Discuss the ethical and cultural strategies for promoting resilience, optimum development, and wellness in older adults.

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Part 1: Older Adult Interview

Interview an older adult of your choice (they may be your parents, relatives, or friends) and have a discussion about the factors that influenced their development. Address the following as part of the interview:

  1. Cognitive, physical, and psychosocial development during the interviewee’s Maturity stage of adulthood (age 65 or older).
  2. How peers influenced the interviewee during his or her adolescent/young adult stage.
  3. What people and/or events influenced the interviewee’s development of morals such as faith, ethics, and culture?
  4. How the interviewee’s experiences, positive or negative, have formulated who he or she is as a mature adult.

Note: American Psychological Association (APA) ethical guidelines indicate that interviewees have the right to refuse to answer any question posed to them by an interviewer. Please ensure that your interviewees are aware of this, and do not force them to answer where the opportunity to reply has been refused.

Pick one of the theories reviewed in Chapters 14 and 15 of the text.

Part 2: Reflection

Write a paper of 750-1,000 words, discussing the selected theory and how it relates to your interview. Include the following in your paper:

  1. A description of the selected theory.
  2. A description of your interviewee (gender, age, ethnicity, etc.).
  3. How the interviewee’s responses illustrate the selected theory. Support your response with examples.
  4. Discuss the ethical and cultural strategies for promoting resilience, optimum development, and wellness in older adults.
  5. Include at least three scholarly references in addition to a personal communication reference for the interviewee.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

Analyze the brain and empirical evidence of human behavior 

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Essays Part I:Your writing should illustrate knowledge of the concepts through an original personal and/or professional integration of the assigned text material. All assignments MUST be typed, double-spaced, in APA style, and must be written at graduate level English. The content, conciseness, and clarity of your answers will be considered in the evaluation of your work. These answers should be ½ – 1 page per question. You must integrate the material presented in the text and cite your work according to APA format.1. Motivation arises from both internal motives (i.e., needs, cognitions, emotions) and external events (i.e., incentives, consequences, social contexts).  Is one of these sources of motivation more potent or more effective in motivating people than is the other?  Are people primarily motivated by internal motives or by external events, or are people motivated about equally by internal motives and external events? Justify your response by giving examples from your own life.
2. Selecting one physiological need (e.g., hunger, thirst, sex) as an example, explain, how the biological beginnings of this need eventually manifest themselves as a psychological drive in a person’s subjective awareness.  In other words, explain how a biological event becomes a psychological motive. Give an original example to support your explanation.
3. How does self-determination theory explain how external events (e.g., rewards, praise) sometimes produce positive effects on motivation but other times produce negative effects? Give an original example to support your explanation.
4.  Learned helplessness theory relies on the components of contingency, cognition, and behavior to explain the motivational dynamics underlying helplessness.  Explain what these three components mean and provide an original illustrative example of each.
5.  Consider the origins of the need for achievement. Discuss and provide original examples from your own life, of each of the following three sources of high need for achievement:  its socialization influences, its cognitive influences, or its developmental influences.
6.  Differentiate the motivational and performance-based advantages versus disadvantages for performers who adopt a short-term goal (e.g., eat less than 2000 calories today) versus performers who adopt a long-term goal (e.g.,. lose 20 pounds this year) and offer a recommendation as to whether performers should adopt a short-term or a long-term goal. Explain/justify your recommendation.
Assignment Outcomes:

Correlate the relationship of cognition, emotion and motivation

Appraise critical research findings of contemporary studies

Analyze the brain and empirical evidence of human behavior

Consider the cognitive process of learned helplessness, anxiety, depression and emotional suffering

Discriminate neuropsychological and sociocultural factors of motivation and emotion

Discuss the implications of the client’s characteristics and concerns on your counseling and advocacy strategies in terms of problem assessment, goal setting, and interventions that take into account individual, couple, family, and tribal considerations.

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Use your textbook, Sue and Sue’s Counseling the Culturally Diverse: Theory and Practice, to complete the following:

  • Read Chapter 3, “Multicultural Counseling Competence for Counselors and Therapists of Marginalized Groups,” pages 71–101.
  • Read Chapter 5, “The Impact of Systemic Oppression: Counselor Credibility and Client Worldviews,” pages 145–175.
  • Read Chapter 7, “Barriers to Multicultural Counseling and Therapy: Individual and Family Perspectives,” pages 215–246.
  • Read Chapter 10, “Non-Western Indigenous Methods of Healing: Implications for Multicultural Counseling and Therapy,” pages 321–347.
  • Read Chapter 15, “Counseling American Indians/Native Americans and Alaska Natives,” pages 479–495.

