2018 Global Social Work Day Posters

Treatment Seeking Behavior and Policy: Drug Decriminalization in Portugal Joel Arnold University of Michigan Introduction

In 2001, when they were experiencingtheir own opioid epidemic,Portugal

The United States is currently experiencing an opioid epidemic that has

decriminalized the use of all drugs. Portugal became the first country to

widespread negative health and social consequences. The 2010 National Surveyon Drug Use and Health reported that 9%of Americansaged12 and older - 22.6 million people- were current or past month illicit drug users (SubstanceAbuseand Mental Health ServicesAdministration, 2011). Likely contributing to this epidemicare the 238 million prescriptionsof all narcotic analgesics that were written in 2011 (Manchikanti, et al., 2012). Opioid analgesicsare now responsiblefor more deaths annually than both suicide and motor vehicle crashes, or deaths from cocaine and heroin combined (Manchikanti, et al., 2012). Opioids have contributed to a staggering one death every 36 minutes in the United States (Lee- Iannotti & Parish,2014).

decriminalizethe possessionand consumption of illicit substances. Instead of a focus on criminalizing drug users, the new policies emphasized treatment, harm reduction, and support services. Researchsuggests that decriminalizationhas stabilized the opioid crisis (Hughes& Stevens,2007).

Problematic drug use, HIV and hepatitis infection rates, overdose death, decriminalization (Greenwald,2009). Moreover, in a 2015 report Portugal Europe, with 6 deaths per million people (Muhlberger, et al., 2009). In contrast, the United States had 312 drug induceddeaths per million people

the Lisbon Dissuasion Committee under the Ministry of Health to better understand drug policiesand implementation. I also toured Lisbon and met meetings were used to construct semi structured interviews that were

suchas the War on Drugshavecontributed to increasingprison populations,

administeredto Lisbonresidentsusingconvenientsampling.

Results

number of people incarceratedin Americaincreasedfrom roughly 500,000

drug policiesthat have led to mass incarcerationcannot be overstated. One solution to mass incarcerationis to introduce policiesthat could both lower the rates of drug induceddeath and incarcerationin the United States.

Policy responsesto these issues in the U.S. could benefit from analysis of policiesin Europeancountries., specificallyPortugal.

Methodology Drug polices in Portugal have had an impact on treatment seeking behavior as evidenced by the current literature and population outcomes.

a relatively low sample size that may not be a representativesample of the population of Lisbon. However, the data from the population that was

Substance use is a chronic disease that is treatable

surveyed,as well as the key informant interviews with health professionals, 0 Agree

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Disagree

made clear that the decriminalization of drugs has been effective.

Furthermore, the evidence suggests that drug policy that decriminalizes

Figure 2: Community Survey Results

drug use,and focuseson accessto treatment and harm reduction,increases treatment seekingbehaviorand provides an institutional control to prevent criminal justice systems from targeting already marginalized populations.

Finally, treating drug use as a public health issue acknowledges that substance use is a mental health condition that is treatable and that moralizing and/or criminalizing substance use disorders is not effective at either the individual,community or societallevel. More researchneedsto be done to understand how the United States could adopt Portuguese drug

Survey and key informant interview quotes “When we changed our drug policies, the world said we were the Portuguese Experiment, now that people see that it works we are the Portuguese Model. I give these talks, at the UN, last

policies and the potential impact on population outcomes (e.g., incarcerationrates, overdosedeaths,accessand utilization of care,etc.).

week the Prime Minister of Norway and his 20 person delegation was here, and they always

and disproportionately affect people of color. Between 1985 and 2015, the

drug offences at more than 5 times the rate of whites. The impact of our

the assemblingof the surveys and conductinginterviews. As a result, I had

I know where to go for help for substance use

• Majority of respondents agreed (67% ) agree that Portugal’s drug policies have been effective • Only 22% of participants agreed that they were more likely to try drugs because they were decriminalized • Almost 90% (8/9) of respondents agreed that they knew where to go if they needed help with substance use • 67% of respondents agreed that substance use is a chronic disease that is treatable

epidemic- and the general rise of drug use over the last 20 years. Policies

incarceratedpeople in 2015, with African Americansbeing incarceratedfor

relied on convenientsampling,and was hinderedby time constraints both in

policeson drug use that they were able to mitigate their opioid crisis while

with community members. The themes that were drawn out from these

approximately 32% of the US population, they compromise 56% of all

simplifies a complex problem and has shown to be false. For this project, I

I am more likely to try drugs because they are decrimalized

Community perceptions on drug use and services

There are numerous adverse social consequencesbecause of the opioid

nonviolent drug offenses. ThoughAfrican Americansand Hispanicsmake up

on drug crime will keep communities safe and decrease recidivism. This

Portugal's drug policies have been effective

(Rudd, et al., 2016). Portugal has shown that by instituting progressive

policyexperts in Lisbon,Portugal includingDr. Nuno Capaz,VicePresidentof

part to drug offenses, with 1 in 5 incarceratedpeople being imprisoned for

Our criminal justice system historically has taken a stance that being tough

was shown to have the lowest rate of drug induced death in Western

After completing an in depth literature review I met with mental health and

to over 2.2 million. Mass incarcerationin the United States is due in large

Discussion

drug related crime and incarceration rates have declined in Portugal since

decreasingincarceration.

Figure 1: Frequency Table and Graphs

Community Perceptions of Drug Policy Outcomes in Portugal

Outcomesand explanationof decriminalization

ask: how can we do this? I told him, I assume these people have some sort of expertise, otherwise they wouldn’t be here, so talk with each other and figure it out. There’s not a magic bullet, drug use is too complex. You have to understand the family structure, society norms, perceptions and for that to happen you need each other: doctors, judges, social workers,

• Decriminalizationdoesnot make drugslegal • Similarto a civil offense or seat belt violation • Drug users are given a summons to the DissuasionCommittee and may haveto pay a fine or canaccesstreatment

public health issue and that moralizing about it, or trying to punish it, doesn’t work and makes it

• Users seek help, have accessto treatment and do not have a criminal record

“20 years ago, everyone was doing heroin. Engineers, doctors. You couldn’t even walk around

• Sellersgo to jail • Policedo not target drug users • Addictionis a publichealth issue • Using this lens, it is in the public’s best interest to increase accessibility to treatment, harm reduction services (such as Methadoneclinicsand increaseoptions for treatment) and prevention • Portugal has a UniversalHealth Caresystem that has a “tax” for usage but all drug treatment servicesare exempt from this “tax” • Targetedprevention end educationalservicesdecreasedrug usagewhile abstinenceand incarcerationdo not

psychologists, police, community members. But it starts with understanding that drug use is a worse”.

Figure 3: Pictures (L to R) Dr. Capaz, Street ArtBordaloII, by Lisbon Social Worker, Street Art by BordaloII

- Dr. Nuno Capaz outside here without seeing someone. We had to do something. When the government said it would no longer be criminal, people began to look at it different, they had places to go for help.

Now, maybe 5% of those people still do it, but there’s places they can go and get better”.

- Lisbon resident “Treating drug addiction as a disease affects the entire construction of society by offering proper treatment to ill people by not penalizing their future with jail, trials and records. It allows society to become more fair, empathetic and just”.

–Lisbon resident

Acknowledgements Thank you to the Office of Global Activities for the Global Independent Study Grant and to the University of Michigan School of Social Work Alumni Board .

of Governors Award for funding this project. Additionally, thank you to all the staff of the OGA, and especially Kaisha Brezina, for all of their help. I also want to extend my gratitude to Dr. Shawna Lee for agreeing to be my GIS Faculty Instructor. A special thank you to Dr. Nuno Capaz and Elsa Maia at

“If drugs are criminalized you have a person who views themselves not only as someone who is

SICAD and the Ministry of Health for being so generous with your time and

sick but also as a criminal. That dissuades them from seeking help, both because of the societal

insight. Finally, thank you to all the community residents and health

stigma of being a criminal but also because of the very real legal consequences of their sickness”.

- Lisbon social worker

professionals for your help with this project.Obrigado!

THE CITY OF BRADFORD WEST YORKSHIRE, ENGLAND UNITED KINGDOM

EXPLORE BRADFORD, UK

Volunteered at the Choice4All Program at UBU Shih-Ya Chang University of Michigan School of Social Work

May 1, 2018 - May 30, 2018

Population: 534,300 (fifth largest city) 30.2% aged less then 20 70% aged less then 50 Ethnically Diverse

MY PROJECTS:

This trip was funded by the SSW Global Independent Study Grant. Course SW 528 instructed by Dr. Larry Gant.

✦ Joined mixed ability cycling for 26 & 32 miles ✦ Served as a local host for the Bradford Hamm Volunteering Exchange Programme ✦ Played other mixed ability sports such as wheelchair basketball, in-door rock-climbing, and canoeing with local community and exchanging students from Hamm, Germany

Researched about International Student Services, specifically for Chinese students

Bradford City Hall

63.9% White British 20.3% Pakistani British

Distance by Train to Bradford Edinburgh — 4 hours

View from My Flat

✦ ✦ ✦ ✦ ✦ ✦ ✦

Interviewed UBU staff and administration Interviewed UBU student staff Interviewed UoB professors Interviewed Chinese students Conducted focus groups with Chinese student Informally hanged out with Chinese students Surveyed Chinese students

Manchester — 1 hour

KEY HIGHLIGHTS:

Birmingham — 3 hours

✦ It was my first time volunteering in mixed

London — 3 hours

Playing Wheelchair Basketball

Statistics from City of Bradford Metropolitan District Council UK Map from the University of Bradford

Streamed Train

Where Emily Bronte Lived!

University of Bradford Richmond Building

Telephone Kiosk

Street Food

ability sports. I discovered that sports are incredible activities to promote inclusion. A blind friend had much more endurance than me, cycling a tandem during our 32-mile trip. ✦ My favorite part was the week when German exchange students came. We were all visitors in the City of Bradford. I enjoyed hearing them share about their study in Germany, traveling stories, and how their experience was in Bradford. Exploring the city with them gave me more understanding about the Bradford culture in comparison to other European cultures. ✦ It was harder to find Chinese students than I foresaw because may happened to be UoB’s exam month. Sometimes, I would sat at the student lounge for the whole afternoon so that I could come across students and interview them. This experience taught me to be more flexible and bold as a researcher.

Dream, Plan, & Go — steps for a Global Independent Study —

Facilitate Social Change through Theatre Rio De Janeiro & Florianópolis, Brazil The Federative Republic of Brazil (Portuguese: República Federativa do Brasil), is the largest country in both South America and Latin America. Brazil is the world’s 6th most populous country, with over 208 million people, and the world’s largest coffee producer by country.

For my GIS project, I visited Rio De Janeiro, home of gorgeous beaches and Christ the Redeemer statue, as well as Florianópolis, the capital of southern Brazil’s Santa Catarina state

Elaine Chen University of Michigan School of Social Work

Career Connections

About This Project

Skills Utilized/Developed

From May 21 to June 12, 2018, I travelled with Professor Ashley Lucas from School of Music, Theatre, and Dance and a group of her to Brazil where I observed and/or participated in: • Theater and dance classes taught by faculty at Federal University of the State of Rio de Janeiro and Santa Catarina State University.

• Theater workshop in women’s correctional facility in Rio de Janeiro • Theater workshops organized for elderly and youth living in favelas in Rio • Weekly singing and theater groups at local hospital (O Hospital Como Universo Scenico) in Rio • Performances and post-show discussions of plays around racism, sexuality, domestic violence, and other social justice related issues.

“Listening”: receiving and integrating information from multiple sources in addition to verbal input (e.g. body language, gesture, etc.)

Engagement: working through language barriers to foster relationships with community members Documentation: Retain and record information in ways that are respectful, ethical, and non-intrusive.

This trip inspired me to explore different roles I can play in communities as I further my practice as a theater workshop facilitator and a social worker. I was deeply inspired by the way theater served as a platform for practicing democracy, and I intend to create spaces for communities to manifest autonomy through theater.

Classroom Connections Prior to this project, I took Interpersonal Practice with Groups. The simulations and discussions in that class prepared me navigate group dynamics as I enter communities for temporary periods of time and try to facilitate productive workshops in my realm of expertise – theatre!

Advice Visa, visa, visa. Have all the information you need about visa requirements, processes, etc., especially for transit visas and “digitized” visa applications.

Turbulent Times My visit to Brazil coincided with a few events that caught local and international attention. A trucker’s strike led the country’s economy into a halt. A third of itinerary was cancelled and replaced with alternative activities because buses couldn’t get gas. In almost every restaurant in Rio, more menu items became unavailable as food supply posed an increasing challenge as days went by.

While I was in Rio, one of the city's most touristy areas, the Sugarloaf mountain, was shut down for a brief period of time as the police engaged in a shootout near the military base in the area. My group and I were evacuated from our location which was ten minutes walking from where the crossfire happened. Six people were killed in that incident.

Stay flexible and curious at all times. Although my plans were interrupted by unpredictable events, being adaptable and creative allowed me to be exposed to aspects of the community that I otherwise would’ve missed.

Community Partners Most of my community and academic experiences were arranged by faculty members from Federal University of the State of Rio de Janeiro and Santa Catarina State University. Both institutions have established theatre programming with local correctional institutions and community groups.

Outcomes Through this project, I learned about various ways theater was used to facilitate social change in community and performative settings. I gained a deeper understanding in the different theater workshop facilitation styles between the programs in Brazil and at University of Michigan’s Prison Creative Arts Project where I work and facilitate theater and music workshops.

Lessons Learned Through this trip, I expanded my toolkit of theatre activities. I learned to engage different sensory and somatic inputs when designing exercises that are tailored towards enhancing communication.

One group of performers I met with demonstrated codirecting: a process where no cast members were assigned leading roles such as director or playwright. The idea was to maximize incorporation of everyone’s unique input. I was pleasantly surprised to witness and learn how the rehearsal process of theatre can be used as a form of democratic practice.

Acknowledgments I'm grateful for the School of Social Work Office of Global Activities, Center for World Performance Studies, International Institute, Center for Latin American and Caribbean Studies, and my friends who helped me through my distressed flight situations for making this trip possible.

A piece of my heart stayed in Brazil, with my friends who show up every day with passion, joy, and dedication to bringing hope and care to their communities through theatre..

This poster was created for the Fall 2018 Global Social Work Poster Fair

Broadening Minds, Redefining Manhood, Obtaining Success Akirah S. Crawford

University of Michigan School of Social Work Kingdom of Eswatini/ Mpompotha The Kingdom of Swaziland has the world’s highest adult HIV/AIDS prevalence rate at approximately 26% (persons aged 15-49 years) and one of the lowest life expectancy rates, of approximately 33 years.

The small rural community of Mpompotha where I was placed was characterized by poverty and inadequate access to health and educational services which informed a great deal of my projects.

Peace Corps was invited into Swaziland to assist with mitigating the HIV pandemic. Although many projects centered around community health, mines often focused on dismantling the patriarchal building blocks to the spread of HIV through youth development.

Working in the Kingdom of Eswatini as a Youth Development Volunteer with the US Peace Corps was extremely rewarding and challenging at times but it helped me to grow as a social worker and shift my views around international development.

Placement/Project Information

• Co-directed BRO (Boys Reaching Out) male empowerment program. BROEswatini envisions a nation where adolescent males and men are empowered to create healthy change in their own lives and in the lives of others.

• Worked in partnership with Peace Corps volunteers to form BRO clubs within perspective communities across Eswatini in which PCVs helped facilitate sessions for male club participants with their Swazi counterparts • Clubs helped to provide safe spaces for young boys to discuss issues around male identity, self-esteem, fatherhood, gender equality, etc.

Agency/Community Partner • Partnered with various Eswatini organizations to host nation wide trainings for BRO counselors and club participants. Partners included FLAS (Family Life Association of Eswatini), YEBO Artreach (arts empowerment program), Kahle Kahle wellness organization and the Ministry of Education.

Outcomes

• In partnership with Eswatini based organizations, hosted a HIV & Self-Care Topical training for 40 counsellors in the capital of Eswatini focused on equipping counsellors with knowledge, resources and skills to discuss HIV in their clubs and communities.

Skills Utilized/Developed • Community Organizing • Cultural competency • Engagement in Youth Development

Career Connections

I plan to use my experience of serving as a Peace Corps volunteer to change the way I do international development in efforts to prioritize sustainability and intentional relationship building with the people I serve.

Classroom Connections

• Interpersonal Practice with Individuals, Families and Small Groups • Introduction to Community Organization • Management and Policy/Evaluation Practice • Issues in Global Social Work These courses really helped in my service because they gave me a foundation of understanding of how to engage with youth and families and insight into international development work.

Advice

• Be open to change and willing to face adversity • Practice humility and patience • Treat all people with dignity and respect

Lessons Learned

My service was extremely valuable because it allowed me to live on a traditional homestead, work in an isolated rural community and truly integrate into the culture of Eswatini. In doing so this allowed m me to work with some of the most overlooked and vulnerable members of Swazi society. It taught me to truly value the dignity of all people and it instilled in me the importance of community and collectivism.

Acknowledgments I want to thank the magical kingdom of Eswatini for challenging me in ways that I did not know I needed, showing me the true meaning of kindness and welcoming me into your culture. I would also like to thank my family and friends for supporting me along this journey and my amazing cohort (G14 Strong) for serving by myside.

This poster was created for the Fall 2014 Globa Social Work Poster Fair

VIDYA Integrated Development for Youth and Adults Mumbai, India Alejandra Orellana-Portillo & Erica Simone Davenport University of Michigan School of Social Work Mumbai, India

MSW Internship

India is a country that occupies the greater part of South Asia. It is a constitutional republic consisting of 29 states. Mumbai is the capital city of the Indian state of Maharashtra. It is the most populous city in India with an estimated population of 12.4 million as of 2011 (ADB, 2018).

Field Placement: June 4th –August 24th 2018

Poverty is a significant issue in India: • 21.9% of the population lives below the national poverty line • It is estimated that India is home to over 30% of 385 million children living in extreme poverty worldwide (UNICEF, 2016)

Classroom Connections

As MSW Interns at VIDYA we were responsible for: •Designing a workshop about Gender Sensitization for community teachers •Creating a Needs Assessment framework for the organization •Facilitating weekly life skills sessions for students at the local public school •Developing modules for the Women’s vocational training program Additional Projects: Alejandra: Assessed VIDYA’s Volunteer and Organizational Materials Erica: Researched and created Child Appreciation workshops

SW 504 Power, Oppression, Diversity and Social Justice •Gender & Sexuality •How to teach PODS to community •Religion, Caste, Ethnicity •Prepared us to lead discussions and reflections on the socialization process, privilege and oppression SW 522 Research •How to do a literature review and use various research techniques •The importance of utilizing best practices

Career Connections SW 583 Evaluation •Types of evaluation •Purpose and process of evaluation •How to conduct a needs assessment SW 605 Child Development •Stages of development •How to create engaging workshops for community members

As social workers who want to work with diverse communities, our placement in India taught us how to work outside of our personal and professional comfort zones. This prepared us for our future work in diverse settings with clients from distinct cultural backgrounds.

