Examples of professional dilemmas. Moral dilemmas in the activities of a teacher and an algorithm for their solution

Is it a value system? Moral dilemmas, examples. "Victims". "Abortion". "Belt". Injunctive and descriptive norms of behavior. Multifactorial orientations.

Hello dear readers of my blog!

Block 1. System of values. Definition.

Let's talk today about the human value system! And for starters, as always, the definition!

System of values - this is a set of variable components that determine the nature and direction of human activity through the attitude of the individual to objects and phenomena of the external / internal world.

The value system is manifested through the answer to the question:

What is valuable and important to you in life?

The answers that you and I will receive are the product of the rationalization of the subject, while his behavior is regulated to a large extent by the brain, focused on PLEASURE - PAIN in the context of "HERE AND NOW". And therefore:

Manifestations of a true value system can only be assessed through human activities throughout the life cycle.

What it is?

life cycle is a set of cause-and-effect chains of actions/results, limited in time, located within one whole system (part of life or all of life), which has an emergent quality, which is determined by the goal.

The declaration by the subject of his values ​​in a hierarchical order can be false for various reasons, including being self-deception. The truth of the bearer's values ​​is manifested in life situations when a person makes his choice. There is a set of dilemmas, solving which a person sometimes unexpectedly discovers a contradiction between the act and his previous thoughts about the act.

Block 2. System of values. Moral dilemma "Railways".

Block 4. System of values. Moral dilemma "Punishment with a belt."

Let's consider another story.

Alexander walks in the city recreation park with his family. The kids go along and eat ice cream happy! Suddenly, the whole family sees how, literally five meters away from them, a dark-haired man of about 35 in gray jeans and a blue T-shirt begins to swear loudly at his son, about 8 years old! But it doesn't end there! The aggressive man removes his belt and hits his son several times. The baby is crying.

How will Alexander and his wife react? Such an action will most likely cause disapproval and censure from them! One of the adults will make a remark to the unrestrained man or even prevent him from continuing to punish his child, or maybe they will call the police! For many passers-by such an event will look like disgusting! The behavior of an adult male punishing his son with a belt in public will cause condemnation! However, at this moment, the same Alexander may completely forget how he himself punished his son with a belt some time ago at home, when he was rude to him. Moreover, Alexander, among his male colleagues, in one of his conversations outside of work, spoke earlier in favor of the fact that sons sometimes need to be punished with a belt for their own good, so that the child can learn the principles of correct behavior.

How to evaluate Alexander's value system in this case? Alexander himself may not be in the park, in a crowded place, to beat his son with a belt, but he will do it at home. From rational positions, in both cases, both the child of the aggressive man from the street and the son of Alexander will receive blows with a belt and the so-called "lesson" of correct behavior.

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Block 5. System of values. Social norms of behavior.

Why is violence at home, and this is not only blows with a belt or hand on the body of children, but also moral humiliation, widespread, while in public few people dare to do this?

There are social norms of behavior that have a significant impact on the value choice of the individual:

5.1. Injunctive.

Rules prohibiting certain forms of behavior. Prescribe rules of conduct. Presented in the country's legislation, instructions, business etiquette, etc. If they are violated, the subject realizes that he is threatened with direct or indirect punishment. These norms are presented in the form of scripts, scenarios.

5.2. Descriptive.

Descriptive norms that are updated regardless of how acceptable they are. Such norms are based on the idea, conviction, belief of the subject about how people usually behave in a similar situation.

So, killing another person is prohibited. This is an injunctive norm. However, the murder of a person who encroaches on the lives of other people is already understood as a descriptive norm. Thus, the same outcome may suggest either the denial of goal-directed behavior or the positive reinforcement of behavior. The difference lies in the assessment of the current moment at a certain time by a specific subject.

Block 6. System of values. Multifactorial phenomenon.

1. Value orientations are based not only on personal benefits of egoistic content, but also on personal benefits of altruistic content. All of them are derivatives of injunctive, descriptive social norms.

2. Value orientations are not stable throughout life. Subject to change. Associated with the social context in which the individual resides at the stages of his life. The ideology of society, including the state, determines the cultural, social values ​​adopted in a specific period of time. These values, in turn, significantly affect the nature of the value orientations of a particular subject.

