Berättelser från kommunikativa mellanrum - Om socionomstudenters erfarenhetsbaserade lärande i projektet Unga möter Unga

Abstract

In recent years there has been a growing interest directed towards focusing on the importance of clear evidence for interventions in social work. To enable the measurement it’s necessary to develop concrete models with manuals on how social work should be designed. Evaluation of the benefits is made in relation to how well the method can detect evidence of clear measurable results. When measuring the result it’s of importance to emphasis on pre and post the situation, not the situation where social work takes place. The consequence could be that learning and development of practice knowledge fall into the background.

This paper is directed towards interest to examine to understand the actual situation in which social work takes place. As example the project Young meets Young is used. The empirical material consists of young social work students' stories about the experiences of challenges in meeting with high school students. The inquiry of the social workers narratives is made from a structural perspective. Main source of inspiration is Roland Barthes (1975) article, An Introduction to the Structural Analysis of Narrative.

The study aims to explore interaction situations to deepen the knowledge of contextual understanding and experiential learning. Context in which such processes can be highlighted are situations where we face challenges and make new experiences. The study was conducted with the help of social work students who participated in the project Young meets Young and based on the following questions: What challenges says the social work students that they had experienced in the meeting with High school students? How did the social work students deal with and handle the challenges that arise? What practical skills of meaning developed the students of social work through the experience-based learning? The result has been assembled under the headings Intention and Challenges, Reflections and Context and Competence, negative capability.