Interview Presentation: Questions To prepare: · Identify an interview subject with a different cultural background than you. · Ask your interview subject the questions below. Be sure to record the interview and/or take good notes. During the interview, ask the individual the following interview questions: · Have you ever lived or visited outside of the United States? If so, where? Describe the experience. · What do you identify as your culture? · What are the most important values and beliefs of your family and community? · What are the important events, traditions, celebrations, and practices in your family or community? · How does your family or community define gender roles? · How do you identify your: · Race · Ethnicity · National origin · Color · Sex · Sexual orientation · Gender identity or expression · Age · Marital status · Political belief · Religion · Immigration status · Disability status · How well do you fit within your family or community based on these other identities you hold? · How do you think others outside your community view your culture? · Have you experienced prejudice or discrimination? Please describe. Social Media and Ethical Considerations Walden’s MSW Social Media Policy A student’s presence on and use of social media reflects on the MSW program and the social work profession; therefore, behavior on social media will be held to the same professional standards and student code of conduct expectations. Social Work professionals, including students, are expected to adhere to the NASW Code of Ethics related to virtual communications. Students should use social work values and principles, as well as specific agency policy, to guide their social media interactions. Students need to consider the ethical consequences of their own social media use, as well as use of social media in practice. Be aware of and follow agency policies regarding the use of social media. Before using social media communication tools on behalf of a field agency, students must seek agency approval of any messages or posts. Walden MSW students are expected to adhere to the ethical standards outlined in the NASW Code of Ethics. Common ethical issues that social workers need to understand and manage when utilizing social media include, but are not limited to, privacy and confidentiality (Section 1.07), conflicts of interest and dual relationships (Section 1.06), and informed consent (Section 1.03). There is significant risk of unintentionally sharing protected information when using social media. Be cautious when posting information about an agency. Never post confidential or private information about clients or colleagues, even using pseudonyms. Students need to remain aware of professional boundaries even when participating in social media in their personal time. Managing “friend” requests and maintaining privacy settings is critical regardless of whether a student uses social me.

1. Interview Presentation: Questions
To prepare:
· Identify an interview subject with a different cultural
background than you.
· Ask your interview subject the questions below. Be sure to
record the interview and/or take good notes.
During the interview, ask the individual the following
interview questions:
· Have you ever lived or visited outside of the United States? If
so, where? Describe the experience.
· What do you identify as your culture?
· What are the most important values and beliefs of your family
and community?
· What are the important events, traditions, celebrations, and
practices in your family or community?
· How does your family or community define gender roles?
· How do you identify your:
· Race
· Ethnicity
· National origin
· Color
· Sex
· Sexual orientation
· Gender identity or expression
· Age
· Marital status
· Political belief
· Religion
· Immigration status

2. · Disability status
· How well do you fit within your family or community based
on these other identities you hold?
· How do you think others outside your community view your
culture?
· Have you experienced prejudice or discrimination? Please
describe.
Social Media and Ethical Considerations
Walden’s MSW Social Media Policy
A student’s presence on and use of social media reflects on the
MSW program and the social
work profession; therefore, behavior on social media will be
held to the same professional
standards and student code of conduct expectations. Social
Work professionals, including
students, are expected to adhere to the NASW Code of Ethics
related to virtual communications.
Students should use social work values and principles, as well
as specific agency policy, to guide
their social media interactions.
Students need to consider the ethical consequences of their own
social media use, as well as use

3. of social media in practice. Be aware of and follow agency
policies regarding the use of social
media. Before using social media communication tools on
behalf of a field agency, students
must seek agency approval of any messages or posts.
Walden MSW students are expected to adhere to the ethical
standards outlined in the NASW
Code of Ethics. Common ethical issues that social workers need
to understand and manage when
utilizing social media include, but are not limited to, privacy
and confidentiality (Section 1.07),
conflicts of interest and dual relationships (Section 1.06), and
informed consent (Section 1.03).
There is significant risk of unintentionally sharing protected
information when using social
media. Be cautious when posting information about an agency.
Never post confidential or
private information about clients or colleagues, even using
pseudonyms.
Students need to remain aware of professional boundaries even
when participating in social
media in their personal time. Managing “friend” requests and
maintaining privacy settings is

