The DOI matches its Crossref record; 61 of the 61 references it cites were found in a registry or an index.
Practicing alliance: an experiential model of teaching diversity and inclusion for social work practice and education
Abstract
Social work students are expected to engage diversity and difference in practice, yet few approaches in social work education explicitly focus on strengthening skills required for such allyship engagement. Constructs such as cultural competence, cultural humility, and intersectionality are often difficult for students to learn and for educators to teach effectively. This article describes Practicing Alliance, a curriculum that extends the Ally Model for Social Justice through a systematic integration of experiential learning theory, designed to increase the allyship skills of social work students across social locations. Participants (N = 85) in the pilot evaluation were students in the Foundation-year (n = 21) and second-year (n = 47) of a two-year MSW program, and 17 Advanced Standing MSW students. Practice experience ranged from 1–2 years (17.76%) to over 5 years (37.65%). Following completion of Practicing Alliance, 100% of participants reported that they were better able to practice allyship, 91% agreed that they were better equipped to intervene in incidents of discrimination, and 93% stated that Practicing Alliance contributed to their development as a social worker. Qualitatively, participants reported increased confidence in utilizing their allyship skills. The Practicing Alliance model is described with recommendations for implementation within social work education.
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“Group-based SBL has also been used with social work graduate students to explore their own positionality as well as increase allyship and cultural humility (though a process of self-reflection and analysis of privilege) (Craig et al., 2021; Fisher-Borne et al., 2015).”
From Demonstrating LGBTQ+ Affirmative Practice in Groups:: Developing Competence through Simulation-Based Learning (2022) · cites this paper as Craig et al., 2021
In the citing paper
“LGBTQ+ youth particularly benefit from group therapy as it increases social support, which is critical to their wellbeing (Craig et al., 2021).”
From Demonstrating LGBTQ+ Affirmative Practice in Groups:: Developing Competence through Simulation-Based Learning (2022) · cites this paper as Craig et al., 2021
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Cites
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“Content analysis was employed for qualitative analysis, whereby all authors independently reviewed responses relevant to the PA model (Bengtsson, 2016).”
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From Mastery to Accountability: Cultural Humility as an Alternative to Cultural Competence
Fisher-Borne, M., Cain, J. M., & Martin, S. L. (2015) · Social Work Education · doi:10.1080/02615479.2014.977244 · Cited by 658 · cited 3×
“Developing cultural humility and courage to advocate is a lifelong process (Oliver et al., 2017) with three critical components that include self-reflection, individual and institutional accountability, and reducing power imbalances (Fisher-Borne et al., 2015).”
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Research works printed but not linked: 4
- 10.5172/jmo.16.1.100 · DOI · Paper page
- 10.1080/08841233.2017.1398198 · DOI
- NASW. (2015). Standards and indicators for cultural competence in social work practice.
- Smith J. G. (2002). From Black and White to shades of gray: Exploring differences in diversity learning and development between Black and White graduate students. [Doctoral dissertation Case Western Reserve University]. Dissertation Abstracts International.
Cited by
Craig, S. L., Iacono, G., McInroy, L., Kirkland, A., Pascoe, R., & Kourgiantakis, T. (2022) · Clinical Social Work Journal · doi:10.1007/s10615-022-00850-2 · Cited by 32
Self-citation
Metadata
- Authors
- Craig, S. L., Gardiner, T., Eaton, A. D., Pang, N., & Kourgiantakis, T.
- Affiliations
- University of Toronto
- Venue
- Social Work Education
- Publisher
- Informa UK Limited
- Published
- 2021-02-28
- Volume
- 41
- Issue
- 5
- Pages
- 801-819
- ISSN
- 0261-5479
- 1470-1227
- Cited by
- 24
- References
- 61
- Language
- en
- Funders
- Canada Research Chairs (950-231204)
- Ontario HIV Treatment Network (EFP-1100)
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- Craig, S. L., Gardiner, T., Eaton, A. D., Pang, N., & Kourgiantakis, T. (2022). Practicing alliance: an experiential model of teaching diversity and inclusion for social work practice and education. Social Work Education. https://doi.org/10.1080/02615479.2021.1892054
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
