This document summarizes a study that examined Latino definitions of intercultural competence through qualitative interviews and a cultural consensus analysis. In the qualitative phase, interviews with 15 Latino adults generated themes around the skills needed for Latinos to succeed in different cultures. In the quantitative phase, 46 Latino adults rated the importance of these skills. Cultural consensus analysis identified a shared cultural model of Latino intercultural competence, including skills that integrate traditional values with self-efficacy attributes. The findings provide insight into Latino experiences navigating cultures that can inform acculturation research.
Table of contents1. The relationship between level of training.docxmattinsonjanel
This document summarizes a study that assessed levels of implicit bias and self-reported multicultural competency among counselor trainees. The study found that counselor trainees reported high levels of multicultural competency but still exhibited implicit biases against African Americans and LGBT groups. Implicit biases were present even among trainees with more advanced training, while self-reported competency did vary by training level. The results suggest that implicit bias measures can provide additional insight into trainees' attitudes beyond self-reports alone.
Culturally Competent Social Work ResearchMethodological Con.docxannettsparrow
This document discusses methodological considerations for conducting culturally competent social work research with language minorities. It begins by outlining the need for more research with this growing population, which often faces barriers to accessing social services due to limited English proficiency. The document then presents Meleis's framework for culturally competent scholarship as a conceptual model, which emphasizes contextuality, relevance, awareness of identity and power differences, and empowerment. Finally, it applies this framework to four methodological areas in research with language minorities: problem formulation, recruitment and retention, measurement, and dissemination. It provides strategies for each area, such as conducting focus groups with community leaders to identify relevant research problems, building relationships with community organizations to facilitate recruitment, and
Cultural Competence and PovertyExploring Play Therapists’ AOllieShoresna
Cultural Competence and Poverty:
Exploring Play Therapists’ Attitudes
Lauren Chase and Kristie Opiola
Department of Counseling, University of North Carolina at Charlotte
This article reports the findings of a survey that investigated attitudes toward poverty
among play therapists (N � 390) and its relation to demographic information. Multi-
variate analyses of variance (MANOVA) were used to measure the relationship
between play therapists’ demographics and their attitudes toward poverty, specifically
their structural, personal deficiency, and stigma scores. Results indicated that both
region and age resulted in differing views on poverty. Participants living in the
Northeast held stronger structural views of poverty than participants in the South.
Similarly, participants in the 50 –59 and 60 plus age groups disagreed to strongly
disagree with a personal explanation toward poverty than participants in the 30 –39 age
group. The importance of play therapists’ examining their attitudes toward poverty and
the direct impact on their work is discussed. Finally, implications of the results,
including overall findings, are explained.
Keywords: play therapy, attitudes of poverty, cultural competence
Culturally competent training is an element
of credentialing requirements that ensures men-
tal health providers offer adequate and respon-
sive care to diverse populations. Although the
mental health field has embedded cultural com-
petence in their standards and guidelines, there
are discrepancies in the way the profession as-
sesses and measures competence (Sue et al.,
1996). Researchers have investigated attitudes
toward poverty in the helping professions
(Levin & Schwartz-Tayri, 2017; Noone et al.,
2012; van Heerde & Hudson, 2010; & Wit-
tenauer et al., 2015), but no study has focused
on play therapists’ attitudes toward poverty.
The purpose of this study is to fill a gap in the
literature regarding play therapist’s attitudes to-
ward poverty because awareness and knowl-
edge are key elements to implement culturally
responsive services and skills with diverse chil-
dren in a variety of settings.
Cultural Competence
Cultural competence is an important compo-
nent of professional practice, and practitioners
are expected to develop skills and understand-
ing pertaining to diverse clientele. Researchers
define cultural competence as the set of beliefs,
knowledge, and skills mental health providers
possess in order to deliver effective interven-
tions and services to members of various cul-
tures (Gilbert et al., 2007; Sue, 2006). The New
Freedom Commission on Mental Health (2003)
recognized disparities in mental health delivery
and viewed the lack of cultural competence for
minority populations as a persistent problem.
Culturally competent health care is essential to
providing effective care to all populations. To
aid practitioners in their ability to increase their
cultural competence, leading professional men-
tal health associations have published ...
Reframing Fetal Alcohol Spectrum Disorder: Studying Culture to Identify Commu...BARRY STANLEY 2 fasd
Reframing Fetal Alcohol Spectrum Disorder: Studying Culture to Identify
Communication Challenges and Opportunities
Nathaniel Kendall-Taylor1, Marissa Fond1
1The Frame Works Institute, USA Correspondence: Nathaniel Kendall-Taylor, The Frame Works Institute, USA.
ARTICLE IS BELOWSelect and read one of the following articles, l.docxwraythallchan
ARTICLE IS BELOW
Select and read one of the following articles, located in the Topic 4 materials:
The Career Development of Mexican American Adolescent Women: A Test of Social Cognitive Career Theory
Write a 500-750-word analysis of your selected article. Include the following in your analysis:
What are the key differences between qualitative and quantitative research?
What are the strengths and weaknesses of qualitative research designs?
What are the essential components that should be considered when applying qualitative methods to counseling outcomes?
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the directions in the Student Success Center.
By: Lisa Y. Flores
Department of Psychology, The Ohio State University
;
Karen M. O'Brien
Department of Psychology, University of Maryland, College Park
Acknowledgement:
This study was based on the doctoral dissertation of Lisa Y. Flores, which was conducted under the direction of Michael J. Patton. An earlier version of this article was presented at the 108th Annual Convention of the American Psychological Association, Washington, DC, August 2000.
We thank Nancy Betz, Mary Heppner, and Fred Leong for helpful feedback on earlier versions of this article; Kristopher Preacher and Robert MacCallum for statistical consultation; Jamilla Griffin and Jason Quarantillo for assistance with coding data; and the students, teachers, counselors, and administrators of the participating schools.
Mexican American women constitute a significant portion of the American population (
U.S. Bureau of the Census, 1996
), are underrepresented at all levels of education (
Carter & Wilson, 1993
;
Lango, 1995
;
McNeill et al., 2001
;
U.S. Bureau of the Census, 1991
), and are overrepresented in low-paying occupations traditionally occupied by women (
Arbona, 1989
;
Arbona & Novy, 1991
;
Ortiz, 1995
). Relatively little empirical research has been conducted to identify the variables that contribute to the educational and occupational underachievement of Mexican American women. Indeed, researchers have noted that the career development of Hispanics has received only slight consideration in the counseling and vocational literature (
Arbona, 1990
;
Fouad, 1995
;
Hoyt, 1989
;
McNeill et al., 2001
), and they have questioned the generalizability of career development theories to Hispanics (
Arbona, 1990
,
1995
;
Fitzgerald & Betz, 1994
;
Hackett, Lent, & Greenhaus, 1991
). The purpose of this study was to investigate the applicability of a current model of career choice to the experiences of Mexican American adolescent women and to extend the current model to incorporate variables that are hypothesized to b.
Davies, S., (2010). Standardized Test Score Differences for Native AmericansPointLeader, Inc
This document summarizes existing research on standardized assessment differences between Native Americans and other groups. Several studies found meaningful score differences between Native Americans and other races on personality tests, achievement tests, and job satisfaction measures. These differences suggest potential bias in the constructs and interpretations of assessments for Native Americans. More research is needed to understand personality and interest differences across cultures to ensure valid use of assessments for Native American populations.
Conducting Culturally Sensitive Qualitative Research DEVIKADIBYA.docxdonnajames55
Conducting Culturally Sensitive Qualitative Research
DEVIKADIBYACHOUDHURI THE MULTICULTURAL GUIDELINES
One of the key elements of the American Psychological Association’s (APA, 2003) “Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists” is the notion of a cultural lens. The Multicultural Guidelines define culture as an embodiment of worldview, a complex of systems of values, beliefs, and resultant practices that shape the way individuals make meaning of the world. Using a visual metaphor, a cultural lens is then simply the field of vision that incorporates the landscape of culture. The Multicultural Guidelines invite psychologists to use a cultural lens, acknowledging the ways in which culture shapes their own lens, the multiple meanings that individuals may make about themselves and their contexts, and ways to be responsive and sensitive to such understandings of the world. Specifically, in terms of conducting research, Guideline 4 asks investigators to appreciate the importance of conducting culture-centered research and be sensitive to cultural issues regarding research focus, design, and methods. A cultural lens, by definition, is rooted in the subjective, the internal worldview view of a particular person from his or her particular location intheworld.Thissubjectivityofinternallyconstructedmeaning,asopposedtoapresumedexternallyobjectiverealitytrueforallpersonsin alltimesandcontexts,isthesociallyconstructedpositionofqualitative research.
OVERVIEW OF QUALITATIVE RESEARCH
The practice of qualitative inquiry covers a variety of research methods and approaches that operate from an interpretive paradigm, developing portrayals of a complex and dynamic reality (Glesne & Peshkin, 1992). Symbolic interactionism (Blumer, 1969), feminist inquiry (Olesen, 1994), grounded theory (Strauss & Corbin, 1990) action research, case studies, and ethnographies are examples of the plethora of approaches constituting qualitative inquiry (Bogdan & Biklen, 1992). Qualitative research strives to understand the epistemological nature of phenomena through the subjective experiences of the persons who are concerned with such phenomena. Essentially, it is the process of finding out what people think and feel impressionistically and narratively rather than quantifiably. As such, this methodology lends itself particularly well to understanding the experiences and worldviews of diverse persons. For instance, Gibson (2002) looked at the experience of African American grandmothers who were caregivers to grandchildren whose parents were not able to provide them with adequate care. This phenomenon of kinship care, culturally congruent in the African American community, needed a qualitative approach to explore a complex, sensitive, and contextually rich situation and capture the lived experience of this clinically significant group. Qualitative approaches are becoming increasingly popular as a methodology for con.
This document summarizes a study that examined Latino definitions of intercultural competence through qualitative interviews and a cultural consensus analysis. In the qualitative phase, interviews with 15 Latino adults generated themes around the skills needed for Latinos to succeed in different cultures. In the quantitative phase, 46 Latino adults rated the importance of these skills. Cultural consensus analysis identified a shared cultural model of Latino intercultural competence, including skills that integrate traditional values with self-efficacy attributes. The findings provide insight into Latino experiences navigating cultures that can inform acculturation research.
Table of contents1. The relationship between level of training.docxmattinsonjanel
This document summarizes a study that assessed levels of implicit bias and self-reported multicultural competency among counselor trainees. The study found that counselor trainees reported high levels of multicultural competency but still exhibited implicit biases against African Americans and LGBT groups. Implicit biases were present even among trainees with more advanced training, while self-reported competency did vary by training level. The results suggest that implicit bias measures can provide additional insight into trainees' attitudes beyond self-reports alone.
Culturally Competent Social Work ResearchMethodological Con.docxannettsparrow
This document discusses methodological considerations for conducting culturally competent social work research with language minorities. It begins by outlining the need for more research with this growing population, which often faces barriers to accessing social services due to limited English proficiency. The document then presents Meleis's framework for culturally competent scholarship as a conceptual model, which emphasizes contextuality, relevance, awareness of identity and power differences, and empowerment. Finally, it applies this framework to four methodological areas in research with language minorities: problem formulation, recruitment and retention, measurement, and dissemination. It provides strategies for each area, such as conducting focus groups with community leaders to identify relevant research problems, building relationships with community organizations to facilitate recruitment, and
Cultural Competence and PovertyExploring Play Therapists’ AOllieShoresna
Cultural Competence and Poverty:
Exploring Play Therapists’ Attitudes
Lauren Chase and Kristie Opiola
Department of Counseling, University of North Carolina at Charlotte
This article reports the findings of a survey that investigated attitudes toward poverty
among play therapists (N � 390) and its relation to demographic information. Multi-
variate analyses of variance (MANOVA) were used to measure the relationship
between play therapists’ demographics and their attitudes toward poverty, specifically
their structural, personal deficiency, and stigma scores. Results indicated that both
region and age resulted in differing views on poverty. Participants living in the
Northeast held stronger structural views of poverty than participants in the South.
Similarly, participants in the 50 –59 and 60 plus age groups disagreed to strongly
disagree with a personal explanation toward poverty than participants in the 30 –39 age
group. The importance of play therapists’ examining their attitudes toward poverty and
the direct impact on their work is discussed. Finally, implications of the results,
including overall findings, are explained.
Keywords: play therapy, attitudes of poverty, cultural competence
Culturally competent training is an element
of credentialing requirements that ensures men-
tal health providers offer adequate and respon-
sive care to diverse populations. Although the
mental health field has embedded cultural com-
petence in their standards and guidelines, there
are discrepancies in the way the profession as-
sesses and measures competence (Sue et al.,
1996). Researchers have investigated attitudes
toward poverty in the helping professions
(Levin & Schwartz-Tayri, 2017; Noone et al.,
2012; van Heerde & Hudson, 2010; & Wit-
tenauer et al., 2015), but no study has focused
on play therapists’ attitudes toward poverty.
The purpose of this study is to fill a gap in the
literature regarding play therapist’s attitudes to-
ward poverty because awareness and knowl-
edge are key elements to implement culturally
responsive services and skills with diverse chil-
dren in a variety of settings.
Cultural Competence
Cultural competence is an important compo-
nent of professional practice, and practitioners
are expected to develop skills and understand-
ing pertaining to diverse clientele. Researchers
define cultural competence as the set of beliefs,
knowledge, and skills mental health providers
possess in order to deliver effective interven-
tions and services to members of various cul-
tures (Gilbert et al., 2007; Sue, 2006). The New
Freedom Commission on Mental Health (2003)
recognized disparities in mental health delivery
and viewed the lack of cultural competence for
minority populations as a persistent problem.
Culturally competent health care is essential to
providing effective care to all populations. To
aid practitioners in their ability to increase their
cultural competence, leading professional men-
tal health associations have published ...
Reframing Fetal Alcohol Spectrum Disorder: Studying Culture to Identify Commu...BARRY STANLEY 2 fasd
Reframing Fetal Alcohol Spectrum Disorder: Studying Culture to Identify
Communication Challenges and Opportunities
Nathaniel Kendall-Taylor1, Marissa Fond1
1The Frame Works Institute, USA Correspondence: Nathaniel Kendall-Taylor, The Frame Works Institute, USA.
ARTICLE IS BELOWSelect and read one of the following articles, l.docxwraythallchan
ARTICLE IS BELOW
Select and read one of the following articles, located in the Topic 4 materials:
The Career Development of Mexican American Adolescent Women: A Test of Social Cognitive Career Theory
Write a 500-750-word analysis of your selected article. Include the following in your analysis:
What are the key differences between qualitative and quantitative research?
What are the strengths and weaknesses of qualitative research designs?
What are the essential components that should be considered when applying qualitative methods to counseling outcomes?
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the directions in the Student Success Center.
By: Lisa Y. Flores
Department of Psychology, The Ohio State University
;
Karen M. O'Brien
Department of Psychology, University of Maryland, College Park
Acknowledgement:
This study was based on the doctoral dissertation of Lisa Y. Flores, which was conducted under the direction of Michael J. Patton. An earlier version of this article was presented at the 108th Annual Convention of the American Psychological Association, Washington, DC, August 2000.
