Teaching About Racial and Ethnic Diversity in Social Work Education: A Systematic Review

Little of social work literature provides evidence of best teaching practices for preparing social work students to work with clients from historically excluded racial and ethnic groups. A systematic literature review was conducted to assess studies published in the United States during the 10-year period (2007-2016) that examined: (1) social work educators\u27 pedagogical interventions for teaching about racial and ethnic diversity, (2) components of those interventions, (3) methodological designs to evaluate the interventions, and (4) the students\u27 learning outcomes. Following the systematic review protocol, the authors identified and assessed twenty-five studies (qualitative, quantitative, and mixed-methods). The studies reflected a variety of teaching interventions, such as diversity courses and projects, instructional technology, and cultural immersion programs. While many reported positive student learning outcomes, as a whole, the studies lacked methodological rigor and sound theoretical grounding. Although social work education attempts to prepare students for multicultural practice, the field lacks an intentional and systematic approach to teaching about racial and ethnic diversity and evaluating learning outcomes in social work students. There is an urgency to expand the empirical evidence on social work diversity education, particularly concerning teaching about race, racism, and Whiteness

The SEED Wellness Model: A Workplace Approach to Address Wellbeing Needs of Healthcare Staff During Crisis and Beyond

Workplace wellness has gained new meaning and significance in the healthcare workforce in the face of the COVID-19 pandemic. Healthcare workers across the world have carried the burden of responding to the public health crisis by having to work under new pressures and constantly changing environments, take on additional shifts, risk their own health and lives, and cope with the ongoing psychological and emotional strain. The purpose of this paper is to articulate a workplace wellness model applied across hospitals in the Illawarra Shoalhaven Local Health District, a regional area in New South Wales, Australia. The description of the development, components, and lessons learned from the SEED Wellness Model illustrates one possible solution about how to provide better care for the staff thus not only preventing staff burnout and turnover, but also creating lasting organizational benefits. The detailed model description can assist in developing a larger and more rigorous evidence-base to improve staff wellness in healthcare settings, both within Australia and internationally

State of the art in U.S. multicultural social work practice: Client expectations and provider challenges

To obtain a comprehensive view of the level of knowledge and development achieved in multicultural social work practice, I conducted a scoping review of U.S. empirical literature for the 10-year period from 2007 through 2016. The review revealed that across the board racial and ethnic minority clients continue to experience marginalization and report low satisfaction with services. Conversely, providers are subject to some tensions and biases toward multicultural practice exacerbated by employers’ lack of emphasis on cultural competence. The problematic findings from the review suggest that our current approaches to cultural competence may need to be reexamined

Confronting Whiteness: White U.S. Social Work Students’ Experiences Studying Abroad in West Africa

© 2020 Taylor & Francis. Inadequate attention to race, racism, and Whiteness in social work education ineffectively prepares White students to work with historically excluded racial and ethnic groups, and undermines the profession’s fundamental commitment to social justice. This article presents experiences of eight White social work students confronting race, racism and Whiteness during a study abroad program in West Africa. The students’ learning experiences included exposure to historical White dominance and exploitation through visiting former slave trade sites, connecting with modern African culture, and interactions and dialogue with their African American and African peers. This case study uncovers a continuum of students’ reactions and outcomes, including avoidance, defensiveness, White humility, and a pull toward anti-racism advocacy. As a co-creator in this work, the White researcher exposes her experiences relating to the students. Findings suggest that engagement with critical Whiteness pedagogy and skilled management of students’ emotional responses are crucial teaching strategies for social work educators

\u27Those are the things that we need to be talking about\u27: the impact of learning about the history of racial oppression during Ghana study abroad

This article examined what U.S. college students who participated in a Ghana study abroad program learned about the history of racial oppression and the meaning-making that resulted from that knowledge. Based on inductive thematic analysis of a variety of qualitative data sources, four themes were identified: (1) the suffering and resilience of African and African descent people; (2) \u27it\u27s still happening today\u27; (3) \u27you don\u27t learn about that in school\u27; and (4) remembrance, equity, and healing. Students expressed frustration with the U.S. education system which \u27breezes through\u27 the topics of slavery and colonialism. As connections between the past and present racial oppression in the United States and globally were recognized, students yearned for a forthright education and dialogue about racism as a first step toward acknowledging historical trauma and creating a racially equitable society. More explicit education related to slavery and colonialism and their current repercussions is needed

Their needs are higher than what I can do : Moral distress in providers working with Latino immigrant families

Social service providers tasked with alleviating the problems of the most marginalized and vulnerable populations are at particular risk for work-related stress and subsequent burnout. This article aims to move beyond individualized understandings of provider burnout and render visible the structural barriers that limit providers\u27 capacity to authentically help their clients. Guided by the concept of moral distress, we examined the experiences of 17 service providers who deliver behavioral and mental health services to Latino immigrants in a metropolitan area in Texas. An applied thematic analysis of individual interviews collected in 2015 revealed providers\u27 frustration with the countless systemic issues and helplessness in their inability to make substantial changes in their clients\u27 lives. This emotional toll, in turn, created a cycle where providers\u27 capacity to envision authentic, systemic change became limited. Our findings suggest that social work needs to go beyond the recommendations for self-care to prevent provider burnout and to address the inherent paradoxes in service provision to oppressed and vulnerable groups. We urge a shift toward a social action model to show an authentic commitment to social justice and to empower both providers and the marginalized populations they serve

Because That\u27s the Culture : Providers\u27 Perspectives on the Mental Health of Latino Immigrant Youth

Immigrant youth experience a combination of stressors, such as isolation and discrimination, that put them at a greater risk for negative mental health outcomes. Relying on interviews with 24 service providers who work with Latino immigrant youth, this article examines how they construct and intervene in the worlds of immigrant youth to improve youth\u27s mental health outcomes. Inductive thematic analysis revealed providers\u27 reliance on cultural interpretations of the psychosocial circumstances facing immigrant youth. Providers alternated between drawing on discourses that reproduced stereotypes, assumptions, and biases, while simultaneously striving to transcend sociocultural differences to focus on the lived experiences of their clients. Although providers acknowledged the importance of structural barriers, such as poverty and discrimination, they bracketed these issues when recommending interventions. The article highlights that as cultural competence increasingly becomes part of social services, this professional discourse may distract providers\u27 attention from more relevant targets of intervention

Sing … then think: Musical interventions and nondeliberative forms of practice in social work groups

The positive effects of music have been demonstrated worldwide in many fields including social work, psychology, medicine, and education. Musical interventions including music listening, lyric analysis, and singing have also been found effective in group work. This article, guided by Norma Lang\u27s nondeliberative theory, aims to provide the why, when, and how of incorporating music into social work groups. It also provides the reader with a toolbox of musical interventions and the encouragement to utilize these artful, actional, and analogic activities in group work

Sense of belonging and youth suicidal behaviors: What do communities and schools have to do with it?

Situating Thomas Joiner\u27s concept of belonging within an ecological perspective, this study examined the associations between school and community belonging and suicidal ideation and attempts among high school students. The study used data from the 2013 Texas Youth Risk Behavior Survey (N = 2,560). Results demonstrated that community belonging reduced the odds of youth suicidal behaviors. School bullying, feeling unsafe at school, and being threatened or injured at a school increased the odds of suicidal behaviors. Findings suggest that fostering safe and inclusive environments and strengthening youth\u27s experiences of school and community belonging may reduce suicidal behaviors in high school youth