we are not responsible if there is any Mistake or error in this presentation. We are trying to help other students. It may not perfect.
We hope , you will get benefit from this presentation.
regards : Students of University of Engineering and Technology , Lahore, Pakistan
This document discusses the importance and relevance of ethics education in creating ethically sensitive graduates. It defines ethics as the values, standards, and rules that guide people's decisions and actions. Ethics education is important because it influences daily life decisions and teaches students to consider the consequences of their actions. The document reviews literature stating that ethics begins at home and in communities, and should be part of the curriculum. It recommends techniques for ethics education, like debates, guest speakers, and exercises that expose students to ethical dilemmas. The conclusion is that ethics education creates awareness of values and attitudes to develop students' abilities to act as ethical citizens.
The document discusses the ethics of teaching and the NEA Code of Ethics for teachers. It outlines two main principles from the Code: commitment to students and commitment to the profession. The Code emphasizes stimulating inquiry, encouraging knowledge, protecting students, recognizing the influence of education, and maintaining professional standards. The document also discusses the differences between norms, morals, and ethics - with norms being social standards, morals involving individual values of right and wrong, and ethics consisting of rules based on moral judgments.
This document discusses professional ethics and the relationship between consensus and controversy. It provides examples of codes of ethics that guide teacher behavior to protect student rights, though interpretations can vary slightly between schools and states. Professional ethics are important for an organization's success by promoting ethical employee conduct and performance. The document also examines different roles engineers may take, such as serving society, management, or playing the economic system. While consensus represents agreement, controversy reflects disagreement, which is inevitable when people exercise moral autonomy since interpretations can differ. The goal of teaching professional ethics is to promote tolerance for diverse views through open discussion, not just unanimous agreement. Authority provides structure, but discussing moral issues can help address conflicts between autonomy and authority.
This document explores the interface between law and ethics in professional practice, using social work as a case example. It discusses (1) problems in how social work students learn about and apply law and ethics, finding law is seen as hostile and application is under-theorized, and (2) challenges in practice where legal/ethical rules are mediated by agency contexts prioritizing resources over individual cases. It calls for enhancing law/values visibility in practice, engaging critically with law's role in rights and moving beyond technical skills to ongoing professional development.
Character education aims to help young people develop personal strengths called virtues through both explicit and implicit educational activities. Virtue ethics emphasizes that one's character and the virtues one embodies determine ethical behavior, and is focused on developing good character. Implicit activities refer to promoting virtues through a school's culture and ethos, while explicit activities include dedicated lessons on virtues, and the goal is for virtues to be both taught and learned from a school environment.
This document outlines the syllabus for a course on professional ethics in engineering. It covers 5 units: human values, engineering ethics, engineering as social experimentation, safety responsibilities and rights, and global issues. Unit 1 discusses human values like integrity, work ethic, service learning, and caring. It also introduces concepts like morals, values, and ethics.
SCIE has been tasked by the government to develop a framework for defining good social care practice. They are working with practitioners to build consensus on what constitutes good practice through developing narratives of exemplary cases. While evidence-based practice is important, evidence is often lacking in social care due to low research investment. Innovation-based evidence from practice examples could help provide evidence more urgently, by evaluating new programs based on their processes, outcomes, rationales and feasibility. SCIE wants to illustrate the good practice framework with examples from stakeholders and get practitioner input on articulating good practice.
we are not responsible if there is any Mistake or error in this presentation. We are trying to help other students. It may not perfect.
We hope , you will get benefit from this presentation.
regards : Students of University of Engineering and Technology , Lahore, Pakistan
This document discusses the importance and relevance of ethics education in creating ethically sensitive graduates. It defines ethics as the values, standards, and rules that guide people's decisions and actions. Ethics education is important because it influences daily life decisions and teaches students to consider the consequences of their actions. The document reviews literature stating that ethics begins at home and in communities, and should be part of the curriculum. It recommends techniques for ethics education, like debates, guest speakers, and exercises that expose students to ethical dilemmas. The conclusion is that ethics education creates awareness of values and attitudes to develop students' abilities to act as ethical citizens.
The document discusses the ethics of teaching and the NEA Code of Ethics for teachers. It outlines two main principles from the Code: commitment to students and commitment to the profession. The Code emphasizes stimulating inquiry, encouraging knowledge, protecting students, recognizing the influence of education, and maintaining professional standards. The document also discusses the differences between norms, morals, and ethics - with norms being social standards, morals involving individual values of right and wrong, and ethics consisting of rules based on moral judgments.
This document discusses professional ethics and the relationship between consensus and controversy. It provides examples of codes of ethics that guide teacher behavior to protect student rights, though interpretations can vary slightly between schools and states. Professional ethics are important for an organization's success by promoting ethical employee conduct and performance. The document also examines different roles engineers may take, such as serving society, management, or playing the economic system. While consensus represents agreement, controversy reflects disagreement, which is inevitable when people exercise moral autonomy since interpretations can differ. The goal of teaching professional ethics is to promote tolerance for diverse views through open discussion, not just unanimous agreement. Authority provides structure, but discussing moral issues can help address conflicts between autonomy and authority.
This document explores the interface between law and ethics in professional practice, using social work as a case example. It discusses (1) problems in how social work students learn about and apply law and ethics, finding law is seen as hostile and application is under-theorized, and (2) challenges in practice where legal/ethical rules are mediated by agency contexts prioritizing resources over individual cases. It calls for enhancing law/values visibility in practice, engaging critically with law's role in rights and moving beyond technical skills to ongoing professional development.
Character education aims to help young people develop personal strengths called virtues through both explicit and implicit educational activities. Virtue ethics emphasizes that one's character and the virtues one embodies determine ethical behavior, and is focused on developing good character. Implicit activities refer to promoting virtues through a school's culture and ethos, while explicit activities include dedicated lessons on virtues, and the goal is for virtues to be both taught and learned from a school environment.
This document outlines the syllabus for a course on professional ethics in engineering. It covers 5 units: human values, engineering ethics, engineering as social experimentation, safety responsibilities and rights, and global issues. Unit 1 discusses human values like integrity, work ethic, service learning, and caring. It also introduces concepts like morals, values, and ethics.
SCIE has been tasked by the government to develop a framework for defining good social care practice. They are working with practitioners to build consensus on what constitutes good practice through developing narratives of exemplary cases. While evidence-based practice is important, evidence is often lacking in social care due to low research investment. Innovation-based evidence from practice examples could help provide evidence more urgently, by evaluating new programs based on their processes, outcomes, rationales and feasibility. SCIE wants to illustrate the good practice framework with examples from stakeholders and get practitioner input on articulating good practice.
