[{"id":"38","application_type":"Research","proposal_statement":"The article Intersektionale Sozialarbeitsgeschichte in der Hochschuldidaktik. Selbstzeugnisse von F\u00fcrsorgerinnen des Wiener Jugendamts in den 1930er-Jahren als Quelle (Intersectional social work history in higher education didactics: Personal accounts of female social workers at the Vienna Youth Office in the 1930s as a source) demonstrates how history can be made engaging and relevant for social work students, bridging the gap between historical research and social work education. Published in 2024 in \u00d6ZG \u00d6sterreichische Zeitschrift f\u00fcr Zeitgeschichte, the article appeared in a special issue dedicated to intersectionality in historiography and history didactics. \n\nResearch from Germany and other academic disciplines in Austria has clearly demonstrated that social work was complicit in the selection and persecution of minorities during the Nazi era. In contrast, there is little research on the persecuted social workers from Austria who were persecuted, expelled, exiled or murdered. My work aims to fill this gap by focusing on the biographies of these persecuted social workers and those who actively resisted the fascist regimes. Through research in local and international archives, institutional records, and interviews with descendants, I identified around 150 women, 80 of those biographies are presented in a book. Using the method of collective biography, the analysis reveals both the distinctions and commonalities in their experiences. Many of these individuals had been engaged in international networks prior to their persecution, especially within professional, political, and religious spheres. The refugees, depending on the conditions in their countries of exile, had the chance to continue their careers, pursue academic paths, and contribute to the growth of social work in their host countries. Some gained social work knowledge in exile and returned to Vienna after the war, bringing back new ideas. All these findings make a fundamental contribution to diversifying the social work fields historiography. These crucial aspects have yet to be integrated into the curriculum within social work education. \n\nIn the autumn of 2024, I submitted my habilitation thesis at the Institute of Contemporary History at the University of Vienna with the title Verfolgung und Widerstand von F\u00fcrsorgerinnen in Wien 1934\u201345, Biografien, Netzwerke, Wissenstransfer\u201d (Persecution and Resistance of Social Workers in Vienna 1934\u20131945: Biographies, Networks, Transfer of Knowledge). I am currently working on transforming the habilitation thesis into two books, which will be published by Nomos Verlag in 2025. The first book is an analysis and collective biography focusing on the history of the profession, its networks in Vienna, within Austria and neighbouring countries, and the transfer of knowledge to countries of exile such as UK and US. The second book includes 80 biographies of mostly unknown individuals and nearly 200 photographs. These books thus present a previously missing perspective on the history of social work. The manuscript was awarded the Herbert Steiner Recognition Prize in 2023. \n\nAt this year\u2019s OGSA Conference (\u00d6sterreichische Gesellschaft f\u00fcr Soziale Arbeit, Austrian Society for Social Work), I was invited to deliver the keynote speech. The conference brought together hundreds of lecturers and some students of social work from all parts of Austria. I asked how these historical lessons can be applied to current social work practice. The conference presentation is available on YouTube. The theme of the conference was Power and (Academic) Knowledge, a topic that resonated deeply with my research focus on the history of social work. Central to my lecture were the questions: Who decides which histories are told and remembered in social work? Which stories remain unknown due to the lack of research, particularly those of marginalized groups in social work history? During my keynote, I drew attention to a recent discourse in the US regarding the whitewashing of social work history, which has obscured the contributions of marginalized groups, particularly Black women and other minority communities. In this context, I examined how such discourse, along with key concepts like class and race, needs to be reconsidered in the historical context and reframed. The persecuted minority groups within Viennas social work during the 1930s were primarily social democratic women from 1934 (persecuted for political reasons) and Jewish women from 1938 (persecuted on racial grounds according to Nazi laws). These women, often highly educated, were targeted under both regimes. On an organizational level, numerous private, political, and even religious institutions, social movements, most of them closely aligned with resistance movements, played a significant role. \n\nI am a professor of social work and have been teaching students in a historical seminar during their final semester of the BA program for several years. This provides me with the opportunity to engage students with new research findings and experiment with innovative didactic approaches. The proposed article introduces one such setting, offering new perspectives on the history of social work by integrating intersectionality\u2014a concept that students are already familiar with\u2014as a lens to explore the complex realities of social work at the Vienna Youth Office in the 1930s. The teaching method involves the analysis of self-testimonies written by two Jewish social workers who were working there, in relatively powerful positions and in 1938 marginalized as leftist and Jews. Students are encouraged to analyze the autobiographical sources through three key dimensions: identity, symbolic representation, and structural power dynamics. This approach encourages them to connect individual experiences with broader societal structures, deepening their understanding of how oppression based on gender, race, and class intersected in social work. \n\nMoreover, my research illustrates how historical analysis can inform current practice, particularly in social work with refugees and migrants. By examining historical examples, we can identify factors that supported successful reentry into the profession or academic careers, such as secure residence status, scholarships, recognition of prior knowledge, mentorship, and professional networks. \n\nI assert for Austria that the political mandate and ethics of social work are well integrated into education, but they could be further strengthened by incorporating historical examples. This would enrich the curriculum, especially concerning the question of resistance against guidelines that contradict our mandate or ethical code. I will address this topic of resistance in social work education in my conference presentation.","applicant_name":"FH Campus Wien, Irene Messinger","street_address":"Favoritenstr. 226","address_line2":"B.2","city":"Vienna","state":"Vienna","zip":"1100","country":"Austria","email":"irene.messinger@fh-campuswien.ac.at","phone":"004369917663355","recommendation_letter1":"680aa817ced31.pdf","recommendation_letter2":null,"recommendation_letter3":"","video_url":"https:\/\/vimeo.com\/1078447770\/cca7d1d967","video_filename":null,"terms_accepted":"1","ecsweConsent":"1","created_at":"2025-04-24 23:07:35","reference_name":"Darja Zavir\u0161ek, PhD, Full Professor","reference_street_address":"Topni\u0161ka ulica 31","reference_address_line2":"","reference_city":"Ljubljana","reference_state":"Ljubljana","reference_zip":"1000","reference_country":"Slovenia","reference_email":"darja.zavirsek@fsd.uni-lj.si","reference_phone":"+ 386 (0)1 3006231","canVoteFor":"1","original_id":"0"},{"id":"41","application_type":"Alice_Salomon","proposal_statement":"Proposal for the Alice Salomon Award: Bi-national Seminar on Social Problems in Germany and Poland\nWe want to propose an educational project titled Bi-national Seminar on Social Problems in Germany and Poland for the Alice Salomon Award. This seminar is a one-semester course for bachelor-level social work students from Germany and Poland, created by academic teachers from two institutions: Johannes Kloha and Francis Seeck from the Technische Hochschule N\u00fcrnberg Georg Simon Ohm, and Anna Jarkiewicz and Mariusz Granosik from the University of \u0141\u00f3d\u017a.\nThe course also involves guest lecturers\u2014teachers from various universities (e.g., USA, Brazil, Greece) and practitioners (e.g., Uganda, Germany)\u2014who contribute to the International Conversation Series (ICS). The ICS is developed in collaboration with Sarah Collins (Concordia University Wisconsin, USA) and Cosimo Mangione (TH N\u00fcrnberg, Germany).\nIn the face of growing global interconnectedness (Faulconbridge & Beaverstock, 2008), the field of social work must evolve to prepare practitioners who are not only skilled and reflective but also culturally competent and globally aware. Traditional educational models often fall short in fostering the critical thinking, empathy, and cross-cultural understanding essential to contemporary social work practice (Sousa & Almeida, 2016).\nThis innovative educational project addresses that need by integrating transnational and collaborative learning approaches. Through a combination of research-based and reflective learning, students explore diverse perspectives, develop advanced problem-solving skills, and gain direct insight into social work practices across different cultural contexts. The initiative combines digital learning platforms with face-to-face interaction to maximize interpersonal connection.\nThe project enhances engagement and promotes critical reflection by fostering collaboration across borders, allowing students to challenge assumptions, share practices, and co-create knowledge. These experiences support academic development and build the interpersonal and intercultural competencies increasingly essential in professional practice. The project creates conditions for transformative learning for both students and teachers (Mezirow, 2009), enabling a shift in perspective on social issues within cultural and institutional contexts. Through critical comparison, this distance can reshape how students and educators view social work and their professional identities.\nMoreover, the project bridges the gap between theory and practice, ensuring that students can apply their learning in real-world contexts. As a result, it cultivates a new generation of social workers who are empathetic, reflective, critically engaged, and culturally responsive\u2014qualities essential for ethical and effective practice in diverse communities.\nUltimately, the project holds significant potential to influence social work education and practice, setting a new standard for preparing students to address complex global challenges with competence, care, and a deep understanding of cultural diversity.\n________________________________________\nCourse Contents\nThe core element of the project is a bi-national seminar between a social work class at the Technische Hochschule N\u00fcrnberg Georg Simon Ohm and a social work class at the University of \u0141\u00f3d\u017a. The seminar includes weekly online meetings (90 minutes) and two field excursions: a starting week in Nuremberg and a closing week in \u0141\u00f3d\u017a.\nThe main mode of work consists of bi-national groups (approximately 4\u20135 students), which compare a specific social problem in Germany and Poland. This is based on small-scale research, such as interviews with social workers from both countries and a comparative analysis of the results.