未完成的专业化: 社会工作项目评估标准中管理与专业的动态平衡

基于社会建构论范式，结合新管理主义和专业主义的理论框架及国外社会工作评估发展史，分析2010—2018年间参与广东D区社会工作项目评估及评估标准制定的案例，发现Ｄ区社会工作评估标准的演变分为工作汇报型、管理规范型、专业规范型和专业经验型四个阶段，8年来D区的社会工作项目评估走向专业化的原因是政府和社会工作行业双方在尝试贯彻自身思维于评估标准时，采取了有所让步又有所坚持的协商策略，从而使政府购买方的管理思维和服务承接方的专业思维在动态博弈中达到了暂时性平衡。但由于服务对象未能参与到现有评估标准的建构之中，D区社会工作评估依然是一种未完成的专业化。因此，建议政府不断提高管理水平，评估方积极参与评估标准设计或修改，社会工作机构和项目社会工作者主动总结和分享专业经验，并赋权服务对象参与评估。

Based on the social paradigm of constructivism, the theoretical framework of new managerialism and professionalism, and the development history of foreign social work evaluation, this current research found that the local social work evaluation standards were changing and developing through the data collected by the author who participated in social work project evaluation in District D of Guangdong from 2010 to 2018. The article summarized the evolution of social work evaluation standards in District D into 4 stages and types, namely the work-report type, management-norm type, professional-norm type and professional-experience type. Also, the article argued that in the past eight years, social work evaluation had become professional for the reason that the government and the social work industry had adopted negotiation strategies with compromise and persistence when they tried to implement their own minds in the evaluation standard design, resulting in a temporary balance during the dynamic game between the government purchasers’ managerial mind and the service providers’ professional mind. However, as the service users had little access to the construction of the evaluation standards, the author believed that the social work evaluation in District D indicated an unfinished professionalization of social work. Therefore, it is suggested that the government should continuously improve the management level, the evaluators should actively participate in the design or modification of evaluation standards, social work agencies and project social workers should take the initiative to summarize and share professional experience, and the service objects should be empowered to participate in the evaluation.