What further information does Mr. Bledsoe and his colleagues need to best help Kayin? Where can he find this information?

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Cultural Differences: Kayin’s Case

Professionals must work with families to understand cultural and linguistic characteristics specific to each child. This is critical in determining whether a child’s experiences are typical of someone coming from a different background as opposed to a true disability. These issues can be complex as exceptionalities are seen across cultures as well.

Review the following scenario:

Kayin is an eight-year-old boy in the third grade. His teacher, Mr. Bledsoe, has been very concerned about his problems with reading. He also has difficulty socially, and seems withdrawn, with few, if any, friends. Kayin avoids eye contact with most people, but this is more pronounced with adults. He also becomes very frustrated at times, crying and ripping up his work.
Kayin has been enrolled in the same school since kindergarten. However, Mr. Bledsoe knows that his family is originally from Nigeria and they return every summer to visit family. Although Kayin’s parents speak English fairly fluently, they have a pronounced African accent. Mr. Bledsoe remembers learning that it is an act of respect to avoid eye contact with adults in some cultures, but he cannot remember whether this is true of Nigerian culture.
Mr. Bledsoe has been hesitant to raise the possibility of a disability because he does not know how much of Kayin’s struggles can be attributed to growing up in a bicultural and bilingual home or to Kayin’s own personality.

Using the module readings, the Argosy University online library resources, and the Internet, research cultural differences related to children with exceptionalities. It may also be useful to consult CultureGrams in the online library for more information on cultures in Nigeria.

Reflect on your readings and respond to the following:

  • What steps should Mr. Bledsoe take to address Kayin’s challenges?
  • What professionals might he include to help Kayin?
  • What further information does Mr. Bledsoe and his colleagues need to best help Kayin? Where can he find this information?
  • How should Mr. Bledsoe approach the issue of cultural differences with Kayin’s parents?
  • What ethical dilemma(s) might Mr. Bledsoe face when considering the values, beliefs, and behaviors common in the culture of Kayin’s family within the context of the general American culture?

Write your initial response in 300–500 words. Apply APA standards to citation of sources.

Explain the strategies you intend to use to keep students on task, thus maximizing the benefits of your classroom activities and lessons.

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Imagine that you have been contacted by your school principal to deliver a presentation at “Back to School Night” for your sixth grade class, their parents, caregivers, and other interested parties. The presentation will inform the audience on how you plan to create a productive learning environment for the school year.

Include the following in your presentation:

  • Explain the strategies you intend to use to keep students on task, thus maximizing the benefits of your classroom activities and lessons.
  • Explain how you will respond to and address minor misbehaviors and serious/chronic misbehaviors in the class. Discuss one or two outside agencies that can help yield a safe and supportive learning community.
  • Select strategies to work effectively with students and their parents to evaluate diverse characteristics in their learning experiences.

Also, create a handout to give to your audience. This can be a brochure, a resource guide, or other visual aid that provides the main takeaways from your presentation, whichever you believe to be most useful for your intended audience.

Incorporate appropriate animations, transitions, and graphics as well as speaker notes for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists and should cite material appropriately. Add audio to each slide using the Media section of the Insert tab in the top menu bar for each slide.

Support your presentation with at least threescholarly resources. In addition to these specified resources, other appropriate scholarly resources may be included.

Presentation Length: 12-15 slides (with a separate reference slide)
Notes Length: 100-150 words for each slide
Handout Length: 2-3 pages

Be sure to include citations for quotations and paraphrases with references in APA format and style where appropriate.

Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Flamez, B. & Sheperis, C. J. (2015) and/or Sommers-Flanagan, J., & Sommers-Flanagan, R.

