Culturally Competent Practice

Social Work 373: Culturally Competent Practice

Thursday, September 9 – Friday, October 1, 2010
Instructor: Laura McKibbin, MSW, LICSW
Holland Hall 213C, mckibbin@stolaf.edu
Office: 507-786-3136, Cell 507-402-9128
Office Hours MWF 10:30-11:30 and by appointment

Class Times
Mondays: 8:00-10:00, 11:50-1:50
Tuesdays: 8 hours in field practicum
Wednesdays: 8:00-10:00, 11:50-1:50
Thursdays: 8:00-3:00 (Immersion experiences planned for two Thursdays, panel planned for one)
Fridays: 8:00-10:00, 11:50-1:50

Location: Regents 356 A&B

Note: Class will begin on Thursday, September 9th and will meet from 8:00-10:00 and 11:50-1:50. The other Thursdays of the month will be used for immersion/panel experiences.

Description
This course immediately precedes the Field Practicum (Social Work 380). Students integrate principles and skills of culturally competent assessment, planning, intervention, and evaluation with diverse clients – micro, mezzo, and macro. They role-play diverse practice situations and articulate the implications of social policy for cross-cultural practice. Brief immersion opportunities in diverse communities are included. Additional fee. Prerequisite: Social Work 261. For senior majors only. Offered annually in September.
Note: The fee for Fall, 2010, is $50.

Social Work Program Mission
The St. Olaf Social Work Program prepares liberally educated professional social workers to ethically serve diverse populations and promote a just global community.

Definition of Generalist Practice
Generalist practice is a multilevel intervention with clients (individuals, families, groups, organizations and communities) of diverse backgrounds. It uses the social systems framework, planned change process, empowerment perspective and strengths-based approach to practice. It is grounded in the liberal arts, scientifically informed and ethical.

Intended Course Outcomes
At the conclusion of this course, students should be able to:

Demonstrate ethical assessment, planning, and intervention skills with a particular client system from a specific population at risk that differs from their own;
Demonstrate cross-cultural communication techniques that are used in social work practice with certain populations different from their own;
Examine particular practice rewards and challenges that arise with GLBT, First Nations, white ethnic, Hmong, Latino, African immigrant populations, as well as people with mental illness;
Examine potential organizational issues with a population at risk in their field practicum settings;
Understand and articulate the benefits and challenges of incorporating a spiritual dimension to practice in both public and private settings;
Articulate the differences and similarities between U.S. social work practice and global social work, using the lens of grief and loss;
Recognize the relationship between the social work profession and representative international bodies, especially the United Nations and international social work associations;
Assess potential privacy, discrimination, documentation, safety and interdisciplinary aspects of practice in their field practicum settings;
Identify personal, familial, organizational, communal and cultural strengths and barriers (including privilege) to their professional use of self in culturally competent practice.

Required Reading:
Rothman, J.C. (2008) Cultural competence in process and practice: Building bridges. Pearson Education, Inc.

Sisneros, J., Stakeman, C., Joyner, M.C. & Schmitz, C.L. (2008) Critical multicultural social work. Chicago, Illinois: Lyceum Books, Inc.

Sheafor, B. W., & Horesji, C. R. (2008). Techniques and guidelines for social work practice (8th ed.). Boston: Allyn and Bacon.
Course pack available from the bookstore

For Reference:
Anderson, S. & Middleton, V. (2005). Explorations in privilege, oppression and diversity. Belmont, CA: Brooks/Cole.

Diller, J.V. (2007) Cultural diversity: A primer for the human services. Belmont, CA: Thomson Brroks/Cole.

Green, J.W. (1995) Cultural awareness in the human services: a multi-ethnic approach (2nd Ed.) Boston: Allyn and Bacon.

Guadelupe, K.L. & Lum, D. (2005). Multidimensional contextual practice: Diversity and transcendence. Belmont, California: Brooks/Cole.

Harper- Dorton, K & Lantz, J. (2007) Cross-cultural practice: Social work with diverse populations. Chicago, Illinois: Lyceum Books, Inc.

