1.2 Assessing Your Social Network Profile Heightened awareness of how messages help create meanings should increase your ability to make more reasoned and reasonable choices in your interpersonal interactions.
Examine your own social network profile (or that of a friend) in terms of the principles of interpersonal communication discussed in this chapter: 1. What purposes does your profile serve? In what ways might it serve the five pur-poses of interpersonal communication identified here (to learn, relate, influence, play, and help)?
2. In what way is your profile page a package of signals? In what ways do the varied words and pictures combine to communicate meaning?
3. Can you identify and distinguish between content from relational messages? 4. In what ways, if any, have you adjusted your profile as a response to the ways in which others have fashioned their profiles?
5. In what ways does your profile exhibit interpersonal power? In what ways, if any, have you incorporated into your profile the six types of power discussed in this chapter (legitimate, referent, reward, coercive, expert, or information)?
6. What messages on your profile are ambiguous? Bumper stickers and photos should provide a useful starting point.
7. In what ways (if any) can you identify the process of punctuation? 8. What are the implications of inevitability, irreversibility, and unrepeatability for publishing a profile on and communicating via social network sites?26 Chapter 1
______ 6. Purposes. Adjust your interpersonal commu-nication strategies on the basis of your specific purpose.
______ 7. Packaging. Make your verbal and nonverbal messages consistent; inconsistencies often create uncertainty and misunderstanding.
______ 8. Content and relationship. Listen to both the con-tent and the relationship aspects of messages, distinguish between them, and respond to both.
Key Terms
ambiguity asynchronous communication channel
choice points code switching code coercive power
communication accommodation theory
content messages
context of communication cultural context culture decoder effect
encoder ethics
expert power
feedback feedforward inevitability
information overload information power
interpersonal communication interpersonal competence irreversibility legitimate power message
metamessage mindfulness mindlessness noise
persuasion power physical context physical noise physiological noise
power
principle of adjustment psychological noise
punctuation of communication receiver referent power relationship messages response reward power semantic noise
signal-to-noise ratio social-psychological context source stimulus synchronous communication temporal context transactional view unrepeatability
Skill Building Exercises 1.1 Distinguishing Content and Relationship Messages
Content and relationship messages serve different communication functions. Being able to distinguish between them is prerequisite to using and responding to them effectively. How would you communicate both ...
1Journal Bias and Self-awareness Janice MattieWalAnastaciaShadelb
1
Journal: Bias and Self-awareness
Janice Mattie
Walden University
SOCW-6051 Diversity, Human Rights and Social Justice
Dr. Andridia Mapson
3/13/2022
2
What was your experience of completing the implicit bias test? Which test did you choose,
and why?
Reflecting on the self-awareness test was interesting. It allowed me to think deeply to give a clear
and precise answer. The questions were occasionally considered but never asked how I might I feel
about a particular topic. I took the ADDRESSING-GSA- Self-Assessment test to recognize the
cultural characteristics of individuals. As social workers, it is essential to adapt and understand
people from all different cultural backgrounds. The result from the test shows what areas I was
more dominant in and what areas I was less dominant in. The results were not surprising to me,
and they gave me a better perspective of what areas I will need to learn and understand better.
Social workers need to be culturally competent, be self-aware of areas that exhibit bias, and be
willing to work on those areas.
What self-awareness themes have emerged so far in Week 1’s Discussion and this week’s
activities?
The self-awareness themes that have emerged from the discussions are reflecting on oneself and
digging deep to know yourself. As well as how do I perceive myself culturally and the dimension
of diversity? Reading through the learning recourses from the course in both weeks were a great
learning experience for me in addressing cultural, diversity and that is expected, especially since
this is the class that it is being taught. Learning the dynamics of culture and diversity will be a
great asset as the social work profession will be working with individuals of all backgrounds.
Identify a population that you are not comfortable with or would like to know more about;
this could be a population represented by the implicit bias test you took, but it does not have
to be.
I would say that I am comfortable with all types of populations. I work amongst a vastly diverse
group of people that I call my second family from home. The people that I would like to learn
more about are young adult and the elderly population. Young adults are at a critical development
Andridia Mapson
For this assignment you were to take the Harvard University Project Implicit Bias Test
Andridia Mapson
3
period of their lives. They are legally an adult but are not mentally or financially able to care for
themselves. Many of them are in the system and aging out. I often wonder what will be their next
step for their future. How will they get healthcare coverage for health check-ups? Where will they
live, and how safe are the areas where they reside? The elderly population is another group of
people that I would like to learn more about. They are considered vulnerable as some have to rely
on caretakers for their daily needs. Learning about these two different populations will gives ...
Module 3 ConclusionThrough this module’s online lectures and textb.docxraju957290
Module 3 Conclusion
Through this module’s online lectures and textbook readings, you analyzed how values and ethics are developed. You also evaluated the importance of accepting and managing diversity effectively.
Here are the key points covered:The six value orientations—individualism or collectivism; preferred personality; view of human nature; human-nature relationship; power distance; long-term vs. short-term orientation—all influence how individuals and groups understand and respond to the world, which in turn, affects how they interact with others.In addition to being truthful, ethical communication involves deciding which information can and should be disclosed or withheld as well as assessing the benefits or harm associated with specific messages.Truthfulness plays a fundamental role in ethical communication due to two reasons, you expect messages to be truthful and messages have consequences. The ethical consequences of sharing or withholding information depend on whether it is likely to help people to make informed decisions or not. A message is considered legitimately private when other parties have no right to expect access to it. Finally, to be an effective communicator, you have to discern the benefits or harm associated with your messages.The process of determining ethical choices and decisions can be based on both individual perspective and communal perspective. When ethics are discussed in an organizational context, the rights of the individual, such as the right to free speech or privacy, assume importance. However, a communal approach focuses on the common good or the best interests of the entire community. The morality of an action is assessed based on its consequences for the group.The three barriers to accepting diversity include preconceptions or lack of knowledge, stereotyping, and prejudice. These internal barriers however, can be overcome by increasing motivation, increasing knowledge of self and others, and avoiding stereotypes.Diversity can enhance your interpersonal effectiveness by increasing your opportunities, enhancing your abilities at work, and improving your self-awareness.
Diversity; Interpersonal Effectiveness
Learning about and accepting diversity can improve your interpersonal effectiveness and increase your personal and professional opportunities. It also allows you to widen your circle of friends and acquaintances and may even open up new business opportunities by helping you work in or manage diverse work groups.
Learning about diversity can increase your effectiveness at work. It can also help improve your ability to communicate with colleagues and customers or clients who differ from you. This may pave the way for organizational rewards and opportunities. In addition, accepting diversity and honing your skills in this area can enhance your self-awareness. Part of accepting and understanding diversity is the ability to understand and critique your own cultural beliefs and values. This understanding ...
Social and Cultural Diversity Paper Writing Instructions.docxpbilly1
Social and Cultural Diversity Paper Writing Instructions
Overview
The Social and Cultural Diversity Paper (1,750-2,000 words) requires the student to identify and reflect on possible personal biases regarding gender, religion, sexual or gender orientation, race, socioeconomic status, disability status, or culture. The purpose of this paper is to raise the student’s personal and professional level of awareness regarding the subject of diverse populations.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a grading rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Process Schedule
The Social and Cultural Diversity Paper assignment will be accomplished in a five-step process, with individual steps submitted and graded regularly throughout the course, according to the following schedule:
1) Outline (Due Week 2)
2) References (Due Week 4)
3) First Draft (Due Week 6)
4) Final Paper (Due Week 8)
Content Guidelines
When constructing this paper, use a three-part structure according to the following guidelines:
Part 1
The first part of the paper requires you to identify information from your own personal history. Use the following questions to help guide your reflections:
1) Identify your personal biases and how they may impact your counseling approach. Remember, everyone has biases. The point is not to project them onto your clients.
Note: It is preferred you discuss your cultural biases.
2) Describe your personal history by documenting experiences with discrimination you may have experienced and how your cultural background impacted these experiences. If you have not had any experiences, share why you believe this to be true.
3) Identify memories of contact with those who were culturally different than you, and your experiences associated with these differences. Be specific.
4) How has your life experience affected how you may relate to persons different than you? Be specific.
Part 2
The second part of the paper requires you to demonstrate an understanding of the concepts of racism/discrimination. Use the following questions to help guide your reflections:
1) What does it mean to be a subtle racist? Please include a referenced definition and example.
2) Why could there be significant differences in perceptions and values of members within the same ethnic group? Be specific.
Part 3
The third part of your paper requires you to review and reflect on the ACA and NAADAC codes of ethics. Use the following to help guide your reflection:
1) Discuss how the ACA and NAADAC codes of ethics will inform your practice.
a) Identify and cite the specific ACA and NAADA multicultural codes that you will use to inform your practice.
2) What did you learn about the importance of cultural sensitivity in treatment planning?
3) How do communication styles a.
Social and Cultural Diversity Paper Writing Instructions.docxrosemariebrayshaw
Social and Cultural Diversity Paper Writing Instructions
Overview
The Social and Cultural Diversity Paper (1,750-2,000 words) requires the student to identify and reflect on possible personal biases regarding gender, religion, sexual or gender orientation, race, socioeconomic status, disability status, or culture. The purpose of this paper is to raise the student’s personal and professional level of awareness regarding the subject of diverse populations.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a grading rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Process Schedule
The Social and Cultural Diversity Paper assignment will be accomplished in a five-step process, with individual steps submitted and graded regularly throughout the course, according to the following schedule:
1) Outline (Due Week 2)
2) References (Due Week 4)
3) First Draft (Due Week 6)
4) Final Paper (Due Week 8)
Content Guidelines
When constructing this paper, use a three-part structure according to the following guidelines:
Part 1
The first part of the paper requires you to identify information from your own personal history. Use the following questions to help guide your reflections:
1) Identify your personal biases and how they may impact your counseling approach. Remember, everyone has biases. The point is not to project them onto your clients.
Note: It is preferred you discuss your cultural biases.
2) Describe your personal history by documenting experiences with discrimination you may have experienced and how your cultural background impacted these experiences. If you have not had any experiences, share why you believe this to be true.
3) Identify memories of contact with those who were culturally different than you, and your experiences associated with these differences. Be specific.
4) How has your life experience affected how you may relate to persons different than you? Be specific.
Part 2
The second part of the paper requires you to demonstrate an understanding of the concepts of racism/discrimination. Use the following questions to help guide your reflections:
1) What does it mean to be a subtle racist? Please include a referenced definition and example.
2) Why could there be significant differences in perceptions and values of members within the same ethnic group? Be specific.
Part 3
The third part of your paper requires you to review and reflect on the ACA and NAADAC codes of ethics. Use the following to help guide your reflection:
1) Discuss how the ACA and NAADAC codes of ethics will inform your practice.
a) Identify and cite the specific ACA and NAADA multicultural codes that you will use to inform your practice.
2) What did you learn about the importance of cultural sensitivity in treatment planning?
3) How do communication styles a.
Katie DeLong Grand Canyon University PCN 509 March 1, 20.docxtawnyataylor528
Katie DeLong
Grand Canyon University PCN 509
March 1, 2017Social and Cultural Diversity OutlineIntroduction
A. In the multicultural world of the 21st century, helping professionals must recognize the influence that race, social class, ethnicity, religion, sexual orientation, and cultural dynamics have on both macro and micro relationships. Definition of cultural diversity
A. Culture is that which shapes us; it shapes our identity and influences our behavior. Culture is our “way of being,” more specifically, it refers to the shared language, beliefs, values, norms, behaviors, and material objects that are passed down from one generation to the next.Personal history.
A. Personal Biases African Americans
B. Challenges as a Therapist 1. AcceptanceCultural Diversity
A. Documenting experiences with discrimination1. Not legally allowed to get married
B. How my cultural background impacted these experiences? 1. Sexual Orientation Lesbian
C. Identify memories of contact with those who were culturally different than you Comment by Owner: Nice level of detail in this section
1. Living and working in Atlanta
D. Experiences associated with these differences 1. Dealing with residents that are predominantly African AmericanLiving in a transitional area that is predominantly African AmericanE. How has your life experience affected how you may relate to persons different than you?1. Self-Awareness2. Acceptance Understanding of the concepts of racism/discrimination.
A. What does it mean to be a subtle racist?
B. Why could there be significant differences in perceptions and values of members within the same ethnic group?ACA and NAADAC codes of ethics.
A. Discuss how the ACA and NAADAC codes of ethics will inform your practice.
a) Identify and cite the specific ACA and NAADA multicultural codes that you will use to inform your practice. Comment by Owner: O want to see what codes you will focus on
B. What did you learn about the importance of cultural sensitivity in treatment planning?
C. How do communication styles differ across cultures?
D. How might strategies to build rapport be differentiated based on culture? Comment by Owner: Examples?
E. Examine underlying reasons for differential treatment methods.
b) Consult several professional journals on treatment practices and cultural biases.
c) Identify sources of potential counselor cultural bias within these practices.
F. What resources could help you to become more informed regarding cultural diversity? Cite resources you can use to dispel your personal biases.
G. How could you apply your learning to your future practice as a counselor?Conclusion
A. In the multicultural world of the 21st century, helping professionals must recognize the influence that race, social class, ethnicity, religion, sexual orientation, and cultural dynamics have on both macro and micro relationships.
Katie,
You have a well-organized outline that addresses the component of the Writing Instructions. As you read ...
APA FormatAbstract PageProject Selection and Competency Self-Ass.docxemelyvalg9
APA Format/Abstract Page/
Project Selection and Competency Self-Assessment
Overview
Cultural exchanges in the work environment are complicated by their very nature. However, differences in race, ethnicity, class, gender, and religion can add to the complexity and further intensify even the most basic misunderstanding. In order for you to more fully comprehend this phenomenon, your first assignment (and the first of three for your course project) will begin in the context of the work place.
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and assignment criteria:
Competency 1: Analyze the influence of culture on attitudes, values, perception, human behavior, and interpersonal relations.
Explain why an identified problem is relevant or important to fostering the understanding of diversity issues.
Competency 2: Analyze individual cultural competencies.
Identify individual cultural competencies.
Analyze one's own cultural knowledge, awareness, sensitivity, and actions.
Competency 3: Analyze culturally and developmentally appropriate intervention strategies.
Describe the essential elements of a cultural conflict.
Competency 4: Apply theories, methods, and research in cross-cultural awareness.
Describe a project research question.
Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the human services profession.
Communicate in a professional manner, using concise, well organized, and grammatically correct writing that incorporates appropriate APA style and conventions.
Assignment Instructions
Part 1
Describe a fictional or real-life, work related conflict that has arisen from, and is complicated by, cultural differences. This scenario will serve as the basis for your course project.
Write a two-page narrative detailing pertinent information about your scenario including:
A clear statement of the conflict and project research question.
A description of the essential elements of the conflict, including any relevant details leading up to the conflict.
A discussion of the cultural competencies of the participants.
A rationale for the relevance or importance of this scenario to foster the understanding of diversity issues.
Part 2
It is also important for you to be aware of your own cultural competencies or how well you are able to act with people from other cultures. At the end of this course, you will be asked to assess how participating in this course has contributed to your personal and professional growth. In order to do that, it is helpful to have a starting point for your reflection. Refer to the Sperry (2012) article on cultural competencies from this unit's readings.
Continue your narrative and reflect on your cultural knowledge, awareness, sensitivity, and action—the four components of cultural competence outlined by Sperry. Be explicit in your reflection and assess your ability in each area as very high, high.
· Racial Identity ModelsRead pages 70-86, where the textschestnutkaitlyn
·
Racial Identity Models
Read pages 70-86, where the texts describes the various racial identity models and discuss your own identity and what influences impacted how you see yourself in relation to these models and your stage of personal cultural development. What biases and prejudices do you have yet to address or confront in order to elevate your level of professional practice and multicultural competency? Write your response in 250-300 words, supporting your comments with two references
Family & Culture
Refer to readings on pages 115 – 124 to analyze and determine the most culturally competent manner in which you might respond to a family of a different culture as a human service professional. Think of what “family” means to you and how it might be different from clients you might encounter. Discuss these topics in 250-300 words as well as any issues that might enhance or impede your effectiveness related to similarities and/or differences. Support your comments with two references
HHS320 Instructor Guidance
Week 2 Overview
Image retrieved from http://www.slideshare.net/leerosetta/nais-pocc-2011-identity-development-workshop
Welcome to Week Two!
This week we will evaluate some of the cultural, racial, and ethnic identity development theories—beginning with a historical look back at some of the early theories before moving forward in time to review some of the contemporary models. We will also evaluate how individual development in its complexity impacts interactions with others both similar and different from one’s self.
In Chapter 4, you will likely find it helpful to focus your reading on the identity models that allow you to examine them in relation to your own self-identity. This information will be utilized as you share your insights in this week’s written assignment and discussions. Refer to Table 4.1 Stage of Various Cultural Identity Models (p.71) for a helpful conceptual overview of the cultural models being presented throughout the chapter. Another tip: Narrative 3.1: The Story of Timothy (p.91-2) is a great example for your assignment due this week.
In Chapter 6, focus your attention on analyzing the diverse cultural family structures and explore Exercise 6.3 Assessing my Family Background and Experience (p.124) for further understanding of your own self-concept development and community connections.
While it is no surprise that people have multiple identities as in the images below,
Image retrieved from https://yzoedesign.wordpress.com/tag/multiple-identities/
Image adapted from http://edtheory.blogspot.com/2015/02/applying-intersectionality-theory-to.html
why do you think some struggle with the concept of individuals having multiple ethnic identities? Nishime (2012) provides a case study of the term “Cablinasian” and links historical and contemporary narratives of multiethnicity. She argues that “Cablinasian” is a method of critique and explores the possibilities of an alternative and contestator ...
1Journal Bias and Self-awareness Janice MattieWalAnastaciaShadelb
1
Journal: Bias and Self-awareness
Janice Mattie
Walden University
SOCW-6051 Diversity, Human Rights and Social Justice
Dr. Andridia Mapson
3/13/2022
2
What was your experience of completing the implicit bias test? Which test did you choose,
and why?
Reflecting on the self-awareness test was interesting. It allowed me to think deeply to give a clear
and precise answer. The questions were occasionally considered but never asked how I might I feel
about a particular topic. I took the ADDRESSING-GSA- Self-Assessment test to recognize the
cultural characteristics of individuals. As social workers, it is essential to adapt and understand
people from all different cultural backgrounds. The result from the test shows what areas I was
more dominant in and what areas I was less dominant in. The results were not surprising to me,
and they gave me a better perspective of what areas I will need to learn and understand better.
Social workers need to be culturally competent, be self-aware of areas that exhibit bias, and be
willing to work on those areas.
What self-awareness themes have emerged so far in Week 1’s Discussion and this week’s
activities?
The self-awareness themes that have emerged from the discussions are reflecting on oneself and
digging deep to know yourself. As well as how do I perceive myself culturally and the dimension
of diversity? Reading through the learning recourses from the course in both weeks were a great
learning experience for me in addressing cultural, diversity and that is expected, especially since
this is the class that it is being taught. Learning the dynamics of culture and diversity will be a
great asset as the social work profession will be working with individuals of all backgrounds.
Identify a population that you are not comfortable with or would like to know more about;
this could be a population represented by the implicit bias test you took, but it does not have
to be.
I would say that I am comfortable with all types of populations. I work amongst a vastly diverse
group of people that I call my second family from home. The people that I would like to learn
more about are young adult and the elderly population. Young adults are at a critical development
Andridia Mapson
For this assignment you were to take the Harvard University Project Implicit Bias Test
Andridia Mapson
3
period of their lives. They are legally an adult but are not mentally or financially able to care for
themselves. Many of them are in the system and aging out. I often wonder what will be their next
step for their future. How will they get healthcare coverage for health check-ups? Where will they
live, and how safe are the areas where they reside? The elderly population is another group of
people that I would like to learn more about. They are considered vulnerable as some have to rely
on caretakers for their daily needs. Learning about these two different populations will gives ...
Module 3 ConclusionThrough this module’s online lectures and textb.docxraju957290
Module 3 Conclusion
Through this module’s online lectures and textbook readings, you analyzed how values and ethics are developed. You also evaluated the importance of accepting and managing diversity effectively.
Here are the key points covered:The six value orientations—individualism or collectivism; preferred personality; view of human nature; human-nature relationship; power distance; long-term vs. short-term orientation—all influence how individuals and groups understand and respond to the world, which in turn, affects how they interact with others.In addition to being truthful, ethical communication involves deciding which information can and should be disclosed or withheld as well as assessing the benefits or harm associated with specific messages.Truthfulness plays a fundamental role in ethical communication due to two reasons, you expect messages to be truthful and messages have consequences. The ethical consequences of sharing or withholding information depend on whether it is likely to help people to make informed decisions or not. A message is considered legitimately private when other parties have no right to expect access to it. Finally, to be an effective communicator, you have to discern the benefits or harm associated with your messages.The process of determining ethical choices and decisions can be based on both individual perspective and communal perspective. When ethics are discussed in an organizational context, the rights of the individual, such as the right to free speech or privacy, assume importance. However, a communal approach focuses on the common good or the best interests of the entire community. The morality of an action is assessed based on its consequences for the group.The three barriers to accepting diversity include preconceptions or lack of knowledge, stereotyping, and prejudice. These internal barriers however, can be overcome by increasing motivation, increasing knowledge of self and others, and avoiding stereotypes.Diversity can enhance your interpersonal effectiveness by increasing your opportunities, enhancing your abilities at work, and improving your self-awareness.
Diversity; Interpersonal Effectiveness
Learning about and accepting diversity can improve your interpersonal effectiveness and increase your personal and professional opportunities. It also allows you to widen your circle of friends and acquaintances and may even open up new business opportunities by helping you work in or manage diverse work groups.
Learning about diversity can increase your effectiveness at work. It can also help improve your ability to communicate with colleagues and customers or clients who differ from you. This may pave the way for organizational rewards and opportunities. In addition, accepting diversity and honing your skills in this area can enhance your self-awareness. Part of accepting and understanding diversity is the ability to understand and critique your own cultural beliefs and values. This understanding ...
