Diversity and cultural competence in field education

1. Diversity and cultural competence in field education Field instructor & task supervisor training University of central Florida Friday, February 12, 2016 Tameca n. harris-Jackson, phd, msw, licsw

2. objectives • By the conclusion of this presentation, participants should be able to: • Understand field instructor & task supervisor roles in facilitating culturally competent practice for social work students • Identify a model and tool to use to support student’s competency

3. Processing in

4. THE GOAL • As the signature pedagogy, field is where the proverbial rubber meets the road • One of the many goals of field educators is to prepare students for culturally competent practice by facilitating that transition of knowledge into practice. • This includes helping students understand that: • Often, people are “boxed” or “labeled” based on how they are perceived • This “box” or “label” is generally the result of incorrect perceptions and biased beliefs (stereotypes) – that we all have! • Society, life experience, family/friends, media, unwritten and written social codes, etc., often guide our perceptions and stereotypes of others and ourselves • NO ONE IS BIAS FREE – (i.e. “but I’m open-minded!”); our goal should be to constantly get to a place where we recognize and challenge our own biases

5. Council on social work education (cswe) & cultural competence – Competency 2 • “Social workers understand how diversity and difference characterize and shape the human experience and are critical to the formation of identity.” • To do this, students must demonstrate competence in the following ways: • apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels; • present themselves as learners and engage clients and constituencies as experts of their own experiences; and • apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.

6. TOOLS FOR YOU

7. Person in environment*: CULTURE ME “Behavior” ME “Affect” ME “Ideologies” ME “Structure” How I/Others act based on how we feel What I/Others believe about my “structure” How I/Others feel based on what is believed Born Into/Inextricable part of your world *Based on Lum, 2011

8. Person in environment: CULTURE (EXAMPLES) ME “Behavior” ME “Affect” ME “Ideologies” ME “Structure” Discrimination, Oppression, Marginalization, Microaggressions, Violence, Exploitation Sexism, Ableism, Ageism, Racism, Homophobia Prejudice, Stereotypes Race/ethnicity, gender, sex. orient., class, religion/faith, culture, ability

9. Thank you for your time and attention