Cultural competence and cultural humility require lifelong learning and critical.docx
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Cultural competence and humility require social workers to continuously learn about oppressed populations through challenging their own perspectives and absorbing other cultures. The document instructs social workers to enhance their knowledge of a population that interests or discomforts them by participating in a related cultural activity such as an event, interview, or training. They are then asked to create a presentation reflecting on how the experience influenced their understanding of the population and diversity concepts from the course.
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By you should have uploaded three required elements to.docx
This document provides instructions for a diversity activity presentation assignment. Students are asked to participate in a cultural event or activity related to a population they identified earlier in the course. They then create a 5-7 slide narrated PowerPoint presentation reflecting on how the activity influenced their understanding and perceptions of diversity. The presentation should describe the activity, explain how their views have changed, analyze key course concepts, and include citations and references. It is due by Day 7.
discussion in cultural awareness in social work practiceIn ord
discussion in cultural awareness in social work practice
In order to become a practitioner who addresses the diverse needs of your clients in a sensitive and respectful manner, you must be dedicated to continued education around the needs and experiences of different groups, religions, ethnicities, and other populations. The first step is to identify any personal biases and perceptions you might have about other cultures. From a broader perspective, how might an individual’s culture, race, ethnicity, disability, or sexual orientation affect how society perceives and treats them? Which potential social structures may perpetuate the oppression and marginalization of certain groups? The most important attribute you can bring to this topic is an open mind and a willingness to learn about others unlike yourself and ask how they want to be treated by you as a social worker. In this Discussion, you consider these topics in relation to a case study depicting issues in cultural competence.
To prepare: Review this week’s Learning Resources, including the videos, and then reflect on the following:
What is your definition of cultural competency?
What skills do you think are necessary for attaining cultural competence as a social worker working with that population?
What is the difference between having knowledge about a cultural group and engaging with an individual from the stance of cultural humility?
Then, search the Walden Library for peer-reviewed article(s) that support the skills you selected.
By Day 3
Post:
Provide your definition of cultural competence.
Explain the skills you think are necessary for developing cultural competence as a
social worker
when working with Eboni.
Reference at least one peer-reviewed article that supports the skills you selected and include an APA citation and reference for that article.
...
Social Awareness Activity – 25 points, Due by 12216Each stud.docx
Social Awareness Activity – 25 points, Due by 12/2/16
Each student will attend/and or participate in one diverse activity outside of their current social or cultural environment, preferably outside your comfort zone. This activity will allow students to experience and develop an understanding of new cultures or lifestyles. Students may select an activity they feel will fit this requirement and will be encouraged to share their experiences with class. Students are also encouraged to inform the class of any upcoming community or campus activities which other students may attend to fulfill this course requirement. Please attach any documentation of the event; flyer, announcement, program, etc.
The paper should be no less than 3 pages. All papers must be typed and include proper grammar and spelling. The paper should cover the following: (5 points for each question; points will be deducted for improper grammar and spelling).
1. Describe the event and reason you chose to attend.
2. Discuss the social and educational value of the event. What was your role?
3. How did this experience increase your awareness, appreciation, tolerance and /or understanding of the population or culture you learned about?
4. What classroom knowledge (readings, lecture, etc.) was relevant to your experience?
5. Would you attend a similar event in the future, why or why not? Explain.
Examples of a social awareness activity include:
*attend a LGBT sponsored event
*attend any type of lecture/training on topics such as diversity, civility, or respect
*attend a religious celebration that you have never attended before
* attend a cultural event hosted by the International Center, Black Culture Center, Women’s Center, LGBTQ Resource Center, Multi-Cultural Center or similar organization
*attend an event that demonstrates the need for safety, de-stigmiztization of mental health or educates about individuals with varying abilities.
.
Cultural Awareness.pptx
Cultural awareness refers to understanding differences between one's own culture and others, especially regarding attitudes and values. There are several levels of cultural awareness, from only recognizing one's own culture as valid to recognizing that different cultures can both complement each other and create new solutions. Key aspects of cultural awareness include being aware of one's own cultural influences, avoiding judging others, understanding variability within cultures, and increasing knowledge of different cultural practices through training. Managing cultural diversity requires recognizing and not fearing differences, suspending judgments, developing empathy, and building cultural knowledge.
httpswww.youtube.comwatchv=Br7XGAwC80EIntercultural.docx
https://www.youtube.com/watch?v=Br7XGAwC80E
Intercultural Competence?
https://www.youtube.com/watch?v=XUO59Emi3eo
Intercultural Competence
https://www.youtube.com/watch?v=SJqBhLgSNQY
Mind Set
Similarities: Differences
Heart Set
Self-esteem
Self-monitoring
Empathy
Open-mindedness
Reserving judgment
Socially relaxed
Skill Set
Agility
Message skills
Appropriate self-disclosure
Behavioral flexibility
Interaction management
(Louise Giesbrecht and Janet M. Bennett, PhD, 2013)
Key terms for Intercultural Competence and Civic
Engagement Project
Ingroup
The groups to which we belong that enhance our perceptions of self. They are important to our self-esteem. We are typically favorably biased about our ingroups and ingroup members.
Outgroup
The groups to which we do not belong, and to whom we may develop biases and/or prejudice (if threatened).
Culture
Culture includes the following
History
Politics
Economics
Communication styles
Set of values, beliefs, traditions and practices, norms, and attitudes
And is shared within a group and transmitted to other members
She may eat primarily Korean with her family, speak Korean in her home, and celebrate the Korean New Year.
Additionally, this person may be a practicing Korean Buddhist who honors sacred Buddhist holidays with visits to a temple, or an altar to deceased ancestors in her home, and special foods.
She may feel a special obligation to take care of her aging parents when they can no longer take care of themselves.
And, she may enjoy American music, eat Mexican food, and celebrate the 4th of July and Thanksgiving with her friends.
9
Worldview
Cognitive and affective lens through which people construe their experiences and make sense of the world around them.
How would you characterize the worldview of the man in the video?
Civic Engagement
Active participation in the public life of a local, national, and/or global community in an informed, committed, and constructive manner. Civic engagement includes focusing on a shared or common goal that enhances the defined “community.”
Civic engagement can start by learning about how to get involved with the intention of becoming involved in a shared goal.
Adapted from Balls Organista, P., Marin, G., & Chun, K.M. (2010). The Psychology of Ethnic Groups in the United States. Thousand Oaks, CA: Sage Publications, Inc.
