Enabling Social Work Students to Deal with the Consequences of Political Conflict: Engaging with Victim/Survivor Service Users and a ‘Pedagogy of Discomfort’

Abstract

This paper describes the evaluation of an educational project, delivered in a Bachelor in Social Work degree (BSW) program in Northern Ireland. The project aimed to equip social work students to be more culturally competent in this divided society, with a central focus on including victim/survivor service users in social work training. A number of pedagogical approaches are noted, with particular consideration of Boler's 'pedagogy of discomfort' as a model that includes the multidimensional nature of the learning process when topics carry a high emotional tariff. The evaluation of the students' experience indicated that: there was strong support among students for the project; the unique contribution of service users was affirmed; and the project appeared to increase students' awareness and capacity to practice in a divided society. The evaluation of the trainers' experience highlighted key processes in the delivery of collaborative training. The authors argue that the lessons learned are broadly applicable to other forms of service user and carer involvement in social work training and in other societies in which health and social care professionals have to deal with the legacies of political conflict.

Northern Ireland and ‘The Troubles’, outlining an innovative approach to nursing/midwifery student teaching and module evaluation

“…This study echo's other research findings that emphasize the contribution of service user and carer representatives to enable students to understand key concepts at a meaningful level (Coulter et al 2012), which might not be achieved in traditional teaching settings.…”

“…If nurses are to adequately respond to the existing and future needs of victims/survivors of the conflict in Northern Ireland it is essential that they gain cultural competence by addressing issues of sectarianism within their training context (Coulter et al 2012). From the volunteer's point of view, there is clearly a benefit in having nursing professionals with a knowledge and understanding of the effect of the conflict on health in a broad context of different communities in Northern Ireland.…”

“…The importance of development of Cultural Competence has been discussed by Coulter (2012) in regard to Social Work students and applies equally within nursing student training with an acknowledgement/better understanding of the lived experience of those individuals accessing health services that have been directly affected by 'The Troubles'. While largely welcomed and valued by the students themselves as an area of study, the chosen pedagogy nonetheless requires careful consideration and planning of how best to facilitate deep learning while supporting all involved.…”

“…In Northern Ireland there remains a tendency toward avoidance of or discomfort with discussion of sensitive issues associated with 'The Troubles: there are often strongly held emotional attachments for many in the local society or sense of fear (Jordon et al2007;Coulter et al 2012). …”

“It’s Not in the Course Guide!” Reflections from a Dutch Field School on How Students Learn to Do Fieldwork

“…Leaving the comfort zone allows students to “fit in” and become a neighbor. These “discomforting situations” encourage them to question what they find normal (Coulter et al 2013).…”