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Let's focus on the pressing issues of human rights, peacebuilding, mental health and economical social justice. These are critical issues that affect us all, and we must work together to protect and promote them.One of the most important ways that we can advance these causes is through social movements, activism, and social promotion. As professionals in education and social work, we have a unique role to support these efforts and to empower those who are leading the fight for social justice.One such fight is the struggle for marriage equality in the Republic of Panama. As we know, denying marriage equality is a violation of human rights and has significant social consequences. This is why it is essential that we protect human rights in the Supreme Court and ensure that all individuals have equal access to the benefits of marriage.Our collective voice can advocate for justice, equality, and peace in Panama and beyond. Let us work together to build a world that is fair, just, and sustainable. And let us always remember that social movements, activism, and social promotion are critical tools in the fight for human rights, peacebuilding, and eco-social justice.Objectives:To raise awareness among social workers and educators about the importance of protecting human rights, promoting social justice, and advancing eco-social justice.To highlight the critical role that social movements, activism, and social promotion play in advancing these causes.To inspire and motivate social workers and educators to take action and support the fight for democracy, human rights, peacebuilding, and eco-social justice.Takeaways:Denying marriage equality is a violation of human rights and has significant social consequences.As professionals in education and social work, we have a unique responsibility to support these efforts and to empower those who are leading the fight for social justice.\ 

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democracy, human rights, peacebuilding, economic social justice, social movements, activism, social promotion, education, social work, equality, justice, sustainability, advocacy, community organizing, empowerment, diversity, inclusion, gender equality, LGBTQ rights, racial justice, access to justice, freedom of expression, freedom of assembly, freedom of association, freedom of thought, privacy, conflict resolution, mediation, negotiation, peacekeeping, post-conflict reconstruction, transitional \ justice, human development, poverty reduction, economic justice, corporate responsibility, \ health care, mental health, child protection, education for all, lifelong learning, skills development, cultural heritage, civic engagement, citizen participation, youth empowerment, women's empowerment, gender mainstreaming, gender-based violence, reproductive rights, maternal health, family planning, sexual health, social inclusion, civil society, grassroots organizations, NGOs, social innovation, social impact, social responsibility, social capital, public-private partnerships, global governance, international cooperation, development cooperation, aid effectiveness, humanitarian assistance, impact investing, crowdfunding, transparency, accountability, self-care resources, mental health champion, mental health check-ins, mental health accommodation, social support programs, mental health first aid, employee resource groups (ERGs), mindfulness training, mental health screening, workplace culture assessments, inclusive policies and practices, Corporate accountability, Marriage Equality, Human Rights Watch, United Nations, Supreme Court, International Courts, Violence, Psychology, Therapy, Counseling, Social Work

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Using mixed-methods as its design, this study looked into the challenges experienced by the pedicab drivers of Tabaco City along the areas of provision of basic needs, health and safety, complying with registration requirements and obeying traffic rules and regulations. Among its salient findings were that pedicab drivers lack social protection that can help reduce their vulnerability from risks such as sickness, job loss and the effects of global crisis like the recent COVID-19 pandemic. Poor governance was also an identified factor that prevents the pedicab drivers to be counted and remain to be in the shadow of informality. This invisibility affects policy-makers in designing targeted programs and services for those who need it most. Pedicab driving, being a part of informal economy, is not fully regulated and recognized by law and thus workers involved in it are not also fully protected by international and local labor standards. Actors in the informal economy are mostly deprived of the pillars of decent work as stated by the International Labor Organization such as employment opportunities, rights to work, social protection and social dialogue. The study calls for provision of social protection to the pedicab drivers to include social insurance and other social safety nets that will prevent them from being caught into poverty traps. For the city government, it recommends for policies to improve the pedicab operation in the city such as tripartite consultations with the pedicab drivers, full recognition of their formed unions, structural support and social welfare programs and services

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Revisiting,plight, pedicab drivers

