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DEVELOPMENTAL TRAUMA AND ITS EFFECTS The largest study of the scope of adverse childhood experiences (ACEs) surveyed over 17,000 adult patients of the Kaiser Permanente Health System and found that 64 percent of them reported at least one type of childhood maltreatment or household dysfunction, and nearly 13 percent reported four or more (CDC, 2013). […]

Trauma-Informed Social Work Practice Jill Levenson Social workers frequently encounter clients with a history of trauma. Trauma-informed care is a way of providing services by which social workers recognize the prevalence of early adversity in the lives of clients, view presenting problems as symptoms of maladaptive cop- ing, and understand how early trauma shapes a

critical model for working across differences in social work practice Integrating cultural competence and social work practice in a coherent and clinically grounded way poses a continuing challenge in the field and conse- quently, a gap in the literature (Lee, 2010). While there appears to be some consensus regarding the broad constructs of what constitutes

Culturally competent practice models: strengths and shortcomings A number of approaches to culturally responsive practice have developed over time. Grounded in a modernist paradigm, the cultural literacy model was the first broadly applied framework (Dyche & Zayas, 1995). Based on the assumption that culture is knowable, this approach emphasized learning about the shared history, traits,

JOURNAL OF ETHNIC & CULTURAL DIVERSITY IN SOCIAL WORK 283 applied to all individuals of diverse backgrounds. The ideological underpin- nings and logistical shortcomings of cultural competence have been the subject of considerable debate. Its controversies, contradictions, and barriers have been discussed extensively in the literature (Ben-Ari & Strier, 2010; Dean, 2001; Furlong & Wight,

Cultural competence in social work: significance and controversies There have been many conceptual definitions of cultural competence and related terms such as multicultural practice proposed in the literature (Boyle & Springer, 2001). Kohli and colleagues (2010) chronicle the history of the inclusion of diversity content in social work education, from the assimilation and melting pot

Culture and diversity: framing the constructs The meanings ascribed to the terms culture and diversity have evolved over time and have held different connotations and significance in the social work CONTACT Corry Azzopardi corry.azzopardi@sickkids.ca The Hospital for Sick Children, Division of Pediatric Medicine, Department of Social Work, 555 University Avenue, Toronto, Ontario, Canada, M5G 1X8.

Cultural competence; culture and diversity; social work education; social work practice Driven by increasing cultural diversity across North America and growing inequi- ties in health and social outcomes among minority groups, cross-cultural compe- tence has become a fundamental dimension of effective and ethical social work practice. The concept of cultural competence has assumed a prominent

From Cultural Competence to Cultural Consciousness: Transitioning to a Critical Approach to Working Across Differences in Social Work Corry Azzopardia and Ted McNeillb aThe Hospital for Sick Children, Division of Pediatric Medicine, Department of Social Work, Toronto, Ontario, Canada; bUniversity of Toronto, Factor-Inwentash Faculty of Social Work, Toronto, Ontario, Canada ABSTRACT Driven by increasing cultural

Assessment in Elementary Education Week 5 Write a 1- to 2-page reflection explaining the following about the lesson plan: (REMEMBER, that your lesson plan should be aligned to the assessment that you developed in Week 4. You are applying the Backwards Design method of planning instruction. A description of the lesson plan and purpose Modifications made