Teaching cultural humility for social workers serving LGBTQI Aboriginal communities in Australia

Social Workers in academia may enjoy seemingly endless discussions and debates on ever-evolving “diversity concepts” including privilege, oppression, microaggressions, and white supremacy culture, but students and would-be allies are often stymied, if not altogether lost by the enormity of overcoming injustice. The 7E model for Cultural Humility and Antioppressive Practice provides specific and creative opportunities for personal and systemic change offering fledgling antiracists both structure and freedom on their unique paths to activism and allyship in keeping with their own individual, intersectional identities and bio-psycho-social development. The seven experiences discussed in the model (exposure, engaging, examining, evaluating enacting, educating, and evolving) are defined and explained. Teaching tools are provided.

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Understanding the Mental Health Problems of Children and Adolescents

10.1093/oso/9780190927844.001.0001 ◽

2021 ◽

Author(s):

Kirstin Painter ◽

Maria Scannapieco

Keyword(s):

Mental Health ◽

Children And Adolescents ◽

Social Workers ◽

Case Studies ◽

Mental Health Problems ◽

Real Life ◽

Health Problems ◽

Cultural Humility ◽

Evidence Based ◽

Evidence Based Treatments

Understanding Mental Health Problems of Children and Adolescents: A Guide for Social Workers provides a practical guide for social workers on promoting positive mental health in youth from a system of care perspective. Social workers will gain an understanding of the scope of mental health issues in youth, along with definitions, etiology, and evidence-based treatments. The book emphasizes the importance of collaborating with youth and caregivers, addressing issues from a strengths and trauma-informed perspective, and cultural humility practice. A unique aspect of the book is the presentation of real-life case studies that allow the reader to apply the information in each section of the book. Each diagnosis is presented in two chapters. The first chapter discusses the criteria of the Diagnostic and Statistical Manual of Mental Disorders (DSM), the biological aspects of the disorder, and its differential diagnoses followed by a case study applying the diagnostic criteria. The second chapter presents evidence-based treatments and medications. Information on how to access evidence-based treatments for each diagnosis is provided, followed by a discussion of the outcomes of the case studies from the previous chapter. The final chapters discuss the importance of collaborating with schools, mental health providers, child protective services, and others.

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Banging the same old colonial drum? Moving from individualising practices and cultural appropriation to the ethical application of alternative practices in social work

Aotearoa New Zealand Social Work ◽

10.11157/anzswj-vol31iss2id632 ◽

2019 ◽

Vol 31 (2) ◽

pp. 29-41

Author(s):

Canice Curtis ◽

Christine Morley

Keyword(s):

Social Work ◽

Social Workers ◽

Critical Incident ◽

Critical Reflection ◽

Cultural Safety ◽

Alternative Methods ◽

Cultural Humility ◽

Ethical Challenges ◽

Critical Practice ◽

Alternative Practices

INTRODUCTION: Western conceptualisations of social work are increasingly interestedin practices considered to be alternative or non-traditional to respond to oppression. While incorporating alternative methods into social work is frequently viewed as unproblematic, we suggest critical reflection is necessary to safeguard against inadvertent, culturally unsafe practice and the uncritical re-inscription of individualised solutions.APPROACH: In this article, we explore the application of group drumming practices within social work through examination of a critical incident. While the benefits of group drumming are well documented, we use critical reflection to explore ethical challenges of incorporating group drumming practices into social work.CONCLUSIONS: We highlight strategies for social workers using alternative or non- traditional practices that support cultural humility and critical practice goals. This research holds implications for social workers interested in the potential of alternative practices while remaining committed to critical practice and cultural safety.