Use the Internet to explore the current demographics in your own state. You will need this information to complete the second discussion for this unit.

Image of Capella University logo.

Interview with True Thao: Being a Minority Mental Health Counselor

LAUNCH PRESENTATION |Transcript

Native American Ways of Knowing.

Native American Ways of Knowing

LAUNCH PRESENTATION |Transcript

Multimedia

  • Interview with True Thao: Being a Minority Mental Health Counselor. Click Launch Presentation to watch an interview with True Thao, a mental health counselor based in Minneapolis, Minnesota. True shares his insights and experiences as a Hmong counselor and counseling clients from both the dominant and minority cultures.
  • Native American Ways of Knowing. Click Launch Presentation to hear Dr. Kim Spoor share her way of knowing, from the Anishinaabe perspective.

Optional Readings

The literature is rich with resources to help addiction professionals and therapists delve more deeply into the topics being covered in this course and to pursue their own special interests. In each unit you will find a reference list; look to these for information and use as you wish in your professional development. Please note that it is acceptable to draw from these resources for your discussions and assignments; however, you should not rely exclusively on these resources in completing assignments that require library research.

  • Read Dana’s 2000 article, “The Cultural Self as Locus for Assessment and Intervention With American Indian/Alaska Natives,” from Journal of Multicultural Counseling & Development, volume 28, issue 2, pages 66–82.
  • Read Echo-Hawk’s 2011 article, “Indigenous Communities and Evidence Building,” in Journal of Psychoactive Drugs, volume 43, issue 4, pages 269–275.
  • Read Garrett, Garrett, Torres-Rivera, and Roberts-Wilbur’s 2005 article, “Laughing It Up: Native American Humor as Spiritual Tradition,” in Journal of Multicultural Counseling and Development, volume 33, issue 4, pages 194–204.
  • Read Gone and Calf Looking’s 2011 article, “American Indian Culture as Substance Abuse Treatment: Pursuing Evidence for a Local Intervention,” in Journal of Psychoactive Drugs, volume 43, issue 4, pages 291–296.
  • Read Lane and Simmons’s 2011 article, “American Indian Youth Substance Abuse: Community-Driven Interventions,” in Mount Sinai Journal of Medicine, volume 78, issue 3, pages 362–372.
  • Read Larios, Wright, Jernstrom, Lebron, and Sorensen’s 2011 article, “Evidence-Based Practices, Attitudes, and Beliefs in Substance Abuse Treatment Programs Serving American Indians and Alaska Natives: A Qualitative Study,” in Journal of Psychoactive Drugs, volume 43, issue 4, pages 355–359.
  • Read Moghaddam and Momper’s 2011 article, “Integrating Spiritual and Western Treatment Modalities in a Native American Substance User Center: Provider Perspectives,” in Substance Use & Misuse, volume 46, issue 11, pages 1431–1437.
  • Read Children’s Program Kit: Supportive Education for Children of Addicted Parents from the U.S. Department of Health and Human Services Substance Abuse and Mental Health Services Administration.
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Addiction Professional and Client Characteristics

Referring to the unit readings and Tables 7.1 and 7.2, compare the generic characteristics of counseling with respect to culture, class, and language, with Native American characteristics in terms of culture, class, and language. Which characteristics most closely reflect your culture, class, and language?

Refer to Chapter 15 and at least one of the recommended readings and consider the types of mental health concerns you may be likely to encounter in counseling a Native American client, couple, family, or group (for example, the impact of educational disparities on career development). Address the following:

  • How would your approach reflect your understanding of your own characteristics and those of your client or clients?
  • How would the impact of historical and current oppression be important to your work?
  • Discuss the implications of the client’s characteristics and concerns on your counseling and advocacy strategies in terms of problem assessment, goal setting, and interventions that take into account individual, couple, family, and tribal considerations.

Note: This is a graded discussion question. Your instructor will grade your discussion using the Scoring Guide accessed in the Resources and your grade will appear in the courseroom gradebook. You are still responsible for posting two substantial peer responses to other learners’ discussions

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.

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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.