Sociology & Social Work
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The National Association of Social Workers (NASW) Code of Ethics
The National Association of Social Workers (NASW) The Code offers a set of values, principles, and standards to guide decision making and conduct when ethical issues arise. It does not provide a set of rules Code of Ethics that prescribe how social workers should act in all situations. Specific applications of the Code must take into account the context in which it is being considered and the possibility of conflicts among the Code’s values, principles, Preamble and standards. Ethical responsibilities flow from all human relationships, from the personal and familial to the social and professional. The primary mission of the social work profession is to enhance human well- being and help meet basic human needs of all people, with particular attention Further, the NASW Code of Ethics does not specify which values, principles, and to the needs and empowerment of people who are vulnerable, oppressed, and standards are most important and ought to outweigh others in instances when living in poverty. A historic and defining feature of social work is the they conflict. Reasonable differences of opinion can and do exist among social profession’s focus on individual well-being in a social context and the well- workers with respect to the ways in which values, ethical principles, and ethical being of society. Fundamental to social work is attention to the environmental standards should be rank ordered when they conflict. Ethical decision making in forces that create, contribute to, and address problems in living. a given situation must apply the informed judgment of the individual social worker and should also consider how the issues would be judged in a peer Social workers promote social justice and social change with and on behalf of review process where the ethical standards of the profession would be applied. -
Introduction: Social Work and Philosophy
The Journal of Sociology & Social Welfare Volume 18 Issue 4 December Article 2 December 1991 Introduction: Social Work and Philosophy Roberta Wells Imre Follow this and additional works at: https://scholarworks.wmich.edu/jssw Part of the Philosophy Commons, and the Social Work Commons Recommended Citation Imre, Roberta Wells (1991) "Introduction: Social Work and Philosophy," The Journal of Sociology & Social Welfare: Vol. 18 : Iss. 4 , Article 2. Available at: https://scholarworks.wmich.edu/jssw/vol18/iss4/2 This Article is brought to you by the Western Michigan University School of Social Work. For more information, please contact [email protected]. Introduction: Social Work and Philosophy ROBERTA WELLS IMRE, COORDINATOR Study Group for Philosophical Issues in Social Work A journal issue unequivocally about philosophical concerns in social work is evidence of the recent progress we have made in the profession in recognizing the importance of philosoph- ical commitments in social work activities. Awareness of the presence of these commitments and dissatisfaction with conven- tional social work resources for addressing them led to the or- ganization of the Study Group for Philosophical Issues in 1985. The papers presented here have been contributed by members of this group, which is open to anyone interested in joining the conversation. Social work has always been a complex profession. Through- out its history awareness of human need has consistently exceeded available resources for providing help. Modern man- ifestations of this dilemma can be seen in the suffering of the homeless and the mentally ill on our streets and in other public places, in the pain of neglected and abused children, and in the distress of so many other people in trouble of one kind or an- other. -
Social Work Practice and Social Science History
Social Work &SOCIAL Social Sciences WORK Review PRACTICE 15(1) AND2011 pp.5-27.SOCIAL DOI:SCIENCE 10.1921/095352211X604291 HISTORY Social work practice and social science history Edgar Marthinsen1 Abstract: Social work may be regarded as a product of the Enlightment together with other social sciences. The ontological shift from religious perspectives to a secularly based responsibility that opens up for political as well as individual action is regarded as a baseline for modern social work. Social work itself has struggled to develop an academic identity and a sustainable social fi eld within the social sciences. Social work has historically experienced a gap between research and practice, relating to social sciences and other subjects as part of its teaching without a fi rm scientifi c foundation for social works own practice. If social work earlier developed related to ideas of welfare and social policy in practice it may now be moving in a new direction towards more than being based on scientifi c development within its own fi eld. Over the last decades the need for scientifi c development within social work has strengthened its relation to research and social science. There seems to be arguments to support that social work is moving with research in directions which may be regarded as an epistemological turn based on understanding of knowledge production as well as a linguistic turn where the construction of meaning enhance the importance of regarding different lifeworlds and worldviews as basis for claiming some egalitarian positions for different positions as clients as well as researchers and practitioners. -
