Counseling Psychology master's degree project. Hopefully, it will give people a notion of the importance of immigrants in the state of Massachusetts. This is an attempt to advocate for the career development needs of this oppressed minority living amongst US.
Counseling Psychology master's degree project. Hopefully, it will give people a notion of the importance of immigrants in the state of Massachusetts. This is an attempt to advocate for the career development needs of this oppressed minority living amongst US.
1.1.6 AWHN Conference 6 2010 Federation:
What Works? Services for Culturally and Linguistically Diverse Women with Co-occurring Mental Health and Drug and Alcohol Issues
2.1.7 AWHN Conference 6 2010 Federation:
What Works? Services for Culturally and Linguistically Diverse Women with Co-occurring Mental Health and Drug and Alcohol Issues
On December 4, 2014 CERIS hosted a panel discussion to explore the unique settlement experiences of newcomer children and the services, programs, and practices that best address their needs.
Heather Krause of Peel Children and Youth Initiative presented her statistical research on newcomer parents' usage of early childhood services.
We all have hidden biases (both favorable and unfavorable) that influence our behavior. How do we become aware of our biases? How can we show respect to the students/families from diverse cultures that we serve? Kazue McGregor teaches about Cultural Competency. Cultural competency is the ability to effectively deliver services to meet our client’s social, cultural, and sometimes linguistic needs and show families that you truly care.
Comparison Charts for Social and Behavioral LearningAssignment I.docxmccormicknadine86
Comparison Charts for Social and Behavioral Learning
Assignment Instructions:
These charts provide a method to compare and contrast theories of social and behavioral learning. Each area (basic principles, stages, classroom application, and criticism) should be addressed for each theorist/theory. Just copy the chart sbelow and insert the appropriate information. Remember to provide in-text citations and references.
Submission Instructions:
Save the file as "Yourname_CCSoBeL_Assignment"
While inside the submission area click the "Browse My Computer" button below to upload your assignment as an attachment.
Once attached, click the "Submit" button.
Social (Cognitive) Learning
Theorist
Basic Principles of Theory
Stages/Components
Classroom Application
Criticism/Problems
Bandura
Vygotsky
Bowlby
(Cognitive) Behavioral Learning
Theorist
Basic Principles of Theory
Stages/Components
Classroom Application
Criticism/Problems
Skinner
Meichenbaum
Scoring Guidelines:
I. Social and Behavioral Learning
Points Available: 40
Theory
Unacceptable
Acceptable
Target
Bandura (Social)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6 points)
Information on all four categories is comprehensive, accurate, and complete; key ideas are clearly stated and explained; references and citations are provided (8 points)
Vygotsky (Social)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6 points)
Information on all four categories is comprehensive, accurate, and complete; key ideas are clearly stated and explained; references and citations are provided (8 points)
Bowlby (Social)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6points)
Information on all four categories is comprehensive, accurate, and complete; key ideas are clearly staged and explained; references and citations are provided (8 points)
Skinner (Behavioral)
Four Categories
Information on one or more of the four categories is missing or inaccurate; references and citations are not provided (2 points)
Information on all four categories is provided; information is accurate, but explanations of key ideas are vague or incomplete; references and some citations are provided (6 points)
Information on al ...
Want to move your career forward? Looking to build your leadership skills while helping others learn, grow, and improve their skills? Seeking someone who can guide you in achieving these goals?
You can accomplish this through a mentoring partnership. Learn more about the PMISSC Mentoring Program, where you’ll discover the incredible benefits of becoming a mentor or mentee. This program is designed to foster professional growth, enhance skills, and build a strong network within the project management community. Whether you're looking to share your expertise or seeking guidance to advance your career, the PMI Mentoring Program offers valuable opportunities for personal and professional development.
Watch this to learn:
* Overview of the PMISSC Mentoring Program: Mission, vision, and objectives.
* Benefits for Volunteer Mentors: Professional development, networking, personal satisfaction, and recognition.
* Advantages for Mentees: Career advancement, skill development, networking, and confidence building.
* Program Structure and Expectations: Mentor-mentee matching process, program phases, and time commitment.
* Success Stories and Testimonials: Inspiring examples from past participants.
* How to Get Involved: Steps to participate and resources available for support throughout the program.
Learn how you can make a difference in the project management community and take the next step in your professional journey.