4. critical regardless of whether a student uses social media for
personal or professional reasons.
According to the Code of Ethics, “social workers should not
engage in dual or multiple
relationships…in which there is a risk of exploitation or
potential harm to the client…and social
workers…are responsible for setting clear, appropriate, and
culturally sensitive boundaries”
(1.06c). The Code of Ethics further clarifies use of technology
as related to 1.06 Conflicts of
Interest:
(e) Social workers should avoid communication with clients
using technology (such as
social networking sites, online chat, e-mail, text messages,
telephone, and video) for
personal or non-work-related purposes.
(f) Social workers should be aware that posting personal
information on professional
Web sites or other media might cause boundary confusion,
inappropriate dual
relationships, or harm to clients.
(g) Social workers should be aware that personal affiliations

5. may increase the likelihood
that clients may discover the social worker’s presence on Web
sites, social media, and
other forms of technology. Social workers should be aware that
involvement in electronic
communication with groups based on race, ethnicity, language,
sexual orientation, gender
identity or expression, mental or physical ability, religion,
immigration status, and other
personal affiliations may affect their ability to work effectively
with particular clients.
(h) Social workers should avoid accepting requests from or
engaging in personal
relationships with clients on social networking sites or other
electronic media to prevent
boundary confusion, inappropriate dual relationships, or harm to
clients.
The NASW Code of Ethics goes on to state, “Social workers
should respect clients’ right to
privacy. Social workers should not solicit private information
from clients unless it is essential
to providing services” (1.07a). Social work students should
consider the ethics of obtaining
information about a client through social media means.

6. According to the NASW Code of Ethics,
“Social workers should obtain client consent before conducting
an electronic search on the client.
Exceptions may arise when the search is for purposes of
protecting the client or other people
from serious, foreseeable, and imminent harm, or for other
compelling professional reasons”
(1.03i).
Students are encouraged to further review the NASW, ASWB,
CSWE, and CSWA Standards for
Technology in Social Work Practice.
https://www.socialworkers.org/includes/newIncludes/homepage/
PRA-BRO-33617.TechStandards_FINAL_POSTING.pdf
https://www.socialworkers.org/includes/newIncludes/homepage/
PRA-BRO-33617.TechStandards_FINAL_POSTING.pdf
Guidelines for the Use of Social Media
by Social Work Graduate Students
Walden MSW students are expected to adhere to the ethical
standards outlined in the NASW
Code of Ethics. Our ethical obligations to clients, colleagues,
and other professionals are no

7. different when using Facebook, Twitter, or other social media
channels, as well as
communications via our cell phones such as texting or email.
Social media channels, such as Facebook, Twitter, YouTube,
Flickr, Instagram, Snapchat, and
various blog sites are just a few examples of ways to connect
with others and share information.
However, the rapid growth of social media communication tools
and their ease of accessibility
can also have unintended and potentially damaging
consequences to users if basic guidelines are
ignored whether intentionally or not. Social Work
professionals, including students, are
expected to adhere to social work values, ethics and engage in
professional conduct as outlined
in the NASW Code of Ethics when using social media
communication tools, whether they are
using a personal site or an agency site. Common issues that
social workers need to understand
and manage when utilizing social media include, but are not
limited to, privacy and
confidentiality (Section 1.07), conflicts of interest and dual
relationships (Section 1.06), and

8. informed consent (Section 1.03) in our relationships with
clients, colleagues, and in our practice
settings. Utilizing social media communication tools as a social
work professional requires
ongoing attention to these ethical challenges. Inadvertent
postings about trouble with coworkers,
classmates, and clients on different social media sites can be
very harmful, especially in rural
practice where the identities of these mentioned individuals
could be quickly surmised or
presumed. Keep in mind that your presence on and use of social
media reflects on Walden and
the social work profession and your behavior will be held to the
same professional standard and
student expectations.
Professional Use of Social Media versus Personal Use of Social
Media:
As a social work professional, it is important to consider
whether you are using social media
channels for professional activities such as advancing social
justice issues, advocating for
vulnerable populations and promoting your professional identity
versus using these sites to

9. maintain contact with friends and family. We must be cognizant
that the legal, ethical, and
clinical responsibilities we have as professionals does not cease
when we leave the agency nor is
it confined to the physical setting of an office. Our ethical
obligations extend to the virtual world
of the Internet and include the use of social media
communication tools whether we use them
professional or personally and to what sites or organizations we
belong. It is therefore
paramount that our professional lives are mirrored in our
personal ventures as well. It is your
responsibility to understand social media privacy settings and
set them appropriately.
Facebook:
Managing friend requests and maintaining privacy settings is
critical regardless of whether you
use social media for personal and/or professional reasons.
Allowing clients, former clients, or
others, such as supervisors (and field instructors) in your
professional circle to cross into your
personal life may complicate and blur your professional

