by Maya Navon
Finding Refuge emerged from an extremely challenging yet life-changing college course. When the three filmmakers entered the course “Producing Films for Social Change,” we had no idea that we were about to begin an emotionally charged, fast-paced, and eye-opening period of our lives. In September 2012, we did not know how to use a camera, edit a clip, or even write a treatment. Over the course of 3.5 months, we learned each and every aspect of creating a film, from the research stage to post-production, and emerged with a 20-minute piece that we were proud to share.
The idea for Finding Refuge stemmed from a class discussion about the topic of refugees. Armed with this very broad topic, we preceded to contact various refugee organizations. After weeks of trying to find just the right niche in this realm, we finally made a breakthrough with the connection to Natasha Soolkin, director of the New American Center in Lynn, MA. We knew that we wanted to focus on refugee resettlement in the United States; particularly, the various challenges and triumphs newly resettled refugees face when they arrive in the United States. However, we also knew that this topic would have no impact without a personal story. We needed a refugee to share his or her experiences, and it would be no small feat to find someone. Luckily, Natasha had just the person for us who would bring a voice to this issue: Mani.
Once we connected with Mani, the documentary finally took shape. We spent countless hours interviewing Mani and his family, touring his home and office, and getting a glimpse into his new American life. We also spoke to a wide variety of experts and workers in the field of refugee resettlement to gain a broader understanding of the journey from a place of turmoil to a new life in the United States. In a few months we had our final product: a piece shedding light on refugee resettlement through the story of one courageous, hard-working, and resilient man.
Our connection with Mani extended far beyond filmmaker and subject. He touched our lives with his story and made us realize the true meaning of strength. After spending 17 years in a refugee camp, Mani managed to keep his spirit and his thirst for success alive. The perpetual smile on his face reminded us to always stay positive, even in the face of hardship.
Turnkey: A Co-Housing Experience in an Italian Public Service for Addiction
Turnkey is a term used in the economic field, but it also fits well in a social rehab project. The idea comes from the need to give some answers to the problem of those patients that experienced a long term therapy in an addiction rehab center for 3 or 4 years.
In the Italian welfare system, the outpatient service team -work (doctor, psychologist, educator, nurse and social worker), operating in the addiction recovery can schedule long term treatment in the residential rehab centers. In some cases, this long time permanence is something obliged, because of the serious addiction and also for the lack of different life perspectives after the recovery.
These kinds of patients need more therapeutic help in order to return to civil society in order to find meaningful social membership. Usually, these clients have no meaningful familiar connections, no job, and no significant friendship.
In the last years, our social services system has become more careful about the use of public money. They noticed social workers more equipped to provide therapeutic interventions using a holistic approach in order to spare economic resources. Social workers are more capable to assist patients in reaching a better life condition by using their abilities toward social integration.
Five years ago, the program’s director asked for the professional team to think about a solution for the rehabilitation of the” long term patients”.
I started wondering about the meaning of poverty which is not only economics but it also the satisfaction of primary needs. It’s the lack of healthy relational bonds which weakness a lot the patients coming out of the drug addiction recovery programs.
I also noticed that this relational deficiency is a modern human condition; in the weakest social situations the loneliness is something that “destroys the mind “.
So I got an idea: I proposed to my director to start thinking about a possible apartment for a temporary co-housing for at least two patients.
He liked the project and submitted the plan to the municipalities which have the competence in the social side of rehabilitation. The municipalities agreed to the project and financed it.
For the patients in long term recovery, the rent was paid through the financing with the municipalities (an average of 6.000 Euro a year for 4 years, renewable), whereas the utilities and the others cost of the house has been in charge to the occupants.
The management of activities like the admission of the patients, the guaranteed respect of the therapeutic contract, the check of daily life and the help in the money administration, are some of my specific competences as a social worker.
In my job role, I had a significant part into find fitting persons for the project who were able to live together. I also contributed to choosing the people eligible to live in that specific therapeutic situation.
I helped the patients to organize their new life and to establish minimum rules of mutual life in the apartment. The project is strictly tied to the learning of the skills required to come back to live a regular life.
– living together is an opportunity for the patients to learn mutual respect
-cleaning the home and paying the utilities is a way to come back to daily responsibility and autonomy.
– having a good neighborhood relationship is a way to learn again to have good relationships without drug addiction to interfered an apartment, next to the main social and sanitary services of the town.
Since 2011, we housed 11 clients in the apartment with an average of one year placement. We should consider that one year in a residential rehab center cost 30.000 euro each person.
Eight of them returned was able to manage a regular social life, their addiction, a job, maintain social relationships which helped them to achieve a dignified lifestyle.
