04_Workshops_English
09:00 - 09:40
Actividad Plenaria / Plenary Activity
Anayansi Theater / Teatro Anayansi
09:50 - 10:30
Actividad Plenaria / Plenary Activity
Anayansi Theater / Teatro Anayansi
10:40 - 11:20
Actividad Plenaria / Plenary Activity
Anayansi Theater / Teatro Anayansi
11:30 - 12:30
Poster Presentation
11 - Trabajo Social y Desarrollo Social Postpandémicos
12:30 - 14:00
Lunch
ATLAPA Islands Room / Salón Islas de ATLAPA
- The Global Social Services Workforce Alliance
14:05 - 14:35
Area_04
Who cares for elderly migrants?
#0398 |
who cares for elderly migrants?
Feruze Sarikas
1
1 - BPSW Dutch Association of Social Workers.
Summary
In a super diverse city like Rotterdam in the Netherlands, there are 175 nationalities residing. In 2023, Rotterdam has a population of 664,071 residents. Out of this, approximately 100,000 people, or about 15%, are 65 years old and older. Due to longer life expectancy and lower birth rates, there is an aging population. The most common migration backgrounds in the municipality of Rotterdam in 2022 are Western (92,316 residents) and Other (85,779 residents). Additionally, there are labor migrants from Turkey (47,750), Suriname (52,003), the Antilles (28,004), and Morocco (46,211).These diverse groups are also growing older and require appropriate care and facilities. Non-Western older migrants often have physically demanding work histories, poorer health, and less disposable income due to a pension gap. Their final years look different from those of their parents and grandparents in a different country with children and grandchildren growing up in a different culture than their own. Many older migrants expect their children to take care of them and are reluctant to quickly utilize the neighborhood facilities. Nevertheless, it is even more important to develop suitable services for these different groups of elderly individuals so that they can participate in activities and access facilities in an accessible manner, contributing to their ability to continue living independently at home for longer. This approach also relieves the burden on their children and delays or prevents the need for more intensive care. How do you tackle this? In Rotterdam, specifically in the neighborhood of Delfshaven, there have been successful experiences with this. During this workshop, we will focus on practical examples and showcase a good provision for older migrants
Keywords (separate with commas)
elderly migrants, practical examples, diversity, equality, elderly care, access to facilities.
14:35 - 15:05
Area_04
Social determinants of health (SDOH) from a social work perspective: Prevention & intervention strategies
15:05 - 15:35
Area_14
Examining the Regime of Social Work Professionalization: A Call for Global Inventory
#0276 |
Examining the Regime of Social Work Professionalization: A Call for Global Inventory
Miu Chung Yan
1
;
Edward Ko Ling Chan
2
;
Uzoma Odera Okoye
3
;
Patrick O'Leary
4
;
Jianqiang Liang
5
;
Camilla Nordberg
6
;
AnnaMaría Campanini
7
;
Sui Ting Kong
8
1 - University of British Columbia.
2 - Hong Kong Polytechnic University.
3 - University of Nigeria, Nsukka.
4 - Griffith Univesity.
5 - Griffith University.
6 - Åbo Akademi University.
7 - Università degli Studi di Milano-Bicocca.
8 - Durham University.
Summary
A critical indication of social work professionalization is the establishment of a self-governing regime, i.e., a publicly accountable gate-keeping system, to ensure the competence and ethical practice of its members in serving the best interest of their service users. In many countries, this professional regime is composited of two interrelated mechanisms, including social work education and professional registration, which have been used to certify the credential of the professionals. In most countries, social work education is responsible for selecting and training (or acculturating) competent new practitioners who can practice ethically upon graduation. An increasing number of countries have required social workers to register in order to protect the best interest of the society. Across different countries, the autonomy of and relationship between these two mechanisms vary greatly depending on the civil societal root of the profession and the influence of state’s ideology and policies. So far, studies of the organization and operation of social work gatekeeping regime in different countries are scant and scattered. In a highly mobile transnational condition, the recognition of professional credential is vital for social workers who choose to migrate or work in different countries. A shared identity based on the Global Definition of Social Work is insufficient to ensure a proper transfer of credential. In this workshop, the co-organizers will first share how the social work regime works in their countries and present some common threads across these different regimes. In the second half of the workshops, participants are invited to discuss the possibility of a global project to set up an online portal or hub to document how different regimes work across the world.
