Literature on Co-creating Processes of Help

Edited by Nina Me&scaronl in Tadeja Kodele
Ljubljana: Fakulteta za socialno delo, 2016. - 166 p.
ISBN: 978-961-6569-58-3

A scientific anthology based on social work in an intersubjective context is an important contribution to practice as well as for teaching and research communities. The book also profits from a close cooperation with users (hare named interlocutors) to enhance the need for a resectable and decent dialogue in everyday practice. The comprises seven articles with the following titles: "Social work with families: the theory and prectice of co-creating processes of support and help", "Social work: the science, profession and art of complex dealing with complexity", "Collaborative processes of help and development of new knowledge in social work with families", "Supporting and helping mulit-challenged families: illustrating the process of social work with families", "Motivational interviewing with individuals experiencing social challenges: a Norwegian experience", "Physical activity intervention for non-active adults from economically challenged families: will for movement and movement for Will", " Public transportation and mobility enhancement exercises as support for the independent mobility of elderly family members".

Book

Abstract

The article presents an example of social work education, in which reflexive practice learning was used to help students work competently in professional practice. Within an action research project, new forms of mentoring support for students working with families facing multiple challenges were developed as part of their practice learning. This paper presents the results of a qualitative analysis of the students&rsquo reflections on mentoring meetings. Content analysis was used for data analysis. The analysis shows that practice learning should be framed as a reflexive dialogue between mentors and students. Students need opportunities to share experiences and expand their knowledge with other students in small mentoring groups. The continuous and concrete support that the mentoring group provided to the students in practice enabled them to deal with the sense of uncertainty that often arises in collaborative processes of help.

Article