Two persons are still in the co-housing situation, one of them has a regular job, and he is searching for an own house. Only one person abandoned the treatment.
This intervention is a daily challenge for our team; it gave us good results in the recovery outcomes like independence, citizenship, struggle against the stigma and improvement of personal resources.
We also have spared a significant amount of public money while offering to our clients a higher quality of life.
The creativity and the professional skills mixed together with the help of other colleagues in the multidisciplinary teamwork made this project an effective strategy to help patients overcome their circumstances.
So, I can call myself a responsible social worker, because I help to improve the personal resources in my client’s life. I was mostly inspired from the basic professional principle “start from where the client is”.
Teaching Inclusion in the Classroom
General education teachers are tasked with keeping many balls in the air, which is half the fun of working in a classroom—there are so many constantly moving and evolving pieces for which to account.
One of these essential pieces to ensure equitable learning for every student is inclusion. Of course, this term is nothing new to educators—we work to create an inclusive environment on a daily basis. What might be new, however, are the many ways in which we teachers can look at inclusive practices. Since every child is different, we must continue our exploration of strategies and practices that best suit the needs of all students.
One best practice that supports inclusion is to vary the output of information. By this, we mean that teachers should relay content and instruction in different ways. Some students, especially those with auditory processing difficulties, find that verbal instruction is hard to grasp. To ensure inclusion for these students’ special needs, teachers should try to present information in visual or tactile ways, in addition to the verbal instruction.
Depending on the class or lesson, this might take the form of a demonstration, video, or hands-on activity. Some skills or lesson objectives may even lend themselves to a more kinesthetic or tactile approach. Even students without an auditory processing deficiency would find it confusing to listen to a verbal explanation of cursive letter formation. A demonstrated approach to writing using clay, beads, shaving cream, etc., makes more sense.
Similarly, when teachers are introducing concepts like grammatical conventions or figurative language devices, an audio or visual approach might work better than a written explanation of how a properly formatted sentence should sound. Teachers should also practice inclusion by encouraging students to demonstrate their learning in various ways.
This means that not only is the presentation of information different for each child, but the means by which a student exhibits mastery should be individualized, as well. Some students might prefer to write a formal, organized research paper to convey their knowledge of a subject, while others might feel most comfortable presenting a visual demonstration of their topic. The key is to provide multiple opportunities for students to display their knowledge so that everyone’s learning styles are being incorporated.
Another way to look at inclusion is to utilize multiple means of engagement. For students with attention issues, memory difficulties, or other learning disabilities, engagement in the classroom can make all the difference. Engagement might mean listening to music to identify metaphors, similes, or narrative voice. A film study might help students understand a new culture or part of the world. An analysis of a slow motion field goal might help students understand kinetic energy, velocity, or other properties of physics.
The point is, when students are engaged, learning not only flourishes but behaviors and attentiveness increase, as well. Engagement also assists with moving information from short-term memory into long-term memory. Inclusion, with regard to engagement, means that teachers are not only teaching with methods for each type of learner but also appealing to each learner, so that memory of the information or skill can solidify. In order to provide engagement, there must be a level of interest on the student’s end. As different as each student’s learning style may be, so maybe their interests.
This is where building relationships with students become essential for inclusion. Cultural inclusiveness provides students with a platform to express themselves on a more personal level. This also promotes a positive classroom environment, one in which students feel heard, understood, and accepted. Cultural inclusion allows students to see beyond themselves, as well, which fosters perspective-taking.
Networking – The Best Way to Keep Learning on the Job
Like most comms professionals, I have a curiosity about learning. Be it about the latest craze on social media, or the newest news platform that I could try and get my organisation into.
I have been fairly diligent about keeping my skills set up-to-date. Regularly attending industry training courses, as well as embarking on a post-grad a few years back while juggling the demands of a busy role.
What’s struck me, however, is that the most profound learning comes from something far less slick than formal qualifications and training sessions, and that’s networking with our peers.
I’ve been fortunate enough to have worked across a number of sectors having moved from the arts, to education, to health, back to education, and then back to health – you get the theme – and now into the children’s sector now into the children’s sector where I work as Communications Manager at CELCIS (the Centre for Excellence for Looked After Children in Scotland).
With each move, I’ve managed to make connections with my counterparts at other organisations. By regularly keeping in touch with them, occasionally meeting up for a coffee, you can gain so much knowledge from each other by comparing notes, woes, and inspirations all in a oner. It really is cathartic. I would urge anyone to get to know their equivalent elsewhere, you never know when you might need them.
