2016 Global Social Work Day Posters by University of Michigan School of Social Work

2 0 1 6 g l o b a l s o c i a l w o r k d a y p o s t e r s

Engaging Contemporary Social JusHce Themes with InternaHonal Community OrganizaHons Sherra Benne^ University of Michigan School of Social Work Amsterdam, The Netherlands and Berlin, Germany

I completed a Global Special Studies in coordina>on with a Global Course Connec>on: SW 710 Interna>onal Community Organiza>on. The course provided intensive place based experien>al learning, around compara>ve community work. In the course we examined the following: core concepts of community prac>ce, major models of compara>ve policy work, prac>cal steps for community-based work. .

Community Partners

AMSTERDAM, THE NETHERLANDS: u PIC (Pros?tu?on Informa?on Center) u P&G292 (Pros?tu?on and Health) u “Young In Prison” u ACM (Amsterdam Coordina?on Center for Human Traﬃcking) u Hotmamahot u Hague University of Applied Sciences u JSO Exper?se Center for Youth, Community and Educa?on

Community Partners

BERLIN, GERMANY u Gangway, E.V. u Ploetzensee, Juvenile Jus?ce Facility u Aufwind, E.V. u Paul Lobe School u Richard Keller School u Tempelhof Airﬁeld – Syrian Refugee Center u INVIA – Human Traﬃcking

Social Work Competencies Developed

This opportunity allowed me to gain addi>onal knowledge, skills and abili>es in a majority (if not all of the social work competencies). Competency 4: Diversity and Difference: Allowed me to diversify my skill set and understanding of cultural humility. Competency 10a: Engagement: This opportunity involved engaged pedagogy and it’s applica>on through ac>on-based learning. I was afforded opportuni>es to gain knowledge concerning specific marginalized groups from an interna>onal standpoint.

CAREER CONNECTIONS

My experience globally, has undoubtedly shaped my social work career. As a future social work prac>>oner, I plan to focus on management if human services and social policy and evalua>on. This opportunity has shiOed my mindset in a global way, that can’t be changed. I view the world and policy diﬀerent and realize the interconnected dynamics of our global society.

ADVICE

u Research history and current events u Be reﬂec>ve and introspec>ve u Iden>fy and check your privileges and bias u Have an open mind u Engage with an open heart u Be Flexible

Lesson Learned

There are so many lessons I learned, it’s really diﬃcult to put into words how transforma>ve my experience was.

u Society is global, there is no you versus us. u Think outside of American values and norms. u It’s important to be ﬂexible in community work. u Take on new experiences as a learner. u It’s okay and beneﬁcial to allow yourself to be transformed by the communi>es you engage with.

Acknowledgements:

University of Michigan – SSW Oﬃce of Global Ac>vi>es Dr. Larry Gant Chris>ane Gant Olad Allen

COMMUNITY EFFECTS OF WEAPONIZED RAPE IN DRC DRC CONFLICT

Acknowledgments Funding from OGA, International Institute, Office of Student Services, CEW. Faculty Advisor & PI: Dr. Beth Glover-Reed. The support of the Integrated Institute of Beni and Archip Lobo, Letitita Keviagh, Augustin Nobamuzi

How has mass sexual violence by combatants effected the community as a whole? How has it effected public health? How has it effected education? How has it effected social participation? MIXED METHODS Publicly Available Data used to compare two cities House hold surveys of two cities Publicly available data used in longitudinal comparisons 6 Focus groups

RESEARCH QUESTIONS

First Congo War

Congo’s post-Mobutu history is inextricably linked to its Eastern neghbors: Rwanda and Uganda. In the 1994 Rwandan genocide of the Tutsis, Hutupower groups like the Intrahamwe and Impuzamugambi massacred 800,000 Tutsis and Hutus promoting peace in 100 days. In response, the Tutsi-led Rwandan Patriotic Front, or RPF, overthrew the Rwandan Hutu government. During and after the genocide, an estimated 2 million refugees, mostly Hutu, poured over Rwanda’s western border into the Congo. The refugee camps became unofficial army bases for exiled Hutupower forces, terrorizing the local population with impunity until 1996. The Congolese Tutsis forced the Rwandans out of Congo, starting the First Congo War. In response, Laurent-Desire Kabila invaded Congo with the support of the Rwandan and Ugandan armies. In 1997 they marched into Kinshasa, the capitol, overthrew Mobutu’s government and re-named the country Democratic Republic of Congo.

Second Congo War

Eastern Congo continued to be an unstable war zone. Kabila turned on his former backers (Rwanda and Uganda) and allowed Hutu armies to regroup in eastern Congo. This resulted in a Rwandan/Ugandan joint invasion in 1998. The five-year conflict pitted Congolese government forces, supported by Angola, Namibia, and Zimbabwe, against rebels and soldiers backed by Uganda and Rwanda. In July 1999, the seven countries involved signed the Lusaka Peace Accord and 5,000 U.N. peacekeepers (the United Nations Mission in the Democratic Republic of Congo, or MONUC) were sent to monitor the situation. In January 2001, President Kabila was assassinated by his bodyguard, and his son, Joseph Kabila, took over. Joseph Kabila proved to be an adept negotiator and in 2002 completed successful peace deals that finally saw Rwanda’s and Uganda’s withdrawal from the Congo. In December 2002, Kabila negotiated a peace deal with internal rebel groups, promising them a power-sharing interim government. This deal became official when Kabila signed a transitional constitution in April 2003.

RESEARCH QUESTIONS

Rape as a Weapon In war, many see rape as the inevitable "spoils of war". However, this greatly differs from the sexual violence present in conflicts like Congo. Rape is used in conflicts as a weapon to terrorize villages and to starve out families (women won't go to the farms as they are often targeted for rape on the way). Orders come from the top of the military hierarchy. Research shows that rape serves to build camaraderie among soldiers, show force, and to punish villages if they support the opposition.

INITIAL FINDINGS & DISCUSSION

Preliminary analysis shows differences in social participation by adults and children in areas that have experienced mass sexual violence by combatants. The cultural shift that has taken place in the aftermath of mass sexual violence by combatants is marked by a lack of community closeness and commitment. Parents keep their children closer to home for a long amount of time. They do not reach out to extended family and friends as other communities do in times of need. They keep their fields close, doors locked, and show a distinct distrust of others. A major step towards healing could be to start to repair community bonds that once existed. The network of extended family members and community has long been a source of resilience in communities , particularly in rural , INDEPENDENT RESEARCH BYAfrica CHARLIE BRINK and can possibly be used to repair communities damaged by similar mass traumas.

Charlie Brink. University of Michigan School of Social Work.

Light and Leadership Initiative Sarah DeVizio & Janae Kinn University of Michigan School of Social Work Huaycán, Perú Huaycán is a developing community within the Lima region. The community of Huaycán was established in the 1980s after a series of terrorist attacks by the Shining Path. The government displaced a large number of survivors in an undeveloped, desert-like area of Lima that is now Huaycán (a name that means “Sliding Rocks,” as the city is built into a rocky, desert-like terrain that becomes dangerous for houses when it rains). The members of this community are challenged by poverty, gang violence, and lack strong education.

Huaywasi Huaywasi is an artisan’s program benefiting several local women in Huaycán. The program promotes fair wages, ethical production, and education. The women in the artisan program make enough money from Huaywasi products to support their families and have been able to leave their other artisan jobs that pay sweatshop wages.

Placement/Project Information Light and Leadership Initiative At the Light and Leadership Initiative, we worked within the youth program to provide a variety of classes for the children. Classes include English class, sports class, arts class, reading class, science class, math class, chess club, computer programming and more!

Agency/Community Partner Light and Leadership Initiative was founded by Lara DeVries in 2008 to serve the local community and provide educational opportunities. The Women’s Program offers computer, english, and spanish literacy classes, along with workshops in artisanship. Talented artisans are then invited to sell their products through LLI and earn far more than their previous jobs offered. Along with the women’s program, LLI offers a youth program to provide educational opportunities for the future of Huaycán.

The products are absolutely beautiful and incredibly well made! Website: www.Huaywasi.com Facebook: www.facebook.com/huaywasi

Outcomes The outcomes of LLI include better education for all participants, access to books and computers, experience coding and learning new languages, formation of one’s identity as a leader in the community, and fair wages for artisan workers. As volunteers, we were able to learn about different PODS topics by observing and interacting with the community. By talking with local community members, we were also able to learn about the Peruvian government and how community members are advocating for issues, such as women’s rights.

Skills Utilized/Developed In our work with LLI, we were able to engage in learning from a diverse and different culture. It was important for us to learn from the women and children as informants of the culture, the most effective practices and their particular needs. We were also able to develop our skills in promoting social justice, particularly educational equity. By listening to and learning from the women and children, we were able to collaborate on different ways to seek justice. Finally, by observing Lara and her work, we were able to reflect on different forms of engagement and developing work and outcomes.

Classroom Connections We both took Diversity and Social Justice in Social Work (SW504) and Interpersonal Practice with Individuals, Families, and Small Groups (SW521). Those courses helped to prepare us on practicing cultural humility as well as developing active listening skills. The empathy and critical thinking skills we gained in those courses were useful tools in our work in Huaycán.

Lessons Learned Sarah: My time in Peru taught me the true importance of connecting with communities and building genuine relationships. The language barrier was difficult, but it forced us to find creative ways to connect and laugh together. Janae: This experience taught me how important it is to find ways to motivate and empower community members when facilitating change. When participants are invested in something they love, it makes change so much easier.

Career Connections Sarah: Moving forward in my career, I will always be able to look back on the unique experience I had in Peru. I plan to work in the education system in the United States and I look forward to using the analytical skills I gained in Peru for my work here. Janae: This experience has taught me the value of understanding grassroots movements, community empowerment programs, and diverse cultures. As an IP student, this knowledge will inform my practices and empathetic interactions with those in the communities I serve.

Advice Sarah: Keep an open mind and an optimistic outlook! Seeing the world will enrich your work tenfold. Janae: Going outside of your comfort zone helps you grow as an individual, community member, and professional. Take advantage of as many opportunities as you are able!

Acknowledgments We would both like to thank the Office of Global Activities, the University of Michigan, and LLI! Also special thanks to our families and friends, Dr. Yoshihama, and Dr. Cordova.

Roslin Orphanage Aayat Ali University of Michigan School of Social Work

Kupang, Indonesia Indonesia is a culturally and religiously rich country. I spent nearly a month in Indonesia where I visited Jakarta, Kupang, and Bali. The area I spent most of my time in was Kupang which was where the orphanage was located. Kupang is in the same island of East Timor which had declared independence from the Indonesian government in 1975.

Background Roslin has been around for close to 20 years. A family owns and operates the orphanage. It all began when the family saw the desperate need of the people of West Timor after the war with East Timor. The island has one of the harshest climate, making it harder to grow crops, but not impossible. The orphanage works hard to maintain its farm to maintain their sustainability.

Social Work Competencies' Looking at the social work competencies', I feel that I have strengthened the following: - Responding to organizational context - Understanding human behavior and social environment - Intervention in families, groups, communities, and organizations

Classroom Connections Roslin Orphanage My original intent in doing my global special studies at Roslin Orphanage was to look at the children’s hygiene, but while I was there my research interest shifted to take a deeper look at corporal punishment as a form of discipline. I also am interested in the ways orphanages function holistically.

Project Information While I was at Roslin I assisted with showering and dressing the open wounds the children had from a parasite that grows on their skin. This parasite is transferred from stray dogs in the area.

Courses that helped me the most while abroad: SW 648, Global Social Work Practice SW 512, Macro Practice Skills Lab SW 683: Evaluation in Social Work SW 521: Intro to Interpersonal Practice

Outcomes

Career Connections

My deliverable will include a literature review of the function of orphanages in southeast Asia, parenting within the culture, and discipline methods.

Lessons Learned I have learned how to navigate tough situations in different cultural settings. The experience has taught me how to practice more cultural humility.

I learned about Indonesia’s different forms of governance in major areas like Jakarta. My studies in urban planning helped me think about the regulations and zoning laws in the US and abroad. While on the trip I was able to practice my interpersonal skills on children and families.

I will be using my experience to inform my interactions with families and youth in my areas of interest in the U.S. For example, I am interested in immigration and prison reform policy. I can see myself using the skills I learned on this trip to manage relationships and understand cultures more.

Advice My advice to future global special studies students is to do a lot of research before going to the country. It is important to make a good first impression, and learning about the people, culture, and religions before going mean a lot.

Acknowledgments •Thank you to the Alumni Board of Governors for awarding me the scholarship to make this opportunity possible. Thank you to the Office of Global Activities as well. •Family and friends that served as great support systems while abroad.

Mental Health Perspectives in Colombia Bailey Andersen University of Michigan School of Social Work

Project Bogotá, Colombia

I tagged along with my friend, who is a professor at a local University, (Universidad Central) to her English classes. I asked students their opinions on depression, anxiety, stigma in Colombia and how they would access help if they needed it.

Bogotá is the capital of Colombia. Just under 10 million people call Bogota home. Bogotá is also home to the world’s largest bus rapid transit system, TransMilenio. 12 bus lines and 131 stations cover over 70 miles and carry millions of people a day. A metropolitan city, Bogotá has 114 universities, 58 museums, 62 art galleries, 33 library networks, 45 stage theatres, 75 sports and attraction parks, and over 150 national monuments.

For students with lower level of English, I had one on one conversations in Spanish. I conducted conversation groups with students who were fluent in English. I also participated in an extensive interview during a private English lesson with a government psychologist who provides mental health assessment and treatment to victims of the conflict. Every person I spoke to provided unique feedback on their perspectives about how mental health works and how it looks in Colombia.

Why Bogotá? I lived in Colombia for a year and the minute I left, was eager to return. There are many lessons to be learned from Colombians on resilience, community and innovation. As they come to a conclusion in a historic peace deal, I jumped at the opportunity to ask Rolos (people who live in Bogotá) what they thought about mental health and how it relates to the conflict.

Lesson Learned After talking to many students, my main takeaway is there is no one Colombian perspective on mental health. LIke here in the United States, there are people who know a lot about depression, who experience anxiety, who have family members living with a severe mental health concern and all of that and more informs their approach to and perspectives on mental health.

Reparations Law of 1448 This law established the 5 categories that needed to be addressed during the peace process. One of the categories is “Rehabilitation” which is broken down to the physical, mental and psychosocial. As a result, teams of psychologists and social workers travel around the country meeting with people and communities to provide treatment.

Acknowledgments I would like to thank the students and administration of Universidad Central for letting me listen, my friend Shannon Mckinney and her girlfriend Keila Castillo Romero for hosting me, Deborah Manrique for walking me through the peace process, and my old friends at Colegio Colsubsidio Chicalá for welcoming me with open arms once more.

What I Heard The students I spoke with expressed a wide variety of opinions on mental health: “Colombian culture is so happy and expressive, so there is a taboo here to admit that you don’t always feel so happy.” “Anxiety didn’t exist as a word or concept until the pharmaceutical companies created a financial incentive to diagnosis it.” “Soccer here in Colombia is a way for us to cope. Alcohol helps us forget.” “The lifestyle here in Bogotá is go, go, go. We don’t have time for depression.”

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

Best Hope Learning Center Nicolette Azzaretti, MSW University of Michigan School of Social Work

GLOBAL ORGANZATION LOCATION: MOSHI, TANZANIA • Tanzania is situated on the east coast of Africa along the Indian Ocean, with lands that stretch to the second largest fresh water lake in the world, Lake Victoria, and the world’s tallest free standing mountain, Mt. Kilimanjaro at 19,341 ft. • Total population in 2015: 53,470,000 • Home to extravagant wildlife and cultural diversity, offering cultural immersion, exploration, and adventure. • Life Expectancy: 60 (Males) / 64 (females) • More than half of the total population still live on less than $1.25 dollars a day • Moshi is a town just at the foot of Mt. Kilimanjaro with a population of about 200,000 with most people residing in and around the community belonging to mainly the Maasai and Chagga tribes. • Languages: Swahili, English, and many tribal languages

“Traveling: it leaves you speechless, then turns you into a storyteller.” - Ibn Battuta

Acknowledgements Thank you to the Office of Global Activities and the Coleman Fund for your financial support to make this amazing experience possible! Also, thank you to my Moshi family and friends for welcoming me into your lives.

My global field experience was with an organization called Cross-Cultural Solutions (CCS) in Moshi, Tanzania. CCS’s mission is to operate volunteer programs around the world in partnership with sustainable community initiatives, bringing people together to work side-by-side while sharing perspectives and fostering cultural understanding. Volunteers are able to make a difference by offering attention and support to students who have few opportunities for special one-on-one connections. Primary Placement: Best Hope Learning Center • Provides nursery school education including reading, writing, counting, songs, and other activities for around 30 children ranging from ages 3 to 6. Typical CCS volunteer activities: • Teach English and basic mathematic skills (counting, addition, subtraction) • Teach sports, games, songs, and arts and crafts. • Assess the development and the progress of the students by helping to create testing procedures and standards. • Work with the teacher to develop pre-school activities and materials to use throughout the year * Aside from voluntary placement, I had the opportunity to learn about Tanzanian culture and history, learn Swahili, cook traditional dishes, and engage in weekend excursions including a safari, visit to the hot spring, and a day hike on the mountain.

CONNECTIONS •  Classroom Connection: I learned about the interaction between environmental risk factors, protective factors, and developmental factors while working with children and how those factors impact their lives. •  Career Connections: Developed an awareness of cultural sensitivity by immersing myself into Tanzanian culture and challenging my privilege and identity. In addition, I gained practical experience in a global setting through working internationally with local organizations that can be transferred into my career as a social worker.

SKILLS DEVELOPED •  •  •  •

Increased flexibility in unpredictable situations Increased ability in verbal and nonverbal communication Learned Swahili language basics Increased self-awareness

ADVICE •  •  •  •

Embrace the unknown Learn to laugh at yourself Go in with an open mind Explore the surrounding community and build relationships with community members •  And just like the Lion King…”Hakuna Matata” *Any further questions, please feel free to email me at azzaretn@umich.edu

¡Pura Vida! ¡Tuanis! ¡Mae! Peace Corps Costa Rica | Youth Development Volunteer Lauren Birks University of Michigan School of Social Work Why Peace Corps?

Classroom Connections

Career Connections

Copal, Costa Rica

My Global Social Work class helped me think of my identify as a Black American female preparing to represent and serve for The United States abroad. This class tied with my interpersonal practice classes, especially Afrocentric Approach to Interpersonal Practice, helped me think about the importance of cultural context when interacting with Ticos. This was invaluable when youth or adults confided in me. Lastly, Adventure-Based Social Work taught me the importance of being intentional, present, and creative when working with youth.

Peace Corps reaffirmed I want to pursue school social work. School social work allows me to advocate for my biggest passions, a youth’s education and mental health. Personally I’ve always enjoyed art and Peace Corps inspired me to incorporate it in my work with youth to help develop selfesteem, ownership, creativity, and more.

Costa Rica has a population of approximately 4.8 million. Copal is a small quaint rural town with a population of about 600. Copal is located in the “armpit” of the Nicoya Peninsula in the province of Guanacaste.

