Week 3 Assignment Complete homework exercises in Word or Excel. Chapter 4: Exercises 1, 4, 7, 11, 12, 13, 14 https://lms.grantham.edu/webapps/assignment/uploadAssignment?content_id=_4337513_1&course_id=_53572_1&group_id=&mode=view Quick Reference List for APA Formatting 1. When there are only two authors always list both. When you reference them in text, use Jones and Jones (2005). When you reference them at the end of your sentence you use "&" (Jones & Jones, 2005). 2. When you list a group of authors in a reference, the first time you use them list all authors unless there are more than six authors e.g. (Jones, Smith, Olson, & Johnson, 2005) The next time you reference them you can use (Jones et al., 2005). 3. Don’t reference every sentence in a paragraph with the same source. Begin your paragraph with Smith and Jones (2005) found…. Until you introduce another source or switch paragraphs it is understood the information is coming from that source. 4. When you reference authors in a sentence such as; Jones and Jones (2005) found ….don't put a comma after or before the date. Use a comma after the date if it is grammatically correct. For example; According to Smith (2003), recent findings have disputed… 5. If you are speaking from your personal experience or stating an opinion or belief, make it clear to the reader that you are the source of information. Professionally speaking, …. Personal experiences have been… 6. References at the end of your post and papers need to be alphabetized. 7. When you summarize an article, as you will need to do for assignments, or when you are citing the literature, do not state "in an article read", "the article I found on …." "the book titled …" It is understood you have read the material, don't tell your readers you have read it. Instead tell the readers what you have found, e.g. Jones and Smith (2003) have identified key elements in a successful therapeutic relationship. 8. Avoid direct quotes in your work. I want to hear what you have to say about the information. Graduate school is the time for you to develop your professional voice and become the expert on a topic. We can all go to the source of information, especially our text books and assigned reading, to read what has been said. Instead, I want to see how you synthesize and apply the material that you have read so I don't want to see direct quotes in your work. Very few things are so important that they need to be quoted verbatim. Give us your take on the information 9. Before you can use an acronym the proper name must be used first followed by the abbreviation in parentheses. The American Counseling Association (ACA) is the leading authority in…. Rational Emotive Behavior Therapy (REBT) is a common therapy for the treatment of …..Not all readers will know what you are referring to if you only use the acronym. 10. Proof Proof and Proof your work some more. Make sure you are turning in profession.

1. Week 3 Assignment
Complete homework exercises in Word or Excel.
Chapter 4: Exercises 1, 4, 7, 11, 12, 13, 14
https://lms.grantham.edu/webapps/assignment/uploadAssignmen
t?content_id=_4337513_1&course_id=_53572_1&group_id=&m
ode=view
Quick Reference List for APA Formatting
1. When there are only two authors always list both. When you
reference them in text, use Jones and Jones (2005). When you
reference them at the end of your sentence you use "&" (Jones

2. & Jones, 2005).
2. When you list a group of authors in a reference, the first
time you use them list all authors unless there are more than six
authors e.g. (Jones, Smith, Olson, & Johnson, 2005) The next
time you reference them you can use (Jones et al., 2005).
3. Don’t reference every sentence in a paragraph with the same
source. Begin your paragraph with Smith and Jones (2005)
found…. Until you introduce another source or switch
paragraphs it is understood the information is coming from that
source.
4. When you reference authors in a sentence such as; Jones and
Jones (2005) found ….don't put a comma after or before the
date. Use a comma after the date if it is grammatically correct.
For example; According to Smith (2003), recent findings have
disputed…
5. If you are speaking from your personal experience or stating
an opinion or belief, make it clear to the reader that you are the
source of information. Professionally speaking, …. Personal
experiences have been…
6. References at the end of your post and papers need to be
alphabetized.
7. When you summarize an article, as you will need to do for
assignments, or when you are citing the literature, do not state
"in an article read", "the article I found on …." "the book titled
…" It is understood you have read the material, don't tell your
readers you have read it. Instead tell the readers what you have
found, e.g. Jones and Smith (2003) have identified key elements
in a successful therapeutic relationship.
8. Avoid direct quotes in your work. I want to hear what you
have to say about the information. Graduate school is the time
for you to develop your professional voice and become the
expert on a topic. We can all go to the source of information,
especially our text books and assigned reading, to read what has
been said. Instead, I want to see how you synthesize and apply
the material that you have read so I don't want to see direct
quotes in your work. Very few things are so important that they

