Integrating Macro–Micro Practice

2021 ◽  
Author(s):  
Jason A. Ostrander ◽  
Kate Kelly ◽  
Patricia Carl-Stannard
Keyword(s):  
Social Work ◽  
Code Of Ethics ◽  
International Federation ◽  
Ethical Standard ◽  
Theoretical Knowledge ◽  
Helping Professions ◽  
Comprehensive Understanding ◽  
Social Work Educators ◽  
Integrated Practice ◽  
Knowledge And Practice

Social work sets itself apart in the “helping professions” in recognizing the significance of its students and practitioners engaging with the theoretical knowledge and practice experiences sufficient for fluency across macro to micro settings. This practice integration assures comprehensive understanding of person-in-environment, from casework to complex systems work, and is raised to an ethical standard in the National Association of Social Work Code of Ethics and in the International Federation of Social Work Principles. Yet macro-oriented scholars have accused social work educators and professionals of abandoning their obligation to social justice and policy participation and of focusing their energy instead on micro practice. This literature is helpful in addressing how integrated practice can be achieved and informs the development of social workers who solidly embrace a commitment to macro knowledge and participation.

Beyond the Code of Ethics, Part II: Dual Relationships Revisited

2002 ◽  
Vol 83 (5) ◽  
pp. 483-492 ◽  
Author(s):  
Sophie Freud ◽  
Stefan Krug
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Code Of Ethics ◽  
Legal Protection ◽  
Work Practice ◽  
The United States ◽  
Social Work Practice ◽  
Dual Relationships ◽  
Social Work Educators ◽  
Social Work Practitioners

The authors, both social work educators, serve on an ethics call line committee that provides insights on how the provisions of the (United States) National Association of Social Workers Code of Ethics (NASW, 1996) interface with the ethical dilemmas encountered by the social work community. In this paper, the authors highlight aspects of social work practice that they consider ethical, yet not easily accommodated by the provisions of the current Code. They also question the 1996 introduction of the concept of dual relationships into the Code and suggest that the Code adopt the less ambiguous term of boundary violations. Also recognized by the authors is the need for clear boundaries for the protection of clients against temptations that might arise in a fiduciary relationship, and for the legal protection of social workers. But, the authors argue, social work practitioners in certain settings, with particular populations, and in certain roles, inevitably face multiple relationships as an integral aspect of their work. The authors conclude that social work's adoption of the psychoanalytic constrains of anonymity, neutrality, and abstinence has detoured the profession from its original double focus on individuals and their society.

scholarly journals What Social Workers Should Know About Ethics: Understanding and Resolving Ethical Dilemmas

10.18060/124 ◽  
2000 ◽  
Vol 1 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Elaine P. Congress
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Ethical Issues ◽  
Code Of Ethics ◽  
Ethical Dilemmas ◽  
Sexual Relationships ◽  
Dual Relationships ◽  
Personal Agency ◽  
Social Work Educators ◽  
Social Work Practitioners

Recognizing ethical issues and dilemmas that arise in professional practice is crucial for social work practitioners, educators, and students. After a discussion about the limited, although growing, literature on social work ethics, the ten main tenets form the most current NASW Code of Ethics are presented. These topics include limits to confidentiality, confidentiality and technology, confidentiality in family and group work, managed care, cultural competence, dual relationships, sexual relationships, impairment and incompetence of colleagues, application to administrators and relevance to social work educators. In addition to understanding the Code of Ethics, social workers can use the ETHIC model of decision making for resolving ethical dilemmas. This easy to use five step process includes examining personal, agency, client, and professional values, thinking about ethical standards and relevant laws, hypothesizing about consequences, identifying the most vulnerable, and consulting with supervisors and colleagues. A case example involving confidentiality, HIV/AIDS and family therapy demonstrates how social workers can use the ETHIC model.

Reflexivity, Ethics, and Divergent Perspectives: A Transformational Journey of Social Work Educators

2019 ◽  
Vol 3 (1) ◽  
pp. 95-109
Author(s):  
Heather Howard ◽  
Mary LeCloux ◽  
Dana E. Prescott ◽  
Katherine Walbam
Keyword(s):  
Social Work ◽  
Conflict Management ◽  
Social Workers ◽  
Social Inequalities ◽  
Code Of Ethics ◽  
Social Work Students ◽  
National Association ◽  
Social Work Educators ◽  
Minority View

Using classroom vignettes, this article portrays the experiences of four White social work educators with minority-view inclusion and conflict management that is a result of divergent perspectives in the classroom. The use of reflexivity is explored as a strategy for understanding educators' biases and assumptions in teaching. In addition, the National Association of Social Workers (NASW) Code of Ethics is applied as it refers to helping social work students learn to think critically to meet the needs and rights of clients and to address social inequalities, diversity, privilege, and oppression. The authors provide recommendations based on their experiences and reflections.