CSWE’s Core Competencies and Practice Behavior Examples inMargenePurnell14
CSWE’s Core Competencies and Practice Behavior Examples in this text
Professional Identity
Practice Behavior Examples…
Serve as representatives of the profession, its mission, and its core values 3
Know the profession’s history
Commit themselves to the profession’s enhancement and to their own professional conduct
and growth
Advocate for client access to the services of social work
Practice personal reflection and self-correction to assure continual professional development
Attend to professional roles and boundaries 12
Demonstrate professional demeanor in behavior, appearance, and communication
Engage in career-long learning
Use supervision and consultation
Ethical Practice
Practice Behavior Examples…
Obligation to conduct themselves ethically and engage in ethical decision-making
Know about the value base of the profession, its ethical standards, and relevant law
Recognize and manage personal values in a way that allows professional values to guide
practice
11
Make ethical decisions by applying standards of the National Association of Social Workers’
Code of Ethics and, as applicable, of the International Federation of Social Workers/International
Association of Schools of Social Work Ethics in Social Work, Statement of Principles
12
Tolerate ambiguity in resolving ethical conflicts
Apply strategies of ethical reasoning to arrive at principled decisions 5
Critical Thinking
Practice Behavior Examples…
Know about the principles of logic, scientific inquiry, and reasoned discernment
Use critical thinking augmented by creativity and curiosity
Requires the synthesis and communication of relevant information
Distinguish, appraise, and integrate multiple sources of knowledge, including research-based
knowledge, and practice wisdom
4, 8, 9, 10
Analyze models of assessment, prevention, intervention, and evaluation 1
Demonstrate effective oral and written communication in working with individuals, families,
groups, organizations, communities, and colleagues
6
Competency Chapter
Adapted with the permission of Council on Social Work Education
CSWE’s Core Competencies and Practice Behavior Examples in this text
Competency Chapter
Diversity in Practice
Practice Behavior Examples…
Understand how diversity characterizes and shapes the human experience and is critical to the
formation of identity
2
Understand the dimensions of diversity as the intersectionality of multiple factors including age,
class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration
status, political ideology, race, religion, sex, and sexual orientation
6
Appreciate that, as a consequence of difference, a person’s life experiences may include
oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim
8
Recognize the extent to which a culture’s structures and values may oppress, marginalize,
alienate, or create or enhance privilege and power
1, 5, 7
Gai ...
Competency Chapter
Competency 1: Demonstrate Ethical and Professional Behavior
Behaviors:
Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations,
models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate
to context
1
Use reflection and self-regulation to manage personal values and maintain professionalism in practice
situations
7
Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication 10
Use technology ethically and appropriately to facilitate practice outcomes 2
Use supervision and consultation to guide professional judgment and behavior 8
Competency 2: Engage Diversity and Difference in Practice
Behaviors:
Apply and communicate understanding of the importance of diversity and difference in shaping life
experiences in practice at the micro, mezzo, and macro levels
2, 6, 8
Present themselves as learners and engage clients and constituencies as experts of their own experiences 3, 5
Apply self-awareness and self-regulation to manage the influence of personal biases and values in working
with diverse clients and constituencies
1, 7
Competency 3: Advance Human Rights and Social, Economic, and
Environmental Justice
Behaviors:
Apply their understanding of social, economic, and environmental justice to advocate for human rights at the
individual and system levels
3, 10
Engage in practices that advance social, economic, and environmental justice 2, 8
Competency 4: Engage In Practice-informed Research and
Research-informed Practice
Behaviors:
Use practice experience and theory to inform scientific inquiry and research 9
Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research
findings
4
Use and translate research evidence to inform and improve practice, policy, and service delivery 1, 3, 6, 7, 11
Competency 5: Engage in Policy Practice
Behaviors:
Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to
social services
10
Assess how social welfare and economic policies impact the delivery of and access to social services 1, 6
Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social,
economic, and environmental justice
2, 5
CSWE EPAS 2015 Core Competencies and Behaviors in This Text
A01_NETT8523_06_SE_FM.indd 1 9/30/15 5:23 PM
Competency Chapter
Competency 6: Engage with Individuals, Families, Groups, Organizations, and
Communities
Behaviors:
Apply knowledge of human behavior and the social environment, person-in- environment, and other
multidisciplinary theoretical frameworks to engage with clients and constituencies
7, 5, 9
Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies 3, 4, 6
Competency 7: Assess Individuals, ...
Co-operative lifestyle - Invitation to come back to RochdaleRyszard Stocki
Co-operatives are organizations that, by definition, adhere to a certain set of values and principles. The values were first formulated in Rochdale, where the first co-operative was founded. These values and principles, as any values and principles, should permeate the lifestyles of all those who identify with them. Individuals' exposure to these values and principles will vary between worker co-ops and other types of co-ops. While members of a co-operative bank or consumer coop may only visit once a week, in a worker co-op, people are exposed to the co-operative values for 8 hours a day. Geof Cox noted on LinkedIn that as such, worker co-ops may be considered a "lifestyle business".
Unlike values, lifestyle can easily be measured. Marketing specialists in the USA or Canada may quite reliably identify your lifestyle if you give them your postal code; doctors can conjecture it from seeing you for just a few seconds. Sociologists may deduce how you live from your taste - i.e. aesthetic choices. We simultaneously expose our lifestyle and are exposed, continuously, to the lifestyle of others. Some lifestyles spread like viruses creating a pandemic of consumerism. However, these product-based lifestyles are in complete opposition to the person-oriented lifestyle of: “self-help, self-responsibility, democracy, equality, equity, solidarity, honesty, openness, social responsibility and caring for others.” Indeed, to follow the co-operative lifestyle seems more difficult now than it was in Rochdale times.
One of the first and more important reasons is related to our mobility and flexibility. In 1980, futurist Alvin Toffler predicted that as our society's work patterns become increasingly individualized, it would lead to greater social isolation due to a reduction in common "off-work" time (e.g. Sunday church services, evenings at the pub, community gatherings).
Toffler observes that we structure relationships differently now; rather than spending a lifetime getting to know our neighbours in a small village, we might meet and make new friends every week; and yet, we also drift apart more quickly - as we move on to a new sports team, a new job, a new city of residence. This shortening of the duration of our relationships has impacted many aspects of our everyday life - including our relationship to co-operatives. Now, people follow work, and not the other way round. The Rochdale pioneers did not dream about the challenges a community-based business has to face today.
In slide 7 I show the complexity of a modern lifestyle. I would like to investigate to what degree an individual's lifestyle impacts the functioning of a worker co-op. I am conducting a participatory research project of co-operative lifestyles today. I would like to invite co-operatives and their members not just to fill in questionnaires, but work together on developing them, in a true participatory approach.
This document provides the course syllabus for an Ethics course offered in the 1st semester of the 2022-2023 academic year. It includes information on the course code, title, type, credit hours, schedule, and prerequisites. It also outlines the university's vision, mission, quality policy, and institutional and program outcomes. The course description explains that Ethics deals with principles of ethical behavior at the individual, societal, and environmental levels. The course outcomes are listed, mapped to the institutional and program outcomes. The course learning plan details the topics, learning activities, materials, and assessments for each module which cover key concepts, the moral agent, moral development, and reasoning models.
The document discusses the roles, functions, competencies, and careers of social workers. It outlines 10 main roles of social workers including advocate, counselor, mediator, researcher, educator, manager, case manager, facilitator, community change agent, and broker. It also discusses 3 main functions of social work as restorative, preventive, and developmental. The document then lists 10 core competencies and various areas of specialization and careers in social work such as child and family social work, medical social work, and hospice social work. Finally, it outlines some of the rights and responsibilities of social workers.
1) Behavior analysts are expected to actively pursue professional development regarding cultural responsiveness and diversity to better serve clients from all backgrounds. This includes evaluating personal biases that could impact work.
2) The document discusses a case scenario where a behavior analyst, Joe, refused a client's request for a female service provider due to believing the client's views were sexist.
