Running Head: SKILL DEVELOPMENT ESSAY

Skill Development Essay

Destiney Pattillo
Georgia State University

SKILL DEVELOPMENT ESSAY

Abstract
Over the course of the semester a cultural competency journey has taken place. The Cultural
Diversity course has taught the individual knowledge of other cultures, and also skills needed to
work with numerous populations in the field of Social Work one day. This analysis focuses on
the NASW code of ethics and how the individual plans to encompass them into the field, while
also elaborating on the cultural growth that has taken place in the past few months.

SKILL DEVELOPMENT ESSAY

Introduction
Cultural competency is extremely important in the field of Social Work. Over the course
of the semester it has become apparent how much there is to learn in regards to culture, and
society. The more knowledge one has on a culture the more sympathy and understanding they
have for their struggles. It is impossible to understand a population without embracing their
cultural values. The skills learned this semester will be used in furthering the students education,
and also in the field one day.

Cultural Competency Action Plan

The code of ethics found on the NASW site is the backbone for social services. Standard
1 explains the Ethics and Values that social workers must abide by in the field. The individual
has learned the important values over the course of this semester and understands that these
ethics are paradigm to success in the field. Standard 2 includes Self-Awareness. This topic was
learned in depth during Cultural Diversity class. The knowledge of oneself is very important
when trying to understand others. The individual dove into her own family history while doing
the cultural biography paper, and plans to continue to expand her knowledge on the heritage.
This standard was also a part of the subordinate and dominant paper analysis. This analysis
brought attention to the fact that many people fall into subordinate and also dominant categories
in different sectors of life. This analysis touched on the fact that oppression still occurs today in
many different forms, and it is important as a social worker to acknowledge discrimination and
fight against it (NASW, 2008).
Standard 3 is the Cross-Cultural Knowledge standard. This was learned this semester
while discussing marginalization. Many people experience oppression in the work place, and
school based on their race. The student gained knowledge on this standard while interviewing
individuals for the cultural immersion project. During the interviews the subjects opened up to
the discrimination they face for being a part of the LBGTQIA community, and how being
different caused them to be bullied. Standard 4 is a standard that the student learned in large in
her Human Behavior class. This standard is very important because micro mezzo and macro
levels build on each other. The student learned that macro level policies effect the micro level
lives people live. It is important to understand the laws and barriers that surround a population to
better sympathize with them (NASW, 2008).
Standard 5 is the Service Delivery standard. This standard was taught heavily in the
students Introduction to Social Work class. It is apparent as social workers to understand the
resources available for clients and help clients access them. This is a part of social work that
constantly changes, and as an advocate one must be up to date and knowledgeable on all
recourses. Standard 6 is the Empowerment and Advocacy standard. This standard motivates

SKILL DEVELOPMENT ESSAY

social workers to be aware of the impact that social systems, and policies have on the
communities of their clients. This standard is an area of weakness, but with more education on
the topic it is clear that the student will have a better understanding of systems in place to help
oppressed groups. Standard 7 is the Diverse Workforce standard. This standard was taught
thoroughly in Cultural Diversity. After finishing the group project the student had a better
understanding of discrimination in the work place, and how certain populations are taken
advantage of. In regards to the Latino population legalized slavery has occurred throughout
history as a way for businesses to control and exploit the population (NASW, 2008). It is very
important to know how oppression has occurred in the past to inhibit from happening in the
present.
Standard 8 is the Professional Education standard. This standard was also learned in
Cultural Diversity. It is extremely important to become culturally competent and to teach others
as well. As a social worker learning never stops, and it is extremely important to constantly teach
clients as well. Standard 9 is the Language and Communication standard. This standard is
another weak point for the student, but after learning about the Latino population it is an area of
interest. People are taken advantage of in society today based on communication barriers. It is
very important to be able to speak, and understand peoples circumstances even if they are much
different than your own. Standard 10 is the Leadership to Advance Cultural Competence
standard. This standard was the root of the Cultural Diversity class the student was in this
semester. The skills learned throughout the semester have motivated her into becoming an
advocate for oppressed populations, and a fighter for change (NASW, 2008).
As an advocate for change one plan of action the student feels passionate about is
education. The student feels that on the macro level education needs to be fair and equal across
the states and that with this policy benefits will flow down to the micro level. After reading and
studying The Other Wes Moore novel it was brought to the students attention just how
oppressed the school system in America is. The education granted to students in upper and
middle class towns is head and shoulders above what other students are taught in the lower level
sections of society. This trend is completely unfair and it is the root to micro and mezzo level
problems that seem to hinder children that grow up in lower income neighborhoods. The plan for
the future is for the student to continue to research, learn, and grow as a social worker and one
day implement policies that stop this oppression from occurring.