Youth of Costa Rica While known as a top tourist destination there are many rural and underdeveloped parts of Costa Rica. For the last 20 years, Costa Rica’s poverty rate has been around 20%. Around 9% of the rural population does not have access to clean drinking water and plumbing (CIA World Factbook, 2015).

For years Costa Rica’s literacy rate has been above 90%. However, in 2011 the graduation rate was only 46%, 41% of youth live in homes with parents who did study past elementary school and 60% live within that 20% of poverty or close to it (State of the Nation, 2012).

My Purpose Primarily I supported Copal in providing positive recreational and art activities for the youth. Some projects included summer day camps, painting a world map mural, Zumba community class, and integrating art into elementary teacher’s primary lessons. I also collaborated with teachers to help develop youth’s life-skills (goal setting, leadership, communication, etc,). With two high school teachers we implemented workshops for the 11th and 12th graders to create their resumes and attend a job fair. Secondary projects, included supporting the English teachers in the classroom and tutoring students for tests, spelling bee, and impromptu speech competition

Utilized & Developed Skills

Words of Insight Some advice my group mates and I gave the next group: •Always celebrate your small successes! Be humble, enjoy, and be yourself! •Breathe and reach out for support because you are your biggest advocate. •Find comfort in the discomfort and embrace your two years learning about yourself and community, it goes by fast.

Muchísimas Gracias Thank you to:

Lessons Learned The unofficial Peace Corps saying is, “It’s the toughest job you’ll ever love” and it’s SO true! Having so many hopes and goals for your community can be very frustrating and disappointing when projects are not going well or happening at all. But through all of this I learned my service was not about the projects, but rather the priceless relationships. A project was or was not going to happen for various reasons. Me simply being present and becoming part of the community is what created the most sustainable change.

•The University of Michigan School of Social Work and Peace Corps for changing a dream to reality. It’s been an honor to be part of the Master’s International Program. •The Office of Global Activities, especially Katie Lopez for consistently supporting me. •SEMI RPCV for funding Painting with a Purpose Project. •My family, friends, fellow volunteers, and PCCR staff for supporting me through this journey. •My community, especially my host family for taking me in with open arms!

Motivation for Attending To make Global Connections To hear others present on their research and learn about their effective methods Learn about South Korean Social Welfare systems Connect with researchers doing similar research Conference Topics Aging Child Welfare Labor Migration and Wefare Policy Community Development IPV International Social Work Poverty Migration

Acknowledgments

TO OGA for the opportunity to make these connections and learn about International Social Work

JOINT WORLD CONFERENCE ON SOCIAL WORK IN SEOUL 2016 Charlie Brink University of Michigan

What I Learned

Skills Developed:

Global Networking -Research Methods -Understanding of Intimate Partner Violence -Exposure to the Breadth of International Social work -

Favorite Sessions Sex Trafficking in Turkey: A Critical Examination of the Problem, Melih Sever, Hacettepe University, Turkey Refugees’ Agency: Social Policy and Feminist Contexts and Issues in Social Work Practice, Marleny M. Bonnycastle and Colin R. Bonnycastle, University of Manitoba, Canada No Solid Ground: Negotiating Power Politics as a White, Western Social Worker Working in an nternational Development Context, Alison Birchall, Women United Together Marshall Islands, Marshall Is Hidden Victims: Developing Social Work Responses to Victims of Human Trafficking, Gloria Kirwan and Robin Hanan1 and Robin Hanan2, Trinity College Dublin, the University of Dublin, Ireland, 2 European Anti Poverty Network, Ireland

The conference was an opportunity to network with other globally minded social workers. I was also able to discuss my ongoing research in Democratic Republic of Congo on the Community Effects of Weaponized Violnce. Going to sessions and discussing methods with other researchers was helpful in formulating my own research methodlogy and isntruments.

India | Volunteer Travel Adventure Arlene Angeline Chandra  University of Michigan, School of Social Work  arleneac@umich.edu

North India

Placement & Project

Skills Utilized & Developed

Lessons Learned

As stated online by GoEco.org India is the seventh largest

Kamal Loachan Society offered opportunities to work with

1. Speaking India’s national language is a skill that was both

1. Our privilege can be paralyzing in understanding a

country in the world and home to more than a billion

street children. The main focus was to provide love and

utilized and developed. The Hindi dialect is different across

community’s culture. We might feel that a community is

people. It beautifully blends the past and the present

care for the children while engaging in informal education,

continents, states, an even communities.

poverty-stricken accordingly to the luxuries afforded in

together which can be seen in its rich culture, multiple

homework help, and playing fun, recreational, and

2. A developing country offers the opportunity to practice

western society, when in actuality the community is thriving

religions, and magnificent architecture. The landscape is

therapeutic games, including drawing and coloring.

patience, flexibility, an adaptability.

in tradition.

quite diverse, ranging from the snow-capped Himalayan

3. Having and holding an empathetic heart, intellectually,

2. What may be viewed as patriarchy, may actually be love

Mountains to jungles and beaches.

culturally, an emotionally.

and protection.

The Experience

Agency & Community Partner

Classroom Connections

Advice

I took a 7,386 mile journey from Ann Arbor, Michigan to

As stated online by GoEco.org the organization has

All of the coursework offered through University of

1. Accept an appreciate cultural shock, even if you share

New Delhi, India to learn, grow, an experience a world

established dozens of ecological and humanitarian

Michigan’s Masters in Social Work program were applicable

the same identity as the people you are serving. All around

unfamiliar to me — only to be impacted so immensely by

programs in cooperation with organizations globally. The

and relevant for this global special studies experience. In

the world culture is honored, celebrated, and practiced in

the children I encountered at Kamal Loachan Society; for

target audience is ecologically concerned, adventurous

particular, SW 504, Diversity and Social Justice in Social

their own unique ways. Immerse yourself, an embrace the

their hearts are so pure, full of joy, love, laughter,

travelers, who want to explore a region first-hand while

Work and SW 730, Child Maltreatment reminds us the power

journey, because it will be beautiful.

compassion, and generosity. Together, we learned English,

getting to know the local people, customs an eco-system

of privilege. In that, social workers should leave their

2. Learn the country’s etiquette. What may be acceptable

mathematics, general health care, played games, and

through a vetted an organized volunteer program. The

agendas behind and reserve judgement. Most importantly,

in your homeland may not be welcomed abroad.

painted rooms, while honoring an upholding cultural

partnering agency for this experience was an international

we should not act without being asked, because sometimes

humility. I am forever grateful and blessed for this

volunteer placement match organization entitled,

what we pity may be of great cultural pride.

experience.

Volunteering Solutions.

Date Stamp

Outcomes

Career Connections

Acknowledgments

This poster was created for the Fall 2016 Global Social Work

This experience offered cultural reflections an

I have chosen to dedicate my life to assisting the most

Many thanks to the Office of Global Activities for financially

Poster Session.

acknowledgements for social work practices within a

economically and socially disadvantaged groups in our

supporting my global special studies experience. Special

developing country. The children were offered a balance of

society — abused and neglected children. The children I

thanks to GoEco, Volunteering Solutions, along with the

educational and recreational support and services.

encountered touched my life in more ways than one. For

founders of Kamal Loachan Society and the children being

Together, a bond was formed, instilled with both respect

this reason, I am writing and dedicating a children’s book

served. Their support, guidance, an assistance blessed me

and regard.

called, Family is Friendship, to the children at Kamal

with the experience of a lifetime.

Loachan Society in which all of the proceeds will be donated back to the children I served.

EVALUATION CAPACITY-BUILDING FOR A ‘MIGRANT CHILDREN-FOCUSED’ SERVICE

Picture/ Agency Logo

Cherylene Aw & Pei Ni, Ong University of Michigan School of Social Work CONTEXT: XI’AN CITY, 西安 (SHAANXI PROVINCE, CHINA) With rapid industrialization in mainland China, the phenomenon of rural-urban migration has created a population of disenfranchised migrant workers and their families. A 2011 census conducted of Shaanxi province reported a migrant population of 6 million and these numbers have been on the rise. Of these, 15% are constituted by children/youth aged 14 years and below whose overall welfare, social and educational development have been compromised. This is largely due to their exclusion from the ‘Hukou’ (户口） system, a household registration system establishing local residency that affects access to social welfare benefits.

COMMUNITY CONNECTIONS Our primary project partner was the Shaanxi Xiaoci Social Development Center, affiliated to the Catholic Social Services of Xi’an diocese. Acknowledging the service gap, the centre established two migrant children service stations within the ‘urban villages’ of Yu Hua Zhai and Shajincun where a high concentration of migrant families reside.

PROJECT OVERVIEW 3 years since the inception of the first migrant children service station in Yu Hua Zhai, the program staff (our “client” for this project) were keen to measure the impact and effectiveness of the program but had limited knowledge in the domain of evaluation. As such, the project focused on building evaluation capacity using a collaborative approach rather than on executing an outcome evaluation.

OUTCOMES •

Assessed evaluation needs and provided some resources to enhance their evaluation capacity

•

Introduced the concept of logic-modeling and collaboratively developed a logic model detailing the program’s input, activities, output and outcome measures.

•

Assisted client with coming up with basic outcome measurement tools.

•

Interviewed program staff on perceived barriers, challenges and strengths.

•

Interviewed parents of service beneficiaries for feedback on their help experience / level of satisfaction.

•

Provided inputs for their program design and operationalization.

SKILLS UTILIZED/DEVELOPED

LESSONS LEARNED

• Application of the concept of cultural humility, hearing the help experiences from the children and families affiliated this project without imposing our personal and professional assumptions and values. • Engagement of client and assessment of their needs and resources, as a precursor to collaborative evaluation and evaluation capacity building of our client.

CLASSROOM CONNECTIONS SW 504: Diversity and Social Justice in Social Work This class had helped us to be aware of our social identities and the connections to power, privilege and oppression. These concepts have helped to prepare us to be mindful of the professional privileges that we brought to this global setting. SW 683: Evaluation in Social Work The knowledge and skills associated with developing evaluation designs were applied while selecting the model of evaluation. The program’s theory of change was also discussed and a logic model was created.

ACKNOWLEDGMENTS

From this global special studies experience, we learnt about the importance of integrating theories with practice settings’ considerations such as organizational mission, existing strengths and work attitudes of our project partner and their staff. As we learnt about the role and development of social work in China, we began to appreciate the history and establishment of social work in the US and our home country, Singapore. The rich knowledge base and experiences accumulated through the years such as evidence-based practices and innovations can also be translated to other vulnerable populations across the world.

ADVICE Rapport building with clients actually begins BEFORE the trip! It would be useful ( where possible) to kick-start communication in the form of video calls, email correspondences etc. to build a working relationship. Doing adequate homework on the partner organization ( through conversations, annual reports etc.) and country would also be helpful in understanding their work amidst the unique features of their social context. Be ready to FLEX and be flexible in coming out with contingency plans as there will be many “unknowns” while working in a foreign setting.

Thank you to the Office of Global Activities and the Alumni Board of Governors Award for rendering the financial support and Professor Jorge Delva for his guidance in this global special studies project. We also greatly appreciate our project partner, Catholic Social Services of Xi’an diocese for their openness and acceptance of our input and recommendations.

This poster was created for the Fall 2016 Global Social Work Poster Fair

UNITED HANDS- A Look at Educational Opportunities for Youth with Disabilities in Cusco, Peru Emma Crosby University of Michigan School of Social Work Strengths

Weaknesses

Is the only school in Cusco that has successfully helped students gain employment The only program in Cusco that allows for students with disabilities to be placed in public schools to learn with typically-developing peers Provides access to educational, functional, and vocational skills trainings for youth with disabilities Offers workshops to educate community members and combat myths and stereotypes Offers affordable education by accepting payments on sliding scale

Peru • Location: western coast of South America • Population: > 30 million people • Official language: Spanish • Quechua and Aymara are common aboriginal languages spoken • Over 40 languages are spoken in the Peruvian Amazon • “In Peru, 70% of the population does not know what mental health means” and only ¼ of the people who need mental health care get attention (Fraser, 2007) •A national mental health plan was initiated in 2006 that called for mental health to be seen as a fundamental right and called for universal access to community –based mental-health care (Fraser, 2007)

Lack of specialized trainings required to provide safe, quality education and care Lack of communication between teachers and agency leaders regarding volunteer roles and responsibilities Lack of training for volunteers, visitors, and educators from other countries to enhance practices that are culturally competent and reflect cultural humility Challenges in integrating evidence-based practices with cultural differences Funding sources and volunteer program aren’t sustainable

SWOT Opportunities In 2015, the Ministry of Health implemented new policies to support youth with disabilities to make them more of a priority Peru maintains an inclusion policy for youth with disabilities Enrollment for youth with disabilities into specialized schools has increased in recent years

Cusco • Located in southeastern Peru in the Andes mountains • Cusco was the capital and geographic center of the Incan empire • Cusco means “navel of the world” in Quechuan, the language of the people native to the Andes • Population of about 427,218. Elevation of 3,400 meters (11,200 ft)

Threats Myths and stereotypes held by Peruvians about people with disabilities Peru does not offer degrees for teachers to specialize or become trained in special education Only half of children with disabilities are enrolled in schools Facilities and education personnel are not equipped, prepared, or trained to work with children with disabilities

“I got to know each child little by little. I learned that it is important to know how to work with each child. Some kids need more care, love, and patience than others” Fabiola- lead teacher with Pharawispa program

Project Description • Global special studies incorporated with SW 683 evaluation course • Volunteered at and carried out evaluations tasks with agency called Manos Unidas • Tasks included: • Key informant interviews with agency leaders and staff • Assisted in conducting focus group to evaluate effectiveness of agency • Participated in meetings to evaluate and improve upon effectiveness of volunteer program • Conducted observational studies of school and programs • Assisted teachers in the classroom setting with a functional skills group for youth with intellectual disabilities between the ages of 18- 25

Lessons Learned • •

Importance of introducing practices that have been found to be evidence-based in the United States into global communities in a way that is culturally sensitive and appropriate That building relationships and getting to know people, who they are, and their stories are key to development work

Acknowledgements

Advice •

• Approach situations with a mindset of curiosity and willingness to learn Be open to trying new things. Put yourself out there, even thought it may not be easy

Thank you to the University of Michigan School of Social Work for making this opportunity possible. A special thanks to Mary Ruffolo and Katie Lopez for their support and encouragement throughout this process. References Fraser, B. (2007). Earthquake highlights mental-health issues in Peru. The Lancet, 370, 815-816. Retrieved from http://www.sciencedirect.com.proxy.lib.umich.edu/science/article/pii/S0140673607613968

Synthesizing Experiences from the Joint World Conference On Social Work And Social Development John Doering-White University of Michigan School of Social Work

The Joint World Conference on Social Work and Social Development brought together researchers and practitioners from across the globe and from a broad array of backgrounds to share research and practice experience at the COEX Conference Center in Seoul, South Korea. In addition to learning through three days of panels, symposia, and workshops, I also had the opportunity to begin learning about various social and political contexts around Seoul, South Korea through visits to cultural sites, becoming strategically lost in Seoul’s urban spaces, and a tour of the Demilitarized Zone separating North and South Korea. In this poster, I highlight how conference presentations I attended and my tour of the DMZ intersect with my own dissertation research, which focuses on the politics of humanitarianism surrounding migrant shelters that assist Central Americans migrating undocumented through Mexico.

A common activity for visitors to Seoul is a day-trip to the Demilitarized Zone (DMZ), a strip of land 4km wide separating South and North Korea that runs along the 38th parallel. This image shows a row of binoculars that, for a small fee, give tourists a better look into North Korea. On a clear day, tourists can see a Hyundai car factory that is currently closed. Hyundai’s founder, who escaped from North Korea as a boy, opened the factory to take advantage of cheap labor in North Korea while utilizing a humanitarian discourse of helping otherwise under-resourced North Korean citizens.

These are two images I have taken during while conducting my dissertation fieldwork in and around migrant shelters that assist Central Americans migrating undocumented through Mexico. Since 2014, with pressure from the United States government, Mexican immigration officials and privately-contracted security firms have stepped up efforts to keep migrants off of the network of freight rails that many have used as a last resort form of transportation through Mexico. These two images are taken just outside of a shelter in Central Mexico where the railway company has installed concrete posts to prevent migrants from boarding the train. The man wearing headphones in the photo on the right had been shot in the chest by railway guards two months prior and was waiting out an application for a Humanitarian Visa, a relatively new visa category providing a path for those migrating undocumented who are victims of a “grave” offense to regularize their migration status.

These two images were displayed by Abye Tasse, Advisor to the Ministry of National Education and Research, United Island of Comoro (an archipelago north-west of Madagascar off the eastern coast of Mozambique) during his Plenary presentation titled “Waves Against the Wall? International Migration and Social Work.” Dr. Tasse highlighted the need for Social Workers across the globe to address the expansion of inhumane immigration enforcement practices by governments globally. In the top image, refugees leap into the Mediterranean sea as an overloaded boat begins to sink. The bottom image shows migrants straddling the border wall in the Spanish enclave of Melilla on the coast of Morocco while golfers tee off on an otherwise pristine golf course in the foreground.

During her plenary speech entitled “Politics, Democracy, and Social Work in Latin America,” Professor Silvana Martinez of the National University of Misiones discussed the relationship between “internal and external colonialisms” emerging from a market-based neoliberal paradigm that sets marginalized populations across the globe against each other. Dr. Martinez argued that social workers must take a politically active role in processes of emancipation that emerge dialectically from processes of domination. Considering dynamics of internal and external colonialisms is helpful for relating the three examples of walling I have included in this poster. The situation in Morocco is a clear example of external colonialism where the global north and the global south touch geographically. The DMZ and the situation along Mexico’s freight railways represent more complicated internal colonialisms. As Social Workers, how can we respond to situations in which Mexican citizens working as railway security guards, who may themselves have migrated undocumented to the United States, are pitted against Central American migrants transiting through the country? Is opening a factory in North Korea an act of humanitarianism or does it foment competition between North and South Korean workers? How can we address internal colonialisms?

Acknowledgments Travel funds were provided by the Office of Global Activities at the University of Michigan School of Social Work

Global Approaches to Human Technology Services! Mathilde Finnegan-Kennel University of Michigan School of Social Work

swsd The Joint World Conference on Social Work, Education, and Social Development is a biyearly conference which brings together social welfare practitioners in theme of improving global human rights. The 2016 conference was hosted in Seoul, South Korea from June 27 to June 30, with the conference theme “Promoting the Dignity and Worth of People”.

information science + potential apps My primary area of interest is the application of technology to social work. I believe that social work is in a unique position to create, and shape, the future of human service-oriented technology. A number of panels at this year’s SWSD presented a future in which technology is utilized to better social welfare services and solve problems we wrestle with today. As a dual degree Information Science/ Social Work student, I draw inspiration from the four examples presented here, and hope to help further both fields in my professional practice.

philip gillingham – new zealand

jenny simpson – united kingdom

New Zealand’s Child Protection Services have been turning to big data analytics to transform its welfare system. The Predictive Risk Model looks from historical predictors of maltreatment - namely, poverty - and identifies children who may be at risk. The PRM offers the potential to help children before they are hurt, and to offer families in risk preventative services.