3) An 11-step model for ethical decision making is presented, involving defining the issue, identifying stakeholders, consulting resources, developing options to minimize harm while prioritizing client interests, taking action, and evaluating outcomes.
a)select 5 out the of the 9 social work competenciesb)select min.docxronak56
a)select 5 out the of the 9 social work competencies
b)select minimum of 2 refereed journal articles (no earlier than 2008) for each of the 5 competencies
c)summarize each article and discuss how each article relates to the competency.
paper must be APA format paper due date 2/21/2020 @12pm
i have provided the five competencies below
Competency 1: Demonstrate Ethical and Professional Behavior
Social workers understand the value base of the profession and its ethical standards, as well as relevant laws and regulations that may impact practice at the micro, mezzo, and macro levels. Social workers understand frameworks of ethical decision-making and how to apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize personal values and the distinction between personal and professional values. They also understand how their personal experiences and affective reactions influence their professional judgment and behavior. Social workers understand the professions’ history, its mission, and the roles and responsibilities of the profession. Social Workers also understand the role of other professionals when engaged in inter-professional teams. Social workers recognize the importance of lifelong learning and are committed to continually updating their skills to ensure that they are relevant and effective. Social workers also understand emerging forms of technology and the ethical use of skills to ensure they are relevant and effective. Social workers also understand emerging forms of technology and the ethical use of technology in social work practice. Social workers:
Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context;
Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations;
Demonstrate professional demeanor in behavior, appearance, and oral, written and electronic communication
Use technology ethically and appropriately to facilitate practice outcomes; and
Use supervision and consultation to guide professional judgment and behavior
Competency 2: Engage Diversity and Difference in Practice
Social workers understand how diversity and difference characterize and shape the human experience and are critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including but not limited to age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status. Social workers understand that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalizatio.
The document discusses behavioral theories and determinants that influence human behavior. It describes several models of behavior including levels of influence, stages of change model, social learning theory, and diffusion of innovations. It also lists specific determinants of behavior such as knowledge, attitudes, perceived risks, consequences, self-efficacy, social norms, and demographics. The key takeaways are that multiple factors determine behavior, research is needed to identify the most relevant determinants for a given population or behavior, and this information can then be used to develop effective interventions.
2Council for Standards in Human Service Education.docxjesusamckone
This document provides an overview of the 10 national standards developed by the Council for Standards in Human Service Education (CSHSE) that guide human services programs and help students understand the knowledge, values, and skills needed to become human services practitioners. It lists each of the 10 standards and the relevant chapter(s) in the textbook where that standard is addressed. The standards cover topics such as professional history, human systems, human services delivery systems, information management, planning and evaluation, interventions and direct services, interpersonal communication, administration, client-related values and attitudes, and self-development.
2Council for Standards in Human Service Education.docxlorainedeserre
2
Council for Standards in Human Service Education
(CSHSE) Standards Covered in this Text
The Council for Standards in Human Service Education (CSHSE) developed ten national standards that guide
Human Services departments and help students understand the knowledge, values, and skills of developing human
service practitioners. These guidelines reflect the interdisciplinary nature of human services.
Standard Chapter
Professional History
Understanding and Mastery. . .
Historical roots of human services 4
Creation of human services profession
Historical and current legislation affecting services delivery
How public and private attitudes influence legislation and the interpretation of policies related to
human services
Differences between systems of governance and economics 4, 5
Exposure to a spectrum of political ideologies 12, 13
Skills to analyze and interpret historical data application in advocacy and social changes
Human Systems
Understanding and Mastery. . .
Theories of human development
How small groups are utilized, theories of group dynamics, and group facilitation skills 3, 6, 13
Changing family structures and roles
Organizational structures of communities
1, 2, 4, 11,
12, 15
An understanding of capacities, limitations, and resiliency of human systems 2, 6, 14
Emphasis on context and the role of diversity in determining and meeting human needs 1, 2
Processes to effect social change through advocacy (e.g., community development, community and
grassroots organizing, local and global activism)
4, 8, 11, 12,
14
Processes to analyze, interpret, and effect policies and laws at local, state, and national levels 2, 12
Human Services Delivery Systems
Understanding and Mastery. . .
Range and characteristics of human services delivery systems and organizations 10
Range of populations served and needs addressed by human services
Major models used to conceptualize and integrate prevention, maintenance, intervention,
rehabilitation, and healthy functioning
Economic and social class systems including systemic causes of poverty 13, 15
Political and ideological aspects of human services 12
International and global influences on services delivery 15
Skills to effect and influence social policy 11, 12
Adapted from the October 2010 Revised CSHSE National Standards
Council for Standards in Human Service Education (CSHSE) Standards Covered in this Text
3
Standard Chapter
Information Management
Understanding and Mastery. . .
Obtain information through interviewing, active listening, consultation with others, library or other
research, and the observation of clients and systems
7
Recording, organizing, and assessing the relevance, adequacy, accuracy, and validity of information
provided by others
Compiling, synthesizing, and categorizing information 7, 9
Disseminating routine and critical information to clients, colleagues, or other members of the related
services system that is provided in written or oral form and in a timely manner
9
Mainta ...
2
Council for Standards in Human Service Education
(CSHSE) Standards Covered in this Text
The Council for Standards in Human Service Education (CSHSE) developed ten national standards that guide
Human Services departments and help students understand the knowledge, values, and skills of developing human
service practitioners. These guidelines reflect the interdisciplinary nature of human services.
Standard Chapter
Professional History
Understanding and Mastery. . .
Historical roots of human services 4
Creation of human services profession
Historical and current legislation affecting services delivery
How public and private attitudes influence legislation and the interpretation of policies related to
human services
Differences between systems of governance and economics 4, 5
Exposure to a spectrum of political ideologies 12, 13
Skills to analyze and interpret historical data application in advocacy and social changes
Human Systems
Understanding and Mastery. . .
Theories of human development
How small groups are utilized, theories of group dynamics, and group facilitation skills 3, 6, 13
Changing family structures and roles
Organizational structures of communities
1, 2, 4, 11,
12, 15
An understanding of capacities, limitations, and resiliency of human systems 2, 6, 14
Emphasis on context and the role of diversity in determining and meeting human needs 1, 2
Processes to effect social change through advocacy (e.g., community development, community and
grassroots organizing, local and global activism)
4, 8, 11, 12,
14
Processes to analyze, interpret, and effect policies and laws at local, state, and national levels 2, 12
Human Services Delivery Systems
Understanding and Mastery. . .
Range and characteristics of human services delivery systems and organizations 10
Range of populations served and needs addressed by human services
Major models used to conceptualize and integrate prevention, maintenance, intervention,
rehabilitation, and healthy functioning
Economic and social class systems including systemic causes of poverty 13, 15
Political and ideological aspects of human services 12
International and global influences on services delivery 15
Skills to effect and influence social policy 11, 12
Adapted from the October 2010 Revised CSHSE National Standards
Council for Standards in Human Service Education (CSHSE) Standards Covered in this Text
3
Standard Chapter
Information Management
Understanding and Mastery. . .
Obtain information through interviewing, active listening, consultation with others, library or other
research, and the observation of clients and systems
7
Recording, organizing, and assessing the relevance, adequacy, accuracy, and validity of information
provided by others
Compiling, synthesizing, and categorizing information 7, 9
Disseminating routine and critical information to clients, colleagues, or other members of the related
services system that is provided in written or oral form and in a timely manner
9
Mainta ...