Social and Cultural Diversity Paper Writing Instructions.docxpbilly1
Social and Cultural Diversity Paper Writing Instructions
Overview
The Social and Cultural Diversity Paper (1,750-2,000 words) requires the student to identify and reflect on possible personal biases regarding gender, religion, sexual or gender orientation, race, socioeconomic status, disability status, or culture. The purpose of this paper is to raise the student’s personal and professional level of awareness regarding the subject of diverse populations.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a grading rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Process Schedule
The Social and Cultural Diversity Paper assignment will be accomplished in a five-step process, with individual steps submitted and graded regularly throughout the course, according to the following schedule:
1) Outline (Due Week 2)
2) References (Due Week 4)
3) First Draft (Due Week 6)
4) Final Paper (Due Week 8)
Content Guidelines
When constructing this paper, use a three-part structure according to the following guidelines:
Part 1
The first part of the paper requires you to identify information from your own personal history. Use the following questions to help guide your reflections:
1) Identify your personal biases and how they may impact your counseling approach. Remember, everyone has biases. The point is not to project them onto your clients.
Note: It is preferred you discuss your cultural biases.
2) Describe your personal history by documenting experiences with discrimination you may have experienced and how your cultural background impacted these experiences. If you have not had any experiences, share why you believe this to be true.
3) Identify memories of contact with those who were culturally different than you, and your experiences associated with these differences. Be specific.
4) How has your life experience affected how you may relate to persons different than you? Be specific.
Part 2
The second part of the paper requires you to demonstrate an understanding of the concepts of racism/discrimination. Use the following questions to help guide your reflections:
1) What does it mean to be a subtle racist? Please include a referenced definition and example.
2) Why could there be significant differences in perceptions and values of members within the same ethnic group? Be specific.
Part 3
The third part of your paper requires you to review and reflect on the ACA and NAADAC codes of ethics. Use the following to help guide your reflection:
1) Discuss how the ACA and NAADAC codes of ethics will inform your practice.
a) Identify and cite the specific ACA and NAADA multicultural codes that you will use to inform your practice.
2) What did you learn about the importance of cultural sensitivity in treatment planning?
3) How do communication styles a.
Social and Cultural Diversity Paper Writing Instructions.docxrosemariebrayshaw
Social and Cultural Diversity Paper Writing Instructions
Overview
The Social and Cultural Diversity Paper (1,750-2,000 words) requires the student to identify and reflect on possible personal biases regarding gender, religion, sexual or gender orientation, race, socioeconomic status, disability status, or culture. The purpose of this paper is to raise the student’s personal and professional level of awareness regarding the subject of diverse populations.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a grading rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Process Schedule
The Social and Cultural Diversity Paper assignment will be accomplished in a five-step process, with individual steps submitted and graded regularly throughout the course, according to the following schedule:
1) Outline (Due Week 2)
2) References (Due Week 4)
3) First Draft (Due Week 6)
4) Final Paper (Due Week 8)
Content Guidelines
When constructing this paper, use a three-part structure according to the following guidelines:
Part 1
The first part of the paper requires you to identify information from your own personal history. Use the following questions to help guide your reflections:
1) Identify your personal biases and how they may impact your counseling approach. Remember, everyone has biases. The point is not to project them onto your clients.
Note: It is preferred you discuss your cultural biases.
2) Describe your personal history by documenting experiences with discrimination you may have experienced and how your cultural background impacted these experiences. If you have not had any experiences, share why you believe this to be true.
3) Identify memories of contact with those who were culturally different than you, and your experiences associated with these differences. Be specific.
4) How has your life experience affected how you may relate to persons different than you? Be specific.
Part 2
The second part of the paper requires you to demonstrate an understanding of the concepts of racism/discrimination. Use the following questions to help guide your reflections:
1) What does it mean to be a subtle racist? Please include a referenced definition and example.
2) Why could there be significant differences in perceptions and values of members within the same ethnic group? Be specific.
Part 3
The third part of your paper requires you to review and reflect on the ACA and NAADAC codes of ethics. Use the following to help guide your reflection:
1) Discuss how the ACA and NAADAC codes of ethics will inform your practice.
a) Identify and cite the specific ACA and NAADA multicultural codes that you will use to inform your practice.
2) What did you learn about the importance of cultural sensitivity in treatment planning?
3) How do communication styles a.
Katie DeLong Grand Canyon University PCN 509 March 1, 20.docxtawnyataylor528
Katie DeLong
Grand Canyon University PCN 509
March 1, 2017Social and Cultural Diversity OutlineIntroduction
A. In the multicultural world of the 21st century, helping professionals must recognize the influence that race, social class, ethnicity, religion, sexual orientation, and cultural dynamics have on both macro and micro relationships. Definition of cultural diversity
A. Culture is that which shapes us; it shapes our identity and influences our behavior. Culture is our “way of being,” more specifically, it refers to the shared language, beliefs, values, norms, behaviors, and material objects that are passed down from one generation to the next.Personal history.
A. Personal Biases African Americans
B. Challenges as a Therapist 1. AcceptanceCultural Diversity
A. Documenting experiences with discrimination1. Not legally allowed to get married
B. How my cultural background impacted these experiences? 1. Sexual Orientation Lesbian
C. Identify memories of contact with those who were culturally different than you Comment by Owner: Nice level of detail in this section
1. Living and working in Atlanta
D. Experiences associated with these differences 1. Dealing with residents that are predominantly African AmericanLiving in a transitional area that is predominantly African AmericanE. How has your life experience affected how you may relate to persons different than you?1. Self-Awareness2. Acceptance Understanding of the concepts of racism/discrimination.
A. What does it mean to be a subtle racist?
B. Why could there be significant differences in perceptions and values of members within the same ethnic group?ACA and NAADAC codes of ethics.
A. Discuss how the ACA and NAADAC codes of ethics will inform your practice.
a) Identify and cite the specific ACA and NAADA multicultural codes that you will use to inform your practice. Comment by Owner: O want to see what codes you will focus on
B. What did you learn about the importance of cultural sensitivity in treatment planning?
C. How do communication styles differ across cultures?
D. How might strategies to build rapport be differentiated based on culture? Comment by Owner: Examples?
E. Examine underlying reasons for differential treatment methods.
b) Consult several professional journals on treatment practices and cultural biases.
c) Identify sources of potential counselor cultural bias within these practices.
F. What resources could help you to become more informed regarding cultural diversity? Cite resources you can use to dispel your personal biases.
G. How could you apply your learning to your future practice as a counselor?Conclusion
A. In the multicultural world of the 21st century, helping professionals must recognize the influence that race, social class, ethnicity, religion, sexual orientation, and cultural dynamics have on both macro and micro relationships.
Katie,
You have a well-organized outline that addresses the component of the Writing Instructions. As you read ...
APA FormatAbstract PageProject Selection and Competency Self-Ass.docxemelyvalg9
APA Format/Abstract Page/
Project Selection and Competency Self-Assessment
Overview
Cultural exchanges in the work environment are complicated by their very nature. However, differences in race, ethnicity, class, gender, and religion can add to the complexity and further intensify even the most basic misunderstanding. In order for you to more fully comprehend this phenomenon, your first assignment (and the first of three for your course project) will begin in the context of the work place.
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and assignment criteria:
Competency 1: Analyze the influence of culture on attitudes, values, perception, human behavior, and interpersonal relations.
Explain why an identified problem is relevant or important to fostering the understanding of diversity issues.
Competency 2: Analyze individual cultural competencies.
Identify individual cultural competencies.
Analyze one's own cultural knowledge, awareness, sensitivity, and actions.
Competency 3: Analyze culturally and developmentally appropriate intervention strategies.
Describe the essential elements of a cultural conflict.
Competency 4: Apply theories, methods, and research in cross-cultural awareness.
Describe a project research question.
Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the human services profession.
Communicate in a professional manner, using concise, well organized, and grammatically correct writing that incorporates appropriate APA style and conventions.
Assignment Instructions
Part 1
Describe a fictional or real-life, work related conflict that has arisen from, and is complicated by, cultural differences. This scenario will serve as the basis for your course project.
Write a two-page narrative detailing pertinent information about your scenario including:
A clear statement of the conflict and project research question.
A description of the essential elements of the conflict, including any relevant details leading up to the conflict.
A discussion of the cultural competencies of the participants.
A rationale for the relevance or importance of this scenario to foster the understanding of diversity issues.
Part 2
It is also important for you to be aware of your own cultural competencies or how well you are able to act with people from other cultures. At the end of this course, you will be asked to assess how participating in this course has contributed to your personal and professional growth. In order to do that, it is helpful to have a starting point for your reflection. Refer to the Sperry (2012) article on cultural competencies from this unit's readings.
Continue your narrative and reflect on your cultural knowledge, awareness, sensitivity, and action—the four components of cultural competence outlined by Sperry. Be explicit in your reflection and assess your ability in each area as very high, high.
· Racial Identity ModelsRead pages 70-86, where the textschestnutkaitlyn
·
Racial Identity Models
Read pages 70-86, where the texts describes the various racial identity models and discuss your own identity and what influences impacted how you see yourself in relation to these models and your stage of personal cultural development. What biases and prejudices do you have yet to address or confront in order to elevate your level of professional practice and multicultural competency? Write your response in 250-300 words, supporting your comments with two references
Family & Culture
Refer to readings on pages 115 – 124 to analyze and determine the most culturally competent manner in which you might respond to a family of a different culture as a human service professional. Think of what “family” means to you and how it might be different from clients you might encounter. Discuss these topics in 250-300 words as well as any issues that might enhance or impede your effectiveness related to similarities and/or differences. Support your comments with two references
HHS320 Instructor Guidance
Week 2 Overview
Image retrieved from http://www.slideshare.net/leerosetta/nais-pocc-2011-identity-development-workshop
Welcome to Week Two!
This week we will evaluate some of the cultural, racial, and ethnic identity development theories—beginning with a historical look back at some of the early theories before moving forward in time to review some of the contemporary models. We will also evaluate how individual development in its complexity impacts interactions with others both similar and different from one’s self.
In Chapter 4, you will likely find it helpful to focus your reading on the identity models that allow you to examine them in relation to your own self-identity. This information will be utilized as you share your insights in this week’s written assignment and discussions. Refer to Table 4.1 Stage of Various Cultural Identity Models (p.71) for a helpful conceptual overview of the cultural models being presented throughout the chapter. Another tip: Narrative 3.1: The Story of Timothy (p.91-2) is a great example for your assignment due this week.
In Chapter 6, focus your attention on analyzing the diverse cultural family structures and explore Exercise 6.3 Assessing my Family Background and Experience (p.124) for further understanding of your own self-concept development and community connections.
While it is no surprise that people have multiple identities as in the images below,
Image retrieved from https://yzoedesign.wordpress.com/tag/multiple-identities/
Image adapted from http://edtheory.blogspot.com/2015/02/applying-intersectionality-theory-to.html
why do you think some struggle with the concept of individuals having multiple ethnic identities? Nishime (2012) provides a case study of the term “Cablinasian” and links historical and contemporary narratives of multiethnicity. She argues that “Cablinasian” is a method of critique and explores the possibilities of an alternative and contestator ...
Analytical Essay - 6+ Examples, Format, Pdf | Examples. How to Write an Analytical Essay (with Samples) | EssayPro. Basic Analytical Essay Example & Writing Tips. How to Write an Analytical Essay: 15 Steps (with Pictures).
Cultural Immersion Project – Part 3 Paper InstructionsIndivi.docxdorishigh
Cultural Immersion Project – Part 3 Paper Instructions
Individual Encounter and Synthesis
You will conduct an in-depth, 1-hour interview with an individual or married couple from your selected cultural group in order to develop an understanding of the cultural factors that helped shape that individual’s or couple’s cultural identity.
A variety of issues may be explored in the interview. The knowledge you gained from both parts of the Cultural Immersion Project as well as your sense of the person/couple you interview will guide you in how personal you can get with your questions. Cultural groups and individuals vary on how private they are. Use their feedback regarding what areas you can probe. If the person is very open, go deeper. If not, respect that cultural boundary and ask yourself why that boundary is there. Issues that you may wish to explore during the interview include, but are not limited to, the following:
· Early childhood experiences and parental values;
· Earliest memories of recognizing membership in a culturally different group;
· The role of religion/spirituality;
· Immigration experiences;
· Similarities/differences between couples’ interactions in the U.S. to couples’ interactions in the individual’s culture;
· School experiences as a member of a cultural minority;
· Experiences with subtle racism or discrimination;
· Experiences with overt racism or discrimination;
· Ways the person/couple chose his/her/their career(s) or made career choices;
· The experience of being culturally different;
· Attitudes regarding the majority culture;
· Extent of desire to assimilate majority cultural attitudes, values, and lifestyles;
· Feelings of oppression;
· Feelings of anger toward majority culture;
· From the person’s/couple’s own cultural background, any potential racist attitudes toward or stereotyping of individuals from other particular cultures; and/or
· Strengths identified from the person’s/couple’s cultural background that help him/her/them cope with living in the U.S.
Once your interview is complete, you will answer the questions listed below. First person may be used in your answers, and you must observe correct and current APA style. The paper must have a correct title page, and you must use a reference page (no abstract is needed). A word estimate is beside each question; however, the quality of your answer is more important than the word count. You may expand further, but you do not have to do so.
In addition, your paper must be supported by at least 2 scholarly sources, and at least 2 internet and/or media sources, used in project part 1.
It is recommended that you use the following questions as level 1 headings to organize your paper.
1. Share some of the background of your interviewee (or couple). What is this person’s/couple’s story? (approximately 300 words)
2. How open was this person/couple? Why do you think this was? (approximately 100 words)
3. What were some key cultural events (interact.
Develop a 4-5 page analysis of your experience with gender sociali.docxkhenry4
Develop a 4-5 page analysis of your experience with gender socialization. In doing so, analyze how gender is created by society, specifically looking at children's toys and/or clothing.
Culture is the glue that holds a society together—it is what encourages the members of that society to cooperate with each other as much as possible. We learn culture through socialization, the lifelong social experience. From birth we are taught how to be members of our society.
The most common agents of socialization are our family, peers, school, and media. The family, for example, influences a child's development by such things as the way the parents hold the baby, look at it, talk to it, and respond to its needs. We take on typical gender roles from the beginning as girls are given pink clothes while boys are given blue. Family socialization is reinforced or modified by experiences at school and with peers, by the mass media, and by interaction with others. Socialization, the lifelong social experience through which we learn culture, is vital to becoming members of a society.
In this assessment, we look at the sociological concepts of culture and socialization and how they impact our behavior and attitudes.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Examine how theory and sociological concepts apply to everyday life.
Identify gender-specific childhood clothing and/or toys.
Competency 2: Explain the basic tools of sociological inquiry.
Summarize gender socialization sources.
Explain the validity and helpfulness of gender socialization sources.
Competency 4: Analyze the influence of culture on both the individual and society.
Describe the impact of gender-specific messages towards one's self.
Analyze how gender-specific messages of childhood clothing and/or toys reflect larger societal expectations.
Competency 6: Compose text that articulates meaning relevant to its purpose and audience.
Develop text using organization, structure, and transitions that demonstrate understanding of cohesion between main and subtopics.
For this assessment, you analyze how gender is created by society, specifically looking at children's toys and/or clothing. The purpose of this assessment is twofold:
It helps you to start thinking about the impact of socialization on your life as a starting point.
This first analysis will be used again for Assessment 6.
It also requires you to locate and evaluate resources on socialization and these resources may be used in Assessment 6.
Deliverable
Write an essay in which you complete all of the following:
PART 1
Examine the toys and clothing you had as a child.
Describe the clothing and toys from your childhood and identify which were gender-specific.
PART 2
Examine your experience with gender socialization.
Describe t.
Develop a 4-5 page analysis of your experience with gender socia.docxkhenry4
Develop a 4-5 page analysis of your experience with gender socialization. In doing so, analyze how gender is created by society, specifically looking at children's toys and/or clothing.
Culture is the glue that holds a society together—it is what encourages the members of that society to cooperate with each other as much as possible. We learn culture through socialization, the lifelong social experience. From birth we are taught how to be members of our society.
The most common agents of socialization are our family, peers, school, and media. The family, for example, influences a child's development by such things as the way the parents hold the baby, look at it, talk to it, and respond to its needs. We take on typical gender roles from the beginning as girls are given pink clothes while boys are given blue. Family socialization is reinforced or modified by experiences at school and with peers, by the mass media, and by interaction with others. Socialization, the lifelong social experience through which we learn culture, is vital to becoming members of a society.
In this assessment, we look at the sociological concepts of culture and socialization and how they impact our behavior and attitudes.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Examine how theory and sociological concepts apply to everyday life.
Identify gender-specific childhood clothing and/or toys.
Competency 2: Explain the basic tools of sociological inquiry.
Summarize gender socialization sources.
Explain the validity and helpfulness of gender socialization sources.
Competency 4: Analyze the influence of culture on both the individual and society.
Describe the impact of gender-specific messages towards one's self.
Analyze how gender-specific messages of childhood clothing and/or toys reflect larger societal expectations.
Competency 6: Compose text that articulates meaning relevant to its purpose and audience.
Develop text using organization, structure, and transitions that demonstrate understanding of cohesion between main and subtopics.
For this assessment, you analyze how gender is created by society, specifically looking at children's toys and/or clothing. The purpose of this assessment is twofold:
It helps you to start thinking about the impact of socialization on your life as a starting point.
This first analysis will be used again for Assessment 6.
It also requires you to locate and evaluate resources on socialization and these resources may be used in Assessment 6.
Deliverable
Write an essay in which you complete all of the following:
PART 1
Examine the toys and clothing you had as a child.
Describe the clothing and toys from your childhood and identify which were gender-specific.
PART 2
Examine your experience with gender socialization.
Describe the message your t.
one of the following options to complete this assignment..docxcarlibradley31429
one of the following options to complete this assignment.
Option 1: Social Behavior Paper
Write
a
1,050- to 1,400-
word (
three to four
pages) paper in which you consider social behavior.
Include
the following:
Explain how our motive to belong influences our group behaviors, both positively and negatively. Consider your
W
eek 2 reading on Maslow’s hierarchy of needs.
Explain how the fundamental attribution error influences our judgments of others. How could becoming more aware of, and correcting this error, change our understanding of others’ behavior?
How do assumptions
,
such as defensive attribution and the just
-
world hypothesis
,
influence our sense of control over our lives? How could we correct these but still feel in control?
The way we perceive others is quite subjective, and the processes we use to evaluate others are often outside of our awareness. Nonetheless, social interactions exert powerful influences on how we feel and behave. What factors influence our prejudices about people? What factors influence whom we find attractive? How might culture influence perceptions of prejudice and attractiveness?
What kinds of things help you see the world in a positive light?
Note:
You will be assessed on whether your paper is clear and logically organized; whether the content is comprehensive and relevant; whether the language is appropriate to the audience; whether writing is clear and concise; whether grammar, usage, spelling and punctuation follow standard American English, and whether references are consistent with APA guidelines. Be sure to properly cite the resources you use.
Format
your paper consistent with course-level guidelines.
Submit
your assignment to the Assignment Files tab.
Option 2: Social Behavior Presentation
If you have a visual/graphic learning style, consider designing a Microsoft
®
PowerPoint
®
presentation.
Design
at least
eight
Microsoft
®
PowerPoint
®
slides discussing social behavior
.
Title slide
– Include the title of your presentation, your name, and date
First and Second slide:
Explain how our motive to belong influences group behaviors, both positively and negatively. Consider your Week 2 reading on Maslow’s hierarchy of needs. Explain how the fundamental attribution error influences our judgments of others. How could becoming more aware of, and correcting this error, change our understanding of others’ behavior?
Third and Fourth slide:
How do assumptions, such as defensive attribution and the just-world hypothesis, influence our sense of control over our lives? How could we correct these but still feel in control?
Fifth and Sixth slide:
The way we perceive others is quite subjective, and the processes we use to evaluate others are often outside of our awareness. Nonetheless, social interactions exert powerful influences on how we feel and behave. What factors influence our prejudi.
Unit 1 Module 1 - M1 Assignment 3Assignment 3 Views on Diver.docxTakishaPeck109
Unit 1: Module 1 - M1 Assignment 3
Assignment 3: Views on Diversity
Pablo believes that diversity is the most important issue in our culture, and that it is greatly underemphasized. On the other hand, Ralph rarely thinks of diversity, except when it is mentioned in the workplace. Monica is sensitized to multicultural issues because her parents are immigrants who still struggle with discrimination after being here for 20 years.
To obtain a cross-section of what people think about diversity, conduct five-minute interviews with three individuals you don't know well, and assess their views on diversity. You have been provided an
Informed Consent
document for the respondents to sign along with verbally consenting to participate in this assignment. This is to enable that the respondents demonstrate a clear understanding of the meaning and purpose of this assignment. While you are expected to use the informed consent form in keeping with ethical practices for data collection, you do not need to submit it to the instructor as part of the assignment.
Ask the respondents the following questions and record their answers:
When you hear the word diversity mentioned in the workplace, in the media, or in casual conversation, what meaning do you assign this term?
Does a particular race, ethnic group, or other minority group come to mind when you think of diversity? Does one of these groups pertain to you?
Do you think the majority of people in our culture:
Respect cultural differences among groups of people.
Show indifference to cultural differences.
Lack respect for cultural differences. Explain each choice.
If you were to make a suggestion about how our culture should handle diversity over the next decade, what would it be?
Compile your responses and write a brief reflection paper (two pages) on your findings. Specifically address the following issues:
What did you discover was the general attitude toward diversity in our culture?
Is diversity more associated with one race, ethnic, or other minority group than with others? If so, explain why this might be the case.
Compare and contrast the respondent's views with your own. How would you answer the same questions?
Submit your response to the
M1: Assignment 3 Dropbox
by
Wednesday, July 22, 2015
. Your response should be at least two pages long. All written assignments and responses should follow APA rules for attributing sources.
Assignment 3 Grading Criteria
Maximum Points
Interviewed a cross-section of people and acquired the desired responses.
15
Summarized the respondent's attitude toward diversity in modern culture using appropriate terms and concepts.
25
Commented on whether the respondent believed diversity was associated with one particular race or ethnic group more so than others.
25
Provided contrasting views between the respondent's and your own views on the discussed subjects along with an explanation.
25
Wrote in a clear, concise, and organized manner; demonstrated ethical sch.
11Getting Started with PhoneGapWHAT’S IN THIS CHAPTERSantosConleyha
11
Getting Started with PhoneGap
WHAT’S IN THIS CHAPTER?