3. need to be quoted verbatim. Give us your take on the
information
9. Before you can use an acronym the proper name must be
used first followed by the abbreviation in parentheses. The
American Counseling Association (ACA) is the leading
authority in…. Rational Emotive Behavior Therapy (REBT) is a
common therapy for the treatment of …..Not all readers will
know what you are referring to if you only use the acronym.
10. Proof Proof and Proof your work some more. Make sure
you are turning in professional documents each week. Nothing
detracts more from the content of a post than a bunch of
grammatical errors, typos and bad spacing.
11. Make sure to include a cover page with a running head.
Each page should have a page number located in the upper right
hand corner. Look at the example on page 41 in your APA
manual. Make sure you also have a separate reference page
where the references are listed in alphabetical order. Refer to
page 59 in your APA manual to see how this is done.
12. If you are citing something written in an edited book, you
need to make sure that you cite the author(s) of the chapter you
are using and not the editors of the book. When you list the
reference in your reference list, you will need to cite the authors
of the chapter and then list the editors and the book. Please
refer to page 184 of your APA 6th edition Publication Manual
for an example of how to do this.
13. Make sure everything in your paper is double spaced.
* Read the sample paper in your APA manual starting on page
41; refer to it often for writing format. Most of the referencing
and the formatting that you will need to do is represented in that
sample paper.
Grading Rubric: Application Assignments, Journals, and Final
Papers
12 possible points per application/journal assignment

4. 20 possible points for final papers
There are four primary quality indicators. All written
assignments will be scored on the first three indicators
(Responsiveness, Content Knowledge, and Quality of Writing).
The final indicator (Research, Scholarship, and Professional
Style) applies to the Final Paper only, and is worth double
points for each criterion.
Six-Day Clinical Residency Evaluation Scoring Guide Grading
Rubric
Criteria
1
Emerging
2
Progressing
3
Meets Standard
4
Exemplary

5. RESPONSIVENESS
(AS ASSIGNED OR AS SELECTED BY THE STUDENT IF
INSTRUCTIONS ALLOW)
(Did the student respond adequately to the paper or writing
assignment?)
(4 points)
Paper or writing assignment is unresponsiveto the requirements
given in the instructions. The content misses the point of the
assigned or selected topic; and/or relies primarily on anecdotal
evidence (e.g., largely composed of student opinion); and/or
contains little or no evidence that the student has read, viewed,
and considered the Learning Resources in the course and that
the paper topic connects in a meaningful way to the course
content.
Paper or writing assignment is somewhat responsive to the
requirements given in the instructions. Content somewhat
misses the point of the assigned or selected topic; and/or lacks
in substance, relying more on anecdotal than scholarly evidence
(e.g., largely composed of student opinion); and/or contains
minimal evidence that the student has read, viewed, and
considered the Learning Resources in the course and that the
paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and meetsthe
requirements given in the instructions. It responds to the
assigned or selected topic; is substantive and evidence based;
demonstrates clearly that the student has read, viewed, and
considered the Learning Resources in the course and that the
paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and exceedsthe

6. requirements given in the instructions. It responds to the
assigned or selected topic; demonstrates insight beyond what is
required in some meaningful way (e.g., ideas contribute a new
dimension to what is known about the topic, unearths something
unanticipated, etc.); is substantive and evidence based;
demonstrates that the student has read, viewed, and considered
the Learning Resources in the course and that the paper topic
connects in a meaningful way to the course content.
Criteria
1
Emerging
2
Progressing
3
Meets Standard
4
Exemplary
CONTENT KNOWLEDGE
(Does the content in the paper or writing assignment

7. demonstrate an understanding of the important knowledge the
paper/assignment is intended to demonstrate?)
(4 points)
Paper or writing assignment demonstrates/
provides lack of understanding and little or no application of
the concepts and issues presented in the course and/or
application is inaccurate and contains many omissions and/or
errors; and/or no examples or irrelevant examples; and/or no
thought-provoking ideas or original thinking; and/or no critical
thinking; and/or many critical errors when applying knowledge,
skills, or strategies presented in the course.
Paper or writing assignment demonstrates/provides minimal
understanding and little application of concepts and issues
presented in the course, and, while generally accurate, displays
some omissions and/or errors; and/or few and/or irrelevant
examples; and/or few if any thought-provoking ideas, little
original thinking; and/or “regurgitated” knowledge rather than
critical thinking; little mastery of skills and/or numerous errors
when using the knowledge, skills, or strategies presented in the
course.
Paper or writing assignment demonstrates/provides basic
understanding and application of the concepts and issues
presented in the course demonstrating that the student has
absorbed the general principles and ideas presented; relevant
examples; thought-provoking ideas and interpretations, some
original thinking and critical thinking; and mastery and
application of knowledge and skills or strategies presented in
the course.