Our learning directly connected to the core values of the NASW Code of Ethics. This includes: • Competence: Social workers should understand culture and its function in human behavior and • •

society. recognizing the strengths that exist in all cultures.

Dignity and Worth of the Person: Social workers treat each person in a caring and respectful fashion, mindful of individual differences and cultural and ethnic diversity.

Social Justice: Social workers pursue social change, particularly with and on behalf of vulnerable and oppressed individuals and groups of people.

Organization ADB (2018). Poverty in India. Asian Development Bank. Retrieved from https://www.adb.org/countries/india/poverty

UNICEF (2016). Ending Extreme Poverty: A Focus on Children. UNICEF and the World Bank Group. Retrieved from https://www.unicef.org/publications/files/Ending_Extreme_Poverty_A_Focus_on Children_Oct_2016.pdf

The Gender Sensitization Workshop One of the highlights of our experience was working with a team of our incredible coworkers to create a gender sensitization workshop for community teachers.

VIDYA is a non-profit that provides educational programming for women and children.

Locations: Mumbai, Bangalore & Delhi Mission “Educating and empowering the less privileged through integrated methods and initiating and implementing progressive social change”

Main programs Beyond School

Advice

Out-of-school academic enrichment & life skills for children & youth

• Learn about the cultural makeup of the area where you are placed. There over 2,000 ethnic groups in India. It's important to know what cultural context you will be exposed to.

• Learn what language the majority of your organization’s clients speak and learn simple phrases. This will help build rapport when you interact with communities.

• Be ready to be exposed to new things! Be flexible and enjoy every moment.

Margam

Women’s vocational training (English, sewing, Henna, life skills)

Bhavishya-Yaan

School-based youth development programming

The entire team collaborated and used their unique skills to create a workshop that attained positive results.

The goals of the workshop were to:

Outcomes

• • • •

• Created a Gender Sensitization training module which was facilitated for community teachers • 70 hours of English lessons completed for women focused on building selfconfidence • Created and facilitated four sessions of life skills lessons for youth at Bhavishya-Yaan • Improved VIDYA volunteer and organizational materials • Developed a four-session “Child Appreciation” teacher training • Completed parent group discussions and a community survey outline for a needs assessment

Sensitize teachers to gender inequities Expose teachers to a range of tools to address gender in the classroom Provide information on relevant government schemes & legal provisions Reflect and begin a commitment to gender-related change in one’s personal and professional life

Skills Utilized/ Developed •Workshop Facilitation •Research •Evaluation •Teaching life skills and interpersonal Skills •Cultural Humility •Navigating different organizational contexts

Lessons Learned The teachings of cultural humility were essential to our in country work in India. As our first global experience outside Latin America, we were exposed to an unfamiliar cultural setting. Through our placement we learned: •How to engage with communities with a language barrier in place.

•How to adapt to the gender-restrictive norms of a conservative society.

•How to work in collaboration with Indian co-workers and community leaders to create sustainable interventions.

Acknowledgements Special Thanks to: VIDYA Mumbai Staff: Thank you for being our Indian family! Dr. Lata Narayan a Professor of Social Work and our Placement Supervisor, and The Office of Global Activities in the School of Social Work.

Mental Health and the Effect on Entrepreneurs in Low Income, Urban Communities of South Africa

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Ryan DeCook University of Michigan School of Social Work Location and Context • Research was conducted in various communities within Johannesburg and Cape Town, South Africa • A vibrant country of 55 million people • Over 60% of the country lives in an urban setting • Came out of legalized segregation (Apartheid) in 1994 and still feels the social and economic effects • Unemployment rates close to 28% at the end of 2017 • Over 50% of the country is considered chronically poor and there is a small middle class • Consistently rated (GINI Coefficient) one of the most economically unequal countries in the world

Personal History in South Africa • Previously lived and worked in Cape Town for 3 years • Started a microfinance organization in low - income communities • Provided funding, training and support to entrepreneurs • Determined barriers to success that entrepreneurs faced in their communities • At the time, never considered mental health symptoms as one of those barriers to success

Local Partner

Hypothesis and Methodology Hypothesis: Individuals from these low- income urban communities will have a presence of mental health symptoms. Those mental health symptoms will have a negative effect on the individual’s capacity as an entrepreneur.

• 40 entrepreneurs from Paradigm Shift were identified • Entrepreneurs all worked in or lived in low- income urban communities • A local guide was hired and trained to administer the surveys • Used PHQ- 9, GAD- 7 and AUDIT Assessments for behavioral health symptoms • Created a survey to measure business and entrepreneurial performance • Utilized SPSS software to conduct analysis and organized entrepreneurs into three groups based on monthly revenue levels • Used descriptive statistics and univariate linear regression to analyze the data

Outcomes • Entrepreneur Groups : n = 10 (0- 1500 ZAR), n = 17 (1501 - 3000 ZAR), n = 13 (3001+ ZAR) – Based on monthly revenues in South African Rand • Demographics:No major differences between groups with respect to age, gender, race, marital status. Education was at a high level across all groups.

• Johannesburg had the highest percentage of low revenue businesses • Mental Health:According to the screens- no significant differences in depression and alcohol use. Anxiety levels differed slightly.

• The group with the middle amount of revenue self - reported highest amounts of anxiety and depression. (Statistically significant) • No major differences in self- reported satisfaction and efficacy levels.

• Statistically significant correlation of higher revenue levels to higher levels of goal- setting, self- confidence, attention to detail, prioritization and ethics/values.

Skills Developed Add your information, graphs and imagesto this section.

• • • • • •

Lessons Learned Classroom Connections SW 522– Basic Social Work Research • The course refreshed some of my foundational understanding of research.

• Taught me how to best organize and categorize variables.

• Showed me which type of analysis is best for the data that I collected • Gave me some helpful ideas for developing a research survey.

• Taught me how to interpret data and highlight significant findings.

• Showed me how to evaluate articles to determine quality research.

SW 606 – Mental Health and Mental Disorders in Adulthood • Gave me a framework to better understand symptoms and effects of mental health disorders.

• Taught me how to look at the validity and reliability in different measurements.

SW 630 – Advanced Clinical Social Work Practice in Integrated Healthcare • Gave me better familiarity with various mental health assessments.

• Showed me how to administrate brief mental health screens.

Career Connections

• An organization doing very similar work to what I did previously • Focused on holistic economic development • Support entrepreneurs in low- income urban communities through providing training, mentorship and financial capital • Connected me to entrepreneurs to interview

Research survey development IRB application writing Research coordination Interviewing Quantitative data analysis with SPSS Navigating international context in order to do research on the barriers to success

The project helped me better understand how to conduct and understand research. This will be an important foundation for my career going forward as I want to be grounded in evidence based practices. Following this pilot study I would like to get more funding to do a larger scale study on this topic. If the data supports it, I would like to help more widely distribute mental health resources and education globally. I would love the opportunity to work in global mental health down the road, if there is an opportunity to do so.

• Based off of qualitative data, there is some awareness of mental health in these communities.

• Mental health is often perceived as someone who is severely schizophrenic or has lost touch with reality.

• Depression and anxiety are understood but usually not under the term “mental health.”

• Mental health symptoms did not impact outcomes quite as expected.

• Significant correlations are found more with the prevalence of certain entrepreneurial characteristics.

• My project would have been impossible without local partners on the ground. I will keep this in mind for the future.

Advice • If you are doing research, pursue a question that you are really passionate about.

• Pursue your research question even if it seems unorthodox.

• If you are working or partnering with an organization, try to connect with one that has a good reputation through your existing network.

• Do not take on more than you can handle and set realistic goals. 2- 3 weeks goes very quickly to conduct research.

Acknowledgements – Special Thanks to: • School of Social Work- Office of Global Activities for providing financial and logistical support.

• Matthew Smith (Advisor) for mentorship and coaching • Paradigm Shift Team for coordinating on the ground and making all of the datacollection possible.

Empowering the Minds of the Future for Youth in Guatemala Ally DeMaagd

University of Michigan School of Social Work Quetzaltenango, Guatemala Quetzaltenango exists as Guatemala’s second largest city located in the western highlands. With a large indigenous population, Quetzaltenango is more commonly referred as Xela, its Mayan translation.

• Over half of the Guatemalan population are Indigenous while only 6% make up the University population • 40% of students do not pass primary school • 80% of classrooms exceed maximum student enrollment • 100% of schools lack school supplies and access to textbooks • 92% of domestic violence cases go unprosecuted

Global Field Agency Mentes Para El Futuro - Minds for the Future An organization in Guatemala offering professionalized and integrated mental health services, educational support, advocacy and scholarships to private schools for children and families living in poverty.

• 100% of students failed at least one grade level before receiving Mentes services.

• 100% of Mentes students graduated.

Outcomes  Provided afterschool academic support while assessing mental health.  Engaged students in social emotional learning through art and adventure.  Launched back to school fundraiser to support incoming students affected by deportation.

Skills Developed  Bilingual therapeutic intervention and conflict resolution facilitation  Global organizational networking and collaboration  Non-profit administration and management

Career Connections

As an aspiring school social worker, this experience taught me to be prepared and let students lead.

Regardless of the material I prepared, students arrived with different backgrounds, barriers, and interests. I gained skills in reading the room and adjusting my work with each student based on their unique strengths and needs. Additionally, I hope to use my increased proficiency in the Spanish language to support Spanish speaking communities in my future practice.

Lessons Learned  Education creates a space to address mental health stigma and improve access to services.  Advocacy efforts create a ripple effect. Even seemingly small efforts matter when promoting equality and fighting injustice.  Embrace discomfort and maintain flexibility. Its not often easy, but its worth it. ¡Vale la Pena!

Classroom Connections SW 504 – Diversity and Social Justice.

This course exposed me to the complexity of diversity and challenged my understanding of my positionality. I recognized this influence as I worked with individuals, families, and the communities in Quetzaltenango, Guatemala and appreciated this course’s introduction to a constant reflection of privilege, oppression, and diversity.

SW 560 – Community Organizing.

Entering, engaging, and exiting a community proved a crucial component to a global field placement. This course prepared me for international community engagement.

SW 629 – School Social Work Interventions.

Anything can be used as an intervention if used to prompt, discuss, and debrief relevant information. At Mentes I used art, photography, games, and nature as intervention modalities.

Advice

Consider taking language courses if applicable, even for a week or two. Additionally, pursue immersion opportunities by engaging with the culture and community to better complement your learning experience.

If it seems challenging, pursue it. The only constancy in life is change and change leads to growth.

Acknowledgments This poster was created for the Fall 2018 Global Social Work Poster Fair

I would like to thank the Office of Global Activities for financially supporting my global internship. I would also like to thank Dan Fischer for taking on the role of my academic advisor and Alison Aparicio for daily supervision and support. Finally, I would like to send a huge shout out to everyone who contributed to Mente’s Back to School campaign and advocacy efforts. Thank you for supporting the education of our future generation.

An Eritrean Mother-Child Support Group; Project Design and Implementation Hanna DeMarcus University of Michigan School of Social Work Asylum Seekers in Israel As of February 2018, there were approximately 35,000 asylum seekers residing in Israel, primarily (73%) from Eritrea (The Association for Civil Rights in Israel). These asylum seekers fled from Eritrea due to the dictatorship regime present in the country; the draft in Eritrea is equated to slavery by several human rights organizations, and the punishment for defecting from the military is torture or the death penalty (Hotline for Refugees and Migrants).

Asylum seekers in Israel do not qualify for social services or financial assistance, due to the administration’s immigration policies.

Eritreans in Haifa Haifa contains a small, but growing, community of Eritrean asylum seekers. Estimates on the numbers of Eritreans living in Haifa range from 250 – 500 individuals .

Many Eritreans in Haifa work low-paying jobs that demand long hours. Due to the long hours at work, Eritrean children are typically cared for in informal "daycares" that neighborhood women run out of their homes. Eritrean children face challenges in their education due to the language barrier and lack of support outside of school.

A Mother-Child Support Group A mother-child support group was created for the Eritrean community in July 2018. This group’s objective was to create a space for self-care for the mothers and an educational and recreational space for the children.

In order to create a space for self-care and community building, the women each week completed a simple craft together. The women learned how to weave bracelets, create homemade dolls, and put together a 'culture book'. The craft was guided by me, the student facilitator, and volunteer translators. The community members also helped each other in translating directions and putting together the crafts.

The younger children had free time to play and explore the room with volunteers, which had stimulating toys for younger children, such as a ball pit and baby dolls. The older children had structured activities with volunteers, including crafts, coloring, balloon animals, and practicing Hebrew through fun activities.

Haifa Municipality Department of Community Social Work The Department of Community Social Work is responsible for creating projects and groups in each of the city’s neighborhoods. The Department is limited in the amount of aid they can provide to asylum seekers (due to legal status).

However, through the service of interns, the Department occasionally offers groups and other projects to benefit this community. My group (Mother-Child) may be continued in October 2018 by Israeli students.

Outcomes ● Participants learned five low-cost crafts that can be utilized as self-care practices. ● 10 children received 7.5 hours of Hebrew language practice through activities and worksheets. ● Participants nurtured relationships with other community members and created contact with Municipality social workers.

Skills Utilized This project required me to practice problem solving, coordination, and facilitation skills. ● Problem Solving: The model for this project was passed on to me by two nursing students, who had held their own groups prior to my arrival. Their model was based on parent education, safety topics, and how to make homemade toys.

However, after the first meeting, I felt that the model should be adjusted to better suit the participants and be easier to facilitate in English. ● Coordination: As the project relied on volunteers for childcare, I had to continually coordinate with Municipality staff and volunteers in order to ensure the sessions would have sufficient volunteers. ● Facilitation: I guided the women through the crafts which required me to speak clearly, slowly, and concisely.

Classroom Connections My Community and Social Systems (CSS) courses provided me a framework for engaging with the asylum seeker community.

Additionally, global courses, such as SW 648, prepared me for working and living abroad. I found myself reflecting on conversations in these classrooms while working with global populations in Israel.

Lessons Learned

Career Connections

This experience has allowed me to learn so much about social work practice in an international context. I look forward to applying these skills and lessons to my future career as a macro social worker. I hope to work in a domestic position serving refugees and immigrants. This first hand experience with an asylum seeker population has shown me that this work moves slowly but can have great impact.

Advice ● Make sure you spend time developing relationships with colleagues and community members! Not only will you gain greater insight into the country, but relationships are essential for accomplishing your project’s goals. ● Practice self-care daily while abroad, and don’t let homesickness get the best of you. Your time abroad will go by so fast, so enjoy it!

This summer has taught me several lessons about international social work practice. ● The first of these lessons is the importance of clear communication, especially when a language barrier is Acknowledgments involved.

I wish to thank the Office of Global Activities (GASP) and ● The second lesson is the importance of building relationships the UofM Frankel Center (Weingast Family Fund) for and teams. funding my summer field placement in Israel. ● The third lesson is the importance of being humble and realistic. I was here only for three months. I cannot "solve" any of these problems permanently. Instead, my projects can bring the participants some benefits, and I can advocate for the projects to continue in the future.

This poster was created for the Fall 2018 Global Social Work Poster Fair

This poster was created for the Fall 2014 Global Social Work Poster Fair

Sustainable Development in Chiang Mai Susannah Feinstein University of Michigan School of Social Work Location

Project Information

Skills Developed

This summer I travelled to Chiang Mai, Thailand for my global independent study. Chiang Mai is the largest city in Northern Thailand and is the capitol of Chiang Mai Province. I spent several weeks learning about sustainable development with professors and students at Chiang Mai University.

For my project this summer I travelled to Thailand to learn more about sustainable development. I spent time with professors and students at Chiang Mai University in the Regional Center for Sustainable Development there to see firsthand how their school is responding to issues as diverse as climate change, the Burmese refugee crisis, and polluted water.

From the global field experience, I increased my ability to: • Engage cross-culturally and communicate effectively with individuals from diverse backgrounds • Engage in multilingual, multicultural environmental efforts • Appreciate the role of and need for global social work Lessons Learned

Environmental Concerns in Thailand Thailand's. dramatic economic growth has caused numerous environmental concerns. The country faces problems with air and water pollution, declining wildlife populations, deforestation, soil erosion, water scarcity, and waste issues. When I was there, I spent time learning about social concerns in Chaing Mai that are also affecting sustainable development including the Burmese refugee crisis and migrant populations in Northern Thailand.

Outcomes

In the course of my three week global field placement, I had the opportunity to engage with various professionals and other stakeholders, including students, faculty, and staff at Chiang Mai University. My major accomplishments include: • Research on sustainability issues facing East Asian countries • Writing a paper about my learning and findings during my time in Thailand • Developing friendships and relationships with faculty and students at Chiang Mai University.

• Increasing my knowledge and awareness in these important topics. Ideally I will be able to share this learning with others in my future career and endeavors.

It can take a long time to build trust and relationships with community members, especially in a culture different than your own.

• It was important for me to spend time before my departure thinking about my role during this trip and recognizing that I was there primarily to learn and to engage in conversation with individuals there. It is important to listen well and actively during your global field experience, not just to simply “do’” a project or have a specific outcome.

Career Connections

I will certainly take these connections and lessons with me into the future. I hope that other University of Michigan students will have the opportunity to build off of the connections that I made this past summer in Chiang Mai as I feel that it is of the utmost importance to continue building bridges and collaborating with other countries to create sustainable, effective, and lasting partnerships and change.

POSTER TEMPLATE BY:

www.PosterPresentations.com

Advice

• Read a book on your country before departure. I found that the reading that I did beforehand allowed me to have a greater appreciation of the historical context that I was entering • I would also recommend that students practice the local language before their departure date. Those that you engage with will appreciate that you took initiative to be a part of their life and language.

• Keep a journal with you before you leave and throughout your journey- it is fun to look back and reflect on your journey.

• Reach out to other connections you know who may have been to that country before Acknowledgments

Thank you to the Office of Global Activities for financially supporting my global independent study and Chiang Mai University for providing an excellent learning experience. Also, I greatly appreciate the resources of Berit Ingersoll-Dayton, my advisor for the project.

BUILDING STAFF CAPACITY IN A CHILEAN JUVENILE DETENTION CENTER ROXANA GAMBLE UNIVERSITY OF MICHIGAN SCHOOL OF SOCIAL WORK

SANTIAGO, CHILE

GLOBAL FIELD PLACEMENT

Santiago is the capital of Chile. It is home to nearly a third of the country’s population of 18 million, and is highly segregated by class. Chile has the strongest economy in South America, but one of the greatest wealth gaps in the world.

CIP-CRC SANTIAGO: My placement was a juvenile detention center run by the Nacional Service for Minors (SENAME).

