当前中国社会工作职业化的困境与对策

自1989年北京大学社会学系招收首届社会工作本科生以来,社会工作教育飞速发展,至今已经有200多所大中院校开设这一专业.与此形成鲜明对比的是社会工作职业化严重滞后,而且发展缓慢,这将严重制约中国社会工作教育的可持续发展,也必将影响中国社会的良性运行.分析当前中国社会工作职业化的困境,探求当前中国社会工作职业化的对策,是中国现阶段社会工作教育者、研究者的使命.     

当前中国社会工作职业化的困境与对策

中国只有突破现有的发展困境,才能找到社会工作职业化的道路。自1989年北京大学社会学系招收首届社会工作本科生以来,社会工作教育飞速发展,至今已经有200多所大中院校开设这一专业。与此形成鲜明对比的是社会工作职业化严重滞后,而且发展缓慢,这将严重制约中国社会工作教育的可持续发展,也必将影响中国社会的良性运行。分析当前中国社会工作职业化的困境,探求当前中国社会工作职业化的对策,是中国现阶段社会工作教育者、研究者的使命。     

社工学生需要意识到自身的专业使命

最近，中央18部委《关于加强社会工作专业人才队伍建设的意见》出台，非常明确地表明了党和国家大力发展社会工作专业人才队伍的指导思想、工作原则、目标任务和具体措施，这无疑对社会工作的发展起到巨大的推动作用，也必将促进相关制度、机制的健全和完善。作为一名社会工作专业学生——未来社会工作人才队伍中的一分子，需要更加意识到自身的专业使命，并将之付诸发展专业的行动。     

大众化：建构中国社会工作制度的紧迫需要（下）

（三）社会工作大众化的实践场域。中国的具体国情是社会工作大众化的实践场域。历经二十多年的专业发展与变迁,由于传统体制的惯性、原有模式的延续以及新兴理念的输入,社会工作形成了行政性社会工作、专业社会工作和草根社会工作三种实践形式。这三种样态既是中国社会工作发展的现状,也是社会工作大众化面临的现实格局。     

社会工作研究伦理的台湾视角

社会工作研究的使命在于提升社会福祉、促进社会正义、承担社会责任、生产专业知识.社会工作研究的使命决定了社会工作研究的对象通常是社会弱势群体,因此,社会工作研究所遇到的伦理困境会比其他学科更多.庆幸的是,社会工作研究伦理已经被社会工作实务界和学术界所普遍关注,美国社会工作教育委员会颁布了《社会工作研究诚信宣言》,英国社会工作学刊颁布了《社会工作和社会照顾研究伦理守则》,台湾社会工作专业人员协会也颁布了《社会工作研究伦理守则》.这里,我们以台湾社工界的伦理守则为模本,来探讨社会工作研究的基本精神与实践准则.     

知识伦理重建与社区社会工作创新

民政部、财政部《关于加快推进社区社会工作服务的意见》指出,“坚持专业引领、融合发展”,“逐步用专业社会工作理念丰富社区工作理念,用专业社会工作制度创新社区管理服务制度,用专业社会工作方法提升社区管理服务水平,加快实现社会工作与社区建设在更高层次、更广范围、更多领域的融合发展。”社区建设是中国本土化社会工作的主要领域,近年来一些地方加快社会治理创新及社会建设步伐,开展公益创投活动,发动社会组织申报并实施公益项目。     

心理咨询技巧在社会工作实务中的运用

社会工作专业需要追求多样性,所以它还会面向学术知识界及其他专业、社会公众及各种媒体,为自己建立多元化的身份,这在不同程度上影响了对自身使命的确认与把握。心理咨询与社会工作有着密切的联系,分析两者的异同,探析心理咨询技巧在社会工作实务中的具体作用,并充分发挥两者之间的最佳效果,有助于社会工作的有效开展。     

中国社会工作之理性发展

中国社会工作的发履历程，可以从两方面来表述，一是买践意义上的社会工作，包括几千年传统伦理思想指导下的民间自发的助人网络和40年来由政府负责的社会工作模式。从这个角度讲，中国社会工作具有悠久的历史。另一个是以社会工作教育为发端的社会工作。从这个角度讲，中国社会工作的历史是很短暂的，是从80年代中期开始的。但是，用专业标准衡量，中国社会工作至会仍未能承担起应有的社会职能。那么，中国社会工作怎样才能发挥其预期的社会功能，走上理性发展之路？一、理性选择──中国社会发展之必然中国社会工作专业的起步不是一个自发…     

社会工作服务项目评估——以上海阳光中心的“‘青苹果’禁毒教育计划”评估为例

社会工作服务机构是社会建设和社会发展中不可或缺的重要组织，服务项目是其实现专业使命的关键载体。评估是社会工作服务项目的“收官事项”，也是社会工作技术系统的高精尖事务。     

社会工作与志愿服务

在之前的专栏文章中我曾谈到过我国对社会工作的三种理解：一般或普通的社会工作、行政性非专业社会工作和专业社会工作。这里的一般或普通的社会工作是指在工作之余从事的、没有报酬的、为社会或他人服务的活动，其中包括志愿服务。下面稍微具体地谈谈社会工作与志愿服务的关系。     

Teaching Critical Perspectives: Analyses of Professional Practice in the Film Ladybird,Ladybird

This article presents three critical analyses of social work practice as depicted in Ken Loach's 1994 film Ladybird, Ladybird. The analyses are intended to serve as a teaching tool in a course on critical perspectives in social work. The tool applies the radical, feminist and postmodern critiques of social work practice to the depiction of the practice in the film. It seeks to contribute to a better understanding of those critical approaches that have developed within the social work profession and, in particular, to emphasize the relevance of these approaches to actual practice. The article explicitly endeavors to arouse debate and reflection on practice among social worker students and to encourage self‐criticism in order to further the development of anti‐oppressive social work practice.     

