what are the characteristics of cultural competence in social work?
117517
Characteristics are comfort with clients from diverse backgrounds and the ability to recognize how culture influences human behavior and social problems.
261635
Society values\nSocial customs\nRelationship between black & white\nEmotional insight (how the tale made you feel)\nPersecution & oppression\nThe difference between how people think and act then and now\nHow black people were restricted in everything then like giving up seats on the bus, not drinking out of certain water fountains etc to nowadays.
464230
Hopefully some schooling. I have my masters in social work. \nA good social worker is someone who is flexible, determined, good listener, problem solver and someone who likes to better peoples situations. \nSocial workers get paid "dump" and are not respected in their communities. \nSocial Work is a hard and rewarding job.  \n\nThe everyday job depends on what type of social work you practice. I am currently a child protection service worker(formally a foster care worker).  \nMy day entails putting out fires in people lives and making sure that children are safe. On occasions I have to place children into foster care. I really like my job. Never a dull moment!
459343
There are many organizations that hire social workers.\n\nSchools, support groups, community clinics, welfare offices, aid to immigrants.\n\nProbably many more too.  Good Luck!
1048125
Knowlege and experience in what field they are working in.\nCompassion and understanding, and an ability to listen.\nThey need to be free of prejudice, if you're ultra-religious, racist or homophobic its going to cloud your vision if a client has a topic you 'disagree' with.
578441
research, confidence, experience, eduation...check a website\n\nthat goes into the category of research
633878
1. 8\n\n2. Broad national culture\n\n3. Both. Some shows make positive portrayal, some networks seem to constantly make negative portrayal (fox news).\n\n4. Yes. By conscious and unconsious feedback.\n\n5. Yes. Portrayals of similary appearances and personalities in positive situations are validating.\n\n6. Big improvements. The issue seems tightly interwoven with broader racial issues in America - I don't see a quick fix.
659572
Psychiatric Social Worker
715457
Framed by a generalist foundation, empowerment practice directs social workers to address challenges at all levels, including those of individuals, families, groups, organizations, neighborhoods, communities, and society.  Empowerment is achieved through synchronized efforts that work with - not on - people, their relationships, and the impinging social and political environment.  These simultaneous and coordinated efforts create a spiral of influences that initiate, sustain, and amplify empowered functioning. \n\nEmpowerment-based practice actuates a strengths perspective, centering the social work process toward competence promotion and away from the stigmatizing notion of deficit reduction.  An empowering approach reveals the worker’s unwavering commitment to social justice.  This approach operates on the axiom that we all benefit when we acknowledge every person’s rights and responsibilities to contribute to and receive from community participation in a reciprocal relationship. \n\nBeing empowered is not a static condition but rather is a dynamic and cyclical one.  Human individual and social systems are in perpetual motion, either “getting better” or “getting worse” at any given moment.  Empowerment indicates a simpatico state in which one’s perception of self efficacy and essential value is mirrored in and accentuated by social relationships and the larger environment.  Empowerment is a confluence of the individual, the interpersonal, and the sociopolitical where the experience of power in each sphere continually replenishes the others. \n\nThe empowered individual enters each interaction assuming success, respect, and influence; and when these expectations are rewarded, carries back a sense of personal control and esteem.  This realization of interpersonal success builds confidence for interactions at the institutional level - feelings that drive empowered people forward to assert their rights, develop their privilege, and fashion just environments.  In return, a just and ethical society offers equal access to power which is reflected in the lives of each individual citizen. \n\nEmpowering initiatives at the individual level are supported and sustained only by opening pathways to power sources in social, economic, and institutional structures.  Empowering initiatives at the societal level only have benefits when those individuals and groups previously disenfranchised rise up to meet them. \n\nTo facilitate empowerment, practitioners  integrate a continuum of strategies ranging from individual development to relationship improvement to resource acquisition and reallocation through social and institutional change.  Collaborating as partners, clients and social workers can coordinate these efforts simultaneously or sequentially, but no part of the ecosystemic transaction can be ignored.  Empowerment efforts at the personal level provide only brief respite if they are not supported by complimentary changes within interpersonal and sociopolitical realms.  Likewise, even broad based social improvements wane if not protected by the continuing influence of empowered individuals, families, and groups. \n\nThe empowerment method focuses on the achievement of goals and change of systems by utilizing available strengths, resilience, and resources.  By focusing on competence rather than deficits in individual or social functioning, the empowerment model supports resourcefulness and the development of skills to remove social barriers for individuals and communities.
395172
Try:\n\nJournal of Religion & Spirituality in Social Work at: http://www.haworthpress.com/web/JRSSW/\n\nThe Center for Action and Contemplation:\nhttp://www.cacradicalgrace.org/
246221
If anyone who wants to be a humanistic teacher, he should have undermentioned characteristics.\n1) A vision for promoting human ability.\n2) A good knowledge in addition to the subject he taught.\n3) The identification abity of a child\n4) A broad knowledge of child psychology.\n5) A good knowledge on educational management.\n6) The identification ability of new and modern teaching methods.\n7) Good knowledge on current affairs.
