Overview
Create a PowerPoint presentation of at least 12 slides that could be given in a professional context. The presentation will analyze a simulated case study and demonstrate the use of professional guidelines
Academic integrity is primarily a core set of values that apply to everything we do. These values should guide and support all of our learning and academic work
The slides describes ideas for reducing bias as guided by APA 7th edition.
Assignments View FeedbackFeedback for 2-1 Final Project Mi.docxnormanibarber20063
Assignments View Feedback
Feedback for 2-1 Final Project Milestone One: Classic and
Contemporary Work Selec!on
Submission Feedback
Rubric Name: ENG 510 Final Project Milestone One Rubric
Score
87.75 / 90 - A
Feedback Date
Feb 11, 2020 1:43 PM
Assignment
2-1 Final Project Milestone One: Classic and Contemporary Work Selec!on
SP
Sandy:
You cra"ed an impressive milestone in which you pitched two works from two different genres together.
This resulted in layering and depth that was intelligent and stylized. I am eager to see where you lead me
next. Nice work here.
Be well and have fun.
--S
Submission ID Submission(s) Turni!n® Similarity Date Submi$ed
9933104 MILESTONE 1.docx (10.6 KB) 4 % Feb 4, 2020 3:08 PM
https://learn.snhu.edu/d2l/lms/dropbox/user/folders_List.d2l?ou=344913
javascript:void(0)
https://learn.snhu.edu/d2l/le/dropbox/344913/turnitin/747259/submission/9933104/12996444/RetrieveOriginalityReport
https://learn.snhu.edu/d2l/common/viewFile.d2lfile/Database/MTI5OTY0NDQ/MILESTONE%201.docx?ou=344913
Done
Ethics
Implementing Multicultural Ethics:
Issues for Family Counselors
C. Bret Hendricks1, Loretta J. Bradley1, and Derek L. Robertson2
Abstract
This article addresses the need for family counselors to examine the application of new constructs to counseling ethics training.
The authors believe that current ethics training is deficient in integrating high-level cognitive decision models and multicultural
constructs. The authors challenge family counselors to expand their cultural perspectives in ethical decision making and cease
ethics training that is inadequate to meet the needs of a diverse society.
Keywords
ethics training, cognitive decision models, multicultural constructs, family counselors
Case Study
‘‘Uh oh,’’ Elaine Miller exclaimed. Elaine, a family counselor
in a large southern city, is having lunch with her friend, Paula,
also a family counselor. ‘‘Paula, I honestly thought that I had
done the ethics training for this license renewal, then I remem-
bered I wasn’t feeling well when we had the training with the
local group,’’ Elaine explains. ‘‘Well,’’ Paula says with a dis-
missive hand wave, ‘‘They went through the new state require-
ments. Otherwise, you didn’t miss much. Just the same old
stuff.’’ Paula described the training, explaining that the trainers
provided updates regarding new state requirements for docu-
mentation and informed consent. She concluded by reassuring
Elaine, ‘‘You can get that stuff from the website.’’ Elaine
sighed and glanced over her shoulder. Then, looking at Paula
in a conspiratorial manner, she said, ‘‘You know, I think I
might have ‘gotten sick’ on purpose just to not have to go to the
same boring training again. I just hate having to go and listen to
stuff that I can look up myself. These trainings are just excru-
ciating.’’ Sighing again, she went on to say, ‘‘The only good
thing about ethics training is being able to see my friends,
because I .
Please no plagiarism. I have attached an example to go by. The popul.docxChereCheek752
Please no plagiarism. I have attached an example to go by. The population I chose and currently work with are incarcerated juveniles, so at-risk youth.
Boundary Issues
It may not be possible or reasonable for counselors to always avoid dual relationships with clients. For example, counselors who live and work in small rural communities may attend the same religious institutions as their clients, or use the same libraries, doctors, or other services. In these multiple-relationship situations, counselors would not be in violation of ethical standards if they took reasonable steps to protect their objectivity and efficacy, and to avoid possibilities of exploitation or harm.
Counselors and supervisors usually consider dual relationships on a continuum of risk. As you work through the notion of dual relationships, you should consider the relationship with your client and the context of the situation. It is also important to consider the impact of dual roles on the power dynamics of the therapeutic relationship. For example, clients, students, and supervisees have less experience, knowledge, and power compared with licensed counselors and supervisors. Consequently, they are less likely to recognize inappropriate boundary crossings or to express their concerns about these crossings. It is your responsibility as an ethical practitioner to monitor and ensure appropriate boundaries across all related counseling situations.
For this Discussion, review the
Clinical Mental Health Counseling: Boundary Issues
media and consider the population that you are interested in working with as a professional counselor. Then, review the Learning Resources for this week and explore potential boundary issues you may encounter while working with this population. Reflect on potential benefit or harm related to boundary crossing. Finally, consider potential consultants who might be able to address any boundary issues.
Post by Day 3
a brief description of the population you selected. Then, explain any potential boundary issues you anticipate may be challenging in working with this population and explain why. Explain the potential benefit or harm associated with boundary crossing with this population. Finally, explain who you might consult with to address this boundary issue and why.
Be sure to use the Learning Resources and the current literature to support your response.
Respond by Day 5
and expand on your colleague’s posting by providing an alternate perspective on how you would work with your colleague’s selected population. Provide potential boundary crossing challenges that your colleague did not discuss and offer potential solutions for addressing these challenges.
Required Resources
Note:
To access this week's required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Readings
Herlihy, B., & Corey, G. (2015).
ACA ethical standards casebook
(7th ed.). Alexandria, VA: American Cou.
SOCW 6200 Human Behavior and the Social Environment IWeek 1.docxsamuel699872
SOCW 6200: Human Behavior and the Social Environment I
Week 10
Project: Bio-Psycho-Social Assessment
Assessing a client’s biological, psychological, and social history is a holistic approach that is an essential aspect of social work practice. Since one area often affects the other two, it is important to get as accurate an assessment as possible when working with a client. Social workers use the bio-psycho-social tool to communicate specific information, and possible conclusions, about a client to other professionals. It is, at once, a summary of current issues and problems; a listing of past factors that may be relevant to the current situation; and a description of potential issues that may have an effect on the client in the future. In addition to describing the client’s challenges and problems, the assessment identifies strengths and assets that are available to provide support. For this Project you create a bio-psycho-social assessment.
By Day 7
Submit 9
-page paper that focuses on an adolescent from one of the case studies presented in this course. For this Project, complete a bio-psycho-social assessment and provide an analysis of the assessment. This Project is divided into two parts:
Part A:
Bio-Psycho-Social Assessment: The assessment should be written in professional language and include sections on each of the following:
Presenting issue (including referral source)
Demographic information
Current living situation
Birth and developmental history
School and social relationships
Family members and relationships
Health and medical issues (including psychological and psychiatric functioning, substance abuse)
Spiritual development
Social, community, and recreational activities
Client strengths, capacities, and resources
Part B:
Analysis of Assessment. Address each of the following:
Explain the challenges faced by the client(s)—for example, drug addiction, lack of basic needs, victim of abuse, new school environment, etc.
Analyze how the social environment affects the client.
Identify which human behavior or social theories may guide your practice with this individual and explain how these theories inform your assessment.
Explain how you would use this assessment to develop mutually agreed-upon goals to be met in order to address the presenting issue and challenges face by the client.
Explain how you would use the identified strengths of the client(s) in a treatment plan.
Explain how you would use evidence-based practice when working with this client and recommend specific intervention strategies (skills, knowledge, etc.) to address the presenting issue.
Analyze the ethical issues present in the case. Explain how will you address them.
Describe the issues will you need to address around cultural competence.
Grading Criteria Rubric Detail.
Responsiveness to Directions
66.15 (2.
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 ...
Academic integrity is primarily a core set of values that apply to everything we do. These values should guide and support all of our learning and academic work
The slides describes ideas for reducing bias as guided by APA 7th edition.
Assignments View FeedbackFeedback for 2-1 Final Project Mi.docxnormanibarber20063
Assignments View Feedback
Feedback for 2-1 Final Project Milestone One: Classic and
Contemporary Work Selec!on
Submission Feedback
Rubric Name: ENG 510 Final Project Milestone One Rubric
Score
87.75 / 90 - A
Feedback Date
Feb 11, 2020 1:43 PM
Assignment
2-1 Final Project Milestone One: Classic and Contemporary Work Selec!on
SP
Sandy:
You cra"ed an impressive milestone in which you pitched two works from two different genres together.
This resulted in layering and depth that was intelligent and stylized. I am eager to see where you lead me
next. Nice work here.
Be well and have fun.
