Relational cartographies. An experiment on narrative regarding notion of gift and reciprocity for social work students and teenagers
University of Salento, Italy
Introduction: The project, started by local Oncology Pediatric Hospital (Lecce) and its linked charity organization, involved the students of social work bachelor and the third year of the secondary school. The project aims at introducing a space-time setting for reflection on the theme of gift (Mauss, 1924). The project enhances the use of specific training devices, others from the frontal lesson, able to encourage the active participation of students and to facilitate reflective processes, generative of new thoughts, new discourses, new practices (Freire, 1971).
Description: Specifically, students have been involved in participatory and co-creation of geographical maps that will describe the space of the city as a continuum of stories inhabited and built it. The intent is to overcome the isolation produced by the current crisis with the exchange of stories for the re-discovery of a territory not on the scale of men and women but made up of men and women who have inhabited and modified it over time through the creation of links.
Objectives: The project will focus on the creation of “geographical maps”, i. e. multimodal objects that tell the multidimensional history (stories) of the territory, creating stories that transcends the barriers of personal identity and personality and becomes collective and participatory. the social writing incorporated a constantly ‘moving cartography’, redesigned from experience. This created an immersive ‘talking cartographies’ about the city and its relation to the concept of gift, the concept of wonder and the concept of connection. Social work students have been involved in co conducting the process and in a second step, worked out how this notion could be embedded in their future practices. The presentation will describe the steps of the work done.
To gain an inside perspective by using radio documentaries and fiction in teaching
Örebro University, Sweden
According to 1 chap, Section 9 of the Higher Education Act, some of the targets in social work education is to develop students' ability to independently integrate and apply knowledge and to develop students' ability to handle complex phenomena, issues and situations.
One way to equip students for these complex issues through teaching is to create different teaching methods. By taking part in people's life stories, through, for example radio documentaries, students can gain an inside perspective on what it is like to be in a vulnerable position. An inside perspective can be used to supplement other knowledge, or to highlight perspectives that are otherwise difficult for students to gain. In this segment, students´ use the documentary material to construct analyzes by using theoretical concepts.
The aim of the presentation, is to describe and discuss these teaching methods and how they relate to the knowledge targets in social work education. The aim is also to describe the students´ perceptions of these methods, and how they develop their understanding of complex life situations by getting an inside perspective of difficult life conditions.
Training the trainers virtually: An evaluation of delivering a social work practice education module online
Middlesex University, United Kingdom
In March 2020, England went into 'lockdown' - a state where people could only leave home for essential shopping, or to care for vulnerable people. This was due to an outbreak of covid-19. Self-isolation and ‘social distancing’ became government policy and the primary public health response to reduce the risk of virus transmission. The pandemic presented a world-wide crisis, presenting health and social care workers with numerous challenges around how to maintain services when there was a need to reduce physical contact with others to an absolute minimum. This requirement, along with the lockdown led to a quick move to widespread online / remote working, including the implementation of online teaching / distance learning.
This study reports on the author’s experience of delivering a practice education module online. Twenty-seven student practice educators working in various public and private organisations across London were enrolled on a practice education programme at Middlesex University. This study will focus on the first of the two modules - Practice Education (stage one), which comprise the programme. The module would normally be delivered via classroom-based learning, however due to the need to maintain social distancing, the teaching had to be adapted for online delivery.
The author will report on her experiences of developing the module content which included both synchronous (‘live’) and asynchronous (pre-recorded) teaching sessions, as well as sharing students’ feedback. The author will describe the process of making the transition to online delivery and the impact it had on her pedagogy. The advantages and disadvantages of this mode of delivery will be briefly discussed, including feedback from the student practice educators, as well as learning points for the future.
