Guoxing Dairies

没有谁对不起谁，只有谁不懂得珍惜

2010-02-25T00:44:00.001+08:00

爱的世界，没有谁对不起谁，只有谁不懂得珍惜谁~~~~当我把这份爱毫无保留的交给你的时候，我根本没有任何的要求，只希望你能同样的对待，希望你能永远陪在我身边，因为我的眼中只有你，一切看来都是那么的平凡，那么的不起眼，你会不会记得我的存在，当夜深人静的时候我才发现，我最想念的人其实还是你，这辈子我最爱的永远是你~~~~~
谁都有孤单的时候,谁都会失落~~~~~
我会爱你爱到我心跳停止的那一刻，然后再用灵魂去爱你，如果这一生失去了你，那么我将连回忆都不再悲伤 ~~~~~
一个人一生可以爱上很多人的，等你获得真正属于你的幸福之后，你就会明白以前的伤痛其实是一种财富，它让你学会更好地去把握和珍惜你爱的人，有些缘分是永远不会有好结果的，爱一个人不一定要拥有，但拥有一个人就一定要好好去爱他，缘是天意、份在人为，一段情,宁愿短暂,还是精彩的,还是先去问它会不会有将来，一份爱如果消失的太快你可不可以当它是命运的安排，时间过了、爱情淡了、相爱的人也就散了 ~~~~~
在很久很久以前，爱是唯一、爱是永远，如今，烟花过后、灿烂依然在吗？？今生只爱你，如果爱情不再完美、我宁愿选择放弃~~~~如果缘份已尽的话，那就要我们的曾经变成回忆，储存在记忆档案就可以，在一起是难过、分开是寂寞、而中间是什么呢?
如果有醒不了的梦，我一定去做~~~
如果有走不完的路，我一定去走~~~
如果有变不了的爱，我一定去求~~~
然而，所有的如果，只是对结局的感慨，这世界上没有如果，有的只是不停的结果~~~
我们的际遇有如流星般短暂，只在刹那间迸射出耀眼的光芒~~~
认识你是一种缘，也是命运安排，所以注定了纠缠一生~~~
有一种相遇，可能叫做邂逅~~~有一种邂逅，可能缘于命运~~~命运是我们最无法掌握的，我们都在彼此眼中读出了不该有的东西，于是我害怕、于是我逃避~~~~
我现在唯一能做的，就是将属于我们的回忆永远的收藏在脑子里面，让我可以在想你的夜晚，翻到有你的章节，尽情的放飞自己的思念~~~~
夜深了，思绪在飞扬，抓不住回忆的箭，泪水轻轻的滑落，重重的跌落在枕上，发出花瓣落地的声音，我知道那是流星的眼泪，证明我们曾经爱过~~~~
想你~~~从不知疲惫，但~~~极痛、极痛，如果做不了你生命的恒星，那就做你旅途中的流星吧！至少也曾经照亮过你的天空，不是吗？
假如。。。来生不再是场梦，幸福不再是精彩的回忆，我愿陪你来生来世，感动今生已无法改变的你！！！！！

佛说：今生你嫁的人，就是前世葬你的人

2010-02-25T00:40:00.001+08:00

从前有个书生，和未婚妻约好在某年某月某曰结婚。
到那一天，未婚妻却嫁给了别人。
书生受此打击，一病不起。
这时，路过一游方僧人，从怀里摸出一面镜子叫书生看……

书生看到茫茫大海，一名遇害的女子一丝不挂地躺在海滩上。
路过一人，看一眼，摇摇头，走了。
又路过一人，将衣服脱下，给女尸盖上，走了。
再路过一人，过去，挖个坑，小心翼翼把尸体掩埋了。
僧人解释道，那具海滩上的女尸，就是你未婚妻的前世。
你是第二个路过的人，曾给过他一件衣服。
她今生和你相恋，只为还你一个情。
但是她最终要报答一生一世的人，是最后那个把她掩埋的人，
那人就是他现在的丈夫。。书生大悟。

前世，究竟是谁埋的你？
孟婆说：“行路的人，喝碗孟婆汤解解渴。”
口渴的人心急的喝了。
于是，那个前世埋她们的人，在她们头脑中渐渐模糊了。
她们开始惊惶的四处张望，妄图在茫茫人海中寻找今生的爱人。

“众里寻它千百度，蓦然回首，那人却在灯火阑珊处。”
其实，你携起他的手时，就是前世残存的记忆在提醒你了，
前世埋你的人，就是你身边与你相濡以沫的爱人啊。

月光下的大海，泛着粼粼的波。
和你的爱人去看看月光下的大海吧，在大海的最深处，
也许就藏着你前生的记忆呢。

三生石上的旧精魂，真的不是一个美丽的传说么？
与前世埋过你的爱人，携手在银色的沙滩，
那该是今生最完美的一种幸福了吧。

爱情不是等你有空才珍惜

2010-02-25T00:38:00.001+08:00

爱情不是等你有空才珍惜

茫茫人海可以找到一个心爱的人..这是多么大的福气..或许没有你想象的那么好..应该也不会糟糕到
那里..所以知福惜福好还珍惜..多说关怀话..少说责备话..
如你懂得珍惜..你会发现你获得的越来越多..如果一味的追求..你会发现你失去的越来越快..

爱情合理就好..不要委屈将就..不要相信完美的爱情..其实..只要你知道..彼此有缺点..一种纯朴的
可爱就足够了..

可以浪漫..但不要浪费..可以随时牵手..但不要随便分手..

我们拥有一只鞋子的时候..才会明白失去另一只鞋子的滋味..失去的东西总是最好的..消逝的恋情总
是刻骨铭心的..珍惜或放下..都是生命中必经的过程..

做好自己的本分..不要为了讨好别人改变自己..当然..也不要为了某些因素固执不通..相爱的时候需
要真诚..争执的时候需要沟通..生气的时候需要冷静..愉快的时候需要分享..指责的时候需要谅解..结婚
的时候需还要包容..

一个人的生命里..擦肩而过的人有千千万万..有几个是知音..有几个是深爱自己的人..与其众里寻求
千百回..不如疼惜眼前真情人...

爱情再怎么坚固..总是无法承受忙碌的侵蚀..你忙得天慌地乱..你忙得忘记关心..你忙得身心疲惫..
你忙得无所适从..我只想说:要懂得去珍惜爱情."要懂得去珍惜爱情."

老婆要知道,老公要明白

2010-02-25T00:28:00.001+08:00

老婆要知道：老公就是老公，只要去爱，不要拿来比较，不要老说别人的老公如何如何好，别数落他没出息，你是他最亲密的人，你还这么说他，好象不太应该，对大多数男人来说，赞赏和鼓励比辱骂更能让他有奋斗的力量。爱他一定要尊重他，再生气也不可以出口伤人，言语的伤口有时一生都在流血的。身体的伤害很容易治愈，精神的伤害后果是可怕的。

老公要明白：老婆就是老婆，只要去疼，不要拿来比较，别说她不如别人的老婆漂亮，别数落她不够能干，龙配龙来凤配凤，漂亮的,你没有福分独拥，能干的,你没有能力享用，更何况“安知千里外，不有雨兼风”？女人天生是弱者，需要男人的疼爱，精神的伤害对她们来说后果将更可怕。

老婆要知道：不要摆脸色给对方看，一个生气的女人是很丑陋的。他工作已有许多压力，没有义务回家还要看你的脸色哄你开心。对方性格上会有缺点，生活细节会与你不同，令你不满意，但他怎么可能是完美的，在你面前，他要放下面具，做回自己，做个普通人。宽容是做人和对待婚姻应有的态度。容忍和体谅对方。

老公要明白：不要把老婆当作出气筒，一个只会对着老婆指手划脚的男人是最窝囊的男人。老婆是你的家庭花园里的月季，老公应该是特聘的专职园丁，园丁尽职了，花朵就会开得更灿烂。老婆也不是整天呆在花园里的娇生惯养的月季，她也要经历风雨的洗礼，像男人一样面对社会、事业、同事，面对尝试、成功、失败，她们遇到的困难比男人更多，回家还有永远做不完家务等着处理干净，还有孩子的学习、生活需要料理妥当，老公就不能让老婆也放下面具，做回自己，做个轻松人吗？

老婆要知道：男人对自己的尊严看得比什么都重要，不管在私下他有多么宠爱你，多么怕你。在人前一定要给足对方面子，让他做天不怕地不怕老婆更不怕的顶天立地的男子汉，他应该不大会喜欢朋友们开玩笑取笑他怕老婆。除非他有足够的强大后盾和高高在上的身份，可是，我们大多是普通人呀。

老公要明白：女人也是独立的人，也有自尊。妇女翻身得解放的口号已经喊了半个多世纪，为什么还得做二等公民呢？尊重对方和维护尊严是互动的，不是靠单方面的努力就能实现的。男人为什么不能想想，虚荣的男人才需要虚伪的自尊啊，只有塌实的男人才能得到他人从骨子里产生的尊重。

老婆要知道：老公的父母就是自己的父母，将心比心，爱屋及乌，老吾老以及人之老，只要内心深处真正感到这就是我自己的父母，心理上对老人依恋亲密，老人会感受到这份真心的。何况，人老了很象孩子，只要象哄孩子般哄老人开心就好了。我们自己也有老的一天老公要明白：老婆也是父母心头的肉，也是父母一把屎一把尿拉扯长大的，也是父母含辛茹苦培育成材的。老婆嫁到你家就该甩掉亲生父母来专心孝敬公婆吗？你有没有也用同样的思维方式来将心比心，爱屋及乌，尽你半子的义务呢？

我想你了

2010-02-23T23:41:00.003+08:00

花开/不是为了/花落/ 而是为了/灿烂
你我的相逢/不是为了/分离/ 而是为了/相知

这篇文章也许可以救你一命。有空就看看吧

2010-02-23T23:32:00.001+08:00

主题: 如果你能看到，请帮一起转，转到每一个你关心的朋友,因为,或许会有这么一天~!
主题: 这些案例！触目惊心！！！女生万万小心！！！不是闹着玩的

个案1：
有一妇女手提包被偷，里面有手机、银行卡、钱包等。 20分钟后，她打通了老公的电话，告诉自己被偷的事。老公惊呼：“啊，我刚才收到你的短信，问咱家银行卡的密码，我立马就回了！”他们赶到银行时，被告知里面所有的钱都已被提走。小偷通过用偷来的手机发送短信给 "亲爱的老公" 而获取了密码，然后在短短20分钟内把钱取走了。
提醒：不要在手机通讯录中暴露自己与联系人的关系，忌用 “家电” 、“ 老公”、“爸妈”等称呼。一律用名字，字越少越安全。

个案2：
有三位自驾游的朋友不慎连人带车跌落一百五十公尺深的山谷，受困四日三夜后，才获救。其间，他们曾多次想以手机向外求救。无奈一只被摔坏，一只没电了，一只收讯不良。他们还多次移动位置以寻找较佳的收发信号地，但都不成功。如果这三位人士平常就知道112专线，紧急时刻也能知道如何用那只收讯不良的手机拨出112专线，相信他们可以很快获救。
提醒：
全国各地通用的112专线，在手机打开后即使没有接收信号，甚至电力极为微弱，任何厂牌的手机在任何地点皆可拨通。拨出112后，马上会进入语音说明如下 ∶这里是行动电话112紧急救难专线，如果您要报案，请拨0，我们将会为您转接警察局；如果您需要救助，请拨9，我们将会为您转接消防局。中文讲完后，会以英文重述一遍。此时只要拨0或9，一定会有人接听。以三位人士所处的情况，或登山迷途或遭遇其它困境时，应拨9，将可获得及时的救助。

个案3：
有个留学生喜欢吃速食杯面，后来，这位留学生因身体不适去医院看病，医生发现他的胃壁附着一层蜡！原来，杯面的容器里包含一种可食用的蜡！各位下次吃杯面的时候摸摸看杯壁是不是觉得滑滑的，那就是了。而长时间的食用杯面，将造成我们的肝脏无法分解这种食用蜡。最后，这位留学生不得不寻求手术治疗以移除这层蜡，不幸去世。
提醒：
吃泡面的时候，尽量把面拿出来，另外用碗来泡食，不要用碗面、杯面所附的容器直接冲开水食用。哪怕是出差，也要带上一只大茶缸泡面用。为了自己的身体，不要偷懒啊！

个案4：
一件很可怕的事：有一天，一个 21岁男生戴着隐形眼镜去参加一个烤肉野聚会！就在他开始以木炭生火之后的几分钟，他突然大叫一声，然后很痛苦的跳来跳去，在地上打滚……全场的人都吓呆了，没人知道究竟发生了什么事？大家赶紧送他到医院，医生检查后遗憾地说，他的眼睛失明了！
提醒：
参加野外烧烤或任何有可能接触到火源的时候，请不要戴隐形眼镜！因为隐形眼镜是用塑胶制成的，过热的温度会熔化我们眼中的隐形眼镜！

（1）建行一同志转述: 今天经过一栋大楼门口，门口有一提款机。有一个老伯，一直看着我走过他身边，突然叫住我,他说他不识字，拿一张银行卡要我帮他在大楼门口的自动提款机取钱。我回答我无法帮你取，叫警卫帮你。结果，他就回答我说不用了,继续找其他路人帮他取钱。朋友们要记住---取款机可是有摄影机耶。万一他说我抢劫或是偷他的提款卡，甚至他的卡片是偷来的，帮他领钱会在提款机留下影像，绝对会让你百口莫辩！我会警惕 ! 是因为已有同事上当，目前仍官司缠身。显然这是诈骗集团在找替身了! 请立即传出去~~~ 骗案真是层出不穷,一不小心就会踏入陷阱,真是令人防不胜防！提醒各位朋友在外多小心！

（2）芍药居一业主，家中突然断电，看到窗户外别人家里都有电，就出门查看自家电表箱，打开门就被刀子顶着了——持刀入室抢劫....提醒大家如果家里突然断电，不要贸然就开门查看，有猫眼的多观察一会门外动静，没猫眼的也隔着门静听一段时间，没有异常响动再开门 .

（3）各位女同胞们注意了！这是最新骗局女同胞请注意男同胞请叫自己的朋友注意 :新出的情况,女性朋友要特别注意啦:一位上班的小姐在下班回家的路上看到一个小孩子一直哭，很可怜 ,然后就过去问那小朋友怎么了.小朋友就跟那个小姐说:" 我迷路了,可以请你带我回家吗?"然后拿一张纸条给她看, 说那是他家地址.然后她就笨笨的带小孩子去了.一般人都有同情心,然后带到那个所谓小孩子的家里以后,她一按铃，门铃像是有高压电,就失去知觉了.醒来就被脱光光在一间空屋里,身边什么都没有了,她甚至连犯人长啥样子都没看见.所以,现在人犯案都是利用同情心啊，如果遇到类似这种的,千万别带他去,要带就带他到派出所去好了,走丢的小孩放到派出所一定没错啦，请通知身边所有女性，为了广大女士的安全，看完后麻烦给转发给所有人....

（5）大家注意了！到自动取款机取钱时一定要倍加小心！！！！！
昨晚在金海里的工行自动取款机取钱时，后面来了个老妇女，问我能不能取钱，还说什么取款机有个键可能坏了，旁边不知什么时候来了个小女孩，一直想往我身边挤，我也没在意，小孩子淘气嘛，可是过分的是她竟然把手朝出钞口放，准备拿我的钱了，我感觉不对劲了，立即把她推到一边，等着把钱取出来。之后我想了一下，她们俩给我设了个套：老妇女负责和我瞎聊，吸引我的注意力，小女孩趁我不注意时抢走我的钱！如果我不防备的话，钱说不定就被抢走了，这样的话，我就进套了：（一:我立即去追小女孩，去追回我的钱，可是谁又会相信一个小女孩能抢我一个大人的钱呢？更可怕的是站在我后面的老妇女将会取光我卡中所有的钱，因为我的卡还在取款机里面；二:我不立即去追小女孩，等拿到卡再追，到那时小女孩就无影无踪了，钱也就没了啊：（她们真的很"聪明"，很可耻的！！！)

（6）父母都退休在家。昨天上午，来一陌生中年人，说自己摩托车油开没了，加油站太远，摩托车又太重推不动，所以想问我父母要一个可乐瓶去买汽油，刚开口就说实在不行就出2、3元买一个空瓶好了。母亲就拿了个空瓶给他，别说他还真从口袋里掏出钱来，不过是几张百元大钞，还让父母找钱。母亲顿生警觉，说算了，不过是一个空瓶而已。他非要把100元钱破开买下来，只不过还是那张百元大钞。好在母亲尚未龙钟，也不是那种爱贪小便宜的人. 女性朋友一定要认真看完，注意自我安全啊，现在万恶的社会....出门在外,千万小心,小心千万....