2Council for Standards in Human Service Education.docxBHANU281672
2
Council for Standards in Human Service Education
(CSHSE) Standards Covered in this Text
The Council for Standards in Human Service Education (CSHSE) developed ten national standards that guide
Human Services departments and help students understand the knowledge, values, and skills of developing human
service practitioners. These guidelines reflect the interdisciplinary nature of human services.
Standard Chapter
Professional History
Understanding and Mastery. . .
Historical roots of human services 4
Creation of human services profession
Historical and current legislation affecting services delivery
How public and private attitudes influence legislation and the interpretation of policies related to
human services
Differences between systems of governance and economics 4, 5
Exposure to a spectrum of political ideologies 12, 13
Skills to analyze and interpret historical data application in advocacy and social changes
Human Systems
Understanding and Mastery. . .
Theories of human development
How small groups are utilized, theories of group dynamics, and group facilitation skills 3, 6, 13
Changing family structures and roles
Organizational structures of communities
1, 2, 4, 11,
12, 15
An understanding of capacities, limitations, and resiliency of human systems 2, 6, 14
Emphasis on context and the role of diversity in determining and meeting human needs 1, 2
Processes to effect social change through advocacy (e.g., community development, community and
grassroots organizing, local and global activism)
4, 8, 11, 12,
14
Processes to analyze, interpret, and effect policies and laws at local, state, and national levels 2, 12
Human Services Delivery Systems
Understanding and Mastery. . .
Range and characteristics of human services delivery systems and organizations 10
Range of populations served and needs addressed by human services
Major models used to conceptualize and integrate prevention, maintenance, intervention,
rehabilitation, and healthy functioning
Economic and social class systems including systemic causes of poverty 13, 15
Political and ideological aspects of human services 12
International and global influences on services delivery 15
Skills to effect and influence social policy 11, 12
Adapted from the October 2010 Revised CSHSE National Standards
Council for Standards in Human Service Education (CSHSE) Standards Covered in this Text
3
Standard Chapter
Information Management
Understanding and Mastery. . .
Obtain information through interviewing, active listening, consultation with others, library or other
research, and the observation of clients and systems
7
Recording, organizing, and assessing the relevance, adequacy, accuracy, and validity of information
provided by others
Compiling, synthesizing, and categorizing information 7, 9
Disseminating routine and critical information to clients, colleagues, or other members of the related
services system that is provided in written or oral form and in a timely manner
9
Mainta.
Professional ethics and Professional accountabilityThanavathi C
The document discusses the professional ethics and accountability of teachers. It defines professional ethics as principles that guide a profession's conduct. Teachers should adhere to ethical codes, respect students and colleagues, fulfill duties competently and honestly. Accountability means being responsible and answerable. Committees have recommended evaluating teachers' performance to ensure accountability. An accountable teacher is dedicated, positive, guides students properly, pursues professional growth, and is responsible towards their profession, society, and students.
april 22,2023 learning activities by KAMID.pdfKamarudinKamid
This document contains notes from a course on principles and theories of school management. It includes learning activities and case studies related to social responsibility, ethics, and educational management theories. One learning activity discusses the credos of educational institutions and how they relate to social responsibility. Another activity analyzes two case studies involving ethical issues - one about a professor accepting money from a student, and another about unsigned allegations against a school official. The document also discusses systems theory and classifies examples as open or closed systems.
Framing Questions for Research with Minimal RiskSeanCubero
this details psychometric principles on how to established strong statistical soundness in creating standardize assessment tools. and also ethical and guiding principles that are employ to assure that human subjects are protected.
Social Learning Theory of Career ChoiceSocial Learni.docxjensgosney
Social Learning Theory of
Career Choice
Social Learning Theory of Career Choice
There are several career development theories that help to explain
how people come to choose certain careers.
One prominent theory is the Social Learning Theory of Career
Choice introduced by Dr. John D. Krumboltz in the late 1970’s. Dr.
Krumboltz is presently a professor of Education and Psychology at
Stanford University and a leader in the theory of career counseling.
Social Learning Theory of Career Choice
Krumboltz’s theory of career choice postulates that “career
decisions are the product of the many learning experiences one has,
which are made possible through encounters with people,
institutions and events in a person’s environment.”
In short, he believed people choose their careers
based on what they have learned through the
experiences and influences they have had in
their lifetime.
Social Learning Theory of Career Choice
Krumboltz proposed that:
People bring certain genetic and socially inherited
attributes to their environments.
As people interact with their environments, learning takes place, and
self-views and beliefs are produced.
These self-views and beliefs, in turn, influence one’s work related
behavior and choices.
More specifically, Krumboltz states that there are
four main factors that influence career choice:
1. Genetics
2. Environmental conditions and events
3. Learning experiences
4. Task approach skills
Social Learning Theory of Career Choice
Social Learning Theory of Career Choice
How do these 4 factors influence an individual’s career trajectory?
1. Genetic influences includes – race, gender, physical appearance, cognitive and
physical abilities.
~These inherited qualities can play significant role in shaping an individual’s
propensity for a certain job or career field. Example: an exceptionally athletic
person may lean towards a sports related career.
2. Environmental conditions and events includes – social, cultural, political, and
economic forces.
~These are generally outside the control of any one individual. For example, certain
economic or political events can have an impact on an individual’s upbringing which
may in turn, affect what career path they choose -- or refrain from.
Example: a person who experiences a recession when growing up may wish to
ensure he/she pursues a career that will remain stable in tough economic times.
Or, perhaps that person would consider pursuing a degree in economics or political
science to determine if he/she can make a difference in addressing future economic
issues.
Social Learning Theory of Career Choice
How do these 4 factors influence an individual’s career trajectory?
3. Learning experiences -- includes instrumental and associative learning.
Instrumental - learning that takes place due to a direct action or a reaction to
certain circumstances. Positive and negative responses to behavior can
influence career choice.
Exampl.
Knot theoryDid you tie your shoe laces the same way today .docxcroysierkathey
This document provides instructions for a policy analysis assignment. Students are asked to analyze an existing social policy at the federal, state, or local level that addresses a social issue affecting clients served by their field placement or community. The 8-10 page paper must describe the social issue and targeted population, summarize relevant research, discuss the policy's historical context and goals, describe how the policy is implemented and financed, analyze its effectiveness based on research, and make recommendations for improvement. Proper APA formatting and minimal direct quotes are required.
The best Careers in Sociology updated 2023 doc 8.docxintel-writers.com
Careers in sociology
offer a wide range of opportunities for individuals interested in studying and understanding human society and social behavior. Here is a discussion on the various career paths within sociology:
Research and Academia: Many sociologists pursue careers in research and academia. They work as professors, researchers, and scholars in universities, colleges, and research institutions. They conduct research, publish academic papers, and contribute to the knowledge and understanding of sociological theories and concepts.
Applied Sociology: Applied sociologists utilize their knowledge and skills to address social issues and provide practical solutions. They work in diverse settings such as government agencies, non-profit organizations, consulting firms, and social service agencies. Applied sociologists may focus on areas like community development, social policy, program evaluation, or social advocacy.
Social Services and Human Resources: Sociologists can find rewarding careers in social services and human resources sectors. They work in roles such as social workers, counselors, program managers, or human resource specialists. Sociological knowledge helps them understand the dynamics of social problems, develop intervention strategies, and create inclusive and equitable workplaces.
