M.A. / South Africa has a critical shortage of helping professionals e.g. the Council for Social and Associated Workers (1987) has 6 124 social workers on its registers, in comparison with a 1985 census population of 35 million. In order to improve the quality of life of citizens in this country, the services of social service agencies have to be expanded and extended into communities ...

This thesis explores the ethical development of social workers and the role of supervision in that development. It begins with an examination of the social work context for the study, including the early history of social work and the ways in which it was influenced by the major social and cultural movements of the late 20th century, concluding with a discussion of both the threats posed and the possibilities emerging for social work in the 21st century. It then considers the ethical context for the study. It investigates the ethical theories and traditions that have contributed to the development of social work ethics and the role of professional ethics (including codes of ethics). It then proposes that a pluralist approach to social work ethics is the most appropriate way forward. This is followed by an examination of ethical development and the importance of reflection. Various models of ethical decision-making are compared and an inclusive, reflective model is found to be the most appropriate for social work in terms of both particular dilemmas faced and the overall development of workers as ethical decision-makers. The focus of the thesis then moves to supervision, exploring its history, its central place in social work and some of the problems that can arise for both supervisors and the social workers they supervise. It is argued that the reflection required to develop as ethical decision-makers is most logically located within the relationship and processes of supervision and that supervisors have an important role in guiding that reflection and development. The next part of the thesis describes the qualitative and action research strategies employed and examines the results emerging from the data. Participants in the focus groups were social workers who supervise other social workers, and they each met for two sessions, six months apart. Between the two sessions, they were asked to trial in supervision a framework for reflection on practice. The data emerging from the groups reflected the theoretical development begun in the early chapters, including the importance of reflection and the role of supervision in assisting the ethical development of workers, particularly in terms of deconstructing dilemmas and being able to articulate the reasons for decisions made. The thesis concludes that no one ethical theory is sufficient to support the ethical decision-making required for the practice of social work. Rather, a pluralist approach that allows a dilemma to be considered from a number of theoretical perspectives is more appropriate. Alongside this, an inclusive, reflective model of ethical decision-making reflects that pluralist approach and supports the ethical development of the individual worker. Supervision is vital in guiding the reflection required to make justifiable ethical decisions and to develop as ethical decision-makers.

Caltex have successfully implemented a training programme (Appendix O) designed in New Zealand where it has shown various levels of success. Based on those successes Caltex want to role out this programme to the rest of the world. The home country is imposing its training schedule on the host country. The Caltex training programme is designed with the premise that one size fits all. Thus the assumption is drawn that the needs and habits of motorists and employees in one country are the same, as in other countries. The reliability of service delivery is often totally within the control of front line employees. When service deteriorates or fails, employees are essential for setting things straight and using their judgement to determine the best course of action for service recovery. The responsiveness of front line employees directly influences customer's perception through their eager willingness to serve customers. The assurance of service quality is highly dependant on the employee's ability to communicate their credibility and to inspire trust and confidence. Empathy to consumers needs shows that the employees are caring and attentive. This attitudinal study is intended to show that the Caltex training program of frontline staff will have a positive impact on customer satisfaction levels. The study aims to show that training and development of frontline staff in a South African context needs more than a general approach but also requires staff assessment and a practical on the job focus. / Thesis (MBA)-University of Natal (Durban), 2004.

Diss. Linköping : Univ., 2002. / S. [1]-36: sammanfattning, s. 37-243: 9 uppsatser.

No / Decision making in relation to admitting people to train as social workers is, either explicitly or implicitly, an ethical activity. This paper considers ethical and practical issues related to the processing of applicants to social work training in England who have criminal convictions. These issues are explored by focusing on policies that strengthen regulations that exclude ex-offenders from working with children and vulnerable adults. The admissions processes for social work education are analysed in terms of how they contribute to, or counteract, processes of social exclusion. The advice and guidance from the General Social Care Council of England (GSCC) is summarised and analysed. A case study of a social work education partnership grounds the ethical discussion by illustrating the complexities of engaging with combating social exclusion whilst seeking to ensure that the public is protected.