3. The upbringing of a child in the family determines the formation of his basic values, which are more stable and less inclined to undergo transformations in life.

4. The system of values ​​manifests itself through beliefs, beliefs.

5. Values ​​can be passed down through generations of people of their kind.

6. The value system is always emotionally colored.

7. In some cases, values ​​are so significant for a person that they determine the choice of his own death instead of the rejection of the value itself. We can say that the key values ​​themselves are the semantic concepts that determine the direction of life, its quality, the degree of satisfaction.

8. The values ​​of the subject are the foundation on which the own life. The more valuable, equal in weight, basic fundamental blocks, the more stable a person is in life. So, if a negotiator has one block in the value system on which his whole life is built, then if a threat to the integrity of this fundamental block arises, the person becomes largely vulnerable. If in negotiations the subject relies on a single foundation, such as " I should always be able to negotiate ”and the result that reinforces this value belief is the signing of the agreement exclusively today, then its vulnerability is greatly increased. The opposite side, threatening to “knock this support out from under the feet” of the subject, can figuratively “hang” him. The subject experiences fear and allows him to shift his positions on a number of problematic issues in favor of the opposite side.

And that's all for today! Thank you for your attention!

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A dilemma is a variant of the need to make a difficult decision, which consists in realizing the choice between mutually exclusive physically each other or equally difficult moral options. The possibility of a third optimal variant is excluded, which is determined by the meaning of this concept. The meaning of the concept of dilemma is revealed when referring to the Greek source, it is translated as “two assumptions” and is considered an inference consisting of a put forward condition and a result arising from this, respectively, has two consequences. A semantic message with a composition exceeding two parts is called a polylemma.

The dilemma is an example of how, in situations of public social interaction, a person's personal egoistic motives and motives can contradict the ideas and norms of society, placing a person in pre-difficult conditions of choice. Also, this difficult choice arises in acute, where the individual's views on moral aspects play a primary role, and the choice of one of the solutions provided by the dilemma will a priori lead to frustration of internal norms.

What is a dilemma

This concept is used in many sciences. For logic and philosophy, this is a combination of judgments that are opposite in their semantic load without options third. At this level, to solve this problem, certain formulas and patterns are used, thanks to which there are laws of evidence used in the exact sciences.

According to the method of constructing the structure, the options for the need to make a difficult decision are divided into constructive and destructive.

The constructive dilemma implies two definite conditions and two consequential consequences, respectively. The division is limited only by these presented conditions, and the result is limited to only one possible result of the investigation (for example: “if the medicine is effective, then it will help recovery”, “if a person keeps the law, then he will not be in prison”).

A destructive dilemma implies the presence of two reasons, from which two consequences can result. In this technique, one of the consequences is denied, and subsequently, one of the grounds.

For psychology and sociology, a dilemma is a situation of choice in which both decisions lead to equally serious difficulties.

A dilemma is an example of how a person appears between two equivalent alternatives, and the need to make a choice cannot be bypassed. This is its main difference from the problem, since the problem can be solved absolutely different ways. The dilemmas that people face in their lives, and not just in scientific research, are classified as social dilemmas, they include moral, ethical, environmental choices.

The solution to the moral dilemma is possible by deconstructing the difficult choice between two possibilities (i.e., the situation is recognized as morally false), by weakening moral norms, taking into account one’s own obligations (primary priority), by creating a rating scale (so that it is possible to choose the lesser evil), the creation of such codes that will be aimed at improving performance and eliminating assumptions.

Types of dilemmas

The main types of dilemmas under consideration: moral and ethical.

In psychology, a moral dilemma stands out, implying that a person is in a situation of mandatory choice, in which the choice of any of the options entails a violation of moral norms. The way a person makes a moral choice gives the researcher an idea of ​​his personality and way of thinking. And with the mass theoretical resolution of moral problems, it is possible to give a predictive assessment of the behavior of an average person in a certain situation of a complex moral and ethical choice.

Particular attention to the study of the concept of moral problem occurred in recent years fifty, and arose from the fact that the previously constructed ethical concepts were incapable of resolving certain situations. The development of ethical codes can take into account the impact of actions on society as a whole, but is completely useless when confronted with personal dramas, which are often dilemmas.