! History of PhoneGap
! Di! erences between HTML5 and PhoneGap
! Getting a development environment set up
! Implementing the Derby App
PhoneGap is an open source set of tools created by Nitobi
Solution
s (now part of Adobe)
that enables you to create mobile applications for multiple devices by utilizing the same code.
PhoneGap is a hybrid mobile application framework that allows the use of HTML, CSS,
and JavaScript to write applications that are based on the open standards of the web. These
applications also have access to the native functionality of the device. PhoneGap has been
downloaded more than 600,000 times, and more than 1,000 apps built with PhoneGap are
available in the respective app stores, which makes PhoneGap a viable solution for creating
cross-platform mobile apps.
HISTORY OF PHONEGAP
PhoneGap was started at the San Francisco iPhone Dev Camp in August 2008. iOS was shaping
up to become a popular mobile platform, but the learning curve for Objective-C was more work
than many developers wanted to take on. PhoneGap originally started as a headless browser
implementation for the iPhone. Because of the popularity of HTML/CSS/JavaScript, it was a
goal that this project use technologies with which many developers where already familiar.
Based on the growing popularity of the framework, in October 2008 Nitobi added support
for Android and BlackBerry. PhoneGap was awarded the People’s Choice award at the Web2.0
Expo Launch Pad in 2009, which was the start of developers recognizing PhoneGap as a
valuable mobile development tool. PhoneGap version 0.7.2 was released in April 2009, and
was the fi rst version for which the Android and iPhone APIs were equivalent.
c11.indd 309c11.indd 309 28/07/12 6:08 PM28/07/12 6:08 PM
310 " CHAPTER 11 GETTING STARTED WITH PHONEGAP
In September 2009 Apple approved the use of the PhoneGap platform to build apps for the iPhone
store. Apple required that all PhoneGap apps be built using at least version 0.8.0 of the PhoneGap
software. In July 2011, PhoneGap released version 1.0.0.
WHY USE PHONEGAP?
PhoneGap enables you to leverage your current HTML, CSS, and JavaScript skill sets to create a mobile
application. This can greatly speed up development time. When you develop for multiple platforms
using PhoneGap, you can reuse the majority of the code you have written for the mobile project, further
reducing development costs. It isn’t necessary to learn Java, C#, and Objective-C to create an applica-
tion with PhoneGap that can target iPhone, Android, BlackBerry, and Windows Phone 7.
If you fi nd native functionality missing from PhoneGap, you can extend the functionality of the
PhoneGap platform using native code. With the PhoneGap add-in structure, you can create an add-in
using the native language of the device and a JavaScript API that will call the native plug-in you
created. Cross-platfo ...
11Proposal Part One - Part 1 Influence of Internet on TourismSantosConleyha
11
Proposal Part One - Part 1: Influence of Internet on Tourism Industry
Research Proposal: Influence of Internet on Tourism Industry
Introduction
The tourism industry has been among the best-valued sectors within the nation to generate massive revenue for the government. Besides, the industry is considered among the earliest since it started several decades ago. For an extended period, the industry uses Integrated Marketing Communications to promote their various products and services to the entire world. The introduction of technology in the industry leads to improvements in the sectors. Most individuals without extensive information on the tourism industry can access the data in their comfort zones. It implies that IT and internet technology play a significant role in ensuring effective strategy due to its existence globally.
Most European countries have tried to promote and implement internet technology in ensuring satisfactory delivery of products and services (Kayumovich, 2020). Since it has a custom within the tourism and hotel industry to provide intangible products and services, including but not limited to services alongside comfort, the internet has been an effective method of delivering its messages to the targeted customers. Also, through internet technology, the industry has achieved more customers in the global market, including the European market. The promotion of branding within the European tourism industry has been effective due to the introduction and implementation of internet technology. Thus, the internet is believed to significantly influence the tourism industry in various sectors, including but limited to infrastructure, travel, alongside the marketing sector. Before introducing the internet alongside the IT, travelling of customers was dangerous and unpleasant since travellers had constraint understanding of locations they were visiting.
As a result, the existing vacationers of time had limited knowledge of the cultures and terrain alongside the climate change and patterns necessary to stimulate the travelling issues. Therefore, tourism sectors, including but not limited to tour companies, travel agencies and other like hotels, had developed strategies necessary to promote booking and reservation processes (David-Negre et al. 2018). However, several decades ago, popular sites were visited by tourists. It implies that the tourism sectors within the local or remote area faced challenges of securing sufficient clients as people were could not define the destination. Also, shortage of information on a particular region leads to reduced travelling by visitors. The research involved the utilization of relevant literature review on the subject matter to provide factual information. Therefore, the report offers adequate information on the influence of the internet on the tourism industry. This research would give me the stage to show my finding and view and also propose how the internet can be leveraged to an extend i ...
11Social Inclusion of Deaf with Hearing CongreSantosConleyha
11
Social Inclusion of Deaf with Hearing Congregants within a Ministerial Setting Comment by Stumme, Clifford James (College Applied Studies & Acad Succ): As you review this sample student paper, please keep in mind that there are some flaws in this paper (as with any piece of writing). However, it is one of the best INDS 400 research proposals received to date, so it is an excellent reference point.
Sample Student Comment by Stumme, Clifford James (College Applied Studies & Acad Succ) [2]: Also, remember that what you are looking at is an example of the overall research proposal, not just the literature review. If you are working on your literature review, refer to the portion marked “literature review” and remember that within that literature review portion, there is a unique introduction, body paragraphs, and conclusion. The first paragraph is the introduction for the proposal as a whole, which is different from the kind of introduction you should write for the literature review itself. Also remember that while this research proposal has an abstract, you do not need one for the literature review.
Liberty University
INDS 400: Knowledge Synthesis for Professional and Personal Development
January 3, 2020
Abstract Comment by Stumme, Clifford James (College Applied Studies & Acad Succ) [2]: Notice how the abstract gives a brief overview of the elements of the research proposal without arguing or getting ahead of itself by predicting results.
Culture can influence how people interact and the level of inclusion of different cultures in a particular setting.While numerous studies have been conducted examining deaf studies and deaf culture, there is a curious lack of research that has specifically considered the level of inclusion of deaf people in evangelical hearing churches. This research proposal includes an interdisciplinary including a literature review that examines a handful of studies on interactions among deaf and hearing populations to consider challenges of hearing and deaf integration. Examining these diverse perspectives, including Catholic ministry, disability ministry and deaf culture, provides a fresh interdisciplinary perspective to approach the challenges of deaf inclusion in ministerial settings. It was found through this literature review that a gap in scholarly research exists in this area. As further research would be necessary to address this gap, the goal of this research proposal is to conduct a qualitative study for further research by petitioning deaf perspective through online interviews utilizing the social media platform of Facebook. Although a low budget would be necessary, the implications of this research would provide a platform to open community conversation to address challenges and provide ideas on integration of deaf and hearing congregants in evangelical hearing churches. Examining deaf perspectives may provide additional information for fellowship, growth and exposure to the Gospel for deaf congr ...
11Mental Health Among College StudentsTomia WillinSantosConleyha
11
Mental Health Among College Students
Tomia Willingham
Sophia Learning
Eng 215
March 14, 2021
Introduction
Going to college can be demanding for many people. In addition to managing academic insistence, many students have to cope with their families' complex separation tasks. At the same time, some of them continue to deal with a lot of many family duties. Mental health experts and advocates contend that it is an epidemic that colleges need to investigate further. Depression, anxiety disorders are some of the significant mental health issues that affect college students. The effects of suicidal ideas on university students' academic achievement have not been explored, yet mental health conditions are associated with academic achievement (De Luca et al., 2016). A novel coronavirus has worsened the situation of mental health. Even before the onset of this virus, there was concern from mental health policymakers in America because of the rising mental health challenges. They claimed a need for additional aid for struggling university students and the capability for these institutions to provide it. Regrettably, many university students with mental health conditions do not seek and receive the necessary treatment. The primary reasons for not pursuing help include thinking that the challenge will get better with time, stigma from their peers and no time to seek the treatment because of a busy schedule (Corrigan et al. 2016). Without this treatment, college students experiencing medical conditions most of the time get lower grades, drop out of college, immerse themselves into substance abuse, or become unemployed. Because these mental health conditions are invisible, they can only be seen through academic performance or social behavior change. Should universities strike a balance between mental health conditions and academics? This review will conclude that the mental health condition of university students and scholars should be balanced. Comment by Dr. Helen Doss: You need to answer this question and present the answer as the thesis at the end of this paragraph. Comment by Dr. Helen Doss: This is not a review essay—it is an argumentative or persuasive essay. Comment by Dr. Helen Doss: What does this mean—should be balanced? By what? For what? And, by whom? Comment by Dr. Helen Doss: This paragraph is too long. See: https://www.umgc.edu/current-students/learning-resources/writing-center/writing-resources/parts-of-an-essay/paragraph-structure.cfm
Effects of not Balancing Mental Health and Academics
There are consequences of not balancing mental health and academics in higher learning institutions, mainly if they do not receive any treatment. For example, if depression goes untreated, it raises the chances of risky behavior like substance abuse. The condition affects how students sleep, eat, and it also affects how students think. Also, students cannot concentrate in class, and they cannot make rational decisions. By lack of concent ...
11From Introductions to ConclusionsDrafting an EssayIn this chapSantosConleyha
11From Introductions to ConclusionsDrafting an Essay
In this chapter, we describe strategies for crafting introductions that set up your argument. We then describe the characteristics of well-formulated paragraphs that will help you build your argument. Finally, we provide you with some strategies for writing conclusions that reinforce what is new about your argument, what is at stake, and what readers should do with the knowledge you convey
DRAFTING INTRODUCTIONS
The introduction is where you set up your argument. It’s where you identify a widely held assumption, challenge that assumption, and state your thesis. Writers use a number of strategies to set up their arguments. In this section we look at five of them:
· Moving from a general topic to a specific thesis (inverted-triangle introduction)
· Introducing the topic with a story (narrative introduction)
· Beginning with a question (interrogative introduction)
· Capturing readers’ attention with something unexpected (paradoxical introduction)
· Identifying a gap in knowledge (minding-the-gap introduction)
Remember that an introduction need not be limited to a single paragraph. It may take several paragraphs to effectively set up your argument.
Keep in mind that you have to make these strategies your own. That is, we can suggest models, but you must make them work for your own argument. You must imagine your readers and what will engage them. What tone do you want to take? Playful? Serious? Formal? Urgent? The attitude you want to convey will depend on your purpose, your argument, and the needs of your audience.◼ The Inverted-Triangle Introduction
An inverted-triangle introduction, like an upside-down triangle, is broad at the top and pointed at the base. It begins with a general statement of the topic and then narrows its focus, ending with the point of the paragraph (and the triangle), the writer’s thesis. We can see this strategy at work in the following introduction from a student’s essay. The student writer (1) begins with a broad description of the problem she will address, (2) then focuses on a set of widely held but troublesome assumptions, and (3) finally, presents her thesis in response to what she sees as a pervasive problem.
The paragraph reads, “In today’s world, many believe that education’s sole purpose is to communicate information for students to store and draw on as necessary. By storing this information, students hope to perform well on tests. Good test scores assure good grades. Good grades eventually lead to acceptances into good colleges, which ultimately guarantee good jobs. Many teachers and students, convinced that education exists as a tool to secure good jobs, rely on the banking system. In her essay “Teaching to Transgress,” bell hooks defines the banking system as an “approach to learning that is rooted in the notion that all students need to do is consume information fed to them by a professor and be able to memorize and store it” (185). Through the banking s ...
11Groupthink John SmithCampbellsville UnivSantosConleyha
1
1
Groupthink
John Smith
Campbellsville University
BA611 – Organizational Theory
Dr. Jane Corbett
January 17, 2021
Definition
Groupthink is a pattern of thought characterized by self-deception, forced manufacture of consent, and conformity to group values and ethics.
Summary
Valine (2018) discussed how powerful an effect groupthink can have on community and peers. It followed two case studies about JPMorgan Chase and Wells Fargo, which explains how many sources and credentials the author has used. The focus of the article is that circumstances have occurred inside these companies which were able to affect the entire economy as well. Groupthink is usually followed by irrational thinking and decision making which completely ignores alternatives and constantly goes for the primary decision. The large difference between group and groupthink is that the group consists of members of various backgrounds and experiences, while groupthink usually has members of similar ones. Further, there is no way for groupthink to recover from bad decisions mainly because all members have a similar understanding and point of the view towards a certain topic. The illusion of invulnerability is the main characteristic related to groupthink, where teammates ignore the danger, take extreme risks, and act highly optimistic.
Discussion
Groupthink is characterized by incorrect decisions that groups make mainly due to mental efficiency, reality testing, and moral judgment. Many conditions can cause groupthink to occur, and the most frequent ones are collective rationalization, belief in inherent morality, stereotyped views of out-groups, direct pressure on dissenters, and self-censorship.
The collective rationalization explains how different warnings are against the group thinking, so and where those opinions can create a misunderstanding. Belief in inherent morality points out that members ignore the ethical and moral consequences of decisions because they believe the correctness of their cause. The stereotyped views of out-groups are the characters to create a negative feeling about opposition outside the group environment. The direct pressure on dissenters is where team leaders discuss all members that have different opinions and philosophies than the group’s commitments and agreement. Lastly, the self-censorship is where teammates keep their thoughts and opinions without expressing them to others.
The case study about the London Whale explains how JPMC, one of the largest banks in the world, has lost 6.5 billion dollars due to bad and poor investment decisions. Everything occurred in April and May of 2012, where larger trading loss happened in Chase’s Investment Office throughout the London branch. The main transaction that affected Morgan Chase was credit default swaps (CDS) and it was shown that famous trader Bruno Iksil has gathered significant CDS position in the market at that time. Following this case, the internal control has risen o ...
11Sun Coast Remediation Research Objectives, Research QueSantosConleyha
11
Sun Coast Remediation: Research Objectives, Research Questions, and Hypotheses
4
Sun Coast Remediation
Unique R. Simpkins
Southern Columbia University
Course Name Here
Instructor Name
11-2-2021
Research Objectives, Research Questions, and Hypotheses
Based on the information amassed by the former health and safety director, the organization needs to pursue safety-related programs or initiatives to ensure employees' health. It is an appropriate approach to help the firm and the employees achieve goals and inhibit costs arising from injuries and illnesses while on duty. The completion of this task will provide managers with practicable insights on the approach to enhance safety and protect the firm from losses. This task accounts for the objectives, questions, and hypotheses of the research based on the provided statement of the problem.
RO1: Explore the correlation between the size of the Particulate Matter (PM) and the health of the employee.
RQ1: Is there a correlation between the size of the Particulate Matter (PM) and the health of the employee?
Ho1: There is no statistically significant evidence connecting the size of the Particulate Matter (PM) and the health of the employee.
Ha1: There is statistically significant evidence connecting the size of the Particulate Matter (PM) and the health of the employee.
RO2: Establish whether safety training is feasible in decreasing the lost-time hours.
RQ2: Is safety training feasible in decreasing the lost-time hours?
Ho2: There is no statistically significant evidence linking safety training and reduction in lost-time hours.
Ha2: There is statistically significant evidence linking safety training and reduction in lost-time hours.
RO3: Establish the effectiveness of predicting the decibels (dB) levels before the employee placement on determining the on-site risk.
RQ3: Is predicting the decibels (dB) levels before the employee placement on determining the on site risk effective?
Ho3: There is no statistically significant relationship between predicting the decibels (dB) levels before the employee placement and effective determination of the on-site risk.
Ha3: There is a statistically significant relationship between predicting the decibels (dB) levels before the employee placement and effective determination of the on-site risk.
RO4: Establish whether the revised training program is more practicable than the initially adopted initiative.
RQ4: Is the revised training program is more practicable than the previously adopted initiative?
Ho4: There is no statistically significant proof that the new training program is more feasible than the old program.
Ha4: There is statistically significant proof that the new training program is more feasible than the old program.
RO5: Determine the blood lead levels variation before and after exposure at the end of the remediation service.
RQ5: Do the blood lead levels before and after exposure at the end of the remediation service va ...
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Cultural Immersion Project – Part 3 Paper InstructionsIndivi.docxdorishigh
Cultural Immersion Project – Part 3 Paper Instructions
Individual Encounter and Synthesis
You will conduct an in-depth, 1-hour interview with an individual or married couple from your selected cultural group in order to develop an understanding of the cultural factors that helped shape that individual’s or couple’s cultural identity.
A variety of issues may be explored in the interview. The knowledge you gained from both parts of the Cultural Immersion Project as well as your sense of the person/couple you interview will guide you in how personal you can get with your questions. Cultural groups and individuals vary on how private they are. Use their feedback regarding what areas you can probe. If the person is very open, go deeper. If not, respect that cultural boundary and ask yourself why that boundary is there. Issues that you may wish to explore during the interview include, but are not limited to, the following:
· Early childhood experiences and parental values;
· Earliest memories of recognizing membership in a culturally different group;
· The role of religion/spirituality;
· Immigration experiences;
· Similarities/differences between couples’ interactions in the U.S. to couples’ interactions in the individual’s culture;
· School experiences as a member of a cultural minority;
· Experiences with subtle racism or discrimination;
· Experiences with overt racism or discrimination;
· Ways the person/couple chose his/her/their career(s) or made career choices;
· The experience of being culturally different;
· Attitudes regarding the majority culture;
· Extent of desire to assimilate majority cultural attitudes, values, and lifestyles;
· Feelings of oppression;
· Feelings of anger toward majority culture;
· From the person’s/couple’s own cultural background, any potential racist attitudes toward or stereotyping of individuals from other particular cultures; and/or
· Strengths identified from the person’s/couple’s cultural background that help him/her/them cope with living in the U.S.
Once your interview is complete, you will answer the questions listed below. First person may be used in your answers, and you must observe correct and current APA style. The paper must have a correct title page, and you must use a reference page (no abstract is needed). A word estimate is beside each question; however, the quality of your answer is more important than the word count. You may expand further, but you do not have to do so.
In addition, your paper must be supported by at least 2 scholarly sources, and at least 2 internet and/or media sources, used in project part 1.
It is recommended that you use the following questions as level 1 headings to organize your paper.
1. Share some of the background of your interviewee (or couple). What is this person’s/couple’s story? (approximately 300 words)
2. How open was this person/couple? Why do you think this was? (approximately 100 words)
3. What were some key cultural events (interact.
Develop a 4-5 page analysis of your experience with gender sociali.docxkhenry4
Develop a 4-5 page analysis of your experience with gender socialization. In doing so, analyze how gender is created by society, specifically looking at children's toys and/or clothing.
Culture is the glue that holds a society together—it is what encourages the members of that society to cooperate with each other as much as possible. We learn culture through socialization, the lifelong social experience. From birth we are taught how to be members of our society.
The most common agents of socialization are our family, peers, school, and media. The family, for example, influences a child's development by such things as the way the parents hold the baby, look at it, talk to it, and respond to its needs. We take on typical gender roles from the beginning as girls are given pink clothes while boys are given blue. Family socialization is reinforced or modified by experiences at school and with peers, by the mass media, and by interaction with others. Socialization, the lifelong social experience through which we learn culture, is vital to becoming members of a society.
In this assessment, we look at the sociological concepts of culture and socialization and how they impact our behavior and attitudes.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Examine how theory and sociological concepts apply to everyday life.
Identify gender-specific childhood clothing and/or toys.
Competency 2: Explain the basic tools of sociological inquiry.
Summarize gender socialization sources.
Explain the validity and helpfulness of gender socialization sources.
Competency 4: Analyze the influence of culture on both the individual and society.
Describe the impact of gender-specific messages towards one's self.
Analyze how gender-specific messages of childhood clothing and/or toys reflect larger societal expectations.
Competency 6: Compose text that articulates meaning relevant to its purpose and audience.
Develop text using organization, structure, and transitions that demonstrate understanding of cohesion between main and subtopics.
For this assessment, you analyze how gender is created by society, specifically looking at children's toys and/or clothing. The purpose of this assessment is twofold:
It helps you to start thinking about the impact of socialization on your life as a starting point.
This first analysis will be used again for Assessment 6.
It also requires you to locate and evaluate resources on socialization and these resources may be used in Assessment 6.
Deliverable
Write an essay in which you complete all of the following:
PART 1
Examine the toys and clothing you had as a child.
Describe the clothing and toys from your childhood and identify which were gender-specific.
PART 2
Examine your experience with gender socialization.
Describe t.
Develop a 4-5 page analysis of your experience with gender socia.docxkhenry4
Develop a 4-5 page analysis of your experience with gender socialization. In doing so, analyze how gender is created by society, specifically looking at children's toys and/or clothing.
Culture is the glue that holds a society together—it is what encourages the members of that society to cooperate with each other as much as possible. We learn culture through socialization, the lifelong social experience. From birth we are taught how to be members of our society.
The most common agents of socialization are our family, peers, school, and media. The family, for example, influences a child's development by such things as the way the parents hold the baby, look at it, talk to it, and respond to its needs. We take on typical gender roles from the beginning as girls are given pink clothes while boys are given blue. Family socialization is reinforced or modified by experiences at school and with peers, by the mass media, and by interaction with others. Socialization, the lifelong social experience through which we learn culture, is vital to becoming members of a society.
In this assessment, we look at the sociological concepts of culture and socialization and how they impact our behavior and attitudes.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Examine how theory and sociological concepts apply to everyday life.
Identify gender-specific childhood clothing and/or toys.
Competency 2: Explain the basic tools of sociological inquiry.
Summarize gender socialization sources.
Explain the validity and helpfulness of gender socialization sources.
Competency 4: Analyze the influence of culture on both the individual and society.
Describe the impact of gender-specific messages towards one's self.
Analyze how gender-specific messages of childhood clothing and/or toys reflect larger societal expectations.
Competency 6: Compose text that articulates meaning relevant to its purpose and audience.
Develop text using organization, structure, and transitions that demonstrate understanding of cohesion between main and subtopics.
For this assessment, you analyze how gender is created by society, specifically looking at children's toys and/or clothing. The purpose of this assessment is twofold:
It helps you to start thinking about the impact of socialization on your life as a starting point.
This first analysis will be used again for Assessment 6.
It also requires you to locate and evaluate resources on socialization and these resources may be used in Assessment 6.
Deliverable
Write an essay in which you complete all of the following:
PART 1
Examine the toys and clothing you had as a child.
