Competency 2: Engage Diversity and Difference in Practice
Engage Diversity and Difference in Practice
It is crucial to me that I practice a perspective which refrains from placing judgement, eliciting criticism, or expressing disapproval of any person who I interact with. Individuals are vastly different from each other; from the way that they were raised, to their practicing religious beliefs, to their biological features, to their cultural activities, to the way they present and identify themselves in their worlds. It is important that I refrain from allowing the individual differences amongst those I interact with to alter my approach, methods, and attitudes towards engaging with and helping them. I have kept the value of social justice close to my heart and active in my work, and I I will continuously educate myself about the differences in those around me as well as any personal biases which I might possess. In my course and field settings, I have done everything I can engage in diversity and difference practice.
PRACTICE BEHAVIORS:
2A: Develop and implement strategies that strive to eradicate discrimination in any form.
Academic Evidence: In March, I attended an online school board meeting for the Metro Nashville Education System. One major focus of this meeting was the need for the school system to allow access for all students in the district to receive quality education, given the unique circumstances of Covid-19 protocols. The board members brought up and analyzed various issues of funding, and they brainstormed how the administrators might step in to increase equitably. For my School Social Work course, I needed to review, analyze, and reflect on this meeting and incorporate how the school social work professional relates to the topics at hand (affective level: receiving). In this discussion, I mentioned that there needs to be various methods for all professionals involved to drastically increase the opportunities of all students to get educational resources as they study remotely. In this situation, I explained how there should be a stress on providing appropriate technology to those who do not currently have the useful tools to receive a quality classroom experience via Zoom and other platforms. Throughout this assignment, I highlighted on the social work value of service and expansion of social justice. Here is the assignment which I reflect on the school board meeting: School Board Meeting Assignment Rachel Wood.
Field Evidence: In March, I attended a Walker County Family Connections meeting, which was specifically focused on reviewing the education system’s data about academic performances, student demographics, and current major school system needs. At this meeting, the Walker County superintendent spoke about the recent situation for Walker County schools. One of the aspects which he highlighted on was the unfortunate inability of the school system to meet the needs of the minorities and low-income students. In response to this need, one thing which Walker County schools has implemented is a system called Backpack Blessings, where local providers donate food items for students who are less fortunate to take home after the school day. In addition to attending this meeting, I responded to this need by taking part in the distribution of these Backpack Blessings to schools in the area (affective level: responding). Here: Walker County Family Connection is an image of the meeting agenda.
Other Evidence: During the time of receiving remote practicum hours due to Covid-19, I reviewed and reflected on four TED Talk presentations by various educators around the world who want to address the issue of equitability in education. These presentations–“How to Fix a Broken School,” “How America’s Public Schools Keep Kids in Poverty,” “How to Fix a Broken Education System Without Any More Money,” and “Creative Ways to Get Kids to Thrive in School”–touched on the various macro, problem-solving methods which different education systems have or should utilize in order to reduce discrimination and expand upon equitable opportunities. After listening, taking notes, and reflecting on these presentations, I typed a report on the various themes which I gathered throughout the talks. In this way, I was acting as a learner, and allowing practitioners from across the globe to inform me about the current issues and strategies related to improving education systems. Attached here: TED Talk Notes are the notes which I took throughout this process.
2B: Implement evidence-based and culturally-informed strategies with diverse populations.
Academic Evidence: In the Advanced Administration course, I planned an agency proposal which incorporates adventure therapy to address the needs of youth dealing with anxiety and depression (cognitive level: synthesis). This agency, called Nurtured Through Nature, is advertised with a cost to clients in the community who are seeking help. With the knowledge that the surrounding area has several individuals who would like to seek help but are financially disadvantaged, I incorporated a financial plan in the structure of the agency where a select fund can help provide opportunities for services at a reduced or free cost. In this way, the services which the agency provides can be expanded to diverse populations who in many instances cannot afford to have outdoor therapy interventions. This structure and plan to meet others where they are at financially emphasizes the values of social justice. Here is an attachment to that proposal project: Final Assignment Angel, Christensen, Wood-2.
Field Evidence: As a representative of school social work, I took part in the Teen Maze put on by the Catoosa Prevention Initiative in September. The Teen Maze brings together a variety of organizations and professionals in the north Georgia area to educate and address the issues of substance abuse, health, pregnancy, suicide, dating violence, and driving while impaired for teenagers. This major event incorporates a variety of evidence-based strategies in a way which emphasizes cultural understanding in order to effectively meet the needs of high school students. At the Teen Maze, I was a team member who helped to organize the setup of events, and I was a part of the final “graduation” ceremony, where every student received a document for completing the activities. Here is an image of the entrance to the Teen Maze event: Teen Maze 2019.
Other Evidence:Through my practicum, I attended a Walker County Family Connections meeting in which a representative from the U.S. Census Bureau came to present. At this meeting, we learned about the importance of counting every person in the Census, and how the process can help the government to understand data and statistics about all people groups. One major topic which we discussed was the need for previously under-represented citizens to be counted for in the 2020 Census. The representative led the conversation as several Walker County professionals brainstormed how to reach all persons in the Walker County area. By implementing the culturally-informed strategies which were discussed, it is possible that social workers and professionals can expand upon social justice as the highest number of citizens are counted for in the next Census. This link provides an image of some of the notes and facts we looked at for this meeting: Census 2020 Notes.