（7）一对新婚夫妇到巴黎度蜜月。在巴黎,妻子在一间时尚服装店试衣服 ,身为丈夫就在试衣间外等候。但等候多时却不见妻子走出来 ,紧张的丈夫要求店员帮忙到里头查看 ,却意外发现试衣间空无一人。丈夫以为妻子开玩笑作弄人 ,要他紧张.于是回到酒店等她回来。几小时后却不见妻子的踪影,才知事态严重。丈夫赶忙报警 ,并到巴黎所有服装店和医院询问妻子下落。三星期过去了，妻子犹如从人间蒸发,音讯全无,伤心的丈夫只能收拾包袱回到老家。由于无法从绝望中振作,丈夫无心工作,一直独自生活 ,决定把自己放逐,流浪到各地方。几年后 ,他心血来潮到巴厘岛，在一破旧的屋子参观一畸形秀 ( freak show ) 。他见到一脏生锈的铁笼里,有一女人四肢全无,身躯,包括脸部,犹如破布般残破 ,充满疤痕。她在地上扭曲着 ,并发出有如野兽般的XXXXX声。突然间男人惊恐地发出尖叫声。他从那毫无人样的女人脸上见到,他再熟悉不过,属于他新婚不久就告失踪的妻子脸上的红色胎记。

（9）最近有人告诉我，他的朋友在晚上听到门口有婴儿在哭，不过当时已很晚了而且她认为这件事很奇怪，于是她打电话给警察。警察告诉她∶ 「无论如何，绝对不要开门。」这位女士表示那声音听起来象是婴儿爬到窗户附近哭，她担心婴儿会爬到街上，被车子碾过。警察告诉她∶我们已派人前往，无论如何不能开门。警方认为这是一个连续杀人犯，利用婴儿哭声的录音带，诱使女性以为有人在外面遗弃婴儿，她们出门察看。虽然尚未证实此事，但是警方已接到许多女性打电话来说，他们晚上独自在家时，听到门外有婴儿的哭声，请将这个消息传给其他人，不要因为听到婴儿的哭声而开门。

请严肃看待这篇文字！有这么离谱！小心为妙!!!如果您是善良的朋友，看过之后请将它尽可能多的转发出去,让更多的朋友看到，让更多的朋友受益，让更多的朋友远离危险远离伤害。

结婚的那天晚上，不看你会后悔的!~!~

2010-02-23T23:26:00.002+08:00

有一个女孩名叫茜，在她还没有出生的时候她的爸爸就已经去世了，她和妈妈、姥姥、还有继父生活在一起，可是姥姥和继父都不喜欢她。于是，在她上高中时妈妈给她送进了一所私立学校。私立学校都是有钱人家的孩子，在这一群富家子弟中，茜显得是那样的另类，她每个月的生活费只有123.5，这些钱只够她一个月吃饭的花销，所以，她每天都等同学吃过饭后，躲在一个角落里吃馒头和咸菜。但女孩从小就要强的性格让她在学习方面很突出，她每一次考试都是全年级的第一名，许多有钱人的家长都希望她能给自己的孩子补课，但是，她看不惯有钱人家孩子的样儿，所以，都被她拒绝了。
没多久，班级里一个名叫巩的男孩对茜说：“你帮我补补课吧？”茜不屑的笑笑，说：“我为什么给你补课？”巩理直气壮的说：“因为我成绩差！”这句话使茜多看了他一眼，就是这么一眼让茜觉得巩与众不同，因为巩和别的有钱人家的孩子不同，他身上总是穿着一件破旧的大衣，而且也没有贵族人的傲气，于是便答应了给他补课。每天茜都给巩补习功课，同时也增加了茜的收入。渐渐地，他们熟悉了，得知巩的生日是12月31日一年中的最后一天，而茜的生日是1月1日一年中的第一天，巩开玩笑的说：“我比你大了整整一年啊！”茜冷淡地回了一句：“仅一天而已！”这一天放学，学校门口停了一辆宝马，许多有钱人家的孩子都没有见过，那是巩的家人来接他了，茜看着巩走向了车的方向，心想：“为什么他们可以那么有钱？为什么他们就可以开宝马？”就在这时，巩回头对茜淡淡地一笑便上了车。茜回过神来想：“我为什么要羡慕他？他又没有我学习好！”日子就这样一天天的过，尽管茜每天都给巩补课功课，可巩的成绩一直也没有明显的进步，离高考的日子越来越近了，他们都顾着自己的总复习，也不再补习了。茜一心就想考上清华，因为她不想被别人看不起。考试成绩出来了，茜如愿地考上了清华大学，并且是高出全校第二名整整50分的优异成绩考入了清华大学。
由于学校还没有开学，茜想回家看一看妈妈，她们母女已经很多年没有见过面了。可她刚进家门，继父见了她就又打又骂的，妈妈把她护在身后，无奈之下茜离开了家，当她走到楼下抬头看着自己家的阳台时，她多么希望在临走前再见妈妈一眼，可等来的却是姥姥把她所有的行李丢了下来，她伤心的离开了家，又回到了北京。
茜回到北京后，准备四处找房子，正在这时她看见一个老奶奶在收拾一个库房，她走上前去问：“老奶奶，您这房子租吗？”老奶奶笑眯眯地说：“小姑娘，你想租房子吗？”茜点了点头，“那就100块钱吧！”老奶奶回答她。茜正收拾房子的时候，见到了很久不见的巩，茜不想让别人看见自己落魄的样子，生气地问：“你怎么在这儿？”巩还是和以前一样穿得随随便便的，表情怪异地说：“我来看我姑奶奶！”茜像被看穿了一样，一直沉默不说话。巩问：“听说你考上了清华，恭喜你啊！”茜也不是那种不识价的人，就说：“谢谢！那你呢？”巩不高兴地说：“我爸爸让我出国！”茜冷冷地看着他，狠狠地说：“哼！你们有钱人家的孩子就是这样！”巩又接着对茜说：“你愿不愿意帮我一个忙？”茜疑惑地问：“什么事？”巩说：“愿不愿意到我妈妈的公司做打字员？”茜立刻就生气地说：“你是在同情我吗？”巩急忙解释：“不是的，我妈妈的公司最近效益不好，许多员工都走了，现在正好缺人，你就当是帮帮我，好不好？”茜答应了，每天都去巩妈妈那上班，一个月发600元的工资，这对她来说已经很满足了。巩就要出国了，在巩走之前茜请了他吃顿饭。
巩出国了，茜依旧每天一边上课一边工作，现在每个月的工资已经可以达到2000元了，并且巩的妈妈怕她跑来跑去的不方便，给她配了一个笔记本电脑，在别人看来都以为她很有钱，当然了，茜没有承认，也没有否认过。
在茜的寝室有一个北京的女孩，个性比较刁蛮，但是从来不欺负茜。茜还是同以前一样的要强，受不得别人的学习比自己强，可这一次她遇到了对手。有一个叫林的男孩，每次的成绩都要比她高，茜很不服气总想超过他。在一次复习课上，茜心里想：下一次考试我一定要超过他！就在这时，老师问了一个问题并叫茜来回答，可由于茜精神没集中连问题都不知道是什么，所以，摇了摇头。老师又问：“有没有人会这道题？”……林主动地站了起来回答了这道题并受到了表扬。茜恨恨地想：你以为我不会吗？用你来告诉我？下课了，茜把林截住说：“下次考试我一定会超过你！”当时在场的同学都感到很惊讶。考试成绩出来，茜果然取得了第一名，茜在成绩单上寻找着林的名字，却发现林的每科成绩都是零分，她很生气：不愿意和我比就直接说嘛！宿舍的女孩告诉茜，林在校园的湖边等她，她愤愤地跑过去说：“你什么意思？这算什么？”林没有说话，只是把手中的卷子递给了茜，茜疑惑地问：“你怎么会有卷子？”林说：“我姑姑是教务处的……”还没等他说完茜就打断了：“你们有钱人都是这样！怪不得每次成绩都那么高！”林不慌不忙地解释：“可我从来就没有动用过这种关系，卷子我已经答完，你可以合一下分数！”茜拿卷子算了一下总分还是比她高，她很是不解……林突然抱住了她，对她说：“我喜欢你！”一个女孩被男孩抱在怀里，她所有的骄傲都没有了，于是他们开始交往了。没多久他们就发生了关系，每一次出去茜都要给林钱，因为两个人出去男人付钱总是有面子，时间久了，她每次都会给林零花钱，这在他们之间也成了很普通的事情。茜的生日就要到了，茜幻想着林会送她什么礼物，心想：给他的零花钱已经足够给我买一个项链或钻戒的了。她想想就觉得很开心！
茜生日那天，林一天都没有联系她，她以为是林故意的，为的是给她一个惊喜。这时电话响了，茜拿起电话说：“你死哪儿去了？”只听见对方惊讶地说了一声：“啊？”她问：“你是谁啊？”“我是巩！”她生气地说：“怎么是你呀？”巩淡定地说：“祝你生日快乐！”“谢谢！没有什么事先挂了！”巩说：“那好吧！再见！”巩并没有等到茜的回答，而是对方那边传来嘟嘟嘟嘟的声音……电话又响了，是林打来的，接过电话后，茜急急忙忙的跑到楼下，可是，林看起来很不开心的样子。茜心想，可能是他想给我一个惊喜吧！林问茜：“晚上可不可以不回去？陪陪我！”茜犹豫了一下还是答应了！到了酒店，茜才知道原来悲伤、痛苦的表情是不可以伪装的。林对茜讲了一段她最不想听到的故事：林原本有一个女朋友叫蕊，在一所电影学院，他希望他的女朋友和其他的女孩不一样，希望她不被世俗所感染，但当他去找蕊的时候，她却和一个有钱人走在了一起，说着贬低自己的话，可林并不甘心。上午，林用积攒下来的零用钱给蕊买了一个钻戒，结果却被蕊丢了回来。茜手中拿着那枚钻戒，看着上面刻着一个“蕊”字，这一刻，茜好恨自己，恨自己为什么要那么努力的读书？为什么要认识字？如果她不认识字，她会认为那个字是她的名字，可是，茜忍住了泪水，安慰着林说：“没事，没事的！”没多久，茜不在巩的妈妈的公司工作了，由于她所学的市场营销管理正是巩的爸爸公司所缺少的，所以，她又到巩的爸爸公司上班。眼见就要毕业了，大家就要各奔东西，茜和林也就分手了。
茜随着巩的爸爸来到了深圳发展，几年的努力茜已有了很出色的表现。经过各种关系，现在茜已经是英国总公司在中国分公司的经理。茜为自己买了房子、买了车，她只是为了证明别人有的东西自己也会有，但只是时间的问题。
巩在国外回来了，请家里人在一起吃饭也包括茜。茜看见巩还是和以前一样没有什么变化，还是那种拉里拉遢的，没有什么上进。吃过饭后，茜问：“你去哪儿？”巩回答：“白天鹅！”茜又讽刺的说：“你们有钱人总是住那种星级酒店。”巩并没有回答茜的问题，而是问她：“可不可以陪我上去？”“为什么？”巩哀求着说：“就算是求求你了，陪我上去，好不好？”茜想了想答应陪他上去，刚进屋门，巩说：“把眼睛闭上！”倒数5个数！当茜睁开眼睛的时候，在屋的角落里跳出了许多的小丑为她弹琴、唱歌。这时，巩推出一个五层的大蛋糕走到茜的面前：“生日快乐！”茜好感动，因为她已经好多年没有过生日了。巩手中拿着钻戒单膝跪在地上认真地对茜说：“嫁给我，好吗？”茜说：“给我个理由！”“我爱你！”巩回答。茜点头答应了，但她自己也不知道这样是对是错，因为她还是没有办法忘记林，但是，巩的父母对她也很不错。没多久，巩和茜结婚了。
结婚以后的茜还是同以前一样整天的忙于工作，而巩却是在家养养鱼、养养花、上上网，这让茜很看不惯，有一次茜不平地说：“为什么我整天的在外面奔波，而你却整天在家闲着没事！”巩笑嘻嘻的说：“要不我们都在家吧！反正，我爸妈挣的钱够咱俩花一辈子的了！”话音刚落，茜就生气地吼道：“为什么要花你爸妈的钱？难道我们没有能力挣吗？”巩见老婆生气了，急忙连笑带求饶的哄茜。每一次都是这样。一天，茜的QQ上有一个陌生男人加她，她隐约地感觉到那个男人是林，但她还是加了。结果真的是林，他们聊了很久，茜得知林在西北的一家公司当经理，她就觉得自己的老公太没出息了。回到家以后，茜看见鱼缸里有一只鱼腹朝上了，她就捞出来扔了。巩回来以后发现少了一条鱼，就问老婆：“我的‘二姨太’呢？”茜冷淡地说：“我看见它腹朝上就扔了。”“不是，它每天都这样休息一会儿的！”茜听了以后气急了：“你整天就知道在家呆着，就不和别人一样？”巩听了以后，没有一丝表情的问：“你说的‘别人’是他吗？”茜伸手给了巩一个大嘴巴，巩没有说一句话，把门轻轻地带上离开了家。已经两天了，巩都没有回家，茜也知道自己确实有些过分了，但又不好意思主动打电话，她忽然想到了巩的那本日记，巩一直都不让她看，这一次她可以看看了。
打开日记,第一页:
年X月X日，我们班有一个女孩她和别人不一样，每次同学吃过饭后，她都躲在角落里吃馒头、咸菜，我很想去帮帮她，可是，她好象很讨厌有钱人家的小孩，我得想一个好办法！”
“今天我让爸爸给我弄了一件破旧的大衣，我想这样就容易接近她，她也不会讨厌我了。她已经决定给我补课了，为了能和她在一起的时间久一点，我故意每次都考不好，虽然每次她都说我笨，但我还是很开心。可就是无法向爸妈交代。”
…“我的生日到了，爸爸开车来接我，我有点不高兴，因为我怕她会因此疏远我。明天是她的生日，我多希望叫她一起上车，但我知道她一定不肯，所以，我只能送给她一个无奈的微笑。上了车以后，我脱下了破旧的大衣，换了一件新衣服，爸爸还说我是不是有毛病，总爱穿这件破旧的大衣。”
“我觉得我已经喜欢上她了！”
……“爸爸妈妈知道我喜欢她了，但爸爸说只要我考上清华就同意我们在一起，所以，我开始努力的学习，但是，她有那么要强，我不能超过她的分数，所以，我把每一科都少答了几道题，就这样，我比她少了整整50分，考了全校的第二名。可爸爸让我出国，如果我不同意，他会把我帮助她的真相全部告诉她，所以，我答应了！”
“出国前我见到了她，我邀请她到我妈妈的公司做打字员，我怕她知道我是故意帮她，所以就和妈妈商量了一下说公司效益不好。在我走之前，她说要请我吃饭，我说我吃牛肉面，她不同意，我就说我最喜欢吃牛肉面了，因为我知道即使我们两个人都吃才要3块钱，那样的话这个月她还有597块钱的零花钱。吃过饭后，她回学校了，没走多远我就吐了，因为我从来就没有吃过这么难吃的饭。”
……“太巧了！她宿舍有一个女孩是我的初中同学，我告诉过我同学不许欺负她，不然，我就不客气了！”
……“在同学的口中得知她有了男朋友，我很想问问她最近好不好？但是，我却找不到打电话的理由！”
……“今天她的生日，我终于有了一个打电话的理由，但是，听她的声音觉得很急，好象在等人，所以匆匆的就把电话挂了。同学告诉我，她今晚没有回宿舍，我好害怕，我真不敢想象会发生什么事情！我心好乱！”
……“在国外，我努力地奋斗，但是，我却不能告诉她我的成就，我怕她会因此不理我。我经过了一番打拼终于使自己的公司在中国有了分公司，而总经理就是她，我自然就放心了！我就要回国了，我却不能告诉她这些年我的努力。但是，不管她现在还有没有男朋友，我都要向她求婚。”
……“我向她求婚了，她答应了我！”
……“结婚的那天晚上，我故意把自己的手指割破，把床单染红了，尽管我和她的心里都明白她已经不是第一次了，但是，在我的心里，她永远都是那个我要珍惜的人。”
……“结婚以后，她依旧整天忙于工作，而我不能一天见不到她，所以每天只用电脑和总公司的副经理联系，尽管在她眼里我没有出息，但只要不伤害到她比什么都好。”
……“我感觉她又和他联系了，我好怕我会失去她，因为我现在真的不能没有她，我想就这样和她过一辈子。”
……“老婆，我真不想失去你，因为我真的不能没有你！”
……茜已泪流满面，身边这个男人为了帮助她是多么地用心良苦，付出了那么多！她再也不顾忌面子，给巩打了电话，说：“老公，我知道我错了，回来吧！”“给我个理由！”巩问。“我爱你！”

Social Work Code of Ethic (By SASW)

2009-08-09T21:43:00.001+08:00

Code of Professional Ethics Preamble/Guiding Principles

The profession of social work is based upon a belief in the value and dignity of all human beings, and a concern for their social well being.

Social work is dedicated to the enhancement of the lives of human beings through the provision and development of appropriate services and through the promotion of social planning and action. Members of the profession have sought through formal education to equip themselves to meet their responsibilities for the welfare of society as a whole.

The social work profession accepts the responsibility to contribute its knowledge and skills, to lend support to programmes of social welfare and endeavours to protect the community against unethical or incompetent practice in the social welfare field, which may be harmful to human welfare.

The Singapore Association of Social Workers (SASW) subscribes to the following
basic principles and requires its members to observe them.

PRINCIPLES OF PROFESSIONAL ETHICS

A. SOCIAL WORKERS' ETHICAL RESPONSIBILITY TO CLIENTS

Social workers avoid discrimination and prejudice, respect individual differences and accept that professional responsibility must take precedence over personal aims and views.
Social workers respect and safeguard the rights of persons served in a relationship of mutual trust, to privacy and confidentiality in their use of the service and to responsible use of all information given and received.

Responsible use entails the following:

a) Not discussing the case outside the professional context.
b) Restricting access on any records e.g. written, audio, video, e-mail on the client unless subpoenaed by the Courts to do so.
c) Before making a video/audio recording, informed consent from the client must be sought in writing.
d) Before making a video/audio recording, social workers must make a written undertaking, in the presence of the client, about restricted use of the recording which is:
(i) for use within the agency and for purposes benefiting the client
(ii) for relevant professionals and for training/consultation purposes

Permission must be sought in writing from the client again if the audio/video recording is to be used for public viewing and/or hearing.

e) In the event that information relating to the client has to be shared with a professional and/or professional body, the client's permission has to be sought
f) In the event that the client is a minor or is unable for physical, mental or emotional reasons to give consent, a responsible adult who plays a significant role in the life of the minor or adult client, needs to be informed and have his/her consent sought.
g) Names and other sensitive personal particulars of the clients must be removed from the records when used for training or other educational purposes. Pseudonyms and other altered particulars may be substituted so as to maintain anonymity of the clients.
h) All records (e.g. written, audio, video and e-mail) must be kept strictly confidential and in a safe place away from public viewing accessible only to professionals involved in the case.
i) When destroying all forms of records deemed no longer active and useful, care must be taken by social workers to ensure that the principles of confidentiality continue to be maintained, i.e. that the records are completely destroyed leaving no evidence traceable to the identity of the clients.

Responsibility for protecting the clients' rights continues even after termination of the professional relationship.
Social workers affirm the rights of persons served to make their own decisions and to work out their own problems within the scope of their own resources, having due regard to their personal well-being.
Social workers affirm the right to client self determination which needs to be preceded by ensuring that the client is both aware of and has assessed alternative options. The role of social workers in this instance is to provide all relevant information that would allow the client to make an informed decision.
When social workers act on behalf of clients who lack the capacity to make an informed decision, social workers take steps to safeguard the interests and rights of these clients.
Social workers limit the rights to self-determination where in the social worker's professional judgment, clients' actions or potential actions pose a serious, foreseeable and imminent risk to themselves and others.
Social workers affirm that every person has the right to avail themselves to social services, unless this contravenes a specific policy of their employing agency. In practice, this means ensuring:

a) that the client will be able to communicate in a manner comfortable to him/her.
b) an atmosphere that respects all religions and cultures, race, and nationality regardless of political belief, gender, gender orientation, age, marital status, mental and physical ability.
Social workers use clear and respectful language in all communications (written and verbal) to and about clients.
Social workers take the responsibility for continuity of services for their own clients in the event that services are disrupted by any circumstance (e.g. going on leave, emergencies, resignation or termination of employment)
Social workers do not, under any circumstance, engage in sexual activities or sexual contact with current clients whether such contact is consensual or not. This principle applies also to:

a) Client's relatives
b) Other individuals with whom the client maintains a close personal relationship
c) Where there is a risk of exploitation or potential harm to the client.
Social workers do not provide clinical services to individuals with whom they have had a prior sexual relationship.
Social workers do not get involved in close personal relationships with former clients unless the professional relationship was ended at least two years prior to the new contact.
Social workers do not sexually harass clients. Sexual harassment includes sexual advances, sexual solicitation, requests for sexual favours, and other verbal or physical conduct of a sexual nature.
Social workers do not engage in physical contact with clients where there is a possibility of psychological harm to the client as a result of the contact such as cradling or caressing clients.