We thank Nancy Betz, Mary Heppner, and Fred Leong for helpful feedback on earlier versions of this article; Kristopher Preacher and Robert MacCallum for statistical consultation; Jamilla Griffin and Jason Quarantillo for assistance with coding data; and the students, teachers, counselors, and administrators of the participating schools.
Mexican American women constitute a significant portion of the American population (
U.S. Bureau of the Census, 1996
), are underrepresented at all levels of education (
Carter & Wilson, 1993
;
Lango, 1995
;
McNeill et al., 2001
;
U.S. Bureau of the Census, 1991
), and are overrepresented in low-paying occupations traditionally occupied by women (
Arbona, 1989
;
Arbona & Novy, 1991
;
Ortiz, 1995
). Relatively little empirical research has been conducted to identify the variables that contribute to the educational and occupational underachievement of Mexican American women. Indeed, researchers have noted that the career development of Hispanics has received only slight consideration in the counseling and vocational literature (
Arbona, 1990
;
Fouad, 1995
;
Hoyt, 1989
;
McNeill et al., 2001
), and they have questioned the generalizability of career development theories to Hispanics (
Arbona, 1990
,
1995
;
Fitzgerald & Betz, 1994
;
Hackett, Lent, & Greenhaus, 1991
). The purpose of this study was to investigate the applicability of a current model of career choice to the experiences of Mexican American adolescent women and to extend the current model to incorporate variables that are hypothesized to b.
Davies, S., (2010). Standardized Test Score Differences for Native AmericansPointLeader, Inc
This document summarizes existing research on standardized assessment differences between Native Americans and other groups. Several studies found meaningful score differences between Native Americans and other races on personality tests, achievement tests, and job satisfaction measures. These differences suggest potential bias in the constructs and interpretations of assessments for Native Americans. More research is needed to understand personality and interest differences across cultures to ensure valid use of assessments for Native American populations.
Conducting Culturally Sensitive Qualitative Research DEVIKADIBYA.docxdonnajames55
Conducting Culturally Sensitive Qualitative Research
DEVIKADIBYACHOUDHURI THE MULTICULTURAL GUIDELINES
One of the key elements of the American Psychological Association’s (APA, 2003) “Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists” is the notion of a cultural lens. The Multicultural Guidelines define culture as an embodiment of worldview, a complex of systems of values, beliefs, and resultant practices that shape the way individuals make meaning of the world. Using a visual metaphor, a cultural lens is then simply the field of vision that incorporates the landscape of culture. The Multicultural Guidelines invite psychologists to use a cultural lens, acknowledging the ways in which culture shapes their own lens, the multiple meanings that individuals may make about themselves and their contexts, and ways to be responsive and sensitive to such understandings of the world. Specifically, in terms of conducting research, Guideline 4 asks investigators to appreciate the importance of conducting culture-centered research and be sensitive to cultural issues regarding research focus, design, and methods. A cultural lens, by definition, is rooted in the subjective, the internal worldview view of a particular person from his or her particular location intheworld.Thissubjectivityofinternallyconstructedmeaning,asopposedtoapresumedexternallyobjectiverealitytrueforallpersonsin alltimesandcontexts,isthesociallyconstructedpositionofqualitative research.
OVERVIEW OF QUALITATIVE RESEARCH
The practice of qualitative inquiry covers a variety of research methods and approaches that operate from an interpretive paradigm, developing portrayals of a complex and dynamic reality (Glesne & Peshkin, 1992). Symbolic interactionism (Blumer, 1969), feminist inquiry (Olesen, 1994), grounded theory (Strauss & Corbin, 1990) action research, case studies, and ethnographies are examples of the plethora of approaches constituting qualitative inquiry (Bogdan & Biklen, 1992). Qualitative research strives to understand the epistemological nature of phenomena through the subjective experiences of the persons who are concerned with such phenomena. Essentially, it is the process of finding out what people think and feel impressionistically and narratively rather than quantifiably. As such, this methodology lends itself particularly well to understanding the experiences and worldviews of diverse persons. For instance, Gibson (2002) looked at the experience of African American grandmothers who were caregivers to grandchildren whose parents were not able to provide them with adequate care. This phenomenon of kinship care, culturally congruent in the African American community, needed a qualitative approach to explore a complex, sensitive, and contextually rich situation and capture the lived experience of this clinically significant group. Qualitative approaches are becoming increasingly popular as a methodology for con.
Conducting Culturally CompetentEvaluations of Child Welfare.docxdonnajames55
Conducting Culturally Competent
Evaluations of Child Welfare
Programs and Practices
As the population of the United States has
changed over the last two decades, so has
the population of children who come to the
attention of the child welfare system, result-
ing in increasing calls for cultural competence
in all aspects of child welfare programming
and practice. Given the changing demo-
graphics among children involved in the child welfare system
and the increasing need to address the racial and ethnic dis-
parities observed in this system, the need for culturally com-
petent approaches to evaluate the outcomes of services for
children and families is essential. This article discusses the chal-
lenges in conducting culturally competent evaluations and
provides strategies to address those challenges within a child
welfare context.
Alan J. Dettlaff
University of Illinois at
Chicago
Rowena Fong
University of Texas at
Austin
49Child Welfare • Vol. 90, No. 2
CWLA_MarApr2011 7/20/11 3:00 PM Page 49
Within the United States, the number of children with at leastone immigrant parent has more than doubled since 1990, from
8 million to 16.4 million in 2007 (Fortuny, Capps, Simms, & Chaudry,
2009). Children of immigrants account for almost the entire growth
in the population of children between 1990 and 2008, and now rep-
resent nearly one-quarter (23%) of all children living in the United
States, of which more than half (56%) are Latino (Urban Institute,
2010). Children in immigrant families face numerous challenges that
may impact their health and well-being, including poverty, linguistic
isolation, and lack of access to health care (Pine & Drachman, 2005;
Segal & Mayadas, 2005), as well as additional stressors resulting from
their families’ experiences with immigration and acculturation (Finno,
Vidal de Haymes, & Mindell, 2006; Hancock, 2005).
As the population of the United States has changed over the last
two decades, so has the population of children who come to the atten-
tion of the child welfare system, resulting in increasing calls for cul-
tural competence in all aspects of child welfare programming and
practice. Since 1990, the population of Latino children in foster care
has more than doubled from 8% to 20% in 2008 (U.S. Department of
Health and Human Services, 1998, 2009). Further, data from the
National Survey of Child and Adolescent Well-Being (NSCAW )
indicate that nearly 9% of all children who come to the attention of
the child welfare system are living with at least one immigrant parent
(Dettlaff & Earner, 2010). And while the population of African
American children involved in child welfare has slightly decreased
since the 1990s, the persisting overrepresentation of African American
children in foster care has led to significant efforts to develop policies
and programs to address this issue. Given the changing demograph-
ics among children involved in the child welfare system and the
increasing need to address the racial .
Korean American Female Perspectives on Disability Article Summary.docx4934bk
This document provides a summary of an article that examines Korean American female perspectives on disability. It discusses the cultural influences on views of health and disability within Korean culture, including religious beliefs in spirits as potential causes of illness or disability. It also describes the traditional social orientation and family structure in Korean culture, noting the influence of Confucianism, Buddhism, and the emphasis on family loyalty and harmony. The purpose is to provide cultural context to help professionals working with Korean American families understand different perspectives on disability and provide culturally appropriate evaluation and treatment.
Behavioral Screening with a Translated Measure: Reliability and Validity Evid...inventionjournals
This document summarizes a study that evaluated the reliability and validity of a Spanish translation of the Preschool Behavior Screening System (PBSS), called the PBSS Parent Spanish Form (PBSS-PSF). The study involved administering the PBSS-PSF to 49 Spanish-speaking parents of preschool children. Results found moderate to excellent internal consistency for the PBSS-PSF. Correlations between phases of the PBSS-PSF were acceptable, and correlations with an existing Spanish behavioral screening measure (BESS) were also acceptable. Overall the results provide promising preliminary evidence for the reliability and validity of scores from the PBSS-PSF. Further refinement of the translated measure is recommended.
Running Head Racial DiscriminationHouston 6Racial Discrim.docxcharisellington63520
Running Head: Racial Discrimination
Houston 6
Racial Discrimination
Final Project Milestone Two: Article Critique
Johnathen Houston
PSY-216-Q1822
Dr. Liza Smith
10/25/15
Objective Analysis
The article that is well about racism has been well represented in the article’s content. The title that is about the gender and socio-economic differences in the experiences of African Americans is well elaborated in the article. This is because, within the article, the experiment that was done was major to try and find out about how men and women are mistreated on the different socioeconomic environment (Adler, 2000).
Within the introduction, the purpose that is basing on the health effects of racism is well elaborated. Considering the be an exploration on the method to which the investigation will be done through different socioeconomic position such as education, financial and employment status, the prediction of the title is captured well in the introduction of the article.
The discussion is relevant. It is relevant in essence that, it is that we can understand to which discriminations done in the offices that most of the officers operate. The discussion is further relevant given the fact statistical methods have been sued to do the experiment (Barg, 2005).Using the exact figure makes not only a thorough but an actual result to be relied upon.
Using a sample size of 144 people to me is underemphasizing of the discrimination in the states. Given the number of people living in the US are many, a better number of participants would have been used. The issue of the socio-emotional prospect is less emphasized. It should have been made so clear that, in the United States and the United Kingdom, it is in this set ups that moist of the discrimination occur. Limiting the age made the age made the experiment a little bit less factual as the result should have focused more on a range of age like, for instance, the socioeconomic discrimination on young people is not much pronounced as that for the aged people who are workplaces. New York City only should not have been the only place to make the data valid.
The authors’ statements are very clear. It is clear in the sense that, most of the assumptions made are what happens exactly in the field. It is ambiguous for the data to claim that the modest size could have been used which could not limit the sample size. It is of the essence to not that, in an analysis, depending on the population, is a small size can be very useful in making an assumption.
The authors want to validate different assumption his research. First of all, there is an assumption that Africans are a threat to security and as a form of discrimination; they must be frisked very well as in the care of Joan. The author assumes that in most of the cases of racism, men are the target of racism, and they are the ones who are affected more. The third assumption by the author is that the socioeconomic status of the society is not consistent and is sub.
Issues in Multicultural Correctional Assessment and Treatment By.docxchristiandean12115
Issues in Multicultural Correctional Assessment and Treatment
By Corinne N. Ortega
Introduction Increasing diversity in the United States has widened the base populations to whom psychologists provide services. Various divisions of the American Psychological Association (APA) have recognized the importance of multicultural competencies for more than 25 years (notably, Division 17—Counseling Psychology and Division 45—The Society for the Psychological Study of Ethnic Minority Issues). In 2002, APA formally recognized the evolution of the science and practice of psychology in a diverse society by adopting as policy the Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists (APA, 2002b). Nowhere is the changing face of the United States reflected more clearly than in its correctional systems. Blacks and Hispanics make up 62% of the incarcerated population, although they comprise only 25% of the national population (Human Rights Watch, 2002). Hispanics represent 40% of all sentenced federal offenders, although they account for only 13% of the total U.S. population (López, 2000). According to the Bureau of Justice Statistics (2007), the lifetime chance of a person going to prison is higher for Blacks (18.6%) and Hispanics (10%) than for Whites (3.4%). Furthermore, Blacks represent approximately 40% of the death row population in the United States (Amnesty International, 2003). The sociopolitical and socioeconomic explanations for this phenomenon are complex and far beyond the scope of this chapter. It is clear, however, that given the disproportionate confinement of minorities in the United States, any meaningful discussion of correctional mental health must necessarily include a discussion of multicultural issues. This chapter will first focus on a general overview of multicultural counseling and its applications in correctional settings. Second, the use of psychological tests and assessments with multicultural correctional populations will be explored with an emphasis on forensic evaluations. Finally, the issue of cultural competence with religious minorities and religious extremists will be addressed.
Multicultural Counseling Jackson (1995) succinctly defines multicultural counseling as counseling that takes place between or among individuals from different cultural backgrounds. Although a simple enough definition, the implications of this in the mental health field are far-reaching. The increased racial, ethnic, and cultural diversity in the United States creates a demand for professional services, including mental health, that meet the needs of people from a wide variety of backgrounds (Barrett & George, 2005). The issues involved in providing culturally competent services are as complex and varied as clients themselves (Sue & Sue, 2007). Cookbook approaches to multicultural counseling cannot be utilized without contradicting the very concept. López (2000) discusses this in terms .
Is Social Work Prepared for Diversity in Hospiceand PalliatiTatianaMajor22
Is Social Work Prepared for Diversity in Hospice
and Palliative Care?
Christine M. Rine
The purpose of this article is to assess current and future trends in hospice and palliative care
with the objective of informing culturally appropriate best practice for social work. Concern
for the intersectionality of racial, ethnic, social, and other differences in end-of-life (EOL)
care is imperative given the ever growing range of diversity characteristics among the
increasing aging populations in the United States. A review of literature from the current
decade that is pertinent to the profession contributes to the ability of social work to consider
evidence and build agreement germane to EOL practice settings. Administrative reports,
government data, academic literature, professional standards, and assessment tools contrib-
ute to the profession’s ability to work toward cultural competence and develop practice
strategies for EOL care. The varied roles held by social workers across health care arenas
provide a unique opportunity to promote cultural competence and advance best practice
on all levels of work.
KEY WORDS: cultural competence; diversity; end-of-life care; hospice; palliative care
Before the start of the 21st century, 2020 wasdemarcated as a year for goal setting basedon predictions and anticipated trends in at-
tempts to properly prepare for the future. Now that
2020 is only a few years away, shedding all of its
futuristic connotations, it is time to examine if and
how aims for preparedness have been met. At pres-
ent, efforts that have been made to plan for the
future can be appraised on their ability to accom-
modate both realized changes and those on the
horizon. Of particular interest are shifts in culture;
since the 2000 U.S. Census there has been a great
deal of attention to demographic trends and their
role in predicting dramatic changes to the world in
which we live (Perez & Hirschman, 2009). Many
anticipated developments have already manifested
completely or to some degree often evidenced by
sweeping consequence. For example, significant
impact is directly observable in the language we use
to understand commonplace terms long engrained
in our society. To illustrate, the term “minority” to
denote the proportion of individuals of nondomi-
nant culture is currently statistically incorrect. This is
evidenced in several states and has been inaccurate
for many years in almost 50 metropolitan areas
across the nation. It is estimated that by 2044 this
misnomer will connote the nation as a whole
(National Association of Social Workers [NASW],
2015a; U.S. Census Bureau, n.d.-a). Whether real
or illusory, “minority” populations continue to bear
plainly real racial and socioeconomic encumbrances
of nondominant group membership. As a result, the
oxymoron “majority minority” has become more
widely used in our lexicon to represent statistical
correctness while relegating nondominant groups of
greater numbers to continued minority status.
...