8. Paper or writing assignment demonstrates/provides in-depth
understanding and application of concepts and issues presented
in the course (e.g., insightful interpretations or analyses;
accurate and perceptive parallels, ideas, opinions, and
conclusions) showing that the student has absorbed the general
principles and ideas presented and makes inferences about the
concepts/issues or connects them to other ideas; rich and
relevant examples; thought-provoking ideas and interpretations,
new perspectives; original and critical thinking; and mastery
and thoughtful/accurate application of knowledge and skills or
strategies presented in the course.
Criteria
1
Emerging
2
Progressing
3
Meets Standard
4

9. Exemplary
QUALITY OF WRITING
Does the student demonstrate graduate-level writing in papers
and written assignments?
(4 points)
Writing is wellbelow graduate-level writing expectations. The
paper uses unclear and inappropriate language; and/or has many
errors in spelling, grammar, and syntax; and/or lacks
organization in a way that creates confusion for the reader;
and/or contains many direct quotes from original source
materials and/or consistently and poorly paraphrases rather than
using original language; and/or lacks information about a source
when citing or paraphrasing it; significant problems adhering to
APA style (application papers).
Writing is somewhat below graduate-level writing expectations.
The paper uses language that is unclear and/or inappropriate;
and/or has more than occasional errors in spelling, grammar,
and syntax; and/or is poorly organized, is at times unclear and
confusing, and has some problems with logical flow; and/or
reflects an underuse of original language and an overuse of
direct quotes and paraphrases; and/or sometimes lacks
information about a source when citing or paraphrasing it;
problems adhering to APA style (application papers).
Writing is scholarly and meetsgraduate-level writing
expectations. The paper uses language that is clear; has a few
errors in spelling, grammar, and syntax; is well organized,
logical, and clear; uses original language and uses direct quotes

10. when necessary and/or appropriate; provides information about
a source when citing or paraphrasing it; adheres to APA style
with few mistakes (application papers).
Writing is scholarly and exceeds graduate-level writing
expectations. The paper uses language that is clear, concise, and
appropriate; has few if any errors in spelling, grammar, and
syntax; is extremely well organized, logical, clear, and never
confuses the reader; uses a preponderance of original language
and uses direct quotes only when necessary and/or appropriate;
provides information about a source when citing or paraphrasing
it; adheres to APA style with few or no mistakes (application
papers).
Criteria
2
Emerging
4
Progressing
6
Meets Standard
8

11. Exemplary
RESEARCH, SCHOLARSHIP, AND PROFESSIONAL STYLE
(use for final papers ONLY)
Does thepaper meet graduate-level expectations for research,
scholarship, and professional style?
(8 points)
The paper is
substantially
below graduate-level
expectations for
research, scholarship,
and professional style.
Paper content
demonstrates no
insight and does
not contribute to
knowledge in the
field; paper content,
for the most part, is
unsupported by current
(within the past five
years), primary, and
pertinent
research/evidence
from a variety of peer-
reviewed books and
journals; and/or does
not use or contains
pervasive errors (final
paper) in APA style

12. (including citations,
references, use of
nonbiased language,
clear organization,
good editorial style,
etc.).
The paper is somewhat below graduate-level expectations for
research, scholarship, and professional style. Paper content
demonstrates little insight and does little to contribute to
knowledge in the field; is often supported by older-than-five-
year-old research, secondary sources (textbooks and websites),
and sources that lack in variety; and/or uses APA form and style
(including citations, references, use of nonbiased language,
clear organization, good editorial style, etc.), but has frequent
errors (final paper).
The paper meets graduate-level expectations for research,
scholarship, and professional style. Paper content demonstrates
insight and contributes to knowledge in the field; is supported
by current and pertinent research/evidence (within the previous
five years, except for seminal, original research where
appropriate) from a variety of peer-reviewed books and journals
(rather than textbooks and websites); uses correct APA form
and style (including citations, references, use of nonbiased
language, clear organization, good editorial style, etc.) with
only a few errors (final paper).
The paper represents exceptional research, scholarship, and
professional style. Paper content demonstrates significant
insight and significantly contributes to the knowledge in the
field; is well supported by current and pertinent
research/evidence (within the previous five years, except for
seminal, original research where appropriate) from a variety of
primarily primary, peer-reviewed sources (rather than textbooks