SENAME manages Chile’s juvenile justice and child protection systems.

Chile experienced a violent dictatorship from 1973-1990. The return to democracy focused heavily on human rights, including ratifying the UN Convention on the Rights of the Child.

Because of this, youth-serving agencies stress respecting the dignity of clients. There are also frequent protests and organizing efforts to change structural inequalities.

The majority of the youth who enter SENAME centers come from low SES families, with limited access to quality social services CIP-CRC Santiago provided youth with drug counseling, school, therapy, case management, job training, and other services while they served out their sentence.

OUTCOMES During my 3 month placement at the center, my main project was creating and facilitating a series of professional development workshops for the direct care workers. The content was based on a needs assessment of the workers as well as relevant best practices and theory.

The workshop topics were: 1) Social & psychological theories to explain the youths’ behavior 2) Strategies for creating a therapeutic alliance for client engagement 3) Self-care for professionals who work with victims/perpetrators of violence For each workshop I created an interactive presentation and accompanying facilitator’s guide. At the end of my placement, I recommended internal policy changes to improve the communication between male CRC unit staff.

SKILLS DEVELOPED -professional relationship-building -research and analysis -interview instrument creation -identifying organizational processes and internal policies -assessing strengths/weaknesses of communication within interdisciplinary teams -development of culturally appropriate trainings -dynamic workshop facilitation in Spanish -managerial/leadership skills -engaging youth clients -professional communication in Spanish -self-care

CONNECTIONS Classroom: • SW 651: Planning for Organizational & Community Change This course provided me with a framework to analyze the organizational context of the detention center. It also gave me practical tools for including and engaging stakeholders at all levels of the organization.

• SW 648: Issues in Global Social Work Practice This course prepared me with strategies to integrate into a foreign organization and analyze how culture influences SW practice.

Career: This experience strengthened my link between social justice and management, and exposed me to the inner workings of a Latin American social service agency. I hope to work as a management consultant for youth-serving organizations abroad in the future.

LESSONS LEARNED • Relationships are the foundation for change.

• A needs assessment should include the voices of as many stakeholders as possible.

• A good manager is open to feedback from her staff, makes sure they have enough support (training & resources) to do their job, and are recognized for good work.

• Self-care is essential for professionals who work with violence.

ADVICE • Chilean Spanish is very unique, so it would help to watch Chilean movies or listen to music before you go to get used to it.

• Read up on Chile’s political history, as it will put a lot of their culture into context.

• Connect with Chileans at U-M! Grab a coffee with an international student and get advice straight from the source!

ACKNOWLEDGEMENTS Thank you to the Office of Global Activities and the SSW Alumni Board of Governors for their financial support. Muchas gracias to the staff at CIP-CRC Santiago for providing an unforgettable learning experience.

Combatting Human Trafficking in the Philippines…One Life at a Time Kelsey Gatza, University of Michigan School of Social Work

Location and Contextual Information My global independent study took place in Cebu, Philippines. I was based in Cebu City, which is one of the largest cities in the Philippines. Cebu City is located on the island of Cebu, which is centrally located amongst the 7,000 plus islands that make up the Philippines.

It is difficult to accurately calculate statistics around trafficking due to the transient and secretive nature of trafficking, various definitions related to trafficking terms, and a lack of central reporting and documenting agency.

The Philippines is considered to be primarily a source country for trafficking, but is also a transit and destination country for trafficking as well.

• Source: The country where people are found or recruited for trafficking purposes.

• Transit: People are moved through this country to get to their final destination.

• Destination: The country that receives people. It is the final location where people are moved.

The most common types of trafficking to occur in the Philippines are forced labor and sexual abuse.

An iSpeak community training about human trafficking in a local barangay (neighborhood community).

Project Overview Description My hope for this Global Independent Study was that I would have the opportunity to practice cultural humility, critical thinking, and interpersonal skills all the while gaining an understanding of what social work looks like in a global context. It was hoped that by dialoging with and observing the clinical team at My Refuge House (MRH) that I would better understand the global role of social workers and the best practices for residential care with survivors of trafficking.

Agency/Community Partners My Refuge House is an organization that is working to restore survivors of trafficking and commercial sexual exploitation and abuse. My Refuge House's motto is "restoration…one life at a time." Their framework of care includes prevention, therapeutic care, and reintegration.

• Prevention: My Refuge House's prevention initiative is called iSpeak. iSpeak's workers facilitate community education and training programs around human trafficking all over the Philippines.

• Therapeutic Care: My Refuge House operates a residential shelter that cares for eighteen girls between the ages of 10 and 18. The girls go to school on site in addition to receiving counseling, group therapy, and provision of all basic needs..

• Reintegration: My Refuge House supports girls in their transition and reintegration after leaving the shelter for up to three years after their transition from the shelter to their community.

Outcomes • Before leaving for the Philippines, I completed an Annotated Bibliography, focusing on the current state of human trafficking in the Philippines, ideas for intervention, and the role of social workers when working with survivors of trafficking.

• While I was at My Refuge House, I met with multiple staff members to discuss their work at My Refuge House and to learn about their roles. There were many conversations about why the MRH staff feels their model is effective for the girls and what makes their model unique. I shadowed several members of the clinical team to see their role within the agency.

• Additionally, during my time at My Refuge House, I facilitated different experiential activities for the girls, designed to challenge them individually and build them as a community.

• I also worked with the on-site social worker to plan their group therapy program. This involved brainstorming discussion questions and activities for each topic. I compiled this information into a manual that the social worker can use when planning future group therapy sessions.

Classroom Connections • Adventure and Experiential Social Work Practice (SW 715): This course taught me about the importance of purpose and processing when facilitating experiential activities.

• Social Work Interventions with Children and Youth (SW 696): This course taught me about different attachment theory based practices that are so important for residential care.

• Current Treatments with Trauma Survivors (SW 790): This course taught me about the importance of safety and stabilization when working with survivors of trauma.

• Adolescent Development (SW 601): This course was helpful for me when working with the social worker to brainstorm and develop the group therapy manual because it helped us brainstorm content and topics that are relevant to adolescents and their development.

• Social Work and Spirituality (SW 713): My Refuge House is a Christian residential home, so it was inspiring to see social workers incorporate their spirituality into their practice, something that this course focused on.

Skills Utilized • Relationship building and interpersonal skills (active listening, summarizing, reflective listening) when dialoging with MRH staff, the MRH girls, and community members met on outreaches and family visits.

• Facilitating experiential activities for the MRH girls. .

• Understanding of group dynamics when participating in meetings and facilitating group activities.

• Self reflection and examination of my own personal beliefs and biases.

Career Connections Trafficking is something that affects people all over the world. I am not sure if trafficking will be my career trajectory, but I have a strong passion for working with youth and moms and their young children, two populations that are very vulnerable to trafficking. I know then that in some capacity, trafficking will always be something that I could come across.

After spending three weeks at MRH, I learned so much about working with passion and letting your purpose inform your work. I left MRH refreshed and refueled, knowing that I want to be a social worker who truly loves her job as much as the social workers at MRH. The MRH agency culture of social work that promotes self care and spirituality, will be something that I will look for in future agencies.

Lessons Learned • It is alright to ask questions and to wrestle with things. It is how we learn and how we grow!

• We have to give people the platform and the space to be empowered. As social workers, we can create those spaces to empower others.

• Nature and the environment around you can be a positive force in someone's own healing.

• Care and compassion can be communicated across language barriers.

Advice • Research your host country and the issue you are focusing on before going so that you have some historical and cultural context of the issue.

• Be ready to be uncomfortable. “Being uncomfortable” can take on many different forms, but if you already have a mindset that you are ready to be challenged and grow, then being uncomfortable won’t feel as uncomfortable!

• Be open, honest, and extend grace when people ask you questions about your life.

• Be comfortable with laughing at yourself or be willing to laugh along with others!

• Have a plan in place as to what you will do for your own self care while you are abroad.

Acknowledgements I would like to express great gratitude to both Beth Sherman and the Office of Global Activities Staff for all of their support and encouragement in completing this Global Independent Study. Thank you for encouraging me to think critically, ask questions, and to remember the common humanity among each of us.

I also would like to thank the Office of Global Activities and the Alumni Board of Governors for providing the funding to make this experience possible. Without this funding, I would not have been able to travel to the Philippines.

A special thanks to the leadership of My Refuge House (Rose Ann Obenque, Omar Burdeos, and Heather Bland) for handling the logistics of my visit and allowing me to visit MRH. I would also like to thank the staff and girls of My Refuge House for being so hospitable, for answering my questions, and for welcoming me into their community as an Ate (Tagalog word for sister). I will never forget you or the laughter shared together!

PEDIATRIC HOSPICE IN LONDON, ENGLAND Sydney Grant

The University of Michigan School of Social Work Summer 2018

LONDON, ENGLAND

I spent 4 weeks in London this summer in a placement at Richard House Pediatric Hospice in the east side of London.

Richard House is located in Newham in far East London, which has a population of about 308,000 residents. Newham is one of the poorest boroughs of London and the resident population is 80% Muslim. The majority of the residents speak English as a second language, which can make receiving services more difficult in addition toÅ living in an impoverished area.

PLACEMENT INFO This organization was started in late 2000, and has only grown bigger and more impactful since then. Richard House is one of the 6 pediatric hospices in the London city limits, which work together to serve children across the entire city. The organization offers many services including: • Respite Care • Music and Art Therapy • Step Down Care • Family and Sibling Activities • Group Support • End of Life Care • Bereavement Support

CLASSROOM CONNECTIONS Before heading to England, I took Debra Mattison’s Death, Grief and Loss class. I noticed a lot of connections between this course and the work being done at Richard House.

For example, in SW 617, we spoke a great deal about ambiguous losses and Worden’s Tasks of Mourning.

I found so many connections in the patients and families we were working with and these concepts from the course.

LESSONS LEARNED/TAKEAWAYS

Healthcare - In the US, the cost of healthcare is a huge barrier for individuals, but since there is universal healthcare in the UK this isn’t as big of an issue. Instead, I saw issues with immigration, transportation, wait times at hospitals and clinics, and the issue of moving kids out of the hospital too quickly to free up beds.

Immigration - Newham is one of the poorest boroughs in London.

It is primarily made up of immigrants who were rehoused into the area through the city’s public housing system. Many of the patients we were working with had immigrated to the UK from the Middle East in order to receive better care for their sick children.

Differences in social work field - We get a little bit of the stigma that social workers = foster care/CPS here, but I felt that was the overwhelming stigma in the UK. Despite speaking to many professionals who agreed that social workers should be in more places in the UK systems, they were not as visible as they seem to be here.

Loss & Grief – My time with the hospice allowed me to reflect about the losses that I have experienced and the losses that the clients I worked with experience through the illness of their child and other losses. I was able to reflect on how these losses affect my work and my future career.

SKILLS DEVELOPED • Self-Care - I knew I was interested in working in this field, but despite mentally preparing myself for working with sick and dying children, it definitely takes its toll on you. Though my time in London was short, • Stepping out of my comfort zone - I was nervous to start working with pediatric palliative care - there are high stakes and it’s sad and overwhelming at times. By stepping out of my comfort zone, I found a passion in the work and hope to continue working with this population.

CAREER CONNECTIONS

I plan on moving to the UK following my graduation from the University of Michigan School of Social Work, and this experience has been an incredible opportunity for me to make great networking connections and see what my role as a social worker will look like in England.

I blogged weekly about my experience at: https:// socialworkinlondon.word press.com/

Acknowledgements I would like to thank the staff at Richard House, especially Libby Basson, for accommodating me during my stay. I would like to thank Debra Mattison for being my faculty sponsor throughout this process. I would also like to thank the Office of Global Activities at the SSW.

Macro Work for the Clinical Student: My GIS at Ristona Refugee Camp Lindsay Hall University of Michigan School of Social Work

Greece

Centrally located on the Mediterranean Sea, Greece is the crossroads between Europe, Africa, and the Middle East. Over 1.2 million people have sought refuge in Greece since 2014.1

Community Partner

I volunteered with Cross-Cultural Solutions, an NGO acting at Rtisona to restore dignity to residents through meeting basic needs.

Volunteers stayed in Chalkida, a small city in central Greece (roughly 1 hour north of Athens). We worked at the Ritsona Refugee Camp, which opened in 2016 at a former Air Force base.

Skills Developed - Program evaluation (assessment; feedback; use of funds) - Community organizing (understanding and integrating with communities; getting buy-in and feedback from residents) - Appropriate assertiveness, both in upholding CCS’s protocol at camp and in training new volunteers

Project Information

- Engaging with people of all ages, from different backgrounds and countries, and sometimes across a language barrier

In my three weeks at Ritsona, I worked in CCS’s four core areas: food and hygiene distribution, laundry, shop operation, and female-friendly space (FFS) restoration.

Classroom Connections SW 560: Introduction to Community Organization, Management and Policy/ Evaluation Practice SW 504: Diversity and Social Justice in Social Work SW 691: Advanced Field Instruction

Career Connections This GIS put me far outside my comfort zone.

It gave me macro social work experience and opened me up to engaging in that work as a professional. I also gained familiarity with refugee populations and a better understanding of the obstacles I might face if I seek work abroad (e.g. language barriers).

Mediterranean Situation: Greece 2018. UNHCR. Operational Portal: Refugee Situations.

Context

Refugee population: Mostly from Arab and African nations (Syria, Iraq, Afghanistan, Democratic Republic of the Congo, and others) Service delivery: Greek and EU systems Actors at camp: UNHCR, IOM, international NGOs Languages spoken at Ritsona: Arabic, Kurdish, Turkish, Greek, French, and English 1UNHCR

Special Thanks Lessons Learned Each week, I logged my tasks at Ritsona and how they related to micro and macro social work practice. I also wrote a 16-page essay after my return to the U.S. to process the experience and reflect on connections to CSWE core competencies (e.g., values and ethics, social policy, diversity and difference).

(2018). Mediterranean situation: Greece. Operational portal: Refugee situations.

- The success of an organization depends on how committed each individual is to the overall mission - The benefits of a social work lens in humanitarian work, and the privilege and influence I will carry as a social worker - The best-laid plans will still have their hiccups, so be flexible!

- To the Office of Global Activities and Bob Sutherland of the Cherry Republic for financially supporting my GIS. - To Dr. Rich Tolman for advising me throughout this project.

Poster created for the Fall 2018 Global Social Work Poster Fair.

For more info, contact me at linehall@umich.edu

Migrants, Refugees, Asylum-Seekers, and the Swedish Legal System Olivia Herbert University of Michigan School of Social Work Two Weeks in Sweden

Lessons Learned

Asylum-Seekers in Sweden

For the duration of my project I stayed in Stockholm, conducting most of my interviews there. For two interviews I traveled by train to a very small lakefront town, Strangnas, as well as the 4th largest city in Sweden, Uppsala.

Social workers are critical in making connections between services and policies, as well as centering focus on often forgotten vulnerable voices.

For better and for worse, people are more similar than they are different,

Career Connections Outcomes

Why Sweden?

In my social work career I will continue to advocate against the criminalization of vulnerable populations, going beyond what is comfortable to do so. While my passion is reforming the U.S. criminal justice system, I look forward to continue developing connections across borders to fight systemic injustices.

The final product of my project will be a paper submitted to my faculty advisor and sent to interviewees.

Sweden is recognized as having one of the most progressive justice systems in the world, being focused on prevention and rehabilitation rather than punition. The past few years have been characterized by significant influxes of refugees into European countries.

Sweden now faces challenges of diversity, of governing populations becoming increasingly marked by difference in skin color, ethnicity, and religious background. I was curious if Sweden is holding true to their justice philosophy, if their system is willing to be so generous and empathetic with these new populations.

Skills Utilized/Developed 1. Outreach with stakeholders and advocates.

2. Policy research and analysis.

3. Relationship-building and active listening.

Project Information Objective: Examine if migrants, refugees, and asylum-seekers, are treated as equal to native Swedes in the Swedish legal system.

Method: Conducted interviews with relevant Swedish NGOs, government agencies, and other individuals.

Classroom Connections SW 521: IP with Individuals, Families, and Groups SW 522: Basic Social Work Research

SW 683: Evaluation in Social Work

Advice 1. Stay flexible, your project may go through changes right up until your departure date and even while abroad!

2. Keep emailing! When developing a project on your own, you may lack direct connections in your desired site and it’s all on you to do outreach and follow up!

3. Stay for more than a week if able, and schedule down-time.

Acknowledgments Thank you to the Office of Global Activities for funding my project, to my project faculty advisor, Kristin Seefeldt, and to all my friends, colleagues, and family that supported me throughout this process!

This poster was created for the Fall 2018 Global Social Work Poster Fair

AN INTERPROFESSIONAL EXPERIENCE WITH MOBILE HOSPICE MBARARA Roshanda Joseph University of Michigan School of Social Work GLOBAL FIELD AGENCY LOCATION: MBARARA, UGANDA Mbarara is a city located in Western Uganda. The population was about 84,000 in 2014. Mbarara is the second largest city in Uganda after the capital city Kampala. There are many languages spoken in Mbarara but most of the people in this region of the country speak Ruyankole. The major religions in this region are Christianity, Islam and traditional religions. Many of the people in this region are engaged in agriculture with the major cash crop being the banana.

Hospice Africa – Uganda was started in Mbarara in 1995. Mobile Hospice Mbarara provides palliative care to patients through four main avenues. They have clinic on-site that is run every day of the week. They also attend most of the wards of the hospital, they have home visits almost everyday. The hospital that the MHM staff provide care at is Mbarara District Regional Referral Hospital, which is part of MUST University. The wards they attend in the hospital other than the oncology ward include outpatient, gynecology, oncology, general male and female inpatient, pediatrics, among others.

However, the hospital itself lacks a comprehensive palliative care treatment program and in-patient unit that is available on-site at other hospitals throughout the country. Therefore, MHM plays a critical role as a third-party provider in giving palliative care to patients in need. In most cases, these patients at the hospital are most commonly self-referred or referred by a physician in some cases and MHM will then seek out the patient in the hospital to follow up on the referral.

The model of team collaboration looks much different at MHM than in many health centers in the U.S. Mobile Hospice is highly nurse driven and has a strong culture of community. An example of this is seen in how every member of the team, which includes the non-clinical staff, meet together in the morning for a morning prayer and hymn. They also all meet for morning tea and a snack and mid-day lunch. One can witness and feel the sense of community because they all eat, drink and pray together regardless of their level or status within the organization. Additionally, each member of the team is equally valued for the role that they play in helping the organization to operate smoothly. Everyone is considered a valuable member of the team from the nurse to the cook. We have not yet reached this level of community in our health care teams in the U.S. In the U.S. there is a clear hierarchy within most healthcare organizations and in most cases some members of the health care team are not as valued as others.

