ABSTRACT

We adopted caritas as a way to support students’ inherent inclination to care about others and to support their genuine care and concern for the clients they will see. Our aim was to explore how students are using learning resources to socially construct a concept of caritas. Students were asked to explain in a family case study how social work services motivated by caritas might be distinguished from the services of a social worker who did not adopt this philosophy. We conducted a content analysis of 20 student papers. After reviewing the completed assignments, we identified categories and themes as part of the content analysis. Five categories were examined: caritas as love; caritas as motivation; caritas as an ethical act; caritas as a relationship; and caritas as an attitude. Student responses tended to fit into more than one category. This suggests they view caritas as a multidimensional construct. Future research will explore how students move beyond a conceptualization of caritas to its application in everyday interactions. The program can then use this knowledge to further develop its philosophy of caritas.

摘要

我们采用明爱作为一种方式来支持学生关心他人的内在倾向，并支持他们真正关心和关心他们将要见到的客户。我们的目标是探索学生如何利用学习资源在社会上构建明爱的概念。学生被要求在家庭案例研究中解释如何区分由明爱发起的社会工作服务与没有采用这种理念的社会工作者的服务。我们对 20 篇学生论文进行了内容分析。在审查完成的作业后，我们确定了类别和主题作为内容分析的一部分。审查了五个类别：作为爱的明爱；以明爱为动力；caritas 作为一种道德行为；明爱是一种关系；和明爱作为一种态度。学生的回答往往属于不止一个类别。这表明他们将明爱视为一种多维结构。未来的研究将探索学生如何超越明爱的概念化到其在日常互动中的应用。然后，该计划可以利用这些知识进一步发展其明爱理念。