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• Tapasztalati tanulási módszerek helye és szerepe a szociális képzésekben

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  202

  The present study seeks the place and role of experiential learning methods in social trainings – primarily BA in social work and BA in social pedagogy. The provoking sentence is in the writings of Dominelli (1997), who states that those who only participate in trainings become less innovative thinkers, rather they become professionals who can only solve practical problems.
  The author of the present study is committed to the use of training and experiential learning methods. The experience of a teacher / trainer in social work and social pedagogy in BA courses confirms that this method is what can form a bridge between theory and practice and is able to integrate the two approaches. With my writing I support that the method – by its framework, its methods based on experiential learning and the personality of the trainer – leads to the modern and innovative social expertise that characterizes the reflective social professional.

• Tinédzserkori gyermekvállalás és iskolai lemorzsolódás – Egy fiatalokkal végzett részvételi akciókutatás módszertani tapasztalatai

  Views:

  288

  The study presents the experience of a youth participatory action research (YPAR) that was conducted in the summer of 2020 by the research group of 11 researchers: 10, 13–24-year-old Roma youngsters and 1 facilitator. The topics of the research were teenage childbearing and school dropout, but the study focuses on the experiences of the concrete methods used during the research and the methodological and ethical considerations of YPAR. The main methods of participatory action research were online survey, as well as group and individual interviews. Each phase of the research was designed and carried out with the involvement of young researchers. Research demonstrates that the involvement and participation of youth should become part of the way how we think about them, the programs targeting them and for this we need to know their experiences, insights, emotions, fears and desires. Programs should respond in a meaningful way to the specific, local opportunities for secondary education, career opportunities, labour market circumstances and opportunities, and the emotional difficulties of primary and secondary school years.

• A kritikai pedagógia és a szociális munka kapcsolata: pedagógia a szociális munkában szakemberek nézőpontjain keresztül

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  122

  This paper is trying to enlighten the interrelations between pedagogy and social work practice through lenses of professionals and by analysing similar courses of development and professionalization of these two disciplines. My question in this small research basically was how social workers do and educators think about similarities and differences of the two disciplines in practice and in theory as well. Do social workers identify pedagogical situations, which include a process of learning in their social work praxis? If they identify situations when they are participants in a learning process with the service users do they apply educating methods and techniques? Do social workers apply pedagogical methods and skills in their praxis consciously?
  From my point of view the process of empowerment is also a learning process of ourselves and our environment therefore I think social workers would need to facilitate these learning situations to make empowerment happen thus I also think they might need to know of different theories of learning, importance of feedbacks, terms of educational psychology, different learning styles. Based on these thoughts it occurred to me to examine what professionals think about the connection between pedagogy and social work? I was also curious of if social workers can apply a perspective on their professional practise that includes learning situations and educational work as well? Or do they perceive educational work’s and social work’s theories and practises really differently?
  In my research I have done a focal group interview with social workers and educators where we used different approaches on cases from social work practise and try to identify learning situations. In this paper I am using the person-centered approaches of pedagogy and the theory of critical education because I think that is where an overlapping can be found between the objectives of reform education theories and social work.

• Kutassunk együtt – A kutatási gyakorlat és a kutatótáborok szerepe a szociális munka oktatásában

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  125

  Rethinking the relation of theory and practice is in the focus nowadays regarding social studies. Define the ideal rate of practice in study programs is not easy, just as to determine those competencies and knowledge that able to reply to the differing needs of the labor market. The need-to-know basis which defines directly the tools of a practicing social worker is changing steadily by the societal- and economic transformation. Accordingly to this phenomenon, raise awareness relating to the learning process, innovative tools for both informal and formal (extra-)curricular trainings have become important features of education. In this learning environment, students are able to focus on better knowledge, understanding, and traceability of their individual growth.  Moreover, innovative methods create an opportunity to develop values, attitudes, and professionalism. Organizing and implementing research-camps, where students can deepen their knowledge of social research methods, is perfectly fits this approach. We have to see that learning is not an activity we can define precisely, rather something complex, strongly determined by the situation, as different people learn differently, indeed, the same person has different ways to get the knowledge in different situations. This is particularly true for research-camps where the specific learning environment has catalyzing role in transforming procedural knowledge. One advantage of procedural knowledge is that it can involve more senses, such as hands-on experience, practice at solving problems, understanding of the limitations of a specific solution, etc. Camping is an outstanding and effective stage in social learning as well. Experience as usable knowledge in subsequent situations may remain by reflecting on solving problems and experiences. (Gruber & Garabás, 2018) In the practice of the Department of Community and Social Studies (University of Pécs) students participate in research planning and implementing from the setting of targets through data collection and processing till publishing results. Studied phenomenons, processes, and correlations are often the proofs of the complexity of society for those with significantly different socio-economic backgrounds. The community-shaping effect is another crucial aspect in the integration of research-camps into our curriculum. The decreasing number of full-time students and the fact that most of them are employees (self-supporters) affect the quantity and the quality of community activities. Research-camps, besides deepening and exploiting knowledge, create opportunities for collaboration and savoring mutual experiences.

