Role of biology in sexual orientation

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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 Broderick and Blewitt (2015). I need this completed by 12/31/17 at 3pm. Respond to my colleagues by using the following approaches:

· Select a colleague from Discussion A. Validate his or her perspective or suggest an alternative perspective of the identified influences. Support your response by citing your own authentic observations (from your own life or from working with clients) and the current literature.

· Select a colleague from Discussion B. Validate his or her perspective or suggest an alternative perspective of the identified influences. Support your response by citing your own authentic observations (from your own life or from working with clients) and the current literature.

1. (A. Wit-Discussion B)

Many factors influence the development of sexual orientation. In this post, I will examine the how biology, culture, socialization, and age are a part of the sexual orientation process.  There is debate amongst the scientific and general population of whether sexual orientation is inborn or a response to social influences and choice (Morandini, Blaszczynsk, Costa, Godwin, & Dar-Nimrod, 2017).

Role of biology in sexual orientation

The development of sexual attraction begins in the human body as a glandular response to sex hormones (Broderick & Blewitt, 2015).  A series of chemical reactions starting in the brain, stimulate the onset of puberty, including the development of sexual characteristics (Broderick & Blewitt, 2015).  Half of all adolescents have had sexual experiences with members of the same sex (Broderick & Blewitt, 2015). As sexuality develops, so too does sexual orientation.  Many researchers agree that sexual orientation may be related to genetics (Broderick & Blewitt, 2015).  Increased prenatal exposure to masculinizing hormones in girls, and delayed exposure to masculinizing hormones in boys is associated with higher rates of homosexual behavior and fantasies (Broderick & Blewitt, 2015). Some research points to traits such as handedness and digit ratio as predictors of homosexual or heterosexual orientation (Broderick & Blewitt, 2015).  In a study of adult lesbian women, individuals who believe their “gayness” is an inborn trait, as opposed to environmental, display higher levels of psychological well-being (Morandini, Blaszczynski, Costa, Godwin, & Dar-Nimrod, 2017).

Role of culture and socialization in sexual orientation

The role of culture and socialization have been identified as factors that contribute to sexual orientation.  Many cultures and religions frown upon relationships that are not heterosexual.  Unlike the research on biological factors influencing sexual orientation, the research on environmental factors is less conclusive (Broderick & Blewitt, 2015).  Children raised by homosexual partners show no increased likelihood of same-sex orientation (Broderick & Blewitt, 2015).  Differences in values and beliefs may be a social factor that influences sexual orientation.  Research has shown that highly valued partner traits in heterosexual men are prioritized by intelligence, good looks, humor, honesty, face attractiveness, and kindness (Lippa, 2007).  Partner traits valued by homosexual men were ranked in slightly different order: intelligence, humor, good looks, honesty, face attractiveness, and kindness (Lippa, 2007).  The same study suggests that family roles, marital roles, gender roles, and social roles of heterosexual and homosexual individuals can affect sexual orientation (Lippa, 2007).

Role of age in sexual orientation

Sexuality and sexual attraction are evident in children by around age 10 (Broderick & Blewitt, 2015).  Regardless of sexual orientation, most people agree that heterosexual or homosexual orientation is “natural” as opposed to chosen (Broderick & Blewitt, 2015).  Some studies suggest that for one in five adolescents, sexual orientation is fluid and subject to change (Broderick & Blewitt, 2015).

Summary

Whereby factors including biology, culture, and social influence contribute to sexual orientation, most people agree that homosexuality and heterosexuality are natural attractions and not categories of choice.  There is research supporting the importance of genetics and environment as on sexual orientation (Broderick & Blewitt, 2015).  Homosexuals that accept their sexual orientation as “inborn” are likely to have a greater sense of well-being than those who reject their sexuality (Morandini, Blaszczynski, Costa, Godwin, & Dar-Nimrod, 2017).

