Browsing by Author "Ianinska, Silvana"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Professionalism, Ethics, And Welfare Reform: The Importance Of Ethical Competence
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Ianinska, Silvana
    This paper examines the professional ethics of welfare reform providers to determine its role in the achievement of welfare reform goals and to suggest an alternative context, based on professional ethics, for discussing the success or failure of welfare reform. Four themes emerged from the analysis of literature. First, patriarch authority keeps welfare women at the bottom of society. Second, different political interests weaken partnerships and services at the expense of welfare recipients. Third, welfare recipients are unjustly stereotyped and perceived as deficit-driven and as the single cause for their economic situation. Fourth, teachers’ beliefs, relationships, and learning environments hold a key to sustained and successful engagement and participation in welfare-to-work programs.
  • Thumbnail Image
    Item
    WHEN ALL THINGS ARE NOT CONSIDERED: ETHICAL ISSUES IN A WELFARE-TO-WORK PROGRAM
    (2005-10-13T19:43:25Z) Ianinska, Silvana; Rocco, Tonette S; Wright, Ursula; Covas, Juan; Watson, Carmen
    Employing an ethical perspective to viewing problems as well as regard for participants’ socio-cultural context will help providers apply a constructive approach to program planning, curriculum design, and in implementing welfare-to-work programs. This paper explores the impact of a lack of sensitivity to the ethical issues that surfaced in a specific welfare-to-work program on participants’ perceptions, self-esteem, and motivation. Ethical issues in four areas were identified and discussed: 1) professional competence and accountability issues; (2) participant-provider relationships; (3) interagency issues and conflicts of interest; and (4) curriculum design issues. Actual and desired program outcomes were compared to identify gaps between them in terms of provider’s ethical behavior. Findings revealed that providers lacked functional, behavioral, and ethical competence; and this contributed to participants feeling stereotyped, degraded, and unmotivated to complete the program.