Students and Refugees Together: Towards a Model of Practice Learning as Service Provision

Abstract

Between 2001 and 2003, 14 assessed placements were provided for social work students through students creating a 'virtual' agency offering a service to refugees and asylum seekers. Drawing on research in progress regarding a unique project in South West England, this paper explores an inclusive model that creates a context for students to integrate theory and practice at the cutting edge of professional practice.The START project is a service to refugees and asylum seekers, a group that experience acute social exclusion and media-induced hostility, provided for two years entirely by students as part of their professional course requirements. Holistic, needs-led assessment, cultural sensitivity and advocacy by students allow families and unaccompanied minors to access otherwise inaccessible resources.In the current context of changing arrangements for practice assessment, emphasis on multi-disciplinary learning and service user involvement, this offers an alternative to the 'apprenticeship' model for students in developing a secure professional identity. Student learning is framed as contribution rather than burden in the organisational and employment arena and service-user outcomes have been dramatic. The focus of this paper is on the educational impact from the perspectives of students and practice teachers and an alternative model of practice learning.

A fundamental rethink of practice learning in social work education

“…It is essential that new models of field education can be adapted to the particular needs at a point in time and for a particular community (Butler, 2007). These changing needs include the demand for placements in a given year.…”

Τhe Integration of Refugee Children in Education and the Contribution of the Family Environment, According to Social Work

“…Taylor and Sidhu (2012) agree with this observation, emphasizing the importance of a welcoming environment for refugees, the control of racist behaviors, which are based on ignorance and the fear of the unknown and lastly the treatment for trauma, that refugee children could possibly be carrying from the country they fled. Butler (2007) and Robila (2018) adding to the above mentioned point, state that working-specialists, professionals who engage with refugees, have to handle Therefore, as mentioned by Snyder,May,Zulcic and Gabbard(2005) any attempt by social workers to group or classify the attributes of refugees and their families, under the ecological approach, includes the potential danger of overlooking the unique ways, in which each family functions and impacts its members. Also, according to Maluccio, Pine and Tracy (2002) collaborating with the family is a very important task to social work, in order to analyze the school environment of children.…”