The Interplay Between Social Work Education and Practice. Bridging Borders
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2026 |
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.
Mykolo Romerio universitetas |
Item type:Publikacija, book part[2026][Y1][S007][18]; The Interplay Between Social Work Education and Practice. Bridging Borders, 2026, p. 53-70Extensive 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.
Item type:Publikacija, book part[2026][Y1][S007][17]; Rupaine, SilvaThe Interplay Between Social Work Education and Practice. Bridging Borders, 2026, p. 19-35This chapter analyses active learning methods in the education of contemporary social workers, drawing on insights derived from a single case study that illustrates these methods in practice. Social work educators must train the next generation of professionals whilst considering the evolving world and the complexities of society and the profession. There is limited research on active learning methodologies in social work education at the master’s level, particularly from the perspective of international graduate students. This qualitative research reveals that the application of active learning methods in the Interactive Methods with Children and Youth study course, which is part of the European Joint Master in Social Work with Children and Youth (ESWOCHY) programme at Mykolas Romeris University (MRU), develops the professional and intercultural competencies of the student. These skills are necessary and important in the field of contemporary social work with children and youth. The reflections of an international group of fourteen students on their experiences of learning via active methods (e.g., role-play, games, group discussion, reflection) are consulted. These views show that the application of active methods provides prospective social workers with knowledge and skills that are relevant to the challenges in society and the changing needs of the social worker’s clients, including families, children, and young people.
Item type:Publikacija, book part[2026][Y1][S007][16]The Interplay Between Social Work Education and Practice. Bridging Borders, 2026, p. 37-52Understanding social work theories poses challenges for students, as these concepts often remain abstract unless supported by collaborative discussion, illustrative examples, analytical tasks, and opportunities for reflection on practice. Different research data show that integrating films into the curriculum has a positive effect on the learning outcomes of students. The aim of this research is to establish the experiences of European Joint Master in Social Work with Children and Youth (ESWOCHY) students in watching and analysing films when learning social work theories. The study explores the use of films as a teaching method employed to facilitate students’ acquisition of the knowledge and understanding surrounding social work theories. The methodology is based on qualitative research methods involving 2nd and 3rd cohort ESWOCHY students and graduates of the 1st cohort, with 26 participants in total. Open-ended questions were used to establish students’ experiences using films when learning about social work theories. The findings are examined using content analysis. According to the results of the study, students have positive views about using films when studying social work theories. They think that films help illustrate theories very well, give a broader view on specific situations, allow them to critically reflect on the pros and cons of a theory, and provide visualization in the teaching and learning process.
Item type:Publikacija, book part[2026][Y1][S007][20]; Jesa, Brelyantika IndraThe Interplay Between Social Work Education and Practice. Bridging Borders, 2026, p. 113-132The social work profession must possess the ability to adapt to digitization. Digital technology is a part of clients’ lives, especially when working with children and youth, whose lives and identities are shaped by both physical and digital experiences. This study explores how social workers experience digital technology in their practice with children and youth. Qualitative research with purposive sampling was used to consult 15 social workers working with children and youth in Lithuania, Latvia, and Slovakia. Data was gathered through in-depth interviews and analysed using content analysis. The findings of this study demonstrate that the utilization of digital technology enhances work efficiency and facilitates the intervention process, despite the presence of obstacles and ethical considerations. The use of digital technology in the intervention process helps engage clients, encourages their improvement, extends the possibility of assistance, offers broader external support opportunities, and promotes supportive interdisciplinary work. Nevertheless, the use of digital technology cannot be generalized to all cases, and is instead dependent on the client’s condition, available support, and the social worker’s ability.
Item type:Publikacija, book part[2026][Y1][S007][16]; In 2022, children and youth fleeing the war in Ukraine began to move to Lithuania, which led to Lithuanian social workers facing new challenges in their work. The focus of this study is on exploring the challenges faced by these social workers in applying the hospitality concept and a psychosocial approach. The study is based on 15 in-depth interviews with social workers working with children and youth. The following research question is investigated: What kinds of challenges have social workers faced when working with children and youth fleeing war, and how do they cope with these challenges? Data-driven content analysis highlights three main challenges: tackling cultural and psychosocial barriers embedded in language and interaction; tolerating uncertainty regarding their work; and navigating the boundaries between professionalism and hospitality. These challenges require organizational support, comprehensive training, and a commitment to understanding the experiences of children and youth fleeing the war, which should be considered during the education of social workers. The psychosocial approach and the practice of hospitality enable help to be provided to children and young people that takes into account their psychological situation and social environment, while fostering inclusion and empowerment. The study concludes with implications for social work with children and youth fleeing war, highlighting the value of hospitality in this context.