As stated in our text by Susan Schissler Manning, “The capacity of human service leaders to identify and pursue the public good through moral vision and ethical organizational practices should be social work’s paramount concern for the 21st century,” (p. 4, para. 3, 2003). References Ethical Leadership in Human Services: A Multi-Dimensional Approach, Susan Schissler Manning,
In the Values and Ethics class, I learned the social work values of service, social justice, dignity and worth of the person, importance of human relationships, integrity and professional competence. These values allow for the empowerment of social work clients that are usually the most oppressed and vulnerable persons-in-environment. I further learned that we as professional social workers must put aside our own personal values and ethics and foremost elevate the diverse needs of the social work clients we serve. I must be self-aware and continuously engage in self-reflection throughout my social work career to maintain firm boundaries between personal and professional values and ethics systems. This self-reflection encompasses careful examination and utilization of the professional Social Work Code of Ethics to promote social justice, diversity and self-determination.
But because of our experience, we make that judgment. Each one must be held accountable for their individual actions and we should strive to not lump them altogether. A person’s worldview can be handed down from generation to generation. A prime example is my own belief that dependence on public assistance can be generational. Grandparents are on public assistance and then the parents find
“If we don’t challenge oppression, no-one else will” Why is an understanding of power important in social work and how do you think a social worker might carry out their role in an anti-discriminatory and anti-oppressive manner, taking account of social work ethics and values? It is apparent that power is ‘an ever-present phenomenon in social life’ (Thompson, 2007, p55), and some individuals will have more authority or influence on others, for instance, social workers amongst their service users. It is instantly recognised that power is a dominant feature of the rising struggle to promote equality. Challenging inequality, discrimination and oppression is a difficulty in itself, however, an essential part of this is recognising the understanding of the workings of power. The social work profession has always been at the frontline of several of the most interesting and innovative ideas in anti-discriminatory and anti-oppressive practices because of anti-discriminatory practice being of crucial importance in social work education and practice.
Many sociologists have studied the role of education and argued that the education helps its members in ways such as language and academic skills. Emile Durkheim the founder of functionalist sociology identified two main functions of education. These were the role of social solidarity and how schools teach specialist skills. Firstly Durkheim argued the role of social solidarity this is that the individual members must feel themselves part of a single body or community. He argues that without social solidarity, social life would be impossible as everyone would pursue their own selfish desires and not work together to get what they want out of life.
The three key concepts I have chosen for discussion are, Puritan ethics, Social welfare and Social programs. The Puritan ethic practice and thought which argued to simple points, one that only those people with a moral defect required assistance. And two those who failed did so because they had an uncorrected morals and was considered as sinful. The early understanding of Social welfare was that individuals would take care of themselves and if not the families would contribute to supporting in any way possible. Early laws place this responsibility on the families.
The article indicates the inconsistency with an “all or nothing” view and instead reminds us to interpret it on a more “how much?” basis. I strongly believe that both nature and nurture play an important role in our upbringing and well into our adult lives. There are arguments throughout this article and many others that state intellectual ability is solely an inherited trait. While I beg to differ the concept of Galton when he suggested that human society would be improved by “better breeding,” I can understand the viewpoint. I can more easily relate to the reasoning that the differences in intellectual ability are a product of social inequalities.
One of these codes of practice are social care workers must ‘promote the independence of service users while protecting them as far as possible from danger or harm.’ (GSCC, 2002) Social care workers need to assess the needs of service users. This is usually done by risk assessments. These identify the levels of risk and state actions to prevent risks. In a risk assessment you have to consider the worst case scenario. You have to consider other people living with the service user, the staff and the community.
Leadership is one of the most comprehensively researched social influence processes in the behavioral sciences (Parris & Peachy 2013). Leadership is the vision and direction component of servant leadership and one cannot expect to follow without knowing where they are going and their objectives. The servant approach is the want to serve individuals first rather than assume the power of leadership. Several studies found that a servant-led environment provided affirmation of justice and fair treatment, which is positively associated with procedural justice, or the perception of how a work group as a whole is treated (Parris & Peachy 2013). Servant Leadership is about helping others.