Where will you go? To Weimar, Jena, the big city, which has a lot of good on both ends. (J.W. v. Goethe)
|a.)||Case management with unemployed in Estonian context
Karmen Lai, Tallin (Estonia)
|Social work and social work education have always taken into account the changes in the society. Sometimes these changes are slow, sometimes these changes are very rapid, taking place inside the sphere of social work, like in present-day Estonia.
Changes in the society are followed by new challenges and difficulties for social work, but also by opportunities. There are lots of client-groups who are in need of appropriate services – unemployed people, people living below the poverty line, children without care, people infected with HIV etc. It follows that there is a need to constantly redefine social work, emphasizing in this case the role of social workers as an important influence in society. There is a need to pay more attention to making the problems of clients and client-groups more visible and protecting material, mental and social resources of the clients.
The best means for protection against poverty and social exclusion is inclusion in the work force. In other words it is important to invest in the increase of employment so that more people who could cope with their everyday lives. The unemployment rate last year (2004) in Estonia was 10,7%, the highest rate was among young people – 20,6%. In order to reduce the unemployment rate, the state has educated and hired case managers who started their work in January 2004. The idea of case management (evaluation, goal setting, intervention, evaluation, service development and management) is to avoid the deepening of social problems and to help every person accordingly to his/her needs. Hence the goal of case management is independent coping of the client. Case management is one possibility in transition from service-based approach to needs-based approach in today`s welfare and employment system.Key words: unemployment, case management, intervention, action plan
|b.)||Parent-management training with families of delinquent juveniles in Belgium
Drs. Maurits Wysmans, Leuven (B)
|Oppositional-defiant and anti-social behaviour by adolescents can be a ’nuisance‘ to parents, teachers and society. For the adolescent too there are potentially damaging consequences, even in the long term: an increased risk of unemployment, criminality, bad physical and mental health etc. The phenomenon occurs rather often and faces social work with a persistent problem, with current treatments all too often producing poor results.Usually parents, teachers and educators make a twofold demand for help: in the first place, they desire a clear diagnosis. In the second place, they desire a treatment that is specially adapted to their child / adolescent. To put it otherwise: ‚What is going on and what can we do about it?‘
The social worker translates this twofold demand into educational terms. After rounding off the diagnostic phase, the social worker has to examine which is the correct treatment. After all, an important factor in developing and preserving such problems is parental educational behaviour. In addition to this, the adolescent absolutely needs individual counselling.
A new methodical concept was developed based on the methodology of educational support, which itself is based on the ‚idea of empowerment‘. This newly developed methodology of treatment, which is very much inspired by the Patterson-model, starts from and appeals to parental educational skills.The presentation will discuss experience and research about the training Involving parents, teachers and educators in dealing with antisocial behaviour by adolescents in Belgium.
|c.)||Barriers in social work with Romany children in the Czech Republic
Jitka Dvořáková (CZ)
|National and racial minorities were from the beginning of human development. Most of Roma people living in the Czech Republic are come from the Slovak Republic, and „Czech integrated gypsies“ were mainly killed during the Second World War. Now we can see let’s say the semicentennial history of Roma integration in our country. The one who knows the previous „historical“ situation of Roma – especially conditions for living (Roma people lived and somewhere still live in underground shelters or were moving away from one place to another; their way of livelihood were mostly trades – smithery, basketry, horse trade, making mangers or cauldrons, little bell founding; production of musical instruments, etc.), must say – that they made a big step on their integration to the majority population. Roma people are now on the intersection of integration – they can’t insist on their traditional way of living and on the other side they are not able to admit new life as a copy of „white“ majority population. Most of the problems affect children as well.
The purpose of social work with Roma people is in shrinkage of tension between coexistence of majority and minority, in highlighting the specific Roma problems with emphasis of Roma diverseness. Future of Roma minority is of course in her children, so social workers have to cooperate with parents and teachers on promoting children’s interest to visit school and continue on higher level of education (secondary school, pertinently university).