References

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education

Lippa, R.A. (2007). The preferred traits of mates in a cross-national study of heterosexual and homosexual men and women: an examination of biological and cultural influences. Archive of Sexual Behavior, 36(2), 193-208

Morandini, J., Blaszczynski, A., Costa, D., Godwin, A., & Dar-Nimrod, I., (2017). Born this way: sexual orientation beliefs and their correlates in lesbian and bisexual women.Journal of Counseling Psychology, 64(5). 560-573

2. (H. Men-Discussion A)

Biology

Sexuality refers to people’s sexual interest in and attraction to others; it can also be view as social life of humans.  Sexuality also has to do with one’s gender identity that they choose. Faced with their increased sexual interest, most adolescents begin to explore their sexuality. (Broderick & Blewitt, 2015). Biology however, plays a role in influencing sexuality.   Sexuality begins during infancy, as young children discover their genitals through touch.  As their sense of self begins to develop, children also begin to form a sexual identity. It is also during this time that children develop an interest in the process of reproduction and formulate questions regarding sexuality.

Cultural and socialization

Unfortunately, the media has influenced how people look at themselves and others. People tend to teach what they want children to do instead of letting them learn difference experiences. Children must be allowed to go through their tween ages. The tween is one of the primary phases of development where we see lots of specks in gender identity, sexuality, sexual orientation; we’re discovering our bodies becoming more aware of our bodies, becoming more embarrass of our bodies and everything externally is really changing (Laureate Education, 2013).  While people are suppressed by their culture beliefs not be who they want to be, society also causes people to want to fit in. Clearly, there are differences across cultures in the specifics of gender-appropriate behavior, but most cultures do place restrictions on what the genders should and should not do (Broderick & Blewitt, 2015).  For instance, no one wants to be different due to the fear of being made fun of or rejected. Under normal circumstances, the society as a whole expect girls to be girly and weak, and boys to be strong and manly.

Age

By age 3, most children know something about gender-related preferences for toys and activities, and 4- to 6-year-olds have gendered expectations about people and their behaviors (Broderick & Blewitt, 2015). Freud also argued that at about age 3, children begin to have vague sexual needs. (Broderick & Blewitt, 2015). These needs create a family triangle that plays out somewhat differently for boys versus girls.

References:

Laureate Education (Producer). (2013g). Perspectives: The ‘tween years’ [Video file]. Retrieved from https://class.waldenu.edu

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

3. (S. Mor-Discussion B)

Adolescents continuously experience changes to their bodies that do not occur overnight, but with this process of change there is a sexual maturity which occurs over a span of several years (Broderick & Blewitt, 2015). Involved with this sexual maturity the roles of biology, culture, socialization, and age will impact a person’s sexual orientation.

Biology in Sexual Orientation

Biology in sexual orientation is determined normally when a child is born differentiating between a baby being male or female, based on physicians visualization (Lev, 2004). However sexual orientation through a biological lens is not so cut and dry, but actually quite complex. The complexity involves contributing factors which involve “genetics, hormones, morphological, chromosomal, gonadal, biochemical, and anatomical” which affect our bodies and the way our brains signals us to act as a male or a female (Lev, 2004). I am reminded of how adults determine what their child plays with when it comes to their gender roles, cars and trucks for boys while dolls are only for girls. The sexual orientation of a child is determined during conception but what causes the differentiation is the presence of masculine hormones produce gonads allowing the genitalia to be external (Lev, 2004). The female will not have the presence of male hormones allowing female gonads to dominate and produce internal genitalia (Lev, 2004).  The debate regarding sexual orientation as either a choice or this is the way I was born plays a significant role in the biological sense of a person’s life. On one hand if someone says they were born heterosexual, but then say being a homosexual is a choice there is a major disconnect that is placing judgment instead of biological facts on a group of people because they are unlike the majority. Personally it does not have to so complex with trying to understand if someone is born straight or gay, but the simplicity should be we were born to love.