B. SOCIAL WORKERS' ETHICAL RESPONSIBILITY TO COLLEAGUES INCLUDING INTER-DISCIPLINARY COLLEAGUES

Social workers act on the recognition that effective service depends on cooperation among professional disciplines and others with due regard to respective areas of competence.
Social workers treat with respect the professional judgment, statements and actions of colleagues. When criticisms of these appear unwarranted, social workers need to refer the matter to the Association.
Social workers who refer clients to other professionals take steps to facilitate an orderly transfer of responsibility, and to disclose all pertinent information to the new service providers, with clients' consent.
When working or consulting with other professional disciplines, social workers are aware of the parameters of their own power and expertise as well as that of other professionals, thereby aximizing effective working relationships and ensuring that neither social workers nor clients have inappropriate or unrealistic expectations of themselves and of the results of the help offered.

C. SOCIAL WORKERS' ETHICAL RESPONSIBILITY IN PRACTICE SETTINGS

Social workers are remunerated for their professional work, by a salary, fees, grants or other payments allowable under the terms of their service and by no other gain connected with their working practice. This means that social workers do not accept goods or services from clients as payment for professional services. Bartering arrangements particularly involving services create the potential for conflict of interests, exploitation and inappropriate boundaries in a social worker's relationship with clients.

D. SOCIAL WORKERS' ETHICAL RESPONSIBILITY AS PROFESSIONALS AND TO THE SOCIAL WORK PROFESSION

Social workers work for the continued development of professional competence for both themselves and the profession. This includes their support of continuing professional education in its widest sense.
Social workers strive to remain proficient in professional practice and the performance of professional functions by critically examining and keeping current with emerging knowledge relevant to social work, reviewing regularly professional literature and participating in continuing education relevant to social work practice and social work ethics.
Social workers provide services and represent themselves competent only within the boundaries of their education, training, licence certification, consultation received, supervised experience or other relevant professional experience.
Social workers refrain from any personal behaviour which damage the functioning of the profession, in accordance with the values stated in this Code.
When relevant, social workers make it clear in public statement or action, whether they are speaking or acting as individuals or as authorized representatives of a professional association, an agency, or any other organization.
Social workers do not condone, facilitate or collaborate with any form of discrimination, with regard to race, religion, nationality, gender, gender orientation, age, marital status, political belief, mental and physical ability.
Social workers acknowledge the work of and the contributions made by others.
Social workers take the responsibility of promoting the values of integrity and competence of the social work profession. These activities may include teaching, mentoring, research, consultation service, representation to public bodies, presentations to the community and participation in the activities of SASW.
When engaged in evaluation or research, the same principles of confidentiality and informed consent and respect as given to clients should be accorded to research projects. The process should be governed by the accepted ethics of research.
Social workers refrain from having any form of self-advertisement which makes unsubstantiated claims pertaining to their work, the services provided and the results that can be expected.

E. SOCIAL WORKERS' ETHICAL RESPONSIBILITY TO SOCIETY

Social workers accept as their primary professional obligation the welfare of those served – individuals, groups or communities – with due regard to the common welfare. This obligation may require actions to influence social conditions or policies.
Social workers are committed to correcting through professional channels, abuses to good standards perpetuated by those wrongly using the title "social worker".
Every social worker has the responsibility to give feedback on policies or social conditions which are detrimental to people he/she relates to in his/her professional capacity. The feedback should be given to appropriate bodies/persons with the aim of facilitating change.

The SASW Code of Professional Ethics (1st Revision) was edited by Dr Myrna Blake and Ms Prema Thirupathy in 1999. It was subsequently presented and accepted in principle by the SASW Annual General Meeting on 25 June 1999.

The SASW Code of Professional Ethics (2nd Revision) was edited further by Dr Myrna Blake, Mrs Ngiam Geak Kim and Mr Benny Bong in 2004. The edited version of the SASW Code of Professional Ethics was circulated at the 34th AGM in 2004 for approval. There were no objections made to the revised version.

Social Work Code of Ethic (By NASW)

2009-08-09T21:41:00.001+08:00

Code of Ethics

of the National Association of Social Workers

Approved by the 1996 NASW Delegate Assembly and revised by the 2008 NASW Delegate Assembly

2.01 Respect

4.02 Discrimination

6.04 Social and Political Action

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Preamble

The primary mission of the social work profession is to enhance human wellbeing and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty. A historic and defining feature of social work is the profession’s focus on individual wellbeing in a social context and the wellbeing of society. Fundamental to social work is attention to the environmental forces that create, contribute to, and address problems in living.

Social workers promote social justice and social change with and on behalf of clients. “Clients” is used inclusively to refer to individuals, families, groups, organizations, and communities. Social workers are sensitive to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other forms of social injustice. These activities may be in the form of direct practice, community organizing, supervision, consultation administration, advocacy, social and political action, policy development and implementation, education, and research and evaluation. Social workers seek to enhance the capacity of people to address their own needs. Social workers also seek to promote the responsiveness of organizations, communities, and other social institutions to individuals’ needs and social problems.

The mission of the social work profession is rooted in a set of core values. These core values, embraced by social workers throughout the profession’s history, are the foundation of social work’s unique purpose and perspective:

service
social justice
dignity and worth of the person
importance of human relationships
integrity
competence.

This constellation of core values reflects what is unique to the social work profession. Core values, and the principles that flow from them, must be balanced within the context and complexity of the human experience.

Purpose of the NASW Code of Ethics

Professional ethics are at the core of social work. The profession has an obligation to articulate its basic values, ethical principles, and ethical standards. The NASW Code of Ethics sets forth these values, principles, and standards to guide social workers’ conduct. The Code is relevant to all social workers and social work students, regardless of their professional functions, the settings in which they work, or the populations they serve.

The NASW Code of Ethics serves six purposes:

The Code identifies core values on which social work’s mission is based.
The Code summarizes broad ethical principles that reflect the profession’s core values and establishes a set of specific ethical standards that should be used to guide social work practice.
The Code is designed to help social workers identify relevant considerations when professional obligations conflict or ethical uncertainties arise.
The Code provides ethical standards to which the general public can hold the social work profession accountable.
The Code socializes practitioners new to the field to social work’s mission, values, ethical principles, and ethical standards.
The Code articulates standards that the social work profession itself can use to assess whether social workers have engaged in unethical conduct. NASW has formal procedures to adjudicate ethics complaints filed against its members.* In subscribing to this Code, social workers are required to cooperate in its implementation, participate in NASW adjudication proceedings, and abide by any NASW disciplinary rulings or sanctions based on it.

The Code offers a set of values, principles, and standards to guide decision making and conduct when ethical issues arise. It does not provide a set of rules that prescribe how social workers should act in all situations. Specific applications of the Code must take into account the context in which it is being considered and the possibility of conflicts among the Code‘s values, principles, and standards. Ethical responsibilities flow from all human relationships, from the personal and familial to the social and professional.

Further, the NASW Code of Ethics does not specify which values, principles, and standards are most important and ought to outweigh others in instances when they conflict. Reasonable differences of opinion can and do exist among social workers with respect to the ways in which values, ethical principles, and ethical standards should be rank ordered when they conflict. Ethical decision making in a given situation must apply the informed judgment of the individual social worker and should also consider how the issues would be judged in a peer review process where the ethical standards of the profession would be applied.

Ethical decision making is a process. There are many instances in social work where simple answers are not available to resolve complex ethical issues. Social workers should take into consideration all the values, principles, and standards in this Code that are relevant to any situation in which ethical judgment is warranted. Social workers’ decisions and actions should be consistent with the spirit as well as the letter of this Code.

In addition to this Code, there are many other sources of information about ethical thinking that may be useful. Social workers should consider ethical theory and principles generally, social work theory and research, laws, regulations, agency policies, and other relevant codes of ethics, recognizing that among codes of ethics social workers should consider the NASW Code of Ethics as their primary source. Social workers also should be aware of the impact on ethical decision making of their clients’ and their own personal values and cultural and religious beliefs and practices. They should be aware of any conflicts between personal and professional values and deal with them responsibly. For additional guidance social workers should consult the relevant literature on professional ethics and ethical decision making and seek appropriate consultation when faced with ethical dilemmas. This may involve consultation with an agencybased or social work organization’s ethics committee, a regulatory body, knowledgeable colleagues, supervisors, or legal counsel.

Instances may arise when social workers’ ethical obligations conflict with agency policies or relevant laws or regulations. When such conflicts occur, social workers must make a responsible effort to resolve the conflict in a manner that is consistent with the values, principles, and standards expressed in this Code. If a reasonable resolution of the conflict does not appear possible, social workers should seek proper consultation before making a decision.

The NASW Code of Ethics is to be used by NASW and by individuals, agencies, organizations, and bodies (such as licensing and regulatory boards, professional liability insurance providers, courts of law, agency boards of directors, government agencies, and other professional groups) that choose to adopt it or use it as a frame of reference. Violation of standards in this Code does not automatically imply legal liability or violation of the law. Such determination can only be made in the context of legal and judicial proceedings. Alleged violations of the Code would be subject to a peer review process. Such processes are generally separate from legal or administrative procedures and insulated from legal review or proceedings to allow the profession to counsel and discipline its own members.

A code of ethics cannot guarantee ethical behavior. Moreover, a code of ethics cannot resolve all ethical issues or disputes or capture the richness and complexity involved in striving to make responsible choices within a moral community. Rather, a code of ethics sets forth values, ethical principles, and ethical standards to which professionals aspire and by which their actions can be judged. Social workers’ ethical behavior should result from their personal commitment to engage in ethical practice. The NASW Code of Ethics reflects the commitment of all social workers to uphold the profession’s values and to act ethically. Principles and standards must be applied by individuals of good character who discern moral questions and, in good faith, seek to make reliable ethical judgments.

Ethical Principles

The following broad ethical principles are based on social work’s core values of service, social justice, dignity and worth of the person, importance of human relationships, integrity, and competence. These principles set forth ideals to which all social workers should aspire.

Value: Service

Ethical Principle: Social workers’ primary goal is to help people in need and to address social problems.
Social workers elevate service to others above selfinterest. Social workers draw on their knowledge, values, and skills to help people in need and to address social problems. Social workers are encouraged to volunteer some portion of their professional skills with no expectation of significant financial return (pro bono service).

Value: Social Justice

Ethical Principle: Social workers challenge social injustice.

Social workers pursue social change, particularly with and on behalf of vulnerable and oppressed individuals and groups of people. Social workers’ social change efforts are focused primarily on issues of poverty, unemployment, discrimination, and other forms of social injustice. These activities seek to promote sensitivity to and knowledge about oppression and cultural and ethnic diversity. Social workers strive to ensure access to needed information, services, and resources; equality of opportunity; and meaningful participation in decision making for all people.

Value: Dignity and Worth of the Person

Ethical Principle: Social workers respect the inherent dignity and worth of the person.

Social workers treat each person in a caring and respectful fashion, mindful of individual differences and cultural and ethnic diversity. Social workers promote clients’ socially responsible selfdetermination. Social workers seek to enhance clients’ capacity and opportunity to change and to address their own needs. Social workers are cognizant of their dual responsibility to clients and to the broader society. They seek to resolve conflicts between clients’ interests and the broader society’s interests in a socially responsible manner consistent with the values, ethical principles, and ethical standards of the profession.

Value: Importance of Human Relationships

Ethical Principle: Social workers recognize the central importance of human relationships.
Social workers understand that relationships between and among people are an important vehicle for change. Social workers engage people as partners in the helping process. Social workers seek to strengthen relationships among people in a purposeful effort to promote, restore, maintain, and enhance the wellbeing of individuals, families, social groups, organizations, and communities.

Value: Integrity

Ethical Principle: Social workers behave in a trustworthy manner.

Social workers are continually aware of the profession’s mission, values, ethical principles, and ethical standards and practice in a manner consistent with them. Social workers act honestly and responsibly and promote ethical practices on the part of the organizations with which they are affiliated.

Value: Competence

Ethical Principle: Social workers practice within their areas of competence and develop and enhance their professional expertise.
Social workers continually strive to increase their professional knowledge and skills and to apply them in practice. Social workers should aspire to contribute to the knowledge base of the profession.

Ethical Standards

The following ethical standards are relevant to the professional activities of all social workers. These standards concern (1) social workers’ ethical responsibilities to clients, (2) social workers’ ethical responsibilities to colleagues, (3) social workers’ ethical responsibilities in practice settings, (4) social workers’ ethical responsibilities as professionals, (5) social workers’ ethical responsibilities to the social work profession, and (6) social workers’ ethical responsibilities to the broader society.

Some of the standards that follow are enforceable guidelines for professional conduct, and some are aspirational. The extent to which each standard is enforceable is a matter of professional judgment to be exercised by those responsible for reviewing alleged violations of ethical standards.

1. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO CLIENTS

1.01 Commitment to Clients

Social workers’ primary responsibility is to promote the wellbeing of clients. In general, clients’ interests are primary. However, social workers’ responsibility to the larger society or specific legal obligations may on limited occasions supersede the loyalty owed clients, and clients should be so advised. (Examples include when a social worker is required by law to report that a client has abused a child or has threatened to harm self or others.)

1.02 SelfDetermination

Social workers respect and promote the right of clients to selfdetermination and assist clients in their efforts to identify and clarify their goals. Social workers may limit clients’ right to selfdetermination when, in the social workers’ professional judgment, clients’ actions or potential actions pose a serious, foreseeable, and imminent risk to themselves or others.

1.03 Informed Consent

(a) Social workers should provide services to clients only in the context of a professional relationship based, when appropriate, on valid informed consent. Social workers should use clear and understandable language to inform clients of the purpose of the services, risks related to the services, limits to services because of the requirements of a thirdparty payer, relevant costs, reasonable alternatives, clients’ right to refuse or withdraw consent, and the time frame covered by the consent. Social workers should provide clients with an opportunity to ask questions.

(b) In instances when clients are not literate or have difficulty understanding the primary language used in the practice setting, social workers should take steps to ensure clients’ comprehension. This may include providing clients with a detailed verbal explanation or arranging for a qualified interpreter or translator whenever possible.

(c) In instances when clients lack the capacity to provide informed consent, social workers should protect clients’ interests by seeking permission from an appropriate third party, informing clients consistent with the clients’ level of understanding. In such instances social workers should seek to ensure that the third party acts in a manner consistent with clients’ wishes and interests. Social workers should take reasonable steps to enhance such clients’ ability to give informed consent.

(d) In instances when clients are receiving services involuntarily, social workers should provide information about the nature and extent of services and about the extent of clients’ right to refuse service.

(e) Social workers who provide services via electronic media (such as computer, telephone, radio, and television) should inform recipients of the limitations and risks associated with such services.

(f) Social workers should obtain clients’ informed consent before audiotaping or videotaping clients or permitting observation of services to clients by a third party.

1.04 Competence

(a) Social workers should provide services and represent themselves as competent only within the boundaries of their education, training, license, certification, consultation received, supervised experience, or other relevant professional experience.

(b) Social workers should provide services in substantive areas or use intervention techniques or approaches that are new to them only after engaging in appropriate study, training, consultation, and supervision from people who are competent in those interventions or techniques.

(c) When generally recognized standards do not exist with respect to an emerging area of practice, social workers should exercise careful judgment and take responsible steps (including appropriate education, research, training, consultation, and supervision) to ensure the competence of their work and to protect clients from harm.

1.05 Cultural Competence and Social Diversity

(a) Social workers should understand culture and its function in human behavior and society, recognizing the strengths that exist in all cultures.

(b) Social workers should have a knowledge base of their clients’ cultures and be able to demonstrate competence in the provision of services that are sensitive to clients’ cultures and to differences among people and cultural groups.

(c) Social workers should obtain education about and seek to understand the nature of social diversity and oppression with respect to race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, and mental or physical disability.

1.06 Conflicts of Interest

(a) Social workers should be alert to and avoid conflicts of interest that interfere with the exercise of professional discretion and impartial judgment. Social workers should inform clients when a real or potential conflict of interest arises and take reasonable steps to resolve the issue in a manner that makes the clients’ interests primary and protects clients’ interests to the greatest extent possible. In some cases, protecting clients’ interests may require termination of the professional relationship with proper referral of the client.

(b) Social workers should not take unfair advantage of any professional relationship or exploit others to further their personal, religious, political, or business interests.

(c) Social workers should not engage in dual or multiple relationships with clients or former clients in which there is a risk of exploitation or potential harm to the client. In instances when dual or multiple relationships are unavoidable, social workers should take steps to protect clients and are responsible for setting clear, appropriate, and culturally sensitive boundaries. (Dual or multiple relationships occur when social workers relate to clients in more than one relationship, whether professional, social, or business. Dual or multiple relationships can occur simultaneously or consecutively.)

(d) When social workers provide services to two or more people who have a relationship with each other (for example, couples, family members), social workers should clarify with all parties which individuals will be considered clients and the nature of social workers’ professional obligations to the various individuals who are receiving services. Social workers who anticipate a conflict of interest among the individuals receiving services or who anticipate having to perform in potentially conflicting roles (for example, when a social worker is asked to testify in a child custody dispute or divorce proceedings involving clients) should clarify their role with the parties involved and take appropriate action to minimize any conflict of interest.

1.07 Privacy and Confidentiality

(a) Social workers should respect clients’ right to privacy. Social workers should not solicit private information from clients unless it is essential to providing services or conducting social work evaluation or research. Once private information is shared, standards of confidentiality apply.

(b) Social workers may disclose confidential information when appropriate with valid consent from a client or a person legally authorized to consent on behalf of a client.

(c) Social workers should protect the confidentiality of all information obtained in the course of professional service, except for compelling professional reasons. The general expectation that social workers will keep information confidential does not apply when disclosure is necessary to prevent serious, foreseeable, and imminent harm to a client or other identifiable person. In all instances, social workers should disclose the least amount of confidential information necessary to achieve the desired purpose; only information that is directly relevant to the purpose for which the disclosure is made should be revealed.

(d) Social workers should inform clients, to the extent possible, about the disclosure of confidential information and the potential consequences, when feasible before the disclosure is made. This applies whether social workers disclose confidential information on the basis of a legal requirement or client consent.

(e) Social workers should discuss with clients and other interested parties the nature of confidentiality and limitations of clients’ right to confidentiality. Social workers should review with clients circumstances where confidential information may be requested and where disclosure of confidential information may be legally required. This discussion should occur as soon as possible in the social workerclient relationship and as needed throughout the course of the relationship.

(f) When social workers provide counseling services to families, couples, or groups, social workers should seek agreement among the parties involved concerning each individual’s right to confidentiality and obligation to preserve the confidentiality of information shared by others. Social workers should inform participants in family, couples, or group counseling that social workers cannot guarantee that all participants will honor such agreements.

(g) Social workers should inform clients involved in family, couples, marital, or group counseling of the social worker’s, employer’s, and agency’s policy concerning the social worker’s disclosure of confidential information among the parties involved in the counseling.

(h) Social workers should not disclose confidential information to thirdparty payers unless clients have authorized such disclosure.

(i) Social workers should not discuss confidential information in any setting unless privacy can be ensured. Social workers should not discuss confidential information in public or semipublic areas such as hallways, waiting rooms, elevators, and restaurants.

(j) Social workers should protect the confidentiality of clients during legal proceedings to the extent permitted by law. When a court of law or other legally authorized body orders social workers to disclose confidential or privileged information without a client’s consent and such disclosure could cause harm to the client, social workers should request that the court withdraw the order or limit the order as narrowly as possible or maintain the records under seal, unavailable for public inspection.

