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Dr. Susan Sage Heinzelman, Director 2505 University Avenue, A4900, Burdine Hall 536, Austin Texas 78712 • 512-471-5765

Dorie J. Gilbert

Core Faculty Ph.D., 1996, Social Work, The University of Texas at Austin

Associate Professor

Contact

Biography

Dr. Dorie J. Gilbert is Associate Professor of Social Work and African & African Diaspora Studies at the University of Texas at Austin. Currently, she is Chair of the School of Social Work's International Social Work Committee. She served as Visiting Research Scholar at the University of California at San Francisco from 2001 through 2008. Since 2004, Dr. Gilbert has been a Research Associate with the Institute for the Advanced Study of Black Family Life in Oakland, CA and is certified in the African –Centered Behavior Change Model, a culturally congruent model based on the principle of utilizing traditional African-centered philosophies in health and mental health promotion interventions. Her teaching, research and community service center around her focus on evidence-based, Africentric interventions to address health and mental health disparities.

Dr. Gilbert's work extends to West Africa where she teaches an international social work course, Ghana: Social and Community Development and serves as a liaison to engineering students implementing development projects in Ghana's Ashante region. She also serves as the faculty liaison for students completing their final internships in Accra, Ghana.

Dr. Gilbert has received National Institutes of Health, Austin/Travis County and university funding to study psychosocial concerns among people living with HIV, risk and resilience among mothers living with HIV and their children, and community and school-based Africentric interventions. Her recent research projects include Healer Women, an Africentric health promotion program for women of African-descent. Dr. Gilbert is currently developing a Handbook of Africentric Interventions: Evidence-Based and Promising Best Practices documenting the range of nationally implemented Africentric interventions for a multidisciplinary audience of helping professionals, researchers, and scholars.

Curriculum Vitae (PDF)

Professional Interests

Prevention and intervention with women and people of color living with HIV/AIDS, psychosocial adjustment in persons coping with social stigma, child and adolescent welfare and counseling, multicultural practice issues; and cultural diversity curriculum development.

Education

  • Ph.D., The University of Texas at Austin
  • M.S.S.W., University of Texas at Austin
  • B.B.A., University of Texas at Austin

Teaching History

Faculty Research

WGS F340 • Couns Afr Am Indiv/Couples/Fam

88885 • Summer 2013
Meets MTWTH 830am-1030am SSW 2.140
(also listed as AFR F372D, WGS F393 )
show description

Varies by topic

WGS F393 • Couns Afr Am Indiv/Couples/Fam

88955 • Summer 2013
Meets MTWTH 830am-1030am SSW 2.140
(also listed as AFR F372D, WGS F340 )
show description

Varies by unique number.

WGS 340 • African American Family

47070 • Spring 2012
Meets TTH 1230pm-200pm SSW 2.118
(also listed as AFR 374 )
show description

This course is designed to provide an overview of historical and contemporary issues facing African American families and children. Social service delivery to African American families and communities is emphasized. This course is an upper- division, social science elective and is open to BSW students as well as other majors and graduate students. Topics include:

* African Heritage and Cultural History

* Africentric Social Work Practice & Theories

* Gender, Sexuality and Relationships

* Family Patterns and Parenting

* Socialization in African American Families

* Adolescent Development & Racial Identity

II. Course Objectives

* Impact of Racism & Oppression

* Health and Mental Health Care & Disparities

* Faith-based and Community interventions

* Housing and Community Concerns

* Education and Employment

* Criminal Justice and Vulnerable Sub-populations

By the end of the semester, students will be able to:

1. Demonstrate an understanding of African American family structures and dynamics from a social systems perspective. 2. Demonstrate an understanding of the historical background of African American families and its impact on contemporary family life.

3. Demonstrate an understanding of the psychosocial dimensions of African American families.

4. Identify specific social issues facing African American males and females, children, families & other subsets of the population

5. Identify and describe the variety of life styles among African Americans and the situational determinants of different family forms and patterns of adaptation. 6. Identify barriers facing specific African American populations, including persons with disabilities, the elderly, women, gays and lesbians. 7. Critique the treatment of African American families in American scholarship.