--S
Submission ID Submission(s) Turni!n® Similarity Date Submi$ed
9933104 MILESTONE 1.docx (10.6 KB) 4 % Feb 4, 2020 3:08 PM
https://learn.snhu.edu/d2l/lms/dropbox/user/folders_List.d2l?ou=344913
javascript:void(0)
https://learn.snhu.edu/d2l/le/dropbox/344913/turnitin/747259/submission/9933104/12996444/RetrieveOriginalityReport
https://learn.snhu.edu/d2l/common/viewFile.d2lfile/Database/MTI5OTY0NDQ/MILESTONE%201.docx?ou=344913
Done
Ethics
Implementing Multicultural Ethics:
Issues for Family Counselors
C. Bret Hendricks1, Loretta J. Bradley1, and Derek L. Robertson2
Abstract
This article addresses the need for family counselors to examine the application of new constructs to counseling ethics training.
The authors believe that current ethics training is deficient in integrating high-level cognitive decision models and multicultural
constructs. The authors challenge family counselors to expand their cultural perspectives in ethical decision making and cease
ethics training that is inadequate to meet the needs of a diverse society.
Keywords
ethics training, cognitive decision models, multicultural constructs, family counselors
Case Study
‘‘Uh oh,’’ Elaine Miller exclaimed. Elaine, a family counselor
in a large southern city, is having lunch with her friend, Paula,
also a family counselor. ‘‘Paula, I honestly thought that I had
done the ethics training for this license renewal, then I remem-
bered I wasn’t feeling well when we had the training with the
local group,’’ Elaine explains. ‘‘Well,’’ Paula says with a dis-
missive hand wave, ‘‘They went through the new state require-
ments. Otherwise, you didn’t miss much. Just the same old
stuff.’’ Paula described the training, explaining that the trainers
provided updates regarding new state requirements for docu-
mentation and informed consent. She concluded by reassuring
Elaine, ‘‘You can get that stuff from the website.’’ Elaine
sighed and glanced over her shoulder. Then, looking at Paula
in a conspiratorial manner, she said, ‘‘You know, I think I
might have ‘gotten sick’ on purpose just to not have to go to the
same boring training again. I just hate having to go and listen to
stuff that I can look up myself. These trainings are just excru-
ciating.’’ Sighing again, she went on to say, ‘‘The only good
thing about ethics training is being able to see my friends,
because I .
Please no plagiarism. I have attached an example to go by. The popul.docxChereCheek752
Please no plagiarism. I have attached an example to go by. The population I chose and currently work with are incarcerated juveniles, so at-risk youth.
Boundary Issues
It may not be possible or reasonable for counselors to always avoid dual relationships with clients. For example, counselors who live and work in small rural communities may attend the same religious institutions as their clients, or use the same libraries, doctors, or other services. In these multiple-relationship situations, counselors would not be in violation of ethical standards if they took reasonable steps to protect their objectivity and efficacy, and to avoid possibilities of exploitation or harm.
Counselors and supervisors usually consider dual relationships on a continuum of risk. As you work through the notion of dual relationships, you should consider the relationship with your client and the context of the situation. It is also important to consider the impact of dual roles on the power dynamics of the therapeutic relationship. For example, clients, students, and supervisees have less experience, knowledge, and power compared with licensed counselors and supervisors. Consequently, they are less likely to recognize inappropriate boundary crossings or to express their concerns about these crossings. It is your responsibility as an ethical practitioner to monitor and ensure appropriate boundaries across all related counseling situations.
For this Discussion, review the
Clinical Mental Health Counseling: Boundary Issues
media and consider the population that you are interested in working with as a professional counselor. Then, review the Learning Resources for this week and explore potential boundary issues you may encounter while working with this population. Reflect on potential benefit or harm related to boundary crossing. Finally, consider potential consultants who might be able to address any boundary issues.
Post by Day 3
a brief description of the population you selected. Then, explain any potential boundary issues you anticipate may be challenging in working with this population and explain why. Explain the potential benefit or harm associated with boundary crossing with this population. Finally, explain who you might consult with to address this boundary issue and why.
Be sure to use the Learning Resources and the current literature to support your response.
Respond by Day 5
and expand on your colleague’s posting by providing an alternate perspective on how you would work with your colleague’s selected population. Provide potential boundary crossing challenges that your colleague did not discuss and offer potential solutions for addressing these challenges.
Required Resources
Note:
To access this week's required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Readings
Herlihy, B., & Corey, G. (2015).
ACA ethical standards casebook
(7th ed.). Alexandria, VA: American Cou.
SOCW 6200 Human Behavior and the Social Environment IWeek 1.docxsamuel699872
SOCW 6200: Human Behavior and the Social Environment I
Week 10
Project: Bio-Psycho-Social Assessment
Assessing a client’s biological, psychological, and social history is a holistic approach that is an essential aspect of social work practice. Since one area often affects the other two, it is important to get as accurate an assessment as possible when working with a client. Social workers use the bio-psycho-social tool to communicate specific information, and possible conclusions, about a client to other professionals. It is, at once, a summary of current issues and problems; a listing of past factors that may be relevant to the current situation; and a description of potential issues that may have an effect on the client in the future. In addition to describing the client’s challenges and problems, the assessment identifies strengths and assets that are available to provide support. For this Project you create a bio-psycho-social assessment.
By Day 7
Submit 9
-page paper that focuses on an adolescent from one of the case studies presented in this course. For this Project, complete a bio-psycho-social assessment and provide an analysis of the assessment. This Project is divided into two parts:
Part A:
Bio-Psycho-Social Assessment: The assessment should be written in professional language and include sections on each of the following:
Presenting issue (including referral source)
Demographic information
Current living situation
Birth and developmental history
School and social relationships
Family members and relationships
Health and medical issues (including psychological and psychiatric functioning, substance abuse)
Spiritual development
Social, community, and recreational activities
Client strengths, capacities, and resources
Part B:
Analysis of Assessment. Address each of the following:
Explain the challenges faced by the client(s)—for example, drug addiction, lack of basic needs, victim of abuse, new school environment, etc.
Analyze how the social environment affects the client.
Identify which human behavior or social theories may guide your practice with this individual and explain how these theories inform your assessment.
Explain how you would use this assessment to develop mutually agreed-upon goals to be met in order to address the presenting issue and challenges face by the client.
Explain how you would use the identified strengths of the client(s) in a treatment plan.
Explain how you would use evidence-based practice when working with this client and recommend specific intervention strategies (skills, knowledge, etc.) to address the presenting issue.
Analyze the ethical issues present in the case. Explain how will you address them.
Describe the issues will you need to address around cultural competence.
Grading Criteria Rubric Detail.
Responsiveness to Directions
66.15 (2.
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 ...
EthicsImplementing Multicultural EthicsIssues for Famil.docxelbanglis
Ethics
Implementing Multicultural Ethics:
Issues for Family Counselors
C. Bret Hendricks1, Loretta J. Bradley1, and Derek L. Robertson2
Abstract
This article addresses the need for family counselors to examine the application of new constructs to counseling ethics training.
The authors believe that current ethics training is deficient in integrating high-level cognitive decision models and multicultural
constructs. The authors challenge family counselors to expand their cultural perspectives in ethical decision making and cease
ethics training that is inadequate to meet the needs of a diverse society.
Keywords
ethics training, cognitive decision models, multicultural constructs, family counselors
Case Study
‘‘Uh oh,’’ Elaine Miller exclaimed. Elaine, a family counselor
in a large southern city, is having lunch with her friend, Paula,
also a family counselor. ‘‘Paula, I honestly thought that I had
done the ethics training for this license renewal, then I remem-
bered I wasn’t feeling well when we had the training with the
local group,’’ Elaine explains. ‘‘Well,’’ Paula says with a dis-
missive hand wave, ‘‘They went through the new state require-
ments. Otherwise, you didn’t miss much. Just the same old
stuff.’’ Paula described the training, explaining that the trainers
provided updates regarding new state requirements for docu-
mentation and informed consent. She concluded by reassuring
Elaine, ‘‘You can get that stuff from the website.’’ Elaine
sighed and glanced over her shoulder. Then, looking at Paula
in a conspiratorial manner, she said, ‘‘You know, I think I
might have ‘gotten sick’ on purpose just to not have to go to the
same boring training again. I just hate having to go and listen to
stuff that I can look up myself. These trainings are just excru-
ciating.’’ Sighing again, she went on to say, ‘‘The only good
thing about ethics training is being able to see my friends,
because I never really hear anything that helps me.’’ She
relaxes a bit, nods to herself and tells Paula, ‘‘I’ll just find
something on-line and get it done tonight. That’s easier any-
way.’’ ‘‘Now, I have a real ethics question for you, Paula.’’
