Post a description of your agency context (location, population served, demographics). Then, evaluate your own commitment to clients and DEI within that co

18 The New Social Worker Fall 2020

Social workers entering the field often believe that the settings where they are employed will

demonstrate the gold standard for be- ing diverse, equitable, and inclusive. Yet, during our field practica, most of us learn that this is far from reality. Admittedly, many of our employers have begun to engage in the “Diversi- ty, Equity, and Inclusion” (DEI) trend to shift organizational culture. This DEI movement has, at least to some degree, better enabled professional social workers to show up to work as our authentic selves. Yet, being our authentic selves at work can create ethical dilemmas and challenges as we attempt to deliver services to oth- ers in a person-centered way that ex- tends beyond the employer-employee relationship. In undergraduate and graduate social work programs, students are of- ten required to take a course focused on working with populations that hold marginalized identities, to develop cultural awareness and sensitivity to diversity. These programs evaluate social work students on their ability to recognize how identities will affect the relationship between the client and professional social worker. However, there is a blind spot: few such courses consider dominant identities and consequential practice considerations. As a Black, obese social worker, I don’t recall having any classes that focused on how a client with domi- nant identities may be affected by my marginalized identities and vice versa. I wasn’t taught about how to work with clients who came into the relationship with a preconceived notion of what a professional social worker looked and talked like, particularly one in direct opposition to who I am. There was no lecture on how a professional with no spiritual connection was supposed to interface with a client who held very conservative religious views. And even though I can vividly recall intense dia- logues about the importance of under- standing the culture and lived experi- ences of Black adolescent boys, I don’t

remember any discussions about the socialization of a client who was raised to uphold the principles of White supremacy. Do educational programs think that people with dominant social identities (e.g., White, middle class, educated) do not need social work services? As I have learned in 20 years of practice, there is no clear distinction between individuals, families, organi- zations, and communities that utilize social work services. So what is a social worker with marginalized identities to do?

Unfortunately, when a social worker is assigned a client in a public setting, the worker often has no theoretical framework to reference when working with clients who do not respect their identities. Experiences that I have had personally and vicari- ously through my supervisees include but are not limited to: clients refus- ing to allow a person of color in their homes, a lack of ability to recognize a social worker’s gender identity and pronoun usage, complaints of unpro- fessional demeanor and dress when Black social workers wore their hair in its natural state, requests for social workers to remove their religious headwear in the client’s presence, and the use of derogatory terms and slurs about non-dominant social identities. The social work curriculum has not offered any instruction on how to handle such scenarios, and although the easiest solution may be to refer the client to another social worker, this is not always a viable option.

Using my critical thinking com- petency, I reviewed the National As- sociation of Social Workers (NASW) Code of Ethics to identify potential courses of action that a social worker facing such a situation could—and should—take. The first section of the ethical standards delineates our professional responsibilities to clients. The initial areas highlighted include commitment to clients and self-deter- mination. My interpretation is that I am responsible to provide services to people who have an identified need.

When guiding clients toward inclusive practices, I must remember that honoring self- determination means support- ing clients who have beliefs and ideas that may be inconsistent with my personal and profes- sional values. Given this interpretation, the following strategies have sup- ported me in my social work practice amidst the current social and political climate:

1. Obtain community support that affirms my identity. This is not the role or responsibility of my clients. My Black social work col- leagues and other professionals and I can support and bolster one another’s resilience.

2. Review theory of Human Behavior in the Social Environment. I need to be reminded that my client’s responses are direct outcomes of systemic issues that have a negative impact on marginalized identities. If I can understand how trauma can affect the physi- ological, social, and psychological health of a person, I must also take time to understand how the current environment affects my clients with privileged identities or with internalized oppression.

3. Utilize supervision. Regularly review issues of privilege, oppres- sion, diversity, and social justice that also include my non-domi- nant identities.

Commitment to Clients and Diversity, Equity, and Inclusion by Daicia Price, BSW, LMSW

The New Social Worker Fall2020 19

4. Self-reflect and self-educate. Examine identities that I hold that are domi- nant, gain knowledge through ed- ucation relevant to non-dominant identities, and identify intentional actions that I can take to disrupt oppression of these groups.

