Using reflection and dialogue to prepare social work students for practice with LGBT populations: An emerging pedagogical model

Abstract

Using analysis of student focus groups, this article describes the learning experiences of graduate social work students in a semester-long course on social work with lesbian, gay, bisexual, and transgender (LGBT) individuals and families. Deconstructing their beliefs about sexuality, gender, religion, and family was for many students both an uncomfortable and rewarding learning process. Drawing from students' voices and using the concept “creative tension” (Palmer, 1998 Palmer, P. (1998). The courage to teach: Exploring the inner landscape of a teacher's life. San Francisco, CA: Jossey-Bass.[Crossref] , [Google Scholar]), this article describes students' growth processes and how providing forums for personal reflection and dialogue supported students in this deconstruction process. An emerging pedagogical model that expands and deepens what it means to create a “safe” classroom environment for learning about LGBT issues is offered.