Describe the clothing and toys from your childhood and identify which were gender-specific.
PART 2
Examine your experience with gender socialization.
Describe the message your t.
one of the following options to complete this assignment..docxcarlibradley31429
one of the following options to complete this assignment.
Option 1: Social Behavior Paper
Write
a
1,050- to 1,400-
word (
three to four
pages) paper in which you consider social behavior.
Include
the following:
Explain how our motive to belong influences our group behaviors, both positively and negatively. Consider your
W
eek 2 reading on Maslow’s hierarchy of needs.
Explain how the fundamental attribution error influences our judgments of others. How could becoming more aware of, and correcting this error, change our understanding of others’ behavior?
How do assumptions
,
such as defensive attribution and the just
-
world hypothesis
,
influence our sense of control over our lives? How could we correct these but still feel in control?
The way we perceive others is quite subjective, and the processes we use to evaluate others are often outside of our awareness. Nonetheless, social interactions exert powerful influences on how we feel and behave. What factors influence our prejudices about people? What factors influence whom we find attractive? How might culture influence perceptions of prejudice and attractiveness?
What kinds of things help you see the world in a positive light?
Note:
You will be assessed on whether your paper is clear and logically organized; whether the content is comprehensive and relevant; whether the language is appropriate to the audience; whether writing is clear and concise; whether grammar, usage, spelling and punctuation follow standard American English, and whether references are consistent with APA guidelines. Be sure to properly cite the resources you use.
Format
your paper consistent with course-level guidelines.
Submit
your assignment to the Assignment Files tab.
Option 2: Social Behavior Presentation
If you have a visual/graphic learning style, consider designing a Microsoft
®
PowerPoint
®
presentation.
Design
at least
eight
Microsoft
®
PowerPoint
®
slides discussing social behavior
.
Title slide
– Include the title of your presentation, your name, and date
First and Second slide:
Explain how our motive to belong influences group behaviors, both positively and negatively. Consider your Week 2 reading on Maslow’s hierarchy of needs. Explain how the fundamental attribution error influences our judgments of others. How could becoming more aware of, and correcting this error, change our understanding of others’ behavior?
Third and Fourth slide:
How do assumptions, such as defensive attribution and the just-world hypothesis, influence our sense of control over our lives? How could we correct these but still feel in control?
Fifth and Sixth slide:
The way we perceive others is quite subjective, and the processes we use to evaluate others are often outside of our awareness. Nonetheless, social interactions exert powerful influences on how we feel and behave. What factors influence our prejudi.
Unit 1 Module 1 - M1 Assignment 3Assignment 3 Views on Diver.docxTakishaPeck109
Unit 1: Module 1 - M1 Assignment 3
Assignment 3: Views on Diversity
Pablo believes that diversity is the most important issue in our culture, and that it is greatly underemphasized. On the other hand, Ralph rarely thinks of diversity, except when it is mentioned in the workplace. Monica is sensitized to multicultural issues because her parents are immigrants who still struggle with discrimination after being here for 20 years.
To obtain a cross-section of what people think about diversity, conduct five-minute interviews with three individuals you don't know well, and assess their views on diversity. You have been provided an
Informed Consent
document for the respondents to sign along with verbally consenting to participate in this assignment. This is to enable that the respondents demonstrate a clear understanding of the meaning and purpose of this assignment. While you are expected to use the informed consent form in keeping with ethical practices for data collection, you do not need to submit it to the instructor as part of the assignment.
Ask the respondents the following questions and record their answers:
When you hear the word diversity mentioned in the workplace, in the media, or in casual conversation, what meaning do you assign this term?
Does a particular race, ethnic group, or other minority group come to mind when you think of diversity? Does one of these groups pertain to you?
Do you think the majority of people in our culture:
Respect cultural differences among groups of people.
Show indifference to cultural differences.
Lack respect for cultural differences. Explain each choice.
If you were to make a suggestion about how our culture should handle diversity over the next decade, what would it be?
Compile your responses and write a brief reflection paper (two pages) on your findings. Specifically address the following issues:
What did you discover was the general attitude toward diversity in our culture?
Is diversity more associated with one race, ethnic, or other minority group than with others? If so, explain why this might be the case.
Compare and contrast the respondent's views with your own. How would you answer the same questions?
Submit your response to the
M1: Assignment 3 Dropbox
by
Wednesday, July 22, 2015
. Your response should be at least two pages long. All written assignments and responses should follow APA rules for attributing sources.
Assignment 3 Grading Criteria
Maximum Points
Interviewed a cross-section of people and acquired the desired responses.
15
Summarized the respondent's attitude toward diversity in modern culture using appropriate terms and concepts.
25
Commented on whether the respondent believed diversity was associated with one particular race or ethnic group more so than others.
25
Provided contrasting views between the respondent's and your own views on the discussed subjects along with an explanation.
25
Wrote in a clear, concise, and organized manner; demonstrated ethical sch.
Similar to 1.2 Assessing Your Social Network Profile Heightened awareness of (14)
11Getting Started with PhoneGapWHAT’S IN THIS CHAPTERSantosConleyha
11
Getting Started with PhoneGap
WHAT’S IN THIS CHAPTER?
! History of PhoneGap
! Di! erences between HTML5 and PhoneGap
! Getting a development environment set up
! Implementing the Derby App
PhoneGap is an open source set of tools created by Nitobi
Solution
s (now part of Adobe)
that enables you to create mobile applications for multiple devices by utilizing the same code.
PhoneGap is a hybrid mobile application framework that allows the use of HTML, CSS,
and JavaScript to write applications that are based on the open standards of the web. These
applications also have access to the native functionality of the device. PhoneGap has been
downloaded more than 600,000 times, and more than 1,000 apps built with PhoneGap are
available in the respective app stores, which makes PhoneGap a viable solution for creating
cross-platform mobile apps.
HISTORY OF PHONEGAP
PhoneGap was started at the San Francisco iPhone Dev Camp in August 2008. iOS was shaping
up to become a popular mobile platform, but the learning curve for Objective-C was more work
than many developers wanted to take on. PhoneGap originally started as a headless browser
implementation for the iPhone. Because of the popularity of HTML/CSS/JavaScript, it was a
goal that this project use technologies with which many developers where already familiar.
Based on the growing popularity of the framework, in October 2008 Nitobi added support
for Android and BlackBerry. PhoneGap was awarded the People’s Choice award at the Web2.0
Expo Launch Pad in 2009, which was the start of developers recognizing PhoneGap as a
valuable mobile development tool. PhoneGap version 0.7.2 was released in April 2009, and
was the fi rst version for which the Android and iPhone APIs were equivalent.
c11.indd 309c11.indd 309 28/07/12 6:08 PM28/07/12 6:08 PM
310 " CHAPTER 11 GETTING STARTED WITH PHONEGAP
In September 2009 Apple approved the use of the PhoneGap platform to build apps for the iPhone
store. Apple required that all PhoneGap apps be built using at least version 0.8.0 of the PhoneGap
software. In July 2011, PhoneGap released version 1.0.0.
WHY USE PHONEGAP?
PhoneGap enables you to leverage your current HTML, CSS, and JavaScript skill sets to create a mobile
application. This can greatly speed up development time. When you develop for multiple platforms
using PhoneGap, you can reuse the majority of the code you have written for the mobile project, further
reducing development costs. It isn’t necessary to learn Java, C#, and Objective-C to create an applica-
tion with PhoneGap that can target iPhone, Android, BlackBerry, and Windows Phone 7.
If you fi nd native functionality missing from PhoneGap, you can extend the functionality of the
PhoneGap platform using native code. With the PhoneGap add-in structure, you can create an add-in
using the native language of the device and a JavaScript API that will call the native plug-in you
created. Cross-platfo ...
11Proposal Part One - Part 1 Influence of Internet on TourismSantosConleyha
11
Proposal Part One - Part 1: Influence of Internet on Tourism Industry
Research Proposal: Influence of Internet on Tourism Industry
Introduction
The tourism industry has been among the best-valued sectors within the nation to generate massive revenue for the government. Besides, the industry is considered among the earliest since it started several decades ago. For an extended period, the industry uses Integrated Marketing Communications to promote their various products and services to the entire world. The introduction of technology in the industry leads to improvements in the sectors. Most individuals without extensive information on the tourism industry can access the data in their comfort zones. It implies that IT and internet technology play a significant role in ensuring effective strategy due to its existence globally.
Most European countries have tried to promote and implement internet technology in ensuring satisfactory delivery of products and services (Kayumovich, 2020). Since it has a custom within the tourism and hotel industry to provide intangible products and services, including but not limited to services alongside comfort, the internet has been an effective method of delivering its messages to the targeted customers. Also, through internet technology, the industry has achieved more customers in the global market, including the European market. The promotion of branding within the European tourism industry has been effective due to the introduction and implementation of internet technology. Thus, the internet is believed to significantly influence the tourism industry in various sectors, including but limited to infrastructure, travel, alongside the marketing sector. Before introducing the internet alongside the IT, travelling of customers was dangerous and unpleasant since travellers had constraint understanding of locations they were visiting.
As a result, the existing vacationers of time had limited knowledge of the cultures and terrain alongside the climate change and patterns necessary to stimulate the travelling issues. Therefore, tourism sectors, including but not limited to tour companies, travel agencies and other like hotels, had developed strategies necessary to promote booking and reservation processes (David-Negre et al. 2018). However, several decades ago, popular sites were visited by tourists. It implies that the tourism sectors within the local or remote area faced challenges of securing sufficient clients as people were could not define the destination. Also, shortage of information on a particular region leads to reduced travelling by visitors. The research involved the utilization of relevant literature review on the subject matter to provide factual information. Therefore, the report offers adequate information on the influence of the internet on the tourism industry. This research would give me the stage to show my finding and view and also propose how the internet can be leveraged to an extend i ...
11Social Inclusion of Deaf with Hearing CongreSantosConleyha
11
Social Inclusion of Deaf with Hearing Congregants within a Ministerial Setting Comment by Stumme, Clifford James (College Applied Studies & Acad Succ): As you review this sample student paper, please keep in mind that there are some flaws in this paper (as with any piece of writing). However, it is one of the best INDS 400 research proposals received to date, so it is an excellent reference point.
Sample Student Comment by Stumme, Clifford James (College Applied Studies & Acad Succ) [2]: Also, remember that what you are looking at is an example of the overall research proposal, not just the literature review. If you are working on your literature review, refer to the portion marked “literature review” and remember that within that literature review portion, there is a unique introduction, body paragraphs, and conclusion. The first paragraph is the introduction for the proposal as a whole, which is different from the kind of introduction you should write for the literature review itself. Also remember that while this research proposal has an abstract, you do not need one for the literature review.
Liberty University
INDS 400: Knowledge Synthesis for Professional and Personal Development
January 3, 2020
Abstract Comment by Stumme, Clifford James (College Applied Studies & Acad Succ) [2]: Notice how the abstract gives a brief overview of the elements of the research proposal without arguing or getting ahead of itself by predicting results.
Culture can influence how people interact and the level of inclusion of different cultures in a particular setting.While numerous studies have been conducted examining deaf studies and deaf culture, there is a curious lack of research that has specifically considered the level of inclusion of deaf people in evangelical hearing churches. This research proposal includes an interdisciplinary including a literature review that examines a handful of studies on interactions among deaf and hearing populations to consider challenges of hearing and deaf integration. Examining these diverse perspectives, including Catholic ministry, disability ministry and deaf culture, provides a fresh interdisciplinary perspective to approach the challenges of deaf inclusion in ministerial settings. It was found through this literature review that a gap in scholarly research exists in this area. As further research would be necessary to address this gap, the goal of this research proposal is to conduct a qualitative study for further research by petitioning deaf perspective through online interviews utilizing the social media platform of Facebook. Although a low budget would be necessary, the implications of this research would provide a platform to open community conversation to address challenges and provide ideas on integration of deaf and hearing congregants in evangelical hearing churches. Examining deaf perspectives may provide additional information for fellowship, growth and exposure to the Gospel for deaf congr ...
11Mental Health Among College StudentsTomia WillinSantosConleyha
11
Mental Health Among College Students
Tomia Willingham
Sophia Learning
Eng 215
March 14, 2021
Introduction
Going to college can be demanding for many people. In addition to managing academic insistence, many students have to cope with their families' complex separation tasks. At the same time, some of them continue to deal with a lot of many family duties. Mental health experts and advocates contend that it is an epidemic that colleges need to investigate further. Depression, anxiety disorders are some of the significant mental health issues that affect college students. The effects of suicidal ideas on university students' academic achievement have not been explored, yet mental health conditions are associated with academic achievement (De Luca et al., 2016). A novel coronavirus has worsened the situation of mental health. Even before the onset of this virus, there was concern from mental health policymakers in America because of the rising mental health challenges. They claimed a need for additional aid for struggling university students and the capability for these institutions to provide it. Regrettably, many university students with mental health conditions do not seek and receive the necessary treatment. The primary reasons for not pursuing help include thinking that the challenge will get better with time, stigma from their peers and no time to seek the treatment because of a busy schedule (Corrigan et al. 2016). Without this treatment, college students experiencing medical conditions most of the time get lower grades, drop out of college, immerse themselves into substance abuse, or become unemployed. Because these mental health conditions are invisible, they can only be seen through academic performance or social behavior change. Should universities strike a balance between mental health conditions and academics? This review will conclude that the mental health condition of university students and scholars should be balanced. Comment by Dr. Helen Doss: You need to answer this question and present the answer as the thesis at the end of this paragraph. Comment by Dr. Helen Doss: This is not a review essay—it is an argumentative or persuasive essay. Comment by Dr. Helen Doss: What does this mean—should be balanced? By what? For what? And, by whom? Comment by Dr. Helen Doss: This paragraph is too long. See: https://www.umgc.edu/current-students/learning-resources/writing-center/writing-resources/parts-of-an-essay/paragraph-structure.cfm
Effects of not Balancing Mental Health and Academics
There are consequences of not balancing mental health and academics in higher learning institutions, mainly if they do not receive any treatment. For example, if depression goes untreated, it raises the chances of risky behavior like substance abuse. The condition affects how students sleep, eat, and it also affects how students think. Also, students cannot concentrate in class, and they cannot make rational decisions. By lack of concent ...
11From Introductions to ConclusionsDrafting an EssayIn this chapSantosConleyha
11From Introductions to ConclusionsDrafting an Essay
In this chapter, we describe strategies for crafting introductions that set up your argument. We then describe the characteristics of well-formulated paragraphs that will help you build your argument. Finally, we provide you with some strategies for writing conclusions that reinforce what is new about your argument, what is at stake, and what readers should do with the knowledge you convey
DRAFTING INTRODUCTIONS
The introduction is where you set up your argument. It’s where you identify a widely held assumption, challenge that assumption, and state your thesis. Writers use a number of strategies to set up their arguments. In this section we look at five of them:
· Moving from a general topic to a specific thesis (inverted-triangle introduction)
· Introducing the topic with a story (narrative introduction)
· Beginning with a question (interrogative introduction)
· Capturing readers’ attention with something unexpected (paradoxical introduction)
· Identifying a gap in knowledge (minding-the-gap introduction)
Remember that an introduction need not be limited to a single paragraph. It may take several paragraphs to effectively set up your argument.
Keep in mind that you have to make these strategies your own. That is, we can suggest models, but you must make them work for your own argument. You must imagine your readers and what will engage them. What tone do you want to take? Playful? Serious? Formal? Urgent? The attitude you want to convey will depend on your purpose, your argument, and the needs of your audience.◼ The Inverted-Triangle Introduction
An inverted-triangle introduction, like an upside-down triangle, is broad at the top and pointed at the base. It begins with a general statement of the topic and then narrows its focus, ending with the point of the paragraph (and the triangle), the writer’s thesis. We can see this strategy at work in the following introduction from a student’s essay. The student writer (1) begins with a broad description of the problem she will address, (2) then focuses on a set of widely held but troublesome assumptions, and (3) finally, presents her thesis in response to what she sees as a pervasive problem.
The paragraph reads, “In today’s world, many believe that education’s sole purpose is to communicate information for students to store and draw on as necessary. By storing this information, students hope to perform well on tests. Good test scores assure good grades. Good grades eventually lead to acceptances into good colleges, which ultimately guarantee good jobs. Many teachers and students, convinced that education exists as a tool to secure good jobs, rely on the banking system. In her essay “Teaching to Transgress,” bell hooks defines the banking system as an “approach to learning that is rooted in the notion that all students need to do is consume information fed to them by a professor and be able to memorize and store it” (185). Through the banking s ...
11Groupthink John SmithCampbellsville UnivSantosConleyha
1
1
Groupthink
John Smith
Campbellsville University
BA611 – Organizational Theory
Dr. Jane Corbett
January 17, 2021
Definition
Groupthink is a pattern of thought characterized by self-deception, forced manufacture of consent, and conformity to group values and ethics.
Summary
Valine (2018) discussed how powerful an effect groupthink can have on community and peers. It followed two case studies about JPMorgan Chase and Wells Fargo, which explains how many sources and credentials the author has used. The focus of the article is that circumstances have occurred inside these companies which were able to affect the entire economy as well. Groupthink is usually followed by irrational thinking and decision making which completely ignores alternatives and constantly goes for the primary decision. The large difference between group and groupthink is that the group consists of members of various backgrounds and experiences, while groupthink usually has members of similar ones. Further, there is no way for groupthink to recover from bad decisions mainly because all members have a similar understanding and point of the view towards a certain topic. The illusion of invulnerability is the main characteristic related to groupthink, where teammates ignore the danger, take extreme risks, and act highly optimistic.
Discussion
Groupthink is characterized by incorrect decisions that groups make mainly due to mental efficiency, reality testing, and moral judgment. Many conditions can cause groupthink to occur, and the most frequent ones are collective rationalization, belief in inherent morality, stereotyped views of out-groups, direct pressure on dissenters, and self-censorship.
The collective rationalization explains how different warnings are against the group thinking, so and where those opinions can create a misunderstanding. Belief in inherent morality points out that members ignore the ethical and moral consequences of decisions because they believe the correctness of their cause. The stereotyped views of out-groups are the characters to create a negative feeling about opposition outside the group environment. The direct pressure on dissenters is where team leaders discuss all members that have different opinions and philosophies than the group’s commitments and agreement. Lastly, the self-censorship is where teammates keep their thoughts and opinions without expressing them to others.
The case study about the London Whale explains how JPMC, one of the largest banks in the world, has lost 6.5 billion dollars due to bad and poor investment decisions. Everything occurred in April and May of 2012, where larger trading loss happened in Chase’s Investment Office throughout the London branch. The main transaction that affected Morgan Chase was credit default swaps (CDS) and it was shown that famous trader Bruno Iksil has gathered significant CDS position in the market at that time. Following this case, the internal control has risen o ...
11Sun Coast Remediation Research Objectives, Research QueSantosConleyha
11
Sun Coast Remediation: Research Objectives, Research Questions, and Hypotheses
4
Sun Coast Remediation
Unique R. Simpkins
Southern Columbia University
Course Name Here
Instructor Name
11-2-2021
Research Objectives, Research Questions, and Hypotheses
Based on the information amassed by the former health and safety director, the organization needs to pursue safety-related programs or initiatives to ensure employees' health. It is an appropriate approach to help the firm and the employees achieve goals and inhibit costs arising from injuries and illnesses while on duty. The completion of this task will provide managers with practicable insights on the approach to enhance safety and protect the firm from losses. This task accounts for the objectives, questions, and hypotheses of the research based on the provided statement of the problem.
RO1: Explore the correlation between the size of the Particulate Matter (PM) and the health of the employee.
RQ1: Is there a correlation between the size of the Particulate Matter (PM) and the health of the employee?
Ho1: There is no statistically significant evidence connecting the size of the Particulate Matter (PM) and the health of the employee.
Ha1: There is statistically significant evidence connecting the size of the Particulate Matter (PM) and the health of the employee.
RO2: Establish whether safety training is feasible in decreasing the lost-time hours.
RQ2: Is safety training feasible in decreasing the lost-time hours?
Ho2: There is no statistically significant evidence linking safety training and reduction in lost-time hours.
Ha2: There is statistically significant evidence linking safety training and reduction in lost-time hours.
RO3: Establish the effectiveness of predicting the decibels (dB) levels before the employee placement on determining the on-site risk.
RQ3: Is predicting the decibels (dB) levels before the employee placement on determining the on site risk effective?
Ho3: There is no statistically significant relationship between predicting the decibels (dB) levels before the employee placement and effective determination of the on-site risk.
Ha3: There is a statistically significant relationship between predicting the decibels (dB) levels before the employee placement and effective determination of the on-site risk.
RO4: Establish whether the revised training program is more practicable than the initially adopted initiative.
RQ4: Is the revised training program is more practicable than the previously adopted initiative?
Ho4: There is no statistically significant proof that the new training program is more feasible than the old program.
Ha4: There is statistically significant proof that the new training program is more feasible than the old program.
RO5: Determine the blood lead levels variation before and after exposure at the end of the remediation service.
RQ5: Do the blood lead levels before and after exposure at the end of the remediation service va ...
11Me Talk Pretty One Day # By David Sedaris From his bSantosConleyha
11
Me Talk Pretty One Day # By David Sedaris
From his book Me Talk Pretty One Day
At the age of forty-one, I am returning to school and have to think of myself as
what my French textbook calls Ba true debutant.D After paying my tuition, I was issued
a student ID, which allows me a discounted entry fee at movie theaters, puppet shows,
and Festyland, a far-flung amusement park that advertises with billboards picturing a
cartoon stegosaurus sitting in a canoe and eating what appears to be a ham sandwich.
IFve moved to Paris with hopes of learning the language. My school is an easy
ten-minute walk from my apartment, and on the first day of class I arrived early,
watching as the returning students greeted one another in the school lobby. Vacations
were recounted, and questions were raised concerning mutual friends with names like
Kang and Vlatnya. Regardless of their nationalities, everyone spoke what sounded to
me like excellent French. Some accents were better than others, but the students
exhibited an ease and confidence that I found intimidating. As an added discomfort,
they were all young, attractive, and well-dressed, causing me to feel not unlike Pa Kettle
trapped backstage after a fashion show.
The first day of class was nerve-racking because I knew IFd be expected to
perform. ThatFs the way they do it here # itFs everybody into the language pool, sink or
swim. The teacher marched in, deeply tanned from a recent vacation, and proceeded to
rattle off a series of administrative announcements. IFve spent quite a few summers in
Normandy, and I took a monthlong French class before leaving New York. IFm not
completely in the dark, yet I understood only half of what this woman was saying.