Market Research and Data Analysis: Sociologists with expertise in research methods and data analysis can find opportunities in market research firms and organizations. They conduct consumer research, analyze data, and provide insights into consumer behavior, social trends, and market dynamics. Their sociological perspective helps in understanding the social factors that shape consumer choices and preferences.
Policy Analysis and Advocacy: Sociologists can contribute to policy development and advocacy work. They analyze social issues, evaluate policy effectiveness, and make recommendations for social change. Sociologists working in this field often collaborate with government agencies, think tanks, advocacy groups, and public policy organizations.
DATA EXTRACTION SHEETAuthorFirst author’s surnameDateYea.docxtheodorelove43763
DATA EXTRACTION SHEET
Author
First author’s surname
Date
Year of publication
Country of Origin
Location(s) of fieldwork
Study Purpose & Design
i.e. Aims and Objectives and design
Setting
Eg. Community, hospital, mixed, unstated
Participation
Sample size
Socio-demographic data
For eg,
Age:
Gender:
Ethnicity:
Comment if unstated
Inclusion criteria
Exclusion criteria
Leave blank if not mentioned
Methodology/Method
Include both
Summary of findings/outcomes
Could use bullet points here
Personal Notes
Any other observations (eg. About relevance, application, ethics, equality and diversity).
Funding
Leave blank if not mentioned
Reference in full
Harvard style
Assignment guidance for Evidence Informed Practice Research - Assessment 1
Aims of the module
To introduce students to a range of research and evaluation methods relevant to social work.
To equip students with the skills to critically review relevant research evidence in relation to a selected area of social work practice.
Learning Outcomes
After completing the module the student should be able to:
LO1 Evaluate the evidence base for social work practice
LO2 Critically review the strengths and weaknesses of a range of research methods in
relation to social work
LO3 Critically evaluate and integrate research evidence from a range of sources related
to a specific area of social work practice
There are two parts to assessment of the module
Learning Outcomes of Assessment 1 of the module.
Learning Outcome of Assessment 2 (LO1) will be discussed at a later stage
The assessment 1 item list is assessed via the following learning outcomes listed:
LO2 Critically review the strengths and weaknesses of a range of research methods in
relation to social work
LO3 Critically evaluate and integrate research evidence from a range of sources related
to a specific area of social work practice
Assessment 1(80%): Critical evaluation of research study
The research study will be chosen by the student (agreed by the research tutor). It should bebased on a topic related to the final social work placement and follow the prescribed critical evaluation framework. A data extraction sheet (provided) should be included as part of the appendix. Additional references should be used to reflect wider reading around the context of the research and the body of knowledge around it. References should also be used to support discussions on areas such as research design, ethics and methodology. (2500 words and data extraction sheet). Please attach the research study to your critical evaluation.
Critical evaluation of research framework (as provided)
You should aim to respond to all the questions set out here in order to produce a good critical evaluation of your research study.
You are advised to structure this using the headings provided.
You should provide some relevant references (research methods, texts) where you can, e.g. in relation to research ethics, where you refer to the strengths and weaknesses of the r.
CSWE’s Core Competencies and Practice Behavior Examples inMargenePurnell14
CSWE’s Core Competencies and Practice Behavior Examples in this text
Professional Identity
Practice Behavior Examples…
Serve as representatives of the profession, its mission, and its core values 3
Know the profession’s history
Commit themselves to the profession’s enhancement and to their own professional conduct
and growth
Advocate for client access to the services of social work
Practice personal reflection and self-correction to assure continual professional development
Attend to professional roles and boundaries 12
Demonstrate professional demeanor in behavior, appearance, and communication
Engage in career-long learning
Use supervision and consultation
Ethical Practice
Practice Behavior Examples…
Obligation to conduct themselves ethically and engage in ethical decision-making
Know about the value base of the profession, its ethical standards, and relevant law
Recognize and manage personal values in a way that allows professional values to guide
practice
11
Make ethical decisions by applying standards of the National Association of Social Workers’
Code of Ethics and, as applicable, of the International Federation of Social Workers/International
Association of Schools of Social Work Ethics in Social Work, Statement of Principles
12
Tolerate ambiguity in resolving ethical conflicts
Apply strategies of ethical reasoning to arrive at principled decisions 5
Critical Thinking
Practice Behavior Examples…
Know about the principles of logic, scientific inquiry, and reasoned discernment
Use critical thinking augmented by creativity and curiosity
Requires the synthesis and communication of relevant information
Distinguish, appraise, and integrate multiple sources of knowledge, including research-based
knowledge, and practice wisdom
4, 8, 9, 10
Analyze models of assessment, prevention, intervention, and evaluation 1
Demonstrate effective oral and written communication in working with individuals, families,
groups, organizations, communities, and colleagues
6
Competency Chapter
Adapted with the permission of Council on Social Work Education
CSWE’s Core Competencies and Practice Behavior Examples in this text
Competency Chapter
Diversity in Practice
Practice Behavior Examples…
Understand how diversity characterizes and shapes the human experience and is critical to the
formation of identity
2
Understand the dimensions of diversity as the intersectionality of multiple factors including age,
class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration
status, political ideology, race, religion, sex, and sexual orientation
6
Appreciate that, as a consequence of difference, a person’s life experiences may include
oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim
8
Recognize the extent to which a culture’s structures and values may oppress, marginalize,
alienate, or create or enhance privilege and power
1, 5, 7
Gai ...
Competency Chapter
Competency 1: Demonstrate Ethical and Professional Behavior
Behaviors:
Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations,
models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate
to context
1
Use reflection and self-regulation to manage personal values and maintain professionalism in practice
situations
7
Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication 10
Use technology ethically and appropriately to facilitate practice outcomes 2
Use supervision and consultation to guide professional judgment and behavior 8
Competency 2: Engage Diversity and Difference in Practice
Behaviors:
Apply and communicate understanding of the importance of diversity and difference in shaping life
experiences in practice at the micro, mezzo, and macro levels
2, 6, 8
Present themselves as learners and engage clients and constituencies as experts of their own experiences 3, 5
Apply self-awareness and self-regulation to manage the influence of personal biases and values in working
with diverse clients and constituencies
1, 7
Competency 3: Advance Human Rights and Social, Economic, and
Environmental Justice
Behaviors:
Apply their understanding of social, economic, and environmental justice to advocate for human rights at the
individual and system levels
3, 10
Engage in practices that advance social, economic, and environmental justice 2, 8
Competency 4: Engage In Practice-informed Research and
Research-informed Practice
Behaviors:
Use practice experience and theory to inform scientific inquiry and research 9
Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research
findings
4
Use and translate research evidence to inform and improve practice, policy, and service delivery 1, 3, 6, 7, 11
Competency 5: Engage in Policy Practice
Behaviors:
Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to
social services
10
Assess how social welfare and economic policies impact the delivery of and access to social services 1, 6
Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social,
economic, and environmental justice
2, 5
CSWE EPAS 2015 Core Competencies and Behaviors in This Text
A01_NETT8523_06_SE_FM.indd 1 9/30/15 5:23 PM
Competency Chapter
Competency 6: Engage with Individuals, Families, Groups, Organizations, and
Communities
Behaviors:
Apply knowledge of human behavior and the social environment, person-in- environment, and other
multidisciplinary theoretical frameworks to engage with clients and constituencies
7, 5, 9
Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies 3, 4, 6
Competency 7: Assess Individuals, ...
