Pivorienė, Jolanta

This book offers a comprehensive examination of the European Joint Master in Social Work with Children and Youth (ESWOCHY) programme, developed collaboratively by four partners: Mykolas Romeris University (Lithuania), Riga Stradins University (Latvia), the Catholic University in Ruzomberok (Slovakia) and the University Institute of Lisbon (Portugal). Drawing on the experiences and perspectives of educators, graduates, and practitioners, the contributed volume explores how innovative pedagogical approaches, research integration and practice-based learning shape the preparation of social work professionals for service to society on national and international levels. Structured in three parts, the book addresses the programme's innovative educational philosophy, research contributions, and applied practice. Part I highlights ESWOCHY’s commitment to scientific knowledge, critical thinking, creativity, and lifelong learning within a humanistic tradition. Part II examines research that informs social work with clients, social agencies, and the profession at large. Part III presents practice examples of social work with children and youth. By interconnecting education, research, and practice, the book underscores the importance of multidisciplinary learning, knowledge transfer, and innovation in social work. It reflects and expands on European education and values on a global scale. The Interplay Between Social Work Education and Practice: Bridging Borders is an essential resource for scholars, educators, and practitioners in social work and provides a model for collaboration in higher education across borders.

Extensive experience indicates that students often face significant challenges in applying theories to their research and practice, and little research exists on this process during social work studies. This chapter aims to address this knowledge gap by reflecting on the learning process, and poses the following research question: How can Hofstede’s Cultural Dimensions Theory be applied to social work research? The authors present three pilot studies which examine Hofstede’s Cultural Dimensions Theory using three different methods: theoretical analysis, qualitative data interpretation, and quantitative data analysis. All three pilot studies demonstrate the partial applicability of Hofstede’s Cultural Dimensions Theory when analysing recent social phenomena. Hofstede’s original research focused on national averages across various professions, presented pilot studies provided a unique perspective by focusing on the same profession across different countries. These studies confirm that while Hofstede’s framework provides a valuable lens for cross-cultural analysis, adaptations are necessary in order to reflect the unique contexts of specific professions such as social work. These findings can inform future research and practice, emphasizing the importance of culturally sensitive methods in social work education and practice.

Introduction: Teacher victimization is an important occupational stressor that can undermine educators' psychological functioning and professional sustainability. Guided by stress–coping theory, this study examined the relationships among multiple forms of victimization, coping strategies, and psychological well-being.Methods: A nationwide sample of Lithuanian teachers (N = 1,044) completed validated measures assessing exposure to victimization, coping responses, and psychological well-being, including indicators of flourishing and emotional experiences. Structural equation modeling was used to examine direct and indirect relationships among variables.Results: Victimization was associated with poorer psychological well-being, particularly reduced flourishing and increased negative emotional experiences. Adaptive coping strategies–such as active coping, positive reframing, and religious coping–were related to higher well-being, whereas maladaptive strategies, including self-blame, behavioral disengagement, and substance use, were associated with poorer outcomes. Structural equation modeling indicated a small but significant indirect effect (β ≈ .02), suggesting that coping partially mediated the relationship between victimization and well-being. A substantial direct association between victimization and well-being remained (β ≈ −.25, p < .001).Discussion: These findings suggest that strengthening teachers' coping skills may help mitigate the emotional consequences of victimization; however, individual coping alone is insufficient. Supporting teacher well-being requires not only individual-level interventions but also organizational and policy-level efforts aimed at preventing workplace victimization in educational settings.

Abstract Aim. The aim of this study is to reveal the victimisation of Lithuanian teachers in educational institutions. In order to achieve the aim of the study, the following hypotheses were put forward: traumatic experiences as a student are related to experiences of bullying and violence as a teacher; different forms of violence are interrelated; and teachers who have experienced one form of violence are more likely to experience others. Methods. A quantitative study was conducted, and a questionnaire was developed for data collection using validated scales: Multidimensional Teacher Victimisation Scale (MT-VS-2); Teacher Bullying Experience Scale; Posttraumatic Cognitions Inventory – PTCI-9; Brief COPE. A probabilistic multistage sampling method was used, involving systematic and cluster sampling, with 1,044 teachers participating. Results. Teachers most often experience psychological and verbal abuse (e.g., the incitement of students to disobey, swearing, gossip, etc.), and less often experience physical abuse, damage to property, sexual harassment, and cyber-attacks. Significant correlations were found between early trauma and current bullying by students, parents, colleagues, and administrative staff. Strong links were also found between physical violence and sexual and cyber harassment, as well as between property damage and psychological violence. Conclusions. Teacher victimisation is a complex phenomenon determined by traumatic experiences, interpersonal relationships, and the overall school climate. Teachers most often experience psychological and verbal violence. The different forms of violence experienced by teachers are interrelated. Originality. The study found that trauma experienced by teachers in childhood is positively associated with current experiences of violence and greater visibility of violence.

This paper uses a scoping review to examine technostress among older academics, focusing on the technological tools causing distress, associated health and educational challenges, and coping strategies. Following the PRISMA Protocol, five databases (Web of Science, Scopus, PubMed, ProQuest, IEEE) were searched, resulting in 27 papers for template analysis and thematic coding. An inductive approach enabled iterative theme refinement. Four technology categories – communication, administrative, research, and mobile – were linked to technostress. Challenges include strained relationships, digital threats, role ambiguity, time pressure, and health issues. Despite these, older academics employ effective coping strategies, such as leveraging technology for teaching, fostering supportive environments, flexible schedules, and advanced communication tools. The findings highlight the importance of balancing technological demands with individual well-being and provide actionable recommendations for institutions to support older academics in managing technostress effectively.

Teacher victimization is a growing concern with well-documented implications for educators’ psychological well-being. However, less is known about how such experiences relate not only to emotional outcomes but also to critical thinking. This study aimed to examine the associations between different forms of teacher victimization (e.g., physical, social, verbal, and cyber), psychological well-being (flourishing, positive and negative emotions), and critical thinking.

This chapter explores two key research questions: How do older workers engage in digital communication at work and what factors influence these patterns? Since there is no universally accepted definition of digital communication, this chapter defines it as any work-related communication and shared experiences facilitated by technology, including interactions between line managers and colleagues. The terms ‘digital communication’ and ‘digital interaction’ are used synonymously.

There is a lack of research analyzing how teachers themselves define violence and what patterns of behavior they personally consider to be violent. It is precisely this subjective perception of violence that may explain why some situations remain invisible at the institutional level: they are not named and reported, or they are normalized as part of a teacher’s job, even though, in the long run, they can negatively affect a teacher’s professional identity and well-being. A phenomenographic perspective was applied in this research. It has been found that teachers understand violence in the workplace as pressure to obey, aggressive behavior, insults, public humiliation, and non-transparent decisions, which are characterized by verbal, physical, written, and visual expressions. The scope of the research results shows that the teachers’ perception of violence is not limited to incidents but is revealed as a process of constructing meaning that combines the form of violence, structural features, and orientation toward the teacher as a professional or as a person. The study broadens not only the concept of violence in the school environment but also the field of analysis of the teacher as an object of violence, and it reveals that the teachers’ understanding of violence is more related to administrative power practices.

The aim of this chapter is to examine the challenges and barriers that hinder digital competence among older workers in the Baltic States, with a focus on how age-related disadvantages, gender disparities, and socio-economic factors contribute to digital exclusion.