Competency 2: Engage diversity and difference in practice
Introduction: No matter the setting we find ourselves in, the clients served will have different socio-economic levels, ethnicity, religious affiliation, political views, life experiences, and outlooks of themselves and the world. Being culturally aware is demonstrated by being knowledgeable of best practice methods and services that meet clientele needs in respect to their values. Cultural competence is being curious to learn about other cultures, open to understanding perspectives, and treating all fairly. Also, the advanced worker doing a self-assessment of attitudes towards diversity and challenging assumptions believed demonstrates cultural humility. We must develop positive attitudes and embrace differences in practice. This is important in order to better serve and build rapport with clients. As an advanced practitioner, eradicating discrimination is speaking up on the behalf of vulnerable populations or instilling empowerment in that individual, group, or community. Due to issues with discrimmination the Americans with Disabilities Act (ADA) was created as well as the Title VII of the Civil Rights Act. Even with such laws in place Social Workers have a duty to ensure these important laws are known, understood, and followed instead of overlooked. Some are unaware that their actions are discriminatory so we educate them.
2.1 – Develop and implement strategies that strive to eradicate discrimination in any form
Course Evidence: Integration of Faith we discussed Social Work practice and Christianity. The importance of this class was to address how Social Workers work in accordance with the code of ethics and values, while also honoring the right to self determination of clients despite our own spiritual/religious beliefs. One of the assignments was to discuss how Social Workers navigate religious difference situations with clients without compromising one’s own views. Christian Social Work Paper
Field Evidence: Doing rounds at Erlanger Hospital in the PICU and NICU I learned that many of the Hispanic families were from Dalton, Georgia, which is a growing population in the Chattanooga area. As I observed the interaction between medical staff and spanish-speaking families and became curious as to how much the families understood what was being stated by the doctors. The obvious barrier was language, which can be dealt with via an interpreter, other staff member, or even the child(ren). I understood the need and importance of building rapport with families of various ethnicities, but not all professionals take time to do this. I conducted research on how medical professionals could improve their relationship and care with spanish-speaking patients and their families. I was not able to share my findings, but the information I found would be of great benefit. https://www.aafp.org/afp/2013/0101/p48.pdf
Additional Evidence: Going to various Elementary schools in Chattanooga presenting the Lauren’s Kids child sex abuse prevention curriculum I had was able to interact with a lot of students and meet school personnel. I observed and that most of the schools I went to were primarily suburban and caucasian. I did go to a few Title 1 urban schools, which were majority African-American and Hispanic/Guatemalan students. As I taught I observed the difference of student-teacher engagement and discipline between the schools. I was curious as to how many urban schools are not receiving this prevention education service, which shows a disparity of diverse outreach in the community. I discussed this issue of diversity with my field and task supervisor. diversity journal entry
2.2 Implement evidence-based and culturally informed strategies with diverse populations
Course Evidence: Group’s program proposal to create residential housing for survivors of sex trafficking; we are ensuring that our treatment programs are evidence-based and staff members practice in a way that is culturally appropriate and sensitive. We recognize that this issue is a global epidemic and not subjected to one ethnic group so we know our clientele will come from various backgrounds and we desire to meet them where they are.
See pages 5-12 of Program Proposal Paper for strategies to help sex trafficked victims
Field Evidence: I conducted research on strategies for teaching a diverse classroom and implemented what I found when presenting. Strategies such as fairness and proactive behavior management. Doing this helped me engage with minority and ethnic students in a relatable way.
Links to research articles:
https://files.eric.ed.gov/fulltext/EJ1182041.pdf
Culturally Responsive Classroom Mngmnt
Additional Evidence: When practicing our clinical therapy skills (individual) part of the evaluation was to reflect on if there were diversity issues that needed to be addressed. Even though my session was not inclusive of any particular issues or concerns, I reflected on how being more informed and aware about my client’s culture would have improved our client-worker relationship.
See part B of CBT Reflection