Demonstrating LGBTQ+ Affirmative Practice in Groups: Developing Competence through Simulation-Based Learning
Craig, S. L., Iacono, G., McInroy, L.B., Kirkland, A., Pascoe, R., & Kourgiantakis, T. (2022). Demonstrating LGBTQ+ affirmative practice in groups: Developing competence through simulation-based learning. Clinical Social Work Journal, 50. 297-307. https://doi.org/10.1007/s10615-022-00850-2
Highlights
Background
· LGBTQ+ populations experience significant mental and behavioral health disparities
· Social workers are uniquely positioned to address these vulnerabilities, however, clinical graduate education has not effectively promoted or taught competent practice with LGBTQ+ populations
· Given that students often feel unprepared to work with groups and lack opportunities to learn practical skills to competently facilitate group therapy (MacGowen & Wong, 2017), particularly with LGBTQ+ populations (Craig et al., 2016a), creative approaches to clinical training are necessary
Study Description
· This study details the qualitative results of a competency-based simulation-based learning (SBL) activity in a graduate social work course, which highlights the importance of experiential education in the development of affirmative clinical skills with LGBTQ+ populations, specifically in group therapy
· Findings sought to articulate: (1) clinical competencies for affirmative group therapy; (2) the utility of group-based SBL in teaching affirmative practice; and (3) specific affirmative practice competencies identified by students participating in SBL
· A SBL activity was created and implemented with second-year Master of Social Work (MSW) students (n = 25) in an elective course, Social Work Practice with LGBTQ+ Populations
· This simulation scenario was set in a youth mental health centre in a suburban area with two graduate students serving as group co-facilitators. The purpose of the group was to support the development of coping skills through an affirmative practice approach for LGBTQ + youth aged 16–19
Key Findings
Qualitative analysis of students’ written reflections on the SBL experience identified the following themes as critical to affirmative practice:
· Deeply engaging in a strengths-based stance
· Keeping the group in group therapy
· Avoiding the expert trap
· Managing identity assumptions
· Overall, many students recognized the importance of affirmative statements and interventions, but they also noted that they needed more practice to develop these skills to ensure they were effectively and clearly delivered to clients
· Given the right of LGBTQ+ populations to access high quality care for their mental health, graduate education should support the development of competent affirmative clinicians