Increasing Cultural Understanding and Diversity in AppliedBe.docxLaticiaGrissomzz
Increasing Cultural Understanding and Diversity in Applied
Behavior Analysis
Elizabeth Hughes Fong
Saint Joseph’s University
Seana Ficklin
Multicultural Alliance of Behavior Analysts,
Swarthmore, Pennsylvania
Helen Y. Lee
Boston University
In recent years, the demands for behavior analysis to serve consumers with diverse cultural
backgrounds have significantly increased. The field is in great need of culturally competent
behavior analysts who can integrate appropriate cultural considerations to their programs.
The field of behavior analysis can address this growing need by fostering cultural compe-
tency in professional training through increasing relevant training opportunities and the
development of culture- and diversity-relevant educational curricula and materials, and by
supporting efforts to increase the number of ethnically and racially diverse behavior-
analytic workforces in academic and professional settings. Together, we can promote
cultural awareness and cultural competencies in professional behavior-analytic training.
However, there are challenges for fostering culturally diverse professionals, especially
during the academic training phase, which include language barriers, negative perceptions
about cultures that are different from one’s own, microaggressions in work and academic
settings, lack of mentoring opportunities, adverse campus climates, and tokenism. Some
potential ways to address such challenges include the development of culture- and diversity-
related curricula, mentoring opportunities, and greater support for minority and culturally
diverse students and faculty. The purpose of this commentary was to increase awareness
about the importance of cultural understanding and competency, as well as a diverse
workforce in the field of behavior analysis, a necessary step to better serve those consumers
from multicultural backgrounds.
Keywords: behavior analysis, diversity, multiculturalism
Today’s behavior analysts serve consumers
from increasingly diverse ethnic, racial, and so-
cioeconomic backgrounds, and this trend will
likely continue as the field expands. To better
serve consumers from different cultures, includ-
ing historically marginalized ethnic and racial
populations in the United States, the field of
applied behavior analysis (ABA) needs to rec-
ognize the cultural diversity of consumers and
critically examine the role of culture in effective
treatment design, practice, and delivery. Cul-
tural competency is no longer an option but a
necessity for serving an increasingly multicul-
tural background of consumers. Behavior ana-
lysts need to be aware of how their own cultural
values and beliefs or the lack of understanding
of their consumers’ cultures can negatively im-
pact treatment and service delivery. To this end,
we believe good starting points are the promo-
tion of cultural understanding and skills in be-
havior-analytic education and training and of
supporting diversity in the ABA workforce. To-
Edi.
This study examined the effects of multicultural education on students' conceptions of social identity. Surveys were administered to students in multicultural courses and a non-multicultural comparison course to measure changes in gender, racial, socioeconomic, religious, and sexual orientation identity. The results showed that gender and socioeconomic identity increased significantly over time for all students. Sexual orientation identity increased more for students in multicultural courses compared to the non-multicultural course. Certain minority groups like Jewish, bisexual, and Asian American students experienced greater changes in specific social identities. Younger students also tended to experience greater social identity changes.
Research Paper (Stereotype Activation and Application)Dylan Russell
Dylan V. Russell conducted a study to examine the effect of media content priming on the activation and application of racial stereotypes. 41 undergraduate students were randomly assigned to read one of three newspaper articles: one portraying African Americans negatively, one neutrally, and one positively. Participants then completed a Symbolic Racism Scale. Results showed no significant difference in scores between the three media content groups, suggesting priming with words alone may not effectively activate racial stereotypes.
On the myth of a general national culture: Making specific cultural character...Richter Thomas
Pre-Publish version of: Richter, T. & Adelsberger, H. (2012). On the myth of a general national culture: Making specific cultural characteristics of learners in different educational contexts in Germany visible. In: Strano, M., Sudweeks, F., Hrachovec, H., & Ess, C. (Eds.), Part 1 of the CATaC'12 Proceedings (Aarhus, Denmark): Cultural Attitudes towards Technology and Communication, School of Information Technology, Murdoch University, Murdoch, Australia, part 1, pp.105-120. Accessible at http://issuu.com/catac/docs/catac12_proceedings_part_1/1
Linguistic Acculturation and Context on Self-EsteemHispanic.docxSHIVA101531
Linguistic Acculturation and Context on Self-Esteem:
Hispanic Youth Between Cultures
Rose M. Perez
Published online: 16 February 2011
� Springer Science+Business Media, LLC 2011
Abstract Immigrant adolescents must negotiate two cultures: the host culture and
their native culture. This study explored how self-esteem is moderated by the effect
of linguistic acculturation and context. An ordinary least-squares regression model,
controlling for fixed effects, produced results supporting the hypothesis that
linguistic acculturation moderates the effect of context on self-esteem. The self-
esteem of Hispanic adolescents who were less linguistically acculturated was found
to be more favorable when with family than with friends and the reverse was found
for the more linguistically acculturated participants. Adolescents in the middle of
the linguistic acculturation process had the widest variance in self-esteem between
times they were with their families and times in other contexts; they experienced
more positive self-esteem with anyone but family. Findings underscore the need to
better understand the complex process of linguistic acculturation and its effects on
self-esteem. This research also demonstrates the practical utility of a fixed-effects
model for reducing bias in cross-cultural research.
Keywords Linguistic acculturation � Hispanics � Fixed effects � Self-esteem �
Experience Sampling Method (ESM)
Hispanic immigrants and their children are not only the fastest growing population
in this country, but they are also among the poorest (Portes and Rumbaut 2006).
The author welcomes communication at the Fordham University Graduate School of Social Service.
She wishes to acknowledge the dissertation committee who helped guide completion of a doctoral
dissertation on which this article is based.
R. M. Perez (&)
Fordham University Graduate School of Social Service, 113 West 60th Street,
New York, NY 10023, USA
e-mail: [email protected]
123
Child Adolesc Soc Work J (2011) 28:203–228
DOI 10.1007/s10560-011-0228-y
For Hispanic youth, the pathway to higher social mobility is fraught with formidable
obstacles, like discrimination and suboptimal inner-city schools, that render them
unprepared for the challenges of the labor market, and it appears that, counter to
traditional patterns of immigrant incorporation, they are experiencing downward
adjustment. This becomes a problem for Hispanics, and for U.S. society as a whole,
given the increasing size of the Hispanic population. If Hispanic educational and
economic indicators do not improve, as their proportions grow, poverty in the
United States will grow correspondingly.
Redfield et al. (1936) defined acculturation as the ‘‘phenomena which result when
groups of individuals having different cultures come into continuous first-hand
contact, with subsequent changes in the original cultural patterns of either or both
groups.’’ Yet, time in the United States is typically ...
This document summarizes a research article that reviewed 30 studies examining perceptions of mental health services among Black Americans of African American, African, and Caribbean descent. The review found:
1) For African Americans, themes around perceptions that influenced service use included the importance of trust and respect from providers, as well as concerns about stigma and discrimination.
2) A lack of literature limited identifying themes for Africans and Caribbean Blacks.
3) The findings highlight the need for more research to better understand nuanced differences in perceptions within the Black American population in order to improve mental health services.
Korean American Female Perspectives on Disability Article Paper.docx4934bk
This document provides background information and outlines a study that examines Korean American female perspectives on disability. It begins with context on Korean cultural beliefs related to health, illness, and disability. It then describes the study's research questions, methodology, and instrument. The study aims to understand familiarity with disabilities, cultural ideas of causes/prevention, and beliefs about treatment among 30 Korean American female college-educated participants between ages 20-30 living in the US. Face-to-face and phone interviews were conducted in English by a bilingual Korean female interviewer.
CULTURAL BIAS IN ASSESSMENT CAN CREATIVITY ASSESSMENT HELP.docxrichardnorman90310
CULTURAL BIAS IN ASSESSMENT:
CAN CREATIVITY ASSESSMENT HELP?
I N T E R N A T I O N A L J O U R N A L O F C R I T I C A L P E D A G O G Y
KYUNG HEE KIM
DARYA ZABELINA
Abstract
Culture and background may lead to the inaccuracy of assessments, including
traditional tests and alternative assessments. Standardized tests intend to measure
intelligence and general knowledge, but they are normed based on the knowledge
and values of the majority groups, which can create bias against minority groups,
including gender, race, community status, and persons with different language
backgrounds, socioeconomic status, and culture. Although alternative assess-
ments are considered to be more culturally fair, they are still not completely fair.
Creativity is as important as intelligence, and creativity assessment measures are
normed on individual cultures. To reduce bias, we suggest that creativity assess-
ments be added to traditional tests and alternative assessments.
Key Words: assessment, cultural bias, creativity, standardized tests, cul-
tural validity
STANDARDIZED TESTS
Standardized tests assert that they are fair and impartial measures of academic
performance and have become the most prevalent measures of the quality of
educational programs. The U.S. No Child Left Behind Act (NCLBA) required
standardized testing of students at all levels of education: elementary, middle,
and high school. The NCLBA implemented a federally –mandated testing pro-
tocol that continues under the Race to the Top (RttT). Government agencies
use these tests to determine that the various school systems in the U.S. equally
serve every child, no matter their cultural background. However, performance
gaps on standardized tests between ethnic minority groups (African American,
130 | International Journal of Critical Pedagogy | Vol. 6 No. 2, 2015
Latino, and Native American) and non-minority groups (mostly white/European
American, but lately also Asian American students) in the U.S. prevail despite the
government’s effort to reduce them (Arbuthnot, 2009; Forum for Education and
Democracy, 2008; Salinas & Garr, 2009; U.S. Department of Education, 2005).
Method bias may contribute to performance gaps between ethnic minority
groups and non-minority groups in the U. S. due to the norming process of
standardized tests. In general, most tests are normed using the scores of majority
group populations. It may be inappropriate to use the same assessments with indi-
viduals of various racial/ethnic minority groups without norming the instrument
to reflect those groups. If the cultural or linguistic backgrounds of the individuals
being tested are not adequately represented in the norming group, the validity
and reliability of the test are questionable when used with such individuals (Pa-
dilla & Borsato, 2008). For example, the Scholastic Aptitude Test (SAT) used an
analogy with the word “regatta” that few African American students knew whil.
This document discusses measures of acculturation and their relationship to health outcomes in Hispanic populations. It describes the acculturation scales developed by Hazuda et al. that measure language use, cultural traditions, and social integration across generations. It also describes a less comprehensive acculturation measure used in the HHANES survey that focused only on language and ethnic identity. The document notes that socioeconomic factors often better predict health behaviors than acculturation alone. When controlling for access to care, acculturation showed weaker associations with preventive health service use.
Assignment 2 Community Prevention ProgramAfter hearing that a n.docxBenitoSumpter862
Assignment 2: Community Prevention Program
After hearing that a neighbor’s child, Jeremy, age seven, was sexually assaulted in the local park, the parents of Cherry Hill township decide that their community needs a program to prevent sexual abuse of their children in the future.
Prepare a presentation for the parents, providing pertinent information they might like to include in a Sexual Assault Prevention program aimed at the children in their community. Suggest the psychoeducational and supportive approaches that can be effectively used at the community level, such as in community centers, schools, and social service agencies, to provide this information to the children. Address issues of gender, diversity, and ethics in your presentation.
Submit your PowerPoint presentation to the
W2: Assignment 2 Dropbox
by
Wednesday, July 19, 2017
. Your response should be at least 5 - 6 slides and include speaker notes for each slide. In addition, make sure you have included a title slide and a reference slide.
Assignment 2 Grading Criteria
Maximum Points
Analyzed pertinent information they deem relevant to the development of a Sexual Assault Prevention program
25
Described the psychoeducational information and supportive approaches that the community can effectively use to deal with the issue of sexual abuse of children
30
Addressed the issues of gender, diversity, and ethics in the context of intervention approaches
25
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation.
20
Total:
100
.
Assignment 2 Analyzing World CulturesMedia play a very large role.docxBenitoSumpter862
Assignment 2: Analyzing World Cultures
Media play a very large role in both the development and the perpetuation of cultural elements. You may never have watched a foreign movie or even clips evaluating other cultures. In this assignment, you will explore online videos or movies from a culture of your choice and analyze how cultural elements are presented, compared to your own culture.
Complete the following:
Choose a world culture you are not familiar with.
Identify two–three online videos or movies representative of this culture. These could be examples of cultural expressions such as a Bollywood movie from India or Anime videos from Japan.
Evaluate two hours of such a video. Using the readings for this module, the Argosy University online library resources, and the Internet, research articles about your selected culture.
Select a scholarly article that analyzes the same culture presented in the videos you have observed.
Write a paper describing the cultural differences you have observed in the video. How are these observations supported by the research article?
Be sure to include the following:
Describe the videos you have watched.
Explain the main points of the videos.
Examine what stood out about the culture.
Compare and contrast the similarities and differences of this culture with your own.
Examine the ways of this culture. Is it one you would want to visit or live in?
Would you experience culture shock if you immersed yourself in this culture? Why or why not?
Support your statements with examples and scholarly references.
Write a 2–3-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M2_A2.doc.
.
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Conducting Culturally CompetentEvaluations of Child Welfare.docxdonnajames55
Conducting Culturally Competent
Evaluations of Child Welfare
Programs and Practices
As the population of the United States has
changed over the last two decades, so has
the population of children who come to the
attention of the child welfare system, result-
ing in increasing calls for cultural competence
in all aspects of child welfare programming
and practice. Given the changing demo-
graphics among children involved in the child welfare system
and the increasing need to address the racial and ethnic dis-
parities observed in this system, the need for culturally com-
petent approaches to evaluate the outcomes of services for
children and families is essential. This article discusses the chal-
lenges in conducting culturally competent evaluations and
provides strategies to address those challenges within a child
welfare context.
Alan J. Dettlaff
University of Illinois at
Chicago
Rowena Fong
University of Texas at
Austin
49Child Welfare • Vol. 90, No. 2
CWLA_MarApr2011 7/20/11 3:00 PM Page 49
Within the United States, the number of children with at leastone immigrant parent has more than doubled since 1990, from
8 million to 16.4 million in 2007 (Fortuny, Capps, Simms, & Chaudry,
2009). Children of immigrants account for almost the entire growth
in the population of children between 1990 and 2008, and now rep-
resent nearly one-quarter (23%) of all children living in the United
States, of which more than half (56%) are Latino (Urban Institute,
2010). Children in immigrant families face numerous challenges that
may impact their health and well-being, including poverty, linguistic
isolation, and lack of access to health care (Pine & Drachman, 2005;
Segal & Mayadas, 2005), as well as additional stressors resulting from
their families’ experiences with immigration and acculturation (Finno,
Vidal de Haymes, & Mindell, 2006; Hancock, 2005).
As the population of the United States has changed over the last
two decades, so has the population of children who come to the atten-
tion of the child welfare system, resulting in increasing calls for cul-
tural competence in all aspects of child welfare programming and
practice. Since 1990, the population of Latino children in foster care
has more than doubled from 8% to 20% in 2008 (U.S. Department of
Health and Human Services, 1998, 2009). Further, data from the
National Survey of Child and Adolescent Well-Being (NSCAW )
indicate that nearly 9% of all children who come to the attention of
the child welfare system are living with at least one immigrant parent
(Dettlaff & Earner, 2010). And while the population of African
American children involved in child welfare has slightly decreased
since the 1990s, the persisting overrepresentation of African American
children in foster care has led to significant efforts to develop policies
and programs to address this issue. Given the changing demograph-
ics among children involved in the child welfare system and the
increasing need to address the racial .