In the earlier stages of my career, I established a useful working relationship with a colleague at another institution. Given the supposed ‘rivalry’ between the institutions we worked for (I’m not naming names!) we had to use judgment and discretion when it came to information sharing. There was a real value to us being able to use each other as a sounding board for managing difficult media requests. On one funny occasion, we both spoke to each other mobile to mobile from our respective toilets!
Peer-to-peer learning comes in many forms and guises. An occasional and irregular meeting to talk shop, can lead to bigger plans for shared learning.
From Networking to Communities of Practice
I moved into a job promoting a brand new museum and gallery in central London some years back. Having attended a meeting on Southbank of arts PRs, I was vocal about the need to develop something a little more formal for us to keep abreast of what was happening in our tiny sector of comms professionals. What emerged from this was a working group of budding volunteers, and the establishment of a national conference where like-minded colleagues from throughout the country got together to learn from each other, and hear insights from those at the top of our industry.
What we didn’t realise at the time of its formation was that we really were a Community of Practice in the making (NB ‘Community of Practice’ is the slightly more academic/formal term for networking with peers.
New Year’s Resolution
One of my new year’s resolutions for 2018 is to help keep a network of comms professionals going in the children’s sector in Scotland. We are a varied bunch – from third sector organisations and campaign groups, to academic centres, NGOs and colleagues working in government – but we have much in common: our values as organisations; keeping our comms relevant to our intended audiences; and the need to embrace new and emerging technology.
Anyone wanting to know more, do be in touch.
Changing the Lens on Poverty Research
Using an innovative technique to measure poverty, a Georgia Institute of Technology economics professor has found that more older Americans live in deprivation than official statistics suggest.
Shatakshee Dhongde, associate professor at Georgia Institute of Technology, found that 12.27 percent of senior citizens were deprived in two or more crucial areas, including multiple disabilities, low income, a lack of education, and severe housing burden.
Dhongde said the research illustrates a shortcoming in the official measure of poverty in the United States, which focuses solely on income. The federal government reported that 9.5 percent of older Americans were living in poverty in 2013. That is below the 12.3 percent rate found in Dhondge’s multidimensional poverty index.
Research Reveals Deprivation beyond Official Poverty Count
According to Dhongde’s research, nearly four in ten older U.S. residents reported being deprived in at least one of the four categories: multiple disabilities, low income, a lack of education, and severe housing burden.
Moreover, many of those living with multiple deprivations were not income poor. For instance, 3.6 percent of seniors experienced both multiple disabilities and severe housing burden, but would not appear in official poverty statistics because their income was above poverty line threshold.
Race plays a role, as well. Dhongde found that white senior citizens were less likely to be deprived, while Asian, African-American, and Hispanic seniors were more likely to be deprived. In fact, Dhongde found that 30 percent of Hispanic seniors were deprived in two or more dimensions.
Study Relies on Census Data
The study draws on the 2013 edition of the U.S. Census Bureau’s American Community Survey, which includes detailed data on economic, housing, educational, and healthcare circumstances of people living in the United States.
Dhongde, a faculty member in the School of Economics within the Ivan Allen College of Liberal Arts, is in the vanguard of economic researchers examining multidimensional deprivation in the United States. Thinking of deprivation in a multidimensional manner is a way of looking beyond income while measuring poverty.
“The main idea is that you change the lens and look at overlapping deprivations,” she said. “So I’m not separately looking at what percent of the elderly population was deprived in X and what percent was deprived in Y and so on. Instead, I choose one individual and then analyze how many deprivations he or she is facing simultaneously.”
By examining multiple areas that can affect a person’s quality of life, Dhongde says the multidimensional poverty index can provide better insight into the population’s broader economic condition. It can also give policymakers tools to gauge where best to focus limited resources.
Assessments Often Miss Mental Health Issues for Youth on Probation
An assessment tool used by many jurisdictions within the juvenile justice system that is intended to help recognize the effects of adversity and trauma in children’s lives is not the best means of evaluating mental health problems faced by at-risk youth, according to new study by a University at Buffalo social work researcher.
The groundbreaking research, which lead author Patricia Logan-Greene believes is among the first studies to connect the adverse childhood experience (ACE) assessment for juveniles on probation to mental health problems, could help improve the justice system’s responses to court-involved youth, especially those who have experienced maltreatment and trauma.
“The United States continues to have a massive juvenile justice system that does not, generally speaking, serve youth well,” says Logan-Greene, an assistant professor in UB’s School of Social Work. “We suspect that the way mental health is often assessed in the juvenile justice system is missing many mental health problems – in particular with disadvantaged youth.”
The number of youth on probation is a far larger group than those who are incarcerated or in treatment facilities. Yet most of the research literature is on that smaller population.
