Summary

In recent years, a confluence of significant global events, including the far-reaching impact of a worldwide pandemic, heightened tensions related to race and ethnicity across the world, and a burgeoning focus on achieving sustainable development goals, has amplified the imperative for social workers to assume Human Rights leadership roles on both national and international platforms. This presentation comprehensively explores potent models designed to equip Human Rights leaders in global social work practice. We aim to furnish a blueprint for preparing these leaders, replete with illustrative examples drawn from diverse countries, thereby facilitating their application at local, national, or international levels as needed.Our presentation will prominently feature successful leadership practices that have demonstrated their efficacy in real-world contexts. Additionally, we will provide an insightful examination of international exchanges and novel initiatives, explicitly focusing on the North America, Africa, Latin America, Asia and Europe context. It is paramount to underscore that at the core of these endeavors are the enduring values of social work, encompassing the principles of diversity through social action and self-determination.As we delve into these critical dimensions of global social work practice, we intend to impart knowledge and share invaluable lessons gleaned from practical experiences. Through this presentation, we aspire to contribute to the ongoing discourse on the role of social workers as Human Right leaders in a rapidly evolving global landscape, with the aspiration of fostering positive change and improving the well-being of individuals and communities worldwide.

Keywords (separate with commas)

Human rights, leadership, sustainable development goals, global social work practice, international exchanges

Summary

The University of Cincinnati School of Allied Health Sciences leads semiannual cross-cultural learning programs for Social Work and Health Science students in Costa Rica. \\\\  The University began working with community partner Viva Nicaragua Abroad twelve years ago in Nicaragua and now sustains this partnership through study abroad programs that support the Nicaraguan asylum-seeking and refugee community in Costa Rica. This long-standing partnership is a model for ethical and sustainable study abroad programs that benefit both students and community partners. \\  The University collaborates with Viva Nicaragua to provide students with a greater understanding of global topics while facilitating needs-based activities that support the efforts of Nicaraguan asylum seekers and refugees to integrate into Costa Rica. \\  This unique program brings together Nicaraguan immigrants and refugees, \\ Costa Ricans, and international students to engage in cross-cultural activities that promote cultures of peace, tolerance, and acceptance. \\  \\ This tripartite global approach provides multiple benefits for Social Work and Health Science students and community members. Students and community partners collaborate on workshops that focus on topics including nonviolent conflict resolution, trauma-informed care, self-care, gender equity, health disparities, diversity, and inclusion. \\  \\ All participants engage in rich discussions about global topics including human displacement and social justice. \\  \\ Students work alongside community members to facilitate activities that promote cultural competence, inclusion, and tolerance and provide tangible products that support the needs of the Costa Rican and Nicaraguan communities.\\\\ \\  Similar efforts can be reproduced locally and internationally to incorporate global perspectives in social work and promote dialogue and action about social inequities, tolerance, and inclusion.

Keywords (separate with commas)

social work, cross-cultural learning, cross-cultural collaboration, experiential learning, interdisciplinary programs, immigrants, asylum seekers, refugees, tolerance, inclusion, social integration, diversity, cultural competence, human rights, global social work, human displacement, ethical study abroad, sustainable study abroad, Costa Rica, Nicaragua.\\\ 