PARTNERS IN SOCIAL RESPONSIBILITY AND INTERCULTURAL COMPETENCE
Social responsibility includes intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities, including the workplace. These skills are rated highest as desirable skills among hiring managers.
Intercultural competence includes:
1. Knowledge of your own culture and how it has shaped your world view.
2. Knowledge of significant characteristics of other cultures.
3. Awareness of differences and similarities in cultures.
4. Ability to adjust y ...
SWK 501 Ch. 4 cultural context
This document discusses the importance of cultural competence for social workers. It covers developing self-awareness of one's own culture, gaining specialized cultural knowledge about diverse groups, and using appropriate skills in a culturally sensitive way. Social workers are encouraged to move along the Developmental Model of Intercultural Sensitivity from ethnocentrism to cultural empathy. Understanding how culture influences clients and intersecting identities is key to providing effective help.
Final Project Cultural ImmersionCultural Competence is an ess.docx
Final Project: Cultural Immersion
Cultural Competence is an essential aspect of counselor training. In order to begin to understand a culture, it is essential to have sustained interaction with the culture. For the final project for this course, each student will be responsible for actively investigating multicultural issues in the “real world,” by gradually immersing in a culture different from their own. The immersion project will involve experiential learning about other cultures. The intent is to increase your knowledge and sensitivity to other cultures.
In order to complete this project successfully, you will need to work on it throughout the entire course. As part of the project, each of you will select a culture different from your own and participate in at least three distinct cultural immersion experiences/observations within that culture. The idea is to gradually immerse into the different culture over the course of the term. You may use the list of suggestions below to guide your immersion process or you can devise some ideas of your own. It is essential that each experience is qualitatively different from that of your own culture and that the experiences gradually become more involved directly with the culture of choice.
1. The activities you select must include active involvement in the culture/activity. In other words, you may “observe” the culture but you may not limit the activity to passive observation. Make sure that each activity involves interaction with members of the culture, either through active participation in the activity itself or through conversations with members of the culture. Of course your third activity, the personal dialogue, already requires your active participation.
2. Submit a written narrative of your immersion activities. The paper will be 8-10 pages long (typed, double-spaced, 12 point font), This paper must include the following elements:
· Identification and Description of Population: This section must clearly identify the population you will be studying, how this population is different from you, and what your perceptions of this group are at this point in life. The description of differences should include both the obvious (visible differences, etc.) and the not so obvious (religious beliefs, sexual orientation, etc.). Please state all the differences you can identify. Your perceptions of this group should include information such as what you were told about this group as you were growing up, any beliefs/perceptions/assumptions you have about this group, what your sources of information about this group have been in the past, and why you have an interest in this group. In this section, you must make a case for how this person is different from you and why this experience will be challenging for you.
· Observation: You will need to complete at least three observational activities of the group you have chosen to study. Examples and suggestions of observational activities are listed below. If y ...
APA FormatAbstract PageProject Selection and Competency Self-Ass.docx
This document provides instructions for a course project involving analyzing a cultural conflict scenario and developing culturally competent intervention strategies. Students are asked to:
1) Identify a real or fictional work-related cultural conflict scenario that will be the basis for their project. They must describe the conflict, relevant cultural factors, and its significance.
2) Reflect on their own cultural competencies based on a reading.
3) Conduct a literature review on their topic, analyzing relevant cultural theories, challenges, and intervention strategies.
4) For their final project, further analyze the issues in their scenario and apply cultural theories to develop intervention recommendations demonstrating their cultural awareness competencies.
Recommended
By you should have uploaded three required elements to.docx
This document provides instructions for a diversity activity presentation assignment. Students are asked to participate in a cultural event or activity related to a population they identified earlier in the course. They then create a 5-7 slide narrated PowerPoint presentation reflecting on how the activity influenced their understanding and perceptions of diversity. The presentation should describe the activity, explain how their views have changed, analyze key course concepts, and include citations and references. It is due by Day 7.
discussion in cultural awareness in social work practiceIn ord
discussion in cultural awareness in social work practice
In order to become a practitioner who addresses the diverse needs of your clients in a sensitive and respectful manner, you must be dedicated to continued education around the needs and experiences of different groups, religions, ethnicities, and other populations. The first step is to identify any personal biases and perceptions you might have about other cultures. From a broader perspective, how might an individual’s culture, race, ethnicity, disability, or sexual orientation affect how society perceives and treats them? Which potential social structures may perpetuate the oppression and marginalization of certain groups? The most important attribute you can bring to this topic is an open mind and a willingness to learn about others unlike yourself and ask how they want to be treated by you as a social worker. In this Discussion, you consider these topics in relation to a case study depicting issues in cultural competence.
To prepare: Review this week’s Learning Resources, including the videos, and then reflect on the following:
What is your definition of cultural competency?
What skills do you think are necessary for attaining cultural competence as a social worker working with that population?
What is the difference between having knowledge about a cultural group and engaging with an individual from the stance of cultural humility?
Then, search the Walden Library for peer-reviewed article(s) that support the skills you selected.
By Day 3
Post:
Provide your definition of cultural competence.
Explain the skills you think are necessary for developing cultural competence as a
social worker
when working with Eboni.
Reference at least one peer-reviewed article that supports the skills you selected and include an APA citation and reference for that article.
...
Social Awareness Activity – 25 points, Due by 12216Each stud.docx
Social Awareness Activity – 25 points, Due by 12/2/16
Each student will attend/and or participate in one diverse activity outside of their current social or cultural environment, preferably outside your comfort zone. This activity will allow students to experience and develop an understanding of new cultures or lifestyles. Students may select an activity they feel will fit this requirement and will be encouraged to share their experiences with class. Students are also encouraged to inform the class of any upcoming community or campus activities which other students may attend to fulfill this course requirement. Please attach any documentation of the event; flyer, announcement, program, etc.
The paper should be no less than 3 pages. All papers must be typed and include proper grammar and spelling. The paper should cover the following: (5 points for each question; points will be deducted for improper grammar and spelling).
1. Describe the event and reason you chose to attend.
2. Discuss the social and educational value of the event. What was your role?
3. How did this experience increase your awareness, appreciation, tolerance and /or understanding of the population or culture you learned about?
4. What classroom knowledge (readings, lecture, etc.) was relevant to your experience?
5. Would you attend a similar event in the future, why or why not? Explain.
Examples of a social awareness activity include:
*attend a LGBT sponsored event
*attend any type of lecture/training on topics such as diversity, civility, or respect
*attend a religious celebration that you have never attended before
* attend a cultural event hosted by the International Center, Black Culture Center, Women’s Center, LGBTQ Resource Center, Multi-Cultural Center or similar organization
*attend an event that demonstrates the need for safety, de-stigmiztization of mental health or educates about individuals with varying abilities.
