Summary: Earlier editions of CULTURALLY COMPETENT PRACTICE broke new ground by presenting a model for understanding, measuring, and evaluating cultural competence. This model, as well as the book's practical, experiential approach and numerous exercises, continue to make it informative and accessible to students at all levels. The book not only presents cultural differences, but also explains why cultural competence is important to human service professionals, and demonstrates h...show moreow to develop skills necessary to become culturally competent.
NEW! Updates on the cultural competence literature and trends in the last three years provide students with the most current Information.
Integrated throughout the book, case studies view two families -- the Hernandez family, and now the Abdullah family--through the lens of generalist and advanced practice. This case study follows the social worker as he or she masters the knowledge and skills necessary to lead the clients through the process stages and develops cultural competence.
Questionnaires help students with the application of concepts in his or her personal and professional lives.
Chapter 2, "Social Context," covers diversity, racism, sexism, homophobia, discrimination, and oppression, in line with the new Educational Policy and Accreditation Standards (EPAS).
The text includes information on the programs of the National Center for Cultural Competence at the Georgetown University Child Development Center, which surveys nation-wide efforts of cultural competence, particularly in health care and mental health.
A pre-test and post-test instrument on ethnic and cultural groups and on social and economic justice provides students with additional tools for measuring student competency in social work diversity, populations-at-risk, and social and economic justice.
Contributions from renowned and respected members of social work education include Andrew Bein, Rowena Fong, Chong-suk-Han, Larry Icard, Gwat-Yong Lie, Christine T. Lowery, Yuhwa Eva Lu, Ruth McRoy, Dorothy Van Soest, Karina Walters Hilary N. Weaver, Francis K. O. Yuen, John Longres, and Betty Garcia.
NEW! A new, continuous case study, the Abdullah family, has been added to the Hernandez family case study, giving students the opportunity to apply culturally competent practice skills with a different cultural group.
NEW! Additional Information on aging has been added to several of the chapters to address the needs of this growing population.
NEW! The pre-test and post-test research instruments have been updated for better ease of use.
NEW! Chapter 5 on cultural awareness features a new section on intergenerational acculturation as social workers now deal with new generations of immigrants.
NEW! Chapter 3 on social and economic justice includes a more thorough definition of the terms and now includes information on the NASW Code of Ethics as related to values.
NEW! Chapter 8 on inductive learning now includes the strengths perspective and narrative therapy.
A practice model, which addresses social reality, cultural competence framework, diversity groups and goal outcome, provides students with a framework for understanding and working with diverse populations.
"Tools for Student Learning" sections assist students in the development of cultural competence and serve as springboards for small group discussion in the classroom.
9. Cultural Competence with First Nations People. 10. Cultural Competence with African Americans. 11. Cultural Competence with Latino Americans. 12. Cultural Competence with Asian Americans. 13. Cultural Competence with Women of Color. 14. Cultural Competence with Gay and Lesbian Persons of Color.
PART FOUR: REFLECTIONS ON CULTURALLY COMPETENT PRACTICE.
15. Some Reflections on Culturally Competent Practice.
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