Classroom SW 617: Death, Loss and Grief This course deepens students understanding of the nature of loss and the process of grief and mourning. This course also takes into consideration cultural context and highlights how different cultures and different groups of people view and understand death, dying and mourning. This course has been helpful in helping me process what I experienced working with patients in Uganda and being a part of the hospice team.

SW 504: Social Justice and Diversity in Social Work This course helped me to explore my experience with privilege and oppression. It deepened my understanding of my own privileged identities and taught me to use self-reflection as a tool to measure the way in which my identities may impact the work I do with clients. This knowledge really helped me to consider these things in a global context while working in a lowresource setting.

There will be challenging moments and you will see and experience things that make you feel uncomfortable. This is where the most growth happens.

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I learned to appreciate the value of being present and to find value in every experience and interaction.

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The community knows what they need and are the experts of their own community.

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Community members value ongoing relationships beyond travel dates.

SKILLS DEVELOPED

During my 3-weeks spent in Western Uganda I was able to engage with various community members including the nurses, doctors, social workers, and clinical officers at Mobile Hospice and at Mbarara Regional Hospital. The students and faculty at Mbarara University of Health and Science and the patients and their families.

From this global experience, I gained the following skills:

My accomplishments include:

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The ability to understand the role and need for medical social workers in a global context

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Increased my ability to engage in interprofessional collaboration and team decision making

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Research on best practices for social workers working in Hospice and Palliative Care in Uganda

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Research on best practices for breaking bad news to patients and families

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Developing and presenting a case study with an interdisciplinary view point of a patient experience with Mobile Hospice Mbarara

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•

Career Working at Mobile Hospice Mbarara opened my eyes to the field of Hospice and Palliative care and the great work that’s being done and the value that this work adds to the lives of the patients and families that are being served. I plan on working with the aging population. This experience has peaked my interest in working with aging clients that are near the end of their lives.

OUTCOMES

Interprofessional Collaboration in Uganda

LESSONS LEARNED

CONNECTIONS

Collaborating with an interprofessional group of UofM students and faculty (nursing, social work, medicine, and pharmacy) with the interprofessional team in Uganda

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Increased my leadership and communication skills by giving social work a voice in the interprofessional team

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The ability to appropriately use assertiveness

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The ability to problem solve and be flexible

ACKNOWLEDGEMENTS Thank you to the Office of Global Activities and the Western Ugandan Interprofessional Experience for financially supporting this great opportunity. Thank you to the Mobile Hospice Mbarara team and patients for welcoming me into their community and allowing me to have such an excellent learning experience. Also thank you to the students and faculty in the Western Uganda IPX team for being such a great support.

ADVICE •

Before traveling do research on the culture and customs of where your visiting. If possible speak to other students that have volunteered or travelled to the area before.

•

Before traveling do some self reflecting about how your identity and experience with privilege and oppression in the U.S. may either change or affect you differently or similarly while abroad.

•

While abroad take time to truly be present. Take in the experience, the people and their stories and the culture. This will be the most valuable thing you return home with.

Serving in eSwatini Nathalie G Josué University of Michigan School of Social Work Country /City

By the invitation of King Mswati III, in 2016, home became this small village somewhere southeast of Swaziland where as a Youth Development volunteer I was to help with the mitigation of the HIV/AIDS pandemic.

Here, the wind passionately dances away time. As it bends trees to worship, you’d think an ocean is reuniting with its shore. There are chickens with freakishly long legs; pigs mating under mango trees; and cows holding up traffic.

Choice

As initially a Peace Corps Ecuador candidate, my service thankfully did not transpire how I had envisioned it.

There were one too many growing pains, that in retrospect I’m grateful for. I’d do it all over again.

Placement/Project Information

Projects undertaken during my service were carried out at the request of locals who saw a need for training workshops that could build upon existing skills, address gaps in knowledge as well as equip care providers with the most recent and best practices for safe and effective care.

Skills Utilized/ Developed

Skills I particularly cultivated during my service are community organization, networking and grant writing.

Agency/Community Partner

My projects involved mainly working with care providers such as Rural Health Motivators, GLOW counselors, pre-school teachers, high school and primary school teachers.

Outcomes

Some of my projects within my community involved partnering with the Ministry of Health, and the American Embassy to carry out a refresher training for 29 Rural Health Motivators (RHMs) as certified health professionals were far and few in between due to its remoteness and inaccessibility. I also partnered with the Ministry of Education, and Clown Without Borders, to provide a refresher Early Childhood Education training and trunks of teaching aids for 8 pre schools.

Nationally, I along with 3 other volunteers directed Girls Leading Our World (GLOW) clubs. We worked with partnering organizations to capacitate through a number of national trainings, and events the 70 local Swazi (GLOW counselors) women who ran the GLOW clubs in their respective communities. I also taught English, as well as life skills at both the local High School and Primary School.

Career Connections

Classroom Connections

SW697 (Community and Social System) for example in teaching us ways to work in partnership with the primary and secondary mediating structures in communities, such as schools, local organizations, etc.

Lessons Learned

I have learned that no matter the socioeconomical or environmental challenges of a community, there will always be a resource in human capital that can be tapped into. I have learned to always see clients as pairs of capable hands and not mouths to feed.

Lastly, no matter your educational or professional attainment, you will learn as much from them as they will from you, if not more.

I have long taken interest in international development especially as a Haitian living abroad, but my service in eSwatini has confirmed that.

Advice 1. Go with an open mind and a teachable spirit 2. Don’t be afraid of the unfamiliar, embrace it!

Acknowledgments Joia Starks from the American Embassy in eSwatini, Nicholas Mamba from Clowns Without Borders, Andrew Moyo from Men Engage, LeeAnn Malandvula from the Ministry of Education, Sister Sibongile from the Ministry of Health, Bucopho Bongani Matsenjwa from the local government.

This poster was created for the Fall 2014 Global Social Work Poster Fair

Engaging with International Community-Based Organizations Serving Sex Workers and Victims of Sex Trafficking Tahrima Khanom University of Michigan School of Social Work Country Amsterdam, Netherlands

A quintessential Amsterdam canal way decorated by bikes and narrow houses.

Project Information Amsterdam legalized prostitution in the year 2000 and became one of the first countries in the world to do so. The legalization of prostitution allowed sex workers to obtain work permits and rent windows, much like you would office space, to make money. Sex workers in Amsterdam are considered entrepreneurs and pay taxes on their earnings just like everyone else. The legalization of prostitution also granted sex workers certain protections. For example, each window is outfitted with a panic button that alerts the local police. Additionally, to protect the identities of the sex workers, visitors are forbidden from taking pictures of the women in the windows. In the last 10 years, the number of windows in Amsterdam’s infamous Red Light District has drastically reduced due to a government initiative called Project 1012 aimed at gentrifying the neighborhood. I traveled to Amsterdam to understand the implications of Project 1012 in relation to illegal prostitution and sex trafficking.

I also wanted to observe and engage with community-based organizations that were serving sex workers and sex trafficking victims.

Outcomes and Competencies Developed Through this experience, I gained knowledge, skills, and abilities related to three specific social work competencies: Social and Economic Justice, Intervention, and Professional Identity. Stepping outside of my comfort zone allowed me to think more critically about social justice issues and the forms of discrimination and oppression that contribute to systems of injustice.

I analyzed policy impacts on an extremely vulnerable population: sex workers. Due to my understanding of communities and social systems, I was able to identify practices that illustrated the distinct ways in which human service organizations can advocate for vulnerable populations. The organizations I worked with provided a unique array of services and employed a variety of intervention methods to serve trafficking victims and advocate for the rights of sex workers. During my time in Amsterdam, I wrote a series of blog posts and through a synergistic combination of reflection and applied learning, I enhanced my understanding of community, self, and the field of social work.

A mural located in the lobby of ACM, a residential organization that provides legal, health, and educational services to victims of sex trafficking.

Career Connections

My passion for empowering women and girls who have experienced gender-based violence fueled my decision to obtain my Master of Social Work degree. Through this project, I gained valuable insight into the issue of sex trafficking and learned about sustainable intervention methods. I hope to continue working in community development upon graduation and I believe this global experience will supplement the work I’ve already done in this field.

Amsterdam’s infamous Red Light District is located in the residential neighborhood of De Wallen.

The Condomerie, located in the Red Light District, was opened in response to the HIV/AIDS epidemic in the 1980s.

Community Partners

Acknowledgements

• Amsterdam Coordination Center for Human Trafficking (ACM) • Veilig Thuis • Prostitution Information Center (PIC) • P&G 292 Titled “Belle,” the plaque on this statue reads “Respect sex workers all over the world.” This statue was conceived by Mariska Majoor, a former sex worker and founder of PIC.

The NDSM neighborhood in Amsterdam Noord is known for its artsy vibe, evidenced by murals like the one above, titled “Let me be myself.”

I would like to thank the Office of Global Activities for giving me the opportunity to make this project a reality. I would also like to thank Dr. Gant for his guidance and wisdom. Lastly, thank you to the people at ACM, PIC, P&G 292 and Veilig Thuis for being incredibly welcoming.

Youth Leadership, Empowerment, and Engagement in Rural Uganda Global Independent Study Project

Location: Kyetume, Uganda Kyetume, Uganda is a small rural village located in the Masaka district 4.5 hours outside of the capital, Kampala. The official language in Uganda is both English and Swahili, however language is largely determined by region and tribe. In Kyetume, Luganda is the premier language spoken. Uganda was named “The Pearl of Africa” by Sir Winston Churchill and is home to Lake Victoria, Queen Elizabeth National Park, and half of the world’s gorilla population. Almost half of the country’s population is under the age of 14 and bicycles are the major mode of transportation. Christianity is the predominant religion though the country is very accepting towards various religions.

Challenges Ugandan Youths Face: • The HIV/AIDS epidemic hit Uganda hard, 1 in 4 children are estimated to be orphans in the Masaka and Rakai districts, leaving youths to become heads of households (NY Times, 1993) • Nearly half of the country’s population is under the age of 14 • Agriculture is the main source of income, however global climate change and droughts are reducing crop production • High unemployment rates even with university education dissuade children from continuing school, many stay home to work in the fields

I volunteered with the Uganda Rural Fund where I worked mainly with elementary and high school age students. URF is a small, grassroots organization whose mission is to empower underprivileged children and women in the countryside to fight poverty in their communities by creating educational and sustainable opportunities. The organization’s aim is to give community members the tools and support they need in order to pull themselves out of poverty for good. URF was developed by members of the community it served and employs people from that same community knowing that those best able to make an impact are those who have experiential qualifications.

During my time in Uganda I: Taught leadership, youth empowerment, and community engagement/organizing to the primary and secondary school students • Developed and implemented a leadership manual and training guide for years to come • Gave leadership and community organizing/engagement/empowerment presentations in 6 different schools in nearby communities • Taught and implemented photovoice as a tool to engage and empower communities for social change

Sara Lapicola University of Michigan School of Social Work Skills Developed • Cultural humility and working with diverse populations • Empowering youth to use their voice while respecting their culture of discipline • Advocating for myself in an uncomfortable environment

Educational Preparation

•

• SW 648: Global Social Work Practice – Prepares you for all aspects of travelling abroad, from visa issues to working through language barriers. It encourages you to think critically through scenarios that may arise abroad as well as ethical dilemmas.

Career Connections My future career goals include reforming the juvenile justice system, specifically reducing the overrepresentation of marginalized, impoverished communities within it. In order to help reform this system, working with diverse populations with cultural humilities will be essential. This experience forced me to navigate relationships with cultural and language barriers, enhancing my abilities to effectively work with diverse communities.

Lessons Learned • Social work can look very different in other countries • Don’t believe everything you read prior to travelling to another country • While cultures and customs differ around the world, people have the same needs

Advice • Research your potential organizations thoroughly • Speak to past volunteers from the agency • Make sure your expectations of what you plan on receiving and giving are reasonable • Remember to enjoy the journey, there will likely to obstacles and negative experiences but try not to let them overshadow the many positive ones

Acknowledgments Thank you to the Office of Global Activities and the Board of Governors for making this incredible experience possible. Also, thank you so much to Professor Richard Tolman for being my advisor and mentor throughout this experience.

This poster was created for the Fall 2018 Global Social Work Poster Fair

10,000 Miles away but feeling right at home: Rethinking global social work pedagogy and local friendship Nina Jackson Levin, MSW University of Michigan School of Social Work Social Work, Education and Social Development Conference (SWSD) July 3rd – 7th in Dublin, Ireland This summer, I travelled to Dublin, Ireland to present an oral presentation at the Social Work, Education, and Social Development Conference. The conference was expansive in both the scope of its social work topics as well as in its geographical and cultural reach.

Over the course of 4 days, 2,500 delegates from all over the world shared work from their local contexts.

The photos here feature fellow UM SSW doctoral students at the conference and on a day trip to the Cliffs of Moher.

My presentation was an anecdotal case study and a tribute to Meredith ‘Malka’ Ciddor, a woman who hosted me when I was a Global Activities Scholars MSW student in Melbourne, Australia in 2015.

Meredith and her husband Peter (top left) were an enormously generous couple who welcomed not only me, but several UM MSW students before me who conducted a field placements in Melbourne. Through her hospitality, Meredith personified the very act of inclusion that I had travelled across the globe learn.

She embodied a kind of social work practice by direct transmission. Sadly, Meredith died of cancer 2017.

She will be missed by her community, and she will leave a very real hole in the UM international social work program. My presentation in Dublin served as a tribute to Meredith as well as the beginnings of a larger project. Presenting these preliminary reflections served as an initial step toward the production of a journal article on the topic of transnational stewardship in global social work pedagogy, best practices for optimization of local resources in international educational contexts, and inquiry into the emotional labor required of international friendship building.

Key Questions • To what extent do local friendships shape international social work education?

• How can universities initiate and sustain relationships with individual community members beyond the field site?

Theoretical Contribution: Trifecta of Stability I propose the Trifecta of Stability as a framework for best practice recommendations for institutions that offer international social work pedagogy programs. Based on the anecdote of Meredith, I advise suggest that universities can optimize student experiences by ensuring that a local actors supports students 3 fronts: Logistical-Emotional, Professional, and Cultural.

Logistical-Emotional

Professional

Cultural

Acknowledgments Thank you to the School of Social Work Office of Global Activities for supporting travel to Dublin, Ireland to present at the SWSD conference as well as for supporting my field placement in Melbourne, Australia in 2015. The data for my presentation is derived from my 2015 field work as an MSW Global Activities Scholar.

Thank you to Rackham Graduate School for providing funding for travel to the SWSD conference.

This poster was created for the Fall 2018 Global Social Work Poster Fair

Care not Cure: Insights from the Family Foster Care System in Geel, Belgium Kavitha Lobo Advisor: Dr. Laura Lein University of Michigan School of Social Work

Location: Geel, Belgium • In the 6th century St. Dymphna – the patron saint of people with mental illness, incest survivors, and mental health clinicians – fled to Geel to escape from marrying her father; he followed her there and decapitated her in an act of insanity for refusing to marry him.

• In 1349 the St. Dymphna Church was erected in Geel and those with mental illness across Europe would make pilgrimages to Geel to take part in 9-day novenas in the church in order to cure their illness. When the sick rooms in the churches could no longer accommodate the high volume of pilgrims, farming families in Geel hosted pilgrims in exchange for help on their farms.

• Geel is a small town with a population of about 40,000 in the Belgian province of Antwerp and has a 750-year history of family foster care originating from the pilgrimages made to honor St. Dymphna.

Social Work Project: • Having first heard about Geel from the Invisibilia podcast “The Problem with the Solution”, I sought to learn more about how this de-institutionalized system of psychiatric care developed, how it has been sustained for 750 years, and if and how it could exist in America.

• I followed an anthropological design of interviewing social workers, psychologists, nurses, doctors, foster families, and boarders (the term used for those with mental illness) to determine their relationship to and experience with the family foster care system and Geel.

• In comparing this model of care to that in America I wanted to explore the reasons and mechanisms for such divergent approaches to, attitudes towards, and systems of mental health care.

Findings on the Family Foster Care System in Geel: • Essential to the humanizing approach towards those with mental illness is the belief that every individual has contributions to make to society and the perspective that difference is valuable rather than pathology.

• The spirit of Geel is so embedded in the culture that the community does not see itself as exceptionally altruistic, but rather practices deep humility in taking in boarders as this is their cultural tradition.

• Structural and institutional support, established from Belgium’s welfare state, has allowed for the preservation of the family foster care system as families have the pro-social and financial means and support and therefore can continue their practice of hosting.

Skills Utilized: • My curiosity and ability to make connections between all things provided me with many insights into how the model of health care in Geel formed based on the social and political forces throughout the history of Belgium, how it has lasted for three-quarters of a millennium, and why this system, despite efforts to replicate it in America, has not been duplicated elsewhere.

• Flexibility and adaptability were integral skills that afforded me the opportunity to engage with influential figures in Geel and visit much of the country, as I was willing to accept a range of invitations to see and participate in their lives and work.

• My drive to find meaning in and to grow from every situation gave me both personal and professional self-reflections. One of the most profound introspective insights was that my trip to Geel came to fruition and was so transformational due to my enterprising, open, and adventurous nature.

Lessons Learned: • In valuing difference, exemplified in how the foster families saw the contributions their boarders could make as invaluable to the family unit and the functioning of the home, mental illness was treated as a gift rather than a curse.

• Having a model of government in which the population has its basic needs met, and where the model of family foster care is supported both financially and through the assistance of the hospital medical professionals, makes hosting not just a possibility but incentivized intrinsically and extrinsically.

• The culture of hosting boarders passed intergenerationally within the familial and societal spirit of Geel normalized foster families to a level in which hosting was not seen as unique or even generous, but rather as something that families in Geel do when they can. Comparing this practice to another context, as I was to that in America, makes the rarity of this system salient.

Classroom Connections: • SW 504 – Diversity and Social Justice in Social Work: Applying the theories of hegemony and social constructionism framed my understanding of Geel within the cultural practices that become so normalized they are invisible until compared to another context and of mental illness within the construction of its value as opposed to its pathology, which occurs in an American context.

• SW 721 – Attachment Theory with Adults in Clinical Practice: Geel was my first exposure to a community-wide secure attachment and underscored the remarkably healing power of giving vulnerable people a home in which they are cared for and accepted as they are and have a safe base and safe haven to find comfort and refuge in, just as St. Dymphna did.

• SW 691 – Field Instruction: Providing therapy to female clients at my field placement – The Women’s Center of Southeastern Michigan – has built my skills in understanding people from the lens of their context, like their environment and what they have lived through, so in Geel I was connecting the felt sense of acceptance and generosity to previous lived experiences of yearning for such comfort.

Career Connections: • The de-institutionalized model of family and community care served as a prototype of attachment on a societal level, which paralleled the clinical approach I take as a social worker in treating the therapeutic relationship as the core of healing and finding strengths in differences that are usually pathologized.