BIf you have not meimslsxp or lgpdmurct by this time, then you should not be in
this room. Has everyone apzkiubjxow? Everyone? Good, we shall begin.D She spread
out her lesson plan and sighed, saying, BAll right, then, who knows the alphabet?D
It was startling because (a) I hadnFt been asked that question in a while and (b) I
realized, while laughing, that I myself did not know the alphabet. TheyFre the same
letters, but in France theyFre pronounced differently. I know the shape of the alphabet
but had no idea what it actually sounded like.
BAhh.D The teacher went to the board and sketched the letter a. BDo we have
anyone in the room whose first name commences with an ahh?D
12
Two Polish Annas raised their hands, and the teachers instructed them to present
themselves by stating their names, nationalities, occupations, and a brief list of things
they liked and disliked in this world. The first Anna hailed from an industrial town
outside of Warsaw and had front teeth the size of tombstones. She worked as a
seamstress, enjoyed quiet times with friends, and hated the mosquito.
BOh, really,D the teacher said. BHow very interesting. I thought that everyone
loved the mosquito, but here, in front of all the world, you claim to ...
11Program analysis using different perspectivesSantosConleyha
11
Program analysis using different perspectives
Student's Name
Institution
Course
Professor
Date
TABLE OF CONTENTS
Introduction……………………………………………………………………………………
Program Description/ Analysis of a Classical Liberal perspective…………………………
Program Description/ Analysis of a Radical perspective……………………………………
Program Description/ Analysis of a Conservative perspective……………………………..
Program Description/ Analysis of a Mordern Liberal perspective...………………………
Comparisons of four perspectives……………………………………………………………
Assessment and modifications of the perspectives………………………………………….
Conclusion……………………………………………………………………………………..
Introduction
Program analysis using different perspectives
In a political economy, policies and programs are essential tools that assist in understanding the ongoing struggle for equality and social justice. Although both have an underlying difference, they serve an almost similar purpose. Essentially, understanding the goal of any program or policy can be achieved by analyzing the contending perspectives (Harvey, 2020). This involves the intentional bringing of different perspectives in contrast. They help examine core economic problems or concepts from an orthodox perspective, and others criticize it from a heterodox perspective. The perspectives are essential since both the heterodox and orthodox positions can be examined and reach a consensus.
In the United States, there has been a rise in spending on prescription drugs, which has led to the introduction of a Build Better Program. One proposal is driving down the cost of prescription drugs by allowing Medicare to negotiate with drugmakers over price; starting in 2025-ten drugs (plus insulin) would be on the table the first year, growing to 20 by 2028 (The White House, 2021). Although members of Congress have accepted the proposal, there is a need to analyze it using the different contending perspectives. This paper explores the proposal using the Classical Liberal, The radical, the Conservative Perspective, and the Modern Liberal Perspective. Individuals have the right to pursue their happiness, and proponents of the different political economy perspectives should work hand-in-hand to promote human development within society.
Analysis by Perspective
The Classical Liberal
The political philosophy and ideology belonging to liberalism emphasize securing citizens' freedom by limiting government power. Today, the proponents hold various thoughts and Perspectives, one being Neo-Austrian economics (Clark, 2016). Essentially, the program's main aim is to reduce the overall cost of prescription drugs. From the Perspective of Neo-Austrians, humans are self-interested. They can act autonomously by utilizing their capacity to discover an efficient means of satisfying their desires and basic needs (Harvey, 2020). Also, the government is created by the people to protect their natural rights. At the same time, justice requires safeguarding the people's rights established by the c ...
11Factors that Affect the Teaching and Learning ProcessSantosConleyha
11
Factors that Affect the Teaching and Learning Process
Lua Shanks
Dr. Thompson
Valley State University
10-6-2021
Factors that Affect the Teaching and Learning Process
Contextual Factors
The efficacious teaching and learning processes are important in generating the desired academic outcomes for students. Such processes entail the transformation and transfer of knowledge from the educators to students. It requires a combination of different elements within the procedure, in which an instructor determines and establishes the learning goals and objectives, and designs teaching resources. Thereafter, teachers implement the learning strategy that they will utilize to impart intellectual content into students. However, learning is a cardinal factor that an educator musty take into account while overseeing the process of knowledge acquisition and retention. Many factors play an important role in shaping the process of teaching and learning. Contextual factors, for instance, are associated with a particular context and characteristic that is distinct to a specific group, community, society, and individual. Such factors may take the form of a child’s educational, community, as well as classroom settings.
Community, District, and School Factors
Armstrong School District is a major public learning institution that occupies a geographical area of approximately 437 square miles. Located in Pennsylvania, it forms one of the 500 public school districts in the state, and hosts teachers and students from diverse racial, ethnic, and ethnic backgrounds. As a consequence, the institution partners with families, community leaders, and teachers to improve students’’ capacity to acquire knowledge ahead of their graduation. The community refers to the urban or rural environment in which both the teachers and learners operate. These may include the teacher and students’ ethnic, racial political or social affiliations that affect learning or knowledge acquisition. Additionally, parents and community members play an integral role in ensuring the quality of education in schools. They for, example, collaborate with teachers and school administrators to develop the most effective ways of improving their students’ learning outcomes. Indeed, community involvement in schooling issues is potentially a rich area for innovation that has immense benefits that far exceeds its limitations. Considering that governments are constrained in offering quality education due to contextual issues such as remoteness, bureaucracy, corruption, and inefficient management, community factors are pivotal in bridging the gap between government initiatives and community needs. This helps to adjust the child’s familial obligations to family interests, thereby shifting towards ways of mobilizing a sense of community by strengthening trust and relationships between community members, parents, governments, as well as teachers and school leaders. Other important community factors that af ...
11
Criminal Justice: Racial discrimination
Student’s Name:
Institutional Affiliation:
Instructor’s Name:
Course Code:
Due Date:
Racial discrimination
Abstract
When there is justice in society, every person feels satisfied with the way legal actions are carried out in the community. Unfortunately, there are several instances of racial discrimination in the United States. Most of the racial discrimination in the United States ate directed towards black people. Although everyone is required to have equal treatment in the United States, achieving zero discrimination has always been difficult.
Understanding racial discrimination in the USA is vital as it makes it easy for one to identify ways to eliminate the criminal injustices resulting from racial discrimination. This will be essential since it will help to eliminate racial discrimination in the criminal justice system.
Introduction
When there is justice in society, every person feels satisfied with the way legal actions are carried out in society. The criminal justice community is when people are not discriminated against based on their skin color. Laws applicable are carried out uniformly such that every person is treated equally. When the laws are applied equally to every individual, it increases the trust in the criminal justice system. However, when there are biases in applying the laws, the criminal justice system becomes compromised. According to Kovera (2019), there are many disparities in the criminal justice system as black people are discriminated against by police officers based on their race. As a result, black people suffer more as compared to white people when they violate similar laws.
There is a lot of disparity in the criminal justice system of the United States. Many people suffer as a result of racial discrimination in the United States. People are discriminated against a lot in the administration of the policies. According to Donnel (2017), there is racial inequality in how criminal justice is carried out in policymaking. The criminal justice system discriminates against people based on their race. For example, police officers harass black people for minor mistakes which white people are left to walk freely even after making similar mistakes. Black people suffer because of the color of their skin.
Hypothesis/Problem Statement/Purpose Statement
Racial discrimination affects the outcomes of the criminal justice system adversely. How does racial discrimination affect the judicial criminal justice system? The study aims to identify ways in which criminal justice racial discrimination is practiced in the United States. It will also provide insights on the racial discrimination cases, which are helpful in the development of policies that can be helpful in the elimination of racial discrimination in society hence promoting equality among the citizens.
Literature Review and Definitions included in the research
According to Hinton, Henderson, and Reed (2018), there is mu ...
11Communication Plan for Manufacturing PlantStudSantosConleyha
11
Communication Plan for Manufacturing Plant
Student’s Name
Institutional Affiliation
Instructor
Course
Date
Communication Plan of a Manufacturing Plant
Background
In manufacturing companies, organization employees are at the centre of an organization. Most of them are at the front lines with the ability to change strategy into results. At the culmination of the day, the plant employees have the responsibility of ensuring that the operations are conducted smoothly, a product reaches consumers timely, and quality products are manufacture with the appropriate specifications. However, despite the primary role they play, manufacturing plants are disjointed (Adejimola, 2008). That disengagement is embodied with a hefty price which is paying a negative role in the performance of manufacturing plants just as they are being challenged to increase their efficiency and effectiveness to the company compared to previous years. To realize rapid growth around the globe, the manufacturing industry is attempting to standardize operations and continuously leverage operations. Such kind of effort needs a company to possess highly invested employees (Obiekwe, O& Eke, 2019). For this reason, natural communication naturally is primary on the path to more highly engaged and motivated employees. However, it can sometimes be challenging to plant employees due to natural challenges that accompany workplace. Some may not frequently be on Smartphone’s or emails, or they may be having various shifts to manage, and the environment may be less conducive, which makes it challenging for them to have one-on-one conversations.
Policies for Oral, Written, and Non-Verbal Communications
Interpersonal communication in a manufacturing plant is the way employees or people communication with others. It may involve a group of p-people, another person or the members of the public. In some instances, it may encompass non-verbal, written or non-verbal communication. In the manufacturing industry, when an individual is communicating with others, they need to consider the person they are talking to, the type of information they want to deliver and the most appropriate and relevant form of communication change. In some instances, such issues may be determined by the information an individual wants to communication (Obiekwe, O& Eke, 2019). At all times, it is required that the staff members remain polite, respectful to both the clients and one another. At no time should they sear, raise their voice, speak in a way belittling another.
Cultural awareness is also another essential element when communicating in a cultural plant. All individuals working in the plant need to recognize that individuals emerge from varying backgrounds and cultures, and they also accompany various attitudes, different values and beliefs (Obiekwe, O& Eke, 2019). All staffs in the plant need to exercise non-judgmental communication remain respectful and are tolerant of the differences prevalence ...
11CapitalKarl MarxPART I. COMMODITIES AND MONEYCHAPTER I. SantosConleyha
11
Capital
Karl Marx
PART I. COMMODITIES AND MONEY
CHAPTER I. COMMODITIES
Section 1. The two factors of a commodity: use-value and value (the substance of value and the magnitude of value)
The wealth of those societies in which the capitalist mode of production prevails, presents itself as “an immense accumulation of commodities,”1 its unit being a single commodity. Our investigation must therefore begin with the analysis of a commodity.
A commodity is, in the first place, an object outside us, a thing that by its properties satisfies human wants of some sort or another. The nature of such wants, whether, for instance, they spring from the stomach or from fancy, makes no difference.2 Neither are we here concerned to know how the object satisfies these wants, whether directly as means of subsistence, or indirectly as means of production.
Every useful thing, as iron, paper, &c., may be looked at from the two points of view of quality and quantity. It is an assemblage of many properties, and may therefore be of use in various ways. To discover the various uses of things is the work of history.3 So also is the establishment of socially-recognised standards of measure for the quantities of these useful objects. The diversity of these measures has its origin partly in the diverse nature of the objects to be measured, partly in convention.
The utility of a thing makes it a use-value.4 But this utility is not a thing of air. Being limited by the physical properties of the commodity, it has no existence apart from that commodity. A commodity, such as iron, corn, or a diamond, is therefore, so far as it is a material thing, a use-value, something useful. This property of a commodity is independent of the amount of labour required to appropriate its useful qualities. When treating of use-value, we always assume to be dealing with definite quantities, such as dozens of watches, yards of linen, or tons of iron. The use-values of commodities furnish the material for a special study, that of the commercial knowledge of commodities.5 Use-values become a reality only by use or consumption: they also constitute the substance of all wealth, whatever may be the social form of that wealth. In the form of society we are about to consider, they are, in addition, the material depositories of exchange-value.
Exchange-value, at first sight, presents itself as a quantitative relation, as the proportion in which values in use of one sort are exchanged for those of another sort,6 a relation constantly changing with time and place. Hence exchange-value appears to be something accidental and purely relative, and consequently an intrinsic value, i.e., an exchange-value that is inseparably connected with, inherent in commodities, seems a contradiction in terms.7 Let us consider the matter a little more closely.
A given commodity, e.g., a quarter of wheat is exchanged for x blacking, y silk, or z gold, &c.—in short, for other commodities in the most different proportions. Ins ...
1
1
Criminal Justice System
Shambri Chillis
June 11, 2022
Criminal justice system
The criminal justice system is essential to identify and prevent crimes in the community. Various functions of the criminale system now adhere to the development of technology. Modern technology helps the criminal justice system in different ways. It has made the job easier and has assisted in the prevention of crimes.
Role of criminal justice practitioners in the technology development
The Ccriminal justice practitioners are responsible for identifying and analyzing different crimes in the community. They are responsible for developing and implementing the technology in the criminal justice system because they can use it for different purposes. They can introduce the new trends in the criminal justice system like the officers can collect and gather the data through the technology. Human error can be reduced through it. The dataset can be maintained, and it is also essential for criminal justice practitioners to develop the technology to locate the criminals and track their local places through GPS. The technology cannot be developed untill the criminal officers implement it in the routine. The criminal system now has to use robots and cameras that help them get information about the criminals. The practitioners can also implement the technology by guiding the juniors to use it. The training is needed to make them understand the use of advanced technologies and to ensure that they use them in the right direction. The high-performance computer and internet systems are also essential for developing the technology, and it has been seen that the future will be bright regarding implementing technology (John S. Hollywood, 2018).
Controversial issues criminal justice policymakers face when considering an expansion in the use of DNA in criminal justice
Tthere are various controversial issues that criminal justice policymakers must consider while using DNA in the criminal justice system. The first thing that is criticized during the use of DNA is the fundamental human error, and iIt has been observed that there can be errors in the investigation, and people have to suffer. The issue in technology is also referred to as the error in using DNA because it might be possible that the results do not come correct at the first attempt. It involves several people who are not linked to the crimes but have to go for the fingerprinting tests by courts. However, DNA technology in criminal justice is highly advanced and has multiple benefits compared to disadvantages, but it has always faced significant controversy in the criminal justice system. The criminal justice system has to make sure that if DNA technology is being used, it must be error-free. The controversy has two opinions. There are two schools of thought regarding the use of DNA. One of the classes of experts thinks that DNA can be used to catch the different criminals. It is helpful in the family c ...
11American Government and Politics in a Racially DividSantosConleyha
1
1American Government
and Politics in a Racially
Divided World
chap ter
In 2016, Gov. Jack Markell signed a long-awaited resolution officially apologizing for the state’s role
in slavery. The apology for slavery illustrates the long and sometimes painful history of the United
States’ struggle with race, from the time of Thomas Jefferson, a slave owner, to President Barack
Obama, the first Black president of the United States.
01-McClain-Chap01.indd 1 11/24/16 8:34 PM
08/20/2017 - RS0000000000000000000000562545 (Anthony Ratcliff) - American
Government in Black and White
2 CHAPTER 1: AmericAn Government And Politics in A rAciAlly divided World
intro
D
ecember 6, 2015, marked the 150th anniversary of the abolish-
ment of slavery, when the U.S. Congress ratified the Thirteenth
Amendment to the Constitution. There were numerous events
recognizing the end of slavery, including an official White House event
presided over by President Obama. On February 11, 2016, Delaware
joined eight other states to formally apologize for slavery when Gover-
nor Jack Markell (D) signed the state’s joint resolution. Delaware’s reso-
lution acknowledged its participation in 226 years of
slavery first of both Native Americans and Africans in
the mid-1600s; by the close of the 1700s its entire
slave population was of African descent. The resolu-
tion also included acknowledgments that Delaware
criminalized humanitarian attempts to assist slaves
and that in later times Delaware passed and enforced
Jim Crow laws to deny the rights of African American
citizens for much of the twentieth century.1
On July 29, 2008, the U.S. House of Representa-
tives passed a nonbinding resolution, introduced and
championed by Representative Steven Cohen (D-TN),
which offered a formal apology for the government’s
participation in African American slavery and the
establishment of Jim Crow laws. The resolution said, in part, “African
Americans continue to suffer from the consequences of slavery and Jim
Crow—long after both systems were formally abolished—through
enormous damage and loss, both tangible and intangible, including the
loss of human dignity and liberty, the frustration of careers and profes-
sional lives, and the long-term loss of income and opportunity.”2
On June 18, 2009, the U.S. Senate unanimously passed a similar reso-
lution apologizing to African Americans for slavery and Jim Crow. The
Senate resolution said explicitly that the apology could not be used in
support of reparations (or compensation for past wrongs).3
The story of apologies for slavery is a complex one that highlights some of the
underlying dilemmas that face the U.S. political system—how to reconcile its stated
principles of how individuals should be treated with how the government actually
treats and has treated individuals. The apologies are intended to acknowledge the
nation’s complicity in a destructive and immoral institution, at ...
11Cancer is the uncontrollable growth of abnormal cellsSantosConleyha
1
1
Cancer is the uncontrollable growth of abnormal cells in the human body. It is defined by a malfunction in cellular mechanisms that control cell growth. Cells evade checkpoint controls and begin growing uncontrollably which resulting in an increase in abnormal cells, cancer cells. These cancer cells form a mass tissue known as a tumor. In the United States of America, cancer has been determined to be among the leading causes of mortality rates after cardiovascular conditions, where one in every four deaths is caused by cancer. The most common types of cancer include prostate cancer, lung cancer, and breast cancer. Risk factors for cancer include excess smoking, radiation exposure, genetics, and environmental pollution. Colon cancer, or colorectal cancer, affects the distal third of the large intestine, the colon, as well as the rectum, chamber in which feces is stored for elimination. Colorectal cancer is the third leading cause of death in cancer-related issues in the United States in both males and females (Beadnell et al., 2018). This essay explores the physiology and pathophysiology of colon cancer.
Polyps are tissue growths that generally look like small, flat bumps and are generally less than half an inch wide. They are generally non-cancerous growths that can develop with age on the inner wall of the colon or rectum. There are several types of polyps, such as hyperplastic. They are common and have a low risk of turning cancerous. Hyperplastic polyps found in the colon will be removed and biopsied. Pseudo polyps also referred to as inflammatory polyps, usually occur in people suffering from inflammatory bowel disease and are unlike other polyps. This type of polyp occurs due to chronic inflammation as seen in Crohn's disease and ulcerative colitis. However, a polyp cells which can turn out to be malignant. Villous adenoma or tubulovillous adenoma polyps carry a high risk of turning cancerous. They are sessile and develop flat on the tissue lining the organs. They might blend within the organ, making polyps not easily identifiable and difficult to locate for treatment. Adenomatous or tubular adenoma polyps have a high chance of being cancerous. When a polyp is found, it must be biopsied, and then will regular screenings and polyp removal will follow.
An adenocarcinoma is a cancer formed in a gland that lines an organ. This cancer impacts the epithelial cells, which are spread throughout the human body. Adenocarcinomas of the colon and rectum make up ninety-five percent of all colon cancers (Chang, 2020). Colon adenocarcinomas usually begin in the mucous lining the spread to different layers. Two subtypes of adenocarcinomas are mucinous adenocarcinoma and signet ring cells. Mucinous adenocarcinomas contain about sixty percent mucus which can cause cancer cells to spread faster and become more hostile than typical adenocarcinomas. Signet ring cell adenocarcinoma is responsible for less than one percent of all colon cancer. It is g ...
11SENSE MAKING Runze DuChee PiongBUS 700 LSantosConleyha
1
1
SENSE MAKING
Runze Du
Chee Piong
BUS 700 Leadership and Creative
Solution
s Implementation
Feb 14th 2021
SENSE MAKING
Sensemaking refers to an action or a process of making sense where meaning is given to something. Sensemaking is a process through which individuals give meaning to their collective experiences. Sensemaking is also a process of structuring the unknown by inserting stimuli into some framework kinds to enable individuals to understand or comprehend, attribute, to extrapolate and predict the meaning of something. Sensemaking is an activity that allows people to turn the ongoing complexity in the entire world into a situation that can be understood. Sensemaking Therefore, Sensemaking requires articulating the unknown because, in many cases, trying to put meaning to something strange is the only means by which one can understand it. For instance, the occurrence or the origin of COVID-19 in the entire world has been a phenomenon that has disturbed the heads of many trying to understand what it is, where it came from, who caused it, how it can be prevented and how it can be cured. In attempting to understand COVID 19, people came up with the explanations of what it is, what caused it, and that is where the scientists realized that this is a disease that is caused by a virus known as Coronavirus, since the condition merged in the year 2019, the virus was given the name coronavirus 19, and the disease it caused known as COVID 19. This is how sensemaking enables individuals to give meaning to something that can be understood easily by individuals.
The organization that I am familiar with that has experienced a current change in its operations is Starbucks. Starbucks is an American company that is known for its production and sell of coffee products. It was started in 1971 as a coffee selling company where it was majorly involved in roasting, marketing and selling coffee globally. It has more than 300 stores all over the world selling coffee. This organization has sold coffee within its stores since its initiation. However, because of the corona's onset, the management of this organization decided to change its operation to accommodate the changes in the environment depending on the restrictions imposed on businesses by the ministries of health all over the world. Starbucks company reacted to the industry changes brought about by COVID 19, where businesses were required to close their doors to enhance the measures of curbing the spread of coronavirus disease. Thus, the company embraced technology where it introduced Starbucks-pick up only stores that replaced the over 300 stores globally. The new stores required that no one could sit in as they take their coffee. Instead, everyone would be allowed only to take their orders from the store and to avoid congesting people in one place. Starbucks introduced Starbucks pick-up stores that use technology to supply coffee to customers. The business submitted a mobile app ...
119E ECUTIVE BAR AININ CEOS NE OTIATIN THEIR PAWITH EMSantosConleyha
119
E ECUTIVE BAR AININ : CEOS NE OTIATIN THEIR PA
WITH EMPLO EES OR CORPORATE E ICIENC
By Nathan Witkin
I INTRODUCTION
Rising executive pay is a significant problem that points to a structural
flaw in American corporations. This article presents a solution to that flaw
through which Chief Executive Officers (CEOs) negotiate their pay in
company resources with lower-paid employees. Exploring this solution also
unearths an explanation for capitalism s apparent drive toward inequality and
examines the historical development of corporations and trade unions in the
United States.