Increasingly, clients are asking social workers to connect with them in ways which stretch the boundaries of the traditional client-worker relationship. As smartphones and social media supplant traditional methods of communication, clients feel as though telephone calls and letters make their workers seem distant and cold. They often express that they feel closer to the front desk worker at an agency than their actual worker.

However, at this time PRM has very low predictive ability. Historical data comes from “substantiated cases”, and does not take into account children whose maltreatment was never reported. Furthermore, by focusing mainly on poverty as the primary covariate for maltreatment, the tool ultimately ends up identifying families in poverty - valuable data, but not the aim of the model. PRM is possible with better data and more nuanced indicators, but at this time cannot be the primary way of determining maltreatment in children.

Moving to smartphone-based communication changes the nature of the client-worker relationship, making it much more immediate and personal. Moving from “the static to the virtual’ requires that we completely rethink our ethical boundaries and contact with clients. The question is, if clients feel as though they cannot organically connect with workers without these tools, how can we stretch to meet their needs and maintain our professional identities?

eunyoung lee – canada

lap man wan – hong kong

Dementia caregivers often have low support and high stress. While many hospitals offer support groups, it can be difficult for primary caregivers to find the time or transportation to attend. Technologybased support groups often offer solutions for caregivers who cannot attend in-person meetings. They cost much less than in-person groups to run, and have much greater flexibility in terms of time and location of attendance. They have a positive impact on reducing stress among caregivers. There are still problems associated with technology-based support groups, including attrition and information literacy among elderly caregivers. However, success rates seem to indicate that this model is a useful alternative to in-person therapy groups. Further research is needed to see if they can be replicated in other groupbased therapies.

Social workers are tackling drug problems in Hong Kong youth by going to where their client are - the internet. Youth now take drugs in private homes rather than on the street, making them much less accessible to workers. Furthermore, both they and their parents are not willing to seek formal help and therapy until the problem is severe. A group of social workers created an app meant to target youth in private spaces. The app lets them seek out help without having to enter an agency or talk face-to-face with a worker. Acting as a ‘kiosk’, students can see symptoms of drug addiction and effects of drug abuse, find local drug therapists, take self-administered risk assessments, and learn about helpful drug prevention activities. The majority of workers surveyed said that the app would prove helpful in providing youth with information about risks and treatments. However, few data have been collected on how youth interact with the app - this must be determined before its effectiveness can be established.

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

Peace-building & Cross-Cultural Connections D’Arcy Hearn University of Michigan School of Social Work

Location: Belfast, Northern Ireland Belfast is the capital and largest city of Northern Ireland, which is part of the United Kingdom. It is a vibrant city with a complex, interesting history and welcoming and resilient people. It has come a long way since “the Troubles” that began in the 1960s, when there was widespread violence between those who wanted to remain part of the United Kingdom (often Protestant) and the oppressed minority who wanted a united Ireland (often Catholic). The peace process in the 1990s halted most of the violence, but there is still a tension in the city that you can see and feel. I examined socially just community organizing that builds relationships, understanding, and peace through youth empowerment in a city where historical trauma, oppression, and violence have led to cultural segregation. As an Irish American, I felt personally connected to this project and had to push myself to see beyond my own biases. This meant trying to see beyond the oppression of the Irish (Catholics) and understand that the violence impacted Loyalists (Protestants) as well.

Project My project focused on: 1) Peace building through youth empowerment, specifically ways in which community organizations build peace and understanding without alienating one group, insulting cultural values, or forgetting the damage that has been done. 2) Using knowledge of historical trauma to guide community work and youth development. 3) Cross-cultural connections between the Irish and American Indians through experiences of cultural trauma, oppression, and resistance. My project was conducted through informal interviews with community members and community organizations, observations, and research.

Outcomes Historical trauma and cultural oppression do not simply disappear with the passage of time. There are still paramilitary groups in existence that target young men and boys for recruitment, and evidence of this is seen through some of the murals done by extremists. The legacy of violence in Northern Ireland includes cultural segregation, with an actual wall dividing Protestants and Catholics in working class neighborhoods. Some community members are ready to move on, while others still feel oppressed and/or angry. Intergenerational trauma may contribute to the current high suicide rates among young men in Northern Ireland. The culture of silence in Northern Ireland, however, is changing. Some strategies communities are using include: community gardens where men can talk while they work, incorporating youth voice and empowering youth/young adult voice through political power, storytelling and sharing cross-community, challenging individual and community versions of history, critical consciousness raising, intra-community and intercommunity dialogue, education, murals and other public art.

Belfast City Council, Corrymeela, Donegal Adventure Centre, Institute of Study Abroad Ireland, Sinn Fein

 Start planning early, but be flexible with your plans; they will change over time.  Don’t be afraid to reach out to even the most tenuous of connections–you’d be surprised by how nice/helpful people can be!  Explore the city by yourself on foot if you can & talk to people you encounter; this was often how I stumbled upon some of the best experiences.  Be respectful in how you enter & exit the community, your interactions with individuals, & what you do with the stories you collect.  Acknowledge limitations you will have due to the short amount of time. It was frustrating to have people reach out when I was back in the U.S., willing to meet with me, but unless they were willing to talk on Skype, I had to leave their valuable perspective out of the project.  Be transparent about your biases, your purpose in the project, & what you can or cannot contribute in the short amount of time you are there.  It takes time to build connections. Do the best you can with the time and resources you have. Be sure to follow up with those who helped along the way with thank you notes and sharing your final project.

Some of the many connections I found between Irish and American Indians included: fighting the “get over it” mentality & educating people on the effects of colonization, encountering false versions of history in school or in the general public, a culture of silence, coping with humor, re-connecting youth to culture through language, history, music, dance, and other traditions, resistance and resilience. Other countries can learn from the legacy of violence in Northern Ireland and the ways in which cities like Belfast work to create peace. When people do not have a voice, the last resort is often violence. Social workers have a vital role in recognizing and calling out oppression, fighting for equality, uplifting oppressed voices, and empowering communities. I will tell my own story of what I learned through a Digital Story, creative writing pieces, and a reflective paper. This story will be shared with classmates, former co-workers at the Office of Student Conflict Resolution, and co-workers and community members at my field placement in Detroit, American Indian Health and Family Services.

Classroom & Career Connections As a Detroit-Community Based Initiative Scholar, I strive to be careful of the narratives I encounter and may perpetuate regarding a community. The stories and opinions on the conflict (both past violence and current tension) were entirely different depending on who I asked. Ideally, I would have chosen to speak with Loyalists and/or people who identified strongly as British, too. However, the connections I had and/or were able to make tended to lean more towards the Irish/Republican side.

Community Partners

Advice

My community organizing classes were helpful in guiding me in entering and exiting communities as well as recognizing that the community members are the experts. My youth empowerment course was also helpful in understanding the levels in which organizations incorporate youth voice. I plan to use my experience in Northern Ireland to inform my work with American Indian youth and in working with a community from a trauma-informed perspective. This project also sparked an interest in International social work, so I do not think this project is the end of my exploration into cross-cultural connections or even my relationship with Belfast.

Acknowledgments Thank you to Brian the Green Cab Driver, Margaret & George Brennan, Judith Campbell, Barry Checkoway, Sara Cook, Trish Corr, Tam Donlon, Niamh Hamill, Ellen & Phil Hearn, Robert Heslip, Robin and Mike Kavanagh, Carrie Landrum, Katie Lopez, Brandon Patterson, Collie MacPhaidin, Katie RichardsSchuster, Ross VeLure Roholt, Charlotte Rush, University of Michigan School of Social Work (Global Independent Study Grant), & Leah Wing! ~Go raibh maith agaibh!~

Picture/ Agency Logo

Hout Bay, South Africa Hout Bay is a small suburb situated 25 minutes outside of the city center of Cape Town • Population = 42,000 • Home to affluent residents, middle income residents, and informal settlements • Various cultures, religions, and languages • Surrounded by mountains and the Atlantic Ocean

Imizamo Yethu (IY) While in South Africa, I worked with students from the township, Imizamo Yethu: • 60% of residents in Hout Bay live in IY • About 35,000 people live in IY • Situated on about 44.5 acres of land • Residents have little or no access to stable infrastructure • Strong sense of community • Predominant language = isiXhosa

Mentoring Youth in South Africa Marisa Horn University of Michigan School of Social Work

Project Information One Heart Source (OHS) is a non-profit organization that brings in volunteers from all over the world to mentor and tutor students at Oranjekloof Moravian Primary School. Throughout the program, OHS offers volunteers a chance to take part in biweekly dialogues, isiXhosa lessons and cultural immersion events/activities.

Community Partner OHS works in collaboration with the IY community, as well as with the teachers at Oranjekloof Moravian Primary School, to provide the children and youth of IY education and skills training opportunities. Many of the residents of IY were unable to receive an education and have a lack of skills training opportunities due to the Apartheid Laws, which has resulted in suffering and hardship. The community is focusing on providing its youth with outstanding opportunities in hopes of disrupting the cycle.

Classroom Connections SW 648: This class helped me become aware of my own values, beliefs, and assumptions that could effect my work while in South Africa. Additionally, it prepared me to deal with possible ethical dilemmas and difficult situations while abroad. SW 504: This course gave me the skills and understanding to practice cultural humility. It also provided me with tools to help me facilitate and hold conversations about difficult topics SW 625: This class provided me with an understanding of how protective, risk, and promotive factors can influence a child’s daily life

Career Connections • • •

Gained practical experience building rapport and working with youth Greater understanding of the importance of practicing cultural humility with all future clients Learned the skills necessary to create a mentorship program within the United States

• • • • •

Cultural Humility Rapport Building Empathy Critical Thinking Empowerment

Lessons Learned • In order to fully connect with others, one must practice cultural humility • Never take education for granted • Do not assume you know what is best for someone else. When working with a community unfamiliar to you, take the time to listen to community members and give them the chance to tell you what they need or are looking for

Advice • Take advantage of this opportunity! Find a program and go abroad. It’s amazing how much you can grow and learn in three short weeks • Put down your phone, meet locals, talk to strangers, and learn as much as you can about the culture in which you are immersed

Outcomes During my time with OHS I assessed students’ reading levels, which provided OHS with data on the effectiveness of their program. I also mentored and tutored two fifth grade students in math and literacy. During the time I worked with them, both students advanced to the next level. While working with these students I created lesson plans and goals, which focus on their individual educational needs.

Skills Utilized/Developed

Acknowledgments Thank you to the University of Michigan School of Social Work Office of Global Activities for financially supporting my global special studies experience, to One Heart Source and the Imizamo Yethu community for welcoming me into their community and providing me with this amazing opportunity, and Beth Sherman, Katie Lopez, and Mary Ruffolo for supporting me before, during, and after this experience. This poster was created for the Fall 2016 Global Social Work Poster Fair

INCOME SECURITY AMONG CHINESE ELDERLY MENGZHEN JIANG UNIVERSITY OF MICHIGAN, SCHOOL OF SOCIAL WORK INTRODUCTION CHINA’S population is growing old at a faster rate than almost all other countries. In 2013, there were 194 million people over the age of 60 in China and this number is predicted to increase to 440 million by 2050. Income security for older adults is an important part of aging policy. There is no accepted definition of income security for older adults. However, researchers agree that the issue will become increasingly important at all levels of government in the coming years. There are three main income security schemes in China. •  Income Level •  Pension •  Valued Service for elderly

GAP Ⅰ Income Disparities after Retirement and Reasons

GAP Ⅱ Lower Coverage of Pensions between Local People and Migrants

Binary Old-age Security System between Urban and Rural Area

Macro Consequences: -> The poor getting poorer, the rich getting richer -> A widen income gap -> A stronger sense of unfairness -> Intensified social conflict.

Income Disparities

Double-track Pension System between Government Staff and Enterprises Staff

Local

Micro Consequences: Negative Effects on the Elderly’s Quality of Life: •  Living Place •  Attitude toward Institution •  Medical Condition •  Social Participation •  Demand Social Services

2.1

Formal Jobs：Social Security (%) Pension 82.1

29.0

Demands

Supplies

80 70

80 67.8

70 60

60 46.8

GAP Ⅲ Imbalanced Demands and Supplies for Care’s Services among Chinese Elderly

35.9

40 30 20 10 0

20.5

13.8

18.1

68.2 59.8 53.9 55.1

References

32.2

24.6

30 16.8

Urban Rural

20 10

Binary Old-age Security System •  2008-2012: Establish a multiple oldage security system, which covers all elderly. •  2013-2020: Stabilize an old-age security system emphasizing on payment, which offers pension and services fairly to all elderly. •  2021-2049: Establish a multilevel oldage security system containing a unified national pension insurance, which offers decent later life to all elderly. Double-track Pension System •  Step 1: Government staff should establish pension account and pay for it during working period. •  Step 2: Disaggregate government staff’s pension structure into basic pension and occupational pension. •  Step 3: Change “pension linked to wage growth” system among government staff into the same pension system among enterprises staff.

Migrants

Informal Jobs：Social Security（%) Pension 54.8

TWO REFORMS IN MAINLAND CHINA

8.2

14.3 6.8

Urban Rural

Lu, J., & Du, P. Income Security Schemes of Chinese Elderly: Situations, Gaps, and Policyreorientations. Joint World Conference on Social Work, Education and Social Development 2016.

Acknowledgements Thank you to the Office of Global Activities for financially supporting me to attend the biennial Joint World Conference on Social Work, Education, and Social Development in Korea. Also, I greatly appreciate the resources from Professor Lu from Peking University.

Life in Guatemala Guatemala, bordered to the west and north by Mexico, and to the east and southeast by Belize, El Salvador, and Honduras, is a beautiful, diverse, and culturally rich nation. • Around 50% of Guatemala’s population is indigenous, descending from Mayan, Xinca, and/or Garifuna peoples. • Although Spanish is the official language, there are 23 other Mayan and Amerindian languages spoken regionally.

Developing Youth Potential in Chajul del Quiché, Guatemala Greta Kaempf RPCV Guatemala ’14-’15 University of Michigan School of Social Work Project Information

Chajul

I was placed in the province of El Quiché in the western highlands of Guatemala. The town I lived in, Chajul, was a unique placement both geographically and culturally: • Chajul is a rural town in the mountains, the last stop on the road leading out from the capital of El Quiché • About 95% of Chajul’s residents identify as Ixil, an indigenous Mayan people. Close to 90% speak Ixil as their first or only language. • Due to its isolated location, Chajul has maintained much of its traditional culture, evidenced in the language, food, clothing, and daily activities of its residents.

Youth in Chajul • 60% of Chajul’s population is under age 20 • About 10% of the population has a middle school education or higher • Many young people are required to leave their studies prior to finishing middle school to care for or work to support their families. • Young women as young as 14 may leave their homes to start their own families • Young men finishing 6th grade often leave school to farm for their families.

Peace Corps Guatemala’s Youth in Development program’s goals are to work with community partners to: • Encourage youth to develop positive self-esteem and communication and decision making skills • Promote the understanding of sexual and reproductive health • Provide training for parents and youth service providers • Make connections between community organizations who can work together to create opportunities for youth.

Agencies and Community Partners • Peace Corps Guatemala: provides trainings and resources for volunteers, and hosts forums and trainings for youth and adult community members • Limited Horizons Ixil: a local NGO that provides scholarships, tutoring, and language support for middleand high-school students in Chajul • Ministry of Education (MINEDUC): responsible for the education of Guatemalan children from 1st-9th grade. I was placed in a public middle school. • Ministry of Health: I worked in a local medical clinic at a ministryrun youth program called “Espacios Amigables” (“friendly spaces”)

Outcomes Some of my major projects included: • “Life skills” workshops for middle and high schoolers • Sexual violence awareness trainings and community march • Internship program focusing on job skills development • Trainings for health center staff • Series of parenting workshops on healthy communication styles

Skills Developed • Community entry and relationship building • Connecting community leaders and projects to better resource and fund events • Youth participation practices • Grant writing • Languages: Spanish and Ixil

Classroom Connections SW601: Adolescent development and behavior This course prepared me for working with youth in many different contexts. I felt that I was better equipped with strategies and techniques for working with youth, as well as a better understanding of the course of adolescent development, which I was able to apply to my work in Guatemala. SW713: Integrative Learning for Community Organization This course provided me with a solid understanding of the process of community organization. Techniques for community entry, relationship building, and multilingual/ multicultural organizing were especially pertinent skills that I gained from this course.

Lessons Learned • Slow down. Entering a community and earning trust takes time! Don’t expect to be able to jump right in and have people respond to you. • Listen. Productivity happened when I listened to people’s desires for their community, not when I tried to impose my own desires.

Advice •

•

Know some history. Read up on the history of the country you’re visiting, and especially any roles the U.S. has played in the country’s history (e.g. colonialization, development, wars, etc.). Learn the language. Even knowing greetings and a few phrases can have a huge effect on how people perceive you.

Career Connections Through this placement, I gained onthe-job experience in community organizing, work with multicultural/multilingual communities, and youth participation.

Acknowledgments I would like to thank the U of M School of Social Work for including the Peace Corps Masters International program as an option in the MSW program. I’d also like to thank Katie Lopez, who guided me so much through the before, during, and after phases of my Peace Corps service, and my fellow PCMIs, for their ongoing support.

Supporting the Mental Health of Urban Refugees in Uganda Mary Kelso University of Michigan School of Social Work Kampala, Uganda • Ndejje: small village 15 km south of Kampala with an integration of local Ugandans and a refugee community • Currently ~77,000 urban refugees in Kampala and surrounding communities. • Most refugees from: South Sudan, The Democratic Republic of Congo, Rwanda, Burundi, & Somalia

Hope of Children and Women Victims of Violence (HOCW) • founded in 2010 by refugees and has served over 4,000 refugees and local Ugandans • language classes, computer courses, mental health counseling, child care, hairdressing, tailoring, mushroom growing, crafting, and business collectives. • Mission: to eliminate all forms of violence against women and children and bring hope to victims for a better life.

Special Studies Project & Outcomes

Skills Utilized/Developed • Developed grant writing skills • Learned to work collaboratively across cultures • Advocated for social and economic justice for refugees • Practiced interpersonal skills with adults & children • Learned about integrating western mental health methods with traditional practices

Relevant Classes • SW521: basic interpersonal practice skills • SW560: grant writing & non-profit management • SW697: entering communities & building communities • SW504: PODS

• Learn how refugee mental health is talked about and viewed • Consider ways in which refugee resettlement organization in the U.S. can better serve the needs of refugees • Essential to build a trusting and confidential relationship between client and peer counsellor

Acknowledgments

• “It’s not that there is something wrong with you. It’s that you can’t keep your story inside of you, you cannot stay alone with it forever.” -staff

Thank you to the following groups for funding my study: SSW Office of Global Activities, U-M International Institute, SSW Board of Governors

• “You have to teach people the importance of healing their hearts.” -staff

Advice • Utilize existing connections & take time to get to know people • Trust your instinct and say “yes” to opportunities outside of your comfort zone. • Take time to get to know the community. Don’t feel rushed to get to the “real work.” The real work is building relationships.

Career Connections

Thank you to Dr. Cristina Bares for academic support & guidance.