Culture and Socialization in Sexual Orientation

Culture and socialization engage parents and children in different ways, and I do not think many cultures realize the significant role it plays in sexual orientation. Cultures that promote sexual activity in their young people may be unheard of, but I think it is because adults understand the dynamics behind being sexually active. The relationships between boys and girls is allowed up to a certain age, and then adults begin to act weird by not allowing their child to continue playing with the friend they played with for years. Many cultures influence their children’s sexual orientation by showing examples teaching boys how to behave like men, and girls how to behave like ladies (Broderick & Blewitt, 2015). Times are changing and society has begun to accept people for who they are and not what everyone says they should be. The struggle is still present and we have a long way to go, but we are not where we used to be. I overheard a mother express herself to a friend about her son’s sexual orientation and what I heard made a lot of sense. The son let his mom know he was gay which she accepted and actually told him she already knew he was from a small age. The mom did not have a problem with her son’s sexual orientation, but her fear is the way society will treat her son who she loves dearly. Just like parents are aware of the responsibilities becoming sexually active entail, this mom knew the persecution and judgment her son will face because he is gay. Support him no matter what would have been my advice to this mom, but again I overheard a conversation, and I remained quiet. In many cultures girls are expected to babysit, cook, or clean; while boys play rough house with their father’s. Children normally are taught gender differences by their parents or the environment that they live in teaches them how boys act versus how girls should act (Broderick & Blewitt, 2015).

Age in Sexual Orientation

Adolescents’ progress at different rates where girl’s growth process normally begins two years earlier than boys, and the level of maturity begins earlier than boys (Broderick & Blewitt, 2015). In the state of Georgia the consensual age of sex is 16 years old, regardless if a parent feels their child is ready for sexual activity. The reality of today allows adolescents the freedom to be sexually free and to explore their own sexuality. It is no longer taboo to walk in a high school and see two females or two males holding hands. Age in sexual orientation has not changed over time, but it has allowed adolescents to be confident in embracing their sexual orientation.

References

Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

Lev, A. I. (2004). Transgender emergence: Therapeutic guidelines for working with gender-variant people and their families. Binghampton, NY: Routledge.

Readings

· Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.

o Chapter 8, “Gender and Peer Relationships: Middle Childhood Through Early Adolescence” (pp. 282-323)

o Chapter 9, “Physical, Cognitive, and Identity Development in Adolescence” (pp. 324-367)

Best, D. L. (2009). Another view of the gender-status relation. Sex Roles, 61(5/6),341–351.
Retrieved from the Walden Library databases.

Cobb, R. A., Walsh, C. E., & Priest, J. B. (2009). The cognitive-active gender role identification continuum. Journal of Feminist Family Therapy, 21(2),77–97.
Retrieved from the Walden Library databases.

Ewing Lee, E. A., & Troop-Gordon, W. (2011). Peer processes and gender role development: Changes in gender atypically related to negative peer treatment and children’s friendships. Sex Roles, 64(1/2),90–102.
Retrieved from the Walden Library databases.

Gallor, S. M., & Fassinger, R. E. (2010). Social support, ethnic identity, and sexual identity of lesbians and gay men. Journal of Gay & Lesbian Social Services, 22(3), 287–315.
Retrieved from the Walden Library databases.

Lev, A. I. (2004). Transgender emergence: Therapeutic guidelines for working with gender-variant people and their families. Binghampton, NY: Routledge.

o Chapter 3, “Deconstructing Sex and Gender: Thinking Outside the Box” (pp. 79–109)
Retrieved from the Walden Library databases.

McCabe, J., Tanner, A. E., & Heiman, J. R. (2010). The impact of gender expectations on meanings of sex and sexuality: Results from a cognitive interview study. Sex Roles, 62(3/4), 252–263.
Retrieved from the Walden Library databases.

Media

· Laureate Education (Producer). (2013g). Perspectives: The ‘tween years’ [Video file]. Retrieved from https://class.waldenu.edu
Note: The approximate length of this media piece is 3 minutes.
This week’s presenter discusses how individuals in the in between, or ‘tween’ age can feel uncomfortable about their gender, their bodies, and their sexuality. Strategies for working with tweens are also discussed. It is highly recommended that you view this presentation before posting to this week’s Discussion boards.

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

Crisis Counseling

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Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.  *******   (An abstract is required.)*******

Sometimes clients come into the counseling session with an immediate crisis. They need an immediate solution to a problem. Counseling in these situations needs to be focused and goal oriented.