10. boundaries. This is particularly tricky
when managing Facebook accounts. As a professional, you must
fully consider the extent of your
privacy settings, how you will manage friend requests, your
level of self-disclosure, and how you
will monitor wall posts or other interactions on your site. Be
aware that if you do not employ any
privacy settings on your social media site, your profile is public
and anyone can see what is on
your page. Additionally, people can see when you are tagged in
photos, view comments made
by others, note your status updates and see who you’ve
friended. All professionals must evaluate
the scope of their social media connections. Since this is still an
emerging professional topic,
some professionals may be cautious and guarded in their use of
social media while others may be
more open and exposed. It is your responsibility as a
professional social worker or student and
to abide by the Code of Ethics and your specific agency policy,
including your virtual
communications and use social work values and principles to
guide your interactions.

11. Text, email, and Twitter:
With the proliferation of hand held devices such as smart
phones, accessing the Internet and
connecting with others is literally in the palm of our hands.
Text, email, and Twitter are quick
and effective ways to communicate with others; however, many
ethical, legal, and clinical issues
must be addressed when using these communication tools. For
example, if you text a client, is
the text considered protected information under HIPAA? Are
you ethically, legally, and/or
clinically bound to respond to a client who texts you after
hours? How will you maintain the
privacy and confidentiality of these digital communications?
Should texts be included in the
clinical record? If you maintain a public Twitter profile,
anyone can read or reply to what you
post. Are you prepared to monitor and respond to questions and
comments from clients who
follow your Tweets? These and many other issues are emerging
as professionals learn to
navigate new and evolving technologies. As such, it is
important to consider the security,
privacy, and confidentiality of all communication methods and

12. when in doubt, seek consultation
and supervision before embarking into unfamiliar or uncertain
areas.
Below are some general guidelines for the use of social media
communication tools.
Maintain confidentiality and privacy:
There is a huge risk for unintentionally sharing protected
information when using social media so
always use good ethical judgment. Be cautious when you post
information about your agency
(field placement and classroom work, if you are a student) or
agency staff. Never post
confidential or private information about clients or colleagues,
even using pseudonyms. Be
aware of agency policies regarding the use of social media and
scrupulously follow agency
policies. Do not discuss a client, patient, or situation on a social
media site even if you are
disguising the information. In general, do not post anything
about yourself that you would not

13. want on the front page of a newspaper. It is almost impossible
to remove anything from the
Internet so once it is posted, tagged, tweeted, or followed, you
had better feel good about it.
Respect time and property:
Before using social media communication tools on behalf of
your agency, be sure to seek
approval of any messages or posts. Be careful not to endorse or
promote a product, cause, or
position without prior approval. If you have personal sites,
maintain them on your own time
using your own computer. (If you are a student, your time in
field and the resources provided to
you in your field placement are to be used for field related
matters.)
Be accurate and authentic:
Do not pretend to be someone else or hide your identity when
using social media. Be clear if you
are sharing personal views and use good judgment regarding
sensitive issues. Verify information
before you post it, correct mistakes in a timely manner, and be
aware of legal liability issues such
as copyright infringement, defamation, and posting proprietary
information.

14. Protect your identity:
Understand how privacy settings work and review them
regularly. Refrain from providing too
much personal information such as your home address or full
birth date. Don’t post in advance
when you plan to be on vacation or away from home for an
extended period of time. In addition,
by no means post provocative images of yourself or family that
may come back to haunt you at
some future point in time.
Think before you post:
There is no such thing as privacy on a social media site or the
Internet. Comments can be
forwarded or copied, posts and pictures can be found on search
engines years after the initial
publication, and archival systems save information even after
you delete it. Consider the image
you are portraying by the photos and comments you post. Are
you projecting the image you want
future employers (and faculty members), advisors and friends to
know you by? What you write