During my global social work experience, I learned skills that will help me to be a more effective, knowledgeable, and culturally humble social worker. I also made professional connections with colleagues doing refugee work in Uganda and the surrounding region.

Huge thank you to HOCW staff & clients for welcoming me with open arms & open hearts, for treating me like family, for telling me stories and walking with me every step of the way. This poster was created for the Fall 2016 Global Social Work Poster Fair

Difference in Organizational Resources Across Neighborhoods for Community-Dwelling Older Adults with Deteriorating Physical and Cognitive Health Min Hee Kim, MSW (kminhee@umich.edu) School of Social Work & Sociology Context of the Presentation This paper was presented at the Joint World Conference on Social Work, Education and Social Development (SWSD) 2016, June 2016, Seoul, Korea A part of travel funding was supported by the Global Social Work Learning Community at UM School of Social Work The session addresses various topics under the umbrella of “ageing” and presenters mostly discuss their work in terms of WHO’s approach to promoting the “Aging-friendly Communities”

BACKGROUND  By 2030, more than one fifth of the population, or 74 million, will be over the age of 65 (Federal Interagency Forum on Aging Related Statistics 2016). In addition, the number of functionally and cognitively impaired needing support will increase substantially since these conditions increase with age.  In order to slow the speed at which individuals’ physical and cognitive disabilities progress and to reduce health disparities across geographical areas, it is critical to understand whether home and community based health services for older adults are geographically evenly distributed, and if not, what factors are driving an unequal distribution of organizational resources across neighborhoods.  My research asks “What is the association between neighborhood characteristics and the presence of organizations servicing older adults with disability across zip-code level neighborhoods? “

Neighborhood Characteristics associated with he Presence of in Service Organizations in Michigan Assisted Living Black Neighborhood Full Model Test Model 1.08 (0.67 - 1.73) 1.07 (0.66 - 1.73) 1.02 (0.98 - 1.05) 1.02 (0.98 - 1.05) 1.00 (0.99 - 1.02) 1.01 (0.99 - 1.03) 1.00 (0.98 - 1.02) 1.00 (0.98 - 1.02) 1.01+ (1.00 - 1.03) 1.02+ (1.00 - 1.03) 0.99 (0.91 - 1.08) 1.00 (0.92 - 1.09) 2.64*** (2.03 - 3.42) 2.63*** (2.02 - 3.41) 2.22*** (1.76 - 2.81) 2.19*** (1.74 - 2.77) 1.38+ (0.94 - 2.01) 1.51+ (1.00 - 2.27)

Theoretical Framework

Home Health Care Black Neighborhood Full Model Test Model 0.65 (0.38 - 1.13) 0.64 (0.37 - 1.12) 1.07** (1.02 - 1.11) 1.06** (1.02 - 1.11) 0.99 (0.98 - 1.01) 1.00 (0.98 - 1.03) 0.99 (0.97 - 1.02) 0.99 (0.97 - 1.02) 1.03** (1.01 - 1.05) 1.03** (1.01 - 1.05) 1.07 (0.97 - 1.18) 1.08 (0.97 - 1.19) 3.99*** (2.92 - 5.46) 3.99*** (2.91 - 5.46) 4.51*** (3.37 - 6.04) 4.43*** (3.31 - 5.93) 1.94** (1.27 - 2.97) 2.28*** (1.44 - 3.62)

Social Services Black Neighborhood Full Model Test Model 1.21 1.21 (0.71 - 2.05) (0.71 - 2.05) 1.07*** (1.04 - 1.11) 1.07*** (1.04 - 1.11) 1.00 1.00 (0.98 - 1.03) (0.99 - 1.02) 1.04** (1.01 - 1.07) 1.04** (1.01 - 1.07) 1.03*** (1.01 - 1.05) 1.03*** (1.01 - 1.05) 1.06 1.06 (0.97 - 1.17) (0.96 - 1.17) 3.30*** (2.47 - 4.41) 3.30*** (2.47 - 4.40) 2.67*** (2.08 - 3.45) 2.66*** (2.06 - 3.43) 1.35 1.4 (0.91 - 2.14) (0.91 - 2.00)

Non-metropolitan Proportion Old Proportion NH-Black Proportion Poor Proportion BA+ Unemployment rate Logged area in square miles Logged Population Density Nursing Home Presence Nursing Home× Proportion 0.99 (0.97 - 1.01) 0.98+ (0.96 - 1.00) 1.00 (0.97 - 1.02) NH-Black Constant 0.00*** (0.00 - 0.00) 0.00*** (0.00 - 0.00) 0.00*** (0.00 - 0.00) 0.00*** (0.00 - 0.00) 0.00*** (0.00 - 0.00) 0.00*** (0.00 - 0.00) *** p<0.001, ** p<0.01, * p<0.05, + p<0.10 Note: Data are from 2007 U.S. Census County Business Patterns and 2010 Census. Key outcomes were the presence of organizations related to home and community based care at zipcodes neighborhoods.

Figure 1. Conceptual model linking neighborhood and institutional factors explaining organizational presence for older adults and persons with disability

RESULTS & DISCISSION  Only neighborhoods composed of higher educated residents have all three types of organization  Factors associated with the organizational presence differ by types of organization, reflecting the nature of organizations and the extent to which they rely on different sources of funding such as government contracts or reimbursement as a payment method among eligible clients, or private pay.  The presence of a nursing home increases the likely of having home health care in a neighborhood, but this positive relationship is attenuated as the proportion of blacks increases.  Theorizing efforts are needed to have meaningful discussions across various sties and contexts

Global Healthcare: Social Services and Mental Health in Córdoba, Argentina Felicia R. Knox University of Michigan’s School of Social Work

Córdoba, Argentina Córdoba is a city that sits in the center of Argentina. It rests 1,440 feet above sea level surrounded by valleys formed by the Sierras de Córdoba Mountains. The country is filled with unique Italian and Spanish influences that are evident in their customs, culture, and cuisine.

Project Information Child Family Health International provides full immersion into urban/rural hospitals and clinics around the globe. My Global Special Studies in Córdoba, Argentina centered on learning about the differences in their healthcare system and the United States’. It also centered on how Argentine hospitals provide mental health and social services.

Local Placements In my four week special studies, I was placed at Hospital Córdoba, a public hospital that serves people from ages 16 and up, and Hospital Pediátrico, a public hospital that serves children and adolescents from ages 0 to 15. I observed in the social services and mental health units and participated in intake interviews and psycho-assessments.

The Whole Experience v The people made my experience. I formed connections with my host family, hospital staff, and others that I met throughout my time there. v Exploring beautiful, historical cities and mountains filled my weekends. v The hospitals provided a glimpse into the staff’s dedication to serving all. Hospital Social Workers provide referrals to disability, medication, and other services and health education. Mental Health Workers provide bedside psycho- assessment to burn unit patients, individual therapy, crisis intervention, and group counseling.

Lessons & Advice

Outcomes & Skills My academic product:

The lesson:

v A research essay about Argentina’s culture, healthcare, and mental health services

v It is easy to look at the flaws of a system. However, health professionals work with the resources that they have to best serve their communities.

My accomplishments: v Engaged with the hospital directors of Mental Health, the director of Social Services, other workers, and masters and doctoral students v Learned about their free healthcare system and the different challenges and successes it creates The skills used and developed: v Adapt to a new environment and culture in intense immersion v Engage in multicultural and monolingual (Spanish) social work practice v Learn different strategies to work with children from ages 5 to 12

The advice: v Be open to new experiences in order to get out of the comfort zone. v Engage with clients and the placement’s staff. v Explore the city/country, talk with locals, ask questions, and listen. v Share about life in the United States. This is the best way to make connections and learn.

Connections The classroom: v SW 612: Mental Health and Mental Disorders of Children and Youth • I learned essential skills to diagnose and treat mental disorders in childhood. In Córdoba I was able to directly observe and practice treatment techniques. v SW 636: Mental Health Policies and Service • This course prepared me to better understand mental health policies. I was able to apply what I learned to understand the Argentine system. My career: v My time in Córdoba, Argentina further confirmed that I want to work with children. Participating in their intake assessments showed me how much I enjoy using creativity and play to connect with them.

Acknowledgements Thank you to (1) my family for supporting me in everything that I do, (2) Jorge Delva for being my independent study advisor and a support, (3) the Board of Governors for helping fund my way, and (4) the Global Special Studies office for awarding me the grant and allowing me to participate in this experience!

Social Work for Older Adults with Dementia SOONHYUNG KWON UNIVERSITY OF MICHIGAN SCHOOL OF SOCIAL WORK LOCATION - SOUTH KOREA / SEOUL South Korea is located in East Asia on the southern half of the Korean Peninsula. Seoul is the capital and largest metropolis of South Korea.

OLDER ADULTS IN SOUTH KOREA •

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The Korean National Statistical Office indicates that the number of Korean older adults aged 65 and over is 662,400 in 2015, but it will be over 17,990,000 in 2050 (2015).

According to the Korean Alzheimer’s Association, the number of older adults with dementia is 570,000 in 2013, and they will be 2,710,000 in 2050 (2013).

GLOBAL CONFERENCE

SKILLS DEVELOPED

My global conference experience was at Social Work, Education and Social Development in Seoul of South Korea in 2016. A substantial number of social workers who work and study at international social work institutions, councils, and universities participated in the conference to discuss and share Social Protection, Poverty, Health and Mental Health, Human Trafficking, Interpersonal Violence, Human Rights, Child Welfare, Disability, Gender Equality, Ageing, Sustainability, Population Change, Migration, Labor, Education and Training, Disaster and Environmental Change, Social Work Practice, Community Development, Social Action, International Social Work, Safety, Corporate Social Responsibility, Housing, Criminal Justice, and Human Service Technology.

• Through the global conference experience, I improved my ability to: • Appropriately utilize comparative data observation among countries. • • Apply various social work skills that are able to improve physical and psychological ability for older adults with dementia. • • Energetically engage and communicate with social workers and professors who have various cultural and linguistic background.

OUTCOMES Participating in SWSD 2016 conference for four days, I grabbed the opportunity to observe diverse practical social work skills for older adults with dementia. Moreover, I had the chance to engage with many social workers who work not only at fields but also at universities. Thus, I definitely gained more knowledge of 1) the important issue in terms of the increased number of people with dementia, 2) the important role of community, and 3) effectiveness of art and music therapy.

CONNECTIONS Class Room: • SW616: Adulthood and Aging This course helped me understand how older adults develop psychosocially and change across their lifespan. Especially, I am strongly interested in how social interaction affects health condition of formal and informal caregivers for older adults. This course allowed me to prepare deeper background knowledge.

LESSONS LEARNED One of the most important issues in relation to gerontology in the world is the increased number of older adults with dementia. Social interaction with formal and informal caregivers helps dementia patients mitigate their symptoms. Various therapeutic programs, utilizing art and music, for dementia patients in adult daycare center show effectiveness to alleviate their symptoms.

ADVICES •

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Read many articles and books in terms of therapeutic methods in the field of social work and social interaction of dementia patients. Understand different social welfare system between the US and Korea.

ACKNOWLEDGEMENTS

I would like to say thank you to Lawrence Root for encouraging me to participate in • Career: The SWSD 2016 provides a SWSD conference and the Office of Global substantial number of therapeutic approach Activities for financially supporting. for people with dementia. Thus, I had theThis poster was created for the Fall 2014 Global Social Work Poster Fair opportunity to learn knowledge of how

geriatric social workers in different countries deal with dementia patients in order to alleviate their symptoms.

This poster was created for the Fall 2016 Global Social Work Poster Fair

Does crime prevention mean something differently in Mexico?: How Guadalajara’s Police Department responds to mental health crises. Maria Ibarra-Frayre University of Michigan School of Social Work Agency:

Guadalajara, Jalisco Mexico Guadalajara is the Capital of Jalisco, a centrally located state in the country of Mexico.

Special Studies Project: Guadalajara Police Department, Office of Crime Prevention, Primary Intervention – Mental Health Unit

Psychological Services as a form of crime prevention There is a perception that Mexico is dangerous, corrupt, “developing”. And while there are truths to some of these perceptions, there is a lot the U.S can learn from how Guadalajara responds to mental health crises. In Guadalajara the Police link crime reduction to community mental health. The Police’s Crime Prevention Department has created a special unit that responds to mental health emergencies. This program provides an alternative to policing and begs the question – how would the U.S benefit from a program like this?

Unidad Psicologica de Intervencion Primaria (UPIP) is a crisis intervention program in that responds to mental health related crisis in Guadalajara. Whenever there is a mental health crisis (mental health includes inter and intra-family violence) a team of 2 psychologists and a social worker respond to the scene to intervene, assess, and do follow-up as necessary. They respond 24 hours a day, 365 days a year. It is funded through the Police Department’s Office of Crime Prevention. This program is a way in which the Police Department centers health and safety as crimereducing factors, and reframes the conversation of who is best suited to respond to mental health emergencies.

Outcomes: • Better understanding of the social services available in Guadalajara • Critical analysis of police protocol when responding to mental health crises in Guadalajara vs the US.

Advice

Connections Classroom:

Project Details: My main objective at UPIP was to learn about how the police interacts with the community. Due to liability issues I was only able to shadow them during domestic violence follow-up visits. However, I spent a great deal of time gathering information about how UPIP functions in Guadalajara, how and why the program started, and how client cases are managed.

Skills Utilized/Developed • Cultural Competency/Humility: I was born in Mexico, but I hadn’t gone back for 17 years. It took a lot of humility to not bring up state-sanctioned violence from the Police Department, especially about Ayotzinapa and Oaxaca. • Intersectionality: In the U.S we do not associate mental health support with the police. Would things be different if we did? We need to think more creatively, and more critically about the connection between mental health and incarceration.

What best prepared me for this experience was my summer field experience in Oakland, CA. I interned at an organization that works against mass incarceration. Before this summer, I never would have imagined having a relationship with the Mexican Police Department. However through critical reflection and exploration I realized that these opposing experiences gave me an opportunity to form my own definition of criminal justice and to continue challenging the status quo of policing. The U.S is at a pivotal but dangerous moment. Why do 911 calls end up with dead POC? Why do we entangle mental health crisis with a police car and handcuffs? And can we consider a future where a program like Guajajara's are the norm, instead of a rarity?

Career My career goal is to do policy work at the intersect of immigration and criminal justice. This experience was the perfect launching pad.

• Draw on your existing networks, I was able to get connected to the Police Department through my aunt. • As Mexican national, going back to Mexico after 17 years was overwhelmingly emotional. Find a way to process while you are there and once you return. • If you are in an agency or a non-profit, befriend the front desk staff. They will help you if things are not going smoothly or you need additional support from elsewhere.

Lessons Learned •

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Just because you’re coming from the U.S. it doesn’t mean all doors will open for you. You’ll have to earn people’s trust. You don’t have to have it all figured out, your experience and project will change as you get a better grasp of what you’re doing at your site. Unintentional lesson – Guadalajara is my birth place, but it will never be my home again. It was a painful realization that I am still processing.

Acknowledgments Thank you to Guadalajara’s Office of Vinculacion Social and Prevencion de Delito for giving me the opportunity and space to learn from them. To the Alumni Board of Governors for their generous funding, and to Katie Lopez for making traveling abroad as a DACA student not only accessible, but easy.

Alternative Approaches to Dementia Care Erin Mobley University of Michigan School of Social Work Norway: Skjerven Farm Skjerven Farm is a green care farm for those with dementia, meaning it offers care in a more home-like setting and incorporates farm life and activities into itâ&#x20AC;&#x2122;s programming. The dementia care program at Skjerven Farm meets three times a week for eight hours. The goal of this green care model is to help individuals with dementia to stay in their homes for a longer period of time and also provides respite for caregivers.

Project Goal Learn about non-traditional methods of dementia care in Scandinavian and European countries and explore the ways these methods could be introduced in the United States.

The Netherlands:Hogewey Dementia Village Hogewey Dementia Village offers an innovative model for dementia care in a long-term setting. Hogewey is a gated village designed specifically for those with memory loss. The idea at Hogewey is to offer a more home-like environment for residents with dementia in order to maintain a quality of life.

Classroom Connections SW560: This community organizing class helped prepare me for the program development aspects of learning about the non-traditional programs. SW694: This class focusing on older adults, helped me to become familiar with some of the issues faced by the aging population.

Career Connections I will use what I learned to challenge the traditional methods of care for dementia and possibly help to develop programs for this population that mirror these non-traditional programs.

England:Oasis Down to Earth Community Farm Like Skjerven Farm, Down to Earth Farm also offers a green care farm model of dementia care. The dementia program is offered on Friday mornings and utilizes the animals and plants on the farm.

Skills Utilized Organization: It was important for me to have a plan and keep important documents in a safe place. Communication: I kept close contact with those with whom I worked this summer to make sure travel plans were on track and create a good rapport. Self-care: It was important for me to take care of myself as traveling can be stressful.

Down to Earth Farm also offers programs for learning disabilities three days a week. This program incorporates several of the same methods as the dementia care program.

Lessons Learned/Advice

Outcomes I visited and learned about green care farming and the dementia village model of care. I have written a paper about my experiences and how these methods might be adopted in the United States.

Acknowledgments Alumni Board of Governors and the Office of Global Activities Iâ&#x20AC;&#x2122;d also like to acknowledge Ruth Dunkle for overseeing my project

Be Flexible: I learned the importance of being flexible with my planning and being okay with unexpected changes. Keep a Journal: Keeping a journal helps to remember the details of your trip and will be fun to look back on in the future! Confirm: I learned it is a good idea to confirm addresses and directions with organizations in advance.