.
Cultural Awareness.pptx
Cultural awareness refers to understanding differences between one's own culture and others, especially regarding attitudes and values. There are several levels of cultural awareness, from only recognizing one's own culture as valid to recognizing that different cultures can both complement each other and create new solutions. Key aspects of cultural awareness include being aware of one's own cultural influences, avoiding judging others, understanding variability within cultures, and increasing knowledge of different cultural practices through training. Managing cultural diversity requires recognizing and not fearing differences, suspending judgments, developing empathy, and building cultural knowledge.
httpswww.youtube.comwatchv=Br7XGAwC80EIntercultural.docx
https://www.youtube.com/watch?v=Br7XGAwC80E
Intercultural Competence?
https://www.youtube.com/watch?v=XUO59Emi3eo
Intercultural Competence
https://www.youtube.com/watch?v=SJqBhLgSNQY
Mind Set
Similarities: Differences
Heart Set
Self-esteem
Self-monitoring
Empathy
Open-mindedness
Reserving judgment
Socially relaxed
Skill Set
Agility
Message skills
Appropriate self-disclosure
Behavioral flexibility
Interaction management
(Louise Giesbrecht and Janet M. Bennett, PhD, 2013)
Key terms for Intercultural Competence and Civic
Engagement Project
Ingroup
The groups to which we belong that enhance our perceptions of self. They are important to our self-esteem. We are typically favorably biased about our ingroups and ingroup members.
Outgroup
The groups to which we do not belong, and to whom we may develop biases and/or prejudice (if threatened).
Culture
Culture includes the following
History
Politics
Economics
Communication styles
Set of values, beliefs, traditions and practices, norms, and attitudes
And is shared within a group and transmitted to other members
She may eat primarily Korean with her family, speak Korean in her home, and celebrate the Korean New Year.
Additionally, this person may be a practicing Korean Buddhist who honors sacred Buddhist holidays with visits to a temple, or an altar to deceased ancestors in her home, and special foods.
She may feel a special obligation to take care of her aging parents when they can no longer take care of themselves.
And, she may enjoy American music, eat Mexican food, and celebrate the 4th of July and Thanksgiving with her friends.
9
Worldview
Cognitive and affective lens through which people construe their experiences and make sense of the world around them.
How would you characterize the worldview of the man in the video?
Civic Engagement
Active participation in the public life of a local, national, and/or global community in an informed, committed, and constructive manner. Civic engagement includes focusing on a shared or common goal that enhances the defined “community.”
Civic engagement can start by learning about how to get involved with the intention of becoming involved in a shared goal.
Adapted from Balls Organista, P., Marin, G., & Chun, K.M. (2010). The Psychology of Ethnic Groups in the United States. Thousand Oaks, CA: Sage Publications, Inc.
PARTNERS IN SOCIAL RESPONSIBILITY AND INTERCULTURAL COMPETENCE
Social responsibility includes intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities, including the workplace. These skills are rated highest as desirable skills among hiring managers.
Intercultural competence includes:
1. Knowledge of your own culture and how it has shaped your world view.
2. Knowledge of significant characteristics of other cultures.
3. Awareness of differences and similarities in cultures.
4. Ability to adjust y ...
SWK 501 Ch. 4 cultural context
This document discusses the importance of cultural competence for social workers. It covers developing self-awareness of one's own culture, gaining specialized cultural knowledge about diverse groups, and using appropriate skills in a culturally sensitive way. Social workers are encouraged to move along the Developmental Model of Intercultural Sensitivity from ethnocentrism to cultural empathy. Understanding how culture influences clients and intersecting identities is key to providing effective help.
Final Project Cultural ImmersionCultural Competence is an ess.docx
Final Project: Cultural Immersion
Cultural Competence is an essential aspect of counselor training. In order to begin to understand a culture, it is essential to have sustained interaction with the culture. For the final project for this course, each student will be responsible for actively investigating multicultural issues in the “real world,” by gradually immersing in a culture different from their own. The immersion project will involve experiential learning about other cultures. The intent is to increase your knowledge and sensitivity to other cultures.
In order to complete this project successfully, you will need to work on it throughout the entire course. As part of the project, each of you will select a culture different from your own and participate in at least three distinct cultural immersion experiences/observations within that culture. The idea is to gradually immerse into the different culture over the course of the term. You may use the list of suggestions below to guide your immersion process or you can devise some ideas of your own. It is essential that each experience is qualitatively different from that of your own culture and that the experiences gradually become more involved directly with the culture of choice.
1. The activities you select must include active involvement in the culture/activity. In other words, you may “observe” the culture but you may not limit the activity to passive observation. Make sure that each activity involves interaction with members of the culture, either through active participation in the activity itself or through conversations with members of the culture. Of course your third activity, the personal dialogue, already requires your active participation.
2. Submit a written narrative of your immersion activities. The paper will be 8-10 pages long (typed, double-spaced, 12 point font), This paper must include the following elements:
· Identification and Description of Population: This section must clearly identify the population you will be studying, how this population is different from you, and what your perceptions of this group are at this point in life. The description of differences should include both the obvious (visible differences, etc.) and the not so obvious (religious beliefs, sexual orientation, etc.). Please state all the differences you can identify. Your perceptions of this group should include information such as what you were told about this group as you were growing up, any beliefs/perceptions/assumptions you have about this group, what your sources of information about this group have been in the past, and why you have an interest in this group. In this section, you must make a case for how this person is different from you and why this experience will be challenging for you.
· Observation: You will need to complete at least three observational activities of the group you have chosen to study. Examples and suggestions of observational activities are listed below. If y ...
APA FormatAbstract PageProject Selection and Competency Self-Ass.docx
This document provides instructions for a course project involving analyzing a cultural conflict scenario and developing culturally competent intervention strategies. Students are asked to:
1) Identify a real or fictional work-related cultural conflict scenario that will be the basis for their project. They must describe the conflict, relevant cultural factors, and its significance.
2) Reflect on their own cultural competencies based on a reading.
3) Conduct a literature review on their topic, analyzing relevant cultural theories, challenges, and intervention strategies.
4) For their final project, further analyze the issues in their scenario and apply cultural theories to develop intervention recommendations demonstrating their cultural awareness competencies.