Summary

The world has never been more visibly and viscerally connected as a global society, given increasing violence, shifting economies, and political disruptions. Additionally, the COVID-19 pandemic has intensified, fostering a greater collective awareness of ‘interconnectedness’ in various ways. In this presentation, we, as spiritually sensitive social work educators, acknowledge the fundamental importance of incorporating spirituality as a universal aspect of human experience and development to significantly advance social work practice and teaching for racial, economic, and environmental justice. The pursuit of meaning, purpose, morality, well-being, and connectedness has been central in spiritually sensitive social work (e.g., Canda et al., 2020; Dudley, 2016). The ‘eco-spiritual approach’ offers a fresh framework within social work, allowing the inclusion of spirituality, indigenous voices, and authentic cross-cultural exchange, thereby challenging the Western-centric imposed paradigm (e.g., dualism, determinism, extreme individualism, modern capitalism) (Besthorn \& Canda, 2002; Coates et al., 2006; Gray \& Coates, 2013). Building upon this understanding, we will elucidate the core concepts and values of the eco-spiritual approach, resonating with the core principle of ‘interconnectedness and interdependent relationships’ found in Won Buddhism, a modernized and integrated form of Buddhism originating from South Korea. To support both theoretical and practical development of the relatively new eco-spiritual approach in social work, we will delve deeply into the teachings and practices of ‘Fourfold Grace’ and ‘Gratitude’ in Won Buddhism. By integrating insights from Won Buddhist perspective, attendees will be guided towards a new framework, reinforcing eco-spiritual concepts and practices, and fostering more inclusive learning environments in social work education and practice. Ultimately, these efforts will propel social work towards an interdependent, interconnected, and sustainable society for well-being.\ 

Keywords (separate with commas)

#Eco-spiritual approach, #Eco-spiritual social work, #Interconnectedness, #Won Buddhism, #Grace, #Gratitdue, #Spiritually sensitive social work

Summary

The 2018 IPCC concluded that humanity has 12 years to give itself a 67% chance of limiting warming to 1.5 degrees by cutting CO2 emissions in half. The socio-ecological transition cannot be a matter for governments or the market alone. It has to include communities and local entities, in particular those concerned by territorial development approaches (TDA). We define TDAs as different forms of structured collective action that, by mobilizing the populations concerned and organizing local actors (institutional, communities, privates), target collective issues related to living conditions and quality of life by identifying priorities, mobilizing resources and carrying out concerted actions. These approaches take various forms and have acquired expertise in cross-sectoral action over the years that can be beneficial in managing the climate crisis and the socio-ecological transition.\ The aim of this paper is to present the preliminary results of a research about the experience of a group of organizations involved in territorial and social development in their community and who has decided to prioritize socio-ecological transition issues in their latest strategic planning. Three data collection methods were used to document the collective structure's process. 1) individual semi-directed interviews (n=11); 2) observation sessions of the TDAs (2); 3) analysis of the documentary sources produced by the TDAs (minutes, action plan, annual report, funding agreement with donors, etc.).\ The initial results show that territorial organizations wishing to make the socio-ecological transition face several obstacles. These include agreeing on a common definition of socio-ecological transition, maintaining priority on ecological objectives while the challenges of poverty and other social development issues are becoming increasingly worrying, the lack of expertise and experience of local actors in managing the socio-ecological transition and the difficulty of being recognized as a credible player in a new area of intervention.

Keywords (separate with commas)

socio-ecological transition, territorial development approach, Eco-Social Work,\ 

Summary

Intervening essentially with vulnerable groups (Molgat, 2016), so with the poorest individuals, families, groups and/or the least integrated in the primary networks of solidarity (families, local communities), social workers (SW) exercise a profession which, since its origin at the end of the 19th century, has been the first witness to the suffering caused by the oppressions of class, gender, race, age, among others. The social Workers are their voice in the public or private organizations that employ them. The transformation of national and transnational socio-political contexts impacts the form and level of inequalities (Piketty, 2020) as well as the institutional forms of solidarity (Esping-Andersen, 1990; Merrien, Parchet, Kernen, 2005). The identity malaise of social workers is often presented from this perspective of macro-social analysis or that emphasizing the transformation of social protection systems. This proposition is confirmed by numerous studies that have documented the suffering at work caused by the privatization of social services or new public management. Nevertheless, the disciplinary socialization of social workers in higher education networks is an explanation that has not yet been thoroughly investigated. Based on two studies analyzing written productions in social work academic reviews (SSHRC funding 2022-2024) and work on theorizing the discipline (Maugère, 2023) and critical research perspectives (Maugère et al., 2022), our communication will demonstrate the importance of producing and circulating research emancipated from the hegemonic rationalities in institutions (Boltanski, 2009 and Smith, 2005). They guarantee the pursuit of friendly mediation (Mascolo, 1958) of the profession with all the citizens of a society. They also contribute to solidifying a strong identity and the recognition of social work as a practical discipline (ISTW, 2014, Jaeger, 2020).

