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Association for Specialists in Group Work
Principles for Diversity-Competent Group
Workers
Approved by the Executive Board, August 1, 1998 Prepared by Lynn Haley-Bañez, Sherlon Brown, and Bogusia Molina Consultants: Michael D’Andrea, Patricia Arrendondo, Niloufer Merchant, and Sandra Wathen
Preamble
The Association for Specialists in Group Work (ASGW) is committed to understanding how issues of diversity affect all aspects of group work. This includes but is not limited to: training diversity-competent group workers; conducting research that will add to the literature on group work with diverse populations; understanding how diversity affects group process and dynamics; and assisting group facilitators in various settings to increase their awareness, knowledge, and skills as they relate to facilitating groups with diverse memberships.
As an organization, ASGW has endorsed this document with the recognition that issues of diversity affect group process and dynamics, group facilitation, training, and research. As an organization, we recognize that racism, classism, sexism, heterosexism, ableism, and so forth, affect everyone. As individual members of this organization, it is our personal responsibility to address these issues through awareness, knowledge, and skills. As members of ASGW, we need to increase our awareness of our own biases, values, and beliefs and how they impact the groups we run. We need to increase our awareness of our group members’ biases, values, and beliefs and how they also impact and influence group process and dynamics. Finally, we need to increase our knowledge in facilitating, with confidence, competence, and integrity, groups that are diverse on many dimensions.
Definitions
For the purposes of this document, it is important that the language used is understood. Terms such as "dominant," "nondominant," and "target" persons and/or populations are used to define a person or groups of persons who historically, in the United States, do not have equal access to power, money, certain privileges (such as access to mental health services because of financial constraints, or the legal right to marry, in the case of a gay or lesbian couple), and/or the ability to influence or initiate social policy because of unequal representation in government and politics. These terms are not used to denote a lack of numbers in terms of representation in the overall U.S. population. Nor are
these terms used to continue to perpetuate the very biases and forms of oppression, both overt and covert, that this document attempts to address.
For the purposes of this document, the term "disabilities" refers to differences in physical, mental, emotional, and learning abilities and styles among people. It is not meant as a term to define a person, such as a learning disabled person, but rather in the context of a person with a learning disability.
Given the history and current cultural, social, and political context in which this document is written, the authors of this document are limited to the language of this era. With this in mind, we have attempted to construct a "living document" that can and will change as the sociopolitical and cultural context changes.
The Principles
I. Awareness of Self
A. Attitudes and Beliefs
Diversity-competent group workers demonstrate movement from being unaware to being increasingly aware and sensitive to their own race, ethnic and cultural heritage, gender, socioeconomic status (SES), sexual orientation, abilities, and religion and spiritual beliefs, and to valuing and respecting differences.
Diversity-competent group workers demonstrate increased awareness of how their own race, ethnicity, culture, gender, SES, sexual orientation, abilities, and religion and spiritual beliefs are impacted by their own experiences and histories, which in turn influence group process and dynamics.
Diversity-competent group workers can recognize the limits of their competencies and expertise with regard to working with group members who are different from them in terms of race, ethnicity, culture (including language), SES, gender, sexual orientation, abilities, religion, and spirituality and their beliefs, values, and biases. (For further clarification on limitations, expertise, and type of group work, refer to the training standards and best practice guidelines, Association for Specialists in Group Work, 1998; and the ethical guidelines, American Counseling Association, 1995.)
Diversity-competent group workers demonstrate comfort, tolerance, and sensitivity with differences that exist between themselves and group members in terms of race, ethnicity, culture, SES, gender, sexual orientation, abilities, religion, and spirituality and their beliefs, values, and biases.
nonjudgmental manner their own beliefs and attitudes with those of Indigenous Peoples, African Americans, Asian Americans, Hispanics, Latinos/Latinas, gays, lesbians, bisexuals, or transgendered persons and persons with physical, mental/emotional, and/or learning disabilities who are group members.
