This course will be lectured by a visiting scholar from the Department of Social Work,NTU. Dr. Gina Chowa is currently affiliated with The University of North Carolina at Chapel Hill, Social work school, Her Bio.: https://ssw.unc.edu/employees/gina-chowa/ Course time and location: 5/22 Fri. 14:00 ~ 17:00 5/23 Sat. 10:00 ~ 16:00 （including 1 hour of break time） 5/29 Fri. 14:00 ~ 17:00 5/30 Sat. 10:00 ~ 16:00 （including 1 hour of break time） at Sociology X Social Work building, Room 318B (3rd floor) ※Course Description/ 課程概述※ This 1-credit graduate short course equips social work students with conceptual frameworks and practical, hands-on strategies for the design, adaptation, implementation, and evaluation of social interventions with vulnerable and marginalized populations across diverse global and local contexts. The course emphasizes the importance of contextual sensitivity, recognizing that effective programs must be grounded in the social, cultural, political, and institutional realities of the communities they serve. Drawing on participatory and community-based approaches, students will learn methods for meaningful community engagement, including co-creation, stakeholder collaboration, and the integration of indigenous and local knowledge systems. Particular attention is given to ethical considerations, power dynamics, and reflexivity in cross-cultural and cross-sectoral practice. Through applied case studies and interactive exercises, students will critically examine how interventions can be adapted to different settings while maintaining fidelity to core values of social work, including social justice, equity, and respect for human dignity. The course will cover following topics: 1 – Foundations of Context-Responsive Programming 2 – Participatory Design & Co-Creation 3 – Adapting Evidence-Based Interventions 4 – Implementation in Real-World, Low-Resource Settings 5 – Participatory & Culturally Grounded Evaluation There will be following Class Actvities: 1. Community Mapping Activity: Indigenous Communities of Taiwan 2. Co-Creation Simulation: Working With Migrant Workers 3. Adaptation Workshop: Translating an Evidence-Based Intervention 4. Implementation Challenge Activity: Rural vs. Urban Taiwan 5. Participatory Evaluation Exercise Case Study 1: Indigenous Youth Mental Health in Hualien An Indigenous Atayal community reports rising school dropout and youth depression. Western interventions failed previously because they ignored: • role of elders • land-based healing practices • community narratives about well-being Students must design: • A co-created intervention with tribal leaders • Adaptations to protect cultural meaning • A participatory evaluation using Indigenous indicators (ritual participation, identity strength) Case Study 2: Supporting Migrant Domestic Workers in Taipei A Filipino domestic worker NGO reports high burnout, isolation, and risk of exploitation. Students must propose: • a culturally resonant peer-support or empowerment model • adaptations for language, schedules, employer restrictions • digital tools feasible through mobile phones Case Study 3: Older Adults in Rural Taiwan Facing Social Isolation Taiwan’s aging population is one of the fastest-growing globally. A rural township wants to implement a social connection program. Students must: • identify contextual barriers (transport, digital divide) • propose intergenerational models used in Taiwanese communities • adjust for cultural norms around family responsibility Case Study 4: Disaster Preparedness in Typhoon-Prone Areas Typhoon Morakot highlighted rural vulnerability, especially among Indigenous villages. Students design: • community-led resilience training • Indigenous ecological knowledge integration • rapid communication strategies in mountainous regions Case Study 5: LGBTQ+ Youth Support in Kaohsiung Although Taiwan legalized same-sex marriage, stigma persists in some areas. Students must: • design safe-space programs • address family acceptance barriers • adapt interventions for Confucian cultural norms and school system structures

Upon successful completion of this course, students will be able to: 1. Apply participatory and co-creation approaches to the design of social work interventions, engaging community members, service users, and local stakeholders as active partners throughout the planning and decision-making process. 2. Assess cultural, political, and economic contextual factors that shape social problems and service delivery, and analyze how power relations, governance structures, and resource distribution influence intervention feasibility and outcomes. 3. Adapt evidence-informed interventions to address the specific needs, strengths, and priorities of diverse communities, balancing fidelity to core intervention principles with necessary contextual modifications. 4. Integrate indigenous models and local knowledge systems into social work practice in culturally respectful and ethically grounded ways, recognizing their value in promoting relevance, legitimacy, and sustainability. 5. Develop practical implementation strategies for resource-constrained settings, including approaches to prioritization, partnership building, capacity development, and incremental scaling. 6. Identify and address ethical considerations when working with vulnerable and marginalized populations, with particular attention to issues of consent, participation, power asymmetries, and potential unintended consequences. 7. Formulate participatory evaluation plans that incorporate culturally grounded indicators and community-defined outcomes, enabling ongoing learning, accountability, and practice improvement.