Keywords (separate with commas)

Social Protection System, Practical discipline, identity, institutions, research, critical perspectives

Summary

At the University of Michigan School of Social Work (U-M SSW), the Global Social Work Pathway prepares Master of Social Work students to critically engage with local and global communities and institutions. Incorporating a global perspective is an essential component of social work education as forces of globalization continue to create new complexities for social workers to navigate locally and globally.To prepare students for this work, the UM-SSW is dedicated to moving global social work education beyond teaching cultural competence and providing “parachuting-in” experiences common in traditional Western education contexts. In the interest of providing future social workers the skills to engage in meaningful dialogue with global communities, the program has developed a two-part global engagement course on human rights and social justice. The course includes both a classroom-based component, An Introduction to Human Rights, and an experience-based travel component, Human Rights and Social Justice: Global Course Extension, where students have the opportunity to engage with organizations and leading professionals working in the field of human rights.\ For the past two years, the Global Course Extension has provided the opportunity for MSW students to travel to New York City to engage with professionals working in the global sphere regarding migrant rights, women’s and reproductive rights, climate justice, and children’s rights. \ The week-long course has been successful in transforming students’ experiences of global social work education by incorporating diverse voices into their learning and providing a platform to explore issues such as global power dynamics, culture, and social work values and ethics.This oral presentation will focus on sharing how this experience-based course emerged as a part of our global social work curriculum, the value for students entering the professional realm of global social work, and possibilities for replication and expansion of experience-based coursework in global social work education.

Keywords (separate with commas)

social work education, human rights, experiential learning, experience-based education, social justice education, global social work

Summary

In post-conflict settings, the confluence of mental health and psychosocial support (MHPSS) with peace education programs (PEP) is paramount for sustainable peace. In contexts like Dadaab refugee camp, Kenya, where prolonged refugee situations intersect with acute disasters and ongoing regional crises—evident with Somali refugees—this connection becomes vital. Using a cross-sectional study design, this paper examines PEP outcomes for youth in Dadaab, Kenya. This study employed semi-structured interviews and surveys to evaluate the peace education program, collecting data from 455 participants. Subsequently, a hybrid thematic analysis was conducted on focus group discussions with PE teachers and community facilitators. Findings reveals how peace education not only fosters a culture of peace and prosperity but also nurtures mental health. Emphasized findings include peace education's transformative role in bolstering social relations, problem-solving, and instilling hope. The study also delineates the synergy between individual mental health and communal peace, spotlighting the importance of grassroots and intermediary peacebuilding efforts. Yet, challenges abound, from cultural dissonances to systemic inequalities, which hamper the seamless integration of PEP and MHPSS. Amidst these challenges, communities often prioritize immediate survival over mental well-being. Insights gathered from PEP recipients and community leaders underscore the need for tailored strategies that address these unique challenges, aiming to enhance the impact of PE and MHPSS initiatives. The study also accentuates the importance of equipping social service professionals and front-line responders with skills in culturally-informed peacebuilding and psychosocial support, advocating for a comprehensive approach that champions long-term community resilience and growth. Ultimately, this research endeavors to craft a future where peace and mental well-being are harmoniously intertwined, paving the way for sustainable social development.