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While attempts to decolonize curriculums, programs, and syllabi have gained traction in higher education, a neglected component of these efforts is attention to linguistic diversity. Students whose first language is not English and monolingual English-speaking students may face barriers in their preparation for social work practice. As Sevilla et al. (2018) argues, “monitoring skill development and ensuring adequate preparation for successful practice in other languages” (p. 311) is an all too often neglected area of social work education and counseling. This is an issue not only in countries where English is the first language, but also globally, due to the widespread use of English to teach some or all academic subjects in regions where English is not the first language.This presentation will highlight the results of a mixed method survey that examined the influence of predominantly English instruction among students enrolled in social work programs in a region of the United States where Spanish was often a first language of students and/or social work clients. Results indicated that upwards to 25% of students had difficulties understanding concepts and terms in English, and over 50% had communication difficulties when working with Spanish speaking clients.  Qualitative data revealed that students frequently had to locate external resources to assist them with translating in either language, and linguistic knowledge gaps hindered student-client interactions in field education settings. Data also indicated that students wanted to learn Spanish clinical terms, and wanted space in social work curriculums for Spanish coursework. Recommendations for integrating the languages of clients into social work education will be provided. ReferencesSevilla, O; Sierra, J. & Setterlund, K. (2018). Equipping bilingual social work Students from the inside out: cultural sensitivity, self-awareness, and language, Journal of Teaching in Social Work, 38:3, 311-323

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Linguistic Diversity, Spanish, Social Work Education, Bilingual

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Social workers often face problems in their practice that are complex and difficult to define, which requires to collaborate with various social actors to find solutions (Lanteigne & Iancu, 2020). Collaboration is an interactive process characterized by: a) shared goals that can be achieved effectively only in a team; b) roles, tasks, and responsibilities that are negotiated among professionals; c) a common professional vocabulary to facilitate communication (Kosremelli Asmar, & Wacheux, 2007; Hall, 2005; Paré, 2010; Savard et al., 2013). The literature review highlights numerous advantages of interprofessional (IP) collaboration, notably for service users, professionals, and organizations (Kosremelli Asmar, & Wacheux, 2007; Mccallin, 2005; Savard et al., 2013). While IP collaboration is employed in different practice contexts, most of the studies reviewed focus on medical settings. It is therefore important to conduct research that examine collaborative relationships among professionals and work conditions in other intervention settings (Bronstein, 2003; Lanteigne & Iancu, 2020). The originality of our research project consists in the use of a multidimensional theoretical framework for analyzing IP collaboration. This qualitative study explores the experience with IP collaboration of health and social service professionals (n-35) working in seven regions of New Brunswick, Canada. The epistemological stance of our research is rooted in social constructivism and in an interpretive paradigm (Gauthier & Bourgeois, 2016). For data collection, we used semi-directed interviews, field notes and researchers’ journal. Thematic analysis was employed in data processing. In this communication (theme 16), we present findings with regards to collaborative work in different intervention contexts (e.g., working conditions, diversity and inclusion, ethical issues, as well as institutional support). In conclusion, we discuss some implications for practice, research, and social work education (e.g., models of collaboration, epistemological aspects, and educational needs).

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interprofessional collaboration, relationships, working conditions, complexity of intervention, diversity

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The starting point of the investigation is based on understanding the perspective of Social Work on Palliative Care, which translates into its guarantee as a human and social right. The aim \ is to understand the confluence between the nature of Social Work andPalliative care.I.e, \ it is a question of unveiling the concept of dignity in its human dimension. The study is based on bibliographical research whose course followed the classic works of both areas of knowledge. The meaning of the concept of human dignity is debated from its context in each historical and social reality in a dialectical perspective. This means an analysis of Social Work from a critical perspective on the philosophy of Palliative Care. It is concluded that palliative care as an intervention model is based on the rehumanization of care and on the understanding of human existence as a right. Therefore, this is the main point of convergence between social work and palliative care.

