Conference Agenda

Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).

Please note that all times are shown in the time zone of the conference. The current conference time is: 22nd Jan 2022, 01:45:29pm EET

 
 
Session Overview
Session
Poster Presentation Session 2: Teaching/Learning and Social Work Practice
Time:
Thursday, 17/June/2021:
3:30pm - 5:00pm

Session Chair: Zuzana Poklembova
Location: Parallel Session 5

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Presentations

Evaluation of Used Distance Forms in Teaching Social Work

Sabina Zdráhalová, Daniela Květenská

University of Hradec Králové, Faculty of Arts, Czech Republic

Due to the complexity of social work, it is necessary to acquire not only theoretical knowledge about social work, but also practical competencies. For this reason, the teaching of social work is built on an interaction process. Due to the extraordinary measures ordered by the Government of the Czech Republic and the prevention of the danger of the emergence and spread of COVID -19, teachers had to provide social work instruction in a distance manner. The aim of the article is to present research investigations focused on distance forms of education in the teaching of social work in the Czech Republic. The main goal of the research is to find out which form of distance learning in the Czech Republic was used and which form of teaching is evaluated as the most suitable.



Improving the self-care competency among social work students

Zuzana Poklembova1, J. Jay Miller2, Beata Balogova1

1University of Presov, Slovak Republic; 2University of Kentucky, USA

In recent years, Associations of Social Workers in different countries increasingly recognize the importance of their members’ self-care. There is a burgeoning self-care movement afoot. This movement, in part, has been predicated by increasing recognition that helping professionals, in general, and social work practitioners, specifically, are at increased risks for compassion fatigue, vicarious trauma, secondary traumatic stress, and professional burnout. Recent studies have issued clarion calls for additional attention to self-care.

With this context in mind, for the better part of the last decade, there has been increasing consideration to examining the role that social work education plays in ensuring students matriculating into the profession have the requisite knowledge, skills, and values to engage in adept self-care practices. Despite this consideration, there is nominal research in the area of social work education and self-care. Of particular paucity are curricular initiatives aimed at explicitly improving the self-care competency among social work students. This study contributes to addressing these limitations.

This paper presents self-care courses for social work students in two different universities: Kentucky University and University of Presov. comparing used methodological approaches and main target competencies, while addressing self-care challenges .

This analysis contributes to an empirical knowledge base pertaining to the self-care practices, thus addressing a significant dearth in the current literature. As well, this presentation will offer pragmatic education and research implications associated with improving self-care practices among social workers.



Suitability of Distance Learning in Social Work at the Time of Extraordinary Measures - the View of Teachers

Daniela Květenská, Sabina Zdráhalová

University of Hradec Králové, Faculty of Arts, Czech Republic

During the first coronavirus crisis, various forms of distance education began to be used at universities - such as self-study, e-learning systems, online communication tools, etc. The article focuses on evaluating the use of distance learning tools by teachers of social work in the Czech Republic. The article evaluates opinions on distance learning, and answers the questions of whether distance forms of education can replace full-time teaching for future social workers and how the teacher evaluates the suitability of distance learning for future social workers.



“Can you hear us?”: recognition of voice in social work teaching practice

Anette Nielsen1, Doris Scheer2, Anna Broka3

1University College South Denmark, Denmark; 2Diakonie Schleswig - Holstein, Germany; 3Tallinn University, Estonia

As the social workers and educators we follow the ethical principles of social work as laid down by the IASSW and the IFSW:

“Principles of social justice, human rights, collective responsibility and respect for diversities are central to social work […]”. (IASSW and IFSW, 2014)

These principles underline the social work mandate to stretch beyond nation states and to strive for change, justice and recognition.

In the transnational project “SEMPRE Accelerators for Service Co-Creating” (SEMPRE ACE) we strive to act according to the values of these ethical principles. The SEMPRE ACE project supports eight microprojects in eight countries around the Baltic Sea in becoming sustainable. The microprojects are user-driven with empowerment as their core approach. Some microprojects particularly facilitate possibilities of ‘Voice’ for users. This is done in mutual learning processes between users, social workers, students and social work educators. Recognition is seen as a core value in this context.