Zambia Community Development Melanie Niquette University of Michigan School of Social Work Community Garden

Placement/Project Information • Funded by the Office of Global Studies • Project arranged by non-profit volunteer organization, IVHQ • Approximately three weeks from August 12, 2016-September 4, 2016 • Located in Livingstone, Zambia • Volunteer house accommodated approximately 30 volunteers

Adventure Therapy • Implemented adventure therapy activities learned in a Social Work elective course • Activities were evidence-based and appropriate for the population with whom I would be working • Activities were effective in building trust as a classroom and teaching shapes

Kwathu Orphanage • Volunteered at a local orphanage once a week every Monday and during the weekend • Orphanage provided shelter, food, and education for children ages infant-17 • Children who reside in this orphanage are either placed on a temporary or long-term stay placement • Orphanage is funded by a private investor and the money is dispersed between the staff members, food, clothing, electricity, transportation, and social outings • Social worker on staff along with the owner of the orphanage, manage the budget and disperse the funds • Orphanage arranged weekly Community Feeding Program

• Began by teaching the community school parts of a plant and what they need to grow • Discussed energy and process of photosynthesis • Discussed harvesting and how it is possible to cook or sell the vegetables once they grow • Children and I created a “Good Farmer Checklist” to review the tasks necessary for keeping our crops alive • Children were able to help assist me in sowing the soil, planting the seeds, and watering the plants • We were successfully able to plant cabbage, tomatoes, and carrots

Skills Developed • Collaboration with community members • Utilizing resources • Cultural humility • Boundary setting • Knowledge surrounding mental health services

• Held in an abandoned caretaker’s home on a construction site • Served students ages 5-14 who cannot afford to attend government schooling • Taught class Monday-Friday 8am-noon • Class ranged in age and English speaking proficiency • Used images, activities, and songs to keep students engaged • Taught students about mindfulness • Utilized cognitive-behavioral techniques by teaching kids how to identify their emotions to communicate their needs

Community Construction • Goal of the construction site is to build a new school with better conditions • Worked on the construction site Monday-Friday 2-5pm • Duties were to paint the school, dig out roots, fill holes, and clear garbage/debris from the site • Children living in the community were allowed to help with some of the safer, less physical construction duties

Marumba Old People’s Home • Visited and met the residents • Volunteered on weekends once a week to socialize and assist with serving meals • Arranged a community tea party event for all the residents in collaboration with the nursing staff and other volunteers • We held our tea party event in the dining hall and provided food/tea personally to residents who could not walk the distance to the dining hall

Community School Teaching

Acknowledgements I would not have been able to have these wonderful experiences without the following support: • Office of Global Activities • Timothy Colenback • Katie Lopez • Brandon Patterson • Dr. Cristina Bares (Faculty Advisor) • M. Antonio G. Alvarez (Adventure Therapy Advisor) • My Family and Friends • Kind volunteers and staff at IVHQ

Nonprofit Capacity Enhancement in Mumbai, India Missy! Orr | GASP | University of Michigan School of Social Work Location | Mumbai, India

Global Field Agency

India is a pluralistic, multilingual, and multi-ethnic country in South Asia and the second-most populous country in the world with over 1.2 billion people. India has at least 122 major languages and a rich diversity of religious beliefs as the birthplace of Hinduism, Buddhism, Jainism, and Sikhism.

VIDYA is an Indian-national non-profit that has been educating and empowering the less privileged through integrated methods for 30 years in Delhi, Mumbai, Pune, and Bangalore. Their centers are located in the communities they serve emphasizing accessibility. Employing an integrated approach, VIDYA provides: • Educational services to children and youth

Mumbai, also known as Bombay, is the capital city of Maharashtra and the most populous city in India at 18.4 million people. Mumbai is the financial, commercial, and entertainment capital. As a fast growing city in a developing country, Mumbai suffers from urbanisation problems such as poverty, unemployment, and poor educational standards.

62% of Mumbai lives in slums (2010)

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Nationwide, more than 95% of children attend primary school, while less than 45% of 16 year olds complete Class 10 (World Bank)

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Nationwide, 27% of females over 25 have a secondary education and 29% are in the labor force (2014) India is projected to be one of the youngest countries by 2020

• Employability and life skills • Adult literacy • Support for women’s self help groups During my 12-week internship in Mumbai, I worked at the organizational level with the leadership team to enhance staff capacity in areas of evaluation, project management, stakeholder engagement, internal/external communication, and conflict management.

Thank you to the Office of Global Activities for financially supporting my global field placement and to the VIDYA team for integrating me into their community and providing a dynamic learning experience.

Career: VIDYA-Mumbai is proactively self-enhancing to improve their services and their impact on children, women, and youth. The opportunity to engage with and learn from a dedicated and talented team demonstrated what my career and impact in global social work could be.

Advice • Explore yourself and your own culture as much as you do the country and culture where you are interested in working.

Outputs My major accomplishments include:

Skills Distinguished In this professional global social work experience, I further distinguished my skills in: • Navigating organizational contexts in a professional cross-cultural exchange

Acknowledgments

Classroom: SW 683 | Program Evaluation This course exposed me to skills and resources in assessment and evaluation tools that prepared me to competently engage in conversation about data collection and ethics. SW 512 | Macro Practice Skills Lab This course contextualized and exercised my existing community organizing skills while expanding my toolkit for program management, facilitation, and data visualization.

• Digital learning through Computer Resource Learning Centers (CLRC)

Children, Youth, & Women •

Connections

• Participatory capacity-enhancing processes • Group facilitation through skill-building training and the 5 Year Goal Setting Workshop (pictured above).

• Talk with people from the country and city where you would like to work.

• Conducting a skill-building training on Conflict Styles and Resolution Skills which reached 70 VIDYA staff, teachers, and trainers

Lessons Learned

• Developing and coordinating a stakeholder engagement strategy to compile feedback to inform long-term organizational planning • Developing and facilitating a 2-day residential workshop for the leadership team to identify their 5-year organizational goals

• Compromising will be necessary but doing so with integrity makes the compromise strategic and part of a capacity-enhancing process. • Relationships are the foundation of all community work.

This poster was created for the Fall 2016 Global Social Work Poster Fair

Global Special Studies: Maori Experience in New Zealand Annie Pappenhagen MSW Candidate, M. Ed Candidate University of Michigan School of Social Work I travelled to Auckland, New Zealand during August 2016 to learn about the current and past issues that the indigenous people there face. Auckland is the most populated city in New Zealand’s North Island with around 1.5 million people. The Maori Peoples make up the largest indigenous group in New Zealand and are decedents of the Polynesian people. Around 25% of NZ’s Maori population live in Auckland with about 140,000 Maori people (NZ 2006 Census).

Choice My past experience on Rosebud and Pine Ridge Reservation in SD working with the Lakota people and my current field placement at American Indian Health and Family Services in Detroit, MI inspired my curiosity into what New Zealand has done (as a very progressive country) to help repair the damage of Historical Trauma—and to find insight into if there is anything we can do in the United States.

Project Information I primarily met with the graduate students and faculty members of the Maori studies department at Auckland University (AUT). I attended the AUT welcome day for Indigenous students as well as a Marae (ceremony). For a day I travelled south to Rotorua and went to a thermal Maori village, where the community still lives and cooks the way they did pre-colonization. I travelled north to Paia where the “Treaty of the Waitangi” was signed between the English and the Maori. At the treaty grounds I talked to people about the tribunal process that has been set up to help honor the treaty today. While working with the language revitalisation centre I learned about the presence of Maori Schools where English isn’t taught until the children are 9, which helps develop Maori Language fluency.

Agency/Community Partner Thank you to Professor Tania Ka’ai, the Maori and Indigenous development faculty and graduate students, the Te Ipukarea The National Maori Language Institute & Te Whare o Rongomaurikura the International Centre for Language Revitalisation for taking the time to work with me.

Outcomes I was surprised by how far New Zealand has come in repairing the historical trauma of the Maori People. I went in with a deficit-based question, was continuously met with strength based responses, Although there is still work to be done, there are systems in place (tribunal process, Maori Schools, repatriation of land, formal apologies etc.) that are working to continue to repair the damage that was done through colonization ,

Skills Utilized/Developed and Class Room Connections • Communicating across cultural and language

barriers • Cultural humility • Learning about culturally responsive/ adaptive programs and policies

Lessons Learned • I learned that it is possible to repair relationships with indigenous communities and saw some possible frameworks to do so. • I learned about the tribunal processes, history and culture of the Maori people. • I also learned about the history of New Zealand’s relationship with the Maori Communities.

Advice • Go in with an open mind and be willing to learn things that might not answer the questions you had. • Acknowledge that even our ideas for what projects we want to do in a global setting carry inherent biases and assumptions.

Acknowledgments Career Connections Learning about the tribunal process provided an example of a possible framework that can be used on the macro level to help repair the damage of Historical Trauma, and showed me the significance of acknowledging the importance of apologizing and recognizing the impact of assimilation and colonization on Indigenous communities.

Thank you so much to the Global Special Studies program and the School of Social Work Alumni Board of Governors for financially supporting this project. •A special thank you to Dr. Sandra Momper for working with me throughout the year and with this project.

This poster was created for the Fall 2016 Global Social Work Poster Fair

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• • • •

•

An Exploration of Italian Social Services

Martina Rose-Pontious Ricards University of Michigan School of Social Work

Gondola ride. Venice, Italy. Tuscany, Italy.

Skills Developed:

Connections:

Through my global special studies experience, I:

Classroom: • SW 612: Mental Health and Mental Disorders of Children and Youth

Riomaggiore, Cinque Terre, Italy

The course increased my knowledge of mental disorders in children and youth, as well as the impact of such disorders on family structures. The coursework allowed me to engage in critical discussions regarding child and youth functioning and mental health classification systems with Italian doctors, social workers, and educators.

Location: Tuscany, Italy: Tuscany is located in Central Italy. The region is over 8,000 square miles and home to 3.75 million people. It is believed the national language, Italian, was born in Tuscany. Native born Italians account for 93% of the regions population. Nearly 85% of citizens are Roman Catholic, however there is a growing population of Muslims and Buddhists.

• SW 521: Interpersonal Practice with Individuals, Families and Small Groups

A common Italian lunch. Viareggio, Italy.

Activities: Over the course of my two-week special studies project I had the opportunity to speak with representatives from five social service agencies. The organizations and key highlights include: • Santa Rita: Founded on the principles of dignity and respect, this organization provides transitional housing and helps individuals obtain appropriate education, and mental health services.

• Caritas: Inspired by Christian values, the organization is active in peace and justice, poverty reform, immigration, mental health, and homelessness.

This course introduced skills essential to interpersonal practice concerning community, organization and policy. The course helped me explore ways to apply practice within intersectional identifies of race, gender, sex, socio-economic status, religion, ability and so forth. I accessed this information to consider a multi-faceted, person-in-the-environment perspective when discussing Italian social structures. Career: I chose to craft my own special studies experience, highlighting social service sectors of particular interest. Each interview was selected to gain an Italian perspective on specific aspects of my professional goals. I hope to develop an outreach center to provide crisis intervention to families experiencing poverty, lack of educational attainment, and inability to access mental health and behavioral health resources.

• Gruppo Giovani e Comunita Lucca: The agency supports people experiencing drug and alcohol addiction through rehabilitation facilities.

Lessons Learned: • Social work is more than crisis intervention: Observing a culture’s healthy relationships, value systems, traditions and historical footprints is necessary to address social issues competently. • Flexibility is key: Schedules change and Italian culture largely views time spent as less important than the relationship created. • Body language is powerful: As I am not bi-lingual, I relied heavily on an open and welcoming demeanor to develop a rapport with community members. • Journaling is crucial: Recording observations allowed for critical self-reflection and a detailed account of experiences I may have otherwise forgotten. Interview with Dr. Angelo Vigliotti. Prato, Italy.

• Villa Marene: A residential treatment facility for older adults with either mental or physical health diagnosis. • Gruppo Pediatrico: Dr. Vigilotti discussed America’s tendency to overpathologize children.

• Increased assertiveness and confidence when asking uncomfortable questions • Strengthened independence, resourcefulness, and problem solving skills • Developed rapport and relationship building skills • Practiced patience and active listening • Increased understanding of global, economic, and political matters • Enhanced comprehension of the Italian dimensions and social work interventions • Observed and critically analyzed social roles and hierarchies

The Amphitheatrum Flavium. Rome, Italy.

Acknowledgements: Thank you to the SSW Office of Global Studies and the Alumni Board of Governors for financially supporting my special studies experience. I greatly appreciate the resources and connections offered by the Baroncelli family and Chelsea Ricards.

Serving the Homeless Population in Ecuador Amy Runkle University of Michigan School of Social Work

Ecuador Ecuador is a country in the northwest of South America. The most common languages are Spanish and Kichwa. The majority of people are mestizos (mix of European and indigenous), followed by indigenous, then European descent. 98% of Ecuador’s people are Catholic (Source: A Broader View orientation guide). In the capital city, Quito, there are areas that are wealthy with lots of businesspeople. There are other areas, such as the historic center, that face more poverty and homelessness. Ecuador is home to the Galapagos islands, as well as mountains, coast, and jungles. Quito is in the mountains.

Pedernales, Manabi, Ecuador I also had the opportunity to spend 4 days in Pedernales, a city on the coast that suffered a massive earthquake in April. Most of the homeless there live with their families in communities of tents along the ocean. They became homeless due to the earthquake. They taught me a lot about hope and resilience and re-building a community after so much has been lost.

Project Information

Career Connections

I went to Ecuador to study interventions that are used there to serve the homeless population and to bring back skills to be used with the homeless in the U.S. I spent 1 week with homeless victims of an earthquake on the coast assisting in providing medical care and 2 weeks working in a shelter in Quito. I stayed with a local host family who helped me learn more Ecuadorian culture and practice Spanish.

My future career goals include working with the homeless and cross-cultural populations. This project gave me more experience with both of those populations. Many of the men at the shelter come from indigenous backgrounds and taught me about that culture. I was able to think critically and compare and contrast this culture with Native Americans in the U.S., which is the population I work with at my internship. Because of this project, I am considering joining the Peace Corps in Ecuador after graduation.

Agency/ Community Partner I volunteered for the agency Toca de Asis, which is a Catholic shelter run by monks. There is also a social worker, 2 psychologists, a nurse, and other staff and volunteers. 3 days a week, they hold a lunch where people who live in the street can come and eat for free and take part in a therapy group. People can also live at the shelter if they are trying to get sober.

Outcomes Those who had the best mental health were those who had a strong sense of community, patriotism, and faith. Acceptance and responsibility for substance use enhances motivation for change.

As part of this project, I am completing a work about this experience in my Seelio portfolio.

Skills Utilized/Developed • Group facilitation • Motivational interviewing

• Understanding of the welfare system in Ecuador

Classroom Connections SW 521: Individual Practice with Individuals and Families This class prepared me to understand biopsychosocials, to run groups, and to understand interventions that motivate change such as motivational interviewing.

Lessons Learned • Talk less, listen more. I was worried about leading groups with my limited language skills, but found I didn’t have to say much. My clients had a lot to say and were happy to have someone to listen. • Strengths can be found in anyone’s situation.

Advice Go in with an open mind. Your project may end up being different than what you planned, and it may end up being more rewarding and educational than your original idea. Go with it! Don’t be afraid to explore by yourself and start up conversations with people. You never know who could become a friend.

Acknowledgements Thank you to the School of Social Work Office of Global Activities for funding my trip, Mary Ruffolo and Katie Lopez for their assistance in planning. Thank you to Laura, Jakeline, and everyone at the Toca de Asis for welcoming me into your lives. Finally, thank you to all the men and women who come to the shelter for teaching me so much and showing me so much about love and hope. Nunca voy a olvidar ustedes.

College Access in South Africa Kayla Roney Smith University of Michigan School of Social Work

Project Information

Western Cape, South Africa • Southwestern-most province on the coast of the Atlantic and Indian oceans • Racial demographics • 48.8% Coloured • 32.8% Black African • 15.7% White • 1.0% Indian or Asian • Afrikaans is primary home language, followed by Xhosa and then English • 43% of residents have completed high school • 4.8% of adults have a postsecondary credential, highest in SA • Average household income of R143,460 (~$10,465), which is the second-highest in the country • Home to three universities, one technical university, and one military academy

• Short-term research project focused on the accessibility of higher education to non-White students in post-apartheid South Africa • Consisted primarily of interviews with higher education researchers and practitioners at three South African universities: • University of Cape Town, an elite public research university • University of the Western Cape, a historically Coloured institution (“Historically Disadvantaged”) • Stellenbosch University, a highly-ranked public research institution

South African Education • R (early childhood)  primary school  high school (through grade 12)  academic universities and universities of technology • Under apartheid, Black schools were subject to minimal funding & “Bantu Education” labor-focused curriculum • Minister of Ed: “Higher education has a critical and central role to play in contributing to the development of society in South Africa both in terms of skills development and research”

Interviewees • • • • • • •

Bill Moses, The Kresge Foundation Dr. Marybeth Gasman, University of Pennsylvania Dr. Nicola Branson, University of Cape Town Dr. Vimal Ranchod, University of Cape Town Dr. Ariane De Lannoy, University of Cape Town Patricia Lawrence, University of the Western Cape Dr. Ronel Retief, Stellenbosch University

Conclusions • South Africa’s new Constitution requires redress for the wrongs done during apartheid, making affirmative action much less legally controversial than in USA • Affirmative action has improved access for non-White students overall but primarily for those fortunate enough to have attended high-quality secondary schools and thus be prepared academically to perform well on matric • Matric, SA’s high school exit exam, is the gateway to higher education for SA students and therefore the biggest barrier. With students making decisions relating to matric in 9th grade, SA students could benefit from enhanced counseling and career advising

Skills Utilized/Developed • Experience and skills needed for conducting research interviews • Skills in facilitating cross-cultural idea sharing in an effort to learn ways the USA can look to SA as a model, as well as to share good work being done in the USA and how it may be translated into SA context • A greater understanding of the ways in which “diversity and difference” play out differently in nonWestern contexts

Lessons Learned • While the contexts are very different, the USA and SA face similar challenges in increasing access to higher education for non-White students. Crosscountry dialogue could be very useful in the development of new programming/strategies. • In research, your best way to find an expert on a topic is to talk to another expert. People want to connect others in order to solve problems they are passionate about!

Connections To Classroom • SW512 Macro Practice Skills Laboratory focused on the interplay of community organizing, management, and policy in macro social work. Through my research in SA, I was able to frame the work being done there using skills I learned in 512, as I learned about the impact of those three forms of macro practice on the SA college access movement. • SW647 Policies and Services for Social Participation and Community Well-Being focused on policy analysis from a social justice perspective and assisted me when considering the ways in which the new SA Constitution has impacted higher education and access for nonWhite citizens. To Career • Helped me to frame the issues I face in my college access work in a comparative perspective. • Provided me with insight into the challenges others face in increasing access to college for students • Offered me new ideas of how access could be increased more successfully both in SA & USA

Advice • Leave time free in your schedule toward the end of your trip, because the people you meet will likely connect you with their friends and colleagues, and you do not want to run out of time to meet them! • Prior to your trip, read about current events happening in the country you’ll be visiting so that you will be able to have informed discussions.

Acknowledgements Thank you to the following people for making this research project possible! • Katie Lopez, Brandon Patterson, and the rest of the School of Social Work’s Office of Global Activities for providing financial assistance and support preparing for the trip • Dr. Barry Checkoway for providing faculty support and advice for framing my project • Bill Moses and Caroline Altman Smith of the Kresge Foundation and Dr. Richard Santucci of the Detroit Medical Center for connecting me with experts at various South African universities

O ta robala o ta ja eng? / “The Price of Success is Hard Work” A Peace Corps Botswana Story by Sethunya Serake (Lillie Scribner) University of Michigan School of Social Work

PLACEMENT

CONNECTIONS

Country: Botswana Population: 2.2 million Continent: Africa Official Languages: English and Setswana Village: Makopong Population: 2,000 Located in southern Africa, Botswana is a landlocked country surrounded by South Africa, Namibia, Angola, Zambia, and Zimbabwe. The landscape is defined by the Okavango Delta which floods seasonally and is the home to many beautiful animals such as hippo, elephant, buffalo, and giraffe. I lived in the Kgalagadi (Kalahari) Desert which is the fifth largest desert in the world and covers 360,000 square miles.

