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In the same year the head of the course, Bojana Christova, who was the first visiting nurse in Bulgaria, elaborated some rules concerning how to proceed in home visits, which could be used as a case study for students. Her advice, which regulated clothing, speech and behaviour on home visits, was based on her own experience: 14 Personality, tone of speech and proper instruction are all preconditions for the success of a visiting nurse. Have a smart outlook. A nurse dressed in a uniform will have more authority over mothers, more so than if she is dressed in colourful clothing with ….earrings, rings and suchlike … Be honest in what you are saying. Indifference will not attract the mother’s attention. Be careful and tactful in your activities and logical in your speech. It is important to select the material you will speak about, and to plan your activity. The time for speaking depends on the necessity. Do not leave until you have been in the visited home for at least fifteen minutes. Even in the most tidy home, you will find something to say. The good nurse adjusts to the situation and gives advice that can be implemented. Do not forget that every individual has to be treated separately. Be interested in the personal life of the mother. Do not forget to ask questions about others members of the family. Be a friend to the mother but do not allow her to speak about other mothers. Speaking with her, do not criticise the woman next door. Do not give occasion to speak about her. Do show your empathy to a mother but also educate her to bear her destiny without protest. Let her problems be expressed. Do search for the reasons, calm her and encourage her. Do not promise financial help if you know that we are unable to give it. Your kind behaviour is able to remove any transgression and to inspire in the mothers hope and belief in you. Be careful and conciliatory, but also demanding. 14 See Bojana Christova, “Saveti kum sestrite posetitelki” (Advice to visiting nurses), Sestra, (V.2, 1926,): 28 134
As we can see, the aim of Bojana Christova was to instruct visiting nurses on how to create a space of trust and security with the mothers, while preserving their authority as powerful professional women who were different from “ordinary” women even in terms of their outfits. Emotional communication was regulated. Female emotional closeness, empathy and friendship were required, but so too were professionalism, distance and control. This balance was a precondition for successful home visiting practice. The first generation of visiting nurses came from the middle and lower-middle class, which was especially affected in the post-war crisis years. The personal documents of nurses concerning their personal and family situation, indicate that they found it difficult to take care of their families alongside their professional work. It was important to encourage them, in their professional status as women responsible for the health and welfare of young mothers and babies. The case study includes such questions as: 1. Analyse the recommendations of Bojana Chrostova to the visiting nurses in Bulgaria. 2. Why did the home visits of visiting nurses need to have rules? 3. What were the similarities to the recommendations for home visiting practices in Victorian England? 4. How did visiting nurses establish their authority in the course of home visits? 5. How did they establish relationships of trust with the visited mothers and women? Female Teachers – Advisors: Penetrating Homes in Villages In the second half of the 1920s, many child health units were opened in urban areas. Their biopolitical measures – to reduce infant mortality and “help people to live” 15 – made them important social institutions for the urban poor. In comparison to the urban space, the lack of health units and other health and social institutions in rural areas was obvious. How could homes in villages be visited if there were an insufficient number of doctors and nurses? Who could be the agent who was close to the young mothers and able to visit homes and talk to 15 Michel Foucalt, Trjabva da zashtitavame obshtestvoto (We have to defend society), (Sofia: LIK, 2003). 135
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Teaching Gender in Social Work Teac
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© Alice Salomon Archive der ASFH B
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Visual intervention: research for s
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LIST OF TABLES Gender division at m
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Introduction Vesna Leskošek The bo
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• Working with the poor and peopl
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especially valuable when seeking to
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le is aimed mostly at educators, es
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ween’ reflect the majority view w
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with each perspective in order to a
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6. Do you think there was a need to
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provide another way in which to bro
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wherein the majority of students an
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mothers, but she definitely believe