Empowerment:

We understand ‘empowerment’ (Freire, 2000) as encouraging processes of self-enabling and managing and deciding one’s own affairs (Herriger, 2014)

Recognition:

• Respecting the rights (national and human rights level),

• Respecting and meeting personal needs

• Esteeming capabilities and knowhow (based on Axel Honneth 1995)

Voice: In our understanding of “voice” we refer to Paolo Freire (2000) and “the power to name” and to Honneth’s three dimensions of recognition.

On the poster we will present examples of mutual learning processes in practice from the SEMPRE ACE project. We will show examples of users voicing their narratives: through educating students and deploying different virtual formats, through students facilitating users in the process of constructing their own narrative with the help of interviews organised as special learning processes.



A Social and Scientific Elucidation of Global Ecological Justice in Rural Eastern Europe

Matthew Diner, Ushana Persaud

CUNY York College, United States of America

This poster presentation presents the outcomes of an interdisciplinary research endeavor between social workers and environmental scientists in Eastern Europe testing water quality and health outcomes. This poster will introduce and briefly review the schemata of global environmental social work and interdisciplinary research collaboration amongst social workers and environmental scientists. It will present the literature review, methodology, and outcomes produced by the researchers. In addition, additional resources for social work educators will be provided to enhance pedagogies and teaching methodologies for environmental social work.



Human flourishing and capabilities. Educating social workers from a social justice perspective.

Michel Tirions, Sven Svensson, Geert Marrin

Artesis Plantijn University of Applied Sciences Antwerp, Belgium

This poster takes you along in the interesting search for the application of the capability approach in the development of a bachelor curriculum for social work, anchored in social justice and human rights, at AP-Hogeschool Antwerpen.

In the development of the new curriculum we are inspired by the rich capability knowledge framework. The capability approach stands for a scientific approach to human well-being and freedom. It offers an ethical basis for reasoning about human development, social justice and the ambition of people to live their life in freedom. The basic concepts of the approach, originally developed by Amartya Sen and Martha Nussbaum, are inspirational and useful in thinking about and shaping social work education, research and practice.

In the development of the curriculum we start from the global mission of social work, as embedded in the Global Definition (IFSW-IASSW 2014). In doing so, we use the realization of human rights as the horizon and the building of a socially just society as the goal of training social workers. From the capability perspective, social justice and human rights can be seen as two birds of a feather. Both the individual and collective freedoms of people in their living environment and the structural social conditions for development are pivotal.

This poster and the accompanying handout make it clear how we can use the capability approach to clarify and legitimize our vision on education, on research and on our societal role and position. We also demonstrate how it can give shape to our teaching principles, in which participation and cooperation are at the hearth. Through the capability lens we highlight the added value of diversity and the transnational dimension in the training of students. We emphasize the importance of promoting democratic-participative processes in our learning community, in our interdisciplinary collaboration and in our cooperation with the professional field and with service users.

'I am because we are'. The Ubuntu principle does right to the idea that, from the perspective of human dignity and human flourishing, the training of social work students can contribute to a more socially just world.



New directions in supporting parenting – the experiences of model programs targeting the development of child resilience and parental skills in Hungary

Andrea Rácz1, Andrea Homoki2

1Eötvös Loránd University - Department Of Social Work; 2Ferenc Gál College, Institute of Health and Social Sciences

