Theoretical framework

The system of social assistance and social work, both in Poland and the entire European Union, faces new challenges related to the emergence of new problems (i.e., increased socio-economic inequalities or intensification of migration processes) and insufficient measures taken in this area. In 2018, 22.3 million (4.4%) of the 512.4 million people living in the EU were not EU citizens, and 2.4 million immigrants from countries outside the EU came to the EU (Eurostat, 2022). Intensive migration processes cause an increase in cultural differences, which intensify the phenomena of marginalization and social exclusion of minority groups, which cope worse in new conditions, and often have problems with accepting the existing social and cultural norms. The Acting in Context by Training the Trainers in Social Empowerment (ACTTE) project was prepared in response to these needs. It is based on the concept of Empowerment, which emphasizes the social strengthening and restoration of the total possible participation of individuals, groups, and communities, which, as a result of various historical, socio-biographical processes, have been marginalized, neglected, or excluded (Bennett Cattaneo, Chapman, 2010). This process serves to increase control over one's own life, confidence in oneself and one's abilities, and social integration. Thanks to this, people covered by intervention measures can define their needs and life goals, have a sense of agency and influence many issues in their lives and surroundings (Turner, Maaschi, 2015).

The project was carried out in a consortium consisting of 4 universities and 4 NGOs from Poland, France, Spain, Italy, and Belgium. Funds for its implementation were obtained from the National Agency for Academic Exchange, Poland. The main goals of the project were:

• development of tools for "training the trainers" (toolbox) based on the concept of Empowerment (emphasizing increased control over one's own life, self-confidence, and one's abilities, and social integration among recipients of aid activities) for employees of non-governmental organizations (NGOs) working with marginalized and socially excluded people and academic teachers educating future social workers,
• developing competencies/skills in DPA (Developing the Power to Act) - an approach using the concept of Empowerment in people participating in training (both NGO employees and academic teachers).

The project responded to the current social needs, both in Poland and EU countries. It was also consistent with the current model of social work, assuming the active participation of people receiving help in overcoming their difficulties. One of the tasks carried out under the project was to conduct action research presented in the prepared poster.

Objective: Diagnosing competencies/skills in DPA in persons participating in training (both NGO employees and academic teachers).

Research questions:

• What are the personal predispositions of workshop participants for working with vulnerable clients?
• What professional competencies do workshop participants identify in themselves?

The research methodology was based on the concept of action research, in which diagnostic tools for measuring professional and social skills were prepared, and research was carried out (pre- and post-test). The first stage included the diagnosis of professional and social skills when starting the participation in the project. Twelve people (NGO employees and academic teachers) were selected from partner institutions. The second stage involved the diagnosis of additional professional and social skills resulting from the nature of the training based on the Empowerment concept, acquired during a series of 4 workshops. In addition, interviews were conducted with the participants. Data was collected on their experiences gained during the training and using the acquired knowledge and skills in professional practice between training sessions. The primary purpose of the interviews was to determine the effectiveness of the working methods learnt by the participants and the possibility of using them in various cultural contexts.

Since the project is still in progress, the poster is planned to present: - recommendations for the effective education of social workers developed basing on the diagnosis, - opinions of DPA workshop participants on the training in which they took part, - an exemplary set of materials included in the "toolbox" developed during the project as a tool supporting the education of future social workers.

Bennett Cattaneo, L., Chapman, A., R. (2010). The Process of Empowerment A Model for Use in Research and Practice. American Psychologist, Vol. 65, No. 7, 646 – 659, https://doi.org/10.1037/a0018854 Lustick, H., Norton, Ch., Rey Lopez, S., Greene-Rooks, J., H. (2020). Restorative Practices for Empowerment: A Social Work Lens. Children & Schools, Vol. 42, No. 2, 89–97, https://doi.org/10.1093/cs/cdaa006 Turner, S., Maaschi, T. (2015). Feminist and Empowerment theory and social work practice. Journal of Social Work Practice, 29 (2), 151-162. Gavrila-Ardelean, M., Kelemen, G. (2021). Operational Perspectives On Personal Empowerment. Journal Plus Education, Vol XXVIII, No. 1, 222-230 EUROSTAT (2022). Archive: Statystyki dotyczące migracji i populacji migrantów. Retrieved from: https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Archive:Statystyki_dotycz%C4%85ce_migracji_i_populacji_migrant%C3%B3w (20.01.2022)