Jamila has been working with her counselor on learning to better manage her 9-year-old son. Last night, her son was hit by a car and is in the hospital. This has created a number of problems:

1.She has to arrange childcare for her daughter so she can stay with her son in the hospital.  2.He will need some special care when he gets home because he will be in a wheelchair. 3.She is fearful that she will lose her job as a teacher’s aide in the local public school.   Write a 500-750-word paper addressing the following: 1.How would you prioritize Jamila’s concerns in the counseling session? What would you address first?

2.What steps would you take in this session to make sure that Jamila has the resources she needs right now?

3.How would you help Jamila develop a plan to manage the current crisis?

Include at least three scholarly references in your paper.

Healing Neen Case Study Paper

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The purpose of Case Study is to provide an opportunity to demonstrate course-related knowledge in speaking more “deeply” about 1 specific client “Healing Neen”. https://vimeo.com/15851924 (reference video for Healing Neen to start).

Your case study will identify specific behaviors and how those behaviors are evaluated in light of a specific theory.

You will also identify ways that specific behaviors can be addressed in a manner consistent with the theories of your field.(Psychology) (Domestic & Sexual Violence)

· Without violating confidentiality, provide background information on your subject (or group/situation), including behaviors observed, any medical information that is available, socio-cultural factors that might affect treatment, etc.

· Provide information about current behaviors, specifically maladaptive behaviors, and current treatment plans/progress.

· Using knowledge gained in your study of psychology in general and/or your cognate in particular, provide a brief theoretical explanation of your case. (This treatment plan may be hypothetical.)

The paper must fulfil the following criteria:

· 3–4 pages (This does not include title, abstract or reference pages)

· Current APA format

· This document must maintain the strictest level of confidentiality.

Cultural Competence

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

Respond by Day 5 to both of my colleagues’ postings in one or more of the following ways:

· Provide an alternate perspective on the meaning of cultural competence for a counselor.

· Provide an alternate suggestion for training.

· Share an insight from having read your colleague’s posting.

Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made. If a post already has two responses, you must choose another post.

Please thoroughly read the Discussion Posting and Response Rubric attached to evaluate both the posts and responses. There are four components evaluated for each Discussion Post and Response.

1. Responsiveness to Discussion Question /9

2. Critical Thinking, Analysis, and Synthesis /9

3. Professionalism of Writing /5

4. Responsiveness to Peers /9

To get the highest grade possible, ask yourself if you have SURPASSED the following standards as you re-read your posts BEFORE submitting them:

1. Response to Peers: Do my peer responses indicate that I have read, thought about, and selectively responded to my colleague’s discussion posts in a complex way? Are my responses engaging, insightful, reflective of current events, or relevant to some experience I have had? Rather than just demonstrating agreement with the ideas presented by a colleague, or randomly quoting some resource in order to satisfy a formulaic inclusion of a citation and a reference, you are encouraged to provide an engaging response post which specifically builds upon the ideas of your colleague in an original and substantial manner, including relevant professional resources that go beyond what you are required to read for the course.

1. (A. Ola)

Culturally Competent Counseling

In this post, I will briefly describe what it means to be a culturally competent counselor. Then I will discuss the importance of being culturally competent in my practice. Next, I will explain my level of self-awareness, knowledge, and skills related to cultural competence. Finally, I will describe the training I will need to become culturally competent as a counselor.

Cultural Competence

A culturally competent counselor is one who has self-awareness, knowledge, and skills on a personal and interpersonal level that allows them to “function effectively with a culturally diverse population” (Hays, 2016; Sue & Sue, 2016, p. 747). As a multiculturally competent counselor, it is imperative to be aware of the impact of one’s own biases, values, inherited familial and social beliefs before change towards a higher level of cultural competence can be achieved (AMCD, 1996; Sue & Sue, 2016). It impossible for human beings to remain completely free from bias, so counselors must continue to self-monitor their effectiveness (ACA, 2014, Standard C.2.d.; Sue & Sue, 2016). However, to increase in knowledge and understanding of the diverse cultural influences of self and others on the way we engage with the world, a counselor must begin the process of self-awareness, gaining knowledge and an increased level of skill (Hays, 2016). “Being able to recognize, understand and overcome resistance to multicultural counseling training is essential to becoming a culturally competent counselor (Sue & Sue, 2016, p. 21). By accepting and embracing the cultural differences of others, multiculturally competent counselors are in a better position to meet the needs of a growing, diverse population in the United States of America (AMCD, 1996; Killian, 2015; Sue & Sue, 2016).

