The Theory Circle: A Tool for Learning and for Practice

Social workers have grappled for many years now with the tension between theory and practice. The struggle may be to bridge a perceived gap between the academic knowledge base of social work and the complex realities of practice. Equally, it may be to move from common‐sense interpretations of human need and professional responses, towards a more informed and accountable approach to practice. In recognition of the challenges faced by social work academics, practitioners and students, in relation to applying theory to practice, two of the authors of this paper developed a model, which aimed to facilitate productive discussions between practice teachers and students about the nature of theory and its link to practice. In addition, the model was designed to promote partnership approaches where service users participate fully in identifying their own issues and in shaping the services they receive. This paper describes the model—The Theory Circle—and reflects upon its effectiveness, based on the views of 19 practice teachers from central Scotland. The findings suggest that the pictorial model is one that practice teachers and students find accessible and valuable; it helps them to build a theoretical understanding of service users' situations and to work alongside service users to agree the most appropriate methods of intervention.     

On the evidence for viruses in social work systems: law,ethics and practice

The purpose of this paper is to explore an apparent disjunction between espoused professional ethics and ethics in practice, and between law in statute and law in action. Social work in England is used as the main case study, however, research from other jurisdictions is drawn upon to demonstrate wider concern about departures from moral and legal rules. The evidence of the disjunction is presented, drawing principally from judicial review cases, investigations by the Commissioner for Local Administration (Ombudsman), inquiry evidence and government reports. The article critiques the current regulatory apparatus in England and the mechanisms by which staff and service users can hold public organisations, particularly councils with social services responsibilities, accountable. The interface between law and ethics is reviewed. The paper concludes with observations about strengthening legal and ethical literacy in practice.     

论“思想道德修养与法律基础”课实践教学的课程化

＂基础＂课实践教学课程化是指把实践教学看作是与理论教学课程紧密联系、平行存在、相互作用但又不可替代、具有同等重要性、自成体系的独特形态课程,以此来实施思想政治教育计划的课程建设和教学过程。＂基础＂课实践教学课程化,既具有政策依据,也具有强烈的现实诉求。实践教学课程化建设要特别注意正确处理实践教学课程与理论教学课程的关系;正确处理课内、校园与社会实践教学课程的关系;正确处理＂基础＂课实践教学课程与专业课及专业实践课的关系。     

Issues in the Introduction of Computer and Information Technology in Human Services

Abstract

The introduction of computers and information technology into the human services requires that particular attention be paid to a number of issues. These include the need for mastery of substantive content prior to introduction of the technology, the definition of computer literacy appropriate to the field, the relative importance of micro- and mainframe computing for practitioners, creation of an adequate reward system for system development, and proper consideration for the sensitive issue of who controls the technology within human services.     

论实习日志的运用

将“日志学习法”应用于社会工作、公共事业管理等专业学生的实践教学环节中，对实践教学很有裨益。实习日志的运用，需要做到三个结合：紧密结合实习岗位，全面提高对岗位的认知度；紧密结合实习活动，引导学生善于观察记录；紧密结合毕业论文，以专业实习带动论文撰写。     

社会工作实务效果优化的路径探讨与分析

在社会工作实务过程中,实务效果的最大优化是一个基本而关键的主题。为了更有效的帮助服务对象,使服务对象从问题中走出来,让自己的日常生活达到一种和谐的状态,运用具体的案例和实务经验,分别从服务理念转变、服务介入、服务进展以及服务维持等四个维度来分析了如何优化辅导服务,达到良好的辅导效果。     

本科毕业设计（论文）问题分析及对策研究

本科毕业设计（论文）是高等学校实践教学环节的重要组成部分，然而随着高等教育的大众化发展，在各种因素综合影响下，本科毕业设计（论文）质量水平明显下降。结合近几年工作实践，从毕业设计（论文）的意义、选题、资源配置、过程管理及论文答辩几方面分析了当前本科毕业设计（论文）工作存在的主要问题，并就如何解决这些问题提出了自己的看法，为本科毕业设计工作改革提出一点探索性建议。     

Fit for purpose: issues from practice placements,practice teaching and the assessment of students' practice

This paper explores a number of significant issues regarding the delivery of practice based learning for qualifying social workers, in the context of plans for the new social work degree. We also discuss four particular issues: 1. the definition and measurement of ‘good enough’ practice;

2. the determination of students' suitability for social work;

3. the role of practice teachers in responding to sensitive information and students facing personal crises; and

4. specialist and ‘long‐arm’ practice teaching.

In doing so, we draw on both our own direct experience and on discussions between over 70 practice teachers, tutors and placement co‐ordinators attending a Mid‐Yorkshire Social Work Education and Training Planning Group (MYSWETPG) conference hosted by Bradford College in March 2001.

We conclude that, given the current difficulties in the field of qualifying training and education for social workers, any significant improvements following from the new degree will remain dependent on the provision of adequate funding for practice learning, in general, and for the training, structured support and affirmation of practice teachers, in particular.     

实践与实践性理解:布尔迪厄反思社会学的主题与品格

布尔迪厄的社会理论常被冠名为实践理论,然而,实践在布尔迪厄思想中的角色定位却是学界未曾明确澄清的一个问题。回溯布尔迪厄确立其社会学秉性的代表性著作,作者认为:与惯习、场域、资本等主要作为概念性的分析工具不同,实践在布尔迪厄的思想中主要体现的是本体论层面与认识论层面的意涵。本体论层面的实践,涉及的是行动者的社会存在形式,主要体现为各种具体的社会实践活动,这种实践的特质主要包括时空性、无意识性、目的性和紧迫性等等;认识论层面的实践,涉及的则是有别于传统的实践理解方式的一种认识论的反思,这种反思主要借助于身体知识、历史感和象征炼金术三种方式,实现了本真地呈现本体性实践而又不致丧失实践的丰富性。通过还布尔迪厄实践理论原有之本色,布尔迪厄致力于克服主观主义与客观主义、结构与行动二元对立的努力便彰显了出来。此外,实践理论所具有的现实社会意义与学科理论发展史意义也得到了凸显。     

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