Keywords (separate with commas)
Professionallzation, Social Work Credential, Gatekeeping, Professionalization Regime, Social Work Registration, Social Work Education
15:35 - 16:05
Area_09
Embracing Diversity and Inclusion in Every Step of Program Design: A Social Work Study Abroad Program
#0711 |
Embracing Diversity and Inclusion in Every Step of Program Design: A Social Work Study Abroad Program
Rachel Allinson
1
;
Zoila Gordon
2
;
Laurie Smith
1
;
James Simon
3
1 - California State University, San Bernardino.
2 - University of Massachusetts Global.
3 - California State University, Los Angeles.
Summary
Presenters will facilitate an interactive workshop envisioning future actions to support and embrace diversity and inclusion in social work study abroad programs. Through an equity/social justice lens, the workshop promotes a perspective that actively seeks and embraces diversity and inclusion for the richness it adds to group experiences. This conversation is crucial to exploring the value that enhanced diversity and inclusion can bring to study abroad programs and enhancing social work students’ awareness and interest in global issues and perspectives.\\\\ The social work profession has long recognized the importance of human rights and engaging in anti-racism, diversity, equity, and inclusion (CSWE, 2021). The presentation uses the phases of study abroad program development and execution as a framework for mutual exploration of how aspects of diversity are, or are not, fully considered and embraced in each phase. Elements of diversity for discussion include ethnicity, socioeconomic status, gender, gender/sexual identity, disabilities, age, family status and religious beliefs as well as intersectionality. Below is the planned structure of the presentation. A series of questions will be posed for each program phase to promote critical conversations which places the embrace of diversity and inclusion at the center of study abroad: What was your experience? What could you, or we, do better to support and embrace diversity and inclusion? What aspects of diversity and inclusion were supported and what was left out? What are obstacles to diversity and inclusion in this phase? What does embracing diversity and inclusion ideally look like in, and add to, each phase?\\\\ Our focus is on eliciting an array of perspectives, lessons learned, and ideas to advance diversity and inclusion in study abroad.\\\\ Part I: Introductions, presentation goals, and program background; Part II: Program Inception; Part III: Pre-Planning; Part IV: Pre-Travel Education; Part V: Travel Abroad; Part VI: Post Travel
Keywords (separate with commas)
Diversity, Equity, Inclusion, Study Abroad, Program Design, Critical Conversations, Future Action, Global Perspectives, Panama, Italy\\
16:10 - 16:40
Area_09
Transformational Learning Through Social Work Study Abroad Programs
#0712 |
Transformational Learning Through Social Work Study Abroad Programs
Zoila Gordon
1
;
Rachel Allinson
2
;
Laurie Smith
2
;
James Simon
3
1 - University of Massachusetts Global.
2 - California State University, San Bernardino.
3 - California State University, Los Angeles.
Summary
Presenters will facilitate an interactive workshop envisioning future actions to support and embrace diversity and inclusion in social work study abroad programs.\\ Presenters will facilitate a workshop to discuss student reflections on the impact of study abroad experiences in areas such as national diversities, cultural awareness and humility, professional and personal growth, and most impactful and transformative experiences.\\ The social work profession has long recognized the importance of human rights and engaging in diversity, equity, and inclusion (CSWE EPAS, 2022). Gaining a perspective on global human rights requires information about the world and experiences beyond their home country. Past studies indicate social work students gain more from study abroad compared to travel abroad (Kim, 2015).\\ There is general agreement that studying abroad has both high costs and significant positive outcomes. A common thread in both social work international practicums and study abroad is student transformation which represents a life-changing, personal, and professional experience (Colton \\& Thompson, 2017; Lough, 2009). Presenters will share student reflections based on their study abroad experiences in Panama and Italy. Presenters will discuss results involving the following themes: (1) Community, (2) Adaptation, (3) Empowerment / Inspiration / Transformation, \\& (4) Culture. Presenters in the workshop participated in planning, teaching, and leading the in-country experience for one or both sites. The model for the course is classroom content on global social issues and human rights followed by a twelve-day immersion. Presenters will discuss how the themes emerged from analyses of student presentations regarding what types of study abroad experiences were the most impactful and transformational. Specific areas covered are types of experiences that had the largest impact on social work student professional and personal growth, the study abroad experience’s effect on students' cultural humility and sensitivity, differences in transformative experiences, and unexpected experiences from the trip that significantly affected students.
