Book Summary Between the World and Me By Ta-Nehisi Coates

Book Summary

Between the World and Me By Ta-Nehisi Coates

Between the World and Me is Ta-Nehisi Coates’s attempt to answer these questions in a letter to his adolescent son. Coates shares with his son—and readers—the story of his awakening to the truth about his place in the world through a series of revelatory experiences, from Howard University to Civil War battlefields, from the South Side of Chicago to Paris, from his childhood home to the living rooms of mothers whose children’s lives were taken as American plunder. Beautifully woven from personal narrative, reimagined history, and fresh, emotionally charged reportage, Between the World and Me clearly illuminates the past, bracingly confronts our present, and offers a transcendent vision for a way forward.

After reading this book, you must provide 2 (two) pages typed double-spaced summary of this book in your own words.  Your summary should include also your reflections.

THIS SHOULD BE A REFLECTIVE SUMMARY OF THE BOOK ESPECIALLY FROM A PSYCHOLOGICAL PERSPECTIVE

Links (DO NOT USE THESE WEBSITES AS REFERENCE)..Use journals and articles and the book itself

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Between the World and Me is a work of nonfiction. Some names and identifying details have been changed.

Copyright © 2015 by Ta-Nehisi Coates

All rights reserved.

Published in the United States by Spiegel & Grau, an imprint of Random House, a division of Penguin Random House LLC, New York.

SPIEGEL & GRAU and the HOUSE colophon are registered trademarks of Penguin Random House LLC.

The title of this work is drawn from the poem “Between the World and Me” by Richard Wright, from White Man Listen! copyright © 1957 by Richard Wright. Used by permission of John Hawkins & Associates, Inc., and the Estate of Richard Wright.

Grateful acknowledgment is made to the following for permission to reprint previously published material:

Chris Calhoun Agency: Excerpt from “Ka’ Ba” by Amiri Baraka, copyright © Estate of Amiri Baraka. Reprinted by permission of the Chris Calhoun Agency.

John Hawkins & Associates, Inc., and the Estate of Richard Wright: Excerpt from “Between the World and Me” from White Man Listen! by Richard Wright, copyright © 1957 by Richard Wright. Reprinted by permission of John Hawkins & Associates, Inc., and the Estate of Richard Wright.

Sonia Sanchez: Excerpt from “Malcolm” from Shake Loose My Skin by Sonia Sanchez (Boston: Beacon Press, 1999), copyright © 1999 by Sonia Sanchez. Reprinted by permission of Sonia Sanchez.

ISBN 9780812993547 eBook ISBN 9780679645986

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Book design by Caroline Cunningham, adapted for eBook Cover design: Greg Mollica Cover art: Bridgeman Images

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Contents

Cover

Title Page

Copyright

Epigraph

Chapter I Chapter II Chapter III

Dedication

By Ta-Nehisi Coates About the Author

 

 

And one morning while in the woods I stumbled suddenly upon the thing, Stumbled upon it in a grassy clearing guarded by scaly oaks and elms And the sooty details of the scene rose, thrusting themselves between the

world and me….

—RICHARD WRIGHT

 

 

I.

Do not speak to me of martyrdom, of men who die to be remembered on some parish day. I don’t believe in dying though, I too shall die. And violets like castanets will echo me.

SONIA SANCHEZ

 

 

 

Son, Last Sunday the host of a popular news show asked me what it meant to lose my body. The host was broadcasting from Washington, D.C., and I was seated in a remote studio on the far west side of Manhattan. A satellite closed the miles between us, but no machinery could close the gap between her world and the world for which I had been summoned to speak. When the host asked me about my body, her face faded from the screen, and was replaced by a scroll of words, written by me earlier that week. The host read these words for the audience, and when she finished she turned to the

subject of my body, although she did not mention it specifically. But by now I am accustomed to intelligent people asking about the condition of my body without realizing the nature of their request. Specifically, the host wished to know why I felt that white America’s progress, or rather the progress of those Americans who believe that they are white, was built on looting and violence. Hearing this, I felt an old and indistinct sadness well up in me. The answer to this question is the record of the believers themselves. The answer is American history. There is nothing extreme in this statement. Americans deify democracy in a way that