I have this case that I just don’t get. I am so stressed about this case.
Maybe you can help me. You see, I’m seeing a family from Paki-
stan and they have all their relatives living with them. The hus-
band’s parents don’t ever leave the house; they just sit there and
tell everyone what to do. The whole family just revolves around
any little thing that the grandparents want. Also, the parents don’t
allow their kids to do anything because the grandparents want the
kids home from school immediately. I know that I need to work
with the whole family, I just don’t know how to do it and really
help them.
Every family counselor is confronted with questions that
challenge his or her ethical beliefs; questions that are not
answered in simple dichotomous terms of right/wrong. More-
over, famil ...
EthicsImplementing Multicultural EthicsIssues for Famil.docxhumphrieskalyn
Ethics
Implementing Multicultural Ethics:
Issues for Family Counselors
C. Bret Hendricks1, Loretta J. Bradley1, and Derek L. Robertson2
Abstract
This article addresses the need for family counselors to examine the application of new constructs to counseling ethics training.
The authors believe that current ethics training is deficient in integrating high-level cognitive decision models and multicultural
constructs. The authors challenge family counselors to expand their cultural perspectives in ethical decision making and cease
ethics training that is inadequate to meet the needs of a diverse society.
Keywords
ethics training, cognitive decision models, multicultural constructs, family counselors
Case Study
‘‘Uh oh,’’ Elaine Miller exclaimed. Elaine, a family counselor
in a large southern city, is having lunch with her friend, Paula,
also a family counselor. ‘‘Paula, I honestly thought that I had
done the ethics training for this license renewal, then I remem-
bered I wasn’t feeling well when we had the training with the
local group,’’ Elaine explains. ‘‘Well,’’ Paula says with a dis-
missive hand wave, ‘‘They went through the new state require-
ments. Otherwise, you didn’t miss much. Just the same old
stuff.’’ Paula described the training, explaining that the trainers
provided updates regarding new state requirements for docu-
mentation and informed consent. She concluded by reassuring
Elaine, ‘‘You can get that stuff from the website.’’ Elaine
sighed and glanced over her shoulder. Then, looking at Paula
in a conspiratorial manner, she said, ‘‘You know, I think I
might have ‘gotten sick’ on purpose just to not have to go to the
same boring training again. I just hate having to go and listen to
stuff that I can look up myself. These trainings are just excru-
ciating.’’ Sighing again, she went on to say, ‘‘The only good
thing about ethics training is being able to see my friends,
because I never really hear anything that helps me.’’ She
relaxes a bit, nods to herself and tells Paula, ‘‘I’ll just find
something on-line and get it done tonight. That’s easier any-
way.’’ ‘‘Now, I have a real ethics question for you, Paula.’’
I have this case that I just don’t get. I am so stressed about this case.
Maybe you can help me. You see, I’m seeing a family from Paki-
stan and they have all their relatives living with them. The hus-
band’s parents don’t ever leave the house; they just sit there and
tell everyone what to do. The whole family just revolves around
any little thing that the grandparents want. Also, the parents don’t
allow their kids to do anything because the grandparents want the
kids home from school immediately. I know that I need to work
with the whole family, I just don’t know how to do it and really
help them.
Every family counselor is confronted with questions that
challenge his or her ethical beliefs; questions that are not
answered in simple dichotomous terms of right/wrong. More-
over, famil.
online class ·Ethical, Legal, and Cultural Considerations.docxjohnbbruce72945
online class
·
Ethical, Legal, and Cultural Considerations
Ethical Considerations in Research
Transcript
Key Events in Ethical Research
Transcript
Readings
Use your
Counseling Research: Quantitative, Qualitative, and Mixed Methods
text to read the following:
Chapter 17, "Ethical Considerations in the Practice of Research," pages 249–261.
Chapter 18, "Multicultural Issues in Research," pages 262–273.
Internet article
Use the Internet to complete the following article:
Read the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research's "
The Belmont Report
."
Assignment
Application: Ethical and Cultural Considerations
After completing the study activities in this unit, discuss how you will apply two ethical principles and two cultural considerations to your pre-proposal assignment. The suggested length of this post is 300–400. This post needs to be supported with at least two references.
Response Guidelines
Respond to the posts of two peers, extending the discussion. Consider sharing a professional experience with using codes of ethics or describing a cultural consideration about which you still have questions. Each peer response needs to be supported with one reference
1
st
Peer Post
Sheperis, Young and Daniels (2010) explain how if a counselor and/or researcher does not engage in ethical research practices, then harm could come to the participants. This application of ethics extends not only to the data collecting portion of the research, but also the design of the study as well as the publication of the results (Sheperis, Young & Daniels, 2010). One ethical principle that will play a role in my pre-proposal is obtaining the signed informed consent from all participants. Since my research will be working with individuals who have been diagnosed with schizophrenia it will be important to make sure that the participants understand the informed consent and are competent to sign (ACA, 2014). The family members of the individual with schizophrenia should also confirm that they understand the informed consent and are competent to sign. No one will be allowed to participant if there is not consent, and understanding of the consent. Another ethical principle that will apply to my pre-proposal is ensuring the autonomy and safety of the participants (ACA, 2014). It is the responsibility of the researchers to ensure that all participants are treated fairly and given a chance to voice their thoughts, opinions, and concerns. If any participant has diminished capacity the researchers must protect those individuals from potential harm (Sheperis, Young & Daniels, 2010).
A cultural consideration for my pre-proposal falls within working with a group of participants that have a mental illness. It is imperative to ensure that the individuals who have been diagnosed with schizophrenia do not feel stereotyped or minimized in any way. In the publication of the results it is also important that the.
For this assessment you will create an 8 slide PowerPoint presenta.docxgreg1eden90113
For this assessment you will create an 8 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal
you developed for the third assessment.
Demonstration of Proficiency
· Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
1. Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
1. Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
1. Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
1. Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
2. Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
2. Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
1. Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
3. Slides are easy to read and error free. Detailed speaker notes are provided.
3. Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years) with an APA formatted reference list with few errors.
When creating your PowerPoint for this assessment, it is important to keep in mind the target audience: your interviewee's organizational leadership. The overall goal of this assessment is to create a presentation that your interviewee could potentially give in his or her organization.
Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.
· Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
· Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
· Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
· Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
· Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional manner, with writing that is clear, logically organized, and respectful with correct grammar and spelling using current APA style.
There are various ways to structure your presentation; following is one example:
· Part 1: Organizational or Patient Issue.
1. What is the issue that you are trying to solve or improve?
1. Why.
HUM 200 Project Part Two: Presentation Guidelines and Rubric
Overview
We all share common experiences that can be generally classified within the major themes of art. Examples of these themes include love, mortality, identity,
truth, and beauty. The representation of these themes through various media reveals central beliefs shared by a common people. The comparison of objects
from the humanities with similar themes helps to uncover not only the uniqueness of each respective cultural artifact, but also a shared human consciousness
that transcends time and place.
Your project for this course has two parts. In Project Part One, you will complete an exploration document examining two cultural artifacts that you select,
identifying a theme common to both of them and developing a thesis statement related to the theme and artifacts. You will also identify an audience who would
be interested in your artifacts, theme, and thesis statement. In Project Part Two, you will develop a presentation for your audience. In your presentation, you
will discuss the impact of the cultural artifacts, theme, and thesis statement on both individuals and society, supporting your claims with evidence. You will also
explain how study of the humanities has impacted you both personally and professionally.
In Project Part Two, you will demonstrate your mastery of the following course outcomes:
● Illustrate the impact of the humanities on personal and professional experiences
● Communicate effectively to specific audiences in examining fundamental aspects of human culture
● Utilize evidence from subjective and objective cultural analysis in drawing conclusions about the impact of cultural artifacts on individuals and society
Prompt
Your presentation assignment should answer the following prompt: Based on your exploration document, create a presentation that explains how the
humanities have impacted you both personally and professionally and discusses the impact of your theme on your audience.
Specifically, the following critical elements must be addressed:
I. Provide a brief overview of your artifacts, theme, and thesis statement. How are they situated within the domain of the humanities?
II. Explain how the theme, as it is expressed in the cultural artifacts, and thesis statement impact the audience. In other words, how is the theme relevant
to members of the audience? Why should the audience care about your thesis statement? Support your response with specific examples from your
exploration document.
1
III. Describe the evidence from subjective and objective cultural analyses that you have to support your conclusions about the impact of the theme and
cultural artifacts on you personally and on your audience. Support your response with specific examples from your exploration document.
IV. Explain why the theme and cultural artifacts are important to you personally. In other words, why did you select these artifacts to ...
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.