About Hector Del Castillo
Hector is VP of Professional Development at the PMI Silver Spring Chapter, and CEO of Bold PM. He's a mid-market growth product executive and changemaker. He works with mid-market product-driven software executives to solve their biggest growth problems. He scales product growth, optimizes ops and builds loyal customers. He has reduced customer churn 33%, and boosted sales 47% for clients. He makes a significant impact by building and launching world-changing AI-powered products. If you're looking for an engaging and inspiring speaker to spark creativity and innovation within your organization, set up an appointment to discuss your specific needs and identify a suitable topic to inspire your audience at your next corporate conference, symposium, executive summit, or planning retreat.
About PMI Silver Spring Chapter
We are a branch of the Project Management Institute. We offer a platform for project management professionals in Silver Spring, MD, and the DC/Baltimore metro area. Monthly meetings facilitate networking, knowledge sharing, and professional development. For event details, visit pmissc.org.
This comprehensive program covers essential aspects of performance marketing, growth strategies, and tactics, such as search engine optimization (SEO), pay-per-click (PPC) advertising, content marketing, social media marketing, and more
Exploring Career Paths in Cybersecurity for Technical CommunicatorsBen Woelk, CISSP, CPTC
Brief overview of career options in cybersecurity for technical communicators. Includes discussion of my career path, certification options, NICE and NIST resources.
The Impact of Artificial Intelligence on Modern Society.pdfssuser3e63fc
Just a game Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?
2. Diverse Groups & Job
Development
Immigrants
Youth
Aboriginals
People with disability
3. 5 Major Barriers to the Integration of
Skilled Immigrants into the Labour
market
Complex process for the recognition of credentials
Inadequate language abilities
Lack of Canadian work experience
Insufficient cultural awareness
discrimination
4. What Canadian Employers Want
Canadian work or volunteer experience
Positive references from at least 3 Canadian employers or instructors
High level of fluency in English (verbal, written, body language)
Canadian Style Skills
o
Conflict resolution, assertiveness, initiative, leadership, emotional
intelligence, decision-making, social skills, teamwork, problem solving,
critical thinking, time management, computer, math skills
Personal Attributes
o
Responsible, honest, high performance standards, positive attitude,
customer service oriented, flexible
5. Characteristics of the Immigrant In
Canada
The top source countries of the immigrant group (2010-2012) are China,
Philippines and India for 2012
o
The main category of immigrant class is Economic Immigrants (77.80%) and
Family (13%)
o
The economic immigration grew markedly while both the refugees and family
reunifications decreased as a share of total immigration
The age distribution of the immigrant group
o
Asia (including the Middle East) was Canada's largest source of immigrants during the
past five years, although the share of immigration from Africa, Caribbean, Central and
South America increased slightly.
In 2011, 58.6% of people who came to Canada since 2006 were in the core working
age group between 25 and 54. A small proportion, 4.4%, was in the older working age
group of 55 to 64.
The geographical distribution of the immigration group in 2012
o
Most immigrants still choosing the top four provinces: Ontario, Quebec, British
Columbia and Alberta
6. Characteristics of the Immigrant In
Canada
The highest employment rate among immigrants born in Philippines
o
The employment rate in 2011 among Filipino-born immigrants
aged 25 to 54 was 85.6%, higher than the rate of 82.9% for the
Canadian-born population and well above the rate of 73.1% for the
Asian-born population as a whole.
Languages of the immigrant group
o
Of the immigrants who had a single mother tongue, close to onequarter (23.8%) reported English as their mother tongue and
3.4% reported French. Among those whose mother tongue was other
than Canada's two official languages, Chinese languages were most
common, followed by Tagalog, a language of the Philippines, Spanish
and Punjabi.
Source: Ethnicity Diversity and Immigration (statcan)
7. CDP needs to be Aware
While providing employment services to the immigrant group
Don’t make
assumptions
Respect
differences
Aware of high
context culture
Culturally
sensitive
Recognize
complexity
Immigrant lack
social skills
Open-minded
Set expectations
right
Family
involvement
Avoid
stereotyping
Offer choices
Inadequate
English Skills
Complex
credential
recognition
process
Lack of
Canadian work
experience
Different in
perception of
authority
Different in time
orientation
8. CDP needs to be Aware
While providing employment services to the immigrant group
Be aware of our own frame of reference, our ideas and assumptions may not hold true to
the new immigrants who are from different backgrounds
Be culturally sensitive and keep your assumptions/biases in check and avoid making
judgement
Be open minded and listen actively to truly understand their situations and needs
Avoid stereotyping - be aware of not making assumptions about different ethnic groups of
immigrants
Respect differences - including status, age, gender etc. to avoid any misunderstandings
Recognize complexity in view of the diverse groups of immigrants
9. CDP needs to be Aware
While providing employment services to the immigrant group
High context culture – be aware of the high context culture in which many things are left
unsaid, letting the culture explain.
