· Read the Course Introduction area and watch the video Introduction to Multicultural Counseling with Dr. Bass (approximate runtime: 2 minutes).

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 Sue, D. W., & Sue, D. (2016). Read a selection of your colleagues’ postings. I need this completed by 03/04/18 at 5pm.

Journal Assignment: Being Self-Aware of Cultural Competence

This week you were provided with a plethora of information about culture and what it means to be culturally competent. Using a Likert scale rating from 1 to 10, with 1 being extremely low and 10 being extremely high, indicate where you currently assess your levels of (a) cultural self-awareness, (b) knowledge, and (c) skills. You need to rate each of the 3 areas: a rating for self-awareness, a rating for knowledge and a rating for skills. Support each rating with a statement of why you selected the level you did.

Note: The Journal is a graded Assignment and should not contain information meant to be kept confidential. Responses should adhere to the same standards of quality as those expected for a Discussion or Application question.

These journals are personal reflections of your experiences. These are informally written, can be done in “first person”, can be just a few paragraphs, do not have to be supported with resources, but MUST help me to understand your experience doing the assignment as outlined, or indicate that you have generated some insights concerning the topic.  Please be candid, as this will allow my feedback to be both personally relevant and hopefully helpful.  However, please also remember that everything posted in Blackboard is public, so only share what you feel comfortable sharing. Please review the Grading Rubric for Application Assignments, Journals, and Final Papers attached.

Required Resources

Readings

· Read the Course Introduction area and watch the video Introduction to Multicultural Counseling with Dr. Bass (approximate runtime: 2 minutes).

· Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice (7th ed.). Hoboken, NJ: Wiley.

o Section One, “The Multiple Dimensions of Multicultural Counseling and Therapy” (pp. 1–2)

o Chapter 1, “Obstacles to Cultural Competence: Understanding Resistance to Multicultural Training” (pp. 5-36)

o Chapter 2, “The Superordinate Nature of Multicultural Counseling and Therapy” (pp. 37-69)

o Chapter 3, “Multicultural Counseling Competence for Counselors and Therapists of Marginalized Groups” (pp. 71-104)

· Hays, P. A. (2016). Addressing cultural complexities in practice: Assessment, diagnosis, and therapy (3rd ed.). Washington, DC: American Psychological Association.

o Chapter 1, “The New Reality: Diversity and Complexity” (pp. 3-18)

o Chapter 2, “Essential Therapist Knowledge and Qualities” (pp. 19-37)

· AMCD multicultural counseling competencies. (1996). Retrieved from http://www.counseling.org/Resources/Competencies/Multcultural_Competencies.pdf

· Ratts, M. J., Singh, A. A., Nassar-McMillan, S., Butler, S. K., & McCullough, J. R. (2015). Multicultural and Social Justice Counseling Competencies. Retrieved fromhttps://www.counseling.org/docs/default-source/competencies/multicultural-and-social-justice-counseling-competencies.pdf?sfvrsn=20

Media

· Laureate Education, Inc. (Executive Producer). (2012g). Setting the stage. Baltimore, MD: Author.
Note: The approximate length of this media piece is 30 minutes.
In this video, Drs. Derald Wing Sue, Teresa LaFromboise, Marie Miville, and Thomas Parham discuss messages that they were raised with as people of color, prejudice and bias in counseling, and different definitions of “cultural competence” as they apply to multicultural counseling.

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

Optional Resources

· American Counseling Association (ACA). ACA Code of Ethics. (2014). Retrieved from http://www.counseling.org/docs/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=4

Provide a reference list for all of the articles cited in this assignment, following APA 6th edition formatting (see chapter 7 of the Publication Manual for examples).

Section 1.1: Research Topic (2 paragraphs)

State your research topic as you have refined it to this point. Ensure that you address the following elements in Section 1.1:

  • First paragraph: Describe the specific topic to be studied in a clearly stated paragraph, including relevant, appropriately-focused key concepts.
  • Second paragraph: Describe the significance of the topic to your program or field (e.g., Psychology, Counseling and Human Services, Business, Technology, Public Service Leadership, Education, etc.) AND its significance to your program specialization.

The Research Topic should be correctly formed:

  • Your research topic should be appropriate for your specialization.
  • Your research topic should use appropriate language for key concepts/phenomena.
  • The target population should be named.
  • The concepts should be appropriately focused.

Note: You do not need to describe the relationships between or among the concepts for this assignment. You will address these relationships in Track 2.

Section 1.2: Research Problem (1 paragraph)

Write a brief statement that fully describes the problem being addressed. In simplified terms, the research problem should take this form:

“The research literature on ________ indicates that we know ________, we know ________, but we do not know ________.”

The Research Problem should be correctly stated:

  • Existing literature and key findings should be summarized.
  • Gaps or problems in the existing literature should be clearly formulated.
  • The Research Problem should be explicitly stated, not implied.

Section 2.1: Research Problem Background (3 paragraphs)

Provide a brief SUMMARY of your review of the research literature on the topic. This should include citations from at least 5 articles, but should indicate that you have performed a review of the literature (acceptable for Track 1) on the topic. This should be demonstrated by providing a statement about the body of existing literature on the topic, then, summarizing recent research findings on the topic, highlighting the findings that are most relevant to y our proposed study, demonstrating how your proposed research could add to the existing literature on the topic. Be sure to provide appropriate in-text citations and include references in the reference section.

 

Section 6: References

  • Provide a reference list for all of the articles cited in this assignment, following APA 6th edition formatting (see chapter 7 of the Publication Manual for examples).
    • APA Style Central has additional guidance, examples, and tools you can use for researching, writing, and formatting your paper and for citing and referencing resources in APA style. See the APA Style and Format section of the Writing Center for instructions on accessing and using APA Style Central.
  • Use current (within 5-7 years), scholarly, PRIMARY resources to support statements throughout your paper.