The problem is that managers and corporate directors will raise pay at the
top so long as that pay-setting process does not consider the pay of average-
and low-wage workers. The solution is that CEOs and other top executives
negotiate their pay in company resources with employees in a process that
determines the pay and bonuses of both sides. Microeconomic theory indicates
that confronting the tradeoffs of raising executive compensation with other
potential corporate expenditures—by negotiating this compensation with
workers from different parts of the company—will make executive
compensation more efficient.1 Also, historical analysis indicates a pattern in
which executive compensation became aligned with public interest only during
the period in which workers had significant power to negotiate their wages and
Master of Public Policy Candidate at eorgetown University s McCourt School of Public
Policy J.D., The Ohio State Moritz College of Law. The Author is an independent researcher,
originator of a variety of social innovations (co-resolution, interest group mediation, consensus
arbitration, dependent advocacy, the popular tax audit, the hostile correction, a partnership
between citizen review boards and community policing, and a two-state/one-land solution to the
Israeli-Palestinian conflict), and author of several ambitious theories (the shift in sovereignty
from land to people under international treaties, the use of impact bonds as a solution to climate
change, and resistance to the accelerating expansion of the universe as the cause of gravitation).
He is also a former solo-practitioner in criminal and family law.
1 N. RE OR MAN IW, PRINCIPLES O MICROECONOMICS ( th ed. 2012) (describing the first
principle of microeconomics as centered on trade-offs). Many basic microeconomic models
involve trade-offs between potential allocations of resources to achieve efficiency. See DAVID
BESAN O RONALD R. BRAEUTI AM, MICROECONOMICS 20 07 (5th ed. 201 ).
120 KAN. J.L. & P B. POL’Y Vol. I :1
benefits. This is not to say that the solution to executive compensation is a
return to unions, which developed as a separate organizational structure with
their own flaws and inefficiencies. Rather, a corporation that synthesizes the
inputs of all its employees will be able to maximize efficiency and
productivity, producing profits for shareholders and growth for the overall
econ ...
11CALIFORNIA MANAGEMENT REVIEW VOL. 51, NO. 4 SUMMER 2009 CMR.BERKELEY.EDU
The Emergence and
Evolution of the
Multidimensional
Organization
J. Strikwerda
J.W. Stoelhorst
“In terms of its impact, not just on economic activity, but also on human life as a
whole, the multidivisional organizational design must rank as one of the major
innovations of the last century.”—John Roberts1
T
he multidivisional, multi-unit, or M-form, is widely acknowledged
as the most successful organization form of the twentieth century.2
Firms that employ the M-form organize their activities in separate
business units and delegate control over the resources needed to
create economic value to the managers of these units. This organization form is
widespread, is central to the “theory in use” of managers, and serves as the basis
of most accounting systems. However, the organization of productive activities
in many contemporary firms violates the principle that is central to the M-form:
that business units are self-contained. The quest for synergies that has been high
on the corporate agenda since the late 1980s has resulted in the widespread
adoption of corporate account management, shared service centers, and matrix
organizations. As a result, most business units now depend at least in part on
resources that are controlled by other units. This raises fundamental questions
about the status of the M-form in contemporary firms.
Questioning the status of the M-form is not merely a theoretical fancy,
but is high on the agenda of managers as well. In this article, we report on
research that was commissioned by the Foundation for Management Stud-
ies, a Dutch organization of management executives. These practical men and
women shared a fundamental uneasiness about structuring their organizations.
On the one hand, many of them experienced problems with the M-form: high
employee costs, internal battles over resources, lack of standardization, lack of
cooperation, and loss of market opportunities. On the other hand, they did not
The Emergence and Evolution of the Multidimensional Organization
UNIVERSITY OF CALIFORNIA, BERKELEY VOL. 51, NO. 4 SUMMER 2009 CMR.BERKELEY.EDU12
see any viable alternatives to the multi-unit organization form. The need to
exploit synergies across business units was widespread, but it was unclear which
organizational designs are most appropriate to achieve this. This led to a research
project to explore the ways in which leading Dutch organizations, including
subsidiaries of foreign multinationals, have adapted the M-form to better exploit
synergies across business units.
As we expected, the results of the study vividly illustrate the fundamen-
tal tension between the need for contemporary firms to exploit synergies and
their need for clear accountability. However, an additional and unexpected
finding was that a number of firms in the study have evolved an organiza-
tional form that signals a new way of res ...
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
1.2 Assessing Your Social Network Profile Heightened awareness of
1. 1.2 Assessing Your Social Network Profile Heightened
awareness of how messages help create meanings should
increase your ability to make more reasoned and reasonable
choices in your interpersonal interactions.
Examine your own social network profile (or that of a friend) in
terms of the principles of interpersonal communication
discussed in this chapter: 1. What purposes does your profile
serve? In what ways might it serve the five pur-poses of
interpersonal communication identified here (to learn, relate,
influence, play, and help)?
2. In what way is your profile page a package of signals? In
what ways do the varied words and pictures combine to
communicate meaning?
3. Can you identify and distinguish between content from
relational messages? 4. In what ways, if any, have you adjusted
your profile as a response to the ways in which others have
fashioned their profiles?
5. In what ways does your profile exhibit interpersonal power?
In what ways, if any, have you incorporated into your profile
the six types of power discussed in this chapter (legitimate,
referent, reward, coercive, expert, or information)?
6. What messages on your profile are ambiguous? Bumper
stickers and photos should provide a useful starting point.
7. In what ways (if any) can you identify the process of
punctuation? 8. What are the implications of inevitability,
irreversibility, and unrepeatability for publishing a profile on
and communicating via social network sites?26 Chapter 1
______ 6. Purposes. Adjust your interpersonal commu-nication
strategies on the basis of your specific purpose.
______ 7. Packaging. Make your verbal and nonverbal messages
consistent; inconsistencies often create uncertainty and
misunderstanding.
______ 8. Content and relationship. Listen to both the con-tent
and the relationship aspects of messages, distinguish between
2. them, and respond to both.
Key Terms
ambiguity asynchronous communication channel
choice points code switching code coercive power
communication accommodation theory
content messages
context of communication cultural context culture decoder
effect
encoder ethics
expert power
feedback feedforward inevitability
information overload information power
interpersonal communication interpersonal competence
irreversibility legitimate power message
metamessage mindfulness mindlessness noise
persuasion power physical context physical noise physiological
noise
power
principle of adjustment psychological noise
punctuation of communication receiver referent power
relationship messages response reward power semantic noise
signal-to-noise ratio social-psychological context source
stimulus synchronous communication temporal context
transactional view unrepeatability
Skill Building Exercises 1.1 Distinguishing Content and
Relationship Messages
Content and relationship messages serve different
communication functions. Being able to distinguish between
them is prerequisite to using and responding to them
effectively. How would you communicate both the content and
the relationship messages in the following situations? 1. After a
date that you didn’t enjoy and don’t want to repeat ever again,
you want to express your sincere thanks, but you don’t want to
be misinterpreted as com-municating any indication that you
would go on another date with this person.
2. You’re ready to commit yourself to a long-term relationship
3. but want your part-ner to sign a prenuptial agreement before
moving any further in the relationship. You need to
communicate both your desire to keep your money and to move
the relationship to the next level.
3. You’re interested in dating a friend on Facebook who also
attends the college you do and with whom you’ve been chatting
for a few weeks. But you don’t know if the feeling is mutual.
You want to ask for the date but to do so in a way that if you
turned down,you won't be embarrased.
Walden University
COUN 6726/COUN 6726S: Couples and Family Counseling
Photo Credit: [moodboard]/[moodboard / Getty Images
Plus]/Getty Images
Week 3: Diversity and Cultural Challenges
Differences in cultural and societal norms, and family member
beliefs about what those differences
mean, can have a significant impact on the family system. The
family members and subgroups of the
system may each have their own beliefs and preconceived
notions based on their cultural
backgrounds.
It is important for couples and family counselors to develop
skills in recognizing and understanding
the impact of different cultures and beliefs on the family
system. The IAMFC Code of Ethics includes a
section that addresses diversity and multiculturalism, as does
the Code of Ethics of the American
4. Counseling Association.
This week, you will analyze how diversity can affect couples
and families. You will reflect on a time
when you and your family were touched by diversity, and you
will consider how the issue involved
might have been handled in a counseling session.
Learning Objectives
Students will:
Analyze the impact of diversity issues on families
Analyze cultural sensitivity in future professional practice
Learning Resources
Required Readings
Canfield, B. (2021). Diversity and intercultural work in family
counseling. In D. Capuzzi & M. D.
Stauffer (Eds.). Foundations of couples, marriage, and family
counseling (2 ed., pp. 47-59).
Wiley & Sons.
nd
Journal: Diversity Challenges and Reflections
Couples and family counseling often involves understanding
and integrating diverse influences on the
system’s presenting issues, as well as ongoing wellness and
development of the system. Counselors
must be aware not only of these influences, but also the manner
in which they may impact the system
members—differing degrees, perceptions, and meaning. In
addition, the intersection of multiple
5. diversity issues can create another layer of challenges for
couples and families.
Familiarizing yourself with multicultural standards of practice
is a first step in developing cultural
competencies, as is exploring your own thoughts and beliefs
regarding diversity. For this Assignment,
you consider a point in your life when your family was touched
by diversity, discuss how it affected
your family, and how such an issue might be handled in a
counseling session.
To Prepare:
Review the Learning Resources and consider the many
challenges diverse populations bring to
counseling sessions.
Reflect on a time when diversity touched your family.
Assignment:
In your Journal, identify a time where diversity touched your
family. Based on this time, answer the
following questions:
What impact did this time have on your family?
Sperry, L. (2010). Culture, personality, health, and family
dynamics: Cultural competence in the
selection of culturally sensitive treatments. The Family Journal,
18(3), 316–320.
doi:10.1177/1066480710372129
Sperry, L. (2011). Culturally, clinically, and ethically
competent practice with individuals and
families dealing with medical conditions. The Family Journal,
6. 19(2), 212–216.
doi:10.1177/1066480711400560
Shannon, P. J. (2014). Refugees’ advice to physicians: How to
ask about mental health. Family
Practice, 31(4), 462–466. doi:10.1093/fampra/cmu017
https://go.openathens.net/redirector/waldenu.edu?url=https://doi
.org/10.1177/1066480710372129
https://go.openathens.net/redirector/waldenu.edu?url=https://doi
.org/10.1177/1066480711400560
https://go.openathens.net/redirector/waldenu.edu?url=https://aca
demic.oup.com/fampra/article/31/4/462/710377
Hypothetically, if you addressed the issue in a family
counseling session, what do you think the
counselor should know and explore with your family to fully
address the issue?
How will you be sensitive to the impact diversity has on
families and couples in your own
professional practice?
Your journal should be 2-3 pages in APA format excluding the
title page. Please note this is a
personal journal and APA references are not required.
By Day 7
Submit your Journal.
Note: The focus of Journal assignments is reflection and self-
awareness. Submissions do not
need to include resources. Journal assignments should, however,
adhere to graduate-level
writing and be free from writing errors.
7. Submission and Grading Information
Grading Criteria
Submit Your Assignment by Day 7
Week in Review
This week, you considered multicultural issues in counseling
and reflected on a time when you and
your family were touched by diversity.
Next week, you will delve further into systems concepts and
models by discussing the genogram and
how it can be used as a visual tool for understanding the family
system.
To access your rubric:
Week 3 Journal Rubric
To submit your Journal:
Week 3 Journal
javascript:ActivateLink('WK03.JOURNAL.RUBRIC',true)
javascript:ActivateLink('WK03.JOURNAL',true)
To go to the next week:
Week 4
https://content.waldenu.edu/wa/ms-coun/ms-coun-2022/coun-
6726-220228-211227-d3qi3veq/week-04.html
9. Bhutan, Somali and Ethiopia. Refugees responded to questions
concerning how physicians should
ask about mental health in acceptable ways. Focus groups were
recorded, transcribed and ana-
lyzed using thematic categorization informed by Spradley’s
Developmental Research Sequence.
Results. Refugees recommended that physicians should take the
time to make refugees com-
fortable, initiate direct conversations about mental health,
inquire about the historical context of
symptoms and provide psychoeducation about mental health and
healing.
Conclusions. Physicians may require specialized training to
learn how to initiate conversations
about mental health and provide direct education and
appropriate mental health referrals in a
brief medical appointment. To assist with making appropriate
referrals, physicians may also ben-
efit from education about evidence-based practices for treating
symptoms of refugee trauma.
Key words: Culture and disease/cross-cultural health issues,
doctor-patient relationship, immigrant health, mental health,
primary care, trauma.
Introduction
There were 45.2 million people displaced from their homes in
2012 due to persecution, political conflict, generalized violence
and human rights violations (1). The largest groups of refugees
resettled to the USA were fleeing political wars and conflicts in
Burma, Bhutan, Iraq and Somalia (2). Refugees presenting in
family practice clinics may be struggling with significant physi -
cal and mental health symptoms of war trauma and torture (3).
The initial primary care visit is often the first opportunity for
physicians to address the devastating effects of such traumatic
10. experiences. However, several barriers to communication have
been identified by physicians and refugees that may inhibit dis-
cussions about the effects of war trauma and torture (4,5). In
this study, refugees describe culturally acceptable processes for
assessing the mental health effects of trauma.
Historical estimates indicate that up to 35% of refugees are
torture survivors (6). Recent studies indicate much higher tor-
ture prevalence rates for Iraqis (56%) (7), Somalis (36%) (8),
Oromos (55%) (8) and Karen (30%) (9). Non-tortured refugees
462
Family Practice, 2014, Vol. 31, No. 4, 462–466
doi:10.1093/fampra/cmu017
Advance Access publication 12 May 2014
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11. Refugees’ advice to physicians 463
are exposed to trauma at even higher rates with whole popula-
tions facing political oppression, forced displacement, war,
deten-
tion, forced labour and violence in camps (10). Refugee trauma
survivors may present with physical symptoms of chronic pain,
traumatic brain injury, headaches, abdominal pains, sleep diffi-
culties, burns and injuries to eyes, ears, mouth and feet
(3,11,12).
In their meta-analysis of 181 surveys with refugees, Steel et al.
(13) reported prevalence rates of 30.6% for post-traumatic
stress
disorder and 30.8% for depression. Untreated mental health dis-
tress can be debilitating and lead to long-term illnesses includ-
ing hypertension, coronary vascular disease, metabolic
syndrome
and diabetes mellitus (3,7). It is crucial that family physicians
be
aware of refugees in their practices, their exposure to trauma,
and provide assessment of physical and mental health
symptoms.
Physicians, refugees and researchers have identified several
barriers to communication about the symptoms of trauma.
Physicians have described feeling uncomfortable asking
refugees
about their trauma histories, experiencing greater communica-
tion difficulties when interpreters are needed, and lacking time
and culturally appropriate tools to initiate sensitive conversa -
tions (14,15). Physicians have further identified a reluctance
to discuss mental health with refugees due to system barriers
to obtaining mental health care (15). Refugees have identified
a lack of understanding of mental health conditions, mental
health stigma, a reluctance to initiate conversations about men-
tal health and cultural barriers to accessing mental health care
12. (4,5). Barriers to receiving care that have been identified
through
research include the lack of interpreters in mental health clinics,
cultural differences in understanding mental health, lack of reli -
able transportation and difficulty navigating complex systems
of care (16).
Primary care physicians who work with refugees successfully
have described what is required to help refugees discuss past
trauma and obtain the necessary care to begin healing. Crosby
(3) asserted that refugees should be given an opportunity to tell
their stories in a way that is comfortable and that physicians
need to understand the full trauma story and its cultural and per-
sonal significance to provide an accurate diagnosis. Physicians
who assess torture survivors have also recommended asking
survivors directly about their past experiences of torture (12).
In this study, refugees describe how physicians can ask about
the
psychological symptoms of torture and war trauma.
Methods
These data are part of a larger data set gathered to develop cul -
turally grounded mental health screening processes for refugees.
We used ethnocultural methods to conduct 13 focus groups with
111 total participants from four refugee groups between 2009
and 2011 (17). Table 1 reports brief demographic characteris-
tics. Participants were recruited through cultural leaders who
recognized the importance of the study. Following their guid-
ance, the research team conducted interviews with separate
groups for men and women in the Somali and Oromo com-
munities and mixed-gender groups in the Karen and Bhutanese
communities. We conducted separate mixed-gender young adult
groups for participants between 18 and 25, who preferred to be
interviewed separate from their elders.
13. This study was granted exempt status by the university insti -
tutional review board due to the community-based nature of the
interviews. However, each participant completed an informed
consent and received a $10 gift card. Focus groups lasted 2
hours and participants responded to questions concerning how
they describe their problems, thoughts and feelings related to
war and conflict and what are culturally acceptable ways to
talk about these problems? Focus group interviews were con-
ducted by myself and a faculty co-investigator through trained
interpreters. Both faculty researchers have extensive experience
working with refugee trauma survivors. Interviews were audio-
recorded and transcribed by a member of the research team,
which included two graduate assistants with refugee experience.
We hired trained interpreters from health care organizations and
provided additional training on the goals of the study, interpre-
tation process and follow-up debriefing.
The data analysis procedure was informed by Spradley’s
Developmental Research Sequence as a method for discovering
refugees’ emic perspective on mental health (18). We explored
taxonomies among and within domains, categories, themes
and subthemes. Coding was conducted by a team composed
of two co-investigators and four graduate assistants. Analysis
Table 1. Characteristics of focus group participants
Refugee group Gender Age Years in USA
Male Female Mean Standard deviation Mean Standard deviation
Bhutanese 20 14 37.2 17.3 1 0
Karen 11 12 38.3 14.9 2.17 2.0
Oromo 17 10 45.5 20.6 8.7 4.4
Somali 14 13 45.9 23.4 6.8 5
Total 62 49
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Family Practice, 2014, Vol. 31, No. 4464
began immediately with transcription of the first focus group
and proceeded with ongoing reading of transcripts, developing
a list of codes, coding the data and meeting as a research team
to review and reconcile emerging data. Cultural leaders were
consulted for extensive peer debriefing of emerging domains
and
the interpretation of the data. To enhance trustworthiness of the
data, credibility, transferability, dependability and confirmabil -
ity were systematically tracked (19). Data trustworthiness was
established through regular consultation with cultural leaders
throughout the research and analysis process.
Results
Findings reported in this study describe a domain labelled,
‘Recommendations for Assessing Mental Health’. There were
15. seven categories describing recommendations for how
physicians
should ask refugees about the mental health effects of trauma:
(i)
make refugees comfortable, (ii) ask about the historical context
of
symptoms, (iii) ask direct questions about mental health
distress,
(iv) provide psychoeducation, (v) provide trained interpreters,
(vi)
interview some family members separately and (vii) use family
as an ally. The first four categories were endorsed by all
refugee
groups. The last three were suggested by only a few refugee
com-
munities. Figure 1 provides a summary of these key points.
Quotes
identify participant number with ‘P’ and group number with ‘G’
Make refugees comfortable
Refugees from all four cultural groups emphasized that physi -
cians should take the time to make refugees feel comfortable.
Doctors need to show refugees that they care. They need time
to ask questions and refugees need time to speak about the pain
they are suffering. Oromo refugees said, ‘Don’t cut us short,
let us speak’ (P1, G1). Providers need to work to build trust.
Oromo youth suggested that providers take time to establish an
ongoing relationship with refugees. Bhutanese refugees stated
that physicians could make refugees comfortable by asking
about their lives back home. Somali refugees stated, ‘Doctors
should be open and friendly and joke with them. If the doctor
is not friendly and he is an uptight person, the refugee will not
feel comfortable to talk to him’ (P3, G4). They complained that
short appointment times, changing interpreters and multiple
providers contributed to lack of trust in physicians.
16. Ask about the historical context of symptoms
Refugees want physicians to be interested in discussing the
political and historical contexts of their symptoms. Oromo
men stated, ‘Don’t just focus on pain. There are histories that
are causing pain’ (P7, G4), ‘Connect pain to our problems back
home’ (P1, G1) and ‘freedom back home, the political issues is
one of the causes of depression’ (P2, G1). Oromo youth asserted
that it is politically important for physicians to recognize their
identity as Oromos instead of Ethiopians. Somali refugees
stated,
‘Instead of saying. how is your mental state, if you could ask
about the historical background and what they went through
and then say how are you feeling right now?’ (P4, G2).
Karen refugees explained their symptoms as being caused
by political conflict including war, traumatic loss, displacement
and violence in camps. They recommend getting political
history
from family members in the initial medical screening if
necessary
for understanding the symptoms of patients. Bhutanese refugees
asserted that physicians should ask about traumatic histories at
the first appointment. They said, ‘Our people will not lie, they
will tell you the name of the prison they were in and everything.
They will tell you how their children were killed’ (P2, G7).
Ask direct questions about mental health
Refugees uniformly stated that they will not discuss mental
health
unless the doctor asks directly. Deference to the physician’s
author-
ity was common across all cultural groups. Oromo women
asserted
17. that doctors should ask directly about ‘worrying too much’.
They
explained, ‘We’re used to worrying to ourselves. Day and night
we are worrying and there is no place to go to get relief from
our
worry and our thinking’ (P7, G9) and ‘We are always thinking
about those who are there. The problem is thinking about,
worry-
ing about them’. (P2, G9) Bhutanese stated, ‘If you don’t ask,
I’m
not going to answer’ (P6, G7). They explained that if the doctor
leads the question, ‘they will be able to say but spontaneously,
it
will be difficult to say’ (P8, G8). They recommended physicians
ask very direct questions, ‘What kind of life did you have in the
refugee camp? Were you beaten? We will definitely tell’ (P1,
G7).
They added that the first medical screening appointment is the
best
time to ask. Bhutanese youth suggested that physicians ask
youth
direct questions about their current fears. They suggested
asking,
‘Do you remember any events in the past that have affected
you?’
and ‘Do you still have fear from the past?’ (P8, G10).