1.2 Assessing Your Social Network Profile Heightened awareness of SantosConleyha
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 ...
1.2 Assessing Your Social Network Profile Heightened awareness of BenitoSumpter862
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 ...
Application Taking a StandEffective leaders have a high d.docxalfredai53p
Application: Taking a Stand
Effective leaders have a high degree of self-awareness and know how to leverage their strengths in the workplace. Assessments are a valuable tool that professionals can use to learn more about themselves and consider how their temperament and preferences influence their interactions with others.
As you engage in this learning process, it is important to remember that everyone—regardless of temperament type or related preferences—experiences some challenges with regard to leadership. The key to success is being able to recognize and leverage your own strengths while honoring differences among your colleagues.
At some point in your leadership career, you will encounter an ethical or moral dilemma that requires you to take a stand and defend your position.
For this Assignment, you evaluate an issue and consider how you could act as a moral agent or advocate, facilitating the resolution of the issue for a positive outcome.
To prepare:
Consider the examples of leadership demonstrated in this week’s media presentation and the other Learning Resources. (Democratic, authoritative, or Laissez-Faire)
To further your self-knowledge, you are required to complete the Kiersey Temperament as indicated in this week’s Learning Resources. Consider your leadership style (Democratic), including your strengths for leading others and include your results from Kiersey Temperament Sorter to describe potential challenges related to your leadership style.
Mentally survey your work environment, or one with which you are familiar, and identify a timely issue/dilemma that requires you to perform the leadership role of moral agent or advocate to improve a situation (e.g., speaking or acting on behalf of a vulnerable patient, the need for appropriate staffing, a colleague being treated unfairly).
What ethical, moral, or legal skills, dispositions, and/or strategies would help you resolve this dilemma? Define the differences between
ethical, moral, and legal leadership.
Finally, consider the values and principles that guide the nursing profession; the organization’s mission, vision, and values; the leadership and management competencies addressed in this course; and your own values and reasons for entering the profession. What motivation do you see for taking a stand on an important issue even when it is difficult to do so?
To complete:
Write a 4 to 5 page paper (page count does not include title and reference page) that addresses the following:
1) Introduce the conceptual frameworks of the ethical constructs of ethics, moral, or legal standards and the purpose of the paper.
1) Consider an ethical, moral, or legal dilemma that you have encountered in your work environment and describe it. (
an example is " a Jehovah witness refusing blood even though it is needed to save his or life")
2) Analyze the moral, ethical, and legal implications utilized in this situation. Describe your role as a moral agent or advocate for this.
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.
FOCUS ON ETHICSJeffrey E. Barnett, EditorEthics and Mu.docxbudbarber38650
FOCUS ON ETHICS
Jeffrey E. Barnett, Editor
Ethics and Multiculturalism: Advancing Cultural
and Clinical Responsiveness
Miguel E. Gallardo
Pepperdine University
Josephine Johnson
Livonia, Michigan
Thomas A. Parham
University of California, Irvine
Jean A. Carter
Washington, D.C.
The provision of ethical and responsive treatment to clients of diverse cultural backgrounds is
expected of all practicing psychologists. While this is mandated by the American Psychological
Association’s ethics code and is widely agreed upon as a laudable goal, achieving this mandate is
often more challenging than it may seem. Integrating culturally responsive practices with more
traditional models of psychotherapy into every practitioner’s repertoire is of paramount importance
when considering the rapidly diversifying population we serve. Psychologists are challenged to
reconsider their conceptualizations of culture and of culturally responsive practice, to grapple with
inherent conflicts in traditional training models that may promote treatments that are not culturally
responsive, and to consider the ethical implications of their current practices. Invited expert
commentaries address how conflicts may arise between efforts to meet ethical standards and being
culturally responsive, how the application of outdated theoretical constructs may result in harm to
diverse clients, and how we must develop more culturally responsive views of client needs, of
boundaries and multiple relationships, and of treatment interventions. This article provides addi-
tional considerations for practicing psychologists as they attempt to navigate dimensions of culture
and culturally responsive practice in psychology, while negotiating the ethical challenges presented
in practice.
Keywords: ethics, multicultural, psychotherapy, culture, cultural competency
MIGUEL E. GALLARDO received his PsyD in clinical psychology from the
California School of Professional Psychology, Los Angeles. He is associate
professor of psychology at Pepperdine University Graduate School of
Education and Psychology and maintains a part-time independent and
consultation practice. His areas of research and practice include culturally
responsive practices with Latinos and multicultural and social justice
issues. He co-edited the book Intersections of Multiple Identities: A Case-
book of Evidence-Based Practice with Diverse Populations in 2009.
JOSEPHINE JOHNSON received her PhD in clinical psychology from the
University of Detroit. She has a full-time independent practice in Livonia,
Michigan; is a consultant to community mental health and residential
treatment facilities; and provides clinical supervision. Her professional
interests include cultural competency and business-of-practice issues. She
chaired the American Psychological Association Task Force on the Imple-
mentation of the Multicultural Guidelines.
THOMAS A. PARHAM received his PhD in counseling psychology at South-
ern Illinois University at Carbond.
HSCO 509
Abstract Grading Rubric
Student:RMA
Criteria
Points
Possible
Points
Earned
Instructor’s
Comments
Required components:
· Concise summary of the paper
· Concise outline included
20
18
Need a bit of clarification – see notation.
Structure and Formatting
· The heading is centered on the page.
· Free of grammatical and spelling errors
· The abstract is 1 paragraph
· Number of words: 150–250 words
· Current APA format (e.g., no indentions, no citations)
5
4
Use standard outline format.
Total
25
22
HS
CO
509
A
BSTRACT
G
RADING
R
UBRIC
Student:
RMA
Criteria
Points
Possible
Points
Earned
Instructor’s
Comments
R
equired components
:
·
Concise
summary
of the paper
·
Concise outline included
20
1
8
Need a bit of
clarification
–
see
notation.
Structure and Formatting
·
The heading is centered on the page.
·
Free of grammatical and spelling errors
·
The abstract is
1
paragraph
·
Number of words
:
150
–
250 words
·
Current
APA format (e.g., no indentions, no
citations)
5
4
Use standard outline
format.
Total
25
22
1
Running head: NARRATIVE THEORY IN MULTICULTURAL COUNSELLING
2
NARRATIVE THEORY IN MULTICULTURAL COUNSELLING
Narrative Theory in Multicultural Counselling
Abstract
This study endeavours to unearth the role, place and challenges of narrative theory in multicultural counselling. Practically, narrative theory approach is used therapeutically in a process of breaking down and reconstruction of meaning to the problems experienced by use of small build up pointer questions asked by the narrative theorists to the patient. The motivation in this study is to formulate working pointer questions which can easily differentiate various cultures so as to enable the counselling of various patients according to their various cultures. The major problem encountered in this study is the formulation of appropriate pointer questions that would have an indicative feature according to religious, sexual orientation culture which cannot be easily physically seen. The approach to be used is to go to the different cultures and find key differentiating cultural norms that will then be used to formulate the questions to be used in the narrative theory approach. The resulting questions will then be incorporated into the counselling process and will act as beacon to indicate what approach to use in order to counsel the patients appropriately according to their different cultures.
Narrative Theory in Multicultural Counselling
As the counselling world has begun to incorporate culture during diagnosis and therapy of clients, the field of counselling and psychology needed new approaches to counselling and also began a search for theoretical models that could provide a culturally sensitive methodology of counselling. Narrative theory is one such model that has emerged and has continued to provide counsellors with the necessary schematics. Narrative theory in its.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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EthicsImplementing Multicultural EthicsIssues for Famil.docxelbanglis
Ethics
Implementing Multicultural Ethics:
Issues for Family Counselors
C. Bret Hendricks1, Loretta J. Bradley1, and Derek L. Robertson2
Abstract
This article addresses the need for family counselors to examine the application of new constructs to counseling ethics training.
The authors believe that current ethics training is deficient in integrating high-level cognitive decision models and multicultural
constructs. The authors challenge family counselors to expand their cultural perspectives in ethical decision making and cease
ethics training that is inadequate to meet the needs of a diverse society.
