Running head: SKILL DEVELOPMENT

Shareese Daniel
Social and Skill Development
Georgia State University

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Abstract
This paper addresses the means in which cultural competency has been gained and what
measures will be taken to continually target the goal of achieving cultural competence with
diverse cultures. A micro, macro, and mezzo plan has been asserted. A reflection of significant
items from pre-and post-tests is addressed in this paper as well. Lastly, content from activities
that have increased cultural competence will be identified and explained.

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Introduction
The duty of a social worker is to advocate for people of all backgrounds. In order to
advocate, it is necessary to be knowledgeable not only of similar cultures, but cultures that are
diverse. The ability to understand different cultures and groups of people can be learned by
studying the NASW Standards for Cultural Competence in Social Work. Understanding and
reaching these standards requires continuous personal growth and development, as well as a
furthering in competency. Plans of executing these standards should be established.
Distinguishing groups of individuals who require an ally and assistance from these standards is
important. Reflection of growth in cultural competency inspires one to be as competent and to
assist as many, as effectively, as possible.
Cultural Competency Action Plan
There are ten standards of the NASW (2001) Standards for Cultural Competence in
Social Work Practice. Each standard as well as the NASW Code of ethics essentially makes it a
requirement for social workers to be or to work to become socially competent in regards to the
diversity of the clients in which they will interact with (Lum, 2011, p.27). Many of these ethics
and values have already been applied throughout the course of ones life. In order to accomplish
and maintain the requirements of the NASW Standards, one should develop a plan based on the
ten standards. A micro level plan is to interact with future clients with intentions of learning
about their backgrounds in order to assist them accordingly. A meso level plan is to engage in
trainings concerning sensitivity to diverse cultures, research and promote different cultures. Lum
expresses there are many national level efforts focused on addressing cultural competency (2011,
p.26). A macro level plan would be to get involved with movements such as state wide cultural
competence programs and to develop enhanced programs that can be applied throughout the
country.
NASW Standards for Cultural Competence in Social Work Practice
Standard One. Ethics and Values: Obeying rules that apply to all, is one way that ethics
and values have been accomplished. Also, being sure to never argue, rather understand and learn
norms that are unfamiliar has contributed to achievement of this standard. In the future, having
sensitivity toward diversity of individuals and having willingness to accommodate, while
working within regulations, will accomplish the goals of standard one.
Standard Two. Self-Awareness: Considering beliefs and critically writing reflections of
personal values has allowed self-awareness. Researching diverse cultures identity allowed for
appreciation of diversity. Once established as a social worker, recognition of growth in previous
and current values and beliefs will allow appreciation and awareness of self.
Standard Three. Cross-Cultural Knowledge: Emerging with individuals within different
communities such as LGBTQ and retaining information learned during those encounters
contributed to cross cultural knowledge. One must continue to engage with diverse cultures by
traveling and learn the impacts of social services within different cultures and communities.
Standard Four. Cross-Cultural Skills: During interviews, communicating ones
knowledge of what is understood of the culture appropriately has demonstrated cross cultural
skills. When one refers to a community of people, using proper language and terms, cross
cultural skills have been accomplished. In order to improve cross cultural skills, one must learn
in depth and acknowledge differences as strengths.