Classic examples that illustrate the moral dilemma are Sophie's choice (when the Nazis offered a woman to choose between the life of her son and the life of her daughter), the fat man in the cave (when the fat man must be blown up to free the exit from the cave and save all members of the group). These individually significant topics and choices are unbearably difficult for the individual, and can be experienced so painfully that they lead the individual to withdraw himself from the current situation: in the mild version they are expressed in the form of refusal to choose, in the most critical - in the form.

The moral dilemma differs from the ethical one in that the moral one has an individual character and influence, while the ethical dilemma is the norms created for the social community and regulating its activities.

The ethical dilemma is associated with cultural manifestations, social foundations and political characteristics of society. Religious and ethnic orientation also influences the construction and choice of path. Ethical dilemmas are most often faced by people in helping professions (doctors, psychologists, socially oriented specialties), when the preservation or disclosure of information, the correction of certain actions are called into question. Usually, they try to get around all problematic situations when building ethical codes, which spell out the maximum number of options for difficult situations.

Solution to the dilemma

Solving a dilemma is always a complex, difficult process, its very occurrence comes from the fact that none of the possible options is perceived positively by a person. Often the choice is accompanied by a situation of time pressure, which entails the hasty adoption of erroneous decisions and leads to negative consequences.

The meaning of the word dilemma initially predetermines two unsatisfactory options; accordingly, it cannot be resolved completely; when solving a problem, one can only choose from more or less suitable and effective options.

In the case of a dilemma that concerns interaction with material objects, the solution is quite simple and consists in directing all efforts in one direction (if the equipment breaks down - repair it yourself, call the master or buy a new one, is decided based on the available data and analysis of the situation).

But when a person finds himself in a situation of choosing between several of his moral values ​​or ethical prescriptions, then the person experiences a complex moral. Two methods can come to the rescue here: choose a certain line of behavior or choose a certain act. Often, when faced with moral or ethical dilemmas, a person finds himself in such a severe mental state of tension that he prefers not to notice or postpone a decision. Here can be included different kinds psychological defenses, such as slipping off the topic (discussing various other topics instead of the important one), intellectualization (attempts to adjust the logical base to what is happening, without trying to find a way out). Having tried all attempts to avoid a choice, a person nevertheless makes it, guided by his own values, minimizing losses, achieving a favorable goal in unfavorable ways.

However, those who do not want to decide everything recklessly, but still strive to understand the dilemma, should go through the appropriate steps:

- to formulate and designate the problems of the dilemma;

- find and study the facts and causes that directly or indirectly could be the cause of the problem;

- find less obvious options for resolving the problem of a dilemma than the two most likely;

- pick up facts in favor of each of the decisions;

- subject each of the options to a test for correctness, usefulness, legality, level of morality and ethics;

- designate and verify the chosen solution with the help of public values;

- identify positive and negative arguments decision;

- determine for yourself what you will have to sacrifice when making this decision, what consequences it will lead to.

Compliance with this algorithm of actions does not guarantee a 100% favorable outcome of events, but it helps to increase efficiency, minimize losses and analyze the situation in order to protect yourself in the future.

Target: familiarization of students with situations of moral choice and the scheme of the indicative basis for the action of moral and ethical assessment as a basis for the analysis of moral dilemmas; organization of the discussion to identify solutions and arguments of the participants in the discussion.

Age: 11-15 years old.

Academic disciplines: humanitarian disciplines (literature, history, social studies, etc.).

Task execution form: group work of students.

Materials: the text of the moral dilemma, a list of questions that set the scheme of the indicative basis for the action of moral and ethical assessment, for students and teachers.

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Task "Moral dilemmas"

Target: familiarization of students with situations of moral choice and the scheme of the indicative basis for the action of moral and ethical assessment as a basis for the analysis of moral dilemmas; organization of the discussion to identify solutions and arguments of the participants in the discussion.

Age: 11-15 years old.

Academic disciplines:humanitarian disciplines (literature, history, social studies, etc.).

Task execution form:group work of students.