Unforeseen Implications of Regulation to Authenticity in Clinical Practice

The authors, both long-time LCSWs, utilize an existential framework and postmodern lens to explore the implications of increased professional regulation in clinical practice. Specifically emphasized, are the themes of litigation-fear and the threat of license revocation that are prevalent in the field of clinical social work at this time. The authors argue that this “climate of fear” can lead to a slippery slope for a profession that has long valued the individual’s right (both client’s and practitioner’s) to self-determination, authenticity, and creativity and call for an increased conversation among practitioners about the desired role of regulation in the profession with the overall goal of protecting a true understanding of ethics in social work.     

An Analysis of Leadership Within the Social Work Profession

This article presents the results of a study investigating how individuals currently in leadership positions within the Council on Social Work Education and the National Association of Social Workers perceive social work leadership. A random sample of 75 deans and directors and 75 executive directors and presidents were selected to participate in a telephone survey employing an eight-item, open-ended questionnaire. The findings define leadership within the social work profession and describe social work leadership as different from other professions. The participants identified essential skills for social work leaders and articulated a mission for social work leadership in the 21st century.     

Safe Spaces,Nurturing Places

This article discusses the limited yet important literature on the contributions of historically Black colleges and universities (HBCUs) to students and the profession of social work. The vital role of HBCUs in social work education and their mission to advocate for social and economic justice for disenfranchised populations is also discussed. A case example is then provided to illustrate the safe and nurturing context of HBCUs. Implications for the future are offered.     

Embracing Applied Policy Practice: A Case Study From a Robust BSW Program

This article, first presented at the Policy Conference 2.0 in Austin, Texas, May 2014, portrays a case example of an undergraduate social work program’s robust response to the imperative that policy advocacy serve as a demonstration to students of commitment to the profession and its mission. Initial evidence from field supervisors, students, and examples of recognition suggests that students are prepared to engage in policy advocacy as they enter the profession.     

Challenges,Barriers, and Opportunities: Social Workers With Disabilities and Experiences in Field Education

ABSTRACT

The purpose of this study was to explore the experiences of social work students with disabilities in field education. This qualitative inquiry used semistructured interviews exploring inclusion and accommodations in field education. The 15 participants were graduates of accredited BSW or MSW programs and reported one to five disabilities each. Four themes emerged: different experiences with visible versus invisible disability, confusion about accommodation, field as a learning opportunity regarding disability, and a sense of isolation being a social worker with a disability. This study provides information valuable to social work educators and field instructors regarding strategies for improving opportunities for students with disabilities as future social workers, aligning with the mission and values of the social work profession.     

Teaching Note—Integrating Prevention Content Into Clinical Social Work Practice Courses

Rapid changes in health care services and delivery suggest an upcoming paradigm shift in the field of mental health. Recent national reports, health care policy changes, and growing evidence support a shift toward prevention-focused mental health care. The social work profession is uniquely positioned to act as leaders in this shift as the profession’s values, goals, and hallmark practice approach are consistent with preventive care. Most social work students, however, do not receive training in prevention practice. The author’s development, implementation, and evaluation of a prevention-focused master of social work elective in the area of mental health is presented as an example of integrating prevention content into clinical social work practice courses. Implications for social work education are discussed.     

Teaching Social Work Students to use Advocacy Skills Through the Mass Media

Teaching social work students and practitioners to work effectively with the media is a valuable component of efforts to provide skills to influence the development of social policies and services addressed to vulnerable populations. The author focuses on mass media communications research, examples drawn from social work and other human service professions, and instructional activities in social work education to examine and illustrate how participation in the mass communication network can further the social policy goals of the social work profession.     

Pushing the Boundaries of the Social Work Practicum: Rethinking Sites and Supervision Toward Radical Practice

This article challenges the profession's accreditation requirement that social work field placements must have a social worker as supervisor. The author argues that the profession's stated commitment to social and economic justice can best be served if the profession broadens the definition of what constitutes good social work practicum supervision. With support from schools of social work, people in our communities from different disciplines and backgrounds engaged in progressive justice work, can provide social work students with valuable experiences and in turn enrich the social work curriculum.     

Developing social work students’ professional identity: the role of England’s Professional Capabilities Framework

ABSTRACT

Developing professional identity is a key aim of social work education. This paper argues that the Professional Capabilities Framework (PCF) – a holistic, capability approach to student assessment used in England’s social work education programmes – is ideally placed to promote the development of students’ professional identities. The paper discusses two research studies, each of which was stimulated by significant policy changes in England’s social work profession. The author draws out the implications of both studies for supporting social work students to develop their professional identities. It is concluded that the PCF is valued by practice educators as an assessment and teaching tool, while acknowledging that its future is uncertain due to the lack of continuity impacting on England’s social work profession. This paper is equally of relevance for social work educators outside the UK who may be developing and evaluating their assessment approaches and also for those experiencing the impact of rapid policy changes in their own countries.