Assigned readings are to be read prior to class. Students should come to class prepared to discuss and apply knowledge obtained from the readings to the classroom discussions. Class discussion and attendance are highly valued in this course. Students are expected to attend all classes unless prevented by illness, urgent crisis or mishap. If you anticipate missing a class session, please let the instructor know in advance. If you are not able to let the instructor know in advance, please follow up with communication after the fact. For help in identifying and securing difficult to find articles, please consult with instructor.

There will be desginated readings according to the following topics. 1. Community Mapping Activity: Indigenous Communities of Taiwan a. Fernandez, M. E., et al. (2019). Intervention Mapping: Theory- and evidence-based health promotion program planning. Frontiers in Public Health, 7, 1-8. DOI: 10.3389/fpubh.2019.00209 b. Cedstrand, E., et al. (2021). A Participatory Intervention to Improve the Psychosocial Work Environment and Mental Health in Human Service Organisations. International Journal of Environmental Research and Public Health,18(7), 3546. DOI: 10.3390/ijerph18073546. c. Chambers, R. (1994). The origins and practice of participatory rural appraisal.World Development, 22(7), 953–969. DOI: 10.1016/0305-750X(94)90141-4 2. Co-Creation Simulation: Working With Migrant Workers a. Leask, C. F., et al. (2019). Framework, principles and recommendations for utilising participatory methodologies in the co-creation and evaluation of public health interventions. International Journal of Environmental Research and Public Health, 5(2), 1-16. DOI: 10.3390/ijerph16132270 b. Becker-Haimes, E. M., et al. (2022). Comparing output from two methods of participatory design for developing implementation strategies. Implementation Science, 17(46), 1-14. DOI: 10.1186/s13012-022-01220-9 c. Israel, B. A., Schulz, A. J., Parker, E. A., & Becker, A. B. (1998). Review of community-based research: Assessing partnership approaches to improve public health. American Journal of Public Health, 88(2), 202–208. DOI: 10.2105/AJPH.88.2.202 3. Adaptation Workshop: Translating an Evidence-Based Intervention a. Fernandez, M. E., et al. (2019). Implementation Mapping: Using Intervention Mapping to develop implementation strategies. Frontiers in Public Health, 7, 1-8. DOI: 10.3389/fpubh.2019.00158. b. Yardley, L., et al. (2015). The person-based approach to intervention development. Journal of Medical Internet Research, 17(1), e30. DOI: 10.2196/jmir.4055. c. Stirman, S. W., Baumann, A. A., & Miller, C. J. (2019). The FRAME: An expanded framework for reporting adaptations and modifications to evidence-based interventions. Implementation Science, 14, Article 58. DOI: 10.1186/s13012-019-0898-6. 4. Implementation Challenge Activity: Rural vs. Urban Taiwan a. Fernandez, M. E., et al. (2019). Implementation Mapping: Using Intervention Mapping to develop implementation strategies. Frontiers in Public Health, 7, 1-8. DOI: 10.3389/fpubh.2019.00158. b. Webber, M., et al. (2022). Development and evaluation of interventions in social work practice research. China Journal of Social Work, 15(3), 221–232. DOI: 10.1080/17525098.2022.2114137. c. Tumuhimbise, W., Theuring, S., Kaggwa, F., Atukunda, E. C., Rubaihayo, J., Atwine, D., & Sekandi, J. N. (2024). Enhancing the implementation and integration of mHealth interventions in resource-limited settings: a scoping review. Implementation Science, 19, Article 72. DOI: 10.1186/s13012-024-01400-9. 5. Participatory Evaluation Exercise a. Chen, H. T., Morosanu, L., & Chen, V. H. (2024). Program Plan Evaluation: A Participatory Approach to Bridge Plan Evaluation and Program Evaluation. American Journal of Evaluation, 45(4), 551-561. https://doi.org/10.1177/10982140241231906 (Original work published 2024) b. Shanshan, H., & Islam, M. R. (2024). Integrating Indigenous Knowledge Into Rural Social Work: A Community-Led Study in Ninghua, Fujian, China. Sage Open, 14(2). DOI: 10.1177/21582440241255740. c. Walker, S., Kannan, P., Bhawra, J., & Katapally, T. R. (2023). Evaluation of a longitudinal digital citizen science initiative to understand the impact of culture on Indigenous youth mental health, PLoS ONE, 18(12): e0294234. DOI: 10.1371/journal.pone.0294234. d. Kannan, P., Bhawra, J., Wright, K., & Katapally, T. R. (2025). Mental health challenges and resilience strategies of Indigenous youth citizen scientists living in rural areas during COVID-19 school closures. PLOS Mental Health, 2(6): e0000256. DOI: 10.1371/journal.pmen.0000256

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