2017 Global Social Work Day Posters

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Characteristics of Child Welfare in Argentina Kailey Baker University of Michigan School of Social Work LOCATION: ARGENTINA Argentina is the eighth largest country in the world, with a population of 43.85 billion. It is known for the Tango dance and cultural music. The primary language is Argentinian Spanish, which is slightly different than the Spanish spoken in Spain. Argentina is divided into 23 provinces and 1 autonomous city, Buenos Aires. Buenos Aires is known as the “New York of South America.” The culture is extremely romantic and places emphasis on relationships. The nightlife is much more lively than the United States, with clubs staying open until 7-10am.

GLOBAL FIELD AGENCY

MY RESEARCH

•  Original Volunteers- an independent provider out of the UK

I compared characteristics of Argentina’s Child Welfare System to that of the United States’.

•  Offers a variety of volunteer opportunities around the world •  Each opportunity is structured around helping underprivileged persons, assisting with wildlife, or cultural submersion.

Method- I obtained my information by talking with the local residents of the slum neighborhoods and my project coordinator.

PROJECT INFORMATION

Findings-

•  Mission- to provide positive one-on-one contact to socially neglected children in some of the most deprived parts of Buenos Aires.

In Argentina .

•  Project Location- “Cidudad Oculta,” meaning “hidden city.” This is a ghettolike suburb, consisting of an abandoned hospital, which has been used as housing for the local slums.

•  ARG gov. owns & funds slum buildings

•  The two slums that I helped out at each day were called Elefante Blanoo & Feliz Hora. •  Crime, drugs, & child rape are common place •  Most children between ages of 2-12 years

•  Everyone (including children) have health insurance and total coverage- does not include mental health services

•  ARG gov. provides after-school snack for a children living in slums Monday-Friday.

Above Picture: Dia Del Nino (Day of the Child). We supplied toys for each child of the slum and facilitated a party to celebrate the children and what they bring to the world.

CAREER CONNECTIONS Volunteering in Argentina increased my ability to be assertive, build rapport with children and families, speak Spanish, and engage with families of a different backgrounds than my own. I hope to do similar work abroad in my future career.

•  Most slum residents are immigrants from poorer South American countries •  ARG places high value on children •  For example, Dia Del Nino •  ARG has law against any form of corporal punishment, even in the home

ACKNOWLEDGEMENTS I thank the University of Michigan School fo Social work financial assistance via scholarships toward this project. I also want to thank my faculty advisor, Andrew GroganKaylor.

Escapade to the Motherland

Location: Ho, Ghana Ho is the capital city of the Ho Municipal District and the Volta Region of Ghana. The people of the Volta Region are very diverse and every ethnic/language group are represented in the region. The main ethnic groups are Ewe, Guan, Akan, and Gurma. Ho population is around 96, 213. English is the country’s official language; it is used for educational instruction, within businesses, and government. In addition, many people speak the Ewe language in the Volta Region.

Adventuring across the world and emerging into an unknown culture was quite the experience. My placement was at the Social Welfare Office, which provided many services to those who were in need. I had the opportunity to shadow a couple of therapy sessions and visit the Ho Municipal Hospital with the medical social worker. I learned that they too are having difficulty with funding for government assistance programs and that the social workers are barely compensated. Often social workers found themselves going above and beyond what was expected just to make sure their clients’ needs were met. There is a lack of mental health system in Ghana due to there simply not being enough of money for families, individuals, and couples to receive consistent treatment. Many social workers do not own vehicles and they are not issued one but they are still expected to visit villages if needed. The people only seemed to seek services when they were in dire need and the situation had already escalated out of control. A variety of people were serviced from children and women to men. The Social Welfare Department conducted individual, family, and couple therapy sessions often for those who were experiencing financial difficulties, violence, custody issues, and family feuds. Once the social workers gave advice or suggestions, the individuals would make an impromptu decision and that would conclude services until unbearable feelings develop once again. Believing in your clients is always a good characteristic to have but also knowing that it is easier to say you'll commit to something than to actually put action to what was said must be recognized. One area of their strengths that I idealize is the community’s sense of togetherness. The entire community cares about one another in a selfless way, they will give you the shirt off of their back. An orphan is just not an orphan; a panhandler is not just a panhandler. The social workers make it their priority to investigate the history of the person, to find out their name, and where they are from. They believe the mentally ill and individuals who cannot care for themselves should be taken care of by their family, whether immediate or extended. I am interested in working internationally because of my experience within my global independent study. I am contemplating on conducting research or finding an agency that provides services within one of the countries in Africa.

Oh motherland, do you hear my cries Yearning for the history of the continent second largest in size Welcomed by the unknown and speeding taxi cabs Learning the correlation between Kente Weaving and Spider Webs I was embraced into the culture Mesmerized by hand carved sculptures Enclosed in a dungeon, where my ancestors once laid Mentally crying because this is where we were made Exploring Elmina Castle and Cape Coast The governor chose who he liked the most Dehumanizing women, selecting those with the nice thighs The fiery was building in my eyes My sisters would be forced into his bedroom as his “guestâ€? Objectified for her lovely breast Stripped from their rights, this was all done in the Christian name Where was their sense of shame? Who gave them the power to condemn? How would they feel if it were their children and them? Concrete floors substituted as beds My sisters and brothers wore chains and were barely fed My skin may be darker, but aren’t I a mirror of you We still see signs of imprisonment in today’s society too As I am processing and trying to understand I have “cultural appreciationâ€? standing next to me, it’s the white man Being traded as if they were natural resources They were whipped on their backs as if they were horses Pushed out of the door of no return Uneducated man please take the time to learn They embraced the winds as they were traded at sea An unfamiliar place, is where they’d be Their voices and lives were a steal I cannot begin to imagine how’d they feel No more visible chains‌ Yet your president is racist, growing pains I am looking at generations upon generations of oppressors’ face to face In the end, I pray we’ll conquer and win for our race May all of our wounds heal And God grant the white man the ability to feel All the souls lost, rest in Heaven

My experience was through Cross Cultural Solutions, one of their principles is to emerge cultural experiences within your stay. I had the opportunity to participate in Kente Weaving, Batik, and Bead Lessons. Kente cloth is a woven cloth of interwoven cloth strips, originating from Ashanti Kingdom and then adopted by many West African countries and in the Ivory Coast. Batik is a technique of wax-resist dyeing application to cloth.

I want to thank the University of Michigan-School of Social Work (Global Studies) and the Mary Sue and Kenneth Coleman Global Experience Scholarship for the monetary donation. Thank you to Cross Cultural Solutions lovely staff for hosting me, they are literally amazing! Thank you to everyone who sent their prayers my way and checked in on me and were generally concerned.