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Palliative Care, Ethics, Human Rights, Social Work

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The inclusion of the diversity of students in the school, which is intended for all, is not a new goal. Portugal has already taken important steps by electing this goal for its educational policies. There is a need to continue developing organisational and professional practices that respond to the need to build an inclusive school, in particular for children and young people from ethnic minorities, migrant populations with different nationalities, origin and belonging to differents social classes and cultures, territories of origin and/or religions.\ Portuguese educational policy defends inclusive education and non-discrimination, reflecting principles to respond to the diversity of needs and promote the potential of each student, increasing their participation in the learning process and the educational community's life. It refers to the need to recognize and value diversity as a source of learning and development, investing in the construction of an inclusive school that promotes equity and non-discrimination. The multidisciplinary teams in which social workers are integrated are highlighted as fundamental pillars in the implementation of policies to promote equity and develop practices to value diversity and promote school and social inclusion. Using a qualitative methodology, based on content analysis of legal documents and semi-structured interviews with social workers who work professionally in groups of schools, the aim is to know their perceptions regarding educational policies for equity and knowledge and skills that enable them to implement practices to enhance diversity and promote inclusion, and their look, in particular, to apprehend the intersectionality of categories of social differentiation such as gender, social class, race/ethnicity, functionality/ disability and sexual orientation, which tend to be transformed into inequalities. Through the multiple relationships built in the educational community, they do not just add up, they “multiply” and generate new situations that reinforce the existing ones.

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Inclusion,equity, divertity, social workers, educational policies, practices

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In recent years, the problem of the rural population's elderly care is becoming more and more serious. Through the field survey of traditional villages in six provinces in China and the in-depth interviews with the rural elderly, researchers explore the importance of ancestor worship and feng shui belief to the elderly in rural China, and master the current elderly care needs. In the process of community building, the government pays too much attention to the construction of the community itself, ignoring the spiritual needs of the elderly in the community. The study found that (1) the reconstruction of home care service station and community building are dis-embedding;(2) the extreme modernism of government result in the over-input on infrastructure and medical care and the ignorance on the spiritual needs of the elderly care;(3) the common understanding of nursing home, which is a prepositive system towards death, is not conducive to the development of elderly care. \ According to community home care problems, based on the concept of Chinese “home culture”, this article believes that we are supposed to value the traditional social concept and culture resources of the village itself. Each subject, including the government, the market and social organizations, gives play to its own advantages from all dimensions guided by elderly care demand and combining traditional Chinese rural culture. Through this way, the goal of resolving the contradiction between the elderly care demand and real services can be realized.

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Rural old-age care, spiritual dilemma, population ageing

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The discussions surrounding topics related to sexualities, struggles and LGBTQIAPN+ community rights are the center of intense academic debates, encompassing theoretical-methodological and epistemological aspects, playing a pivotal role in the context of planning, execution, monitoring and evaluation of social policies. Among these, the transgender and transvestite problematic issue has progressively gained prominence in dialogues within Brazil’s Social Assistance Policy, highlighting the situations of social vulnerability that this specific population faces, particularly in the city of Nova Iguaçu in the state of Rio de Janeiro. It underscores the cycles of violence experienced by the T population, which resists through a longstanding struggle for social rights. The Cadastro Único (CadÚnico), a data collector instrument from the Brazilian Federal Government enabling access to social programs and income redistribution, should cater to the demands of the community. However, the brazilian reality is quite the opposite. Adding to the marginalization of this population, the fields in the tool fail to acknowledge the transgender and transvestite community's own identities, as the 'social name' category is separate from the 'nickname' category. This hampers both demand identification and understanding of the population itself, given the absence of a specific field for gender identity. In response, the Social Work team\ of the Nova Iguaçu Human Rights Department implemented the intervention project “SUAS Without Transphobia”, aimed at the ongoing training of professional teams in the Centers of Social Assistance Reference and Centers of Specialized Social Assistance Reference in the city. This initiative is based on the Policy of Permanent Education from SUAS and the fundamental principles of the brazilian Professional Code of Ethics of Social Work (1993), promoting professional practice without discrimination or marginalization.\ 

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Brazilian Social Assistance Policy, Cadastro Único, Transgender and Transvestite issue, Human Rights.