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Hope this helps!!\n\nPros: \n 1.Able to meet more people of different races\n 2.Ability to become more diverse in the realm of learing about \n    different cultures.\n 3.If the person went to predmoinately black schools before, then\n    they would learn more about learning to communicate with \n    whites.\n 4. A taste of the real world and how no matter where your career\n    is, you have to deal with whites one day.\n 5. Learning how cruel people can be and that people in general \n     are very competitive.\n\n\nCons:\n1. Missing the black experience that only happens at black \n    universities.\n2. Missing out on talking to alot of successfull blacks who may \n    work at the college that you could learn from.\n3. Seeing and being around people whom a black person is more\n    able to identify with.\n4. If living on campus, not living with african americans when you\n    need to talk to them if you feel like you've been racially \n    discriminated against.\n5. Being racially discriminated against and feeling like your all\n    alone or that no one belives you because the professor who\n    discriminated against you has been teaching at that college\n    since it first opened.
58851
COMPENTENCIES\n\nResources: allocating time, money, materials, space, staff; \n\nInterpersonal Skills: working on teams, teaching others, serving customers, leading, negotiating, and working well with people from culturally diverse backgrounds; \n\nInformation: acquiring and evaluating data, organizing and maintaining files, interpreting and communicating, and using computers to process information; \n\nSystems: understanding social, organizational, and technological systems, monitoring and correcting performance, and designing or improving systems; \n\nTechnology: selecting equipment and tools, applying technology to specific tasks, and maintaining and troubleshooting technologies.\n\nFOUNDATION\n\nBasic Skills: reading, writing, arithmetic and mathematics, speaking and listening; \n\nThinking Skills: thinking creatively, making decisions, solving problems, seeing things in the mind’s eye, knowing how to learn, and reasoning; \n\nPersonal Qualities: individual responsibility, self-esteem, sociability, self-management and integrity."
297525
Team Player\nSelf starter/motivator\nability to work in a culturaly diverse environment
118806
Human infants are born without any culture.  They must be transformed by their parents, teachers, and others into cultural and socially adept animals.  The general process of acquiring culture is referred to as socialization .  During socialization, we learn the language of the culture we are born into as well as the roles we are to play in life.  For instance, girls learn how to be daughters, sisters, friends, wives, and mothers.  In addition, they learn about the occupational roles that their society allows them.  We also learn and usually adopt our culture's norms  through the socialization process.  Norms are the conceptions of appropriate and expected behavior that are held by most members of the society.  While socialization refers to the general process of acquiring culture, anthropologists use the term enculturation  for the process of being socialized to a particular culture.  You were enculturated to your specific culture by your parents and the other people who raised you.\nSuccessful socialization can result in uniformity within a society.  If all children receive the same socialization, it is likely that they will share the same beliefs and expectations.  This fact has been a strong motivation for national governments around the world to standardize education and make it compulsive.  Deciding what things will be taught and how they are taught is a powerful political tool for controlling people.  Those who internalize the norms of society are not likely to break the law or want radical social changes.   In all societies, however, there are individuals who do not conform to culturally defined standards of normalcy because they were "abnormally" socialized, which is to say that they have not internalized the norms of society.  These people are usually defined by their society as being deviant or even mentally ill.
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Hi.\nI grew up in a poverty-level environment (or "culture", if you will), where all the fathers were either away at war (Vietnam), or they came back all messed up, emotionally.  So it was women raising us, sort of.\nOur mothers and aunties had to work sometimes 2 jobs to keep us fed and clothed, etc., so we kids were usuallyon our own.  We communicated disagreement and anger by arguing.  Verbal abuse was rampant - and we thought was "normal".  Whoever yelled the loudest and the longest and meanest, got heard.  Our mothers were no better, coming home tired, to a house full of hollering kids - so they'd start with yelling and name calling.\n\nI grew up some, and had boyfriends and would argue them into the ground, with lots of yelling and name calling.  It was all I knew!   But in the world outside my neighborhood (outside of my "culture", therefore), I quickly learned that I may seem to win all the arguments, but I wasn't really being heard, or understood, or listened to, or respected.  Not to mention, people looked at me like I was a crazy woman - if the argument took place in public.\n\nI was living on my own, a young adult and realized my way of communicating wasn't very effective.\nI started paying attention to how people argue on TV.\nI never saw the type of behavior I had learned as a child,\non TV.  And I chose to surround myself with good-natured, intelligent people, who didn't feel the need to scream at me to get their point across.\n\nMy life quickly changed for the better - because I changed my childhood  "cultural" communication skills into better adult communication skills, by changing my cultural surroundings.\nClare Huxtable, the mother on "The Cosby Show", is still my role model and inspiration for gentle, yet effective communication - especially when I'm angry.
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As a summary, here are the ten attributes that best describe this new kind of child, the Indigo Child\n\n    * They come into the world with a feeling of royalty (and often act like it)\n    * They have a feeling of "deserving to be here," and are surprised when others don't share that.\n    * Self-worth is not a big issue. They often tell the parents "who they are."\n    * They have difficulty with absolute authority (authority without explanation or choice).\n    * They simply will not do certain things; for example, waiting in line is difficult for them.\n    * They get frustrated with systems that are ritually oriented and don't require creative thought.\n    * They often see better ways of doing things, both at home and in school, which makes them seem like "system busters" (nonconforming to any system).\n    * They seem antisocial unless they are with their own kind. If there are no others of like consciousness around them, they often turn inward, feeling like no other human understands them. School is often extremely difficult for them socially.\n    * They will not respond to "guilt" discipline ("Wait till your father gets home and finds out what you did").\n    * They are not shy in letting you know what they need.\n\n      and... just in case you heard otherwise from other "indigo" sources, the designated word "Indigo" has nothing to do with the color of an aura! It is the result of scientific observations by a woman who has the brain disorder called synesthesia.