The number of unaccompanied minors (UAMs) arriving in the European Union (EU) has been increasing dramatically over recent years resulting in the formulation of EU policy directives around safeguarding and well-being. Notably, the majority of UAMs enter Europe irregularly through two main gateways to the European continent: via Italy, using the Central Mediterranean Sea route; or through Greece, transiting through the Eastern Mediterranean route from Turkey, mostly via sea. Profiles of UAMs travelling via the two different routes are significantly diverse, reflecting Italy’s and Greece’s geographical proximity to North Africa and the Middle East, respectively. Although Italy has witnessed a decline since 2018 (Todaro and Romano 2019), the two countries have faced a significant increase in UAMs, and this has required a considerable reorganisation of the reception systems and, more generally, of their welfare systems. However, difficulties in securing adequate reception for UAMs seeking protection have persisted in both countries. Through an analysis of the impact of the pandemic on the Italian and Greek reception systems and social interventions with UAMs, we utilised a multiple embedded case study approach within a comparative analysis, to identify key changes in the main services which should be guaranteed to minors—namely, hosting/housing, guardianship, foster care, family/relatives reunification, school integration, language, job training for care leaving, and preparation for leaving care after 18 years (Di Rosa 2017; Buchanan and Kallinikaki 2018; Barn et al. 2020). Against a background of critical reviews of the main issues related to policies and reported social work practice in a context of COVID-19 precarity, set within a wider EU framework, this paper contributes to the literature with an analysis of the current situation and the tightening of the conditions of reception, inclusion and integration that await UAMs in these gateway countries today. We conclude that with the suspension of key services and amenities, and with a practical halt to the due process of immigration and asylum, social workers are facing a difficult challenge to prevent the deterioration of UAMs’ mental health and well-being.

Work at the University of Turin (Italy). Member of the board of the Italian Society of Social Work (SocISS). Social Work online: a recognition of experiences and practices in Italy"The Internet is the fabric or our lives" (Castells 2001, 1) -but which are the weaves that nowadays connect Italian social workers into such a fabric? Herein we aim at answering this question through a survey of on-line resources, nodes and practices of e-Social Work in Italy. We will assess the ICT impact on the Italian context, in comparison with the European trends, deriving a plausible scenario for the current exploitation levels of these emerging tools within the professional community. A review of the major on-line professional gathering places, identifying their key features an peculiarities, will be also reported. We will conclude with a perspective synopsis on criticalities and opportunities related to e-Social Work in Italy. In general, this study will be an opportunity to explore to which extent in Italy the use of the web can become a useful strategy for bringing key welfare issues in the public debate, stimulating and spreading social innovations (products, services and models) that address the social needs and at the same time create new social relationships and partnerships.

The aim of this paper is to support the experimentation of new integrated educational methods to promote the development of new knowledge. Through the involvement of the body it is possible to make training "real"; that is: making it become effective through learning practices to transformation that is significant from an educational and lifelong learning point of view. In the training field, the tool that can represent the reciprocity between theory and practice is the laboratory; in the existential realm, the effectiveness of the interdependence between thought-action is embodied by corporeity. Therefore, the two key words "laboratory" and "corporeity" allow accessing the realm of the theory and that of pedagogical practice, placing it on the ground of contact and relationship in which experimentation, transformation and innovation are generated. Therefore, everything is explicit in the need to hypothesize models of school and social education that bestow back greater legitimacy to the laboratory and to the effectiveness of corporeity, and in which it is possible to realize not only real opportunities to experiment the potential of each type of knowledge, but above all the implicit transformative potential in the possibility of combining them together.

In the perspective of inclusive didactics, the differences are not only accepted, but also stimulated, valued, used in daily activities to work together and grow both as individuals and as a group. The basis of this new vision of the teaching-learning approach is precisely the "motor activities and the corporeity which, starting from what a person is able to give or to do, stimulate the consideration of oneself and one's own existence. In this regard, the aim of this paper is to identify and analyse the Biodanza SRT System as an educational strategy that, within the Inclusive Didactics-related teaching-learning process, represents a new innovative methodology able to contribute to the enhancement of diversity as a resource, and bring benefits to the overall well-being of the disabled or discomfort person, by facilitating a better "functioning" of the social context he is included (ICF-CY) and favouring Well-being and Inclusion. Through a careful analysis of literature references and protocols already exist for this educational-sport strategy arrive at a result that Biodanza is not considered as a therapy as it does not act on symptoms, conflicts, and disorders, but, in a therapeutic way, it stimulates the "healthy part" and its inclusion in programs or protocols: it is not intended as an "alternative" proposal but as a further strategy to be integrated with the actions already implemented in the different contexts. From the point of view of Special Didactics, the Biodanza seems to be an excellent strategy to aim to inclusion and "normal specialty".

The exposure to high stress conditions has led to an increasing prevalence of Burnout among teachers; this is due to emotional exhaustion, depersonalization and reduced personal accomplishment. Soft Skills play an important role in working performance, representing the set of emotional skills capable of promoting personal well-being. Giving priority to emotional support enables the development of protective factors and positive skills to counteract work-related stress and the onset of Burnout. Biodanza SRT is a body-mediated system that, through an Embodiment Training, promotes the development of personal empowerment by strengthening emotional skills, Soft Skills and the acquisition of Best Practices making individuals able, capable and competent in the personal management of tools and strategies to improve their emotional, affective, relational, social and professional life.