Competency 3: Engage Anti-Racism, Diversity, Equity, And Inclusion in Practice
As social workers it is imperative that we understand how racism and oppression permeate our society, shape identity formation and human experience, and affect practice at individual, family, group, organization, community, and policy levels. I understand how context shapes one’s life experience. I also recognize how multiple intersecting oppressions impact the lives of the clients I will serve. Intersecting forms of oppression include poverty, marginalization, and alienation. As a competent social worker I understand mechanisms of oppression and discrimination and I will work to ameliorate their effects on the promotion of social justice. Understanding the mechanisms of oppression and discrimination assists me as an advanced general practitioner to propose and lead in efforts that are meant to address the diversity of issues presented in my work setting, as well as actively address anti-racism, equity of services and access, as well as assure inclusion of marginalized populations in developing programming that addresses their needs.
3:1 Demonstrate leadership in advocating for human rights, social, economic, and environmental justice.
Course Evidence: During the completion of my Advanced Social Policy course SOCW 609, three classmates and I were able to review research and develop a policy that demonstrates and advocates for those who are disproportionately served throughout lunchrooms in Tennessee. “Feeding Our Future” incorporated leadership and advocacy measures so that students are not ostracized due to financial inequities. Please refer to the “abstract” page within the table of contents to view the demonstration of advocacy methods: Comprehensive Advocacy Portfolio.
3:2:Design and implement social action strategies that demonstrate social, racial, economic, and environmental justice.
Field Evidence: In order to prepare for my special project, a Community Resource Fair sign up sheet was implemented. This resource fair provided resource equality for many families who lack adequate resources and are left with socioeconomic inequities. Many vendors that serve a range of diverse populations were present for the event. Families are often unaware of how to locate specific resources to meet their needs or where to begin, and this event showcased various organizations who assist with strategies to combat financial disparities in order to provide equality to all. Some of the organizations that attended included Chant, and Highland Mortgage to assist with housing, Adventure Pediatric, as well as the health department. Their presence at the event was very beneficial to families, especially since Adventure Pediatric Dentistry is one of the few dentistries in Chattanooga that serve TennCare patients. First Things First provides parenting classes/skills that assist our students and families.This list demonstrates advancement of social, racial, economic, and environmental equality as dental/health care agencies were present, realtors, housing agencies, summer camp agencies, as well as army recruitment organizations. Please refer to the vendor list here.
Skills Used: Throughout this competency, I was able to demonstrate skills in organization, observation, leadership, problem solving, as well as understanding human relationships.
Knowledge Used: Knowledge about various polices such as the Anti-Lunch Shaming policy, as well as procedures and policies relating to equity for all were demonstrated throughout this competency. Additionally, knowledge from several courses such as Advanced Social Policy and Practicum were demonstrated.
Values Present: Values present throughout this competency were social justice and equality, as well as advocacy. These values are demonstrated through creating a plan to better serve students throughout lunch rooms across Tennessee schools, as well as being a leader and advocate through learned skills and observation.
Cognitive Processes Used: Observation and applying knowledge and information.
Affective Processes Used: Affective processes demonstrated throughout this competency were making plans to further improve upon policies and update current strategies as well as examining existing data and research.
Theoretical Foundation: Cognitive Dissonance Theory is present throughout this competency, especially pertaining to policies such as Anti-Lunch Shaming. It is also evident within school board meetings where persuasion is at an elevated high. The goal of persuasion is to induce enough dissonance in listeners that they will change their attitudes, values, beliefs, or behaviors. Aversive consequences and freedom of choice provide the ideal mixture for cognitive dissonance to be effective.