The world’s diversity has come into focus in matters of sexual orientation because of the increased recognition of individual rights and freedoms. In the US, many organizations are striving to eliminate incidences of discrimination based on sexual orientation in their work places. According to Mulé (2006), the strategy takes the form of review of existing policies on training about sexual orientation issues. At organizational level, it is important to have a curriculum that incorporates issues of the LGBTQ community. However, the situation on the ground is far from ideal. The challenge starts right from evaluation of sexual minority issues. Mulé (2006) posited that studies on gay individuals and their experiences in social work education are often marginalized or excluded. The practice sets precedence for discrimination of sexual minorities as compartmentalization of homosexuality breeds homophobia and sexism. Mulé (2006) placed emphasis on the need to handle the ‘coming out’ process appropriately because of its central importance in recognizing the existence of LGBTQ individuals among the general population. In addition, training of social workers should discuss in the plight of sexual minority in depth. It is important to understand that some homosexual experiences are similar to those of heterosexuals. Therefore, a comprehensive curriculum is that which addresses issues of sexism, sex-role stereotyping, homophobia, and heterosexism. On the contrary, sexual minorities continue to face challenges because they are not given equal attention to other minority groups. Consequently, they continue to be victims of invisibility and isolation and marginalization by service organizations (Rogers et al. , 2013).
Findings on the US
In relation to code of ethics under the international declaration criminalizing any form of unfair sexual discrimination, the US through the National Association of Social Workers has institutionalized sexual orientation. Its curriculum addresses critical components namely: cultural competence and social diversity, respect, discrimination, and social and political action (Mulé, 2006). The approach has yielded a strong framework for valuation of sexual orientation in different social work contexts and practice. Similarly, high standards of curriculum are maintained by the accrediting body, which also advocate for application of theory and practice to create awareness about the patterns, dynamics, and consequences of discrimination, economic deprivation, and oppression” (Mule, 2006). It is evident that US has frameworks in place for aiding sexual orientation in the social paradigms, but lack of commitment by multi-actors continues to derail the process.
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Importance of the Relationship between Organizational Code of Ethics and Training Program
Mule (2006) observed that across the regions included in the study, organizational ethical models were noted to have inconsistencies between professional ethical expectations and training materials. The gap is a cause for concern because social workers who are mandated to provide social services to sexual minorities are inappropriately trained. Parallels between the two ensure undergraduate and graduate curricula conform to professional ethical standard, hence equipping the education system with the capacity to produce social workers who are knowledgeable about the diversity in sexual orientation. Rodgers et al. (2013) contended that a social workforce that dedicated to issues of LGBTQ is crucial in addressing discriminatory practices directed at sexual minority.
References
Mulé, N. J. (2006). Equity vs. invisibility: Sexual orientation issues in social work ethics and curricula standards. Social Work Education , 25 (6), 608-622.
Rogers, A., Rebbe, R., Gardella, C., Worlein, M., & Chamberlin, M. (2013). Older LGBT adult training panels: An opportunity to educate about issues faced by the older LGBT community. Journal of Gerontological Social Work , 56 (7), 580-595.
