Abstracts

Mathea Wasvik | University of South-Eastern Norway

Many studies emphasize the value of peer roles in breaking down hierarchies and enriching practice. For instance, systematic reviews highlight that integrating peer workers requires structural adjustments, such as clear role definitions, ongoing education, and robust institutional support. Moreover, participatory action research demonstrates the effectiveness of collaborative learning models in creating equitable knowledge production, fostering empathy, and promoting inclusivity in social work education. Despite these advances, there are still challenges, including unclear expectations of peers, and tokenistic practices. Addressing these issues requires redefining professional boundaries, co-creating participatory frameworks, and investing in peer-led training initiatives to build mutual respect among stakeholders. Drawing on recent international research and experiences from the countries/communities represented in the workshop, the session explores innovative ways to include peer involvement into social work education and practice, challenging institutional norms to ensure meaningful participation and collaboration. This workshop will equip students with the tools to critically evaluate and advocate for peer-inclusive approaches, ensuring social work evolves to meet the needs of vulnerable populations in more inclusive and effective ways. Examples and knowledge for all participating countries are encouraged. 

Michael Delorette | FH St. Pölten

Family Group Conference, which originates from New Zealand, is a regulated procedure that enables citizens to develop their own solutions with a network of their own choosing. Starting from a concern that is usually expressed by professionals, citizens develop plans to refute this concern. They are supported in the planning of the Conference by a coordinator. The procedure can be used in child and youth welfare so that children and young people have a secure future again. In our workshop, we want to make some basic principles of the Family Group Conference tangible. First and foremost, this includes confidence in the participants and a resource-oriented view. Professional helpers are taking on a new form of helping in Family Group Conference that enables and empowers citizens.

Jana Stejskalová | University of South Bohemia

The workshop is designed for social work students who want to develop their professional skills and prepare for the challenges of practice. In a safe and interactive environment, participants will have the opportunity to share their experiences of study or practice, discuss case studies and learn new approaches to working with clients. The programme includes teamwork, practical activities that students may encounter in their future careers. The workshop encourages peer learning, inspiration and collaboration, helping students to better understand their future role as social workers.

Michael Doerk, Sarah Turki | SLU Lucerne University of Applied Sciences and Arts, Lucerne School of Social Work

Students from the Lucerne University of Applied Sciences and Arts in Switzerland are working on the main topic in three groups. Each group is pursuing an (Inter)connected Media project on its own question. By the time the SocNet98 IUW begins, each group will have produced a basic documentary film presenting the current situation in Switzerland with regard to the three questions. During the SocNet98 IUW, further information (field visits, interviews, discussions, workshops) will be collected from the perspective of the participating countries. After the SocNet98 IUW, this data will be integrated into the film and supplemented with the group's own ideas and opinions on how social work can better fulfill its mission through participation and service user involvement in the future.

Sergei Oudman | Hanze University of Applied Sciences (UAS), Groningen

The integration of artificial intelligence (AI) in social work presents both opportunities and challenges, particularly concerning participation and service user involvement. On one hand, AI tools can enhance understanding of individual and community needs through data analysis and personalized interventions, facilitating better collaboration and empowering service users. However, AI also raises critical concerns about its impact on democracy and equitable participation. The opaque nature of many AI systems can undermine transparency and accountability, limiting the ability of service users to understand or challenge decisions made by AI. Additionally, algorithmic biases and data inequities risk reinforcing existing social divides, disproportionately affecting marginalized populations. Over-reliance on AI may shift decision-making power away from social workers and service users, centralizing it within technocratic systems that prioritize efficiency over human connection. To ensure AI supports democratic principles and narrows, rather than widens, societal gaps, social work must critically engage with these technologies, addressing ethical concerns and advocating for inclusive, transparent, and user-centered implementations.

Kirsten Vestergaard Prescott | UCL Erhvervsakademi og Professionshøjskole

In this workshop we will be looking in the use of mapping and visual props to engage service users in conversations. Depending on the map/prop we can create a setting for a conversation, and by using this method steer the service user in a certain direction. The workshop will consist of a short introduction to mapping and props and following this using different approaches.

Anita Hegdahl-Galterudhøgda | Nord University

When working with parents support in child protective services, collaborative skills in the professionals are mandatory and expected. Using research-based tools, applying and adapting it`s principles into different family contexts will assure quality within user involvement. In Norway there is a growing interest in the field of supporting families within child protective services, and certainly in parents with cognitive difficulties as they challenge social workers understanding, interpretation and skills. Giving professionals a framework of knowledge (PYC) will therefore increase the likelihood for a collaborative success and thriving families. The students will be organized in roleplay containing parents and social worker. They will be given different collaborative tasks to solve, and they will be challenged with regard to user involvement as parents are given more context and their needs are playing out within the meeting.

Yvonne Susan, Rubin Dekto | Ernst-Abbe-Hochschule Jena, Germany

The workshop focuses on how migration counseling can be successfully designed to promote participation and social inclusion. We will develop approaches for successful implementation, with a particular focus on culturally sensitive and participatory methods. Additionally, we will jointly develop practical solutions in an interactive setting.

