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首页> 外文学位 >APPLIED ETHICS IN CLINICAL SOCIAL WORK TRAINING: THE TEACHING OF ETHICS AT SMITH COLLEGE SCHOOL FOR SOCIAL WORK.
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APPLIED ETHICS IN CLINICAL SOCIAL WORK TRAINING: THE TEACHING OF ETHICS AT SMITH COLLEGE SCHOOL FOR SOCIAL WORK.

机译：在临床社会工作培训中应用伦理学：史密斯大学社会工作学院的伦理学教学。

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摘要

The teaching of ethics and values in American higher education is currently undergoing a resurgence of interest and attention. This concern is not new, but rather part of a cyclical and recurrent pattern of interest and disinterest, noted at the graduate and undergraduate school level. The profession of social work has long articulated a very specific commitment to ethics, values, and professional identity as integral in education for the profession. This author notes that despite this historic educational articulation, actual current instruction is uneven, and there is a dearth of teaching materials and a paucity of courses in ethics in contemporary graduate school programs. Few instructors can or do present an operationalized approach to the profession's Code of Ethics. No doubt this meager offering reflects the ambivalence, the fear of indoctrination, the overall specialization, the focus on technical subjects, and the time constraints in the crowded curriculi in all institutions of education.;This author's interest in the formal study of, and teaching of ethics was based on concerns as an educator about students' socialization to the profession, and sense of professional identity and professional self-esteem. Developed were specific propositions: (1)Professional identity and ethics form an integral aspect of education for the profession. (2)Applied ethics serve to operationalize the Code of Ethics. (3)Exposure to applied ethics can aid the student in the complex task of integration of a complex course of study, and socialize the clinical social work student to the broader profession, beyond their specialization in clinical practice. (4)Exposure to applied ethics enhances not only a school's curriculum and students' professional identity, but the quality of skilled direct practice, be it policy, planning, administration, or direct clinical work with individuals, groups, and families.;The bioethics or normative ethics model is applied ethics, borrowed from the field, Egoism, Utilitarianism, etc., and moral reasoning to enable the practitioner to operationalize in actual practice the allocation of scarce resources, examine the consequences of interventions, question models of research, etc. Applied ethics employs values clarification and ethical analysis to achieve the following objectives (educational goals set forth in Hastings research and publications): (1)actually help students recognize ethical issues and dilemmas; (2)actually help students in values clarification, examination of their own value base and the shifts in their choices and decision-making as the outcome of their professional training; (3)stimulate their moral imagination; (4)aid them in development of analytic tools; (5)elicit a sense of moral obligation and personal responsibility; and (6)aid their tolerating and resisting disagreement and ambiguity.;Additionally, there appears to be specific and unique impediments in the field of social work education, the professional educational program that led all others in the historic enunciation of values and ethics as the underpinning of practice. Many educators would suggest that additional focus is unneeded, as the content is supposedly existant and pervasive in all courses. Actual research on the subject, by Pumphrey (1959) and Levy (1976), suggests otherwise, and they note that professional lip service and interest does not ensure student exposure, except entirely by chance. Time constraints, uneven faculty interest and expertise, have failed to ensure students actual opportunity to discuss such issues as their moral commitments, professional and personal bias and values often at variance with clients' values and life styles, and loyalty and identification both to the agency and to the client.
机译：当前，美国高等教育中的道德与价值观教学正在重新引起人们的关注和关注。这种关注并不是新问题，而是研究生和本科阶段所注意到的周期性和周期性兴趣和不兴趣模式的一部分。长期以来，社会工作专业对道德，价值观和职业认同做出了非常具体的承诺，作为职业教育中不可或缺的一部分。作者指出，尽管具有这种历史性的教育表达方式，但当前的实际教学仍然不均衡，当代研究生课程中缺少教材和道德课程。很少有讲师可以或不会提供针对该职业道德守则的可操作化方法。毫无疑问，这种微不足道的现象反映了所有教育机构中拥挤的课程中的矛盾性，对灌输的恐惧，整体专业化，对技术主题的关注以及时间限制。作者对正式学习和教学的兴趣道德操守的基础是作为一名教育者来关注学生对职业的社会化以及职业认同感和职业自尊心。提出了一些具体的主张：（1）职业认同和道德构成了职业教育不可或缺的一部分。 （2）适用的道德规范用于实施《道德规范》。 （3）暴露于应用伦理学可以帮助学生完成复杂的学习课程，从而使临床社会工作专业化的学生能够跨入更广泛的行业，而不仅仅是他们在临床实践方面的专业化。 （4）接触应用伦理学不仅可以提高学校的课程设置和学生的专业素养，而且可以提高熟练的直接实践的质量，无论是政策，计划，行政管理还是直接针对个人，团体和家庭的临床工作。或道德规范模型是从领域，利己主义，功利主义等领域借用的应用伦理学和道德推理方法，以使从业人员可以在实践中实践稀缺资源的分配，检查干预措施的后果，研究问题模型等。应用伦理学通过价值澄清和伦理分析来实现以下目标（Hastings研究和出版物中提出的教育目标）：（1）切实帮助学生认识伦理问题和困境； （2）实际帮助学生澄清价值观，检查自己的价值观基础以及作为专业培训成果的选择和决策的转变； （3）激发他们的道德想象力； （4）协助他们开发分析工具； （5）产生道德义务和个人责任感； （6）帮助他们容忍和抵抗分歧和模棱两可。此外，在社会工作教育，专业教育计划领域，似乎存在特定而独特的障碍，导致所有其他人在历史上对价值观和道德进行了阐述。实践的基础。许多教育家会建议不需要额外关注，因为据认为该内容在所有课程中都存在并且普遍存在。 Pumphrey（1959）和Levy（1976）对这个问题的实际研究表明，事实并非如此，他们指出，专业的口语服务和兴趣并不能确保学生的学习机会，除非完全是偶然的。时间紧迫，教师兴趣和专业水平不均衡，无法确保学生有实际机会讨论诸如道德承诺，专业和个人偏见以及价值观（通常与客户的价值观和生活方式不同）以及对代理机构的忠诚度和认同度等问题和客户。

著录项

  • 作者

    MISHNE, JUDITH MARKS.;

  • 作者单位

    City University of New York.;

  • 授予单位 City University of New York.;
  • 学科 Social Work.
  • 学位 D.S.W.
  • 年度 1981
  • 页码 451 p.
  • 总页数 451
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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