“We may have identified a gap,” says Logan-Greene. “The court assessment asks whether youth have ever been diagnosed with a mental illness. That question makes a lot of big assumptions like equal access to health care and equal desire to access mental health care, which has a lot to do with stigma.
“A better assessment tool would address symptomology,” she says.
The problems faced by youth on probation are widespread, according to Logan-Greene. The vast majority have histories of child abuse, family dysfunction and social disadvantage.
“Only 25 percent have no history of abuse,” she says. “One of my elevator speeches argues against punitive responses for youth with histories of trauma.”
Although most jurisdictions do assess mental health, these are not necessarily good assessments – and some jurisdictions aren’t assessing for this at all. A single question to capture all aspects of mental health simply isn’t sufficient.
“While the adverse childhood experience tool has done wonderful things to help us recognize the importance of adversity and trauma in children’s lives, there is still room for improvement,” she says. “For instance, there is nothing in the ACE tool about childhood poverty, and we know from previous research that childhood poverty is deeply damaging.”
In the current study, Logan-Greene and her co-authors Robert L. Tennyson and Paula S. Nurius, both from the University of Washington, and Sharon Borja, University of Houston, divided their assessment of childhood adversity into childhood maltreatment, family dysfunction including substance abuse, family history of mental illness, physical health problems with the family, and social disadvantage, using a diverse sample of more than 5,300 youth on probation.
The findings suggest a clear connection between childhood maltreatment and mental health problems. Although there did not appear to be a relationship between social disadvantage and mental health problems, there was a connection between mental health and the symptoms of social disadvantage such as coping problems, social isolation and what the authors call aspirations or the measure of hope for the future.
“Because social disadvantage did have a negative effect on those indicators we suspect the court assessments are not picking up what are probably undiagnosed and untreated mental health problems among disadvantaged youth,” Logan-Greene says.
Having Difficulty Creating Worksheets and Activities for Your Clients?
Tailoring worksheets and activities specifically for your client needs can be challenging for the best of therapists and counselors. For others, maybe you are a natural born artist moonlighting as a mental health professional dazzling clients with your creativity which helps them move one step closer to becoming their best selves.
According to the National Institute of Health, there is a direct correlation between the creative arts and health outcomes when used in a therapeutic setting. The study reports: “Use of the arts in healing does not contradict the medical view in bringing emotional, somatic, artistic, and spiritual dimensions to learning. Rather, it complements the biomedical view by focusing on not only sickness and symptoms themselves but the holistic nature of the person.”
What are my options with limited artistic abilities?
For those of us who are artistically challenged, it is imperative to identify resources and begin creating a therapeutic toolbox for practice. There is one resource that I would like to share which helps both the artistically challenged as well as the artistically gifted mental health professional.
According to its website, Hub for Helpers is an “online library for all licensed therapeutic professionals to access high-quality, interactive, low-cost materials for diverse client populations”. Hub for Helpers also states that it hopes to lessen the burden of developing materials by providing low cost options to help mental health professionals find materials to best server the need of their clients.
Hub for Helpers was founded by Nicole Batiste, a school social worker in a Texas middle school, when she saw an overwhelming deficit in affordable, accessible, and ready to use materials for therapy. Nicole sometimes found herself spending more time planning meaningful things to do in therapy than providing direct practice.
Inspired by the response to her activities from her diverse client base, she decided to create a hub for therapeutic professionals to access numerous interactive materials conveniently. Nicole states the mission for Hub for helpers is to continuously provide top notch, affordable activities to ensure that we are indeed, “helping you help!”
How does Hub for Helpers Work?
Hub for Helpers provides a quick and easy way to access and save materials in your “My Hub” account. If you are wondering how it all works, here are the tips provided on their website:
- We strongly recommend you sign up with us to create your personal Hub. It’s quick, easy and free!
- Begin to browse our materials by searching by the many domains provided
- All of our resources are multi-paged packets that guide you through each activity, if you so need it
- Once you’ve chosen an activity, check out is easy, fast and secure.
- You will then be able to download your resource, all of our resources are in PDF format.
- Your resource will remain in your Hub to be used repeatedly at no cost.
- Should you choose to become a subscriber, a $40.00 credit will be issued to you each month
- If you are a corporate subscriber a $200.00 credit will be issued to you each month to use amongst your employees.
Hub for Helpers has provided three free activities for you to download here.
What else does Hub for Helpers do?
In addition to being an online marketplace to buy low-cost worksheets and activities, for the artistically gifted, you can also sell your creations in the Hub for Helper’s marketplace. For more information, visit https://www.hubforhelpers.com/become_a_seller/.
Sponsored Content by Hub for Helpers
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