The Group as a Psycho-Educational Medium for the Teaching of Anti-Racist Practice on Social Work Trainings

Article


Stevenson, S. 2017. The Group as a Psycho-Educational Medium for the Teaching of Anti-Racist Practice on Social Work Trainings. Journal of Social Work Practice. 32 (3), pp. 337-349.
AuthorsStevenson, S.
Abstract

This article discusses the anxieties that lead to resistance to anti-racist and culturally
sensitive reflection and engagement on social work trainings. It briefly discusses a
culturally diverse social work training and the anxieties described by the students that
hindered the integration of the teaching of race and culture during the training. The
article then contrasts this with another more successful training experience on
another social work course at a different university with a similar level of cultural
diversity by the use of the group as a psycho-educational method to manage the
student’s defences and avoidance of the difficult and painful knowledge required to
enhance reflexivity when it comes to issues of race. It discusses how the role and
skills of the seminar leader can manage the student’s defences through the use of
group dynamic processes and concepts as psycho-educational tools; thereby
deepening the observational and reflective skills of the social work students during
their training in preparation for their future work within diverse settings and in line with
the social work competencies and regulation requirements.

KeywordsCulture; Group Analysis; Infant Observation; Psychoanalysis Social Work Education; Race; Seminar Group
JournalJournal of Social Work Practice
Journal citation32 (3), pp. 337-349
ISSN0265-0533
1465-3885
Year2017
PublisherTaylor & Francis (Routledge) for Group for the Advancement of Psychodynamics and Psychotherapy in Social Work (GAPS)
Accepted author manuscript
Digital Object Identifier (DOI)doi:10.1080/02650533.2017.1359779
Web address (URL)https://doi.org/10.1080/02650533.2017.1359779
Publication dates
Online07 Aug 2017
Publication process dates
Deposited29 Jun 2017
Accepted28 Jun 2017
Copyright informationThis is an Accepted Manuscript of an article published by Taylor & Francis Group in Journal of Social Work Practice on 07.08.17, available online: http://www.tandfonline.com/10.1080/02650533.2017.1359779
LicenseAll rights reserved (under embargo)
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