Common Sense and Stereotyping in Social Work

Common Sense and Stereotyping in Social do liveDiana ValleSocial unravel and customary perceive impressionStereotyping, unfortunately, is how m some(prenominal) people access and deal with the world for rectify or worse, stereotypes inform us all, even though many of them are wrong or ignorant. A common stereotype involved in tender acidulate education is that schooling is officeless, and all that angiotensin-converting enzyme needs, as the legislator stated, is common sense and a good heart. Although unrivalled does need these characteristics to be a kindly worker, the confide is much to a greater extent complicated than superficial stereotypes would assume. Unfortunately, this has excessively fueled anti-intellectualism discourses of theories not belonging to the hearty world of practice or being less important in practice. As found by various researchers, brotherly workers analysis and decision-making is more often informed by practical and procedural cognition t han research and supposition (Megele, 2011, p. 1). In fact, education is vital to kind work, because much of what is d ace in the field of study has its basis in scientific methods, theoretical applications, sociology, and psychology, all of which must be check up wizd in school, and do not simply come self-actingally or through intuition. Social work has a versatile distinguishledge base that can buoy stand on its admit, and also draws from other disciplines. This investigation works down the stairs the basic assumption that social work education has a vital role to play, and therefore seeks to picture opposition to the legislators dismissal of the professions status as academic.Despite its basis in ignorance and stereotypes, the legislators comment is worth considering, because it re familiarizes a common assumption the general public has regarding social work. Personally, however, I believe it is my duty to fight against much(prenominal) stereotypes and emphasize ho w educational resources prepare social workers to provide better services to the community, to help people more dynamically, and to invest in the future in the form of human capital more ably. Common sense, as I understand it, comes from a mixture of personal intuition and paying attention to the mores of society. For example, as children, we decide not to touch a hot pan on the stove, either by being told or through trial and error not repeating this mistake then takes common sense. Common sense is the opposite of educational association, because it is expected to be automatically accessible through the society surrounding one and ones own intuition. Being a social worker, however, requires more than growing up in society and acquirement its mores. It requires nurture in specialized knowledge and techniques regarding how to best form the share relationship with clients. It is a artifice that is learned, not something automatic, like common sense that is simply picked up. To say that anything nonrecreational is 90% common sense is insulting. One could make this insult stick generally, as salubrious it is not even specific large to social work, or demonstrated through any kind of example by the legislator. However, there are many examples of social workers using their education by being able to better assist in helping clients with recovery, advocating more effectively for social middlingice, and even engaging in independent research.Social work has a vital place in society as a profession, but unfortunately, it is looked down upon by people like the legislator. The sociologists at LSE saw themselves as the scientists of sociology and social workers as technicians. This thinking in mould influenced the amount of investment and research in social work. Though this image has improved in juvenile years, the difference in status and misconceived perceptions still persists today (Megele, 2011, p. 1). Social workers need training if they are passing gam e to help clients, impact legislation, and make a better future for children and families. These are not things that people know how to do automatically, or through widely available societal cues they must be trained to be effective. In many cases, though, people still look down on social workers, and it is often because of their own ideological perspective about the welfare state, rather than any realistic knowledge about what a social work education is actually like. Social workers are a vital part of the guard duty net that keeps people in our society from slipping through the cracks of an out of control system. The NASW command of morals states that, Social workers ethical behavior should result from their personal commitment to engage in ethical practice. The encrypt of ethics reflects the commitment of all social workers to uphold the professions values and to act ethically (NASW, 2007). Social workers learn this code it does not come to them automatically from having a go od heart, or common sense.If all it took to become a social worker was a good heart and common sense, then once a person accomplished these credentials, they would have trouble dealing with complicated client issues such as transferee and confidentiality, understanding how policy is reflected in various sociological and psychological theories, or changing the system by finding ways to affect legislative policy on a grassroots level. Accomplishing these tasks requires learning how to pass change through studying prior knowledge. The knowledge base of social work is found through marking the point of delineation surrounded by supposition and reality, or scientific study. An understanding of principles of research methodology also does not come naturally, as common sense and a good heart. In addition, a good heart is not always a guarantee of ethical behavior studying the NASW code of ethics as a social work student, on the other hand, is much more credibly to produce results in