• Critical thinking is at the core of social work and discovering the critical examination that has taken place by those within the family foster care system in order to best improve it, based on emerging evidence on best practices of care, while preserving the spirit of Geel, which is rooted in life practice, highlights the necessity of constant critical questioning.

• My time in Geel served as a profound reminder of how willing others are to share their knowledge and life experiences when someone shows a keen interest and genuinely wants to engage from a place of humility and a thirst for knowledge.

Advice for Engaging in Global Social Work: • Stay open-minded and be willing to embrace serendipity as doing so pays off when pursuing global social work since different cultural norms are practiced in regards to planning and time flexibility.

• Remain persistent in making global projects a reality, a practice that was instrumental to my project as it took nearly seven months of communication to finalize my trip plan.

• Remember that global social work is worthwhile as it places value in all people and all situations, allowing us to use every opportunity as a learning and growing experience.

Acknowledgments and Appreciations: I would like to immensely thank my advisor, Dr. Laura Lein, for supporting me in pursuing this project, remaining flexible to the ambiguity in planning, and providing her anthropological and life wisdom to my experience and findings. I would not have had the remarkably exceptional experience in Geel if it were not for my host, guide, and inspiration, Dr. Eric de Smet, whose generosity, kindness, and magnanimous spirit are the essence of Geel. I am incredibly grateful to Lulu Miller, those who create the Invisibilia podcast, and NPR for first exposing me to Geel and for connecting me with that community. I am so appreciative to the OPZ, Hilde Daniels, Dr. Wilfried Bogaerts, the foster family, and the boarder I met at the comprehensive and insightful orientation that they provided. I would additionally like to thank all the community members I spoke to and interviewed for their vulnerability in teaching me about how the spirit of Geel is within their lives. And finally, I am beyond thankful to Katie Lopez, Kaisha Brezina, and the Office of Global Activities for providing me with the funding and support to make this farreaching idea a reality. Because of the transformative and life-changing nature of my experience, I am forever indebted to everyone who contributed to this project.

Working with Paperless Migrants on the Streets of Oslo, Norway Mackenzie Mann University of Michigan School of Social Work CONNECTIONS

OSLO, NORWAY Norway is a Scandinavian country with a population of 5.3 million people. Its strong social welfare system, funded by petroleum revenues, promotes wealth redistribution and residents’ rights to healthcare, education, income, and housing. Oslo is Norway’s capital and largest city.

OUTCOMES

SKILLS DEVELOPED

During my 16 week field placement, I focused on engaging with guests and understanding the position of Kirkens Bymisjon sites in Norway’s social welfare system. My accomplishments include:

• • • • •

• Writing a literature review on the factors driving the migration of Roma in Europe

KIRKENS BYMISJON Organization

Kirkens Bymisjon, or Church City Mission, is one of Norway’s largest non-profit organizations and works to fill in many of the gaps in Norway’s social welfare system. It currently has over 1800 employees working in 40 Norwegian towns and cities. Its vision is that all people shall experience respect, justice and care.

• Assessing the shelter’s risk management protocols using EU regulations and publicized best practices • Learning basic phrases in Romanian and Norwegian to improve my ability to interact meaningfully with guests • Presenting about opportunities at the shelter to approximately 150 OsloMet social work students • Evaluating the shelter’s volunteer program and proposing recommendations to improve volunteers’ experience

Among its many programs, Kirkens Bymisjon provides support, advocacy, and services to people living on the streets of Oslo. Most of these individuals are migrants who do not have rights to social welfare benefits in Norway.

LESSONS LEARNED • Language can be a tool for oppression or for promoting dignity and respect. Kirkens Bymisjon refers to its clients as “guests” and typically charges a symbolic fee for food or shelter at its service sites.

Establishing the clients as “guests” means that they have the right to complain or demand better service and establishes more equitable relations between guests and social work staff.

• Cross-border advocacy is an important component of working with immigrant populations. Social workers in Oslo protested the treatment of guests to government ministries in their countries of origin, and connected guests who had been deported from Norway to services in their destination countries.

• As my first field placement involving a direct practice component, I learned to identify and acknowledge the strengths of guests. Doing so enabled me to be a better advocate.

Field Placement

I worked with three programs that serve Roma migrants from Eastern Europe: • Akuttovernattingen: An “emergency accommodations” shelter for foreigners without rights in Norway

ADVICE

• Møtestedet: A meeting place and café for Kirkens Bymisjon guests to have a safe and warm space to relax, eat, and speak with social workers

• Research opportunities to meet people before you leave the United States. I found sports teams, student clubs, outdoors groups, and volunteering helpful for making friends.

• Tøyenkirken/Byfrokost: A church offering free breakfast, lockers, and laundry services to foreigners without rights This poster was created for the Fall 2018 Global Social Work Poster Fair

Flexibility and adaptability Entering and exiting communities Setting boundaries Assessment and evaluation Intercultural and cross-lingual communication

“No one is just what you see”

• Dedicate time at the beginning of your experience to meeting stakeholders and understanding the organizational and cultural context.

Classroom

SW 683: Evaluation in Social Work This course taught me how to create evaluation tools, analyze qualitative data, and produce a professional report that synthesizes findings.

SW 651: Planning for Organizational and Community Change This course taught me best practices for engaging with stakeholders and entering and exiting communities.

SW 648: Issues in Global Social Work Practice This course taught me to examine my biases, understand my culture and privilege as an American, and how to address ethical conflicts in global settings.

Career

Kirkens Bymisjon offered many benefits to its employees with the goal of improving their health, happiness, and social work practice. As a management student, I plan to introduce these ideas to my future workplace. My field placement also strengthened my interest in working with migrant populations following graduation.

ACKNOWLEDGMENTS Thanks to the Global Activities Scholars Program for financially supporting my field placement. Thanks to Katie Lopez, Kirkens Bymisjon, and OsloMet for giving me the opportunity to learn from Norwegian social workers. Thanks also to the staff at Kirkens Bymisjon for their patience, guidance, good humour, and friendship. Tusen takk!

Human Trafficking, Sex Work, and Migration in Oslo, Norway Melissa Masserang University of Michigan School of Social Work Oslo, Norway Oslo is the capital and largest city in this Scandinavian country with a population around 5.2 million. Norwegian is the official language, but 90% of Norwegians speak English as a second language.

Norway consistently ranks highly in many areas. It is currently ranked as one of the top countries for: happiness, inequality, Human Development Index, economic performance and social progress, prosperity, economic freedom, democracy, rule of law, and political participation, among others. It is also rated the best country for children’s rights and the best country to live in based on standard of living, life expectancy, and education.

Prostitution in Norway The current law, in effect since 2009, made prostitution legal in Norway. However, it outlawed the purchase, solicitation, and advertising of sexual services in an attempt to reduce human trafficking.

Unfortunately, this law has been widely criticized, as many sex workers report feeling less safe and more vulnerable because of it.

Field Placement Organization

Kirkens Bymisjon (Church City Mission): Church City Mission is one of Norway’s largest non-profit organizations, working in over 40 towns and cities across the country. The organization prides itself on being inclusive, with “Room for All.” The organization’s mission is centered around three words: detect, relieve, and change. The vision they operate under is that “people in the city shall experience respect, justice and care.”

Agencies Nadheim: a center for people who sell or have sold sexual services. Nadheim offers a supportive environment to an extremely marginalized population in Oslo. The agency serves all clients, regardless of gender, nationality or life situation.

Laura’s House: a safe house for women survivors of human trafficking and their children. Laura’s House is intended to be a home where survivors trafficked from around the world can go for a period of reflection and healing before deciding how and where to continue their lives.

Activities Nadheim: Provided individual case management services, conducted outreach work in-person and online, coordinated with community actors, provided resources to clients, offered a space for marginalized clients to be free to be themselves.

Laura’s House: Provided individual case management services, organized a craft workshop for residents, monitored and guided resident group interactions, worked to ensure a positive and accepting environment for all residents.

Skills Utilized/Developed • Communication and engagement with diverse clients • Harm reduction • Trauma-informed care • Work with groups • Advocacy for human rights and system access • Support in accessing social services • Multi-lingual, multicultural service provision • Global social work

Classroom Connections Getting a broad understanding of social welfare policy helped me be better able to enter a country with such a vastly different social welfare landscape.

The diversity and social justice class gave me a basic understanding of how to advocate for marginalized clients like those I worked with in Norway. My classes on interpersonal practice and attachment theory were extremely beneficial in my understanding of working with survivors of human trafficking and their children.

Lessons Learned • Ensuring cross-cultural understanding is key when working with diverse populations • It is important to fully comprehend and confirm client perception of every situation • Tailoring service delivery to individual client needs and cultural context is a vital part of social work • The best social work is done with the client spearheading their own goals • Client advocacy can take place in a number of different circumstances

Career Connections Completing this global field placement has truly changed how I see social work. In addition to gaining the experience of completing a social work internship, I also had a chance to get to know an entirely new social service system. Going to a country that is internationally known for its exceptional social service system has given me new perspectives and tools for inspiring change.

Advice • Be open to learning from all different experiences before, during, and after the placement. I learned so much both at my placement and outside of it.

• Norway has so much to offer to students. Take advantage of everything that is available.

Acknowledgments I would like to acknowledge the Office of Global Activities and the Alumni Board of Governors for financially supporting my global field placement.

All photos used in this poster are from the agency website: https://kirkensbymisjon.no/nadheim-english/

This poster was created for the Fall 2018 Global Social Work Poster Fair

Prioritizing Community -Building through the Arts: An Exploratory Study of Community -Based Arts Initiatives in Cape Town and Kigali Sunny McGovern University of Michigan School of Social Work Organizations Consulted

About

Africa Arts Cape Town, South Africa

Location

Cape Town, South Africa

Population

433,688 in the City Bowl 1,132,686 3,740,026 in the Metro area

Languages

English, Afrikaans, Xhosa

Kinyarwanda, French, English, Swahili

42.4% “Coloured”* 38.6% “Black African” 15.7% “White” 1.4% “Asian or Indian” 1.9% Other

84% Hutu* 15% Tutsi* 1% Twa*

Demographics

eKhaya eKasi Khayelitsha, Cape Town, South Africa

Imanthi Educare Centre Khayelitsha, Cape Town, South Africa Philippi Music Project Philippi, Cape Town, South Africa Playing for Change Foundation Gugulethu, Cape Town, South Africa

*note that “coloured” is a classification used during Apartheid to denote *note that post-genocide, residents are shifting towards someone who is neither black nor white; most South referring to themselves as Africans still use this “Rwandan” as opposed to Hutu, Location: Downtown Cape Town Tutsi, or Twa. terminology.

The frame incorporates drawings and writings of children on the streets of Cape Town today.”

Choice In Summer 2015 I began my relationship with the Playing for Change Foundation (PFCF) and since then, I have wanted to visit one of their myriad music schools located around the world. Thanks to your award, I not only visited their Imvula program in Cape Town; additionally, I engaged and cultivated relationships with several other nonprofits throughout South Africa and Rwanda.

The Imvula program works out of the Vuyani Primary School in Gugulethu, Cape Town, one of the townships of Cape Town. Racist Apartheid policies forced non-white residents out of the City center in the 1950s - 1990s, creating what residents call the “slums.” Yet the organizations I worked with aim to create positive change in their own communities by teaching practical skills to children in a creative environment. Through musicmaking, gardening, dancing, and more, students learn valuable skills of discipline while also staying off the streets and out of gang activity. The result? A great decrease in violence among youth.

2.

Ikhaya-Kulture “Home” Garden Khayelitsha, Cape Town, South Africa

Due to the 1994 Rwandan Genocide, 73% of Rwandan residents are < 30 years old.

This memorial represents their stories. It is a street archive. This past is captured in the image of a child. Close up you can read the story of each child. Move away and the image of the face takes form.

Distance creates clarity.

1.

The Amy Foundation Cape Town, South Africa

Kigali, Rwanda

Inscription: “Between the years 1841 and 1921 some 7,000 ‘destitute children’ were identified, advertised in the Cape Government Gazette and, if not claimed by someone able to support them, were indentured as labourers.

Takeaways

Nyamirambo Women’s Center Nyamirambo, Kigali, Rwanda Sano Boi & A4 Kacyiru, Kigali, Rwanda Thokozani Together Khayelitsha, Cape Town, South Africa Uthando South Africa Cape Town, South Africa

The Project By interacting with other arts nonprofits in addition to Imvula, I learned how hard the community works to provide meaningful opportunities for its members. During Apartheid rule, persons identified as black were forcibly removed from their homes near the City center and taken to the outskirts of Cape Town, now known as the Townships. Entire families were uprooted from neighborhoods they had known for generations and forced to rebuild a sense of safety and security within overcrowded and poorly made shacks. Nearly 50% of those living in the Townships are unemployed, and the majority of those who are lucky enough to have a job must take an expensive and long bus ride into the City every day. Without jobs, many young people resort to gang behavior to fill their days, often leading to increased violence and a culture of fear.

3.

As a social worker, my duty is not to tell communities how to change; my duty is to amplify their voices. When I arrived in Cape Town, my question was: “Why does race determine access to the arts?”. Now, my call to action is: “Celebrate musicians of color and support community initiatives.”

Allow yourself to be vulnerable. The organizations I worked with showed me incredible trust and openness and it is important to return the sentiment. The best conversations I had while traveling were not planned and were only possible through mutual respect and vulnerability.

Remember that poverty does not define a human or their community. As we are sure to work with communities that are diverse in more ways than one, it’s essential to not get caught up making certain assumptions based on one facet of someone’s experience.

Academia, especially higher education, often produces an elitist view of what "smart" means and looks like: multiple degrees, anglicized language skills, and a crisp, professional appearance. You do not need a formal education to affect change. You do not need a formal education to lead a community or care for it. There are so many organizations in Cape Town with little to no funding and professional experience, yet they perform incredible and impactful work because of their experiential knowledge from the community. Time is the most valuable resource we have and how we spend it reflects our character and our values.

We do not need to start from scratch and an organization's worth is not dependent upon the number of degrees achieved by its staff. Question popular ideas and work directly with the communities they impact to address them.

When talking with one of the Imvula teachers, Sibu, he told me that the biggest benefit of music education is how it teaches discipline. Many members of society question the value of teaching children music, as seen by a governmental tradition in the U.S. of underfunding the arts. From my research, I read studies connecting arts education to decreased violence, and Sibu’s discussion of discipline takes this even further. By committing to an instrument, musicians learn self-discipline by practicing it and persevering to always play better. The environment of the music classroom also sets high expectations and requires students to work collaboratively towards a similar goal.

Connections

The most helpful course I took in preparation for my trip was SW 683, Evaluation in Social Work. Under the guidance of Professor Katie Doyle, I learned what aspects to consider when evaluating an organization, skills that directly transferred to my Global Independent Study. Cultivating relationships with organizations allows for further insight into their impact and future goals.

I hope to use my MSW degree to work as an international consultant for small- to medium-sized nonprofits, assessing their programming, recommending improvements, and then implementing best practices to improve capacity and efficiency. Through this, I can continue to improve access to the arts as an outsider rather than risk taking a position that should be filled by a community member.

Acknowledgements Support for this project comes from the International Institute, the Alumni Board of Governors, and the Global Independent Study office Special thanks to Sibusiso Nyamakazi, my contact on the ground in Cape Town, Dr. Larry Gant as the advisor for this project, to Paola Marquez for her support of this project, and to my friends and family who helped to make this possible.

Global Aging Perspectives: Santiago, Chile Barbara Mendez Campos University of Michigan School of Social Work Global Independent Study The purpose of this Global Independent study was to gather and assess data on perspectives of aging through the viewpoint of direct care workers in Santiago, Chile. The study included questions about: • Role of professional in gerontological services • Barriers faced by older adults and in service provision • Current services available • Solutions to the aging population service demand and challenges • Role of families and caregivers in relation to aging

Location: Santiago, Chile  Capital of Chile  Over 5.8 million residents (35% of Chile)  most (85.4%) Chileans are of European descent and White or Mestizo (born of mix between a native Indian and Spanish immigrant)  Despite Chile’s long history of public health, there is still not a systematic and comprehensive approach to health and social services for its aging population. Health reforms resulting in private health sector growth have increased risk segmentation and inequalities in service provision.  (Gitlin and Fuentes, 2012)

Agency/Community Partner Professionals from various older adult specific agencies were interviewed: • Casa Reposo Esperanza (Esperanza Nursing Home) • SENAMA Servicio Nacional del Adulto Mayor (National Services for Older Adults) • Centro de Dia Huechuraba (Adult Day Center Huechuraba) • Fundacion Oportunidad Mayor (Older Adult Opportunity Foundation)

Outcomes

Community Assessment Needs and Solutions:

Aging Population: Similar to the baby boomer trend, the rise in the older adult population is significant in Santiago, Chile.

Chile is one of the most prosperous nations in Latin America, and it has one of the largest proportions of older adults in that region.

It is anticipated that the aging population will continue to increase to represent 20.8% of the population by 2044.

As a Geriatric Scholar, the assessment of this community is extremely applicable in my direct interpersonal work with older adults in various settings.

• Need for Memory Care Units • Increase policies and funding for older adults • Training in housing development and addictions management • Increase participation for older adults- activities to increase engagement • Advocate for elder abuse • More adult day care centers, especially for most vulnerable older adults • Monetary support for current long term stay facilities and nursing homes • Family programs and caregiver support • Increase quality and quantity of services • Dissipate misconceptions of older adults

Skills Utilized/Developed From this Global Study I developed skills in: • Application of assessment in communities • Program Development • Interpersonal Practice approaches to older adult care • Evaluation of efficacy of interventions for older adults

Classroom Connections

Career Connections

SW 644 Policies and Services for Older Adults This course guided me in developing interview questions for service evaluation specific for older adults. It also guided me in my comparison of the strengths and limitations of existing policies and programs related to health, mental health, funding, long-term care, housing, transportation, nutrition, and employment issues between the United States and Santiago, Chile.

As a social worker, I strive for quality and access of care and through this global experience I have learned how to conduct an assessment that can highlight barriers and solutions needed to address these crucial standards of treatment provision.

Furthermore, I have been able to incorporate some aspects of my results into program development by advocating fro in-home services for older adults through my and continued research on caregiver support services.

SW 504 Diversity and Social Justice in Social Work This course prepared me in my global work by providing me with the knowledge base that underlies skills needed to work towards justice. These include types and sources of power, multiple social locations, social constructions, social processes, social identities, conflicts, and how all these interact within communities and societies. I was able to incorporate this knowledge in analyzing the results gathered and guided my interviews with the professionals of organizations for older adults.

Lessons Learned • Resilience is key in global study pursuits and in care for older adults. One must be able to apply the strengths approach and develop solutions to recover from barriers faced within this population.

• Networks are crucial in entering communities and organizations.

• The way government operates in different countries majorly affects services and funding for organizations. The United States possesses many privileges above many countries.