Materials: the text of the moral dilemma, a list of questions that set the scheme of the indicative basis for the action of moral and ethical assessment, for students and teachers.

Task description:the class is divided into groups of three people, in which it is proposed to discuss the behavior of the hero and argue their assessment. Then, having united in two groups, the guys exchange opinions and discuss all the arguments “for” and “against”. Then again two groups are combined until the class is divided into two large groups. In this final step (using the whiteboard) the arguments are presented and summarized - which arguments are more persuasive and why.

Option: holding a discussion. Students in groups are invited in advance to take a position of support or condemnation of the hero of the situation and discuss their arguments.

To structure the position of students, a scheme is proposed for the indicative basis of the action of moral and ethical assessment for the analysis of the situation (A. I. Podolsky, O. A. Karabanova, 2000). The diagram contains questions, the answers to which will help to analyze the proposed situation:

1. What happens in this situation?

2. Who are the participants in the situation?

3. What are the interests and goals of the participants in the situation? Do the goals and interests of the participants in the situation coincide or contradict each other?

4. Do the participants' actions violate the moral norm(s)? If yes, what is the norm? (Name the norm.)

5. Who can be harmed by the violation of the norm? (If different norms are violated, then who will suffer if one norm is violated, who will suffer from the violation of another?)

6. Who is the offender? (If several norms are violated, then who is the violator of each of them?)

7. What can participants do in this situation? (List some behaviors.)

8. What consequences can this or that act (behavior option) have for the participants?

9. What feelings (guilt, shame, pride, compassion, resentment, etc.) do the characters experience?

10. How should each of its participants act in this situation? What would you do in their place?

Instruction: The lesson is devoted to situations of moral choice. Such situations are called moral dilemmas. Their peculiarity lies in the fact that students need to make a choice in a situation where there is no single right decision, but there are different decisions that take into account different interests. The teacher reads the text and asks the students to answer the questions.

The teacher, in the event that the students' answers are presented in writing, needs to pay attention to the argumentation of the act (that is, answer the question "why?"). The answer should point to the principle underlying the decision. The teacher should provoke students to voice different points of view on the situation with the obligatory argumentation of their position, and also focus students' attention on the ambiguity of a particular solution to the problem.

Evaluation criteria:

• correspondence of answers to the levels of development of moral consciousness;
• the ability to listen to the arguments of other participants in the discussion and take them into account in their position;
• analysis of students' arguments in accordance with the level of development of moral consciousness.

14 situations are presented - moral dilemmas, which are devoted to different contexts of interaction: 7 - situations of interaction "teenager - peer" and 6 - situations of interaction "teenager - adult", one more situation is an example ...

Task examples

Peer"

1. Kolya and Petya worked in the garden in the summer - they picked strawberries. Kolya wanted to use the money he earned to buy a sports watch, which he had looked after himself for a long time. Kolya is from a low-income family, so his parents cannot buy him such a watch. Petya wants to use the money he earns to improve his computer.

Kolya is significantly inferior to Petya in strength and dexterity, and he rests more often, so Petya collected much more strawberries. In the evening, the foreman came to pay the guys for the work done. I counted the crates of strawberries the two boys had collected. He counted the amount they earned and asked, turning to Petya: “Well, guys, should they pay equally, or did someone collect more, is he supposed to have more?”

Petya sees that if he says that he collected more, then Kolya will not have enough money for a watch. Petya knows that Kolya dreamed of this watch and will be very upset if he cannot buy it.

What do you think Petya should answer and why? What should be the fair distribution of earned money and why?