(k) Social workers should protect the confidentiality of clients when responding to requests from members of the media.

(l) Social workers should protect the confidentiality of clients’ written and electronic records and other sensitive information. Social workers should take reasonable steps to ensure that clients’ records are stored in a secure location and that clients’ records are not available to others who are not authorized to have access.

(m) Social workers should take precautions to ensure and maintain the confidentiality of information transmitted to other parties through the use of computers, electronic mail, facsimile machines, telephones and telephone answering machines, and other electronic or computer technology. Disclosure of identifying information should be avoided whenever possible.

(n) Social workers should transfer or dispose of clients’ records in a manner that protects clients’ confidentiality and is consistent with state statutes governing records and social work licensure.

(o) Social workers should take reasonable precautions to protect client confidentiality in the event of the social worker’s termination of practice, incapacitation, or death.

(p) Social workers should not disclose identifying information when discussing clients for teaching or training purposes unless the client has consented to disclosure of confidential information.

(q) Social workers should not disclose identifying information when discussing clients with consultants unless the client has consented to disclosure of confidential information or there is a compelling need for such disclosure.

(r) Social workers should protect the confidentiality of deceased clients consistent with the preceding standards.

1.08 Access to Records

(a) Social workers should provide clients with reasonable access to records concerning the clients. Social workers who are concerned that clients’ access to their records could cause serious misunderstanding or harm to the client should provide assistance in interpreting the records and consultation with the client regarding the records. Social workers should limit clients’ access to their records, or portions of their records, only in exceptional circumstances when there is compelling evidence that such access would cause serious harm to the client. Both clients’ requests and the rationale for withholding some or all of the record should be documented in clients’ files.

(b) When providing clients with access to their records, social workers should take steps to protect the confidentiality of other individuals identified or discussed in such records.

1.09 Sexual Relationships

(a) Social workers should under no circumstances engage in sexual activities or sexual contact with current clients, whether such contact is consensual or forced.

(b) Social workers should not engage in sexual activities or sexual contact with clients’ relatives or other individuals with whom clients maintain a close personal relationship when there is a risk of exploitation or potential harm to the client. Sexual activity or sexual contact with clients’ relatives or other individuals with whom clients maintain a personal relationship has the potential to be harmful to the client and may make it difficult for the social worker and client to maintain appropriate professional boundaries. Social workers—not their clients, their clients’ relatives, or other individuals with whom the client maintains a personal relationship—assume the full burden for setting clear, appropriate, and culturally sensitive boundaries.

(c) Social workers should not engage in sexual activities or sexual contact with former clients because of the potential for harm to the client. If social workers engage in conduct contrary to this prohibition or claim that an exception to this prohibition is warranted because of extraordinary circumstances, it is social workers—not their clients—who assume the full burden of demonstrating that the former client has not been exploited, coerced, or manipulated, intentionally or unintentionally.

(d) Social workers should not provide clinical services to individuals with whom they have had a prior sexual relationship. Providing clinical services to a former sexual partner has the potential to be harmful to the individual and is likely to make it difficult for the social worker and individual to maintain appropriate professional boundaries.

1.10 Physical Contact

Social workers should not engage in physical contact with clients when there is a possibility of psychological harm to the client as a result of the contact (such as cradling or caressing clients). Social workers who engage in appropriate physical contact with clients are responsible for setting clear, appropriate, and culturally sensitive boundaries that govern such physical contact.

1.11 Sexual Harassment

Social workers should not sexually harass clients. Sexual harassment includes sexual advances, sexual solicitation, requests for sexual favors, and other verbal or physical conduct of a sexual nature.

1.12 Derogatory Language

Social workers should not use derogatory language in their written or verbal communications to or about clients. Social workers should use accurate and respectful language in all communications to and about clients.

1.13 Payment for Services

(a) When setting fees, social workers should ensure that the fees are fair, reasonable, and commensurate with the services performed. Consideration should be given to clients’ ability to pay.

(b) Social workers should avoid accepting goods or services from clients as payment for professional services. Bartering arrangements, particularly involving services, create the potential for conflicts of interest, exploitation, and inappropriate boundaries in social workers’ relationships with clients. Social workers should explore and may participate in bartering only in very limited circumstances when it can be demonstrated that such arrangements are an accepted practice among professionals in the local community, considered to be essential for the provision of services, negotiated without coercion, and entered into at the client’s initiative and with the client’s informed consent. Social workers who accept goods or services from clients as payment for professional services assume the full burden of demonstrating that this arrangement will not be detrimental to the client or the professional relationship.

(c) Social workers should not solicit a private fee or other remuneration for providing services to clients who are entitled to such available services through the social workers’ employer or agency.

1.14 Clients Who Lack DecisionMaking Capacity

When social workers act on behalf of clients who lack the capacity to make informed decisions, social workers should take reasonable steps to safeguard the interests and rights of those clients.

1.15 Interruption of Services

Social workers should make reasonable efforts to ensure continuity of services in the event that services are interrupted by factors such as unavailability, relocation, illness, disability, or death.

1.16 Termination of Services

(a) Social workers should terminate services to clients and professional relationships with them when such services and relationships are no longer required or no longer serve the clients’ needs or interests.

(b) Social workers should take reasonable steps to avoid abandoning clients who are still in need of services. Social workers should withdraw services precipitously only under unusual circumstances, giving careful consideration to all factors in the situation and taking care to minimize possible adverse effects. Social workers should assist in making appropriate arrangements for continuation of services when necessary.

(c) Social workers in fee for service settings may terminate services to clients who are not paying an overdue balance if the financial contractual arrangements have been made clear to the client, if the client does not pose an imminent danger to self or others, and if the clinical and other consequences of the current nonpayment have been addressed and discussed with the client.

(d) Social workers should not terminate services to pursue a social, financial, or sexual relationship with a client.

(e) Social workers who anticipate the termination or interruption of services to clients should notify clients promptly and seek the transfer, referral, or continuation of services in relation to the clients’ needs and preferences.

(f) Social workers who are leaving an employment setting should inform clients of appropriate options for the continuation of services and of the benefits and risks of the options.

2. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO COLLEAGUES

2.01 Respect

(a) Social workers should treat colleagues with respect and should represent accurately and fairly the qualifications, views, and obligations of colleagues.

(b) Social workers should avoid unwarranted negative criticism of colleagues in communications with clients or with other professionals. Unwarranted negative criticism may include demeaning comments that refer to colleagues’ level of competence or to individuals’ attributes such as race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, and mental or physical disability.

(c) Social workers should cooperate with social work colleagues and with colleagues of other professions when such cooperation serves the wellbeing of clients.

2.02 Confidentiality

Social workers should respect confidential information shared by colleagues in the course of their professional relationships and transactions. Social workers should ensure that such colleagues understand social workers’ obligation to respect confidentiality and any exceptions related to it.

2.03 Interdisciplinary Collaboration

(a) Social workers who are members of an interdisciplinary team should participate in and contribute to decisions that affect the wellbeing of clients by drawing on the perspectives, values, and experiences of the social work profession. Professional and ethical obligations of the interdisciplinary team as a whole and of its individual members should be clearly established.

(b) Social workers for whom a team decision raises ethical concerns should attempt to resolve the disagreement through appropriate channels. If the disagreement cannot be resolved, social workers should pursue other avenues to address their concerns consistent with client wellbeing.

2.04 Disputes Involving Colleagues

(a) Social workers should not take advantage of a dispute between a colleague and an employer to obtain a position or otherwise advance the social workers’ own interests.

(b) Social workers should not exploit clients in disputes with colleagues or engage clients in any inappropriate discussion of conflicts between social workers and their colleagues.

2.05 Consultation

(a) Social workers should seek the advice and counsel of colleagues whenever such consultation is in the best interests of clients.

(b) Social workers should keep themselves informed about colleagues’ areas of expertise and competencies. Social workers should seek consultation only from colleagues who have demonstrated knowledge, expertise, and competence related to the subject of the consultation.

(c) When consulting with colleagues about clients, social workers should disclose the least amount of information necessary to achieve the purposes of the consultation.

2.06 Referral for Services

(a) Social workers should refer clients to other professionals when the other professionals’ specialized knowledge or expertise is needed to serve clients fully or when social workers believe that they are not being effective or making reasonable progress with clients and that additional service is required.

(b) Social workers who refer clients to other professionals should take appropriate steps to facilitate an orderly transfer of responsibility. Social workers who refer clients to other professionals should disclose, with clients’ consent, all pertinent information to the new service providers.

(c) Social workers are prohibited from giving or receiving payment for a referral when no professional service is provided by the referring social worker.

2.07 Sexual Relationships

(a) Social workers who function as supervisors or educators should not engage in sexual activities or contact with supervisees, students, trainees, or other colleagues over whom they exercise professional authority.

(b) Social workers should avoid engaging in sexual relationships with colleagues when there is potential for a conflict of interest. Social workers who become involved in, or anticipate becoming involved in, a sexual relationship with a colleague have a duty to transfer professional responsibilities, when necessary, to avoid a conflict of interest.

2.08 Sexual Harassment

Social workers should not sexually harass supervisees, students, trainees, or colleagues. Sexual harassment includes sexual advances, sexual solicitation, requests for sexual favors, and other verbal or physical conduct of a sexual nature.

2.09 Impairment of Colleagues

(a) Social workers who have direct knowledge of a social work colleague’s impairment that is due to personal problems, psychosocial distress, substance abuse, or mental health difficulties and that interferes
with practice effectiveness should consult with that colleague when feasible and assist the colleague in taking remedial action.

(b) Social workers who believe that a social work colleague’s impairment interferes with practice effectiveness and that the colleague has not taken adequate steps to address the impairment should take action through appropriate channels established by employers, agencies, NASW, licensing and regulatory bodies, and other professional organizations.

2.10 Incompetence of Colleagues

(a) Social workers who have direct knowledge of a social work colleague’s incompetence should consult with that colleague when feasible and assist the colleague in taking remedial action.

(b) Social workers who believe that a social work colleague is incompetent and has not taken adequate steps to address the incompetence should take action through appropriate channels established by employers, agencies, NASW, licensing and regulatory bodies, and other professional organizations.

2.11 Unethical Conduct of Colleagues

(a) Social workers should take adequate measures to discourage, prevent, expose, and correct the unethical conduct of colleagues.

(b) Social workers should be knowledgeable about established policies and procedures for handling concerns about colleagues’ unethical behavior. Social workers should be familiar with national, state, and local procedures for handling ethics complaints. These include policies and procedures created by NASW, licensing and regulatory bodies, employers, agencies, and other professional organizations.

(c) Social workers who believe that a colleague has acted unethically should seek resolution by discussing their concerns with the colleague when feasible and when such discussion is likely to be productive.

(d) When necessary, social workers who believe that a colleague has acted unethically should take action through appropriate formal channels (such as contacting a state licensing board or regulatory body, an NASW committee on inquiry, or other professional ethics committees).

(e) Social workers should defend and assist colleagues who are unjustly charged with unethical conduct.

3. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES IN PRACTICE SETTINGS

3.01 Supervision and Consultation

(a) Social workers who provide supervision or consultation should have the necessary knowledge and skill to supervise or consult appropriately and should do so only within their areas of knowledge and competence.

(b) Social workers who provide supervision or consultation are responsible for setting clear, appropriate, and culturally sensitive boundaries.

(c) Social workers should not engage in any dual or multiple relationships with supervisees in which there is a risk of exploitation of or potential harm to the supervisee.

(d) Social workers who provide supervision should evaluate supervisees’ performance in a manner that is fair and respectful.

3.02 Education and Training

(a) Social workers who function as educators, field instructors for students, or trainers should provide instruction only within their areas of knowledge and competence and should provide instruction based on the most current information and knowledge available in the profession.

(b) Social workers who function as educators or field instructors for students should evaluate students’ performance in a manner that is fair and respectful.

(c) Social workers who function as educators or field instructors for students should take reasonable steps to ensure that clients are routinely informed when services are being provided by students.

(d) Social workers who function as educators or field instructors for students should not engage in any dual or multiple relationships with students in which there is a risk of exploitation or potential harm to the student. Social work educators and field instructors are responsible for setting clear, appropriate, and culturally sensitive boundaries.

3.03 Performance Evaluation

Social workers who have responsibility for evaluating the performance of others should fulfill such responsibility in a fair and considerate manner and on the basis of clearly stated criteria.

3.04 Client Records

(a) Social workers should take reasonable steps to ensure that documentation in records is accurate and reflects the services provided.

(b) Social workers should include sufficient and timely documentation in records to facilitate the delivery of services and to ensure continuity of services provided to clients in the future.

(c) Social workers’ documentation should protect clients’ privacy to the extent that is possible and appropriate and should include only information that is directly relevant to the delivery of services.

(d) Social workers should store records following the termination of services to ensure reasonable future access. Records should be maintained for the number of years required by state statutes or relevant contracts.

3.05 Billing

Social workers should establish and maintain billing practices that accurately reflect the nature and extent of services provided and that identify who provided the service in the practice setting.

3.06 Client Transfer

(a) When an individual who is receiving services from another agency or colleague contacts a social worker for services, the social worker should carefully consider the client’s needs before agreeing to provide services. To minimize possible confusion and conflict, social workers should discuss with potential clients the nature of the clients’ current relationship with other service providers and the implications, including possible benefits or risks, of entering into a relationship with a new service provider.

(b) If a new client has been served by another agency or colleague, social workers should discuss with the client whether consultation with the previous service provider is in the client’s best interest.

3.07 Administration

(a) Social work administrators should advocate within and outside their agencies for adequate resources to meet clients’ needs.

(b) Social workers should advocate for resource allocation procedures that are open and fair. When not all clients’ needs can be met, an allocation procedure should be developed that is nondiscriminatory and based on appropriate and consistently applied principles.

(c) Social workers who are administrators should take reasonable steps to ensure that adequate agency or organizational resources are available to provide appropriate staff supervision.

(d) Social work administrators should take reasonable steps to ensure that the working environment for which they are responsible is consistent with and encourages compliance with the NASW Code of Ethics. Social work administrators should take reasonable steps to eliminate any conditions in their organizations that violate, interfere with, or discourage compliance with the Code.

3.08 Continuing Education and Staff Development

Social work administrators and supervisors should take reasonable steps to provide or arrange for continuing education and staff development for all staff for whom they are responsible. Continuing education and staff development should address current knowledge and emerging developments related to social work practice and ethics.

3.09 Commitments to Employers

(a) Social workers generally should adhere to commitments made to employers and employing organizations.

(b) Social workers should work to improve employing agencies’ policies and procedures and the efficiency and effectiveness of their services.

(c) Social workers should take reasonable steps to ensure that employers are aware of social workers’ ethical obligations as set forth in the NASW Code of Ethics and of the implications of those obligations for social work practice.

(d) Social workers should not allow an employing organization’s policies, procedures, regulations, or administrative orders to interfere with their ethical practice of social work. Social workers should take reasonable steps to ensure that their employing organizations’ practices are consistent with the NASW Code of Ethics.

(e) Social workers should act to prevent and eliminate discrimination in the employing organization’s work assignments and in its employment policies and practices.

(f) Social workers should accept employment or arrange student field placements only in organizations that exercise fair personnel practices.

(g) Social workers should be diligent stewards of the resources of their employing organizations, wisely conserving funds where appropriate and never misappropriating funds or using them for unintended purposes.

3.10 LaborManagement Disputes

(a) Social workers may engage in organized action, including the formation of and participation in labor unions, to improve services to clients and working conditions.

(b) The actions of social workers who are involved in labormanagement disputes, job actions, or labor strikes should be guided by the profession’s values, ethical principles, and ethical standards. Reasonable differences of opinion exist among social workers concerning their primary obligation as professionals during an actual or threatened labor strike or job action. Social workers should carefully examine relevant issues and their possible impact on clients before deciding on a course of action.

4. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES AS PROFESSIONALS

4.01 Competence

(a) Social workers should accept responsibility or employment only on the basis of existing competence or the intention to acquire the necessary competence.

(b) Social workers should strive to become and remain proficient in professional practice and the performance of professional functions. Social workers should critically examine and keep current with emerging knowledge relevant to social work. Social workers should routinely review the professional literature and participate in continuing education relevant to social work practice and social work ethics.

(c) Social workers should base practice on recognized knowledge, including empirically based knowledge, relevant to social work and social work ethics.

4.02 Discrimination

Social workers should not practice, condone, facilitate, or collaborate with any form of discrimination on the basis of race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, or mental or physical disability.

4.03 Private Conduct

Social workers should not permit their private conduct to interfere with their ability to fulfill their professional responsibilities.

4.04 Dishonesty, Fraud, and Deception

Social workers should not participate in, condone, or be associated with dishonesty, fraud, or deception.

4.05 Impairment

(a) Social workers should not allow their own personal problems, psychosocial distress, legal problems, substance abuse, or mental health difficulties to interfere with their professional judgment and performance or to jeopardize the best interests of people for whom they have a professional responsibility.

(b) Social workers whose personal problems, psychosocial distress, legal problems, substance abuse, or mental health difficulties interfere with their professional judgment and performance should immediately seek consultation and take appropriate remedial action by seeking professional help, making adjustments in workload, terminating practice, or taking any other steps necessary to protect clients and others.

4.06 Misrepresentation

(a) Social workers should make clear distinctions between statements made and actions engaged in as a private individual and as a representative of the social work profession, a professional social work organization, or the social worker’s employing agency.

(b) Social workers who speak on behalf of professional social work organizations should accurately represent the official and authorized positions of the organizations.

(c) Social workers should ensure that their representations to clients, agencies, and the public of professional qualifications, credentials, education, competence, affiliations, services provided, or results to be achieved are accurate. Social workers should claim only those relevant professional credentials they actually possess and take steps to correct any inaccuracies or misrepresentations of their credentials by others.

4.07 Solicitations

(a) Social workers should not engage in uninvited solicitation of potential clients who, because of their circumstances, are vulnerable to undue influence, manipulation, or coercion.

(b) Social workers should not engage in solicitation of testimonial endorsements (including solicitation of consent to use a client’s prior statement as a testimonial endorsement) from current clients or from other people who, because of their particular circumstances, are vulnerable to undue influence.

4.08 Acknowledging Credit

(a) Social workers should take responsibility and credit, including authorship credit, only for work they have actually performed and to which they have contributed.

(b) Social workers should honestly acknowledge the work of and the contributions made by others.

5. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO THE SOCIAL WORK PROFESSION

5.01 Integrity of the Profession

(a) Social workers should work toward the maintenance and promotion of high standards of practice.

(b) Social workers should uphold and advance the values, ethics, knowledge, and mission of the profession. Social workers should protect, enhance, and improve the integrity of the profession through appropriate study and research, active discussion, and responsible criticism of the profession.

(c) Social workers should contribute time and professional expertise to activities that promote respect for the value, integrity, and competence of the social work profession. These activities may include teaching, research, consultation, service, legislative testimony, presentations in the community, and participation in their professional organizations.

