practice and are mainly enforceable to the extent that they are embodied in Session 2. Core Social Work values In the second session, we examine various value classification systems, such as those of Biestek(1961), Biestek and Gehrig(1978), Levy (1993), Pumphrey(1959),Reamer (1999)and Timms (1983). Students complete a values questionnaire on their own and then discuss the questions and their responses in small groups. The questions relate to (a)the values of social work and why they are important;(b) the difference between values and ethics; (c) ways in which we may encourage people to practice ethically; and(d)the he relationship between personal, professional, organisational, and social values. Working in their small groups, we ask students reflect back over the 3 years they have been studying social work and to consider the Have your values changed? If so, how? If not, what values have been confirmed? What do you see as the most important, pivotal, or even overarching values of ocial work? 3. What do you know about the history of social work values? 4. How have social work values changed or remained the same over the years? 5. What are the limitations of your knowledge about values? 6. Do you know how to apply your values in practice? Session 3: The Purpose and Limitations of Ethical Codes In the third session, we review different ethical codes(some different social work codes, and some codes from other disciplines)to identify the main tenets of the code, to establish how they embody the core values of social work, and to relate them to the ethical and legal duties of helping professionals, such as the duty of care, duty to respect privacy, duty to maintain confidentiality, duty to inform, duty to report, and duty to warn. Working in small groups, students review a different ethical code in social work, identify the main tenets of the code, establish how this differs from core values identified in the previous learning task, and connect the code to critical thinking. Thereafter, they work through a case example, usually a current australian story in the media with ethical overtones, using the codes, values, and critical thinking to reflect on the moral issues involved in this case situation. In reporting back, we draw their attention to the purpose of ethical codes as a means of ensuring that we are accountable for our actions and to protect client interests. We discuss the difficulties of using codes prescriptively, because they are only guides, and the importance of having an understanding of moral and ethical theory to help us identify the ethical aspects of the situations we encounter( Gray, 1995, 1996)practice and are mainly enforceable to the extent that they are embodied in legislation and policy. Session 2: Core Social Work Values In the second session, we examine various value classification systems, such as those of Biestek (1961), Biestek and Gehrig (1978), Levy (1993), Pumphrey (1959), Reamer (1999) and Timms (1983). Students complete a values questionnaire on their own and then discuss the questions and their responses in small groups. The questions relate to (a) the values of social work and why they are important; (b) the difference between values and ethics; (c) ways in which we may encourage people to practice ethically; and (d) the relationship between personal, professional, organisational, and social values. Working in their small groups, we ask students to reflect back over the 3 years they have been studying social work and to consider the following: 1. Have your values changed? If so, how? If not, what values have been confirmed? 2. What do you see as the most important, pivotal, or even overarching values of social work? 3. What do you know about the history of social work values? 4. How have social work values changed or remained the same over the years? 5. What are the limitations of your knowledge about values? 6. Do you know how to apply your values in practice? Session 3: The Purpose and Limitations of Ethical Codes In the third session, we review different ethical codes (some different social work codes, and some codes from other disciplines) to identify the main tenets of the code, to establish how they embody the core values of social work, and to relate them to the ethical and legal duties of helping professionals, such as the duty of care, duty to respect privacy, duty to maintain confidentiality, duty to inform, duty to report, and duty to warn. Working in small groups, students review a different ethical code in social work, identify the main tenets of the code, establish how this differs from core values identified in the previous learning task, and connect the code to critical thinking. Thereafter, they work through a case example, usually a current Australian story in the media with ethical overtones, using the codes, values, and critical thinking to reflect on the moral issues involved in this case situation. In reporting back, we draw their attention to the purpose of ethical codes as a means of ensuring that we are accountable for our actions and to protect client interests. We discuss the difficulties of using codes prescriptively, because they are only guides, and the importance of having an understanding of moral and ethical theory to help us identify the ethical aspects of the situations we encounter (Gray, 1995, 1996). Australian Social Work 227 Downloaded by [Shanghai Jiaotong University] at 07:30 23 May 2012