A Theoretical Integrative Framework for Teaching Professional Social Work Values

Haynes, Dennis T.

doi:10.1080/10437797.1999.10778945

Cited by 31 publications

(24 citation statements)

References 21 publications

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“…Such abilities are no less essential for social work graduates, who need to be adept in grasping and resolving the value, ethical, and practice dilemmas inherent in real-life practice situations (Brandler, 1999;Ife, 1997) through a learning experience that expands and challenges what can be narrow and parochial student perceptions (Haynes, 1999).…”

Section: Usefulness Of Small Group Teachingmentioning

confidence: 99%

“…Social work education encompasses the broad spectrums of policy analysis and critique (Pawar, 2004), along with practice knowledge and wisdom (Ife, 1997) within the context of the values, prior learning, life experiences, and the social and political dimensions that students bring to their preparation for professional life (Haynes, 1999). The educational task is to provide knowledge, guidance, and support (Papadaki & Nygren, 2006) and, in so doing, to offer the opportunity to build foundations for professional practice.…”

Section: A Critical Dimension To Social Work Education?mentioning

confidence: 99%

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“Active Student Involvement and a Real Struggle with Ideas”: Small Group Teaching in Social Work Education?

Swain¹

2007

Australian Social Work

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The present article examines the strengths of small group teaching within the context of the professional and ethical requirements of social work education. It outlines some of the strategies adopted to ensure that reliance on this mode of educational delivery contributes to the excellence of practice knowledge and teaching standards to which universities commit and which professional associations and clients expect. Small group teaching continues to be perceived as an integral component in the preparation for professional social work practice and has important functions in the mentoring and socialisation of beginning practitioners. It would be valuable, in the light of developments in technology-assisted educational modes of delivery, to further research the relative impact of face-to-face teaching and its alternatives, given contemporary pressures upon both tertiary institutions and social work students.

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Section: Usefulness Of Small Group Teachingmentioning

confidence: 99%

Section: A Critical Dimension To Social Work Education?mentioning

confidence: 99%

“Active Student Involvement and a Real Struggle with Ideas”: Small Group Teaching in Social Work Education?

Swain¹

2007

Australian Social Work

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“…In social work, the following national boides have codes of ethics: the American Association of Social Workers (NASW, 1996), the British Association of Social Workers (BASW, 2003), the Australian Association of Social Workers (AASW, 1999), the Canadian Association of Social Workers (CASW, 1994), the Assembly of New Zealand for social workers (ANZASW), the Association of Singapore for Social Workers (SASW), and the Korean Society of Social Workers (KASW); however' a code does not mean that behaviours to strictly dictated. Canda & Furman (1999), Haynes (1999), and Smith, McGuire et al, (1991) argue that the personality of social worker is the most influential element in making a decision. Other findings suggest that codes of conduct are not used as the basis for ethical decision-making (Dolgoff & Skolnik, 1996;Landau, 1999).…”

Section: Background To the Studymentioning

confidence: 99%

Obstacles in Formulating a Code of Ethics for Social Workers in Jordanian Institutions

Gharaibeh¹

2011

ASS

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The major purpose of the study was to examine the obstacles in formulating a code of ethics for social workers in Jordanian institutions and to identify the personal characteristics and professional behaviours of social workers in Jordan.Qualitative and quantitative methods were used to achieve the objectives of this study. A survey with open and closed questions was distributed randomly to 95 social workers The study found that a substantial numbers of social workers in Jordan (78.6%) from the sample did not belong to any social work associations. The majority of male and female social workers (29.5%) have a BSW degree. The research also revealed the obstacles in formulating a code of ethics for social workers in Jordan; those obstacles are the clients, social work institutions, the experience of social workers, weaknesses in the research, and the cultural obstacles in local communities in Jordanian society.A recommendation arising from the study is that all professional social workers in Jordan need to formulate a national social workers code of ethics as a guide for practice. The code of ethics would have general ethical principles that are based on the core values of social work to be used as a guide for professional behaviour.

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“…While this entitlement is not uncommon in social work education (Tsang, 2011), it is not insurmountable. In teaching that explores values, a non-judgmental attitude and personalized feedback from the instructor is beneficial (Haynes, 1999;Ward, 2008). To prompt further insight and professional writing and presentation, I shared detailed feedback related to each prompt, but ultimately did not assign full credit to all students.…”

Section: Faculty Member's Reflectionmentioning

confidence: 99%

“…Acquiring the vocabulary common in social work, as well as acceptance of social work values, are expected elements of professional socialization, perhaps while understanding and perhaps moderating personal values (Haynes, 1999). The initial prompts were designed to explore students' familiarity with and understanding of terminology commonplace in social work and personal experiences related to social work that informed how they may identify with the social work profession.…”

Section: Description Of Photography Phases and Debriefing Processesmentioning

confidence: 99%

Facilitating Self-Reflection: The Integration of Photovoice in Graduate Social Work Education

Mulder

Dull

2014

Social Work Education

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This article details a series of assignments, employing a photovoice method, designed to enhance self-awareness for first year Master of Social Work students. This descriptive article discusses styles of learning and the development of self-awareness in social work education. In addition, the article examines the use of photovoice within a research context, as well as the adaptation to the classroom setting. Both processes seek a venue for participants, students in this case, to explore and discuss aspects of their lived histories and development of their values and perceptions. In addition to scrutinizing the assignment design, logistical concerns, challenges, and benefits of photovoice within the classroom setting, this article also considers how photovoice might help socialize students to the social work discipline. As photovoice commonly serves as a research method, the use of this method as a pedagogical tool is considered, as well as the perspectives of a faculty member and a graduate student. Finally, the processes and benefits of peer debriefing and photovoice as a mechanism for creating dialogue within the classroom are addressed.

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A Theoretical Integrative Framework for Teaching Professional Social Work Values

Cited by 31 publications

References 21 publications

“Active Student Involvement and a Real Struggle with Ideas”: Small Group Teaching in Social Work Education?

“Active Student Involvement and a Real Struggle with Ideas”: Small Group Teaching in Social Work Education?

Obstacles in Formulating a Code of Ethics for Social Workers in Jordanian Institutions

Facilitating Self-Reflection: The Integration of Photovoice in Graduate Social Work Education

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