Diversity-competent group workers demonstrate awareness of their stereotypes and preconceived notions that they may hold toward Indigenous Peoples, African Americans, Asian Americans, Hispanics, Latinos/Latinas, gays, lesbians, bisexuals, or transgendered persons and persons with physical, mental/emotional, and/or learning disabilities.
B. Knowledge
Diversity-skilled group workers possess specific knowledge and information about Indigenous Peoples, African Americans, Asian Americans, Hispanics, Latinos/Latinas, gays, lesbians, bisexuals, and transgendered people and group members who have mental/emotional, physical, and/or learning disabilities with whom they are working. They are aware of the life experiences, cultural heritage, and sociopolitical background of Indigenous Peoples, African Americans, Asian Americans, Hispanics, Latinos/Latinas, gays, lesbians, bisexuals, or transgendered persons and group members with physical, mental/emotional, and/or learning disabilities. This particular knowledge-based competency is strongly linked to the various racial/minority and sexual identity development models available in the literature (Atkinson, Morten, & Sue, 1993; Cass, 1979; Cross, 1995; D’Augelli & Patterson, 1995; Helms, 1992).
Diversity-competent group workers exhibit an understanding of how race, ethnicity, culture, gender, sexual identity, different abilities, SES, and other immutable personal characteristics may affect personality formation, vocational choices, manifestation of psychological disorders, physical "dis-ease" or somatic symptoms, help-seeking behavior(s), and the appropriateness or inappropriateness of the various types of and theoretical approaches to group work.
Group workers who demonstrate competency in diversity in groups understand and have the knowledge about sociopolitical influences that impinge upon the lives of Indigenous Peoples, African Americans, Asian Americans, Hispanics, Latinos/Latinas, gays, lesbians, bisexuals, or transgendered persons and persons with physical, mental/emotional, and/or learning disabilities. Immigration issues, poverty, racism, oppression, stereotyping, and/or powerlessness adversely impacts many of these individuals and therefore impacts group process or dynamics.
C. Skills
Diversity-skilled group workers familiarize themselves with relevant research and the latest findings regarding mental health issues of Indigenous Peoples, African Americans, Asian Americans, Hispanics, Latinos/Latinas, gays, lesbians, bisexuals, or transgendered persons and persons with physical, mental/emotional, and/or learning disabilities. They actively seek out educational experiences that foster their knowledge and understanding of skills for facilitating groups across differences.
Diversity-competent group workers become actively involved with Indigenous Peoples, African Americans, Asian Americans, Hispanics, Latinos/Latinas, gays, lesbians, bisexuals, or transgendered persons and persons with physical, mental/emotional, and/or learning disabilities outside of their group work/counseling setting (community events, social and political functions, celebrations, friendships, neighborhood groups, etc.) so that their perspective of minorities is more than academic or experienced through a third party.
III. Diversity-Appropriate Intervention Strategies
A. Attitudes and Beliefs
Diversity-competent group workers respect clients’ religious and/or spiritual beliefs and values, because they affect worldview, psychosocial functioning, and expressions of distress.
Diversity-competent group workers respect indigenous helping practices and respect Indigenous Peoples, African Americans, Asian Americans, Hispanics, Latinos/Latinas, gays, lesbians, bisexuals, or transgendered persons and persons with physical, mental/emotional, and/or learning disabilities and can identify and utilize community intrinsic help-giving networks.
Diversity-competent group workers value bilingualism and sign language and do not view another language as an impediment to group work.
B. Knowledge
Diversity-competent group workers demonstrate a clear and explicit knowledge and understanding of generic characteristics of group work and theory and how they may clash with the beliefs, values, and traditions of Indigenous Peoples, African Americans, Asian Americans, Hispanics, Latinos/Latinas, gays, lesbians, bisexuals, or transgendered persons and persons with physical, mental/emotional, and/or learning disabilities.
Diversity-competent group workers exhibit an awareness of institutional barriers that prevent Indigenous Peoples, African Americans, Asian Americans,
the case of developing or having a "healthy" paranoia, so that group members do not inappropriately personalize problems.