allows for a dim awareness that they have, from time to time, stood in defiance of their God. But democracy is a forgiving God and America’s heresies—torture, theft, enslavement—are so common among individuals and nations that none can declare themselves immune. In fact, Americans, in a real sense, have never betrayed their God. When Abraham Lincoln declared, in 1863, that the battle of Gettysburg must ensure “that government of the people, by the people, for the people, shall not perish from the earth,” he was not merely being aspirational; at the onset of the Civil War, the United States of America had one of the highest rates of suffrage in the world. The question is not whether Lincoln truly meant “government of the people” but what our country has, throughout its history, taken the political term “people” to actually mean. In 1863 it did not mean your mother or your grandmother, and it did not mean you and me. Thus America’s problem is not its betrayal of “government of the people,” but the means by which “the people” acquired their names. This leads us to another equally important ideal, one that Americans implicitly accept but

to which they make no conscious claim. Americans believe in the reality of “race” as a defined, indubitable feature of the natural world. Racism—the need to ascribe bone-deep features to people and then humiliate, reduce, and destroy them—inevitably follows from this inalterable condition. In this way, racism is rendered as the innocent daughter of Mother Nature, and one is left to deplore the Middle Passage or the Trail of Tears the way one deplores an earthquake, a tornado, or any other phenomenon that can be cast as beyond the handiwork of men.

 

 

But race is the child of racism, not the father. And the process of naming “the people” has never been a matter of genealogy and physiognomy so much as one of hierarchy. Difference in hue and hair is old. But the belief in the preeminence of hue and hair, the notion that these factors can correctly organize a society and that they signify deeper attributes, which are indelible—this is the new idea at the heart of these new people who have been brought up hopelessly, tragically, deceitfully, to believe that they are white. These new people are, like us, a modern invention. But unlike us, their new name has no

real meaning divorced from the machinery of criminal power. The new people were something else before they were white—Catholic, Corsican, Welsh, Mennonite, Jewish—and if all our national hopes have any fulfillment, then they will have to be something else again. Perhaps they will truly become American and create a nobler basis for their myths. I cannot call it. As for now, it must be said that the process of washing the disparate tribes white, the elevation of the belief in being white, was not achieved through wine tastings and ice cream socials, but rather through the pillaging of life, liberty, labor, and land; through the flaying of backs; the chaining of limbs; the strangling of dissidents; the destruction of families; the rape of mothers; the sale of children; and various other acts meant, first and foremost, to deny you and me the right to secure and govern our own bodies. The new people are not original in this. Perhaps there has been, at some point in history,

some great power whose elevation was exempt from the violent exploitation of other human bodies. If there has been, I have yet to discover it. But this banality of violence can never excuse America, because America makes no claim to the banal. America believes itself exceptional, the greatest and noblest nation ever to exist, a lone champion standing between the white city of democracy and the terrorists, despots, barbarians, and other enemies of civilization. One cannot, at once, claim to be superhuman and then plead mortal error. I propose to take our countrymen’s claims of American exceptionalism seriously, which is to say I propose subjecting our country to an exceptional moral standard. This is difficult because there exists, all around us, an apparatus urging us to accept American innocence at face value and not to inquire too much. And it is so easy to look away, to live with the fruits of our history and to ignore the great evil done in all of our names. But you and I have never truly had that luxury. I think you know. I write you in your fifteenth year. I am writing you because this was the year you saw Eric

Garner choked to death for selling cigarettes; because you know now that Renisha McBride was shot for seeking help, that John Crawford was shot down for browsing in a department store. And you have seen men in uniform drive by and murder Tamir Rice, a twelve-year-old child whom they were oath-bound to protect. And you have seen men in the same uniforms pummel Marlene Pinnock, someone’s grandmother, on the side of a road. And you know now, if you did not before, that the police departments of your country have been endowed with the authority to destroy your body. It does not matter if the destruction is the result of an unfortunate overreaction. It does not matter if it originates in a misunderstanding. It does not matter if the destruction springs from a foolish policy. Sell cigarettes without the proper authority and your body can be destroyed. Resent the people trying to entrap your body and it can be destroyed. Turn into a dark stairwell and your body can be destroyed. The destroyers will rarely be held accountable. Mostly they will receive pensions. And destruction is merely the superlative form of a dominion whose prerogatives include friskings, detainings, beatings,

 

