Engage Diversity and Difference in Practice.
What makes us different is a part of who we are, what makes us unique, and it is a huge factor in our life story. Social workers respect differences and diversity and value how these shape people and make them unique. Social workers value all differences whether they be race, culture, age, disability, religion, class, sexual identity, gender, or political views. These factors contribute to what a person is feeling. Cultural competency and understanding our clients fully is a crucial part of social work. Social workers strive to be knowledgeable in these differences in order to best serve their clients. Social workers keep informed of the different disparities these diverse populations experience by being oppressed or marginalized.
Practice Behaviors:
2.1- Develop and implement strategies that strive to eradicate discrimination in any form.
Academic Evidence: Throughout my MSW, I developed a policy and a program that allowed me to delve deep into discrimination and interventions. I read research that educated me on the plight of those marginalized. In my program development course, I conducted a Needs Assessment and developed a Program for intervention of bullying in schools. After reviewing data, we discovered discrimination was a significant factor in bullying. We assigned a diverse group of students to be peer supports for victims of bullying. Click Needs Assessment and Program Proposal Plan to see our program.
Field Evidence:
At the Crisis center, I dealt with all types of populations. I became aware of the fact that I saw people as human beings and met their needs regardless of their differences. In crisis situations, I didn’t even notice differences and this was very rewarding to me.
I demonstrated leadership by implementing evidence based practices that are relevant to the population I serve. I maintained cultural competency. I shared strategies and tools that I learned in class to guide clients to more positive thinking, mindfulness and changing behaviors by identifying cognitive distortions. I used theoretical frameworks to explore diverse perspectives and intersectionality within organizations that we collaborate with.
2.2 – Implement evidence-based and culturally informed strategies with diverse populations.
Academic Evidence –
In my program development course, my group identified that discrimination is a major cause of bullying. We developed interventions such as educating in a celebratory manner. In my program development class, my group and I designed interventions for students who are victims of bullying such as peer support, education to bring awareness and encouragement to celebrate differences. Click Needs Assessment and Program Proposal Plan to see these interventions.
Field Evidence: In working in mental health, I saw many clients with mental disabilities as well as individuals with IDD. I was able to observe the prevalence of comorbidity among clients and how the symptoms vary per individual. I took steps to ensure I was inclusive to all diverse clients. I saw a client who was HIV positive and he thanked me for not treating him like he was “gross”. My knowledge of the virus coupled with my education allowed me to treat him with dignity and respect. This built rapport and enabled the client to trust me. He then became less guarded and shared with me his personal struggles which gave me a knowledge I needed to help him find care according to his needs.
Knowledge: The knowledge demonstrated in this competency includes the use of the NASW Code of Ethics, use of respect, self-awareness, intersectionality within discrimination and oppression, awareness of social issues, understanding of a person’s life experiences and how that shapes them and directs them, valuing diversity, valuing equality and cultural competence.
Values: While conducting assessments and following up with clients and their families, I had to interact with others to gain information. While doing so, I exercised values such as dignity and worth of human beings, service, respect for clients, ethics, social justice, competence, empathy, privacy and confidentiality. I witnessed discrimination of LBGT members and reported it to my practicum supervisor while advocating for their right to respect and equality.
Skills: The skills demonstrated in this area are advancement of human rights, promoting social justice, communication, active listening, empathy, critical thinking, organization, problem solving and time management. I evaluated existing policies to determine the need for improvement. I identified gaps in care and brought them to my supervisors attention. I stayed informed by continuously engaging in learning and reviewing research.
Cognitive: Effective evaluation, organization of my time wisely, self- awareness of emotions, biases and boundaries, critically examine all aspects of a person’s life to understand them without judgment by creating a safe space for clients to express themselves.
Affective: Conducting myself with professional behavior, implementing self-care, keeping a planner to be organized and ensuring time management, brainstorming using critical thinking and problem solving to adequately advocate for marginalized people. I used discernment as I assessed clients and spoke with emergency contacts to determine the level of care appropriate for the client.
Theoretical foundations: In my interactions with clients, I saw that Attachment Theory holds true in that how a person formed attachments to caregivers impacted their life. Understanding the clients’ environment is an important aspect of their life that contributes to their well-being, allows me to have genuine empathy. Many of the clients I see are starved of validation and empathy and offering this to them is healing.