Keywords
ethics training, cognitive decision models, multicultural constructs, family counselors
Case Study
‘‘Uh oh,’’ Elaine Miller exclaimed. Elaine, a family counselor
in a large southern city, is having lunch with her friend, Paula,
also a family counselor. ‘‘Paula, I honestly thought that I had
done the ethics training for this license renewal, then I remem-
bered I wasn’t feeling well when we had the training with the
local group,’’ Elaine explains. ‘‘Well,’’ Paula says with a dis-
missive hand wave, ‘‘They went through the new state require-
ments. Otherwise, you didn’t miss much. Just the same old
stuff.’’ Paula described the training, explaining that the trainers
provided updates regarding new state requirements for docu-
mentation and informed consent. She concluded by reassuring
Elaine, ‘‘You can get that stuff from the website.’’ Elaine
sighed and glanced over her shoulder. Then, looking at Paula
in a conspiratorial manner, she said, ‘‘You know, I think I
might have ‘gotten sick’ on purpose just to not have to go to the
same boring training again. I just hate having to go and listen to
stuff that I can look up myself. These trainings are just excru-
ciating.’’ Sighing again, she went on to say, ‘‘The only good
thing about ethics training is being able to see my friends,
because I never really hear anything that helps me.’’ She
relaxes a bit, nods to herself and tells Paula, ‘‘I’ll just find
something on-line and get it done tonight. That’s easier any-
way.’’ ‘‘Now, I have a real ethics question for you, Paula.’’
I have this case that I just don’t get. I am so stressed about this case.
Maybe you can help me. You see, I’m seeing a family from Paki-
stan and they have all their relatives living with them. The hus-
band’s parents don’t ever leave the house; they just sit there and
tell everyone what to do. The whole family just revolves around
any little thing that the grandparents want. Also, the parents don’t
allow their kids to do anything because the grandparents want the
kids home from school immediately. I know that I need to work
with the whole family, I just don’t know how to do it and really
help them.
Every family counselor is confronted with questions that
challenge his or her ethical beliefs; questions that are not
answered in simple dichotomous terms of right/wrong. More-
over, famil ...
EthicsImplementing Multicultural EthicsIssues for Famil.docxhumphrieskalyn
Ethics
Implementing Multicultural Ethics:
Issues for Family Counselors
C. Bret Hendricks1, Loretta J. Bradley1, and Derek L. Robertson2
Abstract
This article addresses the need for family counselors to examine the application of new constructs to counseling ethics training.
The authors believe that current ethics training is deficient in integrating high-level cognitive decision models and multicultural
constructs. The authors challenge family counselors to expand their cultural perspectives in ethical decision making and cease
ethics training that is inadequate to meet the needs of a diverse society.
Keywords
ethics training, cognitive decision models, multicultural constructs, family counselors
Case Study
‘‘Uh oh,’’ Elaine Miller exclaimed. Elaine, a family counselor
in a large southern city, is having lunch with her friend, Paula,
also a family counselor. ‘‘Paula, I honestly thought that I had
done the ethics training for this license renewal, then I remem-
bered I wasn’t feeling well when we had the training with the
local group,’’ Elaine explains. ‘‘Well,’’ Paula says with a dis-
missive hand wave, ‘‘They went through the new state require-
ments. Otherwise, you didn’t miss much. Just the same old
stuff.’’ Paula described the training, explaining that the trainers
provided updates regarding new state requirements for docu-
mentation and informed consent. She concluded by reassuring
Elaine, ‘‘You can get that stuff from the website.’’ Elaine
sighed and glanced over her shoulder. Then, looking at Paula
in a conspiratorial manner, she said, ‘‘You know, I think I
might have ‘gotten sick’ on purpose just to not have to go to the
same boring training again. I just hate having to go and listen to
stuff that I can look up myself. These trainings are just excru-
ciating.’’ Sighing again, she went on to say, ‘‘The only good
thing about ethics training is being able to see my friends,
because I never really hear anything that helps me.’’ She
relaxes a bit, nods to herself and tells Paula, ‘‘I’ll just find
something on-line and get it done tonight. That’s easier any-
way.’’ ‘‘Now, I have a real ethics question for you, Paula.’’
I have this case that I just don’t get. I am so stressed about this case.
Maybe you can help me. You see, I’m seeing a family from Paki-
stan and they have all their relatives living with them. The hus-
band’s parents don’t ever leave the house; they just sit there and
tell everyone what to do. The whole family just revolves around
any little thing that the grandparents want. Also, the parents don’t
allow their kids to do anything because the grandparents want the
kids home from school immediately. I know that I need to work
with the whole family, I just don’t know how to do it and really
help them.
Every family counselor is confronted with questions that
challenge his or her ethical beliefs; questions that are not
answered in simple dichotomous terms of right/wrong. More-
over, famil.
online class ·Ethical, Legal, and Cultural Considerations.docxjohnbbruce72945
online class
·
Ethical, Legal, and Cultural Considerations
Ethical Considerations in Research
Transcript
Key Events in Ethical Research
Transcript
Readings
Use your
Counseling Research: Quantitative, Qualitative, and Mixed Methods
text to read the following:
Chapter 17, "Ethical Considerations in the Practice of Research," pages 249–261.
Chapter 18, "Multicultural Issues in Research," pages 262–273.
Internet article
Use the Internet to complete the following article:
Read the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research's "
The Belmont Report
."
Assignment
Application: Ethical and Cultural Considerations
After completing the study activities in this unit, discuss how you will apply two ethical principles and two cultural considerations to your pre-proposal assignment. The suggested length of this post is 300–400. This post needs to be supported with at least two references.
Response Guidelines
Respond to the posts of two peers, extending the discussion. Consider sharing a professional experience with using codes of ethics or describing a cultural consideration about which you still have questions. Each peer response needs to be supported with one reference
1
st
Peer Post
Sheperis, Young and Daniels (2010) explain how if a counselor and/or researcher does not engage in ethical research practices, then harm could come to the participants. This application of ethics extends not only to the data collecting portion of the research, but also the design of the study as well as the publication of the results (Sheperis, Young & Daniels, 2010). One ethical principle that will play a role in my pre-proposal is obtaining the signed informed consent from all participants. Since my research will be working with individuals who have been diagnosed with schizophrenia it will be important to make sure that the participants understand the informed consent and are competent to sign (ACA, 2014). The family members of the individual with schizophrenia should also confirm that they understand the informed consent and are competent to sign. No one will be allowed to participant if there is not consent, and understanding of the consent. Another ethical principle that will apply to my pre-proposal is ensuring the autonomy and safety of the participants (ACA, 2014). It is the responsibility of the researchers to ensure that all participants are treated fairly and given a chance to voice their thoughts, opinions, and concerns. If any participant has diminished capacity the researchers must protect those individuals from potential harm (Sheperis, Young & Daniels, 2010).
A cultural consideration for my pre-proposal falls within working with a group of participants that have a mental illness. It is imperative to ensure that the individuals who have been diagnosed with schizophrenia do not feel stereotyped or minimized in any way. In the publication of the results it is also important that the.
For this assessment you will create an 8 slide PowerPoint presenta.docxgreg1eden90113
For this assessment you will create an 8 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal
you developed for the third assessment.
Demonstration of Proficiency
· Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
1. Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
1. Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
1. Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
1. Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
2. Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
2. Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
1. Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
3. Slides are easy to read and error free. Detailed speaker notes are provided.
3. Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years) with an APA formatted reference list with few errors.
When creating your PowerPoint for this assessment, it is important to keep in mind the target audience: your interviewee's organizational leadership. The overall goal of this assessment is to create a presentation that your interviewee could potentially give in his or her organization.
Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.
· Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
· Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
· Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
· Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
· Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional manner, with writing that is clear, logically organized, and respectful with correct grammar and spelling using current APA style.
There are various ways to structure your presentation; following is one example:
· Part 1: Organizational or Patient Issue.
1. What is the issue that you are trying to solve or improve?
1. Why.
HUM 200 Project Part Two: Presentation Guidelines and Rubric
Overview
We all share common experiences that can be generally classified within the major themes of art. Examples of these themes include love, mortality, identity,
truth, and beauty. The representation of these themes through various media reveals central beliefs shared by a common people. The comparison of objects
from the humanities with similar themes helps to uncover not only the uniqueness of each respective cultural artifact, but also a shared human consciousness
that transcends time and place.
Your project for this course has two parts. In Project Part One, you will complete an exploration document examining two cultural artifacts that you select,
identifying a theme common to both of them and developing a thesis statement related to the theme and artifacts. You will also identify an audience who would
be interested in your artifacts, theme, and thesis statement. In Project Part Two, you will develop a presentation for your audience. In your presentation, you
will discuss the impact of the cultural artifacts, theme, and thesis statement on both individuals and society, supporting your claims with evidence. You will also
explain how study of the humanities has impacted you both personally and professionally.
In Project Part Two, you will demonstrate your mastery of the following course outcomes:
● Illustrate the impact of the humanities on personal and professional experiences
● Communicate effectively to specific audiences in examining fundamental aspects of human culture
● Utilize evidence from subjective and objective cultural analysis in drawing conclusions about the impact of cultural artifacts on individuals and society
Prompt
Your presentation assignment should answer the following prompt: Based on your exploration document, create a presentation that explains how the
humanities have impacted you both personally and professionally and discusses the impact of your theme on your audience.