9. Demonstrate an awareness of value dilemmas and policy initiatives that differentially affect African American families and diverse social service providers.

10. Promote social justice by recognizing and identifying ways to address discrimination against African Americans and other oppressed populations.

III. Teaching Methods

Lectures, class discussion, reading assignments, small group discussions and presentations will be utilized to achieve course objectives. Guest lecturers and films will provide supplementary learning resources. Lectures are designed to supplement readings. Students are expected to come prepared to each class and participate in discussions of assigned readings and of supplementary material presented in lectures.

WGS 340 • African American Family

47665 • Spring 2011
Meets TTH 1230pm-200pm SSW 2.118
(also listed as AFR 374, AFR 374C, ANT 324L )
show description

Fifty years after independence, Ghana has established new priorities around vigorous infrastructure development and enhanced social services and development, with special emphasis on education, child and family welfare, poverty reduction, and health promotion.  Through this course, students will gain a sound understanding of Ghanaian social work approaches to community and social development through social service delivery and community empowerment strategies which incorporate indigenous customs, institutions, and values.  Students will have the opportunity to examine the role of colonialism, cultural history and social policy in influencing the prevailing societal issues in Ghana and to explore various agency programs, non-governmental organizations (NGOs), and indigenous projects that are actively responding to Ghana’s major social service needs.  The course will focus on community and social development across various areas, such as poverty, child and youth welfare, women and family services, health and disability services, housing and migration concerns, employment and technology development, and environmental protection in rural and urban Ghanaian communities. 
The course involves both experiential and classroom learning. During the four weeks, students will volunteer with various NGOs, social service agencies, and community-based organizations as well as meet with members of the Ghana Association of Social Workers and leading community providers. Students will be placed in agencies in the Greater Accra area. The course content will dovetail with the nature of community service in critical ways to ensure that 1) student learning is enhanced, 2) small-scale community needs are met, and 3) students are able to critically reflect upon their entire experience.
In addition, students will take part in educational excursions, such as tours of the Cape Coast slave fortresses, Catholic Action for Street Children’s Rural Farm Apprenticeship Project, the Village of Patriensa Computer Technology Training Center, and the Agogo Village Hospital and Environmental Activism Project in the country’s Ashanti region. The course combines lectures by faculty and local experts with journal reflections, field reports, and discussions that allow students to integrate their classroom-based work with their community-based volunteer projects.

WGS 340 • African American Family

47690 • Spring 2011
Meets TTH 1230pm-200pm SSW 2.118
(also listed as AFR 374, AFR 374C, ANT 324L )
show description

Fifty years after independence, Ghana has established new priorities around vigorous infrastructure development and enhanced social services and development, with special emphasis on education, child and family welfare, poverty reduction, and health promotion.  Through this course, students will gain a sound understanding of Ghanaian social work approaches to community and social development through social service delivery and community empowerment strategies which incorporate indigenous customs, institutions, and values.  Students will have the opportunity to examine the role of colonialism, cultural history and social policy in influencing the prevailing societal issues in Ghana and to explore various agency programs, non-governmental organizations (NGOs), and indigenous projects that are actively responding to Ghana’s major social service needs.  The course will focus on community and social development across various areas, such as poverty, child and youth welfare, women and family services, health and disability services, housing and migration concerns, employment and technology development, and environmental protection in rural and urban Ghanaian communities. 
The course involves both experiential and classroom learning. During the four weeks, students will volunteer with various NGOs, social service agencies, and community-based organizations as well as meet with members of the Ghana Association of Social Workers and leading community providers. Students will be placed in agencies in the Greater Accra area. The course content will dovetail with the nature of community service in critical ways to ensure that 1) student learning is enhanced, 2) small-scale community needs are met, and 3) students are able to critically reflect upon their entire experience.
In addition, students will take part in educational excursions, such as tours of the Cape Coast slave fortresses, Catholic Action for Street Children’s Rural Farm Apprenticeship Project, the Village of Patriensa Computer Technology Training Center, and the Agogo Village Hospital and Environmental Activism Project in the country’s Ashanti region. The course combines lectures by faculty and local experts with journal reflections, field reports, and discussions that allow students to integrate their classroom-based work with their community-based volunteer projects.

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