Advice • Research some of the cultural aspects of where you are traveling ahead of time. This will really help in recognizing privilege and improving interaction within the community.

• It is okay if your plan does not turn out the way you intended to, make the most out of it, remember you are there to learn and make a difference.

• Make connections!

• Have back-ups for projects • Trust in your social work abilities and be a self-starter. If you want the answer to something go and get it.

Acknowledgments Thank you to the Office of Global Activities and the Alumni Board of Governors for the funds and support to conduct this global study. Thank you also to all the professionals in Santiago, Chile who took the time to meet with me and welcomed me into their organizations. Lastly, thank you to Dr. Cristina Bares, my family, and friends who guided me through my global experience and pushed me to go above and beyond.

This poster was created for the Fall 2018 Global Social Work Poster Fair

Grupo Gay da Bahia: Agents of Change And Possibility Salvador Bahia, Brazil

Rashun J. Miles, M.A. University of Michigan School of Social Work

Salvador is located in northeast Brazil; one of Brazil’s more economically challenged regions, but one of the country’s most culturally rich and racially diverse, as Bahia is the state with the highest number of individuals of African descent. The state has an extremely high rate of HIV infection among men who have sex with men (MSM) and among the trans population. In a recent study, it was reported that 36% MSM do use condoms. (Avert, 2018)

Advice Have another project on the back burner. Sometimes your hosting institution is small and the supervisors are overwhelmed because they are doing important things and putting out a lot of little fires. Be flexible and don’t get stuck with thinking about the end product – enjoy the process.

Placement/Project Information

Field placement: Grupo Gay da Bahia (GGB) is Brazil’s the oldest association for the defense of gay and lesbians in Brazil. It was established in 1980 by Luiz Mott (in center photo). In 1983, it was one of the first organizations in Brazil to report about ad inform the public about HIV/AID. This was an incredible feat because Brazil was still under a military dictatorship. Four months after Time magazine reported about ”Sarcoma Kapsi” in the USA, GGB reported and disseminated information about this “mysterious disease”, making GGB one of the first to talk about ways to protect against the disease.

Outcomes

During my time at GGB, I translated document from Portuguese to English. The material will eventually be disseminated to English-speaking populations. I am also had an opportunity to interview Luiz Mott, the former president and founder of GGB, about heath and HIV rates in Brazil. Lastly, I am completing a paper with my advisor document my experience and future plans.

Lessons Learned

Skills Utilized/Developed

At GGB, I truly saw how diversity and difference can bring people together. As an organization, it was apparent that they build relationships within the community as well with policymakers and government officials

Take time to enjoy the city. I played tennis with Pedro Silva (he is 73!!). He has been teaching tennis for more than 40 years. I saw a theatre performance with colleagues and had great Brazilian food after the show. Part of understanding the the organization is understanding the culture and the country!

Classroom + Career Connections

Acknowledgments

Before departure, I worked closely with my advisor. A few classes that prepared me for the global independent study were: SW 560 and SW 611. These courses helped me understand how policy works and the possibilities of change.

I would like to thank Office of Global Activities, Luiz Mott, Marcelo Cerqueira, Pedro Silva (tennis coach), and Dr. Rogério Pinto.

This poster was created for the Fall 2014 Global Social Work Poster Fair

Exploring the UK Jewish Community Genna Miller University of Michigan School of Social Work

London, England

Outcomes

London is the capital of England and located in the southeastern part of the country on the River Thames. It is one of the most popular destinations chosen by people from all over. London is comprised of 32 boroughs and two cities. They have a parliamentary constitutional monarchy and are currently a part of the European Union (EU) but will be exiting the EU in March 2019.

Although English is the main language spoken in London, there are over 300 other languages spoken throughout the capital.

1. Developed an understanding of the UK Jewish Community 2. Gained a better insight of volunteerism and the charity sector in the UK 3. Built connections internationally within the Jewish community and outside of the Jewish community

Skills Developed Through my global experience I was able to further develop my skills in active listening, cultural humility, and writing in a concise and professional manner.

Lessons Learned • Judaism comes in all different forms and levels of observance between the US and the UK • Working for an organization with a smaller staff and learning how they adapt in order to still be able to make a large impact on the UK Jewish community and charity sector • Personally, I discovered that I am able to adapt to new environments and assimilate even in a short period of time. Many times throughout the summer I had moments of self-realization that I am able to succeed in new and unknown territory and what supports I need in place to cope with any stressors or negative emotions that may arise while in a new environment

Classroom Connections SW663: Grantgetting, Contracting, and Fundraising This course provided me with a foundation, the knowledge, and skill set to help JVN with donor solicitation and donor stewardship. It also allowed me to share products, such as a fundraising plan, created in the course with the organization to aid them in future endeavors

Project Information UK Jewish Community • There are over 260,000 Jews living in Greater London and 30,000 living in Manchester (2011 census) • The UK Jewish community is the 5th largest Jewish population worldwide • The different sects of Judaism include Haredi (similar to American Orthodox), Masorti (similar to American Conservative), Reform, and Liberal • 66% of British Jews live in the boroughs of Barnet and Hertsmere • Areas in those boroughs with higher concentrations of Jews include Hendon, Golders Green, Edgeware, Pinner, and Borehamwood

I went to London this past summer to learn about the Jewish community in the UK. As a way to enter the community, I connected with and interned for the Jewish Volunteering Network. Besides my internship, I attended other Jewish community events to gain a better understanding and meet Jews from all different religious backgrounds.

Special Events/Awards Ceremony Intern • Collected and organized award nomination applications for distribution to the judges • Solicited article contributors and sponsors for the Awards brochure • Assisted with the coordination of the photographic exhibit for the Awards • Co-led an “Introduction to Volunteering” workshop with fellow JVN staff Other Jewish Community Events • Attended two different synagogues for Shabbat services, including a special LGBTQ Pride Shabbat • Volunteered at the Maccabi GB Community Fun Run, the largest UK Jewish community event • Participated in different Jewish Young Professional events to learn what Judaism is like for UK Jews in their 20s and 30s and make connections

Community Partner The Jewish Volunteering Network (JVN) aims to provide volunteer opportunities in the UK Jewish community and non-Jewish community.

They do this through their online database where charity organizations are able to share volunteer opportunities and people can search and apply to positions that fit their desires and skill sets. JVN also provides trainings to volunteers and charity organizations on a plethora of topics relevant to volunteerism and charities.

SW648: Issues in Global Social Work Practice This course gave a safe space to explore my personal biases and assumptions prior to leaving for my Global Independent Study and provided resources to make my time abroad smoother. I also created close relationships with other classmates and was able to lean on them for support during our global experiences through a private class blog and other social networks

Career Connections This project helped me gain knowledge and experience working with the global Jewish community that will be beneficial as I begin my career in the United States in the Jewish communal sector. I will use my new understanding of the differences and similarities of the two Jewish communities to share and educate my fellow peers and others I work with in the Jewish community currently and in the future.

Advice • Be flexible and open-minded with your global experience and know that it may change from your initial idea • Triple check all the necessary documentation needed to enter the country (ie. Visas, letters of sponsorship, etc.)

• Submerse yourself as much as possible into the country’s culture (as long as it is safe to do so) • Keep a journal (online or hand written) • Most of all, HAVE FUN! Don’t get so caught up in the studies part and allow yourself down time to meet people and have new experiences

Acknowledgements I would like to thank the Office of Global Activities for financially supporting me, as well as helping to navigate issues that arose prior to leaving the country.

I would also like to thank my advisor Dr. Karla Goldman, Mike Silverstone and the amazing staff at JVN, Edgeware and Hendon Reform Synagogue Young Adults, West London Synagogue Young Adults, as well as my family and friends for supporting my dreams of studying abroad.

This poster was created for the Fall 2018 Global Social Work Poster Fair

SUPERCAMP ITALIA 2018 Aaron Corte O’Brien University of Michigan School of Social Work Agency Place SuperCamp Italy is held once a year at the Rifugio Sores hotel in the beautiful mountains of northern Italy.

Choice I was interested in participating in camp for a couple reasons. I am interested in creating my own youth camps and running youth groups, and wanted to fully experience one as a clinician. Also I am interested in cultural diversity and how other countries address social problems. I am particularily interested in how Italy does so, as I have family in Italy and have always been fascinated by the culture.

Supercamp is a 10 day camp for kids aged 12 to 18. It is a service of Quantum Learning, which is a Add your information, graphs and images section. edge neuroscience organization that usesto this cutting to restructure approaches to education.

Supercamp uses a holistic approach to improve a participants family relationships, grades, selfesteem and confidence.

Project Information My position was as a team leader for eight 15-18 year old participants. I was responsible for the logistics of watching the entire (22 campers) team from 7:30am-10:30pm every day, as well as leading my group through activities, debriefing as a group afterwards, and supporting participants when they struggled.

Outcomes My experience with the camp has directly had an impact on my current academics. I am working on projects in two different classes that are somewhat modeled off my experience in this camp. I am using group activities I experienced in the camp and the science behind their effectiveness to inform these projects.

This poster was created for the Fall 2018 Global Social Work Poster Fair

Skills Developed - I increased my confidence in working with this population. Initially I didn’t think I wanted to work with adolescents. My ability to establish rapport and the transformation I saw these kids go through changed my mind completely.

- I increased my group faciliation skills.

Because we debriefed constantly as a group I was able to improve my group facilitation and in the end, the group was largely running itself.

- I increased my knowledge of how to engage kids. Fundamental to camp is kinesthetic learning, which allows the individual to develop better memory processing through physiological experience.

Add your information, graphs and images to this section.

Classroom Connections Julie Ribaudo’s Infant and Child Development class is amazing and prepared me for working with this population.

Lessons Learned Some aspects of Italian culture really added to the camp. The quality of food we ate was excellent, and the value of food in the culture gave participants a healthy appreciation for meal times. Also, the campers were from 12+ different countries, and I think the diversity was a tremendous strength to the camp.

Add your information, graphs and images to this section.

Conclusion

Career Connections I plan to use my experience with SuperCamp to inform the development of the camps I will create and run. I also will use what I have learned about group dynamics in my clinical work with groups.

Advice - Think outside the box. It’s a big world out there. I just started reaching out to people I knew in Italy and found this camp supervisor.

- Stay open minded. I wasn’t sure that I wanted to work with this demographic, but now I’m planning on doing lots of work with adolescents in my career.

- Travel after your placement. I think because social work in the US is so much different than in most of the Add your information, graphs and images to this section. rest of the world, it’s important for social workers to experience other cultures. Just travel, and observe how people fix problems in other places.

Acknowledgements I would like to thank the Office of Global Activities for this once in a lifetime opportunity. I’d also like to thank SuperCamp Supervisor Lisa Tucci for the opportunity and her continued support.

Clubs & Sports in the Kingdom of eSwatini Michael Ohonbamu, RPCV (2015-2018) University of Michigan School of Social Work Master’s International Program Location: Hlathikhulu, Kingdom of eSwatini

Global Field Placement

Skills Developed

Career Connection

The Kingdom of Eswatini is a small country, within South Africa, in the continent of Africa. It is home to approximately 1.2 million people. The official languages spoken are SiSwati and English. Christianity is the predominant religion.

My first 2 years of Peace Corps service was in the Ebenezer community as a Youth Development Coordinator. During that time, my counterparts and I promoted English literacy and incorporated life skills through boys and girls club, respectively. The boys club, Broadening minds, Redefining manhood, Obtaining success (BRO), addressed issues around male identity, HIV education/sexual reproductive health, fatherhood, drugs & alcohol, relationships, and gender equality. The girls club, Girls Leading Our World (GLOW), focused on self-esteem, women empowerment, HIV education/sexual reproductive health, and gender equality.

From my 3 years of service, I developed the ability to:  Write grants and budget  Fundraise for projects and sports equipment  Manage a sports center  Organize and implement capacity building trainings  Play tennis  Coach basketball

Serving as a Peace Corps Volunteer, I could not have imagined that I would have the opportunity to do so much with basketball and other sports. It truly shaped my service and career aspirations. I would like to utilize sports as a way of reaching out to community members and educating them on relevant issues.

Secondary Project: BRO I was a Co-director of the BRO committee. BRO stands for Broadening Minds, Redefining Manhood, Obtaining Success. Our goal was to address the issues boys and men face in their community such as drugs & alcohol abuse, unemployment, peer pressure, bullying, lack of positive role models, and lack of awareness regarding their sexual reproduction health. My role was to establish ways to make clubs sustainable without volunteers. I helped organize trainings for new counselors, where we informed prospects of the BRO mission & values and provided additional resources to promote club sustainability. I also assisted in the fundraising of two BRO camps.

Furthermore, I wrote a grant for BRO Training of Trainers (TOT). The training prepared 30 counselors for an annual weeklong camp. During the training, we worked very closely with several counselors in helping them design lesson plans and improving their facilitation skills.

Important Facts The Kingdom of eSwatini is one of the world’s last remaining absolute monarchies. Prince Makhosetive was crowned in 1986, at the age of 18, and assumes the title as King Mswati III. The Kingdom of eSwatini was granted formal independence, within the Commonwealth, in 1968. The country was formerly known as Swaziland. Country name was changed by the king in April 2018. According to UNICEF, the Kingdom of eSwatini has the world’s highest HIV/AIDS prevalence rate at approximately 26%.

Classroom Connections Classroom:  SW 503: Social Work and Sports This course open my eyes to the endless possibilities within the social work field. The focus went from youth participation in sports to looking for ways to encourage people of all ages to participate in physical activities. I went from teaching youth how to play basketball and tennis to working with older community members. In addition, my counterparts and I utilized yoga, zumba, and aerobic to target community members who are not heavily involved in sports.

Advice I would recommend doing some research about the country you plan to do your global field placement before you arrive. Reach out to other volunteers who are in country and/or have return. The more questions you ask, the more informed you will be. Try your best to learn basic greetings of the primary language spoken. It really helps you establish rapport if you show a willingness to want to learn and speak the language. Run your own race and try not to compare yourself to others. No one is better at being you than you are.

Acknowledgement Thank you to the Office of Global Activities for sending postcards and candy during the holidays. A special shout out to my mentor, Matt Darnall, for generously donating to the two BRO camps and my sports equipment project.

Furthermore, I would like to thank my older brother, Charles Ohonbamu, Molten USA, Lets Play It Forward, and SUNY Binghamton athletics department for donating sports equipment. Without all of your support, my service would not be the same.

3rd Year of Peace Corps Service

Lesson Learned

During my 3rd year of Peace Corps service, I worked for the Swaziland National Sport & Recreation Council as a Community Sports Coordinator of a multipurpose sports center. My role was to manage the facility and implement as many sports program as possible. I wrote a grant and fundraised to provide sports equipment for basketball, tennis, badminton, squash, soccer, and volleyball. My counterpart and I organized sports program for all ages.

 Failure is a part of life and the lessons learned can lead to your success.  If a project is being driven by you, it may not be sustainable.  Try to involve as many counterparts as you can in a project.  Take it one day at a time.  Take care of yourself physically, emotionally, and spiritually.  Do not compare yourself to other volunteers.

Aging in Finland and the US Sarah Petrovich University of Michigan School of Social Work

Finland Is a country known for it’s outstanding and innovative education system and it’s value of universal healthcare.

20.5%

of Finland’s population is 65 and older

th 6

largest aging population in the world in Finland

“Eteenpäin!” Sanoi mummon lumessa

US Is facing a dramatic increase in older adults receiving Medicare benefits and requiring health services.

19%

of the US population will be 65 and older by 2030

th 19

largest aging population in the world in the US

Turku and Helsinki Are two of Europe's fastest aging cities

Qualitative Research How universal healthcare and other policies impact the aging experience: A comparative study of older adults in the United States and Finland A coinvented sample of 6 Finnish older adult and 6 American older adults were interviewed about their health, happiness, and healthcare experiences.

Lessons Learned

Skills developed • Qualitative interviewing and analysis • Critical comparison of global healthcare systems and practices • Cultural competence towards Finnish cultural norms and adapting to language barriers • Professional development through connecting with Finnish social workers and researchers

Fewer doctors visits: majority of participants was the doctor once a year or less. US participants had one or more visits per year.

Activity: participants all had hobbies either physical or creative that they valued dedicating time to

United States Friends, Family, Faith: Where faith was defined as a religious practice or in a set of moral and values, participants expressed these three things kept them happy Health is Political: participants discussed their views on healthcare as a basic human right or not Activity: participants all had hobbies either physical or creative that they valued dedicating time to

Global Citizenship – Education on how other countries practice health care and respond to the aging process is vital to implementing our own best practices.

Personal Connections Matter – I was able to connect with my participants and professionals all through a single personal connection with my host. It’s a small world when you ask for help.

Initial Findings Finland Community: participants attributed their health and happiness in to community support and collaboration

Healthy Aging – In the US and in Finland, participants all claimed exercise and community kept them feeling good, despite various health concerns.

Advice 1. Take advantage of every possible connection you can find to your prospective county.

2. Ask for help from anyone and everyone.

3. Being uncomfortable and afraid is apart of the experience and it makes you grow!

Connections Classroom • SW 644 Policies and Services for Older Adults • SW 683 Evaluation in Social Work • SW 693 Geriatric Seminar Career • Utilizing new global connections in future research • Drawing from healthcare practices in Finland when creating new policies or best practices • Practicing qualitative research skills and cultural competency skills in potential evaluation projects

Acknowledgments Thank you to the Office of Global Activities for funding this project. Thank you to Ruth Dunkle for advising me and helping bring this project to life. Thank you to Marja Aarnipuro for hosting me and connecting me with the Finnish people. Thank you Ari-Matti Toivonen for being my translator and adventure buddy. Thank you to Amanda Woodward and Ulla-Maja Koivula for introducing me to social work in Finland. Thank you Jessica Warrup, Jessica Gwilliams, and Sara Thane for studying Finnish policy with me. Thank you to my many professors who taught me the skills and information that made this project possible. Lastly, thank you to my parents for their unconditional support and encouragement.

This poster was created for the Fall 2014 Global Social Work Poster Fair

Family Service Organizations in Hiroshima, Japan Monte-Angel Richardson University of Michigan School of Social Work

“A small ingenuity triggered a small ingenuity so that a single drop of water shakes the surface of the water and the ripples caused are spreading out, your real world is shaken and life changes”

“We strive to enhance domestic treatment, consider consistency of child rearing and small group raising for infants, small group promotion for children, think about human formation and advance to university, aim for independence to society, exchange with local communities”

Ripple provides consultation services for adults and children with troubles interacting and engaging in their environments. Sessions are conducted individually or in groups, in up to three sessions per person.

Services

Social Skills Training: Group and individual interpersonal communication training for children and young adults.

Solution-Oriented Interview Consultation: Problem solving to understand difficulties in daily interactions.

Therapy is based on communication to find the crux of the issue. Clients learn skills, practice them, then report on progress.