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Please no plagiarism and make sure you are able to access all resource on your own before you bid. One of the references must come from Flamez, B. & Sheperis, C. J. (2015) and/or Sommers-Flanagan, J., & Sommers-Flanagan, R. (2007). You need to have scholarly support for any claim of fact or recommendation regarding treatment. APA format also requires headings. Use the prompt each week to guide your heading titles and organize the content of your initial post under the appropriate headings. Remember to use scholarly research from peer-reviewed articles that is current. I have also attached my discussion rubric so you can see how to make full points. Please follow the instructions to get full credit for the discussion. I need this completed by 01/02/19 at 9pm.

Discussion – Week 6

This week we are discussing trauma. You will need to select a current traumatic event in the news involving children and/or adolescents. You will consider possible PTSD symptoms commonly seen with this type of trauma and how you might be affected if you were to counsel a child or adolescent who was traumatized by this event.

Please note the learning resources in the course room are out of date.  You will want to supplement your post with at least one current (since 2009) peer-reviewed article.  In addition, you will need to cite and reference the media source of the current traumatic event in the news involving children and/or adolescents you have selected.

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Symptoms of Posttraumatic Stress Disorder

Studies estimate that between 15–43% of girls and 14–43% of boys will experience at least one traumatic event. Out of those children who experience trauma, 3–15% of girls and 1–6% of boys will develop posttraumatic stress disorder (PTSD) (Erk, 2008, p. 246). Risk factors for the development of PTSD include the severity of the trauma, parental reactions to the trauma, the amount of parental support given to a child or adolescent, and how close the child or adolescent is to the trauma (Prout & Brown, 2007, p. 231). Often, young children show signs of PTSD in their play. For example, children who experienced sexual trauma may act out the trauma by using dolls. Adolescents’ PTSD symptoms often mirror those of adults. There are many treatment options for children and adolescents with PTSD, and no matter the type of treatment you choose, it is important that the child or adolescent you treat feels at ease when participating in counseling.

For this Discussion, select a current traumatic event in the news involving children and/or adolescents. Consider possible PTSD symptoms commonly seen with this type of trauma. Also, consider how you might be affected if you were to counsel a child or adolescent who was traumatized by this event.

References:
Prout, H. T., & Brown, D. T. (2007). Counseling and psychotherapy with children and adolescents: Theory and practice for school and clinical settings.Hoboken, NJ: Wiley.
Erk, J. (Ed.). (2008). Counseling treatment for children and adolescents with DSM-IV-TR disorders (2nd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

With these thoughts in mind:

Post by Day 4 a brief description of the traumatic event you selected. Then, describe two symptoms of posttraumatic stress disorder (PTSD) commonly seen with this type of trauma and explain why. Be specific. Finally, explain one way you might be affected by counseling children or adolescents who have experienced this traumatic event and why.

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Required Resources

Learning Resources

Please read and view (where applicable) the following Learning Resources before you complete this week’s assignments.

This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of the assigned resources for this week. To view this week’s media resources, please use the streaming media player below.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript

Readings

Media

  • Laureate Education (Producer). (2011). Child      and adolescent counseling [Video file]. Retrieved      from https://class.waldenu.edu
    • “Trauma and Post-Traumatic Stress Disorder”       (approximately 32 minutes)

Optional Resources

  • Kiselica, M. S., & Morrill-Richards, M. (2007).      Sibling maltreatment: The forgotten abuse. Journal of Counseling      & Development, 85(2), 148–160.
    Retrieved from the Walden Library databases.
  • Mellin, E. A. (2009). Responding to the crisis in      children’s mental health: Potential roles for the counseling      profession. Journal of Counseling & Development, 87(4),      501–506.
    Retrieved from the Walden Library databases.
  • Putman, S. E. (2009). The monsters in my head:      Posttraumatic stress disorder and the child survivor of sexual      abuse. Journal of Counseling & Development, 87(1),      80–89.
    Retrieved from the Walden Library databases.

Respond by Day 5 to at least two of your colleagues’ postings in one or more of the following ways: Share an insight related to your colleague’s chosen ethics or justice violation scenario.