Co-operative lifestyle - Invitation to come back to RochdaleRyszard Stocki
Co-operatives are organizations that, by definition, adhere to a certain set of values and principles. The values were first formulated in Rochdale, where the first co-operative was founded. These values and principles, as any values and principles, should permeate the lifestyles of all those who identify with them. Individuals' exposure to these values and principles will vary between worker co-ops and other types of co-ops. While members of a co-operative bank or consumer coop may only visit once a week, in a worker co-op, people are exposed to the co-operative values for 8 hours a day. Geof Cox noted on LinkedIn that as such, worker co-ops may be considered a "lifestyle business".
Unlike values, lifestyle can easily be measured. Marketing specialists in the USA or Canada may quite reliably identify your lifestyle if you give them your postal code; doctors can conjecture it from seeing you for just a few seconds. Sociologists may deduce how you live from your taste - i.e. aesthetic choices. We simultaneously expose our lifestyle and are exposed, continuously, to the lifestyle of others. Some lifestyles spread like viruses creating a pandemic of consumerism. However, these product-based lifestyles are in complete opposition to the person-oriented lifestyle of: “self-help, self-responsibility, democracy, equality, equity, solidarity, honesty, openness, social responsibility and caring for others.” Indeed, to follow the co-operative lifestyle seems more difficult now than it was in Rochdale times.
One of the first and more important reasons is related to our mobility and flexibility. In 1980, futurist Alvin Toffler predicted that as our society's work patterns become increasingly individualized, it would lead to greater social isolation due to a reduction in common "off-work" time (e.g. Sunday church services, evenings at the pub, community gatherings).
Toffler observes that we structure relationships differently now; rather than spending a lifetime getting to know our neighbours in a small village, we might meet and make new friends every week; and yet, we also drift apart more quickly - as we move on to a new sports team, a new job, a new city of residence. This shortening of the duration of our relationships has impacted many aspects of our everyday life - including our relationship to co-operatives. Now, people follow work, and not the other way round. The Rochdale pioneers did not dream about the challenges a community-based business has to face today.
In slide 7 I show the complexity of a modern lifestyle. I would like to investigate to what degree an individual's lifestyle impacts the functioning of a worker co-op. I am conducting a participatory research project of co-operative lifestyles today. I would like to invite co-operatives and their members not just to fill in questionnaires, but work together on developing them, in a true participatory approach.
This document provides the course syllabus for an Ethics course offered in the 1st semester of the 2022-2023 academic year. It includes information on the course code, title, type, credit hours, schedule, and prerequisites. It also outlines the university's vision, mission, quality policy, and institutional and program outcomes. The course description explains that Ethics deals with principles of ethical behavior at the individual, societal, and environmental levels. The course outcomes are listed, mapped to the institutional and program outcomes. The course learning plan details the topics, learning activities, materials, and assessments for each module which cover key concepts, the moral agent, moral development, and reasoning models.
The document discusses the roles, functions, competencies, and careers of social workers. It outlines 10 main roles of social workers including advocate, counselor, mediator, researcher, educator, manager, case manager, facilitator, community change agent, and broker. It also discusses 3 main functions of social work as restorative, preventive, and developmental. The document then lists 10 core competencies and various areas of specialization and careers in social work such as child and family social work, medical social work, and hospice social work. Finally, it outlines some of the rights and responsibilities of social workers.
1) Behavior analysts are expected to actively pursue professional development regarding cultural responsiveness and diversity to better serve clients from all backgrounds. This includes evaluating personal biases that could impact work.
2) The document discusses a case scenario where a behavior analyst, Joe, refused a client's request for a female service provider due to believing the client's views were sexist.
3) An 11-step model for ethical decision making is presented, involving defining the issue, identifying stakeholders, consulting resources, developing options to minimize harm while prioritizing client interests, taking action, and evaluating outcomes.
a)select 5 out the of the 9 social work competenciesb)select min.docxronak56
a)select 5 out the of the 9 social work competencies
b)select minimum of 2 refereed journal articles (no earlier than 2008) for each of the 5 competencies
c)summarize each article and discuss how each article relates to the competency.
paper must be APA format paper due date 2/21/2020 @12pm
i have provided the five competencies below
Competency 1: Demonstrate Ethical and Professional Behavior
Social workers understand the value base of the profession and its ethical standards, as well as relevant laws and regulations that may impact practice at the micro, mezzo, and macro levels. Social workers understand frameworks of ethical decision-making and how to apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize personal values and the distinction between personal and professional values. They also understand how their personal experiences and affective reactions influence their professional judgment and behavior. Social workers understand the professions’ history, its mission, and the roles and responsibilities of the profession. Social Workers also understand the role of other professionals when engaged in inter-professional teams. Social workers recognize the importance of lifelong learning and are committed to continually updating their skills to ensure that they are relevant and effective. Social workers also understand emerging forms of technology and the ethical use of skills to ensure they are relevant and effective. Social workers also understand emerging forms of technology and the ethical use of technology in social work practice. Social workers:
Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context;
Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations;
Demonstrate professional demeanor in behavior, appearance, and oral, written and electronic communication
Use technology ethically and appropriately to facilitate practice outcomes; and
Use supervision and consultation to guide professional judgment and behavior
Competency 2: Engage Diversity and Difference in Practice
Social workers understand how diversity and difference characterize and shape the human experience and are critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including but not limited to age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status. Social workers understand that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalizatio.
The document discusses behavioral theories and determinants that influence human behavior. It describes several models of behavior including levels of influence, stages of change model, social learning theory, and diffusion of innovations. It also lists specific determinants of behavior such as knowledge, attitudes, perceived risks, consequences, self-efficacy, social norms, and demographics. The key takeaways are that multiple factors determine behavior, research is needed to identify the most relevant determinants for a given population or behavior, and this information can then be used to develop effective interventions.
2Council for Standards in Human Service Education.docxjesusamckone
This document provides an overview of the 10 national standards developed by the Council for Standards in Human Service Education (CSHSE) that guide human services programs and help students understand the knowledge, values, and skills needed to become human services practitioners. It lists each of the 10 standards and the relevant chapter(s) in the textbook where that standard is addressed. The standards cover topics such as professional history, human systems, human services delivery systems, information management, planning and evaluation, interventions and direct services, interpersonal communication, administration, client-related values and attitudes, and self-development.
2Council for Standards in Human Service Education.docxlorainedeserre
2
Council for Standards in Human Service Education
(CSHSE) Standards Covered in this Text
The Council for Standards in Human Service Education (CSHSE) developed ten national standards that guide
Human Services departments and help students understand the knowledge, values, and skills of developing human
service practitioners. These guidelines reflect the interdisciplinary nature of human services.
Standard Chapter
Professional History
Understanding and Mastery. . .
Historical roots of human services 4
Creation of human services profession
Historical and current legislation affecting services delivery
How public and private attitudes influence legislation and the interpretation of policies related to
human services
Differences between systems of governance and economics 4, 5
Exposure to a spectrum of political ideologies 12, 13
Skills to analyze and interpret historical data application in advocacy and social changes
Human Systems
Understanding and Mastery. . .