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Approaches to Criminal Justice: A Global Perspective

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This poster was created for the Fall 2017 Global Social Work Poster Fair

Prevention, Prison, and Parole in Germany, Norway, and the Netherlands Alison Brokke 8QLYHUVLW\ RI 0LFKLJDQ 6FKRRO RI 6RFLDO :RUN Germany, Norway, and the Netherlands

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Social Policy & Community Engagement in Haifa, Israel Catherine Calvo University of Michigan School of Social Work

Haifa, Israel

Field Placement

Haifa, Israel’s third largest city, sits right on the Mediterranean and is located in the north of Israel. The current population of Haifa totals at around 40,000, with approximately 111,000 housing units being added each year. The city has been built up on Mount Carmel, with more affluent communities living towards the top of the mountain and more communities of lower socioeconomic status at the bottom, closer to the sea.

The Haifa Municipality Department of Community Social Work aims to address the needs of the city’s various populations through projects and programming related to:

Haifa is well known for its tolerance of individuals and communities of various cultures, ethnicities and religions, which makes its makeup quite unique. Most residents of Haifa adhere to five main religious faiths, which are Judaism, Christianity, Druze, Islam, and the Baha'i.

Some of the Department’s major program focus areas include work with:

- employment - housing - health care - psychosocial development

- the aging population - at-risk youth - neighborhood revitalization - community organizing and advocacy - intercultural dialogue and mediation among global populations

NGO Mapping and Outreach - Conducted outreach and informational interviews with local Haifa NGOs that aimed to serve the Arab population in Haifa - Meetings resulted in the organization of a roundtable meeting with the Haifa Municipality to identify program area overlap and potential for collaboration

Community Programming for Foreign Caregivers - Conducted a needs assessment with a group of foreign caregivers who work with clients at a local day center for the aging population - Identified needs relating to language education and advocacy training - Created an English language program and began outreach efforts to local advocacy organizations that work with the foreign caregiver population in Haifa

Skills Utilized and Developed Evaluation: Needs Assessment Community Outreach and Coalition Building Policy Research and Analysis Classroom Connections SW 697: Practice with Community and Social Systems Focus on coalition building and meeting facilitation skills SW 683: Evaluation in Social Work Gained skills relating to the needs assessment process SW 522: Basic Social Work Research Gained skills in research methods and practice

Career Connections I hope to apply skills gained in both coalition building and community outreach to my future career.

Projects and Outcomes

Lessons Learned

Asylum Seekers in Haifa

Why Haifa?

- When working with communities and program planning, be sure to first work alongside community members to identify needs and goals - It’s important to take initiative, but to also be realistic of what you can achieve in a brief time frame

- Held two focus groups and five community meetings with a group of women from Eritrea. - Identified basic needs of the community - Conducted outreach and organized meetings with NGOs, religious organizations, and other municipality departments to identify existing services and begin linking the community with programs

The setting of Haifa offered a particularly unique environment in which I could carry out my academic field placement for three and a half months. The city has a goal of shifting its overall community from a mixed to shared society in which all residents, despite religion, ethnicity, nationality, etc. have an equal and equitable stake in the general decision making processes of the larger community. Haifa offered a unique perspective into how the intersection of social, political, and economic challenges have ultimately shaped society as it exists today.

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Policy and Program Research - Conducted research and on global child support policies, feeding into a larger policy advocacy strategy for the Tel-Aviv based NGO, Women’s Spirit - Conducted outreach to US based NGOs to identify best practices for domestic violence survivor-led advocacy programs

Advice - Language barriers are not insurmountable – but patience and a sense of humor are key! - Be open to new people, experiences, and places - Start thinking early about how you can apply coursework to a global field placement Acknowledgements A sincere and special thank you to the University of Michigan School of Social Work, Office of Global Activities, Alumni Board of Governors, Haifa Municipality of Community Social Work, Haifa University, and my friends and family for providing gracious support throughout this global field placement

Exploring the Prevalence of Interpersonal Violence Among Australian Aboriginal Women: In Their Own Words Celina Doria, University of Michigan, School of Social Work

Introduction Australian Aboriginal and Torres Strait Islander (ATSI) women are 45 times more likely to experience interpersonal violence (IPV) than non-indigenous women (Korff, 2016). Grounded in the rural city of Wangaratta, the purpose of this research project was to explore ATSI women’s perceptions and experiences of IPV through qualitative and narrative-driven research methods. This poster brings forth the voices of these women.

“My older son said to me, ‘I love you, mom, but you did things the wrong way. I feel guilty for leaving dad.’ I never really spoke to [my children] about what really happened. I feel like I’m to blame for everything.”

“I wanted to go back up to the Islands for my sister’s sorry business (funeral), but my ex-husband said ‘no.’ I wasn’t allowed to go because he was so jealous and convinced I would cheat [on him]. That’s when I thought to myself, I’m living somebody else’s life. This is not my life. This is not my culture.”

Research Questions How do Aboriginal and Torres Strait Islander women perceive interpersonal violence? How do experiences of violence intersect with indigenous identity? What do individual and collective healing processes look like within the ATSI community?

“This time I am very strong now. I can say ‘no.’ I’m going to go home and nobody’s going to stop me.”

“I am Aboriginal. I am a strong woman. But I need a community to feel happy and even stronger. That’s the one thing that has been missing since I’ve moved to Wangaratta.”

Methods Semi-Structured, Ethnographic Interviews Community-Based Participatory Research Emergent Design

Initial Findings & Discussion

Acknowledgements

Preliminary data analysis reveals themes including shame, guilt, resilience, and a lost connection to culture and ancestral country. In the rural city of Wangaratta, ATSI women face intersectional challenges related to racism, limited access to social services, and a lack of community and social support. Many women identified the need for a gathering space for ATSI women to promote well-being and healing among women in the community. Others identified returning to their ancestral land as the best way to promote healing.

Thanks to University of Michigan Office of Global Activities, Alumni Board of Governors, International Institute, Dr. Sandra Momper, and Katie Lopez. Special thanks to all of the Aboriginal and Torres Strait Islander women who so graciously shared with me their stories and worlds.

Rebuilding the Lives of Youth Affected by Chronic Illness Berkley E. French University of Michigan School of Social Work LOCATION

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Family Life Education Programs in Chile Woman in charge Valentina Garrido López MSW Candidate 2018 University of Michigan

Chile, my home I’m an International student, from Santiago, Chile and this summer I conducted a Global Independent Study in my Home country. My country is a long and thin territory full of complexity, social effervescence, community organization and good food. It’s geographically located in the southern cone of South America, and its estimated population is 17.8 million whereby 48% live in urban regions, 16% in intermediate regions, and 35.7% in rural regions (Instituto Nacional de Estadísticas 2017). To me, the country has been a constant political fight: we survived 17 years of dictatorship that has shaped our identity forever and we are in constant search for a better society.