13. and websites); and consistently uses correct APA form and style
(including citations, references, use of nonbiased language,
clear organization, good editorial style, etc.) with very few or
no errors (final paper).
© 2012 Laureate Education, Inc.
“Emotional Roadblocks on the Road to Cultural
Competence”

14. Program Transcript
NARRATOR: The roundtable participants continue their
discussion in this
program, by speaking to the issue of emotional roadblocks. That
is, feelings and
emotions that serve as barriers or road blocks on the road to
cultural
competence.
DERALD WING SUE: If we're to change the nature of how
mental health is
practiced, we've got to overcome emotional role blocks that
many people seem
to engage in when we present our research findings or ideas.
When I'm teaching a course on multicultural psychology, or one
on awareness of
racial, sexist, homophobic, students get angry at me sometimes.
And my student
evaluations decrease as a result of talking about this. But the
worst thing that I
think, is that the emotive reactions block them from seeing what
is going on.
What are some of the emotional roadblocks that you've
experienced?
THOMAS A. PARHAM: I think one of the things I see is a
profound sense of
defensiveness. Because an assault on any kind of traditional
theory is oftentimes
perceived as an assault on them and their culture-- the them, the
students.

15. But I also see it mixed with a level of tension. Because to the
degree that you
have a multicultural class, you can have different pockets,
where in one pocket
it'll be like, hmm, with the resistance. And another pocket will
be the validation,
like, yes, that's what I've been meaning to say. But I just
couldn't find the words
the way you just articulated, Dr. Sue.
MARIE L. MIVILLE: I have to say, I really like that phrase
"emotional roadblocks"
because I think all students are on a path to learning. And when
they experience
those emotional road blocks-- I still remember my very first
year teaching a
multicultural counseling class. And I was out in the Midwest in
mostly white
classes, and students felt free to share all sorts of beliefs that
still shocked me
that they still believed these things.
And I had a wonderful colleague who was something of a
mentor to me. And she
was like, well, Marie, when students are that open about racist
beliefs and
thoughts, use that. Utilize that. Because that's what you call a
teachable moment.
It's better than if they feel not free to say those things, hide
them. Because that
road block is even that much more difficult to uncover and get
through.
So it's a learning process for me as a teacher, actually, to listen
to things that
students today. And to put them in the developmental

16. perspective. And that's
why I really like that term, emotional roadblock. Because it
reflects more that
©2012 Laureate Education, Inc. 1
developmental approach that I think is important to think about.
And that, it's not
just the students that are on a developmental path. It's teachers
as well.
And how we handle those moments, wherever we are in our own
development, is
so critical to whether or not those students find a way through,
around, and so
on, those roadblocks.

17. TERESA LAFROMBOISE: I also think, with it being from a
developmental
perspective, it takes a long time. And having also taught in the
Midwest a
multicultural course that was required-- that was the first time
I'd ever taught it
when it was required. And that was really very difficult.
Because students were
there that didn't want to be there, necessarily.
And I would sometimes have a student call me before class and
say, it's getting
time for class, and my headache is starting again. And because--
DERALD WING SUE: I've heard that too.
TERESA LAFROMBOISE: But, that's only one course. And
then I would hear
from other faculty, because we had this sort of emphasis within
the program. And
so this would be woven throughout other courses. And I'd here
two or three
semesters down the line, that student who was suffering with
migraines, is now
one of the strongest advocates. But it took more than one
course, more than one
faculty, and also looking at it from so many different points of
view.
MARIE L. MIVILLE: That's right. It's going to be way more
than one course that
can really facilitate these road blocks to be moved. I think one
course can be
absolutely critical in opening up a lot of things. And even to
acknowledge, gee, I

18. think I might have these roadblocks. We come up with
roadblocks in a variety of
ways. Things happen to us that are important for us to process.
And so that's
what makes it so life-long.
DERALD WING SUE: Yeah. And it's really-- I think all four of
us have taught
these courses on multiculturalism. And so, in some ways, we
have a commitment
to it. We've learned from our experience how to deal with the
emotional reactions
to the content and the process of what we're delivering. It's what
we call,
facilitating difficult dialogues on race, gender, and sexual
orientation.
Why is it so difficult for people to honestly dialogue about
race? That has been
the question that we've asked and looked at in terms of the
literature. And what
we have found, in terms of research, is that people have
difficulty dialoguing on
race. And it brings up all these strong feelings of anger,
defensiveness, guilt,
feelings of hopelessness, the whole gamut impairs them.
©2012 Laureate Education, Inc. 2