Specifically, the following critical elements must be addressed:
I. Provide a brief overview of your artifacts, theme, and thesis statement. How are they situated within the domain of the humanities?
II. Explain how the theme, as it is expressed in the cultural artifacts, and thesis statement impact the audience. In other words, how is the theme relevant
to members of the audience? Why should the audience care about your thesis statement? Support your response with specific examples from your
exploration document.
1
III. Describe the evidence from subjective and objective cultural analyses that you have to support your conclusions about the impact of the theme and
cultural artifacts on you personally and on your audience. Support your response with specific examples from your exploration document.
IV. Explain why the theme and cultural artifacts are important to you personally. In other words, why did you select these artifacts to ...
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.
1.2 Assessing Your Social Network Profile Heightened awareness of SantosConleyha
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 ...
1.2 Assessing Your Social Network Profile Heightened awareness of BenitoSumpter862
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 ...
Application Taking a StandEffective leaders have a high d.docxalfredai53p
Application: Taking a Stand
Effective leaders have a high degree of self-awareness and know how to leverage their strengths in the workplace. Assessments are a valuable tool that professionals can use to learn more about themselves and consider how their temperament and preferences influence their interactions with others.
As you engage in this learning process, it is important to remember that everyone—regardless of temperament type or related preferences—experiences some challenges with regard to leadership. The key to success is being able to recognize and leverage your own strengths while honoring differences among your colleagues.
At some point in your leadership career, you will encounter an ethical or moral dilemma that requires you to take a stand and defend your position.
For this Assignment, you evaluate an issue and consider how you could act as a moral agent or advocate, facilitating the resolution of the issue for a positive outcome.
To prepare:
Consider the examples of leadership demonstrated in this week’s media presentation and the other Learning Resources. (Democratic, authoritative, or Laissez-Faire)
To further your self-knowledge, you are required to complete the Kiersey Temperament as indicated in this week’s Learning Resources. Consider your leadership style (Democratic), including your strengths for leading others and include your results from Kiersey Temperament Sorter to describe potential challenges related to your leadership style.
Mentally survey your work environment, or one with which you are familiar, and identify a timely issue/dilemma that requires you to perform the leadership role of moral agent or advocate to improve a situation (e.g., speaking or acting on behalf of a vulnerable patient, the need for appropriate staffing, a colleague being treated unfairly).
What ethical, moral, or legal skills, dispositions, and/or strategies would help you resolve this dilemma? Define the differences between
ethical, moral, and legal leadership.
Finally, consider the values and principles that guide the nursing profession; the organization’s mission, vision, and values; the leadership and management competencies addressed in this course; and your own values and reasons for entering the profession. What motivation do you see for taking a stand on an important issue even when it is difficult to do so?
To complete:
Write a 4 to 5 page paper (page count does not include title and reference page) that addresses the following:
1) Introduce the conceptual frameworks of the ethical constructs of ethics, moral, or legal standards and the purpose of the paper.
1) Consider an ethical, moral, or legal dilemma that you have encountered in your work environment and describe it. (
an example is " a Jehovah witness refusing blood even though it is needed to save his or life")
2) Analyze the moral, ethical, and legal implications utilized in this situation. Describe your role as a moral agent or advocate for this.
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.
FOCUS ON ETHICSJeffrey E. Barnett, EditorEthics and Mu.docxbudbarber38650
FOCUS ON ETHICS
Jeffrey E. Barnett, Editor
Ethics and Multiculturalism: Advancing Cultural
and Clinical Responsiveness
Miguel E. Gallardo
Pepperdine University
Josephine Johnson
Livonia, Michigan
Thomas A. Parham
University of California, Irvine
Jean A. Carter
Washington, D.C.
The provision of ethical and responsive treatment to clients of diverse cultural backgrounds is
expected of all practicing psychologists. While this is mandated by the American Psychological
Association’s ethics code and is widely agreed upon as a laudable goal, achieving this mandate is
often more challenging than it may seem. Integrating culturally responsive practices with more
traditional models of psychotherapy into every practitioner’s repertoire is of paramount importance
when considering the rapidly diversifying population we serve. Psychologists are challenged to
reconsider their conceptualizations of culture and of culturally responsive practice, to grapple with
inherent conflicts in traditional training models that may promote treatments that are not culturally
responsive, and to consider the ethical implications of their current practices. Invited expert
commentaries address how conflicts may arise between efforts to meet ethical standards and being
culturally responsive, how the application of outdated theoretical constructs may result in harm to
diverse clients, and how we must develop more culturally responsive views of client needs, of
boundaries and multiple relationships, and of treatment interventions. This article provides addi-
tional considerations for practicing psychologists as they attempt to navigate dimensions of culture
and culturally responsive practice in psychology, while negotiating the ethical challenges presented
in practice.
Keywords: ethics, multicultural, psychotherapy, culture, cultural competency
MIGUEL E. GALLARDO received his PsyD in clinical psychology from the
California School of Professional Psychology, Los Angeles. He is associate
professor of psychology at Pepperdine University Graduate School of
Education and Psychology and maintains a part-time independent and
consultation practice. His areas of research and practice include culturally
responsive practices with Latinos and multicultural and social justice
issues. He co-edited the book Intersections of Multiple Identities: A Case-
book of Evidence-Based Practice with Diverse Populations in 2009.
JOSEPHINE JOHNSON received her PhD in clinical psychology from the
University of Detroit. She has a full-time independent practice in Livonia,
Michigan; is a consultant to community mental health and residential
treatment facilities; and provides clinical supervision. Her professional
interests include cultural competency and business-of-practice issues. She
chaired the American Psychological Association Task Force on the Imple-
mentation of the Multicultural Guidelines.
THOMAS A. PARHAM received his PhD in counseling psychology at South-
ern Illinois University at Carbond.
HSCO 509
Abstract Grading Rubric
Student:RMA
Criteria
Points
Possible
Points
Earned
Instructor’s
Comments
Required components:
· Concise summary of the paper
· Concise outline included
20
18
Need a bit of clarification – see notation.
Structure and Formatting
· The heading is centered on the page.
· Free of grammatical and spelling errors
· The abstract is 1 paragraph
· Number of words: 150–250 words
· Current APA format (e.g., no indentions, no citations)
5
4
Use standard outline format.
Total
25
22
HS
CO
509
A
BSTRACT
G
RADING
R
UBRIC
Student:
RMA
Criteria
Points
Possible
Points
Earned
Instructor’s
Comments
R
equired components
:
·
Concise
summary
of the paper
·
Concise outline included
20
1
8
Need a bit of
clarification
–
see
notation.
Structure and Formatting
·
The heading is centered on the page.
·
Free of grammatical and spelling errors
·
The abstract is
1
paragraph
·
Number of words
:
150
–
250 words
·
Current
APA format (e.g., no indentions, no
citations)
5
4
Use standard outline
format.
Total
25
22
1
Running head: NARRATIVE THEORY IN MULTICULTURAL COUNSELLING
2
NARRATIVE THEORY IN MULTICULTURAL COUNSELLING
Narrative Theory in Multicultural Counselling
Abstract
This study endeavours to unearth the role, place and challenges of narrative theory in multicultural counselling. Practically, narrative theory approach is used therapeutically in a process of breaking down and reconstruction of meaning to the problems experienced by use of small build up pointer questions asked by the narrative theorists to the patient. The motivation in this study is to formulate working pointer questions which can easily differentiate various cultures so as to enable the counselling of various patients according to their various cultures. The major problem encountered in this study is the formulation of appropriate pointer questions that would have an indicative feature according to religious, sexual orientation culture which cannot be easily physically seen. The approach to be used is to go to the different cultures and find key differentiating cultural norms that will then be used to formulate the questions to be used in the narrative theory approach. The resulting questions will then be incorporated into the counselling process and will act as beacon to indicate what approach to use in order to counsel the patients appropriately according to their different cultures.
Narrative Theory in Multicultural Counselling
As the counselling world has begun to incorporate culture during diagnosis and therapy of clients, the field of counselling and psychology needed new approaches to counselling and also began a search for theoretical models that could provide a culturally sensitive methodology of counselling. Narrative theory is one such model that has emerged and has continued to provide counsellors with the necessary schematics. Narrative theory in its.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter 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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unit 8 - Information and Communication Technology (Paper I).pdf
CREATE A POWERPOINT PRESENTATION / TUTORIALOUTLET DOT COM
1. Create a powerPoint presentation
FOR MORE CLASSES VISIT
www.tutorialoutlet.com
Overview
Create a PowerPoint presentation of at least 12 slides that could be
given in a professional context. The presentation will analyze a
simulated case study and demonstrate the use of professional
guidelines and tools to work out a strategy for dealing with an ethical
dilemma related to a cultural conflict as well as analyze the usefulness
of those guidelines and tools.
