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). You are expected to include at least one scholarly and peer-reviewed resource outside of those provided in the readings for each discussion post. I need this completed by 03/11/18 at 1pm.
Journal Assignment: Cultural Self-Assessment
Your cultural views may change as you progress through this course, your degree program, and your career as a counselor. Having an evolving awareness of the cultures you will encounter is an important part of becoming culturally competent.
Complete a cultural assessment of yourself using Table 3.1 in the Hays text as a guideline. Be sure to include all the cultural influences noted in the ADDRESSING format.
Describe your culture and explain your worldview and biases based on your cultural self-assessment, and how your worldview and bias may influence your interactions with culturally diverse clients. Then explain one challenge related to your worldview and biases that might influence your work with culturally diverse clients. Pay specific attention to areas in which you have strong opinions. Finally, describe one strategy you might use to address that challenge using the learning resources as a scholarly guide.
Required Resources
Readings
· Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice (7th ed.). Hoboken, NJ: Wiley.
o Chapter 4, “The Political and Social Justice Implications of Counseling and Psychotherapy” (pp. 107-144)
o Chapter 5, “The Impact of Systemic Oppression: Counselor Credibility and Client Worldviews” (pp. 145-178)
o Chapter 6, “Microaggressions in Counseling and Psychotherapy” (pp. 179-212)
· Hays, P. A. (2016). Addressing cultural complexities in practice: Assessment, diagnosis, and therapy (3rd ed.). Washington, DC: American Psychological Association.
o Chapter 3, “Doing Your Own Cultural Self-Assessment” (pp. 39-60)
Media
· Laureate Education, Inc. (Executive Producer). (2012a). Emotional roadblocks on the road to cultural competence. Baltimore, MD: Author.
Note: The approximate length of this media piece is 12 minutes.
In this video, Drs. Derald Wing Sue, Teresa LaFromboise, Marie Miville, and Thomas Parham discuss some of the emotional challenges that come with learning cultural competency.
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Optional Resources
· Hays, P. A. (1996). Addressing the complexities of culture and gender in counseling. Journal of Counseling and Development, 74(4), 332–338.
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| Grading Rubric: Application Assignments, Journals, and Final Papers
12 possible points per application/journal assignment
20 possible points for final papers
There are four primary quality indicators. All written assignments will be scored on the first three indicators (Responsiveness, Content Knowledge, and Quality of Writing). The final indicator (Research, Scholarship, and Professional Style) applies to the Final Paper only, and is worth double points for each criterion.
Six-Day Clinical Residency Evaluation Scoring Guide Grading Rubric |
| Criteria
|
1
Emerging |
2
Progressing
|
3
Meets Standard
|
4
Exemplary
|
RESPONSIVENESS
(AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW) (Did the student respond adequately to the paper or writing assignment?)
(4 points)
|
Paper or writing assignment is unresponsive to the requirements given in the instructions. The content misses the point of the assigned or selected topic; and/or relies primarily on anecdotal evidence (e.g., largely composed of student opinion); and/or contains little or no evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content. |
Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content somewhat misses the point of the assigned or selected topic; and/or lacks in substance, relying more on anecdotal than scholarly evidence (e.g., largely composed of student opinion); and/or contains minimal evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content. |
Paper or writing assignment is responsive to and meets the requirements given in the instructions. It responds to the assigned or selected topic; is substantive and evidence based; demonstrates clearly that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content. |
Paper or writing assignment is responsive to and exceeds the requirements given in the instructions. It responds to the assigned or selected topic; demonstrates insight beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what is known about the topic, unearths something unanticipated, etc.); is substantive and evidence based; demonstrates that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content.
|
| Criteria
|
1
Emerging |
2
Progressing
|
3
Meets Standard
|
4
Exemplary
|
CONTENT KNOWLEDGE
(Does the content in the paper or writing assignment demonstrate an understanding of the important knowledge the paper/assignment is intended to demonstrate?)
(4 points)
|
Paper or writing assignment demonstrates/ provides lack of understanding and little or no application of the concepts and issues presented in the course and/or application is inaccurate and contains many omissions and/or errors; and/or no examples or irrelevant examples; and/or no thought-provoking ideas or original thinking; and/or no critical thinking; and/or many critical errors when applying knowledge, skills, or strategies presented in the course.
|
Paper or writing assignment demonstrates/provides minimal understanding and little application of concepts and issues presented in the course, and, while generally accurate, displays some omissions and/or errors; and/or few and/or irrelevant examples; and/or few if any thought-provoking ideas, little original thinking; and/or “regurgitated” knowledge rather than critical thinking; little mastery of skills and/or numerous errors when using the knowledge, skills, or strategies presented in the course.
