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ABSTRACT
Social work students need to develop practice skills with racially and ethnically diverse clients. Previous research has found benefits to using individual simulated clients, and working with a group would not only provide facilitation opportunities, it could also increase students’ exposure to diversity. This article presents a social work group practice class that used simulated clients and the evaluation of the pedagogy using a mixed-methods design. Students’ scores on the Diversity and Oppression Scale significantly improved from pretest to posttest. Focus groups clarified the impact. The results of this exploratory pilot study suggest that this approach allowed students to learn to manage emotional responses, promoted student insights, and provided opportunities to challenge student assumptions.
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Notes on contributors
Jill C. Schreiber
Jill C. Schreiber is an assistant professor at Southern Illinois University Edwardsville. Joseph D. Minarik is a doctoral candidate and adjunct lecturer at University of Illinois at Urbana-Champaign.