Theories of human development
How small groups are utilized, theories of group dynamics, and group facilitation skills 3, 6, 13
Changing family structures and roles
Organizational structures of communities
1, 2, 4, 11,
12, 15
An understanding of capacities, limitations, and resiliency of human systems 2, 6, 14
Emphasis on context and the role of diversity in determining and meeting human needs 1, 2
Processes to effect social change through advocacy (e.g., community development, community and
grassroots organizing, local and global activism)
4, 8, 11, 12,
14
Processes to analyze, interpret, and effect policies and laws at local, state, and national levels 2, 12
Human Services Delivery Systems
Understanding and Mastery. . .
Range and characteristics of human services delivery systems and organizations 10
Range of populations served and needs addressed by human services
Major models used to conceptualize and integrate prevention, maintenance, intervention,
rehabilitation, and healthy functioning
Economic and social class systems including systemic causes of poverty 13, 15
Political and ideological aspects of human services 12
International and global influences on services delivery 15
Skills to effect and influence social policy 11, 12
Adapted from the October 2010 Revised CSHSE National Standards
Council for Standards in Human Service Education (CSHSE) Standards Covered in this Text
3
Standard Chapter
Information Management
Understanding and Mastery. . .
Obtain information through interviewing, active listening, consultation with others, library or other
research, and the observation of clients and systems
7
Recording, organizing, and assessing the relevance, adequacy, accuracy, and validity of information
provided by others
Compiling, synthesizing, and categorizing information 7, 9
Disseminating routine and critical information to clients, colleagues, or other members of the related
services system that is provided in written or oral form and in a timely manner
9
Mainta ...
2
Council for Standards in Human Service Education
(CSHSE) Standards Covered in this Text
The Council for Standards in Human Service Education (CSHSE) developed ten national standards that guide
Human Services departments and help students understand the knowledge, values, and skills of developing human
service practitioners. These guidelines reflect the interdisciplinary nature of human services.
Standard Chapter
Professional History
Understanding and Mastery. . .
Historical roots of human services 4
Creation of human services profession
Historical and current legislation affecting services delivery
How public and private attitudes influence legislation and the interpretation of policies related to
human services
Differences between systems of governance and economics 4, 5
Exposure to a spectrum of political ideologies 12, 13
Skills to analyze and interpret historical data application in advocacy and social changes
Human Systems
Understanding and Mastery. . .
Theories of human development
How small groups are utilized, theories of group dynamics, and group facilitation skills 3, 6, 13
Changing family structures and roles
Organizational structures of communities
1, 2, 4, 11,
12, 15
An understanding of capacities, limitations, and resiliency of human systems 2, 6, 14
Emphasis on context and the role of diversity in determining and meeting human needs 1, 2
Processes to effect social change through advocacy (e.g., community development, community and
grassroots organizing, local and global activism)
4, 8, 11, 12,
14
Processes to analyze, interpret, and effect policies and laws at local, state, and national levels 2, 12
Human Services Delivery Systems
Understanding and Mastery. . .
Range and characteristics of human services delivery systems and organizations 10
Range of populations served and needs addressed by human services
Major models used to conceptualize and integrate prevention, maintenance, intervention,
rehabilitation, and healthy functioning
Economic and social class systems including systemic causes of poverty 13, 15
Political and ideological aspects of human services 12
International and global influences on services delivery 15
Skills to effect and influence social policy 11, 12
Adapted from the October 2010 Revised CSHSE National Standards
Council for Standards in Human Service Education (CSHSE) Standards Covered in this Text
3
Standard Chapter
Information Management
Understanding and Mastery. . .
Obtain information through interviewing, active listening, consultation with others, library or other
research, and the observation of clients and systems
7
Recording, organizing, and assessing the relevance, adequacy, accuracy, and validity of information
provided by others
Compiling, synthesizing, and categorizing information 7, 9
Disseminating routine and critical information to clients, colleagues, or other members of the related
services system that is provided in written or oral form and in a timely manner
9
Mainta ...
2Council for Standards in Human Service Education.docxBHANU281672
2
Council for Standards in Human Service Education
(CSHSE) Standards Covered in this Text
The Council for Standards in Human Service Education (CSHSE) developed ten national standards that guide
Human Services departments and help students understand the knowledge, values, and skills of developing human
service practitioners. These guidelines reflect the interdisciplinary nature of human services.
Standard Chapter
Professional History
Understanding and Mastery. . .
Historical roots of human services 4
Creation of human services profession
Historical and current legislation affecting services delivery
How public and private attitudes influence legislation and the interpretation of policies related to
human services
Differences between systems of governance and economics 4, 5
Exposure to a spectrum of political ideologies 12, 13
Skills to analyze and interpret historical data application in advocacy and social changes
Human Systems
Understanding and Mastery. . .
Theories of human development
How small groups are utilized, theories of group dynamics, and group facilitation skills 3, 6, 13
Changing family structures and roles
Organizational structures of communities
1, 2, 4, 11,
12, 15
An understanding of capacities, limitations, and resiliency of human systems 2, 6, 14
Emphasis on context and the role of diversity in determining and meeting human needs 1, 2
Processes to effect social change through advocacy (e.g., community development, community and
grassroots organizing, local and global activism)
4, 8, 11, 12,
14
Processes to analyze, interpret, and effect policies and laws at local, state, and national levels 2, 12
Human Services Delivery Systems
Understanding and Mastery. . .
Range and characteristics of human services delivery systems and organizations 10
Range of populations served and needs addressed by human services
Major models used to conceptualize and integrate prevention, maintenance, intervention,
rehabilitation, and healthy functioning
Economic and social class systems including systemic causes of poverty 13, 15
Political and ideological aspects of human services 12
International and global influences on services delivery 15
Skills to effect and influence social policy 11, 12
Adapted from the October 2010 Revised CSHSE National Standards
Council for Standards in Human Service Education (CSHSE) Standards Covered in this Text
3
Standard Chapter
Information Management
Understanding and Mastery. . .
Obtain information through interviewing, active listening, consultation with others, library or other
research, and the observation of clients and systems
7
Recording, organizing, and assessing the relevance, adequacy, accuracy, and validity of information
provided by others
Compiling, synthesizing, and categorizing information 7, 9
Disseminating routine and critical information to clients, colleagues, or other members of the related
services system that is provided in written or oral form and in a timely manner
9
Mainta.
Professional ethics and Professional accountabilityThanavathi C
The document discusses the professional ethics and accountability of teachers. It defines professional ethics as principles that guide a profession's conduct. Teachers should adhere to ethical codes, respect students and colleagues, fulfill duties competently and honestly. Accountability means being responsible and answerable. Committees have recommended evaluating teachers' performance to ensure accountability. An accountable teacher is dedicated, positive, guides students properly, pursues professional growth, and is responsible towards their profession, society, and students.
april 22,2023 learning activities by KAMID.pdfKamarudinKamid
This document contains notes from a course on principles and theories of school management. It includes learning activities and case studies related to social responsibility, ethics, and educational management theories. One learning activity discusses the credos of educational institutions and how they relate to social responsibility. Another activity analyzes two case studies involving ethical issues - one about a professor accepting money from a student, and another about unsigned allegations against a school official. The document also discusses systems theory and classifies examples as open or closed systems.
Framing Questions for Research with Minimal RiskSeanCubero
this details psychometric principles on how to established strong statistical soundness in creating standardize assessment tools. and also ethical and guiding principles that are employ to assure that human subjects are protected.
Social Learning Theory of Career ChoiceSocial Learni.docxjensgosney
Social Learning Theory of
Career Choice
Social Learning Theory of Career Choice
There are several career development theories that help to explain
how people come to choose certain careers.