Susanne Binder | UAS St. Pölten

Reflecting on diversity in social work is a basic requirement for an inclusive and "equal" approach in social work settings. In this workshop you will learn about the concept of diversity, and we will take a closer look at the categories of diversity that shape us – in order to gain more awareness about our position(s) in society. In an interactive setting we will focus on issues such as marginalisation, stigmatisation and social inequalities. Finally, we will develop ideas on how to develop inclusive approaches.

Michal Martina, van der Laan Černá | College of Polytechnics Jihlava

Maximum number of participants: 15 Courses with peer lecturers (experts by experience with mental health issue) participation are offered to students of the Department of Social Work at the College of Polytechnics Jihlava since 2017. The aim of the courses is to emphasize the value of experiential knowledge and to use its potential in the education of future Clinical social workers. Come and join us on workshop to discover more. 

Kenneth Sandeman | Hogeschool PXL

Equal opportunities in education cannot be taken for granted.  Structural inequalities in education persist even with the best intentions of teachers and students.

Have you ever encountered inequality?  What would happen if you had? Where can you, as a social worker, intervene? In this interactive workshop we will use a creative method to share experiences and possible solutions.

Eduard Carrera-Fossas, Cristina Corominas Puigdevall, Mar Verdaguer Planella, Queralt Canadell Arxer, Arantxa Sayas Cobo, Esther, Besa González | University of Girona

For several years, the field of social work has advocated for person-centred care, emphasizing a support approach that addresses the needs, demands, and interests of individuals utilizing social services (Jacobs et al., 2013). Despite the theoretical recognition of the central role of individuals in the accompaniment processes, there is a general consensus that the voices of those who are or have been users of social services exert minimal influence on policies and even on socio-educational practices. Recently, in alignment with this perspective, the term ""expert by experience"" has begun to replace ""user,"" as it more accurately reflects the experiential and tacit knowledge that individuals acquire through specific characteristics (e.g., a disability or mental health condition) or through their engagement with social services (Levy et al., 2022). In this regard, we pose the following questions: As professionals, do we adequately consider the voices of service users? Do we regard them as experts by experience? What role do they occupy in the work plans we develop as practitioners? Is there truly active participation? The aim of this workshop is to create a reflective space based on the testimonies of individuals who have experienced social services as ""users,"" to identify the challenges faced by social workers in fostering genuine participation and transforming everyday professional practice. The workshop will be divided into two parts. The first part will involve a reflective analysis of the perspectives provided by experts by experience concerning social workers' interventions. The second part will employ creative methodologies—such as painting, poetry, or collage-making—to explore the challenges posed by these testimonies and to consider how we can establish authentic participatory spaces that acknowledge and value the lived experiences of individuals. The field of social work faces the challenge of shifting its perspective and approach to “accompany” and guide individuals. This shift entails not only recognizing others but also granting them their rightful agency. It involves listening attentively and transforming social work practice by fully integrating the contributions of those with lived experience. In essence, it is about transitioning from a position of authority and control to one of partnership, where social workers move alongside individuals, providing guidance and support. This approach necessitates adopting a community-oriented perspective that aligns with and responds to the genuine needs of individuals. 

Eduard Carrera-Fossas | University of Girona

In a globalized and interconnected world, the local sphere has become increasingly relevant for citizen participation and a key space for meeting people’s needs (Blanco & Gomà, 2016). Concurrently, academic debate focuses on two main aspects: the importance for the future of democratic societies not only in constructing shared values but also in the need for individuals to take ownership of shared spaces (Klinenberg, 2021); and the capacity of social and community action to transform citizens' needs to respond to social vulnerability (Godàs, 2022; Gomà, 2006). This summary seeks to explore how community action, specifically community social work, can address growing vulnerabilities through the construction of new shared spaces. To this end, we have analysed a community action service in Olot (La Garrotxa) that has promoted alternative conflict management in neighbourhood communities and their urban environment from a social action perspective since 2009. With this keynote, I aim to highlight how community social work that promotes neighbourhood organization and participation can address vulnerabilities and improve services and work in vulnerable neighbourhoods. For the case study, we focus on interventions carried out in three groups of buildings in three different neighbourhoods of Olot, home to 394 families. The empirical research adopts a qualitative approach. We propose a life story for each of these buildings based on the actions undertaken by the service, which include over 500 interviews, 40 neighbourhood meetings, community interventions such as painting buildings, clean-ups, neighbourhood activities and volunteer projects, and training sessions and conversation spaces for neighbours to exchange knowledge and experiences. The empirical approach aims to demonstrate how, in some cases, the intervention has increased social capital. Through self-organized learning and actions, new learning spaces have been promoted, and individual empowerment has been facilitated. However, the intervention has not led to a significant reduction in vulnerability due to structural difficulties. This highlights the necessity of promoting more continuous and temporally extended interventions. Crucially, the importance of giving voice to the residents and ceding prominence to them cannot be overstated. By encouraging active participation and collective organization, community social work fosters a sense of ownership and responsibility among residents, which is essential in addressing and reducing inequalities. This approach not only empowers individuals but also strengthens community bonds, making communities more resilient and capable of addressing their own needs. This keynote aims to illustrate, through a practical case, the importance of focusing on the real participation of residents, giving them prominence and making them co-responsible for meeting their needs. This approach is essential for generating more cohesive societies.