Self-Awareness, Knowledge, and Skills

The American Counseling Association (ACA), 2014 Code of Ethics, requires counselors to be aware of their own values, biases, and influences to ensure they do not impose those practices and beliefs on clients (ACA, Standard A.4.b.). As a counselor in training, who has exposure to practices, cultural norms, and relationships within various cultural and ethnically diverse communities, I have a moderate level of self-awareness about my own biases (Hays, 2016). I also possess a moderate level of knowledge and skills about understanding different cultural influences within a small sector of the population (Hays, 2016). I believe I have a minimal level of competence with clients from diverse cultural ethnic/racial, religious minorities, some sexual orientations and people groups from national origins of indigenous descent, which is needed to support clients within our increasingly diverse nation (Hays, 2016, Killian, 2015). My level of self-awareness, knowledge, and skills related to cultural competence needs to increase to meet the diverse needs of multicultural and intercultural clients that will come in for counseling (Hays, 2016; Killan, 2015; Sue & Sue, 2016).

Increasing Cultural Competence

Although it is impossible to be culturally competent with all the cultural diversity of our nation and world, cultural competence is still to be aspired to by all ethical counselors (Hays, 2016; Killian, 2015; Sue & Sue, 2016). Multicultural training to increase skills and knowledge will be needed to increase my level of cultural competence and cultural humility (ACA, 2014, Standard A.11.b.; Sue & Sue, 2016). Various techniques and interventions can be implemented such as the use of the tripartite framework, ADDRESSING acronym and ADDRESSING framework to increase my “understanding of the effects of diverse cultural influences on my own beliefs, thinking, behavior and worldview,” as well as the complex cultural identity of others (Hays, 2016, p. 11; Sue & Sue, 2016).

Without taking into account the multicultural uniqueness of client influences and experiences, a counselor can do more harm to clients who come in seeking help (ACA, 2014, Standard A.2.c., A.4.a.; Sue & Sue, 2016). It is essential for counseling practitioners to safeguard the dignity and welfare of clients (ACA, 2014, Standard A.1.a.). The ACA (2014) Code of Ethics requires counselors “to consider both the positive and negative implications of a diagnosis” (Standard, E.5.d.). A counselor who fails to “consider historical and social prejudices in the diagnosis of pathology,” without sensitivity to alternative cultural views is more likely to stereotype or even misdiagnosis clients (ACA, 2014, Standard E.5.c., Hays, 2016; Sue & Sue, 2016). When completing intake with clients with whom the counselor has little experience the ACA (2014) Code of Ethics requires counselors to obtain increased knowledge, education, and training and to consult with other counselors or professionals with that specialty (Standard C.2.a., C.b., C.2.e.). According to the Association of Multicultural Counseling and Development (AMCD) Multicultural Counseling Competencies (1996) I can increase my cultural competence using such techniques as staying abreast of the latest research in the field, and engagement with and receiving training regarding the historical backgrounds, heritage, practices and life experiences of diverse cultural groups within the community in which I will work and live (AMCD, 1996). As a multiculturally competent counselor, I must undergo the process of continual self-awareness, increased skill, and knowledge to efficiently set a therapeutic environment that recognizes and embraces the unique cultural perspectives of others. With a recognition that some levels of bias and physical response will remain, I must continuously monitor and challenge personal prejudices, attitudes and behavioral responses throughout the practice of counseling in the field (Hays, 2016; Project Implicit, n.d., Sue & Sue, 2016).