1. One student accidentally hit a classmate who was an outcast in the class. Obviously, this was the last straw in the outcast's patience. He got angry and severely beat the unwitting offender. How can you evaluate the act of an outcast and why?
2. Yura broke the VCR. When the parents discovered this, only Yura's younger brother was at home. The parents thought he did it and punished him. Yura, having returned home and realizing what had happened, remained silent. Did the older brother do the right thing and why? What should he have done?
3. Two female classmates received different grades for the control work (“3” and “4”), although their papers were completely identical, while they did not copy off one from the other. There is a very big risk that their strict teacher will lower the four rather than raise the three. However, the girlfriend who received a three, without the knowledge of the other, approaches the teacher with both notebooks. Is the girl doing the right thing towards her friend and why?
4. Volodya dreamed of a real soccer ball, but his parents refused to buy it. Once he saw just such a ball from his classmate, who was not interested in football. He had a wealthy family, and his father wanted his son to start playing football. Once, after cleaning the classroom, Volodya saw a ball forgotten by a classmate, and since there was no one around, he could not resist and took it for himself. Did Volodya do the right thing and why?
5. A close friend of Nikolai asks him to lend him money. Nikolay knows that his friend uses drugs and is likely to spend money on them. When asked why he needs money, the friend does not answer. Nicholas gives him money. Did Nicholas do the right thing and why? What should he have done?
6. The teacher fell ill, the students decided that they would be released with last lesson(as it happened more than once). They were about to leave, they were already in the locker room when someone brought the news that there would be a replacement and it was impossible to leave. Most of the class left, but two students stayed because they had to correct their mark in this subject. Pupils who skipped a lesson received deuces. If everyone left, one would think that the class did not know about the replacement, and there would be no punishment. Did the guys who remained in the class do the right thing, and why?

Dilemmas with the context of interaction "adolescent- adult"

8. The teacher had to urgently leave the classroom at the lesson on time control work, and she asked Katya to look after the students so that no one would cheat. Some guys cheated, of course. When the teacher returned to the classroom, she asked Katya if anyone had cheated (it is known that they will put a deuce for this). The teacher trusts Katya. What should Katya do (what to answer) and why?

9. The physics teacher was explaining a very difficult topic. At the next lesson, before calling someone to the board, he invited someone who at least somehow understands this topic to come out. Nobody came out. Then the teacher began to call himself. He had to bet thirteen deuces before a girl was called to the board, who told everything. She got a five. After the lessons, classmates attacked her and began to scold her for not immediately volunteering to answer at the blackboard and let the class down. What should the girl have done in this situation and why?

1. The teacher promised the student to correct the three in the next quarter if he goes to extra classes and works on those topics for which he previously received poor marks. The student regularly attended additional classes, because he really wanted to get a good mark. But at the end of the quarter, the teacher said that he could not correct the mark, since the student did not study well enough and simply did not deserve a four, and the teacher had no right to give grades undeservedly. Did the teacher do the right thing and why?
2. The class teacher asked the girl who was an excellent student to study with a lagging classmate. An excellent student goes to preparatory courses at the institute, and she has no time. She wants to refuse, especially since the classmate with whom she has to study is not very pleasant to her. How should an excellent student act and why?

12. At the grocery store, the clerk made a mistake and gave Petya too much change. Noticing this, Petya did not tell the seller about it, but decided to buy a gift for his mother with this money. Did Petya do the right thing and why?

13. Dima received a deuce in algebra and decides whether to tear out a page from his diary. After all, if his parents find out, they will not let him go to the concert, and he really wants to go, since this is his favorite group and he has been waiting for this concert for so long. What should Dima do and why?

14. A well-known hockey player, brought up by a Russian hockey school, having improved his professional skills in Russian clubs, signed a lucrative contract and left to play in the NHL. He soon became one of the highest paid players in the league. He founded his own fund in the USA to help sick American children, especially since charitable work in the USA allows you to significantly reduce taxes, this is not the case in Russia. How can you evaluate the behavior of this athlete?

Moral paradigms and value orientations - life, human dignity, humanity, kindness, social justice - are the foundations on which social work is built. In practice, social workers have to face a variety of ethical issues and dilemmas due to their obligations to clients, colleagues, their own profession and society in general. Most of the difficulties for a social worker are due to the need to choose between two or more conflicting duties and obligations.

Laws, regulations and customer welfare. Legislation cannot provide for all the diversity of social life, so sometimes the well-being of the client comes into conflict with it. In some cases, social workers claim that laws, regulations should not be obeyed, otherwise harm will be done to the client.

Personal and professional values. At the heart of this group of ethical dilemmas lies the conflict between the personal and professional values ​​of the social worker. He may disagree with the client for political, religious, moral or other reasons, but is obliged to fulfill his professional duty. The opinions of social workers about which values ​​to give preference to do not always coincide. The social worker must weigh the obligations to the client, the profession, third parties.