CLASSROOM Issues in Global Social Work Practice, SW 648 •  This course prepared me for service abroad by encouraging me to analyse my identities and values in preparation for living and working in a new and different culture. Youth Empowerment, SW 799 •  This course focused on a particular youth empowerment project in Detroit but gave me practical tools for working with youth in a way that is collaborative and empowering rather than domineering or patronizing. I took these tools with me to Botswana where I was able to facilitate lessons in an environment of mutual learning

PROGRAM AREA PROJECT INFORMATION

Peace Corps Botswana is a Health & HIV/AIDS Capacity Building post so all volunteers are there to support and empower Host Country Nationals in their goal of zero new HIV infections. Project areas include Civil Society, Clinic and Health Team, Local Government, and my project area- Life Skills.

CHOICE When I applied for Peace Corps in 2013, I was not able to select my country of service for two reasons. The application process at the time only allowed for candidates to select their top three continents which still left a lot of variation. Additionally, as a Masters International (MI) student with the University of Michigan School of Social Work, I was not able to request where I served. A requirement of the MI program is that students must serve under the Youth Development framework which meant I was applying for a position anywhere in the world under Youth Development. When I received my invitation to serve with Peace Corps Botswana I was nervous! I had never heard of Botswana before and was intimidated to go to Africa. I did some research and found that Botswana was a very safe country with a long history of Peace Corps relationships. Today I’m thankful I got to spend two years under the African sun and can’t wait to return!

SKILLS UTILIZED •  •  •  •

Professional Identity Values and Ethics Social and Economic Justice Human Behavior and the Social Environment

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with lots of hands-on opportunities. CAREER I developed the skill to facilitate groups and co-teach as well as lesson planning and youth organizing. I also practiced grant proposal writing, social media marketing, and sales.

LESSONS LEARNED

Life Skills Peace Corps Volunteers work in schools across Botswana doing a variety of projects that focus on HIV prevention and AIDS awareness. They can be placed in primary (K through 7th grade), junior secondary (8th through 10th grade), or senior secondary (11th and 12th grade) schools and might teach, facilitate groups, write grants, build libraries, paint murals, or organize events in their school and community.

•

COMMUNITY PARTNERS

•

As a Life Skills Volunteer, I was placed with the primary school in Makopong as my primary job assignment. Makopong Primary School had about 450 students each year. Of those students, around 150 were Orphans and Vulnerable Children (OVCs) which is how Botswana refers to children whose parents have passed away or who are otherwise deemed “at risk.” My secondary project was at the Makopong Clinic where I collaborated with the Health Education Assistant to obtain a grant and build a garden for terminally ill patients receiving Home-Based Care services. Patients receiving these services are provided with in-home care by a trained volunteer who focuses on diet, hygiene, and maintaining a healthy lifestyle. Our patients suffer from AIDS, cancer, and/or tuberculosis, and were in desperate need of consistent fresh produce. My tertiary project was with other PCVs around Botswana in a collaborative project entitled Bokopano Craft Catalogue. We created a catalogue biannually which contained artwork for sale from around the country made by Batswana artisans who otherwise might not have a market in which to sell their goods. We made about $4,000 for local artisans during my time with the project. OUTCOMES

•  Taught library and computer lessons to children in K-7th grade •  Co-facilitated an afterschool leadership and life skills group called Peer Approach to Counselling Teens (PACT) Club •  Participated in special events, fundraising, and various school committees such as Guidance and Counselling and Sports •  Wrote a grant proposal, obtained a grant, purchased supplies, and built a security fence and garden structure at the local clinic for terminally ill community members •  Facilitated sales including monetary transactions, transportation, and other details. Maintained the Bokopano Facebook page and purchase database. Planned for and tabled at marketplace events to sell crafts to fellow Peace Corps Volunteers, Peace Corps staff, Embassy members, etc.

•

•  •

Having humility when traveling, living, and working abroad is incredibly important. I learned that while I can teach and students seemed to enjoy my teaching, I did not find satisfaction in teaching. I learned that developing countries are beautiful, strong, diverse, exciting, frustrating, and humbling. I learned what it meant to be a Motswana woman. I learned to take a step back and let people do things for themselves when they are able rather than always doing it for them.

ADVICE 1.  Learn some of the local language. Even just the greetings and introductions. 2.  Do as they do. Try everything once! 3.  Work with locals, not for them. Your projects will be more sustainable if they know the process.

ACKNOWLEDGMENTS Thank you Katie Lopez for your support and words of wisdom (and chocolates!). Thank you Jeanne Paul for being such a great mentor. Thank you to my partner for joining me on this incredible 4 year journey and being my biggest fan. Thank you to the people of Botswana who welcomed me into their homes, their community, and their hearts. Ke a rata thata.

The Complexity of the Social Work RolePediatric Oncology in Guatemala & Nicaragua Jonathan Senda University of Michigan School of Social Work

Skills Used/Developed

Guatemala & Nicaragua Guatemala is a Central American country with a population size of 15,189,958. Spanish is the official language; however, there are 23 indigenous languages that are still used throughout the country. Approximatley 60% of the population speaks Spanish while 40% speak indigenous languages. Racial make up of the country includes: 59.4% Mestizo (mixed indigenous and Spanish) and European, 40.5% indigenous (Mayan and non-Mayan), and 0.1% other. (cia.gov, World Fact Book, 2016) World Bank categorizes Guatemala as a lower middle income country. (worldbank.org, 2016). Nicaragua is also a Central American country. It has a population size of 5,966,798. Spanish is also the official language. Approximaltely 95.3% of people speak Spanish, 4.2% speak indigenous langauges (Miskito & Mestizo of the Caribbean), and 0.5% other. Racial make up of the country includes: 69% Mestizo (mixed indigenous and White), 17% white, 9% black, and 5% indigenous(cia.gov, World Fact Book, 2016). World Bank also categorizes Nicaragua as a lower middle income country (worldbank.org, 2016). Barr et al. (2014) discuss different barriers that lower and middle income countries face regarding pediatric oncology healthcare. Approximately 80% of children with cancer reside in lower and middle income countries where they face lower survival rates when compared to their high income country counterparts (2014).

From this global experience, I increased my ability to: • Engage people within multi-lingual/multi-cultural setting • Conduct tailored and culturally appropriate interviews • Critically analyze different systems impacting level of care for pediatric patients • Appreciate different roles/needs of international disciplines

Connections Image 1. Inner court yard inside of Hospital Infantil Manuel De Jesus Rivera- La

Mascota. This area also includes a playground where patients and their siblings can play in between appointments.

Deliverable •In the course of 3 weeks, I was able to participate in preceptorships with pediatric oncology social workers and other healthcare professionals in Guatemala and Nicaragua. My academic deliverable was a paper that includes an analysis and discussion about the role of medical social workers in both agencies; role of integrated health approach; social justice in medicine; access and barriers to health in their respective country; and the role of international cooperation in health outcomes.

Classroom: • SW504-Diversity and Social Justice in Social Work • This course prepared me to better understand historical contexts of Privilege, Oppression, Diversity, and Social Justice. • SW617-Death Loss and Grief • This course prepared me to critically analyze the context of grief especially in regards to the respective cultural. • SW637-Integrated Health Care Policy and Services • The course prepared me to better understand how policies impact level of care and to what degree interprofessional collaboration among professionals is executed. Clinical/Professional: • As a medical social worker, I am a firm believer in integrated healthcare. It was an enriching experience to learn about two very different healthcare systems and observe first hand how healthcare was executed.

Barr, R. D., Klussmann, F. A., Baez, F., Bonilla, M., Moreno, B., Navarrete, M., & Howard, S. C. (2014). Asociación de Hemato-Oncología Pediátrica de Centro América (AHOPCA): A model for sustainable development in pediatric oncology. Pediatric blood & cancer, 61(2), 345-354.

• Reach out to native colleagues and try to schedule out lunch or dinner with them. You will be able to better understand systems and gain insight that is not available in academic journals. • Patience is crucial– expect for your plans to change. There will be traffic, flat tires, heavy rain, closed roads, and meetings will get pushed back. Try not to stress. It is all a part of the experience. • Express gratitude often. People are welcoming you into their lives. Often times locals will go out of their way to connect you to other resources and ensure your trip is a memorable one. • Use humility and also use a critical lens to better understand how social justice issues are impacting other countries.

Image 3. This was a pharmacy located in Managua, Nicaragua. A large number of medications can be purchased over the counter without a prescription.

Lessons Learned

UNOP & La Mascota UNOP (Unidad Nacional de Oncologia Pedriatrica) is located in Guatemala City, Guatemala. UNOP serves as the only pediatric oncology hospital in the country. (ayuvi.org.gt, 2016) Hospital Infantil Manuel De Jesus Rivera- La Mascota is located in Managua, Nicaragua. La Mascota serves as the only pediatric hosptial in the country. The hospital includes different specialty services including oncology and nephrology. (lamascota.altervista.org, 2016)

Advice

Image 2. Prayer room located in UNOP (Unidad Nacional de Oncologia Pedriatrica).

• I learned to reframe how I conceptualized the Social Work discipline. In Guatemala and Nicaragua, Social Work as a profession does not heavily focus on mental health. Instead, the role of Social Work heavily focuses on socio economic barriers that patients and family members encounter when accessing care. • It was important to remember that my understanding of Privilege, Oppression, Diversity, and Social Justice is something that has to be carefully and critically integrated through the rich lens of the historical context for either country.

Acknowledgments •

• University of Michigan • Bradley J. Zebrack, PhD, MSW, MPH • Erin Riley, MPH

•

University of Michigan, School of Social Work- Office of Global Activities • • Mary C. Ruffalo, PhD, MSW • Katie L. Lopez, MSW

UNOP (Unidad Nacional de Oncologia Pedriatrica) • Dr. Federico Antill on Klussmann • Lcdo. Jeronimo Herrera • Lcda. Yajaira Girōn • Lcda. Marta Lancerio

Hospital Infantil Manuel De Jesus Rivera- La Mascota •

•

Lcda. Lucía Paredes

Universidad de San Carlos de Guatemala • Dr. Jorge Luis De Leó n Arana

This project was supported by University of Michigan, School of Social Work’s Office of Global Activities. Travel was made possible via Global Independent Study Grant and the Alumni Board of Governors Award –awarded to Jonathan Senda. Presented at Fall 2016 Global Social Work Poster Session, Ann Arbor, Mi.

Social Welfare and Public Health in West Africa Ada Sengchannavong University of Michigan School of Social Work LOCATION: Cape Coast, Ghana Ghana is a country located on the coast of West Africa and home to about 26.8 million residents. Ghana is known for their wildlife, beaches, and slave trade castles that were turned into museums. While Ghana’s first language is English, in the smaller cities like Cape Coast most of the locals speak the native language of Twi or Fante.

Fun Facts: - Cape Coast is a city and fishing port on the coast of Ghana, that is home to about 170,000 people. - The University of Cape Coast is Ghana’s leading university in teaching and research. - Although the average number of physicians in Ghana is about 1,400, the need for them in rural areas is the greatest. This is due to relocation, working conditions, and financial limitations.

Placement/Project Information I volunteered at Cape Coast Teaching Hospital for four weeks. My first two weeks was in the Social Welfare unit and the following two weeks I spent in Public Health. For my project I wrote a 10 page paper about how medical social work is portrayed in Ghana, and also about the differences in healthcare.

Skills Utilized/Developed Critical Thinking: Assisting in finding ways to help

Volunteering in Social Welfare and Public Health were both very different experiences but equally rewarding.

patients whom live in poverty afford the health care that they need. Cultural Competency: Researching about the West African culture before and during my trip. Being culturally aware of my surroundings and adjusting to the cultural changes around me. Setting Boundaries: Wanting to go the extra mile to help patients was tempting, so setting boundaries was one of the most important skills I had to utilize during my time abroad.

Social Welfare: I learned that although medical

Classroom Connections

Outcomes

social work is not as relevant in Ghana as it is in the United States, it still plays a very important role behind the scenes. There was only one social worker for the entire hospital (whoa!) and she managed most, if not all, of the low-income patient financial services. Here I got to help and interact with patient assessments, discharge planning, and follow up. Public Health: This department was completely run by nursing staff. Each day of the week there was different clinic, I was able to experience the Child Welfare Clinic and HIV Clinic, while also going into the different hospital wards to educate mothers with newborn babies the importance of immunizations and malaria prevention. Healthcare: Most of Ghana’s healthcare is provided and funded by their government. In 2003 the country adopted the National Health Insurance Scheme to promote universal health insurance coverage for all Ghanaians. This healthcare package covers about 95% of residents and consists of basic health care services including: outpatient consultations, essential drugs, inpatient care and shared accommodation, maternity care, eye, dental and emergency care.

613 Behavioral, Psychological and Ecological Aspects of Health and Disease: This course helped me get a better understanding of how environmental factors can lead to long-term health problems. That an individual’s health not only depends on self-care but the environment that they live in as well. 699 Social Work Practice in Health Promotion and Disease Prevention: This course prepared me with more education about chronic diseases and life-style changes. We learned how to have those uncomfortable conversations and finding a “new normal” way of living life.

Lessons Learned The patient/client knows what is best for themselves, even if you think otherwise. You cannot force someone to change if they are not ready. Old behavior is not going to change unless the person chooses to make positive life decisions on their own, and is able to take control of their life. Empowerment is key.

Advice Get to know the locals and engage in the beautiful culture that surrounds you. Going out of your comfort zone may be hard at first, but completely worth the while. Don’t be so quick to make assumptions or judgment. Everyone has their own story. Take a step back, sit, and listen to what they want to share.

Acknowledgments Thank you to the Office of Global Activities, Alumni Board of Governors, family and friends for financially supporting me for my special studies project. Thank you Child Family Health international for hosting me and letting me engage in a great learning experience. Also want to acknowledge Cristina Barnes for being an amazing instructor and giving me the guidance and confidence I needed in order to pursue this journey!

SERVICES AND SUPPORT FOR ADULTS WITH DISABILITIES IN HONG KONG Mira Shackelford University of Michigan School of Social Work HONG KONG, CHINA Important Facts: • Hong Kong became a Special Administrative Region of China in1997 • “One Country, Two Systems” formula • Former colony of the UK (1842-1997)

THE NESBITT CENTRE The Nesbitt Centre (TNC) is an English-speaking educational day program for adults with a range of disabilities. The centre serves residents of Hong Kong originating from all over the world. Through a personcentered framework, TNC focuses on engaging, empowering, and enriching the lives of people with learning disabilities. TNC Programs: • Educational sessions focused on social skills • Speech and occupational therapy • Vocational training • Work opportunities through two different social enterprises (a restaurant and a coffee shop) • Residential apartment for overnight stays

MY ROLE AT TNC Official Languages: Cantonese (89.5%), English (3.5%) Population: 7.3 million (Hong Kong Census and Statistics Department)

My global field placement took place over a 10-week period. My role was to work closely with the frontline staff team to assist with a variety of educational sessions. My time was spent facilitating activities at TNC and its residential apartment, as well as helping with outings throughout Hong Kong. Outcomes:

Size: 1,106 square km • Hong Kong is the 4th most densely populated region in the world

• Collaborated with a speech therapist staff member to start a weekly Women’s Group focused on building healthy relationships • Planned and facilitated sessions on a weekly basis: well-being, relaxation, social skills, general studies, and production of a newsletter for members in low and high support groups • Facilitated fitness activities such as swimming, stretching, and yoga at the Hong Kong Football Club once a week • Planned and carried out evening activities / cooking for members who stay at the residential apartment by sleeping on location for 6 nights in total

SKILLS DEVELOPED

CONNECTIONS

Flexibility:

Classroom: • SW 521 (IP with Individuals, Families and Small Groups): In this course, I learned the basics of interpersonal practice, specifically best practices for working with clients with special needs. • SW 790 (Adventure Therapy Mini-Course): I learned interactive and practical group therapy activities that I was able to directly apply during my internship.

• In facilitating material for people with different abilities and needs. • In adapting essential information to make topics more accessible depending on the level of a particular group. Collaboration: • When working with members in the planning process for outings and activities. • When working with staff members, interns and volunteers, each with a unique background and expertise. Mediation skills between members during verbal or physical altercations

Career: Working with people who have life experiences different from my own was invaluable. Having a full time experience as a social worker collaborating with speech therapists, teachers, nutritionists and many others will inform how I act in future professional settings.

Best practices for working with people who have disabilities, with a focus on Autism and Down syndrome

ADVICE

LESSONS LEARNED • There are many different ways to promote independence, maximize potential, and empower clients. The best first step is to initiate a meaningful conversation and guard against making any assumptions about a person’s potential. • While a client’s self-determination and independence are foremost in my mind, I must balance this with the need to ensure that an organization’s rules and safety procedures are followed at all times. What worked for me in Hong Kong was consistency and a strong focus on building rapport. • There will be times in my career where I will be the only social worker on a team of professionals. At TNC, this was often a difficult experience, but in the end this self-reliance helped to build my confidence and flexibility.

• Take time to read about the country in which you will live before you go and be sure to ask questions while you are there. Strike up conversations with community members whenever possible. • Don’t hesitate to reach out to your peers/colleagues back in the U.S. during your time abroad for support. Also, journal about your experience, it will be finished before you know it.

ACKNOWLEDGEMENTS • Thank you to the Office of Global Activities for supporting my field placement financially, logistically and morally. • Thank you to the University of Hong Kong for providing the student exchange experience. • Thank you to TNC staff and members for welcoming me into their community.

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Refugee Initiatives in Germany: Social Work and Advocacy Challenges Elizabeth Snook University of Michigan School of Social Work

Special Study Topic Germany and its "Refugee Crisis" Population: 80.62 million (2013) Unemployment rate: 4.2% (Jun 2016) Population growth rate: 0.2% annual change (2013) GNI per capita: 45,620 PPP dollars (2013) Official language: German (Source: http://data.worldbank.org/country/Germany)

I wanted to understand how the response to refugees has evolved in the last year and the impact that current events have had on social workers and their ability to serve refugees. I set out to interview representatives from refugee initiatives, with questions like: - How does your community view the work that you do? How has that changed? - How have current events (/media coverage) impacted your organization? - How have you managed your resources in light of mercurial policy shifts? I spent a week each in Stuttgart, Berlin, and Cologne, visiting refugee camps and neighborhood organizations as well as asking regular community members to share their own perspectives.

Agency/Community Partners A partial list of community agencies I interviewed and/or shadowed:

Background • In 2015, German chancellor Angela Merkel agreed to accept responsibility for the asylum applications of Syrian refugees after other EU countries refused. • Over 1 million refugees and migrants from other countries arrived in Germany in 2015; that is more than the United States has accepted in 10 years (despite having a population four times greater than Germany). (Source: qz.com/567469) • Refugees and asylum-seekers are actually legally very different. (Refugees typically wait for approval to enter the country, whereas asylum-seekers come and then register ASAP.) However, Germany has allowed refugees to use their asylum procedures as a way of providing Syrians more immediate relief from danger.

• Refugee Council of Baden-Württemburg (Stuttgart) – an advocacy organization which educates public institutions and private volunteers about refugee rights in the German state of Baden-Württemburg; also serves as a resource to refugees • Moabit Hilft (Berlin ) – a neighborhood organization considered a first responder to refugees in the capital because of its proximity to the asylum processing center to which all refugees in Berlin must initially report • Migration Hub (Berlin) – a collaborative co-working space for those interested in projects related to mass migration • Refugee Law Clinic (Cologne) – a non-profit associated with the University of Cologne Law School which provides legal advice to asylum-seekers

Outcome I am currently compiling an annotated bibliography on the so-called “migrant crisis,” based on research I conducted prior to travel, recommendations I received during my trip, and resources which have since provided me with answers to lingering questions.