Components Ripple’s services are founded in comprehensive interpersonal support theory. By providing problemsolving strategies, Ripple aims to increase personal efficacy in personal relationships.

Place-based “Every morning, this picture will greet you when you go to work. I thought about the people who visit Ripple and our staff, and drew it. It is scenery that will reset my feelings.”

Group treatment “I am aiming for a nursery school where children grow up with their companions, parents and caregivers connect hands and grow up with children.”

Measures of Success As a newer organization, Ripple staff pilot programs and meet regularly to discuss progress and make revisions.

Case study meetings: Team meetings where staff discuss questions and concerns about their sessions.

Reports from study groups: Piloting the program and meeting weekly to learn and assess the basics of consultation support.

Thank you to Ripple ripple-hiroshima.jimdo.com & Hiroshima Shudoin shudoin.or.jp For arranging tours of their organizations.

Greatest thanks to Dr. Yumi Oshita (大下由美) For arranging the visits. ありがとう ございます!

Located downtown, Hiroshima Shudoin is a multiservice organization serving both children and older adults.

Services Child care facility, nursery, infantry, emergency support, overnight facilities, child counselling, after school services, and consultation centre.

Facility Amenities: Community garden, nature walks, small classes, meal preparation and kitchen, and large playground.

Components Hiroshima Shudoin serves children who cannot be raised at home and provides services for parents with emergency needs. They also organize socialization groups for children, infant and natal care curriculum for families, and consultation for parents with young children who have concerns about developmental delays or mental illness.

Measures of Success Longevity: Hiroshima Shudoin has been in operation for a hundred years, originally serving as an orphanage to children after the atomic bombing.

Community Embeddedness: The organization prides itself on its community connections, often providing This poster was created for the Fall 2014 Global Social Work Poster Fair services through partnerships.

Social Work and Mental Health in Uganda Richard Robles University of Michigan School of Social Work

Bugoye, Uganda Bugoye is a subcounty in Kasese District, Rwenzururu Kingdom. It is located at the base of the Rwenzori Mountains, which are a popular hike and tourist destination. The subcounty is near the Ugandan border with the Democratic Republic of the Congo.

Food: A Rolex Rolex, not the one you wear on your wrist, but the one you can eat. Rolled eggs (rolex for short)is both a play on words and the product of rolling chapati and an omelette together. You can find it deep in the streets of any town that you visit. Made by hardworking Ugandans, this simple meal brings comfort to the stomach and joy to the soul. It will cost you less than $1. A rolex is a must have when in Uganda.

Social Work The social work profession exists in a very different way than in the United States. In Uganda, based on the information obtained from members in the health center and in the community, there is no masters degree in social work. Instead, one can pursue a masters degree in development studies, counseling and guidance, gender and applied women health, public administration and management, and planning and community development. Social work acts as an umbrella under which many professions related to social work fall under.

Lesson Learned On our first day in the field, I was expected to work with Dr. Milton, the psychiatrist. However, Dr.Milton was unable to come in that day and Nurse Clovice and I had to take on the responsibilities of a Clinical Officer. This included diagnosing patients, ordering lab tests, and prescribing medications.

Additionally, Nurse Clovice was not the only nurse we observed assuming this role. It was noted that whenever staff came in with a conflict in terms of diagnosing of treatment, they utilized the Ugandan Ministry of Health Guidelines book to diagnose, treat, and prescribe medication.

Mental Health

Mental Health problems in Uganda are part of the everyday life. However, it can be stated that mental health is not addressed to the same degree as it is i the United States. As described by Jimmy, the subcounty health officer, there is a great need for personnel that can address mental health in the communities. Jimmy said that the cases exist and the people with mental illnesses are out in the community. Due to a lack of professionals that can treat mental health, people in the communities do no come forward to talk about their mental health.

Instead, it was discussed that if there was a trained professional in every health center that would address such issues and people knew of the services, they would come forward and seek help.

Acknowledgements I would like to thank Katie Lopez, Mary Ruffolo, and the School of Social Work for this opportunity. I also want to express my gratitude with Brent Williams, Leslie Nestro, and Megan Eagle for their support throughout my trip and for making this experience possible. Above all, thank you Ugandas for your hospitality, care, wisdom, and warmth.

LGBTI RIGHTS IN A CHILEAN JUVENILE DETENTION CENTER Laura Sanchez University of Michigan School of Social Work

Santiago, Chile Santiago is the capital of Chile and is the most populous city in the country, with almost 7 million people living in its metropolitan region.

It experienced a violent dictatorship in the 1980s, and its aftermath still holds strong, as individuals hold their government and society under intense scrutiny. Community organizing is very alive in the country, as students and labor unions often protest against unjust organizational and/or societal policies.

Agency CIP-CRC Santiago (SENAME) is a juvenile detention center in Santiago that houses female youth who are awaiting to be sentenced or male and female youth who have been sentenced for committing an offense.

Interdisciplinary teams of social workers, psychologists, occupational therapists, and direct care workers work in conjunction to ensure that youth are following a set “routine”, are receiving educational and job training workshops, are enrolled in drug rehabilitation programs, and are meeting their goals to be successfully released into society at the end of their sentences.

Outcomes The main project that I was assigned at the center was to help design a LGBTI-inclusive protocol to systematize policies and processes that all staff must follow when working with youth from these populations. In order to do so, I carried out the following activities: • Conducted a focus group with 12 staff members in order to determine best practices and gaps in service provision to LGBTI youth who have been incarcerated in the center.

• Researched literature on theoretical frameworks relating to sexual orientation and gender identity, as well as best practices that juvenile justice facilities have used when working with LGBTI youth around the globe.

• Interviewed staff members and youth to determine their attitudes, perspectives, and special insight on working and/or interacting with LGBTI youth.

• Collaborated in writing and reviewing a LGBTI-inclusive protocol that is to be implemented with youth offenders at CIP-CRC Santiago.

Lessons Learned • It is important to respect staff members’ perspectives, as they are the ones who mainly understand the best practices of interacting with youth who are receiving interventions and services.

However, it is also important to challenge practices that may not be inclusive of diverse sexual orientations or gender identities.

• Cultural and social context are important tenets of the social work profession, especially when working with a new community.

• Take your positionalities into account and make sure to take all necessary steps to ensure that you are being intentional about who is at the table when designing an official protocol.

• Be proactive when entering a new environment!

Classroom Connections • SW651 (Planning for Organizational and Community Change) This course helped me become more intentional about engaging participatory methods under diverse contexts when organizations and communities are undergoing change – which happened with the development of this protocol.

• SW648 (Issues in Global Social Work Practice) This course gave me a framework of thinking about the nuances of practicing social work in a global context, including thinking about ethical dilemmas and entering and exiting communities.

Skills Utilized Throughout my three month placement, I was able to: • Facilitate focus groups and interviews • Increase my capacity to collaborate with different stakeholders • Analyze research • Use proactive leadership skills and be self-directed Expand my critical thinking skills

Advice • Learn about the US context and/or equivalent of the work that you’ll be doing abroad. Many staff members will be intrigued to hear about how the work is done in the USA! • You’ll eventually learn Chilean Spanish, as it is spoken in both professional and non-professional contexts, but it might be useful to have a grasp on some words/phrases before you travel there.

Acknowledgements Thank you to the Office of Global Activities in the School of Social Work for the financial support in sending me to Chile. However, this experience would not have been the same without the wonderful staff members at CIP-CRC Santiago who helped make a warm learning environment (despite the winter cold!) in Chile.

Ghana Through the Eyes of An Black American Social Worker BRANDON SAVAGE UNIVERSITY SCHOOL OF SOCIAL WORK

GLOBAL FIELD AGENCY My Global field agency was with Child Family Health International (CFHI). CFHI is a non-profit agency that provides global health education programs for college students. The mission statement of CHFI states that they offer community-based global health education programs for students and institutions. Their unique model fosters reciprocal partnerships and empowerment in local communities, transforming perspectives about self, healing and global. citizenship.

LOCATION

In Ghana, I was in two locations. The first location I was in was Cape Coast, Ghana which has a population of about 800,000 people. Their primary sources of income are agriculture and fishing. The second location I was in was Accra, Ghana. Accra has a population of upwards of 2,000,000 people and is the capital of Ghana. Their primary source of income has been tourism and individuals who create art.

OUTCOMES

CONNECTIONS

LESSONS LEARNED

Over the span of four weeks, the team and I were able to support Ghanaians in two cities. We were able to teach community members how to advocate and educate government officials regarding alleviation of poverty, education, health and youth involvement.

Classroom: • SW 623 – Interpersonal Practice with Families This course taught me the different dynamics of a family and the broad definition of the term family in the world we live in today. The course helped me as I engaged multiple families at the Cape Coast Assembly. While at The Cape Coast Assembly, I was able to work with the Ghanaian social workers to determine if the families needed financial assistance.

• I learned In Ghana that I am considered a Black American and not an African American. In Ghana, Black Americans are also called “Bibinii.” The term means a black person.

My Major Accomplishments include: • Educating youth about the importance of sexual health • Evaluating a policy that included the voices of youth • Advocating for families that did not have health insurance

Career: • When I volunteered at the Cape Coast Assembly, I was able to evaluate a private school in Cape Coast. This can help me in future work showing me how to evaluate a school adequately.

COMMUNIUTY ENGADGEMENT • While in Cape Coast, we went to multiple schools to volunteer and provide resources so that the students can adequately get educated.

Also in Cape Coast, we worked with Ghana Health Service to provide families with the paperwork to receive insurance and bug nets to combat malaria.

• When I was moved to Accra, we worked with Planned Parenthood of Ghana (PPAG) to raise awareness about sexual health. Also, we did a community outreach fair in which we educated individuals about safe sex and handed out items to promote safe sex.

• SW 713 – Youth Empowerment This course taught me how to engage, assist and organize youth. When I arrived at Planned Parenthood of Ghana, I contained the knowledge to adequately work with the youth regarding the topic of sexual health. We planned and organized a sexual health fair.

SKILLS UTILIZED • Appropriately asked questions to demonstrate cultural competency • Adjusted to a new environment by letting the natives know who I am and learning who they are • Managed the multiple changes in work due to a limited staff • Appreciated the role of an observer

• I also learned how privileged Americans are. When we deep-rooted ourselves in the community, we were able to see how tough Ghanaian families have it on a daily basis.

ADVICE • Conduct research on the country you are studying abroad at. It will give you a base of knowledge to build upon once you arrive.

• Arrive at your destination with an outgoing mindset. You can not learn if you are in your room all day.

• Indulge in the culture you are learning about. Other than foods or activities that may harm you, I encourage you to try new things.

ACKNOWLEDGEMENTS I would like to acknowledge the

University of Michigan – Ann Arbor Office of Global Activities for the financial support throughout my global independent study. Secondly, I would like to thank The Board of Governors for helping me fund my global independent study. In closing, I would like to thank Dr. Trina Shanks for advising me and helping me create a memorable experience in Ghana.

GLOBAL FIELD PLACEMENT IN HONG KONG: Christian Action – Centre for Refugees HONG KONG SAR Hong Kong is a Special Administrative Region (SAR) of China with a population of about 7.5 million. A British colony from 1841 until 1997, Hong Kong currently exists under a “one country, two systems” policy and is characterized by a unique mix of both eastern and western influences. While Hong Kong is a global financial center and has one of the highest per capita incomes in the world, it is also host to social injustices such as income inequality, a lack of affordable housing, and the economic and social exclusion of marginalized groups.

Hong Kong is home to approximately 10,000 recognized refugees and asylum seekers, about 0.2 percent of the total population. Unlike China, Hong Kong is not a signatory to the 1951 Refugee Convention. Although the United Nations High Commissioner for Refugees (UNHCR) has a presence in Hong Kong, since 2014 all asylum applications have been processed through the Hong Kong immigration department. Less than 1 percent of those applications have been successful.

ACKNOWLEDGMENTS Thank you to the Centre for Refugees for welcoming me as a member of the team and providing me countless opportunities to learn and grow. An additional thank you to the University of Hong Kong for their support and guidance, and for the Office of Global Activities for their financial, academic, and personal support.

Carolyn Scorpio University of Michigan School of Social Work Global Activities Scholars Program – Summer 2018 SKILLS UTILIZED/DEVELOPED

AGENCY PARTNER Christian Action–Centre for Refugees (CFR) is the first and only community center for asylum seekers and refugees in Hong Kong. Established in 2004, CFR aims to provide holistic support to vulnerable refugees and asylum seekers. Services include: • Providing basic needs such as emergency housing, food, clothing, referrals to medical and legal assistance, milk and diapers for children • Psychosocial and mental health support, including individual counseling, family therapy, and therapeutic and support groups • Education sponsorship, English language courses, and other skills and educational trainings • Assisting with right-to-work petitions and employability workshops for eligible clients • Community outreach events and policy advocacy

PLACEMENT INFORMATION This 10-week field placement was organized through the Department of Social Work at the University of Hong Kong. Although the day-to-day workload is constantly changing as the organization responds to urgent requests, generally, MSW interns work as case managers and are responsible for the following: • Managing a caseload of approximately 3-4 clients while assisting fellow caseworkers • Addressing clients’ basic needs such as securing housing, enrolling children in school, and providing referrals to partner organizations • Assisting clients with documentation, paperwork, and accompaniment relevant to their asylum cases • Facilitating a psychosocial support group • Conducting intakes and needs assessments • Participating in weekly case consultations This poster was created for the Fall 2018 Global Social Work Poster Fair

• • • • •

Problem Solving Teamwork Cultural Humility Taking Initiative Empathy

• • • • •

Assessment Treatment Planning Group Facilitation Crisis Management Outreach & Advocacy

OUTCOMES • Facilitated a 5-week psychosocial support group for refugee mothers incorporating art therapy activities and psychoeducation topics • Assisted clients to apply for private sponsorship to a third country including writing personal statements, gathering evidence and completing paperwork.

• Conducted 15+ education needs assessments with families eligible to receive education funding • Assisted with chaperoning an offsite summer camp program for 10 children ages 4-6 • Assisted with the planning of annual community meeting and designing of a client satisfaction survey

CLASSROOM CONNECTIONS • SW 504 Diversity & Social Justice: This course discussed the critical concept of cultural humility and helped me recognize aspects of diversity, privilege, and oppression in social work practice • SW 625 Interpersonal Practice with Children and Families: This course helped me gain a deeper understanding of the impact of trauma, which is deeply relevant to refugee populations • SW 799 Immigration Enforcement, Human Rights, and Social Justice: This course analyzed the impact of immigration and refugee policy on individuals, communities, and social systems

LESSONS LEARNED • How to practice empathetic listening and help clients cultivate a sense of hope in the face of uncertainty • The importance of cultural humility and approaching interactions with clients and colleagues with a sense of openness, curiosity, respect, and appreciation • How to set boundaries with clients and colleagues • The importance of regularly practicing self-care and the value of support networks to prevent burn out

ADVICE • The agency’s fast-paced atmosphere requires interns to be self-directed, proactive, and independent • Take the time to build relationships with clients and better understand their stories and situations • Take advantage of your free time by checking out everything Hong Kong has to offer—such as beaches, hiking, cultural, and historic sites

CAREER CONNECTIONS Through this field placement, I gained invaluable experience working with refugees and asylum seekers in an international setting, and was able to critically reflect on my cultural identity, strengths, and areas for growth as a social worker. This experience will help me better serve refugees, asylum seekers, and other immigrant populations in the United States in the future.

Lowering the Age in Brazil: : A Policy & Historical Debate BRAZIL – RIO DE JANEIRO The largest country in Latin America in terms of both area and population. At 8.5 million square kilometers (3.2 million square miles) and with over 208 million people, Brazil is the world’s fifth largest country by area and the sixth most populous. The capital is Brasilia, and the most populated city is São Paulo.

SO, WHY RIO DE JANEIRO? I was born and raised in Rio. It will always feel like home for me. Even though, this feeling is shared with many other Brazilians, for the majority of people living in poverty and facing Disproportionate Minority Contact because of the color of their skin, the sentiment of coming from a “Marvelous City” is not equal. I always wanted to research about youth in contact with the law in Rio.

Debora S.M.M.P. Shapiro University of Michigan School of Social Work PROJECT: GLOBAL INDEPENDENT STUDY I decided to research about the Project of Law that has been going on since 1993 in Brazil, where the age for charging youth as adults would drop from 18 to 16, in opposition to all human rights initiatives and the “raise the age” campaign that has been happening in the US.

OUTCOMES My research is still ongoing, as I feel that a thorough literature review is required for this important topic.

My general finding thus far are that the interviews that I’ve conducted have allowed me to understand that there is a legitimate debate on both sides. The arguments overall have leaned on the side that lowering the age won’t necessary be the best solution .

SKILLS UTILIZED & DEVELOPED • Leverage the support of stakeholders through interviewing • Engage in Policy Practice and analysis • Engage in Practice Informed Research and Research-Informed Practice

CAREER CONNECTIONS Although I plan on working in micro setting as a social work professional, this research has provided me with an essential macro lens for my practice.

CLASSROOM CONNECTIONS

ADVICE

The courses SW 530, SW 633 and SW 725 were essential for this project. These courses taught me how to analyze critically with a bi-partisan perspective historical trends and debates surrounding Juvenile Justice policies .

As any other trip, it is important to be open to the culture of the country you are going to. It is interesting to read books about the history of the country, check websites and be sure to have all the connections you need in hand before your departure.

ACKNOWLEDGMENTS Thank you to the Office of Global Activities (OGA) for financially support my Global independent Study. Also I greatly appreciate the stakeholders from the Juvenile Justice System in Rio de Janeiro that conceived me interviews for this project, especially the Supreme Court Justice Luis Roberto Barroso.

Special thanks to my faculty advisor, Dr, Joseph Ryan, who immediately accepted to revise my work and outcomes.

This poster was created for the Fall 2018 Global Social Work Poster Fair

Community Development in Chennai, India Marina Sterngold University of Michigan School of Social Work Chennai, India India is a country in South Asia with a population of over 1.3 billion people. India is extremely diverse, being made up of 29 states and 7 union territories, with 22 different languages being spoken across the country. Hindi and English are the two most common languages spoken in India.

Chennai is the capital city of the state of Tamil Nadu, with a population of over 8 million people. The primary language spoken in Chennai is Tamil. Fun fact: Chennai has been nicknamed, “The Detroit of India” due to its growing automobile industry!

Irular Tribe

The Irular tribe live in the northern districts of Tamil Nadu. Their local language is called Irula and is related to the Tamil language. Traditionally, the Irular would hunt and collect forest resources. The Irular are known for their impressive ability to catch snakes!

Madras Christian College (MCC) & ActionAid I completed my global field placement at two different agencies. Two days a week I worked at an NGO called ActionAid India. ActionAid works with marginalized communities across India to fight poverty and injustice.

ActionAid (Chennai office) works primarily with women and tribal communities.

Skills Developed Due to my global field placement, I now feel more confident in the following skills: • Taking initiative & being a stronger leader • Writing reports and grants under tight deadlines • Building meaningful relationships with community partners and members

Classroom Connections

The other 2 days I was placed in Thirukalukundum (TK) with 3 other MCC social work students to assist the Irular tribe reach self-sustainability after the 2015 Chennai floods. This program was started by the Social Work Department at MCC and is called the Field Action Program. We called ourselves Team TK!

SW 683: Evaluation in Social Work This course taught me different research designs as well as data collection tools that can be used in evaluating a program.

Field Placement Responsibilities

SW 648: Issues in Global Social Work Practice This course provided me with a basic understanding of what global social work entails and provided some basic insight into the type of work I might complete in my placement. It was also a great opportunity to engage with other students who were also completing global field placements.

At ActionAid, I was responsible for participating in field visits to observe various trainings organized by ActionAid. I would write reports of these events and would also conduct interviews to develop case studies for several of ActionAid’s programs. Lastly, I helped write and edit proposals to provide flood relief for victims impacted by the Kerala floods.

In TK, I helped conduct needs assessments of several Irular communities in the district. In addition, I helped organize a livelihood program for the Irular women, and a traditional folk and dance program for the Irular men and children. Lastly, I developed a business model to identify local and international markets for the Irular women to sell their hand woven bags.

Lessons Learned • Don’t assume you know what’s best for a community and do take the time to understand a community’s needs • Communication is critical in community organizing • Being an effective social worker requires patience • Self-care is essential!

Career Connections As I begin my career as a social worker, I want to continue working with multicultural populations, either in the US or abroad. I hope to find a job that will allow me to work closely with communities, accurately assess their needs, and conduct data informed evaluations.

Advice • Connect with former U-M students who were placed at MCC as well as current MCC students • Research MCC and ActionAid as well as Tamil Nadu’s history and culture • Stay hydrated! Chennai heat is no joke!

Acknowledgments Thank you to the Office of Global Activities and the Alumni Board of Governors for supporting my global field placement. A huge thanks to Team TK for your warmth, guidance, and inspiration this summer, and lastly to my family who always supports me wherever I go.

This poster was created for the Fall 2018 Global Social Work Poster Fair

THE DUTCH FOOD SYSTEM Anikka Van Eyl | University of Michigan School of Social Work

AMSTERDAM & NETHERLANDS Amsterdam is the largest city in the Netherlands, a country well known for its canals, bikes, red light district, and liberal politics. The Netherlands is a very small country located in central Europe, as shown on the map. Surprisingly for such a small country, the Netherlands feeds the world. The Netherlands is the second largest exporter of agricultural products – second only to the United States, with over 250 times as large of a land mass.

A wealthy city in a wealthy country, most residents refuse to recognize that hunger and poverty still exist in this country. In fact, 1.2 million people in the Netherlands live in poverty, and of that, 135,000 people are served by the area’s food bank. Even more dire, 1 in 8 kids in the Netherlands goes to school hunger where the majority of people say hunger does not exist.

DUTCH FOOD SYSTEM I explored 5 guiding questions: 1. How is food security defined?

2. What does poverty look like in the Netherlands?

3. Why do some cities have more food than others?

4. How have community organizations worked to improve food security for citizens in poverty?

5. What role does a community garden take on in a city like Amsterdam versus Detroit?

I visited many sites and key informants including: • Amsterdam Food Policy Council • inStock, a food waste restaurant • Association of Dutch Food Banks • Slow Food Youth Network • Agromere, a planned development with food at the center • Wageningen University, the number one agricultural university and center of food research in the world • De KasKantine, an off-the-grid living community • ADM, the largest cultural free-haven in the Netherlands • Followed a course titled Urban Food Experience at the University of Amsterdam • ….and many more!

SKILLS This experience helped me develop my skills, particularly: • Further developing my professional identity and network • Managing a large-scale project from start to finish • Critical thinking and research skills • Appreciation of the role and need for GSW

OUTCOMES During the course of my global independent study, I met with a variety of organizations and faculty working on food-related issues in the Netherlands.

My major accomplishments include: • Conducted informational interviews with leaders in the field • Research on the Dutch food system and innovative food systems work • A comparison of the social significance attached to community gardens in Amsterdam and Detroit • Built a wood fired pizza oven and planted lots of vegetables and weeded a LOT

LESSONS LEARNED • Social workers are needed everywhere, even in developed nations where “there is no hunger” • It’s important to do as much as you can, but also be realistic about what you can accomplish in such a short time frame • The more people you meet, the more different perspectives you will hear on a space

CLASSROOM CONNECTIONS Field Placement – My field placement is at Food Gatherers, the food bank and food rescue program of Washtenaw County, with some time spent with the Washtenaw County Food Policy Council. Both to help shape my professional identity and for many insights I brought home, my field placement was a perfect match for my independent study.

FUTURE CAREER Long term, I would like to work within the Dutch food system. This opportunity provided me a chance to learn about the Dutch food system, connected me with a professional network in the city of my dreams, and helped me find an internship for next summer with the Amsterdam Food Policy Council.

ADVICE 1. Network, network, network. These connections may be a future internship or job!

2. Be prepared for the worst. My laptop died a few days before I left the Netherlands…All my hard work was gone sadly. Save your work and have money saved in case of emergency…

3. Go with the flow. In the Netherlands, essentially everyone is on vacation the month of August, and I mean everyone! I had to adjust my project according to contacts I could met rather than my initial plan.

ACKNOWLEDGEMENTS Thank you to the University of Michigan School of Social Work’s Office of Global Activities and the Board of Governors for financially supporting my independent study.

Further thanks to the many faculty members, community organizations, and friends that helped connect me to other resources in the Netherlands. Finally, thanks to Barry Checkoway and Sara Bazydlo for their support.

Cultural Humility for Child Welfare Workers in Cape Town, SA Allie VanSickle The University of Michigan School of Social Work

Cape Town, South Africa:

Skills Developed: Engage diversity and difference was

Cape Town, South Africa is a diverse city that has gone through many changes the past few

developed because I had to recognize my own identities of privilege and oppression and how it relates to the people that I interacted with in South Africa.

decades. The economy has grown 2.57% in the

past decade. The unemployment rate is 23.9%.

Of those residing in Cape Town, 78.4% live in formal dwellings.

“Coloured” is not a derogatory term in Cape Town, but how people who are mixed race identify.

Race

I also enhanced my ability to engage

practice-informed research because I

Percent

made space for the practitioners to be the experts on their own clients, in their own countries.

“Coloured” 42.4%

Black African White

38.6%

Asian or Indian

1.4%

Project Information:

15.7%

Researcher met with ten direct-care workers who are employed within the child welfare system. These employees work in an array of settings, including orphanages, foster care workers, residential programs, and community out-patient programs. Meeting with workers in these diverse settings gave the researcher a fuller picture of the child welfare system. The researcher interviewed the ten direct care workers, asking questions related to cultural humility. The researcher asked several open-ended questions and obtained consent before recording the interviews.

Population Studied

Choice: I chose South Africa because I thought that the post-apartheid society may have some salient ideas related to cultural humility. There were also some similarities between Michigan and South Africa. For instance, there is a history of racial/ethnic oppression in both places. Also, there are similarities between the water crisis in Flint and in South Africa. While these similarities on its face is not important for my research, it is relevant for me as a social worker who plans to practice in Michigan when I graduate.

Career Connections: This project is very transferable to my future career because I plan to be a children’s therapist in the Detroit area. I also plan to be a freelance evaluator. Seeing how child welfare workers embody cultural humility, while practicing it myself in South Africa has cultivated skills of working with others who have different life experiences than me.

in

Child welfare workers, with a variety of roles, in post-apartheid South Africa were studied. They were asked about the characteristics of the children they served.

Many children were considered “coloured” and black African. There were also a number of children who identified as Muslim, but most were Christian. The children came from a variety of homes of origin, including having parents pass away, having abusive and neglectful family members, and running away. There was a high-rate of fetal alcohol syndrome among the children, resulting in developmental delays. Another common problem among the children, especially the infants, is being diagnosed as HIV positive.

Outcomes Overall, the child care workers seemed open-minded to other cultures and willing to step into the shoes of the children. There was a general acknowledgement that some of the reported abuse or neglect may have a culture basis. There seemed to generally be forgiving attitudes towards the families and a level of gentleness when discussing the biological families. While there seemed to be a general openness to the children’s cultures, this often acted in isolation of other considerations. For instance, a residential program that specialized in fetal alcohol syndrome (FAS), did not teach/promote any other language besides English due to the perceived limited capacities of the children. However, most of the other residential homes were not even familiar with FAS as a diagnosis, much less provide the needed treatment. Interestingly, every child care worker rated their level of openness with the children at an eight, on a scale of 1-10 (or closed to open). This result was particularly interesting because truly humble individuals would not rate themselves at a ten because as many participants said “there’s always room for improvement.” These findings are in the process of being detailed in a report.

responded to the context that shapes practice by being open to how the I

cultural context, laws, and policies impact the way the workers engage with the children.

Skills Utilized: I was in a great 504 class where I learned a lot

about diversity and the privileges that I hold as a white American. Also, my 521 or research methods class was very helpful.

Lessons Learned:

I learned the importance of having cultural humility yourself when going into a new environment. I had to stay engaged, open, and willing to stand in the shoes of others.

Advice: Travel can be unpredictable, so be sure to plan far in advance. Even with all of that, be aware that the best laid plans may fall through and have alternative ideas. Be flexible!

• • • • • • • • • •

References:

Ashton, M.C. & Lee, K. (2008). The prediction of honesty-humility-related criteria by the HEXACO and five-factor models of personality. Journal of Research in Personality, 42(5), 1216-1228.

Chang, E., Simon, M. & Dong, X (2012). Integrating cultural humility into health care professional education and training. Advances in Health Sciences Education, 17, 269-278.

Davis, D.E., Worthington Jr, E.L., & Hook, J.N. (2010): Humility: Review of measurement strategies and conceptualization as personality judgment, The Journal of Positive Psychology: Dedicated to furthering research and promoting good practice, 5(4), 243-252 http://dx.doi.org/10.1080/17439761003791672 Exline, J. & Geyer, A. (2004). Perceptions of humility: A preliminary study. Self and Identity, 3(2), 95-114.

Fischer-Borne, M., Montana Cain, J.M., & Martin, S.L. (2015). Mastery to accountability: Cultural humility as an alternative to cultural competence. Social Work Education, 34(2), 165-181. DOI: 10.1080/02615479.2014.977244 Griswold, K.B., Zayas, L.E., Kernan, J.B., & Wagner, C.M. (2007). Cultural awareness through medical student and refugee patient encounters. Journal of Immigrant and Minority Health, 9(1), 55-60.

Harvey, J., & Pauwels, B. (2004). Modesty, humility, character strength, and positive psychology. Journal of Social & Clinical Psychology, 23(5), 620-623.

Hays, P. A. (2001). Becoming a culturally responsive therapist. Addressing cultural complexities in practice: A framework for clinicians and counselors. (pp. 19-34). Washington, DC US: American Psychological Association.

Hook, J.N., Owen, J. Davis, D.E., Worthington, E.L. & Utsey, S.O. (2013). Cultural humility: Measuring openness to culturally diverse clients. Journal of Community Psychology, 60(3), 355-366.

Ortega, R. M., & Coulborn, K. (2011). Training child welfare workers from an intersectional cultural humility perspective: a paradigm shift. Child Welfare, 90(5).

Good Treatment Campaign: CO/CSS in a Global Context Jonathan Amaru VanTreeck University of Michigan School of Social Work Brief Country Profile

Tehila Zambia

I lived and worked in Zambia’s capital, Lusaka, for 14 weeks during the 2018 Spring/Summer term.

Zambia is a landlocked nation in southern Africa bordering eight separate countries. I lived in Lusaka during the dry (“winter”) season with temperatures ranging between 55-75 degrees Fahrenheit.



Zambia’s population is approximately 16 million people with a total of 73 ethnic tribes. There are ten total provinces primarily titled through cardinal direction (e.g. Central Province, Northwest Province, etc.). English is the official language but the two primary local languages are Nyanja followed by Bemba. In addition, Zambia is officially a Christian nation (approximately 76% Protestant, 20% Roman Catholic, 4% other non-Chrisitan religions).





Skills Utilized / Developed

Small, faith-based child safeguarding agency located in northern Lusaka. Tehila Zambia is dedicated to ending child abuse and creating safer communities for local populations.

• Monitoring & evaluation of programs

Tehila’s organizational culture is driven by Christian values which guide community-based social work.

• Community organizing

The organization works in five Lusaka neighborhoods (“compounds”): Matero, Garden, Chelstone, Ng’ombe, and Kalingalinga.

1) Facilitates child protection workshops to raise awareness about child abuse in Zambia, instill positive values, and empower participants to voice their human rights.

• Data collection • Program development • Community development • Event planning • Needs and risk assessment • Report writing

 Expand your social network apart from work colleagues to avoid burnout.  Take self-care seriously; spend time reenergizing yourself.

Field Placement Information







The GTC main event on Saturday, August 11 in Lusaka’s Ng’ombe “compound”; over 200 participants attended that day!



 Recognize you are only in-country for 12-14 weeks and you are helping plant the seed for social change.

Co-facilitated and evaluated four child protection workshops called “Touch Talk” to 120+ total children and youth in the Lusaka neighborhoods Tehila worked with.

 Practice flexibility, openness, and have fun!

Organized two GTC committees: youth and adult; met with each committee on a biweekly basis for campaign planning and strategizing.

Acknowledgements

Built partnerships with human service agencies and keynote presenters (e.g. Child Helpline Zambia, Sista D).

I want to thank the UM School of Social Work Alumni Board of Governors and the Office of Global Activities for helping support my overseas experience.

Conducted event planning with local businesses when purchasing GTC T-shirts, banner, and acquiring the event’s stage.

Administered risk assessments and constantly communicated with local GTC leaders.

My 3.5 month cross-cultural leadership experience in Zambia prepares me for my future global social work career. After studying abroad in Brazil, serving 2+ years with Peace Corps Ecuador, and spearheading the GTC in Zambia, I am committed to overseas, grassroots development. Leading the GTC helped me put theory into practice and exemplify my social work concentrations in a global context. After graduation, I hope to manage programming for an international NGO or study abroad organization.

Advice

2) Organizes an annual youth and adult-led child safeguarding campaign called the Good Treatment Campaign (GTC).



Career Connections

I want to acknowledge Subila, Sam, Hannah, and of course – Obet – for demonstrating compassionate social work. You are all inspiring.

Above: Zambia’s traditional meal (nshima, sautéed cabbage, beef, and beans) Below: facilitating a pre and post-survey evaluating Tehila’s child protection workshop.

This poster is created for the 2018 Global Social Work Poster Fair

THE EFFECT OF GOVERNMENT PURCHASE ON THE PROFESSIONAL DEVELOPMENT OF SOCIAL WORK IN WUHAN – A CASE STUDY HAOTIAN ZHENG UNIVERSITY OF MICHIGAN SCHOOL OF SOCIAL WORK

 AGENCY & COMMUNITY PARTNER

SKILLS UTILIZED/DEVELOPED

My global experience was with ISEE Social Service Center in Wuhan, China.

The mission of the agency is to cultivate experienced social workers, provide quality services to communities, and advance the overall welfare of the society. Corresponding to various needs in different geographical areas, the organization displays a wide spectrum of clients, such as older adults, people with disability, youth, social organizations, and communities.

From the global independent study, I increased my ability to:

Among 32 programs in different communities, I was placed at a program purchased by L Street Bureau in 2017. The program is physically located in a Community Committee, therefore sharing the place with the Community Committee. Five social workers are assigned to the program to promote the social governance of the community and provide services to youth, women, people with disability, and older adults.

• Leverage the support of stakeholders.

• Triangulate the information from different informants.

• Strategically challenge the ambiguousness, inconsistency, and vagueness within the information.

• Engage with a hierarchical and bureaucratic organizational context.

LOCATION: WUHAN, CHINA

CAREER CONNECTION

Wuhan is the capital city of Hubei Program. It’s home to 11 million people.

Wuhan is recognized as the political, economic, financial, cultural, educational and transportation center of central china. There are 35 higher educational institutions which makes it a leading education hub for China.

The concentration of higher education in the city also facilitates the development of social work in Wuhan because professors and lectures from social work departments tend to start their own social service agencies.

SOCIAL WORK IN WUHAN As the capital city of Hubei province, Wuhan is the most progressive city in the development of social services. The development of social work in Wuhan significantly benefited from the accessibility to provincial policies, engagement from higher education, and the accessibility to financial resources. By the end of 2017, there were 90 social service agencies, more than 5,000 licensed social workers, and approximately 2 million clients served in Wuhan. The City government and the Province government have implemented systems including the purchase from the public sector and the community social workers’ continuing education, in order to improve the professional identity of social work. From 2014 to 2017, the City government, along with Street Bureaus within the city, spent 7.4 million dollars purchasing services from private social service agencies. However, the large scale of purchase resulted in some problems in the advance of social work in the City.

Bringing back the knowledge of significance of evaluation in social work, I had the opportunity to practice my evaluation skills within the program implementation. Also, the autonomy and independence of social work in Chinese context is salient in social work development, I would like to advocate for financial and political resources towards social work in order to achieve larger scale of independence and autonomy of social work.

OUTCOME

• Conducted 14 interviews with 5 social workers, 2 administrative staff from the social service agency, 2 Street Bureau officials, and 2 Community Committee officials.

• Coded and themed transcription of the 14 interviews.

• Conducting content analysis on the transcription of the 14 interviews.

• Assisted the program in promoting skills of program evaluation and supervisors training.

• Participated in direct services to older adults, families, people with disability, and youths.

LESSONS LEARNED

• The gap of social workers in Wuhan is increasing because of low salary, few development opportunities, heavier workload than other occupations, and the uncertain prospect of social wok in China.

• Social workers lack legal status to enter the community and deliver services, which resulted social workers in subordinating to Community Committee as an exchange for resources from Community Committee.

• The subordination to Community Committee undermined the forming professional identity of social workers, which decelerate social workers’ self-acknowledgement.

• The component of social workers is sophisticated that the educational background could vary from less than high school diploma to a MSW degree, therefore leading to the miscommunication among social workers.

ADVICE

• The proficiency in language is a significant tool in conducting qualitative study, but could not guarantee the success if researchers are short of cultural competency in given cultural settings.

• A community-based study should benefit both researchers and the community being studied. Members within the community should be entitled with the access to the research design and research outcomes so as to develop the community.

ACKNOWLEDGEMENT Thank you to the Office of Global Activities for preparing and financially supporting my global independent study and the SEE Social Services Center for providing an excellent learning experience. Also, I greatly appreciate the resources and guidance from Dr. Larry Gant, who was the instructor of this study.