Korean American Female Perspectives on Disability Article Summary.docx4934bk
This document provides a summary of an article that examines Korean American female perspectives on disability. It discusses the cultural influences on views of health and disability within Korean culture, including religious beliefs in spirits as potential causes of illness or disability. It also describes the traditional social orientation and family structure in Korean culture, noting the influence of Confucianism, Buddhism, and the emphasis on family loyalty and harmony. The purpose is to provide cultural context to help professionals working with Korean American families understand different perspectives on disability and provide culturally appropriate evaluation and treatment.
Behavioral Screening with a Translated Measure: Reliability and Validity Evid...inventionjournals
This document summarizes a study that evaluated the reliability and validity of a Spanish translation of the Preschool Behavior Screening System (PBSS), called the PBSS Parent Spanish Form (PBSS-PSF). The study involved administering the PBSS-PSF to 49 Spanish-speaking parents of preschool children. Results found moderate to excellent internal consistency for the PBSS-PSF. Correlations between phases of the PBSS-PSF were acceptable, and correlations with an existing Spanish behavioral screening measure (BESS) were also acceptable. Overall the results provide promising preliminary evidence for the reliability and validity of scores from the PBSS-PSF. Further refinement of the translated measure is recommended.
Running Head Racial DiscriminationHouston 6Racial Discrim.docxcharisellington63520
Running Head: Racial Discrimination
Houston 6
Racial Discrimination
Final Project Milestone Two: Article Critique
Johnathen Houston
PSY-216-Q1822
Dr. Liza Smith
10/25/15
Objective Analysis
The article that is well about racism has been well represented in the article’s content. The title that is about the gender and socio-economic differences in the experiences of African Americans is well elaborated in the article. This is because, within the article, the experiment that was done was major to try and find out about how men and women are mistreated on the different socioeconomic environment (Adler, 2000).
Within the introduction, the purpose that is basing on the health effects of racism is well elaborated. Considering the be an exploration on the method to which the investigation will be done through different socioeconomic position such as education, financial and employment status, the prediction of the title is captured well in the introduction of the article.
The discussion is relevant. It is relevant in essence that, it is that we can understand to which discriminations done in the offices that most of the officers operate. The discussion is further relevant given the fact statistical methods have been sued to do the experiment (Barg, 2005).Using the exact figure makes not only a thorough but an actual result to be relied upon.
Using a sample size of 144 people to me is underemphasizing of the discrimination in the states. Given the number of people living in the US are many, a better number of participants would have been used. The issue of the socio-emotional prospect is less emphasized. It should have been made so clear that, in the United States and the United Kingdom, it is in this set ups that moist of the discrimination occur. Limiting the age made the age made the experiment a little bit less factual as the result should have focused more on a range of age like, for instance, the socioeconomic discrimination on young people is not much pronounced as that for the aged people who are workplaces. New York City only should not have been the only place to make the data valid.
The authors’ statements are very clear. It is clear in the sense that, most of the assumptions made are what happens exactly in the field. It is ambiguous for the data to claim that the modest size could have been used which could not limit the sample size. It is of the essence to not that, in an analysis, depending on the population, is a small size can be very useful in making an assumption.
The authors want to validate different assumption his research. First of all, there is an assumption that Africans are a threat to security and as a form of discrimination; they must be frisked very well as in the care of Joan. The author assumes that in most of the cases of racism, men are the target of racism, and they are the ones who are affected more. The third assumption by the author is that the socioeconomic status of the society is not consistent and is sub.
Issues in Multicultural Correctional Assessment and Treatment By.docxchristiandean12115
Issues in Multicultural Correctional Assessment and Treatment
By Corinne N. Ortega
Introduction Increasing diversity in the United States has widened the base populations to whom psychologists provide services. Various divisions of the American Psychological Association (APA) have recognized the importance of multicultural competencies for more than 25 years (notably, Division 17—Counseling Psychology and Division 45—The Society for the Psychological Study of Ethnic Minority Issues). In 2002, APA formally recognized the evolution of the science and practice of psychology in a diverse society by adopting as policy the Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists (APA, 2002b). Nowhere is the changing face of the United States reflected more clearly than in its correctional systems. Blacks and Hispanics make up 62% of the incarcerated population, although they comprise only 25% of the national population (Human Rights Watch, 2002). Hispanics represent 40% of all sentenced federal offenders, although they account for only 13% of the total U.S. population (López, 2000). According to the Bureau of Justice Statistics (2007), the lifetime chance of a person going to prison is higher for Blacks (18.6%) and Hispanics (10%) than for Whites (3.4%). Furthermore, Blacks represent approximately 40% of the death row population in the United States (Amnesty International, 2003). The sociopolitical and socioeconomic explanations for this phenomenon are complex and far beyond the scope of this chapter. It is clear, however, that given the disproportionate confinement of minorities in the United States, any meaningful discussion of correctional mental health must necessarily include a discussion of multicultural issues. This chapter will first focus on a general overview of multicultural counseling and its applications in correctional settings. Second, the use of psychological tests and assessments with multicultural correctional populations will be explored with an emphasis on forensic evaluations. Finally, the issue of cultural competence with religious minorities and religious extremists will be addressed.
Multicultural Counseling Jackson (1995) succinctly defines multicultural counseling as counseling that takes place between or among individuals from different cultural backgrounds. Although a simple enough definition, the implications of this in the mental health field are far-reaching. The increased racial, ethnic, and cultural diversity in the United States creates a demand for professional services, including mental health, that meet the needs of people from a wide variety of backgrounds (Barrett & George, 2005). The issues involved in providing culturally competent services are as complex and varied as clients themselves (Sue & Sue, 2007). Cookbook approaches to multicultural counseling cannot be utilized without contradicting the very concept. López (2000) discusses this in terms .
Is Social Work Prepared for Diversity in Hospiceand PalliatiTatianaMajor22
Is Social Work Prepared for Diversity in Hospice
and Palliative Care?
Christine M. Rine
The purpose of this article is to assess current and future trends in hospice and palliative care
with the objective of informing culturally appropriate best practice for social work. Concern
for the intersectionality of racial, ethnic, social, and other differences in end-of-life (EOL)
care is imperative given the ever growing range of diversity characteristics among the
increasing aging populations in the United States. A review of literature from the current
decade that is pertinent to the profession contributes to the ability of social work to consider
evidence and build agreement germane to EOL practice settings. Administrative reports,
government data, academic literature, professional standards, and assessment tools contrib-
ute to the profession’s ability to work toward cultural competence and develop practice
strategies for EOL care. The varied roles held by social workers across health care arenas
provide a unique opportunity to promote cultural competence and advance best practice
on all levels of work.
KEY WORDS: cultural competence; diversity; end-of-life care; hospice; palliative care
Before the start of the 21st century, 2020 wasdemarcated as a year for goal setting basedon predictions and anticipated trends in at-
tempts to properly prepare for the future. Now that
2020 is only a few years away, shedding all of its
futuristic connotations, it is time to examine if and
how aims for preparedness have been met. At pres-
ent, efforts that have been made to plan for the
future can be appraised on their ability to accom-
modate both realized changes and those on the
horizon. Of particular interest are shifts in culture;
since the 2000 U.S. Census there has been a great
deal of attention to demographic trends and their
role in predicting dramatic changes to the world in
which we live (Perez & Hirschman, 2009). Many
anticipated developments have already manifested
completely or to some degree often evidenced by
sweeping consequence. For example, significant
impact is directly observable in the language we use
to understand commonplace terms long engrained
in our society. To illustrate, the term “minority” to
denote the proportion of individuals of nondomi-
nant culture is currently statistically incorrect. This is
evidenced in several states and has been inaccurate
for many years in almost 50 metropolitan areas
across the nation. It is estimated that by 2044 this
misnomer will connote the nation as a whole
(National Association of Social Workers [NASW],
2015a; U.S. Census Bureau, n.d.-a). Whether real
or illusory, “minority” populations continue to bear
plainly real racial and socioeconomic encumbrances
of nondominant group membership. As a result, the
oxymoron “majority minority” has become more
widely used in our lexicon to represent statistical
correctness while relegating nondominant groups of
greater numbers to continued minority status.
...
Increasing Cultural Understanding and Diversity in AppliedBe.docxLaticiaGrissomzz
Increasing Cultural Understanding and Diversity in Applied
Behavior Analysis
Elizabeth Hughes Fong
Saint Joseph’s University
Seana Ficklin
Multicultural Alliance of Behavior Analysts,
Swarthmore, Pennsylvania
Helen Y. Lee
Boston University
In recent years, the demands for behavior analysis to serve consumers with diverse cultural
backgrounds have significantly increased. The field is in great need of culturally competent
behavior analysts who can integrate appropriate cultural considerations to their programs.
The field of behavior analysis can address this growing need by fostering cultural compe-
tency in professional training through increasing relevant training opportunities and the
development of culture- and diversity-relevant educational curricula and materials, and by
supporting efforts to increase the number of ethnically and racially diverse behavior-
analytic workforces in academic and professional settings. Together, we can promote
cultural awareness and cultural competencies in professional behavior-analytic training.
However, there are challenges for fostering culturally diverse professionals, especially
during the academic training phase, which include language barriers, negative perceptions
about cultures that are different from one’s own, microaggressions in work and academic
settings, lack of mentoring opportunities, adverse campus climates, and tokenism. Some
potential ways to address such challenges include the development of culture- and diversity-
related curricula, mentoring opportunities, and greater support for minority and culturally
diverse students and faculty. The purpose of this commentary was to increase awareness
about the importance of cultural understanding and competency, as well as a diverse
workforce in the field of behavior analysis, a necessary step to better serve those consumers
from multicultural backgrounds.
Keywords: behavior analysis, diversity, multiculturalism
Today’s behavior analysts serve consumers
from increasingly diverse ethnic, racial, and so-
cioeconomic backgrounds, and this trend will
likely continue as the field expands. To better
serve consumers from different cultures, includ-
ing historically marginalized ethnic and racial
populations in the United States, the field of
applied behavior analysis (ABA) needs to rec-
ognize the cultural diversity of consumers and
critically examine the role of culture in effective
treatment design, practice, and delivery. Cul-
tural competency is no longer an option but a
necessity for serving an increasingly multicul-
tural background of consumers. Behavior ana-
lysts need to be aware of how their own cultural
values and beliefs or the lack of understanding
of their consumers’ cultures can negatively im-
pact treatment and service delivery. To this end,
we believe good starting points are the promo-
tion of cultural understanding and skills in be-
havior-analytic education and training and of
supporting diversity in the ABA workforce. To-
Edi.
This study examined the effects of multicultural education on students' conceptions of social identity. Surveys were administered to students in multicultural courses and a non-multicultural comparison course to measure changes in gender, racial, socioeconomic, religious, and sexual orientation identity. The results showed that gender and socioeconomic identity increased significantly over time for all students. Sexual orientation identity increased more for students in multicultural courses compared to the non-multicultural course. Certain minority groups like Jewish, bisexual, and Asian American students experienced greater changes in specific social identities. Younger students also tended to experience greater social identity changes.
Research Paper (Stereotype Activation and Application)Dylan Russell
Dylan V. Russell conducted a study to examine the effect of media content priming on the activation and application of racial stereotypes. 41 undergraduate students were randomly assigned to read one of three newspaper articles: one portraying African Americans negatively, one neutrally, and one positively. Participants then completed a Symbolic Racism Scale. Results showed no significant difference in scores between the three media content groups, suggesting priming with words alone may not effectively activate racial stereotypes.
On the myth of a general national culture: Making specific cultural character...Richter Thomas
Pre-Publish version of: Richter, T. & Adelsberger, H. (2012). On the myth of a general national culture: Making specific cultural characteristics of learners in different educational contexts in Germany visible. In: Strano, M., Sudweeks, F., Hrachovec, H., & Ess, C. (Eds.), Part 1 of the CATaC'12 Proceedings (Aarhus, Denmark): Cultural Attitudes towards Technology and Communication, School of Information Technology, Murdoch University, Murdoch, Australia, part 1, pp.105-120. Accessible at http://issuu.com/catac/docs/catac12_proceedings_part_1/1
Linguistic Acculturation and Context on Self-EsteemHispanic.docxSHIVA101531
Linguistic Acculturation and Context on Self-Esteem:
Hispanic Youth Between Cultures
Rose M. Perez
Published online: 16 February 2011
� Springer Science+Business Media, LLC 2011
Abstract Immigrant adolescents must negotiate two cultures: the host culture and
their native culture. This study explored how self-esteem is moderated by the effect
of linguistic acculturation and context. An ordinary least-squares regression model,
controlling for fixed effects, produced results supporting the hypothesis that
linguistic acculturation moderates the effect of context on self-esteem. The self-
esteem of Hispanic adolescents who were less linguistically acculturated was found
to be more favorable when with family than with friends and the reverse was found
for the more linguistically acculturated participants. Adolescents in the middle of
the linguistic acculturation process had the widest variance in self-esteem between
times they were with their families and times in other contexts; they experienced
more positive self-esteem with anyone but family. Findings underscore the need to
better understand the complex process of linguistic acculturation and its effects on
self-esteem. This research also demonstrates the practical utility of a fixed-effects
model for reducing bias in cross-cultural research.
Keywords Linguistic acculturation � Hispanics � Fixed effects � Self-esteem �
Experience Sampling Method (ESM)
Hispanic immigrants and their children are not only the fastest growing population
in this country, but they are also among the poorest (Portes and Rumbaut 2006).
The author welcomes communication at the Fordham University Graduate School of Social Service.
She wishes to acknowledge the dissertation committee who helped guide completion of a doctoral
dissertation on which this article is based.
R. M. Perez (&)
Fordham University Graduate School of Social Service, 113 West 60th Street,
New York, NY 10023, USA
e-mail: [email protected]
123
Child Adolesc Soc Work J (2011) 28:203–228
DOI 10.1007/s10560-011-0228-y
For Hispanic youth, the pathway to higher social mobility is fraught with formidable
obstacles, like discrimination and suboptimal inner-city schools, that render them
unprepared for the challenges of the labor market, and it appears that, counter to
traditional patterns of immigrant incorporation, they are experiencing downward
adjustment. This becomes a problem for Hispanics, and for U.S. society as a whole,
given the increasing size of the Hispanic population. If Hispanic educational and
economic indicators do not improve, as their proportions grow, poverty in the
United States will grow correspondingly.
Redfield et al. (1936) defined acculturation as the ‘‘phenomena which result when
groups of individuals having different cultures come into continuous first-hand
contact, with subsequent changes in the original cultural patterns of either or both
groups.’’ Yet, time in the United States is typically ...