Note: You are strongly encouraged to complete the assessments in
this course in the order in which they are presented.
SHOW LESS
Ethics and multiculturalism are intimately related. Whatever your
specialization or career goals, in order to behavior ethically, one must
be multiculturally sensitive and maintain multicultural competence as
part of lifelong learning.
By successfully completing this assessment, you will demonstrate
your proficiency in the following course competencies and
assessment criteria:
Competency 1: Apply ethical principles and standards to ethical
dilemmas.
Evaluate the guidance offered by a professional ethical standard in
relation to particular ethical concerns.
Design a viable solution for an ethical problem.
Competency 2: Employ models of ethical reasoning and ethical
decision making.
2. Apply steps in an ethical decision-making model to resolve an ethical
dilemma.
Justify why a particular ethical reasoning model is most appropriate in
resolving an ethical dilemma.
Competency 5: Communicate in a manner that is scholarly,
professional, and consistent with expectations for members of the
psychological professions.Write clearly, with correct spelling,
grammar, syntax, and good organization, following APA guidelines.
Convey information in a presentation format that is readable and well
organized.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through
your course.
Toggle Drawer
Context
Who we are as individuals influences who we are as professionals. To
practice with multicultural competence, we must be aware of our own
life experiences, personal beliefs and attitudes, cultural values, social
identity, privileges, biases, and prejudices and their influence on how
we work. It is ethically imperative for practitioners to confront their
own values and belief systems, as therapeutic relationships can be
adversely affected by practitioners' explicit or implicit negative
attitudes. When practitioners are unaware of their values and attitudes,
the effectiveness of interactions can be compromised by bias, and
ethical dilemmas and violations can occur. As stated by Corey, Corey,
and Callanan, "Part of multicultural competence entails recognizing
our limitations and is manifested in our willingness to (a) seek
consultation, (b) participate in continuing education, and (c) when
appropriate, make referrals to a professional who is competent to
work with a particular client population" (2011, p. 146).
3. SHOW LESS
Ethical dilemmas often have a cultural nuance that adds another layer
to an already difficult situation. Multicultural issues can certainly
impact ethical decision making and reasoning and vice versa. A
multiculturally competent practitioner should be aware of the issues
faced by a variety of specific cultural populations and the ethical
dilemmas involved with addressing these concerns. As Carter has
written, "Ethics and multicultural competence are sisters in the
practice of psychology. They were birthed from the same
psychological principles of beneficence and respect" (2013, para. 5).
In other words, often multicultural issues in psychology have ethical
implications and vice versa.
Reference
Carter L. K. (2013). Multicultural competence: The Cinderella of
psychology. SOJ Psychology.
Corey, G., Corey, M. S., & Callanan, P. (2011). Issues and ethics in
the helping professions (8th ed.). Belmont, CA: Brooks/Cole,
Cengage Learning.
Toggle Drawer
Questions to Consider
To deepen your understanding, you are encouraged to consider the
questions below and discuss them with a fellow learner, a work
associate, an interested friend, or a member of your professional
community.
SHOW LESS
In your intended career, what kinds of multicultural issues do you
expect to encounter?
What ethical standards address multicultural issues?
4. What is the interactive relationship between ethics and
multiculturalism?
How will you approach diversity and multicultural issues? Which
resources will you use to assist you?
What education, training, or other experiences could you plan to
further develop your multicultural competence (your knowledge,
awareness, and skills)?
Toggle Drawer
ResourcesRequired Resources
The following resource is required to complete the assessment.
Capella Resources
Click the link provided to view the following resource:
Combined Case Study Template.
SHOW LESS
Suggested Resources
The following optional resources are provided to support you in
completing the assessment or to provide a helpful context. For
additional resources, refer to the Research Resources and
Supplemental Resources in the left navigation menu of your
courseroom.
Capella Resources
Click the links provided to view the following resources:
Guidelines for Effective PowerPoint Presentations.
PowerPoint Design Suggestions.
Library Resources
5. The following e-books or articles from the Capella University Library
are linked directly in this course:
Barnett, J. E., Behnke, S. H., Rosenthal, S. L., & Koocher, G. P.
(2007). In case of ethical dilemma, break glass: Commentary on
ethical decision making in practice. Professional Psychology:
Research and Practice, 38(1), 7â12.
Barnett, J., & Kolmes, K. (2016). The practice of tele-mental health:
Ethical, legal, and clinical issues for practitioners. Practice
Innovations, 1(1), 53â66.
Cuddy, A. C., Wolf, E. B., Glick, P., Crotty, S., Chong, J., & Norton,
M. I. (2015). Men as cultural ideals: Cultural values moderate gender
stereotype content. Journal of Personality and Social Psychology,
109(4).
Fisher, C. B., & Fried, A. L. (2003). Internet-mediated psychological
services and the American Psychological Association ethics code.
Psychotherapy: Theory, Research, Practice, Training, 40(1/2),
103â111.
Fowers, B. J., & Davidov, B. J. (2006). The virtue of
multiculturalism: Personal transformation, character, and openness to
the other. American Psychologist, 61(6), 581â594.
Hays, P. A. (2008). Looking into the clinician's mirror: Cultural self-
assessment. In P. A. Hays (Ed.), Addressing cultural complexities in
practice: Assessment, diagnosis, and therapy (2nd ed., pp. 41â62).
Washington DC: American Psychological Association.
Herek, G. M. (2007). Confronting sexual stigma and prejudice:
Theory and practice. Journal of Social Issues, 63(4), 905â925.
Hertein, K. M., Blumer, M. L. C., & Mihaloliakos, J. H. (2015).
Marriage and family counselors' perceived ethical issues related to
online therapy. The Family Journal, 23(1), 5â12.
6. Johnson, W. B., Bacho, R., Heim, M., & Ralph, J. (2006). Multiple-
role dilemmas for military mental health care providers. Military
Medicine, 171(4), 311â315.
Liu, W. M., Pickett, T., Jr., & Ivey, A. E. (2007). White middle-class
privilege: Social class bias and implications for training and practice.
Journal of Multicultural Counseling and Development, 35(4),
194â206.
Owen, J., Tao, K. W., Drinane, J. M., Hook, J., Davis, D. E., & Kune,
N. F. (2016). Client perceptions of therapists' multicultural
orientation: Cultural (missed) opportunities and cultural humility.
Professional Psychology: Research and Practice, 47(1), 30â37.
Sampson, J. P., & Makela, J. P. (2014). Ethical issues associated with
information and communication technology in counseling and
guidance. International Journal for Educational and Vocational
Guidance, 14(1), 135â148.
Shelton, K., & Delgado-Romero, E. A. (2013). Sexual orientation
microaggressions: The experience of lesbian, gay, bisexual, and queer
clients in psychotherapy. Psychology of Sexual Orientation and
Gender Diversity, 1(S), 59â70.
Silverstein, L. B. (2006). Integrating feminism and multiculturalism:
Scientific fact or science fiction? Professional Psychology: Research
and Practice, 37(1), 21â28.
Teitcher, J., Bockting, W., Bauermeister, J., Hoefer, C., Miner, M., &
Kitzman, R. (2015). Detecting, Preventing, and Responding to
"Fraudsters" in Internet Research: Ethics and Tradeoffs. The Journal
of Law, Medicine & Ethics, 43(1), 116â133.
Course Library Guide
A Capella University library guide has been created specifically for
your use in this course. You are encouraged to refer to the resources
in the PSYâFP7543 â Ethics and Multicultural Issues in Applied
Psychology Library Guide to help direct your research.
7. Internet Resources
Access the following resources by clicking the links provided. Please
note that URLs change frequently. Permissions for the following links
have been either granted or deemed appropriate for educational use at
the time of course publication.
American Psychological Association. (2009). Report of the APA task
force on gender identity and gender variance. Retrieved from
http://www.apa.org/pi/lgbt/resources/policy/gender-identity-report.pdf
American Psychological Association. (2009). Report of the American
Psychological Association task force on appropriate therapeutic
responses to sexual orientation. Retrieved from
http://www.apa.org/pi/lgbt/resources/therapeutic-response.pdf
Ethical codes that may be relevant to your specialization:
American Association for Marriage and Family Therapy (AAMFT).
