Research Paper on Diversity-Competence: Enhance Relationships, Knowledge & Skills for Social Workers

Introduction

Diversity-competent is one of the celebrated affluence which involves massive development of knowledge, skills, and values to allow social workers to serve their immediate population easily. The relationship between workers is heightened based on the learned skills and knowledge to give them a proper association with the client (Jani, Osteen & Shipe, 2016). Similarly, diversity competence refers to the extent to which a group reflects different individuals who come from the identifiable background. This paper examines the importance of diversity competent practice based on a diverse population. It also captures the privileges that the diverse community of the dominant group has over the others concerning the methods which they are involved in.

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History of Focus Groups

Focus group snapshot response to attitude began during World War II in the U. S. Army to "focus" exclusive discussion on specific themes which the Army wanted to assess. The main characteristics of this group were examination and utility process of a common goal (Kumagai & Lypson, 2016). However, in American society discrimination was major caused by race or skin color difference. For instance, a given race was never allowed to take part in individual, societal progress (Jongen et al.' 2018). In terms of attitudes and stereotypes, the population was exposed to concretizing issues such as death penalty, abortion or racism.

The dominant group enjoys male and class privileges which allow them to work confidently. Ordinary person and professional values of the focus group include integrity, competence and social worth (Curtis et al., 2017). However, their beliefs include racial segregation. Correctly, the dominant culture exposed the focus population to propaganda and compliance attitudes which eventually interferes with their social, economic and political hegemony.

Additionally, in relationship building, evaluation, action, and other related issues for diversity competence, essential knowledge and skill is dignity and individual worth (King, P. M., & Howard-Hamilton, 2013). The two plays a vital role in uniting the different aspects together.

Conclusion

In conclusion, Intervention methods are the approaches which the focus group uses to build rapport with the entire population and culture. Indirect Intervention involves actions which are taken with other persons as opposed to clients to help them. They include activities as mediation and efforts to change the communities. On the other hand, direct intervention focuses on effects with families, individuals or small groups. They include the use of activity, actions for relationship development, steps taken to enable or empower individuals among others.

References

Curtis, E. F., Dreachslin, J. L., & Sinioris, M. (2017). Diversity and cultural competence training in health care organizations: hallmarks of success. The Health Care Manager, 26(3), 255-262.

Jani, J. S., Osteen, P., & Shipe, S. (2016). Cultural competence and social work education: Moving toward assessment of practice behaviors. Journal of Social Work Education, 52(3), 311-324.

Jongen, C., McCalman, J., Bainbridge, R., & Clifford, A. (2018). Multilevel Cultural Competence Intervention Implementation and Evaluation Framework. Cultural Competence in Health (pp. 127-133). Springer, Singapore

King, P. M., & Howard-Hamilton, M. (2013). An assessment of multicultural competence. NASPA Journal, 40(2), 119-133.

Kumagai, A. K., & Lypson, M. L. (2016). Beyond cultural competence: critical consciousness, social justice, and multicultural education. Academic medicine, 84(6), 782-787.