5. Prepare for foreseeable challenges. Think of the most difficult client that I could ever encounter who would challenge me based on my personal and professional experi- ences, and develop an action plan for minimizing projection and countering transference.

6. Choose my work settings strategically. Particularly after moving beyond entry-level positions, I have some measure of choice here. I can exercise this choice to set myself up for success while also being knowledgeable about referral options, access to colleagues, and supervision.

7. Collaborate with clients to create a plan. Use open-ended questions to explore clients’ views and beliefs and identify strategies to work together as effectively as possible if a referral is not feasible.

8. Reconsider the professional social work path. If I am not able to maintain my ethical responsibili- ties to deliver services, I should evaluate whether or not it is appropriate for me to continue to practice as a social worker.

9. Stay open-minded at all times. NEVER say “I will never work with….”

It is the responsibility of systems to disrupt structural oppression, so employers do need to examine—and likely revise—their practices, policies, and procedures to make progress on this front. It is not, however, an individual client’s burden or respon- sibility to make me comfortable or not receive services because of my privileged or oppressed identities. When our environment changes, so will the clients we serve. For now, we as social workers must be aware of the social and environmental factors that affect our clients’ behaviors and be ready to adjust ourselves in ways that make it possible to deliver ser- vices to individuals with a variety of identities. Each day will be a process,

and it will not be easy. However, by continuing to get to know ourselves, educate ourselves, and act to disrupt an oppressive system, we can make a difference and elevate social justice.

For Further Reading

Bartoli, E., & Pyati, A. (2009). Addressing clients’ racism and racial prejudice in indi- vidual psychotherapy: Therapeutic consider- ations. Psychotherapy: Theory, Research, Practice, Training, 46(2), 145–157. https://doi-org.proxy. lib.umich.edu/10.1037/a0016023

Daicia Price, BSW, LMSW, is a clinical assis- tant professor of social work at University of Michigan School of So- cial Work. A graduate of Eastern Michigan University, Daicia has gained micro, mezzo, and mac- ro practice experience as a social worker in juvenile justice, community mental health, housing, education, and foster care.

Pramila Nepal—continued from page 3

Gates Foundation’s Educational Outreach Program. As part of the program, Nepal organizes programs and workshops to assist high school students with academic studies and career preparation. “Some students don’t have proper access to resources on how to navigate higher educa- tion,” she says. For about a year, Nepal was president of the Namaste Nepal As- sociation at Louisiana Tech. Among her duties was facilitating the transi- tion of incoming international Nep- alese students to the university and providing guidance and leadership to these students. “A big part of me is the fact that my parents are ethnic Nepalis from Bhutan; I consider myself a Bhutanese-Nepali,” she says. “During my time with Namaste Nepal Association, I learned so much about my own culture.” She also learned how to work with others and what leadership means. “I found out that the primary

goal of being a leader is focusing on the team members, on their growth and development. It’s not about you but about the people you serve,” she asserts. Nepal’s leadership qualities are affirmed by Eboni Lunsford Calbow, LCSW-S, PhD, clinical assistant pro- fessor at Steve Hicks School of Social Work at UT Austin. “Pramila was a student in my social work practice class, where we came together as a cohort to process field experiences and learn to turn social work theory into practical ap- plication,” says Calbow. One of the “most-agreed-upon qualities of good leadership is true passion for your causes,” she continues. “A person that is fueled by their investment in being active and inciting positive change is a social work leader. Pramila is con- scientious, bold, person-centered, and I find her energy for this work boundless.”

Calbow adds that she is so impressed with all the young profes- sionals entering social work and that Nepal “is such a great example of their versatility, their diligence, and their dedication.” Despite a busy life, Pramila actively pursues her interests. She spends a great deal of time with her 10-month-old Goldendoodle puppy, Luna. She also enjoys running, medi- tation, and interior decoration. The COVID-19 lockdown has given her time and inspiration for redoing her apartment, as well as reading. “During COVID-19, I’ve been reading history books to learn more about Black history, such as the book Do I Dare Disturb the Universe? From the Projects to Prep School, a memoir by Charlise Lyles,” she says.

Freelance writer Barbara Trainin Blank lives in the greater Washington, DC, area. She writes regularly for The New Social Worker and other publications.

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