Critical Service Learning and Group

Abstract

Critical service learning (CSL) emphasizes that youth become empowered to see themselves as partners with others to bring about change in their environments (Muscott, 2000). The nature of CSL evokes youth voice and choice in the application of cognitive, social, and emotional skills to everyday situations. This is especially true when conducting CSL in a group modality. Groups are ideal therapeutic intervention settings where CSL can be incorporated. Group work provides a smaller arena in which members may receive feedback, support, and guidance from peers. In fact, membership may allow youth to practice new behaviors or roles (Greenberg, 2003).Furthermore, CSL offers a natural fit for groups geared toward social and emotional learning (SEL) skill development (e.g., social skill groups, anger management, bullying prevention, confliction resolution). Within the multitier system of support (MTSS) framework, different tiers are designated for the provision of academic and social and emotional support to students where needed. CSL is beneficial within all tiers, but is especially effective at the Tier 2 (tar¬geted) and Tier 1 (universal) levels. On average, 5%– 15% of students in a school setting are in jeopardy of disengaging from the school environment (Scott & Eber, 2003). These students do not necessarily have an individual educational plan (IEP) but may have come to the attention of school- based practitioners as a result of office discipline referrals, suspensions, or truancies (Lindsey & White, 2009). Targeted group interventions provide additional support to these students for learning and practicing prosocial skills in a smaller and more insulated arena. For students who also receive special educa¬tion services, Klienert et al. (2004) contended that students receiving those services can benefit from interventions in the form of CSL. The benefits of CSL projects among the high- risk youth population may provide them with a way of building many of the developmental assets (such as positive experiences, resources, and other healthy characteristics) that help them make informed decisions and that are all protective factors for youth successes (Nelson & Eckstein, 2008).

Possibilities of using the humanistic ethics and psychoanalysis of Erich Fromm in establishing a relationship with a client within the context of anti-oppressive social work

“…What speaks in favour of a lower risk of critical social workers suffering a burnout is that they reflect more on the structural causes of failure in dealing with client situations and thus doubt less their own competence (Mullaly, 2007) and are equipped with a more diverse range of (radical) tools to deal with burnout (Fook, 1993: 95). Conversely, however, it can be argued that practical approaches built on anti-oppressive principles increase the risk of burnout due to increased frustration with diminishing resources to address client needs (Johnson et al, 2018; Mullaly, 2007) and due to marginalized self-position within the employer organization and among colleagues who may perceive critical approaches as boundless, naïve, or unrealistic (Beresford, 2011; Mullaly, 2007).…”