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c) from a history of the present pe
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alongside, and not above or below,
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The Roots of the Social Work Profes
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Our aim is to make history and the
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for teaching gender from a historic
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loyalty and duty, the new one requi
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The Feminisation of Poor Relief At
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and mother. Even the ever well-info
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As an example of what it meant for
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their ability to empathise. All thi
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fictive or non-fictive materials, i
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• Orientatation, warming up Episo
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Conscience alley /teacher-in-role:
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3. Ask your students to visit a loc
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Visual Sources in Teaching History
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In addition to this, the interpreta
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We have used these ideas in classes
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Visualisation of concepts: • Stud
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students express their expectations
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We have used the mapping technique
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Some authors employ visual particip
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Social work educators may develop t
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Visual methods for social reforms:
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One of the few women among the famo
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We were inspired by this idea and r
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Jo Spence (1934 - 1992) was a Briti
Page 85 and 86: The most effective application of t
Page 87 and 88: Huss, Ephrat, and Julie Cwikel. “
Page 89 and 90: PART II - TEACHING WITH HISTORY: US
Page 91 and 92: Wave of Feminism. Reclaiming the po
Page 93 and 94: Toleration of domestic violence was
Page 95 and 96: • Can they share stories from the
Page 97 and 98: When speaking of mass deaths in Slo
Page 99 and 100: girls were exposed in many ways to
Page 101 and 102: public sphere. Those belonging to t
Page 103 and 104: Many services and professions are c
Page 105 and 106: of various nations or ethnic groups
Page 107 and 108: Scott, Wallach Joan. Gender and the
Page 109 and 110: Teaching Gender Through Diagnosis i
Page 111 and 112: other organs 3 and later as an illn
Page 113 and 114: Instructions for a case study Altho
Page 115 and 116: In addition, Savnik draws attention
Page 117 and 118: in Europe was a “family wage”,
Page 119 and 120: Many documents report a high number
Page 121 and 122: a “health police” in Lombardy a
Page 123 and 124: control, while the latter can be cu
Page 125 and 126: narration. Women’s stories were p
Page 127 and 128: Vari, Sandor. The case study of Ilm
Page 129 and 130: From Visiting Ladies Towards Munici
Page 131 and 132: the modernization process and inclu
Page 133 and 134: tions. These were the generations t
Page 135: to bring sick people to hospitals o
Page 139 and 140: In the 1930s female teachers and ad
Page 141 and 142: must save them from getting enraged
Page 143 and 144: Questions for students: 1. What was
Page 145 and 146: We conclude with a final set of que
Page 147 and 148: Human Reproduction Issues in Social
Page 149 and 150: that reproductive decisions are of
Page 151 and 152: ate. Natalist policies may be intro
Page 153 and 154: was that a child, due to one or bot
Page 155 and 156: and retrieval of egg or sperm, fert
Page 157 and 158: citizens have achieved so much, the
Page 159 and 160: Case Study Two: Cultural Difference
Page 161 and 162: Spektorowski, Alaberto, and Elisabe
Page 163 and 164: PART III - TEACHING MATERIAL A Phot
Page 165 and 166: The album consists of two parts, th
Page 167 and 168: On the following page we see a phot
Page 169 and 170: Figure 1. Photo album of Alice Salo
Page 171 and 172: Figure 4. Alice Salomon, 1899, Phot
Page 173 and 174: Figure 9. Margarete Treuge and Lili
Page 175 and 176: Figure 21. The Soziale Frauenschule
Page 177 and 178: Part 2: Ausbildungsstätten - Insti
Page 179 and 180: Figure 31. Die Wohlfahrtsstelle des
Page 181 and 182: Figure 36. Service for mentally han
Page 183 and 184: The second part of the album is hea
Page 185 and 186: Römer-Gobbin, who wrote about the
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This may be a starting point for di
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Salomon and Beatrice Webb, for exam
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References Addams, Jane. Twenty yea
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NOTES ON CONTRIBUTORS Dr. Adriane F
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Teaching with Gender How can educat
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