\nA key component of the seminar is the International Conversation Series (ICS)\u2014a regular series of workshops delivered by social work scholars from around the world, focusing on specific professional topics under a shared thematic umbrella.\nThe course takes place during the spring semester. The first edition was held in the 2023\/2024 academic year. Eighteen students from Poland participated, including one on Erasmus+ (Ireland) and one on Mobility Direct (Georgia) exchanges. Eighteen students from Germany also took part, including two Erasmus+ students from Luxembourg. In total, 36 students participated in the course. Within the course framework, two in-person meetings were planned\u2014one at the beginning in Nuremberg and one at the end in \u0141\u00f3d\u017a. In the first edition, only the meeting in Poland (June 2024) could be organized.\n________________________________________\nCourse Work Plan\n\u2022\tWeeks 1\u20132: Introduction \u2013 course overview, expectations, and introduction to social work structures in Germany and Poland\n\u2022\tWeek 3: Integration meeting in Germany\no\tObjective: group formation and intercultural learning through direct experience\n\u2022\tWeek 4: Research design\no\tGroup discussion on formulating research questions and designing interviews\no\tFieldwork planning (contacts, scheduling)\n\u2022\tWeek 5: Fieldwork preparation and execution\no\tEach student conducts 2\u20133 interviews in their respective countries\no\tTeam meetings for sharing findings and experiences\n\u2022\tWeek 6: Data analysis and comparison\no\tCoding qualitative data\no\tIdentifying themes and cross-national differences\/similarities\n\u2022\tWeek 7: Drafting the research presentation\no\tStructuring the presentation and developing joint arguments\no\tPeer feedback session\n\u2022\tWeek 8: Meeting in \u0141\u00f3d\u017a and final presentations\no\tPresentations by bi-national groups to class and invited guests\no\tQ&A and discussion\n\u2022\tWeek 10: Reflection and wrap-up\no\tReflective discussion on research process, learning outcomes, and intercultural experience\no\tFinal feedback and course evaluation\nFormat:\nSeminar-style, with strong emphasis on group work, intercultural exchange, and applied research.\nLanguage:\nEnglish\n________________________________________\nPotential Impact\nThis bi-national seminar enhances the quality of social work education by promoting international collaboration. It equips students to face real-world challenges with the skills needed to navigate diverse social systems and apply best practices in varying contexts. Moreover, it serves as a model for future cross-border educational initiatives in social work.\n________________________________________\nConclusion\nThis seminar enriches social work education through its bi-national approach by deepening students\u2019 understanding of social problems, fostering international collaboration, and strengthening professional networks. It represents a forward-thinking contribution to pedagogical excellence and social work practice, ensuring students are well-prepared to address global social challenges.\n________________________________________\nReferences\nFaulconbridge, J.R., & Beaverstock, J.V. (2009). Globalization: Interconnected Worlds. In Holloway, S., Rice, S.P., Valentine, G., & Cliffo","applicant_name":"University of Lodz, Faculty of Educational Sciences, Department of Social Pedagogy and Rehabilitation and Technische Hochschule N\u00fcrnberg Georg Simon Ohm","street_address":"University of Lodz Pomorska 46\/ 48","address_line2":"TH Hochschule Bahnhofstra\u00dfe 87","city":"Lodz \/ N\u00fcrnberg","state":"Lodz \/ N\u00fcrnberg","zip":"91-408 \/ 90402","country":"Poland \/ Germany","email":"spolecz@uni.lodz.pl","phone":"+48 42 6655050 \/ 0911-5880-2571","recommendation_letter1":"6810c2b29e039.pdf","recommendation_letter2":null,"recommendation_letter3":"","video_url":"https:\/\/www.facebook.com\/photo\/?fbid=971940301607857&set=a.481195560682336","video_filename":null,"terms_accepted":"1","ecsweConsent":"1","created_at":"2025-04-29 14:14:42","reference_name":"Anna Jarkiewicz","reference_street_address":"Pomorska 46\/48","reference_address_line2":"","reference_city":"Lodz","reference_state":"Lodz","reference_zip":"91-408","reference_country":"Poland","reference_email":"anna.jarkiewicz@now.uni.lodz.pl","reference_phone":"+48 793676276","canVoteFor":"0","original_id":"0"},{"id":"43","application_type":"Alice_Salomon","proposal_statement":"Recommendation for consideration of a European Social Work Teacher award\n\nG\u00e1bor Hegyesi belongs to those leading post-Second World War social work scholars who, despite growing up and having to work for 40 years under a Communist regime, managed to have a decisive impact on high standard social work education not only in his native Hungary but internationally. He is a paradigmatic representative of the true spirit of the profession and discipline of social work in as much as he always combined an intellectual orientation to exacting standards with a total commitment to innovative, transformative practice throughout his distinguished life, well beyond retirement. He used his solid academic background in economics as a basis for a clear understanding of the structural origins of social problems and expanded this to becoming one of the few academics from beyond the Iron Curtain to obtain a \u201cWestern\u201d master\u2019s degree in social work at Monash University in Australia, later followed up by a Social Management diploma from Johns Hopkins University in Baltimore (USA). Under great personal risk (he was suspended for a time from his academic post at E\u00f6tv\u00f6s Lor\u00e1nd University (ELTE) for drawing attention to the social deficiencies in Hungary\u2019s communist politics he pursued assiduously the establishment of professional social work training to international university standards in Hungary even before the revolution of 1989 cleared the road for the full re-establishment of the profession.\n From the late 1970s, he taught social work courses part-time at B\u00e1rczi Guszt\u00e1v College of Special Education, and from 1987 at ELTE, in the newly formed departmental for social policy and social worker training. Simultaneously he pioneered models of community-based social work practice through his leading involvement in reborn civil society organisations, initially against strong political repressions. G\u00e1bor Hegyesi worked as a family caregiver in the educational counselling network, considered the cradle of social work in Hungary, and as a researcher of social conditions and issues at the Cooperative Research Institute. He also became a staff member at one of the pioneering institutions of civil services (LARES Human Service Small Cooperative). In bringing together a clear academic with an international professional orientation he was instrumental in setting Hungarian social work on a strong professional pathway so that when 1989 allowed the re-start of social work education nationally, the curricula proposals he had prepared together with leading and committed social scientists like Zsuzsa Ferge and Katalin Talyig\u00e1s, gave Hungary a headstart and confirmed G\u00e1bor Hegyesi\u2019s role as a key promotor of professionalisation through thorough academic standards, rigorous ethical values and awareness for the links between personal social problems and structural conditions. \nFrom 1992, he was the head of the Department of Social Work Training at the B\u00e1rczi Guszt\u00e1v College of Special Education, ELTE. In 2003, the department joined the newly founded Faculty of Social Sciences, where he continued his activities as department chair until his retirement. Since 2012, he has been an active emeritus professor of the ELTE Faculty of Social Sciences. \nThrough engagement in numerous social action groups and with total personal dedication he pursued issues of social justice persistently, nationally and internationally, thereby setting a role model what is demanded of a social worker today. He was a member of the Hungarian Sociological Association for 30 years, a founding member of the Hungarian School Association, the Non-Profit Research Group, and was the president of the National Association of Non-Profit Human Services, led the Social Innovation Foundation and was active in the Nonprofit Quality Centre.\n At the same time, he rigorously pursued academic projects, networking and publishing internationally to not only link developments in Hungarian social work research and education with international discourses but to influence them also decisively. G\u00e1bor Hegyesi served as a very active Board member of the European Association of Schools of Social Work from 2003 to 2007. \nThe fact that today Hungarian social workers, as was noticeable for instance on the occasion of World Social Work Day 2025, are well organised and can take a clear political position for social justice issues, and this under difficult political conditions, owes its spirit to no small degree to the example and the drive by G\u00e1bor Hegyesi who is highly regarded by academic and practising colleagues. \nIn honouring him with a European award it would set a strong sign of encouragement to social work scholars and practitioners, who in all countries work under increasingly restrictive socio-political conditions, to hold true to a vision of social work as being both academically rigorous and practice-oriented with a clear value commitment to social justice. \n\nRome, 5.4.2025\n\nWalter Lorenz, BA, M.Sc. (Econ), CQSW, PhD, Doctor h.c. mult.\nEmeritus professor of social work, Free University of Bozen \/ Bolzano, Italy;\nContract professor of social work at Charles University, Prague, Cz.","applicant_name":"Hegyesi G\u00e1bor (post humus), on behalf of G\u00e1bor his wife, Hegyesin\u00e9 Ors\u00f3s \u00c9va","street_address":"Batty\u00e1nyi utca 24.","address_line2":"f\u00e9lem. 1.","city":"Budapest","state":"Hungary","zip":"1015","country":"Hungary","email":"orsoseva@t-online.hu","phone":"+36304660728","recommendation_letter1":"6810eee876f7a.docx","recommendation_letter2":null,"recommendation_letter3":"","video_url":"https:\/\/www.youtube.com\/watch?v=1WW1JkbdQeM","video_filename":null,"terms_accepted":"1","ecsweConsent":"1","created_at":"2025-04-29 17:23:20","reference_name":"Walter Lorenz, Hungarian Assotioation of Schools of Social Work, Hungarian Union of the Social Professional Organisations, contact person for all reference persons and organisations: Em\u0151ke B\u00e1nyaiai","reference_street_address":"Kr\u00fady utca 4.","reference_address_line2":"I. em. 7.","reference_city":"Budapest","reference_state":"Hungary","reference_zip":"1088","reference_country":"Hungary","reference_email":"banyaiemo61@gmail.com","reference_phone":"+36303179052","canVoteFor":"0","original_id":"0"},{"id":"45","application_type":"Student","proposal_statement":"You chose to study here!\u201d: Exploring the Impact of Neocolonial Practices on Transnational Student Experiences in the Erasmus Mundus ADVANCES Programme.\n\nAs a peruvian alumni social work student from within the Erasmus Mundus ADVANCES programme, I respectfully submit this project for consideration under the EASSW Student Award. My research represents an original contribution to the field of social work education, rooted in both my academic engagement and lived experiences as a transnational student. It aligns with the core values of the EASSW and the Global Agenda for Social Work of the IFSW- International Federation Of Social Workers, especially its fourth pillar: Buen Vivir \u2013 Shared Future for Transformative Change.\n\nThis study is titled \u201cYou chose to study here!