scholarly journals Gray Clouds Over Ivory Towers

2021 ◽  
Vol 21 (2/3) ◽  
pp. 298-310
Author(s):  
Dashawna J. Fussell-Ware
Keyword(s):  
Social Work ◽  
Critical Race Theory ◽  
Doctoral Students ◽  
First Generation ◽  
Code Of Ethics ◽  
Doctoral Degree ◽  
Critical Issue ◽  
Social Capital Theory ◽  
Social Work Educators ◽  
Social Work Programs

Black, first-generation doctoral students can be classified as those who belong to the African diaspora and come from families with parents who do not have bachelor’s degrees. Data shows that over half of Black doctoral degree recipients, across all fields, have first-generation status, and literature has shown that these students experience several challenges during their doctoral journey that their peers do not. This paper details six of these challenges for Black, first-generation research doctoral students in social work programs. These challenges result in educational disparities disfavoring these students, and, as such, social workers are compelled by our Code of Ethics to work against these forms of social injustice. This conceptual discussion uses Critical Race Theory and Social Capital Theory to explain the continued existence of these challenges, followed by recommendations that social work educators, academic institutions, and educational organizations can use to improve conditions for Black, first-generation social work research doctoral students across the country. If social work educators take this critical issue, its associated challenges, and the proposed recommendations seriously, they can begin to create safe and actively anti-racist and anti-classist academic environments that are conducive to the success of this student population.

scholarly journals Dismantling White Supremacy in Social Work Education

2021 ◽  
Vol 21 (2/3) ◽  
pp. i-vii
Author(s):  
Charla Yearwood ◽  
Rosemary A. Barbera ◽  
Amy K. Fisher ◽  
Carol Hostetter
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
White Supremacy ◽  
Code Of Ethics ◽  
Practice Research ◽  
Special Edition ◽  
Special Issue ◽  
Social Work Educators ◽  
Research And Education ◽  
Work Education

We are excited to share this special edition of Advances in Social Work with you. When we distributed a call for abstracts, we were inundated – in a good way – with proposals. The need for social workers to discuss the role that white supremacy occupies within our history, education, and practice was obvious. Because of the number of abstracts received, we made the decision to publish a double edition so that the important information contained in these articles can be widely shared. The submissions fell into three general themes--historical, instructional, and institutional examinations. Each set of articles offers much for us to reflect and act upon moving forward. There is a reckoning happening and we are thrilled that this special edition is part of that reckoning. In all, we hope that this special issue will help advance our conversations in social work education around white supremacy and how it influences our practice, research, and education. Recognizing that our Code of Ethics calls us to “pursue social change, particularly with and on behalf of vulnerable and oppressed individuals and groups”, we believe it is important for social work as a profession to consistently evaluate its own institutions for ways we can practice what we preach. As social work educators, we have the ethical and moral responsibility to learn, grow, and challenge ourselves. We can do better. We must do better.

scholarly journals Aroha, Manaakitanga, Whanaungatanga: Social work educators’ reflections on the Covid-19 lockdown in Aotearoa New Zealand

2020 ◽  
Vol 32 (2) ◽  
Author(s):  
Nathan Jaquiery ◽  
Marissa Kaloga ◽  
Susan Wason
Keyword(s):  
Social Work ◽  
New Zealand ◽  
Teaching And Learning ◽  
Code Of Ethics ◽  
Learning Experience ◽  
Traumatic Experience ◽  
Defining Moment ◽  
Social Work Educators ◽  
Aotearoa New Zealand ◽  
The University

The 2020 Covid-19 pandemic which, as at the time of writing, is ongoing throughout the world, has far-reaching implications for the practice of social work. As Aotearoa New Zealand steadily moves towards declaring itself “Covid-free,” it is important to reflect upon and capture the complexities, challenges, and dynamics experienced during the lockdown. As the pandemic continues to expand, front-line experiences can serve to inform decision making and reflection on the future development of the social work profession in a post-Covid world. This article will discuss the experiences of three social work educators at the University of Otago’s Social and Community Work Programme. Each contributor will relate their pandemic teaching and learning experience by aligning it with a Value and Ethical Principle of the Aotearoa New Zealand Association of Social Work Code of Ethics (ANZASW, 2019). Each contributor felt that it was important to capture their experiences during this defining moment in our history and to consider how the nature of relationships may have changed, how boundaries shifted and learning has ensued as we have journeyed through a shared traumatic experience together. “He waka eke noa” (we are all in this together)

How religious women students of social work in Israel experience academe

2020 ◽  
pp. 002087282094002
Author(s):  
Nuzha Allassad Alhuzail ◽  
Rebecca Ranz
Keyword(s):  
Women Students ◽  
Social Work ◽  
Code Of Ethics ◽  
Social Work Students ◽  
The Other ◽  
Academic Context ◽  
Social Work Educators ◽  
Religious Women ◽  
Arab Muslim ◽  
Israel Experience