This document summarizes a research article that reviewed 30 studies examining perceptions of mental health services among Black Americans of African American, African, and Caribbean descent. The review found:
1) For African Americans, themes around perceptions that influenced service use included the importance of trust and respect from providers, as well as concerns about stigma and discrimination.
2) A lack of literature limited identifying themes for Africans and Caribbean Blacks.
3) The findings highlight the need for more research to better understand nuanced differences in perceptions within the Black American population in order to improve mental health services.
Korean American Female Perspectives on Disability Article Paper.docx4934bk
This document provides background information and outlines a study that examines Korean American female perspectives on disability. It begins with context on Korean cultural beliefs related to health, illness, and disability. It then describes the study's research questions, methodology, and instrument. The study aims to understand familiarity with disabilities, cultural ideas of causes/prevention, and beliefs about treatment among 30 Korean American female college-educated participants between ages 20-30 living in the US. Face-to-face and phone interviews were conducted in English by a bilingual Korean female interviewer.
CULTURAL BIAS IN ASSESSMENT CAN CREATIVITY ASSESSMENT HELP.docxrichardnorman90310
CULTURAL BIAS IN ASSESSMENT:
CAN CREATIVITY ASSESSMENT HELP?
I N T E R N A T I O N A L J O U R N A L O F C R I T I C A L P E D A G O G Y
KYUNG HEE KIM
DARYA ZABELINA
Abstract
Culture and background may lead to the inaccuracy of assessments, including
traditional tests and alternative assessments. Standardized tests intend to measure
intelligence and general knowledge, but they are normed based on the knowledge
and values of the majority groups, which can create bias against minority groups,
including gender, race, community status, and persons with different language
backgrounds, socioeconomic status, and culture. Although alternative assess-
ments are considered to be more culturally fair, they are still not completely fair.
Creativity is as important as intelligence, and creativity assessment measures are
normed on individual cultures. To reduce bias, we suggest that creativity assess-
ments be added to traditional tests and alternative assessments.
Key Words: assessment, cultural bias, creativity, standardized tests, cul-
tural validity
STANDARDIZED TESTS
Standardized tests assert that they are fair and impartial measures of academic
performance and have become the most prevalent measures of the quality of
educational programs. The U.S. No Child Left Behind Act (NCLBA) required
standardized testing of students at all levels of education: elementary, middle,
and high school. The NCLBA implemented a federally –mandated testing pro-
tocol that continues under the Race to the Top (RttT). Government agencies
use these tests to determine that the various school systems in the U.S. equally
serve every child, no matter their cultural background. However, performance
gaps on standardized tests between ethnic minority groups (African American,
130 | International Journal of Critical Pedagogy | Vol. 6 No. 2, 2015
Latino, and Native American) and non-minority groups (mostly white/European
American, but lately also Asian American students) in the U.S. prevail despite the
government’s effort to reduce them (Arbuthnot, 2009; Forum for Education and
Democracy, 2008; Salinas & Garr, 2009; U.S. Department of Education, 2005).
Method bias may contribute to performance gaps between ethnic minority
groups and non-minority groups in the U. S. due to the norming process of
standardized tests. In general, most tests are normed using the scores of majority
group populations. It may be inappropriate to use the same assessments with indi-
viduals of various racial/ethnic minority groups without norming the instrument
to reflect those groups. If the cultural or linguistic backgrounds of the individuals
being tested are not adequately represented in the norming group, the validity
and reliability of the test are questionable when used with such individuals (Pa-
dilla & Borsato, 2008). For example, the Scholastic Aptitude Test (SAT) used an
analogy with the word “regatta” that few African American students knew whil.
This document discusses measures of acculturation and their relationship to health outcomes in Hispanic populations. It describes the acculturation scales developed by Hazuda et al. that measure language use, cultural traditions, and social integration across generations. It also describes a less comprehensive acculturation measure used in the HHANES survey that focused only on language and ethnic identity. The document notes that socioeconomic factors often better predict health behaviors than acculturation alone. When controlling for access to care, acculturation showed weaker associations with preventive health service use.
Similar to 10 Diversity and Assessment Joyce P. Chu, Brian A. Maruy (20)
Assignment 2 Community Prevention ProgramAfter hearing that a n.docxBenitoSumpter862
Assignment 2: Community Prevention Program
After hearing that a neighbor’s child, Jeremy, age seven, was sexually assaulted in the local park, the parents of Cherry Hill township decide that their community needs a program to prevent sexual abuse of their children in the future.
Prepare a presentation for the parents, providing pertinent information they might like to include in a Sexual Assault Prevention program aimed at the children in their community. Suggest the psychoeducational and supportive approaches that can be effectively used at the community level, such as in community centers, schools, and social service agencies, to provide this information to the children. Address issues of gender, diversity, and ethics in your presentation.
Submit your PowerPoint presentation to the
W2: Assignment 2 Dropbox
by
Wednesday, July 19, 2017
. Your response should be at least 5 - 6 slides and include speaker notes for each slide. In addition, make sure you have included a title slide and a reference slide.
Assignment 2 Grading Criteria
Maximum Points
Analyzed pertinent information they deem relevant to the development of a Sexual Assault Prevention program
25
Described the psychoeducational information and supportive approaches that the community can effectively use to deal with the issue of sexual abuse of children
30
Addressed the issues of gender, diversity, and ethics in the context of intervention approaches
25
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation.
20
Total:
100
.
Assignment 2 Analyzing World CulturesMedia play a very large role.docxBenitoSumpter862
Assignment 2: Analyzing World Cultures
Media play a very large role in both the development and the perpetuation of cultural elements. You may never have watched a foreign movie or even clips evaluating other cultures. In this assignment, you will explore online videos or movies from a culture of your choice and analyze how cultural elements are presented, compared to your own culture.
Complete the following:
Choose a world culture you are not familiar with.
Identify two–three online videos or movies representative of this culture. These could be examples of cultural expressions such as a Bollywood movie from India or Anime videos from Japan.
Evaluate two hours of such a video. Using the readings for this module, the Argosy University online library resources, and the Internet, research articles about your selected culture.
Select a scholarly article that analyzes the same culture presented in the videos you have observed.
Write a paper describing the cultural differences you have observed in the video. How are these observations supported by the research article?
Be sure to include the following:
Describe the videos you have watched.
Explain the main points of the videos.
Examine what stood out about the culture.
Compare and contrast the similarities and differences of this culture with your own.
Examine the ways of this culture. Is it one you would want to visit or live in?
Would you experience culture shock if you immersed yourself in this culture? Why or why not?
Support your statements with examples and scholarly references.
Write a 2–3-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M2_A2.doc.
.
Assignment 2 Communicating Bad News Leaders and managers often ha.docxBenitoSumpter862
Assignment 2: Communicating Bad News
Leaders and managers often have to deliver unpleasant or difficult information to other employees or other internal or external stakeholders. How well this news is delivered can affect employee relations as well as public perceptions.
Review the following scenario:
A new company claims it manufactures the best dog food in the market. It employs around 250 people worldwide. After six months in business, one of the company’s brands is found to contain harmful bacteria. Overnight, reports start pouring in from all over the country about pets falling sick, some critically. The company wants to communicate with its stakeholders through a memo before major news channels start to cover the disease.
Assume that you are an assistant to the company’s chairperson. Based on your analysis of the scenario and using the reading material covered in this module, draft two memos for the chairperson. One memo should address the board of directors and the other the company’s employees.
Make assumptions about whether it is the food product that has bacteria or if there is another explanation for the pets’ sickness.
Write a 1–2-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M2_A2.doc.
.
Assignment 2 Communicating Bad NewsLeaders and managers often hav.docxBenitoSumpter862
Assignment 2: Communicating Bad News
Leaders and managers often have to deliver unpleasant or difficult information to other employees or other internal or external stakeholders. How well this news is delivered can affect employee relations as well as public perceptions.
Review the following scenario:
A new company claims it manufactures the best dog food in the market. It employs around 250 people worldwide. After six months in business, one of the company’s brands is found to contain harmful bacteria. Overnight, reports start pouring in from all over the country about pets falling sick, some critically. The company wants to communicate with its stakeholders through a memo before major news channels start to cover the disease.
Assume that you are an assistant to the company’s chairperson. Based on your analysis of the scenario and using the reading material covered in this module, draft two memos for the chairperson. One memo should address the board of directors and the other the company’s employees.
Make assumptions about whether it is the food product that has bacteria or if there is another explanation for the pets’ sickness.
Write a 1–2-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M2_A2.doc.
By
Wednesday, July 19, 2017
, submit your assignment to the
M2: Assignment 2 Dropbox
.
Assignment 2 Grading Criteria
Maximum Points
Effectively utilized the tips covered in the module, to write an appropriate memo addressing the board of directors to convey the bad news.
40
Effectively utilized the tips covered in the module, to write a suitable memo addressing the company’s employees to convey the bad news.
40
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; and displayed accurate spelling, grammar, and punctuation.
20
Total:
100
.
Assignment 2 Case of Anna OOne of the very first cases that c.docxBenitoSumpter862
Assignment 2: Case of Anna O
One of the very first cases that caught Freud’s attention when he was starting to develop his psychoanalytic theory was that of Anna O, a patient of fellow psychiatrist Josef Breuer. Although Freud did not directly treat her, he did thoroughly analyze her case as he was fascinated by the fact that her hysteria was “cured” by Breuer. It is her case that he believes was the beginning of the psychoanalytic approach.
Through your analysis of this case, you will not only look deeper into Freud’s psychoanalytic theory but also see how Jung’s neo-psychoanalytic theory compares and contrasts with Freud’s theory.
Review the following:
The Case of Anna O.
One of the first cases that inspired Freud in the development of what would eventually become the Psychoanalytic Theory was the case of Anna O. Anna O. was actually a patient of one of Freud’s colleagues Josef Breuer. Using Breuer’s case notes, Freud was able to analyze the key facts of Anna O’s case.
Anna O. first developed her symptoms while she was taking care of her very ill father with whom she was extremely close. Some of her initial symptoms were loss of appetite to the extent of not eating, weakness, anemia, and development a severe nervous cough. Eventually she developed a severe optic headache and lost the ability to move her head, which then progressed into paralysis of both arms. Her symptoms were not solely physical as she would vacillate between a normal, mental state and a manic-type state in which she would become extremely agitated. There was even a notation of a time for which she hallucinated that the ribbons in her hair were snakes.
Toward the end of her father’s life she stopped speaking her native language of German and instead only spoke in English. A little over a year after she began taking care of her father he passed away. After his passing her symptoms grew to affect her vision, a loss of ability to focus her attention, more extreme hallucinations, and a number of suicidal attempts (Hurst, 1982).
Both Freud and Jung would acknowledge that unconscious processes are at work in this woman's problems. However, they would come to different conclusions about the origin of these problems and the method by which she should be treated.
Research Freud’s and Jung’s theories of personality using your textbook, the Internet, and the Argosy University online library resources. Based on your research, respond to the following:
•Compare and contrast Freud's view of the unconscious with Jung's view and apply this case example in your explanations.
•On what specific points would they agree and disagree regarding the purpose and manifestation of the unconscious in the case of Anna?
•How might they each approach the treatment of Anna? What might be those specific interventions? How might Anna experience these interventions considering her history?
Write a 2–3-page paper in Word format. Apply APA standards to citation of sources. Use .
Assignment 2 Bioterrorism Due Week 6 and worth 300 pointsAcco.docxBenitoSumpter862
Assignment 2: Bioterrorism
Due Week 6 and worth 300 points
According to the Department of Health and Human Services (2002), the nation's capacity to respond to bioterrorism depends largely on the ability of clinicians and public health officials to detect, manage, and effectively communicate in advance of and during a bioterrorism event.
Prepare a narrated presentation, using PowerPoint or other similar software, detailing a bioterrorism-related issue, analyzing the threat(s) that the bioterrorism-related issue poses.
In preparation for your presentation, research and review at least one (1) healthcare facility’s preparedness plan.
Note
: A video to help students record narration for the PowerPoint presentation is available in the course shell.
Prepare a twenty (20) slide presentation in which you:
Specify the key steps that healthcare managers should follow in preparing their organizations for a potential bioterrorism attack.
Outline at least two (2) possible early detection and surveillance strategies, and investigate the main ways those strategies may prompt timely interventions to effectively treat and diminish the impact of a bioterrorism threat.
Evaluate the specific preparation steps in the preparedness plan of a healthcare facility of your choosing.
Suggest at least one (1) possible improvement to promote early detection and enhanced surveillance.
Use at least four (4) recent (within the last five [5] years), quality academic resources in this assignment. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Apply decision making models to address difficult management situations.
Develop policies that ensure compliance of healthcare delivery systems with current legislation.
Use technology and information resources to research issues in Health Care Operations Management
.
Assignment 2 Affirmative ActionAffirmative Action is a controvers.docxBenitoSumpter862
Assignment 2: Affirmative Action
Affirmative Action is a controversial topic in American society. People of all races, genders, and classes are divided on where they stand on Affirmative Action. However, the media has oversimplified Affirmative Action and many do not truly understand the policy and what it means for schools and employers. For this assignment, you will examine Executive Order 10925 and determine where you stand on this topic.
Review Executive Order 10925. A copy can be found at:
http://www.thecre.com/fedlaw/legal6/eo10925.htm
.
Then, write an organized short response (3 paragraphs) where you explain:
What is Affirmative Action as a social policy?
What were the goals of Affirmative Action? Has it been successful?
What are the basic arguments for Affirmative Action and what are those against it? Which side do you find the most convincing and why?
Be sure to support your answer with references to the textbook, appropriate outside resources, and your own personal experiences.
Create a response in 3 paragraphs to the discussion question. Cite sources and include references in your response. Submit your response to the
Discussion Area
by
Saturday, August 26, 2017
. Through
Wednesday, August 30, 2017
, review and comment on at least two peers’ responses.
.
Assignment 2 Audit Planning and Control It is common industry kno.docxBenitoSumpter862
Assignment 2: Audit Planning and Control
It is common industry knowledge that an audit plan provides the specific guidelines auditors must follow when conducting an external audit. External public accounting firms conduct external audits to ensure outside stakeholders that the company’s financial statements are prepared in accordance with generally accepted accounting principles (GAAP) or International Financial Reporting Standards (IFRS) standards.
Use the Internet to select a public company that appeals to you. Imagine that you are a senior partner in a public accounting firm hired to complete an audit for the chosen public company.
Write a four to six (4-6) page paper in which you:
Outline the critical steps inherent in planning an audit and designing an effective audit program. Based upon the type of company selected, provide specific details of the actions that the company should undertake during planning and designing the audit program.
Examine at least two (2) performance ratios that you would use in order to determine which analytical tests to perform. Identify the accounts that you would test, and select at least three (3) analytical procedures that you would use in your audit.
Analyze the balance sheet and income statement of the company that you have selected, and outline your method for evidence collection which should include, but not be limited to, the type of evidence to collect and the manner in which you would determine the sufficiency of the evidence.
Discuss the audit risk model, and ascertain which sampling or non-sampling techniques you would use in order to establish your preliminary judgment about materiality. Justify your response.