Healy, L. (2001). International social work: Professional action in an interdependent world. New York: Oxford University Press.

Lum, D. (2003). Culturally competent practice: A framework for understanding diverse groups and justice issues. Pacific Grove, CA: Brooks/Cole.

Lyons, K., Manion, K., and Carlsen, M. (2006) International perspectives on social work: Global conditions and local practice. Basingstoke, UK: Palgrave Macmillan.

McGoldrick, M., et al (1982). Ethnicity and family therapy. New York: The Guilford Press.

Healy, L. (2001). International social work: Professional action in an interdependent world. New York: Oxford University Press.

Rothenburg, P. (2009). Race, class and gender in the United States: An integrated study. New York: St. Martin’s Press.

Sowers, K. & Rowe, W. (2007). Social work practice and social justice: From local to global perspectives.Belmont,CA:Brooks/Cole.

Sue,D.W. (2006) Multicultural social work practice. Hoboken, New Jersey: John Wiley and Sons, Inc.

Class Expectations:
Students are expected to attend every class. Remember that missing one class in a one-month format is equivalent to missing a week of classes in a semester format. I may assign an additional writing assignment for missed class content. Assigned readings are to be completed in advance of the class for which they were assigned, and students should be prepared to engage in discussion.

In order to optimize the learning environment in this class, students are asked to honor the following:

Be on time for class and stay until the end. We will start promptly at the designated start time and end promptly at the designated end time.
Turn cell phones and pagers off during class. If an emergency page or call is expected, set the device to "vibrate" rather than to "ring".
If you must enter late or leave early, do so quietly.
Late assignments are not accepted. Exceptions due to medical emergencies or other unforeseen circumstances will be determined by the instructor after consultation with the student and/or other involved parties.

Disability Statement: If you have a documented disability for which accommodations may be required in this class, please contact Ruth Bolstad (bolstadr@stolaf.edu ) or Connie Ford (ford@stolaf.edu) in the Academic Support Center (x3288) located at the back of the Modular Village. If you already have documentation on file with Student Disability Services in the Academic Support Center you are required to present your letters to the professor within the first two weeks of class.

Writing assistance: Peer tutors in the Writing Place offer help with any stage of the writing process. Walk-in tutoring is available Mon-Thur 9am-10pm, Fri 9am-6pm, Sun 12-10pm. Tutoring is available for English language learners. Interested students should meet with Su Smallen in the Academic Support Center. Call x3288 (507-786-3288) for an appointment.

Other Concerns: If you have other concerns that you think may affect your performance in this class, please let me now ASAP so that we can work together to find a solution.

And just a reminder that St. Olaf (and the social work profession) takes very seriously any ethical violations, including plagiarism. See policies at:
http://www.stolaf.edu/stulife/thebook/academic/integrity.html
http://www.stolaf.edu/stulife/thebook/academic/honor.html

Assignments and Activities
Leadership for assigned reading Due on assigned dates
Every student is expected to read all of the required reading assignments listed on the syllabus. Each student will be assigned a portion of the assigned reading and will serve as “leader” for that section. The assignment leader has the additional responsibility for leading classroom discussion about that section of reading on the assigned day (no more than 30 minutes). Come with an overview of major concepts, assumptions and/or points made in the assigned reading and what strengths or limitations it might have for culturally competent social work practice.

Learning Plan Preparation Due September 13
On Tuesday, September 14, from 4-5pm, you and your Field Instructor will work together on a beginning draft of your learning plan. Before that time, make a list of what you want to learn:

about yourself
about the client population you’ll work with
about the agency or organization and its context
about the social work profession

There should be at least 2-3 items under each heading, but there may be more in some. The learning plan is a “working document.” This is a beginning. You will add to it as you take on new responsibilities in the agency and as you complete some of the objectives you’ve identified.
Toward the end of September, prepare another draft Learning Plan according to the form in the Field Practicum Manual. Review the objectives for the Field Practicum and CSWE Objectives incorporated in the Field Evaluation and include items in your learning plan that will help you accomplish these objectives. (Due in October)