\u201d, a phrase that encapsulates the dismissal many transnational students face when questioning eurocentric norms in international education. It explores the often-invisible impact of neocolonial structures on students who traverse borders in pursuit of knowledge, but who encounter educational systems that marginalise their identities, perspectives, and aspirations.\n\nI believe my research meets the eligibility requirements for this award as a registered postgraduate student in social work conducting a research project as part of the ADVANCES programme. This work is highly relevant to social work practice and theory, as it exposes how systems of inequality, such as academic gatekeeping, racism, and migratory exclusion, affect not only student wellbeing, but also the shaping of future practitioners. These dynamics contradict the principles of equity, inclusion, and dignity that underpin our profession, making their deconstruction a necessary act of social work advocacy and transformation. My academic training within the ADVANCES spans multiple countries and institutions, and this multinational perspective is reflected in the depth and scope of my research. I conducted the project independently, applying advanced qualitative and quantitative methods, and the findings have already generated meaningful conversations within and beyond the ADVANCES community.\n\nA key innovative aspect of this research is the conceptual creation of the category of the \u201ctransnational student\u201d. In contrast to traditional understandings of \u201cinternational students\u201d as culturally mobile and privileged, the transnational student, rooted in sociological and migratory theory, recognises the complex, often non-voluntary nature of mobility. Many transnational students engage in education abroad not just to gain cultural capital, but as a survival strategy against systemic injustice in their home contexts. Recognising this category introduces a more nuanced lens for policy, pedagogy, and support services in higher education.\n\nAnother original element of this study is its theoretical and ethical grounding in Southern epistemologies, especially the concept of Coloniality of Power and Buen Vivir as a possible option. While many international programmes continue to rely on Western, neoliberal frameworks, this research offers an alternative: one rooted in relationality, reciprocity, collective well-being, and harmony with difference. These values, central to Buen Vivir, are also intrinsic to the Global Agenda for Social Work and Social Development, particularly its call to advance a shared future through transformative change.\n\nThrough this research, I advocate for a paradigm shift in how international education is designed and experienced, not as a tool of soft power or colonial continuity, but as a reciprocal and respectful space for learning between cultures, knowledges, and life paths.\nThe research employed a mixed methods approach, combining survey data from 52 current and former ADVANCES students with in-depth interviews of 6 participants from diverse regions and cohorts. Using the Coloniality of Power theory by the peruvian sociologist An\u00edbal Quijano and a transnational perspective, I identified five key neocolonial practices affecting students:\n\n1. Eurocentrism in curriculum and teaching.\n2. Power imbalances and academic control.\n3. Discrimination, racism, and lack of intercultural competence.\n4. Unequal access to financial and institutional resources.\n5. Migratory exclusion and bureaucratic barriers.\nThese findings show that neocolonial dynamics are not abstract, they manifest concretely in students\u2019 academic performance, mental health, community engagement, and sense of belonging. These dynamics also undermine the stated goals of internationalisation by privileging Western knowledge systems and devaluing others.\nThis research provides actionable recommendations for programmes like ADVANCES and other international consortia:\n- Decolonise the curriculum to include non-Western authors, frameworks, and case studies.\n- Train educators in intercultural competence and reflexivity.\n- Democratise programme structures to allow meaningful student participation.\n- Ensure equitable access to housing, healthcare, and migration support.\n- Embrace new paradigms such as Buen Vivir as a guiding principle in international education, but not only on paper, but also as a professional practice.\n\nBy applying these insights, social work education can move towards a model that is not only globally connected, but also ethically just, epistemically plural, and structurally inclusive.\nThe EASSW promotes excellence and innovation in social work education across Europe, with a strong emphasis on human rights, social justice, and inclusion. My research addresses all of these dimensions by critically examining how current structures exclude and marginalise certain student populations, and by proposing concrete strategies for change.\nThe study also contributes directly to the fourth theme of the Global Agenda: Buen Vivir \u2013 Shared Futures for Transformative Change. By drawing on decolonial theory, Indigenous worldviews, and the real-life testimonies of transnational students, this research advances the vision of a shared future based not on dominance, but on ethical co-existence, knowledge plurality, and collective care.\n\nMy research is grounded not only in academic interest but in my lived reality. As a transnational student navigating multiple cultural, academic, and bureaucratic systems, I have seen first-hand how exclusion operates. Yet, I have also witnessed the strength, creativity, and solidarity that emerges from our communities.\nThrough this award, I hope to amplify those voices, often dismissed or silenced, and contribute to a more just and inclusive form of social work education. I am committed to continuing this work as a researcher, practitioner, and advocate.","applicant_name":"Kelly Paola Saavedra Flores","street_address":"Calle Francos Rodriguez","address_line2":"","city":"Madrid","state":"Madrid","zip":"28039","country":"Spain","email":"kellysaavedraflores@gmail.com","phone":"+34 641176593","recommendation_letter1":"68110f0b7b51e.pdf","recommendation_letter2":null,"recommendation_letter3":"","video_url":"https:\/\/drive.google.com\/file\/d\/1EZg94ypdgPxnzOS6T-ASRfzFwxZa-Zay\/view?usp=share_link","video_filename":null,"terms_accepted":"1","ecsweConsent":"1","created_at":"2025-04-29 19:40:27","reference_name":"Dr. Sue Taplin, Senior Lecturer in Social Work, University of Winchester","reference_street_address":"Sparkford Road SO22","reference_address_line2":"","reference_city":"Winchester","reference_state":"Hampshire","reference_zip":"4NR","reference_country":"United Kingdom","reference_email":"sue.taplin1@winchester.ac.uk","reference_phone":"+44 07759 623578","canVoteFor":"1","original_id":"0"},{"id":"48","application_type":"Alice_Salomon","proposal_statement":"Contemporary social-work education is defined by complexity: students must integrate theory with ever-shifting field realities while cultivating the self-awareness that underpins ethical practice. Professional Development Reflective Groups (PDRG) were created to meet that challenge. They provide a recurring, structured space in which social-work students reflect on lived experience and acquired knowledge, test ideas against professional values, and grow into confident practitioners.\n\nEach PDRG brings together eight to fourteen students from different academic years. Meetings take place three times per semester and last about an hour. Oversight is in the hands of a Guide\u2014a staff member whose own frontline experience and academic insight ensure that conversations remain both rigorously analytical and attuned to social-work competency frameworks. Sessions can develop in various ways based on the needs and inputs raised by the participants, however they generally cover following aspects:\n\u2022\tA participant offers a fresh vignette drawn from coursework, field placement or even extracurricular and own initiatives (such as volunteering).\n\u2022\tGuided questions invite the group to explore competencies that could frame the experience or idea and the Guide helps to link them further to theoretical concepts, practical tools, soft skills and ethical questions of the social work profession.\n\u2022\tPeers provide feedback, share parallel experiences, and brainstorm constructive next steps.\n\u2022\tStudents record personal insights in a reflective portfolio that charts their professional development across the programme.\n\nSeveral qualities make the PDRG particularly valuable for social work:\n1)Guided reflection \u2013 Structured prompts move discussion beyond storytelling toward critical analysis, mirroring the reflective-supervision processes graduates will encounter in agencies.\n2)Peer learning and solidarity \u2013 Mixed-year membership normalises help-seeking and feedback, modelling the collaborative practice culture essential in multidisciplinary teams.\n3)Professional identity formation \u2013 By revisiting values, boundaries, and competencies in light of real cases, students steadily craft a personal vision of ethical social-work practice.\n4)Connection of theory and action \u2013 Linking academic concepts to field dilemmas helps close the relevance gap and builds the habit of evidence-informed decision-making.\n5)Emotional containment \u2013 A predictable, facilitated forum offers a safe outlet for the strong feelings that arise in social-work education, supporting resilience and self-care.\n\nThe methodology was co-designed by educators, practitioners, and curriculum planners to sit at the core of our competency-based programme. Initial pilots shaped timing, prompts, and facilitation style; subsequent cohorts now see the PDRG as a normal\u2014indeed, anticipated\u2014part of their learning journey. After every meeting the Guide gathers brief feedback, and semester-end reviews allow both students and Guides to refine the process. This continuous loop of reflection mirrors the very practice the groups promote.\n\nStudents perceive meetings in the Professional Development Reflection Groups mainly as an\nopportunity to meet across year levels. They see these meetings as a gateway to experiencing a family-like atmosphere at the school and sharing experiences. Students noted that these meetings (cross-year in a safe environment) provide them with a sense of calm and reduce study-related stress. Some even referred to the meetings as therapeutic. They highly valued the (self-)reflective sharing that takes place during the sessions, helping them normalize their emotions by hearing that others experience similar feelings and situations. Sharing experiences also gives students a sense of progress when they realize how much they have developed, especially compared to students from lower years.\n\nBy embedding structured, peer-supported reflection at the centre of the curriculum, Professional Development Reflective Groups help students live the principles they study\u2014critical thinking, social justice, respect for diversity, and accountable practice. The groups are modest in logistics yet profound in impact, preparing future social workers to meet the profession\u2019s intellectual, ethical, and emotional demands with insight and integrity.","applicant_name":"CARITAS - College of Social Work Olomouc","street_address":"nam. Republiky 3","address_line2":"","city":"Olomouc","state":"Olomouc Region","zip":"77900","country":"Czech Republic","email":"eva.kubickova@caritas-vos.cz","phone":"+420731644306","recommendation_letter1":"681229510bf87.docx","recommendation_letter2":null,"recommendation_letter3":"","video_url":"https:\/\/www.youtube.com\/watch?v=lstAnheGzEE","video_filename":null,"terms_accepted":"1","ecsweConsent":"1","created_at":"2025-04-30 15:44:49","reference_name":"Jan Rikovsky","reference_street_address":"nam. Republiky 3","reference_address_line2":"","reference_city":"Olomouc","reference_state":"Olomouc Region","reference_zip":"77900","reference_country":"Czech Republic","reference_email":"jan.rikovsky@caritas-vos.cz","reference_phone":"+420777713650","canVoteFor":"1","original_id":"0"},{"id":"49","application_type":"Alice_Salomon","proposal_statement":"All documents have been uploaded. \n\nThe referee is a member of EASSW and is used to apply.