(d) Social workers should contribute to the knowledge base of social work and share with colleagues their knowledge related to practice, research, and ethics. Social workers should seek to contribute to the profession’s literature and to share their knowledge at professional meetings and conferences.

(e) Social workers should act to prevent the unauthorized and unqualified practice of social work.

5.02 Evaluation and Research

(a) Social workers should monitor and evaluate policies, the implementation of programs, and practice interventions.

(b) Social workers should promote and facilitate evaluation and research to contribute to the development of knowledge.

(c) Social workers should critically examine and keep current with emerging knowledge relevant to social work and fully use evaluation and research evidence in their professional practice.

(d) Social workers engaged in evaluation or research should carefully consider possible consequences and should follow guidelines developed for the protection of evaluation and research participants. Appropriate institutional review boards should be consulted.

(e) Social workers engaged in evaluation or research should obtain voluntary and written informed consent from participants, when appropriate, without any implied or actual deprivation or penalty for refusal to participate; without undue inducement to participate; and with due regard for participants’ wellbeing, privacy, and dignity. Informed consent should include information about the nature, extent, and duration of the participation requested and disclosure of the risks and benefits of participation in the research.

(f) When evaluation or research participants are incapable of giving informed consent, social workers should provide an appropriate explanation to the participants, obtain the participants’ assent to the extent they are able, and obtain written consent from an appropriate proxy.

(g) Social workers should never design or conduct evaluation or research that does not use consent procedures, such as certain forms of naturalistic observation and archival research, unless rigorous and responsible review of the research has found it to be justified because of its prospective scientific, educational, or applied value and unless equally effective alternative procedures that do not involve waiver of consent are not feasible.

(h) Social workers should inform participants of their right to withdraw from evaluation and research at any time without penalty.

(i) Social workers should take appropriate steps to ensure that participants in evaluation and research have access to appropriate supportive services.

(j) Social workers engaged in evaluation or research should protect participants from unwarranted physical or mental distress, harm, danger, or deprivation.

(k) Social workers engaged in the evaluation of services should discuss collected information only for professional purposes and only with people professionally concerned with this information.

(l) Social workers engaged in evaluation or research should ensure the anonymity or confidentiality of participants and of the data obtained from them. Social workers should inform participants of any limits of confidentiality, the measures that will be taken to ensure confidentiality, and when any records containing research data will be destroyed.

(m) Social workers who report evaluation and research results should protect participants’ confidentiality by omitting identifying information unless proper consent has been obtained authorizing disclosure.

(n) Social workers should report evaluation and research findings accurately. They should not fabricate or falsify results and should take steps to correct any errors later found in published data using standard publication methods.

(o) Social workers engaged in evaluation or research should be alert to and avoid conflicts of interest and dual relationships with participants, should inform participants when a real or potential conflict of interest arises, and should take steps to resolve the issue in a manner that makes participants’ interests primary.

(p) Social workers should educate themselves, their students, and their colleagues about responsible research practices.

6. SOCIAL WORKERS’ ETHICAL RESPONSIBILITIES TO THE BROADER SOCIETY

6.01 Social Welfare

Social workers should promote the general welfare of society, from local to global levels, and the development of people, their communities, and their environments. Social workers should advocate for living conditions conducive to the fulfillment of basic human needs and should promote social, economic, political, and cultural values and institutions that are compatible with the realization of social justice.

6.02 Public Participation

Social workers should facilitate informed participation by the public in shaping social policies and institutions.

6.03 Public Emergencies

Social workers should provide appropriate professional services in public emergencies to the greatest extent possible.

6.04 Social and Political Action

(a) Social workers should engage in social and political action that seeks to ensure that all people have equal access to the resources, employment, services, and opportunities they require to meet their basic human needs and to develop fully. Social workers should be aware of the impact of the political arena on practice and should advocate for changes in policy and legislation to improve social conditions in order to meet basic human needs and promote social justice.

(b) Social workers should act to expand choice and opportunity for all people, with special regard for vulnerable, disadvantaged, oppressed, and exploited people and groups.

(c) Social workers should promote conditions that encourage respect for cultural and social diversity within the United States and globally. Social workers should promote policies and practices that demonstrate respect for difference, support the expansion of cultural knowledge and resources, advocate for programs and institutions that demonstrate cultural competence, and promote policies that safeguard the rights of and confirm equity and social justice for all people.

(d) Social workers should act to prevent and eliminate domination of, exploitation of, and discrimination against any person, group, or class on the basis of race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, or mental or physical disability.

Wedding of my buddies from secondary

2009-07-31T12:50:00.010+08:00

Group Photo together with the couple
after the playing of the groom brothers by the bride sisters

Group Photo tahakenat Japanese Garden

Another Group Photo taken outside Japanese Garden before heading back
to the bride side for tea ceremony

On this date,16 March 2009, a big day special occasion of my best buddies from secondary school who has gotten married. It a special moment and big occasion day for him. It my second time being brother in the wedding in my growing year and there be more in the next few year down the road. Still remember on that particular day, where my two other buddies and me din sleep in the night to prepare the stuffs for our groom. From washing the car right in the middle of the night interior and exterior of the car (had fun along the way). Ironing our own clothing, 2 sets, one for the morning and one for the dinner in the evening.
This is because our grooms n the brides both of them are teochew cultural and hence the tradition of the wedding ceremony is to bring fetch the bride or be at the bride place before the sun is out. Therefore, we arrive at the groom house at around 4.30am in the morning. his parent had prepared light break first for us. After our break first, at around close to 5am, the grooms 3 other buddy from his National Service came and we proceed downto put on the ribbon to the door of the car. A total of 3 cars excluding the wedding car which is a white Merc car.
we proceeded and hence arrive at the bride house and a loud car horn is being sound with the intention to announce our arrival. (hehe, not sure if we have also waken up the neighborhood or nt. haha). Anyway, we roughly know what to expect before we arrive at the bride place as I was the one who help to prepared one of the sabo itenery item which the bride side sister will come up with. The 6 brothers had this strange feeling of who we gonna meet and what the challenges that will come. As for me, I am thinking on the bridegroom side who are the sister that she engage to torture us and the three of us including the groom isn't sure who the sister were and that kept us pondering for quite a while while on the way travel to the bride house. Hence to our surprise, our curiosity and guessing are unveiled. There 4 pretty ladies dress in white inside the house with the gate closed. My two buddies, the groom and I was shock to two of the sister were someone whom we all know for many year since secondary.
But it wasn't easy either, we kana a lot of sabo from these two who know us very well. But nevertheless, we manage to conquer them.
Other then that it the normal procedural of the whole ceremony, goes back to the groom side for tea ceremony, then go Japanese garden for shooting purposes, then the couple change into their Chinese customary wear to go back to the bride side for the tea ceremony etc. As usual our task of being the brother or sister is to follow around and see where we can help. hiazzz. so tiring but it worth the tiredness for our newly wed couple. Rest in the afternoon, over at the hotel which the couple had gotten for us to stay overnight. It was so nice of them and his parent to get us a room in the hotel, as we were told that high chance tonight that we will be helping him to bottom up any table who required the groom or bride to drink up during the night event wedding banquet. We were not spare to just enjoy their dinner, me and the two good buddies and the four sister were task to do other stuffs at the reception and other menial task.

What can I say, this night all of us had so much fun and of cause, toward the end when all the guest have left, we make the groom and his wife bottom up and we manage to finish up at least 4 bottels of hard liqour and 3 jug of beers. Of cus our very good friend Peipei and Szehwa stay with us while we bottom up for drinking as they were also quite worry for us in case any of us went down. But thank goodness, we were able to handle our liquor well after months of training session few month back. After which we all proceed back to our hotel room, but that not the end of the show as we went over to our newly wed couple executive suite to take picture as their room is really big and spacious which can hold at least more then 10 pax. Hence me and two other brother plus Peipei and Szehwa went in to disturb the couple and chit chat and took lots of photos.

Me

2009-03-12T11:06:00.002+08:00

All about me and career

2009-02-28T12:39:00.003+08:00

The support from my parents has been as great influence in my life even since I have graduated from secondary school. My parent have been giving me a lot of support and did not give up on me even though I have not done well for my ‘O’ level result. For the very first in my life I fear a lot of things and realize what I did during my days in secondary school life was terrible. My parent pin a lot of hope on me that I would be able to pass and go on to polytechnic but I have fail them sadly. Neither the less, till today of who I am, from ITE, Polytechnic and even now doing part time undergrad in UniSim. They still supporting and encouraging me not to give up and persevere in the things I do. Although there was a point in time when I told my parent that I would be taking up social work as my profession upon my graduation from polytechnic, they were rather shock and disappointed upon me after going through the studies in electronic engineering for so many year. Asking me that “Am I really serious of going or taking up social services as a profession career?” and a comment by my parent was that “Do you know that what you have studied in ITE and polytechnic can bring in stable job and high income and by going into the social service sector the salaries wise will be very much lower then what you are suppose to get.” As time passes, they are accepting that I am really into the sector of social service work and have been able to prove to them that I am enjoying and showing them that I am really all out into this field of work.
Anther person who have a great influence and changes in my life was my lecturer when I am studying in ITE. As like many other students who will try to skip their community involvement project or if can avoid doing. She has changes me and makes me realize the important of study and also about the community that need people to help and care for the less fortunate not just for the benefit of our own. She introduces me the club which she in charge and it called Community Service Club or CSC for short. I was skeptical at first not only about the kind of project the club does but also the people who run the club and it members. But after a few rounds of involvements, I begin to realize it not that bad after all and the people were friendly and forthcoming. It not only inculcates many values and valuable lesson. It teaches us the important about an individual of who we are and how we can make ourselves useful for the society while doing the community project.
There one particular area where it further enhances me into what I am was the regular weekly service to a particular community organization which is Rotary Family Service Centre. Where by my teacher had established contact with them for us to do regular service to the children in the centre such as giving tuition, play with them and even organize party or outing with these needy groups of children. I continue with the organization as volunteer after I have graduated from ITE for the next 7 to 8 years doing all sort of community work with the centre from children, youth and even elderly programme.
These are some of the values which I uphold and been practicing and these are accountability, concern for others, family ties, friendship, openness, self-reliance (determination in getting the thing I want), willing to work hard, respect for others, practicality, honesty, self-worth and team work. The way I am being brought up were rather family orientated such as being open and frank with each and every member in the family by having two way communication and honesty.
The important of family was that these are the people who know one another strength, weakness and are always there to support. Especially my parents who given me strong support, being there with me, giving valuable advises and people who understand me well.
My goals in life is to be able to give supports, to use my own life experience to help lead people in the right direction of life, treasure family values and imparting my knowledge to the next generation and of cause my own family in the near future. As I would like to leave my legacy behind for my future family generation who will in turn also impart these entire valuable lesson to the next future generation.
As an individual, I am a person who is more outgoing and tend to mingle well with people especially toward very close friend. But I also tend to be loner at time where I need space to think and do thing quietly. I am being seen as a person who treasures a lot of friendship and a person who make friend easily but individually my close friends who really know me were very few.
Especially when I am in groups with my friends be it outing, dining or entertainment. I am more pro-active in being the observer and play along kind of person in the groups. But when I am required to conduct group session in a formal setting, I can be serious with some laughter in between and also being seen as a person who know the subject well in a particular presentation.
When come to my attitude towards authority, I will display respect for people who are of higher position, fearful of myself if I ever make mistake, being honest and humble at the same time will keep me well balance. But when come to management of conflicts, I am sometime good sometime bad, at loss most of the time and needed sometime to readjust and bounce back onto the right track, tend not to bother too much in conflict that is unable to resolve and let it die of by itself.
Area which I need to improve on is management skill such as conflict, time and priority management, which till today I am still struggling on. Tend to unable to complete all my case note reports on time and at time when there conflict I tend to avoid first instead of handling directly on the spot.
A lot of these values which I mention earlier in the paragraph help me a lot when I see client in my work place. It hold my ground whenever I need to made a certain firm decision together with client for them to help themselves and not depend on other dependently. Most of the client who have seen me are very comfortable, are willing to explore with me further and will always share their problem and happiness about their live and families.
There was once whereby I see myself that I am being too involved into a family situation and I was unable to see the bigger picture of it. I feel for the client not getting any respect from their family member who treat this client very badly and being biased against her. It makes me realize that my own values and experience have got parallel on stronger on this case because of the issues of respecting and being open with each other in the family. I have got a strong sense of view on family ties and hence I tend to move closer in making sure that these values are being instilled. But being practical, majority of the family in general were not being brought up the way my parent had brought me up. Hencefore, in order for me to overcome this I have to be stand by the side and explore other family members in the household and help assist client to find it own strength perspective and empower them to make their own decision within their own family.
Biasness toward certain groups or holding some stereotypes were not an issues to me as I will also get to learn and understand their different culture and their way of life in handling certain issues in life.

Whispering Hearts Family Service Centre (Club Fidentia)

2008-05-10T13:15:00.009+08:00

In vein with achieving the objectives, the program engages a two-pronged approach.

First of which is the creation of Peer Circle. Peer Circle is a Study Partner Program that deals with youths who are in need of academic and emotional support. In a conducive environment, youths are given the opportunity to learn from an adult mentor within a group. The adult mentor would not only coach them in their academic work but also an avenue for them to be in engage in other relevant issues/interests beyond the syllabus. Lessons (such as movie reviews, creative writing or presentation skills workshops) would be transmitted through engaging mediums. It is essential that the Study Partner Program covers beyond tutoring of academic work. Ideally, it should differentiate as an environment where youth are also exposed to new information/ knowledge which could inspire and/or be of use for their future.

The other distinctive arm of Peer Circle is formal on-site mentoring by trained mentors. According to the leading mentoring agency, Big Brother Big Sisters Australia, mentoring is crucial because it ‘aims to provide a structured and trusting relationship that brings young people together with caring individuals who offer guidance, support and encouragement aimed at developing the competence and character of the mentee.’ More often than not, adolescence is often is in a period of loosening home ties, trying new roles and learning to be independent. In this transition, it would be valuable if there is the presence of trusted adults to whom the youth can relate to for guidance. This is especially valuable for low-income youths- having an older brother or sister who cares could act as positive inspiration.

The trained mentors are volunteers from Nanyang Technological University, junior colleges and working adults. The volunteers will attend at least 2 trainings on session/ class management- (1)working with youth and (2)proper mentoring structure.

The second of the two is Youth Inc. Youth Inc is a component that focuses intensively on equipping youths with life skills through Socio-emotional Learning. Life skills comprise the majority of competencies within the personal and social assets; and these competencies require opportunities for learning. Besides imparting life skills, it is conduit for youth to be able to given the opportunities to practice as well as to pay back with meaningful contribution to their families, schools, peer groups and communities (through community service such as service learning projects). It is essential that community service be properly conducted at early level of schooling and continues throughout the years so as to create a climate for community service for a lifetime (Elias, 2003).

Under the umbrella of Youth Inc., a Youth Committee would be established. Youth would be given a fair amount of autonomy to ‘run’ the Club Fidentia. This is to instill in them a sense of ownership and to give them the freedom to plan and organize in a safe environment- to develop and practice life skills taught. Consequently, this is also done with the hope it could increase their self-image and self-worth. At the end of the program, it is aimed that youths would be given the prospect to learn, apply and contribute skills acquired in their lifetime.

In essence, with the two-pronged approach in hand, we hope to empower our youth in becoming responsible and contributing citizens- who are given the opportunities to develop their character to the fullest potential.

Delivery process

Seminar/discussion format as well as experiential learning through indoor/outdoor activities.

Programme structure

Theoretical Underpinnings/ Research

The Ecological model holds the view that the person is embedded within an intricate system of relations. The systems theory shifts attention from the cause-and-effect relationship of the person and the environment to the person as an interrelated whole (Compton & Galway 1999). The notion of transactional causality is emphasized; every part of a system is affected by every other part. The intricate relationship among systems implies that a person’s life event would be affected by environment demands, internal demands, environment supports as well as individual’s coping or adaptive abilities. A problem arises when ‘there is no good fit between the individual’s coping abilities and the demands of the environment or between the desires and the support of the environment.’ As suggested by Germain & Gitterman (cited by Compton & Galaway 1999), individuals fail in their life transitions because of their maladaptive interpersonal processes relating to individual’s coping ability or/and the excessive demands or inadequate support from the environment. Hence, to prevent youths from failing in the various aspects of life, Club Fidentia’s programs aim to increase youth’s environmental support as well as to enhance each of their coping abilities.

With social capital weakening in urban societies, youths who lack significant adults in their lives are especially vulnerable to delinquency and marginalization. Youth mentoring is an effective solution for developing resilience in youth population and its efficacy has been well-documented. According to a study by Big Brother Big Sister, Mentoring: A Synthesis of P/PV’s Research: 1988-1985 showed that mentoring had positive impact on youth. The results shown that young person with a mentor were 46 percent less likely than control group to initiate drug use, 27 percent of them less likely to initiate alcohol use, one-third less likely to hit someone and skipped half as many days of school as control youth. In addition, they feel more competent about their ability to do well in school and reported having positive relationships with their parents and friends (Big Brothers Big Sisters, 2007). Social learning theory posits that individual learn as a result of involvement with others, hence providing a successful adult mentor provide an opportunity for youth to model successful collegiate behaviours and also serve as a valuable opportunity to observe successful other young persons. This is especially useful for adolescence who are at a stage where they venture out of their homes for independence.

Peer Circle is constructed in the hope that youths would be able to garner positive environmental support from adult mentors and professional staffs as well as the positive friendships formed in the program. Program staffs had a role of providing support in the form of screening, orientation and training, and support and supervision to ensure the quality of mentoring provided. This is done with the objective of strengthening their environmental support.

One the other side, Youth Inc. focuses strongly on imparting youths with life skills- to enhance youths’ coping abilities. Socio-emotional learning is a way of teaching and organizing that help children to learn a set of skills to help manage life tasks such as learning, forming relationships and communicating effectively. A study by Curtin University, Academic and socio-emotional learning by Maurice J. Elias states that socio-emotional learning is ‘a missing piece’. It represents a part of education that links academic knowledge with specific set of skills important for success. There is a danger that children grow up with knowledge but without socio-emotional skills and a strong moral compass (Elias, 2003). Hence, the program wants to provide support and opportunities for youths to develop these personal and social assets; in order that they can marry both academic knowledge and skills to have a productive and satisfying life.

Strengths perspective suggests that empowerment is significant in encouraging youth to discover their strengths and enhance their self-determination and autonomy (Herriger, 2002). Through social-emotional learning, youths would have the ability to organize, direct their own lives and to provide resources for their self-determination and independence. As a team, we want to nurture a vision that focuses on resiliencies rather the deficits. Hence we intend to provide leadership opportunities for our youths, giving them prospects of taking charge- in hope that their participation would boost their self-esteem and self-image. Low-income youths often need encouragement from the community that they too are worthy and had the ability to be like any other average youth.