Strengths-Based Approach in Social Work: a Distinct Ethical Advantage
International Journal of Innovation, Creativity and Change. www.ijicc.net Volume 3, Issue 2, November, 2017 Strengths-Based Approach in Social Work: A distinct ethical advantage Venkat Pulla , Australian Catholic University [email protected] The author believes that social work and human services professionals can see great outcomes when they work with the inherent strengths of individuals, family groups and organisations. Whenever we assist people in their recovery and their empowerment, our commitment to build on these inherent strengths goes a long way. In all humility this is about a way of asking the client three simple but pertinent questions: ‘What has worked for you before? What does not work for you? And what might work in the present situation for you?’ These three questions will allow facilitators and clients to make important changes in the processes and goals of engagement that will see through a variety of changes; as workers we are often wonderstruck as, with every change, clients seem to blossom. People pick up their bits and pieces and reconstruct hope for the future. In this paper the author will describe this approach in social work and expand on its assumptions and its core elements. Key words: Resilience, Strengths-based Practice, Strengths approach, Social Work, Empowerment 97 International Journal of Innovation, Creativity and Change. www.ijicc.net Volume 3, Issue 2, November, 2017 Introduction It is important at the outset to discuss the scope and objectives of this paper. In this paper, I intend focusing on the inherent strengths of individuals, families groups and organisations and how social work and human services professionals can utilise them to aid people’s recovery and empowerment (Pulla, 2013). -
Teaching Philosophy
TEACHING PHILOSOPHY My pedagogical approach is based on the social work principles of empowerment and praxis. I use a collaborative learning and teaching approach in the classroom that brings to life the social work theories and practice skills. Modeling community practice skills, I create a classroom environment that builds upon existing student knowledge, experiences, and intersecting social identities to support and challenge students to push their learning edges, fostering the development of critical thinking and concrete practice skills. While I specialize in social work macro practice, I feel strongly that students must be capable of bridging their micro, mezzo, and macro skills to use within and across various social contexts. Learning, practicing, and reflecting upon these skills in the classroom frame my social work pedagogy, and lie at the heart of social justice education and the social work profession (Adams, Bell, & Gruffin, 2007; Freire, 1971, 1994; hooks, 1994). Critical Pedagogy In order to foster students’ critical consciousness and deep learning, I start the semester with a series of exercises that allows students to get to know each other beyond their concentrations, start building trust, and develop an environment where we are all teachers and learners. I engage students in exercises where we discuss what it means to create a respectful and engaging classroom. In particular, we discuss the differences between safety and comfort, and how we can create a safe environment where we can turn conflict and discomfort into opportunities for learning and growth for everyone in the class. One area that often pushes student’s learning edge, often creating discomfort and conflict, involves discussions in class around how our social identities impact our social work practice. -
Social Work Skills
SOCIAL WORK SKILLS Beginning During the beginning phase, you introduce and identify yourself and seek introductions from prospective clients and involved others. Following the exchange of introductions, you describe a tentative initial purpose for the meeting, possibly identify one of more professional roles that you might undertake, orient participants to the process, and identify relevant policy and ethical factors that might apply. Throughout this beginning process, you regularly seek feedback concerning others’ understanding of and reactions to your introductory comments. By using the beginning skills, you help to clarify the nature and boundaries or ground rules of the helping process, lessen the initial ambivalence people often experience, and establish a tentative direction for work. Introducing Yourself At the beginning of any first interview, you should identify yourself by name and profession and by agency or departmental affiliation. You might also want to provide formal identification, such as a business card. Seeking Introductions Encourage each new client to say her or his name, and then try to pronounce it correctly. In a group, you might ask group members to introduce themselves and share a few of the thoughts that occurred to them as they anticipated coming to this first meeting. Describing Initial Purpose Clearly but succinctly discuss your view of the purpose of the meeting. Orienting Clients Describe how clients can join you as active, collaborative participants in the helping process. Discussing Policy and Ethical Factors Discuss potentially relevant legal, policy and ethical factors. This constitutes part of the informed consent process and is an essential element of professional service to clients. -
