Social work education and political conflict

Preparing students to address the needs of victims and survivors of the Troubles in Northern Ireland

Datos Bibliográficos

ID12605169
AutoresJim Campbell (0000-0002-2702-1122, Campbell Collaboration, autor de correspondencia), Joe Duffy (0000-0002-7460-7775, Moscow State University of Technologies and Management named after K.G. Razumovskiy, autor de correspondencia), Ciaran Traynor (Russian State Agrarian Correspondence University, autor de correspondencia), Stephen Coulter (0000-0002-0775-0870, Schlumberger (Ireland), autor de correspondencia), Isobel Reilly (Russian State Agrarian Correspondence University, autor de correspondencia), John Pinkerton (0000-0002-2276-818X, Russian State Agrarian Correspondence University, autor de correspondencia)
Año2012
Volumen16
Número4
Páginas506-520
Fecha de publicación2012-11-15
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaEuropean Journal of Social Work (JOURNAL)
Identificadores de la revistaISSN: 1369-1457 • E-ISSN: 1468-2664
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/13691457.2012.732929
OpenAlexW1972435749
IdiomaEN
Citas recibidas16
Referencias citadas25

This paper reports on the evaluation of a European PEACE III sponsored teaching and learning project that was designed to enable social work students to better understand the needs of victims and survivors of the conflict in Northern Ireland. The paper begins with an introduction to policy, practice and educational contexts before reviewing the literature on social work, conflict and trauma. It also summarises key, innovative pedagogical approaches used in the teaching, including the use of ground rules, teaching teams consisting of lecturer and service user dyads, learning exercises and case studies. The paper then explains the evaluation methodology. This involved two surveys which returned 144 student and 34 practice teacher questionnaires. The findings revealed that students were generally committed to this form of teaching and engagement with victims and survivors of the conflict, although some students reported that their attitudes towards this subject had were not changed. Some students also discussed how the conflict had affected their lives and the lives of families and friends; it is argued that such biographical details are crucial in developing new pedagogical approaches in this area. Practice teachers who supervised some of these students on placement reported general levels of satisfaction with preparedness to work with conflict related situations but were less convinced that organisations were so committed. The paper concludes with a discussion of the study limitations and a recommendation for more robust methods of teaching and evaluation in this area of social work education and practice

Criminology · Northern ireland · Pedagogy · Political science · Politics · Public relations · Sociology · Work (physics · Grief, Bereavement, and Mental Health · Law · Migration, Health and Trauma · Psychology · Social Work Education and Practice · Social Work