Mi familia

The Project: Family Life Education in Chile: A Critical Analysis of two Programs This summer I was lucky to work with Dr. Jorge Delva writing the chapter of Chile for a book about Family Life Educational Programs around the globe. I went to Chile to conduct interviews for this project and to visit some organizations to understand better how these programs work in Chile, how they are financed, how they are evaluated and how their interventions are carried out. While I was in Santiago, I connected with the School of Social Work in Universidad Católica de Chile, participated in the seminar “Avances y Desafíos del Sistema de Protección Integral a la Niñez” and learned about the social policy for Children and Youth in my country.

- Tax reform - Educational reform - Labor reform - Creation of the Ministry of Women - Increased time of paid maternity leave - Increased funds for and number of social welfare programs

Advice

Going back home to work in this project also gave me the amazing and healing opportunity to be with my sisters in the Andes Mountains and by the ocean with my parents, to celebrate one more year of my grandparents life and read stories to my goddaughter. This opportunity gave me the strength I needed to continue with my second year of grad school in the US.

Your text would go here.

Chile has twice elected a female socialist president, Michelle Bachelet, one of a handful of countries in the Americas to have elected a woman as president. President Bachelet has supported many political changes that encourage the governmental leadership in fundamental issues such as education, health and labor. She has also lead the promulgations of laws that have a deep impact in women’s life and is advocating for social change in Chile.

Being and International student in the US is not easy, specially now that so many social injustices are affecting communities that we love and care about. This is for us:

“Luchamos contra la miseria pero al mismo tiempo luchamos contra la alienación”.-Che Guevara.

Participating in a work or studying experience abroad is an opportunity that enriches learning, help us to open our minds to new experiences, cultures and ways of understanding the world, it helps you appreciate and respect diversity in all its senses and love the human being in all it’s difference. I believe these are qualities that every Social Worker should have and we should definitely start practicing more of that while we are here, with all the hard work that fighting for social justice implies.

Contact Information: Your text would go here.

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Youth Development in Costa Rica Andrea Guerrero University of Michigan School of Social Work

Los Chiles, Alajuela

Youth Development Framework Goal 1: Healthy Foundations o Life Skills and Leadership Development o Sexual and Reproductive Health and Gender o Physical Activities, Arts and Recreation

Goal 2: Youth Support o Parent support for youth o Support for service providers working with youth

Primary Projects -Centro Tecnico Profesional Los Chiles (Technical High School) Los Chiles has a population of about 16,000. It is 6km from Nicaragua classifying it as a border town. Los Chiles is considered a semi-urban town and the hub for major access to governmental, medical, financial, educational, and transportation resources. The main job source for locals are the pineapple, sugar cane, and yucca fields in the zone. The majority of professionals working in the community come from other places in the country. Not all of Los Chiles counts with potable water, electricity, trash services and paved roads.

Counterparts: School Counselors, Science teacher, and English teacher Partners: Ministry of Health (social worker and psychologist) + PANI (Child Protective Services)

Elementary School to High School transition support for 7th graders

Healthy Sexual Knowledge and Behaviors Workshop for 9th graders

Career Week & Goal Setting workshop for seniors

Secondary Projects Cultural

Exchange African & Haitian friends in Los Chiles Language practice through cultural exchange Partners: English teachers + students Spanish Class Partners: University student studying to be a Spanish Professor + Catholic Church

English Clubs & English Festivals

-CENCINAI (Government Child Care Center)

Advice No Expectations The Peace Corps experience is a roller coaster. If you come in with no expectations you have a greater chance of not being disappointed and better adapting to what is presented to you no matter what it is.

Meet your community where they are As new volunteers we come eager and ready to jump into action, but it is important to go at your community’s pace for consistent participation and a possibility of sustainability.

Sustainable development takes time

Youth in Los Chiles

Skills Developed I learned how to: o Complete a Community and Sector Assessment for Awareness and Action o Facilitate collaborations among institutions for better delivery of services o Organize a community for cooperation on common goals

Workshops with Nicaraguan immigrant women in a rural community Partners: Ministry of Culture + Institute for Women’s Rights + Department of Human Services

Two years of service may seem like a long time, but in terms of development it is not. Coming to terms with the fact that we may not see the fruits of the seeds we plant does not mean there were no successes.

Partners: CENCINAI + CINDEA (Adult Night School)

Training for new teachers

Creation of the Night CENCINAI for parents attaining their GED at night school.

Classroom Connections SW605 Infant and Child Development and Behavior SW648 Issues in Global Social Work Practice SW715 Adventure Therapy SW521 IP with Individuals, Families, and Small Groups SW522 Basic Social work Research

-INA (Community College)

Counterparts: English course graduates Youth have a negative reputation among adults in the community and are often referred to as “vagos” (hoodlums) Lack of: Vision Dreams Interest Direction Commitment Values Identity Dedication Alliances Opportunities (Responses from adults in Los Chiles during my assessment.)

Trained previous English students to become teachers for new students After school tutoring

-Guias & Scouts (Boys & Girls Scouts) Partners: Community members

Mentoring University Students

Lessons Learned o Connections with people are everything and the most worthwhile piece of this experience. o Maintaining an open mind and open heart is crucial o Patience and flexibility are required o “Success” has many definitions o Solitude is not so scary

Career Connections This experience has solidified my desire to work with immigrant and refugee populations in local (U.S.) and international settings.

Acknowledgements MI Program, Katie Lopez, PC CR Team, Tico 30, Los Chiles, Costa Rica, and family Thank you for making this experience possible and worthwhile.

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Narratives of Happiness in South Korea Ashline Hermiz University of Michigan School of Social Work

Outcomes

Country Profile South Korea is a democratic country located in East Asia. The country ranks high in personal safety, healthcare quality, education, and technology. A once poor country, South Korea rose to economic prominence in the 1960s. Despite the country's small size and mountainous terrain it strengthened itself and its global presence through technology and manufacturing industries. South Korea has many positive attributes, but many Koreans express dissatisfaction with long work hours, low wages, and overall unhappiness.

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CultureGrams Online Edition. (2017). Retrieved from ProQuest: https://online.culturegrams.com/world/world_country.php?cid=1 49&cn=South_Korea

The results from the study are still in the process of being analyzed. I continue to work on completing a research report and possibly submitting work for publication. From a personal perspective, I found the process of designing a qualitative research study to be very informative. I was able to gauge my own interest level in research. I learned that research is an area I want to continue to pursue in my career regardless of whether or not I pursue a PhD. It is a skillset that I hope to continue to advance upon as a social worker.

