selecting and using digital programs (software/apps) as part of the mediation process. In particular, mediators should address ethical concerns related to duty of care, informed consent, privacy and confidentiality, boundaries, neutrality and fairness, and cross‐border mediation.

Child custody evaluators with experience in mediation may be tempted to use mediation skills and strategies in their evaluation processes. This article explores the benefits and risks of blending mediation with evaluation, comparing the perspectives of professionals and clients.

AbstractUniversities present an interesting setting for the analysis of conflict because of their unique organizational structures. They combine hierarchical administration with a peer philosophy that views professors as self‐governing colleagues (or a community of scholars), a tenure system for job security, an ethic of academic freedom within a highly regulated and bureaucratized system, decentralized departments that often operate independently rather than as part of an organization, and myriad constituencies served by the university (Baldridge, 1971; Douglas, 1998; Hartman, 1977; Ostan 1995).This ethnographic study has explored experiences of conflict from the perspective of university students, professors—including both tenure‐and non‐tenure‐stream faculty members, administrators, and support staff members. Accordingly, the purposes of this article are to (1) describe the manner in which structural factors lead to the expression of conflict within a university setting and (2) describe the implications of structural sources of conflict, including ways in which universities and other organizations can try to address these sources of conflict.