Submitted by admin tede (tede@pucgoias.edu.br) on 2018-05-28T14:47:18Z No. of bitstreams: 1 PRISCILLA PAIVA DE MEDEIROS DIAS 1.pdf: 1106547 bytes, checksum: 383b05e6c5c4329f32eda2d96d284473 (MD5) / Made available in DSpace on 2018-05-28T14:47:19Z (GMT). No. of bitstreams: 1 PRISCILLA PAIVA DE MEDEIROS DIAS 1.pdf: 1106547 bytes, checksum: 383b05e6c5c4329f32eda2d96d284473 (MD5) Previous issue date: 2017-12-01 / The present study aims to analyze the impact of the training program in coaching as a tool that allows to increase the positive experiences of work well-being. Studies on it have correlated with well-being, behavioral change and organizational performance. Coaching is a systematic process of self-reflection, learning and personal growth and is associated with the promotion of organizational results. However, few empirical studies have been conducted to confirm the influence of coaching on the well-being of workers. Well-being is a multidetermined construct that aims to highlight the healthy aspects of human beings and to demonstrate them in order to facilitate the living of a happy and productive life. Specifically, this study was divided into three parts, first a theoretical article of bibliographic review that discusses the historical evolution of coaching, concepts, applicability and its field of theoretical study. The second part is presented in the form of a systematic review that discusses the relationship between the coaching variable and well-being in the work context. And the third part analyzes the intervention in coaching in the organizational context. In the first part, coaching is presented as a tool with a historical evolution, such as concepts most used in the literature, applicability in the context of organizations and evolution as a theoretical field of knowledge. In the second part, it was analyzed in a systematic review correlating the coaching and wellbeing and the studies found in the literature about this correlation and empirical intervention, from the descriptors in Portuguese and English (Coaching and Well-being). A total of 45 articles were included, of which only eight were empirical research, with coaching strategies carried out in the context of the work. After describing the result found, the eight articles were analyzed, relating the constructs coaching and well being at work (well being at work). We analyzed the relationship between coaching and well-being at work. That is, the intervention in coaching as antecedent of well-being for the worker and the presentation of coaching as mediator in the work. Empirical studies have highlighted intervention in coaching as a positive organizational strategy to facilitate worker well-being. Coaching can play the role of an antecedent and mediator of well-being with the possibility of intervention in the work dynamics and resource of organizations. In the third part, an empirical article analyzes the intervention in coaching in the context of work as a predictor of well-being. A longitudinal study was carried out to test the coaching tool at time 1 and at time 2 after its intervention in the training format. The sample consisted of 75 workers, 60 women and 15 men, with a mean age of 32 years and with a high school education in 48% of the sample, from three Goiás organizations. It was observed in the results that the experiences of well-being in the work did not increase after the intervention in coaching, in the training format, for the group of workers investigated. / O presente estudo tem como objetivo analisar o impacto do programa de treinamento em coaching como ferramenta que possibilita aumentar as vivências positivas de bem-estar laboral. Os estudos sobre ele tem o correlacionado com bem-estar, mudança de comportamento e desempenho organizacional. Coaching é um processo sistemático de autorreflexão, aprendizagem e crescimento pessoal e está associado à promoção de resultados organizacionais. Entretanto poucos estudos empíricos tem sido realizados para confirmar a influência do coaching no bem-estar dos trabalhadores. O bem-estar é um construto multideterminado que objetiva destacar os aspectos saudáveis dos seres humanos e evidenciálos de modo a facilitar a vivência de uma vida feliz e produtiva. Especificamente, este estudo foi dividido em três partes, primeiramente um artigo teórico de revisão bibliográfica que discorre sobre a evolução histórica do coaching, conceitos, aplicabilidade e seu campo de estudo teórico. A segunda parte apresenta-se no formato de uma revisão sistemática que discorre sobre a relação existente entre a variável coaching e o bem-estar no contexto do trabalho. E a na terceira parte analisa a intervenção em coaching no contexto organizacional. Na primeira parte o coaching é apresentado como uma ferramenta com uma evolução histórica, como conceitos mais utilizados na literatura, a aplicabilidade no contexto das organizações e a evolução como um campo teórico de conhecimento. Na segunda parte foi analisada em uma revisão sistemática correlacionando o coaching e o bem-estar e os estudos encontrados na litetarura sobre essa correlação e intervenção empírica, a partir dos descritores em português e inglês (Coaching e Well-being). Foram incluídos 45 artigos, dos quais apenas oito deles eram pesquisas empíricas, com estratégias de coaching realizadas no contexto do trabalho. Após a descrição do resultado encontrado, os oito artigos foram analisados, relacionando os construtos coaching e bem-estar no trabalho (well being at work). Foi realizada a análise da relação estabelecida entre coaching e bem-estar no trabalho. Ou seja, a intervenção em coaching como antecedente de bem-estar para o trabalhador e a apresentação do coaching como mediador no trabalho. Os estudos empíricos evidenciaram a intervenção em coaching como uma estratégia organizacional positiva para facilitar o bemestar em trabalhadores. O coaching pode assumir o papel de um antecedente e mediador do bem-estar com possibilidade de intervenção na dinâmica do trabalho e de recurso das organizações. Na terceira parte um artigo empírico analisa a intervenção em coaching no contexto do trabalho como uma variável preditora de bem-estar. Um estudo longitudinal realizado para testar a ferramenta coaching, no tempo 1 e no tempo 2 após a sua intervenção no formato de treinamento. A amostra foi composta por 75 trabalhadores, sendo 60 mulheres e 15 homens, com idáde média de 32 anos e com ensino médio completo em 48% da amostra, de três organizações goianas. Observou-se nos resultados que as vivências de bem-estar no trabalho não aumentou após a intervenção em coaching, no formato de treinamento, para o grupo de trabalhadores investigados.