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Respond by Day 5 to at least two of your colleagues’ postings in one or more of the following ways:

  • Share an insight related to your colleague’s chosen ethics or justice violation scenario.
  • Offer another factor that might have contributed to the colleague’s suggested ethics or justice violation scenario.
  • Validate an idea with your own experience.
  • Expand on your colleague’s posting.

#1 P S       

Case #30, Recording Data without Consent was selected for discussion this week.  This case described the actions of an I/O Psychologist who intentionally and secretly recorded several employees of a large organization.  The recordings were done by the I/O psychologists who was consulted to completed employee research surveys.  It was during one of the interview sessions for the surveys that the I/O psychologist recorded participants of the study as they expressed concerns about management. The I/O psychologist while reporting to management the findings, revealed to them that he severely recorded participants of the study.  Management asked the I/O psychologist to produce the tape; however, the request was denied, and he destroyed the tape to protect himself further.  Management highlighted concerns for the I/O psychologist actions which was a blatant disregard and trust for the participants.  Management also questioned the I/O psychologist lack of judgement which placed his needs above that of the participants (Schminke, 2010).

The situation being discussed was an individual lapse in judgment by the I/O psychologist who violated ethical principles and guidelines set forth by the American Psychological Association (2010) which states that no recording should be made without notifying the person(s) being recorded.  Additionally, the I/O psychologists, knowingly and willfully deceived the participants being studied thus did not obtain a consent from them to record them as they provided valuable data.  The I/O psychologist broke code of conduct by violating moral issues which caused harm to the participants (Schminke, 2010).   According to Bandura’s social learning theory, there are two reasons why a person behave ethically and that is either because of self-monitoring and successful ethical experiences.  Self-monitoring is described as the consistency/inconsistency of one’s behavior.  Bandura states that when someone acts in a manner where their behavior is questionable, they begin to experience self-condemnation which are inconsistencies with their behavior as it relates to personal beliefs and values.

A way in which this ethical situation could have been avoided was by the I/O psychologist adhering to the American Psychological Association (2010) guidelines and notifying the participants that in order to ensure their concerns are not being misrepresented, a recording was being made, and their consent was needed.  Additionally, the I/O psychologist could have demonstrated better respect for the rights and dignity of the participants by informing them of his plans to record their interviews.  Additionally, participants should have been informed of the ways in which the recording was going to be used.

#2 -HB

In Case 17, an internal consultant is tasked with distributing and analyzing feedback from 360° surveys.  In order to save costs, the psychologist decides to utilize the firm’s in-house Management Information System’s (MIS) existing email system.  This system works well to distribute the questionnaires and the respondents replied under what they believed to be anonymity.  When the consultant received the database for analysis, however, she learned that there had been personal name identifiers that automatically recorded each respondents name.  The consultant decided to use the information on the word of the MIS manager that the confidential information would not be released.

Several factors led to this ethical dilemma that could potentially unveil supposedly anonymous responders to colleagues that they work with as a supervisor, subordinate, peer or client.  Initially, the in-house consultant was unaware of the MIS’ system complete procedure.  When reviewing the cognitive process for ethical decision making, she might have been unaware that there was a moral issue at hand.  As Schminke explains, that is the first step followed by developing a moral judgment about the situation which informs our moral motivation to determine our moral conduct and whether it is in line with what is considered appropriate by society (2010).

Organizationally, there seemed to be no policy or standard operating procedure regarding the delivery or analysis of surveys.  Given social learning theory, did the consultant understand or have a model of the correct way to conduct an anonymous 360° survey to maintain the communicated anonymity? Situationally, the MIS manager seemed to also be uninvolved in understanding the needs of the project from the delivery of the emails through database analysis.  Rogerson, Gottlieb, Handelsman, et al., explain that “it is essential that psychologists use empirical knowledge about the processes of judgment and decision making to improve ethical practice” (2011).  A utility sanctioning system that would describe the unethical behavior could have made both the manager and the consultant more morally aware from the initiation of the project.