(2012). Code of ethics. Retrieved from
http://www.aamft.org/imis15/Content/Legal_Ethics/Code_of_Ethics.a
spx
American Counseling Association (ACA). (2014). 2014 ACA code of
ethics. Retrieved from http://www.counseling.org/resources/aca-code-
of-ethics.pdf
American Group Psychotherapy Association (AGPA). (2002). AGPA
and IBCGP guidelines for ethics. Retrieved from
http://www.agpa.org/home/practice-resources/ethics-in-group-therapy
American Mental Health Counselors Association (AMHCA). (2015).
AMHCA code of ethics. Retrieved from
http://c.ymcdn.com/sites/www.amhca.org/resource/resmgr/Media/ethi
cs2015FINAL.pdf
American School Counselor Association (ASCA). (2010). Ethical
standards for school counselors. Retrieved
from http://www.schoolcounselor.org/asca/media/asca/Resource%20
Center/Legal%
8. 20and%20Ethical%20Issues/Sample%20Documents/EthicalStandards
2010.pdf
American Psychological Association. (2010). Ethical principles of
psychologists and code of conduct. Retrieved from
http://www.apa.org/ethics/code/index.aspx
National Board for Certified Counselors (NBCC). (2012). Ethics
policies and procedures. Retrieved from http://www.nbcc.org/Ethics
Canadian Psychological Association. (2015, February). Canadian
code of ethics for psychologists (4th ed.). Retrieved from
http://www.cpa.ca/docs/File/Ethics/CPA_Code_Feb2015DraftDIST.p
df
For information about ethical reasoning models:
BBC. (n.d.). Duty-based ethics (Deontological ethics). Retrieved from
BBC. (n.d.) Consequentialism (Utilitarianism). Retrieved from
Etzioni, A. (n.d.). Communitarianism. In Encyclopedia Britannica.
Retrieved from
Petrini, C. (2010). Theoretical models and operational frameworks in
public health ethics. International Journal of Environmental Research
and Public Health, 7(1), 189â202. Retrieved from
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2819784/
For information on ethical decision-making models:
Barrett, M. S. (n.d.). Ethical decision-making in mental health.
Retrieved from
Pope, K. S., & Vasquez, M. J. T. (n.d.). Steps in ethical decision-
making. Retrieved from http://kspope.com/memory/ethics.php
For guidance on particulars of the assessment:
Google. (n.d.). Find free-to-use images. Retrieved
from https://support.google.com/
9. websearch/answer/29508?hl=en
Microsoft. (n.d.). Basic tasks in PowerPoint 2010. Retrieved from
https://support.office.com/en-gb/article/Basic-tasks-in-PowerPoint-
2010-35308dfb-792d-
400a-b69a-1188b019c66a?ui=en-US&rs=en-GB&ad=GB
Microsoft. (n.d.). Basic tasks for creating a PowerPoint presentation.
Retrieved from https://support.office.com/en-US/article/Basic-tasks-
for-creatinga-PowerPoint-presentation
-efbbc1cd-c5f1-4264-b48e-c8a7b0334e36
Bookstore Resources
The resources listed below are relevant to the topics and assessments
in this course and are not required. Unless noted otherwise, these
materials are available for purchase from the Capella University
Bookstore. When searching the bookstore, be sure to look for the
Course ID with the specific â FP (FlexPath) course designation.
Carter, L. D. (2015). Reflecting humanity: Biological, psychological,
and sociological perspectives. Dubuque, IA: Kendall Hunt.
Fisher, C. B. (2013). Decoding the ethics code: A practical guide for
psychologists (3rd ed.). Thousand Oaks, CA: Sage.
Assessment Instructions
Note: The assessments in this course build upon each other, so you
are strongly encouraged to complete them in sequence.
Preparation
It is recommended that you base the case study for this assessment on
the one you developed in the Multicultural Case Study assessment,
with revisions in response to the feedback you received from your
FlexPath coach. However, you may create an entirely new case study,
concerning a cultural conflict between yourself, working in your area
10. of specialization, and some person or persons, agency or institution.
Again, while your case will be fictional, it must be entirely believable
and realistic.
Download and use the Combined Case Study Template, linked in
Required Resources. Do not submit a paper for this assessment.
Papers will not be graded. You will complete this assessment by
replacing all language that is enclosed with brackets [â¦] in the
PowerPoint with your own words. As in the previous assessments,
you may enhance the design of the presentation to make it more
effective. Again, links to tips for using PowerPoint and designing
effective presentations are provided in Suggested Resources.
The Presentation
Title slide: On the first slide of the PowerPoint:Enter a descriptive
title of approximately 5â15 words that concisely communicates the
heart of the case study. It should stir interest while maintaining
professional decorum.
Enter your name, and a job title and organization that would fit with
your case study.
Case Study Overview slides: Provide the briefest possible narrative
description of the professional conflict in the case. Additional
supporting details and references can be added on the notes section of
the slide. The overview should include:The professional setting of the
case, based on your psychology specialization.
The relationship that exists between you and the other persons
involved. Some possible examples may be:ProfessorâStudent.
TherapistâPatient.
Colleagues.
ConsultantâBusiness.
Clinical SupervisorâStudent intern.
11. Professional SupervisorâEmployee.
A brief summation of an ethical dilemma involving cultural conflicts.
Main Points of Cultural Difference slides: On the table provided, list
side by side the main cultural identities from the Hays model, relevant
to the conflict in the case, of yourself and another person, agency, or
institution in the case.If more than one person, agency, or institution
is involved in the case, make a copy of this slide for each one, to
compare yourself to all others involved.
In the notes section:Identify common concerns with each cultural
identity. Be careful to avoid using stereotypes. Analyze how cultural
differences contributed to the conflict in this case.
Identify two relevant biases you have or had, and at least one strategy
for improving your cultural competency around each of those biases.
Note: This slide may be reused from Assessment 2, but if you
received suggestions for improving it, be sure to revise it.
Ethical Concerns slides: Bullet point the three or more ethical
concerns in the case. Additional supporting details and references can
be added in the notes section.
Ethical Standards: Strengths and Weaknesses slides:Select a different
professional code of ethics than you used in your previous
assessment.
Enter bullet points outlining analysis of the strengths and weaknesses
of the ethical standards as they apply to your case. Include citations to
relevant portions of the ethics code that you selected and citations of
relevant readings and research.
Comparison of Ethical Reasoning Model slides: In the first row of the
table provided, enter the names of two ethical reasoning models that
you think would be the most appropriate for the situations in the case.
You must use at least one different ethical reasoning model than you
used in your previous assessment. In the following rows, enter
comparisons of relevant features of the two models. In the notes
12. section, evaluate which model provides a more functional framework
for your case and explain why. (Note that ethical reasoning models
and ethical decision-making models are two different things. Please
make sure that you are applying, comparing, and contrasting two
ethical reasoning models).
Ethical Decision-Making Model slides:Use a different ethical
decision-making model than you used in your previous assessment.
Identify each step in the model and apply them to your case. Under
each step of the model, describe how to apply it to the case.
Incorporate multicultural issues presented in the case study within the
selected ethical decision-making model.
Add copies of this slide as needed, and combine steps on the slides as
necessary or appropriate. In the notes section, write out supporting
narrative details for your bullet points. (Note that ethical reasoning
models and ethical decision-making models are two different things.
Please make sure that are applying the steps of the ethical decision-
making model to your case).
Best Practices When Working With [Cultural Identity] slide:Identify a
best practice for working with a cultural identity in this case and cite
the source below. Citation requirements: You must cite best practices
from at least three scholarly research articles. You may cite reputable
source from Web sites, books, textbooks, and suggested resources as
well, but these will not count toward the three required scholarly
research references.
Analyze, briefly, how the best practice could help you navigate this
particular relationship and conflict.
Describe, in the notes section, the best practice in more detail, and
elaborate as needed on your analysis of how the best practice could
help you navigate the relationship and conflict.
13. Note: This slide may be reused from the Multicultural Case Study
assessment, but if you received suggestions for improving it, be sure
to revise it.
Proposed Resolution slide: Use bullet points to summarize your
proposed resolution to the ethical dilemmas in the case. In the notes
section, write out supporting narrative details for your bullet points.
Influence of Culture slide: Use bullet points to highlight the ways
culture shaped this case, and your response to those cultural elements.
In the notes section, write out supporting narrative details for your
bullet points.
Conclusion slide: Summarize the main lessons learned in this case
study in a brief bulleted list.
References slides: Use current APA style and formatting guidelines.
Other Requirements
Written communication: Should be free of errors that detract from the
overall message.
Format: Use the Combined Case Study Template provided in the
Required Resources. Use current APA style and formatting guidelines
as applicable to this assessment.
Resources: 10 scholarly research articles that can include those used
in previous assessments.
Length of PowerPoint: A minimum of 12 slides.