Skills Developed Overview of Project This was an independent research project. The research was qualitative methodology using case study approach. The data was gathered by interviews with participants. The subject of the research were definitions of happiness and more specifically how South Korean university students and recent postgraduates define happiness. The research process included IRB application, literature review, question by question specification, pilot testing, interviews, data analysis and interpretation, and write-up.

• • • •

How to apply/submit applications to an Institutional Review Board (e.g UMs) Improved research interview skills Gained recruitment techniques for locating participants Experienced and used qualitative research methodologies

Classroom Connections

Lessons Learned • Conducting research is an incredibly fruitful experience, but is also very challenging. • Designing a study from start to finish requires time, effort, and creativity. • Each new piece of literature provides a breadth of knowledge, which takes your research in another direction. It shapes your hypotheses and adds richness, however, you have to be disciplined when making your final decisions. It is necessary to set dates to finalize portions of the research in order for you to prepare for the next phase. This was not an easy task for me personally because I kept wanting to change my question list or order of my questions based on new literature I came across. • It is important to be cognizant that you cannot answer every question in one study. This study can provide insight in one area and be the basis for future studies.

Advice

Reflection

• If you are interested in research, but hesitant about the feasibility, I encourage you to try. Whether or not your project was successful, there is so much to be learned and gained from the process of doing the work. • Prior to departure learn about your host country. I would even recommend trying to meet with international students or attending cultural events/lectures on campus to better understand the perspectives of people from that region. • Utilize other resources on campus to help fill gaps in your knowledge base. There are lectures on research methodology, global studies, psychology, etc. happening on campus all the time.

The global independent study granted me the opportunity to conduct research. For those in the clinical MSW program there are limited courses in research and it may be difficult to engage in research projects due to time constraints. As someone with very limited knowledge of how to conduct research, the OGA scholarship allowed me to partner with a faculty instructor and learn how to create, implement, and analyze a qualitative research project. The process of being able to participate in research at every level was incredible valuable for me. It allowed me to gain insight on aspects of research I enjoyed and areas I struggled with. Overall, it strengthened my desire to engage with research projects in the future.

•

•

SW648: This course was designed for students with global field placements. We covered ethical dilemmas of working globally, culture adjustments, and resources for safety and mental health well-being while abroad. SW528: This independent study course was taken with my faculty instructor Dr. Gant in Sp/Su 2017. We met biweekly prior to departure to discuss literature review, recruitment strategies, IRB, and other relevant information. We are continuing to meet during the Fall 2017 to assist with the data analysis and write up.

Classroom Connections • In the research interviews, I can only listen to the participant responses or provide clarification. I do not respond in a twodirectional conversation manner. Similarly, when working with clients it is about listening to their experiences and validating their feelings, not about responding with my point of view. • As a clinical social work, I am going to be more mindful about the approach I utilize in regards to questions because of the knowledge gained through the global research project. It is not solely the questions that you are asking, but the order of questions, how you ask the questions, when/how to probe, that impacts how a participant or a patient would respond.

Acknowledgements I would like to Acknowledge Dr. Larry Gant for working in partnership with me for the purpose of this project. Additionally, I want to thank the individuals who participated in the study and took time out of their own busy schedules to engage in this research study. Lastly, I must thank the Office of Global Activities for funding this project.

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Youth Empowerment through Sports in Brazil Tess Jackson University of Michigan School of Social Work

Location

Agency and Placement

Brazil is the largest country in South America, and the 5th largest country in the world. It has a population of over 205 Million people, and is considered the ‘other melting pot.’ The official language is Portuguese, but almost 200 other languages are recognized in various states.

My volunteer placement was with Rugby é Nossa Paixão, a rugby organization with teams of all ages. I observed and participated in youth rugby practices on Ipanema Beach, and in Rocinha, the largest favela in South America.

Rio de Janeiro, or The Marvelous City, is the second most populous city in Brazil. Rio is known for its lively night life, beautiful beaches, and the beautiful views from the Christ the Redeemer Statue and Sugarloaf Mountain.

SW 650 Community Development In this course I further examined organizations that empower youth and build community through sports.

I was able to draw comparisons, but also see how each community has unique needs. This course showed me the many ways that sports and social work can intersect. It emphasized the importance of youth development training for coaches because millions of youth are engaged in sports every year.

Advice

Thank you to the Office of Global Activities for giving me the opportunity to do this independent study. I appreciated the hospitality from International Volunteers HQ, as well as Rugby é Nossa Paixão

Classroom

SW 503 Social Work and Sport

For the youth teams, psychology students from a local college come and do actives with the teams. These activities are meant to help teach respect, responsibility, teamwork, communication, and help work through conflicts or issues the team is facing.

Acknowledgements

Connections

Learn Portuguese! Knowing more than the basics is necessary in Brazil, especially when working with people. Embrace the way of life in Rio, but take extra precautions to stay safe, visitors are susceptible to being robbed in Rio, given the economic climate

Career I believe sports can unite communities, and create a positive influence in peoples lives. I hope to pursue a career in social work and sport and continue to make sports a great experience for those who participate in them.

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Miranda Kharsa

University of Michigan School of Social Work

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Documenting Wellbeing Among University of Zambia Students Through Photovoice " $ ! "& #! Zambia is a landlocked country, located in central south Africa and has a population of over 16 million people. Lusaka is the capital city and English is the official language of the country. Zambia is one of the world’s leading exporters of copper. The country is also home to Victoria Falls, one of the 7 Natural Wonders of the World.

There is an overwhelming focus in the literature on examining Zambian youth wellbeing in the context of sexual health behaviors and HIV/AIDs. This literature is indicative of common issues that Zambian youth face amidst the HIV/AIDs epidemic in the country, however it may overlook how Zambian youth fair holistically. The under emphasis of wellbeing in the literature calls for an examination of how Zambian youth currently perceive and practice wellbeing. Photovoice is a research method which engages youth to be participants in documenting their own stories.

My global independent study was with first year students at the University of Zambia(UNZA), in the Social Work Department. The project consisted of: '5 photovoice sessions in which students discussed, took photographs, and captioned things that are important to their individual wellbeing and the wellbeing of their community. 'Pre and post test surveys to better understand students knowledge and experiences of wellbeing and the impact of participating in a photovoice project.

# The University of Zambia (UNZA), Social Work Department is located in the School of Humanities and Social Sciences, one of the ten schools of the University. UNZA is located in Lusaka, Zambia and is the oldest public institution of higher education learning in Zambia. The school was founded in 1965 and its mission is to provide relevant higher education through teaching, research and community service .

