中庸思想对社会工作价值观本土化的潜在贡献

在当今构建和谐社会的时代背景下,中庸思想作为修身养性与治国安天下的思想方法,在世界观、伦理观塑造方面具有方法论意义。作为西方舶来品的社会工作,面对中国文化处境时,必须结合中国文化特点,因地制宜地走本土化之路。而社会工作价值观是社会工作的灵魂,社会工作本土化首要是促成社会工作价值观的本土化。试图通过对儒家中庸思想的分析,建立起中庸之道与社会工作价值观之间的关联,探索中庸思想对社会工作价值观本土化的潜在贡献。     

社会工作伦理教育:现状与反思

社会工作实践中几乎所有的实践工作原则都涉及伦理原则,或者是建立在伦理原则的基础之上,伦理方面的内容融入到了所有阶段的社会工作教育中。目前,在中国的社会工作教育中出现了严重的重知识、重技术,轻伦理现象。伦理知识的缺乏导致社会工作实践中伦理困境的频繁出现,而伦理困境解决的草率性和不一致性,已经严重影响到社会工作的专业化与职业化。加强中国社会工作伦理议题的研究,重视本土的社会工作伦理困境的探讨、将社会工作伦理教育纳入整个社会工作课程体系是社会工作教育及实践发展的重要环节。     

社会工作伦理守则：制定、完善与国际比较

本文阐明了制定伦理守则的一般程序,并在比较各国的社会工作伦理守则的异同的基础上,分析了中国的伦理守则存在的问题及其完善措施。     

社会工作伦理守则的执行与问责体系探析

本文归纳了社会工作伦理守则的执行与问责体系,以有助于我国建立社会工作的专业自律体系的建立。伦理守则的落实需要静态的规范系统和动态行动体系来支持。其中,规范体系包括教育课程方面、职业资格认证方面、实践标准方面、机构规章及国家政策法规方面等;行动体系则是指社会工作机构、同事、伦理守则的制定机构及其伦理委员会、职业责任险的提供者、社会工作者个人等方面。问责体系主要通过一定的投诉和制裁程序来体现,其一般程序包括提出申请及初步审议、小组委员审议及裁决、公布及执行裁决结果等。     

Using photography to understand change and continuity in the history of residential care for older people

The Last Refuge by Peter Townsend is a seminal study of residential care for older people. The fieldwork was carried out in the late 1950s and the data are now deposited in the National Social Policy and Social Change Archive at the University of Essex. We have undertaken research, funded by the ESRC, which has revisited Townsend's work and some of the homes he studied in order to conduct an overtime comparison. In this paper we focus on Townsend's use of photography and our subsequent use of photography in our revisiting study. We argue that although Townsend did not analyse his photographs, they were significant data for use in his arguments critiquing residential care. They were, however, the product of a different socio‐historical context to our own and as such posed considerable practical and ethical challenges for us when attempting to use this aspect of his methodology for an overtime comparison. We argue that despite the resulting constraints, photography was an important part of our methodology, enabling comparisons and illuminating historical patterns in residential care for older people.     

Professional Relationship Boundaries: A Social Work Teaching Module

Social workers are often challenged by the complex and ever‐changing dynamics within their relationships with clients, and struggle to find ethical responses within professional boundary grey zones where boundaries with clients can be difficult to identify, yet easy to cross. Social work educators attempt to prepare students for these complex situations, yet in the United States research reveals rates of social work boundary violations that lead one to question the efficacy of social work ethics education. This article describes the educational competencies and instructional strategies that comprise an adaptable course module which was developed in response to this challenge, and intended to increase students' self‐awareness, motivation and professional judgment‐making abilities related to their professional boundaries. The educational competencies for this course include the abilities to: identify boundary violations, apply critical thinking skills to complex professional relationship contexts, increase awareness of self and other, and initiate prevention strategies. In contrast to traditional approaches to education, this article describes instructional strategies that are based on adult‐learning principles, which have the purpose of effectively and creatively teaching topic areas in such a way as to produce behavioural change. These course topic areas include a ‘Professional Relationship Boundaries Continuum’ conceptual framework, boundary violation impacts, personal boundary vulnerabilities, blurring boundary indicators, and risk‐minimizing strategies.     

Equity vs. Invisibility: Sexual Orientation Issues in Social Work Ethics and Curricula Standards

The responsibility of the social work profession to be inclusive and equitable in its service provision is reviewed via policies relating to professional training regarding sexual orientation issues. A comparative review of Canada, the United Kingdom (UK) and the United States of America (USA) and international standards regarding sexual orientation issues in social work codes of ethics and curricula standards was undertaken. A consistency exists in the USA between its ethics code and curriculum standards further backed by a mandated approach, but it is weak in the area of ethically principled practice skills. Both Canada and the UK are less consistent and comprehensive and lack a mandated approach. The results speak to where consistencies exist and where they need to be established in order to develop an infrastructure that properly trains social workers in cultural competency for these populations.     

Preparing the next generation of researchers

This paper examines the needs of new and future social work researchers in the light of the overall aims of this particular project. The author is an aspiring ‘new’ researcher and will examine her own personal experience, to date, of being part of a postgraduate research programme in order to clarify how we might best ensure that the next generation of researchers can contribute to the strategy which is being developed. The paper reviews the author's experience of research training to test its adequacy in preparing the next generation to meet the demands required and in consideration of current professional develop ments around social work and social care. The paper will also consider who will be the members of this next generation and how the future agenda for the profession might potentially contribute to the development of a sound professional knowledge base and also influence the wider social science debate. The conclusions of this paper will draw together a number of key issues that have been highlighted so far and give a perspective on these which links values, knowledge and skills in ways which might usefully promote further debate and constructive resolution.     

Professional Socialization and Social Work Values: Who Are We Teaching?

Despite the centrality of values to professional socialization, the social work literature lacks an extensive exploration of the readiness of students to be socialized into the profession and taught the theoretical framework and skills for ethical decision making. This study explored the relationship between age, academic class standing, and identity development. Results indicated that the Identity Achievement status occurs later than traditional university years and correlates with age but not with academic class standing. Important implications for teaching social work values, ethical decision making, and the significance of a liberal arts foundation are discussed.     

桐城派古文主张对《天演论》译介的影响

作为晚清时期系统译介西方哲学著作的第一人,严复译介的著作备受关注。一直以来,学者对于其译作采用“桐城派古文”翻译的手法有简要的阐述,但研究得不够深入。本文拟以《天演论》译本为例,论述桐城派古文主张在严复译介中的应用及具体的实施过程,揭示严复译作对中国传统文化与文学的继承与创新以及对当今翻译实践的重要指导作用。