Weaving a tapestry: Anti‐racism and the pedagogy of clinical social work practice

Abstract

This paper aims to describe how. the Smith College School for Social Work's commitment to anti‐racism, affirmed in 1994, shapes the teaching of clinical social work practice. The discussion is situated in a review of the School's mission statement, the guiding teaching principles of cultural competence as developed by social work's professional organizations, and current research and clinical findings. A brief review of the literature pertaining to anti‐racism in clinical practice follows. Various assumptions and myths are addressed concerning what constitutes clinical practice grounded in anti‐racism. I then present a case method of teaching clinical practice based on a social constructivist view of valuing multiple theoretical lenses, an “informed not knowing” stance and the intersubjective space. Three central principles inform the teaching of cultural responsiveness. They are: (1) values, ethics and self‐reflection; (2) cross‐cultural knowledge and skills; and (3) empowerment and advocacy. Although a synthesis of social and psychological theories is useful in all psychotherapy, for the sake of brevity, this paper narrows the focus to racial identity development and object relations theories, in particular Winnicottian theory. Both are developmental models. They stress the importance of optimal nurturing environments and of facilitating the emergence of complex racial and psychological identities. Specific questions are posed to promote critical thinking and dialogue in the classroom. Finally, I present a clinical case of couple therapy, lasting seven months, where the clients and clinician self‐identified as white, while the clinical consultant identified as African American. The role of anti‐racism in this therapeutic process is addressed in the context of a case analysis based on the central principles outlined.