Individual bias paper Due September 17
The purpose of this assignment is to gain sufficient self awareness to minimize the influence of personal biases on your work with clients. Imagine one kind of client with whom you might not be comfortable working. In 3-5 pages (12 pt font, Times New Roman), answer the following questions:

What are the concerns or characteristics about this client that are difficult for me?
What in my knowledge or experience might cause me to think I would have difficulty with this client?
What about my knowledge or experience with a client like this am I willing to/not willing to examine further?
Who or what might assist me in further examining my discomfort, if I chose to do so?
What reactions do I have to this assignment? What might be the reasons for these reactions?

Immersion reflection Due Fridays, 9-17, 9-24, 10-1
Write a 1-2 page (12 pt font, Times New Roman), response to each immersion experience and the panel discussion addressing how well you met at least two of the learning objectives for this course through this experience.

Diversity presentation                                                                       Due on assigned dates
In assigned groups, you will research a population at risk. Please select a group that is different from those to which you might belong and that is not already specifically addressed in the assigned reading for the class (e.g., your group might select Arab Americans, people who are older, Chinese Americans, Korean Americans, clients who are deaf, Iranian Americans, Pilipinos, Japanese Americans, etc.) Read at least four (4) academic articles or chapters, including at least two (2) from social work sources, which discuss practice, policy or research with the selected population. Make every effort to find a source by someone from that population. Then, for the class, present in 30 minutes the key concerns and strengths evident in this population and the social work practice implications of which we all need to be aware. Be sure to suggest adaptations to the planned change process for the population selected. Use the practice frameworks for diversity competence in Rothman, chapter 4 (you may also want to refer to Rothman, chapter 5 and Sheafor, chapter 6) to outline your oral presentation. Prepare a 1 page handout for everyone in the class with bulleted facts about the population’s strengths, concerns and implications/suggestions for social workers. Include the names and contact information of 2-3 agencies or organizations specifically designed to serve this population. Each student also will hand in a description of your search strategy and a bibliography of the sources you found (see research log sample on course library page).


Role Play                                                                                Due on assigned dates
In the same small groups, prepare a role play to be presented in class (less than 15 minutes.) Please focus the role play on helping a client that represents at least two areas of diversity. One area should be the population you selected for your diversity presentation, the other area may be any other area of oppression (physical/mental ability, poverty, sexual orientation, religion, language, immigration status, substance abuse, victimization). For example, you might role-play working with a client who is Korean-American, lesbian and deaf, or someone who is Pilipino and older. Each student takes a turn being the social worker, and each role play should be 2-3 minutes in length. Provide a very brief introduction to the setting and the client before beginning the role plays. Be sure to demonstrate that you have adapted the planned change process for that population, utilizing the practice frameworks from Rothman and Sheafor.

Role Play Reflection Due October 1
In 2-3 pages, reflect on how it felt to do your role play. What feelings did you experience as a client? As the social worker? As a family member? What were the reasons for these feelings? How might you consider addressing those feelings, either as a social worker or a social work supervisor?

Timeline for Group Diversity Presentation and Role-play
9/9 in class                                Meet with your assigned group to discuss project, population selection, plan additional meetings, etc.
9/10 in class                              Sign up for the population of focus
9/10 - 9/20                                Academic research of selected population
9/10 – 9/20                                Research agencies that serve selected population
Due on date of presentation       Complete research log (Each individual submits)
9/10 - 9/20                                Prepare 30 minute class presentation
9/10 - 9/20                                Prepare 15 minutes of role-plays
On assigned date: 9/20-10/1       Give presentation and role play as a group in class
Due on date of presentation       Submit one-page handout about selected population (one for entire group)
10/1                                          Submit role play reflection (Each individual submits)

Grading

Assignment	Points
Leadership of assigned reading	15
Learning Plan Preparation	Ungraded, required
Individual Bias Paper	20
Immersion/Panel reflections (3)	15
Group Diversity Presentation	25
Group Role-play presentation	10
Role Play reflection	5
Participation and attendance	10
Total	100 points

Remember that social work students much achieve at least a “C” in all required
social work courses in order to attain an accredited degree.

