Social Impact of a Transformative Service-Learning Experience in a Post-conflict Setting

Abstract

In the context of the 2016 Peace Agreement signed between the Colombian government and the FARC-EP (Fuerzas Armadas Revolucionarias de Colombia-Ejército del Pueblo), several challenges for society and academia have emerged: (1) overcoming the gap between the rural and urban settings, which has been one of the roots of the Colombian armed conflict, and (2) training psychologists and transforming traditional educational practices, which have not been designed to fulfill community needs in a post-conflict setting. One of the strategies from academia to overcome these difficulties is to create alliances with rural communities where students learn key competences to foster a horizontal approach while actively working with the community. In the region of Caquetá, Colombia, two Territorial Spaces for Training and Reincorporation (ETCR) were created in order to provide a space for former guerrilla members' reintegration to civil society. In the ETCR Héctor Ramírez, 27 students and two faculty participated in a service-learning project (2 weeks in December 2018 and two in June 2019) where they engaged in local daily practices and social projects based on the community's prioritized needs. The aim of this study was to analyze the learning process of undergraduate psychology students in this community psychology service-learning project in the context of peacebuilding in Colombia. This study is grounded in a Participatory Action Research (PAR) approach and data collected include reflective narratives and video diaries by students before and during the course, and two focus groups after the experience. Findings suggest that students who participated in the experience are in the process of developing cultural humility, through affective understandings and the consolidation of communities of practice that include the former guerrilla members and their knowledges. Preparing psychologists to lead peacebuilding and reconciliation processes is of importance to the field because the professional competencies gained in this context surpass the professional practice as they become part of the students' abilities as citizens. The social impact is twofold: the students learn to create partnerships where purposes are co-constructed and trust-based, while the community takes the lead of their processes creating alliances with an academia that recognizes their knowledge and practices.

Subjective Outcome Evaluation of Service-Learning by the Service Recipients: Scale Development, Normative Profiles and Predictors

“…Another meta-analytic review of 40 studies involving 5495 participants found that SL promoted understanding of community needs, personal understanding, and cognitive competence, although some moderating factors were also identified (Yorio and Ye 2012). There are also some recent studies on the impact of SL on civic engagement: Mason and Dunens (2019) reported that SL could promote student learning and achieving the foundational knowledge in public health; Trigos-Carrillo et al (2020) highlighted the ability of service learning experience to transform students' cultural humility and affective understanding in postconflict setting. However, it is noteworthy that there are cautions about the "dark side" of SL (Eby 1998;Morin 2009) such as whether it promotes social justice or social stagnation.…”

Evaluating emergency physicians' knowledge, attitudes, and experiences of FARC ex‐combatants: A pilot study of Colombia's emergency medicine teaching hospitals

“…Third, providing emergency medicine specialists and trainees opportunities for medical care encounters with FARC ex‐combatants could increase knowledge of this population, and position emergency medicine to take an active role in the FARC peace process. This could start as early as the student or trainee level, as non‐health programs have demonstrated successes in facilitating encounters between students and reincorporating FARC, 12 and the mandatory year of service ( Servicio Social ) provides an avenue for these encounters with medical brigades in heavily FARC and former conflict areas. ACEM ( Asociación Colombiana de Especialistas en Medicina de Urgencias y Emergencias ) has an opportunity as the Colombian emergency medicine professional network to actualize such interventions, such that emergency medicine professionals have the opportunities and feel better prepared to care for FARC ex‐combatants and other vulnerable populations.…”

Healthcare access barriers for FARC ex-combatants in Colombia: qualitative perspectives from healthcare providers and FARC health promoters

“…As such, a cornerstone aspect of FARC reincorporation was access to healthcare, offered by a specialized health insurance provider, or EPS ( Entidad Promotora de Salud) at little cost to ex-combatants [ 8 ]. The FARC (or Farian) community was estimated to have disproportionately high healthcare needs due to unmanaged chronic conditions, infectious diseases, and undiagnosed mental health trauma from the conflict [ 9 – 11 ]. The peace agreement with the FARC promised to strengthen health systems in rural areas where healthcare access has historically been limited [ 12 ]; including reinforcing infrastructure, implementation of telemedicine, differential approaches for gender-specialized care, and a focus on prevention and health promotion [ 8 ].…”

“…The peace agreement with the FARC promised to strengthen health systems in rural areas where healthcare access has historically been limited [ 12 ]; including reinforcing infrastructure, implementation of telemedicine, differential approaches for gender-specialized care, and a focus on prevention and health promotion [ 8 ]. With this agreement, 24 Espacios Territoriales de Capacitación y Reincorporación (ETCRs), or Territorial Spaces for Training and Reintegration, were established in 16 Departments of Colombia [ 9 ], where approximately 8200 FARC have lived and utilized reincorporation services offered by the Colombian government [ 13 ].…”