Specific problems that the programme addresses

Our underlying belief that form the basic of this program is the belief that each youth in a unique individual with many various strengths- both known or not yet known to the individual. For this reason it is our goal that youth who enters our program would leave discovering more about their strengths and carry with them the belief that they are a capable and distinctive young person; despite their environmental circumstances. One of the major tasks of this program is to allow the youth to see beyond their individual selves. Our work with youths made us realize that most of them lack the global perspective and a vision beyond the community they lived in. Youths are often too consumed with their self and plights, hence not able to discover that they are resourceful people who have the ability to contribute to others. Also, most of them lack life skills training or an environment for skills to be practiced. In addition, most of the youths lived in low-income families whose parents are relatively less able to guide them in their academic studies and offer them career guidance, hence Peer Circle serve to complement by providing academic and inspirational support. Lastly, there is lack of facilities in the community that our youths can tap on to develop their interests and develop positive friendships. Hence, we want to make available a safe outlet for them to mingle and develop positive bonds while strengthening their selves.

Evidence of Community Need for the Programme/ Rationale for Switching Primary PDPs

Reasons for modification of the programme

Club Fidentia was set up in 2006. After a year’s operation, the program staffs evaluated the program and realized that there are some mismatches and gaps between the needs of the clientele and the services delivered. Our initial hypothesis of our target clientele is students who either have difficulty staying in school or for youths who had dropped out of school, hence we propose an entrepreneurial enrichment component- to harness their talent and to learn new skills for future survival. However the demography of our members varied a fair bit from our initial hypothesis, majority of our members are youth in school and had a higher possibility of staying in school throughout the secondary years. Hence we decided to replace entrepreneurial enrichment component with social-emotional learning which is relatively more relevant for school-going youths.

Also, we also added a new component to complement the study partner program- on-site mentoring. In our first year of operations, there was informing mentoring happening between volunteers and youths. Most of our youths are attached and had strong bonds forged with the volunteers. For accountability, it is essential to formalize our mentoring because it is crucial to monitor and supervise, to ensure the quality of mentoring offered to the youths as well as for safety reasons.

There is no disruption for currents members of Club Fidentia. They would move on to the new programs as the target audience still remains the same. As mentioned above, this program is altered to better meet the needs of our current clientele.

Outcome of environmental scan

In the boundary that we served, the only youth organisations available besides Club Fidentia is Nanyang CC youth group, Boon Lay CC Youth Group and Jurong Town CC youth group. Although there are existing youth groups present, they are more generic as compared to our program. They focused more on activity-based activities and their age requirements ranges from 13-35 years of old. Hence, Club Fidentia differentiates because we focuses specifically on a target group of low-income youth age 13-18. Nevertheless, we could collaborate with them by tapping on their resources for various activities.

Needs Assessment

It is essential for a service provider to deliver services that meet the demands of the service users. It is hence crucial that a needs assessment precedes the development of programs. With the data collected, program staffs are then better able to gauge whether the program proposed is feasible. A needs assessment (refer to appendix B) was conducted in August to September 2007 to examine the needs of the youth being served in conjunction with the program goals and objectives.

We administered a survey to 315 youths within our boundary. Our target group are both clients from our centre’s program- Club Fidentia and Bright Owl Project as well as students from neighbouring primary and secondary schools. Primary six students are roped in because they are potential candidates to be enlisted to our program next year (when they promote to secondary one). 91.4% of all of youth reported that life skills are essential. 67.7% of youth claimed that they have not attended life skills courses before. Out of the 67.7% of youth, 71.48% of them expressed interests in attending life skills courses. Of the choices given, the highest percentages chosen for the component of life skills are conflict resolution skills, leadership skills, stress management skills, social skills as well as problem solving skills. The studies above showed that that there is an emerging need by youths for life skills courses.

In relation to adult mentoring, 78.1% of youths and 68.57% of youths claimed that they did not have an older adult they can looked up to in regards to academic/career aspiration as well as relationship problems respectively. On the other hand, only 28.25% and 19.37% of the youths claimed that they did not have an older adult in regards to personal issues and school work. Hence, it is impetus that our group mentoring be focused on providing academic/aspiration and relationship support. In addition, the youths reported that they face difficulties in communication, goal setting as well as academic work in their lives.

Lastly, the survey questions address the issue of community service. Most of the youths (76.51%) claimed that they participate in community service because of self-satisfaction purposes. This is a very encouraging trend, and should be tapped on so that the spirit of community service would last for their lifetime. More than 80% of the youths had indicated that they are ‘somewhat-interested’ to ‘very interested’ in participating in community service projects. Of all, only 1.27% of the youths had joined an overseas community project, of those who did not, 83.81% expressed high interest in participating in an overseas community project. Participating in community services projects especially overseas projects could have a strong impact of youth. Service experiences usually help youth to encounter other people, ideas and circumstances in ways that broaden their sense of perspective and build empathic understanding and caring connection to the world around them (Elias, 2003).

Consultation with community partners

Club Fidentia work closely with schools within the boundary. As schools focus more on academic support, there are less able to provide social-emotional learning courses. Hence, schools would collaborate with us by referring their students for our programs and provide us with feedback on the needs of the students.

Making a Difference in The Lives of Students.

2006-07-01T23:51:00.000+08:00

WHFSC’s School Social Work Programmes: Making a Difference in The Lives of Students.

Holiday Fiesta @ Xingnan Primary School
BY :Lee Guoxing(Organising Chairman)

The Holiday Fiesta was held from 7th to 9th Jun 2006 at Xingnan Primary School. It was a tripartite effort put in by the school social worker from Whispering Hearts Family Service Centre together with 64 volunteers from The Rotaract Club of Marina City and the Interact Club of National Junior College. A hundred and forty-four students participated in this 3-day experiential, educational and fun-filled camp.
The objectives were three folds. Firstly, to engage students in constructive activities during their holidays. Secondly, to allow students from different classes to come together to forge a greater network of friendships in school. Thirdly, to outreach to students and their parents living within the community, to raise their awareness of the Family Service Centre so that they can approach for help and assistance in family matters.
The students were engaged in all kinds of team-building activities that surfaced their leadership qualities and creativity. They visited a fish farm and learned about nature and its ecological systems. On the last day, students and volunteers put together a grand performance for parents and teachers to mark the finale of the holiday fiesta.
Students, volunteers and workers went home with tired bodies, enriched minds, enlivened spirits and the awareness that a part of their lives have been touched and changed by each other over the last three days.

You can view the picture of the event over at the link below.
Holiday Children Fiesta Day 1

Holiday Children Fiesta Day 2

Holiday Children Fiesta Day 3

For the month of April and May 2006

2006-05-25T21:20:00.001+08:00

Wow, It been really somewhile since i last wrote in here back three mth ago.
OK Here the update,
Had quite a few wonder ups n downs in life for the pass few mth.
Such as attending shirley 21st bday celebration at east coast park. Finally had a chance to see her bf. keke.

Well bside attending friends bday celebration and catching up with old friend from poly. I am also keepin my self occupite with studies and event scuh as now i am trying to finish off my final year project reports.
On top of tat running my club event which i am goin to hold a 3 days kids fiesta as this is my third times attending and running the events with my volunteers from NJC and club members and also some very gd buddies from my secondary sch and poly mates who have attended this event b4.
Now everything is running quite smoothly with the coming up volunteer training which me and the center goin to conduct for all the volunteers on how to handle with kids and wat the objective of service learning.
Bside running and junggling with sch and club events, my RAC MC is going to have a upcoming event which is the installation for the new coming yr of 06/07. What is all this about some of you may be wondering, this is a event whrby the old Board for hte yr 05/06 has come to an end and will be handing over to the next batch of leaders to carry on the lineage to brong RAC MC up to a higher lvl. As for me will be from a community service director of yr 05/06 will be taking over the position of Vice-President for the new yr 06/07.
Haha some of you maybe wondering how come Guoxing is so enthu n passionate abt his club n why is he nt made as a president. haha
To me, President is a person who is making most of the deicision and presiding a meeting and also to guide the members n BODs to bring gd image to the club and keepin the club healthy. As for y am i in this position as vice, it for you to guess and for me to know the outcome of ur answer. haha. But in short to say, weather who is the president of the club it not really a matter as it stil voice down to the person itself as in is he/she enthu and passionate about being a rotaractor and want to help the community at large.
Below is a picture of me and the next president.

Below is another Photo with the new board of directors for the coming yr of 06/07
with absent of apologies who was unable to turn up is our dear lilian who is our incoming international director and also the district scretary of yr 06/07

Hiaz...Life is so meaningless.......

2006-04-07T23:39:00.000+08:00

Well, it already the month of April.. wow time really fly real fast. But to me is like time is passing very slow..
How i wish School start next week. But will need to wait for another week b4 sch start..Arghhh..Been so boring at hm. Lazing at home n doing final year prooject and also club proj planning. At least while in sch, I am still be able to chat with my classmate while doing thing or perhap while doing fyp i can switch on my radar to scan and ogle at pretty girls in sch.
Can't wait to do all this again haha, but well i can only be able to do that in sch for the last time. Why, because this is my final semester in Singapore Poly.
Ok enuff of my lame remark above.

Just an update of What i been doing during the pass one mth since holiday both in sch and my club.

As for sch; been doing fyp almost everyday non stop. with a few hr of brk in between while doing. During every brk time i'll spent abt 2hr to see a chinese serial show which i am currently chasing. This serial movie is my cousin borrowed me, it all abt 7 guys and 7 sword that came down to save a particular clan and also preventing the evil from doing bad / harm to the clan n love story. As for now my fyp is i can say we are really on the way to completing it as it a lready more or less about 3/4 of the job.
Oh yesh been also helping out with sch of eee in the preparation of the FOP which gointo start on the 10th April till 13th April. This is my 2nd time involvement in this kinda event whrby we'll meet up all the freshy then try to bond them together so as to prepare them on what is poly life goin to be while they are goin to enbark thier 3yr of studies in poly. For me the main job scope is to get the current yr 1 who going on to yr 2 to supervise them on how to carry out the action plan and to look out for potetial leadership among the freshy and recomment to their new classes and appointing them to be the class representative. As they them self were also a classrep. Alot of student ie the new student have the kind of impression that being a classrep he/she will have a lot of duties or burden to carry on their shoulder. That is the wrong concept as in poly the classrep won;t have any burden at all, jus to basically carry out simple duties even a primary sch kids can do it also. he/she wun be ask to help lecturer carry heavy stuff or collect workbk all this is redundence as you are now a poly student and no longer a secondary or ite student. In poly we treat everyone like a young adult. Of cus being a classrep, at the every end of the semester the classrep will be awarded 4 caa point. some even classrep even get 4 cca by jus doing nutting. and on top of that classrep get the top priority to go to oversea country whras other student dun even get the chance to go. Jus like for my self, for the pass three yr as a classrep, hehe, i been on to cruise, thailand n batam trip to further enhance the leadership skill of all classrep. So Isn;t it good to be a classrep. As you all can see in my blog the video clip of the lastest trip to batam.

On top of jus doing FYP and FOP, I am also planning a proj organinse by Rotaract club of marina city which will take place in this coming june. It quite a big proj that i am embarking on, but my organinsing team and me have some experience in it as this is our 3rd time doing this kinda event and of cus getting the help from National Junior College and some very good friend of my who is willing to sacrifice their time to come join in this meaningful proj. As for now the progress it still going well smoothly with the total number of volunteers is abt more then 60 excluding the organising comm. As for my vision for this proj, my partner n me who is going to embark on the next new rotarct yr 06/07, we going to take this proj to bring it up to the district level for rotaract district 3310 in singapore to go for the district award under community service. But then again it still just a award to be recognise, the main purpose of this proj is to foster the relationship between members and making new networking of friend from other area and to learn from each other and benifit ourself thru this proj with the mind set of wanting to help the community at large with our open mind and our compassionate heart to the community at large. Had attended a Youth-in-action seminar orgainise by the Rotary district for all rotaractors and interactors. More detail of the event can refer to Rotaract Club of Marina City which has the link at the bottom of the page on the left hand colunm bar.

Yup think will write up till here.

What am i goin to do with this 6 week of holiday

2006-03-11T10:59:00.000+08:00

Arghh.....time passes really fast. Just in a moment, it already march the 11th already. Haiz, sometime i really wonder why am i such a dissapoint at time and why that this got to happen to me and why and why and why. If not i should be really enjoying this big hoiliday ahead of me with my fully graduate diploma from the polytechnic and start looking for a career to get on with life, but well i will need to stay back in the polytechnic for another half a sem. Perhap this is buddha wanting to test on me the patient in me or want to tell me that thing that i want i have to earn it thru the hard way.
But anyway, as i jus mention above, time passes very fast and i gt to start planning what i want to do. First priority is to get myself a career to support my family and what kinda job am i goin to take upon..really got to start thinking abt it now. I ve a lot of vision of what i want to do. But will have to take a step at a time.
As for now, since i'm on a temporary on hoiliday brk for 6 week, what am i goin to do. Hiaz as usual friends been tellin me, guoxing arg guoxing why everytime i am so busy, like got to book me b4 hand if nt i gt no time for him/her.
Well this is what i say to them, it all depend, as for now i am rushing my FYP to try to complete 4book out within 6weeks which i set a target for myself n my partner and in hope to complete everything by next sem b4 the mid semester exam and on top of that i am organising and co-organinsing with my own rotaract club n whispering heart family service center for a kids fiesta 2006 in june. In order to get everything out and nicely plan for the 3 fulldays events, planning is the crucial moment n get thing done up got to start this mth. Roughly abt 3mth or more to get thing done like bookin of places of instrest, games, concert, incalculate the kids with all the values to them, gettin 40 -60 volunteers to get them train n participate in the 3days and oso incalculate the young volunteer with objective n value they need to learn, lucky for me as i ve been thru this shit b4 n ve gain lot of expereince with some repeated custosmer volunteer to this proj. So friend out there no worry that i dun ve time for u guys, jus give me a call or drop me a sms i'll reply to u guy and if time permit i'll make a point to meet up.
so in short my hoilday is being cover up by this two big proj on hand and u guys must be wondering especially my own gd buddies from secondary has been saying me do you think by doin all this kinda of social work will get you far and why am i still doin it though i noe that i won't get far even if i really intend to go into this area and the pay is nt high. seriously, i have also thought abt this for a long time, but why am i still goin it. it very hard for me to say. Perhap it the passion or my heart simply tell me jus go ahead with my insterest. Even my own FYP supervisor also told me that i am nt out into the engineering but esle whr. maybe that the reason he gave me the proj which is actually not releated to what i study n it was some sort of how to be a better person n how do we manage of life and to mix ourself with diff cultral background be it in working area or personal life. What i jus say above i maybe wrong, but this is how i feel. Perhap this is due to one person whom i ve alway admire since my days in ITE. She the one who been telling me to go with my heart and give it to my best and what ever setback I have in the pass is over now it the time to take chrg n go ahead with what my heart and feelin in me. My friend n me jus went to vist her during the chinese new yr period and we were really shock n a little upset. Due to her illness back few year ago and after her operation n camotheotapy she has gone dwn alot. but natheless she still as supportive to me n alway ard to give me her advise n listening ear to hear wat i ve to complain n tellin me lot of thing.

okok, think i wrote too much, and if i continue to write, think it goin to take days to complete my story. will continue anither day.

Video Clip on the last sch holiday in 2005 whr by Sch of EEE and SB went for the GYL batam trip 2005

2006-02-19T19:49:00.000+08:00

ARghhhh

2006-01-25T18:19:00.000+08:00

Well this week kinda busy but still able to slack here and there once in a while.
Monday as usual go sch EMI tutorial and i was abt 10 to 15min late as usual and was kinda surprise by my classmate as they say i just came in on time.!!! What was tat suppose to mean? Then i realise it was my lecturer wanna pass me 4 set of lecture note and want me to print for the class. Chay.!! BO bian who call i am the class rep for this technical elective module.
End of tutorial went on for the next lesson which is IC Testing Lab. As usual continue with our PBIL Proj. Dunno i am sway or wat, everytime i go for this lab n complete my prog for this particular IC Chip. Some how or rather the prog always cun work, even after i call upon my lecture to chk whr i go wrong. He will always to me with a frown on his face indicating to him that why it always got to be me who will tend to have this weirld problem even after his chk, whras teh rest of my classmate had got no problem with their prog. Arghhh..but then some how it came to a surprise to me everytime after i play with the delay progation to the clk of the IC. Haha. Just by doin all this IC testing n trouble shooting the time is up and we need to go for our last class. Then i realise that next monday gt no class as it is CNY and we need t hand in the week after then we were told to come back for free access to complete watever that was left n hand in a final report. Arghh..so many report to do!!!!! Then the next class which is OM..Arghh...this is another boring lecture of all module i have..but it quite insteresting thou. LOt of defination to be rem...i always tend to slp in his lecture hall for an hr.
OK
shall continue ltr....buy dinner....Chaozzzz

Went to buy cny clothes

2006-01-22T23:48:00.000+08:00

Today finally went out to get my new cny clothing. Went to suntac city to shop and shopping for clothing i finally stop at one shop and brough two pant n two shirt all from the same shop. Cause I can currently only afford these at the moment as still studying not enuff enuff money to buy branded.
Shop from 2 plus till abt 6plus then came hm for dinner.. Haha must be wondering am i shopping along or with someone or with friend?
Hahaa I shall let you guys go pondor over it.

Just a little bored

2006-01-18T23:24:00.000+08:00

Hmm, this week a little relex as there no classes for all the 3rd year student in sch of eee as this week is also the week of all the poly open hse. Except for Republic poly which had their open hse in the new campus in woodland had already ended on Tuesday. Everyone who is in the engineering course in SP will be displaying their Final year proj to the public. Not all proj. will be display in the Spnovex as proj that had went thru several rdns selection before these proj is being selected will be highlighted in the open hse. I would like to congratulate those friends of which proj is being highlighted.
As for those whose proj not highlighted, dun be dispair. Take this as a week of hoilday to brk ourselve from sch work or take this time to work on our miniproj which is accounted for in our modules and continue to improve on our FYP..

24SA Reunion gathering 2006

2006-01-16T23:59:00.000+08:00

It was a faithful Saturday, I was at home sprinng cleaning my humble little room. My room was in a big mess with 3 to 4 big bag full of rubbish. I din know my room so full of rubbish for just a year since I last spring cleaning in jan 2005. After I about to spring cleaning finish my room, a call from my old buddy in national service asking me why i have not come to meet up as they are all waiting for me. Arghh.... I have actually got mix up with the date that i suppose to have a gathering ever since our ORD three years back.
So i hurriely complete my stuff and took a quick bath and rush down to meet them up. HAHA it like a long time I nv been rushing about to get to a place from home to suntec city. I just remenbered it back while serving my NS i was rushing about to get thing done or get thing to be done as soon as possible. HAHA.

The pioneer batch of 24SA Sergents from Radar Battery.
All 10 Sergents present.

The pioneer batch of 24SA Mens from Radar Battery.
Absent with reason about 4 more mens.

The pioneer batch of 24SA Sergents and mens from Radar Battery.

What Busy Week!!

2006-01-05T17:48:00.000+08:00

HEY TO ALL, WISH ALL OF YOU A HAPPY NEW YEAR AND HAVE A GREAT AND WONDERFULL YEAR AHEAD.

Well, today thursday and I am still working hard on my MST for tomorrow last paper. This still considered not that bad as things still the same except for preparing exam. Well this the usual life of a typical students of all singaporean. Right?

