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 understand how diversity and difference characterize and shape the human experience and are critical to the formation of identity “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 “Structure” ME “Ideologies” ME “Affect” ME “Behavior” How I/Others act based on how we feelWhat I/Others believe about my “structure”How I/Others feel based on what is believedBorn Into/Inextricable part of your world *Based on Lum, 2011

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

9. THANK YOU FOR YOUR TIME AND ATTENTION