Karen refugees stated that if they are asked about the impact
of war at a medical screening, they will answer but they tend
not
to complain. One Karen man said, ‘If the doctor asks something
about pain, they will answer. But if the doctor doesn’t ask about
sleep, we won’t answer that question. So you need to ask
specific
questions’ (P1, G6). Karen youth stated that children should
also be
18. asked direct questions such as ‘What problems did you have
living
in the camp?’ (P1, G12). Somali refugees stated that if doctors
ask
• Make refugees comfortable
• Initiate direct questions about mental health in
historical context
• Provide psychoeducation
• Use trained interpreters
• Use family as ally
• Interview some children separately
Figure 1. Key advice for interviewing refugees.
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Refugees’ advice to physicians 465
in the middle of the consultation, refugees might be most likely
19. to
tell you about their suffering. Somali’s stated that it is okay to
ask
direct questions about mental health or drug and alcohol use;
how-
ever, they suggest that doctors gain experience knowing how to
ask
mental health questions. It may be most helpful if a mental
health
professional works alongside the primary care doctor. Somali
youth stated that it is okay to ask direct questions about mental
health as most Somalis will tell you what is wrong; however,
they
emphasized that elders need to be questioned in respectful
ways.
Provide psychoeducation about mental health
Karen stated that it is important for physicians to provide edu-
cation about mental health and common effects of war because
Karen will take advice from educated people even more than
their parents or family. Somali youth emphasized the impor-
tance of normalizing symptoms, making Somalis feel comfort-
able to talk and explaining that there is a cure for the problems.
Otherwise, Somalis will not talk. They state that Somalis don’t
know what stress is, so there should be a lot of classes or educa -
tion. One Somali refugee recommended explaining the symp-
toms of trauma before asking the questions,
You have to show them it’s curable otherwise they won’t tell.
There’s no point of them telling you something personal if it
can’t be cured. And I think a way to approach this would be
you saying the symptoms without telling them, ‘ hey you have
this’ and let them tell you ‘ these are the same symptoms I’ve
experienced’. (P10, G11)
20. Oromo youth stated that it is important to let people know that
it is okay to talk and Bhutanese youth stated that they would
definitely go to talk with a counsellor if the doctor referred
them.
Provide trained interpreters
Oromo youth stated that refugees need someone who speaks
the language and understands the culture. They explained that
it takes time to build a relationship and get comfortable with
interpreters and doctors. Interpreters also need to be regular.
One Oromo youth stated, ‘Just because you have an inter-
preter doesn’t mean you are going to tell everything. It should
be someone who you will see regularly instead of going from
clinic to different clinic’ (P8, G13). Oromo discussed their
diffi-
culty describing symptoms through interpreters. Sometimes they
don’t use the correct word or even speak the same dialect.
Interview some family members separately
Bhutanese youth stated that doctors should ask parents about
children’s mental health difficulties because they will know
them best; however, teenagers should be interviewed separately.
Karen refugees discussed the existence of domestic violence in
their community and recommended that children be interviewed
separately. They stated that some children will be very afr aid to
report domestic violence honestly because they fear either being
beaten at home or that the police will take their parents away.
Educating families is seen as one way to help break this pattern.
Somali youth believe that children will not talk in front of their
parents so they should be interviewed separately.
Use the family as an ally
21. Bhutanese refugees stated that convincing the family can be
helpful when trying to engage refugees in mental health care.
First they will seek out help through prayer or a Shaman, but if
you can convince the family that mental health care is needed,
the family will convince the patient. Somali refugees stated that
it can be important to have a family member there when inter -
viewing someone with mental health symptoms. Sometimes it
may be better for the family to speak for the patient. Somalis
in general suggested that it may be easier to trust the process if
someone from their own cultural background is there helping to
ask the questions.
Discussion
Refugees offer several concrete tips about how physicians can
inquire about mental health in the context of a primary care
visit. They also express frustration that there is often not
enough
time to have meaningful discussions about mental health with
physicians who appear too busy. Refugees requested that phy-
sicians take the time to make them comfortable, initiate con-
versations about mental health and ask direct questions in the
context of their histories, utilize trained interpreters, and pro-
vide psychoeducation about normal responses to trauma as well
as available treatments. Although physicians may be hesitant
to ask refugees about their trauma histories, refugees state that
they are interested to discuss mental health symptoms resulting
from traumatic histories; however, they assert that the physician
needs to ask first. These findings are consistent with previous
research with Liberian refugees who also indicated their
willing-
ness to talk about the impact of war to benefit their health (5).
Liberians also stated that physicians need to ask about men-
tal health before they will discuss it. Refugees tend to defer to
authority figures and will not address issues that are not
initiated
22. by the physician. Physicians may require specialized training to
learn how to initiate conversations about trauma and provide
direct education and appropriate mental health referrals in a
brief medical appointment. To assist with making appropriate
referrals, physicians may also benefit from education about evi-
dence-based practices for treating symptoms of refugee trauma.
Because stigma has been cited as a barrier to refugees receiv-
ing mental health services, physicians have a great opportunity
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in the primary care visit to provide education that de-stigma-
tizes both the symptoms of war trauma and the mental health
services needed to heal. Refugees may be relieved to know
that symptoms of posttraumatic stress disorder and major
depression are common and treatable responses to trauma.
For torture survivors, recognizing the dehumanizing and vio-
lating nature of torture can be empowering and healing. The
23. primary care visit may be the first time their stories are told
and believed. Contrary to the popular belief that exploring
traumatic histories may be re-traumatizing, the refugees in
this study asserted that they want the historical causes of their
symptoms acknowledged.
These findings are limited by the focus group nature of the
interviews. It is possible that in-depth interviews would provide
a more complete understanding of what may be helpful to refu-
gees in conversation with physicians. It would also be helpful
to better understand communication challenges from the per-
spective of physicians. Despite these limitations, refugees
clearly
indicate that they welcome more direct conversations with phy-
sicians about their histories and symptoms of trauma.
Declaration
Funding: Blue Cross and Blue Shield Foundation of Minnesota.
Ethical approval: Institutional review board of the University of
Minnesota.
Conflict of interest: none.
References
1. United Nations High Commission for Refugees. Fact Sheet:
Displacement The New 21st Century Challenge, 2013. The UN
Refugee Agency Web site.
http://www.unhcr.org/51bacb0f9.html
(accessed on April 25, 2014).
2. Office of Refugee Resettlement 2013. Fiscal Year 2012
Refugee Arrivals.
http://www.acf.hhs.gov/programs/orr/resource/fiscal-year-2012-
refugee-arrivals (accessed on April 25, 2014).
3. Crosby SS. Primary care management of non-English-
24. speaking refu-
gees who have experienced trauma: a clinical review. JAMA
2013;
310: 519–28.
4. Saechao F, Sharrock S, Reicherter D et al. Stressors and
barriers to
using mental health services among diverse groups of first-
generation
immigrants to the United States. Community Ment Health J
2012; 48:
98–106.
5. Shannon P, O’Dougherty M, Mehta E. Refugees’ perspectives
on bar-
riers to communication about trauma histories in primary care.
Ment
Health Fam Med 2012; 9: 47–55.
6. Baker R. Psychosocial consequences for tortured refugees
seeking asy-
lum and refugee status in Europe. In: Basoglo M (ed). Torture
and
its Consequences: Current Treatment Approaches. Cambridge,
UK:
Cambridge University Press, 1992, pp. 83–106.
7. Willard CL, Rabin M, Lawless M. The prevalence of torture
and
associated symptoms in United States Iraqi refugees. J Immigr
Minor
Health 2013: 1–8.
8. Jaranson JM, Butcher J, Halcon L et al. Somali and Oromo
refugees: cor-
relates of torture and trauma history. Am J Public Health 2004;
25. 94: 591–8.
9. Schweitzer RD, Brough M, Vromans L, Asic-Kobe M. Mental
health
of newly arrived Burmese refugees in Australia: contributions
of pre-
migration and post-migration experience. Aust N Z J Psychiatry
2011; 45: 299–307.
10. Porter M, Hasla N. Predisplacement and postdisplacement
factors
associated with mental health of refugees and internally
displaced per-
sons. JAMA 2005; 294: 602–12.
11. Crosby SS, Norredam M, Paasche-Orlow MK et al.
Prevalence of tor-
ture survivors among foreign-born patients presenting to an
urban
ambulatory care practice. J Gen Intern Med 2006; 21: 764–8.
12. Miles SH, Garcia-Peltoniemi RE. Torture survivors: what to
ask, how
to document. J Fam Pract 2012; 61: E1–E5.
13. Steel Z, Chey T, Silove D et al. Association of torture and
other poten-
tially traumatic events with mental health outcomes among
popula-
tions exposed to mass conflict and displacement: a systematic
review
and meta-analysis. JAMA 2009; 302: 537–49.
14. Rosenberg E, Leanza Y, Seller R. Doctor-patient
communication in
primary care with an interpreter: physician perceptions of
26. profes-
sional and family interpreters. Patient Educ Couns 2007; 67:
286–92.
15. Centers for Disease Control. Guidelines for Mental Health
Screening
During the Domestic Medical Examination for Newly Arrived
Refugees.
www.cdc.gov/immigrantrefugeehealth/guidelines/domestic/
mental-health-screening-guidelines.html (accessed on
November, 2013).
16. Morris MD, Popper ST, Rodwell TC, Brodine SK, Brouwer
KC.
Healthcare barriers of refugees post-resettlement. J Community
Health 2009; 34: 529–38.
17. Wendt DC, Gone JP. Decolonizing psychological inquiry in
American
Indian communities: the promise of qualitative methods. In:
Nagata
DK, Kohn-Wood L, Suzuki LA (eds). Qualitative Strategies for
Ethnocultural Research. Washington, DC: American
Psychological
Association, 2012, pp. 161–178. doi:10.1037/13742-000
18. Spradley J. 1979. The Ethnographic Interview. Belmont CA:
Wadsworth Cengage Learning.
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http://www.unhcr.org/51bacb0f9.html
http://www.acf.hhs.gov/programs/orr/resource/fiscal-year-2012-
refugee-arrivals
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refugee-arrivals
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c/mental-health-screening-guidelines.html
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c/mental-health-screening-guidelines.html
Couples, Families, & Health
Culture, Personality, Health, and
Family Dynamics: Cultural Competence
in the Selection of Culturally Sensitive
Treatments
Len Sperry1
Abstract
Cultural sensitivity and cultural competence in the selection of
culturally sensitive treatments is a requisite for effective
28. counseling
practice in working with diverse clients and their families,
particularly when clients present with health issues or medical
problems. Described here is a strategy for selecting culturally
sensitive treatments (cultural interventions, culturally sensitive
interventions, or culturally sensitive therapy) based on a
comprehensive assessment of cultural factors, personality
dynamics,
family dynamics, and health or medical conditions. A case
example is provided that illustrates this strategy.
Keywords
acculturation, cultural sensitivity, cultural competency, cultural
interventions, culturally sensitive interventions, culturally
sensitive
therapy
Although most clinicians report that cultural sensitivity and
culturally sensitive treatments are important in providing cultu-
rally competent care to clients, couples, and families, very few
clinicians report that they actually provide culturally sensitive
treatment (Hansen et al., 2006). Arguably, there are various
reasons for this, but a likely explanation is that few clinicians
have had adequate training and experience with culturally sen-
sitive treatment. Such training would include assessment of
such factors as cultural identity, level of acculturation, family
dynamics, and ‘‘explanatory models,’’ indications for the use
29. of various types of culturally sensitive treatment, and a method
of selecting if, when, and how to use such treatments. The value
of such training and experience is particularly evident when cli-
ents present with health issues or medical conditions (Sperry,
2006). This article addresses these factors and provides a clini -
cally useful strategy for selecting such treatments. It begins by
briefly distinguishing cultural intervention, culturally sensitive
therapy, and culturally sensitive intervention. Then, it provides
a strategy—in the form of guidelines—for making such deci-
sions. A case example illustrates the use of this strategy.
From Cultural Sensitivity to Cultural
Competence
Although training programs today seem to be effective in pro-
moting cultural sensitivity, that is, awareness of how cultural
variables may affect the treatment process, they do seem to
be as effective in promoting cultural competency, that is, the
capacity to translate cultural sensitivity into action that results
in effective treatment. This is the consensus among most of the
30. clinicians and supervisors I have spoken with recently as well
as the conclusion of a recent large-scale survey of practicing
clinicians (Hansen et al., 2006).
Becoming culturally competent involves such essential
skills as the accurate assessment of cultural identity, level of
acculturation, family dynamics, explanatory model, and per-
sonality dynamics as they influence a client’s presenting prob-
lem and the identification and selection of the best ‘‘fit’’ type
of
culturally sensitive treatment. Selecting appropriate culturally
sensitive treatment presupposes the clinician has accurately
assessed cultural identity and level of acculturation. Cultural
identity refers to an individual’s self-identification and sense
of belonging to a particular culture or place of origin, while
acculturation is the process and degree to which a client inte-
grates new cultural patterns into his or her original cultural pat-
terns (Paniagua, 2005). Level of acculturation can be
determined based on the client’s language, generation, and
social activities, as these factors are assessed by instruments
31. such as the Brief Acculturation Scale (Burnam, Hough, Karno,
1 Florida Atlantic University, Boca Raton, FL, USA
Corresponding Author:
Len Sperry, Florida Atlantic University, 659 N.W. 38th Circle,
Boca Raton, FL
33431, USA
Email: [email protected]
The Family Journal: Counseling and
Therapy for Couples and Families
18(3) 316-320
ª 2010 SAGE Publications
DOI: 10.1177/1066480710372129
http://tfj.sagepub.com
316
Escobar, & Telles, 1987). It also presupposes the clinician can
accurately assess personality and relevant family dynamics.
Because family conflicts and marital discord can arise from dif-
ferent levels of acculturation among family members and
spouses leading to anxiety, depression, and noncompliance
with medical regimens, it is essential that the clinician identify
32. ‘‘discrepancies in levels of acculturation among family mem-
bers and clients’ perceptions of ‘elevated levels of acculturative
stress’’’ (Paniagua, 2005, pp. 170, 171). Eliciting a client’s
explanatory model, that is, the personal explanation of the
cause of his or her problems, symptoms, and impaired function-
ing is essential in working with any client who presents with a
health issue or medical condition, and particularly those with
lower levels of acculturation (Sperry, 2006). Related to expla-
natory model is the concept of ‘‘illness perceptions’’ that are a
client’s belief about his or her illness in terms of its identity or
diagnostic label, its cause, its effects, its time line, and the con-
trol of symptoms and recovery from it (Sperry, 2009). Often,
such client explanations and illness perceptions reflect key cul -
tural values, beliefs, sanctions, and taboos that if not heeded
can interfere with the treatment process and outcomes.
Types of Culturally Sensitive Treatments
Based on a comprehensive assessment of the factors and
dynamics affecting the client’s presenting problem, the clini -
33. cian may select a conventional or a culturally sensitive treat-
ment. This section briefly describes three types of culturally
sensitive treatment (Sperry, 2010).
Cultural Intervention
A cultural intervention is a healing method or activity that is
consistent with the client’s belief system regarding healing and
has the potential to effect a specified change. Some examples
are healing circles, prayer or exorcism, and involvement of tra-
ditional healers from that client’s culture. Sometimes, the use
of cultural interventions requires collaboration with or referral
to such a healer or other experts (Paniagua, 2005). Still, a clin-
ician can begin the treatment process by focusing on core cul -
tural value, such as respito and personalismo, in an effort to
increase clinician’s achieved credibility, that is, the cultural cli -
ent’s perception that the clinician is trustworthy and effective.
Culturally Sensitive Therapy
Culturally sensitive therapy is a psychotherapeutic intervention
that directly addresses the cultural characteristics of diverse cli -
34. ents, that is, beliefs, customs, attitudes, and their socioeco-
nomic and historical context. Because they use traditional
healing methods and pathways, such approaches are appealing
to certain clients. For example, cuento therapy addresses cultu-
rally relevant variables such as familismo and personalismo
through the use of folk tales (cuentos) and is used with Puerto
Rican children. Likewise, Morita therapy that originated in
Japan and is now used throughout the world for a wide range
of disorders ranging from shyness to schizophrenia. These
kinds of therapy appears to particularly effective in clients with
lower levels of acculturation.
Culturally Sensitive Intervention
A culturally sensitive intervention is a Western psychothera-
peutic intervention that has been adapted or modified to be
responsive to the cultural characteristics of a particular client.
Largely because of their structured and educational focus,
diverse clients seem to find cognitive behavior therapy (CBT)
interventions acceptable and are the most often modified to be
35. culturally sensitive (Hays & Iwamasa, 2006). For example,
particularly in culturally diverse clients with lower levels of
acculturation, disputation, and cognitive restructuring of a
maladaptive belief are seldom the CBT intervention of choice,
whereas problem solving, skills training, or cognitive replace-
ment interventions (Sperry, 2010) may be more appropriate.
Strategy for Selecting a Culturally Sensitive
Treatment
Here is a strategy for selecting culturally sensitive treatment
when indicated. This strategy includes seven specific guide-
lines and is particularly valuable when health issues or medical
conditions are present.
1. Elicit or identify the client’s cultural identity, level of
acculturation, explanatory model, that is, belief about the
cause of their illness (e.g., bad luck, spirits, virus or germ,
heredity, early traumatic experiences, chemical imbalance
in brain, etc.) and treatment expectations. In addition, elicit
the client’s personality dynamics, particularly as they
influence the treatment process.
36. 2. Identify family dynamics and the level of acculturation of
family members who have direct influence on the client. In
addition, elicit their explanatory models of the client’s
health or medical problem and their own expectations for
treatment. Then, estimate the difference, if any, between
the client and family members on these parameters, and its
actual or potential effect on the client’s response to
treatment.
3. Develop a cultural formulation framing the client’s pre-
senting problems within the context of the overall family’s
cultural identity, acculturation levels, explanatory models,
treatment expectations, and the interplay of culture and the
client’s personality dynamics.
4. If a client identifies (cultural identity) primarily with the
mainstream culture and has a high level of acculturation
and there is no obvious indication of prejudice, racism,
or related bias, consider conventional interventions as the
primary treatment method. However, the clinician should
37. be aware that a culturally sensitive treatment may also
be indicated as the treatment process develops.
5. If a client identifies largely with the mainstream culture
and has a high level of acculturation and there is an
Sperry 317
317
indication of prejudice, racism, or related bias, consider
culturally sensitive interventions or cultural interventions
for cultural aspect of the client’s concern. In addition, it
may be useful to utilize conventional interventions for
related noncultural concerns, that is, personality dynamics.
6. If a client identifies largely with their ethnic background
and level of acculturation is low, consider cultural inter -
ventions or culturally sensitive therapy. This may necessi -
tate collaboration with or referral to an expert and/or an
initial discussion of core cultural values.
7. If a client’s cultural identity is mainstream and accultura-
38. tion level is high, but that of their family is low, such that
the presenting concern is largely a matter cultural discre-
pancy, consider a cultural intervention with the client and
the family. However, if there is an imminent crisis situa-
tion, consider conventional interventions to reduce the cri -
sis. After it is reduced or eliminated, consider introducing
cultural interventions or culturally sensitive therapy
(Sperry, 2010).
Case Illustration: Strategy for Selecting
Culturally Sensitive Treatment
Marques is a 23-year-old single, first generation unmarried
Haitian American male. He presented at mental health clinic
with complaints of sadness and was evaluated by a licensed
mental health counselor who was a middle-aged Caucasian
male. His mood was depressed and he admitted experiencing
increased social isolation, low energy, and hypersomnia, that
is, sleeping 10–12 hr per night. Marques also noted that he was
also having difficulty dealing with a ‘‘tough situation.’’ He pre-
39. sented as shy and passive while his mood was sad with con-
stricted affect. He is the oldest of three siblings and lives
with his mother and younger sister in a predominantly Haitian
community since migrating from Haiti.
The counselor elicited his explanatory model and health
beliefs. Marques believed that his depression was primarily due
to distress and disappointment about law school, having with-
drawn at the semester break of his first year despite having a
full scholarship. He was tearful in describing his exclusion
from a study group and the complaints of White students that
minorities were admitted only because of affirmative action.
This was particularly troubling to Marques because he had high
law school admission tests (LSATs) and a 3.9 grade point aver -
age (GPA) in his undergraduate studies. He believed he could
not return to school because of fear of reexperiencing racism.
Marques disclosed that when he was in sixth grade, he was hit
in the head with a rock during a confrontation between White
and Haitian student; and afterward avoided all confrontations.
40. Accordingly, the counselor was not surprised that he had
refused to confront the law school situation and instead quietly
withdrew. His treatment expectations were to ‘‘get rid of the
sadness’’ and to be less troubled by criticism of others and to
better face ‘‘tough situation.’’ Marques identified himself as a
‘‘middle-class American of Haitian heritage’’ and demon-
strated a high level of acculturation. After securing his written
consent, the clinician interviewed Marques’s mother and his
younger sister. They likewise exhibited high levels of accul -
turation and also believed that Marques’s depression stemmed
from his withdrawal from law school. His mother shook her
head and said that while Haitian men tend to be less dominant
than Haitian women, she ‘‘couldn’t understand why he’s so shy
and passive, especially when wronged by others. He’s been this
way since he was a kid.’’ This description seems consistent
with the dynamics of the avoidant personality.
To complete this initial evaluation, the counselor arranged
for a routine medical consultation of Marques because it had
41. been nearly 2 years since he had completed an annual medical
checkup. The results of that evaluation were positive for a diag-
nosis of hypothyroidism. The physician conjectured that
Marques’s thyroid had been underfunctioning for a year or
more and was hopeful this chronic medical condition could
be controlled by Synthroid that he agreed to take as prescribed.
Because low energy and depression are common symptoms of
hypothyroidism, the counselor evaluated Marques’s symptoms
over the next 4 weeks. By then, lab tests indicated that his
thyroid levels were in the normal range. However, while he had
returned to his previous energy level, he continued to experi -
ence sad feelings and was still socially isolated.
In terms of a clinical and cultural formulation, his depres-
sive symptoms and social isolation appeared to be triggered
and exacerbated by his experience with racism leading to his
withdrawal from school. Prominent was his avoidant behavior
that seemed to be exacerbated by both his avoidant personality
as well as cultural beliefs that appeared to be operative in his
42. response to Caucasian law students.
Figure 1 visually depicts the relative impact of cultural
dynamics, personality dynamics, and medical condition on
Marques, as he presented for counseling. Note that personality
dynamics were rated as high while cultural dynamics were
rated as midrange and as such were considered contributory
to His initial presentation. In contrast, family dynamics was
rated as low and considered noncontributory. His medical con-
dition was contributory but to a lesser extent than culture or
personality.
