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• A magyarországi szociálismunka-kutatások néhány kontextusban

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  550

  In their study authors are seeking answer to the question whether social work research in Hungary can be characterised by scientifical and/or practical orientation and accordingly what its role in is maintaining the gap in the profession between theory and practice. The paper examines Hungarian social work research in a quasi-systematic review, for which theoretical backgrounds are views regarding social work practice research and social work knowledges, explored in previous papers of the same authors. The empirical base of the review is an analysis of the essays published in the two-volume collection ’Tudományos gondolkodás és kutatás szerepe a szociális munkában’ (translate as ’Role of scientifical thinking and research in social work’) being an adequate representation of recent Hungarian research on social work.  The review indicates that Hungarian research on social work can be placed on a continuum ranging from theoretical to practical approach, although research involving practitioner-researchers, or examining and developing the practical knowledge are not typical features of it.

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

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  126

  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.

• Tudás a szociális munkában – az elmélet és a gyakorlat viszonyában

  István Budai

  Gábor Szöllősi

  Views:

  2247

  The study analyses the nature of knowledge in social work for better understanding the distance („gap”) between theory and practice. It provides a systematic synthesis of the theoretical interpretation and framework of social work knowledge furthermore summarizes the connection between this knowledge and the social work practice in Hungary. The spectrum of social work knowledge can be classified by numerous aspects, but it covers a much wider area than the theoretical or practical character of knowledge. The authors anticipate that each aspect of this knowledge has relevance for social work, therefore the deeper analysis and understanding of their roles can contribute to reducing the gap between theory and practice.

• Szociális munka virtuális térben

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  230

  The current health crisis we are experiencing because of Covid-19 pandemic has put social worker schools in a new, unexpected position. How can a practice-based training program be organized during a ‘lockdown’ period? How practical skills can be acquired if contact with field teachers, social services and target groups is limited? Assuming that the world will not be the same after the pandemic and that higher education institutions and systems will not be the same after the crisis, we believe that it is time to rethink the forms of work in the training of social workers and to develop practical techniques that suit better the digital generation of 21st century. In order to learn about innovations and good practices arising from the situation, we organized a focus group interview with 15 field teachers. In the course of our research, we sought to answer the questions: What new forms of practical training have been developed? What are the benefits of the online education? What would the field teachers keep from the currently experimented forms of work in the post-crisis period? The first results of our research prove that, contrary to expectations, the world has not narrowed but expanded as a result of the restrictions. With the intensive use of digital tools and forms of work, remote locations and target groups have become available, special knowledge elements have become involved in training, and new opportunities for the development of personal skills have opened in the social worker training. The crisis situation had a particularly positive effect on the emergence of training innovations.

• A közösségi részvétel komplexitása: szakmai szempontok a közösség meghatározására és bevonására

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  179

  This paper compares the perspectives of six professions -social workers, lawyers, nurses, physicians, psychologists, and public health professionals- on ways to improve the health and social conditions of a prototypical low-income urban community. It examines how the cohort defined and deliberated on the process of involving “the community” in addressing issues facing a hypothetical neighborhood, even when the question was not part of the research guidelines. A framework for constituency participation emerged from the data and was further developed to include 5 components: “who, why, when, ways and what level.” The type, level, and meaning of community was complex and multi-faceted, raising critical questions about professional-community relationships and the role of community development practitioners. Ultimately, community participation was identified as both difficult and transformative at the same time. Attention by community practitioners to the “five Ws framework for constituency participation” may maximize positive outcomes for collaboration between professionals and community.

• Felkészülés és képzéshasznosulás a segítő szakmákban: Összehasonlító tanulmány

  Views:

  216

  The objective of the study is to investigate the integration of social work students in the labour market in order to develop social work BA-level education. The research is based on a quantitative questionnaire completed by a number of 196 University-graduate respondents. The data collection was carried out in three institutions: Partium Christian University, University of Pécs, and University of Debrecen. According to the results, most experts consider themselves well prepared, but they have some shortcomings in their skills such as knowledge of foreign languages, financial literacy, project management, application writing, research methodology and understanding social processes. University education should focus more on these areas. Most of the professionals are satisfied with their education, but the proportion of the average evaluators is also high. It was found that the relationship between the knowledge acquired in the university is not significantly related to job satisfaction, and certain skills can be retrofitted during work practice.