![]() The findings suggest that the cultural genogram can be an effective experiential training tool with social work students. Four interrelated themes emerged from the data analysis: initial uncertainty about, and discomfort with, uncovering and sharing family information in a classroom setting a voyage of discovery sharing, growing and changing and an exercise worth doing. Social workers use genograms to understand their clients family dynamics and how these may be impacting the persons mental. A retrospective study was conducted comprising semi-structured interviews with 6 former students who had previously completed the class. The method challenges students to examine the development of their cultural values, after which they critically explore these values in a group setting with other students who have different experiences and perspectives. Pope, PhD, LCSW, and Jacquelyn Lee, PhD, LCSW describe a genogram as a visual tool used to help a client and clinician understand the client’s perceived identity, their family dynamics and their patterns of behavior. The cultural genogram incorporates experiential learning activities with an interactive group format. What is a genogram in social work In The New Social Worker article A Picture is Worth a Thousand Words, Natalie D. ![]() The cultural genogram: Enhancing the cultural competency of social work students. ![]() ![]() The purpose of this article is to describe a teaching method to help stimulate the cultural awareness and sensitivity of social work students. Spiritual genograms: A generational approach to assessing spirituality. In response to this, accredited social work programmes in the United States have been mandated to provide students with course content regarding cultural diversity as it pertains to race, ethnicity, gender, age, religion, ability, and sexual orientation. Social workers in contemporary America serve a population that is the most culturally and ethnically diverse in the nation’s history. Social Work Education (The International Journal), 31(5), 2012, pp.570-586. ![]()
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