|
Paper or writing assignment demonstrates/provides basic understanding and application of the concepts and issues presented in the course demonstrating that the student has absorbed the general principles and ideas presented; relevant examples; thought-provoking ideas and interpretations, some original thinking and critical thinking; and mastery and application of knowledge and skills or strategies presented in the course.
|
Paper or writing assignment demonstrates/provides in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations or analyses; accurate and perceptive parallels, ideas, opinions, and conclusions) showing that the student has absorbed the general principles and ideas presented and makes inferences about the concepts/issues or connects them to other ideas; rich and relevant examples; thought-provoking ideas and interpretations, new perspectives; original and critical thinking; and mastery and thoughtful/accurate application of knowledge and skills or strategies presented in the course.
|
| Criteria
|
1
Emerging |
2
Progressing
|
3
Meets Standard
|
4
Exemplary
|
| QUALITY OF WRITING
Does the student demonstrate graduate-level writing in papers and written assignments?
(4 points)
|
Writing is well below graduate-level writing expectations . The paper uses unclear and inappropriate language; and/or has many errors in spelling, grammar, and syntax; and/or lacks organization in a way that creates confusion for the reader; and/or contains many direct quotes from original source materials and/or consistently and poorly paraphrases rather than using original language; and/or lacks information about a source when citing or paraphrasing it; significant problems adhering to APA style (application papers).
|
Writing is somewhat below graduate-level writing expectations . The paper uses language that is unclear and/or inappropriate; and/or has more than occasional errors in spelling, grammar, and syntax; and/or is poorly organized, is at times unclear and confusing, and has some problems with logical flow; and/or reflects an underuse of original language and an overuse of direct quotes and paraphrases; and/or sometimes lacks information about a source when citing or paraphrasing it; problems adhering to APA style (application papers).
|
Writing is scholarly and meets graduate-level writing expectations . The paper uses language that is clear; has a few errors in spelling, grammar, and syntax; is well organized, logical, and clear; uses original language and uses direct quotes when necessary and/or appropriate; provides information about a source when citing or paraphrasing it; adheres to APA style with few mistakes (application papers).
|
Writing is scholarly and exceeds graduate-level writing expectations . The paper uses language that is clear, concise, and appropriate; has few if any errors in spelling, grammar, and syntax; is extremely well organized, logical, clear, and never confuses the reader; uses a preponderance of original language and uses direct quotes only when necessary and/or appropriate; provides information about a source when citing or paraphrasing it; adheres to APA style with few or no mistakes (application papers).
|
| Criteria
|
2
Emerging |
4
Progressing
|
6
Meets Standard
|
8
Exemplary
|
RESEARCH, SCHOLARSHIP, AND PROFESSIONAL STYLE (use for final papers ONLY)
Does the paper meet graduate-level expectations for research, scholarship, and professional style?
(8 points)
|
The paper is
substantially
below graduate-level
expectations for
research, scholarship,
and professional style.
Paper content
demonstrates no
insight and does
not contribute to
knowledge in the
field ; paper content,
for the most part, is
unsupported by current
(within the past five
years), primary, and
pertinent
research/evidence
from a variety of peer-
reviewed books and
journals; and/or does
not use or contains
pervasive errors (final
paper) in APA style
(including citations,
references, use of
nonbiased language,
clear organization,
good editorial style,
etc.).
|
The paper is somewhat below graduate-level expectations for research, scholarship, and professional style. Paper content demonstrates little insight and does little to contribute to knowledge in the field ; is often supported by older-than-five-year-old research, secondary sources (textbooks and websites), and sources that lack in variety; and/or uses APA form and style (including citations, references, use of nonbiased language, clear organization, good editorial style, etc.), but has frequent errors (final paper).
|
The paper meets graduate-level expectations for research, scholarship, and professional style. Paper content demonstrates insight and contributes to knowledge in the field ; is supported by current and pertinent research/evidence (within the previous five years, except for seminal, original research where appropriate) from a variety of peer-reviewed books and journals (rather than textbooks and websites); uses correct APA form and style (including citations, references, use of nonbiased language, clear organization, good editorial style, etc.) with only a few errors (final paper).
|
The paper represents exceptional research, scholarship, and professional style. Paper content demonstrates significant insight and significantly contributes to the knowledge in the field ; is well supported by current and pertinent research/evidence (within the previous five years, except for seminal, original research where appropriate) from a variety of primarily primary, peer-reviewed sources (rather than textbooks and websites); and consistently uses correct APA form and style (including citations, references, use of nonbiased language, clear organization, good editorial style, etc.) with very few or no errors (final paper).
|
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