Assuming that the end result is an unqualified audit report, outline the primary responsibilities of the audit firm after it issues the report in question.
Use at least two (2) quality academic resources in this assignment.
Note:
Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Plan and design a generalized audit program.
Determine the nature and extent of evidence accumulated to conduct an audit after considering the unique circumstances of an engagement.
Evaluate a company’s various risk factors and the related impact to the audit process.
Evaluate effective internal controls that minimize audit risk and potentially reduce the risk of fraud.
Use technology and information resources to r.
Assignment 2 American ConstitutionFollowing the Revolutionary War.docxBenitoSumpter862
Assignment 2: American Constitution
Following the Revolutionary War and separation from England, the need for a new government was clear. A group of men, who became known as the “nation’s founders” or Founding Fathers, developed a new government based on principles and beliefs they knew through their experiences, readings, and study. The Founding Fathers had a great deal in common with each other, including property interests, education, and extensive political experience. These common experiences and birthrights created a strong consensus about what should be incorporated into the government that would replace England’s.
Troubles developed immediately upon establishment of the United States of America with the 1781 Articles of Confederation and Perpetual Union. Economic difficulties and means of dividing power between leaders and competing interests caused conflict. The conflicts had to be resolved, and some of the Founding Fathers and others, who would come to be known as the Framers went to Philadelphia to revise the Articles of Confederation. However, it became apparent immediately that the Articles could not be revised, and therefore, they were abandoned, and the Framers set about to create a new form of government. Though the effort was eventually successful and resulted in the Constitution, there was a great deal of conflict during its development in the summer of 1787. The form of government established incorporated the ideas of diverse groups, as well as the Framers’ recognition of the need for compromise.
Research the history of the American Constitution using the Argosy University online library resources. Respond to
one
question from each of the question sets A and B.
A. Creating the Constitution
Consider the three constitutional proposals: the Virginia Plan, the New Jersey Plan, and the Great Compromise, also known as the Connecticut Compromise. If you were a delegate and without the experience of the past 200 years, which constitutional proposal would you have supported? Why?
Why do you think the framers were silent on the issue of slavery in the wording of the Constitution? What were the strengths and weaknesses of the Articles of Confederation?
What were the issues in the Constitutional Convention? Who were the Federalists and Anti-Federalists?
B. Living with the Constitution
What are the formal and informal methods of constitutional change?
How do checks and balances work in the lawmaking process today? Which current and important events do you think are examples of the success of checks and balances?
Do you think the Constitution is a relevant political document for the twenty-first century? What new amendments might be appropriate today?
Write your response to each in 150–200 words.
By
Saturday, February 4, 2017
, post your response to the appropriate
Discussion Area
. Through
Wednesday, February 8, 2017
, review and comment on at least three peers’ responses.
.
Assignment 2 A Crime in CentervaleWhile patrolling during his shi.docxBenitoSumpter862
Assignment 2: A Crime in Centervale
While patrolling during his shift, a Centervale police officer, Detective Johnson, saw two men standing on a street corner. Johnson observed the two proceed alternately back and forth between the street ahead and the corner, pausing and returning to conference. Detective Johnson found this strange as the Love's Jeweler shop was down the street. The two men repeated this ritual alternately three to four times, which appeared as if they were looking out for someone or were about to steal something. Detective Johnson saw a third man approach and handing something to one of the two men, which he stuffed into his pocket.
Detective Johnson approached the three men and identified himself as a policeman. He saw the man that stuffed the item in his pocket place his hand in his pocket again. Detective Johnson kept his eyes on the man and asked their names. Before they could answer, the detective turned the man around, patted down his outside clothing, and felt a hard object. The man objected saying, "Hey man, you can't do that. I have rights. I want my lawyer." Detective Johnson sneered, "Oh! you'll get your lawyer." Upon feeling the object, the officer removed his gun and asked the three to raise their hands and place them on the wall. The officer patted each man down and found a gun in the pocket of one man. He removed the jacket of another man and found a diamond ring in the inside pocket. The third man did not have anything in his pockets.
The three were taken to the police station and charged with grand theft and burglary. One of the men was also charged for carrying a concealed weapon. Detective Johnson ran the information concerning the gun and found that it matched the gun related to an aggravated battery and rape case from a year ago. The detective questioned Danny, the man who had the gun. At first, Danny did not want to say anything, but the detective continued questioning him. After three hours, Danny confessed to the aggravated battery and rape case. He denied being involved in the grand theft and burglary.
Danny had a first appearance in the court within three days, whereupon he is appointed an attorney but denied bail. Danny does not see his attorney until the next court appearance. The attorney asks what he wants to do and Danny said, "I want to fight it man." The attorney tells Danny, "That's not going to work; the DA is offering you a good deal if you plea." Over the objection of the victim in the court, the DA offers Danny probation if he testifies against the other two in the burglary case. The DA wants the other two to be sentenced to ten years in that case. While shaking his head, Danny pleads guilty above the cries of the victim. The DA asks the judge to hold off on sentencing until after he testifies in the other trial.
After Danny testifies against the other two defendants and they are sentenced to ten years, Danny goes back to the court. The judge, not agreeing with the deal, decides to sent.
Assignment 2 (RA 1) Analysis of Self-ImageIn this assignment, yo.docxBenitoSumpter862
Assignment 2: (RA 1): Analysis of Self-Image
In this assignment, you will identify and discuss factors that contribute to self-image during middle childhood and adolescence.
Write a 6-page research paper on factors influencing self-image during middle childhood and adolescence.
Tasks:
Conduct a review from professional literature—articles from peer-reviewed journals and relevant textbooks—on the factors influencing self-image during middle childhood and adolescence. Topics to consider include:
Family constellation
Risk and protective factors
Various aspects of cultural identity
Physical characteristics
Social interactions with peers
.
Assignment 1Write a 2-3 page outline describing the health to.docxBenitoSumpter862
Assignment
1:
Write a 2-3 page outline describing the health topic you’ve been assigned and develop a justification/rationale for an educational intervention.
Assignment
2:
Develop a graphic organizer for their topic.
The Graphic Organizer is intended to provide visual cues to enhance learning.
The graphic organizers should be included with your unit plan.
.
assignment 1The idea of living in a country where all policy sh.docxBenitoSumpter862
assignment 1
The idea of living in a country where “all policy shall be based on the weight of evidence” seems unreal for me. However this idea does not seems so crazy for Neil deGrasse Tyson, who believes this idea could work in a country. But could it really work?
The ‘Rationalia’ proposal is about that every idea need to be based on something. It means everything has to follow a process which is gathering data, observation, experimenting and having a conclusion. For a policy to get approved it needs to have the weight of evidence to support it, if it does not have it, then it will not get approve. I found it very interesting how white supremacy supported African slavery and how there was an effort to restricted the reproduction of other races. I feel like this would turn into a chaotic country because there are so many things that science cannot explain, scientist have theories only. Like most of the ancient civilization that had big constructions, ex: The Incas in Peru, there is no explanation for how the Machu Picchu ruins were constructed, or like the Pyramids in Egypt. As the scientist keep researching, new theories originate and no conclusion is made.
I do not think religion has all the answers also. Why were women not able to touch their husbands or feed their animals while menstruating? Why a women would be considered contaminated or not pure base on something as normal as menstruation. Or the idea of it is okay for men to have multiple wives but it was not okay for women to get married twice? I do believe that there is a God, but the idea of the men been superior in both science and religion makes me feel frustrated as a woman. It would be very difficult for a country to be ruled by science or by God only. I feel that there should always be a balance between science and religion, even though both want to compete with each other and have the ultimate opinion. There are somethings that I disagree with both of them. There is no need to keep fighting against each other, even the pope supported the scientific view of evolution, and as the article “Nonoverlapping Magisteria” by Stephen Jay Gould said “The Catholic Church had never opposed evolution and had no reason to do so”. For some people like me, science and religion go together.
assigment 2
In the first reading “Reflections on Rationalia” by Neil deGrasse Tyson, Tyson discusses an idea of developing a virtual world in which all its policies have to be founded based on evidence, meaning that the state would be undergoing constant research, forming a foundation for its government and how its citizens should think. Within the proposal for the new state, Tyson says that a great amount of funding will be given to the continued study of the human sciences, along with extensive training for the young to learn how to obtain, analyze and gather conclusions on data, and citizens would have the freedom to be irrational, simply no policies will be made with.
Assignment 1Recognizing the Role of Adhering to the Standar.docxBenitoSumpter862
Assignment 1:
Recognizing the Role of Adhering to the Standard of Care
When providing health care, there are standards of care which a reasonably prudent provider should follow. Providers at all levels are held to these standards of care. Failure to provide competent care to your patients will put you at risk for malpractice. Remaining current with the evidenced-based guidelines and providing optimal care will minimize the risk of liability.
For this Assignment, you will create a PowerPoint presentation that explains any legal implications that exist for failure to adhere to a standard of care, the key elements of malpractice, and compare the differences in malpractice policy options.
To prepare:
Consider the importance of using professional resources such as the National Guideline Clearinghouse to guide care delivered
Create a PowerPoint presentation no more than 15 slides in length that addresses the following:
Identify and explain any legal implications that exist for failure to adhere to a standard of care
Identify and explain the key elements of malpractice
Compare the differences in malpractice policy options
.
Assignment 1Argument MappingWrite a four to five (4-5.docxBenitoSumpter862
Assignment 1:
Argument Mapping
Write a four to five (4-5) page paper in which you:
(
Note:
Refer to Demonstration Exercise 3 located at the end of Chapter 1 for criteria 1-3.)
1.
Create an argument map based on the influence diagram presented in Case 1.3 and complete all the criteria provided in the exercise, beginning with this claim: “The U.S. should return to the 55- mph speed limit in order to conserve fuel and save lives.”
2.
Include in the map as many warrants, backings, objections, and rebuttals as possible.
3.
Assume that the original qualifier was
certainly;
indicate whether the qualifier changes as we move from a simple, static, uncontested argument to a complex, dynamic and contested argument.
(
Note:
Refer to Demonstration Exercise 3 located at the end of Chapter 8 for criterion 4.)
4.
Apply the argument mapping procedures presented in Chapter 8 to analyze the pros and cons (or strengths and weaknesses) of the recommendations that the United States should
not
intervene in the Balkans.
(
Note:
Refer to Demonstration Exercise 4 located at the end of Chapter 8 for criteria 5-7.)
Demonstration exercise 3 chapter 1
Create an argument map based on the influence diagram presented in Case 1.3. Begin with the following claim: “The United States should return to the 55 mph speed limit in order to conserve fuel and save lives.” Include in your map as many warrants, backings, objections, and rebuttals as you can. Assuming that the original qualifier was certainly, indicate whether the qualifier changes as we move from a simple, static, uncontested argument to a complex, dynamic, and contested argument
Influence diagram presented in case 1.3
CASE 1.3 THE INFLUENCE DIAGRAM AND DECISION TREE—STRUCTURING PROBLEMS OF ENERGY POLICY AND INTERNATIONAL SECURIY
Along with other policy-analytic methods discussed earlier in this chapter (Figure 1.1), the influence diagram and decision tree are useful tools for structuring policy problems.52 The influence diagram (Figure C1.3) displays the policy, the National Maximum Speed Limit, as a rectangle. A rectangle always refers to a policy choice or decision node, which in this case is the choice between adopting and not adopting the national maximum speed limit of 55 mph. To the right and above the decision node are uncertain events, represented as ovals, which are connected to the decision node with arrows showing how the speed limit affects or is affected by them. The rectangles with shaved corners represent valued policy outcomes or objectives. The objectives are to lower fuel consumption, reduce travel time, reduce injuries, and avert traffic fatalities. To the right of the objectives is another shaved rectangle, which designates the net benefits (benefits less costs) of the four objectives. The surprising result of using the influence diagram for problem structuring is the discovery of causally relevant economic events, such as the recession and unemployment, .
Assignment 121. Create a GUI application that contains textboxes.docxBenitoSumpter862
Assignment 12
1. Create a GUI application that contains
textboxes
for first name, last name and title. The app should also contain one button (with the text "Format!"). Once a user filles in textboxes and clicks the button the user-entered info should be displayed in a
label
formatted with one space between the title, first name, and last name.
2. Create a GUI higher/lower guessing game that lets a user guess a number between 1 and 111 (you can either randomly assign the secret number or hardcode it). Let the user enter his/her guess in a
textbox
then click a Submit button to submit his/her guess. If the guess is too low change the form color to YELLOW. If the guess is too high change the form color to BLUE. If the guess is correct change the form color to GREEN and display the number of guesses it took.
.
Assignment 1.3 Assignment 1.3 Article Review Read the article .docxBenitoSumpter862
Assignment 1.3
Assignment 1.3 Article Review
Read the article Social Service or Social Change, available in attachments. Review this article, using the Article Review format provided. Please note there are three sections of an article review.
The first is a brief summary of the article. The second, the Critique, is
about
your opinion of the information presented in the article, and the third, the Application, is about how you might use this information in the future. The Article Review template is located in attachments.
.
Assignment 1Answer the following questions concisely (no.docxBenitoSumpter862
Assignment 1
Answer the following questions concisely (no more than half a page per question)
1.
What is the National Prevention Strategy and who is responsible for it?
2. What are the differences among community health, population health, and global health?
3. Which federal department in the United States is the government’s principal agency for protecting the health of all Americans and for providing essential human services, especially to those who are least able to help themselves? What major services does this department provide?
4. How do state and local health departments interface?
5. What significance do you think Healthy People 2020 will have in the years ahead?
.
Assignment 1 Victims’ RightsThe death penalty is one of the mos.docxBenitoSumpter862
Assignment 1: Victims’ Rights
The death penalty is one of the most controversial topics in the criminal justice system. In the US criminal justice system, the government represents the victim. At the time of sentencing, many states allow victim impact statements. There are additional issues to consider in the application of the death penalty. Some of these issues are race, age, and cost.
Use the Argosy University Online Library resources to research the role of the victims in sentencing a defendant.
Submission Details:
By
June 28
, 2017
, post your responses to the following topics to this
Discussion Area
.
Discuss what you learned, focusing on such topics as racial disparity, juveniles, and victim impact statements. Be sure to cite your sources of information in the APA style.
Describe a specific case you learned about in the news where victims' rights figured prominently (either in a positive or in a negative way).
.
Assignment 1 Unreasonable Searches and SeizuresThe Fourth Amend.docxBenitoSumpter862
Assignment 1: Unreasonable Searches and Seizures
The Fourth Amendment to the US Constitution protects citizens' rights to be free from unreasonable governmental intrusion. The text of the amendment reads: "The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized."
There are many legal safeguards in place to ensure that police officers interfere with citizens' Fourth Amendment rights under limited circumstances. In Centervale, there have been several citizen complaints about Fourth Amendment violations by the local police department. The Centervale chief of police, Charles Draper, has determined that the behavior of some police officers reveals a lack of consistent understanding of the criminal justice concepts dealing with the Fourth Amendment prohibition against unreasonable searches and unreasonable seizures.
