Sub-standard 2.1 Demonstrated ability to respect the inherent worth and dignity of all human beings.
This standard focuses on the ability of the student to demonstrate the ability to show respect to every individual regardless of their age race, ethnicity, and cultural background. According to the NASW, (2015), respecting the inherent worth and dignity of all human beings is one of the fundamental social work principles that guide professional conduct. This entails approaching individuals without biases or judgments, recognising that everyone has unique experiences and perspectives.
The student demonstrated mutual respect for all members of the group. She didn’t take the age of group members for granted but showed them respect. For example, the student asked the group members to come up with rules of the group instead of giving the rules to follow. In this way, the student encourages group members to voice their opinions about working with a team. The student used polite language, and active listening, and treated everyone with kindness. However, there was one challenging member (always making destructions, and disturbing others). The student decided to give that member a role as a timekeeper, and this helped. Therefore, the student is confident that she achieved the criteria of the standard and rates herself adequately competent.drive.google.com/file/d/1B2iIToQaBftwfobHDkr1B1t3_loCUXtm/view?usp=drive_link
Sub-standard 2. 6. respecting the rights of people to inclusion in decision-making and the planning and use of services.
The sub-standard instructs social work students to have the ability to respect the rights of people's inclusion in decision-making. The student needs to be able to include people in decision-making, she must not assume that everyone agrees with her opinions. Schenk et al. (2015) state that self-determination means the social worker must believe that clients can determine what they want for themselves. Social workers must allow clients, groups, and community members to make their decisions and, they must include them in planning to hear their views as they are the expected of their lives.
The student achieves this standard in the mezzo-group planning stage. The student was given a list of learners who are challenging in class and asked to conduct and group. The SSW asked the teacher to select only ten learners that he thinks they need intervention. In the first session, the student did the introduction and conducted an individual needs assessment to assess if the group members were experiencing common issues and if they were willing to work on their behavior. In this way, the student wanted to include group members in decision-making as it is in their best interest to be in the group. The student is confident that she achieved this standard as she was able to allow group members to make their choices to be part of the group. Therefore, the student rates herself 5/5.drive.google.com/file/d/1B2iIToQaBftwfobHDkr1B1t3_loCUXtm/view?usp=drive_link
References
National Association of Social Workers. (2015). Code of Ethics of the National Association of Social Workers. Retrieved from http://www.naswdc.org/pubs/code/code.asp
Schenck, R., Mbedzi, L., Schultz. P., Seduku. J., & Sesoko. M. 2015. Introduction to Social Work in the South African Context. South Africa: Oxford University Press