Reflective learning as a tool for teaching in turbulent times of pandemic and earthquake
Department of Social Work, Faculty of Law, University of Zagreb, Croatia
A main goal for the practice teaching for social work students is to provide a guided experience of contemporary social work practice and to facilitate students' reflection of these processes. The main goal of student supervision is to enable students, in protected and safe environment, to develop their ability to reflect, but also a place where students can bring their questions, fears, ideas and share their experiences. During last academic year these goals were challenged for master level students at the 5th year of their study, at the Department of Social Work, Faculty of Law, University of Zagreb. At the very beginning of their practice teaching course, in March 2020 two major crises have interrupted students' long expected placements: (1) due to CORONA 19 all courses had to switch to online teaching and all centers for social work, elderly homes, children residential units and other units of social care system were closed; (2) only ten days after there were several strong earthquakes in Zagreb, capitol of Croatia. Many inhabitants of Zagreb were affected by these two major crises,including teachers, students and their families. Although, priorities have changed in a short time, it was important to go on with teaching to enable students to „get back“ their lives, to get personal and professional support from their teachers and supervisors. Also, it was more than ever important to facilitate student supervision groups as a safe place for reflection, for learning, for sharing and for growing resilience of future social workers. The author present a model of practice learning and student supervision in turbulent times during the first three months of pandemic and earthquake crises in Zagreb. The model identifies the importance of reflective learning and support providing for all learning partners in order to reach learning outcomes in a time of crises. It also gave us, teachers, a chance to learn with our students and from them on this turbulent „journey“.
Women’s group therapy: A way of becoming resilient and healthy throughout lifespan and regardless of unexpected events
1HELLENIC MEDITERANEAN UNIVERSITY, Greece; 2UNIVERSITY OF WEST ATTICA, GREECE
Women, because of their multiple roles as caregivers, mothers, husbands and employees, have an important role to play in the family and society especially, throughout lifespan and unexpected events.
Health, according to the social model, depends on is the comprehensive development of their personality and it is determined by the socio-economic environment in which they live. Women's participation in a personal development group, for their personal and social empowerment, can improve their health and enhance them against crises, disasters and unexpected events.
The aim of the present research study was to assess women’s views, who participated in a group therapy, in terms of the validity of group on the improvement of their health (according to the social model of health) and reinforcement of their resilience throughout crisis and unexpected events.
The women's personal development group took place in a municipality of the island of Crete, in Greece. It lasted about four years and a total of 50 meetings lasting about two hours each. Eight women, aged 35-45 years, participated in the group therapy. Through unstructured, informal interviews, group therapy in women's lives was evaluated. The interview guide developed was based on from the theoretical background of the personal development groups, the social model of health, women’s empowerment and resilience.
The women of the group supported that through this process they have enhanced their personal and social skills and have developed new, more effective ways of coping with stress, unexpected events and crisis. They learned to listen to themselves, improved their self-esteem and were able to recognize and manage their emotions. Overall their health and resilience have been enhanced due to their participation in the personal development group.
Teaching about Gender Based Violence against (Un)accompanied Children in Migration Studies
University of Belgrade - Faculty of Political Sceince, Serbia
Systems of gender roles always include hierarchies, marginalization and violence. Those systems are based on domination and subordination, and as such, they are present, although in different forms, in all societies. Patriarchal structures in different shapes and embodiments are persistent and pervasive in the countries of origin, transit and destination of migrants. Gender inequalities, injustices and violence that have already existed in the countries of origin, and particular vulnerabilities children have been suffering from in the countries of origin follow the children and could be even intensified during the migrant routes.
When teaching topics such as gender based violence (GBV), especially focused on children on the move, either accompanied or unaccompanied, it is important not to generalize and universalize their versatile situations, and to be very knowledgeable about political, economic, social, and cultural specificities and patterns in the origin countries and communities. In addition, theory of intersectionality gives us powerful tools to understand gender identities and roles not as formed through one axis of formation, but many of them, including, sexual orientation, class, religion, disability, race, etc. These approaches (which take into the account cultural/political/economic etc. specificities and the theory of intersectionality) provides us with a coherent, comprehensive and holistic approach to migrant children (boys and girls) which results in unbiased understandings and insights, as well as recommendations that are in the best interest of children.
On the other hand, teaching about GBV against children on the move must include the most important principles and approaches of social work with children: rights-based approach, with a focus on children rights, as well as equality between sexes and prevention and prosecution of mental and physical violence. Therefore, teaching about GBV against children on the move includes awareness of the vulnerability of children, gender inequalities, injustices and violence in the states of origin but as well on the migrant routes and is especially sensitive to children who belong to sexual and gender minorities.