Through a DEI lens. Enhancing cultural responsiveness and affirmative care skills of graduate students to work with BIPOC and marginalized communities.
Social work students’ clinical and ethical skill development must ensure they have adequate cultural humility/responsiveness and an affirming care approach to client services while utilizing a Diversity, Equity, and Inclusion (DEI) framework with marginalized communities. Social work students’ effective client care skills are essential while working with diverse and marginalized populations by addressing three critical domains in coursework designed from a DEI framework that includes: assessment, engagement, and intervention. In addressing these three domains, future professional social workers will ensure that they are providing affirmative, culturally competent clinical care to individuals, couples, families, groups, and communities.
Instructional Skills, Course/Curriculum (Re) Design, Indirect Instruction
Acquire strategy on how to incorporate a DEI framework in course syllabus.
Describe and provide information about affirming care approach to use with students.
Demonstrate cultural responsiveness as an teaching intervention for students.
Hear it from the author:
Call, D. C., Challa, M., & Telingator, C. J. (2021). Providing affirmative care to transgender and gender diverse youth: Disparities, interventions, and outcomes. Current Psychiatry Reports, 23(6), 1–10. https://doi.org/10.1007/s11920-021-01245-9
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of teacher education, 53(2), 106–116. https://doi.org/10.1177/00224871020530020
Sue, S., Fujino, D. C., Hu, L.-t., Takeuchi, D. T., & Zane, N. W. S. (1991). Community mental health services for ethnic minority groups: A test of the cultural responsiveness hypothesis. Journal of Consulting and Clinical Psychology, 59(4), 533–540. https://doi.org/10.1037//0022-006x.59.4.533
Thorp, H. H. (2020). Time to look in the mirror. Science, 368(6496), 1161. https://doi.org/10.1126/science.abd1896