• A legfontosabb változás – The Most Significant Change

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  109

  It is becoming increasingly apparent to NGOs that the measurement of their social impact is not merely a requirement for project reporting but a well-chosen measurement method for the organization’s profile and programs can be an important pillar of communication and even professional work.

  The article discusses an experiment that focuses on the experience to approaching impact assessment and evaluation methods. The „Most Significant Change” participatory methodology is based directly on the person’s subjective experience, not guided by a predetermined „external” logic and path of the researcher. The indicators are not closed-ended categories, rather the storytelling they are based on.

• Eszközfejlesztési kísérlet az iskolai bántalmazás megelőzésére

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  365

  Everyone has probably encountered school abuse in their life, if nothing else as a spectator. These abuses may cause huge damages in a small child and having an effect on their socialization and psychological health, not only in their childhood, yet later, moreover in many cases they lead to suicide. Despite all of this, unfortunately, there are few well-elaborated methods and devices to prevent bullying, and they are not generally known in education either.

  These thoughts had an inspiring effect when, within the framework of interprofessional project work, the sensitizing box as a tool, aimed at preventing school violence, and the related methodological proposal was created. The purpose of the tool is to integrate pedagogical and social work knowledge and offer teachers and social workers an effective opportunity to raise the topic and deal with the problem. The methodology uses the principles of experiential learning and prevention, adapting to the frameworks that are given to teachers and kindergarten and school social workers who appear in a school and encounter violence.

  The study presents the process of the development work, there commendation for the use of the tool and the results of testing with groups of children.

• A művészetterápia szerepe a serdülőkori depresszió kezelésében

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  942

  As social workers we frequently meet teenagers who are suffering from some type of depression. Of course social workers cannot heal them, or use therapy, but we do have to do everything in our power to form a trusting relationship with them as our clients. They need to communicate with us, which is already a challenge when it comes to the relationship between an adolescent and an adult. My project’s goal was to find the use and role of art therapy in our work with clinically depressed adolescents.

  In my research I write about the typical signs and forms of depression, and explain a few theories about the cause of the illness. Then I introduce different types of art therapy, mainly focusing on their use in social work. I examined different methods in art therapy and made a few recommendations about how they could be used in working with depressed clients.

  During my work I was very careful not to overstep the lines of social work. As I said, we cannot cure depression, but we can use certain tools of art therapy as a bridge between the social worker and the client whose age and illness makes it even more difficult to build a trusting relationship.

• Együttműködési kapcsolatok és hálózati struktúrák a győri várostérség szociális intézményrendszerében

  Views:

  94

  The main objective of the survey is the empirical analysis of the inter-organizational relationships of the social care institutions with social network methods in Győr and the surrounding micro-regions. We measured and described the network structure and pattern of the organizational field, the basic directions and types, forms, frequency, intensity and the quality of inter-organizational cooperation. We are looking for answers to what factors hinder cooperation in this particular organizational milieu? What organizations are the key players of the network? How strong the position and effect of Győr as a regional centre in the cooperation network of the social sector? The network indicators have confirmed that the web of connections in the field of social care system is organized around a core institutional domain with only 5-6 dominant actors. The key players of the system with high network centrality and prestige are the big sized, functionally complex, territorially combined institutions. It has also been shown that, in addition to these central core members, the majority of the analysed organizations have a relation with each other only in a limited number, the network density is low, the centrality index is high, and the geographical distance is decreasing the probability of inter-organizational relations. In the whole network the probability and the number of intra-regional, national or international ties are also limited.

• A közösségi tér, mint a bizalmi háló központja. Közösségi kötelékek a Labor Café körül az orosz-ukrán háború első napjaiban.

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  10

  The case study describes the organisation of a community space support network in a county seat in Eastern Hungary. The study of the Labor Café's facilitative collaborations presented in this article was conducted using participant observation, fieldwork and interview methods between 25 February and 7 March 2022, during the first ten days of the outbreak of the Russian-Ukrainian war. The study aims to show the functioning of a grassroots solidarity and trust network organised around the Labor Café in a crisis. As the author herself was a volunteer member of this network during the fieldwork, this paper is both a synthesis of her experiences and a theoretical framework for understanding them. The paper will provide a detailed description of the solidarity networks in Hungary and support attitudes by describing the events presented in the case study.