Anyway tml is my final paper, must jiayou then after that go join with my usual gang for dinner then go sentosa. Which is still the tentative plan for now. I'm praying hard tml if can drive out tml or nt, if nt no choice loh. Cus I presume tml there might be lot of ppl then our usual gang which consist of Yongsheng, Desmond, Terence n me.

Well, shall write up to here as for a fresh new beginning of 2006.

Hope this year will bring me luck n thing will goes on smoothly.

My rate of life

2005-12-31T16:22:00.000+08:00

This Is My Life, Rated
Life:	5.8
Mind:	5
Body:	5.7
Spirit:	6.3
Friends/Family:	5.1
Love:	2.1
Finance:	3.6
Take the Rate My Life Quiz

Analysis of Your Life Score Results

Your Life Analysis:

Life: Your life rating is a score of the sum total of your life, and accounts for how satisfied, successful, balanced, capable, valuable, and happy you are. The quiz attempts to put a number on the summation of all of these things, based on your answers. Your life score leaves room for improvement. You can make changes to improve your trouble areas, and this will bring you greater satisfaction. Focus on your weakest points and set about to change them. Do not delay your happiness and success. (Read more on improving your life)

Mind: Your mind rating is a score of your mind's clarity, ability, and health. Higher scores indicate an advancement in knowledge, clear and capable thinking, high mental health, and pure thought free of interference. Your mind score is not bad, but could be improved upon. Your mental health is not weak, but you are not achieving full mental clarity and function. Learn how to unclutter your mind. Keep learning, keep improving, continue moving forward. Read advice from other quiz-takers on improving the mind.

Body: Your body rating measures your body's health, fitness, and general wellness. A healthy body contributes to a happy life, however many of us are lacking in this area. Your body score is fairly average, which means there is room for improvement. Keep a focus on your physical health. Protect your body as it is your most valuable physical asset. Nutrition, stress reduction, and exercise are key. Read advice from other quiz-takers on improving the body.

Spirit: Your spirit rating seeks to capture in a number that elusive quality which is found in your faith, your attitude, and your philosophy on life. A higher score indicates a greater sense of inner peace and balance. Your spirit score leaves room for improvement. Consider making a concerted effort to redefine your attitudes and focus your beliefs. Boosting your spirit will lead to greater life satisfaction. Read advice from other quiz-takers on improving the spirit.

Friends/Family: Your friends and family rating measures your relationships with those around you, and is based on how large, healthy, and dependable your social network is. Your friends and family score is not bad but can be improved. Maintain your current social net, while you try to expand it. Try new things and form new friendships. You will be rewarded greatly.

Love: Your love rating is a measure of your current romantic situation. Sharing your heart with another person is one of life's most glorious, terrifying, rewarding experiences. Your love score is very low, indicating trouble. There is love out there for you. Seek the advice of wise people on how to go about finding it. Do not lose hope. Read advice from other quiz-takers on finding and maintaining love.

Finance: Your finance rating is a score that rates your current financial health and stability. Your financial score indicates some trouble. Raise your score over time by making changes which will lead to greater prosperity in the future. Be sure to live within your means today. Read advice from other quiz-takers on improving your finances.

An Article by Ajaan Chah

2005-11-12T14:21:00.001+08:00

While reading an article from Ajaan Chah, I find that it is really useful to know more indepth of buddhism. Here are some inspriation which i find it very meaningfull.

Fragments of a Teaching

All of you have believed in Buddhism for many years now through hearing about the Buddhist Teachings from many sources -- especially from various monks and teachers. In some cases Dhamma is taught in very broad and vague terms to the point where it is difficult to know how to put it into practice in daily life. In other instances Dhamma is taught in high language or special jargon to the point where most people find it difficult to understand, especially if the teaching is done too literally from scripture. Lastly there is Dhamma taught in a balanced way, neither too vague nor too profound, neither too broad nor too esoteric -- just right for the listener to understand and practice to personally benefit from the Teachings. Today I would like share with you Teachings of the sort I have often used to instruct my disciples in the past; Teachings which I hope may possibly be of personal benefit to those of you here listening today.

One who wishes to reach the Buddha-Dhamma

One who wishes to reach the Buddha-Dhamma must firstly be one who has faith or confidence as a foundation. He must understand the meaning of Buddha-Dhamma as follows:

Buddha: the One-Who-Knows, the one who has purity, radiance and peace in his heart.
Dhamma: the characteristics of purity, radiance and peace which arise from morality, concentration and wisdom.

Therefore, one who is to reach the Buddha-Dhamma is one who cultivates and develops morality, concentration and wisdom within himself.

Walking the Path of Buddha-Dhamma

Naturally people who wish to reach their home are not those who merely sit and think of traveling. They must actually undertake the process of traveling step by step, and in the right direction as well, in order to finally reach home. If they take the wrong path they may eventually run into difficulties such as swamps or other obstacles which are hard to get around. Or they may run into dangerous situations in this wrong direction, thereby possibly never reaching home.

Those who reach home can relax and sleep comfortably -- home is a place of comfort for body and mind. Now they have really reached home. But if the traveler only passed by the front of his home or only walked around it, he would not receive any benefit from having traveled all the way home.

In the same way, walking the path to reach the Buddha-Dhamma is something each one of us must do individually ourselves, for no one can do it for us. And we must travel along the proper path of morality, concentration and wisdom until we find the blessings of purity, radiance and peacefulness of mind that are the fruits of traveling the path. However, if one only has knowledge of books and scriptures, sermons and sutras, that is, only knowledge of the map or plans for the journey, even in hundreds of lives one will never know purity, radiance and peacefulness of mind. Instead one will just waste time and never get to the real benefits of practice. Teachers are those who only point out the direction of the Path. After listening to the teachers, whether or not we walk the Path by practicing ourselves, and thereby reap the fruits of practice, is strictly up to each one of us.

Another way to look at it is to compare practice to a bottle of medicine a doctor leaves for his patient. On the bottle is written detailed instructions on how to take the medicine, but no matter how many hundred times the patient reads the directions, he is bound to die if that is all he does. He will gain no benefit from the medicine. And before he dies he may complain bitterly that the doctor wasn't any good, that the medicine didn't cure him! He will think that the doctor was a fake or that the medicine was worthless, yet he has only spent his time examining the bottle and reading the instructions. He hasn't followed the advice of the doctor and taken the medicine.

However, if the patient actually follows the doctor's advice and takes the medicine regularly as prescribed, he will recover. And if he is very ill, it will be necessary to take a lot of medicine, whereas if he is only mildly ill, only a little medicine will be needed to finally cure him. The fact that we must use a lot of medicine is a result of the severity of our illness. It's only natural and you can see it for yourself with careful consideration.

Doctors prescribe medicine to eliminate disease from the body. The Teachings of the Buddha are prescribed to cure disease of the mind, to bring it back to its natural healthy state. So the Buddha can be considered to be a doctor who prescribes cures for the ills of the mind. He is, in fact, the greatest doctor in the world.

Mental ills are found in each one of us without exception. When you see these mental ills, does it not make sense to look to the Dhamma as support, as medicine to cure your ills? Traveling the path of the Buddha-Dhamma is not done with the body. You must travel with the mind to reach the benefits. We can divide these travelers into three groups:

First Level: this is comprised of those who understand that they must practice themselves, and know how to do so. They take the Buddha, Dhamma and Sangha as their refuge and have resolved to practice diligently according to the Teachings. These persons have discarded merely following customs and traditions, and instead use reason to examine for themselves the nature of the world. These are the group of "Buddhist believers."

Middle Level: This group is comprised of those who have practiced until they have an unshakable faith in the Teachings of the Buddha, the Dhamma and the Sangha. They also have penetrated to the understanding of the true nature of all compounded formations. These persons gradually reduce clinging and attachment. They do not hold onto things and their minds reach deep understanding of the Dhamma. Depending upon the degree of non-attachment and wisdom they are progressively known as stream-enterers, once-returners and nonreturners, or simply, Noble Ones.

Highest Level: This is the group of those whose practice has led them to the body, speech and mind of the Buddha. They are above the world, free of the world, and free of all attachment and clinging. They are known as Arahats or Free Ones, the highest level of the Noble Ones.

How to Purify One's Morality

Morality is restraint and discipline of body and speech. On the formal level this is divided into classes of precepts for lay people and for monks and nuns. However, to speak in general terms, there is one basic characteristic -- that is INTENTION. When we are mindful or self-recollected, we have right intention. Practicing self-recollection and mindfulness will generate good morality.

It is only natural that when we put on dirty clothes and our bodies are dirty, that out minds too will feel uncomfortable and depressed. However, if we keep our bodies clean and wear clean, neat clothes, it makes our minds light and cheerful. So too, when morality is not kept, our bodily actions and speech are dirty, and this is a cause for making the mind unhappy, distressed and heavy. We are separated from right practice and this prevents us from penetrating in the essence of the Dhamma in our minds. The wholesome bodily actions and speech themselves depend on mind, properly trained, since mind orders body and speech. Therefore, we must continue practice by training our minds.

Practice of Concentration Training

The training in concentration is practiced to make the mind firm and steady. This brings about peacefulness of mind. Usually our untrained minds are moving and restless, hard to control and manage. Mind follows sense distractions wildly just like water flowing this way and that, seeking the lowest level. Agriculturists and engineers, though, know how to control water so that it is of greater use to mankind. Men are clever, they know how to dam water, make large reservoirs and canals -- all of this merely to channel water and make it more useable. In addition the water stored becomes a source of electrical power and light, further benefits from controlling its flow so that it doesn't run wild and eventually settle into a few low spots, its usefulness wasted.

So too, the mind which is dammed and controlled, trained constantly, will be of immeasurable benefit. The Buddha Himself taught, "The mind that has been controlled brings true happiness, so train you minds well for the highest of benefits." Similarly, the animals we see around us -- elephants, horses, cattle, buffalo, etc., must be trained before they can be useful for work. Only after they have been trained is their strength of benefit to us.

In the same way, the mind that has been trained will bring many times the blessings of that of an untrained mind. The Buddha and His Noble Disciples all started out in the same way as us -- with untrained minds; but afterwards look how they became the subjects of reverence for us all, and see how much benefit we can gain through their teaching. Indeed, see what benefit has come to the entire world from these men who have gone through the training of the mind to reach the freedom beyond. The mind controlled and trained is better equipped to help us in all professions, in all situations. The disciplined mind will keep our lives balanced, make work easier and develop and nurture reason to govern our actions. In the end our happiness will increase accordingly as we follow the proper mind training.

The training of the mind can be done in many way, with many different methods. The method which is most useful and which can be practiced by all types of people is known as "mindfulness of breathing." It is the developing of mindfulness on the in-breath and the out-breath. In this monastery we concentrate our attention on the tip of the nose and develop awareness of the in- and out-breaths with the mantra word "BUD-DHO." If the meditator wishes to use another word, or simply be mindful of the air moving in and out, this is also fine. Adjust the practice to suit yourself. The essential factor in the meditation is that the noting or awareness of the breath be kept up in the present moment so that one is mindful of each in-breath and each out-breath just as it occurs. While doing walking meditation we try to be constantly mindful of the sensation of the feet touching the ground.

This practice of meditation must be pursued as continuously as possible in order for it to bear fruit. Don't meditate for a short time one day and then in one or two weeks, or even a month, meditate again. This will not bring results. The Buddha taught us to practice often, to practice diligently, that is, to be as continuous as we can in the practice of mental training. To practice meditation we should also find a suitably quiet place free from distractions. In gardens or under shady trees in our back yards, or in places where we can be alone are suitable environments. If we are a monk or nun we should find a suitable hut, a quiet forest or cave. The mountains offer exceptionally suitable places for practice.

In any case, wherever we are, we must make an effort to be continuously mindful of breathing in and breathing out. If the attention wanders to other things, try to pull it back to the object of concentration. Try to put away all other thoughts and cares. Don't think about anything -- just watch the breath. If we are mindful of thoughts as soon as they arise and keep diligently returning to the meditation subject, the mind will become quieter and quieter. When the mind is peaceful and concentrated, release it from the breath as the object of concentration. Now begin to examine the body and mind comprised of the five khandas: material form, feelings, perceptions, mental formations and consciousness. Examine these five khandas as they come and go. You will see clearly that they are impermanent, that this impermanence makes them unsatisfactory and undesirable, and that they come and go of their own -- there is no "self" running things. There is to be found only nature moving according to cause and effect. All things in the world fall under the characteristics of instability, unsatisfactoriness and being without a permanent ego or soul. Seeing the whole of existence in this light, attachment and clinging to the khandas will gradually be reduced. This is because we see the true characteristics of the world. We call this the arising of wisdom.

The Arising of Wisdom

Wisdom is to see the truth of the various manifestations of body and mind. When we use our trained and concentrated minds to examine the five khandas, we will see clearly that both body and mind are impermanent, unsatisfactory and soul-less. In seeing all compounded things with wisdom we do not cling or grasp. Whatever we receive, we receive mindfully. We are not excessively happy. When things of ours break up or disappear, we are not unhappy and do not suffer painful feelings -- for we see clearly the impermanent nature of all things. When we encounter illness and pain of any sort, we have equanimity because our minds have been well trained. The true refuge is the trained mind.

All of this is known as wisdom which knows the true characteristics of things as they arise. Wisdom arises from mindfulness and concentration. Concentration arises from a base of morality or virtue. All of these things, morality, concentration and wisdom, are so inter-related that it is not really possible to separate them. In practice it can be looked at in this way: first there is the disciplining of the mind to be attentive to breathing. This is the arising of morality. When mindfulness of breathing is practiced continuously until the mind is quiet, this is the arising of concentration. Then examination showing the breath as impermanent, unsatisfactory and not-self, and the subsequent non-attachment, is the arising of wisdom. Thus the practice of mindfulness of breathing can be said to be a course for the development of morality, concentration and wisdom. They all come together.

When morality, concentration and wisdom are all developed, we call this practicing the Eightfold Path which the Buddha taught as our only way out of suffering. The Eightfold Path is above all others because if properly practiced it leads directly to Nibbana, to peace. We can say that this practice reaches the Buddha-Dhamma truly and precisely.

Benefits from Practice

When we have practiced meditation as explained above, the fruits of practice will arise in the following three stages:

First, for those practitioners who are at the level of "Buddhist be faith," there will arise increasing faith in the Buddha, Dhamma and Sangha. This faith will become the real inner support of each person. Also, they will understand the cause-and-effect nature of all things, that wholesome action brings wholesome result and that unwholesome action brings unwholesome result. So for such a person there will be a great increase in happiness and mental peace.

Second, those who have reached the noble attainments of stream-winner, once-returner or nonreturner, have unshakable faith in the Buddha, Dhamma and Sangha. They are joyful and are pulled towards Nibbana.

Third, for those Arahats or Perfected Ones, there will be the happiness free from all suffering. These are the Buddhas, free from the world, complete in the Faring of the Holy Way.

We all have had the good fortune to be born as human beings and to hear the Teachings of the Buddha. This is an opportunity that millions of other beings do not have. Therefore do not be careless or heedless. Hurry and develop merits, do good and follow the path of practice in the beginning, in the middle and in the highest levels. Don't let time roll by unused and without purpose. Try to reach the truth of the Buddha's Teachings even today. Let me close with a Lao folk-saying: "Many rounds of merriment and pleasure past, soon it will be evening. Drunk with tears now, rest and see, soon it will be too late to finish the journey."

A Gift of Dhamma

(A Discourse delivered to the assembly of Western Monks, Novices and Lay-disciples at Bung Wai Forest Monastery, Ubon, on 10th October, 1977. This Discourse was offered to the parents of one of the monks on the occasion of their visit from France.)

I am happy that you have taken this opportunity to come and visit Wat Pah Pong, and to see your son who is a monk here, however I'm sorry I have no gift to offer you. France already has so many material things, but of Dhamma there's very little. Having been there and seen for myself, there isn't really any Dhamma there which could lead to peace and tranquillity. There are only things which continually make one's mind confused and troubled.

France is already materially prosperous, it has so many things to offer which are sensually enticing -- sights, sounds, smells, tastes and textures. However, people ignorant of Dhamma only become confused by them. So today I will offer you some Dhamma to take back to France as a gift from Wat Pah Pong and Wat Pah Nanachat.

What is Dhamma? Dhamma is that which can cut through the problems and difficulties of mankind, gradually reducing them to nothing. That's what is called Dhamma and that's what should be studied throughout our daily lives so that when some mental impression arises in us, we'll be able to deal with it and go beyond it.

Problems are common to us all whether living here in Thailand or in other countries. If we don't know how to solve them, we'll always be subject to suffering and distress. That which solves problems is wisdom and to have wisdom we must develop and train the mind.

The subject of practice isn't far away at all, it's right here in our body and mind. Westerners and Thais are the same, they both have a body and mind. A confused body and mind means a confused person and a peaceful body and mind, a peaceful person.

Actually, the mind, like rain water, is pure in its natural state. If we were to drop green coloring into clear rain water, however, it would turn green. If yellow coloring it would turn yellow.

The mind reacts similarly. When a comfortable mental impression "drops" into the mind, the mind is comfortable. When the mental impression is uncomfortable, the mind is uncomfortable. The mind becomes "cloudy" just like the colored water.

When clear water contacts yellow, it turns yellow. When it contacts green, it turns green. It will change color every time. Actually, that water which is green or yellow is naturally clean and clear. This is also the natural state of the mind, clean and pure and unconfused. It becomes confused only because it pursues mental impressions; it gets lost in its moods!

Let me explain more clearly. Right now we are sitting in a peaceful forest. Here, if there's no wind, a leaf remains still. When a wind blows it flaps and flutters. The mind is similar to that leaf. When it contacts a mental impression, it, too, "flaps and flutters" according to the nature of that mental impression. And the less we know of Dhamma, the more the mind will continually pursue mental impressions. Feeling happy, it succumbs to happiness. Feeling suffering, it succumbs to suffering. It's constant confusion!

In the end people become neurotic. Why? Because they don't know! They just follow their moods and don't know how to look after their own minds. When the mind has no one to look after it, it's like a child without a mother or father to take care of him. An orphan has no refuge and, without a refuge, he's very insecure.

Likewise, if the mind is not looked after, if there is no training or maturation of character with right understanding, it's really troublesome.

The method of training the mind which I will give you today is Kammatthana. "Kamma" means "action" and "thana" means "base." In Buddhism it is the method of making the mind peaceful and tranquil. It's for you to use in training the mind and with the trained mind investigate the body.

Our being is composed of two parts: one is the body, the other, the mind. There are only these two parts. What is called "the body," is that which can be seen with our physical eyes. "The mind," on the other hand, has no physical aspect. The mind can only be seen with the "internal eye" or the "eye of the mind." These two things, body and mind, are in a constant state of turmoil.

What is the mind? The mind isn't really any "thing." Conventionally speaking, it's that which feels or senses. That which senses, receives and experiences all mental impressions is called "mind." Right at this moment there is mind. As I am speaking to you, the mind acknowledges what I am saying. Sounds enter through the ear and you know what is being said. That which experiences this is called "mind."

