Social Work: Annotated Bibliography

3rd Brigade, 101st Airborne Division must face reality. “The kill company” scandal has seriously damaged the image of the US Army, which in turn has challenged the trust the Nation places in its armed forces. More concretely, these events highlighted the need for strengthening the Rakkasans’ ethics standards. Soldiers are not warriors; they are ethical warriors, whose identity relies on two inseparable pillars: ethics principles and operational efficiency. The Army core values reflect this ethical identity and the duties that come with it. Understanding that warriors need solid ethical references, the Brigade will demonstrate commitment to the Army values, invest in ethics education, and engage leadership.

For the purpose of this assignment I will consider how I have already started to develop as a ‘Critical Practitioner’. By this statement I would put forward how I am being ‘open minded’, use a ‘reflective approach’ that takes account of ‘different perspectives, experiences and assumptions’ (Glaister cited in the reader pg 8). I will discuss how my practice has developed and has been influenced by K315 course materials such as Barnett’s three domains of critical practice, action, reflexivity and analysis (Barnett

When working in a field of expertise the experts in that area need to know what defines that field. Social work, with its roots over a hundred years old, started out simply offering assistance to others, has grown and changed, and is currently reconnecting with its roots (Bisman, 2004). Bisman (2004) emphasizes the importance of being an advocate of justice and keeping the field focused on the “social” part of social work. This push to keep social work focused on the needs of others defines social work today. Social work focuses on providing aide to the needy and increasing awareness of those that are oppressed.

As I observed the N.A. group, I compared Hepworth 's, Direct Social Work Practice, five stages of group development. The Preaffiliation stage involves observation and feeling out the environment of the group; members may be hesitant to speak or test out certain behaviors to see reactions from other members of the group or the facilitator (Hepworth, Rooney, Rooney, & Strom-Gottfried, 2017, 2013). Returning group members greeted each other with hugs, handshakes, pat on the back, while newcomers sat quietly observing others. The facilitator provided an introduction and instructions for participation. Each member was instructed to introduce the first name, state "I am an addict" and take turns reading from the

In the field of human services, “cultural competency” has become a common buzz meant to address in part the . The intention being, that workers are able to achieve some level of knowledge and training that prepares them to work with

Established on these aspects of reflection I will discuss in this section the importance of critical reflection on development of my teaching. I will firstly aim to explore theories on critical reflection on teaching. Secondly I will explore critical reflection in the context of my own teaching. This includes reflecting on planning, delivering lessons, using activities and the role of assessment for learning.

There are many publications that would bring value to the overall presentation of knowledge one could gain in search of further understanding of areas related to social work as a profession. Many understandings are attributed to social workers and case managers, who have chosen to work not with raw materials to create a finished product, but precious human life. This challenge brings on many personal and ethical struggles since erred raw materials can typically be discarded and another produced. In the field of social work, a misdiagnosis creates an extenuating circumstance and another attempt to get the medication or therapeutic process correct. In the article Social workers and the NASW Code of Ethics: belief, behavior, disjuncture, the

Consequently, in the professional literature, there is a wide gap to be filled in the need for a critical perspective within the profession. We feel that the important contributions made by outside groups- Gay liberation, the women’s movement, mental patients’ union, trade unions and tenants’ associations- reflect lack of confidence in social workers, usually with good reasons. It is not intended to demoralize those social workers who are themselves conditioned and controlled by the very institutional structures, in which they work, but to make them aware of contradictions, and to assist them to develop critical action.

Supervision in social work is defined by Barker (1999) as an administrative and educational process used extensively in social agencies to help social workers further develop and refine their skills, enhance staff morale, and provide quality assurance for the clients. The short term objective of supervision is to provide workers with the work structure and agency resources which help to increase workers knowledge and skills to do their jobs effectively and professionally. The long term objective of supervision is to provide clients the most efficient service possible, consistent with agency policies and procedures.

There has been an increasingly large amount of interest around the areas of reflective practice and critical reflection. This interest has led to an increasing amount of literature around reflective practice and critical reflection.

Fook, J.. (2003). Social work, Critical theory and practice. Thousand Oaks, CA: Sage. (pp. 45-

For this reflective journal, I have decided to draw parallels between approaches to social work that I have learned in my placement, and what I have learned during my academic career at Carleton University. Placement thus far, has been an eye-opening and rich experience, which has taught me about the profession that I aspire to be a part of. I am a third year student, and much of my time spent at Carleton, has been studying theories, and becoming exposed to different schools of thought. Theories are incredibly beneficial, to teach and inform the practice of the next generation of social workers. However, placement has provided me with the opportunity to apply theoretical ideals, to real life social work practice.

Counselling skills have been imperative in one-on-one work with clients; it has helped to build rapport, trust, and the use of empathy has deepened client relationships. I know that over the course of the year I will put these skills to even better use and I am thankful to have an opportunity outside of the classroom to practice. Building off of my past knowledge, SOWK 335 has given me tools to analyze structural issues from a social work lens. I have seen first hand, and at times participated in consciousness raising, about how gender, class, ability, race and age have contributed to my clients oppression and issues presented during our client meetings. Furthermore, it seems as if I am not necessarily applying social work theory directly, but that I am keeping it in mind during my work with clients. Seeing how my skills and education have grown so quickly, I anticipate my work with clients will become more effective and grounded in social work practice and look forward to seeing this

My placement is at Gateway Youth in Elmont. Gateway is a prevention program specializing in working with youth between the ages of 5-17 who are in conflict with their family, in need of academic or emotional support, or who are involved in the juvenile court system. Services provided include case management, crisis intervention, and advocacy with the schools, court, and community. As a social work intern, I am placed at Gotham Ave Elementary School working with third graders. At this school, Gateway Youth provides an after-school program for students that need supervision with their homework and inclusion in activities before their parents can pick them up.

A helping profession is one that nurtures the growth of or addresses the problems of a person's physical, psychological, intellectual, emotional or spiritual well-being.