Skills lab 3

Week 3: Diversity and Inclusion — Advanced Practice

Master of Social Work students are required to understand how diversity and difference shapes the human experience and apply culturally respectful interventions. Additionally, students are expected to develop awareness, knowledge, and skills to ensure culturally sensitive social work practice with diverse populations and constituencies. By participating in this online diversity and inclusion module, Advanced/Specialization students will build on current knowledge of diversity and difference, while applying social work advocacy skills to vulnerable populations.

Learning Objective

Students will:

• Analyze ally development

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Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Edwards, K. E. (2006). Aspiring social justice ally identity development: A conceptual model. NASPA Journal (National Association of Student Personnel Administrators, Inc.), 43(4), 39–60. Retrieved from http://www-tandfonline-com.ezp.waldenulibrary.org/doi/abs/10.2202/1949-6605.1722

Note: You will access this article from the Walden Library databases.

Required Media

By now, you should have read the Announcement named “Sign Up for Your Clinical Skills Lab.” As noted there, watch each of the four introductory videos below that provide an overview of each session. Then, decide which session you’d like to attend, and go to the sign-up link provided in that announcement. Sessions may fill up quickly, so it is highly recommended that you don’t delay.

Laureate Education (Producer). (2017a). An introduction to acceptance and commitment therapy, or ACT [Video file]. Baltimore, MD: Author.

Note:  The approximate length of this media piece is 9 minutes.

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Laureate Education (Producer). (2017b). An introduction to cognitive behavioral therapy in social work practice [Video file]. Baltimore, MD: Author.

Note:  The approximate length of this media piece is 7 minutes.

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Laureate Education (Producer). (2017c). An introduction to restorative justice [Video file]. Baltimore, MD: Author.

Note:  The approximate length of this media piece is 7 minutes.

Accessible player --Downloads--Download Video w/CCDownload AudioDownload Transcript

Laureate Education (Producer). (2017d). An introduction to Seeking Safety [Video file]. Baltimore, MD: Author.

Note:  The approximate length of this media piece is 5 minutes.

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Optional Resources

Fisher-Borne, M., Montana Cain, J., & Martin, S. L. (2015). From mastery to accountability: Cultural humility as an alternative to cultural competence. Social Work Education, 34(2), 165–181. doi:10.1080/02615479.2014.977244

Note: You will access this article from the Walden Library databases.

Hancock, T. U., Waites, C., & Kledaras, C. G. (2012). Facing structural inequality: Students’ orientation to oppression and practice with oppressed groups. Journal of Social Work Education, 481(1), 5–25. doi:10.5175/JSWE.2012.201000078

Note: You will access this article from the Walden Library databases.

National Association of Social Workers. (2008). Code of ethics of the National Association of Social Workers. Retrieved from http://www.socialworkers.org/pubs/Code/code.asp

Discussion: Ally Development

If you have come here to help me, you are wasting your time. But, if you have come because your liberation is bound up with mine, then let us work together.
— Lila Watson, Aboriginal activist

The above quote captures one aspect of ally development. The Edwards article provides important information about becoming an ally and developing advocacy skills, focusing on effective identity development, consistency, and sustainability. As a starting point, consider these questions regarding the article:

• How does the Watson quote mirror those ideas?
• How can you identify, remain consistent, and practice sustainability in your ally development?

In this Discussion, review the article and explore the topic of social justice ally development.

By Day 3

Post:

• Identify a population with which you could become an ally.
• Identify a quote or create a motto to capture the intent of your ally-ship.
• Identify potential obstacles to ally-ship and explain how to address them.
• Include any references in your post.

By Day 5

Respond to at least one of your colleague's postings in one or more of the following ways:

• Ask a probing question.
• Share an insight from having read your colleague's posting.
• Offer and support an opinion.
• Validate an idea with your own experience.
• Make a suggestion.
• Expand on your colleague's posting.

 Zakiya Bennette RE: Week 3 DiscussionCOLLAPSE

I would like to become an ally to the LGBTQ community. The LGBTQ community is a marginalized community that is in need of a constant ally. My motto would be to “Stand up for the marginalized”. Even though this quote may not be creative it gets down to the point. One obstacle to this allyship is that I may not be taken seriously. Sometimes individuals only want allies within their community. The reason for this is that they want people to understand what they are going through. However, I believe the best allies come from individuals that are in a more privileged position.