Читать книгу I Congreso Internacional de trabajo social digital. del 28 al 30 de septiembre de 2020 онлайн

21 страница из 80

Social work experienced unique challenges in supporting field-based learning amid stay-at home and public health orders restricting client contact. Field-based learning experiences largely transitioned to remote activity requiring quick mastery of telehealth platforms and techniques or the creation of new and meaningful opportunities for student growth and client service delivery. These challenges have been widely discussed among social work educators but have yet to be formally researched. Despite these challenges, social work is uniquely positioned to integrate lessons learned from the pandemic in order to strengthen curriculum and course delivery methods.

As we move into a new normal and grapple with what social work education will look like in a COVID-positive world, there is much to be learned from the challenges of spring 2020 and the sources of strength and resilience that enabled students and educators to meet those challenges. While it has not yet been theorized in the literature, the integration of current experiences with trauma-informed frameworks and resilience theory presents a significant opportunity for social work education to support students and provide learning opportunities by practicing what we preach. If we are to understand the pandemic and its related consequences as a widespread experience of trauma or toxic stress, frameworks for responding to this through students support and related pedagogy are informative. Sondel et al.’s (2018) pedagogy of political trauma holds particular relevance for our current moment. Their model calls for educators to: 1) tend to students’ socio-emotional well-being; 2) cultivate students’ civic knowledge and capacities; and 3) teach toward critical consciousness, activism, and resistance (p. 179). Similarly, Carello and Butler’s (2015) call to “practice what we teach” with regards to trauma-informed social work education is instructive as they provide several areas in which the trauma-informed principle of safety can help us to transform the learning environment, requirements for student behavior and work, instruc-tor-student interactions, and instruction itself.