Paternalism and self-determination. Paternalistic actions include interfering with clients' desires or their freedom for their own benefit in order to limit the client's self-destructive actions. Paternalism considers it possible to oblige the client to accept services against their will or forcibly, to withhold information or provide misinformation. This case raises controversy about the limits of paternalism. On the one hand, clients are entitled to certain forms of self-destructive and risky behavior, on the other hand, the social worker is responsible for protecting clients for themselves when they fail. The debate about this is often related to the concept of self-determination and which clients are able to recognize their situation and make the best decision.

The need to tell the truth. One of the principles of the NASR Code of Ethics is the right of clients to receive reliable information about cases related to their condition and well-being. On the one hand, this legal right is not questioned. On the other hand, in some cases it seems ethically justified and even necessary to hide the truth from clients or provide misinformation. For example, when it comes to sick clients or children, for whom truthful information may be considered harmful under certain circumstances.

Confidentiality and private nature of communications. The social worker, following the Code of Ethics, must keep information received from the client confidential. While this is almost always true, in some cases the social worker is forced to consider disclosing information when, for example, there is a risk that the client could harm a third party. Hence, it becomes necessary to inform the client about the boundaries of confidentiality in a particular situation, about the purposes of obtaining information and its use. On the other hand, a social worker may refuse to disclose information given to him by a client, for example, at the request of a court. In this case, a dilemma arises in relation to the confidentiality of client information and obligations to the employer organization.

These and other ethical problems of social work require the development of ways to overcome them. The codes of ethics in which social workers seek answers are written in general terms and with relatively a high degree abstractions and contain principles that are contradictory and themselves present an ethical dilemma.

Higher professional education

"Altai State University"

Faculty of Sociology

Department of Social Work

Topic: Ethical dilemma in the practice of social work.

Performed:

Shitova L.A.

2nd year student d.o.gr.1012

Scientific adviser:

Chukanova T.V.

Ph.D., Associate Professor of the Department

social work

__________________________

(signature)

Grade___________________

Barnaul 2013

Introduction………………………………………………………………………..3

Chapter 1. The place and role of the ethical dilemma in the activities of a social worker…………………………………………………………………………………………………… ...............................four

1.1. The concept of a moral and ethical dilemma in social work…………4

1.2. Main types of ethical dilemmas in social work……………..9

Chapter 2

2.1. Principles of social work as a mechanism for solving ethical dilemmas…………………………………………………………………………………………………………………………………..14

2.2. Ways of overcoming psychological problems by a social work specialist in solving ethical dilemmas………………………22

Conclusion…………………………………………………………………….27

List of used literature………………………………………….28

Introduction

social work like special kind professional activity, has a specific, only inherent set of ideals and values ​​that have developed in the process of formation of the principles and norms of behavior of specialists. Being a specialized activity, social work contains unique situations, contradictions that need to be resolved in the very process of activity and which are often the subject of this activity. This circumstance makes it necessary to adhere to special, more stringent moral principles and norms in the activities.

Social work specialists are called upon to help people who are in a difficult life situation, but when a specialist is faced with an ethical dilemma in the course of his work, the quality of his services may decrease or even harm the client, which should not be allowed, so it is important to study such ethical categories of social work like a dilemma.

The effectiveness of social work largely depends on the social worker, his knowledge, experience, personal qualities. However, the professional responsibility of a specialist is determined not by himself, but by the values ​​and ethical principles adopted by professional organizations - Associations of Social Workers. The values ​​and ethical principles of social work are reflected in the ethical code of the profession, which serves not only as a guide for practical activities, but in a difficult situation of moral and ethical choice or contradiction.

Chapter 1. The concept and role of the ethical dilemma in the activities of a social worker.

In the course of his activity, a social work specialist is forced to meet and work with different people, their problems and individual situations. Each person living in society usually adheres to certain norms instilled in him by society and social institutions in the process of socialization. However, each individual has different ideas about morality and ethics, their boundaries and manifestations. In view of this, social workers, in the process of professional communication with various categories of people, may encounter problems of a professional nature. These problems include the moral and ethical problems of social work.

