224 M. Gray e J. Gibbons 1987, P. 184). When values are factored into the equation, a richness and complexity is added and students begin to understand that moral conflicts, by their very nature, defy"coherent explanations or plausible solutions"(Goldstein, 1987, p. 182) Combined with the ambiguity and uncertainty of human experience, helping mes centered on the critical choices that need to be made . [and our ation and responsibility to others"(Goldstein, 1987, P. 181; see also McBeath Web,2002) For students to appreciate the complexity of moral issues, it is necessary for them be able to accept and deal with uncertainty and ambiguity, and the absence of cookbook solutions, and to learn that when moral conflicts or ethical dilemmas arise, they can only be resolved through dialogue and a process of moral reasoning, where existing knowledge, theory, skills, values, and ethical guidelines are brought together to inform the decision making process. As Allen(1993)observed, moral decisions are made through active dialogue"(p. 46). She went so far as to say that it was the ethical responsibility of the clinician to behave in ways that maintain the dialogue and foster an atmosphere of respect for a multiplicity of views"(p. 38 ). To do this, students need to understand the role that their own values and beliefs play in this dialogue and the way in which they contribute to meaning-making around clients and their problems"(p. 39). They need to recognise too that judgments, assessments, or diagnoses are meanings and represent the values and cultural and gender biases of the dominant voices of the therapy world"(p. 40), as well as their own. They also need an understanding of the broader context in which the dilemmas arise and those affected by them. Thus, we have an ethical responsibility to extend our curiosity to the web of connectedness manifested in how clients perceive themselves, their lives, their problems, and their possibilities"(Allen, 1993, p. 47) This is why, when students are at the highest level of their learning in working with people, we also engage them in practising and reflecting on their ethical decision making, as well as their responsibilities to build knowledge and be accountable hrough social work research, and to participate in policy development and evaluation through policy practice Ethical Decision Making The Australian Association of Social Workers(AASW) Code of Ethics(AASw, 1999, Section 5.1) defines ethical decision making as a"process of critical reflection, evaluation and judgment through which a practitioner resolves ethical issues, problems and dilemmas"(p. 22). These can occur inter alia(a) when peoples interests conflict with one another, (b) when there is conflict between the workers professional values and those of the employing organisation and wider society, (c) when resources do not match client needs, and(d) when system demands for efficiency and outcome conflict with the workers' ethical responsibilities. There are many ethical decision making models in the social work literature, most of which follow a rational, problem solving framework, as mentioned previously (e.g1987, p. 184). When values are factored into the equation, a richness and complexity is added and students begin to understand that moral conflicts, by their very nature, defy ‘‘coherent explanations or plausible solutions’’ (Goldstein, 1987, p. 182). Combined with the ambiguity and uncertainty of human experience, helping becomes centered on the ‘‘critical choices that need to be made ... [and our] obligation and responsibility to others’’ (Goldstein, 1987, p. 181; see also McBeath & Webb, 2002). For students to appreciate the complexity of moral issues, it is necessary for them to be able to accept and deal with uncertainty and ambiguity, and the absence of cookbook solutions, and to learn that when moral conflicts or ethical dilemmas arise, they can only be resolved through dialogue and a process of moral reasoning, where existing knowledge, theory, skills, values, and ethical guidelines are brought together to inform the decision making process. As Allen (1993) observed, ‘‘moral decisions are made through active dialogue’’ (p. 46). She went so far as to say that it was ‘‘the ethical responsibility of the clinician to behave in ways that maintain the dialogue and foster an atmosphere of respect for a multiplicity of views’’ (p. 38). To do this, students need to understand the role that their own values and beliefs play in this dialogue and the way in which they ‘‘contribute to meaning-making around clients and their problems’’ (p. 39). They need to recognise too that judgments, assessments, or ‘‘diagnoses are meanings and represent the values and cultural and gender biases of the dominant voices of the therapy world’’ (p. 40), as well as their own. They also need an understanding of the broader context in which the dilemmas arise and those affected by them. Thus, we have an ethical responsibility to extend our ‘‘curiosity to the web of connectedness manifested in how clients perceive themselves, their lives, their problems, and their possibilities’’ (Allen, 1993, p. 47). This is why, when students are at the highest level of their learning in working with people, we also engage them in practising and reflecting on their ethical decision making, as well as their responsibilities to build knowledge and be accountable through social work research, and to participate in policy development and evaluation through policy practice. Ethical Decision Making The Australian Association of Social Workers (AASW) Code of Ethics (AASW, 1999, Section 5.1) defines ethical decision making as a ‘‘process of critical reflection, evaluation and judgment through which a practitioner resolves ethical issues, problems and dilemmas’’ (p. 22). These can occur inter alia (a) when people’s interests conflict with one another, (b) when there is conflict between the worker’s professional values and those of the employing organisation and wider society, (c) when resources do not match client needs, and (d) when system demands for efficiency and outcome conflict with the workers’ ethical responsibilities. There are many ethical decision making models in the social work literature, most of which follow a rational, problem solving framework, as mentioned previously (e.g., 224 M. Gray & J. Gibbons Downloaded by [Shanghai Jiaotong University] at 07:30 23 May 2012