Lack of social skills – some immigrants might not have the necessary social skills that
allow them to communicate, relate and socialize with others
Offer choices - be aware not to tell them what they should do, but instead offer choices
that can address their needs
Family involvement - at times, family’s input plays a significant role so be open and
available for answering questions when necessary
Set the expectations right at the beginning that you are helping them to find a job but
not getting them a job. Finding a job has to come from their own efforts.
Be aware not to use slang, jargon, and colloquial expressions or acronyms because the
clients may not understand, such as EI, MP, OPEC etc.
10. CDP needs to be Aware
While providing employment services to the immigrant group
Inadequate English language skills
Complex process for the recognition of credentials
Little Canadian work experience
Some immigrants might have insufficient cultural awareness and lack of knowledge
about Canadian Law, Bylaws etc.
Perception of authority – some immigrants may from the countries of different
perspective of authority and is more vertical in hierarchy. This may affect their open
communication with us.
Time orientation – some immigrants may have different time orientation and do not
have sense of punctuality
11. Individual Barriers of the Aboriginal
Non-status aboriginals - when they can’t prove their status or has lost their status
Low self-esteem - poverty, broken families, racism, stereotypes, discrimination,
few role models all contribute to their low self-esteem
Poor mental and physical well-being: 50% of First Nations children, living onreserve, start each day in an overcrowded, inadequate home that likely is in
need of repairs, has asbestos, mould, and may not have drinking water.
Unhealthy living conditions affect a person’s mental and physical well-being
Substance use - drugs addiction and alcoholics
Iliteracy and poor education – the graduation rate of Aboriginal youth in Canada
is 24% of 15-24 year olds, compare to 84% in the non-native population
12. Individual Barriers of the Aboriginal
Lack of driver’s license: a real stumbling block in remote communities; just
getting to the nearest office to write the initial test can be challenging;
taking driver’s training is similarly a challenge as there may not be easily
accessed training providers or, for that matter, a vehicle on which to learn;
Lack of Transportation: few remote communities are serviced by public
transit; vehicle insurance is expensive and out of reach for many in preemployment situations; again, owning a vehicle or having access to a
vehicle is frequently not a reality
Lack of child care: safe, affordable child care is a challenge for mainstream
Canadians – it is even more of a challenge for parents in Aboriginal
communities.
13. The Systemic Barriers of the Youth
Single parent family structure– approximately 16% of Canadian families were headed
by a single parent
Substance use – alcohol and drug use
Poor academic performance and high school drop-outs – in 2009-2010, 10% of young
men and 7% of young women were dropouts
Poverty and lack of family support – 13% of the youth 17 years of age and under
were part of a low-income family
High unemployment rate – 15% of youth aged 15-24, the highest among all age
groups are unemployed
14. The Systemic Barriers of the Youth
Mental health issue – an estimated 10-20% of Canadian youth are affected
by a mental illness or disorder
Victimization – the rates of violent victimization were highest among youth
15-17 (there were 1111 victims of violent crime reported per 100000 children
and youth in Canada in 2008)
Families-at-risk – as of March 2004, there were 72000 children in care
(transfer in custody) in Canada
Youth crime, violence, sex, gang membership
15. Job Development 101 (for disabilities)
The Basics
Effective Job
Developers
o
o
Focus equally on
clients and
employers
Aim to form
partnerships with
business and clients
alike
How?
o
Know your client’s skills, abilities, desires, stamina
o
They should be job ready before marketing them
o
Seek suitable job matches or “carve” your own
o
Plan your approach – be employer and client specific
o
Use a soft-sell style – partnership before placements
o
Avoid the sympathy ploy – clients are valuable resources
with unique skills
View employers as customers, and clients as your product
Try to look through an employer’s eyes`