'Gathered preliminary data on ways in which students define, perceive, and practice wellbeing in Zambia ' The students identified key components to their wellbeing that included cultural, political, spiritual and environmental factors. ' The majority (67%) of students reported that they are dissatisfied or unsure of their personal wellbeing. ' Most students (92%) responded that they are not satisfied with the wellbeing of their community. ' Most students (92%) also responded that they believe that everyone should find time to contribute to the wellbeing of their community. 'The students came up with 7 different initiatives to improve the wellbeing of their community, as a part of their photovoice action steps.

$ ' Adapted and edited the photovoice curriculum. ' Completed a local and International Institutional Review Board (IRB) process. ' Conducted a thematic analysis for the pre-post survey data.

'SW 696 Social Work Practice with Children and Youth This course provided me with person centered language, an understanding of cross cultural factors, protective and promotive factors to child and youth wellbeing. As a result, I tailored sessions to account for individual differences and community needs, with room for feedback. 'SW CE Mixed Methods Certificate Program This course introduced me to key terminology and designs within mixed methods research. From this course I am prepared to plan a longitudinal study, beginning with the qualitative photovoice process and quantitative survey data as preliminary data.

'It is important to engage a local partner in planning a project and completing the IRB process, in order to have a culturally relevant project which follows local rules and regulations. 'Overestimate the amount of time that it will take to collaborate with international partners- their schedules and timelines may be different than my own.

In my doctoral program I am studying factors that contribute to youth wellbeing. This project in Zambia gave me the opportunity to fulfill my desire to study youth wellbeing in an international context. I will continue working with UNZA students to create a survey instrument relevant to the wellbeing of Zambian youth. Preliminary data from this global independent study will influence the creation of this survey.

! 'Consider talking to someone who has similar interests or who has done a similar project as you. 'Look at the literature. Current literature on wellbeing and photovoice helped me structure my own project. 'Be flexible. Understand that your timeline may not work for your community project or agency. 'Consider conferences, journals or other platforms where you might share your work, throughout the process.

" 'Thank you to the Office of Global Activities, and the Institute for International Education (IIE) for funding my travels and work on this project. 'Also, I appreciate my advisor Dr. Katie Richards-Schuster for your unwavering support for the vision of my global independent study.

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Global Field Placement in Hong g Kong g Christian Action n – Centre for Refugees Océane Langreney IP Children, Youth & Families – Global Activities Scholar Program Summer 2017

Hong Kong SAR: Hong Kong is a Special Administrative Region of China and is home to 7.3 million individuals. Previous to 1997, Hong Kong was a part of the British Monarchy for 157 years. Thus the region is rich mixture of both modern British and traditional Chinese influences.

In 1951, mainland China signed the UN Refugee Convention however Hong Kong did not sign and therefore was it not extended to the Special Administrative Region. Currently, Hong Kong has approximately 10,000 asylum seekers and recognized refugees. They comprise 0.2 percent of the total population in Hong Kong.

Placement Information:

Advice:

This placement was organized through Hong Kong University’s Department of Social Work and lasted 10 weeks. While no two days were similar at this placement, MSW interns worked as case managers and completed the following duties: Managed a caseload of approximately 3-4 clients while assisting fellow caseworkers Provided counseling and support to new arrivals Assisted with providing basic necessities such as finding housing and enrolling children in the local school system Co-facilitated a support group for refugee mothers Created and facilitated an agency wide evaluation Crisis management

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This agency’s hectic atmosphere requires interns to be proactive and independent Take time to get to know clients and their stories, regardless if they are on your caseload. Take advantage of all that Hong Kong has to offer, head out of the city to experience amazing hikes, beaches and cultural sites!

Outcomes es:

Global Field Agency: Christian Action – Centre for Refugees is the only drop-in center for asylum seekers and refugees in Hong Kong. Their aim is to provide a holistic support system to impoverished and disadvantaged refugees and asylum seekers in Hong Kong. Services include: Providing basic necessities such as emergency housing, food, clothing, baby formula and toiletries Education support and assistance with transportation to school Psychosocial support and counseling Language courses Support and therapeutic groups Skills and educational trainings Recreational outings (soccer, basketball, hiking etc.)

Organized an annual town hall with approximately 150 clients/community members Wrote and implemented a domestic violence protocol for the agency Co-wrote a policy brief on the Rights of Refugee Children in Hong Kong SAR Created and implemented an agency wide evaluation and client survey Planned a 6 month parenting skills/support group curriculum to be implemented in January 2018.

Skills Utilized/Developed:

Class Connections:

SW 625: IP Children & Families – This course helped me gain a deeper understanding of the effects of trauma and how they manifest in children and families. Many refugees experience inherent trauma whether it was in their home country, during their journey or in Hong Kong. LAW 752: Combatting Human Trafficking - This course taught me about the complex dynamics of human trafficking. Many refugees are at a higher risk of being trafficked due to their vulnerable state. SW 605 – Infant Mental Health – This course taught me how essential the parent-child relationship is, especially during infancy. I was able to use and demonstrate my attachment knowledge while planning my parenting group and working with families.

Multitasking Patience Assertiveness Cultural Sensitivity Advocacy Treatment planning Assessment Crisis management

Acknowledgements: Thank you for The Centre for Refugees for welcoming me in as an intern and providing me the opportunity to learn and grow over the summer. An additional thank you to Hong Kong University for their ongoing assistance and help over the summer as an exchange student and to the Office of Global Activities for their financial and academic support!

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Global Community Organizing Thalia Maya University of Michigan School of Social Work

Guatemala, Quetzaltenango

Placement/Project Information

Global Agency

Quetzaltenango, also known by its Maya name, Xela, is the second largest city in Guatemala. Quetzaltenango is located in a mountain valley with a population of approx. 224,703. A majority of the population identifies with indigenous Mayan roots, signifying their cultural heritage through traditional clothing, food, music, and language. Although Spanish is the official language of Guatemala, 21 Mayan languages are also spoken throughout the region, especially in rural areas.

Special Studies: My project was through the Global Crossroad’s program, a program that builds upon strength based approaches of care that are designed to create a positive environment for children and family’s development and growth.

Dirección Municipal de la Mujer is a non-profit organization in Quetzaltenango, Guatemala. Their mission is to generate change, based on transparency, to promote social, economic, and political development for the well-being of all the residents of Quetzaltenango. With a focus on women’s rights, the organization provides mental health resources, legal consultations, referrals for medical/dental assistance and education surrounding various topics.

