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Programs implemented in the social work context require significant considerations of ethical issues due to the potential implications for real people. Ethical challenges of program implementation include issues regarding policies on research and evaluation with human subjects, anonymity, transparency, and autonomy challenges, social justice and cultural differences concerns, as well as conflict of interest. In addition, the lack of diverse group participation lowers program success due to the lack of sample representativeness (Mustanski et al., 2015). These issues are essential to consider because their addressing could help improve the quality and effectiveness of social services as well as guarantee equity in the process of resource distribution and ensure that the needs of certain groups are met.
Ensuring inclusivity in program evaluation and design is possible through unrestricted communication and information sharing, increasing the understanding of leaders regarding the effective implementation of the program, as well as intentionally incorporating a diverse group of people to design the program and participate in it. The voices of different groups, such as women or individuals of color must be included in the processes of program staff and participant selection because their experiences will inevitably influence the implementation and the outcomes of the program (Beardsley & Miller, 2002).
The challenges to planning in diverse contexts include the difference in understanding of the issues at hand, the possibility of limiting diverse voices and opinions, as well as risks of prejudice or negative cultural stereotypes, as illustrated in Lavalee and Poole’s (2010) study on Indigenous health recovery programs. The various perspectives that the diverse group of workers or participants provide may offer a range of benefits. However, planning for their incorporation can be challenging because their impact cannot be predicted before a program is carried out. Therefore, it is important to take into account the different directions that a program could take when influenced by the diverse perspectives of both implementors and participants.
References
Beardsley, R. M., & Miller, M. H. (2002). Revisioning the process: A Case study in feminist program evaluation. New Directions for Evaluation, 96, 57-70.
Lavallee, L. F., & Poole, J. M. (2010). Beyond recovery: Colonization, health and healing for Indigenous people in Canada. International Journal of Mental Health and Addiction, 8, 271-281.
Mustanski, B., Greene, G. J., Ryan, D., & Whitton, S. W. (2015). Feasibility, acceptability, and initial efficacy of an online sexual health promotion program for LGBT Youth: The queer sex ed intervention. Journal of Sex Research, 52(2), 220-230.
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