Building culturally relevant social work for children in the midst of armed conflict: Applying the DACUM method in Afghanistan

Abstract

The 21st century has created renewed interest in developing culturally relevant social work where it does not exist, especially for children affected by armed conflict and disaster, in order to ensure that local professional standards guide responses to these types of distress. In this context Afghanistan’s National Strategy for Children at Risk required the development of professional guidelines for social work practice with children in crisis. This article illustrates the collaboration of the Afghan government with two international schools of social work to initiate national social work standards and curricula by engaging local practitioners in defining their work and core competencies through the DACUM (Develop-A-Curriculum) method. Strengths and limitations of the method are explored, as are implications for social work development in Afghanistan and other conflict and disaster affected countries.

Social work practice with war-affected children and families: the importance of family, culture, arts, and participatory approaches

“…Approaches to social work practice with war-affected children and families Given its broad approach and careful consideration of context, social work as a profession and discipline, has a great deal to offer to research and practice with war-affected populations-within war and conflict settings, as well as following forced migration and resettlement. And yet, aside from a few articles (Baum, 2007;Bragin, Taaka, Adolphs, Gray, & Eibs, 2015;Bragin et al, 2016;Fennig & Denov, 2018;Nelson, Price, & Zubrzycki, 2017;Ramon, Campbell, Lindsay, McCrystal, & Baidoun, 2006;Yan & Anucha, 2017), relatively little has been written on social work practice with war-affected populations, particularly refugees. We suggest that a family approach, as well as attention to context and culture, alongside an emphasis on linking the arts with social work practice, can be key social work contributions to research, education, and practice with this important population.…”

Pulling Together the Threads

“…This approach is multi-disciplinary and multi-sectoral and (re)constructs the social work role as that of a change agent working on micro, mezzo, and macro levels (Patel, 2015;. It underlines the interdependencies of the local and global economic, social, environmental, and political contexts (Bragin et al, 2016;Gray & Hetherington, 2013;Hong & Song, 2010;Ibrahim, 2017;Koenig et al, 2017). The various conceptualizations of alternatives communicate a range of priorities, although intersections are evident.…”

“…Further, contextualized curricula reflect a deep appreciation of Indigenous epistemology (Harris, 2006), and incorporate cultural knowledge and history (Harms et al, 2011). Valuing cultural practices is especially important where social institutions are fragile, such as in areas of conflict (Bragin et al, 2016). Appropriate curricula advance the appreciation of and reliance on different knowledge(s) and affirm alternative ways of learning, such as hands-on learning and learning through story telling/oral traditions.…”

“…The politics of the university environment are also crucial: Leadership buy-in, faculty commitment, an understanding of the nature and purpose of social work, clarity regarding the role of instructors, and the hiring of (sufficient) faculty with social work training are some of the essential factors in sustainable contextualized social work education (Furuto, 2013;Kreitzer, 2013;Pawar & Tsui, 2012;Tanemura Morelli, Mataira, & Kaulukukui, 2013;Yuen-Tsang & Ku, 2008;Zhangua & Liqun, 2013). Additionally, minimum standards may guide curriculum development (Bragin et al, 2016;Harms et al, 2011;Hochfeld, 2010;Pawar & Tsui, 2012). Regulatory bodies might support social work identity (Kebede, 2014) and ensure that educational standards match the local vision for social work (Mwansa, 2011;Mwansa & Kreitzer, 2012).…”

Peace, love, and justice: A participatory phenomenological study of psychosocial well-being in Afghanistan

“…The Ministry of Labor and Social Affairs established National Skills Standards for Social Work at the Associate degree level in 2012. And, in collaboration with the United Nations Children's Fund (UNICEF) and the MoHE, a Bachelor of Social Work (BSW) program was established in 2014 (Bragin et al, 2014b). The first counseling department was established in 2012 at Kabul University and the second at Herat University in 2016.…”