15. or post is ultimately your responsibility so be thoughtful about
your on-line communication. Be
certain that what you post today will not come back to haunt
you a few years from now.
Do no harm:
Social media channels provide an excellent means to build our
community; however, as you
navigate these channels, do no harm to yourself, your field site,
your clients, Walden, or the
social work profession in the process.
WEEK 7 DISCUSSION
RESOLVING ETHICAL DILEMMAS
If there is a right and wrong answer, there is no ethical
dilemma. An ethical dilemma occurs when one or more
competing ethical principles must be considered and weighed
against each other.
Social workers serve individuals, families, and communities
who experience complex problems for which there are rarely
simple solutions, or right or wrong answers. As such, social
workers use the NASW Code of Ethics to identify the various
ethical principles and standards that will guide ethical decision
making.
In this Discussion, you apply social work ethics as you analyze
an ethical dilemma.
RESOURCES

16. Be sure to review the Learning Resources before completing
this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
TO PREPARE
· Consider the ethical decision-making framework outlined in
this week’s resources, including Figure 1.1 on page 439 of
Kirst-Ashman and Hull.
· Select one of the following options, and then engage in the
first few steps of the ethical decision-making process, including
consultation with colleagues through your response posts.
Option 1
· As technology advances, so do the ways that social workers
can connect with clients. Is it acceptable to look at a client’s
activities on social media or seek information through an
internet search? Should a social worker allow clients to contact
them by text or e-mail? How does a social worker’s personal
social media presence influence the worker/client relationship?
Option 2
· Consider the presence of dual relationships in social work
practice. What are examples of nonharmful and harmful dual
relationships between clients and workers? How do social
workers determine if dual relationships are harmful to a client?
Option 3
· Your Instructor will post a social work ethical dilemma related
to a current event.
BY DAY 3
Post a response to the following:
· Describe a specific ethical dilemma based on one of the
options above.
· Describe the ethical issues in the option chosen.
· Identify specific values or ethical standards that apply.
· Identify who is likely to be affected by the ethical dilemma.
· Describe potential courses of action.

17. · Examine reasons in favor of or opposed to the course of
action.
Support your post with examples from the course text and any
other resources used to respond to this Discussion. Demonstrate
that you have completed the required readings, understand the
material, and are able to apply the concepts. Include a full
reference of resources at the bottom of the post.
BY DAY 6
Respond by providing consultation to at least two colleagues on
the ethical dilemma they described by doing one of the
following:
· Explain additional ethical standards and values that your
colleague may need to consider in the case.
OR
· Explain any previously unconsidered course of action and
reasons in favor of or opposed to that course of action.
Required Readings
· Kirst-Ashman, K. K., & Hull, G. H., Jr. (2018).
Empowerment series: Understanding generalist
practice (8th ed.). CENGAGE Learning.
· Chapter 11, “Values, Ethics, and the Resolution of Ethical
Dilemmas” (pp. 419–465)
· National Association of Social Workers. (2021).
Code of ethics of the National Association of Social

18. Workers. Links to an external
site.https://www.socialworkers.org/About/Ethics/Code-of-
Ethics/Code-of-Ethics-English.aspx
· Reamer, F. G. (2014, June).
Eye on ethics: The evolution of social work
ethics. Links to an external site.Social Work Today.
http://www.socialworktoday.com/news/eoe_061614.shtml
·
Document:Social Media and Ethical
ConsiderationsDownload Social Media and Ethical
Considerations
(PDF)
WEEK6 ASSIGNMENT
INTERVIEW PRESENTATION
How you present yourself to others is an important part of being
a social worker. Being able to present yourself in an open,
caring, and professional manner helps with building rapport and
influences your clients’ willingness to share their
experiences. You also must be skilled at interacting with clients
who are different from you.
Interviewing skills are also very important, as you have seen,
and social workers must be mindful of how to conduct an
interview in a culturally competent and culturally sensitive
manner.
In this Assignment, you have an opportunity to practice your
engagement and assessment skills. You conduct an interview
with an individual from a different culture than your own to
learn their perspective about culture and gender. The goal is for
you to explore the cultural norms within that ethnic or cultural

