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Supervision for advocacy: supporting self-care

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FARKAS K. J., ROMANIUK J. R.
Society Register
|
2021
|
vol. 5
|
issue 4
23-40
EN
The objective is to examine the intersection of advocacy for social change, the individual’s emotional costs of advocacy, and the use of trauma informed care in supervisory practice to encourage and support advocates and their work.  Supervision models exist, but none address the needs of advocates who might become targets for scorn and persecution. The literature on trauma informed care provides a direction to improve the support and supervision of advocates, especially those who use their personal experiences as examples in their work. We reviewed data bases and relevant literature regarding supervision and the principles of trauma informed care.  Periodical literature was reviewed for examples of those affected personally and professionally by their advocacy efforts. Review of the literature revealed little new knowledge on supervision but provided a base to apply the principles of trauma informed care to support and encourage advocacy for social change. This paper suggests the use of trauma informed care in supervisory relationships and advocacy work. This is an original approach to encourage and uphold advocates in difficult times.
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TEACHING ENGLISH AS A FOREIGN LANGUAGE: A CASE STUDY FROM POLAND

71%
ROMANIUK J. R., MILLER K., PIESKI M. K., WOJCIK T. G., FARKAS K. J.
Society Register
|
2020
|
vol. 4
|
issue 4
167-182
EN
This article presents a detailed history of the development of a particular immersion program to teach English to young Polish students. The program draws support from two organizations, the Kościuszko Foundation and the Polish Scouting Organization. Kościuszko Foundation is dedicated to strengthening the ties between the United States and Poland as well as to increase knowledge of Poland’s history and culture in the United States. The cooperation of these two organizations developed an experience of immersion in language and cultural exchange. Both the teachers and the students in this program benefited from the opportunity to engage in a number of different types of language activities and cultural events through a summer camp experience. This program is, of course, unique, but the elements of context, culture and immersion could be used in other programs to develop English skills and knowledge in the context American culture.
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