Since the profession of social work began, there has been debate about whether it should be involved in helping individuals make change, or in encouraging societal change. Towards gaining an understanding of how this debate has played out in Aotearoa New Zealand, this research explores the question “What are the past present and future perspectives on the role of counselling in social work in Aotearoa New Zealand?” A mixed methodology format was used in this research. Qualitative interviews with individuals who had helped create the professions of social work, counselling and psychology were conducted to help understand the historical development of counselling within social work, and the factors which had impacted upon it. Questionnaires were then sent out to 985 members of the Aotearoa New Zealand Association of Social Workers that asked about members’ current views on, and practice of, counselling within social work. The research shows that social work developed late in New Zealand within a welfare state where governments questioned the need for it. With social work education not widely available until the 1970s there was limited training in counselling type approaches. The drive for professionalism (often aligned with those doing counselling) was tempered by those mindful of community and bicultural commitments due to differing ideologies and lack of access to education. Tangata whenua have had a major impact on the development of social work, and counselling within it. Respondents in this research were clear that aspects of counselling fell within their definitions of social work and that counselling in Aotearoa New Zealand should hold a strengths-based, collaborative stance that recognised the importance of a bicultural perspective. Most respondents indicated that they did some amount of counselling within their practice, but only 34% of respondents felt that their basic social work qualification had prepared them adequately or really well for their counselling role. The majority of questionnaire respondents had undertaken additional training to help them with their counselling role and over two-thirds indicated a strong desire to engage in further study in counselling. Registration of the helping professions presents challenges that include the potential for unhelpful competition between them. The thesis concludes that there is a need for more counselling education options for social workers and that there is a need for the profession of social work to formally define its scopes of practice.

