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Critical Approaches to Ethics in Social Work: Kaleidoscope Not Bleach 1

2016· article· en· W2752991544 sur OpenAlex
Merlinda Weinberg

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Notice bibliographique

RevueSocial alternatives · 2016
Typearticle
Langueen
DomaineSocial Sciences
ThématiqueSocial Work Education and Practice
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésSociologySocial workCognitive dissonanceBusiness ethicsPublic relationsLaw and economicsEnvironmental ethicsLawPolitical scienceSocial psychologyPsychology
DOInon disponible

Résumé

récupéré en direct d'OpenAlex

IntroductionIn the current neoliberal environment for most of the Euro-Western world, the values of the marketplace have become the sine qua non not just in the private sector, but for non-profit organisations as well (Clarke 2004: 128; Banks 2011: 11). The bottom line and efficiencies have trumped concerns about social inequality and the needs of the most vulnerable. This dominant orientation is antithetical to many of social work's values, which put the wellbeing of service users as a primary principle informing the profession. For critical social workers, the dissonance in values is even more pronounced. Critical social work is grounded in a worldview (Campbell and Baikie 2012) that starts from the premise that our current society is unjust, that all practice is political, and therefore practitioners must incorporate action to critique and transform society to bring greater equity towards the marginalised (Finn and Jacobson 2003: 58).Resource inadequacies, standardised work practices, and extensive documentation of neoliberalism leave professionals struggling with how to behave competently and ethically for their clients. The traditional perspective on ethics focuses on linear processes, using codes of ethics and decision-making models; assuming that universal principles and clear thinking can avoid ethical lapses. But a critical approach posits that being ethical is not about 'eliminating moral uncertainty' (Kendall and Hugman 2013: 315). It is about trying to make the best choice amongst an array of options that may fail to avoid unintended harms (Weinberg and Campbell 2014). It is a process rather than an end point; requiring broadening what should be part of ethical consideration, querying the taken-for-granted, taking into account multiple perspectives, recognising the centrality of power and the potential of social work to be oppressive.Despite the challenges to practising ethically in this environment, research indicates that resistance is possible (e.g. Wallace and Pease 2011: 139). We will look at the practice of Celeste (a pseudonym), a senior social worker in the health field in Canada, who was a participant in a research study on ethics in practice. Her work illustrates both her perception of the difficulties in the present climate and her attempts to conduct herself ethically from a critical framework.ChallengesThe underlying primary value of neoliberalism is profit. However, according to Celeste, while 'we might be efficient ... I don't think we're being as effective'. In part that is because the emphasis is on working faster, seeing more clients for shorter periods of time, and with an emphasis on assessment and plugging people into prepackaged programs (Harlow 2003: 33). On-going help has been attenuated to a residual model of welfare that provides support only as a last resort (Chappell 2014: 22) while resources have been severely cut.Concomitant with that ideology is a focus on managerialism, namely, that better management will occur by bringing in the methods and procedures of the for-profit sector into non-profit organisations (Clarke 2004: 117). Social workers are more subject to controls, with performance indicators and excessive documentation. As a consequence, workers may become technicians with limited autonomy whose functions non-professionals can perform (Rogowski 2011: 159). According to Celeste this trend 'deskills the social workers' away from being 'autonomous agents'. According to her, it is the 'bleaching' of social work. Instead of an emphasis on social justice and the needed transformation of society, social work's voice has been 'diminished' due to the 'willingness to play ball with ... the big funders, [which has] compromised [the profession] ... And that in turn compromises families, individuals, communities'.Additionally, there is an emphasis on individualised accountability; what Celeste described as the system 'not taking the responsibility of the burden'. …

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Prédiction distillée sur la base complète

Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,002
score de la tête « metaresearch » (Gemma)0,007
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesÉtudes des sciences et des technologies, Charge utile insuffisante (le modèle a refusé de juger)
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Théorique ou conceptuel · Signal consensuel: aucune
GenreSignal candidat: Empirique · Signal consensuel: aucune
Score de désaccord entre enseignants0,887
Score d'incertitude au seuil1,000

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0020,007
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0000,000
Bibliométrie0,0000,001
Études des sciences et des technologies0,0030,001
Communication savante0,0000,001
Science ouverte0,0000,000
Intégrité de la recherche0,0000,001
Charge utile insuffisante (le modèle a refusé de juger)0,0010,001

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,426
Tête enseignante GPT0,481
Écart entre enseignants0,055 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle