OGA Student Posters 2014

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LEGAL AID ACCESS: Self-Financing Paralegal Feasibility Study in Phnom Penh, Cambodia: Community Legal Education Center, NGO Special Studies Grace Adofoli, MSW/MPH University of Michigan Social Work and Law School

INTRODUCTION 



The Community Legal Education Center (CLEC) is known as a project NGO in Cambodia for their work in legal aid activism, access to justice, labor rights, and technology activism. The CLEC mission is to build legal capacity, and in doing so, provides legal aid and other support systems to empower Cambodian citizens, communities and their members vulnerable to and victims of rights violation. Due to the lack of lawyers in Cambodia, CLEC proposed an idea to institutionalize community-based paralegals in the country to limit the disparities for poor people and rural people.

CLEC trained the first cohort of community-based paralegals in 2003. Through this initiative, CLEC has been able to produce a total of 58 paralegals in Cambodia who reduce disparities in some rural communities Cambodia.

 As champions of community-based paralegals in Cambodians, Virak Yeng, Executive Director of CLEC, along with the Access to Justice Program team (AJP) wanted to expand the vision by developing a curriculum, selection criteria, program structure, and finances to establish a sustainable program.

What We FOUND?

Recommendations Made to NGO

The study wanted to examine and access the significance and need of community-based paralegals in the country by creating four surveys that would address the question from four perspectives: the service user, the existing paralegals, the law firms & legal aid organizations, and law graduates.  One of the most promising results is that all organizations surveyed think paralegals should be officially recognized in Cambodia, and they would be willing to advocate on their behalf.  Service Users indicated that there is a need for paralegals legal in the country, a majority indicated that they would be willing to pay for service or in-kind fee, and the person who assisted them with settling legal matters were from within the community

What is the PURPOSE?  The purpose of the “self-financing program” is to create a sustainable legal aid access system for disadvantaged people, especially Cambodian rural people. The controversy of the paralegal profession in Cambodia is that it is not formally recognized in Cambodia, but can be trained informally. Due to the closed justice and bar association system, paralegals are seen as a possible threat to a corrupt justice system. Community-based paralegals are different from the regular paralegals because they actually live and work in the community of their choice and train and educate citizens and advocate on their behalf.  Objectives of the Cambodian “self-financing paralegal program” include:  to train graduates of the paralegal program to have a comprehensive knowledge of theory and practice to address issues facing rural communities and in different markets;  to lessen the legal access gap between disadvantaged persons and the privileged;  to increase the number of paralegals in Cambodia; and to help move the initiative to institutionalize paralegal practice/profession in Cambodia.

To achieve this objectives, CLEC wanted to conduct a feasible study to help direct the initiative. The feasibility study was executed through a set of three surveys.

Career Connections

 In selecting the next rounds of paralegals, the selection criteria should community members, leaders, law graduates, and a wide variety of ages.  The curriculum should be comprehensive by including tangible experiences and exposure to the legal system.

Writers of the curriculum should consider having paralegals-in-training develop and learn “hard skills” that could appeal to the public and private sector.  To limit replication of similar events and programming, CLEC should consider coordinating with NGOs doing similar work.  To limit further financial burden and overhead, CLEC should consider collaborating with NGOs with a similar organizational identity to create a sustainable paralegal program and create strong alliance for institutionalizing community-based paralegals in the country.  CLEC should to explore the different models of community-based paralegals being deployed in neighboring countries  To limit future and further opposition, CLEC needs to gain allies internally in public structures, private sectors and externally with NGOs

What Skill Used/Learned?

Skill Used:  Leadership  Research  Evaluation Skills Learned:  Interview skills dealing with cultural languages  Navigating NGO and International Human Rights Protocols

 This fellowship further confirmed my passion to work on changing infrastructures on global issues related to human rights  It was also gave me the opportunity to combine my research skills and be practical as well. We had to meet with stakeholders like the UN and other NGO’s which also confirmed my passion about leadership  It was an opportunity to get work with amazing people who care about basic well being of people

Words of Advice  Start thinking early about what you like to work on  Don’t compromise on what you want to learn and your passion but be flexible to change and adapt  Explore other schools for funding and fellowships

Acknowledgments  The School of Social Work Office of Global Activities  University of Michigan, President’s Advisory Committee on Labor Standards and Human Rights and the Law School’s Fellowship Program

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

Youth-­‐Focused Social Work in Berlin, Germany Laura Alexander, MSW/MPH Candidate – Community Organiza$on and Community & Social Systems University of Michigan School of Social Work

Berlin, Germany -­‐ Capital of Germany and also its largest city -­‐ Covers a very large physical area for a European city – almost 900 km2 -­‐ Popula$on: 3.29 million

Berlin during the Cold War -­‐ ANer WWII, Germany was divided in two: -­‐ An Eastern region under the occupying control of the Soviet Union -­‐ A Western region occupied by the United States, Great Britain, and France -­‐ Berlin itself was also split in two -­‐ As tensions grew during the cold war, so did the divide within the city – culmina$ng with the construc$on of the infamous Berlin wall.

Although the wall came down in 1989, the remnants of this great fissure within the city remain visible today.

Immigra.on to Berlin ANer WWII, Germany was in need of intensive reconstruc$on. This led to the introduc$on of the “Guest Worker” programs: -­‐ Ac$ve recruitment of an unskilled industrial labor force from other countries – primarily from Southern Europe and Turkey -­‐ to come on temporary work visas to Germany -­‐ Proved to be an effec$ve way for German industry to meet its workforce needs, and the program con$nued into the 70s -­‐ Many workers chose to permanently seCle and raise their families in Germany -­‐ This has led to poli$cal, economic, religious, and social conflict as well as general inequity amongst the overall popula$on (Haisken-­‐DeNew & Sinning 2010)

Project Informa.on My $me in Berlin was spent learning about and exploring some of the innova$ve ways that social work is being carried out in the city. I was primarily connected with people working with Gangway and YAAM, where I shadowed various people in their day-­‐to-­‐day work, aCended workshops, and helped out with projects such as cleaning up the youth space at the new YAAM loca$on.

Agencies Gangway: -­‐ Berlin’s oldest youth-­‐focused street worker program -­‐ The social work staff is comprised of largely autonomous teams of 4-­‐6 street workers, assigned to a specific district.

They spend the bulk of their working hours walking the streets of the area, mee$ng and building trust-­‐based rela$onships with local residents, and helping to connect them to support and services, as needed.

-­‐ The program is based en$rely upon the trust between social workers and community residents. For this reason, Gangway social workers have a strict policy of not engaging or interac$ng too closely with the police.

-­‐ Gangway has a number of other programs, including a non-­‐ tradi$onal educa$on program – “Street College,” an extensive hip-­‐hop program that includes exchange partnerships with youth organizing groups in Paris and New York City, as well as job-­‐readiness services and training YAAM: A Reggae beach bar and club, YAAM began as a community gathering and recrea$on space and grew into a thriving business.

The organiza$on also offers extracurricular programing for young people and their families. Ac$vi$es include boxing lessons, group ou$ngs, and family barbeques.

Outcomes

Lessons Learned

In my two short weeks in Berlin, I encountered and learned a great deal: -­‐ I gained a beCer understanding of the structure and philosophy of youth-­‐focused social work ac$vi$es in Berlin, as well as of the resources and support available in Germany for youth issues and social services in general -­‐ I engaged as a par$cipant observer in neighborhood-­‐based youth work -­‐ I explored and reflected on the historical context of the city and German society and how those impact social work today

YAAM Youth Space – under construc$on in the new locale Photo Credit: Charles

Career Connec.ons -­‐ Learning about social work in Germany will inform my conceptualiza$on of social work in the USA -­‐ I will also con$nue to explore the possibility of seeking employment in Europe in the future

Advice

Memorial to the Murdered Jews of Europe

The Topography of Terror Photo Credit: Manfred Brückels

-­‐ Do not hesitate to explore possibili$es for following your passion through the global special studies program!

-­‐ Take ini$a$ve in seeking out appropriate ac$vi$es and contacts – this is your educa$on!

Skills Developed -­‐ Prac$ced cultural humility as well as cultural responsiveness and adaptability -­‐ Prac$ced entering communi.es with respect and apprecia.ve inquiry -­‐ Prac$ced my German language skills and mul.-­‐lingual communica.on -­‐ Prac$ced networking and being a self-­‐guided learner

Classroom Connec.ons

Gangway Beatz Workshop Photo Credit: Olad Aden

Some valuable takeaways from this experience for me include: -­‐ The importance of !ming! August is vaca$on $me in Germany -­‐ History of people and place are deep and complex: it takes humility, tact, and a willingness to ask ques$ons – and to take ini$a$ve in seeking out answers, as well

Some courses that I felt were par$cularly helpful and/or informa$ve to my Special Studies placement: -­‐ SW 530 Introduc$on to Social Welfare Policy and Services -­‐ SW 647 Community Services & Policy -­‐ SW 713 Integra$ve Approaches to Community Organiza$on -­‐ PUBHLTH 510 Intergroup Dialogue on Race, SES, & Health Inequity

Gangway Neighborhood Event – photo credit: hCp://www.gangway.de/

References Berlin Official Website: hCp://www.berlin.de/ • hCp://www.berlin.de/775/en/city-­‐of-­‐diversity/diversity-­‐in-­‐berlin/ 2558-­‐3757-­‐gastarbeiter.en.html • Haisken-­‐DeNew, J. and Sinning, M. (2010), SOCIAL DEPRIVATION OF IMMIGRANTS IN GERMANY. Review of Income and Wealth, 56: 715– 733.

Acknowledgements Special thanks to Dr. Larry Gant, Chris$ane Edwards, Olad Aden, Charles, Elly Jarvis, Nastaran Tajeri-­‐Foumani, Joe Bliese, Nina Doe, the various communi$es of Berlin, Ka$e Lopez & Larry Root for making this incredible experience possible

Diverse 2-Week Educate Program: Picture/ Agency Logo

Special Studies in South Africa Author: Reyna Asadizoudegani University of Michigan, School of Social Work Hout Bay, South Africa

A small township near Cape Town, South Africa situated in a valley on the Atlantic seaboard of the Cape Peninsula, a 20 minute drive from the Cape Town city center, almost halfway between Cape Town and Cape Point.

Hout Bay Facts:

 Population: 30,000 to 60,000 including various cultures, traditions, and customs  Official Language: English, Afrikaans, Sesotho, Setswana, Xhosa and Zulu  Main Religions: Christianity, Islam, and indigenous beliefs

Choice

 To gain first hand experience about the problems facing Africa like illiteracy, poverty, hunger, disease, and environmental degradation.

Project Information

One Heart Source (OHS) is a volunteer-led education program designed to break the cycle of vulnerability and injustice; through a mentorship program focused on building strong Math and English foundations.  Using alternative teaching methods  Providing academic and social support through schemes like mentoring and homework assistance.  The focus was very specific to the child’s academic needs.

Community Partner

OHS works along side with the Imizamo Yethu community, an area where residents lack skills training opportunities that has resulted in suffering and hardship. One of the reasons why Oranjekloof Moravian Primary School was targeted to bring the mentorship program.

Outcomes

Of Game-based learning:  Students easily engaged to game activities due to their willingness in playing. The use of games encouraged them to keep learning and to erase the idea that learning was boring.  Classroom games allowed students to focus well enough to learn better.  Competition and teamwork was also motivating for students.

Skills Utilized     

Assessment Communication Skills Cultural Humility Critical Thinking Rapport Building

Developed  

Self-Confidence Creative Solutions

Classroom Connections Classroom education and volunteering can contribute to personal transformation; people change beliefs, perspectives and day-to-day behaviors once we developed a new awareness about a particular situation.

Lessons Learned

 Students learn more effectively when they feel that they are among people who genuinely care about them.

 Sometimes students speak and act improperly because they are angry, hungry, troubled, tired, or frustrated.

When we understand those we teach, we are able to help them contribute to lessons in positive ways.  Volunteering is important but we need to have the right kind of action, purposeful action.

Career Connections

Both social work and volunteering are driven by passion and by a commitment to a particular cause; acting for a better and fairer world devoid of poverty, illiteracy, disease, discrimination, and to secure respect for human rights.

Advice

• Take advantage of a special studies abroad because it is a privilege and a gift, where you have an opportunity to change the lives of those who have nothing by providing your time and skills.  Emerge into a genuine "cultural exchange" to gain a new perspective on life.

Acknowledgments

University of Michigan, School of Social Work: Professor Lorraine Gutierrez, PhD Office of Global Activities (OGA) Office of Student Services (OSS) One Heart Source (OHS), Los Angeles, CA This poster was created for the Fall 2014 Global Social Work Poster Fair

EDUCATION ACCESS FOR CHILDREN WITH DISABILITIES IN TANZANIA Laura Berry University of Michigan School of Social Work

Country /City The United Republic of Tanzania is located in South East Africa and was formed in 1961 after separating from British rule and joining with the island of Zanzibar. Due to the socialist-based education system founded by past-president Julius Nyerere, there is a 73-90% literacy rate; despite, 88% of the population living in poverty.

Lushoto, Tanzania is a rural farming community located in the Usambara mountains. The main crops are sugar cane, beans and cardamom.

Choice With the goal of understanding how to provide long-term minded special education to underresourced communities, I chose to visit Lushoto, Tanzania. Irente Rainbow School is well-known for their holistic education, focused on culturally relevant and employable skills.

Placement Information

I explored the special education system in Lushoto, Tanzania through informal interviews with Sebastian Kolowa Memorial University and Irente Rainbow School key staff members. I immersed myself in the Wasambaa culture of Lushoto through a homestay and assisting teachers at Irente Rainbow School.

Agency Partner

Sebastian Kolowa Memorial University is the first university in Tanzania to focus on Special Education, founded in 2006. Irente Rainbow School is a Lutheran Special Education elementary school; funded by a Lutheran church in Germany.

Agency Contact: Mwl. Nyambura Mpesha (Department of Afro and African American Studies professor) served as my liaison between the schools in Lushoto, Tanzania and the University of Michigan.

Outcomes

The re-occurring response from the exploratory interviews with professors at SEKOMU and Irente Rainbow School was the need for more sustainable practices within the special education system. Outside funding allowed the schools’ to function; but avenues for within country fundraising and potential government grant options were sought.

Specifically, the interviews showed that they wanted services directed toward continuing education for teachers, community awareness and rural outreach.

These are needed to truly reach this population in Lushoto. Lack of proper infrastructure, special education resources and teacher education are seen as the three of the largest barriers.

Skills Developed Adaptability is key to social work; cultural differences and foreign infrastructure systems forced me to overcome scheduling obstacles and embrace the unexpected opportunities and relationships present.

Classroom Connections DAAS 600 (African Studies) provided the background necessary to travelling to Tanzania. The graduate course focused heavily on research in Africa, student’s interests, effects of colonization, politics and the cultures of specific countries.

Lessons Learned I learned the importance of holistic and culturally specific education for individuals with disabilities. It is difficult to compare special education between countries’ due to the immense difference in employment options. I also learned that inclusive classrooms provided a healthy environment and raised community awareness; thus, debunking many negative stereotypes. Aggression against people with disabilities was extremely rare in Lushoto.

Career Connections My career goal is to support individuals with disabilities gain sustainable employment; therefore, utilizing many teaching techniques and perspectives found in the interdependent and inclusive nature of Irente Rainbow School.

Advice 1. Study the host-countries’ national language months before departure.

2. Secure strong contacts in the host-site.

3. Bring an international phone.

4. Cook meals with a host family- perfect way to share the culture when returning home!

Acknowledgments

Thank you to Mwalimu Nyambura Mpesha for her liaison role with key program staff in Tanzania.

Thank you, Dr. Anne Pitcher for embracing my curiosity surrounding the continent of Africa. Thank you to Prof. Larry Root for immense support and advice encompassing the trip. Thank you to my family and friends for their encouragement and love– Without these people I could have never experienced the Wasambaa culture of Lushoto, Tanzania.

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

WORKING TO END CHILD LABOR IN THE PHILIPPINES SANDY BOWERS UNIVERSITY OF MICHIGAN SCHOOL OF SOCIAL WORK

THE PHILIPPINES The Philippines is a nation of over 7,000 islands located in Southeast Asia. It is the 12th most densely populated country in the world, with a population over 100 million people. The Philippines is a diverse nation with a rich cultural history.

The vast majority of Filipinos are Roman Catholic with a small Muslim minority concentrated in the southern islands. Tagalog is the national language but there are 87 officially recognized languages, and many more dialects spoken. The Philippine islands are located along the ring of fire and within the typhoon belt, making it prone to natural disasters.

PEACE CORPS CHILD, YOUTH AND FAMILY SERVICES VOLUNTEER PROJECTS AND OUTCOMES

SKILL DEVELOPMENT: While serving as a U.S. Peace Corps Volunteer I developed: • Adaptability: Flexibility and cultural humility are essential to successful

Children, Youth and Family Development (CYF) Peace Corps Volunteers have served in the Philippines for more than 50 years. As a volunteer, I

integration into a community • Resiliency: Some projects failed the first – and the second – time and I

worked in the Children, Youth and Family sector work with Child Fund, a Philippine NGO to reduce the number of children working in sugar cane through livelihoods, education, advocacy

learned to measure success in small gains • Resourcefulness: Community based work was unstructured and there were

and protection. I engaged in my community and worked with a Filipino counterpart to:  Strengthen Agency Capacity by Developing Youth Training Modules

very few resources, demanding creativity and perseverance

 Empower Youth by Training and Supporting Little Teachers for Catch Up Program  Increase Capacity by Training Adults in Community Savings and Rice Distribution Programs

CONNECTIONS:

Alternative Learning Systems (ALS) ALS is a non-formal education program for children, youth and adults who are not enrolled in the classroom education system. ALS instructors teach outside of the classroom, with inadequate resources and limited training. The Padayon Mindanao Project is a partnership between U.S. AID, Peace Corps Philippines, and the Philippine Department of Education that brings together ALS teachers from different regions of the Philippines to provide ALS instructor training and crosscultural awareness. I worked as part of the Literacy Summit Team to: Create Teaching Modules  Facilitate Learning Sessions  Develop Instructor Facilitation Skills

Coursework Connections: Social Work Course 560, Community Organization, Management, and Policy/Evaluation emphasized strengths based community development which provided a solid base for the tool we used for community engagement, PACA (Participatory Analysis for Community Action) Career Connections: I am committed to an assets based approach to community development and will use this approach in my future career.

Life Skills Training Youth are one of the most vulnerable populations in the Philippines. There are over 12 million unemployed, out of school youth

VULNERABLE POPULATIONS • • • •

More than 50% of the population lives on less than $2 a day Child labor is pervasive, especially in agricultural regions Children begin working in the sugar cane fields as early as 6 years old Children are exposed to scorching heat, dangerous snakes and insects, machetes, and hazardous chemicals

who lack access to basic services and concrete skills to escape from poverty. The SCALA Program (Sharing Computer Access Locally and Abroad) provides computer literacy training, life skills education, resource linkages and employment support to underprivileged youth. I worked with the Department of Social Welfare in Bago City to co-facilitate Life Skills Sessions in :  Decision Making  Communication Skills Assertiveness Self-Esteem Building  Resisting Peer Pressure  Goal Setting

NON-GOVERNMENTAL ORGANIZATION: CHILD FUND PHILIPPINES

Children get extra help in Catch Up Program

LESSONS LEARNED: Series 3 Series 2 Series 1

Category Category Category Category 1 2 3 4

Funded by the U.S. Department of Labor

Community Watch Group Advocacy Effort

Child Fund Philippines is a non-governmental organization working with World Vision to implement the ABK3 LEAP project.

Funded by the U.S. Department of Labor with the goal of reducing child labor in Sugarcane, the 4-year project encompasses

BAGO CITY, NEGROS OCCIDENTAL Located in the Visayas Region, Negros Occidental is the Sugar Bowl of the Philippines. The municipality of Bago City includes 24 barangays. Most people find employment in the sugar cane industry, earning very low wages for long hours of hazardous, manual labor. Poor farmers often count on their children to help with planting, weeding and harvesting sugar cane. Child labor is dangerous and denies children their basic right to an education.

interventions and development by providing education opportunities for children, sustainable livelihoods for their parents and youth employment services across 11 provinces. Programs include: • Community Owned Managed Savings and Credit Association • Barangay Children’s Association • Policy Write-Shops for Local Government Officials • Livelihoods Trainings for Youth and Parents • Direct Support Services and Catch Up Program for Students

• Development work takes time. The most important part of development work is integration into the community and building relationships.

• Volunteers are guests in their host country. As a PCV I challenged myself to recognize my cultural biases and understand my position in the Philippines.

ADVICE: • • •

Throw out preconceived expectations and be open to new experiences.

Be prepared to practice patience.

Say “Yes!” to every opportunity you are given to integrate into your community.

ACKNOWLEDGEMENTS: I would like to thank the University of Michigan School Of Social Work Peace Corps Master’s International Program for financial assistance, and Katie Lopez, Office of Global Activities Program Manager for her guidance. In addition, I would like to recognize the RPCV program for mentoring support.

Youth Development and Cultural Programs in Quito Ana C. Chávez University of Michigan School of Social Work

Global Field Agency

Outcomes

I was able to visit various organizations in Quito. Each organization that I spoke with worked with children, youth, and/or families in the Quito area.

The two weeks that I was in Quito I spoke to community stakeholders to learn about services for the youth and family. I was also curious to learn about if and how cultural programs were created for youth development.

Location and Purpose

• Guagua Quinde worked with familiy and children who are street vendors.

Quito, Ecuadro Quito is the capitol city of Ecuador.

Quito is placed among the mountains in Ecuador, has numerous historic sites, and is a World Heritage Site.

The city of Quito speaks mostly Spanish, while a small percentage of the population also speaks Quichua. There are numerous ethnicities in Quito, such as Mestizo, Afro-decendents, and numerous Native ethnicities.

• Fundación Honrar La Vida is a neighborhood based organization providing school to children and family education to parents to decrease maltreatment.

• MIESpacio Juvenil provides a space for creative expression, where programs are created by youth for youth.

•

COMPINA registers all organizations that serve children, youth, and family.

• Casa Metro Juventudes creates several programs to increase youth involvement ito create a sense of community. I visited the Copeira and music program.

Key findings: • Cultural specific youth development programs would be found in other areas of Quito that focus on the Native population.

• Regardless of how the programs are organized, children and youth require support and resources that are in proximity in order to grow.

Connections Classrooms: SW 560 Introduction to Community Organizing: Being aware of where the organization decided to locate their programs was essential. Some organizations placed their program within the community neighborhood, making it easier for families to find services, while others focused on creating in locations where bus lines were closer so the whole city could use the services.

• Quito would prefer to focus on being “One Ecuador” and focusing on the similarities of each other, rather than acknowledging the differences between ethnic cultures.

Future career: The development of culturally specific programs will depend on the population and what the population would like to see. Like in Quito, there will be populations that will like to focus on the “one-ness” rather than the differences of socioeconomic groups and ethnic groups.

Conclusion Although I had discussed this in numerous environments prior, arriving to Quito I was still working with my own lens of what cultural programs should look like.

Advice Before working in a different country, make sure to build connections and set exact dates with the organizations you hope to work with. Also, intensively study the map.

Before working with any population we must be aware of our own biases. So, before working with any community, we must listen to what they want and how they want it processed. Also, before starting any work, we must think about why we are looking to do the work, is it for ourselves or is it for the community?

Poster was created for Fall 2014 Global Social Work Poster Session

Acknoledgements: I would like to thank the Office of Global Activities for funding my trip to Quito.

I would also like to thank Associate Professor Trina Shanks for creating connections and facilitating my exploration of Quito.

Macro Social Work in the ‘Land Down Under’ University of Michigan School of Social Work Applicability

Global Field Placement Information Melbourne, Australia Melbourne is the “Most Livable City” in the world. It is home to 4.1 million people. Melbourne is known for its cafes and laneways, which are fun to explore! The city has inner and outer suburbs and sits around Port Phillip Bay. Although a young and thriving city, it also has a rich history.

Sunshine, Melbourne, Australia Sunshine is a Western suburb of Melbourne. It is very diverse with many refugees and asylum seekers becoming community residents.

Language barriers are high and laws regarding this population are strict. Based on Australian Bureau of Statistics (ABS, 2011), “41.9% of people living in Sunshine were born in Australia. The other top responses for country of birth were Vietnam 13.4%, India 4.2%, Philippines 3.4%, Malta 3.1%, and Italy 1.6%,” (ABS, 2011).

Agency: Lentara Uniting Care, Sunshine Mission Sunshine Mission is a community based agency that provides an array of services. Some of these include; a food pantry, emergency relief, financial assistance, volunteer services for residents on community release from prison, a Men’s Shed program and various community development programs. The majority of population served are asylum seekers or refugees and low-income Australian residents.

Responsibilities & Tasks: Macro Level     

Participated in all Community Development Programs Built relationships with clients participating in programs Observed intake operations to develop new models Provided assistance to program volunteers Researched relevant policies that affected clients and program operations

Outcomes: Projects & Tasks     

Recommended three models of intake in a community setting Advocated for space and materials for program clients Built many meaningful relationships with program clients Learned gardening, sewing and cooking skills Wrote an intake development plan and report

Lessons Learned: Major & Minor     

Internal organizational politics exists everywhere Clear communication and expectations Confidence in advocacy Importance of relationships and rapport with clients Critical thinking around international context

Skills: Utilized & Learned     

Cultural humility Program model development processes Cultural context differences Entering and exiting international communities Team and relationship building

Above: One of LUC’s Community Garden plots. Contains rhubarb, parsley, basil, lettuce, and peppers. All produce was utilized for Community Lunches, hosted twice per month. The Community Garden was tended to by refugee clients once per week, mostly from Iran.

References 1.

2.

3.

http://www.melbourne.vic.gov.au/AboutMelbourne/MelbourneProfile/Pages/CityofMelbourneprofile.aspx http://www.lentarauc.org.au/ http://www.censusdata.abs.gov.au/census_services/getproduct/census/2011/quickstat/205101182?opendocument&navpos=220

Classroom Connections

Right: Hot chocolate made by the Tea Room, a social enterprise venture of Lentara. All proceeds made by the Tea Room go directly back into the budget for programming costs.

Above: Bricks of encouragement found in local park.

Career Connections  Importance of advocacy for clientele even if not supported by administration  Meaningful relationships no matter what level of job  Idea of social enterprise opportunities for organizations  Interacting on an international level  Funding streams

Acknowledgements  Office of Global Activities: Scholarship Funding  Alumni Board of Governors: Scholarship Funding  Office of Financial Aid: Coleman Global Experience Scholarship  Katie Lopez and Larry Root, OGA Faculty – greatly assisted with challenges while abroad, prepared for departure and assisting with re-entry  Parents – supportive of this experience and career path

 Global Courses: prepared for departure and assisting with reentry  IP Courses (623 & 625): skills for building meaningful relationships with clients  Integrative Learning for CO (713): analyzing entrance and exit of community and my purpose for being involved  Management (663): helpful with intake model project and understanding context of the organization internally

Advice  Research relevant policies related to work assignment  Be aware of your own personal biases of your location  Acknowledge why you’re there  Don’t expect to change the world – or country  Be intentional  Communicate clearly your expectations and hopes for the placements  Have a self-care plan that doesn’t rely on other people  Be prepared for loneliness  Challenge yourself out of your comfort zone  HAVE FUN!

Created By: Jamie Covell

Battling HIV in Rural South Africa RANDY DOWDING University of Michigan School of Social Work and Public Health

CAPRISA – Research Institute • • • • •

Premier HIV/TB Research site in South Africa Established in 2002 Funded by NIH, CDC and South Africa Published more than 300 manuscripts Fulbright-Fogarty International Research site

Project Coordinator - Vulindlela

South Africa South Africa, on the continent's southern tip, is bordered by the Atlantic Ocean on the west and by the Indian Ocean on the south and east. Its neighbors are Namibia in the northwest, Zimbabwe and Botswana in the north, and Mozambique and Swaziland in the northeast. The kingdom of Lesotho forms an enclave within the southeast part of South Africa, which occupies an area nearly three times that of California.

KwaZulu-Natal Province • • • • • •

Sub-tropical region Third largest province in South Africa Population of 10million Ninety percent African Mostly rural – very high unemployment & poverty Highest HIV prevalence in the world

• • • • • •

Largest home HIV Intervention in South Africa Focused on Adolescent HIV Prevalence Included Geo-Spatial Mapping of infections Behavioral intervention to match data Included clinical, behavioral and community Collaboration of more than 30 scientists

Outcomes • • • • • •

Geo-Spatial mapping of infections Information about sex characteristics Community profiles around infection Age specific characteristics of HIV and TB Age gender friendly service characteristics More information about HIV and clinic distances

Skills Utilized Skills important to social work that you utilized or developed during your project/placement: • Evaluation • Behavioral characteristics by sub-populations • Community organization participation/inclusion

Classroom Connections Coursework: • SW 683 – Program Evaluation • SW 707 – LGBTQ Issues • SW 823 – International Social Systems • SW 799 – CBI- Detroit Scholars Program

Career Connections One of the many lessons I learned from my global health experience is that my education at U of M prepares me well for work globally. During my internship I was able to contribute significantly to the project

Lessons Learned At the individual and community level, communicable diseases share many of the same characteristics globally. Recognizing this can have a profound effect on health outcomes both in the US and abroad.

Advice Start your search early for a site and funds. Reach out to students who have accomplished similar destinations and efforts. Don’t hesitate to contact staff to ask questions and for direction.

Acknowledgements

Funding provided by: • SSW Global Special Studies • International Institute: • Raoul Wallenberg Scholarship • Isabel Bagramian Scholarship • SPH – Global Public Health Internship • SPH – HBHE Student Internship Program My parents and my daughter Elizabeth.

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

Global Special Study: Chile and Peru Annie Phillips: MSW Candidate 2014 Introduction I have an extensive background of travel so my advisor Jorge Delva suggested that I do a global special study in his home country of Chile. I spent two weeks in Santiago attending classes and meeting with professors at Pontificia Universidad Cat贸lica de Chile, School of Social Work. During this time I took Spanish lessons from Chilean students, spent a day in a Chilean Prison, stayed with a host family and had many more cultural experiences where I expanded my knowledge of the Chilean culture and the Spanish language. While I did no formal research because of time constraints, leading up to the trip I read several research articles and books about the state of the North and South American prison systems and studied Spanish. On my way home from Chile I stopped in Peru and visited the magnificent Machu Picchu. Upon graduation, I plan to continue studying Spanish in order to better serve Spanish speaking clients.

Pontificia Universidad Cat贸lica de Chile: This is where I attended classes which were taught in Spanish. I also met with faculty and students and learned more about social work in Chile. Social workers in Chile do not engage in clinical social work. They only focus on macro social work and it is more research oriented.

Cerro San Crist贸bal: This mountain is a focal point in Santiago that many Chileans use to hike and exercise on.

Chileans are very active and Santiago even shuts down some of their major roads on Sundays so families can exercise without the worry of traffic. Santiago is becoming a very metropolitan city. The building in the picture is the tallest in South America.

Conclusions Your text would go here.

Centro Penitencenario Femenino:

Chilean Prisons are very different than prisons in the United States. If you want to know more please ask.

Machu Picchu: On the peak of Huyanna Picchu overlooking Machu Picchu. Please ask me about my experience in Peru.

Children Youth & Families (CYF) Sector; Activities & Outcomes ● ● ● ●

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Seventeen Hour Flight: Volunteering in South Africa Chloe Jean University of Michigan School of Social Work Cape Town, South Africa • Cape Town is the second most populous city in South Africa, after Johannesburg • Cape Town was first developed by the Dutch East India Company as a supply station for Dutch ships sailing to East Africa, India, and the Far East • Table Mountain in Cape Town is believed to be one of the oldest mountains in the world

Population Life Expectancy Exchange Rate GDP Literacy Rate (age 15 and older)

United States

South Africa

296 million 78 years

51 million 56 years

1 dollar 16 trillion 99%

10 rand (1 dollar) 0.38 trillion 93%

Oakhaven Place • Oakhaven Place provides high standards of 24hour residential care and nursing within a homelike environment • Oakhaven strives to promote quality of life, maintenance of independence, and the preservation of dignity • Oakhaven provides services that range from independent living to full frail-care provision for between 50 and 70 residents

Skills Utilized/Developed • Humility: When working with or for people its important to be humble and accepting • Diversity: Within the city of Cape Town many different race/ethnicities reside as well as a large socioeconomic gap between the high and low SES • Sustainable change: It was important for me to understand that the service I provide is sustainable and not just charitable

Advice

Outcomes

• Everything is relative • Discovering a different part of the world can help you discover a different part of yourself

Cross Cultural Solutions provided a volunteer opportunity at an “old age” home in a coloured township in Cape Town, South Africa. I worked alongside the recreational therapist in leading exercises to increase flexibility and promote mobility and movement among the residents.

Picture

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• If you have the desire to do something you’re more than half way towards completing it.

Project Information • Facilitate group recreational therapy exercises • Assist activity director with coordinating and executing daily activities with residences

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• Implemented mood therapy through interpersonal conversation and cosmetology

Lessons Learned

Acknowledgments

• Don’t be afraid to try something new • The world is as big as it is small

• Race has never been and will never be apart of someone's biological identity, but for now it is a large part of someone's social identity

I would like to acknowledge my funders: Mary Sue and Kenneth Coleman Global Scholarship, Global Special Studies Scholarship, School of Social Work Financial Rereview, and supporters from my online fundraiser.

I would also like to acknowledge my advisors Ruth Dunkle and Katie Lopez for their support and guidance.

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

HIV EDUCATION IN BANGKOK,THAILAND Kelly Gjeldum University of Michigan School of Social Work Put Your Logo Here

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Bangkok,Thailand

Thailand is the only Southeast Asian country to never have been colonized by a European power.

Thailand is know as the land of smiles. The people of Thailand are very warm and welcoming

English is widely spoken in Bangkok, making communication easier for westerns 96% of the country practices Buddhism

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ADVICE:

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Be flexible. What you think you will be doing and what you will actually be doing will not be the same thing

•

You are NOT the expert. You will come away feeling like you gained more than you gave

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Participate in as many different experiences as you can while you are in county. It will give you a greater understanding of the people and culture you are working with

Placement

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I traveled with Cross Cultural Solutions for a special study to their home base in Bangkok, Thailand

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While in Bangkok, I worked at the Lam Luk Ka District Hospital assisting visiting nurses in rural area treating HIV positive individuals and taught HIV education and prevention at the a local high school

graphic goes here

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Lessons & Skills:

Lessons: Community are the experts on what they need & what they need from you

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Connections:

Classroom: •

SW624: taught me how to work more effectively to keep a large group engaged in the educational process

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SW799: gave me additional information on prevention techniques in working with HIV

Career:

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ACKNOWLEDGEMENTS 1.

The office of Global Activities and the Alumni Association or their generous support

2.

Cross Cultural Solution for the cultural emersion and an amazing volunteer experience

3.

All the people I had the honor to work with while in Thailand

Working for an AIDS Service Organization, I was able to bring my bring my expertise and love of collaboration to this volunteer experience. It allowed me to build international connections that I will continue to cultivate.

Being open to change will make for a much better experience It was really important to learn some basic language before departure, it lets people know that you are interested in their culture.

Skills: I learned: How to encourage stakeholder buy in The importance of respecting culture Cultivated a deeper appreciation for global partnerships

YOUTH DEVELOPMENT IN HONG KONG Yinming Liang University of Michigan School of Social Work Global Field Agency

Location: Hong Kong, China Hong Kong, one of the world’s leading international financial centers, is a region on the southern coast of China. Both Cantonese and English are the official language. The territory’s population in 2011 is 7.07 million, about 93.6% of the people are of Chinese descent and the remaining 6.4% is composed of nonethnic Chinese.

Youth Development Issues in Hong Kong: • • • • • • •

Substance abuse Internet addition Materialistic orientation and problematic concept of money Sexual issues Bullying Youth poverty Youth unemployment and reduced income

My global field experience was with Youth Outreach in Hong Kong, China. This organization’s mission is to provide professional help to young people facing a crisis in their lives who are unable to cope using their own resources, protect and safeguard them, help them address their needs and facilitate their transition to adulthood and self-sufficiency.

I was assigned to serve as a program coordinator in the Transitional Housing for Boys. This program provides male youth aging from 15 to 21 years old who are with probation order with the consulting, housing, and employment training. With the ultimate goal of encouraging our clients to build positive self image and the capacity of self sufficient, the program launches vierty of projects or events. Social workers would also provide personal and family consulting in order to improve the clients’ relationship with family. In addition, the program will work closely with the probation office to assist our clients.

Lessons Learned

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It is important to understand and be open to the ways the youth think and act in order to build relationship with them, embrace them and satisfy their needs instead of ours.

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This experience really encourages me to think about myself, do not take it for granted about everything I have now, I am so grateful that my parents, my family, my friends and everyone in my life provide me a health environment

Outcomes In this four-week global field placement, I had the opportunity to engage with the clients we serve, staffs from the agency’s administration and management, learning interpersonal and management skills.

My major accomplishments include: •

Completed Youth Worker 200-hour Professional Training Program of Transitional House for Boys and has fulfilled all the requirements of the institute

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Worked as THB program coordinator and engaged in negotiations with the Social Welfare Department of Hong Kong to accept probationers as part of Transitional Housing Service

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Orgranized a broad game named “Three Kingdoms” to promote the spirit of fair competition and the acquisition of historical knowledge

Advice Although Hong Kong is an international city and many people can speak English, there are still huge differences between western and Hong Kong culture, and most of the clients we serve are not able to communicate in English fluently. It is always a good strategy to read a book on Hong Kong culture and learn some Cantonese.

Program Evalua,on in Tamil Nadu, India Using a Par,cipatory, U,liza,on-­‐Focused Approach: Srinivasan Services Trust (SST) Lindsey Miller, MSW Candidate

Field Loca,on & Agency Informa,on Loca,on: Padavedu, a rural village in Tamil Nadu. Tamil Nadu is a state on the southern coast of India and the state’s primary language is Tamil.

Agency: Srinivasan Services Trust (SST) is a Corporate Social Responsibility program through TVS Motor Company. SST focuses on village development in 5 key areas: health, educa>on, economic development, infrastructure and environment.

Skills U,lized/Developed • U>lized transla>on to conduct key informant interviews and observa>ons.

• Designed an evalua>on approach to meet the needs and evalua>on goals of SST. • Adapted evalua>on methods by incorpora>ng staff feedback and accoun>ng for constraints or limita>ons.

Global Field Placement Descrip,on Evaluated SST’s model for working with Women’s Self Help Groups in villages surrounding Padavedu, Tamil Nadu; specifically assessing SST’s processes and its projected outcomes for Self Help Groups at different stages in the interven>on.

• Conducted par>cipatory observa>ons & interviews with 27 Self Help Groups.

• Compiled field observa>ons, key findings reports & presented results to SST leadership.

• In Fall 2014, compiled & finalized the final evalua>on report for the u>liza>on of SST leadership. :

Classroom Connec,ons • Field Placement with Cur>s Center Program Evalua>on Group. My evalua>on projects provided me with the founda>onal methods and theories for collec>ng qualita>ve data; as well as how to disseminate and report results.

• SW 683 Program Evalua>on

Lessons Learned • The importance of having in-­‐depth program knowledge and cultural understanding when collec>ng qualita>ve data in another culture.

• The importance of ac>vely checking assump>ons and seeking feedback to ensure I am accurately capturing program processes and par>cipant informa>on.

Career Connec,on I aHained founda>onal skills for cross-­‐cultural evalua>on, which I intend to further develop as I pursue a career focused on monitoring programs that directly serve and empower women.

Advice • • •

Take every opportunity to become oriented on the organiza>on.

Be comfortable asking ques>ons!

Always show apprecia>on, evalua>on requires other’s help and >me.

Acknowledgements • • • • •

Office of Global Ac>vi>es, Funder Professor Lawrence Root Taha Rauf Sue Ann Savas, CC-­‐PEG John Seeley. CC-­‐PEG

An International Observation of Social Work and Health Care Alaina Moreno-Koehler University of Michigan School of Social Work Location: La Paz, Bolivia July 5, 2014 to August 2, 2014 Bolivia is a landlocked country located in westerncentral South America. The country features a wide variety of geography, from the peaks of the Andes, where La Paz is located, to the Eastern Lowlands of the Amazon basin

The estimated 10 million Bolivians are culturally and ethnically diverse. According to the Bolivian constitution, there are 34 official languages of the country, including Spanish, Guarani, Aymara, and Quechua.

Recent changes have occurred in pediatric health care within the country. Bolivia ranks second to last in the Western Hemisphere for key health indicators.

The child mortality rate for the country is 69 per 1,000 live births. Some of the major health concerns are centered around malnutrition and sanitation issues.

In 2002, the government passed the Seguridad Universal Maternal-Infantil (SUMI) which provides free health care for all children under 5 years old, pregnant, mothers, and mothers up to 6 months after a birth.

Special Studies Project Information The educational purpose of my global studies experience was to examine pediatric health care in Bolivia through a social work lens and to compare/contrast it to the United States. In addition, I was to look at the use of social workers in both countries and make possible suggestions to improve both the United States and Bolivian health care systems.

Skills Utilized/Developed •Spanish language development •Cultural observation and competency •Interacting with children and parents in a clinical setting

Classroom Connection

I partnered with Child Family Health International’s (CFHI) Pediatric and Adolescent Medicine in La Paz, Bolivia Program. The hospital where I was observing at was Hospital del Niño.

All of my classes prepared me to self-reflect on privilege, oppression, diversity, and social justice (PODS) on both societal and individual levels.

Outcomes

Recommendations •For the US •Open hospital units, removing individual rooms, in units with low risk of infection •Facilities social support systems for patients and parents •For Bolivia •Public health campaigns surrounding mental health •Increase funding for rural mental health resources

• • •

Agency

Compare/Contrast •Mental health stigmatization occurs prevalently in both countries •Lack of mental health resources in rural areas in both countries •Similarities in health care protocols surround sexual abuse and neglect cases for children

Advice

Lessons Learned From my global special studies experience, I increased my abilities to: •Confront my own privileges and their impact on my impact my personal and professional life •Increase personal awareness of contrasting points of views and acceptance of these differences •Learn historical current political perspectives external to the US experience

Go in with an open mind to new cultures, new experiences, and to your self You will get homesick! Challenge yourself to look behind and beyond these feelings Self-care, self-care, self-care

Career Connections Going forward, I hope to continue to personally examine and challenge my own privileges and assumptions when interacting with clients. I also hope my Spanish immersion, tied with my own cultural backgrounds, will help facilitate therapeutic alliances with future clients and families.

Acknowledgements Thank you to the Office of Global Activities for financially supporting my special study in Bolivia.

Than you also to my faculty instructor for my special studies course, Dr. Hollingsworth.

Finally, thank you to my parents for financially supporting my trip and for dealing with hysterical international phone calls late at night.

Mandela Day Donations

Classroom Connections

Friends of Valkenberg Trust Supporting Recovery

Cassandra Muro, MSW Candidate Cape Town, South Africa Cape Town is the second most populous city in South Africa and it is the provincial capital and primate city of the Western Cape. It is famous for its harbor, Cape Floral Kingdom, and Table Mountain.

Interesting Facts: •It is home to the largest and fastest growing townshipKhayelitsha.

•Official unemployment rate is 25.2% but is as high as 40%to 95% in impoverished communities (townships).

•1 of 5 South Africans will suffer from mental illness throughout the course of their life time.

Internship Overview Field placement responsibilities: I had the opportunity to engage in a variety of projects that provide support to aid patient recovery, some include: -Cooking -Beauty Salon -Arts and Crafts -Friendly Shop Thrift Store -Dance -Administrative Tasks -Fundraising -Organizing Hospital Events -Volunteer Safety Protocol -Evaluation and Needs Assessment Project

Evaluation and Needs Assessment Purpose: Gather patient feedback to increase agency awareness about clients’ needs and the impact of services offered by Friends of Valkenberg on service user recovery.

683- Evaluation in Social Work- Janet Ray •Learned basic evaluation concepts 612 002- Mental Health and Mental Disorders of Children and Youth- Daniel Fischer •Learned about most prevalent Mental Health Disorders, and diagnostic criteria-DSMV

Lessons Learned •Importance of working in a partnerships with domestic agencies and colleagues

Preparing for Sewing Class

•Flexibility in adjusting to patients needs and circumstances •Address immediate concerns by following the appropriate chain of command without risking the purpose of the project and patient well being and trust.

Qualitative Themes

Elephant Sanctuary

Career Connections N=72

Friends of Valkenberg Trust

•The opportunity to apply social work skills within a global context was vital as it has prepared me for my future endeavors of working in Mexico.

“Psychiatric patients have been neglected by society at large, and if we only make a difference to one patient on one day, then we’re doing something worthwhile and making an important difference”

•The evaluation project developed my expertise as an evaluator and allowed me to gain skills that are key to working in a mental health setting, another of my career goals.

FoV works in conjunction with hospital staff to provide a range of services designed to bring hope and comfort to patients during their stay at Valkenberg Psychiatric Hospital.

Through its 50+ volunteers, FoV provides a range of services meeting direct needs and helping over 458 patients along the road to recovery.

Cooking Class

Advice

Skills Utilized/Developed •Applied evaluation and needs assessment skills that are client and culture specific •Increased skills in the field of mental health •Enhanced interviewing skills

– Francoise Robertson, Founder of FoV

Acknowledgements •Avoid high unrealistic expectations •Take INITIATIVE!!!

•Practice cultural humility

]

Generous Donors (ABG,IIIF, GASP) Friends of Valkenberg Trust U of M Office of Global Activities U of M School of Social Work Patients of Valkenberg Hospital

Refugee Services & Community Organizing, Hong Kong Global Activities Field Placement Ellen Pucke, MSW Dec. ’14 University of Michigan School of Social Work

Hong Kong, China  Special Administrative Region of China since 1997, after transfer of sovereignty from UK

 Population:  7.18 million  One of the most densely populated regions in the world  Official Languages:  Cantonese 89.5%  English (less common)  Humid, subtropical climate  Only ~25% of land is developed

The Issue Refugees in Hong Kong have severely restricted rights. Because it is illegal for them to work, they must rely on what the government provides them through insufficient, discriminatory, and corrupt contracted services. It is typical to spend 10 years in this limbo while refugee status and resettlement applications are processed, appealed, and most often– ultimately rejected.

Outcomes  I managed the resource center, assisted people with their UNHCR applications & appeals, connected people to essential services, offered supportive drop-in meetings & did outreach  I created a 5-day summer program for refugee parents & children & 3-day advocacy skills workshop for the Refugee Union  I authored a grant application to foster development and selfsufficiency of the Refugee Union

Field Placement: Vision First Established to improve the livelihood of refugees in HK, Vision First is a nonprofit NGO that facilitates advocacy, activism, and advice in collaboration with the refugee community. My role was to contribute to all three aspects, as well as manage particular subprograms.

Skills Developed  Leading workshops across diverse educational levels, language barriers, and cultures  Cross-cultural IP skills with survivors of trauma  Navigating contentious group dynamics

Connections PUBPOL750. This course gave me a strong foundation in UN policies as they pertain to refugee topics SW701. In this course I studied the Hong Kong policy environment and pertinent social justice topics Career: I prefer to work in settings like Vision First that see community members as colleagues, not clients.

Lessons Learned Don’t take on too many projects— learn to (respectfully) say “no.”

Advice  Dedicate time daily for processing and reflection. Find a local “insider” if possible that is willing to do some of this with you  Thoroughly research the political and historical context of the agency and issues before departing  Locate things that you will need for self-care– e.g. hiking spots, social groups before departure

I am sincerely grateful to Katie Lopez and Larry Root of OGA for their unremitting logistical, professional, and personal support.

With gratitude I thank the Global Activities Scholarship Program and the School of Social Work Alumni Board of Governors for their financial support.

Child Welfare in Ireland

Caitlin Rossman

University of Michigan School of Social Work

Children in Ireland

Cork, Ireland

Ireland is a small country in the European Union that is home to around 6 million people. Cork is one of the major cities in southern Ireland and has around 120, 000 people. Like many countries around the world, Ireland is still recovering from the recession and is trying to rebuild its economy.

This has had harsh repercussions on working families in Ireland.

Fresh Start

Fresh Start is a nonprofit child welfare agency in Ireland. It has 15 residential homes throughout the country. It began its fostering services program in January 2014 and now recruits, trains, and supports foster carers throughout southern Ireland. Its mission is to find temporary homes for children and youth in Ireland who have been removed from their homes.

I chose to complete my global special study in Ireland because I have dual citizenship and hope to work there one day. I wanted the opportunity to examine the way children are viewed and treated in Ireland and how that compares to the United States.

I observed many similarities between the countries, such as the goal when children are removed always being reunification and parents being given opportunities to regain custody.

Skills Developed

During my global special study, I was able to develop and improve my skillsets, including:

• Building my assertiveness skills when in an unfamiliar setting and with new colleagues

• Developing rapport with clients and engaging them in a positive manner

Lessons Learned

• The resiliency of children is amazing and their ability to remain positive even in unimaginable circumstances is incredibly humbling.

• The parents who become foster carers are dedicated and generous people who want to make an impact on the lives of these children.

• There is not enough federal support for foster agencies in Ireland, and it is something that needs to be improved.

• Families are viewed as sacrosanct and it is difficult to remove children from their homes, so working with the birth families as much as possible is best for the children and the families.

Connections

Classroom:

• SW 730: Child Maltreatment

• Working on my cultural competence and the ability to connect with clients from a different cultural background and with different values

This course provided me with information on the assessment and treatment of child abuse and neglect, helping prepare me to work with children and families.

• Advocating for children’s rights and how to improve the child welfare system

• SW 799: Concepts & Techniques of Social Justice

Outcomes

(

The study provided me with a unique glimpse into the social welfare state of Ireland and how the country views and takes care of children. The project included the opportunity to observe the child welfare system in Ireland and how it compares to the United States. Some of my experiences included:

• Assisting at foster home visits with a social worker

• Attending a foster parent support meeting

• Working at an international foster care conference

Advice

• Before you head to your destination, do as much preliminary research as possible on the country, including its history, its current economic state, and its cultural values and traditions.

• Be open to new experiences and new people.

Try to push yourself out of your comfort zone.

• Take the time to connect with your hosts, colleagues, and clients and develop relationships that you can maintain after you go home.

Acknowledgments

Thank you to my funders, the Office of Global Activities and Mary Sue and Kenneth Coleman; to Mary Ruffolo for acting as my academic advisor; to Katie Lopez who offered advice and guidance, and to Fresh Start and its staff who let me work as an intern and were supportive and welcoming.

Touching on issues of social justice in Scotland and the U.K., it provided me with information on the welfare state in Western Europe, and ways to advocate for social justice on a global level.

Career:

The global special study allowed me to better understand how children are valued in an international setting. I plan on advocating for children’s rights in the global sector, and this experience allowed me to view child welfare through a new lens and compare how children are treated in the welfare state in another country to how they are treated in the United States.

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

Michelle Saboo Community Organization with Children, Youth, and Families MSW, December 2014

Ea, ʻĀina, and ‘Ōlelo Hawai’i Ji-bimendizoyang, Aki, miinwaa Anishinaabemowin Indigenous Sovereignty, Land, and Language Kingdom of Hawai’i Contrary to the dominant narrative, Hawai’i is not a part of the United States. The Hawai’ian Islands continue to be a sovereign, independent nation despite the colonial efforts of the United States through a series of deceitful and illegal acts spanning the past 119 years.

The Kingdom of Hawai’i was overthrown in 1893 by United States diplomatic and military personnel.

Their ultimate goal was the annexation of the islands to the United States. In 1897, Hawai’ian organizers collected over 21,000 native Hawai’ian signatures (more than half of the native Hawai’ian population) for the “Petition Against Annexation”.

Delegates and Queen Lili’uokalani lobbied Congress but were unsuccessful. The Hawai’i Kingdom was annexed in 1898. The Hawai’ian Islands remained a U.S. territory until 1959 when they were admitted to statehood as the 50th state.

Why Hawai’i?

As an indigenous activist and scholar, I am interested in the importance of cultural and linguistic revitalization in indigenous sovereignty.

Despite the century of unlawful suppression of the Kanaka Maoli (the Hawai’ian people) by the United States government, generations of indigenous people and settler allies have raised their voices for justice, sovereignty, and for the life, love, and health of the land.

‘O ka ‘Ōlelo ke Ka’ ā o ka Mauli Language is the fiber that binds us to our cultural identity.

I am passionate about the work of revitalizing my own indigenous language. The goal of my special studies project was to learn strategies to increase indigenous capacity for political and economic independence and to promote indigenous language revitalization as a cornerstone of indigenous political resurgence. I hoped to learn about the major political and social forces in Hawai’i over the past two centuries. As assimilation is a primary political tool used by the United States and other colonial powers, I connected with community members who are engaging in collective action based on aloha ‘āina (love of the land). It was an inspiring experience to learn from these relatives what is means to restore kuleana (rights, responsibilities) and to work within, against, outside, and/or between settler colonial structures for the rights of indigenous people.

Participants Community Partners • Punana Leo in Hilo, Hawai’I • Nawahiokalani’opu’u, public Hawai’ian immersion K-12 academy • Ka Haka ‘Ula Ke’elikolani College of Hawaiian Language at the University of Hawai’i-Hilo • Papahuana Kuaola Lā Hana Waipao Mālama Hāloa- lo’I kalo maintenance • Kamakakukalani Center for Hawai’ian Knowledge at the University of Hawai’iManoa • ʻO Ka Poʻe i Aloha I Ka ʻĀina – The People Who Love The Land

Faculty Sponsor Dean Mike Spencer

Outcomes I am currently writing a policy article for the American Indian Health and Family Services December newsletter advocating for the passage of the Native American Language Immersion Student Achievement Act (S. 1948). I have also accepted the position as Resource Developer for Bug-O-NayGe-Shig Leech Lake Tribal School.

Skills Developed • • • •

Advocacy Communication skills Analytical skills Greater nuanced understanding of U.S. foreign and domestic policy • Community education

Classroom Connections One of the most exciting moments I had as a student was learning about all of the work that former Punana Leo Executive Director Namaka Rawlins has done in her 30 years of Hawai’ian language medium instruction. The advocacy, grantwriting, fundraising, organizing, and community education work that she has done were all skills I have developed in my MSW program.

Social Work 560 and Social Work 663 Grantwriting courses were the two courses that I reflected upon the most during my special study.

Career Connections The community members I met re-inspired my commitment to language revitalization through their determination and love for the ‘āina and ‘olelo. I was able to visit successful schools and organizations that place native Hawai’ian language, values, and knowledge at the core of their work.

Working together, I would like to learn from their best practices and continuing building an indigenous body of knowledge in the Great Lakes region through language and culture in education.

Lessons Learned

My special study reminded me that the dedicated work of a group of people can create change. Today there are over 4,000 native Hawai’ian students enrolled in public Hawai’ian immersion schools in Hawai’i and that number is continuing to grow.

Strategic partnerships with schools, community organizations, institutions of higher education, and the state have amplified the voices of native Hawai’ians who are working for the life, love, and health, of their ‘āina

Advice •

•

Advocate for yourself! Use the passion that you have for the work and community that you are engaged with to advocate for your learning opportunities.

Be humble and open. Some of my most important and favorite lessons came from the cab driver and the men hanging around the fish market watching the morning catch come in.

Mahalo Nui Loa, Chi Miigwetch, Thank you I am grateful to the many people who supported my learnings on this trip. Chi miigwetch to the Global Special Studies office and the Office of Academic and Multicultural Initiatives for providing funding. Mahalo Dean Spencer for your support, sponsorship, and feedback. Mahalo nui loa to Namaka Rawlins, the keiki of the Punana Leo, Tony Ramirez, Dr. Lilikala Kame’eleihiwa, Dr. Kamanamaikalani Beamer, the graduate students in the Indigenous Politics Program, and the countless other family, friends, and relations sharing and restoring our indigenous languages and worldviews so that the people and the land may live.

STAR Project Building safer, more connected and resilient families and communities.

James Shoemaker University of Michigan School of Social Work Glasgow, Scotland • Scotland recently had a referendum on independence from England; 55% of voters opposed, narrowly warding off Scotland becoming a sovereign nation.

The “better together” (with the UK) campaign was not well-received in proindependence Glasgow however, and crowds rioted after the results.

• Glaswegians speak their own dialect, which incorporates Gaelic words and phrases: wean=child, swally=drink, Mad wae it= drunken state STAR Project is a community organization in Paisley, an outskirt of Glasgow. Paisley has one of the highest poverty rates in Scotland and the UK. In 1999 STAR Project was founded in Paisley by a small group of therapists and Social Workers motivated to combat poverty and support lowincome families and at-risk children.

Why I chose Scotland My goal was to establish a relationship not only between the School of Social Work/University of Michigan and a community organization in the UK, but to also promote dialogue between organizations which operate in very different governmental and institutional contexts.

Classroom Connections SW 530 Social Welfare Policies and Services - history of social welfare policy, services, explored current social welfare issues in the context of their history SW 625 Interpersonal Practice with Children and Youth – Theory techniques and approaches, building therapeutic relationships and intervening with children, adolescents and their families.

The Agency STAR Project takes a holistic approach to helping families, offering parental counseling, education, healthy structured activities, micro-loans and financial management assistance, nutritious meals, and mediating the difficult process of Child Welfare Social Services intervening with a family.

Mission Statement: Building safer, more connected and resilient families and communities.

Purpose: “We support individuals and families through a diverse programme of services and activities rooted in genuine positive relationships with a holistic approach to their needs and aspirations.”

Goals: To promote and advocate for the benefit of the Paisley community, without discrimination of gender, status, political or religious affiliation, or any other factor. To provide facilities which promote social welfare through education, activities, recreation, and family-oriented programming so that conditions of life may be improved. To prevent and relieve poverty, and to advance civic involvement and community development.

Population: Children and families who are disadvantaged, not only due to financial hardship but due to age, ill health, disability, or other reasons.

Outcomes I forged relationships with children at different developmental stages, ranging from toddlers to ten-year-olds, modeling a gentle, care-taking role as a male as a healthy counterbalance for many of the children who had absent or overly authoritarian father figures. I created and facilitated structured activities for the children, and also spent quality time having meaningful, supportive conversations with their parents.

Skills developed STAR Project taught me to view my client as the family unit as a whole, not just the child or parent. The operative belief is that empowering the family unit will in turn benefit the child’s welfare. I practiced active listening and affirmation with parents, boundary-setting with the children regarding social norms, sharing, cooperation.

Seelio Portfolio https://seelio.com/w/rbd/special-studies-at-star-project-in-glasgowscotland?student=jamesshoemaker

http://www.star-project.org.uk/

• I gained experience providing supportive counseling using a different lens, not only from a cross-cultural perspective but also from STAR’s unique approach to helping children and families. Counselors don’t rescue parents when problems arise with their children, but instead give the tools and knowledge to handle difficulties in child-rearing in a healthy, safe manner.

• I also used a multi-generational approach to family interventions: STAR’s Social Workers broaden their scope to include multiple generations of parents and children and seek to identify unhealthy behaviors being inherited and “break the cycle.” For example, identifying a norm of violence (physical, emotional) during conflict which was modeled by the previous generation, and intervening by allying with the parent and then providing psychoeducation and healthy alternatives like conflict resolution techniques

Advice

What I Did I had the opportunity to work both with the children and their parents during my time at STAR Project. Tuesdays were centered around activities and/or excursions specifically for the children, such as crafts, scavenger hunts, team games, dress up.

Wednesdays prioritized the parents need to connect with other adults over tea and a communal meal, creating a space for informal group therapy where parents could seek guidance, while their children played adjacently in an expansive playroom.

Thursdays focused on the family unit as a whole, with enjoyable excursions to the zoo, nature preserve, botanical gardens, or a community event.

Career Connections

What I Learned I learned how Scotland's Social Services use incentives and scale the degree of intervention based on each individual situation to allow parents to still have custody of their children as much they are safely able to do so. I learned about specific cultural problems for Scottish families living in poverty: pervasive heroin abuse, a heavy drinking culture, lopsided gender roles favoring hyper-masculine, aggressive males, disparities in healthcare access and services, and poor primary school education for children in low-income areas.

• Study the logistics of the community you will be working in beforehand. Bus routes, train schedules, maps, grocery stores, and especially your mode of communication (cell phone, laptop) • Learn about the nuances of the local culture beforehand: slang, popular food, norms, political environment.

• Ask as many questions of your clientele and supervisors as is appropriate within that cultural context

Acknowledgements Professor Larry Root and Katie Lopez at the Office of Global Activities I was fortunate to have supervision, guidance, and education from two experienced Social Workers at STAR Project: Emma Richardson and Sharon McAuley

Give & Receive Sandy Sieben University of Michigan School of Social Work

Zanzibar, Africa: Located on the East coast of Africa. Zanzibar is part of Tanzania. Zanzibar is home to approximately 403,658 people. Surrounded by beautiful blue waters of the Indian Ocean.

Zanzibar is known for their spices, including cloves, cinnamon and nutmeg. Spices and tourism are two primary sources of income for the country.

Swahili is the primary language spoken.

99% of the population is Muslim.

Project Information: During my special study in Africa I worked on two main projects, building schools out of plastic bottles and teaching English to local children.

Global Field Agency: GIVE: Give’s mission is to inspire growth, empower global citizens, and ignite sustainable change worldwide.

Volunteers through GIVE are encouraged to reflect on life in developing countries, as well as in our own lives. Volunteers are immersed in community activities including, working along side of fundies, learning Swahili from local teenagers, and teaching English to children and adults in the community.

Career Connections: Working with GIVE volunteers and locals in Kairo provided an incredible learning experience for me as an individual, social worker, and community organizer. This special study improved my leadership skills as well as knowledge around sustainable development which I believe will be greatly beneficial when working as a community organizer in the United States and throughout the world.

Skills Utilized: • Leadership with volunteers, community members and stakeholders.

• Communication with children in the classroom, fundies on the work site, and variety of volunteers • Cultural humility around African traditions, Muslim culture, as well as Australian, Chinese, and Greek

Connections: • SW 648: Issues in Global Social Work Practice This course emphasized the importance of learning about local culture and traditions before entering a new community. Learning about the community in advance prepared me to be culturally sensitive around differences between gender, class, and religion.

• SW650: Community Development This course prepared me to be observant and ask questions about how GIVE as an organization was developed, their values, and how they promote sustainable outcomes.

Lessons Learned: • Community first: Ask, Listen, and Learn • Together we can accomplish so much more • Be aware of our “footprint” and “handprint”

Outcomes: During this trip our group of volunteers was able to nearly finish building the first school in Kairo, Kiwengwa. There will be enough room for a primary and secondary school, library, bathrooms, and office space for teachers. The school will also be handicap accessible.

Advice: • Travel to somewhere you have never been • Read and learn about the new community • Enter with an open mind and willingness to make mistakes • Keep a journal to look back and reflect on the experience

Acknowledgments: Thank you to the Office of Global Activities for financially supporting my special studies trip to Africa.

And a special thanks my family and friends who provided financial and emotional support before and after my trip.

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

Aubrey Sitler University of Michigan School of Social Work

Melbourne

Melbourne, Australia There are just under 24 million people living in Australia, and almost a quarter of the population was born in another country. Melbourne is the second largest city in Australia, comprising about 4.3 million people across a sprawling 4,000 square miles. It is the capital of the state of Victoria, and it is known for its thriving multicultral cuisine, festivals, and arts scene.

Victorian Pubic Mental Health Services The public mental health model in Victoria divides most services into geographic catchment areas. Within each catchment, clients qualify for specific services based on age, with sectors divided into “child & adolescent,” “adult,” and “aged persons” services.

Norfolk Terrace is the CCU for the NorthWest catchment, and it falls under adult services.

Crisis Assessment

Adult Mental Health Services:

Mobile Support Continuing Care

Agency Context I was placed at the Norfolk Terrace Community Care Unit (CCU) just northwest of Melbourne. As part of the public mental health system in Victoria, CCUs provide slow stream rehabilitation for adults with major mental illnesses, most frequently schizophrenia and bipolar I, in a residential setting with 24-hour nursing staff. CCUs operate on a recovery model that promotes both personal and clinical recovery, as facilitated by practitioners from five primary disciplines: social work, occupational therapy, psychology, nursing, and psychiatry.

Placement Tasks My role was manifold and constantly changing based on clients’ daily needs. Some of my tasks included: • conducting intake and progress assessments • exploring housing and transition options • assessing clients’ mental states • facilitating client-driven art and gardening groups & designing outcome measures for those groups • case management for one client, which entailed working with her to identify her personal goals and connecting her with community resources, such as getting her enrolled in an English course, a free gym membership, and a mentorship program

Outcomes Acute Inpatient Community Care Units Psychiatric Disability Support Secure/Extended Care Inpatient

Residential Non-Residential Planned Respite Mutual Support Self-Help

• From researching horticultural therapy to designing a sustainable group plan, I saw the gardening group project through from conception to implementation. The site manager continues to update me on the clients’ progress with the group.

• I worked with two clients to produce two types of in-depth assessments and made intervention strategy recommendations to the treatment team that were accepted and pursued.

Skills Developed During my placement, I furthered my ability to: • establish rapport, gain trust, and develop empathic relationships with clients with diverse cultural identities • collaborate with and empower clients to self-define their own aspirations and ideal outcomes • think critically about and advocate for variation in traditional intervention practices, assessment measures, and recovery models

Classroom Connections Because Australia uses the DSM in the mental health field, SW 606 prepared me to understand how the criteria for each of my clients’ diagnoses manifested in their personal experiences and intertwined with their cultural identities. I also utilized tools to which I was exposed in an IPT mini course in conducting in-depth assessments and creating recovery plans.

Lessons Learned • Collaboration across professional disciplines is key in facilitating personal & clinical recovery.

• Focusing on process in addition to outcomes in personal recovery is imperative to success.

• Carers’ needs and concerns are inherently related to in clients’ recovery processes.

• Cultural differences come in many forms, from expectations to professional behaviors; facing crosscultural challenges must be done with humility and empathy.

Career Connections

Advice • Try to understand the professional role and expectations of social workers in your specific field and placement before you go overseas, either through research or by asking questions of your supervisor when you first make contact.

• If you have the time and financial means, book in extra time to travel before or after your placement.

Australia in particular is almost as big as the US; weekends are not nearly enough time to see everything you will want to see.

Working within the public mental health system in Victoria further contextualized for me various gaps between mental health policy and implementation on the ground. I learned that while I do not foresee myself pursuing a career in clinical mental health work, I do see a place for myself as an advocate for clients’ rights and practitioners’ ethical accountability.

Acknowledgments A HUGE thanks to the Office of Global Activities and the Alumni Board of Governors for their generous financial assistance. Thank you to Katie Lopez & Larry Root for their consistency, advocacy, and undying support in class in the U.S., while visiting Melbourne, and from afar.

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

Immigration Policy Research Jenn Slaiman, BSW, RPCV University of Michigan School of Social Work

Santiago, Chile Santiago is the capital of Chile, located in South America. The city boasts a population of over 6 million habitants. Within the city’s boundaries there are 37 neighborhoods or communas. During my field placement I lived and worked in the downtown area known as Santiago Central.

Professional Development ª

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The Foreign Ministry estimates that 2.3% of the population is foreign-born individuals. Immigrants to Chile come primarily from other Latin American countries. Other immigrant populations include individuals from European nations, North America, Asia, and Africa. The history of immigration to Chile is depicted below in the historical flowchart of immigration waves and policies.

Developed a comparative analysis of labor, housing, education, health, human mobility, antidiscrimination, and integration laws related to immigrants in Latin American countries.

Collected field research pertaining to the process of validating university degrees by individuals seeking to immigrate to Chile.

Generated multiple step-by-step guides and presentations that outline the process of validating professional degrees obtained outside of Chile for multiple occupations.

Applied Skills Assessment: I collected data through interviewing individuals at the Foreign Ministry Office about their experiences in validating their university degrees obtained outside of Chile. ª Research: I conducted research into various federal policies in Latin America pertaining to the integration of immigrants and access to services.

Social Policy: Based on the results from the comparative analysis I conducted, Ciudadano Global will use the data in the proposal to the Chilean Congress for an inclusive national immigration policy. ª

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About Ciudadano Global ª

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Provides free, personalized attention in social, legal, psychological, and employment to vulnerable migrants and refugees.

Seeks to influence the construction of an appropriate legal framework and the design of inclusive public policies.

Actively participates in various political and social bodies.

Seeks to change the look of Chilean society towards people who migrated to the country through advocacy and communication.

Advice for Colleagues ª

Classroom Connections I applied my knowledge form SW 647 and PubPol 750 in conducting the policy analysis of immigration legislation. The training I received in both classes prepared me to be able to analyze and translate the extensive legal documents that I read into a comprehensive chart that the agency will use in formulating their public opinion when persuading Congress to include specific components into the migration proposal for Chile.

ª

Practice humility Seek meaning in your failures Challenge yourself to think critically and strive to not compare where you are to where you’re from

Career Ambitions Upon graduation I hope to work in a setting where I can apply my social work knowledge in supporting communities’ advocacy efforts for comprehensive and equitable legislation. It is my professional goal to support bridging the gap between policy makers and the people directly affected by the legislation that they pass.

Nationalities of CG’s Clients

Lessons Learned

Source: Matus, T., Cortez Monroy, F., Hermansen, P., Sabatini, F., Silva, C. (2012). Migración y municipios. Construcción de una propuesta de política pública de gestión municipal para la población migrante.

Concurso Políticas Públicas: Propuestas para Chile.

I learned that even though you may have set goals prior to beginning a project, it is important to remain flexible and be willing to adapt based on the needs of the agency and populations you serve.

Acknowledgments I would like to personally thank the Board of Governors for their support of my global field placement in Chile.

Additionally I would like to thank Claudia Silva for her guidance and encouragement of my educational pursuit in researching immigration policy.

Global Special Study: Medical Spanish Classes in Quito, Ecuador May, 2014

4

3

During the Winter, 2014 semester, I did an Independent Study looking at health and health care in Ecuador.

The purpose of the Independent Study was to prepare for a Global Special Study I embarked on for May, 2014. For the Special Study, I lived in Quito, Ecuador, and took medical Spanish lessons in addition to shadowing doctors to practice Spanish in the medical environment.

On weekends, I was able to travel around Ecuador. I visited the cities of Mindo, Banos, I Tena, and Otavalo in addition to Quito.

I lived with 5 other American students in a homestay organized by Child Family Health International.

I recommend this program for people who want to improve or practice speaking Spanish, especially medical terminology. I will definitely use the skills I learned throughout my career!

THANK YOU to Dr. Jorge Delva, for advising my Independent Study.

Puenting in Banos, Ecuador

Through Child Family Health International, I enrolled at the Amazing Andes Spanish School. I was one of two students in my Beginner Spanish Class. For the first week I had Spanish instruction for 7 hours each day. For the next three weeks, I had Spanish instruction in the afternoons, and spent the mornings shadowing medical doctors. I shadowed a gynecologist in surgery and in clinic, and also a pediatrician.

Contact me with questions!

Kylee Smith Interpersonal Practice & Health MSW student Email: kyleeann@umich.edu

Picture/ Agency Logo

Capacity Building in Cape Town

LOCATION: CAPE TOWN, SOUTH AFRCA • South Africa is the most southern country on the African continent. The city of Cape Town lies on the most southern tip with the Indian and Atlantic Oceans lining either side. South Africa is a nation of diversity, with 51.77 million people and a variety of cultures, languages and religious beliefs. South Africa recognizes 11 official languages, the top three being isiZulu, isiXhosa, and Afrikaans.

VULNERABLE CHILDREN IN SOUTH AFRICA: • According to UNICEF, there are an estimated 3.7 million orphans in South Africa, 150,000 of which are believed to be living in child-headed households (2010).

• About half of the 3.7 million orphans have lost one or both parents to AIDS (2010).

• Data from the South Africa Social Security Agency showed that close to half a million children were in formal, court-ordered foster care (2008).

Naomi Terlouw University of Michigan School of Social Work

CONNECTIONS

GLOBAL FIELD AGENCY My global field experience was with Home from Home in Cape Town. Home from Home’s mission is to provide supported and supervised communitybased foster care for orphaned, abused, neglected and vulnerable children through a network of small, family homes in ten disadvantaged communities in South Africa. Over half of the children enrolled in the program are HIV positive. My work primarily consisted of assisting at a day care/pre-school center created for the foster children in the township community of Khyelitsha.

OUTCOMES In the course of my twelve week global field placement, I had the opportunity to build capacity with the three teachers employed at the Home from Home community day care/pre-school center by implementing individual psycho-social support sessions.

My major accomplishments include:

• Implementing 30 psycho-social support sessions in a span of three months that resulted in the teachers experiencing lower levels of anxiety and stress as well as increased levels of confidence, empowerment, and well-being.

• Bridging the communication barrier as a liaison between the teachers and the upper management Home from Home staff.

Classroom: SW 521: Interpersonal Practice with Individuals, Families, and Small Groups • This course gave me foundation knowledge and skills essential to interpersonal practice with individuals, families and small groups in social contexts. It integrated content on multiculturalism, diversity, and social justice issues. I learned how to perform various social work roles (i.e. counselor/clinical social worker, group facilitator, mediator, and advocate), recognizing that these roles must adhere to social work values and ethics.

SW 648: Issues in Global Social Work Practice • This course better prepared me for professional Social Work practice during my global social work experience. I was able to explore how national context (economics, political environment, culture, traditions, etc.) impacts how social problems are identified, understood, and addressed crossculturally.

Career • As a community organization student, implementing psycho-social support sessions with the teachers at Home from Home allowed me to expand my professional scope of practice and gave me an indepth, hands-on level of learning experience that I will carry with me into my future career.

ACKNOWLEDGMENTS • I want to thank the Office of Global Activities and the Board of Governors for financially supporting my global field placement and the Home from Home organization and staff for welcoming me into their community and providing me with an amazing learning experience.

Picture/ Agency Logo

SKILLS DEVELOPED From the global field experience, I increased my ability to: • Expand my professional scope of practice by working in an interpersonal practice/therapy setting • Develop and build positive, cross-cultural relationships • Build capacity within an organization • Communicate with community partners

LESSONS LEARNED • The importance of active listening and allowing space for problem-solving • The importance of utilizing the individual strengths and skills of the teachers to benefit the organization • The importance of building relationship and trust in order to effectively work in a cross-cultural setting

ADVICE • Always enter communities with cultural humility, knowing that there is ALWAYS something to learn.

• The key to working successfully in any setting is in the relationships built. Take the time and effort to do so and to understand the history and context of the community you are serving.

Education Reform Efforts in Tanzania Christopher B. Walker

University of Michigan School of Social Work Special Studies

Location: Zanzibar, Tanzania Tanzania is a beautiful, diverse country that sits on the East Coast of Africa along the Indian Ocean. It is home to approximately 47. 4 million people. Agriculture makes up nearly 25% of the gross domestic product. Zanzibar is an island off of the coast of the mainland of Tanzania and is inhabited by over 1 million people. The predominant religion of Tanzania (including Zanzibar) is Islam.

Public Education in Tanzania • According to the U.S. Agency for International Development, many children in Tanzania, especially girls, drop out of school before finishing primary education • 30.8% of children make it to lower secondary education and 1.9% enter upper secondary education • Most of the higher education and job opportunities require a firm comprehension of the English Language

My global special studies focused on the public education of Tanzania and the implications of its current state. My studies consisted of a literature review of the country, volunteer efforts and learning opportunities abroad, daily journal entries, and a synthesis paper of my overall experience.

Agency/Community Partner My global field experience was with Growth International Volunteer Excursions (GIVE).

Their mission is to inspire growth, empower global citizens, and ignite sustainable change worldwide. GIVE partners with host communities in an effort to improve infrastructure, education, sanitation, water supply, and the environment. Education efforts include English tutoring for the residents of Kiwengwa in Zanzibar and the construction of an accessible school (per the community’s request).

Outcomes In the course of the few weeks that I was in Tanzania, I worked alongside local fundis (which means “skilled workers” in Swahili) in constructing an accessible school in Kiwengwa, engaged in conversations with local adults and youth in English, discussed topics relating to volunteerism with the Zanzibar Volunteer Society (ZAVOS), and tutored English to the residents.

Major accomplishments included: • Tutoring 7 young people daily on various parts of speech in English • Painting several classrooms, preparing construction materials such as cement, and transporting such construction materials to the fundis • Completing the next phases of classroom and bathroom construction at the school site

Skills Utilized/Developed From my global field experience, I increased my ability to: • Engage in discussion with stakeholders and gain buy-in from them • Assess community needs • Interact and communicate with individuals despite language barriers

Lessons Learned • The best way to empower a community is to specifically ask them in which ways they would like support and have them participate in some way • Donations to other countries can be detrimental to their local economy

• Gain buy-in from youth about their education

• Education and knowledge are important factors when discussing solutions to large world problems and disparities

Connections

Advice

Field Placement: After returning from Tanzania, I had the opportunity to share my experiences with the psychiatric, nursing, and social work staff at the Adult Partial Hospitalization Program within the St. Joseph Mercy Health System. Through my presentation, I raised awareness about educational disparities in Tanzania and facilitated a dialogue of how this may relate to their work within the field of mental health.

SW 799 Social Entrepreneurship: While taking this course, we talked about the pros and cons of giving donations to underdeveloped countries. Pros could include performing a charitable act while cons could include stifling the country’s economic growth and development by providing donations.

Career: As a former educator, it was interesting to compare and contrast issues relating to education in America and Tanzania. I hope to one day work with an organization that provides global experiences to young adolescents in order to engage them with global issues and raise awareness within their respective communities.

• Make a strong effort to learn the native language of the country to which you plan to travel • Apply to as many funding sources as possible • Try to stay as busy as possible in order to combat homesickness while abroad • Identify and process one’s own privileges, biases, and/or prejudices before traveling

Acknowledgments I would like to thank the Office of Global Activities for financially supporting my dream of having a global studies experience, GIVE for guiding me through this experience, St. Joseph Mercy Health System’s Partial Hospitalization Program for their generous donations, family and friends for their enduring support, and the University of Michigan School of Social Work.

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

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The three organizations work with high-risk population and have similar

1) Total number of 15 participants. 4 program manag-

background. In 2003, in order to reduce crime rate and increase social

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are all front line social workers . those who have been worked for 10

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leader, 2 vice district office leaders. Other interviewees

male and 13 female . 13 of them have been worked in

been released by institutions.

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doing this job.

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th is area for nearly 10 years.

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Now the three organizations covers 13 districts and one county.

lege, when they got into this career and one of them

Pudong , Fengxian and Songjiang district established their own social

majored in Social Work. One interviewee was graduat-

work system. All three organizations share same structure as well as a

ed with a bachelor in Social Work. Most of the other

government department serve as their supervisor. They have program

participants were majored in Law related subjects.

managers working in the headquarter and social workers workings in district office in every district. At least one social worker will work in subdistrict. All three organizations got almost all their funds from government. The departments also provide resources and policy support.

Salaries of social workers are slightly different depends on which district the social workers in. According to the interviewees, the range of salary is about 6000. Social Workers in these organizations will be ranked by

!4) Except one interviewee that has only worked in this area for less than a year, all of the other interviewees have had the official certification of social worker.

5) All interviewees are Shanghai citizens. They are working in 8 different districts in Shanghai.

6) Participants were recruited using purposeful sampling except one (who recruited by snowball sampling) .

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All social workers interviewed had a point that they want to quit the career. Some

nization do not have the full freedom of how to use their funds.

common factors are showed as indicators of turnover:

The three organizations all require their employees to complete at least

1) Low pays: they are not quiet satisfied with their salary and those program managers

48 hours of training sessions. Some district offices require addition

believe the low pays is the crucial reasons of the turnover rate and difficulties of hiring.

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called NPI, their work focus on

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leave was to seek for higher professional growth.

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ployees.

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Fortalecimiento De La Autonomia De La Mujer Araceli Whitwam-Sell University of Michigan School of Social Work Placement/Project Information

Santiago, Chile • The city of Santiago, Chile’s capital, has an estimated population of 17 million. It is located in South America’s southwest coast, bordering the South Pacific Ocean as well as Argentina, Peru and Bolivia.

• Chile is one of the most socially conservative countries in Latin America. Divorce was illegal until 2005. The World Economics ranks it in 91st place on women’s equality issues. Disregard towards women’s issues is common. Abortion is outlawed in all circumstances, and crimes against women frequently go unaddressed.

• Michelle Bachelet, the country’s first female president, has increased the National Women’s Service (SERNAM) budget. Through SERNAM, domestic violence centers, located throughout Chile, known as La Casa de La Mujer, work to assist women experiencing interfamilial violence and link them to community resources.

My field experience was with El Centro de La Mujer de La Florida in Santiago, Chile. The organization’s mission is to provide support for women impacted by interfamilial violence. A staff comprised of attorneys, psychologists and social workers provide clients legal advocacy, support groups and counselling services. Additionally, they work towards eradicating violence perpetrated against women. In this manner they empower, mentor and provide services to participants with hope for a better future.

Classroom Connections SW 651: Planning for Organizational and Community Change This course affirmed the importance of participatory planning process with marginalized and oppressed groups (e.g., age, class, color, culture, ethnicity, family structure, gender identity and marital status).

The course readied me to: • Examine and understand my privileged identities.

• Continually question my motives to ensure they reflect the voice of those I serve.

Career Connections

Skills Utilized/Developed

Serving as the first global social work intern at El Centro de La Mujer de La Florida gave me the opportunity to work shoulder to shoulder with a staff willing to facilitate my learning and give me freedom to explore how I initiated and fostered relationships with service participants and the community.

From the global field placement, I increased my ability to: • Leverage the support of stakeholders

Outcomes

• Engage in multilingual, multicultural organizing efforts • Appropriately advocate for my clients

In the course of my sixteen-week global field placement, I had the opportunity to engage and collaborate with various professionals and service participants using multicultural and multilingual community organizing approaches.

My major accomplishments include: •Research on international best practices on increasing the autonomy of women of Latin America through the formation of self help groups.

•Developing and assisting with the implementation of the Graduate Service Participant self help group.

•Training service participants to participate in the newly created Community Mentor Program.

• Appropriately use assertiveness

Lessons Learned • The autonomy of community members must be respected and encouraged.

•

I am not the expert, but rather I am an ally.

• Cultures other than my own hold a different perspective towards life. Their perspective is not wrong. It is simply different from that of my own.

Acknowledgments Advice Do not berate yourself for feeling frustrated or overwhelmed. Instead, breathe deeply, reach out to your support network and take joy in the experience.

Thank you to the Office of Global Activities, and the Board of Governors for financially supporting my global field placement and El Centro de La Mujer de La Florida for providing an enriching learning experience.

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