SOCIAL AND HUMAN SERVICES AS A PROFESSION FEM3108 DR. SA’ODAH BINTI AHMAD JABATAN PEMBANGUNAN...
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Transcript of SOCIAL AND HUMAN SERVICES AS A PROFESSION FEM3108 DR. SA’ODAH BINTI AHMAD JABATAN PEMBANGUNAN...
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SOCIAL AND HUMAN SERVICES AS A PROFESSION
FEM3108
DR. SA’ODAH BINTI AHMADJABATAN PEMBANGUNAN MANUSIA DAN
PENGAJIAN KELUARGA, FEM
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BASIC FOCUS
TO ASSIST CLIENTS– With external or internal problems
(Okun, 1992)– To reach goals that are important to
them (Bawner, 1977)– To provide a link between the
traditional professional and the client (Epstein, 1981)
– All of the above
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WHO ARE SHS WORKER? EFFECTIVE HELPER: people
who are together – thoughts, feelings and actions are congruent.– They believed that each client
is unique individual different from all other clients so, greet each one of them by name, with a hand shake and a smile (Hutchins & Cole, 1992)
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WHY HUMAN SERVICE WORKER? Individual needs Their aptitudes and interest Their self concepts Special personal or social
experience (Kantor, 1960)
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CONTINUE THE DESIRE TO HELP OTHERS• To feel worthwhile as a result of
contribution to another’s growth is exciting– Helpers must also ask themselves: ‘To
what extend am I meeting my own needs?’
THE DESIRE FOR SELF EXPLORATION– The wish to find out more about
themselves as thinking and feeling individuals leads some people to major in psychology, sociology or human services• Must be fulfilled outside the worker-
client relationship
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CONTINUE THE DESIRE TO EXERT CONTROL– Administrative or managerial position
in helping professions are the goal.– This desire may become a problem if
helpers seek to control or dominate clients, with the intention of making them dependent.
THE EXPERIENCE OF BEING HELPED– This provides a strong demonstration
of the value of helping.– Wish to be like those who helped them
when they were clients
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CONTINUE INDIVIDUAL WHOSE LIFE EXPERIENCE
MOST CLOSELY MATCH THOSE OF THE PERSON TO BE HELPED– The recovering alcoholic working
with substance abuser (Lyon & Duke, 1981)
– Especially true in teaching and medical field
– May create unrealistic expectation.
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VALUE WHERE DO OUR VALUES COME
FROM?– Culture– Experience
WHAT ARE VALUES?– Value are statement of what is
desirable: they way we would like the world to be
– Not statement of fact
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VALUES IN SHS ACCEPTANCE• The ability of the worker to be
receptive to the client may have done.
• Must be able to maintain an attitude of good will toward clients, not judging them by factors such as the way they live or their personalities.
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TOLERENCE The helpers ability to be patient
and fair towards each client rather than judging, blaming or punishing the client for prior behaviour
A helper who embodies this values will work with the client to plan for the future, rather than continually focusing on the client’s past mistake.
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INDIVIDUALITY Is expressed in the qualities of
characteristics that make each person us unique and distinctive from other person
The different, lifestyle, assets, problems, previous life experiences and feelings
Must recognize and treat each person individuality not stereotypically.
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SELF DETERMINATION Deciding for oneself on a course of
action or the resolution to a problem The clients make up their own minds
regarding a decision to be made or an action to be taken
The helper facilitates this action by assisting clients to investigate alternatives and the decisions is theirs
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CONFIDENTIALITY Assurance to clients that the helpers
not discuss their cases with other people.
The exception to this is sharing of information with supervisors or in staff meetings where client’s best interests are being served.
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NASW ETHICAL PRINCIPLES1. CORE VALUE: Service ETHICAL PRINCIPLE: to help people in need
and to address social problems.
2. CORE VALUE: Social Injustice ETHICAL PRINCIPLE: challenge social
injustice.
3. CORE VALUE: Dignity and worth of all person.
ETHICAL PRINCIPLE: respect the inherent dignity and worth of the person.
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CONTINUE4. CORE VALUE: Importance of human
relationship. ETHICAL PRINCIPLE: recognize the
central importance of human relationship.
