SWK 64 5 : Field Practicum III

SWK 645: Field Practicum IIIPresenter: Jennifer D. Street, LCSW

Class Meeting Week Eight

Welcome Announcements Situation of the Week

In small and large group Cultural Competency Activity Cultural Competency Lecture Cultural Competency Discussion Wrap-Up

Agenda

Mid-Term evaluations

Any N/A’s or 0’s need to be addressed before final. Discuss with me if you have questions on how to remedy this.

Journals

Housekeeping

Situation of the Week

Small group guidelines:• Briefly summarize your situation of the

week for your partner• Ask for feedback

• Reverse the process

Situation of the Week

Large Group Guidelines:• Choose an appropriate practice situation• Summarize it in 2-3 minutes (with attention to

confidentiality)

• Develop one question or comment you would like the class to respond to in

discussion

Mid-Term Evaluations

Found in Field Manual Pages 114-118

Cultural Competency Activity

I will read a scenario. A smiley face indicates you believe the scenario described

exhibits cultural competency. And frowny face indicates you believe the scenario does

not exhibit cultural competency. An “X” indicates you have chosen to be neutral, or in the

middle, indicating the scenario is neither fully culturally competent or fully incompetent.

Your agency is located in an area that has recently been infiltrated by refugees from the former Soviet Union who have been re-located due to war and dangerous conflict. The religious background of these refuges is either strict, Orthodox Catholicism or Muslim. Your agency has stated they want to understand the needs of this new, diverse population in their vicinity. So, they send outreach workers into this new housing development where large numbers of refugees are living. The outreach counselor they send is a young, petite, Pentecostal student intern from Montgomery Alabama with no multicultural experience

Scenario 1

What went wrong here? What could have gone better? How would you prepare this intern if she was

the only one available for this task?

Discussion

Your agency provides emergency food boxes to families in need. When food is given to clients, it is pre-packaged and sent home with the clients. They are not asked or allowed to pick out the food themselves.

Scenario 2

What cultural issues could this bring

up? How could those be avoided?

Discussion

A local shelter for families in crisis has a bulletin board and brochure rack that houses information about all different types of local religious organizations. These are visible and accessible to all residents.

Scenario 3

What things would need to be considered in this scenario to ensure that the resource remains multi-cultural?

Discussion

A client of a foreign race who does not speak English comes to your agency for services. When a counselor meets with the client, an interpreter from a local agency is used to interpret the meeting. After the first session, the client expresses through a friend who she brought to translate for her that she has had previous interaction with the interpreter used in the last session. The last interaction the client had with the interpreter caused client to feel unsafe and to question whether that interpreter really conveyed accurate information. The client also doubts that the interpreter is trustworthy and able to keep her confidentiality. The counselor validates the client’s fears and offers to speak with supervisor about an alternate solution to address the language issue without using and interpreter the client feel uncomfortable with.

Scenario 4

According to the ADA, what would

be the requirements of that agency?

What ethical issues arise in the scenario?

Discussion

Cultural Competence Lecture

Ponder this…

Power and Powerlessness: Why does it matter in multicultural practice?

There are two significant themes in multi-cultural practice: Whether you will be culturally universal (etic)

OR culturally specific (emic) Second is whether multiculturalism will be

defined only by rcse, or whether it will cover gender, religion, sexual orientation, socioeconomic class, abelism, etc.

Two Themes

Distinct World Views

Native Oriented/TraditionalBicultural/ MulticulturalAcculturated/AssimilatedTransactional/Marginal

Mastery Skills

Cultural AwarenessKnowledge AcquisitionSkill DevelopmentDirect Ongoing Learning

Cultural Trauma

Roles for Cross-Cultural Therapists

Skilled Dialogue

Three major components Respect: awareness of boundaries Reciprocity: balancing power Responsiveness: open to new possibilities

Two skills that promote skilled dialogue are Anchored Understanding of Diversity Third Space

Cross-Cultural Treatment Recommendations

Suggested Resource: Culturagram

Questions?

For Next Week

Modules 1-9

O’hare Chapters 2-4

Journal 4

Have a great week!