\n\nThe project is co-led by me and Dr Cassian Rawcliffe: cassian.rawcliffe@uea.ac.uk","applicant_name":"Andrew Sach and Dr Cassian Rawcliffe","street_address":"School of Social Work","address_line2":"University of East Anglia, Earlham Road","city":"Norwich","state":"Norfolk","zip":"NR4 7TJ","country":"United Kingdom","email":"a.sach@uea.ac.uk","phone":"Teams","recommendation_letter1":"681239cb2dfd3.pdf","recommendation_letter2":null,"recommendation_letter3":"","video_url":"https:\/\/youtu.be\/ZvDzwYGG3WA","video_filename":null,"terms_accepted":"1","ecsweConsent":"1","created_at":"2025-04-30 16:55:07","reference_name":"Dr Ann Anka","reference_street_address":"School of Social Work","reference_address_line2":"University of East Anglia, Earlham Road","reference_city":"Norwich","reference_state":"Norfolk","reference_zip":"NR4 7TJ","reference_country":"United Kingdom","reference_email":"a.anka@uea.ac.uk","reference_phone":"+441603 592717","canVoteFor":"1","original_id":"0"},{"id":"50","application_type":"Research","proposal_statement":"From the position of the Head of the Department of Social Policy and Social Work at the Faculty of Social Studies of Masaryk University, I would like to nominate Jitka Navr\u00e1tilov\u00e1, PhD, for the EASSW Research Award for her exceptional contribution to society through her research project Parenting Behind Bars.\n\nThis project represents the first national study in the Czech Republic to systematically focus on the impact of parental incarceration on child well-being. The research findings have been and are being published in peer-reviewed international journals in 2023 and 2024, fully meeting the requirements of the competition. She also co-edited a professional monograph in the Czech language in 2023 (Parenting Behind Bars: The Effects of Parental Incarceration on the Child), which has been selected for subsidized international publication by the international publishing house JSTOR - its publication is expected in the coming months.\nThe research focuses on a topic that has been largely neglected in the Czech context of social work - children of incarcerated parents. The project combines the capability approach with attachment theory in an original way and offers a new conceptual framework for understanding the impact of parental imprisonment on the child, his\/her relationships, educational path and integration into society.\nThe research results provide new tools, concepts and didactic suggestions that are applicable in the training of social work students as well as in professional practice. The project has a solid theoretical and empirical anchorage and its impact goes well beyond the academic sphere.\nPhDr. Navr\u00e1tilov\u00e1 has also been presenting the project in public space for a long time. Since 2020, as the principal investigator, she has been actively cooperating with public administration institutions - she has presented the results, for example, at the Czech Government Council for Human Rights, the Committee for the Rights of the Child and in the framework of inter-ministerial cooperation with the ministries concerned. It also develops close cooperation with the General Directorate of the Prison Service of the Czech Republic.\nHowever, it does not remain only with the presentation of results - it has become an integral part of expert working groups and advisory structures that systematically deal with the situation of children of imprisoned parents at the governmental level. In addition, it regularly trains social workers from practice to be more sensitive and competent when working with this specific and vulnerable group of children.\n\nAn important part of the impact of the project is also its media presentation - the nominee has given numerous interviews to the national press, radio and television, thus managing to open up an important social issue and at the same time to strengthen the prestige of the field of social work and social sciences.\n\nFor her societal contribution to the project, PhDr. Navr\u00e1tilov\u00e1 was awarded the Iva Mo\u017en\u00fd Award of the Dean of the Faculty of Social Sciences of MU 2021 in the field of social contribution, and for her significant popularisation of science she was also awarded in the MUNI SCIENTIST AWARDS 2023.\n\nI believe that this project clearly fulfils all three key criteria for the award:\n- It opens up a new topic in social work education,\n- brings innovations in content, conceptualization and methodology,\n- offers a conceptual contribution to the teaching and professional training of future social workers.\nThank you for considering this nomination.","applicant_name":"Masaryk university | Faculty of Social Studies","street_address":"Jo\u0161tova 10","address_line2":"","city":"Brno","state":"Brno","zip":"60200","country":"Czech Republic","email":"jitkanav@fss.muni.cz","phone":"+420 731 402 610","recommendation_letter1":"68127aa35041a.pdf","recommendation_letter2":null,"recommendation_letter3":"","video_url":"https:\/\/youtu.be\/dEL3gKtn2fM","video_filename":null,"terms_accepted":"1","ecsweConsent":"1","created_at":"2025-04-30 21:31:47","reference_name":"Prof. Melissa D. Grady, PhD, MSW, LICSW, The Catholic University of America, National School of Social Service, Shahan Hall","reference_street_address":"620 Michigan Ave., NE","reference_address_line2":"","reference_city":"Washington","reference_state":"DC","reference_zip":"20064","reference_country":"United States of America","reference_email":"grady@cua.edu","reference_phone":"(o) 202-319-4387","canVoteFor":"0","original_id":"0"},{"id":"74","application_type":"Research","proposal_statement":"I submit this statement based on the research article, \u2018We Didn\u2019t Learn Enough About Racism and Anti-Racist Practice\u2019: Newly Qualified Social Workers\u2019 Challenge in Wrestling Racism by Tam Chipawe Cane and Prospera Tedam (2023).\n\nThis work constitutes a significant and timely exploration of an under-researched theme in Social Work Education: the preparedness of newly qualified social workers (NQSWs) to tackle racism in practice. The study, conducted in the wake of George Floyds murder and a heightened global focus on racial justice, gives a powerful and much-needed platform to the voices of NQSWs across England. It highlights a crucial gap in social work training which is the lack of sufficient education, exposure, and guidance on how to recognise, address, and challenge racism effectively both in the classroom and in practice.\n\nThe exploration is groundbreaking because it does not stop at acknowledging racism as a societal issue but interrogates how systemic and structural racism persist within the very institutions tasked with promoting social justice. By surfacing how limited exposure to racial diversity during education and placements, alongside the under-representation of minoritised groups in senior roles, impedes the development of anti-racist competence, the article reframes the discourse around anti-oppressive practice. It emphasises that vague commitments to diversity or cultural competence are inadequate substitutes for explicit, practical, and critical anti-racist education.\n\nThe work also offers an important innovation in social work education: the introduction and application of the 4D2P framework (Discussing, Discovering, Decision-making, Disrupting; Power and Privilege). Developed to equip NQSWs with a tangible methodology to challenge racism, this framework fills a clear pedagogical gap. Rather than leaving discussions about racism at the level of theory, the 4D2P model embeds anti-racist action into the practical, everyday responsibilities of social workers. It encourages students and practitioners to move beyond recognition of inequality into strategies that directly disrupt oppressive practices. As such, it transforms the passive understanding of anti-discriminatory values into active anti-racist praxis.\n\nFurthermore, the article contributes conceptually to Social Work Education by deepening the professions engagement with the idea of \u201cracial consciousness\u201d and \u201crace wrestling.\u201d Drawing on Pollock\u2019s (2006) theory of everyday race wrestling, Cane and Tedam propose that developing racial consciousness is foundational to authentic anti-racist practice. This involves recognising ones own racial identity, understanding the systemic nature of racism, and grappling with the discomfort and complexity that come with confronting privilege and structural inequality. By integrating this critical consciousness into social work training, educators can foster the personal and professional transformation necessary for social workers to become true agents of social justice.\n\nImportantly, the article challenges long-standing assumptions about anti-oppressive practice by showing how the subsuming of anti-racism into broader equality and diversity frameworks has diluted its impact. This critique invites a re-evaluation of curricula, calling for the re-establishment of anti-racism as a distinct and essential component of professional formation. It proposes a recalibration of educational priorities, ensuring that anti-racist practice is taught not as an optional or specialist topic, but as a central, non-negotiable element of social work competence.\n\nThe research also innovatively employs a methodologically participatory approach. Through virtual round-table focus groups, the authors fostered spaces where NQSWs could collectively reflect, share, and validate their experiences. This democratic method aligned with the ethos of anti-racism itself, emphasizing the importance of lived experience, critical dialogue, and mutual learning.\n\nMoreover, the findings and recommendations have immediate practical application. The call for universities and employers to provide more structured and genuine training opportunities; the emphasis on the need for supervision spaces where race can be openly discussed; and the insistence on confronting tokenistic responses to racism, all have direct implications for the development of more just and effective educational and practice environments. \nIt is also important to note that this article has over 18,000 views to date.\n\nIn sum, this work powerfully meets the 3 award criteria in several ways:\n\n1. Exploration of new themes and areas\nIt critically examines the often-overlooked experiences of newly qualified social workers grappling with racism, bringing fresh insights into an urgent educational gap.\n\n2. Demonstration of Innovation \nThrough the integration of the 4D2P framework (Tedam 2021 and 2024) and the participatory research methodology, the work offers concrete, actionable tools to strengthen anti-racist practice education.\n\n3. Development of Conceptual Contributions \nBy advancing the concepts of racial consciousness and race wrestling within social work education, the article reshapes the theoretical foundations on which future training programs can build.\n\nThis work is not only innovative and conceptually rich but also practical, courageous, and vital for the future of a truly anti-racist social work profession. It demonstrates a deep commitment to social justice and offers a roadmap for transforming social work education in a way that is critically needed at this moment in history.