April 20, 2023.pptx
The document provides an overview of culture bumps and global studies. It defines a culture bump as a difference that catches one's attention in how something is said or done. The document outlines the historical context of multicultural education and cross-cultural communication since the 1950s. It also describes the culture bump approach, which focuses on understanding individuals, rather than cultural groups, by examining specific differences. The culture bump method uses 8 steps to help people expand their understanding of their own and other cultures.
Developing cultural competence
The document outlines an exercise for developing cultural competence. It discusses defining key terms like culture, competence, knowledge, awareness and sensitivity. Culture is defined as integrated patterns of human behavior including thoughts, communication, customs and beliefs of social groups. Competence is having the capacity to function within a cultural context. The document also presents a cultural competence continuum ranging from cultural destructiveness to cultural proficiency. Participants will do exercises to reflect on their reactions to new cultural situations and ways to enhance understanding of cultural differences.
Cultural Competency Training: Communicating with Emerging Cultures
This document provides guidance on developing cultural competence when working with various populations. It discusses considerations for serving rural populations, Asian Americans, Hispanic families, LGBTQ youth, and African American communities. Key recommendations include involving family members, showing respect, encouraging questions, seeking community input, and addressing various cultural norms and barriers to care. The document emphasizes that cultural competence is an ongoing process rather than an endpoint.
Wal humn4009 01_a_en-cc.mp4_week 1 what is culturewelcome
This document provides an overview of the first week's materials for a course on cultural humility and diversity. The week introduces the concept of culture and how each person is socialized into their own unique cultural norms from an early age. It discusses how culture influences beliefs, values and behaviors in invisible ways. The document outlines learning objectives around defining key terms, identifying personal culture, and analyzing socialization experiences. Assignments include reflecting on socialization and the diversity of one's surroundings using a worksheet to increase self-awareness of one's own culture before understanding other cultures.
Cultural Intelligence
Cultural intelligence refers to an individual's ability to function effectively in various cultural contexts. It includes having motivation, knowledge, and skills to adapt one's behavior appropriately when interacting with those from different cultural backgrounds. Developing cultural intelligence involves gaining understanding of cultural differences, learning strategies for navigating intercultural interactions, and building skills like flexibility, empathy, and open-mindedness. Individuals and organizations can benefit from improving cultural intelligence in areas like business, education, healthcare, and beyond.
Cultural Intelligence
Cultural intelligence refers to an individual's ability to function effectively in various cultural contexts. It includes having motivation, knowledge, and skills to adapt one's behavior appropriately when interacting with those from different cultural backgrounds. Developing cultural intelligence can provide benefits such as improved job performance, well-being, and profitability for organizations operating in culturally diverse environments.
Developing cultural competence
The document outlines an exercise for developing cultural competence. It begins with defining culture and competence, noting that cultural competence involves having knowledge, awareness, and sensitivity to different cultures. It then discusses common negative responses like lack of knowledge, fear, and feeling pressure when encountering new cultural situations. The document describes an exercise where participants discuss how they react to unfamiliar patient situations and strategies for understanding different cultural perspectives. Finally, it presents a continuum of cultural competence ranging from destructiveness to proficiency.
This is the first Assignment of many in the coming weeks that will h.docx
This is the first Assignment of many in the coming weeks that will help you complete your Immersion Project. For this Assignment, you will identify a culture to focus on for your project. Keep in mind that the term “culture” is not limited to a particular race or ethnicity but is much broader and includes gender, age, sexual orientation, socioeconomic status, physical ability, religion, political affiliations, immigration status, military membership, etc. It would be wise to select a culture that you know little about, one that you anticipate encountering often in your work as an advanced human services professional practitioner, and one that you are able to access through planned activities in your community (e.g., religious service, festival, exhibit, etc.).
To Prepare
Select a culture to focus on for your Immersion Project that is different from the culture(s) with which you identify. You may select a culture that is discussed in this week’s Learning Resources or one that is not.
Find an activity of the culture that you could observe before Day 7 of Week 4.
Consider how the culture you select is different from the culture(s) with which you identify.
Reflect on your current perceptions of the culture you selected.
Submit a 1- to 2-page paper that addresses the following:
Identify the culture you will focus on for your Immersion Project and the activity of the culture you plan on observing (e.g., attend a religious service; take a tour of the group’s community; or attend a gathering, festival, culture-themed play, tour, or exhibit). Explain how this culture is different from the culture(s) with which you identify. Differences should include both the obvious (visible differences, etc.) and the not so obvious (religious beliefs, sexual orientation, etc.).
Explain your current perceptions of this culture. Your perceptions should include what you were told about this culture as you were growing up (if anything), what your sources of information about this culture have been in the past, and why you have an interest in this culture.
.
Ten Techniques For Teaching Culture
Joe McVeigh and Ann Wintergerst describe 10 ways of teaching culture in the ESL classroom. Download Word handout at www.joemcveigh.org/resources
1Journal Bias and Self-awareness Janice MattieWal
1
Journal: Bias and Self-awareness
Janice Mattie
Walden University
SOCW-6051 Diversity, Human Rights and Social Justice
Dr. Andridia Mapson
3/13/2022
2
What was your experience of completing the implicit bias test? Which test did you choose,
and why?
Reflecting on the self-awareness test was interesting. It allowed me to think deeply to give a clear
and precise answer. The questions were occasionally considered but never asked how I might I feel
about a particular topic. I took the ADDRESSING-GSA- Self-Assessment test to recognize the
cultural characteristics of individuals. As social workers, it is essential to adapt and understand
people from all different cultural backgrounds. The result from the test shows what areas I was
more dominant in and what areas I was less dominant in. The results were not surprising to me,
and they gave me a better perspective of what areas I will need to learn and understand better.
Social workers need to be culturally competent, be self-aware of areas that exhibit bias, and be
willing to work on those areas.
What self-awareness themes have emerged so far in Week 1’s Discussion and this week’s
activities?
The self-awareness themes that have emerged from the discussions are reflecting on oneself and
digging deep to know yourself. As well as how do I perceive myself culturally and the dimension
of diversity? Reading through the learning recourses from the course in both weeks were a great
learning experience for me in addressing cultural, diversity and that is expected, especially since
this is the class that it is being taught. Learning the dynamics of culture and diversity will be a
great asset as the social work profession will be working with individuals of all backgrounds.
Identify a population that you are not comfortable with or would like to know more about;
this could be a population represented by the implicit bias test you took, but it does not have
to be.