Conclusion

The American Counseling Association (2014) Code of Ethics requires counselors to obtain multi-cultural competence and work in collaboration with clients (Standard A.2.c., C.2.a.). Developing cultural competence is a lifelong process (Hays, 2016). To meet the needs of an increasingly diverse nation, counselors can use various techniques to increase self-awareness, other awareness, skills and knowledge (ACA, 2014 Standard C.2.a.). The ADDRESSING format can support increasing cultural awareness by beginning the process of asking questions that will enhance understanding of client worldviews (Hays, 2016). By obtaining cultural competence training, knowledge and experiences in cultural areas for which a counselor lacks expertise, and by interacting with communities of culturally diverse populations counselors can obtain additional training and higher levels of competence in understanding various client cultural worldviews and experiences (AMCD, 1996). To avoid negatively impacting clients a counselor must remain self-aware of biases and physiological responses to client issues, as well as a humble, compassionate and open demeanor; counselors can provide a welcoming environment where clients change may be possible (Hays, 2016; Sue & Sue, 2016).

References

American Counseling Association (ACA). (2014). 2014 ACA code of ethics [White Paper]. Retrieved from http://www.counseling.org/docs/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=4

Association of Multicultural Counseling and Development (AMCD). (1996). AMCD multicultural counseling competencies. Retrieved from http://www.counseling.org/Resources/Competencies/Multicultural_Competencies.pdf

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

Killian, K. D. (2015). Couple therapy and intercultural relationships. In Gurman, A. S., Lebow, J. L., & Snyder, D.  (2015). Clinical handbook of couple therapy (5th ed., p. 1 -18). New York, NY: Guilford Press.

Project Implicit. (n.d.). Preliminary information: Take a test. Retrieved from https://implicit.harvard.edu/implicit/takeatest.html

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

2. (A. Ox)

In today’s diverse world, it is imperative for professional counselors to become culturally competent. Each culture has their own ways of doing things and beliefs in family structure, how emotions are addressed, and how they interact with one another. For this reason, it is very important for a counselor to understand that there is no one size fits all method to counseling and he or she must be aware of how to address problems with clients of a different culture.

Cultural Competence

To be culturally competent not only means a professional counselor understand themselves and their personal biases, but also takes the time to understand their client’s cultural background, beliefs, values, and heritage (Jones, et al., 2016). The Association for Multicultural Counseling and Development (AMCD) Multicultural Counseling Competencies (1996) note the need for counselors to understand social injustices that clients of multicultural backgrounds face; discrimination, racism, and oppression. The competencies go further to discuss the necessity for counselors to understand his or her social impact and seek further education of multicultural backgrounds to be better able to help multicultural clients.

Personal Cultural Competence

Since beginning my journey to become a licensed marriage, couple, and family counselor, I have spent quite some time working on my self-awareness. I have come to understand that I benefit from white privilege. I also have become aware how that privilege plays a role to continue to discriminate and create a world of inequality. Although, this privilege is not something I asked for, I am inherently positioned with it and it is my responsibility to use that to help advocate for social justice. Pamela A. Hays (2016) discusses how understanding privilege could create a sense of authority or power, which has not been the case with me. As Hays goes on to discuss, humility is an important trait for counselors to have. I believe I have that humility and compassion she discusses.

As for my knowledge, I have the self-awareness of my own biases and privilege, but I hold very little knowledge of other cultures. However, I do feel that I have cultural sensitivity and desire to learn as much as I can of other cultures to be able to help multicultural clients. Derald Wing Sue and David Sue (2016) discuss how many white students begin feeling defensive and unfairly blamed for the injustice the members of minority groups face. The one advantage I have is that my anger is directed towards the injustice itself and it encourages me to pursue how I can increase my skill set and become an advocate.

Training Needed

Further education in other cultures is something I definitely need to focus on. Learning through observation of a supervisor, who is culturally competent, is another way to develop a better understanding of helping multicultural clients. The AMCD Multicultural Counseling Competencies (1996) also state that competent counselors continue to seek out education and review their self-awareness regularly. Seminars, educational classes, and collaboration with multicultural competent colleagues will help me to gain the skills needed to become a well-trained and multicultural competent counselor.

References

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

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

Jones, J. M., Begay, K. K., Nakagawa, Y., Cevasco, M., & Sit, J. (2016). Multicultural counseling competence training: Adding value with multicultural consultation. Journal Of Educational & Psychological Consultation, 26(3), 241-265. doi:10.1080/10474412.2015.1012671

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

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