\n\nI believe that this submission exemplifies the spirit of exploration, innovation, and conceptual development that this award seeks to recognise.","applicant_name":"Prospera Tedam","street_address":"University College Dublin","address_line2":"Belfied, D6","city":"Dublin","state":"Co. Dublin","zip":"D04 V1W8","country":"Ireland","email":"prospera.tedam@ucd.ie","phone":"0874844813","recommendation_letter1":"680749c395761.pdf","recommendation_letter2":null,"recommendation_letter3":null,"video_url":"https:\/\/www.youtube.com\/watch?v=0gY9XSH0DAc","video_filename":null,"terms_accepted":"0","ecsweConsent":"0","created_at":"2025-05-21 17:57:35","reference_name":"Prof Jo Finch","reference_street_address":"Waterfront Building, Neptune Quay, Ipswich, Suffolk, IP4 1QJ, UK","reference_address_line2":"","reference_city":"Suffolk","reference_state":"Essex","reference_zip":"IP4 1QJ","reference_country":"United Kingdom","reference_email":"jfinch2@uos.ac.uk","reference_phone":"07947111083","canVoteFor":"0","original_id":"37"},{"id":"76","application_type":"Research","proposal_statement":"Proposal Statement for EASSW 2025 Research Award\n\nTitle of the Research Article:\nThe Invisible Face of Social Work Field Education: Secondary Traumatic Stress Experiences of BSW Students\nPublished in: The British Journal of Social Work, Volume 54, Issue 7, 2024\n\nAuthors: Dr. O\u011fuzhan Zengin & Gizem Nur Sa\u011fl\u0131k Tu\u011frul\n\nThis research article, published in a highly regarded peer-reviewed journal, directly addresses the psychological and pedagogical challenges encountered during social work field education, and significantly contributes to advancing knowledge in the area of Social Work Education in Europe and beyond.\n\n1. Exploration of New Themes in Social Work Education\n\nOur study introduces and explores a relatively under-examined yet critical theme in Social Work Education\u2014secondary traumatic stress (STS) among Bachelor of Social Work (BSW) students during their field placements. While the role of field education is well recognized in shaping competent practitioners, the psychological toll it may exert on students has often remained an invisible aspect of the learning process.\n\nThis research brings to light the emotional and psychological vulnerabilities of students who engage with highly sensitive and distressing client cases\u2014particularly child abuse, poverty, and family violence\u2014during their mandatory field education. Our focus on STS opens up a new avenue for understanding student well-being and its integration into curriculum design and supervision systems.\n\n2. Demonstration of Innovation in Social Work Education\n\nThe innovation of our work lies in its application of qualitative phenomenological methodology to reveal the lived experiences of 19 BSW students who completed their field education in Turkey. By engaging deeply with students\u2019 narratives, the study offers a nuanced and humanized perspective on their emotional journeys, reactions to trauma exposure, and the coping strategies they develop. This empirical evidence supports a growing call for trauma-informed social work education.\n\nFurthermore, the research suggests practical implications for curriculum and supervision reform. For example, it advocates the inclusion of STS awareness and resilience training in social work programs, recommends the development of psychosocial support systems for students, and proposes a structured supervision model that includes emotional debriefing. These recommendations bridge the gap between pedagogical theory and field realities, thereby enhancing the quality and responsiveness of social work education.\n\n3. Development of Conceptual Contributions and Methodologies\n\nOur study contributes a conceptual framework that captures the dynamic interplay between exposure to traumatic cases, emotional responses, and coping strategies. The framework is grounded in empirical data and aligned with existing theories of vicarious trauma, emotional contagion, and the ripple effect of trauma (Figley, 1995; Remer & Ferguson, 1995). This conceptualization offers an educational lens through which STS can be better understood and addressed in BSW programs.\n\nIn terms of methodology, the research illustrates the effective use of semi-structured interviews and descriptive thematic analysis in capturing the complex emotional experiences of students. The study\u2019s approach can serve as a model for similar inquiries in other European contexts and can be replicated or adapted in evaluating field education programs globally.\n\n4. Relevance and Timeliness\n\nThe article was accepted and published in 2024, fulfilling the EASSW eligibility criterion of being published within the two years prior to the award deadline. It is especially timely given the growing emphasis on student well-being in higher education and the push toward more supportive and sustainable learning environments in the aftermath of global crises such as the COVID-19 pandemic.\n\n5. Contribution to Social Work Education Across Europe\n\nAlthough this study is based in Turkey, its findings are universally relevant to social work education across Europe. The shared structures of field education, the increasing focus on trauma-informed care, and the widespread occurrence of vicarious trauma make the research highly applicable in other European countries. The article has already sparked interest among educators and researchers and has potential to shape supervision strategies, student preparation modules, and faculty training initiatives across Europe.\n\n6. Authorship and Academic Rigor\n\nThe study was conducted by an academic team affiliated with Karab\u00fck University\u2019s Department of Social Work, and underwent rigorous ethical review and academic scrutiny. The article\u2019s publication in the British Journal of Social Work, one of the leading journals in the field, is a testament to its methodological quality and scholarly relevance.\n\n7. Dissemination and Engagement Potential\n\nAs part of this application, we are committed to disseminating the findings further within European educational networks and social work associations. A brief summary video has been prepared for the EASSW ECSWE 2025 Conference platform, and we welcome opportunities to discuss its implications through workshops, panels, or special interest groups at the event.","applicant_name":"Karabuk University","street_address":"Karab\u00fck \u00dcniversitesi \u0130\u0130BF Sosyal Hizmet B\u00f6l\u00fcm\u00fc","address_line2":"Merkez Kamp\u00fcs","city":"Karab\u00fck","state":"Karab\u00fck","zip":"78050","country":"Turkey","email":"oguzhanzengin@karabuk.edu.tr","phone":"+905448751922","recommendation_letter1":"680b49aa43c56.pdf","recommendation_letter2":null,"recommendation_letter3":null,"video_url":"https:\/\/www.youtube.com\/watch?v=V5eSO9CcSyU","video_filename":null,"terms_accepted":"0","ecsweConsent":"0","created_at":"2025-05-22 11:09:41","reference_name":"Dr. Hakan Acar","reference_street_address":"Liverpool Hope University, School of Social Science, Childwall","reference_address_line2":"","reference_city":"Liverpool","reference_state":"Liverpool","reference_zip":"L16 9JD","reference_country":"UK","reference_email":"acarh@hope.ac.uk","reference_phone":"0151 291 3911","canVoteFor":"0","original_id":"39"},{"id":"77","application_type":"Research","proposal_statement":"The submitted research article entitled Critical report writing as a link between social work theory, ethics and practice: a reflexive analysis of two Italian cases was published in \u201cSocial Work Education\u201d in 2024.\nThe article addresses a crucial but often overlooked issue in social work practice and education: report writing. Despite being central to professional practice, writing is still largely perceived as a bureaucratic task - both in practice and in education - rather than a meaningful and reflective activity. This paper challenges this view by proposing a critical and transformative perspective on writing, and by highlighting its potential as a reflective, ethical, and political means.\nGrounded in my experience as a social work practitioner and lecturer in Italy, the research reflects on the implementation of critical report writing in social work practice and education. It analyses two related cases, the first of which informs the second: the writing of critical reports in a foster care service, and the design and teaching of a university course on professional writing. The first experience in the field was crucial to the design and implementation of the writing course. It was through working in the field that I truly realized the complexity - and the transformative potential - of critical writing in direct practice.\nData were generated through narratives relating to the two cases. I used self-reflection as a qualitative exploratory method, whereby the researcher is both collector and generator of data. Based on my experience as a practitioner and lecturer, this method also illuminated the inseparable links between theory and practice that characterize social work education.\nIf linking theory and practice has long been a central challenge in social work education, then critical writing offers a unique and powerful way in which this link becomes concrete. It challenges students to make intentional choices about language, representation, and perspective. When writing is approached not as a neutral task but as an ethical and political practice, it becomes a way to apply theory to realities, helping students navigate complexity, ambiguity, and power dynamics. In this sense, writing becomes not only a competence to be learned, but a space where professional identity is constructed. It supports students in moving beyond procedural thinking and in developing reflexivity, an essential competence for ethically grounded social work practice. \nThe research responds to a pressing need in social work education: to challenge the growing trend towards technicalisation and the diminishing of political and ethical depth in professional training. It shows that students often struggle to see writing as anything more than a task and fail to recognise its potential for critical engagement and social change. By proposing practical and conceptual ways to shift this perception, the article makes a compelling case for integrating critical writing more deeply and systematically into the curriculum. Furthermore, by focusing on writing as a pedagogical and professional practice, the article calls for a shift in how writing is taught: not as an isolated topic or as a one-off module, but as a continuous and integrated component of social work education. It also advocates for experiential, dialogical, and critically grounded teaching approaches that help students inhabit their future roles as reflective and socially engaged practitioners.