Pura Vida with a Purpose: Energizing Engagement with Human Rights through Service-Learning

Abstract

This paper examines the effects of an international service-learning course with a strong human rights component. Human rights have social justice as an essential component and advancing both are considered core competencies in social work. International education in colleges and universities has gained in popularity as has service-learning. Research has been carried out in both these areas. However, less research has been done on the combination of the two. In this paper a course is described during which students spent three weeks in Costa Rica, the land of Pura Vida, learning about its human rights efforts, its language, getting to know its people, and providing service to some of its citizens. An analysis of student surveys and journals revealed a strengthened belief on the part of the participants that they are competent to have an impact on the world as well as having a responsibility to do so.

The Relationship Between Service Learning and Undergraduate Social Work Students' Professional Value Development

“…Several studies have found that students developed professional values as a result of their service-learning experiences (Ericson, 2011;Maccio & Voorhies, 2012;Nadel et al, 2007;Williams & Reeves, 2004). However, these studies focused broadly on student learning outcomes, of which professional value development was sometimes a result.…”

“…Even within the profession, discussion of civic engagement and service learning has been sporadic until the last decade (Nadel et al, 2007). Still, service learning has been used in social work education in various ways to foster students' personal and professional development and encourage civic engagement (Belliveau, 2011;Ericson, 2011;Jones, 2011;Lowe & Clarke, 2012;Lucas-Darby, 2011;Maccio & Voorhies, 2012;Mink & Twill, 2012;Rocha, 2000;Stepteau-Watson, 2012;Twill, Elpers, & Lay, 2011;Williams & Reeves, 2004). This includes undergraduate and graduate courses; introductory social work classes; courses focused on theory, social welfare, research, and policy; micro, mezzo, and macro practice classes; and specialized electives (Cronley et al, 2014;Phillips, 2011).…”

“…Specifically, 21 MSW students who volunteered at a week-long camp for children with burn injuries reported the development, application, and integration of four core values: the importance of human relationships, integrity, service, and social justice (Williams & Reeves, 2004). Ericson (2011) found that international service-learning courses helped students develop competencies related to social justice and service. A total of 29 undergraduate students participated in two international servicelearning courses in Costa Rica for 3 weeks each and completed a survey based on their experiences.…”

Social Work and Service-Learning in the Age of Competency-based Education

“…The next two articles provide examples of international service-learning (Ericson, 2011) and interdisciplinary collaboration to develop cross-cultural knowledge (Belliveau, 2011). Ericson (2011) highlights the opportunities and challenges of an international service-learning course to develop competencies/practice behaviors in human rights as well as diversity and difference. Utilizing quantitative survey and qualitative journal data, students demonstrated increases in their self-reported competency and the gains seemed to continue beyond the trip itself.…”

Power distortions, marginalised youth and the impact of natural resource led development: the case of the Solomon Islands

“…The nation must market itself differently and look to attract a different kind of visitor and investor in line with the Costa Rican model (Ericson, 2011;Rankin, 2012)…”