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The student's educational process should aim to stimulate questioning and reflection about their beliefs regarding the exercise of their future profession. It is considered that contact with professionals in the area, as well as with other agents such as teachers and populations with which they intervene, is fundamental for the construction of their professional identity and modification of social representations about the future profession, with internship experiences having a place central to this process. The present study aims to understand the perceptions that students of the degree in social work at the ISSSP have about internships and the role they play in the construction of conceptions about what social work is and what profile a social worker should have. , as well as identifying the functions that social workers should perform. In particular, to understand the role of internships carried out during training in the development of knowledge and skills for the development of practices focused on reducing inequalities, promoting empowerment, and combating social discrimination. Through a qualitative research methodology, semi-structured interviews were carried out with ISSSP students who were in the process of internship and a content analysis of the collected data was carried out. With this exploratory and descriptive investigation, it is expected to observe that the students' social representations change with the completion of internships throughout the academic training process, ceasing to be anchored in common sense knowledge and evolving to representations based on professional knowledge. It is intended to promote greater knowledge of the issues that permeate the construction of the professional identity of social workers and specifically the role of internship experiences in this process and to raise new discussions that provide greater awareness about the processes of constitution of this identity both in the educational field. as in the professional.

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social workers, professional identity, students, social representations, internship, professional knowledge

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Unemployment is one of the severe problems in the socio-economic context of Bangladesh. The number of higher educated unemployed youth is radically increasing in Bangladesh. It is rigorously impacting millions of higher educated youths in Bangladesh. The objective of the study is to analyze the situation of unemployed youth with higher education belonging to Dhaka City. As well as to know the socio-economic background of unemployed youth, to explore the challenges and opportunities of employment, to know the causes and consequences of unemployment, to find out the recommendations that can be improved the situation. The qualitative approach whereas the case study method used to conduct the research. About 30 case studies and 05 KIIs were conducted with the help of an in-depth case interview and KIIs guideline. Extensive observations were also carried out during the case study for qualitative data. Moreover, the results showed the several challenges of employment that obstruct the higher educated unemployed youth of being employed. The challenges incorporate complexity in recruitment process, economic problem, mismanagement of exam date, inappropriate academic syllabus, over family expectations, and social recognition. This study also showed the different opportunities of employment in Bangladesh. Study finding will be helpful for policy makers and recruitment agencies to recruit the unemployed youth in Bangladesh.\ 

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Unemployment, Youth, Graduation Programme, Recruitment Process, Skill Development

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As more countries in different parts of the world make legal and cultural progress to support LGBTQ+ communities, many social work practitioners are unsure on how to best support LGBTQ+ people and to be an ally. LGBTQ+ people are particularly vulnerable to stigma, violence and discrimination which can lead to life-threatening impacts and lasting consequences on their social and psychological health and wellbeing. Evidence shows that health outcomes improve when LGBTQ+ people are affirmed, valued and supported by the people in their world. This workshop aims to provide resources and tools for social work practitioners to design services that value diversity and where all employees, volunteers and service users can fully participate, feel respected and safe to be their authentic selves.

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gender, inclusive, queer, education, development, human right

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Introduction: We live in an adult-centered society, in which there is a predominantly negative and naturalized view of the youth, in addition, it is also a racist society, so it is not possible to conceive the idea of a single and standardized youth, therefore, this research emerges from the need to bring visibility to the ethnic-racial experiences of black youth in the school environment. In this way, it is a fact that valuing, discussing and addressing ethnic-racial content through Human Rights Education is necessary in schools. Objective: This research aims to understand the approaches and conceptions of Human Rights Education developed in schools and the existing subsidies for the development of an anti-racist education, the contribution of these contents to the construction of collective racial identity and to the promotion of critical thinking for participation in decision-making processes in the school environment. Materials and Methods: First, a survey of bibliographic and documentary research related to the topic was carried out, then, to understand the pedagogical political project and the approaches related to the issue of racism and Human Rights Education in schools, a semi-structured questionnaire was executed with educational workers and to understand the experience and perspective of the youth in relation to the theme, a focus group was developed with high school students, the research was conducted in two schools in Baixada Santista, metropolitan area in São Paulo, Brazil, with the participation of two education professionals and four students per school. To provide a theoretical foundation for my research, I used references such as Freire (1987), Pini (2011), to address the concept of Human Rights Education, Carneiro (2004) and Bento (2006) to comment on racism and social inequality and Gomes; Laborne (2022) to discuss black youth, among others.\ 

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Human rights education, Black youth, High school,\