\nIn this way, the article not only addresses an under-researched topic, but also offers some insights into current educational and professional challenges, and reflects the kind of critical engagement that social work education needs today.","applicant_name":"Maria Chiara Pedroni","street_address":"VIA B.MALFATTI 7, 38122, Trento (Italy)","address_line2":"","city":"TRENTO","state":"Trentino Alto Adige","zip":"38122","country":"Italia","email":"mariachiara.pedroni@unibz.it","phone":"3287595158","recommendation_letter1":"6810dfe4f1f80.pdf","recommendation_letter2":null,"recommendation_letter3":null,"video_url":"https:\/\/vimeo.com\/1079823862\/4c46b817da?share=copy","video_filename":null,"terms_accepted":"0","ecsweConsent":"0","created_at":"2025-05-22 17:43:39","reference_name":"Prof. Sofia Dedotsi","reference_street_address":"","reference_address_line2":"","reference_city":"Athens","reference_state":"","reference_zip":"","reference_country":"Greece","reference_email":"sdedotsi@uniwa.gr","reference_phone":"","canVoteFor":"1","original_id":"42"},{"id":"78","application_type":"Student","proposal_statement":"Opportunities and challenges in the application of digital outreach within the anti-trafficking context:\nThe thesis analyses the opportunities and challenges in developing digital outreach methodologies within anti-trafficking services in Italy, focusing on engaging individuals involved in indoor prostitution. Digital outreach in this context can be defined as a methodology for establishing contact through technological tools and digital media. Pink et al. (2022) define this form of social work as a hybrid anticipatory practice, combining digital interactions with face-to-face encounters (p. 427). Consequently, digital social work in anti-trafficking services emerges as an integrated practice that blends online and offline contact methods while maintaining its primary objectives: establishing contact, identifying risks and needs, and providing support. Digital tools employed included search engines, websites, online platforms, phone calls, messaging applications, and, more recently, the development of \u201cEQApp\u201d.The research adopts a qualitative methodology. Data were collected through participant observation during a field internship, six semi-structured interviews with expert professionals (including a peer practitioner from the target community) and participation in three online meetings of the Task Force for the \u201cEQApp\u201d pilot project. The study was guided by the following research questions: \n-\tWhat practices and methodologies have anti-trafficking services adopted to reach hard-to-reach individuals? \n-\tWhat opportunities and risks are associated with applying digital outreach methodologies?\n-\tWhat role and position do beneficiaries assume within these practices? \n-\tCan digital tools support outreach social work practices?\nAll interviews were conducted online using Google Meet or Zoom and analysed through thematic analysis, supported by MaxQDA software.Findings highlight that the use of digital channels strengthens outreach practices, offering a strategic advancement for identifying less visible needs in hidden and marginal contexts. The development of \u201cEQApp\u201d represents a model of inclusive digital innovation, resulting from bottom-up collective action (I4), where the input of individuals is central to technological development (OSCE, 2020, p. 56). Designed specifically for individuals involved in indoor prostitution, \u201cEQApp\u201d was co-developed with beneficiaries through an inclusive and participatory process, aiming to create a tool that supposed to be simple, intuitive, and immediately useful (I4). The app provides multilingual support, requires users to share their phone number and geolocation, and forwards requests to the nearest anti-trafficking organization for follow-up and needs assessment. This approach reflects an opportunity for social work to expand its core principles, promoting social change and cohesion by fostering participatory digital environments and developing tools that better meet the needs of marginalized populations (IFSW, 2014). Practitioners regarded the app as an additional resource that can be offered to facilitate communication between sex workers and services (I3), acting as a channel for mutual contact and communication (I1) and enhancing individuals agency and self-determination in seeking support (Sen, 1985).\nHowever, several challenges were identified, particularly linked with marginalization issues, such as the digital divide and digital literacy, which can hinder effective engagement. Trust also emerged as a critical issue, as individuals may hesitate to share personal information through digital tools, highlighting the lack of a human factor and concerns about scams (I1). Inclusivity challenges were also noted, such as the need to expand language options and better address groups coming from Asian areas. Their involvement in indoor prostitution is a significant phenomenon in Italy but still under searched for more targeted intervention. Organizational challenges linked to time management and human resource allocation also arose during the app\u2019s experimental integration. The research highlights the opportunities that digital outreach offers to social services, namely as a chance to challenge the constructs underlying the welfare state, interpretations of citizenship and social rights, organizational and service delivery modes and the roles and competencies required of professionals. Digital outreach, understood as a practice of accessibility, demonstrates its transformative potential by reflecting on the dynamics of inclusion and exclusion both within social services and society at large (Grymonprez, et al. 2017, p. 462). Digital proximity supports social work in detecting new needs, with professionals leveraging their strategic roles as brokers and resource mediators to raise public awareness of social demands, thereby stimulating social change and promoting collective well-being (Nothdurfter, 2016). Integrating digital outreach into professional practice facilitates contact with marginalized and isolated individuals who are otherwise difficult to reach, supporting them in exercising their social citizenship rights by reducing barriers to services caused by a lack of knowledge or insufficiently responsive service offerings. \nDirect contact with the target population through hybrid practices could provide services with an opportunity to rethink and improve interventions, implementing feedback and reporting systems that help identify gaps in service provision, thus contributing to continuous improvement and more effective planning (Pink et al., 2014). Additionally, it could stimulate the deconstruction of labels portraying individuals as too problematic or too complex, encouraging a shift in perspective that reflects on the relationship between social demand and service supply. Furthermore, outreach work can support social policy planning and service organization, ensuring broader access to rights and benefits. Practicing accessibility means giving voice to individuals at every level, making their participation central. These practices align with transformative social work, which seeks to reconsider social systems from the margins, aiming to promote collective prosperity while respecting social inclusion and human rights (Zadra & Elsen, 2021, p. 95).\nThe study underscores the urgent need for services to take a step forward [...] to engage with the digital world because we need to have a place and a role [...] we are very late (I4). It highlights the necessity of further research in digital social work to develop preventive, reflective, and innovative practices suited to digital environments (Lintner & Zadra, 2024). Equally important is investing in professional training to equip practitioners to meet emerging digital needs and allocating resources for the development of digital social work practices and cross-sector collaboration, fostering inclusive digital innovation, participatory design and service accessibility.","applicant_name":"Sara Datres","street_address":"Via Merlonga, 1","address_line2":"","city":"Smarano","state":"Trento","zip":"38012","country":"Italy","email":"sdatres.b@gmail.com","phone":"+39 3455939686","recommendation_letter1":"683018e63f069.pdf","recommendation_letter2":null,"recommendation_letter3":null,"video_url":"https:\/\/youtu.be\/5ibdXLzkibU?si=FQOdNkxGx03TIiNL","video_filename":null,"terms_accepted":"0","ecsweConsent":"0","created_at":"2025-05-23 08:42:46","reference_name":"Urban Nothdurfter","reference_street_address":"Via Roncato, 11","reference_address_line2":"","reference_city":"Bressanone Brixen","reference_state":"Bozen","reference_zip":"39042","reference_country":"Italy","reference_email":"Urban.Nothdurfter2@unibz.it","reference_phone":"+39 340 465 8541","canVoteFor":"1","original_id":"44"},{"id":"83","application_type":"Student","proposal_statement":"Title: Nykolonialism och socialt arbete i Curacao: en kvalitativ intervjustudie med professionella. \n\nNeocolonialism and doing social work in Curacao: a qualitative interview study with professionals. \n\nAuthors: Sofia Kristensen & Telli Esmaeilson \n\nInstitution: Malm\u00f6 University\n\nColonialism \u201cIts like a child being beaten up by the father and the mother, but they still love the father and the mother, you see. So whatever happens, you still, you still feel happy in the arms of your father and mother, but you still want to break away\u201d states one of the respondents that outlines the essence of the thesis project. \nColonialism is often viewed as a historical issue, but its effects continue to impact contemporary Sweden. The connection between colonial history and present-day racism by the Nordic countries, including Sweden, is often to deny their colonial past while claiming innocence. As social work students, the study aims to explore social work practices in diverse cultural contexts. This highlights the importance of addressing the lack of education around colonialism and diverse cultures in today\u2019s social work programs. When colonial histories and non-Western perspectives are excluded from the curriculum, it can lead to a limited understanding of the structural roots of inequality and discrimination. People move in different ways today, leading to diverse backgrounds in many countries. This creates a more understanding culture, where it\u2019s important, as a social worker or human being, to have the competence to interact with people from other cultures. This helps in understanding why people act in certain ways or still face discrimination and marginalization, even though slavery is considered over.\nThe study provides critical insights into the ongoing effects of colonialism on social work in Cura\u00e7ao, an island in the Caribbean still impacted by its colonial past under Dutch rule. The research explores how colonialism continues to shape the practices of social work on the island, highlighting the complexities faced by social workers in navigating these entrenched historical legacies.\nPurpose \nThe purpose of the study is to investigate how social work continues to be influenced by colonialism. The study also aims to understand how social workers in Cura\u00e7ao perceive and apply decolonization in their work.\n\nResearch Questions\nIn what ways does social work continue to be influenced by colonialism?\nHow do social workers in Cura\u00e7ao understand and practice decolonization?\n\nMethod \nThe method employed in the study consists of qualitative semi-structured interviews with professionals in the field of social work in Cura\u00e7ao. These interviews were conducted on-site in Cura\u00e7ao.\n\nResults and conclusion \nThe lingering effects of colonialism in Cura\u00e7ao manifest in five themes: Western influence on education and social work, economic dependency, intergenerational trauma, the many dimensions of decolonization and \u201cWe have not decolonized our mind\u201d.\nHistorically, the lack of higher education in Cura\u00e7ao led students to study in the Netherlands, where current educational programs remain rooted in the Dutch system, often misaligned with local needs. The belief in Dutch knowledge as superior persists, marginalizing local perspectives. Economically, Cura\u00e7ao remains dependent on the Netherlands, with organizations relying on Dutch funding for operations. This dependence reflects colonial-era economic structures. Intergenerational trauma is also evident in societal problems like violence and low self-esteem, with many respondents linking these issues to historical colonial experiences.