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Our country's increasing social diversity, the richness and complexity of cultures, diversity of self-defined individual identities, and complexity of cross-cultural interactions make effective diversity teaching a challenging but critical need. In addition, for services to be provided in culturally competent manner educators must prepare social work students to understand and address the causes, dynamics and consequences of oppression in the life experiences of diverse populations. This article will describe a graduate travel study social work course designed to provide a cultural immersion experience in Puerto Rico. Anecdotal evidence of the students' transformative learning experiences and commitment to social justice advocacy are offered. (Contains 1 table.)

Social work programs that prepare students for culturally competent practice rely on the principle that cultural identity and differences are positive; and that social work services need to be delivered in ways which are culturally acceptable to clients and enhance their ethnic group participation and power. Cross-cultural experiences facilitate the development of cultural competence. Equipping students in the necessary affective, cognitive, and behavioral areas for cross-cultural learning and competent practice call for teaching approaches that capitalize on the adult learning process; and where meaningful learning can be transformed to a learning process beyond the academic experience. This paper presents a cross-cultural teaching model designed to facilitate a culturally transformative learning process within the classroom and with the Hartford Latino Community in Connecticut. (Contains 1 table.)

Studies have reported discrepant findings about the relationship between acculturation and mental health, often because of inattention to interethnic group differences. This 2003 exploratory study of various Latina ethnic groups attending the Women, Infant, and Children (WIC) Program compared five measures of acculturation and mental health status/utilization. The subgroups differed on language, immigration/migration history, and the prevalence of anxiety attacks and depressive syndrome. The prevalence of anxiety attacks was the highest among those who spoke primarily Spanish, the prevalence of the depressive syndrome was the highest among those with more traditional beliefs, and the use of mental health services was the highest among those with less traditional beliefs. Implications for practice are discussed. Keywords: acculturation; Latinas; mental health; women

Social work programs that prepare students for culturally competent practice rely on the principle that cultural identity and differences are positive; and that social work services need to be delivered in ways which are culturally acceptable to clients and enhance their ethnic group participation and power. Cross-cultural experiences facilitate the development of cultural competence. Equipping students in the necessary affective, cognitive, and behavioral areas for cross-cultural learning and competent practice call for teaching approaches that capitalize on the adult learning process; and where meaningful learning can be transformed to a learning process beyond the academic experience. This paper presents a cross-cultural teaching model designed to facilitate a culturally transformative learning process within the classroom and with the Hartford Latino Community in Connecticut. [ABSTRACT FROM AUTHOR]