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Standard Five. Service Delivery: Online research and note of various institutions that
provide services within the community has been completed. In the future one must be open to
and allow multiethnic individuals to inform them of different programs that have assisted them in
a way appropriate to the culture and instill that within the workforce in order to give helpful
referrals during completion of service delivery.
Standard Six. Empowerment and Advocacy: Conducting group meetings with diverse
individuals to discuss issues and resolutions has been completed. One who has relayed
suggestions to authoritative individuals has successfully empowered and advocated for
individuals. One must continue to collaborate with diverse individuals and discuss problems and
take action toward resolving or minimizing the problems.
Standard Seven. Diverse Workforce: Attending and engaging with diverse individuals
aiming toward social competence has allowed simulation of a diverse workforce. Once a social
worker, if not able to recruit individuals, sharing ideas and beliefs of diverse individuals will
allow for a diverse workforce.
Standard Eight. Professional Education: Attending a university that provides courses that
relate to social competency, diversity, and history has allowed the accomplishment of
professional education. Upon receiving a Masters Degree in social work and being sure to attend
any offered training will allow one to reach the standard of Professional education.
Standard Nine. Language Diversity: During secondary and postsecondary school,
studying a foreign language (Spanish) allowed appropriate communication and language
diversity. Once reaching a professional social work status, one must have available interpreters in
order to advocate for clients who speak languages other than English.
Standard Ten. Cross Cultural Leadership: Presenting group research about oppressed
community to classmates as well as attending presentations of oppressed groups has allowed
accomplishment of cross-cultural leadership. To accomplish cultural leadership, amongst other
professionals in the future, one must empower diverse clients by expressing the concerns and
requirements of the diverse individuals.
Social Action Plan
Different mechanisms of oppression are in place in order to prevent particular
populations from accessing certain luxuries, privileges and status. Working with diverse cultures,
the dominance of one group over another, either intentionally or unintentionally is cultural
imperialism according to Lum (2011, p.69). Lack of knowledge and competency amongst
diverse individuals is a phenomena that can easily be deconstructed simply with application of
research and immersion. Research and immersion between diverse cultures allows for groups to
have a better understanding, as well as sensitivity as to why certain phrases are said in a
particular way or why different actions and means of communication are considered norms or
taboo.
Goals consist of abiding by the NASW Standards of Cultural Competence in Social
Work. According to Lum (2011, p. 30) the NASW cultural competence standards are the
benchmark for social work profession. If followed properly, the NASW standards allows for an
individual to inevitably be successful when working with diverse individuals. Education is key.
Once educated about different cultures, and beliefs of various communities the ability to assist
most efficiently will come easily because the necessary and proper way to handle different
situations would already be understood. Connecting with diverse individuals on a personal level
is a goal. Enabling diverse individuals to trust and connect personally ultimately allows diverse

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individuals to have a sense of comfort of expressing different issues. Once issues are known,
ability to confront oppression becomes less difficult because one will perfectly be able to defeat
or lessen oppression precisely.
Although there are many oppressed and underrepresented groups, persons with disability,
in particular, need an ally. Allying for the persons with disability means advocating for them to
be accepted socially. Persons with disabilities are exposed to verbal abuse from society. Those
who have caretakers sometime abuse persons with disabilities because there is a lack of patience
and competence. It is common for persons with disabilities to experience devaluation,
oppression, and marginalization but this leads to resilience within their community according to
Lum (2011, p. 440). When applying for jobs it is likely that an individual without physical
disability would be more likely to be hired for the job versus an individual with a disability. As a
social worker, contributing to enforcing policies to provide persons with disability fair
opportunity in the workforce and in community is a goal. Advancements of human rights and
social and economic justice can be made by collectively organizing with members of this
community and finding out what are issues that need to be resolved. The job of a social worker is
similar to that of the president of the United States. A social worker must be the voice of the
people, the oppressed people in particular.
Reflection
Taking a social competency test allows personal understanding of the levels of
competency obtained in regards to different cultures and groups of people. A score from a time of
a four months difference has been recorded. The initial scoring in regards to the cultural
competencies self-awareness pretest were 84. This score indicated a level two, which is unlikely
to be competent in the area. The post test score received was a 135. Soring at the level of 135
indicates definitely competent. On the pretest, in regards to competency with culturally diverse
groups and social and economic justice, a score of 204, which is a level one meaning unlikely to
be competent, was made. Taking the posttest a score of 254 was achieved. 254 is in the level
three scoring range indicating that competency is likely.
Areas during the pretest that there was a lack of competency included first nations
people, Asian Americans, Muslims and LGBTQIA. During the semester, engaging in group
research allowed growth in cultural competency of the LGBTQ community. Attending
presentations from other groups about culturally diverse groups also assisted with cultural
competence. Lastly, participating in interviews and immersion with cultures that were unfamiliar
improved cultural competency. Referring to the scores achieved on the post-test indicates there
was competency development in self-awareness, culturally diverse groups and social and
economic justice. Being engaged in the classroom setting with diverse classmates assisted in
becoming more culturally competent with all of the areas and diverse groups.
Conclusion
Social competency is necessary and does not come easy. Researching diverse groups,
participating in immersions of cultural activities, and conducting interviews makes becoming
culturally competent achievable. Abiding by the NASW standards will assist as well and it is also
a requirement in the social work field. Making plans on a micro, meso, and macro level once
becoming more competent is a great plan. This social action planning allows for one to identify
an oppressed or marginalized group and make effective decisions for what is required. Social
Action plans also enhances ones ability to be an outstanding ally.

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References

Lum, D. (2011). Culturally competent practice: A framework for understanding diverse groups
and justice issues (4th ed.). Belmont, CA: Brooks/Cole.