• A hajléktalanság női arca

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  306

  This article aims to enrich knowledge about homeless women. As according to most research (although many argue that this can be caused by the methods used) there are more men than women in a situation of homelessness, most research focuses on men. After summarizing already existing evidence about homeless women in Hungary and abroad, the authors introduce their work. They analysed the case dossiers of fifty women sleeping in BMSZKI’s hostels for homeless people in Budapest. The description of basic demographics is followed by attributes special to women, like motherhood and keeping in touch with children (whether small children who are separated from them or grown ones) and romantic relationships. Data was recorded by social workers, and reflect their views, thoughts and the outcomes they esteem possible for the women. Results reflect the perceptions of the women and their support workers.

• Az ELTE szociális munka alapképzés innovatív elemei és útkeresési törekvései

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  202

  In our study, we would like to present the challenges of recent years and the different innovative training methods in the social work BA training program at the University of Eötvös Loránd. The study puts the focus to the practical elements of the social work training program, analyse the skills development subjects and the practice field work. It is important to note that the first and second waves of COVID–19 pandemic have brought several challenges to organize and realize the social work training program, so the study will reflect them as well.

• The usefulness of the sources of formal and informal support in the context of the needs of families with children with disabilities

  Ondrej Botek

  Nadezda Kovalcikova

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  190

  Background: A child’s disability changes the family and has an impact on the quality of life of all its members. Consequently, the family’s needs change as well, especially when it comes to their need for support.

  Goal: The goal of this study was to map how families with children with disabilities perceive the usefulness of the sources of formal and informal support in the context of family needs, as very important feedback for social work and social policy as major actors in formal support.

  Methods: The study was conducted using a quantitative research strategy. The relevant data was acquired using two standardized questionnaires – The Family Support Scale (FSS) by authors Dunst, Jenkins and Trivette (1984) and The Family Needs Survey by authors Bailey and Simeonsson (1988). The sample of respondents was comprised of 493 parents of children with disabilities, out of which there was a much larger number of women – mothers (N= 427) than men – fathers (N= 66).

  Results: The results of the study suggest that for families with children with disabilities, the most dominant need is the support from their relatives, while they also feel an increased need for finances. In terms of the perception of the usefulness of sources, informal support was more dominant, and the support of a husband / wife / partner and close relatives was determined the most useful. The study proved the existence of various statistically significant links, such as the link between informal support in the form of parent groups, financial needs, and the need for support from the community.

  Conclusion: The study proved an important fact – that whichever kind of formal, but mainly informal support has a direct influence on the extent of the satisfaction of needs. The presence and usefulness of sources of support positively impacts the satisfaction of family needs.

• Az óvodai és iskolai szociális munka bevezetésének tapasztalatai szolgáltatásvezető, szakmai koordinátor és a szolgáltatást gyakorló szociális munkás összegzésében

  Adrienn Kalocsai

  Rita Pátkainé Szmulai

  Henrik Tisztl

  Views:

  601

  Based on our experience we introduce the results, difficulties and challenges we have faced in the establishment and operation of a service that started in 2018. Our work is intended as a feedback link to train social helpers in kindergarten and school, reflecting from practice to theory, hoping to contribute to the complex functioning of the so-called 'theory' and 'practice'.

• Zsidó közösségek túlélési stratégiái: Középkori gettók és közösségek

  Views:

  331

  Judaism lived in a traditional society, which we call the Kehila, from the time of the Talmud (2nd to 6th centuries) until the European Enlightenment. Even after this time, some Jewish communities continued to live in this traditional community of values and rules, essentially defined by the Hebrew Bible (Tanach) and the Talmud. I would like to briefly describe this traditional Jewish society, the Kehila, highlighting only a few segments of it, which was a typical form of Jewish life between the 16th and 18th centuries. I will then turn to the social role of the family in the context of the Kehila, the traditional Jewish societas. My focus is on the so-called Ashkenazi, European Jewry. My approach is social-historical, and I use the methods of Jewish studies.
  Jewish communities that have existed for thousands of years have survived to the present day despite often brutally hostile environments. In this paper, I want to examine some of the sociological characteristics of medieval Jewish communities. Are there any particular principles or patterns that we can observe and draw general conclusions from? How did Jewish communities survive for thousands of years?
  In addition to presenting the medieval Kehila, the Jewish community, I would like to draw some conclusions. Jewish communities, as I will try to present descriptively, subordinated the individual and even the family to the interests of the community. The survival of the community was more important than the will, happiness, and interests of the individual and/or the family. Everything was subordinated to the interests of the majority. The operating mechanisms of the community implemented the total supremacy of the collective over the institution of the individual and even the family. This may have been one of the secrets of its success.
  The Jews could adapt, their traditional-spiritual way of life predestined them to do so, and their survival was successful.