|d.)||Street children in Zambia
Jana Capkova (CZ)
|From an incentive of the University of South Bohemian in Ceske Budejovice, Faculty of Health and Social Studies and MUDr. Stanislav Kusy, coordinator of a foreign aid for developing countries, we started two projects in Zambia. The first is „Health Centre in Lusaka“, the second one is „Chingola Street Children“. Both projects are targeted to take care of street kids and orphans. Our faculty sends students to Zambia. These students work as social workers and advisory teachers with children in need in Zambia.I was in Zambia from July to November 2004 and worked in Kasisi orphanage the first month. This institution is near the capital town. There are about 200 orphans. The second and the third month I spent with street kids in Chingola. The poorest neighborhoods are named as “compounds”. There is not any water supply system and electricity in some compounds. People live in small brick houses without windows and without furniture very often. Hygienic conditions are horrible and people suffer from various illnesses (AIDS, cholera, tuberculosis, malaria etc.). Many orphans and street kids come from these parts of town.There is an organization in Chingola, which takes care of street kids and orphans. It is Chingola Children Centre (CCC). People from CCC supply children in need by foods and clothes. MUDr. Kusy and his “Health Centre in Lusaka” provide health care for children. Students from our faculty teach the children basics of reading, writing and counting, basic hygienic habits, drawing, singing and principles of effective health prevention. High number of the children are used to life in the streets. They obtain money by begging or stealing. Our students work with them there and they offer them to go to a school. The school is a small building in Chingola next to the centre. This school is only for street kids and teachers are our students. The highest motivation is a food. The main aim of our project is to help the children with integration to the Zambian society.The presentation of a case study will give an insight to the possibilities and difficulties of social work with street kids in Zambia.|
|1.)||Experiential education and Outdoor-Training
Prof. Dr. Urich Lakemann, Drs. Tineke Boonsma; Melanie Sternberg
|Outdoor training and experiential education are methods in social work and management, which follow the principle „learning by doing with head, heart and hand“. Groups and individuals get quite unusual tasks with some more or less difficult challenges. These are for example numerous different interaction plays, climbing or boating. The target of these activities is to transfer the social and individual experiences into the everyday life and to change productively self-estimation and communication.
In this workshop we will learn the theoretical and practical basics of outdoortraining and experiential education. There are no background capabilities necessary for taking part at this workshop. We will be learning by doing. At the first day theoretical inputs and practical exercises will alternate. At the second day an excursion with the seminary-group to a climbing-hall will allow a deeper practical insight into the method. It will be necessary to spend about 6,50 € (not included in the congress fee) for the excursion. Climbing shoes can be lend for 2,60 € or please take gym shoes with you.
Please notice: there are no background capabilities necessary for taking part at this workshop. We will be learning by doing.
On Thursday afternoon we will experience the theme „Experiential Education: Drama as a learning medium“. Drama in education is a mode of learning. Through the participants‘ active identification with imagined roles and situations in drama, they can learn to explore issues, events and relationships. In drama, participants draw on their knowledge and experience of the real world in order to create a make-believe world. In creating and reflecting on this make-believe world, participants can come to understand themselves and the real world in which they live.
In this workshop we will take notice of the possibilities and the meaning of drama in social work by theoretical inputs and practical exercises. In addition to that, we can interchange our knowledge about drama in social work in the different countries.
|2.)||Psycho-education – method of treatment and rehabilitation in psychiatry
Prof. Dr. Klaus Dresler, Melanie Brückner, Teresa Riethmüller, Christine Sziligeti
|This workshop will combine theorie and practice of a new form of psychosocial intervention. Psychoeducation (sometimes called ‚family interventions‘ or ‚psychoeducational family therapy‘) can be used in any type of mental illness. It involves a health care professional informing the patient and/or their carers about the illness with which they have been diagnosed. The individual concerned should also be given the opportunity to describe their own symptoms, experiences and any exacerbating or relieving factors. This then enables a more cohesive and successful care plan to be drawn up. Information can be provided on medication, prognosis, alleviating and aggravating factors. Psychoeducation is particularly helpful in schizophrenia. Persons with schizophrenia and families can be helped to understand how high expressed emotion environments can perhaps help to maintain or aggravate symptoms (cf. http://www.schizophrenia.com/, a non-profit web community providing in-depth information, support and education). The workshop starts an Tuesday with an city walk to different institutions for psychoeducational treatment in Jena|
|3.)||Social group work with delinquent youth
Dipl.Sozpäd. Ralf Schumann, Cindy Klein;
|You will get intensive insight into social group work with delinquent youth. We offer exercises and real-world examples to strengthen your existing knowledge and to build on your foundation of methods. We´ll also have a look at the interdependence between theoretical and practical skills. Furthermore we´ll practise the execution and evaluation of social group work – with examples which do you know like special roles in groups, work with confrontation, coping with conflicts or similar aspects.
This workshop will hopefully support the use of your knowledge in working life. For your preparation:
|4.)||Violence Prevention with school kids
Dipl.Sozpäd. Conny Beeker; Nicole Pensler, Patrik Pfuch
|Violence preventive work for school kids (in the age of 6 – 12 years) requires special methods and solutions. The main focus is on the one hand to increase self-confidence because lack of selfconfidence is one typical reason for violent behaviour of small children. On the other hand, learning and practising peaceful ways to solve conflicts is essential as well. The basis of this work is the developement of social competences of the children, for example, with the help of cooperative games.The workshop bases on long standing expierences in violence prevention work with school kids. The lessons will be very practical. The participants have the chance to practise the exercises and the games.|
|5.)||Coping with Stress in Social Work
Prof. Dr. Gerd Grampp, Cindy Klein, Elke Nier, Silke Pühringer
|Social work is a working area where you are often very close to the clients and their personal way of living, their emotions and problems. Every day the challenge is to help these people and take care of yourself at the same time. Especially beginners in the field of social work are concerned by the burn-out-syndrom.