this regard. The process of education is integral, because Professional ethics are at the core of social work. The profession has an obligation to articulate its basic values, ethical principles, and ethical standards. The code is relevant to all social workers and social work students, regardless of their professional functions or the populations which they serve (NASW, 2007, p. 1).Professional social workers need knowledge that they can only find in school it helps if they have a good heart and common sense coming into the educational process from society, but they also need knowledge and experience-based learning that can only be accomplished through formal education. The NASW code of ethics states, Social workers understand that relationships between and among people are an important vehicle for change. Social workers engage people as partners in the helping process. Social workers seek to strengthen relationships among people in a purposeful effort to promote the well being of individuals (NASW, 2007, p. 1). Learning how to be an effective social worker requires study of NASW and other documents, such as sociology and psychology textbooks. Social workers generally should adhere to commitments made to employing organizations Social workers should be diligent stewards of the resources of their employing organizations, wisely conserving money where appropriate and never misappropriating funds or using them for unintended purposes (NASW, 2007, p. 1). The knowledge of social workers is not automatic and intuitive it comes from scientific study that is based on building on the precedents of the past. These precedents can only be learned through diligent and careful study, and the acquisition of foundational social work knowledge is something that is selected, not automatic. For example, one does not intuitively understand what the ecosystems perspective to social work is one has to study, and then see how the theory can be applied to productive reality. The ec osystems perspective has enabled social workers to enhance the psychosocial focus through the use of a systemic lens that does not separate the person from the environment but requires that they be seen in interaction (Meyer and Mattaini, 1998, p. 38).Social work is also based on processes of gathering scientific evidence, and the rules and procedures for doing these tasks are also not automatic. Evidence-based practice is a new paradigm that promotes more effective social interventions by further the conscientious, judicious, and explicit use of the best available scientific evidence in professional decision making. Pedagogically, evidence-based practice involves teaching students the values and skills they need to identify, critically appraise, and apply practice-relevant scientific evidence over the course of their professional careers (Howard et al., 2003, p. 234). If a social worker were not educated, in addition, they would arguably not be competent to practice, or at least, they would be much more likely to be incompetent without any effective training or knowledge about best practices. Competence has been a key concept in the publications on the education of adults and is central to many theories of human behavior (Holden et al., 2011, p. 2).In conclusion, this report has argued against the legislators comments that all one needs to be a social worker is common sense and a good heart. On the contrary, social work requires study. Social work focuses on people in their cultural environments, whether these families were new immigrants in the tenements of ethnic communities or constructed families (Lowery, 1998). Social work is a intricate activity in a complex world. Professionals in the field need to understand theoretical issues like the forces of globalization- economic, ecological and social to connect with their transnational colleagues, and to represent themselves in an informed fashion in international circles. This applies whether they are de livering direct services to immigrants, refugees or those displaced and traumatized by famine, war, terrorism or natural disasters (Hare, 407). I am not trying to say that social work is exclusive or that it can be only understood through study. Communities of all kinds present singular opportunities for participation, democratic citizenship, and collective action for social justice. At the same time, communities can be just as exclusionary, oppressive, and conservative as any other social structure (Kemp, 1998, p. 38). However, it is important to take any conversation further than shallow stereotypes, to the substance beneath.ReferencesHare, I. (2012). Defining social work for the 21st century The world(prenominal) Federation of SocialWorkers revised definition of social work. International Social Work 47(3) 407-424.Holden, G., Meenaghan, T., Anastas, J. Metrey, G. (2002). Outcomes of social workeducation The case for social work self-efficacy. Journal of Social Work Education, 3 8, 115-133.Howard, M., C. McMillen and D. Pollio (2003). Teaching Evidence-Based Practice Toward aNew Paradigm for Social Work Education. Research on Social Work Practice, 13(2) 234-259.Kemp, S. (1998). Practice in communities. The Foundations of Social Work Practice. Mattaini,Lowery, Meyer, eds. Washington, DC NASW Press.Lowery, C. (1998). Diversity, ethnic competence, and social justice. The Foundations of Social Work Practice. Mattaini, Lowery, Meyer, eds. Washington, DC NASW Press.Megele, C. (2011). Social work must embrace theory if Munro ideas are to succeed A tendencyto disregard theory could damage implementation of Professor Munros report. http//www.communitycare.co.uk/2011/09/08/social-work-must-embrace-theory-if-munro-ideas-are-to-succeed/Meyer, C. and M. Mattaini (1998). The Ecosystems Perspective. The Foundations of Social Work Practice. Mattaini, Lowery, Meyer, eds. Washington, DC NASW Press.NASW Code of Ethics (2007). https//www.socialworkers.org/pubs/code/default.asp