Project Responsibilities: • Generate ideas and projects regarding social development and productivity in collaboration with in-country social workers, civil lawyers, coordinators, and community members •

•

Women in Guatemala: High levels of violence against women in Guatemala are often a result of systematic and institutional oppression that fail to provide justice to women’s basic human rights (Menjívar & Walsh, 2016). Gendered-based violence against women is “any act that results in, or is likely to result in physical, sexual, or psychological harm or suffering to women, including threats of such acts, coercion or arbitrary deprivation of liberty, whether occurring in public or private life (Russo & Pirlott, 2006).” Civil-society organizations serve as advocates for women, participating in social movements that form a practical framework for organizing resistance and empowering social justice in communities (Cosgrove & Lee, 2016).

Participate in community meetings in various community spaces to produce dialogue and empower women to exercise their human rights to progress economically and socially Observe intakes and discuss best practices with psychologists and lawyers, exploring various case scenarios, applying Guatemalan law implications, and assessing integrated health opportunities in Guatemala

Outcomes 1. Developed understanding of global community organizing and community participation 2. Created a daily blog of interviews conducted and reflection of overall experience 3. Connected with women in the community, actively listening to their stories, empathizing, and sharing words of encouragement

Lessons Learned Understanding the importance of human relationships goes a long way when you take the time to learn about someone else’s culture. Be humble; your education is important but the knowledge you gain from community sharing is critical to understanding social movements. Being uncomfortable and in your learning zone will help you understand the purpose of social work. I plan on using this global experience and connections I made with community members in my career by advocating for women and children in both national and local levels. I will implement methods of engagement in efforts towards community participation, and I will pursue my passion to work with Latino families.

Classroom Connections Courses that prepared me for my global social work experience: • SW 521 IP Individuals, Families and Groups ¾ Taught me about multiculturalism, and how to perform in various social work roles • SW 651 Planning Community Change ¾ Helped me understand key components to community change plans, and strategies to enable community engagement • SW 790 Working with Latino Families ¾ Provided me with theoretical frameworks when working with Latino families and identifying culturally-specific tools

Acknowledgments Special thanks to my professor Mary Ruffolo, Lidia Rosario Racancoj the Dirrector of Dirección Municipal de la Mujer Muni Xela, and my host mother Lisseth Gabriel and family. Thank you to the Office of Global Activities and former President of the University of Michigan Mary Sue and her husband Kenneth Coleman for making this global experience financially possible.

This poster was created for the Fall 2017 Global Social Work Poster Fair

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Human Trafficking in Ghana Stephanie Ralls University of Michigan School of Social Work Ghana Background

Locatedd in Western Africa on the Gulf of Guine Guinea

Country is 71.2% Christian , 17.6% Muslim, 6% traditional/other and 5.2% no religious affiliation

English is official langue but more than 250 languages and dialects are spoken in the country.

76.6% literacy rate

Global Independent Study Information Project: My project started a semester prior to travel with secondary research to understand the cultural implications and existing public policies on human trafficking in Ghana. I also studied international protocol of trafficking in persons and sought to find best practices for working with trafficking victims. While in Ghana, I spend three-weeks doing an exploratory study to observe nonprofits working to free and rehabilitate children of forced labor. I partnered with a local nonprofit in Accra for this research while also working to understand the current climate of human trafficking in Ghana. I presented the information we found to local people, schools, and nonprofits to further spread awareness of human trafficking and the rights of victims under Ghana law. Agency: I was placed through Kaya International Travel with Volunteer Partners of West Africa (VPWA). VPWA was founded by, Hayford Siaw, as an agency to work with volunteers from around the globe to empower local solutions with local people in rural communities of West Africa to alleviate poverty through the multiple mechanisms that push it forward. VPWA also focuses on working with young people and people of marginalized identities to become positive agents of change, working towards sustainable development (vpwa.org).

In my time with VPWA, I served as a research associate. I worked with local community members, non-profits, schools, and stakeholders to spread awareness on human trafficking. VPWA and I worked to understand the multiple social, cultural, and political factors working to propel trafficking forward while researching best practices to rehabilitate trafficked children. The research was focused on community strengths and surveying what non-profits in the area are already doing to rescue trafficked children and how their work can be improved through government intervention.

Classroom Connections: SW 648 Issues in Global Social Work Practice - This course helped me understand the foundations of social work as a global practice. It truly helped me recognize the multiple ways in which social work can be a global field of practice and how it is our ethical and moral responsibility to advocate for global social work practice. SW 583 Independent Studies in Research- This course empowered me to synthesize SW 522, Basic Social Work Research, with my global independent study. I learned how to use basic social work research skills and examination of data sets to inform my work. I used course assignments and content to lay the ground work on researching the human trafficking and human rights violations policy of Ghana to inform my independent study. Career Connections: It is my passion to work in a government setting or at a nonprofit working to advocate for human rights through policy evaluation and analysis. This project helped me explore how human rights look internationally and empowered me to think critically about the concept of justice and if it looks the same all over the globe. The skills and lessons learned from this independent study will also help me in the research and policy analysis pieces of my career goals.

Why Human Trafficking? Human Trafficking has been identified as a global epidemic that plagues every nation of the world by the United Nations Office on Drugs and Crime. Ghana is currently identified as a “Tier 2 Watch List” country on the 2016 Trafficking in Person’s Report from the U.S. Department of State (U.S. Department of State, 2016). This identifies Ghana as having a significant amount of trafficking victims in a variety of severe forms. It labels the Ghana government as one that has taken some action in improving conditions for trafficking but shows there is much progress to be made to eliminate trafficking in the country. Ghana’s trafficking victims range from children to adults and are of all identities and genders. The most prominent type of trafficking in Ghana is the exploitation of children within the country (World Factbook, 2017). Children are often exploited through forced labor in the form of fishing, gold mining, agricultural work, and begging. Sexual exploitation and transnational sex trafficking is also prevalent in the country, mostly with young girls (U.S. Department of State, 2016).

Skills Utilized & Developed The ability to utilize multiple research methods to build an understanding of a social issue and the community/ people that are most impacted by its continuation. Synthesizing research and existing policy to analyze and debrief how a policy both helps and limits communities from mobilizing to alleviate a social issue. I also learned how to provide policy recommendations based on community identified needs and solutions. Cross-cultural communication and building rapport in a community that I am an outsider to

Outcomes Awareness of human trafficking, specifically child labor as a form of trafficking, was spread to schools and community members. Research was developed on the social, cultural, and political factors working to propel trafficking forward. Reports written on the trafficking policies in Ghana and the rights granted for trafficked persons.

Lessons Learned Critical reflection and understanding of how my role as a social worker and advocate for social change transcends borders. I learned how systems of privilege and oppression perpetuate internationally and how to work towards cultural humility when seeking to advance social and economic justice.