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Talking about the Aboriginal Community: Child Protection Practitioners’ Views

First Peoples Child & Family Review: An Interdisciplinary Journal Honouring the Voices, Perspectives, and Knowledges of First Peoples ◽

10.7202/1069585ar ◽

2020 ◽

Vol 1 (1) ◽

pp. 63-71 ◽

Cited By ~ 1

Author(s):

Christopher Walmsley

Keyword(s):

British Columbia ◽

Social Workers ◽

Child Protection ◽

Interview Data ◽

Aboriginal Communities ◽

Aboriginal Community ◽

Aboriginal Child ◽

Full Responsibility ◽

Relationship Of ◽

The Relationship

Child protection practitioners view Aboriginal communities as victim, adversary, participant, partner, and protector of children. These representations of communities are derived from interview data with 19 Aboriginal and non-Aboriginal child protection social workers in British Columbia, Canada. The representations of the community are informed by the practitioner’s geographic relationship to the community and the length of community residency (including whether it’s the practitioner’s community of origin). Practitioners view communities as a victim or adversary when no relationship of trust exists with the community. Practitioners view communities having a participative or partnership role in child protection when trust has developed. When communities take full responsibility for children’s welfare, practitioners view the community as the protector of children. No clear association was found between the different representations of the community and the practitioner’s culture or organizational auspices. The practitioner’s own vision of practice is believed to signiﬁcantly inﬂuence the relationship that develops with the community.

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Spotlight on the Clinician in the Life Participation Approach to Aphasia: Balancing Relationship-Centered Care and Professionalism

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00025 ◽

2020 ◽

Vol 5 (2) ◽

pp. 414-424

Author(s):

Rochelle Cohen-Schneider ◽

Melodie T. Chan ◽

Denise M. McCall ◽

Allison M. Tedesco ◽

Ann P. Abramson

Keyword(s):

Social Workers ◽

Therapeutic Relationship ◽

Interprofessional Collaboration ◽

Opportunity To Learn ◽

Subjective Experiences ◽

Speech Language Pathologists ◽

Self Disclosure ◽

Centered Care ◽

High Standards ◽

Therapeutic Encounter

Background Speech-language pathologists make clinical decisions informed by evidence-based theory and “beliefs, values and emotional experiences” ( Hinckley, 2005 , p. 265). These subjective processes, while not extensively studied, underlie the workings of the therapeutic relationship and contribute to treatment outcomes. While speech-language pathologists do not routinely pay attention to subjective experiences of the therapeutic encounter, social workers do. Thus, the field of social work makes an invaluable contribution to the knowledge and skills of speech-language pathologists. Purpose This clinical focus article focuses on the clinician's contribution to the therapeutic relationship by surfacing elements of the underlying subjective processes. Method Vignettes were gathered from clinicians in two community aphasia programs informed by the principles of the Life Participation Approach to Aphasia. Results and Discussion By reflecting on and sharing aspects of clinical encounters, clinicians reveal subjective processing occurring beneath the surface. The vignettes shed light on the following clinical behaviors: listening to the client's “whole self,” having considerations around self-disclosure, dealing with biases, recognizing and surfacing clients' identities, and fostering hope. Speech-language pathologists are given little instruction on the importance of the therapeutic relationship, how to conceptualize this relationship, and how to balance this relationship with professionalism. Interprofessional collaboration with social workers provides a rich opportunity to learn ways to form and utilize the benefits of a strong therapeutic relationship while maintaining high standards of ethical behavior. Conclusion This clinical focus article provides speech-language pathologists with the “nuts and bolts” for considering elements of the therapeutic relationship. This is an area that is gaining traction in the field of speech-language pathology and warrants further investigation.

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Students Involvement in Multilingual and Multicultural Community Services

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds22.2.77 ◽

2015 ◽

Vol 22 (2) ◽

pp. 77-89 ◽

Cited By ~ 2

Author(s):

Ying-Chiao Tsao

Keyword(s):

Service Learning ◽

Cultural Competence ◽

Linguistically Diverse ◽

Community Services ◽

Cultural Humility ◽

Self Assessment ◽

Multicultural Community ◽

Raising Awareness ◽

Hands On ◽

Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

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