 

and humiliations. All of this is common to black people. And all of this is old for black people. No one is held responsible. There is nothing uniquely evil in these destroyers or even in this moment. The destroyers

are merely men enforcing the whims of our country, correctly interpreting its heritage and legacy. It is hard to face this. But all our phrasing—race relations, racial chasm, racial justice, racial profiling, white privilege, even white supremacy—serves to obscure that racism is a visceral experience, that it dislodges brains, blocks airways, rips muscle, extracts organs, cracks bones, breaks teeth. You must never look away from this. You must always remember that the sociology, the history, the economics, the graphs, the charts, the regressions all land, with great violence, upon the body. That Sunday, with that host, on that news show, I tried to explain this as best I could

within the time allotted. But at the end of the segment, the host flashed a widely shared picture of an eleven-year-old black boy tearfully hugging a white police officer. Then she asked me about “hope.” And I knew then that I had failed. And I remembered that I had expected to fail. And I wondered again at the indistinct sadness welling up in me. Why exactly was I sad? I came out of the studio and walked for a while. It was a calm December day. Families, believing themselves white, were out on the streets. Infants, raised to be white, were bundled in strollers. And I was sad for these people, much as I was sad for the host and sad for all the people out there watching and reveling in a specious hope. I realized then why I was sad. When the journalist asked me about my body, it was like she was asking me to awaken her from the most gorgeous dream. I have seen that dream all my life. It is perfect houses with nice lawns. It is Memorial Day cookouts, block associations, and driveways. The Dream is treehouses and the Cub Scouts. The Dream smells like peppermint but tastes like strawberry shortcake. And for so long I have wanted to escape into the Dream, to fold my country over my head like a blanket. But this has never been an option because the Dream rests on our backs, the bedding made from our bodies. And knowing this, knowing that the Dream persists by warring with the known world, I was sad for the host, I was sad for all those families, I was sad for my country, but above all, in that moment, I was sad for you. That was the week you learned that the killers of Michael Brown would go free. The men

who had left his body in the street like some awesome declaration of their inviolable power would never be punished. It was not my expectation that anyone would ever be punished. But you were young and still believed. You stayed up till 11 P.M. that night, waiting for the announcement of an indictment, and when instead it was announced that there was none you said, “I’ve got to go,” and you went into your room, and I heard you crying. I came in five minutes after, and I didn’t hug you, and I didn’t comfort you, because I thought it would be wrong to comfort you. I did not tell you that it would be okay, because I have never believed it would be okay. What I told you is what your grandparents tried to tell me: that this is your country, that this is your world, that this is your body, and you must find some way to live within the all of it. I tell you now that the question of how one should live within a black body, within a country lost in the Dream, is the question of my life, and the pursuit of this question, I have found, ultimately answers itself. This must seem strange to you. We live in a “goal-oriented” era. Our media vocabulary is

full of hot takes, big ideas, and grand theories of everything. But some time ago I rejected magic in all its forms. This rejection was a gift from your grandparents, who never tried to

 

 

console me with ideas of an afterlife and were skeptical of preordained American glory. In accepting both the chaos of history and the fact of my total end, I was freed to truly consider how I wished to live—specifically, how do I live free in this black body? It is a profound question because America understands itself as God’s handiwork, but the black body is the clearest evidence that America is the work of men. I have asked the question through my reading and writings, through the music of my youth, through arguments with your grandfather, with your mother, your aunt Janai, your uncle Ben. I have searched for answers in nationalist myth, in classrooms, out on the streets, and on other continents. The question is unanswerable, which is not to say futile. The greatest reward of this constant interrogation, of confrontation with the brutality of my country, is that it has freed me from ghosts and girded me against the sheer terror of disembodiment.

And I am afraid. I feel the fear most acutely whenever you leave me. But I was afraid long before you, and in this I was unoriginal. When I was your age the only people I knew were black, and all of them were powerfully, adamantly, dangerously afraid. I had seen this fear all my young life, though I had not always recognized it as such. It was always right in front of me. The fear was there in the extravagant boys of my

neighborhood, in their large rings and medallions, their big puffy coats and full-length fur- collared leathers, which was their armor against their world. They would stand on the corner of Gwynn Oak and Liberty, or Cold Spring and Park Heights, or outside Mondawmin Mall, with their hands dipped in Russell sweats. I think back on those boys now and all I see is fear, and all I see is them girding themselves against the ghosts of the bad old days when the Mississippi mob gathered ’round their grandfathers so that the branches of the black body might be torched, then cut away. The fear lived on in their practiced bop, their slouching

 