Diversity-competent group workers do not exhibit a reluctance to seek consultation with traditional healers and religious and spiritual healers and practitioners in the treatment of members who are self-identified Indigenous Peoples, African Americans, Asian Americans, Hispanics, Latinos/Latinas, gays, lesbians, bisexuals, and transgendered persons and/or group members with mental/emotional, physical, and/or learning disabilities when appropriate.
Diversity-competent group workers take responsibility for interacting in the language requested by the group member(s) and, if not feasible, make an appropriate referral. A serious problem arises when the linguistic skills of a group worker and a group member or members, including sign language, do not match. The same problem occurs when the linguistic skills of one member or several members do not match. This being the case, the group worker, should (a) seek a translator with cultural knowledge and appropriate professional background, and (b) refer to a knowledgeable, competent bilingual group worker or a group worker competent or certified in sign language. In some cases, it may be necessary to have a group for group members of similar languages or to refer the group member for individual counseling.
Diversity-competent group workers are trained and have expertise in the use of traditional assessment and testing instruments related to group work, such as in screening potential members, and they also are aware of the cultural bias/limitations of these tools and processes. This allows them to use the tools for the welfare of diverse group members following culturally appropriate procedures.
Diversity-competent group workers attend to as well as work to eliminate biases, prejudices, oppression, and discriminatory practices. They are cognizant of how sociopolitical contexts may affect evaluation and provision of group work and should develop sensitivity to issues of oppression, racism, sexism, heterosexism, classism, and so forth.
Diversity-competent group workers take responsibility in educating their group members to the processes of group work, such as goals, expectations, legal rights, sound ethical practice, and the group worker’s theoretical orientation with regard to facilitating groups with diverse membership.
Conclusion
This document is the "starting point" for group workers as we become increasingly aware, knowledgeable, and skillful in facilitating groups whose memberships represent the diversity of our society. It is not intended to be a "how to" document. It is written as a call to action and/or a guideline and
represents ASGW’s commitment to moving forward with an agenda for addressing and understanding the needs of the populations we serve. As a "living document," the Association for Specialists in Group Work acknowledges the changing world in which we live and work and therefore recognizes that this is the first step in working with diverse group members with competence, compassion, respect, and integrity. As our awareness, knowledge, and skills develop, so too will this document evolve. As our knowledge as a profession grows in this area and as the sociopolitical context in which this document was written, changes, new editions of these Principles for Diversity-Competent Group Workers will arise. The operationalization of this document (article in process) will begin to define appropriate group leadership skills and interventions as well as make recommendations for research in understanding how diversity in group membership affects group process and dynamics.
References
American Counseling Association. (1995). Code of ethics and standards. Alexandria, VA: Author.
Association for Multicultural Counseling and Development. (1996). Multicultural competencies. Alexandria, VA: American Counseling Association.
Association for Specialists in Group Work (1991). Professional standards for training of group workers. Together, 20 , 9-14.
Association for Specialists in Group Work (1998). Best practice guidelines. Journal for Specialists in Group Work, 23 , 237-244.
Atkinson, D.R., Morten, G., & Sue, D.W. (Eds.).(1993). Counseling American minorities (4th ed.). Madison, WI: Brown & Benchmark.
Cass, V.C. (1979).Homosexual identity formation: A theoretical model. Journal of Homosexuality, 4, 219-236.
Cross, W.E. (1995). The psychology of Nigrescence: Revising the Cross model. In J.G. Ponterotto, J.M. Casas, L.A. Suzuki, & C.M. Alexander (Eds.), Handbook of multicultural counseling (pp. 93-122). Thousand Oaks, CA: Sage.
D’Augelli, A.R.,& Patterson, C.J. (Eds.). (1995). Lesbian, gay and bisexual identities over the lifespan. New York: Oxford University Press.
Helms, J.E. (1992). A race is a nice thing to have. Topeka, KS: Context Communications.