\nOverall, social work in Cura\u00e7ao continues to be influenced by colonial legacies through education, financial dependency, and social issues rooted in trauma. Decolonization involves transforming both individual self-perception and structural inequalities, emphasizing the importance of local knowledge and resources. Social workers engage in decolonial practices that permeate their work, focusing on awareness of historical contexts and the empowerment of the community. This ongoing process requires sustained efforts to address persistent inequalities in society.\nRelevance and contribution to the Field\nThe study\u2019s relevance extends beyond Cura\u00e7ao and the Caribbean, offering insights that can inform social work practice in other postcolonial and neocolonial contexts. By situating our research within the framework of postcolonial theory, we provide a critical lens through which to view the challenges social workers face in regions that continue to be shaped by their colonial histories. \n\nOne of the most significant contributions of our study is its exploration of decolonization as a process. The authors emphasize that decolonizing social work is not a one-time event but an ongoing journey that requires social workers to continuously examine their practices, challenge dominant Western norms, and embrace local knowledge systems. This perspective adds a crucial layer to the decolonization discourse by highlighting the need for both individual and structural transformation. \n\nOur study highlights the need to rethink social work education and policy in light of colonial legacies. Decolonizing social work requires not only new methods but also a shift in the profession\u2019s underlying assumptions, challenging western dominance and valuing indigenous and local knowledge. The lack of representation of colonial history, decolonial perspectives, and culturally diverse narratives in current social work curricula may limit students ability to fully understand the structural and historical roots of present-day racism and inequality. By integrating decolonial theories and acknowledging the colonial past and its lasting impact, social work education can better equip future practitioners to meet the needs of an increasingly diverse population. \n\nIn a Nordic context, where equality and inclusion are often seen as core societal values, its especially important to recognize how historical and ongoing structures of colonialism continue to shape the present. Decolonialism is not just a question for former colonial powers, it is a legitimate and necessary concern for all European countries, including those in the North, as we collectively strive for more just and inclusive societies.\n\nConclusion\nIn summary, the essay is unique in that it not only highlights the effects of colonialism on a theoretical level but also explores how these effects concretely impact social work in Cura\u00e7ao, as well as how decolonization is understood and practiced at a local level. It provides a clear perspective on how social workers are working to address the lingering colonial structures and the traumas affecting the community. This study offers important perspectives that can support the evolution of social work practice globally.","applicant_name":"Telli Esmaeilson, Sofia kristensen","street_address":"1. Kantatgatan 47, 2. Kungsgatan 27A","address_line2":"","city":"Malm\u00f6","state":"Sk\u00e5ne","zip":"1. 215 70, 2. 212 13","country":"Sweden","email":"Telliesmaeil@gmail.com","phone":"1. 076 289 61 05, 2. 070 792 32 23","recommendation_letter1":"6830ce95ef61b.pdf","recommendation_letter2":null,"recommendation_letter3":null,"video_url":"https:\/\/drive.google.com\/file\/d\/145-IzDtHFetAMkwN-4KJiPiWgWoejsLE\/view?usp=share_link","video_filename":null,"terms_accepted":"0","ecsweConsent":"0","created_at":"2025-05-23 21:37:57","reference_name":"Tove Samzelius","reference_street_address":"Nordenski\u00f6ldsgatan 1","reference_address_line2":"","reference_city":"Malm\u00f6","reference_state":"Sk\u00e5ne","reference_zip":"211 19","reference_country":"Sweden","reference_email":"tove.samzelius@mau.se","reference_phone":"040 665 73 40","canVoteFor":"1","original_id":"36"},{"id":"84","application_type":"Research","proposal_statement":"The Role of Journal Writing in Social Work Students Professional Development\nBased on the article titled Like Solving a Jigsaw Puzzle: The Role of Journal Writing in Social Work Students Professional Development, authored by Professor Einav Segev, we recommend it and her as a nominee for the Research Award.\nThe article was published in the British Journal of Social Work (2024), Volume 54, pages 3295\u20133313, in October 2024, following acceptance in May 2024.\nProfessor Segev, a leading researcher in social work, has been dedicated to the field for over two decades and serves as a senior faculty member at the School of Social Work at Sapir College in Israel.\nThis study explores the use of journal writing as a pedagogical tool to foster the professional identity of social work students. It investigates how journaling shapes social workers professional identity through a qualitative phenomenological approach. The research involved thirty Israeli social work students who participated in a practicum course in their final year of undergraduate studies.\nThematically analyzed journal entries revealed four key themes:\n1.\tUtilizing personal experiences to construct a professional identity.\n2.\tAcquiring professional concepts and skills by connecting theory to practice.\n3.\tJournal writing as a means of professional retrospection.\n4.\tJournal writing as a safe, resonant space for self-development.\nThe discussion in the article elaborates on the significance of these themes for the development of students professional identity, highlighting how journal writing supports their transition into professional practice.\nThe article conceptually develops a didactic approach in social work education that relies on journal writing as part of the development of students professional identity. It conceptualizes the ways in which journal writing practically assists students in shaping their professional identity, detailing four functions of journal writing based on the thematic analysis of the journal entries written by the students who participated in the study.\nIt appears that pedagogy integrating reflective journaling in a practicum may assist students in preparing for their entry into the professional field. This preparation was found to be lacking in evaluations of social workers in the early stages of their careers, who claimed that social work education had failed to adequately prepare them to cope with emotional stress, complexity, ambivalence and contradictions.\nThe research findings indicate that the integration of reflective journal writing in such a practicum course facilitates, through the four functions identified, an interplay between the academic course and the students\u2019 writing. Through journaling, students process their learning experiences in the classroom, connect to and learn from their personal experiences in the recent and more distant past, engaged in critical thinking, link the ories taught in the course with practice, retrospectively reflect on past professional experiences, gain new insights and ultimately use the journal as a secure space to explore emotional experiences in the classroom to learn more about themselves. The themes identified in this study afford a deeper understanding of journal writing in the context of transformative learning processes in social work education, particularly in courses preparing students for the field. The journal enables the students to engage in dilemmas and critical thinking, and critically examine assumptions, values and relationships as they build their professional confidence and try on new roles and while integrating new knowledge into their professional actions.\nJournal writing contributed to the students\u2019 transformative learning and the development of their professional identity. They used it to learn from and connect personal experiences to their professional lives (the first theme). Journal writing helped them when feeling perplexed or disturbed by something. At times, the new knowledge itself prompted resistance (the second theme), which was challenging when it contradicted their past professional experiences (the third theme). Finally, journal writing facilitated the students\u2019 self-development through reflection on events encountered during the course sessions (the fourth theme). Through critical reflective writing and resistance to some course contents and acceptance of others, the transformative process occurred. This conscious choice- making process through journal writing during the learning process is crucial for students to feel ownership as cocreators of the learning process they undergo. The journal serves as a safe space that allows them to take risks and experiment with new concepts\n The article has implications for social work education and practice. The findings of this study underscore the inherent significance of incorporating reflective writing in general, and journaling specifically, within social work education. It is highly recommended to include journaling in courses preparing students for entry into the professional field. The journal serves as a space facilitating readiness to confront field challenges and aids in the development of professional identity and professional confidence of students before embarking on their professional careers. In view of the crucial themes of journal writing identified in the current research, it is advisable to encourage early carrier social workers to engage in reflective writing also as part of the professional training they receive in the organisations where they are employed. While the process of constructing a professional identity continues throughout one\u2019s career, it holds particular importance in the formative years. Journaling may help cope with the emotional burden and stress experienced by social workers in their initial years of employment, as it serves as a means of self-care by processing difficult emotions.","applicant_name":"Prof. Einav Segev, School of social work, Sapir academic college.","street_address":"Hof Ashkelon","address_line2":"Hof Ashkelon","city":"Hof Ashkelon","state":"D.N Hof Askelon","zip":"715600","country":"Israel","email":"einavs@mail.sapir.ac.il","phone":"972544626857","recommendation_letter1":"680fb2d533c18.pdf","recommendation_letter2":null,"recommendation_letter3":null,"video_url":"https:\/\/sapir.zoom.us\/rec\/share\/PnHVUnKN89kcid2PzThS-pl5zKAXFZp22mZ1TZ9VSfTNtWZSUYBXlVdOvZfYV9dD.Bl98Gii5BWu1iauL","video_filename":null,"terms_accepted":"0","ecsweConsent":"0","created_at":"2025-05-24 12:50:13","reference_name":"Prof. Orit Nuttman-Shwartz","reference_street_address":"Aharoni","reference_address_line2":"25\/11","reference_city":"Rehovot","reference_state":"Israel","reference_zip":"7628130","reference_country":"Israel","reference_email":"orits@sapir.ac.il","reference_phone":"972544531069","canVoteFor":"1","original_id":"40"},{"id":"85","application_type":"Student","proposal_statement":"Engaging interepistemic solidarity to decolonise education. The case study of Catedra Kaapora of the Federal University of Sao Paulo (Brasil). By Marco Lupoli \n\nFor decades, international social work scholars have highlighted the need to decolonise social work education and practice. The field remains heavily reliant on Eurocentric paradigms that do not reflect the complexity of local contexts or the diversity of service users\u2019 experiences. A core element of decolonising education involves challenging singular worldviews and embracing diverse ways of knowing. Yet, while the literature advocating for decolonisation in social work education is extensive, practical models of interdisciplinary and decolonising education remain limited and are often shaped by disconnected learning approaches.