Skills Utilized and Developed Project Management Skills Utilized Prior to Departure: -

Formulating a project proposal Outreach to research contacts Drafting a project budget Writing funding proposals Travel planning and contingency planning

Skills Developed During Travel and Research: - Cultural humility and adaptability - Professional networking - Self-guided, informal learning

Classroom Connections SW 799 – Immigration Policy at the Contested Border (Arizona/Mexico) Professor Sherri Kossoudji emphasized the multiplicity of perspectives to be taken into consideration when exploring immigration policy and practice, as well as encouraged us to practice ethical methods of bearing witness.

SW 663 - Fundraising and Grant-Getting: This course covered management topics such as the appropriate use of volunteers and the importance of diversifying funding sources in order to build a sustainable organization. Many of the initiatives I visited have suffered from mismanagement in these areas.

Lessons Learned - Retired adults tend to be the most reliable volunteers, especially when the work is considered controversial. - When campaigning for the rights of a vulnerable group, be aware of negative press coverage tied to that group. Failure to acknowledge this damages the credibility of the advocate in the eyes of opponents.

Career Connections Radical change does not happen easily within existing German bureaucracy! I was incredibly inspired by the start-up spirit in Berlin. Though some of the new initiatives may not be built to last, extraordinary circumstances required all hands on deck, and the new nonprofits helped to fill service gaps. It is also so important that there be a space for new ideas and approaches to be cultivated independently of slowchanging institutions ridden with path dependencies. This experience has helped me understand that I am most interested in projects with the following characteristics: - Innovative - Interdisciplinary - Inter-agency Collaborations - Localized/regional approaches to social justice issues

Advice for a Global Independent Study - Plan some unstructured time! The best conversations and experiences happen when you least expect them, and talking to those outside of the work you are laser-focused on can provide valuable context. - Learn at least some basic phrases in the language even if you do not need it to get by. People will appreciate it and it communicates that you are genuinely interested in them. Acknowledgments Special thanks to the Office of Global Activities, the SSW Alumni Board of Governors, and the Weiser Center for Europe and Eurasia for generously providing funding for this project. I would also like to personally thank Dr. Larry Gant, Katie Lopez, and Mary Ruffolo for providing crucial academic resources throughout its planning and execution.

Global Special Study conducted August 12 – September 5, 2016

The People of Madagascar Picture/ Agency Logo

Katherine Sorofman University of Michigan School of Social Work Global Field Opportunity

Anosy Region, Madagascar My Global Special Studies project took me to the small, South East, Anosy Region, of Madagascar. The island is most famous for its endemic wildlife which consist of more than 80% of the islands flora and fauna. What is rarely talked about though are the Malagasy people. They are a multicultural and diverse group of both Indonesian and African decent that settled the island no more than 2000 years ago. In recent years the Malagasy people have been facing many challenges. Statistics • Madagascar is ranked 154 out of 185 in the United Nations Human Development Index (2015). • As of 2012, 70% of Madagascar’s people were living below the poverty line (United Nations, 2016). • The Anosy region is one of the most impoverished in the country.

I worked with SEED UK and Azafady Madagascar to craft a participatory internship within their joint organizations. Through participant-observation, as a volunteer with their Pioneer Program, I was able to contribute to and learn about projects in school development, health education, women's empowerment, and economic and environmental sustainability. This intern taught me valuable lessons in cross-cultural collaboration and community engagement.

Skills Utilized & Developed • Working on women's cooperatives and economic sustainability. • Advancing human rights and social justice via support of various projects. • Conducting research on international community development. • Learning about community engagement through crosscultural agency collaboration.

Lessons Learned Outcomes • New online media for the development and sustainability of STITCH Sainte Luce (a local woman’s cooperative) was created. • School bathrooms in Fort Dauphain were painted with colorful messages reminding children to wash their hands. • An abandoned school in Mahatalaky was repaired and refurbished and will provide education space for up to 400 youth in the region. • A bat blind was constructed for research. This project will both promote economic development and protect the local environment and ecosystem. • Support was provided to the Orbatsimba project that promotes lobster conservation and economic sustainability through the development of a “No Take Zone.”

• A project must have the passion of community members to succeed. • While I may be passionate about international social work. I need to consider the cultural boundaries and whether I am the best person for a particular roll. • Overwhelming yourself with work will not help anyone.

Advice • Be flexible. Entering a new community and/or culture with an open mind and no expectations leaves room to explore wonderful opportunities that you may not have even considered. • Research culture shock and self care techniques prior to departure.

Classroom Connections 648 Issues in Global Social Work Practice This course helped prepare me for the challenges I would face when entering an international community. I was also able to unpack my past international experiences which helped prepare me for a new global experience. SW652 Organizing for Social and Political Action This course introduced me to community engagement and international community development. It helped inspire my decision to purse a Global Special Studies project and offered a foundation to which I could expand my knowledge.

Career Connections This opportunity helped to develop my skills and understanding of international social work organizations. It also provided hands on experience in alternative forms of community engagement. Overall, it has helped to shape my views on community organizing and the direction I hope to pursue in the future.

Acknowledgments Anosy Region

I would like to thank the Office of Global Activities for financially supporting my Global Special Studies experience and allowing me to expand on my knowledge and skills in the international field of social work. I also want to thank those that donated to this opportunity through GoFundMe.com. And, of course, I want to thank my family for their emotional and financial support of this epierence. This poster was created for the Fall 2014 Global Social Work Poster Fair

Community Social Work in Israel-Palestine Alyssa Van Hofwegen University of Michigan School of Social Work

Location The city of Haifa is located on the slopes of Mount Carmel by the Mediterranean Sea. While most Israelis and Palestinians live in segregated communities, Haifa is one of a handful of mixed cities where Jews and Arabs live together. It is also home to Druze, Baha’i, foreign workers, and asylum seekers.

Assessed challenges and strengths of caregivers providing live-in aid to aging residents in Haifa

Why Israel-Palestine? I chose to complete my field placement in Haifa because of its unique community makeup and programs that strive to cultivate a shared society. Living in the Middle East for four months gave me the opportunity to make multiple visits to cities in the West Bank and neighboring countries including Jordan and Egypt. Meeting local residents in all of these places grew my understanding of many political, social, and economic challenges as well as individual and collective strengths.

Partner Agency The Haifa Municipality Department of Community Social Work has a significant role in addressing mental, emotional, physical, and social wellbeing on individual, family, and community levels. It focuses on the empowerment of Haifa’s vulnerable populations and promotes collaboration among residents to trust one another and provide mutual help in times of need.

• Listen to multiple perspectives. • Attend meetings even if you cannot

Projects Foreign Caregiver Assessment

Advice

understand the language. So much is expressed in non-verbal communication.

• Initiated key stakeholder interviews • Led five focus groups with caregivers from the Philippines, India, and Sri Lanka • Presented findings and recommendations to stakeholders in a first-ever collaborative meeting between caregiver agencies

• Co-designed evaluation survey • Visited 10 community gardens and 49 evaluation participants • Created a professional evaluation report, presented at Haifa’s Community Garden Forum

Asylum Seekers in Haifa Facilitated initial stages of community organizing to address service gaps faced by the asylum-seeking community in Haifa

Community Garden Evaluation Evaluated Haifa’s community garden programs that foster individual, social, and environmental wellbeing

• Conducted research and outreach to relevant organizations • Organized Tel Aviv day-trip to meet local leaders, learned about their ongoing work and service barriers • Initiated a meeting among diverse stakeholders to work collaboratively with asylum seekers in Haifa

Skills Utilized

Lessons Learned

Assessment and evaluation

Schedule multiple focus groups in a timely sequence and inform participants of the entire focus group schedule during the first meeting. Providing a certificate of participation can be helpful to retain participants for all focus groups.

Balancing learning and leadership Cross-cultural communication in professional relationship development

• Spend time in the West Bank, Jerusalem, and other parts of Israel-Palestine to become familiar with the richness and range of cultures and political climates in the region.

Classroom Connections 658 Women and Community Organizing Specific organizing techniques, practice tools 522 Basic Social Work Research Self-designed a research paper with a focus on Arab-Jewish encounters in Israel-Palestine 697 SW Practice Community & Soc Systems Group project focused on mindfully entering, working with, and exiting international communities

Career Connections My field placement site demonstrated the importance of building a welcoming and supportive work environment. In my future career I look forward to to contributing to a collaborative organizational culture while putting to use new and refined social work skills. Acknowledgements: Special thanks to the University of Michigan School of Social Work, Office of Global Activities, Weingast Family Fund, University of Haifa, Haifa Municipality Dept. of Community Social Work, and my family for providing generous support at various stages of this global field placement.

Protest and Social Justice: Reflections on the 2016 Joint World Conference on Social Work, Education, and Social Development Lauren Whitmer M.A., M.S.W – University of Michigan School of Social Work

Introduction

The 2016 Joint World Conference on Social Work, Education, and Social Development was held June 27-30 in Seoul, South Korea. This year’s conference theme was “Promoting the Dignity and Worth of People.” The conference was attended by more than 2,500 people from over 200 countries. In addition to attending and learning from the conference, I was fortunate to spend some time exploring Seoul with a South Korean social worker who completed her MSW at Michigan. During this time I had the opportunity to learn about several social advocacy movements that are currently active in South Korea. In this poster, I highlight three of these movements – one of which involved a group of protesters that strategically used SWSD to draw attention to their cause – and examine the role of protest in the mission of social work.

Protest at SWSD During the opening plenary of SWSD 2016 a group of South Korean disability activists called the Solidarity Against Disability Discrimination (SADD) group rushed the stage as South Korean Health and Welfare Minister Chung Chin-Youb spoke. The SADD protesters were quickly and forcibly removed by security guards. The Minister resumed speaking – as though nothing had happened – while security guards continued to violently remove protestors. One woman who uses a wheelchair was knocked out of her wheelchair during the security guards’ violent response. Four guards carried her out of the auditorium by her wrists and ankles as she screamed, and then set her down on the floor in the hallway. Her chair was dragged out separately by other guards.

Protest at SWSD 2016 (cont.) After the minister finished, the presidents of the three global social work organizations that organize the conference spoke about social work’s global agenda. They did not acknowledge the protest until someone in the audience shouted out, observing that the protesters were demanding dignity – the theme of SWSD 2016 – and asking for a response from the presidents. The president of the International Federation of Social Workers (IFSW), Ruth Stark, responded by acknowledging that all people want dignity. Her brief comment, however, was widely critiqued in private conversations among conference participants who disliked that her statement could be interpreted to suggest that protest at a social work conference was somehow inappropriate and/or that protest was not the “best” way for people to seek change.

Photo by Ruth Hardy https://www.theguardian.com/social-carenetwork/2016/jun/27/disabled-protesters-social-work-conference-seoul

Some fish and seafood vendors at Noryangjin, Korea’s largest fish market, are protesting the efforts to relocate them to a new market recently built next door. The red and yellow vests worn by vendors and the ribbons hanging from the lights signal their dissent. Many vendors do not want to move to the new market because they will have to pay 150% higher rent to sell there. They also say that moving the market is destroying the history of Noryangjin and is yet another example of gentrification in Seoul.

Protest on the Street Insert your text here

Information boards and a memorial altar for the victims of the Sewol ferry disaster that killed 304 people, mostly students.

The SADD activists were protesting South Korea’s disability rating system and obligatory provider system which rate a person’s disabilities on a six-point scale and thereby determine what benefits and services that person can access and where they can access them (https://www.theguardian.com/social-carenetwork/2016/jun/28/disabled-activists-condemn-treatment-social-work-conference; https://www.theguardian.com/social-care-network/2016/jun/27/disabled-protesters-socialwork-conference-seoul).

With the support of the IFSW, on the second day of the conference the SADD activists returned with banners protesting the violence they faced the day before. SADD held a press conference asking social workers attending the conference to make statements denouncing the repression by conference and government security and staff, and pledging support to the SADD protesters. SADD also demanded an apology from the Minister of Health and Welfare.

Vendors at Noryangjin wear vests and hang ribbons to protest the proposed relocation to a new market space

Protest and the Mission of Social Work The International Federation of Social Workers (IFSW) includes in its global definition of the social work profession, “Social work is a practice-based profession and an academic discipline that promotes social change and development, social cohesion, and the empowerment and liberation of people…”

A protest and memorial for the 304 people killed when the Sewol ferry sank on April 16, 2014 continues into its third year in the center of Seoul. Activists were handing out yellow memorial ribbons and collecting signatures on the petition below:

Because liberation is rarely just given to oppressed peoples – rather it must be fought for, protest is a key tool for seeking social justice. In her keynote address, Silvana Martinez, Latin American and Caribbean regional IFSW president, asked: “Can we speak about social work without speaking about power, about politics, about those who hold power?” Martinez argued that social work must not fall into the trap of only providing supportive services without also advocating and pushing for radical social change. Drawing on Latin American decolonial theorists, Martinez argued convincingly that supportive services without movements for social justice actually serve to preserve the status quo by obfuscating the root causes of the injustice. SADD holds a press conference at SWSD

Disability Activists on the Stage at SWSD 2016 disrupt South Korean health and welfare minister Chung ChinYoub’s speech

Protest in the Fish Market

In response to the SADD protest a group of social workers issued a Dear Colleague letter asking the SWSD Conference Secretariat for an apology to SADD, for the Organizing Committee to request that the Minister of Health and Welfare meet with the SADD activists, and for future SWSD Organizing Committees to include groups that advocate for service users and service providers (https://docs.google.com/document/d/1BJ0kfYtjLsoz51oRG0CAE3uoIjqIR_bf8JH18hfZC_k/edit).

On the last day of SWSD, SADD activists were invited to speak.

Protest is an integral part of effective social justice movements that seek radical change, and as such, protest is an integral part of the social work profession. As social workers, we should not imagine the limit of our workplaces as our office doors. Our work is also out in the world, crossing borders between organizations, systems, places, and issues. “Injustice anywhere is a threat to justice everywhere.” – Martin Luther King Jr., Letter from Birmingham Jail – April 16, 1963

Acknowledgements Funding was generously provided by the Office of Global Activities at the University of Michigan School of Social Work and the Rackham Graduate Student Research Grant.

Peace Corps Ecuador Children and Youth Development Claire Williamson University of Michigan School of Social Work - Master’s International Quito, Ecuador

Host Country Agency

Projects & Outcomes

Lessons Learned

Ecuador is a small, megadiverse country in the northwest part of South America. Quito is the capital, seated along the equator high in the Andes Mountains with a population of roughly 2.5 million. Quito, a World Heritage Site, has a rich culture and history dating back to 16th century, and contains one of the most well preserved historic centers in Latin America.

Hogar del Niño San Vicente de Paúl •  Founded in 1876 in the historic center of Quito •  Non-profit Institutional Foster Care and Orphanage serving at-risk or abandoned children and youth ages 0 to 18 •  Funded and directed by Hijas de la Caridad (Daughters of Charity) with help from the Ecuadorian government

Throughout my two years in Ecuador, I worked full time in El Hogar. I provided continual support, guidance and assistance to the ~75 children and 40 staff members in the orphanage while gaining trust and building positive relationships and rapport. As a volunteer I:

•  Building meaningful relationships is more important than big projects •  The children and youth made a bigger impact on me than I made on them •  I am stronger than I give myself credit for •  “Poco a poco” – little by little

Languages: Spanish and Kichwa Religion: Roman Catholic Ethnic Groups: Mestizo, Afro-Ecuadorian, Native/Indigenous Currency: US dollar Exports: Bananas, coffee, tuna, petroleum

•  Co-taught a group of 10 children ages 2-3 in a day-care like setting on manners, sharing and behavioral management •  Created and facilitated a youth group with 12 adolescents ages 9-16, meet weekly for 2 hours and presented workshops on life skills such as: self-esteem, values, leadership, autonomy, critical thinking and positive behavioral management, an increased respect and understanding of these life skills was observed in the youth during the two years

Peace Corps Ecuador •  Established in 1962 •  Over 6,275 volunteers have served •  Current Programs •  Youth Development •  Community Health •  Teaching English

El Hogar, Historic Center, Quito

Skills Developed •  •  •  •  •  •  •

Community assessment and organizing Spanish speaking and writing skills Planning and facilitation skills Case management skills Monitoring and evaluation Critical thinking and problem solving skills Adaptability, flexibility and resilience

•  A s s i s t e d t h e S o c i a l W o r k e r s a n d Psychologists in the technical team office: case management, documentation, and accompanied on home visits and medical appointments, intercultural exchanges of skills and knowledge occurred on a daily basis •  Offered after school tutoring for English homework to the children ages 5-16, an increase in English grades was observed after months of tutoring

•  A big thanks to Katie Lopez and other staff in the Office of Global Activities. Your continual support before, during and after my Peace Corps service has been greatly appreciated! •  My fellow Master’s International RPCVs of Team 93: Greta, Lauren and Lillie, having your friendship and understanding throughout this process has helped me significantly. •  Friends and family both near and far, thank you for being a part of my life. •  To the beautiful people of Ecuador and my kids at El Hogar, you have stolen my heart and taught me so much. I am forever changed by my experience.

The classes I took in my first year in the School of Social Work proved to be very helpful in preparing me for some of the work I did in Ecuador with children and youth. •  SW 799 Youth Empowerment •  SW 601 Adolescent Development •  SW 648 Issues in Global Social Work Practice

Career Connec@ons I had the wonderful opportunity to work alongside social workers at El Hogar. During my two years, I learned about and helped with the intake process of children and youth in to the orphanage as well as the adoption process in Ecuador, family reunification and other necessary steps for a child to leave the orphanage. The experience to work with social workers in Ecuador offered me a way to observe the similarities and differences in social work between different countries, share my skills and to grow professionally as a social worker.

Advice Other Projects

Acknowledgements

Classroom Connec@ons

I also helped plan and facilitate various informational and technical trainings for trainees and host families at the Peace Corps office located in Quito.

•  Go outside of your comfort zone, these adventures provide the greatest learning opportunities •  Try not to compare yourself to other volunteers, every experience is different and beautiful in its own way •  Know your limits •  Love yourself

Geriatric social work in Toronto, Canada Ling Lin School of Social Work, University of Michigan Outcome  

Location

 

Toronto, Canada    

The capital of the province Ontario One of the most populous places in Canada 2.79 million population, most immigrants are from European or Asian countries Ranked 12th expensive city, based on UBS, 2015

(Picture

of Apotex Center

Skills Utilized/ Developed   

Agency Apotex Center, Baycrest

Diversity Critical thinking Communication

Lessons learned & Advices 



Social work practitioners in Canada are not qualified to make any diagnosis related to mental disorder Listen, observe and be humble, open-minded & curious

Classroom and career connections  Picture of Apotex Center

(

Baycrest is a great organization which provides comprehensive eldercare services in Canada. Apotex center is the Baycrest’s long-term care facility. It has 7 floors to accommodate patients. I conducted a 3-week internship in the Apotex Cetner which:  Provides integrated care for dementia or stroke patients  Primarily serves Jewish patients and services are provided within the context of orthodox Jewish traditions

Attended round table meetings which involve social workers, nurses, dietitians, and other professionals Sat in on case management sessions regarding residents’ and family members’ concerns, such as financial issue, fall risk Joined annual review meetings about residents’ care plan Participated in a peer support group which aims to create a platform for mutual support among residents

 

Course SW 504 has deepened my knowledge in cultural humility and competence Courses SW 521, 616, 628 and 790 about dementia patients and family members have increased my skills and knowledge in working with individual and family members This learning experience helps me better understand dementia patients and how to provide integrated and comprehensive care to older adults

Acknowledgement Many thanks to the OGA for funding and the Baycrest for providing a great learning experience. Special thanks to Prof. Dunkle for helpful advices and my family’s great support to make this experience fruitful.

