Celebrating Differences and Generating Togetherness in Social Work Skill-Based Intensives

Internationally, many educational institutions are engaging student-directed teaching and learning approaches to address accessibility barriers people can face in studying social work. Additionally, the social work curriculum needs to instil students with the skills essential for promoting peace and working effectively for social justice in the divisive and dangerous social realities of the early 21st century. The research presented in this chapter addresses the overarching question: From the perspective of the person studying social work, how can face-to-face skills-based intensives be designed to celebrate differences and maximise inclusion and accessibility? The purpose of this research was to maintain and promote accessible and engaging skills-based learning to prepare graduates for inclusive and just practice. Using focus groups and one-to-one interviews, this research evaluated a Charles Sturt University pilot social work skills-based intensive, which upheld the International Federation of Social Workers’ (2024) global definition of social work and Australian Association of Social Workers’ (2021) accreditation requirements. This chapter considers how professional skills-based learning can be student-informed and directed, innovative, accessible, and engaging for people: from different locations, with caring responsibilities, from diverse cultural backgrounds, experiencing mental health challenges and/or living with a disability. It explains how a pilot conducted in Canberra, Australia, provided a more equitable skills-based learning opportunity focusing on positive interactions, engagement, trust, and respect. The findings have implications for institutions educating people new to education and from various backgrounds, including people experiencing cost-of-living constraints and/or other forms of social vulnerability and disadvantage.