In Hungary, three cycles of a model program have been implemented already, with the implication of a broad range of child protection professionals, social work training institutions and researchers. The aim of the program is to ensure proven and efficient tools in family and child welfare services, child protection services, and for professionals of the social field involved in complex child protection programs, which help them to work more efficiently, to manage problems within a family, and to encourage better the families to pursue changes. Another aim of these programs is to develop parental skills, thus to make the relationship between parent and child less conflictual, to ensure that in case of removal, the parent and the child remain in contact, and in case of placement, to support the return of the child to their family with more efficiency. The broad enhancement and multilateral development of parental skills is grouped around 3 main topics: 1) intense family care; 2) community development; 3) complex assistance including family therapy and mental hygiene. By measuring parental skills and child resilience in deprived families included in the pilot programs, we assessed the results and impacts of the programs; in order to better understand their experiences, we conducted interviews with the target groups and the professionals. The poster presentation concludes the findings of a research on the efficiency of innovative, complex services aiming at preserving the family’s unity, which were piloted by professionals of family and child welfare centres and child protection institutions located in various settlements in Hungary in 3 cycles between 2018-2020. In our presentation, we outline the directions of Hungarian child protection development on the basis of the experiences of the model programs and the results of the assessments, which should be in line with the endeavours of social work training to design a curricula which promotes an advanced assistance system able to react to the challenges of late modernity and complex family situations.



Awareness of the School Social Work among Social Workers in the Czech Republic

Barbora Faltova

University of Pardubice, The Czech Republic

Abstract

Introduction: The school has not only its educational function, but also its social function. Every one of us may face an adverse social situation due to many various circumstances. If the social difficulties aggravate the educational process, there is a school social worker within a multi-disciplinary team, who takes care of those student´s social problems. Social workers and health social workers are part of such a team in social and school facilities; they deal with the person’s social situation including his or her social environment. In the Czech Republic, the position of school social worker has an insufficient support and the concept of school social work is forming only gradually.

Objective: To map the awareness of school social work among social workers and health social workers in selected social and school facilities.

Method: The sample of respondents consisted of 127 social workers and 31 health social workers working in social and school facilities on the territory of four Bohemia Regions. The research study was conducted using own questionnaire and descriptive statistics were used to process the study results.

Results: The profession of a school social worker is not known among respondents exactly. They miss the knowledge and its sources. At the same time, respondents consider the profession of school social worker as an underappreciated by society, which may have a detrimental effect to society as a whole. Due to the respondent´s practices, they consider the profession of school social worker necessary to become more widespread in the Czech Republic. They find it beneficial for both teachers and students. Respondents also welcome more cooperation between schools and social workers.

Conclusion: The awareness of the school social work among social and health social workers is limited by their lower knowledge about this profession. The educational process faces certain barriers, which could be reduced by multi-disciplinary cooperation. Based on this study, I would consider it valuable to recommend continuous improvement in the quality of educational process involving social environment connected with school, with emphasis placed upon careful preparation of the school social work concept.



Making links – a pilot model of integrated case management between local social work services and employment services

Izela Tahsini, Veronika Duci

University of Tirana, Albania

Based on the new law for social services in Albania (2016), municipalities have been charged with new responsibilities in offering local social work services, while facing strong budgetary and capacity challenges in this regard, with interagency cooperation being one of the weakest points. Building on these developments, creating links between local social work services and employment services, through the preparation of an operational protocol for effective communication of the two services, while fully responding to the needs of the citizen, would be a much needed step, especially in face of the new challenges related to employment because of COVID-19. The aim of this paper is to present the designation and piloting of a model of integrated case management between social work services at municipality and local employment services in Albania, to respond to the adult economic aid beneficiaries (especially returning migrants), a group of service users with multiple psycho-social and health needs, which ask for an intensive individual approach, to ensure their empowerment and facilitate their integration to the labour market. The methodology is based on primary data, through interviews and workshops with relevant actors in the field, and secondary data, through desk review of relevant legal and policy framework, studies and reports. The main instruments used for data collection and assessment were semi –structured interviews and focus groups, tailored around a list of main indicators aiming to assess the systems and existing gaps, and to define the features of the model. 14 interviews were conducted with two representatives of the National Agency for Employment and Skills Service, two directors and two specialists of local employment services, two directors of municipality social services, and six social workers of municipality social services, at Elbasan and Lezha municipality. Two focus groups were conducted with the mixed teams at each municipality, for validating the pilot model of integrated case management. The model was piloted in both municipalities. The following and last steps includes analysis of results of piloting, and finalization of the model of integrated case management.



 
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