One prominent theory is the Social Learning Theory of Career
Choice introduced by Dr. John D. Krumboltz in the late 1970’s. Dr.
Krumboltz is presently a professor of Education and Psychology at
Stanford University and a leader in the theory of career counseling.
Social Learning Theory of Career Choice
Krumboltz’s theory of career choice postulates that “career
decisions are the product of the many learning experiences one has,
which are made possible through encounters with people,
institutions and events in a person’s environment.”
In short, he believed people choose their careers
based on what they have learned through the
experiences and influences they have had in
their lifetime.
Social Learning Theory of Career Choice
Krumboltz proposed that:
People bring certain genetic and socially inherited
attributes to their environments.
As people interact with their environments, learning takes place, and
self-views and beliefs are produced.
These self-views and beliefs, in turn, influence one’s work related
behavior and choices.
More specifically, Krumboltz states that there are
four main factors that influence career choice:
1. Genetics
2. Environmental conditions and events
3. Learning experiences
4. Task approach skills
Social Learning Theory of Career Choice
Social Learning Theory of Career Choice
How do these 4 factors influence an individual’s career trajectory?
1. Genetic influences includes – race, gender, physical appearance, cognitive and
physical abilities.
~These inherited qualities can play significant role in shaping an individual’s
propensity for a certain job or career field. Example: an exceptionally athletic
person may lean towards a sports related career.
2. Environmental conditions and events includes – social, cultural, political, and
economic forces.
~These are generally outside the control of any one individual. For example, certain
economic or political events can have an impact on an individual’s upbringing which
may in turn, affect what career path they choose -- or refrain from.
Example: a person who experiences a recession when growing up may wish to
ensure he/she pursues a career that will remain stable in tough economic times.
Or, perhaps that person would consider pursuing a degree in economics or political
science to determine if he/she can make a difference in addressing future economic
issues.
Social Learning Theory of Career Choice
How do these 4 factors influence an individual’s career trajectory?
3. Learning experiences -- includes instrumental and associative learning.
Instrumental - learning that takes place due to a direct action or a reaction to
certain circumstances. Positive and negative responses to behavior can
influence career choice.
Exampl.
Knot theoryDid you tie your shoe laces the same way today .docxcroysierkathey
This document provides instructions for a policy analysis assignment. Students are asked to analyze an existing social policy at the federal, state, or local level that addresses a social issue affecting clients served by their field placement or community. The 8-10 page paper must describe the social issue and targeted population, summarize relevant research, discuss the policy's historical context and goals, describe how the policy is implemented and financed, analyze its effectiveness based on research, and make recommendations for improvement. Proper APA formatting and minimal direct quotes are required.
The best Careers in Sociology updated 2023 doc 8.docxintel-writers.com
Careers in sociology
offer a wide range of opportunities for individuals interested in studying and understanding human society and social behavior. Here is a discussion on the various career paths within sociology:
Research and Academia: Many sociologists pursue careers in research and academia. They work as professors, researchers, and scholars in universities, colleges, and research institutions. They conduct research, publish academic papers, and contribute to the knowledge and understanding of sociological theories and concepts.
Applied Sociology: Applied sociologists utilize their knowledge and skills to address social issues and provide practical solutions. They work in diverse settings such as government agencies, non-profit organizations, consulting firms, and social service agencies. Applied sociologists may focus on areas like community development, social policy, program evaluation, or social advocacy.
Social Services and Human Resources: Sociologists can find rewarding careers in social services and human resources sectors. They work in roles such as social workers, counselors, program managers, or human resource specialists. Sociological knowledge helps them understand the dynamics of social problems, develop intervention strategies, and create inclusive and equitable workplaces.
Market Research and Data Analysis: Sociologists with expertise in research methods and data analysis can find opportunities in market research firms and organizations. They conduct consumer research, analyze data, and provide insights into consumer behavior, social trends, and market dynamics. Their sociological perspective helps in understanding the social factors that shape consumer choices and preferences.
Policy Analysis and Advocacy: Sociologists can contribute to policy development and advocacy work. They analyze social issues, evaluate policy effectiveness, and make recommendations for social change. Sociologists working in this field often collaborate with government agencies, think tanks, advocacy groups, and public policy organizations.
DATA EXTRACTION SHEETAuthorFirst author’s surnameDateYea.docxtheodorelove43763
DATA EXTRACTION SHEET
Author
First author’s surname
Date
Year of publication
Country of Origin
Location(s) of fieldwork
Study Purpose & Design
i.e. Aims and Objectives and design
Setting
Eg. Community, hospital, mixed, unstated
Participation
Sample size
Socio-demographic data
For eg,
Age:
Gender:
Ethnicity:
Comment if unstated
Inclusion criteria
Exclusion criteria
Leave blank if not mentioned
Methodology/Method
Include both
Summary of findings/outcomes
Could use bullet points here
Personal Notes
Any other observations (eg. About relevance, application, ethics, equality and diversity).
Funding
Leave blank if not mentioned
Reference in full
Harvard style
Assignment guidance for Evidence Informed Practice Research - Assessment 1
Aims of the module
To introduce students to a range of research and evaluation methods relevant to social work.
To equip students with the skills to critically review relevant research evidence in relation to a selected area of social work practice.
Learning Outcomes
After completing the module the student should be able to:
LO1 Evaluate the evidence base for social work practice
LO2 Critically review the strengths and weaknesses of a range of research methods in
relation to social work
LO3 Critically evaluate and integrate research evidence from a range of sources related
to a specific area of social work practice
There are two parts to assessment of the module
Learning Outcomes of Assessment 1 of the module.
Learning Outcome of Assessment 2 (LO1) will be discussed at a later stage
The assessment 1 item list is assessed via the following learning outcomes listed:
LO2 Critically review the strengths and weaknesses of a range of research methods in
relation to social work
LO3 Critically evaluate and integrate research evidence from a range of sources related
to a specific area of social work practice
Assessment 1(80%): Critical evaluation of research study
The research study will be chosen by the student (agreed by the research tutor). It should bebased on a topic related to the final social work placement and follow the prescribed critical evaluation framework. A data extraction sheet (provided) should be included as part of the appendix. Additional references should be used to reflect wider reading around the context of the research and the body of knowledge around it. References should also be used to support discussions on areas such as research design, ethics and methodology. (2500 words and data extraction sheet). Please attach the research study to your critical evaluation.
Critical evaluation of research framework (as provided)
You should aim to respond to all the questions set out here in order to produce a good critical evaluation of your research study.
You are advised to structure this using the headings provided.
You should provide some relevant references (research methods, texts) where you can, e.g. in relation to research ethics, where you refer to the strengths and weaknesses of the r.
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Social Work Policy Practice Changing Our Community Nation and the World 1st Edition Ritterr Test Bank
1. Instructor’s Manual and Test Bank
for
Social Work Policy Practice
Changing Our Community, Our Nation, and
the World
First Edition
prepared by
Jessica A. Ritter
Pearson Education
Boston Columbus Indianapolis New York San Francisco Upper Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
Social Work Policy Practice Changing Our Community Nation And The World 1st Edition Ritterr Test Bank
Full Download: http://testbankreal.com/download/social-work-policy-practice-changing-our-community-nation-and-the-world-1st-
This is sample only, Download all chapters at: testbankreal.com
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