 

denim, their big T-shirts, the calculated angle of their baseball caps, a catalog of behaviors and garments enlisted to inspire the belief that these boys were in firm possession of everything they desired. I saw it in their customs of war. I was no older than five, sitting out on the front steps of

my home on Woodbrook Avenue, watching two shirtless boys circle each other close and buck shoulders. From then on, I knew that there was a ritual to a street fight, bylaws and codes that, in their very need, attested to all the vulnerability of the black teenage bodies. I heard the fear in the first music I ever knew, the music that pumped from boom boxes

full of grand boast and bluster. The boys who stood out on Garrison and Liberty up on Park Heights loved this music because it told them, against all evidence and odds, that they were masters of their own lives, their own streets, and their own bodies. I saw it in the girls, in their loud laughter, in their gilded bamboo earrings that announced their names thrice over. And I saw it in their brutal language and hard gaze, how they would cut you with their eyes and destroy you with their words for the sin of playing too much. “Keep my name out your mouth,” they would say. I would watch them after school, how they squared off like boxers, vaselined up, earrings off, Reeboks on, and leaped at each other. I felt the fear in the visits to my Nana’s home in Philadelphia. You never knew her. I barely

knew her, but what I remember is her hard manner, her rough voice. And I knew that my father’s father was dead and that my uncle Oscar was dead and that my uncle David was dead and that each of these instances was unnatural. And I saw it in my own father, who loves you, who counsels you, who slipped me money to care for you. My father was so very afraid. I felt it in the sting of his black leather belt, which he applied with more anxiety than anger, my father who beat me as if someone might steal me away, because that is exactly what was happening all around us. Everyone had lost a child, somehow, to the streets, to jail, to drugs, to guns. It was said that these lost girls were sweet as honey and would not hurt a fly. It was said that these lost boys had just received a GED and had begun to turn their lives around. And now they were gone, and their legacy was a great fear. Have they told you this story? When your grandmother was sixteen years old a young man

knocked on her door. The young man was your Nana Jo’s boyfriend. No one else was home. Ma allowed this young man to sit and wait until your Nana Jo returned. But your great- grandmother got there first. She asked the young man to leave. Then she beat your grandmother terrifically, one last time, so that she might remember how easily she could lose her body. Ma never forgot. I remember her clutching my small hand tightly as we crossed the street. She would tell me that if I ever let go and were killed by an onrushing car, she would beat me back to life. When I was six, Ma and Dad took me to a local park. I slipped from their gaze and found a playground. Your grandparents spent anxious minutes looking for me. When they found me, Dad did what every parent I knew would have done—he reached for his belt. I remember watching him in a kind of daze, awed at the distance between punishment and offense. Later, I would hear it in Dad’s voice—“Either I can beat him, or the police.” Maybe that saved me. Maybe it didn’t. All I know is, the violence rose from the fear like smoke from a fire, and I cannot say whether that violence, even administered in fear and love, sounded the alarm or choked us at the exit. What I know is that fathers who slammed their teenage boys for sass would then release them to streets where their boys employed, and were subject to, the same justice. And I knew mothers who belted their girls, but the belt

 

 

could not save these girls from drug dealers twice their age. We, the children, employed our darkest humor to cope. We stood in the alley where we shot basketballs through hollowed crates and cracked jokes on the boy whose mother wore him out with a beating in front of his entire fifth-grade class. We sat on the number five bus, headed downtown, laughing at some girl whose mother was known to reach for anything—cable wires, extension cords, pots, pans. We were laughing, but I know that we were afraid of those who loved us most. Our parents resorted to the lash the way flagellants in the plague years resorted to the scourge. To be black in the Baltimore of my youth was to be naked before the elements of the world,

before all the guns, fists, knives, crack, rape, and disease. The nakedness is not an error, nor pathology. The nakedness is the correct and intended result of policy, the predictable upshot of people forced for centuries to live under fear. The law did not protect us. And now, in your time, the law has become an excuse for stopping and frisking you, which is to say, for furthering the assault on your body. But a society that protects some people through a safety net of schools, government-backed home loans, and ancestral wealth but can only protect you with the club of criminal justice has either failed at enforcing its good intentions or has succeeded at something much darker. However you call it, the result was our infirmity before the criminal forces of the world. It does not matter if the agent of those forces is white or black—what matters is our condition, what matters is the system that makes your body breakable. The revelation of these forces, a series of great changes, has unfolded over the course of my

life. The changes are still unfolding and will likely continue until I die. I was eleven years old, standing out in the parking lot in front of the 7-Eleven, watching a crew of older boys standing near the street. They yelled and gestured at…who?…another boy, young, like me, who stood there, almost smiling, gamely throwing up his hands. He had already learned the lesson he would teach me that day: that his body was in constant jeopardy. Who knows what brought him to that knowledge? The projects, a drunken stepfather, an older brother concussed by police, a cousin pinned in the city jail. That he was outnumbered did not matter because the whole world had outnumbered him long ago, and what do numbers matter? This was a war for the possession of his body and that would be the war of his whole life. I stood there for some seconds, marveling at the older boys’ beautiful sense of fashion.

