I hope that you are all doing well! This week you will get some in-class time to work on your presentations. Bring materials/tools that will facilitate this.
Unit Introduction and What You Will Learn
In week five, we continue to talk about families but move to understand them in the context of what they look like across cultural identities and for LGBTQ families. Students read Asakura (2016), and we have the opportunity to discuss the social-ecological framework of resilience she describes for working with LGBTQ families. We also work on some practice activities related to genograms/eco-maps. Students will do an activity exploring various cultural identities and a strategy graphically representing cultural needs.
The agenda for this week is as follows:
- Time to work on the group presentation together
- Considering Genograms/Eco-Maps
- Social-Ecological Framework of Resilience
- Activity to examine our judgments of others
- Overviews of various cultural groups
- Culturagrams
Learning Objectives
- Apply genograms and culturagrams as assessment tools to understand families within broader ecological and cultural contexts.
- Identify culturally specific considerations when working with diverse families, including immigrant, LGBTQ, and BIPOC communities.
Unit Assignments
Read/Watch
- Read Asakura (2016)
- Watch Sebold et al. (2007)
A-01: Class Engagement and Attendance
Attend Class
A-02: Reading Engagement and Check-in Questions
Complete the reading engagement and check-in questions at W-05 A-02 Reading Questions is due Monday, 2/23, 8:00 AM.
Unit Resources
I’ve now added all of the reading quizzes, so they will be due before class each week, but this week again I’m making it due for Monday as I didn’t finish until right before class. You can find my 2026 Weekly Reading Guide
Previous years, I have had students watch Imagine A World Where Being “Gay” The Norm & Being “Straight” Would Be The Minority!. If you are still interested in seeing this short mini film on YouTube it can be perspective changing. Just remember, that it could be potentially triggering.
The “Coming Out” Stars activity we did comes from the Trevor Project and you can find it and others in Empathy and Awareness Activities
In talking about genogram’s and eco-maps, I share an example that I created when I was in school. You can find the article at Genogram & Eco-map. During class we do an activity looking at Mental Health America’s resource around Mental Health Resources For Black, Indigenous, And People Of Color
All of the presentations for this class can be found at https://presentations.jacobrcampbell.com. This week’s slides are Spring 2026 SOWK 487 Week 05 - From Families to Groups and Culturally Competent Social Work Practice.
The Lecture Videos tab in the MyHeritage course is where you will be able to find class recordings. The video this week is at [Spring 2026 SOWK 487w Week 05]().
Reference
Asakura, K. (2016). It takes a village: Applying a social ecological framework of resilience in working with LGBTQ youth. Families in Society: The Journal of Contemporary Social Services, 97(1), 15-22. https://doi.org/10.1606/1044-3894.2016.97.4
Sebold, B., Sills, B., & Sills, T. (Director). (2007). Red without blue. [Film]. Red Without Blue
To-Do Lists
- A-01: Class Engagement and Participation Attend class
- A-02: Reading Engagement and Check-in Questions W-05 A-02 Reading Questions
- Read - Asakura (2016) Watch Sebold et al. (2007)