I would say that I am comfortable with all types of populations. I work amongst a vastly diverse
group of people that I call my second family from home. The people that I would like to learn
more about are young adult and the elderly population. Young adults are at a critical development
Andridia Mapson
For this assignment you were to take the Harvard University Project Implicit Bias Test
Andridia Mapson
3
period of their lives. They are legally an adult but are not mentally or financially able to care for
themselves. Many of them are in the system and aging out. I often wonder what will be their next
step for their future. How will they get healthcare coverage for health check-ups? Where will they
live, and how safe are the areas where they reside? The elderly population is another group of
people that I would like to learn more about. They are considered vulnerable as some have to rely
on caretakers for their daily needs. Learning about these two different populations will gives ...
Assignment 3 Understanding Human Diversity, Cultural Diversity .docx
Assignment 3: Understanding Human Diversity, Cultural Diversity & Special Populations
Individual PowerPoint Presentations
(Total: 100 Points) - Competency 1 (P.B. 1.2); Competency 2 (P.B. 2.1, 2.3); Competency 3 (P.B. 3.1) Competency 4 (P.B. 4.1, 4.2, 4.3); Competency 5 (P.B. 5.1, 5.2, 5.3) – Due Date: September 21, 2020
There are special populations such as children and youth, the elderly, the homeless, individuals with physical and mental disabilities, police brutality victims, AIDS patients, gays, lesbians, bisexuals, women and minorities, environmental issues, including ethnic minorities bring unique needs and circumstances that must be recognized when the social worker serves these persons
.
There are also societal induced stressors and factors identified by many in society that subordinate, discriminate, oppress and affect special populations that must be addressed, understood and alleviated. These stressors and factors are identified in rural, urban and suburban sites of practice. Therefore, social work students need to be sensitive to these stressors and factors along with racial, ethnic, and cultural factors when working with individuals, families, groups, organizations, and communities, and colleagues.
Students are assigned to work individually to complete the following assignment in understanding human diversity, cultural diversity, and special populations:
1) Use the selected group below to research and locate information from books, refereed peer-reviewed journals, or other evidence-based research articles.
2) Using your critical thinking skills, provide your overall reaction to the authors’ presentation of the special population that you are researching. For example, do the authors’ research present stereotypes, value judgments or judgment conflicts?
3) Practice personal reflection and self-correction to assure continual professional development by answering the following questions: Do you have biases toward the diverse group? Explain. As a worker, identify how you eliminate biases and how professional values guide social work practice?
4) Discuss whether your understanding of the special population changed or remained the same after researching the population; and
5) Present your findings in a PowerPoint presentation identifying your reactions to the questions and statements listed in 1-4.
Individual Assignments:
*Group 3 - Social Work Practice with Children & Youth
.
Evidence exists that facts, data, examples, and categories provi.docx
Evidence exists that facts, data, examples, and categories provided in teaching sessions for trainees being prepared to enter an overseas culture, but whose learning experiences did not include interactions with representatives of the cultures studied, do not readily transfer to practical, meaningful applications. Social scientists have pointed to the fact that interaction skills are more effectively learned through guided experience in the behavior itself, and that such learning is even more effective if the learner can immediately apply what he or she has learned. The purpose of this homework assignment is to encourage moral imagination, the active understanding, including the development of an attitude of acceptance, respect, and tolerance for cultural differences.
To complete this assignment follow these steps:
Select one individual from another culture, for example an international employee from your work or neighborhood, an international student, a student from a different sexual orientation, race, or age, or possibly an agency in the community. Find someone from a different ethnicity, religion, age, sexual orientation etc. This person must be someone you did not know well before (your classmates should be excluded from this assignment). This assignment will give you an opportunity to get to know him/her and his/her culture at a deeper level.
Develop at least 3
in-person
interactions (at least 1 hour each) with this person that
provide opportunities for learning about each other’s cultures;
provide opportunities for understanding cultural as well as individual differences;
provide opportunities for shared experiences such as meals, cultural events, and visits (either in person or virtual) in each other’s homes and with each other’s families;
are responsive to specific needs in specific circumstances (e.g., information, experiential learning, specific problems with agencies or customs) including those of the student or the international person;
allow them to serve as intercultural informants for each other;
Due to the pandemic you are not required to meet in person if you don't feel safe or comfortable. Instead, you can participate in virtual interactions.
These interactions are not interviews or Q&A sessions. They intend to help you develop a relationship and learn about this culture.
Keep a detailed electronic diary of your experiences with this person. This diary documents every interaction with this person, and should analyze and deal with personal reactions related to your own feelings, the situation, and the specific factors you have learned and can relate to your classroom learning experiences. The in depth details of the diary will be for you to keep and maintain.
Prepare a written report that summarizes your diary by assuring anonymity of the specific person. In this report, information about specific ethnic, racial, and cultural factors should be provided. This report should include your insights, general cult.
culture clash 101
Delivered at a workshop I led at the Huntington Beach School District development days. However contents are useful for most cultural miscalculations
For Part II of the assessment, you will reflect on the things that y.docx
For Part II of the assessment, you will reflect on the things that you have learned throughout the course about diversity and working with diverse populations.
Identify and discuss the most important content in the course that has prepared you to work with persons from diverse population groups and/or populations at risk of discrimination and oppression.
Review the first paper you submitted. Discuss what, if any, changes have occurred in your perception of yourself as a member of a diverse population or a population at risk for discrimination and oppression.
Describe any changes that have occurred in your perceptions of persons from diverse populations, your acceptance of such persons, and/or your ability to interact effectively with persons different from yourself.
Discuss what you could do following this course to improve your understanding of and ability to interact effectively with persons different from yourself.
Describe what you could do as a social worker to promote social, economic, and political justice.
.
Discussion 2 CultmpetenceHealth, illness, and disease mean diff.docx
Discussion 2: Cultmpetence
Health, illness, and disease mean different things to members of different cultural groups. When viewed in a cultural context, these experiences can have significant ramifications for individual patients and, at times, communities as a whole. It can be helpful for medical social workers to examine the cultural factors that influence a patient’s perception of disease, illness, treatment, caregiving, and death. Doing so can provide insight into a patient’s behavior or thinking during the course of his or her illness.
When viewing a patient’s situation in a cultural context, medical social workers must consider the patient’s level of assimilation. For example, a recent Latino immigrant may be skeptical of Western medicine and want to rely on a more culturally sanctioned folk or holistic model of treatment. On the other hand, a second generation Latino-American may wholeheartedly endorse Western treatments and know less about his or her culture’s traditional point of view. In addition, medical social workers may encounter ethical dilemmas resulting from culture-based misunderstandings. Given the profession’s values and ethical standards, medical social workers must analyze and evaluate these dilemmas with careful consideration to cultural context in addition to other relevant information.
