Ethical transformations: developing ethical competencies for the social professions through action research

ABSTRACT

Results from a prolonged educational action research project – with the objective of bridging the gap between the micro and macro levels of ethical and values-based practices in welfare work – enquire the dynamic between individual, interpersonal and organisational dimensions of professional ethics. This article advocates that ethical responsibility is not only an individual concern, but equally collective and organisational. The research findings indicate that ethical issues tend to be individualised, whilst the organisational responsibility is not yet fully incorporated in the professional codes of ethics, the educational curriculum, nor in ethical interventions in work practice. Based on Danish action research in educational programmes, involving practiced-based internship periods in welfare institutions, the research results advocate for several prospective developments of professional ethics for the social professions. The following elements are apparent: continuous training at workplaces, further exploration of methods for processing complex ethical dilemmas through action research in collaboration with labour unions, and novel didactic approaches to ethics-based education. An imperative prospect is research and educational policy work. Hence ethics-education must incorporate specific methods for supervision and continue to innovate profession didactics in the education of the social professions which consolidate cooperation between all agents and institutions that affect learning trajectories and professionals’ work-life.

ABSTRAKT

Resultater fra et længerevarende uddannelses-aktionsforskningsprojekt – som har sigtet mod at bygge bro mellem mikro- og makroniveauerne af etisk og værdibaseret praksis i velfærdsarbejde – udforsker den organisatoriske rolle i professionsetik. Denne artikel advokerer for, at etisk ansvar ikke blot er et individuelt anliggende, men også et kollektivt og organisatorisk. Forskningsresultaterne indikerer, at etiske problemstillinger har tendens til at blive individualiserede, mens det organisatoriske ansvar endnu ikke er fuldt indarbejdet i professionernes etiske kodeks, undervisningsmateriale eller i etiske interventioner i arbejdspraksis. På baggrund af dansk aktionsforskning i uddannelsesprogrammer, der involverer praksisorienterede praktikperioder i velfærdsinstitutioner, anbefaler forskningsresultaterne flere fremadrettede tiltag inden for professionsetik for de sociale professioner. Følgende elementer er fremtrædende: kontinuerlig træning på arbejdspladserne, yderligere udforskning gennem aktionsforskning i samarbejde med fagforeninger og nye didaktiske tilgange til etikbaseret uddannelse. Et vigtigt aspekt er forskning og uddannelsespolitisk arbejde. Derfor skal etik-uddannelser indebære specifikke supervisionsmetoder, inkorporeret i uddannelsesprogrammer, og fortsætte med at udvikle innovativ professionsdidaktik der involverer samarbejde mellem alle agenter og institutioner, der påvirker læringsforløb og professionelles arbejdsliv.

KEYWORDS:

• Dialogic action research
• ethical awareness
• social education
• professional ethics

NØGLEORD:

• Dialogisk aktionsforskning
• etisk bevidsthed
• social uddannelse
• professionsetik

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 The International Federation of Social Workers (IFSW) work to promote ethical standards of practice, and work for social justice, human rights and social development globally (Accessed 21.05.2019). https://www.ifsw.org

2 The International Association of Schools of Social Work (IASSW) is a global association of educational programmes and educational institutions in the field of social work. IASSW enhance social work education internationally, promotes ethical standards through policy, human rights and the quality of welfare work (Accessed 21.05.2019) https://www.iassw-aiets.org/

3 Global Social Work Statement of Ethical Principles: ‘[s]erves as an overarching framework for social workers to work towards the highest possible standards of professional integrity’. The IFSW policies are based on these ethical principles (Accessed 21.05.2019) https://www.ifsw.org/da/global-social-work-statement-of-ethical-principles/

Additional information

Funding

This work was supported by The Research Fund of The Danish Union of Early Childhood and Youth Educators (BUPL Forskningspulje).

Notes on contributors

Bjørn Ribers

Dr Bjørn Ribers holds a BA, MA and PhD from Roskilde University in Denmark. He is currently affiliated with the research programme Pedagogy, Culture and Leadership and employed as Associate Professor at the Department for the Study of Culture, University of Southern Denmark. Furthermore, he is a member of the International Research Group for Psycho-Societal Analysis, which aims to promote the development and application of psycho-societal approaches to research and methodology: https://psycho-societal.org/. His research is focused on ethical dilemmas, ethical pressure, compassion fatigue and moral distress; and on new didactic methods for developing: (a) ethical consciousness and discernment; (b) professional integrity, professional identity and professional autonomy; and (c) ethical and values-based leadership.