Advice Take it all in. Think critically, seek to raise your critical consciousness. It’s okay to ask questions and it’s okay to be uncomfortable; in fact it’s probably best you’re uncomfortable to really grow. Take as many ethical pictures as possible. Find a way to reflect that works for you so that you can build from your experience and learn from your time abroad.

Acknowledgments An enormous thank you to The School of Social Work Office of Global Activities for facilitating independent studies and their work to expand global social work. Thank you to The Alumni Board of Governors and Office of Global Activities for funding this independent study. I also want to extend a warm thank you to Dr. Barry Checkoway for serving as my faculty advisor and mentor, and to Rabindar Subbian for graciously incorporating my career and educational goals into his teaching plans and advising my work. Thank you to Hayford Siaw and everyone at VPWA for your partnership and giving me a home in Ghana. Thank you to my partner for always encouraging me to reach for my dreams and providing unconditional support.

Unpacking the Spice: Understanding Reproductive Health in Grenada Sadé Richardson University of Michigan School of Social Work Location: Grenada Affectionately known as the "Spice Isle", the island of Grenada is located in the southeastern Caribbean sea. The island is home to approximately 107,000 people and has a life expectancy of 71 for men and 76 for women (WHO, 2015). The country is made up of 3 islands: Grenada, Carriacou and Petit Martinique. Grenada gained independence from Britain in 1974 and is an independent nation within the British Commonwealth. Grenada has a Westminster-style parliamentary system of government, where Queen Elizabeth II is Head of State, and is represented by a Governor-General. 1 in 4 Grenadian students aged 13-15 said they had sexual intercouse (WHO 2009, UNFPA 2012) and 21.5 per cent of Grenadians reported that they had had sex below the age of 15 (OECS 2011). There is a great need for information and statistics around sexual and reproductive health in Grenada. GPPA aims to implement the first national survey on sexual and reproductive health which covers nine key sections: respondent’s background, parental guidance, sexual activities and relationships, contraception, reproduction, sexually-transmitted infections, substance use, sexual assault, and health services.

Accomplishments Transcribed 142 written questions from a paper survey to Qualtrics Created presentations to aid with training survey administrators Developed protocol for survey administrators and parish supervisors to use in the field Crafted a men's health campaign for the agency Translated outreach data into a data summary sheet using pivot tables in Microsoft Excel

Global Field Agency: GPPA

Classroom Connections

Founded in 1964, the Grenada Planned Parenthood Association (GPPA) aims to provide knowledge and means to make informed family planning decisions through comprehensive reproductive health services and counseling.

ENTR 599 Project Management and Consulting HMP 553 Data Management HBEHED 530 Techniques of Survey Research PUBHLTH 616 Public Health in Action: International SW 661 Budgeting and Fiscal Management SW663 Grantgetting, Contracting and Fund Raising SW683 Evaluation in Social Work SW697 Social Work Practice with Community and Social Systems

GPPA is responsible for two full-time clinics in St. George's and St. Andrew's, which provide pap smears, pregnancy tests and contraceptives. The organization also provides training for nurses, and distributes family planning information and education through media activity and community meetings.

Skills Developed Problem Solving: I learned to think quickly and creativity on my feet in order to meet the needs of the agency given limited resources. Qualtrics Survey Design: I learned how to create surveys with complex skip patterns. Grantwriting: I assisted the Executive Director with writing a grant for HIV education programming from the Aids Healthcare Foundation.

Career Connections In the future, I would like to pursue a career in global health and/or consulting. This experience allowed me to gain exposure to global health work and also to gain an understanding of the challenges faced in communities.

Acknowledgements Special thanks to: Grenada Planned Parenthood Association ◉ Dana Thomas ◉ Dr. Rohan Jeremiah ◉Chinyere Neale ◉ Kate Saylor ◉Diana Perpich◉ U-M Libraries ◉ SSW Alumni Board of Governors ◉Department of Health Behavior and Health Education ◉ Barb Hiltz ◉ SSW Office of Global Special Studies ◉ George B. Simmons Memorial Fund

Lessons Learned A comfort zone is a beautiful place but nothing ever grows there -Unknown

"Run to the fire; don’t hide from it." - Meg Whitman

If everything was perfect, you would never learn and you would never grow. -Beyoncé

No matter what accomplishments you make, somebody helped you. -Althea Gibson

You don't make progress by standing on the sidelines, whimpering and complaining. You make progress by implementing ideas. - Shirley Chisholm

My Advice to you! Go with the flow!: Global work is never black or white, a lot of growth can happen in the grey. Don't be afraid to try!: Put yourself out there and be open to new perspectives. Think outside the box: Working with this agency, gave me the freedom to explore and try new things.

The Six Pillars of The Girl Impact

Giselle Riker University of Michigan School of Social Work

Destination: Cape Town, South Africa The Rainbow Nation

Agency/Community Partner: African Impact

South Africa is arguably one of the most diverse countries in the world, with a population of about 55 million, nine geographical provinces, and 11 official languages, with the most common being Zulu, Xhosa, Afrikaans, & English. About 80% of South Africans are of Sub-Saharan African descent, while the remaining population consists of Africa’s largest communities of European, Asian & multiracial individuals.

African Impact is an international volunteer organization that coordinates different types of volunteer trips throughout the continent of Africa. They partner with The Happy Africa Foundation, an NGO that manages the donations received by African Impact and utilizes these funds to support the volunteer projects and community partners.

Some relevant facts: The population is largely made up of youth, with 66% of citizens being under age 35. South Africa has the highest number of people living with HIV in the world (7 million), but also has the largest antiretroviral treatment program available globally. Ranked in the top ten countries in the world for income inequality, with an unemployment rate of 27.7%.

My global independent study was a volunteer trip focused on working with the Girl Impact Initiative, a project focused on supporting and educating African girls to help them make more informed decisions as they move towards womanhood. My work was based in the township of Khayelitsha and largely consisted of facilitating after school programs for boys and girls developed by us volunteers with a focus on the six pillars of the Girl Impact. My desire to work with the project came from the fact that I’m extremely passionate about global feminism and I believe that starting in youth is the best way to evoke gender equality. Additionally, I worked in two pre grade R & grade R classrooms by assisting in the development and implementation of structured play and educational activities.

Cape Town

Project Information & Choice

Outcomes My learning product consists of a research paper examining gender in South Africa, including a description of my work in Cape Town, a discussion of South African gender norms and the ways in which South African women and girls are affected in terms of the six pillars of the Girl Impact.