To prepare for this Discussion
, review this week’s resources including the assigned case study. Then, consider the NASW Code of Ethics and Diversity & Cultural Competence statements. Think about your personal multicultural awareness, cultural tolerance, and cultural competence.
By Day 4
Post
a description of the cultural factors that you might consider in providing service to the individual and family described in the case. Explain the course of action a medical social worker should take to address the cultural issues illustrated in the case. Be sure to support your statement by referring to the National Association of Social Workers standards or recommendations. Explain
two
cultural factors that might challenge you when working with a patient and his or her family who belong to a different culture than yours. Explain measures you might consider to enhance your cultural competence.
By Day 6
Read
a selection of your colleagues’ postings.
Respond
to
at least two
different colleagues’ postings in one or more of the following ways:
Comment or elaborate on the cultural factors and diversity your colleague selected.
Offer strategies to improve the cultural competence your colleague chose.
Return
to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of your colleagues’ comments.
.
Multicultural Advising Presentation
This document discusses concepts related to multicultural advising. It includes exercises that would help advisors understand diversity and cultural differences in advising. It also provides models of racial/cultural identity development and questions for advisors to reflect on their own cultural competence when working with students from diverse backgrounds. Key factors that can impact the success of minority students are identified as well as the importance of advising in retention.
Mcm module 2b
This document discusses the concept of sense of community and provides tips for facilitating intercultural communication. It defines sense of community as having four factors: membership, influence, fulfilment of needs, and shared emotional connection. It also provides McMillan and Chavis' definition of sense of community as a feeling of belonging, mattering to others, needs being met through commitment. The document then describes an exercise where community members map their community and discuss its state. It provides tips for overcoming language barriers in intercultural communication, such as using clarity, knowledge, non-verbal cues, support, and patience. Finally, it discusses how children can act as cultural mediators for immigrant families.
Module1 cultural awareness en-1_topic
This document summarizes Module I of a cultural awareness training program. The module covers 4 topics: 1) Cultural Self-Awareness, 2) Awareness of Others' Cultures, 3) Effects of Culture on Beliefs and Behaviors, and 4) Awareness of Cultural Stereotyping and How to Avoid It. Topic 1 focuses on understanding one's own cultural identity and perspective in order to provide culturally sensitive care. Learners complete self-reflection exercises and discuss case studies to improve their cultural competence when working with patients from different cultures.
Module1 topic 1 en
Learning Tool “CULTURAL SELF-AWARENESS AS THE FIRST STEP FOR CULTURALLY COMPETENT CARE“.
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Discussion Cultural and Developmental Implications for Survivor.docx
Discussion: Cultural and Developmental Implications for Survivors
When working with any client, you must consider the impact of human development and culture. This is especially true when working with survivors of critical incidents. A 4-year-old child’s cognitive processing is different from that of a 35-year-old adult. Thus, you must be familiar with developmental stages, specifically those that incorporate cognitive and emotional understanding, when working with survivors of critical incidents. The cultural context of survivors also has an impact on their responses to critical incidents. For example, Haiti is an impoverished country with limited resources. The earthquake in 2010 devastated this country, the extent of which was at least partially the result of culturally relevant factors. The systems to filter and purify water in this country are not easily reconstructed, resources to rebuild houses and buildings are not immediately available, and food sources that are destroyed from an earthquake are not easily replenished. In an environment where there are more financial and systemic resources, the experience of an earthquake might not have such a significant impact on the continued health of the survivors.
For this Discussion, select a critical incident that would require a professional response for survivors and think about a culture in which this critical incident might occur. Consider the different stages of development of potential clients from the following: 6-year-old child, 14-year-old adolescent, 26-year-old young adult, and 50-year-old older adult. Think about how you would respond differently to each of your clients depending on their stage of development when experiencing the event or situation you selected.
By Day 4
Post by Day 4 a brief description of the critical incident you selected and the culture in which it might occur. Then, briefly describe your “clients” in terms of their stages of development. Next, explain how the developmental stage may influence the needs of your clients. Be specific and provide examples to illustrate. Identify any ecological factors that may influence survivors of the critical incident. Finally, explain how intervention with this critical incident might be different if the client(s) was/were of a different culture.
Be sure to support your postings and responses with specific references to the resources.
.
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This week students will participate in a debate on whether the French Revolution was worth its human cost. They will be split into two groups - one arguing yes and one arguing no. The group arguing yes will analyze an excerpt from Peter Kropotkin's book The Great French Revolution 1789-1793 to defend their position that the French Revolution was worth its significant human toll.
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This document provides an overview of the research process for an academic paper. It discusses considering thesis, motive, structure, finding topics, audience, and structuring the argument with initial research. The document recommends reviewing a guide to the elements of academic writing and lists three online writing support resources as samples for additional academic support.
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Wal humn4009 01_a_en-cc.mp4_week 1 what is culturewelcome
This document provides an overview of the first week's materials for a course on cultural humility and diversity. The week introduces the concept of culture and how each person is socialized into their own unique cultural norms from an early age. It discusses how culture influences beliefs, values and behaviors in invisible ways. The document outlines learning objectives around defining key terms, identifying personal culture, and analyzing socialization experiences. Assignments include reflecting on socialization and the diversity of one's surroundings using a worksheet to increase self-awareness of one's own culture before understanding other cultures.
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This is the first Assignment of many in the coming weeks that will help you complete your Immersion Project. For this Assignment, you will identify a culture to focus on for your project. Keep in mind that the term “culture” is not limited to a particular race or ethnicity but is much broader and includes gender, age, sexual orientation, socioeconomic status, physical ability, religion, political affiliations, immigration status, military membership, etc. It would be wise to select a culture that you know little about, one that you anticipate encountering often in your work as an advanced human services professional practitioner, and one that you are able to access through planned activities in your community (e.g., religious service, festival, exhibit, etc.).
To Prepare
Select a culture to focus on for your Immersion Project that is different from the culture(s) with which you identify. You may select a culture that is discussed in this week’s Learning Resources or one that is not.
Find an activity of the culture that you could observe before Day 7 of Week 4.
Consider how the culture you select is different from the culture(s) with which you identify.
Reflect on your current perceptions of the culture you selected.
Submit a 1- to 2-page paper that addresses the following:
Identify the culture you will focus on for your Immersion Project and the activity of the culture you plan on observing (e.g., attend a religious service; take a tour of the group’s community; or attend a gathering, festival, culture-themed play, tour, or exhibit). Explain how this culture is different from the culture(s) with which you identify. Differences should include both the obvious (visible differences, etc.) and the not so obvious (religious beliefs, sexual orientation, etc.).