Incompletes will be given in this course only for documented emergency situations with approval of the appropriate dean of students. Course grades will be assigned in terms of the percentages listed below:

Letter Grade	Percentage	Grading Definitions
A	93-100	Achievement that is outstanding relative to the level necessary to meet course requirements.
A-	90-92
B+	88-89	Achievement that is significantly above the level necessary to meet course requirements.
B	83-87
B-	80-82
C+	78-79	Achievement that meets the course requirements in every respect.
C	73-77
C-	70-72
D+	68-69	Achievement that is worthy of credit even though it fails to meet fully the course requirements
D	63-67
D-	60-62
F	less than 60	Work that was completed but at a level of achievement not worthy of credit; or work that was not completed and there was no agreement between the instructor and the student that the student would be awarded an incomplete.

Schedule (tentative)

Date	Topic	Required Reading
Thursday, 9/9	Course overview Ground rules The challenge of cultural competency Meet in assigned groups Watch Trouble the Water in class (96 min) Naurine 11:50 –after Convocation	Rothman chapter 1 Sisneros chapter 1 NASW (2001). NASW Standards for cultural competence in social work practice. http://www.naswdc.org/practice/standards/NASWCulturalStandards.pdf Universal Declaration of Human Rights http://www.ohchr.org/en/udhr/pages/introduction.aspx Course pack: Johnson, Y.M. and S. Munch. July 2009. “Fundamental contradictions in cultural competence.” Kwong, M.H. (2009). Applying cultural competency in clinical practice: Findings from multicultural experts’ experience.” Cox, K, Sullivan, N., Reiman, J & Vang, C. (2009) “Highlighting the role of cross-cultural competence in ethically sound practice.”
Friday, 9/10	Intersectionality and privilege Groups sign up for the population of focus 8:00-9:00 Molly Kellor and Tamera Domazet 12:55pm Kris McPherson, Room 355	Rothman chapter 2 Sisneros chapters 2 & 3 Course pack: Dhooper, S. S. (2003). Social work response to the needs of biracial Americans. Abrahms, L.S. & Moio, J.A. (Spring/summer 2009).”Critical race theory and the cultural competence dilemma in social work education.” McIntosh, P., “White privilege: Unpacking the invisible knapsack.”,
Monday, 9/13	11:50 Deb Clark – course fee Practice frameworks Spirituality and social work Learning Plan Preparation Due Leadership for assigned reading:	Sheafor, chapter 6, 15.18 Rothman, chapter 4 and 5 Sisneros, chapter 6 Course pack: Banerjee, M. & Pyles, L. (2004). Spirituality: A source of resilience for African American women in the era of welfare reform.
Wednesday, 9/15	Spirituality and social work (cont) International/ global social work Leadership for assigned reading:	Course pack: Winship, J.P. (Spring, 2004). Integrating spirituality and religion into direct practice assessment. Sue, D.W. (2005) Non-western and indigenous methods of healing. Limb, G., & Hodge, D., (2008) Developing spiritual competency with Native Americans: Promoting wellness through balance and harmony. Lyons, K., Manion, K. and Carlsen, M. (2006) “Globalization: Fact or Fiction and is it relevant?” Lyons, K., Manion, K. and Carlsen, M. (2006) “Towards a new equality: Social divisions in a global context.”
Thursday, 9/16	Immersion #1