Skills Utilized/Developed

Leadership and assertiveness Working effectively with youth Engagement and teamwork in a multicultural setting Planning and coordinating educational activities

Lessons Learned Working in Khayelitsha helped me to remember the importance of having a strong sense of community and the strength that comes with that. Although female empowerment is important, when trying to promote gender equality it’s extremely important to engage both girls & boys simultaneously. The after effects of apartheid are still very present, and I think it’s important to challenge and make these inequalities more visible in order for South Africa to be as united in its diversity as it aims to be, just as we should continue to do in the U.S.

Advice Do your research about the area you’ll be staying in and working in (I had some fellow volunteers that virtually knew nothing about South African history), and definitely try to learn some key terms in the language you’ll be encountering the most. Plan out what activities you’d like to do in your free time and make sure you set a solid budget for yourself because it’s easy to get lost in the money conversion.

Connections From the classroom: SW625 – IP with Children & Youth: This class helped me build my engagement skills for working with youth, which is the population I spent most of my time with during my trip. SW658 – Women & Community Organizing: This class not only strengthened my interest in global gender equality, it helped me understand the principles of feminism which provided me with a solid foundation to guide my work with the Girl Impact.

For my future career: My work in South Africa helped me realize how important working for gender equality is to me, and I hope to have the opportunity to continue driving female empowerment with my future clients. It also helped me build confidence in the leadership role, which is something I normally shy away from but had no choice but to take on while volunteering.

Acknowledgments A huge thank you to the Office of Global Activities for providing me with the global independent study grant- without it this trip would have been impossible. I’d also like to thank Beth Glover Reed for being my faculty sponsor and Katie Lopez for encouraging me to apply for the grant in the first place. And of course, I want to acknowledge African Impact for coordinating my trip and making me feel so comfortable during my first time abroad. This poster was created for the Fall 2017 Global Social Work Poster Fair

Infant Mental Health Interventions in Global Child Welfare Services CARMEN SANDFORD UNIVERSITY OF MICHIGAN SCHOOL OF SOCIAL WORK

The Aboriginal Flag

Location: Adelaide, Australia South Australia (SA) covers the southern, central part of Australia and covers around 380,000 square miles (approximately the same area as Texas, Louisiana, and Arkansas combined). The population of SA is around 1.7 million. Over 75% live in the metropolitan, coastal capital, Adelaide, making it a highly centralized state. Around 2.3% of the state population is Aboriginal or Torres Strait Islander, the oldest surviving culture in the world.

Guardianship of the Minister: In 2015, there were 2,690 children and young people under Guardianship of the Minister. Of these, 20% were aged 0-4 and 6% were under 12 months of age. Aboriginal or Torres Strait Islander represent 29% of this figure and are seven times more likely to be involved in the child protection system. Seven in every thousand South Australian children require state guardianship, which is up 4.4% from 2014 and up 70% from 2005.

Agency:

Lessons Learned

I partnered with the SA Infant Therapeutic Reunification Service (ITRS) and observed all aspects of the service, including intake and assessment, case consultation, parent-child dyadic therapy, and reflective peer supervision. The ITRS is embedded in the Women’s and Children’s Hospital in Adelaide in the Department of Psychological Medicine. Children and families are referred for assessment by the Department of Child Protection. The ITRS provides early assessment and therapy for infants under three and their parents, where significant maltreatment and neglect has occurred, or is at risk of occurring. It seeks to determine whether reunification is viable and in the best interests of the infant. Where indicated, parent/infant dyadic therapy is undertaken to reduce the impact of trauma and facilitate positive relationships, thus leading to a safer caring environment for the infant. The ITRS uses a case conferencing model to include all services involved with the family, including substance abuse, domestic violence, financial support, and shelter services. The ITRS team began in 2011, is made up of six part-time clinicians, and has seen a higher than average reunification rate (40%).

1. Infants can communicate volumes through their behaviors and play. A quick, startled glance or the relaxing of muscles when being held by a parent begin to indicate the true nature of the relationship between infant and caregiver. Observing these patterns over time, we can gain a clearer understanding of the emotional world of the infant.

Outcomes:

Classroom:

Over the course of two weeks, I observed 15 different families in various stages of the service, ranging from initial intake and assessment, mid-way through therapeutic intervention, and a few in the process of closing.

SW 713: Observation and Intervention with Young Children—This hands-on course first introduced me to the field of Infant Mental Health and the power of careful observation and narrating a young child’s experience. The “Mom Power” team was my first experience in group reflective supervision, and I am forever grateful for that experience.

Through these observations, I gained greater understanding of the: • Working Model of the Child Interview to assess a parent’s mentalization of the relationship. • Crowell Procedure which is used to observe a child’s reaction to stress. As I complete my degree, I plan to synthesize my experience and share what I have learned through an op-ed.

2. We must stay reflective about our own experiences, cultures, privileges, biases, and stories. I am so thankful for the vulnerability of the ITRS team. We owe it to our clients to be fully present and engaged in the work. If we are to work cross-culturally, we must take responsibility to learn about our own cultural lens and be open to new ways of looking at the world. 3. Children deserve to be treated as real people. We must enter their culture with respect. These children are some of the most vulnerable individuals in the country. With all the difficult circumstances these families face, we must remember the baby, and not lose track of him or her in the midst of chaos.

Connections:

Career: My career interests lie in maternal and infant health and mental health and child welfare. As I graduate in December 2017 and seek to enter this field, I saw the importance of case consultation and collaboration among providers. To be a skilled interpersonal clinician, management skills and policy knowledge are also important to develop.

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Skills Developed: Through my global independent study, I developed in: • Observation of attachment behaviors • Critical thinking • Reflective capacity and utilization of reflective supervision • Cultural humility and perspective taking • Effective communication

Advice: • Live with local people if at all possible. My hosts were incredibly kind and generous, and helped me get a more full sense of the local culture and values. • Find a professor whose interests align with yours and inquire about and utilize their network and connections in the field.

Acknowledgments Thank you to the Office of Global Activities for financially supporting my Global Independent Study. Many thanks to Dr. Patricia O’Rourke and the ITRS Team, Professor Julie Ribaudo, and the many brave children and parents who allowed me to learn from them.

This poster was created for the 2017 Global Social Work Poster Fair.

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Community Engagement and Cultural Humility in Sagene, Oslo City Larissa Siregar University of Michigan School of Social Work

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Sagene is situated along the Akerselva River, the cradle of Norway’s industrialization in the 60’s. The Unit is tasked with overseeing the Sagene Community Center and the 21 Parks to provide holistic approaches to community development in this culturally diverse and densely populated district of about 40,000. ===

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Independence for Rural Women in Southern India Esther Someah h-Kwaw K University of Michigan School of Social Work Location: Pune, India

Assignment Information

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This poster was created ed for the Fall Falllll 20 2017 017 7 Global Social Work Poster Session

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