Explain your current perceptions of this culture. Your perceptions should include what you were told about this culture as you were growing up (if anything), what your sources of information about this culture have been in the past, and why you have an interest in this culture.
.
Ten Techniques For Teaching Culture
Joe McVeigh and Ann Wintergerst describe 10 ways of teaching culture in the ESL classroom. Download Word handout at www.joemcveigh.org/resources
1Journal Bias and Self-awareness Janice MattieWal
1
Journal: Bias and Self-awareness
Janice Mattie
Walden University
SOCW-6051 Diversity, Human Rights and Social Justice
Dr. Andridia Mapson
3/13/2022
2
What was your experience of completing the implicit bias test? Which test did you choose,
and why?
Reflecting on the self-awareness test was interesting. It allowed me to think deeply to give a clear
and precise answer. The questions were occasionally considered but never asked how I might I feel
about a particular topic. I took the ADDRESSING-GSA- Self-Assessment test to recognize the
cultural characteristics of individuals. As social workers, it is essential to adapt and understand
people from all different cultural backgrounds. The result from the test shows what areas I was
more dominant in and what areas I was less dominant in. The results were not surprising to me,
and they gave me a better perspective of what areas I will need to learn and understand better.
Social workers need to be culturally competent, be self-aware of areas that exhibit bias, and be
willing to work on those areas.
What self-awareness themes have emerged so far in Week 1’s Discussion and this week’s
activities?
The self-awareness themes that have emerged from the discussions are reflecting on oneself and
digging deep to know yourself. As well as how do I perceive myself culturally and the dimension
of diversity? Reading through the learning recourses from the course in both weeks were a great
learning experience for me in addressing cultural, diversity and that is expected, especially since
this is the class that it is being taught. Learning the dynamics of culture and diversity will be a
great asset as the social work profession will be working with individuals of all backgrounds.
Identify a population that you are not comfortable with or would like to know more about;
this could be a population represented by the implicit bias test you took, but it does not have
to be.
I would say that I am comfortable with all types of populations. I work amongst a vastly diverse
group of people that I call my second family from home. The people that I would like to learn
more about are young adult and the elderly population. Young adults are at a critical development
Andridia Mapson
For this assignment you were to take the Harvard University Project Implicit Bias Test
Andridia Mapson
3
period of their lives. They are legally an adult but are not mentally or financially able to care for
themselves. Many of them are in the system and aging out. I often wonder what will be their next
step for their future. How will they get healthcare coverage for health check-ups? Where will they
live, and how safe are the areas where they reside? The elderly population is another group of
people that I would like to learn more about. They are considered vulnerable as some have to rely
on caretakers for their daily needs. Learning about these two different populations will gives ...
Assignment 3 Understanding Human Diversity, Cultural Diversity .docx
Assignment 3: Understanding Human Diversity, Cultural Diversity & Special Populations
Individual PowerPoint Presentations
(Total: 100 Points) - Competency 1 (P.B. 1.2); Competency 2 (P.B. 2.1, 2.3); Competency 3 (P.B. 3.1) Competency 4 (P.B. 4.1, 4.2, 4.3); Competency 5 (P.B. 5.1, 5.2, 5.3) – Due Date: September 21, 2020
There are special populations such as children and youth, the elderly, the homeless, individuals with physical and mental disabilities, police brutality victims, AIDS patients, gays, lesbians, bisexuals, women and minorities, environmental issues, including ethnic minorities bring unique needs and circumstances that must be recognized when the social worker serves these persons
.
There are also societal induced stressors and factors identified by many in society that subordinate, discriminate, oppress and affect special populations that must be addressed, understood and alleviated. These stressors and factors are identified in rural, urban and suburban sites of practice. Therefore, social work students need to be sensitive to these stressors and factors along with racial, ethnic, and cultural factors when working with individuals, families, groups, organizations, and communities, and colleagues.
Students are assigned to work individually to complete the following assignment in understanding human diversity, cultural diversity, and special populations:
1) Use the selected group below to research and locate information from books, refereed peer-reviewed journals, or other evidence-based research articles.
2) Using your critical thinking skills, provide your overall reaction to the authors’ presentation of the special population that you are researching. For example, do the authors’ research present stereotypes, value judgments or judgment conflicts?
3) Practice personal reflection and self-correction to assure continual professional development by answering the following questions: Do you have biases toward the diverse group? Explain. As a worker, identify how you eliminate biases and how professional values guide social work practice?
4) Discuss whether your understanding of the special population changed or remained the same after researching the population; and
5) Present your findings in a PowerPoint presentation identifying your reactions to the questions and statements listed in 1-4.
Individual Assignments:
*Group 3 - Social Work Practice with Children & Youth
.
Evidence exists that facts, data, examples, and categories provi.docx
Evidence exists that facts, data, examples, and categories provided in teaching sessions for trainees being prepared to enter an overseas culture, but whose learning experiences did not include interactions with representatives of the cultures studied, do not readily transfer to practical, meaningful applications. Social scientists have pointed to the fact that interaction skills are more effectively learned through guided experience in the behavior itself, and that such learning is even more effective if the learner can immediately apply what he or she has learned. The purpose of this homework assignment is to encourage moral imagination, the active understanding, including the development of an attitude of acceptance, respect, and tolerance for cultural differences.
To complete this assignment follow these steps:
Select one individual from another culture, for example an international employee from your work or neighborhood, an international student, a student from a different sexual orientation, race, or age, or possibly an agency in the community. Find someone from a different ethnicity, religion, age, sexual orientation etc. This person must be someone you did not know well before (your classmates should be excluded from this assignment). This assignment will give you an opportunity to get to know him/her and his/her culture at a deeper level.
Develop at least 3
in-person
interactions (at least 1 hour each) with this person that
provide opportunities for learning about each other’s cultures;
provide opportunities for understanding cultural as well as individual differences;
provide opportunities for shared experiences such as meals, cultural events, and visits (either in person or virtual) in each other’s homes and with each other’s families;
are responsive to specific needs in specific circumstances (e.g., information, experiential learning, specific problems with agencies or customs) including those of the student or the international person;
allow them to serve as intercultural informants for each other;
Due to the pandemic you are not required to meet in person if you don't feel safe or comfortable. Instead, you can participate in virtual interactions.
These interactions are not interviews or Q&A sessions. They intend to help you develop a relationship and learn about this culture.