The University of South Africa (Unisa) as comprehensive open distance learning institution (ODL institution) in South Africa is fulfilling a critical social mandate to serve people who would otherwise not have access to education, either for financial reasons, being employed, living in remote areas, or because they cannot access residential universities owing to disability (Unisa, 2008[a]: 15). In facilitating the entrée of the previously identified groups into tertiary education, Unisa has an open admission policy where students mostly have unlimited access to the system. The policy aims to cross the time, geographical, economic, social, educational, and communication distance between students, academics, courseware, and their peers and to accommodate these prospective students from diverse backgrounds (Unisa, 2008: 2). Unisa’s self-evaluation portfolio for the Commonwealth Audit during 2008 mentioned that this policy leads to the revolving door syndrome where students have unlimited access to the system but then often without success (Unisa, 2008[a]: 27). Open access poses a challenge for the training of student social workers within an ODL context. The Department of Social Work at Unisa, currently trains 70% of all social workers in South Africa (Department of Social Work - Unisa, 2008: 5). Coupled with the former, is the fact that Unisa is regarded in the tertiary landscape of South Africa as the most affordable university with the result that it attracts large number of students who have come straight from school (Kilfoil cited in Schenck, 2009: 299). In coping with the large student numbers the Department of Social Work at Unisa is challenged, apart from addressing the theoretical social work programme, to also meet the practical work requirements as set out by the Standard Generating Body of Social Work, in that it needs to provide practical placements for students to conduct their social work practical work training in completion of their Bachelor’s degree in Social Work (BSW) (Lawlor, 2008: 19). The current state of affairs is that the numbers of students requiring practical placements for social work practical work training outnumber the number of practical placements available. In responding to and addressing these challenges, the Bright Site of Sunnyside Service-learning Centre (hereafter called “Bright Site” or the Bright Site”) was established in October 2008 as a strategic project by Unisa’s Department of Social Work. The Bright Site was developed in accordance with the service-learning model proposed by the Council for Higher Education (CHE) with the emphasis on service through learning, and learning through service (Department of Social Work Unisa, 2008:6). / Social Work / M.A. (Social Science)

The University of South Africa (Unisa) as comprehensive open distance learning institution (ODL institution) in South Africa is fulfilling a critical social mandate to serve people who would otherwise not have access to education, either for financial reasons, being employed, living in remote areas, or because they cannot access residential universities owing to disability (Unisa, 2008[a]: 15). In facilitating the entrée of the previously identified groups into tertiary education, Unisa has an open admission policy where students mostly have unlimited access to the system. The policy aims to cross the time, geographical, economic, social, educational, and communication distance between students, academics, courseware, and their peers and to accommodate these prospective students from diverse backgrounds (Unisa, 2008: 2). Unisa’s self-evaluation portfolio for the Commonwealth Audit during 2008 mentioned that this policy leads to the revolving door syndrome where students have unlimited access to the system but then often without success (Unisa, 2008[a]: 27). Open access poses a challenge for the training of student social workers within an ODL context. The Department of Social Work at Unisa, currently trains 70% of all social workers in South Africa (Department of Social Work - Unisa, 2008: 5). Coupled with the former, is the fact that Unisa is regarded in the tertiary landscape of South Africa as the most affordable university with the result that it attracts large number of students who have come straight from school (Kilfoil cited in Schenck, 2009: 299). In coping with the large student numbers the Department of Social Work at Unisa is challenged, apart from addressing the theoretical social work programme, to also meet the practical work requirements as set out by the Standard Generating Body of Social Work, in that it needs to provide practical placements for students to conduct their social work practical work training in completion of their Bachelor’s degree in Social Work (BSW) (Lawlor, 2008: 19). The current state of affairs is that the numbers of students requiring practical placements for social work practical work training outnumber the number of practical placements available. In responding to and addressing these challenges, the Bright Site of Sunnyside Service-learning Centre (hereafter called “Bright Site” or the Bright Site”) was established in October 2008 as a strategic project by Unisa’s Department of Social Work. The Bright Site was developed in accordance with the service-learning model proposed by the Council for Higher Education (CHE) with the emphasis on service through learning, and learning through service (Department of Social Work Unisa, 2008:6). / Social Work / M.A. (Social Science)

The diploma thesis on the topic Special pedagogical support in the field of work training of persons with multiple disabilities aims to clarify the issue of work training of students of the One-Year Practical School and the Two-Year Practical School and their subsequent employment. The work is divided into several parts, the theoretical part is focused on information from professional publications and electronic sources, which describes the basics of this issue, which is an integral part of the topic. Furthermore, the theoretical work reveals the definition of the term person with disabilities, the specification of multiple disabilities and related terms such as education of people with multiple disabilities, vocational training and employment. It also describes the possibilities of connecting social services with education, social services that students can use within the Arpida Center. The practical part of this diploma thesis was divided into two parts. In the first part, a semi- standardized interview with open-ended questions was used to find out how employees who work with students of the One-Year Practical School and the Two-Year Practical School at the Arpida Center help to integrate into the open labor market. In the second part, case studies were processed that are related to the...