5. CORE VALUE: Integrity ETHICAL PRINCIPLE: behaves in
trustworthy manner.
6. CORE VALUE: Competence ETHICAL PRINCIPLE: practice within their
areas of competence and develop and enhance their professional expertise.
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CHARACTERISTICS FOR ENTRY LEVEL PRACTICE
SELF AWARENESS Must know who they are and this will
affects what they do A life long process of learning about
oneself Helps them in understanding and
changing the attitudes and feelings
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ABILITY TO COMMUNICATE Helpers effectiveness depends also
on their ability to communicate to the client and understanding of the client’s feeling and behaviors.
Listening, a critical helping skill Enables the helper to respond with
thoughts and feelings to clients whole message.
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EMPATHY Is acceptance of another person Allows the helper to see a situation
or experience a feeling from the clients perspective
Easier for helpers who have had experience similar to those of their clients.
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RESPONSIBILITY/COMMITTMENT
Feeling a responsibility or commitment to improve the well being of others
Includes attending to needs of clients first
Committed to delivering high quality services
Act to the best of their ability: Follow code of ethics
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AREA OF SHS Children Disable Juveniles Family Elderly The poor Community
AGENCIES OF SHS
Social welfare Medical/Hospital School Rehabilitation
and prison Homes for
disable people NGO
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ETHICAL STANDARD FOR HUMAN SERVICE WORKER
Treat clients with dignity and respect.
Help every client to the best of your ability.
Respect the client’s privacy. Maintain confidential relationship. Engage only in activities in which
you are competent.
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CONTINUE
• Maintain a professional helping relationship.
• Continue to upgrade your skills.• Protect your community against the
unethical practices of others.• Respect your colleagues and relate to
them in a professional manner.
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VALUE CONTEXT OF SHS Determine by many systems – socio-
cultural milieu (society), agency settings, clients and social workers.
• Systems intertwine – interact creates a unique hierarchy of competing values and conflicting loyalties
Examples:1.‘Value’ influence how clients and
practitioners define the issues or problems
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CONTINUE
2. Approaches to resolving social problems – reflecting opposing community and professional priorities.
3. Appropriateness of intervention methods prescribe by agency conflict with the practitioners professional opinions.
4. Family disagreement about the right solution place practitioners in a position when balancing issues of self-determination.
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VALUE CONTEXT OF SHS
Socio-political-cultural context
Agency context
Client system
SHS worker
Problem
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ETHICAL DILEMMAConfidential and privacy. Limited, duty to warn, need
guidance.
Self determination and paternalism. SHS respect and promote the
client’s right for self determination. Assist clients in their efforts to
identify and clarify their goals.
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RESPONSIBILITY/COMMITTMENT
Boundary issues. Need to maintain clear boundaries in
the relationship with clients Boundary violations can be damaging
to clients (dual or multiple relationships)
Occurs when SHS worker related to clients in more than one way, whether sexual, social, professional or business (inappropriate or unethnical)
SHS worker take advantage of their clients to further their own interests.
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CONTINUEDivided loyalties and conflict of
interest. Some boundary issues involve
situations where SHS worker feel caught between their obligation to their clients and some other party
SHS worker unsure to whom they owe their primary duty
SHS worker need to choose between their client’s interest and those of some other party
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CONTINUEProfessionalism and personal values. Conflict between SHS values and
owns.
SHS values and clients’ value. Must carefully examine the nature
of their own values and the potential impact of those values on the way they serve clients.
Stereotypes, prejudice, biases.
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CONTINUE Whistle blowing. Occasionally encounter wrong doing by
colleagues Colleagues may be involve in unethical or
illegal conduct Professional colleagues often feel loyal to
one another and reluctant to ‘blow the whistle’
Obligation to the profession and public make them difficult to stand quietly on the sidelines when they have reason to believe that a colleagues misconduct is causing harm to clients and other parties.
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CONTINUEManage care Carefully administered health and
human services design to enhance fiscal responsibility and cost containment
SHS worker may face ethical choice in serving the clients: Insurance benefit exhausted. Providing inadequate or insufficient
services to the clients whose problem need more intervention.
Which clients will be assigned priority?
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