\n\nGlobally, social work education continues to be informed by Western knowledge systems, especially those from North America and the United Kingdom, under the assumption that these models are universally applicable. This assumption is rarely questioned, even though it overlooks the local knowledge and lived realities of marginalised communities. Decolonising education must be understood as a structural and relational process that challenges imperial power and promotes justice, healing, and recognition of knowledge diversity.\n\nMy critical approach to education is informed by the work of Paulo Freire, the Brazilian philosopher and educator, whose theory of critical pedagogy emphasises dialogue, liberation, and the transformation of oppressive social structures. Postcolonial theory, particularly the work of Palestinian scholar Edward Said, has also shaped my thinking by showing how colonial legacies continue to influence global power relations and educational institutions.\n\nThis research is a case study of C\u00e1tedra Kaapora, an educational initiative developed at the Federal University of S\u00e3o Paulo in Brazil. Created by a collective of academics from various disciplines, C\u00e1tedra Kaapora offers lectures, workshops, collaborative research, and artistic activities led by Indigenous, Afro-Brazilian, and other marginalised knowledge holders. The project places interdisciplinary learning and decolonising practice at the centre of its work and offers valuable insights for social work educators, practitioners, and institutions seeking to take action toward more inclusive and just education.\n\nThe two research questions guiding this study are: \n\u2022 In the context of decolonising education, how do people from different disciplines work together? \n\u2022 What can international social workers learn from the C\u00e1tedra Kaapora project?\n\nThis study addresses both ethical and analytical challenges in social work education. It examines the experiences of those involved in shaping C\u00e1tedra Kaapora, exploring how disciplines collaborate, how power is negotiated, and how care and collective responsibility are sustained in decolonising work. These insights are relevant not only in Brazil but across global contexts where social work education is still shaped by dominant Western traditions.\nAs I argue in this research, engaging with decolonisation through an approach that values different ways of knowing is complex and sometimes messy. But this complexity must not lead to inaction. We need to approach this work with curiosity, humility, and care. Things do not need to be perfect as perfection can become a barrier that stops us from beginning. Instead, we need to start with what is possible: small, intentional changes are better than no change at all.","applicant_name":"Marco Lupoli","street_address":"29 fitzgerald st","address_line2":"","city":"Katoomba","state":"New South Wales","zip":"2780","country":"Australia","email":"hesse583@hotmail.com","phone":"0480645481","recommendation_letter1":"6812090876bb3.pdf","recommendation_letter2":null,"recommendation_letter3":null,"video_url":"https:\/\/youtu.be\/L6s9i0jcv34","video_filename":null,"terms_accepted":"0","ecsweConsent":"0","created_at":"2025-05-24 16:28:10","reference_name":"Prof. Helene Join Lambert","reference_street_address":"200 Avenue de la R\u00e9publique","reference_address_line2":"","reference_city":"Nanterre Cedex","reference_state":"Paris","reference_zip":"92001","reference_country":"France","reference_email":"helene.join-lambert@parisnanterre.fr","reference_phone":"+33(0)1 40 97 59 92","canVoteFor":"0","original_id":"46"},{"id":"86","application_type":"Alice_Salomon","proposal_statement":"The experience we would like to propose concerns learning and training in the students\u2019 practices during their curricular internship. Students were involved who will be future social workers but also future educators and pedagogues. \nThis experience is proposed as it is considered innovative in the field of social work education because:\n\n1)\tthe training experience involves students in different Italian universities and attending courses concerning both social and educational work;\n2)\tin the analysis the exploration of different points of views is considered a privileged training space for students and the reflections useful for innovating professional practices and starting change\u2019s processes sharing of the traineeship experience with the tutor-supervisor;\n3)\tgroups of two-three the students, in a series of distance meetings and under the supervision of lecturers from the scientific committee, conceptualised their knowledge and transferred it into a jointly written paper which was then published on a digital journal (non-scientific but widely read among social professionals and students); this helped to consolidate the students reflective capacity and enabled them to propose what they had learnt externally, thus producing not only a \u201cprivate experience\u201d;\n4)\tA part of students experimented with the proposed outline of analysis and all took an active part in proposing adjustments or confirming aspects already present; the experience traces the circularity of praxis-theory-praxis but was conveyed through hybridisation, of presence (the internship) with remote work (training meetings and collaborative writing);\n5)\tresponds to a training need detected in various courses of study, that of getting back in touch with reflective writing while maintaining the documentation functions of professional practice.\n\nThe experimentation is part of a larger research project entitled Co-constructed writing practices in social work. The starting assumptions of the fieldwork were mainly two. The first concerns the relevance of writing in social work and social professions, the second is the importance of writing in the production of knowledge in the educational and professional field. The training and experimentation started in 2023.\nWith regard to the first assumption, it is useful to consider that the practice of writing is a medium of professional knowledge co-construction in social work. At the same time, however, social workers experience a contradiction in the services. Although in their daily work writing assumes, in most cases, an important function documentation and support of professional practice, this type of writing could be only a bureaucratic activity. It also could increase the professionals\u2019 sense of frustration and failure, limiting their professional reflexivity. \nWith regard to the second assumption, we started from the consideration that, often, in social work there is limited participation in the production of theoretical knowledge, which is mainly entrusted to the academic world. In recent years, however, there has been an increasing number of experiences in the elaboration of professional knowledge that join professionals and academic researchers. Even in these experiences, however, it is difficult to systematise knowledge that, although starting from individual testimonies and practices, can then be processed in a more abstract way, that is not connected to social professionals\u2019 daily work. The above leads to a dispersion of the knowledge gained in the professional practice. \nThe project involves two trajectories of analysis: one relating to the writing practices of professionals already working in the services and one in which learning writing aims at learning new knowledge, working practices and coping strategies. \nIn this application we focus on this second trajectory. On this front, the placement experience of students enrolled in the three-year and masters degree courses in Social Work and Pedagogy was investigated. A group of professors (teaching in Social Service Sciences Courses at 7 Italian universities and in Educational-Pedagogical Sciences Courses at 3 universities) have thus started work on the co-construction of an analytical tool to allow students\u2019reflection on aspects that are not always highlighted, and to share it with their colleagues, internal tutor and the host institution\u2019s supervisor. The main objective was, therefore, to consider writing as a space in which to be reflective (alone and in a group) within the vocational traineeships. Writing an accompanying space in which students expressed their own point of view, through in-depth and thoughtful evaluations based on the observations they made during the practical traineeship activity. As the project evolved, it became clear that the exercise of guided writing enables not only professional but also personal growth. \nTwelve students from 7 different universities were involved in the traineeship, which lasted approximately two years. The traineeship analysis track starts from the assumption that paying attention to possible tensions that may occur in the traineeship experience may help students to read the social interactions that take place within organisations and services. The aim was to focus, through writing guided by open-ended questions, on learnings and knowledge useful for working in the welfare services and\/or in continuing studying. The training was structured in 5 moments, all realised at a distance: \n\n1)\tDefining a heterogeneous group of students attending the three-year and masters degree courses and sending them a formal invitation to participate in the training and research pathway. \n2)\tTraining meeting for the entire group of students (distance learning). In this meeting, the lecturers of the different universities shared the analysis tool of the placement experience with all the students who joined and with them reasoned about the individual sections (general aspects, what I learnt and with whom I learnt; exploration of the tensions between the different social actors; relationship with institutions\/organisations; writing during the placement; evaluation of the placement). \n3)\tExperimentation by students of the analysis tool in their own internship areas.\n4)\tTraining remote meeting for the whole group of students. During this meeting, we reflected on the tool using and the changes to be made.\n5)\tInitiation of collective writing of articles in which students with the supervision of lecturers from the scientific committee took turns tutoring the writing of the articles that were published on welforum.it- National Observatory on Social Policies (the three articles can be read in the application annex Further documentation).","applicant_name":"Research group of the project Co-constructed writing practices in social work","street_address":"Dip Cospecs- University of Messina, Concezione, 6","address_line2":"","city":"Messina","state":"Sicily","zip":"98100","country":"Italy","email":"tarsiat@unime.it","phone":"3471075022","recommendation_letter1":"6831eeae7be71.pdf","recommendation_letter2":null,"recommendation_letter3":null,"video_url":"https:\/\/youtu.be\/MqxVhTsEh3k","video_filename":null,"terms_accepted":"0","ecsweConsent":"0","created_at":"2025-05-24 18:07:10","reference_name":"Tiziana Tarsia","reference_street_address":"Dip Cospecs- University of Messina, Concezione, 6","reference_address_line2":"","reference_city":"Messina","reference_state":"Sicily","reference_zip":"98100","reference_country":"Italy","reference_email":"tarsiat@unime.it","reference_phone":"3471075022","canVoteFor":"1","original_id":"47"}]