This mind doesn't have any self or substance. It doesn't have any form. It just experiences mental activities, that's all! If we teach this mind to have right view, this mind won't have any problems. It will be at ease.

The mind is mind. Mental objects are mental objects. Mental objects are not the mind, the mind is not mental objects. In order to clearly understand our minds and the mental objects in our minds, we say that the mind is that which receives the mental objects which pop into it.

When these two things, mind and its object, come into contact with each other, they give rise to feelings. Some are good, some bad, some cold, some hot, all kinds! Without wisdom to deal with these feelings, however, the mind will be troubled.

Meditation is the way of developing the mind so that it may be a base for the arising of wisdom. Here the breath is a physical foundation. We call it Anapanasati or "mindfulness of breathing." Here we make breathing our mental object. We take this object of meditation because it's the simplest and because it has been the heart of meditation since ancient times.

When a good occasion arises to do sitting meditation, sit cross-legged: right leg on top of the left leg, right hand on top of the left hand. Keep your back straight and erect. Say to yourself, "Now I will let go of all my burdens and concerns." You don't want anything that will cause you worry. Let go of all concerns for the time being.

Now fix your attention on the breath. Then breathe in and breathe out. In developing awareness of breathing, don't intentionally make the breath long or short. Neither make it strong or weak. Just let it flow normally and naturally. Mindfulness and self-awareness, arising from the mind, will know the in-breath and the out-breath.

Be at ease. Don't think about anything. No need to think of this or that. The only thing you have to do is fix your attention on the breathing in and breathing out. You have nothing else to do but that! Keep your mindfulness fixed on the in-and out-breaths as they occur. Be aware of the beginning, middle and end of each breath. On inhalation, the beginning of the breath is at the nose tip, the middle at the heart, and the end in the abdomen. On exhalation, it's just the reverse: the beginning of the breath is in the abdomen, the middle at the heart, and the end at the nose tip. Develop the awareness of the breath: 1, at the nose tip; 2, at the heart; 3, in the abdomen. Then in reverse: 1, in the abdomen; 2, at the heart; and 3, at the nose tip.

Focusing the attention on these three points will relieve all worries. Just don't think of anything else! Keep your attention on the breath. Perhaps other thoughts will enter the mind. It will take up other themes and distract you. Don't be concerned. Just take up the breathing again as your object of attention. The mind may get caught up in judging and investigating your moods, but continue to practice, being constantly aware of the beginning, middle and the end of each breath.

Eventually, the mind will be aware of the breath at these three points all the time. When you do this practice for some time, the mind and body will get accustomed to the work. Fatigue will disappear. The body will feel lighter and the breath will become more and more refined. Mindfulness and self-awareness will protect the mind and watch over it.

We practice like this until the mind is peaceful and calm, until it is one. One means that the mind will be completely absorbed in the breathing, that it doesn't separate from the breath. The mind will be unconfused and at ease. It will know the beginning, middle and end of the breath and remain steadily fixed on it.

Then when the mind is peaceful, we fix our attention on the in-breath and out-breath at the nose tip only. We don't have to follow it up and down to the abdomen and back. Just concentrate on the tip of the nose where the breath comes in and goes out.

This is called "calming the mind," making it relaxed and peaceful. When tranquillity arises, the mind stops; it stops with its single object, the breath. This is what's known as making the mind peaceful so that wisdom may arise.

This is the beginning, the foundation of our practice. You should try to practice this every single day, wherever you may be. Whether at home, in a car, lying or sitting down, you should be mindfully aware and watch over the mind constantly.

This is called mental training which should be practiced in all the four postures. Not just sitting, but standing, walking and lying as well. The point is that we should know what the state of the mind is at each moment, and, to be able to do this, we must be constantly mindful and aware. Is the mind happy or suffering? Is it confused? Is it peaceful? Getting to know the mind in this manner allows it to become tranquil, and when it does become tranquil, wisdom will arise.

With the tranquil mind investigate the meditation subject which is the body, from the top of the head to the soles of the feet, then back to the head. Do this over and over again. Look at and see the hair of the head, hair of the body, the nails, teeth and skin. In this meditation we will see that this whole body is composed of four "elements': earth, water, fire and wind.

The hard and solid parts of our body make up the earth element; the liquid and flowing parts, the water element. Winds that pass up and down our body make up the wind element, and the heat in our body, the fire element.

Taken together, they compose what we call a "human being." However, when the body is broken down into its component parts, only these four elements remain. The Buddha taught that there is no "being" per se, no human, no Thai, no Westerner, no person, but that ultimately, there are only these four elements -- that's all! We assume that there is a person or a "being" but, in reality, there isn't anything of the sort.

Whether taken separately as earth, water, fire and wind, or taken together labelling what they form a "human being," they're all impermanent, subject to suffering and not-self. They are all unstable, uncertain and in a state of constant change -- not stable for a single moment!

Our body is unstable, altering and changing constantly. Hair changes, nails change, teeth change, skin changes -- everything changes, completely!

Our mind, too, is always changing. It isn't a self or substance. It isn't really "us," not really "them," although it may think so. Maybe it will think about killing itself. Maybe it will think of happiness or of suffering -- all sorts of things! It's unstable. If we don't have wisdom and we believe this mind of ours, it'll lie to us continually. And we alternately suffer and be happy.

This mind is an uncertain thing. This body is uncertain. Together they are impermanent. Together they are a source of suffering. Together they are devoid of self. These, the Buddha pointed out, are neither a being, nor a person, nor a self, nor a soul, nor us, nor they. They are merely elements: earth, water, fire and wind. Elements only!

When the mind sees this, it will rid itself of attachment which holds that "I" am beautiful, "I" am good, "I" am evil, "I" am suffering, "I" have, "I" this or "I" that. You will experience a state of unity, for you'll have seen that all of mankind is basically the same. There is no "I." There are only elements.

When you contemplate and see impermanence, suffering and not-self, there will no longer be clinging to a self, a being, I or he or she. The mind which sees this will give rise to Nibbida, world-weariness and dispassion. It will see all things as only impermanent, suffering and not-self.

The mind then stops. The mind is Dhamma. Greed, hatred and delusion will then diminish and recede little by little until finally there is only mind -- just the pure mind. This is called "practicing meditation."

Thus, I ask you to receive this gift of Dhamma which I offer you to study and contemplate in your daily lives. Please accept this Dhamma Teaching from Wat Pah Pong and Wat Pah Nanachat as an inheritance handed down to you. All of the monks here, including your son, and all the Teachers, make you an offering of this Dhamma to take back to France with you. It will show you the way to peace of mind, it will render your mind calm and unconfused. Your body may be in turmoil, but your mind will not. Those in the world may be confused, but you will not. Even though there is confusion in your country, you will not be confused because the mind will have seen, the mind is Dhamma. This is the right path, the proper way.

May you remember this Teaching in the future.

May you be well and happy.

Why: People have a reason for their behaviour

2005-11-12T14:07:00.000+08:00

while reading an email, I came across this article that is really intresting and dharma inspriation.

Why?People have a reason for their behaviour

Why do people do what they do? Because they have reasons, that's why. But when their reasons are misunderstood or not understood, problems can arise. And often the problems are serious. Relationships may be torn apart, family members may squabble, violence may break out, and countries may go to war - all because of misunderstandings. But why are the intentions of others so difficult to decipher?

To answer this question, all we have to do is examine our own actions. Then, we will discover, as Aristotle (384 ~ 322 BC) has said, "All that we do is done with an eye to something else." That is, we often hide our true motives. For example, Betty visits Aunt Emma, not because there's nothing else she would rather do, but because she feels obligated. Francis may go to work 30 minutes early every day, not because he wants to, but because his manager does, and he feels pressured to do the same. If we wish to avoid misunderstandings, we need to stop looking AT the actions of others and start looking FOR the reasons behind their behaviour. Let's look at an example in greater detail.

Whenever Joanne speaks with her friend Lorraine, she always manages to slip a sentence into the conversation that goes like this, "Lorraine, you need to lose weight!" Why does Joanne do that? What's her motive? If you could read Joanne's heart, you would realize she is not saying, "Lorraine, you are fat!" What she is really saying is, "Lorraine, look at me; I'm so slim and beautiful!" Joanne wasn't trying to encourage Lorraine to lose weight, but was hoping Lorraine would compliment her for being so slim. You see, Joanne suffers from low self-esteem and is desperately seeking the approval of others. She is starving for recognition, approval, and love.

If we were to judge Joanne's words by their appearance, we could mistakenly assume that she is deliberately hurtful. Such a conclusion may cause us to grow angry, defensive, and vindictive. And those feelings may spur us to act rashly and end a relationship. Yet, if we were to see beyond the words, if we were to comprehend with our hearts instead of our minds, our feelings and conduct would be completely different. For once we realized that she wasn't really insulting us but crying out for help and pleading for approval, we would feel pity, not anger, and we would become compassionate, not vindictive. This change of view makes a big difference, doesn't it? For when we are compassionate, we contribute to the world, but when we take offense, we add more tension to the world. So, when people say cruel things, don't be hurt, be reasonable. Don't look AT their actions, but FOR their motives.

How do we probe into the root causes and find the reasons behind the conduct of others? One thing we can do is borrow a very useful tool from Japanese business management practices. When faced with a problem, rather than asking WHY once, they ask at least five times. Each time they ask WHY, they arrive at a deeper understanding and closer to the solution. Let's look at an example.

Nineteen-year-old Joey stabbed a man and stole his money. WHY did he do so? The answer in many quarters of the United States would be, "Because he is evil. He is a wicked person." What is the solution? "Lock him up! Put him in prison!" The first WHY we ask merely scratches the surface and offers superficial solutions.

Let's move on to the second WHY: "Why is Joey 'evil'? Why does he lack a conscience?" After probing deeper, we learn that Joey, unlike most children, did not receive any guidance while growing up. Now we come to WHY #3: "Why didn't Joey get any guidance as a child?" The answer is, we learn, because his father was an alcoholic and his mother was more concerned with her needs than those of her son.

Perhaps Joey didn't get any guidance at home, but why (WHY #4) wasn't he helped at school? Because a damaged (cracked) cup doesn't hold water. That is, constantly scolded by his parents, Joey believed he was incapable of learning at school. And failure to receive help from adults led to a build up of rage. "If no one cares about me," he thought, "I don't care about anyone."

But WHY (#5) didn't schools provide satisfactory counseling and set Joey straight? How could they with overcrowded classrooms, burned-out or unfit teachers, and government cuts that are draining schools of necessary resources?

When faced with the problem of Joey, what happens when we stop with WHY #1 and lock him up? Well, Joey loses his freedom, the world loses his potential contribution, his friends and family lose his company, and as soon as he is taken off the streets, he is replaced by another Joey. The 'solution,' it turns out, is not a solution, but a process that perpetuates the problem. Yet, if we were to dig deeper, and correct root causes like poverty, child abuse, and inadequate education, we could stop the endless parade of Joeys marching into prison. Yes, if were to take the time and make the effort to be thoughtful, we could make the world a safer and happier place.

We cannot make others greater by diminishing them and telling them they are criminals. Shall we lock up the blind because they refuse to see, the deaf because they won't listen, and the mute who won't answer? Why is it we don't hesitate to lock up the deprived? Of course, society needs protection, but let's not forget 'criminals' need HELP. Those who help the least among us become the greatest among us. By empowering others, they strengthen society.

It is not only criminals that need help. Almost everyone is in need. Stop for a moment and think of the pain you feel when someone criticizes you. Criticism can ruin your day, your week, or even your life. Now reverse this equation and try to imagine the power of a kind word or gentle touch. No wonder Dr. Leo(nardo) Felice Buscaglia (1924 ~ 1998) said, "Too often we underestimate the power of a touch, a smile, a kind word, a listening ear, an honest compliment, or the smallest act of caring, all of which have the potential to turn a life around."

Yes, understanding the reasons behind the apparent rude behaviour of others can make us more compassionate. But that is just the beginning, for as we grow more spiritually aware we come to realize that all reasons, motives, and intentions are the same. Each person in their own way is seeking happiness. So, how can we find fault with them? If they occasionally stumble and step on our toes, can't we forgive them? At the highest spiritual level, we no longer look for or think about the motives of others. Instead, we accept them, love them, and see them for what they are in all their splendor. Let's accept the individuality of all and allow others to lead their lives as exclamations, not explanations.

GYL 2005 Part 2

2005-10-31T01:01:00.001+08:00

As i promise this is the 2nd part of the GYL 2005

last pic taken b4 heading back to singapore.

isn't this beutiful sceniery

2005-10-31T01:00:00.000+08:00

This is the bridge whr we see the sunrise
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2005-10-31T00:38:00.000+08:00

This is my group team B
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2005-10-30T23:58:00.000+08:00

wat over there..Look!!!
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2005-10-30T23:57:00.000+08:00

wow wow, this is the whole group brough to all our viewer from the coutesy of Sch of EEE n Buiness
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2005-10-30T23:56:00.000+08:00

this is a grp pic from the Sch of EEE with our lecturers
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2005-10-30T23:55:00.000+08:00

this a group pic of all the leaders from the Sch of Buiness with their lecturer
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2005-10-30T23:54:00.000+08:00

anyway, we a re a big families. bearing no graduges n happy always.
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2005-10-30T23:50:00.000+08:00

Look this poor guy is being bullied by us.haahaa. oooo we are so cruel
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2005-10-30T23:49:00.000+08:00

heyhey, a new additional bro has join us in this families. welcome aboard.haahaa
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2005-10-30T23:48:00.001+08:00

this is a families of brothers n sisters
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2005-10-30T23:48:00.000+08:00

quick fast, januar falling,
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Look whis is wat we can do.haa
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2005-10-30T23:47:00.000+08:00

the three maskerteer
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2005-10-30T23:46:00.000+08:00

hey this me acting macho in here.haha
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2005-10-30T23:45:00.000+08:00

another group pic with the gala comm.
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2005-10-30T23:44:00.000+08:00

oooo it jus the three ranger trying to act as if they really look great.haa
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2005-10-30T23:43:00.000+08:00

the pretty girls.....taking pic. hey hey wat goin on the back while taking the pic..
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making faces
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diff shot
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another pic of the gala comm
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2005-10-30T23:40:00.002+08:00

group of the official of photographer
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group pic of the whole gala comm
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a closer look at the back. wat that. haahaa, i oso dunno.
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2005-10-30T23:39:00.000+08:00

wat behind us?
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2005-10-30T23:37:00.001+08:00

singing the 2nd song
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we singin a song while walking back the along the bridge. Can make a guess wat we singing.haa
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2005-10-30T23:36:00.000+08:00

this is on the other side of the sunrise, nice?
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2005-10-30T23:35:00.001+08:00

nice rite
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2005-10-30T23:35:00.000+08:00

oooo it really nice
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2005-10-30T23:34:00.000+08:00

Gek:"Look the sun is coming out, isn't it tat nice"
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2005-10-30T23:33:00.001+08:00

hey hey group pic with the sunrise
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2005-10-30T23:33:00.000+08:00

me taking a pic with the sunrise
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2005-10-30T23:32:00.000+08:00

taking a shot along the brigde to get a clearer view of the sunset
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2005-10-30T23:31:00.002+08:00

preparing to take the shot of the sunrise
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sunrise
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This is the sunrise which we took. isn't that nice.
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Batam GYL Camp 2005

2005-10-30T19:27:00.000+08:00

Hello Ladies and Gentleman,
Here the Picture that i promise that i'll deliver for all to see. The gang of EEE n SB
that was over at Batam for the pass four day and three night.

Group Leader, Listen Up. Later on.......

OKOK Going to take the Ferry soon, Be patient.

Hey say cheese to the camera infront of you.

Eager look on all the leaders face

Yeah finally we going aboard the ferry...

Ok Gentleman n ladies, We have arrive at batam. pls queue up and get our passport chop...

Queuing up

Hey say cheese to the camera infront of you.

Walkin down the step in Turi beach resort

yup ladies n gentleman, post for a pic for the sch of eee

wahaha, finally had my first meal of the day in turi beach resort. yum yum great lunch

sign board welcoming us

snap shot of the turi beach resort swimming pool

swimming pool 2

scenery

gearing up for our first activities

Wat this are we doing?? haha building our raft with limited equipment..

OK finally our raft is ready to move off to the sea. Mr toh n Jeffery came joinin us to raft with us

this is jus another activities which i lead my team for the trekking

yeah hiphip hooray to our accomplish task..

nice scinery at the top.

nice view rite

nice scinery at the top.

Oh my wat this?? this is a airgun. the pallet contain paintball. we are gonna have a wargame with the opposite team to see who the last man standing.

The instructor is giving a safety briefing to all the leaders.

The facilitator n mr toh giving us a debrief on what we had done during the trekking n the paintball wargame.

this is another activities. learning to trust each other. with the game call trust fall. this is my most favourite game of all.

"Ready to Fall", "Ready to Catch".

This is also another good game. but i do not like this game at all. cus i am at the bottom base to support the fellow who at the top. shoulder very very the pain as all the weight is on you.

"hey hey becareful, support each other ok dun fall into the poison river."

"Arghhhhhh, watch it!! almost touching the string.", "feel so comfortable being carry over".

Having a swim after the raft. wat a great way to wash up rite...haaaa

Mr chee in our gourp to discuss on wat we gonna do when we return from batam as a first assignment for them. For me n some senior this isn;t the first time as i facilitate them into the discussion of the proj which we are currently doing n passing on the task n knowledge to the leaders.

another pic of me, ops i cun rem his name..haahaa,

this my rm

and this is whr i gonna slp on

of cus not forgetting this bro of mine who have been togehter with me for the pass three year. been buddin n bedding us since the first trip to cruise, thailand n now in batam.

hey hey, dun tik dirty wor... these two is our xiaomei who in the other rm.

arghhhh....wat am i doing....

Januar acting lame again.....haa

This my group tat we been together for the pass four days.,

Mr Toh n Mr Chee giving a venerable lesson on sex education on how to avoid n how to say no to pre-marital sex on this No Apologise workshop

group listenin tentatively to them as this has alway been the hottest topic in all young adult.

fast see who will be the 1st blow the balloon n burst first

hmm, dun like this mah. give it to me. i love u alot u noe...

with this big boob of my, i hope u will love me forever.

Sb gala comm, having a discussion in the nite together with us as we are all preparing for the third day gala dinner event. Look at them they may look shag, but they have lot of energy n ideas.

we are having a feast of our own from the eee

this is oso another group from sb side having a feast too

Oh my my,, the satay jus taste too gd..cun resist it anymore

oh yes the gala commitee is doing the last performance. Januar doin the rock n roll

here is an act of me approaching januar after he has whack my two son down

here lionel acted as king giving his speech in rap. announcing tat he goin to find a gy to marry his daughter

Finaleh by all the gala comm and getting everyone to join in the dance of the YMCA. All had a great fun n dance together.

After the whole event of the gala show, all the gala committee gather over at over rm to have a debrief on the whole gala event n feedback.

the comm from sb side oso giving feedback on the gala event too...all look shag as we spend many hour on preparing the event.

januar playing with light stick. he so overwhelm by that.haa

Well well guess i'll stop here for today, will continue to upload the last few remaining pic of all the group pic n sunrise later.