Haruv Institute - Annual Report 2016

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6,08/$7,216 )25 678'(176 ,17+(0$67(5·6 '(*5(( 352*5$0 ,1 62&,$/ :25. ² 6(;8$/ $%86( ,1 &+,/'+22' 7KH XVH RI VRFLDO VLPXODWLRQV WR WUDLQ SURIHVVLRQDOV LQ WKH ƉHOG RI FKLOG DEXVH KDV been proven very effective. The combination of social simulations that are practiced together with feedback in the learning process can help students acquire a sense of capability and readiness to cope with the issues in their actual work. 'XULQJ WKH SURJUDP $XGLWRULXP 0RGHO VLPXODWLRQV ZHUH FDUULHG RXW LQ WZR JURXSV ,Q each group simulation was done with one student, while the group sat and observed. The simulation was followed by an interrogation exercise. Participants: two groups of 25 each, students in the Master’ Degree Program in Social Work Sessions: Each group took part in one session

Participants’ Feedback: ‡ The students noted that the simulations help them understand the importance of talking about childhood trauma in their training as social workers.

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