Preamble

“It is understood that ethical judgments are made by individuals who bring their personal values, culture, and experiences to the decision-making process. By making public the values and ethical standards shared by child welfare professionals, this code assists in making ethical decisions more consistent and objective and reinforces child welfare professionals’ accountability to society and to those individuals with whom they have professional relationships.” (IDCFS Code of Ethics: Preamble)

The Department’s Code of Ethics sets forth ethical principles that should be applied by child welfare professionals whenever they must make ethical judgments. Values affect behavior and attitudes and influence individual choices of action. Consequently professionals’ values influence their decision-making. The Code of Ethics establishes values and ethical standards of behavior for relationships between professionals, the individuals they serve, colleagues, supervisors, foster parents, the court and society.

The Code of Ethics:

• Identifies competing values and responsibilities for child welfare professionals.
• Guides the daily conduct of the child welfare professionals via standards for professional behavior.
• Assists child welfare professionals in making more consistent and objective ethical decisions.
• Reinforces child welfare professionals’ accountability to society and to the individuals served.
• The Code of Ethics also indicates that:
  • If there is a conflict between two or more ethical principles and/or responsibilities in a particular case, child welfare professionals should consult with superiors and colleagues knowledgeable about ethics issues, or with a child welfare ethics committee, in choosing a proper course of action.
  • If the demands of agencies with which child welfare professionals are affiliated conflict with the Code of Ethics, child welfare professionals should clarify the nature of the conflicts in a way that permits fullest adherence to the Code.
  • If child welfare professionals observe violations of the Code by colleagues, they should bring the issues to the attention of the colleagues if informal resolution appears appropriate. If the issues cannot be informally resolved, child welfare professionals should refer them to appropriate superiors and/or to a child welfare ethics committee.

Fiduciary Relationships

The responsibilities of child welfare professionals are grounded in “fiduciary relationships” with clients. Fiduciary relationships are based on trust and trustworthiness. When we intervene in the lives of those less powerful, we practice fiduciary relationships based on:

These values, behaviors and attitudes underscore the importance of accepting responsibility for one’s actions and; their consequences, and holding professional behavior to a standard higher than self-interest.

Professional Conduct

Child welfare professionals should exhibit appropriate work habits, dress, language, and decorum in their work. They carry out their fiduciary responsibility to clients and the public by not engaging in activities that will malign their professional role or relationships and by demonstrating:

Integrity

• Recognizing the vulnerability of their clients and the serious responsibilities associated with intervening in the parent/child relationship.
• Exhibiting behavior that reflects the emphasis of the social work profession on interests and trustworthiness and the values of respect for persons, client self-determination, individualized intervention, competence, loyalty, diligence, honesty, promise-keeping, and confidentiality.

Trustworthiness

• Conducting themselves in a responsible, professional manner in all work situations whether with clients, co-workers, or the public.
• Maintaining public trust by refraining from conduct that could adversely affect the public’s confidence in the integrity of the child welfare system and services.

Competence

• Providing services only within the boundaries of their competence based on their education, training, supervised experience, and professional experience.
• Honestly representing their qualifications, educational backgrounds, and professional credentials.
• Pursuing professional development by taking advantage of continuing education and other opportunities for attaining or maintaining a high level of competence.

Cultural Competence

• Valuing cultural diversity, respecting differences
• Recognizing the significance of cultural differences for engaging in the helping process
• Understanding that bias and prejudice can negatively affect services to children and families

Setting clear, appropriate professional boundaries

• Clarifying with all parties (child, birth parents, foster parents, child’s other relatives or siblings, etc.) the nature of the professional responsibilities to each of them, and the ways in which appropriate boundaries will be maintained.
• Refraining from socializing with their clients, clients’ family members or close associates, and foster parents with whom employees have a working relationship, except when it is part of the normal performance of their professional duties.
• Engaging in no romantic or sexual contact with the clients, clients’ families, or close associates, as it could affect their work with the clients.