19. group.
RESOURCES
Be sure to review the Learning Resources before completing
this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
TO PREPARE
· Identify an interview subject.
· Download the Interview Presentation: Questions handout from
the Learning Resources.
· Ask your interview to subject the questions found in the
Interview Presentation handout. Be sure to record the interview
(with participant’s permission) and/or take good notes.
· You will not submit the interview itself. You create a
presentation about the interview.
· Record a PowerPoint presentation. Your video should be
4–5 minutes but no more than 6 minutes.
BY DAY 7
Submit a recorded PowerPoint (PPT) presentation about your
interview with a person from a different culture than your own.
Your PowerPoint presentation should include 8–10 slides and
should be
4–5 minutes in recorded length.
In the PowerPoint presentation, address the following:
· Identify basic background information of the interviewee.
· Provide a summary of what you learned about the individual
when conducting this interview.
· Identify the skills you used to address the differences between
you and the interview subject.
· Describe your reaction to this activity.
· Reflect on these reactions, and explain why you believe you
may have experienced these thoughts and feelings.
· Describe what you learned, and explain which additional

20. social work skills you could apply or could have applied when
working with this individual.
Please remain mindful of confidentiality and privacy of the
interviewee when presenting information in the educational
environment.
SUBMISSION AND GRADING INFORMATION
For guidance on posting a video into the Discussion Forum,
please refer to the steps below or to the Kaltura section of the
Classroom Support Center, accessed via the
Help button (the
i icon) on the left-hand global navigation menu.
· Click
on Start Assignment near the top of the page.
· Next, click Text Entry and then click the Embed Kaltura
Media button.
· Select your recorded video under My Media.
· Check the box for the End-User License Agreement and select
Submit Assignment for review.
Rubric
SOCW_6101_Week6_Assignment_Rubric
SOCW_6101_Week6_Assignment_Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeSummary
15 to >13.35 pts
Exceeds Expectations
Student presentation of interviewee provides all of the
following while providing in-depth detail and specific
examples:... 1) Basic background information of the
interviewee... 2) Summary of what student learned about the
interviewee when conducting this interview
13.35 to >11.85 pts

21. Meets Expectations
Student presentation of the interviewee provides all of the
following:... 1) Basic background information of the
interviewee... 2) A good summary of what student learned about
the interviewee when conducting this interview
11.85 to >10.35 pts
Fair
Student presentation of the interviewee provides at least one of
the following in sufficient detail and does the other
superficially: ... 1) Basic background information of the
interviewee... 2) Summary of what student learned about the
interviewee when conducting this interview
10.35 to >0 pts
Needs Improvement
Student presentation of the interviewee provides only one of the
following or does both superficially:... 1) Basic background
information of the interviewee... 2) Summary of what student
learned about the interviewee when conducting this interview
15 pts
This criterion is linked to a Learning OutcomeSkills to Address
Difference
15 to >13.35 pts
Exceeds Expectations
Presentation identifies three or more skills used to address
difference and provides specific examples of these skills.
13.35 to >11.85 pts
Meets Expectations
Presentation identifies two skills used to address difference and
provides at least on general example of these skills.
11.85 to >10.35 pts
Fair
Presentation identifies at least one skill used to address
difference with an example and/or identifies a list of skills with
no explanation.
10.35 to >0 pts

22. Needs Improvement
Presentation either does not list skills or identifies one or more
skills that do not have clear connection with the difference
identified.
15 pts
This criterion is linked to a Learning OutcomeReflection on
Reactions
15 to >13.35 pts
Exceeds Expectations
Student presentation provides all of the following:... 1)
Description of three or more reactions to the activity; provides
specific examples to demonstrate each reaction... 2) Reflection
of one each reaction and explanation of why student
experienced these reactions (Presentation supports reflection
with examples from course learning resources and/or specific
personal experiences.)
13.35 to >11.85 pts
Meets Expectations
Student presentation provides all of the following:... 1)
Description of two reactions to the activity... 2) Reflection on
most reactions identified and explaination of why student
experienced these reactions (Presentation supports reflection
with general examples.)
11.85 to >10.35 pts
Fair
Student presentation provides all the following:... 1) Describes
one reaction to the activity or superficial description of more
than one reaction... 2) Reflects on briefly reaction (Explanation
of why they experienced these reactions may be superficial or
lack detail.)
10.35 to >0 pts
Needs Improvement
Student presentation provides only one of the following or does
both superficially:... 1) Describes student's reaction to the
activity... 2) Reflects on these reactions and explains why they

