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The Convention on the Rights of the Child (CRC) is a human rights framework in the context of multi-level governance child protection policies central to social work education and practice (United Nations, 1989). In line with this statement, children’s rights-based education introduces undergraduate social work students to the principles of the CRC, namely participation, protection, harm prevention and provision, to facilitate knowledge acquisition by building core competencies for critical practice (IFSW, 2002). It equips social workers with analytical and advocacy skills that foster critical thinking and creativity in the juxtaposition between child protection, autonomy and self-determination.
This chapter provides insights for social work education to locate and analyse the underlying casualties of social problems using a problem and resource framework, the w-questions (Geiser, 2015). The framework is used to develop theory driven social work interventions as illustrated against the backdrop the anonymised case study, Amira, an accompanied child asylum seeker in Austria (Fritsche, Glawischnig, & Wolfsegg, 2019). Correspondingly, CRC is addressed along a continuum between human needs fulfilment and human right entitlements (Obrecht, 2009; IFSW, 2002; Ife, 2012). The concept of need is understood as tension in our concrete biological and psychological bio-values and states (Obrecht, 2009, p. 27). The assertion is that when children lack support or are obstructed from achieving their equal right to education due to social, cultural or economic barriers, this exacerbates social marginalisation because it deprives them of membership in the school social system. Social marginalisation thwarts the fulfilment of needs and weakens social cohesion by causing alienation and anomie (Mayrhofer, 2015). The tentative conclusion is that knowledge and practice models that link human needs and children’s rights equip social workers with the expertise to reduce children’s vulnerability whilst strengthening their protection, autonomy and self-determination.
This chapter is about school suspension through a social work lens. Young people like Martin require the collective to belong, to be a member of a group, to realise their social needs. This is the basic requirement of human mental and social stability. Suspension stands in opposition because it legitimises social exclusion and disregards the linkage between the individual and collective (Bunge 2003). This chapter advocates for a whole systems approach to tackle social problems and develop sustainable interventions that facilitate young peoples’ needs realisation at school.
Die Checkliste „Pflegedokumentation“ basiert auf einer Literaturrecherche. Verschiedene Artikel bildeten die Grundlage für die Kriterien der Checkliste „Defäkation in der Pflegedokumentation“. Anhand dieser Checkliste wird untersucht, ob die genannten Items in der Pflegedokumentation enthalten sind und wenn ja, ob diese dann auch tatsächlich ausgefüllt und welche begründeten Rückschlüsse daraus gezogen werden und wie die Umsetzung überprüft wird und Maßnahmen ggfs angepasst werden. Z.B. Möglichkeiten der Erprobung bestimmter Interventionen gut dokumentieren.
Die Checkliste „Sanitäre Einrichtung“ (Toilette, Badezimmer) basiert auf einer aktuellen Literaturstudie. Anhand verschiedener Fachtermen wurden in unterschiedlichen Datenbanken nach relevanten Artikeln gesucht, diese in Bezug auf die Fragestellung „Kriterien, die eine sanitäre Einrichtung (Toilette / Badezimmer) für Menschen in einer stationären Altenpflegeeinrichtung erfüllen muss“ analysiert und die entsprechenden geforderten Kriterien in die Checkliste aufgenommen.
Seit einigen Jahren beschäftigen sich immer mehr Autor*innen mit der Frage, welche Handreichungen Mitarbeitende im Gesundheitssystem brauchen, um adäquater auf die Bedürfnisse älterer LGBTQI* Personen einzugehen, deren (pflegerische) Anliegen nicht erkannt werden, von schwer zu überwindenden Barrieren im Gesundheitssystem berichten und die sich diskriminiert fühlen. Der Fokus der Publikationen liegt auf der sexuellen Orientierung und / oder der Genderidentität, einem Teilaspekt der Identität einer Person. Je nach Kontext und Personen sind andere Teilidentitäten, wie z.B. Familienstatus, Alter, Ethnizität, Teilhabe an sozialen Gruppen unterschiedlich stark berücksichtigt. In einer qualitativen Studie wurden, unter Integration der autoethnographischen Methode, acht Männer zwischen 53 und 75 Jahren aus den Niederlanden und Deutschland in autobiografischen-narrativen Interviews befragt, inwiefern die Coronapandemie ihre Vorstellungen vom gesunden Altern verändert hat. Alle Männer hatten komplexe Biografien, gekennzeichnet von Partnerverlust, Arbeitslosigkeit, Altersfragen, familiären und gesundheitlichen Herausforderungen neben anderen identitätsstiftenden Faktoren. Aber alle identifizierten sich seit ihrer Jugend mit ihrer sexuellen oder Genderidentität, hatten aus vielen Krisen gelernt und sorgten mit einem für sich klaren Management, dass sie auch im Alter gesund bleiben würden – Autonomie stand hoch im Kurs! Die Person nicht nur auf die Zugehörigkeit zur LGBTQI* Gruppe zu reduzieren, sondern in ihrer gesamten Identität in den Gesundheitseinrichtungen zu berücksichtigen kennzeichnet eine adäquate Pflege.
This is Intellectual Output 2 (IO2) of the project “Developing a culturally competent and compassionate LGBT+ curriculum in health and social care education“ IENE9. The aim of the project is to enable teacher/trainers of theory and practice to enhance their skills regarding LGBT+ issues and develop teaching tools to support the inclusion of LGBT+ issues within health and social care curricula. The newly culturally competent and compassionate LGBT+ curriculum will be delivered through a MOOC which is aimed at health and social care teachers/trainers, workers, professionals, and learners across Europe and worldwide. The IO2 of this project, Internet Mapping and Systematic documentation of educational policies and guidelines as well as legislation at European and national level for LGBT+ inclusive education, aims to create an easy to navigate resource with information about European and national legislation/guidance/policies. Visit www.iene-lgbt.com for more information.
Issues with professional conduct and discrimination against Lesbian, Gay, Bisexual, Transgender (LGBT+) people in health and social care, continue to exist in most EU countries and worldwide.
The project IENE9 titled: “Developing a culturally competent and compassionate LGBT+ curriculum in health and social care education” aims to enable teacher/trainers of theory and practice to enhance their skills regarding LGBT+ issues and develop teaching tools to support the inclusion of LGBT+ issues within health and social care curricula. The newly culturally competent and compassionate LGBT+ curriculum will be delivered though a Massive Open Online Course (MOOC) which is aimed at health and social care workers, professionals and learners across Europe and worldwide.
We have identified educational policies and guidelines at institutions teaching in health and social care, taken into account for developing the learning/teaching resources. The MOOC will be an innovative training model based on the Papadopoulos (2014) model for “Culturally Competent Compassion”. The module provides a logical and easy to follow structure based on its four constructs 'Culturally Aware and Compassionate Learning', 'Culturally Knowledgeable and Compassionate Learning', 'Culturally Sensitive and Compassionate Learning', 'Culturally Competent and Compassionate Learning'.
Specific training may result in better knowledge and skills of the health and social care workforce, which helps to reduce inequalities and communication with LGBT+ people, as well as diminishing the feelings of stigma or discrimination experienced.