Culturally sensitive social work: promoting cultural competence

Sousa, Paula; Almeida, José Luís

doi:10.1080/13691457.2015.1126559

Cited by 16 publications

(7 citation statements)

References 17 publications

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“…Social workers who hold this view recognize the ethno-cultural diversity of Israeli mixed-cities and stress the need to acquire culturally appropriate knowledge and skills to deliver culturally competent service. The emphasis on culturally competent practice among these participants is in agreement with the growing body of literature that stresses the importance of acquiring cultural skills for social work practices with diverse populations (e.g., Ahmed et al, 2019;Jiang, 2018;Sousa & Almeida, 2016).…”

Section: Discussionsupporting

confidence: 71%

Social workers’ construction of cultural competence in polarized cities

Abu-Rayya

Strier

Shwartz-Ziv

2020

Journal of Social Work

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Summary Mixed cities are defined as ethnically diverse cities located within turbulent contexts of intensive, ongoing intergroup political conflict. As such, they may pose serious challenges to social workers’ efforts to develop culturally competent practices, especially in the public service sector. This article examined social workers’ constructions of cultural competence in the social public services delivered to Arab and Jewish clients in Israeli mixed cities. Based on extensive qualitative data gathered from 80 public social workers in Haifa, Acre, and Jerusalem, this study discusses the strengths and limitations of the cultural competence approach, especially when applied in the context of varying degrees of political conflict. Findings Findings illustrated three approaches to the provision of social welfare services: (1) the “universal” construction, which corresponds to universal and egalitarian value-based approach, by which social work professionalism is claimed sufficient to ensure equal treatment for Israeli Arab and Jewish clients; (2) the “indispensable” cultural approach, which indicates that cultural competence is vital and unavoidable in addressing the ethno-diversity needs of Israeli Arab and Jewish clients in mixed cities; and (3) the “critical” construction, which critiques the cultural competence and universal approaches as lacking the complexity to address the problematic ethno-political nature of mixed city settings. Applications The study proposes to adopt an integrated cultural competence approach that combines vital elements of each discrete construction to guide social workers’ practices in mixed cities. Context-informed priorities may occasionally emphasize some elements and minimize others. Institutional support and training is necessary for the proposition to work.

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Section: Discussionsupporting

confidence: 71%

Social workers’ construction of cultural competence in polarized cities

Abu-Rayya

Strier

Shwartz-Ziv

2020

Journal of Social Work

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“…Cultural competence is considered an ethical imperative and a central tenet of social work practice (Allen-Meares, 2007;Fisher-Borne, Cain, & Martin, 2015;Furlong & Wight, 2011;Garran & Rozas, 2013;Johnson & Munch, 2009); it is a recurring theme in social work theory and research (Allen-Meares, 2007;Ben-Ari & Strier, 2010). Cultural competence is also an embedded feature, or attracting attention in social work education in different countries (Furness, 2005;Hong, Stokes, Byoun, Furuto, & Kim, 2013;Mlcek, 2014;Rodenborg & Boisen, 2013;Sousa & Almeida, 2016). Cultural competence has been well received in many other professions, which have established standards for cultural competency in their educational and training programmes (Harrison & Turner, 2011;Jani, Pierce, Ortiz, & Sowbel, 2011).…”

Section: Introductionmentioning

confidence: 99%

Cultural competence and cultural humility: A critical reflection on key cultural diversity concepts

Danso

2016

Journal of Social Work

209

148

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Cultural competence has commanded respectable attention since its introduction in cross-cultural discourse. Cultural competence has been presented as a framework capable of promoting culturally sensitive practice and for training crosscultural workers. However, a smorgasbord of definitions and conceptualizations has generated intense controversy around the construct, with many questioning its relevance or ability to address structural problems. Disenchantment has led to calls to jettison and replace cultural competence with cultural humility. This paper presents a critical reflection on cultural competence and cultural humility, including critiquing the critiques of cultural competence. Findings: A critically reflective analysis suggests that semantic appeal does not necessarily give cultural humility a utilitarian edge over the construct it seeks to supplant. Cultural humility appears not to add more value to social work practice than cultural competence. From a social work perspective, cultural humility is essentially a repackaging of anti-oppressive practice; the fundamental ideas underpinning cultural humility have previously been developed and are foundational principles of anti-oppressive social work practice and education. Critical analysis also reveals that many of the critiques of cultural competence lack analytical rigour. Applications: Deep-level theoretical analyses can lead to innovative perspectives that allow for critical re-examination of extant methodological approaches and promote culturally empowering social work practices in our super-diverse, postmodern world. Rather than dismissing long-standing, potentially effective theoretical and practice tools with happy abandon, adapting them in light of current developments would help move social work to a new, enlightened level of relevance in working with diversity and difference.

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“…*Cultural competence -if the term is still meaningful, as some have redefined it as culture humility (Fisher-Borne 2015), refers to changes in attitude or mindset in relating to differences in society which take into account the term's related power dimensions. In a sense, the theme of cultural competence shifts from the focus on cognitive knowledge of differences or special abilities, towards considering the complex processes for dealing with differences and multiculturalism not only in interpersonal encounters, but in the wider society as well ( Sousa et Almeida, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

“…There is an established recognition of the importance of educating social workers to intervene in a diversified and multicultural world. As a result, there is a tension for social work programs in Europe and in the western world towards offering courses that include multiculturalism and social sensitivity in their curricula Harrison, and Turner, 2011 Jani et al, 2016;Sousa and Almeida, 2016); in many contexts it is mandatory for social work courses todevote time to helping students to develop the so-called 'cultural competence' as well as critical professional identities in multicultural societies which are deeply affected by globalization processes (Chambon et al, 2014;Dean, 1981;Nadan and Ben-Ari 2012;Author own, 2017). Among the most recognized means to achieve these goals are international field placements and student mobility programs, as part of international cooperation within joint projects (Köngeter, Altissimo, Jakoby-Herz, & Schröer, 2015;Author own, 2012).…”

mentioning

confidence: 99%

Acculturation theory, cultural competency and learning from differences: reflections from a European short student mobility program

Fargion

Nuttman‐Shwartz

2019

European Journal of Social Work

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There is a growing recognition that in an increasingly differentiated social environment it is important for social workers to be prepared to intervene in multi-diversified and multicultural contexts, so as to promote inclusion, respect and empowerment. On this account, mobility and full immersion programs appear to contribute the most promising professional learning opportunities. However, full immersion programs are emotionally and cognitively very demanding, sometimes even exacerbating prejudice and racism; this has led to ongoing debates as to which strategies can safeguard the effectiveness of such programs. This paper draws on the theory of acculturation inspired by from Berry ( 2006) to enable a deeper understanding of how full immersion programs can educate to diversity in social work, and of the learning processes which can occur when confronting diversity.The reflection focuses on written feedback from and focus groups with students who participated in a short mobility project. Findings show how self-reflective practice, which acknowledges emotional journeys including what are usually considered negative reactions, is a necessary pre-condition for successfully transferring experiences of relating to cultural differences -as in the mobility program -to professional skills.

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Culturally sensitive social work: promoting cultural competence

Cited by 16 publications

References 17 publications

Social workers’ construction of cultural competence in polarized cities

Social workers’ construction of cultural competence in polarized cities

Cultural competence and cultural humility: A critical reflection on key cultural diversity concepts

Acculturation theory, cultural competency and learning from differences: reflections from a European short student mobility program

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