This workshop will help you to comprehend stress causes and gives you a choice of possibilities to cope with stress. Come and join us to experience your own possibilities!
|6.)||Introduction to mediative conflict management
DSA Mag. Andrea Janowsky, Mediator; Prof. Dr. Thomas Trenczek, Mediator (S.C.Qld.)
|Mediation is a process in which the parties to a dispute, with the assistance of a neutral third party (the mediator), identify the disputed issues, develop options, consider alternatives and endeavour to reach an agreement. The mediator has no advisory or determinative role in regard to the content of the dispute or the outcome of its resolution, but may advise on or determine the process of mediation whereby resolution is attempted.
Mediation is an universal dispute management method used in different conflict areas like commercial disputes, family disputes, in personal injuries and damage of property, community and neighborhood disputes, even in criminal conflicts.
In this workshop the trainers will introduce the basic philosophy of mediation as a so called alternative dispute resolution technique. Participants will learn something about conflict and conflict intervention, their own conflict behavior and communication skills as well as perform some mediation exercises.
|7.)||Methods of Quality Management in Social Work
Prof. Dr. Reiner Adler, Katja Flicke, Sandra Sommerfeld
|The workshop „e;Methods of Quality Management in Social Work“e; deals with the question why quality management is important in the social sector. Especially the situation in Germany (compared to other countries) and the requirement of quality will be included. According to that the so called ISO-norm will be presented. For a better understanding an excursion to a German educational establishment is part of that workshop as well. Planed are short reports, discussions and small group works to create a final presentation.|
|8.)||Music-agogical Work – Role of Music in Social Work
Uwe Köhler, Hannes Schwedat, Stephanie Weber
|Music is as old as human being itself. It develops and unfolds strength and power in body and mind, which aren’t easy to understand rationally. The effects of music, rhythm and sound can be used flexible for the work with people, to practise their moves, to cope with stress or as a creative expression. Music gives space to play and understand, space, where the worlds between can be tested and relationships can be established and changed.This workshop will show the variety of therapeutic and pedagogical use of music in a practical form. A workshop to join in and try out.|
|9.)||Case Management in Clinical Health Care
Prof. Dr. Olaf Scupin, Susanne Graudenz, Christiane Ritschel
|The basis of Case Management in the public health service is a complex problematic, the state of health of a person who has not enough resources to manage this situation by himself. The management of this problematic situation needs the co-operation of all professional groups dealing with the patient but the control must have these group is on closest with patient and his relatives from the beginning – The workshop will demonstrate the Case Management from the beginning of life on the concrete example of a baby-girl burned with a handicap and her family.|
|10.)||Special Approaches in Child Care: Reform Kindergardens in Jena
Andrea Birner, Prof.Dr. Georg Neubauer
|Thuringia is the cradle of reform education in Germany. Many famous persons (not only Goethe and Schiller) lived in Thuringia and founded in the period of 1900 till 1933 reform schools, for example: Peter Petersen and his Jena-Plan-School and Hermann Lietz and his Country-Education-Home-School. Before this time Friedrich Fröbel founded 1840 the first kindergarden in Bad Blankenburg, not far from Jena. This education model was copied in many countries outside Germany and also the name was taken over.
After the reunion of Germany 1990 reform education came back to Thuringia, especially in Jena. In the workshop we will look to preschool education in Jena. Tuesday will have an introduction in Montessori education by Andrea Birner and we will visit her Montessori-Kindergarden in Jena. Wednesday we will visit a Waldkindergarten (forest kindergarden) who is leaded by Andy Most a graduate of FH Jena and then a Waldorf-Kindergarden (a special kindergarden founded by follower of the philosopher Rudolf Steiner, who lived for a while in Weimar near Jena). In the afternoon we will visit the Jena-Plan-Kindergarden next to the FH Jena were we finish our workshop in a final round.
|11.)||Street social work – low threshold approaches in Social Work
|Session 1 (Basics)
Session 2 (Practice)
Session 3 (Excursion)
Session 4 (Future)
Please note: Due to the limited capacities of our partner „Chamäleon“ this workshop is limited to a maximum of 10 participants.
download the abstracts as pdf-document: Abstracts_IUW_2005.pdf