23. experienced these reactions
15 pts
This criterion is linked to a Learning OutcomeLearning and
Application of Skills
15 to >13.35 pts
Exceeds Expectations
Student presentation provides a detailed and in-depth
explanation of:... 1) What student has learned (Explanation of
learning provides specific examples and explains about how
their knowledge changed.)... 2) Additional social work skills
student could apply or could have applied when working with
this individual (Explanation identifies three or more skills,
explains why the skills where chosen, and provides a specific
example of skill application.)
13.35 to >11.85 pts
Meets Expectations
Student presentation provides a good explanation of:... 1) What
student has learned (Explanation of learning provides general
examples.)... 2) Additional social work skills student could
apply or could have applied when working with this individual
(Explanation identifies two skills and either explains why the
skills where chosen or provides an example of skill
application.)
11.85 to >10.35 pts
Fair
Student presentation provides at least one of the following in
detail and does the other superficially:... 1) What student has
learned (Explanation does not provide examples or needed
details.)... 2) Additional social work skills student could apply
or could have applied when working with this individual
(Explanation identifies at least one skill.)
10.35 to >0 pts
Needs Improvement
Student presentation provides only one of the following or does
both superficially:... 1) What student has learned ... 2)

24. Additional social work skills student could apply or could have
applied when working with this individual
15 pts
This criterion is linked to a Learning OutcomeProfessional
Presentation
15 to >13.35 pts
Exceeds Expectations
Presentation is 4–5 minutes. ... The presentation is
exceptionally professional and coherent. The student appears
practiced and professional. The presentation displays effective
organization and focus to communicate ideas. Tone and
presentation of ideas are free from bias and objective. ... The
slides are well organized and generally error free (two or
fewer). Slides use best presentation practices in use of bullet,
brief text, and use of color and font to enhance presentation.
13.35 to >11.85 pts
Meets Expectations
Presentation is 4–5 minutes. ... The presentation is clear and
coherent. The student appears practiced and professional. Tone
and presentation of ideas are free from bias and objective,
unless otherwise directed in the prompt. ... The slides are well
organized. Errors in grammar or spelling are minor, minimal
(three to five), and do not interfere with the scholarly message.
Slides conform to generally to presentation best practices.
11.85 to >10.35 pts
Fair
Presentation is between 3:30–4 minutes or between 5–6
minutes. ... The presentation is generally coherent but
sometimes unfocused. The student appears professional and
organized, but there is little evidence of practice. ... The slides
might be slightly unorganized. Errors in grammar or spelling
are minor but frequent (five to 10) and occasionally interfere
with the message. Use of color and font maybe inconsistent.
10.35 to >0 pts
Needs Improvement

25. Presentation is less than 3:30 minutes or more than 6 minutes.
... The presentation is generally unfocused and lacks
professionalism, with little evidence of practice or preparation.
Tone and presentation of ideas reveal bias and subjectivity. ...
Errors in grammar or spelling are major, pervasive (11+), and
interfere with the message. The slide deck is not organized or
color/font is distracting and inconsistent with presentation best
practices.
15 pts
Total Points: 75
PreviousNext

26. REFERENCES
· Kirst-Ashman, K. K., & Hull, G. H., Jr. (2018). Empowerment
series: Understanding generalist practice (8th ed.). CENGAGE
Learning.
· Chapter 12, “Culturally Competent Social Work Practice” (pp.
466–498)
· Chapter 13, “Gender-Sensitive Social Work Practice” (pp.
499–543)
· Azzopardi, C., McNeill, T. (2016).
From cultural competence to cultural consciousness:
Transitioning to a critical approach to working across
differences in social work. Links to an external site.Journal of
Ethnic & Cultural Diversity in Social Work, 25(4), 282–
299. https://doi.org/10.1080/15313204.2016.1206494
· Fisher-Borne, M., Cain, J. M., Martin, S. L. (2015).
From mastery to accountability: Cultural humility as an
alternative to cultural competence Links to an external
site.Social Work Education, 34(2), 165–181.
doi:10.1080/02615479.2014.977244
· Hook, J. N., Farrell, J. E., Davis, D. E., DeBlaere, C., Van
Tongeren, D. R., & Utsey, S. O. (2016).
Cultural humility and racial microaggressions in
counseling Links to an external site..
Journal of Counseling Psychology, 63(3), 269–277.
https://doi.org/10.1037/cou0000114
· Walden University Writing Center. (2020).
Walden templates: General templates: PowerPoint

27. presentation. Links to an external
site.http://academicguides.waldenu.edu/writingcenter/templates/
general#s-lg-box-2774360
·
Document:Interview Presentation: QuestionsDownload
Interview Presentation: Questions
(Word document)