When we say "there is a dilemma in life", we mean a situation where a person faces a necessary choice between two identical possibilities.

Dilemma - 1). The combination of judgments, inferences with two

opposite positions, excluding the possibility of a third. 2). A situation in which the choice of one of two opposite solutions is equally difficult.

In other words, a dilemma is a situation in which the choice of one of two opposite possibilities, sometimes equivalent, is equally difficult.

The National Psychological Encyclopedia defines the ethical dilemma as follows:

Ethical dilemma - the problem of a person's choice between two, equally possible ways social behavior. The preference of any of them leads to a violation by a person of any moral or ethical standards. .

An ethical dilemma is a situation of moral choice, when the implementation of one moral value destroys another, no less important one. Such problems are faced by such social specialists as doctors, journalists, teachers and, of course, social workers.

The ethical dilemmas that arise in social work are different from those that exist outside of professional activity. The nature of the ethical dilemma may depend on the social, cultural, political conditions of the country in which social work is carried out.

In his book The Forbidden Raft, P. Kurtz identifies the following features that constitute an ethical dilemma:

First, a moral dilemma is a problem or issue that needs to be resolved. It can be fraught with conflicts between values, norms, rules or principles. In a situation of ethical dilemma, we may encounter some difficulty or obstacle, our behavior may be questioned by others who do not agree with our mode of action or understanding of true and false. Secondly, the ethical dilemma involves the thinking person herself, who feels the need to make a choice or a series of acts of choice. But this implies that we can choose, that we have some degree of freedom to do this or that. The third feature of the ethical dilemma is the possibility of considering alternative courses of action. If we do not have an unambiguous choice, and we are faced with only one possibility, then the concept of choice does not make sense. Such hopeless situations happen in real life, for example, when a person is in prison and is deprived of all freedom of movement, or when a person dies and his death cannot be prevented. An ethical dilemma must have two or more possible solutions. These alternatives may arise due to social or natural circumstances or be the result of the creative ingenuity of the ethical researcher, i.e. subject of a moral dilemma. Fourth, with a competent and mature approach to an ethical dilemma, we are always able to reflectively identify and evaluate alternative courses of action. This indicates the presence of a specific kind of cognitive process of ethical questioning, reflection, research. The fifth component of the ethical dilemma is that our choices affect reality and thus have certain consequences. Sixth, to the extent that the action follows from a choice that the person made consciously (whether accompanied by reflection or not), and also depending on what consequences in turn follow from this action, the individual can bear responsibility for your actions. This means that we can praise him if we approve of his actions, or blame him if we do not approve. This is where the responsibility comes in.

In practice, social workers have to face a variety of ethical issues and dilemmas due to their obligations to clients, colleagues, their own profession, society as a whole. These problems are often vague, uncertain and give rise to uncertainty, the desire to ignore and evade them. It is easy to verbally, abstractly adhere to the majestic values ​​set forth in monographs and textbooks, and thus show one's responsibility. But it is not only difficult, but sometimes dangerous, to apply for guidance in daily work such, for example, abstract values ​​as self-determination or the sovereignty of the client’s personality, if they cause a false sense of complacency in the social worker, while the client is not able to adequately implement them. .

Most of the difficulties for the social worker stem from having to choose between two or more conflicting obligations. For example, many national codes of ethics and social work statutes require social workers not to engage in activities that violate or diminish the civil or legal rights of clients. At the same time, they must comply with their obligations to the employing organization. It is quite real that these two principles conflict with each other, if the policy of the institution to which the rights are transferred leads to a violation of the civil rights of clients, for example, due to financial interests or self-interest in the case of the "distribution" of humanitarian aid.

Problem areas and ethical dilemmas are not always common to different countries due to differences in culture and government. Each national association of social workers should encourage discussions in order to clarify the most important issues and problems specific to the country. Nevertheless, it is possible to single out a group of ethical dilemmas that sooner or later arise in practical social work in any society and to overcome which, due to preventive responsibility, one should be prepared.

So, we can conclude that the moral dilemma is some problem or issue that must be resolved. It can be fraught with conflicts between values, norms, rules or principles that every social worker faces. Problem areas and ethical dilemmas are not always common across countries due to differences in culture and public administration.