SWSD 2016

JOINT WORLD CONFERENCE ON SOCIAL WORK, EDUCATION, AND SOCIAL DEVELOPMENT

HISTORY OF THe CONFERENCE

The millenials & Social enterprise

The 2010 world conference on social work and social development in Hong Kong (Sponsored by International Federation of Social Workers and International Association of Schools of Social Work, and International Federation of Social Work) identified four pillars of social work and development:

For the conference, I conducted an independent research to understand global perspective of the millennial and future leaders in the field of Social Work. As I was exploring new ideas for social welfare, I attended workshops about social enterprise and social innovation.

1. Promoting social and economic economic equalities 2. Promoting the dignity and worth of peoples 3. Promoting environmental and community sustainability 4. Strengthening recognition of the importance of human relationships.

In a oral workshop, “Social Enterprise: SK’s Experience in corporate Role to solve problems, I learned the importance of innovation of social service market in technology innovation, social innovation, commodity market, captial market, and labor market. Traditional non-profit management and it’s reliance on donations, funds and volunteers result in limited revenue as the welfare demand is increasing. As a solution to this problem, SK Social Enterprise plays a role as a consultant tocontribue to sustainability of the non-profit organization.

SWSD 2016 was the second stage of The Global Agenda process to gather information from across the world to illustrate how social work and social development promoted respect for human dignity and worth of peoples.

key theme of the conference “Promoting the dignity and worth of peoples” Respect is an active concept. To show respect implies more than an attitude or a state of mind, but also action and behavior. Dignity is defined as being ‘the state of quality of being worthy of honor or respect’ (Oxford English Dictionary Online). Worth implies the recognition of value and significant Peoples uses plural of the word to emphasize that not only individuals but also groups and communitieis should be shown respect and be valued.

my INTERNATIONAL EXPERIeNcE As an international student, my past experiences globally led me to explore my passion and interest in Internaional Social Work. As a Korean citizen who spent most of teenage and college years in the United States, it was fascinating to learn more about social work in my own country. 2 99

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From my experience at SWSD conference, I am looking forward to continue my education to find an innovative way to support social services as a management in social services student. Also, I am planning to continue networking with people I met at the conference to advance in my future career.

Working with Asylum Seekers and Refugees in HK Hong Kong

MSW Intern Responsibilities

Classroom Connections

• Special Administrative Region of the People, s Republic of China since l 997(former British Colony)

• Work with clients as a caseworker

SW 521: Assessment/intake skills

• Participate in weekly caseworker meetings

SW 683: Evaluation and focus group design

• Made of over 200 islands in the South China Sea

• Group design and facilitation (most HKU students)

SW 697: How to thoughtfully enter communities

• Program design and implementation

SW 648: Preparation for going abroad

• Assist with planning and participate in centre events for clients

SW 624: Group facilitation and planning

• Population of 7.2 million people • Tension between Mainland China and Hong Kong resulted in the "Yellow Umbrella" protests • Official languages are English and Cantonese

Skills Utilized/Developed • Program development • Cross-cultural communication

Asylum Seekers in Hong Kong • Crisis management and case management • Roughly l 0,000 asylum seekers in Hong Kong • Asylum seekers and refugees cannot work or volunteer • Receive limited assistance from government in the form of rental/utility assistance, food vouchers, and transportation allowance • Strong anti-refugee sentiment • Association of ethnic minorities with crime/economic migration • Asylum claims processed through Unified Screening Mechanism, which has a 0.53 acceptance rate (compared to 20-403 in most other countries)

Christian Action: Centre for Refugees • Only drop-in center for asylum seekers and refugees in Hong Kong •Provides basic humanitarian assistance •Educational grants to cover schoolfees/uniforms for children •Classes (English, computer skills, drums, sewing/jewelry making) •Psychosocial/counseling services

• Assessment skills (intake assessment and targeted assessments)

Lessons Learned • Respecting client self-determination can be difficult, but is an important value to uphold • Developing a professional support system is important for your long term success

Career Connections I hope to continue working with multicultural populations and immigrants/refugees. My time in Hong Kong: • Complemented my experience working in refugee resettlement by showing the asylum seeker experience • Better prepared me to work in crisis situations • Built on my ability to communicate effectively with clients

Outcomes

• Ideally there should be a balance between consistent policy and flexibility

• Actively worked on four client cases

• Relationship building can open doors for your clients

• Developed and implemented three parenting workshops

Advice • Remember to take care of yourself-being able to recharge is especially important after a difficult day (or week) at work • Be proactive-take advantage of opportunities and connections as they arise

• Designed and facilitated a focus group with female clients about how to make the agency more women friendly • Assisted with implementation of the milk and diaper assessment for mothers

• Patience and flexibility help get through times of uncertainty and frustration ~~ti;Jlh~T~

Christian Action

Acknowledgments: Special thanks to the Office of Global Activities and the Alumni Board of Governors who helped fund this experience and University of Hong Kong for coordinating my placement. I am incredibly grateful for the support provided by my supervisors in Michigan and Hong Kong-Katie Lopez, Lok Poon Wing, Ada Yip, and Jeff Andrews. Thanks also to Omar for accompanying me and taking care of our daughter and Mira Shackelford for living with us. This poster was created for the Fall 2016 Global Social Work Poster Fair

Advocating for Aboriginal and Torres S trait Islander Children in Melbourne, Australia Adrienne Bombelles University of Michigan, School o f Social Work

Global F ield Agency The Secretariat of National Aboriginal and Torres Strait Islander Child Care ( SNAICC) is the n ational non-‐governmental peak body for Aboriginal a nd Torres Strait Islander children. SNAICC works for the fulfilment o f the rights o f o ur children, in p articular to ensure their s afety, d evelopment and well-‐ being. SNAICC represents a membership body of over 1 400 Indigenous-‐led and controlled child care centers and advocacy groups across Australia

Indigenous Youth are over-‐ represented in the child-‐protection system across Australia

• Aboriginal and Torres Strait Islander children comprise 5.5% of all children aged 0-‐1 7 years in Australia yet they constitute nearly 35% o f all children placed in out-‐of-‐h ome care • The national rate of Indigenous children in out-‐o f-‐h ome care is almost 10 times the rate for non-‐I ndigenous children • The numbers of Indigenous children In foster care and receiving child protection services is steadily rising -‐ from 1 2,358 in 2011 to 15,455 i n 2015

Melbourne, Australia Melbourne i s the capital and the m ost populous city o f the southeastern Australian state of Victoria. It has b een rated the “world’s most l iveable city” for 6 years in a row and is referred to as Australia’s cultural capital

Lessons Learned: . To effectively advocate for and craft inclusive s ocial p olicy, one must prioritize relationship b uilding and be p atient when working alongside and learning from the s erved community

Placement Focus As a S ocial Policy and Program Evaluation student, I had the opportunity to research the Australian federal and the Victorian state government’s policies concerning the placement of Indigenous children in the child protection system and how culturally-‐appropriate Indigenous early education services are funded My project accomplishments include: • Authored an independent research project on S ocial Impact Bonds, a funding mechanism that could potentially provide additional funding for under-‐ resourced yet v ital early child education centers serving Indigenous children • Conducted independent research on the impact new legislation in the Australian Parliament will have on placing Indigenous children in out-‐of-‐home care and on their access to culturally appropriate early education services • Work-‐shopped a trauma-‐informed cultural competency training seminar for child care providers working with Indigenous children in the child protection system • Created a Student Peer-‐Learning group to further develop the structure of SNAICC’s internship program

Skills Utilized: I d eveloped my ability to identify and engage stakeholders involved in our issue area; how to b e a culturally s ensitive advocate for a community that I d o n ot share a h eritage with; how to manage an independent research p roject Classroom Connections: SW 6 47 Policies and Services for Social Participation and C ommunity Well-‐ Being helped me to understand the policies and s ervices that promote a civil society SW 5 04 Social Justice and D iversity in Social Work helped me to apply a PODS framework and e ngage w ith diversity and differences w hen practicing international s ocial w ork

Career Connections: My global experience enhanced my ability to b uild cross-‐cultural relationships and appreciate the differences b etween h ow social policy is implemented in the United States compared with other n ations. This knowledge will improve my ability to act as a p olicy analyst in a foreign s etting Advice • Build your knowledge base before departure by studying the history of Aboriginal and Torres Strait Islander populations • Read the Australian news to stay informed on the current political climate • If possible, connect with people in your agency or involved in Indigenous rights advocacy to get a sense of the culture you are entering

Acknowledgements Thank you to the Office of G lobal Activities for p roviding s upport for my global field p lacement and the wonderful SNAICC staff for p roviding this formative learning opportunity

Mutima Outreach Ministries

Entebbe, Uganda

Courtney A. Maher University of Michigan School of Social Work Introduction

Community Partner

In Uganda, about 7.2 percent of the population is living with HIV/AIDS. This amounts to around 1.4 million people, including an estimated 190,000 children. Fishing villages along Lake Victoria are particularly impoverished and impacted by HIV/AIDS. One village in particular is home to many women who are supported by Mutima Outreach Ministries.

Mutima Outreach Ministries is a HIV/AIDS organization located within Entebbe. Mutima provides women's education programs aimed toward increasing selfsufficiency and HIV/AIDS awareness through outreach on hygiene and transmission.

(1) Facilitated two round table discussions that demonstrated a clear need for a formal support group among the women. (2) Mediated the removal of an organization mandate that required volunteers to pay for weekly group meals and transportation of all persons conducting outreach.

Lessons Learned

Advice (1) Research programs that will allow you to have an authentic cultural immersion. (2) Access to Internet and technology can actually hinder the experience.

Outcomes

Project Information Over the course of three weeks, I facilitated women's education lessons on various mental health topics, supported outreach efforts relating to health and sanitation, and spent time crafting with the women.

Skills Utilized    

Cultural humility Assertiveness Empathy Engagement

Through this experience, I challenged perceptions on privilege and oppression daily. This includes beliefs on gender roles, sexuality, consumerism, government policies, and stigma relating to HIV/AIDS.

Acknowledgements I would like to extend my gratitude to the Office of Global Activities and the Alumni Board of Governors for funding this Global Independent Study. I also give many thanks to Dr. Robert Ortega for serving as my faculty advisor and to Volunteers 2 Uganda for providing me with such hospitality at my home away from home.

Career Connections With each social interaction, I worked toward humility of the local culture. Given any diversity of my current and future clients, I want to present myself in a manner that is continuously inquisitive of the person I am supporting. Ultimately, I desire to find ways to generate a partnership best attuned to the uniqueness of each individual.

Classroom Connections SW 799 – HIV/AIDS: Evidence Based Programs, Policies and Services. This mini-course presented a brief overview of the history of HIV/AIDS in the United States as well as common barriers to treatment.

Recessionary Labor Markets and Male Breadwinner Ideology among Heterosexual, Married Couples Huiyun Kim, University of Michigan Background A temporal perspective has dominated U.S.-based demographic research agendas among gender scholars studying the causes and consequences of gender inequality in the labor market. For example, scholars have well documented a national-level, temporal change in gender inequality in a labor market and resulting overall shift to egalitarian gender attitudes in the U.S. A smaller set of scholars have focused on space, rather than time, and have documented substantial variation in gender inequality across labor markets within the U.S., measured by dimensions such as the gender wage gap (McCall 1998, 2000). However, unlike their colleagues who have mapped change over time in these measures of gender inequality, and how they may coincide with changing gender attitudes, scholars interested in spatial variation in markets like the gender wage gap have rarely examined whether gender attitudes also vary spatially in ways that suggest an association. To build on these past literatures, this paper examines whether the conditions of local labor markets shape individual attitudes about the appropriate gender of a primary earner. I also examine the impact of relative earnings that arises when households rearrange labor contributions between spouses during this recessionary period on individual attitudes about who should be a primary earner. It is likely that increasing women’s relative earnings in a two adult household leads individuals to have less traditional attitudes about who should be a primary earner even after controlling for CZ-level gender wage gap. However, the influence of women’s contribution to household income could differ by household economic status, and I expect a weaker impact on traditional attitudes for low-income households.

Data & Methods I use the first two waves of the National Survey of Family and Households (1987-88, 92-94) data and merged them with Current Population Survey in order to construct gender wage gap in local labor markets. I use census-defined, 741 Commuting Zones in the mainland U.S. as a proxy for local labor markets, which draws boundaries of economically-homogeneous labor markets based on commuting patterns of census population. I limit my analytic sample to married men and women under age 65 (N=5,109) and conducted multivariate analyses with married couple weights. Since I use the first two waves of the NSFH data, two observations are available per individual. I use a random intercept model to exploit this panel data structure. A random intercept model allows dependency among observations within the clustering unit, which is an individual in this study, by introducing a person-specific term that randomly varies across individuals.

<Table 1> Population-weighted characteristics of married couple sample from the NSFH (87-88, 92-94), overall and stratified by 200% Federal Poverty Line (FPL) Overall

Below FPL 200%

5,080

966

Above FPL 200% 4,137

Number of observations

10,160

1,932

8,274

W1 Gender role attitude

.03

.30***

−.03***

W2 Gender role attitude

.09

.81***

−.06***

Δ Gender role attitude

+.06

+.51

−.03

White (non-Hispanic)

88.8

75.2

91.6

Black

5.1

8.9

4.3

Hispanic

5.2

14.7

3.2

Other

1.3

Age (in years)

43.6

43.4

43.6

Husband or wife (Wife= 1)

50.9

51.1

50.9

Education (in years)

13.0

11.2***

13.4***

W1 Women’s relative earnings

−.42

−.32***

−.44***

W2 Women’s relative earnings

−.32

−.29

−.32

Δ Women’s relative earnings

+.10

+.03

+.12

Number of individuals

Individual-level characteristics Race (%)

Household-level characteristics

*** p<0.001, ** p<0.01, * p<0.05, † p<.1 <Table 2> Random effect regression model predicting individual attitude about the male breadwinner ideology Male breadwinner ideology (high = traditional) Coef. SE Gender wage ratio in local labor markets −.03*** .01 Women’s relative earnings −.53*** .05 Income-to-needs ratio (< 200% fpl) .48*** .07 Women’s relative earnings × Income-to-needs ratio

<Figure 1> Census-defined Commuting Zones in 1990

Results & Conclusion Findings of this study suggest that individuals have less traditional attitudes about the appropriate gender of a primary earner when they reside in a local labor market where average earnings of women are closer to those of men. This suggests that a local labor market is an important level of analysis in understanding individual attitudes about the male breadwinner ideology. Also, the results of this study suggest that all individuals do not experience recessionary labor markets in the same way. The ways households respond to economic insecurity in recessionary labor markets, for example, with household labor rearrangement and its consequences for women’s relative income in a two adult household, does shape individual perception of who should be a primary earner even when individuals are embedded in the same labor market. Lastly, findings of this study suggest that the impact of women’s relative earnings in the household on individual attitudes about the male breadwinner ideology differ by household economic status.

Acknowledgement This work was presented at the Joint World Conference on Social Work, Education and Social Development (SWSD) 2016 and generously funded by Global Social Work Learning Community.

Demographic & SES characteristics Race (ref = Non-Hispanic White) Black Hispanic Other Age (in years) Education (in years) Presence of minor child R is wife (yes = 1) Wave 2 Constant Number of observations Number of individuals

*** p<0.001, ** p<0.01, * p<0.05, † p<.1

.25**

.08

−.41*** .28** −.03 .03*** −.09*** .05 −.39*** .12** 3.05***

.07 .09 .19 .00 .01 .05 .03 .04 .60 10,218 5,109

Juvenile Justice Interventions in Santiago, Chile Alejandra Cuspinera FIELD PLACEMENT AGENCY Field

Location Santiago is the capital and largest city of Chile and is located in the country’s central valley. The Andes Mountains surround the city and can be viewed from several high points in the city. Because it is located in a valley, air pollution is a serious public health concern. The city is divided by 36 communes, which includes the Commune of Santiago, considered Central Santiago or downtown. Population The gap between social classes has continued to increase and this difference can be seen from one commune to the other. The population in Santiago is 6.4 million, and is equivalent to approximately 1/3 of Chile's total population. The official language is Spanish. Sixty-eight percent of the population is Christian, with fifty-five percent Catholic. Chilean culture has been a mix of Spanish colonial elements with indigenous, mostly Mapuche, culture.

My global field placement was with Corporation Promesi. This organization’s mission is the social integration of youth that have been sanctioned by criminal law. It fulfills its mission by addressing juvenile delinquency through a psychosocial intervention, considering every individual as capable of developing to their potential and as responsible for their actions.

OUTCOMES

CONNECTIONS

LESSONS LEARNED LESSONS LEARNED

Classroom:

• Take the time to get to know the community you’re in and propose ways in which you can contribute to the work of the agency.

• SW 796: This course helped me to better understand the juvenile justice system and how the developmental stages have an impact on delinquency. • SW 633: This course advanced my understanding of social welfare policies in the US, which prepared me to critically analyze Chilean policies and welfare system. • Career: This global placement increased my interest in developing culturally relevant interventions for youth in the justice system.

In the course of my 12 week field placement, I was able to complete 4 main projects: • Developing and leading a gender-based interventions training for staff. • Presenting on culturally relevant models of intervention used in the US. • Conducting research on desistance of crime and interviews on levels of violence of religious inmates in Santiago’s penitentiary. • Developing a needs assessment tool for teen parents and a parenting skills workshop.

SKILLS DEVELOPED

• If you feel like you are too comfortable, find ways to keep challenging yourself. • Set deadlines but be flexible to changes and pace of the work environment. • At the end, the most important thing will be the connections you make.

ADVICE • ADVICE • Read a book on Chilean slangs. Chilean Spanish is very unique and different from other Latin American countries. • Be prepared to greet everyone with a kiss.

With this global experience I increased my ability to: • Advocate for myself and self-guide my projects

• Take time to learn about Chile's political history. This will help you better understand the roots and causes of current events and Chilean culture.

• Think critically about how laws and policies affect social problems in different countries • Be more assertive in a multicultural environment

ACKNOWLEDGMENTS I want to thank the Global Activities Scholars Program and the Alumni Board of Governors for financially supporting my global field placement. In addition, to Corporation Promesi for providing me with this learning opportunity. GASP Poster Presentation September,2016