Exploring Adei In Generalist Clinical Syllabi In Msw Curriculum

Background. The 2022 EPAS revision reaffirms the profession’s commitment to advancing anti-racism, diversity, equity, and inclusion (ADEI) in social work practice and education (CSWE, 2022). Studies show that syllabi construction influence students’ social consciousness and serve as tools for professional identity (Behnke & Miller, year; Sulik & Keys, 2014 ). Inclusion of ADEI in foundational clinical social work syllabi can convey the complexity of clients’ lives and the profession’s integrated, person-centered approach (Chu et al., 2022).

Methods. Our research question is - how integrated are culture and population-specific considerations in the foundational clinical syllabi, particularly within course objectives, module descriptions, readings, and assignments. This research employs inductive content analysis of publicly available syllabi from CSWE-accredited MSW programs. We used an inclusion criteria, of practice - clinical courses taught in the first year with a focus on micro practice to select N=27 syllabi from 19 programs as primary data sources for the study. All authors then conducted open coding and generated 110 distinct codes. Frequency (total occurrences) and breadth (distribution across syllabi) were used to create categories and identify recurring patterns across the syllabi.

Findings. The initial codes were grouped into categories of clinical knowledge, clinical skills, and integrated practice - subcategorized for specific populations, diverse populations, and specific issues. Diverse Populations were mentions of diverse, multi-cultural, immigrants, minorities, disfranchised, and vulnerable; specific population were mentions of groups like African American, Native American, etc., and Specific issues were identified as domestic violence, poverty, postpartum depression etc. We report here rates at which syllabi content included diverse or specific populations and issues as a percentage of their generic presence. Presence of clinical knowledge development and skill development with specific issues (0.7%, 7%), specific populations (14%, 15%) and diverse populations (4%, 3%) respectively. While culturally integrated practice had a presence with specific population at 11% and micro mezzo integrated practice with diverse populations was 14%. Further analysis also reveals emergent patterns on who is or is not represented and also patterns of clinical thinking about systems of oppression or a group’s clinical pathology. Additionally, even when specificity is present, it might not be emphasized or prioritized within syllabi, such as placement of readings as required or recommended.

Discussion. All the syllabi included in the study, contained value statements and readings that emphasized diversity, multiculturalism, and marginalization. It is possible that academic social work is using this content as a catch-all code for ADEI. While most sampled syllabi contained content that included diversity emphasis – the specificity of issues and races in an integrated understanding of practice with population subgroups is missing.

Conclusion and Implication. Our study suggests curricular gaps that might contribute to limitations in clinical knowledge and skills in social work students. Optical offerings of courses specific to ADEI wherein minority perspectives are situated strategically in a curriculum might not be as effective as integrative ones. Through this work, we seek to inform pedagogical strategies that position culturally responsive, effective clinical training that embraces the specificity of the person in environment approach.