Keywords (separate with commas)

Peace Education, Mental Health and Psychosocial Support, Somali Refugees, Post-Conflict Recovery, Psychosocial Support, Refugee Camps

Summary

The need for democracy, upholding human rights, engaging in peace-building and striving for eco-social justice, should more than ever be at the core of social work education and service delivery. Human rights can however be seen as the common denominator between these concepts. It is therefore imperative that social work curricula at schools of social work have a strong focus on human rights and how it links to democracy, peace-building and eco-social justice. After studying Dembour’s four schools of thought on human rights, I discovered that it can contribute toward the development of a stronger theoretical foundation for human rights education in social work, and related concepts. Although social work has always been seen as a human rights profession, research and writing on human rights in this field, are mainly practice-based, with theorizing centred in the natural and deliberative schools where human rights are perceived as a given, on account of being human. This view of human rights poses a dilemma for social work in the sense that it does not account for the views of the discourse school, which claims human rights only exist in as much as they are talked about. I argue that social work needs all four schools to enable a multifaceted, pluralistic view of human rights that allows for the acknowledgement that views on human rights are in essence deeply personal, but also multicultural and universal. This workshop offers attendees an opportunity to assess the extent to which their social work curriculum reflects the integration of different facets of human rights content and related concepts, by applying the Four Schools Curricular Integration Inventory (FSIC), that I have developed through my study of human rights literature.\ \ 

Keywords (separate with commas)

Human Rights, Human Rights Education, Social Work Education, Curriculum

Summary

In 1973 German Sexual Crime Laws changed and used the term self-determination for the first time as a legal term. Since then the term increasingly prevails as a leading ideal in society as a whole, in educational philosophy and in jurisprudence. It corresponds to processes of individualization and human rights based approaches in all areas of society. For many marginalized groups, the focus on self-determination means an increasing acceptance of their lifestyles and the gain of elementary rights (e.g. in terms of sexual orientation and identity). At the same time, self-determination is full of prerequisites: the willingness to deal with oneself and to engage in a possibly ambivalent and lengthy process of decision making is necassary, but also exhausting and with an uncertain outcome. The example of sexuality illustrates not only the achievements, but also the ambivalences with regard to self-determination: ambivalent feelings (e.g. lust and shame), dependences, manipulation, peer pressure, power structures, consideration for others, respect and empathy – all topics that are suitable for questioning the concept of self-determination and raising the question of what degree of self-determination can be achieved and how. The paper explores how the term sexual self-determination was used, framed and dicussed in Germany from the 1970 to now. The leading question is how the ideal of self-determination is constituted, how theory and practice of sexual education deals with this ideal, transports it and makes it operational. For this paper I draw from literature research as well as from numerous training courses in the field of sexual education, which has been one of my main areas of work for about 15 years. The paper is also based on original reseach conducted in the archive of IPPF founding member „pro familia – German Society of Sexual Counceling, Sexual Education and Family Planning‟ in Munich. 

Keywords (separate with commas)

Sexual Self-Determination, Sexual Education, Educational Ideal, German History

Summary

As long as there have been people in our earth, there has been an idea of human rights and anti-oppressive social work. United Nations was primarily responsible for addressing the idea of human rights in the middle of the 20th century. There were an astounding amount of deaths and psychological issues caused by the world wars even today namely Russia-Ukraine War. Social work in India taps in different settings to practice. There is a diversity of approaches to social work practice now, and the profession has grown considerably over the years to incorporate a wide range of different sub-fields even in India. In a variety of contexts, social workers are able to put their education and experience to use assisting individuals, families, and groups of people. The profession of social work has a tight association with human rights & anti-oppressive perspective due to its adherence to principles like respect, decency, and self-determination that are deeply ingrained in the code of ethics for all practitioners. The profession has earned a high level of respect for its efforts to combat inhumane treatment of vulnerable people, its dedication to combating repressive practices, and most significantly, its commitment to ensuring that vulnerable people are provided with a voice i.e anti-oppressive social work practice to make a positive contribution to the cause of social justice and human dignity.Methodology: The review is thematic in nature where in every theme is explained in depth using different sources from journals and articles relating to social work in Human Rights & Anti-Oppressive Social Work. Conclusion: The social work profession is thus convinced, based on historical and empirical evidence, that the achievement of human rights for the oppressed is a fundamental prerequisite for a caring world and for the survival of the human race. 

Keywords (separate with commas)

Social Work, Human Rights, Anti-Oppressive Practices