Based on this evaluation, a treatment plan was developed in
which both conventional and culturally sensitive treatments
were included. This mutually agreed up treatment plan
involved four treatment targets. The first was depressive symp-
toms that would be addressed with CBT and continuation of
thyroid medication. The medical consultant doubted that an
antidepressant was indicated but left that option open to recon-
sideration at the judgment of the counselor. The second target
43. was his avoidant personality style and behaviors that were cul -
turally influenced for which a ‘‘culturally sensitive interven-
tion’’ would be directed at dealing more effectively with
‘‘tough situations’’ such as prejudice and racism. The clinic’s
Haitian male therapist would be involved with this treatment
target as well as the third target in which he would serve as a
co-therapist with Marques’ Caucasian counselor in group
therapy. This third target involved the personality component
of Marques’ avoidant personality style for which conflict
318 The Family Journal: Counseling and Therapy for Couples
and Families 18(3)
318
resolution and assertive communication skills training would
be a central part of the group work. The fourth target involved
career exploration including the possibility of reinstatement in
law school. His therapist would consult with and involve the
school’s minority affairs director, who was an African Ameri-
can male.
44. Case Commentary
As a result of the assessment and cultural formulation, it was
determined that Marques would be best treated with conven-
tional interventions aimed at personality dynamics and a ‘‘cul -
turally sensitive intervention’’ aimed at cultural dynamics.
However, had Marques’ explanatory model of depression and
his treatment expectations been more culture based, and his
personality dynamics less dominant, consideration would have
been given to a ‘‘cultural intervention.’’ Similarly, if there was
a discrepancy on acculturation levels between Marques and his
mother and younger sister and/or interfering family dynamics
were operative, cultural interventions and family interventions
might have played a more prominent role in the treatment plan.
Concluding Note
A case was made for the importance of counselors and other
mental health providers to become more culturally sensitive
and culturally competent with regard to determining the need
for and selection of culturally sensitive treatment when indi -
45. cated. Using the selection strategy described and illustrated
in this article is quite demanding, particularly when the client
presentation involves chronic medical condition and family
dynamics. Among other things, it requires the acquisition of
a number of skill sets and competencies including the assess-
ment of cultural identity, level of acculturation, explanatory
model and illness perceptions, cultural formulation, as well
as assessment of family dynamics, and medical and psycholo-
gical symptoms. Nevertheless, this strategy has the potential to
increase cultural sensitivity and foster cultural competence in
mental health providers.
Declaration of Conflicting Interests
The author(s) declared no potential conflicts of interests with
respect
to the authorship and/or publication of this article.
Funding
The author(s) received no financial support for the research
and/or
authorship of this article.
46. References
Burnam, M., Hough, R., Karno, M., Escobar, J., & Telles, C.
(1987).
Acculturation and lifetime prevalence of psychiatric disorders
among Mexican Americans in Los Angeles. Journal of Health
and
Social Behavior, 278, 89-102.
Influence of cultural dynamics
low high
< >
Influence of personality dynamics
low high
< >
Influence of family dynamics
low high
high
< >
Influence of health factors
low
47. < >
X
X
X
X
Figure 1. Influence of cultural dynamics, personality dynamics,
family dynamics, and health factors on presenting problem in
the case of
Marques.
Sperry 319
319
Hansen, D., Randazzo, K., Schwartz, A., Marshall, M., Dalis,
D.,
Frazier, R., . . . Norvig, G. (2006). Do we practice what we
preach?
An exploratory survey of multicultural psychotherapy
competen-
cies. Professional Psychology: Research and Practice, 37, 66-
74.
Hays, P., & Iwamasa, G. (2006). Culturally responsive
48. cognitive-behavioral therapy: Assessment, practice, and
supervi-
sion. Washington, DC: American Psychological Association
Books.
Paniagua, F. (2005). Assessing and treating cultural diverse
clients: A
practical guide. Thousand Oaks, CA: SAGE.
Sperry, L. (2006). Psychological treatment of chronic illness:
The
biopsychosocial therapy approach. Washington, DC: American
Psychological Association.
Sperry, L. (2009). Treating chronic medical conditions:
Cognitive
behavioral strategies and integrative protocols. Washington,
DC: American Psychological Association Books.
Sperry, L. (2010). Highly effective therapy: Developing
essential
clinical competencies in counseling and psychotherapy. New
York, NY: Routledge.
320 The Family Journal: Counseling and Therapy for Couples
and Families 18(3)
320
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Couples, Families, & Health
Culturally, Clinically, and Ethically
Competent Practice With Individuals and
Families Dealing With Medical Conditions
Len Sperry1
Abstract
Professionals are increasingly expected to provide services that
are clinically, ethically, and culturally competent. Counselors
and
other professionals working with individuals and families in
counseling as well as consultation contexts, where medical
concerns
are a focus, would do well to consider the implications of
clinical, ethical, and cultural competence in their work. The
article
describes clinical, ethical, and cultural competence—and their
components—and illustrates them with case material.
Keywords
clinical sensitivity, clinical competence, ethical sensitivity and
competence, cultural sensitivity and competence, family
58. dynamics,
family consultation, medical conditions
Competence is an increasingly common term in professional
parlance these days, irrespective of whether the profession is
law, medicine, management, psychology, or counseling.
Competence is increasingly discussed in the clinical sphere, the
ethical sphere, and particularly, the cultural sphere.
Professionals
are increasingly expected to provide services that are clinically,
ethically, and culturally competent. Whether the professional
counselor provides individual, couples, or family, or provides
consultation to individuals, couples, or families, competent
practice is expected. This is particularly indicated when medical
conditions are the focus of counseling or consultation. Accord-
ingly, counselors would do well to consider the implications
of clinical, ethical, and cultural competence in their work.
This article describes these areas of competence —and their
components—and illustrates them with case material. It should
be noted that this article focuses on overall competence and not
59. specific competencies. For example, developing an effective
case conceptualization or establishing an effective therapeutic
relationship are both specific competencies reflecting overall
clinical competence.
This article begins with descriptions and definitions of clinical,
ethical, and cultural competence, as well as their requisite
compo-
nents. Next, it discusses the interrelatedness of the three. Then,
a
case example is provided that illustrates clinical, ethical, and
cul-
tural competence in counseling and consulting with individuals
and families, particularly when a medical condition is present.
Cultural, Ethical, and Clinical Competence:
Descriptions and Definitions
This section briefly describes and defines clinical, ethical, and
cultural competence. In the process, it distinguishes the
components of each competence: knowledge, awareness, and
sensitivity. A case example illustrates clinical, ethical, and
cultural competence.
60. Cultural Competence
The components of cultural competence include cultural
knowledge, cultural awareness, and cultural sensitivity.
Briefly, cultural knowledge is acquaintance with facts about
ethnicity, social class, acculturation, religion, gender, and age
(Sue & Sue, 2003). Cultural awareness builds on cultural
knowledge plus the capacity to recognize a cultural problem
or issue in a specific client situation. Cultural sensitivity is an
extension of cultural awareness and involves the capacity to
anticipate likely consequences of a particular cultural problem
or issue and to respond empathically (Sperry, 2010b). Cultural
competence is essentially an extension of cultural sensitivity
(Goh, 2005). It is the capacity to translate the counselor’s
cultural sensitivity into action that results in an effective
therapeutic relationship and treatment process which result in
positive treatment outcomes (Paniagua, 2005). In short, it is the
capacity to provide appropriate and effective action in a given
situation.
61. 1 Department of Counselor Education, Florida Atlantic
University, Boca Raton,
FL, USA
Corresponding Author:
Len Sperry, Department of Counselor Education, Florida
Atlantic University,
777 Glades Rd., Boca Raton, FL 33431, USA
Email: [email protected]
The Family Journal: Counseling and
Therapy for Couples and Families
19(2) 212-216
ª The Author(s) 2011
Reprints and permission:
sagepub.com/journalsPermissions.nav
DOI: 10.1177/1066480711400560
http://tfj.sagepub.com
http://crossmark.crossref.org/dialog/?doi=10.1177%2F10664807
11400560&domain=pdf&date_stamp=2011-02-23
Ethical Competence
The components of ethical competency include ethical
knowledge, ethical awareness, and ethical sensitivity. Briefly,
ethical knowledge is acquaintance with ethical principles,
codes, and guidelines. Ethical awareness builds on ethical
62. knowledge and the capacity to recognize an ethical consider -
ation or issue in a specific client situation (Sperry, 2007).
Ethical
sensitivity is an extension of ethical awareness and involves the
capacity to anticipate likely consequences of a particular ethical
consideration and to respond empathically (Sperry, 2010b).
Ethical competence is essentially an extension of ethical sensi -
tivity. As such, it involves the capacity to provide appropriate
and effective action in a given situation.
As with clinical competence, the ethical competent profes-
sional can anticipate possible scenarios and consequences, and
respond both empathically and in a clinically competent
manner (Rest, 1994). Unfortunately, survey data suggests that
a sizeable percentage of trainees and experienced mental health
professionals fail to exhibit ethical sensitivity, much less high
levels of it (Fleck-Hendersen, 1995). By extrapolation, it could
be concluded that ethical competence is similarly deficient in
these individuals.
63. Clinical Competence
The components of clinical competence include clinical
knowledge, clinical awareness, and clinical sensitivity. Briefly,
clinical knowledge is acquaintance with the clinical facts of a
medical, psychological, or a relational condition as well as gen-
eral diagnostic and treatment considerations. Clinical aware-
ness builds on clinical knowledge and involves the capacity
to recognize a clinical problem or issue in a specific client
situation. Clinical sensitivity is an extension of clinical aware -
ness and involves the capacity to anticipate likely consequences
of the clinical condition in a specific situation and to respond
empathically. Clinical competence is essentially an extension
of clinical sensitivity. As such, it involves the capacity to pro-
vide appropriate and effective action in a given situation.
Effective professional practice, including counseling prac-
tice, involves much more than clinical knowledge and clinical
awareness; it requires clinical sensitivity and clinical
competence.
While clinical knowledge is theory-based and categorized by
64. clinical signs and symptoms, clinical sensitivity and
competence
involves a response to both the signs and symptoms as well as
the human vulnerability manifest in the client experiencing
those
signs and symptoms (Nortvedt, 2001).
Consider the following situation. An elderly Asian female
patient had undergone thoracic surgery the day before and had
complained of considerable pain that evening. Upon entering
the patient’s room the next morning, the surgeon is instantly
struck by the uneasiness expressed in the patient’s face and
body. She looks exhausted and uncomfortable with facial
grimaces, but says nothing. Yet, she attempts, with consider-
able difficulty, to bow her head in recognition of the surgeon’s
social status. Before saying anything and before querying her
or doing a brief physical exam, the surgeon is immediately
worried about the patient’s status, particularly the likelihood
of a progressing pneumothorax, that is, a collapsing lung.
Facial expressions spoke volumes. The patient’s expression
65. of distress and discomfort immediately signals several clinically
relevant questions about the previous surgery and the focus of
the subsequent physical exam that will follow. Empathically,
he responds to the patient’s distress and cultural demeanor by
soft speech and gentle touch of her hand in anticipation that he
might have to quickly reverse the pneumothorax.
In this example, clinical sensitivity is sensitivity regarding
the patient, her illness, and her culture. This sensitivity reflects
clinical knowledge and awareness of the patient’s condition as
well as cultural factors. The clinician’s knowledge about the
patient’s illness and subsequent therapeutic interventions
will be significantly influenced by the realities of a patient’s
condition and situation and the surgeon’s clinical compe-
tence. This is because the patient’s vulnerability, including
her pain, suffering and discomfort, are value-laden. It has
been said that ‘‘sensitivity to the moral realities of a patient’s
clinical condition might reveal important and medically
significant changes in the patient’s clinical condition’’
66. (Nortvedt, 2001, p. 26).
Table 1 summarizes this discussion with brief definitions of
clinical, ethical, and cultural competence.
Table 1. Clinical, Ethical, and Cultural Competency:
Components and Definitions
Components Definitions
Clinical knowledge
Clinical awareness
Clinical sensitivity
Clinical competence
Acquaintance with clinical facts of a condition
Clinical knowledge (þ) recognize it in a specific client situation
Clinical awareness (þ) anticipate consequences and respond
appropriately
Clinical sensitivity (þ) take appropriate and effective clinical
action
Ethical knowledge
Ethical awareness
Ethical sensitivity
Ethical competence
Acquaintance with ethical principles, codes, and guidelines
Ethical knowledge (þ) recognize it in a specific client situation
Ethical awareness (þ) anticipate consequences and respond
appropriately
Ethical sensitivity (þ) take appropriate and effective ethical
action
67. Cultural knowledge
Cultural awareness
Cultural sensitivity
Cultural competence
Acquaintance with facts about ethnicity, acculturation, social
class, etc.
Cultural knowledge (þ) recognize it in a specific client situation
Cultural awareness (þ) anticipate consequences and respond
appropriately
Cultural sensitivity (þ) take appropriate and effective action
Sperry 213
The Interrelatedness of Clinical, Ethical,
and Cultural Competence
Most research and publications on clinical competence, ethical
competence, and cultural competence considers these three as
separate entities. This section suggests that they are, in fact,
interrelated.
Clinical competence and expertise or mastery is a recent and
important area of counseling practice as well as counseling
research (Jennings, Goh, Skovholt, Hanson, & Banerjee-
Stevens, 2003; Skovholt & Jennings, 2005). Achieving clinical
competency has been described as a process which involves
68. mastery in the three related domains—cognitive, emotional,
and relational—which are vital to the success or failure of
therapists and counselors (Jennings, Hanson, Skovholt, & Grier,
2005).
Training culturally competent counselors is essential for
effective counseling practice (Sue & Sue, 2003). This senti -
ment is reflected in the recently promulgated standards of the
Council for the Accreditation of Counseling and Related
Educational Programs (CACREP, 2009). A key requirement
is that CACREP accredited programs provide students with
training and knowledge in working with culturally diverse cli -
ents. There is increasing recognition that developing clinical
competency or expertise should occur in the context of striving
for cultural competence. While both clinical and cultural com-
petency have too often been investigated rather independently
of each other, they have been shown to be closely interrelated
(Goh, 2005). An interesting description of the closeness of their
interrelatedness is: ‘‘The presence of multicultural competence
69. is synonymous with general counseling competence’’ (italics
added, Coleman, 1998, p. 153).
Just as clinical competency is too often considered as
separate from cultural competency, clinical and cultural
competency are too often separated from ethical competency.
But viewed from a larger perspective, culturally competent
counseling can and should occur in the context of ethically
competent practice (Arredondo, 2004). As noted earlier, basic
to ethical competence is the principle that the counselor’s
primary responsibility is to respect diversity and promote the
client’s welfare. This principle serves as a superordinate criter-
ion for all decisions involving cultural and clinical matters.
In short, clinical, cultural, and ethical competence are closely
interrelated and highly effective practice requires that they be
demonstrated simultaneously (Sperry, 2010a).
In short, clinical, ethical, and cultural competencies are
intimately interrelated. Accordingly, competency in one area
without competence in the other two can be problematic.
70. While clinical competence is a necessary condition for effec-
tive professional practice, it is seldom a sufficient condition.
That is because ethical and cultural competencies are also
necessary conditions. The following example illustrates this
interrelatedness.
An emergency room physician concludes that a blood
transfusion is needed to stabilize a 16-year-old patient injured
in a motorcycle accident who is becoming ‘‘shocky’’ because
of blood loss. The patient, who had been oriented to person,
place, and time, is now drifting in and out of consciousness.
In talking with the patient’s family, the physician learns that
both the patient and family are Christian Scientists. While he
had originally considered seeking the family’s written consent
for a blood transfusion, he anticipates that the family might
object to a blood transfusion on religious grounds. While a
blood transfusion is the gold standard for treatment of shock
caused by blood loss, and the likelihood that it is incompatible
with the patient’s cultural (i.e., religious) beliefs, he proceeds
71. tentatively. Instead of attempting to ‘‘force’’ the transfusion
which would reflect cultural and ethical incompetence, he tells
the family that while a blood transfusion is the treatment of
choice, there is another option. The family opts for the alterna-
tive treatment strategy which is the administration of a volume
expander (i.e., a blood substitute). This clinical action was
effective and was well received by the family since it was
culturally responsive. In addition to demonstrating cultural
competence, the physician’s clinical action also reflected
clinical and ethical competence.
Implications for Counseling and Consulting
With Individuals and Families
That clinical competence, ethical competence, and cultural
competence are interrelated has implications and applications
in counseling practice, particularly for counseling and consult-
ing with individuals and families, particularly when working
with individuals and families experiencing a medical condition.
Case Example
72. The following illustration is based on a case example appearing
in a previous issue of The Family Journal (Sperry, 2010c).
A brief summary of the case is followed by a commentary on
the clinical, cultural, and ethical competence demonstrated
by the counselor who consulted on the case.
Juanita H. is a 54-year-old married, first generation Mexican
American female diagnosed with metastatic breast cancer.
Following a mastectomy and removal of lymph nodes, she was
to begin radiation and chemotherapy but this was delayed for
nearly 4 months because of poor wound healing. She had
become increasingly depressed after the surgery, and her hus-
band, who had faithfully accompanied Juanita to all her medi -
cal appointment before her surgery was no longer coming.
Tearfully, Juanita recounted that they had fought almost con-
stantly since the surgery and that ‘‘Jose won’t even touch me
anymore.’’ Juanita’s physician was stymied by his patient’s
worsening condition and could not explain her poor postopera-
tive course of infections and slow wound healing. He also was
73. not able to appreciate cultural factors nor the marital difficul -
ties. Frustrated, he decided to seek consultation from Serafina
Garcia, PhD, who is licensed as both a mental health counselor
and as a marital and family therapist. She had considerable
experience working with clients wherein cultural factors and
marital issues exacerbated their medical conditions.
214 The Family Journal: Counseling and Therapy for Couples
and Families 19(2)
In their initial consultation, Dr Garcia identified Juanita’s
level of acculturation as low, and that her belief that she could
not afford medical treatment was not accurate which presum-
ably delayed the onset of medical treatment allowing the
fast-growing cancer to metastasize. Rather, her illness percep-
tions were operative and ‘‘interfered’’ with effective treatment
outcomes. These illness perceptions included: ‘‘having breast
cancer means you are being punished by God’’ and ‘‘you are
no longer a woman if you lose a breast.’’ She also found that
Juanita had experienced a low level of depression throughout
74. most of her adult life, but was exacerbated soon after Juanita’s
discovery of the small breast lump.
After the evaluation, Dr Garcia discussed treatment recom-
mendations with Juanita’s physician. She indicated that Juanita
was clinically depressed but was probably not easily identified
by other health professionals accustomed to prototypic DSM-
IV presentations. Instead, Juanita’s experienced primarily
somatic symptoms not uncommon in immigrants from Mexico.
This untreated depression together with untreated marital
conflict most likely accounted for the rapid proliferation of the
cancer and the retarded wound healing. Accordingly, immedi -
ate evaluation for possible antidepressant treatment was
recommended. Also recommended was individual and couples
counseling because marital discord can also retard wound
healing. Dr Garcia offered to provide this treatment to address
depressive and relational issues, both of which appeared to be
culturally influenced.
Case Commentary
75. Dr Garcia’s consultation resulted in a biopsychosociocultural
formulation that was considerably broader and more clinically
useful than the physician’s biomedical formulation that was
excluded essential cultural and couple and family dynamics.
Without such a comprehensive formulation, it is unlikely that
another counselor–consultant would have achieved the same
degree of clinical, cultural, and ethical sensitivity and compe-
tence as Dr Garcia. In short, this case suggests that a
comprehen-
sive case formulation is a prerequisite for a high degree of
clinical, cultural, and ethical sensitivity and competence.
Dr Garcia’s clinical competence is evident in her sensitive
clinical evaluation of Juanita’s medical–psychological status,
illness perceptions, underlying depression, couple and family
dynamics, and the influence of factors interfering with wound
healing. It was not simply clinical knowledge or awareness that
facilitated this expanded diagnostic and clinical formulation.
Rather, it was also Dr Garcia capacity to identify likely conse -
76. quences and respond with sufficient empathy to achieve an
effective therapeutic alliance so that Juanita could more fully
collaborate in the evaluation.
Dr Garcia was also able to demonstrate cultural competence
by quickly identifying Juanita’s level of acculturation, the cul -
tural presentation of Juanita’s depression, and the cultural
dynamics reflected in her illness perceptions, family dynamics,
and marital discord. In addition, Dr Garcia was able to offer a
culturally sensitive treatment plan and provide culturally
sensitive counseling that was tailored to Juanita’s personal
needs, and cultural and family circumstances.
Furthermore, Dr Garcia was able to demonstrate ethical sen-
sitivity in both respecting Juanita’s ethnicity, acculturation, and
social class but also by promoting her welfare (Principle A.1.a
of the ACA Ethics Code). By providing a consultation—and
also counseling— that was both clinically sensitive and compe-
tent and culturally sensitive and competent, as well as ethically
sensitive, Dr Garcia demonstrated ethical competence.
77. Concluding Comment
While counseling theory and research typically considers clin-
ical competence, ethical competence, and cultural competence
as separate entities, counseling practice suggests that the three
are intimately related. While there is increasing awareness of
the importance of the theoretical and practical value of these
domains of competence, obstacles persist in more fully imple-
menting this awareness in counseling practice. A main obstacle
is a lack of consensus on terminology with regard to distinc-
tions and definitions. This article offers consistency in the
definitions of clinical, ethical, and cultural competence and
their components: knowledge, awareness, and sensitivity.
These definitions and distinctions have been set forth in hopes
of fostering dialogue which is an essential prerequisite for
achieving consensus on these distinctions and definitions.
Declaration of Conflicting Interests
The author declared no potential conflicts of interests with
respect to
the authorship and/or publication of this article.
78. Financial Disclosure/Funding
The author received no financial support for the research and/or
authorship of this article.
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216 The Family Journal: Counseling and Therapy for Couples
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Read page 27 in the textbook Interpersonal Messages---1.2
Assessing Your Social Network Profile
Answer all eight questions listed below. Apply (use) key terms
within your answers. See a list of key terms on page 26.
Note: Type answers only (please do not type the questions and
answers).
Please read chapters 1-4 before completing the assignments and
quizzes.