Friday, 9/17	Social Work practice with clients who are Native American Social Work practice with clients who have immigrated from Africa/Somalia Individual bias paper due Immersion reflection due Leadership for assigned reading:	IFSW (2005). International Policy on Indigenous People. http://www.ifsw.org/en/p38000138.html Sheafor 15.19 Course pack: Weaver, H.N.(2004) “The elements of cultural competence: Applications with Native American clients” Weaver, H.N., (May 1999). “Indigenous people and the social work profession: Defining culturally competent services.” Weaver, H.N., (May 1998). “Indigenous people in a multicultural society: Unique issues for human services.” Harper-Dorton, K., & Lantz, J. (2007) “Native American Clients.” Hand, C.A. (2005) “An Ojibwe perspective on the welfare of children: Lessons of the past and visions for the future.” Commentaries on Survivors of Torture Articles Engstrom, D.W. & Okamura, A. “Working with survivors of torture: Approaches to helping.” Okitikpi, T. & Aymer, C. (2003). “Social work with African refugee children and their families.”
Monday, 9/20	Social Work practice with clients who have immigrated from Africa/Somalia (cont) Video: “Roosevelt’s America.” Social Work practice with clients who have disabilities Leadership for assigned reading: Group 1 diversity presentation and role play	Sheafor 15.8, 15.9, 15.10, 15.11, 15.12, 15.13, 15.14, Rothman, pgs 213-242 and pgs 311-324 Sisneros, chapter 5 Course pack: Shandy, D.J., Fennelley, K. (2006) “A Comparison of the Integration Experiences of Two African Immigrant Populations in a Rural Community African Immigrants.” Corrigan,P.W. (2007) How clinical diagnosis might exacerbate the stigma of mental illness.
Wednesday, 9/22	Social work practice with clients who are Hmong Social Work practice with clients who are GLBT Leadership for assigned reading: Group 2 diversity presentation and role play	Rothman, pgs 173-212 Sisneros, ch 4 Sheafor 15.15 Course pack: Lee, S.C., Yuen, F. K., (2004) “Hmong Americans' Changing Views and Approaches Towards Disability” Kaiser, T.L., (2004) “Achieving Shared Meaning in Cross-Cultural Dialogue: Understanding a Hmong Family's Response to Marital Violence” Boulden, W.T., (2009) “Gay Hmong: A multifaceted clash of cultures.” Lukes, C.A. & Land, H. (March 1990). Biculturality and homosexuality.
Thursday, 9/23	Panel discussion- cultural approaches to death, dying, grief and loss Viking theatre 11:20-12:30 Class 12:30-1:30	Leming, M. (2010) “Perspectives on death and life after death.” Chapter 4, and “Diversity in death rituals”, Chapter 10. Download from Moodle Sheafor 15.17 Course pack: Lyons, K., Manion, K. and Carlsen, M. (2006) International perspectives on social work: Global conditions and local practice. Chapter 4: “Loss: A core concept with universal relevance.”
Friday, 9/24	Social Work practice with clients who are GLBT (cont) Social Work practice with clients who are Latino/Mexican Students from Mexico –“Immigration and the effects on the Mexican Family” Panel discussion reflection due Group 3 diversity presentation and role play	Rothman pgs 145-159 Course pack: Harper-Dorton, K., & Lantz, J. (2007) “Gay, Lesbian, Bisexual and Transsexual Clients.” Gay Black Men talk: http://www.youtube.com/watch?v=c2wN783jBH4 Harper-Dorton, K., & Lantz, J. (2007) “Hispanic American Clients.” Hollister , C.D., Martin, M., Toft, J., and Yeo, J. (2005) “Obstacles to welfare-to-work transitions for Somali, Hmong, and Latino immigrants in the United States.”
Monday, 9/27	Social Work practice with clients who are Black/African American Possible guest speaker – Deepthi Sukamar from India Leadership for assigned reading: Group 4 diversity presentation and role play	Rothman pgs 69-92 Course pack: Harper-Dorton, K., & Lantz, J. (2007) “African American Clients.” Wilhelmus, M. (March 1998) “Mediation in kinship care: Another step in the provision of culturally relevant child welfare services.”
Wednesday, 9/29	Cultural competence in organizations Leadership for assigned reading: Group 5 diversity presentation and role play Group 6 diversity presentation and role play	Rothman chapters 6 and 7 Sisneros chapter 7
Thursday, 9/30	Immersion #2
Friday, 10/1	Speaker- Immersion reflection due Role play reflection due