Although the values of pluralism and diversity are enshrined in social work’s Code of Ethics, the literature indicates that religious students will experience hostility within social work schools. This qualitative study explores how religious Jewish and Arab-Muslim social work students in Israel experience the secular academic context, in light of the profession’s values. Semi-structured, in-depth interviews were conducted over a 6-month period, starting in January 2018, with third-year women students of social work at the country’s largest public college – a microcosm of Israeli society in terms of ethnic, religious, and national affiliation. The participants were 20 women (10 Jewish and 10 Arab-Muslim) who self-identify as religious, in a secular academic setting. Analysis of the findings yields a broad and varied picture: the main themes include the initial encounter with the physical, social, and intellectual college environment; questioning whether academe is really liberal; and the feeling of being outsiders. These findings, which contribute to an understanding of the social and educational needs of the student who is the ‘other’, are relevant to social work educators worldwide. The other is everywhere.

Critical Pedagogy in Online Social Work Education: Changing Conceptions of Time in the Neoliberal University

Somatechnics ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 73-94
Author(s):  
Kristin Smith ◽  
Donna Jeffery ◽  
Kim Collins
Keyword(s):  
Social Work ◽  
Online Education ◽  
Critical Pedagogy ◽  
Social Work Education ◽  
Qualitative Interviews ◽  
Social Work Educators ◽  
Digital World ◽  
Learning Programs ◽  
Recent Graduates ◽  
Work Education

Neoliberal universities embrace the logic of acceleration where the quickening of daily life for both educators and students is driven by desires for efficient forms of productivity and measurable outcomes of work. From this perspective, time is governed by expanding capacities of the digital world that speed up the pace of work while blurring the boundaries between workplace, home, and leisure. In this article, we draw from findings from qualitative interviews conducted with Canadian social work educators who teach using online-based critical pedagogy as well as recent graduates who completed their social work education in online learning programs to explore the effects of acceleration within these digitalised spaces of higher education. We view these findings alongside French philosopher Henri Bergson's concepts of duration and intuition, forms of temporality that manage to resist fixed, mechanised standards of time. We argue that the digitalisation of time produced through online education technologies can be seen as a thinning of possibilities for deeper and more critically self-reflexive knowledge production and a reduction in opportunities to build on social justice-based practices.

"Do not Worry Your Head": The Impossibility of Indigenising Social Work Education and Practice in Africa

2018 ◽  
Vol 30 (3) ◽  
Author(s):  
Kwaku Osei-Hwedie ◽  
Doris Akyere Boateng
Keyword(s):  
Social Work ◽  
Knowledge Base ◽  
North American ◽  
Social Work Education ◽  
Culturally Relevant ◽  
Social Work Educators ◽  
The People ◽  
African Context ◽  
Drawing Board ◽  
Work Education

As the discussions and debates rage on about the content and direction of social work in Africa, the challenges associated with weaning the profession off its Western and North American roots become apparent. The desire to indigenise or make the profession culturally relevant is well articulated in the literature. Some efforts have been undertaken toward achieving this desire. However, it is evident that despite the numerous discussions and publications, it appears that efforts at indigenising, localising, or making social work culturally relevant have not made much progress. While what must be achieved is somewhat clear; how to achieve it and by what process remain a conundrum. The article, therefore, revisits the issue of making social work culturally relevant in Africa and its associated challenges. Despite the indictment of current social work education and practice in Africa, it appears that many academics and professionals have accepted that what is Western is global, fashionable, and functional, if not perfect. Given this, perhaps, “we should not worry our heads” about changing it. Instead, social work educators and practitioners in Africa should go back to the drawing board to determine how current social work education and practice can be blended with a traditional African knowledge base, approaches and models to reflect and align with the critical principles and ideals within the African context. This is with the hope of making the profession more relevant to the needs of the people of Africa.

Towards the Integration of Faith, Love, and Praxis

2020 ◽  
Vol 47 (2) ◽  
pp. 5-27
Author(s):  
Monica Y. E. Chi
Keyword(s):  
Social Work ◽  
The Other ◽  
Intergroup Dialogue ◽  
Christian Spirituality ◽  
Social Work Educators ◽  
Dorothy Day ◽  
Jane Addams ◽  
Faith Based ◽  
Poor Understanding ◽  
Martin Luther King

Non-faith-based social work educators and researchers have a poor understanding of what might motivate Christians in social work and whether Christian motivations have any place in social work. On the other hand, Christians have difficulty articulating actions inspired by their faith in ways that others can comprehend despite feeling misunderstood. The focus of this article is to present the framework of faith-inspired praxis of love and lay the groundwork for intergroup dialogue. The framework draws from the works of Jane Addams, Dorothy Day, Martin Luther King, Jr., Jean Vanier, and Mary Jo Leddy, five notable leaders in Christian spirituality and public initiatives, to discuss their conceptualization of faith, love, and praxis. Practice and research implications of this framework for social work are discussed.

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