Social Work and Social Welfare an Introduction
Social Work and Social Welfare An Introduction Hisham F. Ibrahim/Photodisc Green/Getty Images (The credit is for the photo on page ii.) SIXTH EDITION Social Work and Social Welfare An Introduction Rosalie Ambrosino University of Texas at San Antonio Robert Ambrosino University of Texas at Austin Joseph Heffernan, Emeritus University of Texas at Austin Guy Shuttlesworth, Emeritus University of Texas at Austin Australia • Brazil • Canada • Mexico • Singapore Spain • United Kingdom • United States Social Work and Social Welfare: An Introduction, Sixth Edition Rosalie Ambrosino, Robert Ambrosino, Joseph Heffernan, and Guy Shuttlesworth Social Work Editor: Dan Alpert Print Buyer: Linda Hsu Development Editor: Tangelique Williams Permissions Editor: Bob Kauser Assistant Editor: Ann Lee Richards Production Service: ICC Macmillan Inc. Editorial Assistant: Stephanie Rue Photo Researcher: Laura Molmud Technology Project Manager: Julie Aguilar Copy Editor: Carolyn Acheson Marketing Manager: Meghan McCullough Cover Designer: Roger Knox Marketing Assistant: Teresa Marino Cover Image: © Jose Ortega, Images.com Marketing Communications Manager: Shemika Britt Cover Printer: RR Donnelley, Crawfordsville Project Manager, Editorial Production: Tanya Nigh Compositor: ICC Macmillan Inc. Creative Director: Rob Hugel Printer: RR Donnelley, Crawfordsville Art Director: Vernon Boes © 2008, 2005 Thomson Brooks/Cole, a part of The Thomson Higher Education Thomson Corporation. Thomson, the Star logo, and 10 Davis Drive Brooks/Cole are trademarks used herein under license. Belmont, CA 94002- 3098 USA ALL RIGHTS RESERVED. No part of this work covered by the copyright hereon may be reproduced or used in any form or by any means—graphic, electronic, or mechanical, including photocopying, recording, taping, web distribution, information storage and retrieval systems, or in any other manner—without the written permission of the publisher. -
Child Protective Services: Services: Protective Child
CHILD ABUSE AND NEGLECT USER MANUAL SERIES Child Protective Services: Child Protective Services: A Guide for Caseworkers A Guide for Caseworkers To view or obtain copies of other manuals in this series, contact the National Clearinghouse on Child Abuse and Neglect Information at: 800-FYI-3366 [email protected] U.S. Department of Health and Human Services www.calib.com/nccanch/pubs/usermanual.cfm Administration for Children and Fam i lies Administration on Children, Youth and Families Children’s Bureau Office on Child Abuse and Neglect Child Protective Services: A Guide for Caseworkers Diane DePanfilis Marsha K. Salus 2003 U.S. Department of Health and Human Services Administration for Children and Families Administration on Children, Youth and Families Children’s Bureau Office on Child Abuse and Neglect Table of Contents PREFACE ........................................................................................................................................................................... 1 ACKNOWLEDGMENTS.............................................................................................................................................. 3 1. PURPOSE AND OVERVIEW .......................................................................................................................... 7 2. CHILD PROTECTIVE SERVICES THEORY AND PRACTICE......................................................... 9 Philosophy of Child Protective Services.......................................................................................................9 -
What Is Social Work?
M01_FARL1972_12_SE_C01.qxd 4/28/11 7:39 PM Page 1 1 What Is Social Work? CHAPTER OUTLINE Social Welfare 4 Psychology and Social Work 13 Social Work 5 Counseling and Social Work 14 CORE COMPETENCY: Professional Identity 5 Social Work in the World Today 14 A Current Definition 7 CORE COMPETENCY: Human Rights & Justice 14 Distinguishing Characteristics of Social Work 8 Summary 15 CORE COMPETENCY: Ethical Practice 8 Practice Test 17 Social Work Careers 11 MySocialWorkLab 17 Sociology and Social Work 12 Core Competency Video / Recognizing Personal Values Psychiatry and Social Work 12 Core Competencies in this Chapter (Check marks indicate which competencies are covered in depth) ✓ Professional ✓ Ethical ✓ Critical ✓ Diversity in ✓ Human Rights Identity Practice Thinking Practice & Justice ✓ ✓ Research-Based ✓ Human ✓ Policy ✓ Practice Engage, Assess, Practice Behavior Practice Contexts Intervene, Evaluate M01_FARL1972_12_SE_C01.qxd 4/28/11 7:39 PM Page 2 2 Chapter 1 At 3:00 A.M., an ambulance pulled up to the medical center emergency room. Attendants rushed to get a 17-year-old Hispanic teenager into the hospital and onto life support systems. The teenager had desperately, but resolutely, driven his car into a solid brick wall. The social worker on duty during those early hours was called to be there when the boy’s parents arrived. The look of desperation on their faces told the whole story. This couple had come to the United States from Mexico some three years ago, bringing their boy and his three younger sisters with them. The lan- guage, the school system, and the entire community had created subtle barri- ers for this family.The father and mother both obtained low-paying jobs and tried to begin a new life. -