19. But what I find, is that a lot of people in training are fearful of
dialoguing on race.
Because whatever they say or do, it's going to be seen as being
racist by either
the professor or other people in class.
But I think it goes even deeper than that. I think the fear that's
so well defended--
and these emotions serve to ward it off-- is at the level that at
some point they
realize that they are racist. That they do have biases.
Now I know students and trainees will get real upset when I say
something like,
all people have biases, prejudices. All white people are racist.
But I think that the
level below appearing racist is, it is so hard to acknowledge that
you are.
Because it shatters the image-- the self-esteem, the self-concept

20. of you-- as a
good moral, decent individual.
And then the third level I think happening with a lot of people,
is that if you do get
to the point where you acknowledge the biases, then the
question is, what do you
do about it? Doing something about it may alter the very nature
of how you
interact and relate to people.
If you hear a racist joke by a family member, are you going to--
the threat is to
keep you in place by, in some sense, family members saying,
you're no longer
the Derald that I know. Why can't you keep family harmony?
After all, this is your
Uncle Jim that said it. You should be more-- all of those things
keep a lot of
people from really doing something about it.
THOMAS A. PARHAM: When you talk about emotional
barriers, I think that
clearly is a more complex one. Because it relies so much on
social validation.
And if the social context does not change enough that allows
them to get proper
feedback, to get reinforced, to get affirmed about confronting
the racist, the
sexist, the homophobe, the classist, then they're much more
comfortable sitting
in their silo, comfortable in the idea that, I know this exists, but
less willing to step
out there. Because now it's not just a function of their own
personal comfort zone.
It really is an assault on their particular comfortable space. And

21. I think students
really run through that too.
But it also parallels, really, why it is I think the students even
feel some of the
emotional barriers that you talked about earlier. One of those I
see them
experience is a sense of loss. And the loss for students, to me, is
quite
pronounced. Some of them experienced a loss of place like,
what is my position
in this space? And so now we're learning theories that don't
somehow look like
me.
So now the white students in the room begin to think like the
one black student,
and the one Latino student, and the 1/2 of-- an American Indian
student you can
find in the demographic, and the five women and the other folks
who've been
hanging out on the margins all the time when they're the only
person in class.
©2012 Laureate Education, Inc. 3

22. I think they also lose a sense of position, in the sense that the
dominant theories
have always been the positions that are in control. And when
you start putting
together counter theories to say, well, let me set this aside a
minute and
reintroduce or introduce different conceptual paradigms. That's
a loss of position
about being the dominant theme.
MARIE L. MIVILLE: And I think that's precisely what makes it
so challenging for a
lot of white students, or if you have some kind of majority
status, to give it up.
Because what is there to gain if you lose your position? So I
think that is truly the
struggle that students are-- any of us looking at our isms--
sexism, racism,
sexism-- need to look at is, what are we willing to give up?
There's a lot to gain. Everyone around this table knows that. But
there's also
people-- the roadblock that they face is, what am I going to
lose? What am I
going to sound like at my next family reunion? And where do I

23. get the support in
society for that?
THOMAS A. PARHAM: Part of what is, I think, also incumbent
upon us to teach
them, however, is the emotional struggle that they move through
in bouncing off
both their own newly found insights against the social context
that includes family
and programs and jobs, et cetera, is exactly what it is they're
going to have to
navigate for their clients, and help their clients when they
struggle with that as
well.
And so, if we can get them to the other side-- you both talked
about in terms of
the development process. I think we have a chance. But I don't
necessarily get
as bugged out as I used to be about the initial reactions the
students have,
because I know that that's a normal part of the disrupt in me.
My job as an educator is to take a student, to take a client, and
to disrupt them
from that comfortable category of intellectual, emotional, and
behavioral, and
spiritual apathy. And if, in the process they have to struggle and
be
uncomfortable with it, I think that's part of the journey that
you've got to be able to
move through in order to get to be, I think, an effective healer.
© 2012 Laureate Education, Inc.
©2012 Laureate Education, Inc. 4