Submission Details:
By
Monday
, post to the
Discussion Area
your response to the following:
Explain what constitutes an unreasonable search or seizure.
Use examples to support your response.
Explain how the exclusionary rule and fruit of the poisonous tree apply.
.
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Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
10 Diversity and Assessment Joyce P. Chu, Brian A. Maruy
1. 10
Diversity and Assessment
Joyce P. Chu, Brian A. Maruyama, Ashley Elefant,
and Bruce Bongar
Palo Alto University, California, USA
Background and History of Multicultural
Personality Assessment
Multicultural research in psychology has increased dramatically
in recent years, with
growing evidence that cultural factors impact many aspects of
psychology including
symptom presentation, diagnosis, treatment, and assessment
(Dana, 2000; Church,
2001; Leong, Leung, & Cheung, 2010). Within this cultural
research, studies on
culturally competent assessment have been less developed than
other areas such as
diagnosis and treatment (Dana, 2000). It has been recognized
for some time that
standard personality assessments carry some cultural bias and
are affected by cultural
influence. Yet, only recently has research begun to examine
systematically the effects
of culture to incorporate culturally competent assessment into
standard personality
assessment (Dana, 2000; Flaugher, 1978).
The need for culturally competent psychological and personality
3. & Sons, Ltd.
135 Diversity and Assessment
was criticized by many researchers for being racially biased
(Butcher, 2005; Dana,
2000; Pritchard & Rosenblatt, 1980). Subsequently, the
instrument was redeveloped
in 1989 (the MMPI-2) with the goals ofrevising test items that
may have contained
racial bias, and restandardizing population norms of the testing
instrument to be
more representative of ethnic minorities in the population (Hall
et al., 1999). The
MMPI -2 was also translated into several different languages,
such as Spanish and
Chinese (Butcher, 2004, 2005). These attempts to make the
MMPI-2 more cultur-
ally appropriate represented important advances with regards to
the development
of culturally competent personality assessments.
Although multicultural personality assessment has witnessed
important improve-
ments over the past several decades, its development is still
nascent with several
challenges to the creation of reliable and valid personality
assessments for diverse
populations (Church, 2001; Dana, 2000). One source of these
difficulties lies in a lack
of diversity and assessment research, with limited generativity
and dissemination.
Second, the cultural assessment literature has been marked by a
constricted focus on
4. culturally adjusted norms and language translation as a means
of developing cultur-
ally competent multicultural personality assessments. Although
culturally adjusted
norms and language translation represent an important part of
the process, this
narrow focus ignores other important cultural factors related to
administration,
interpretation, and validity of personality assessment
instruments (Dana, 2000;
Leong et al., 2010). Finally, there has been little theoretical
guidance about the main
ways or domains in which culture can affect assessment, and
how assessment instru -
ments should be developed, administered, and interpreted to
account for such
domains of cultural influence.
The purpose of this chapter is to conduct a literature review of
current research
on multicultural personality assessment, to establish the five
main domains or ways
in which culture informs assessment. Together, these domains
constitute a solid
foundation for culturally competent assessment to guide future
advances in the
research and practice of personality assessment with diverse
populations. These five
domains of culturally competent assessment include: ( 1) a need
for differential
norms that represent diverse populations; (2) assessment tools
should represent
culturally valid representations of the construct; (3) assessment
scales should be
constructed and interpreted to account for cultural idioms of
distress and reporting
5. style; ( 4) consideration of the cultural and technical context of
the testing process;
and (5) assessment feedback should be modified to account for
culturally informed
responses and expectations.
Differential Norms
Differential norms can play an important role in the
interpretation of personality
assessment results. Normative data provide a wealth of
information by allowing
researchers to compare an individual's raw scores to a
population of similar individ-
uals. Raw scores for assessment measures derive their meaning
from standardization
or normative samples with which they are developed and tested
(Geisinger, 1994).
136 Joyce P. Chu et al.
Without a sufficient degree of congruence between the
standardization sample and
the individual being tested, raw scores become meaningless.
Thus, when using an
assessment measure on a particular population, it is important to
ensure the measure
was normed on a population similar to that being tested.
Church (2001) described sample bias as occurring when
normative samples of an
assessment tool do not match respondent characteristics. These
characteristics can
include a range of cultural identities such as region of origin,
6. ethnicity, language, and
sexual orientation. Yet many factors and characteristics are
involved in ensuring an
adequate match between the test subject and the normative
sample. With numbers of
diverse groups in the US growing rapidly, it is critical for
psychologists to appreciate
the complex nature of culture. It is unfeasible to assume that
two individuals from the
same ethnic background will adhere to the same cultural
standards, as differences
within cultural groups are often greater than differences
between cultural groups.
Acculturation has received particular research attention as a
demographic char-
acteristic that can affect outcomes of personality assessment
and the validity of
assessment norms (Vijver & Phalet, 2004). Research suggests
that acculturation
can affect basic personality characteristics such as extraversion,
emotional stability,
social desirability, or acquiescence ( e.g., Grimm & Church,
1999; Ward & Kennedy,
1993). Thus, while many researchers simply gloss over issues of
acculturation in
assessment, Vijver and Phalet (2004) assert that the concurrent
use of an accultur-
ation measure can strengthen the validity of multicultural
assessment through the
use of differential cutoff scores, criterion data, or even
statistical manipulation.
Using acculturation scores as a covariate in regression models
may also help to
account for the role of acculturation in multicultural personality
assessment (Vijver &
7. Phalet, 2004). The use of acculturative information could prove
invaluable in
providing culturally competent personality assessment services.
When it is determined that the target population differs from the
normative
sample in critical areas or demographic characteristics (whether
due to acculturation,
age, gender, education, or others), a different set of norms may
be necessary before
the assessment results can be interpreted meaningfully. Indeed,
research has high-
lighted the need for different norms with numerous well-known
personality
assessment measures. For example, on the MMPI, some cultural
minority groups
consistently demonstrate elevated scores on scales 2, 8, and 9
relative to the norma-
tive sample, indicative of the need for shifted norms rather than
true elevations in
pathology (Butcher, 1996). Because of notable differences
between adolescent and
adult populations, the Minnesota Multiphasic Personality
Inventory (MMPI) -
Adolescent was developed specifically for use with adolescent
populations ( Geisinger,
1994). The TEMAS version ofthe Tell-Me-A-Story projective
personality assessment
was developed as a specialized Thematic Apperception Test
(TAT) for urban minority
children (Constantino & Malgady, 2000). The developers found
that tailoring
the TEMAS to situations applicable to the target population
yielded more accurate
and significant results. More accurate results, however, does not
imply that cultural
8. differences were fully accounted for. Ambiguity and
inconsistent interpretations of
projective tests of personality make it difficult to discern the
appropriateness of these
tests for use with diverse populations.
137 Diversity and Assessment
Several challenges inherent to the creation of differential norms
preclude its
role as a universal or comprehensive solution to the need for
culturally competent
personality assessment. First, the empirical task of creating
separate norms for differ-
ent cultural identity groups can be a time-consuming and
resource-heavy endeavor.
Financial and practical constraints make it unlikely that
specialized norms or versions
of test instruments can be developed for multitudes of cultural
subgroups. Second,
because within-group variability is often greater than between-
group variability,
differential norms often represent an oversimplified solution
inapplicable to the
various response styles present within any one cultural group.
Finally, norms based
on a small subset of demographic characteristics become
untenable as mixed race
and multiple intersecting identities become increasingly
common ( e.g., which gender,
age, or ethnic norms would one choose for a 68-year-old
African-American trans-
gender individual?). Despite these challenges, creation of
differential norms has
9. provided important advancements in accounting for cultural
variations in assessment
responses across diverse groups.
Cultural Validity of the Construct
Cultural variations in personality construct validity
A second domain in which culture affects personality
assessment relates to construct
validity - whether the assessment actually measures what it is
supposed to measure
(Geisinger, 1994). Construct bias is a term used to describe
incongruence in con-
ceptualization of a construct between cultural groups (Vijver &
Phalet, 2004).
A similar term, conceptual equivalence, refers to whether or not
a construct assessed
by an assessment instrument has the same meaning in different
cultures (Dana, 2000;
Leong et al., 2010).
Indeed, research suggests that validity of personality constructs
can be inconsis-
tent depending on one's cultural identity or group membership.
For example,
assessing personality based on trait-level differences may not be
ideal in cross-
cultural assessment, as collectivist cultures tend to be less
familiar with Western
practices of introspection and self-assessment (Church, 2001).
These essential
differences can lead to a host of issues that may serve to
invalidate the results of
personality assessments. When assessing an individual from a
collectivist background,
10. measures may require adaptations in wording to reflect a more
relationally oriented
version of personality, since individuals from collectivist
cultures are more likely to
act based on social roles rather than individual trait
characteristics ( Church, 2001).
For example, in Western cultures, an individual may attribute
his or her actions of
caring for elderly parents to personality constructs such as
conscientiousness,
whereas in collectivist cultures, caring for one's elderly parents
is an expected social
role for children.
The most popular and well-researched model of personality -
the extroversion,
agreeableness, conscientiousness, openness to experience, and
neuroticism factors of
the Five-Factor Model of personality (McCrae & Costa, 1987) -
has itself been
138 Joyce P. Chu et al.
questioned for its validity across cultures. Factor analysis
research comparing Western
measures of personality with measurements in non-Western
cultures has revealed
a potential sixth personality factor, interpersonal relatedness,
suggesting that the-
ories of personality may not be equally applicable or stable
across cultures ( Cheung,
Cheung, Leung, Ward & Leong, 2003 ). Additionally,
personality may be mercurial
in nature, changing across the life span as a function of life
11. experience.
A need for measures that assess culturally valid
representations of personality constructs
Given the culturally variant nature of personality constructs,
assessment tools should
be evaluated and/or modified to ensure that they embody
culturally valid representa-
tions of the constructs they assess. As establishing conceptual
equivalence has proven
to be a complex task, researchers have proffered different ways
to evaluate con-
struct validity in assessment. Factor analysis has commonly
been used to ensure
construct validity across cultures (Church, 2001). Factor-
analytic techniques allow
researchers to not only assess the validity of constructs between
differing cultural
groups, but also provide information on how some constructs
may present differently
in other cultures by looking at specific factor loadings (
Geisinger, 1994). Alternatively,
Geisinger ( 1994) suggested the use of an editorial board to
assess and make necessary
changes to establish conceptual equivalence.
Several personality assessment tools have been criticized for
potential difficulties
with conceptual non-equivalence. Projective measures of
personality like the
Rorschach and the Thematic Apperception Test (TAT) have
been discussed as being
based in culturally insensitive interpretations of personality.
Although versions of
these widely used projective tests have been standardized and
12. normed with various
cultures, it remains uncertain whether the Western
psychoanalytic theories that
the TAT and Rorschach are based on can apply to other cultures
(Church, 2001).
Geisinger ( 1994) observed that a personality assessment, such
as the MMPI-A, that
asks questions about going to a school dance or the movies may
not make any sense
to someone from a developing country. Although these
questions may represent
one construct in the US, this construct may not be the same
across all cultures, and
adaptations must be made to accurately examine conceptual
equivalence.
In some cases when constructs are determined to be strongly
culturally variant,
entirely new "indigenous" measures have been created to fit the
cultural needs of
a population. Pursuant to a factor analysis showing a non-
Western personality
factor of interpersonal relatedness, the Cross-Cultural
Personality Inventory-2
(CPAI-2) was developed indigenously for use in non-Western
cultures (Cheung
et al., 2003). With increasing diversity across the globe,
however, there are practical
limitations to developing indigenous or specific measures of
personality that will
apply to every cultural group. The growing number
ofindividuals with intersecting
identities confers additional challenges; straddling multiple
cultural identities can
lead to a variety of presentations that would require
increasingly specialized levels
13. of analysis. As a compromise, researchers in cross-cultural
personality assessment have
begun to find utility in integrating both universally endorsed
personality constructs
139 Diversity and Assessment
and culture-specific personality constructs to develop a more
encompassing
personality assessment for diverse groups (Leong et al., 2010).
Cultural Idioms of Distress and Reporting
and Response Style
The third domain of intersection of culture with personality
assessment states that
assessment scales should be constructed and interpreted to
account for cultural
idioms of distress and reporting and response style. Idioms of
distress refer to the
various ways in which members of different cultural groups
express distress and
psychological symptoms (Nichter, 1981). These idioms of
distress affect how people
from cultural groups present their symptoms, what symptoms
people feel, and how
they report these symptoms to mental healthcare providers.
For example, individuals from non-Western cultures are more
likely to experience
mental health problems somatically rather than psychologically
(Mak & Zane, 2004;
Ryder et al., 2008 ). This idiom of distress can be seen
throughout non-Western cul-
14. tures, but is particularly salient for those from traditional Asian
cultures. Assessment
instruments have been modified to incorporate these cultural
idioms of distress;
somatic symptoms are added as one of three main factors
screened in the Vietnamese
Depression Scale (VDS; Dinh, Yamada, & Yee, 2009). An
understanding of idioms
of distress and the successful incorporation of these cultural
differences into
psychological tests is crucial for culturally competent
assessment.
When considering the development ofculturally competent
personality assessment,
cultural variations in reporting style should also be taken into
consideration (Laher,
2007). Reporting style refers to how an individual reports his or
her symptoms and
how much an individual reports ( e.g., over- or under-reporting)
(Heiervang,
Goodman, & Goodman, 2008), and response style refers to the
way an individual
responds to survey questions regardless of the content of the
questions (Van
Vaerenbergh & Thomas, 2013).
Culture can impact the validity of test results in many ways due
to cultural differ-
ences in reporting and response style. Those from Western
cultures ( e.g., the US) are
more likely to engage in self-enhancement behaviors than
individuals from Eastern
cultures ( e.g., Japan), which can impact reporting style
(Norasakkunkit & Kalick,
2002). Questionnaires may show those from Eastern cultures as
15. having more severe
symptoms, based on their lack of comparable engagement in
self-enhancement
behaviors, than their Western peers. This difference in
assessment scores would be
indicative of a difference in reporting style rather than a true
difference in severity of
symptoms (Norasakkunkit & Kalick, 2002; Leong et al., 2010).
Hamamura, Heine, and Paulhus (2008) also noted that Asian-
Americans have
a central tendency bias to report more moderate symptoms,
regardless of the severity
of the actual symptoms, than their Caucasian peers. Asian-
Americans may therefore
under-report the severity of their symptoms based on
differences in cultural values
alone. Finally, forced-choice responses - those that require
either a "true" or "false"
response - potentially limit the cultural validity of
measurement. Having to choose
140 Joyce P Chu et al.
between a "true" or "false" response may misrepresent
responses from some cultures
by not allowing for contextual,. situational, and cultural factors
to be addressed in
the response (Laher, 2007). Laher (2007) suggested that in order
to obtain the
most accurate and culturally competent assessment of
personality, a battery of tests
combined with client interview would be most prudent for
examination of all of the
16. responses within the client's cultural context.