Social Action Plan

After taking Cultural Diversity this semester the student has a better understanding of
how oppression, racism, and discrimination occur in our everyday lives. Before taking this
course oppression was an idea, and something studied in school but it was not fully understood.
Learning the history of oppression, and also being taught how it still occurs today was a very eye
opening lesson for the student. After becoming knowledgeable on the topics the student plans to

SKILL DEVELOPMENT ESSAY

be an advocate for change and to defend the minority populations that are subordinate in society.
One way the student plans to influence change is to constantly check her white privilege. In the
work force if something is done in front of the student even if it is a privilege for her, it is
apparent that the student stops the unfair treatment. Also the student plans to be an ally for
people of the LBGTQIA community. It is very important for people to defend groups in society
whether they are a part of that specific community or not.
Post Reflection Experience
Two pretests were taken on August 25, 2015. These tests showed students the level of
cultural awareness and competency that they fell into depending on the scores calculated after
each test. Social work majors have huge social responsibilities once in their career path, which
makes pretests such as this eye opening, and motivating. The two tests scores were calculated by
adding up the scores from each question to calculate a raw score for each test. The raw scores
also placed the individual into a skill level which reflected how educated they were on these
specific topics. The raw score calculated for test one was 97, which fell into level three out of
four. The raw score found for test two was 196, which represented level two out of four (Lum,
2011).
These tests were then taken again on November 15, 2015 and the pre and post test scores
were compared. The scores calculated for the posttests were 131 on test one, and 252 on test two.
These scores represented a jump from level three to level four on the chart for test one, and a
jump from level two to level three for test two. The comparison of the pre and post tests proved
that over the course of the semester knowledge has been retained, and the overall cultural
competency of the subject has improved significantly (Lum, 2011).
After taking the pretests the student was discouraged about the course, but after seeing
the improvements made on the posttest it is clear that the reality check was well worth the
learning experience. On both tests the student jumped levels, and improved all scores. The
exposure that this course showed the student allowed the student to learn about cultures she had
never experienced. Also the skills learned to talk to clients that are of different cultures increased
her knowledge as a future social worker. The two projects that taught the student the most was
the cultural immersions and the group project. The students Latino populations scores on the
pretests were very low, but after the group project the scores increased drastically. The student
feels that she is an ally for this population and has a better understanding of their struggles. Also
the immersions gave the student a better understanding of the LBGTQIA community and what
the coming out process consists of.
Conclusion
The posttests proved that the cultural competency of the student has increased
tremendously over the course of this semester. Every project played into the ten standards of
social work, and the knowledge taken from this course has better prepared the student to work in
the field one day. Before taking this class the student had only been exposed to people of her
personal culture, but now the student has a broad understanding of different cultures, their
history, and their struggles.

SKILL DEVELOPMENT ESSAY

References
Lum, D. (2011). Culturally Compentent Practice. Belmont CA: Cengage Learning .
National Association of Social Workers. (n.d.). Retrieved Novemeber 7, 2015, from
http://www.socialworkers.org/pubs/code/code.asp