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Please note that all times are shown in the time zone of the conference. The current conference time is: 27th Jan 2022, 04:55:56am EET
Workshops 14-15: Covid-19 pandemic from social work perspectives: practical approaches, case studies and novel techniques; Rethinking and reorganizing social work field placement in the Covid-19 era
12:30pm - 2:00pm
Location:Parallel Session 3
Covid-19 pandemic from social work perspectives: practical approaches, case studies and novel techniques
Darja Zaviršek1, Teresa Bertotti2, Junko Wake3, Anna Metteri4
1University of Ljubljana, Slovenia; 2University of Trento, Italy; 3Tokyo Metropolitan University, Japan; 4University of Tampere, Finland
The workshop will present four academic summaries on the Covid-19 pandemic from a social work perspective and provide an opportunity to share practical approaches in social work related to improving equity and support for individuals, groups, and communities during the pandemic, with a special focus on social work education. The goal of the workshop is to learn from social work interventions, as well as their lack in different countries. Workshop leaders will give a 10-minute literature review from different social justice fields and social work perspectives, and then invite participants to share their own practical experiences, case studies, and new approaches adopted during the pandemic.
Participants will also be invited to share experiences of injustice and the lack of social work interventions.
The background knowledge of the workshop is a global literature review of various social work interventions during Covid-19, with a particular focus on mental health and disability issues, violence against women, social work education, and the needs of social work students in times of lockdown. The Covid-19 pandemic raised several ethical concerns that are being discussed in the context of Global Ethical Standards of Social Work of the IASSW and IFSW. It also raised questions about how prepared social work is for disaster management and whether people in vulnerable contexts can access the support they need. These issues will be addressed during the workshop.
Rethinking and reorganising social work field placement in the Covid-19 era
Francesca Maci, Paolo Rossi
University of Milano-Bicocca, Italy
The first wave of the spread of Covid-19 was contrasted by many countries through a severe lockdown that had a strong impact on academic activities. This implied an interruption of teaching and field placements too. One of the solutions for preserving the continuity of teaching activities was the adoption of different forms of remote-teaching. A similar “translation” has been adopted by many universities for re-organizing field placements. However, since field placements rely on the direct participation of students in the activities performed in the organizational settings where a social worker operates, this shift was particularly challenging. Moreover, this dynamic of remote interaction hinders the possibility of observing the distinctive rlational dimension of social work.
We present a case study that examines the process of the re-organization of field placements enacted by the bachelor course in Social Work at the University of Milano-Bicocca discussing how students, teachers, and supervisors were affected by and involved in this unexpected event. The new structure was composed for four parts: - remote field placement; - panel of webinar held by field placement supervisors; - internal remote field placement; - deepened understanding of the impact of coronavirus on the social services system and social work profession.
We propose a preliminary assessment of this experience, reflecting around the positive and critical aspects of the forced reorganization of field placement, considering the trade-off between the resilient dimension of the initiatives and their potential innovative value. Finally, picking up the notion of single and double-loop learning from the literature of organizational learning (Argyris, 1976,1978), we discuss whether this process can be the driver of a mechanism of double-loop learning, leading towards an enrichment of teaching and learning activities rather than a temporary adaptation to a contingent need.