Overall, cultural variations in idioms of distress and reporting
and response styles
can result in an over- or under-estimation of true scores on an
assessment instrument.
It will be important for assessment practitioners to assess and
note such cultural factors,
and adjust score interpretation accordingly. Utilization of
multiple modes of assessment
can help to detect cultural differences due to reporting or
response style, and all
assessment results should be understood within the cultural
context of the clients' lives.
Cultural and Technical Context of the Testing Process
In creating a culturally competent personality assessment
administration, literature
suggests that one must consider the cultural and technical
context of the testing pro-
cess. It is a common assumption that assessment measures yield
consistent responses
from the same respondent regardless of the type of room,
examiner, or method of
administration. However, one important factor in considering
equivalence of assess-
ments is the cultural and technical context in which the
assessment is given (Flaugher,
1978), as people from different cultural backgrounds react
differentially to several
aspects of the testing environment.
First, the language ( e.g., wording choice of the instrument, as
well as test
administration in an individual's preferred language) in which
17. assessments are given can
affect the validity of one's test responses. Linguistic
equivalence, also known as transla-
tional equivalence, is focused on the accuracy of translation
oftest items. Many poten-
tial problems arise as the result of translating personality
assessments from one language
to another, such as differences in the meaning ofwords,
differences in connotation, and
masculine bias of wording. Furthermore, regional differences in
word usage make it
difficult to create linguistically equivalent personality
assessments. Brislin ( 199 3) rec-
ommended a translation followed by back-translation procedure
(i.e., translating back
to the original language and examining for parity with the
original version) to help
ameliorate non-equivalence issues. Geisinger (1994)
recommended taking this process
one step further, through the use of an editorial board who
would back-translate the
document as a group in order to discuss any possible differences
in opinion or concerns
about the translation. When working with more than one
linguistically equivalent ver-
sion of an assessment tool, one must be aware that issues of
metric equivalence can still
exist. Lopez and Romero (1988), for example, found that
although there are many
similarities between the English and Spanish versions ofthe
Wechsler Adult Intelligence
Scale (WAIS), there are important psychometric differences that
preclude direct
comparison between English WAIS and Spanish WAIS scores.
Second, characteristics or behaviors of the examiner or
18. environment can elicit
different responses that reflect cultural influence rather than the
true construct in
141 Diversity and Assessment
question. Stereotype threat, for instance, occurs when the tester
or testing environment
activates a negative stereotype about one's cultural identity
group; research shows
that stereotype threat can negatively affect one's test
performance ( e.g., Steele &
Aronson, 1995). Stereotypes can be activated by minute aspects
of the testing envi-
ronment or materials (Thames et al., 2013). For example,
discomfort by the exam-
inee with the tester (i.e., because of previous negative
experiences with others of a
similar gender or race, or because of the tester's interpersonal
mannerisms) may
discourage versus facilitate open, introspective, and/or honest
responses on assess-
ment instruments (Thames et al., 2013).
Third, the method of test administration - termed technical
equivalence - can also
affect one's assessment responses. Ryder et al. (2008), for
example, found that the
same respondents reported different severity levels of
symptomatology depending on
method of test administration via spontaneous report, self-report
questionnaire, versus
in-person clinical interview. Specifically, Chinese participants
reported more somatic
19. symptoms than their Euro-Canadian counterparts when queried
directly via clinical
interview or spontaneous report. These group differences in
somatization were not
apparent when assessed via self-report questionnaire. Morrison
and Downey (2000)
found similarly that ethnic minority clients at a counseling
center were less likely than
non-minority peers to disclose suicidal ideation on self-report; a
greater level of ide-
ation became evident only after direct suicide risk assessment
by a provider.
The mediating reasons why different methods of test
administration or testing
environment yield different responses in ethnic minority
individuals is still largely
unknown, though a cadre of cultural factors may account for
such effects. Social
desirability, cultural mistrust of healthcare professionals,
cultural practices of expres-
sivity versus inhibition, stigma about psychology, and so on,
may represent cultural
variables that could affect testing response and are deserving of
further study. Clearly,
research is needed to further quantify the effects of the cultural
and technical con-
text of the testing environment on personality assessment
responses, and to identify
the cultural factors that mediate differential testing responses.
When conducting assessment, it is essential to remember that
many factors beyond
the assessment items themselves, such as the cultural and
technical context of the
testing process, may affect the equivalence and validity of
20. results (Dana, 2000).
Although some factors may be out of the control of the test
administrator, efforts
should be directed towards minimizing extraneous factors,
adapting the test envi-
ronment to maximize open responding depending on the client's
cultural
background, and contextualizing one's interpretation oftest
responses within salient
cultural influences in the testing environment.
Culturally Informed Responses to Feedback
Providing feedback about test results to clients is an integral
part of the assessment
process, with the field of psychology moving towards a more
comprehensive model
of feedback provision (Finn & Tonsager, 1992 ). In fact,
research indicates that
providing assessment feedback to clients in a professional and
compassionate
142 Joyce P. Chu et al.
manner can, in and of itself, serve as a clinical intervention. A
series of experi-
mental studies found a number of positive consequences of
providing empathetic
feedback to college students after completing the MMPI-2 (Finn
& Tonsager,
1992; Newman & Greenway, 1997). Compared with control
participants who only
received examiner attention, participants in the feedback
condition demonstrated a
21. significant decrease in symptomatology that persisted at follow -
up two weeks later.
Additionally, participants in the experimental condition
evidenced greater levels of
hopefulness and self-esteem compared with the control group
immediately and two
weeks following feedback.
Although few dispute the importance of giving assessment
feedback to clients,
there is a dearth of research investigating the effects of
different approaches to client
feedback, and even fewer investigations offeedback as
influenced by issues of cultural
diversity. There is a need for psychologists to understand
potential issues that culture
can present when providing feedback to clients.
For instance, some of the individual difference characteristics
responsible for the
effectiveness of assessment feedback may be culturally variant.
In Finn and Tonsager's
(1992) study, authors found that participants who were more
self-reflective at
intake were generally more likely to show positive reactions to
MMPI-2 feedback.
Self-reflection varies depending on cultural identity such as age
( e.g., Haga, Kraft, &
Corby, 2009), highlighting that one must account for cultural
variation in self-
reflection or other emotion regulation tendencies when tailoring
one's approach
towards assessment feedback.
Client response to the mode of assessment feedback may also be
culturally deter-
22. mined. Feedback may be delivered by the provider via several
modes: in person versus
in a written report. Some providers may even decide it is
prudent not to provide
feedback at all. Most models of feedback provision have been
based on person-to-
person provision of feedback, emphasizing a humanistic
component that engages
the client and allows them to feel more involved (Finn &
Tonsager, 1992). Yet, just
as the technical context or mode of assessment administration
can elicit different
responses from different cultural individuals, mode of feedback
can also elicit
difference responses. For example, providing a written report of
assessment results to
a cultural minority client with a limited familiarity with or
understanding of
psychological and medical jargon may serve to alienate the
client or decrease effec-
tiveness of the assessment feedback.
A last example of cultural influence on assessment feedback
involves expectations
of involvement by the client, the assessor, and the client's
therapist in the feedback
process. According to Kreilkamp (1989) active participation by
the client is a basic
and important component of providing assessment feedback that
motivates clients
to take ownership of their results. The recommendation may be
less applicable for
clients from collectivistic cultures who may prefer not to
collaborate as an active
participant or advocate in the process of feedback provision.
Cultures that value
23. respect for authority figures may view client participation in the
feedback provision
as disrespectful or unwanted.
Providing feedback to clients about their personality assessment
results can be
a challenging, yet rewarding experience. The challenges become
increasingly more
143 Diversity and Assessment
complicated with the need for incorporation of diversity and
cultural considerations.
Clearly, flexibility and careful consideration of cultural aspects
will be an integral part
of competently providing feedback to clients. Additional
research is needed to inves-
tigate recommended models of feedback provision with diverse
populations.
Conclusion
The literature to date concerning multicultural personality
assessment is rich with
recommendations for practice and further research. As the field
of personality
assessment moves forward, it is essential that findings from the
literature be
incorporated into practice. Without awareness and knowledge of
cultural differences,
personality assessment can be misleading or inaccurate.
Competence in personality
assessment, as with psychological assessment in general,
requires administrators to be
24. knowledgeable about the appropriateness and limits of the test
they are using,
including cultural variables that can impact the testing process
and test performance.
The current literature analysis indicated that development,
administration, inter-
pretation, and client feedback of results from assessment
measures should incorporate
cultural influences in five main domains: differential norms,
incorporation of cultur-
ally valid representations of the construct, cultural idi oms of
distress and reporting
and response style, the cultural and technical context of the
testing process, and
culturally informed responses to assessment feedback. By
accounting for these
cultural domains, personality assessment will have a better
chance at creating a
testing process with utility in a variety of contexts and diverse
populations.
The future of personality assessment is ripe with potential. With
accumulating
research on personality across cultures, assessment is becoming
more advanced.
Further research investigating personality differences between
cultural groups, within
cultural groups, and across cultures is needed to enhance the
validity of existing per-
sonality constructs and theories. Studies are needed to further
identify cultural variables
that may interfere with the substantive validity of true
assessment results, to examine
the ideal testing environment and assessment feedback
conditions depending on
25. cultural background, and to provide guidelines for incorporating
idioms of distress and
reporting and response style into culturally competent
interpretation of test results.
Research is also needed to investigate solutions to appropriately
assess personality
constructs in diverse groups without creating individualized
assessments for the infinite
numbers ofcultural identity subgroups. The field ofdiversity and
personality assessment
is in a nascent stage with considerable potential for
advancement. The five domains in
this paper provide a basis to conceptualize the effects of culture
on assessment, and
provide guidelines for practice and future research in diversity
and assessment.
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32. E
d
u
c
a
to
rK
it
MINDSET ASSESSMENT PROFILE TOOL
For the Teacher: Using the Mindset Assessment Profile
This is a tool to get a quick assessment of your students’
mindsets—their beliefs about the malleability
of intelligence, the relative importance of learning and perfect
performance, and their attitudes toward
effort and mistakes.
It’s important that students not feel labeled by this tool. The
MAP categories just represent the way
they are thinking and feeling about these questions at the
present time. They can change these beliefs,
and they may feel differently on different days.
33. You can use this assessment tool in a number of ways. For
example, you can use it as an:
1) Individual assessment, scored by the teacher (with the result
not shared with the student)
2) Individual assessment, scored by the teacher (with the result
shared with the student)
3) Individual assessment, scored by the student
4) Individual assessment, scored by a peer
Once students have completed the assessment, you can follow
up with discussions
or activities to explore the issues raised. For example, you can:
discuss 1:1
number of 1-3
(the “fixed mindset” range) and write or talk about it.
the MAP
description fits them.
their beliefs.
34. category to the
class.
Here are some questions that you might explore in any of the
above formats:
you can learn and
do well?
that you can’t do
any better?
really hard? How
did you learn it?
knew it was
possible?
ligence through
effort, what goals
would you set for yourself?
36. Mindset Assessment Profile Tool
Description: Survey for getting a quick assessment of your
students’ mindsets
Objective: Students will complete survey and (optional)
reflection
Timeline: 10-30 minutes
Instructions:
survey is a tool to
gather information—in this case, your opinions about
intelligence, performance,
learning, effort, and challenges. It may look like a test or quiz,
but in fact it is
not! Answer honestly and say what you believe. There will be
no grade attached
to the survey and the “score” you receive is not a percentage
correct. Afterwards,
we will discuss the questions and the different ways that people
think about
37. them.
anonymously if
desired.
-score, or not.
writing or discussion.
After th e surve y
Make sure that you emphasize that the survey is a gauge (like
taking a temperature with a
thermometer) of their thinking right now. As we learn new
things, our thinking changes.
The survey is not intended to be a way to label students, but
rather to get to the core of their
thinking so that new learning can occur.
Option al Ref lecti on/D iscu ssio n
Debrief with your class after they complete the survey. Ask:
swer? Why?
39. d
u
c
a
to
rK
it
MINDSET ASSESSMENT PROFILE Name:
_____________________________________
This is NOT a test! It is an opinion survey about beliefs and
goals regarding ability and performance. It is
very important that you give your honest opinion, not what you
believe someone else would think best.
Read each statement, decide how much you agree or disagree
with the statement, and circle your
answer.
Do you Agree or Disagree? Disagree
A Lot
Disagree Disagree
A Little
Agree
40. A Little
Agree Agree
A Lot
Profile
Number
1. No matter how much intelligence
you have, you can always change it
a good deal.
1 2 2 3 4 5 6
2. You can learn new things, but you
cannot really change your basic
level of intelligence.
1 2 2 3 4 5 6
3. I like my work best when
it makes me think hard.
1 2 2 3 4 5 6
4. I like my work best when I can
do it really well without too much
trouble.
41. 1 2 2 3 4 5 6
5. I like work that I'll learn
from even if I make a lot of mistakes.
1 2 2 3 4 5 6
6. I like my work best when I can
do it perfectly without any mistakes.
1 2 2 3 4 5 6
7. When something is hard, it just
makes me want to work more on it,
not less.
1 2 2 3 4 5 6
8. To tell the truth, when I work hard,
it makes me feel as though I'm not
very smart.
1 2 2 3 4 5 6
MINDSET ASSESSMENT PROFILE NUMBER
43. it
Creating Your Mindset Assessment Profile
1. First, determine your Profile Number for each question.
of your answer into the boxes in the right
column.
, 8), use the table
below to fill in the gray boxes in the right
column.
If you chose this answer: Then write this number in the gray
box on the right (Profile Number).
Disagree A Lot (1) 6
Disagree (2) 5
Disagree A Little (3) 4
Agree A Little (4) 3
Agree (5) 2
Agree A Lot (6) 1
2. Now, add up all your Profile numbers.
and write the total in the last box in the bottom
right corner.
44. 3. What does your Mindset Profile Number mean?
and circle it.
If your profile
number falls
into this range:
Then your MAP (Mindset
Assessment Profile) group is:
People in this MAP group usually believe the
following things:
8-12
F5 You strongly believe that your intelligence is fixed—it
doesn’t change much. If you can’t perform perfectly
you would rather not do something. You think smart
people don’t have to work hard.
13-16 F4
17-20
F3 You lean toward thinking that your intelligence doesn’t
change much. You prefer not to make mistakes if you
can help it and you also don’t really like to put in a lot
of work. You may think that learning should be easy.
45. 21-24 F2
25-28
F1 You are unsure about whether you can change your
intelligence. You care about your performance and you
also want to learn, but you don’t really want to have to
work too hard for it.
29-32 G1
33-36
G2 You believe that your intelligence is something that you
can increase. You care about learning and you’re willing
to work hard. You do want to do well, but you think it’s
more important to learn than to always perform well.
37-40 G3
41-44
G4 You really feel sure that you can increase your
intelligence by learning and you like a challenge. You
believe that the best way to learn is to work hard, and
you don’t mind making mistakes while you do it.
45-48 G5
4. Do you think the description under your MAP group matches
the way you think and feel about
your school work? Which parts are true for you and which are