Keep a detailed electronic diary of your experiences with this person. This diary documents every interaction with this person, and should analyze and deal with personal reactions related to your own feelings, the situation, and the specific factors you have learned and can relate to your classroom learning experiences. The in depth details of the diary will be for you to keep and maintain.
Prepare a written report that summarizes your diary by assuring anonymity of the specific person. In this report, information about specific ethnic, racial, and cultural factors should be provided. This report should include your insights, general cult.
culture clash 101
Delivered at a workshop I led at the Huntington Beach School District development days. However contents are useful for most cultural miscalculations
For Part II of the assessment, you will reflect on the things that y.docx
For Part II of the assessment, you will reflect on the things that you have learned throughout the course about diversity and working with diverse populations.
Identify and discuss the most important content in the course that has prepared you to work with persons from diverse population groups and/or populations at risk of discrimination and oppression.
Review the first paper you submitted. Discuss what, if any, changes have occurred in your perception of yourself as a member of a diverse population or a population at risk for discrimination and oppression.
Describe any changes that have occurred in your perceptions of persons from diverse populations, your acceptance of such persons, and/or your ability to interact effectively with persons different from yourself.
Discuss what you could do following this course to improve your understanding of and ability to interact effectively with persons different from yourself.
Describe what you could do as a social worker to promote social, economic, and political justice.
.
Discussion 2 CultmpetenceHealth, illness, and disease mean diff.docx
Discussion 2: Cultmpetence
Health, illness, and disease mean different things to members of different cultural groups. When viewed in a cultural context, these experiences can have significant ramifications for individual patients and, at times, communities as a whole. It can be helpful for medical social workers to examine the cultural factors that influence a patient’s perception of disease, illness, treatment, caregiving, and death. Doing so can provide insight into a patient’s behavior or thinking during the course of his or her illness.
When viewing a patient’s situation in a cultural context, medical social workers must consider the patient’s level of assimilation. For example, a recent Latino immigrant may be skeptical of Western medicine and want to rely on a more culturally sanctioned folk or holistic model of treatment. On the other hand, a second generation Latino-American may wholeheartedly endorse Western treatments and know less about his or her culture’s traditional point of view. In addition, medical social workers may encounter ethical dilemmas resulting from culture-based misunderstandings. Given the profession’s values and ethical standards, medical social workers must analyze and evaluate these dilemmas with careful consideration to cultural context in addition to other relevant information.
To prepare for this Discussion
, review this week’s resources including the assigned case study. Then, consider the NASW Code of Ethics and Diversity & Cultural Competence statements. Think about your personal multicultural awareness, cultural tolerance, and cultural competence.
By Day 4
Post
a description of the cultural factors that you might consider in providing service to the individual and family described in the case. Explain the course of action a medical social worker should take to address the cultural issues illustrated in the case. Be sure to support your statement by referring to the National Association of Social Workers standards or recommendations. Explain
two
cultural factors that might challenge you when working with a patient and his or her family who belong to a different culture than yours. Explain measures you might consider to enhance your cultural competence.
By Day 6
Read
a selection of your colleagues’ postings.
Respond
to
at least two
different colleagues’ postings in one or more of the following ways:
Comment or elaborate on the cultural factors and diversity your colleague selected.
Offer strategies to improve the cultural competence your colleague chose.
Return
to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of your colleagues’ comments.
.
Multicultural Advising Presentation
This document discusses concepts related to multicultural advising. It includes exercises that would help advisors understand diversity and cultural differences in advising. It also provides models of racial/cultural identity development and questions for advisors to reflect on their own cultural competence when working with students from diverse backgrounds. Key factors that can impact the success of minority students are identified as well as the importance of advising in retention.
Mcm module 2b
This document discusses the concept of sense of community and provides tips for facilitating intercultural communication. It defines sense of community as having four factors: membership, influence, fulfilment of needs, and shared emotional connection. It also provides McMillan and Chavis' definition of sense of community as a feeling of belonging, mattering to others, needs being met through commitment. The document then describes an exercise where community members map their community and discuss its state. It provides tips for overcoming language barriers in intercultural communication, such as using clarity, knowledge, non-verbal cues, support, and patience. Finally, it discusses how children can act as cultural mediators for immigrant families.
Module1 cultural awareness en-1_topic
This document summarizes Module I of a cultural awareness training program. The module covers 4 topics: 1) Cultural Self-Awareness, 2) Awareness of Others' Cultures, 3) Effects of Culture on Beliefs and Behaviors, and 4) Awareness of Cultural Stereotyping and How to Avoid It. Topic 1 focuses on understanding one's own cultural identity and perspective in order to provide culturally sensitive care. Learners complete self-reflection exercises and discuss case studies to improve their cultural competence when working with patients from different cultures.
Module1 topic 1 en
Learning Tool “CULTURAL SELF-AWARENESS AS THE FIRST STEP FOR CULTURALLY COMPETENT CARE“.
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Discussion Cultural and Developmental Implications for Survivor.docx
Discussion: Cultural and Developmental Implications for Survivors
When working with any client, you must consider the impact of human development and culture. This is especially true when working with survivors of critical incidents. A 4-year-old child’s cognitive processing is different from that of a 35-year-old adult. Thus, you must be familiar with developmental stages, specifically those that incorporate cognitive and emotional understanding, when working with survivors of critical incidents. The cultural context of survivors also has an impact on their responses to critical incidents. For example, Haiti is an impoverished country with limited resources. The earthquake in 2010 devastated this country, the extent of which was at least partially the result of culturally relevant factors. The systems to filter and purify water in this country are not easily reconstructed, resources to rebuild houses and buildings are not immediately available, and food sources that are destroyed from an earthquake are not easily replenished. In an environment where there are more financial and systemic resources, the experience of an earthquake might not have such a significant impact on the continued health of the survivors.
For this Discussion, select a critical incident that would require a professional response for survivors and think about a culture in which this critical incident might occur. Consider the different stages of development of potential clients from the following: 6-year-old child, 14-year-old adolescent, 26-year-old young adult, and 50-year-old older adult. Think about how you would respond differently to each of your clients depending on their stage of development when experiencing the event or situation you selected.
By Day 4
Post by Day 4 a brief description of the critical incident you selected and the culture in which it might occur. Then, briefly describe your “clients” in terms of their stages of development. Next, explain how the developmental stage may influence the needs of your clients. Be specific and provide examples to illustrate. Identify any ecological factors that may influence survivors of the critical incident. Finally, explain how intervention with this critical incident might be different if the client(s) was/were of a different culture.
Be sure to support your postings and responses with specific references to the resources.
.
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Cultural Competency Training: Communicating with Emerging Cultures
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