Use of Self in Social Work: Rhetoric Or Reality
Use of Self in Social Work: Rhetoric or Reality Archana Kaushik, Ph.D. University of Delhi [email protected] Journal of Social Work Values and Ethics, Volume 14, Number 1 (2017) Copyright 2017, ASWB This text may be freely shared among individuals, but it may not be republished in any medium without express written consent from the authors and advance notification ofASWB. The Licensed Independent Clinical Social Abstract Workers (LICSW) define “Use of Self” as “sharing In social work literature, use of self implies myself with my clients through skillful self- consciously utilizing knowledge, skills, and values disclosure and empathy and authentically bringing in interventions. Self-awareness is a critical skill all I’m made of into the therapeutic relationship for used to be aware of one’s hidden personality traits use as a therapeutic tool” (Daley, 2013, p.3). The for effective practice. This paper tries to delve use of Self means efficiently and rationally using deeper into the realms of the dynamic nature of self- the knowledge, skills, and values of the social work differentiating between real Self and false selves. It profession to enhance the well-being of a client— is argued that knowing one’s biases and prejudices whether individual, group, community, or society is learning more about the image of the self that we as a whole. The notion of self forms the base of create and not the true Self. The paper asserts that therapeutic social work. Cooper (2012) claims that knowing the true self is a pre-requisite of using self use of self in social work is to engage with questions to ameliorate human sufferings. -
Unit 1 Relevance of Psychology in Social Work Practice
UNIT 1 RELEVANCE OF PSYCHOLOGY IN SOCIAL WORK PRACTICE Contents 1.0 Objectives I. 1 Introduction 1.2 Introduction to Psychology 1.3 Definition of Psychology 1.4 Usefi~lnessof Psychology to Social Work Practice 1.5 Social Work and Human Behaviour 1.6 General Psychology 1.7 Child Psychology 1.8 Developinental Psychology 1.9 Clinical Psychology 1.10 Let Us Sum Up 1.1 1 Key Words 1.12 Suggested Readings 1.13 References 1.14 Answers to Check Your Progress 1.0 OBJECTIVES The objective of this unit i's to provide you a basic and introductory understanding of the relevance of psychology to social work practice together with a definition of Psychology. Further, you will be acquainted with social work and human behaviour. After reading the unit you should be able to : understand the ilatiire of the subject of psychology; get to know the main areas of psychology; and understand the need of psychology for social workers. 1.1 INTRODUCTION Psychology and social work are two different disciplines. Psychology is predominantly academic in, its approach while social work is predominantly applied in its orientation. But despite such differences, they are so closely related to each othel- and it becomes quite often impossible to think of their distinct existence and practice in many respects. Psychology incepted much earlier to social work and provided Inany fundamental coilcepts and theories for developing tools and techni8ues.for.social work. Both these 'disciplines Basics of Psycliology for deal with coinponents of hunlan personality, human nature and needs, human Social Worliei- abilities, behavior and problems. -
Psychology and Social Work
DEPARTMENT OF PSYCHOLOGY AND SOCIAL WORK ALVA J. CALDERWOOD SCHOOL OF ARTS & LETTERS PROGRAM FACULTY SOCIAL WORK PROGRAM DESCRIPTION Lisa Hosack, Ph.D., L.C.S.W. Courses leading to a Bachelor’s degree in Social Work (B.S.W.) provide an extensive Program Director and background in micro and macro-level social work practice on the domestic and international levels. Small class sizes, highly experienced faculty, and individually- Associate Professor of Social Work tailored field placements equip our graduates with the skills to meaningfully Jennifer Hollenberger, M.S.W., L.C.S.W. contribute within a wide range of practice areas. Assistant Professor of Social Work MAJOR Bachelor of Science in Social Work This degree is oriented toward service, particularly service to those in greatest need and at greatest risk of the detrimental effects of social injustices. Students complete 53 credit hours of course requirements in addition to the College core curriculum. As a part of their training, students complete a 400-hour field placement in a reputable social service agency where they gain valuable, hands-on training in social work practice. MINOR Minor in Social Work Students complete 21 credit hours of course requirements to minor in social work. Students in the minor take foundational courses in the discipline and complete a 3 credit hour practicum field placement. The Social Work Program at UNDERGRADUATE RESEARCH OPPORTUNITIES Grove City College provides The social work program offers students opportunities to conduct meaningful, various classes which have helped relevant research. The ability to understand, evaluate, and perform research is an me to prepare for going into the integral component of an excellent undergraduate education.