Based on this initial phase of      Matt’s intake interview alone, what symptoms are already suggested in his behavior that would be significant in terms of potential psychosis or schizophrenia?

Case Study

As part of his internship, Trey is working night intake at a psychiatric hospital in a medium-sized college town. It’s been pretty quiet all evening until a little after 1 a.m. when he hears shouting in the outer hallway.
Trey looks at Lisa, his fellow student intern, who says, “What’s going on out there?”
A moment later the doors burst open, and a young man, who looks about 18 years old, is escorted into the intake desk. He is agitated and has tears on his face, but he is not showing signs of violence or aggression, beyond the brief shouting he did out in the hallway.
He plunks himself down in the chair across from the intake desk and buries his face in his hands, rocking slightly and moaning. He has a slight body odor and is perspiring heavily.
“He’s all yours,” Lisa whispers.
Trey ignores her and moves quickly to the intake desk. Lisa runs off to find the supervising nurse, who has gone on break.
“Hey there,” Trey says calmly, bending over to look into the patient’s eyes. “I’m Trey. What’s up?”
He is almost surprised when the patient stops rocking, sits up, and lowers his hands. “Hey,” he says quietly. “I’m Matt, and this is hell, dude.”
“Not quite,” Trey smiles. “I’m here to help. Can you tell me what’s happened?”
“I’m going all to pieces,” Matt says, “little screws and bolts and debris flying off everywhere.”
Trey says nothing; he just waits.
“I had kind of a breakdown in my dorm,” Matt says. “I threw my laptop out the window.”
“Ooh, that’s rough. Bad night, huh?”
“Bad week, a bad month, bad year, bad bad life. Bad bad bad bad bad bad bad bad BA-A-A-AD.”
“What happened?”
“Where you wanna start?”
In fits and starts, Matt conveys small clues that hint at his story.
Matt has always been a “nerd,” he says, according to his older brothers. As a child he often withdrew from playgroups at school to play on his own. In isolation, he has always managed to perform well academically, but in group work or group assignments, he has tended to resort to outbursts and a refusal to participate. He says he has always been awkward in social situations and has always found it hard to carry on “a good, rewarding conversation.”
“And I’m freakin’ clumsy. Klutzy. A klutz,” he says, looking everywhere but at Trey. “I’m the opposite of an athlete, the opposite of my brothers.”
Although his speech is frequently eccentric, Matt manages to convey a very brief picture of how, because of his withdrawal, negative thoughts, and social awkwardness, people tend to leave him on his own, both at large extended family gatherings or social functions in his family’s community and place of worship.
In his senior year of high school, Matt’s grades and SAT scores gained him entrance to a leading Midwest university-despite his disruptive problems.
Matt had been looking forward to going away to school, hoping that part of his problems “fitting in” had to do with his family’s “obscenely proper prominence” in the community, and his older brothers’ “super-dude images, which,” he says, “I will never live up to.”
“At the same time,” he says during intake, “I was also pretty nervous, pretty stressed, pretty freaked out, pretty freaky.”
In his first week of college, Matt found orientation week “disorienting,” he jokes with a slight smile. “Orientation disoriented me. It dissed me. I got dissed. There were people everywhere, like climbing-the-walls-and-on-top-of-you everywhere.”
Except when Trey first initiated the conversation, Matt, for the most part, has worked to avoid eye contact and continually bounces his left leg nervously. He is gripping the arms of his chair and looks as if he’s about to fly right out of it.
“My roommate is a jock,” he says. “Jocular jock. Oh, Jocularity, wouldn’t you know they’d put me with a jocular-not-so-very-jocular-jock. They plan that stuff, you know. Just to keep me from escaping, from making a fresh start. Guy’s a jerk, and now, here I am.” He grins and expands his arms, gesturing the psychiatric ward around him.
“And now here I am, just 8 weeks into my first semester away from home, and I’ve just been admitted for totally breaking down, shooting laptop missiles from the second freakin’ floor. They win.”

  1. If Matt is truly suspected of having newly diagnosed or recent-onset schizophrenia, should Trey be letting the conversation focus so much on Matt’s childhood? Where might intake or assessment be best focused?
  2. Based on this initial phase of      Matt’s intake interview alone, what symptoms are already suggested in his behavior that would be significant in terms of potential psychosis or schizophrenia?

Consider each of the rights statements that make up the Miranda decision. Are there any “rights” that you would add to, or remove from, the Miranda rights?

Discussion topics support this unit’s objective and should be completed after reading all materials. Your responses ought to include original evaluation, synthesis, or analysis of the topic, and contribute to the weekly discussion in a meaningful way. You must complete all discussion topics and reply to your peers’ posts. Refer to the Discussion Board Rubric under Course Resources for additional requirements.

Read the following article.

Hendrie, Edward M. (1997, Mar.). Beyond miranda. FBI Law Enforcement Bulletin, 3(66), 25–32. Retrieved fromhttps://search-proquest-com.lib.kaplan.edu/central/docview/204120664?accountid=34544

Law enforcement agents can, and do, question citizens suspected of committing a crime, but they cannot conduct an interrogation before ensuring that the suspect is protected against self-incrimination. Courts have prohibited physically coercive techniques when questioning suspects (Brown v. Mississippi). The privilege against self-incrimination does not prevent officers from using psychologically coercive techniques to elicit confessions as long as the suspect is informed of his or her rights prior to custodial interrogation (Miranda v. Arizona).

Discussion Topic: The Miranda Decision

Consider each of the rights statements that make up the Miranda decision. Are there any “rights” that you would add to, or remove from, the Miranda rights? If so, what would they be? Use research to substantiate your thoughts and cite your sources using APA formatting.