Keywords (separate with commas)
Research, Diversity, Equity, Inclusion, Study Abroad, Reflective Practice, Future Action, Human Rights, Transformative Experiences, Professional Development, Cultural Humility, Program Outcomes, Immersion Program
16:40 - 17:10
Area_15
Innovative Social Work in Entrepreneurship
#0092 |
Innovative Social Work in Entrepreneurship
Summary
Innovative social work is entrepreneurship. The field of social work has long held the importance of professional integrity, social workers promoting peace, nonviolence. These ideals create the connection for the social entrepreneur or solo-preneur to create community connection and investment. The business becomes a social investment through a variety of means from economic investment to employment opportunities. This workshop will identify creative business and community partnerships, share the basic business model for a start up, and provide participants with an outline of how to transition social work skills to business while maintaining their values.
Keywords (separate with commas)
entrpreneur, solo-preneur, businss in social work, community development, partnerships, leadership,
17:10 - 17:40
Sub_17i
International Collaborations Across Schools of Social Work: Building capacity to work with migrant communities in Honduras and Texas.
#0628 |
International Collaborations Across Schools of Social Work: Building capacity to work with migrant communities in Honduras and Texas.
Susy Villegas
1
;
Nelda Rodriguez
1
1 - University of Texas Rio Grande Valley.
Summary
The irregular migration phenomenon is a topic of global relevance particularly for the Central American region, and especially for Honduras. This is a reality experienced by thousands of people, who make the decision to leave their country of origin in search of better living conditions. The increased number of irregular immigrants and the challenges they face physically and mentally on their journey make social work interventions critical in addressing the health and mental health needs of the displaced children and families. The adverse consequences of irregular immigration include grief and trauma associated with losing their homeland, loss of identity, loss of cultural familiarity, loss of family members, and the loss of the dream of a new beginning (Murray et al., 2010). Researchers document social work students and professionals report not being prepared to work effectively with this population (Martinez-Brawley & Zorita, 2011). There is little research on the self-report of students and community professional’s competence and comfort level of effectively intervening with this population.This presentation focuses on a pilot study conducted in collaboration between the Schools of Social Work at the University of Texas Rio Grande Valley and the Universidad Nacional Autonoma de Honduras. The project aimed to strengthen the capacities of social work students and community professionals to enable a comprehensive approach in communities with high risk or irregular migration (outgoing, returnees, in transit).Supported by an agreement of cooperation between the two schools, the pilot study consisted of a pretest and posttest methodology of three learning modules centered on migrating families, the process of loss and grief, and trauma. Faculty, students, and community partners from three communities with high risk or irregular migration (Quimistan, La Libertas, and Rio Grande Valley) participated in the training. A pretest and posttest to measure the effectiveness of each training was used.
Keywords (separate with commas)
Irregular migration and social work education. Collaboration between social work school.
17:40 - 17:55
Creative Arts
Exhibition by the artist Lúcio Mustafá - Poster Área
17:55 - 18:10
Creative Arts
Freedom taken for granted
#1234 |
Freedom taken for granted
Corlie Giliomee
1
1 - University of Pretoria.
Summary
I wrote this poem during the COVID-19 lockdown period when I realised for the first time how hard it must be to live without enjoying your human rights, not to experience democracy and peace, and be affected by disasters such as the pandemic. As a scholar of human rights, I believe that rights and related concepts must have personal meaning for us before we can deliver rights-based social work services. This poem reflects my personal understanding and experiences related to freedom. I would like to perform this poem with movement.
Keywords (separate with commas)
Freedom, Human Rights, Disasters