They all wore ski jackets, the kind which, in my day, mothers put on layaway in September, then piled up overtime hours so as to have the thing wrapped and ready for Christmas. I focused in on a light-skinned boy with a long head and small eyes. He was scowling at another boy, who was standing close to me. It was just before three in the afternoon. I was in sixth grade. School had just let out, and it was not yet the fighting weather of early spring. What was the exact problem here? Who could know? The boy with the small eyes reached into his ski jacket and pulled out a gun. I recall it in

the slowest motion, as though in a dream. There the boy stood, with the gun brandished, which he slowly untucked, tucked, then untucked once more, and in his small eyes I saw a surging rage that could, in an instant, erase my body. That was 1986. That year I felt myself to be drowning in the news reports of murder. I was aware that these murders very often did not land upon the intended targets but fell upon great-aunts, PTA mothers, overtime uncles, and joyful children—fell upon them random and relentless, like great sheets of rain. I knew this in theory but could not understand it as fact until the boy with the small eyes stood across

 

 

from me holding my entire body in his small hands. The boy did not shoot. His friends pulled him back. He did not need to shoot. He had affirmed my place in the order of things. He had let it be known how easily I could be selected. I took the subway home that day, processing the episode all alone. I did not tell my parents. I did not tell my teachers, and if I told my friends I would have done so with all the excitement needed to obscure the fear that came over me in that moment. I remember being amazed that death could so easily rise up from the nothing of a boyish

afternoon, billow up like fog. I knew that West Baltimore, where I lived; that the north side of Philadelphia, where my cousins lived; that the South Side of Chicago, where friends of my father lived, comprised a world apart. Somewhere out there beyond the firmament, past the asteroid belt, there were other worlds where children did not regularly fear for their bodies. I knew this because there was a large television resting in my living room. In the evenings I would sit before this television bearing witness to the dispatches from this other world. There were little white boys with complete collections of football cards, and their only want was a popular girlfriend and their only worry was poison oak. That other world was suburban and endless, organized around pot roasts, blueberry pies, fireworks, ice cream sundaes, immaculate bathrooms, and small toy trucks that were loosed in wooded backyards with streams and glens. Comparing these dispatches with the facts of my native world, I came to understand that my country was a galaxy, and this galaxy stretched from the pandemonium of West Baltimore to the happy hunting grounds of Mr. Belvedere. I obsessed over the distance between that other sector of space and my own. I knew that my portion of the American galaxy, where bodies were enslaved by a tenacious gravity, was black and that the other, liberated portion was not. I knew that some inscrutable energy preserved the breach. I felt, but did not yet understand, the relation between that other world and me. And I felt in this a cosmic injustice, a profound cruelty, which infused an abiding, irrepressible desire to unshackle my body and achieve the velocity of escape. Do you ever feel that same need? Your life is so very different from my own. The grandness

of the world, the real world, the whole world, is a known thing for you. And you have no need of dispatches because you have seen so much of the American galaxy and its inhabitants— their homes, their hobbies—up close. I don’t know what it means to grow up with a black president, social networks, omnipresent media, and black women everywhere in their natural hair. What I know is that when they loosed the killer of Michael Brown, you said, “I’ve got to go.” And that cut me because, for all our differing worlds, at your age my feeling was exactly the same. And I recall that even then I had not yet begun to imagine the perils that tangle us. You still believe the injustice was Michael Brown. You have not yet grappled with your own myths and narratives and discovered the plunder everywhere around us. Before I could discover, before I could escape, I had to survive, and this could only mean a

clash with the streets, by which I mean not just physical blocks, nor simply the people packed into them, but the array of lethal puzzles and strange perils that seem to rise up from the asphalt itself. The streets transform every ordinary day into a series of trick questions, and every incorrect answer risks a beat-down, a shooting, or a pregnancy. No one survives unscathed. And yet the heat that springs from the constant danger, from a lifestyle of near- death experience, is thrilling. This is what the rappers mean when they pronounce themselves addicted to “the streets” or in love with “the game.” I imagine they feel something

 

 

akin to parachutists, rock climbers, BASE jumpers, and others who choose to live on the edge. Of course we chose nothing. And I have never believed the brothers who claim to “run,” much less “own,” the city. We did not design the streets. We do not fund them. We do not preserve them. But I was there, nevertheless, charged like all the others with the protection of my body. The crews, the young men who’d transmuted their fear into rage, were the greatest danger.

The crews walked the blocks of their neighborhood, loud and rude, because it was only through their loud rudeness that they might feel any sense of security and power. They would break your jaw, stomp your face, and shoot you down to feel that power, to revel in the might of their own bodies. And their wild reveling, their astonishing acts made their names ring out. Reps were made, atrocities recounted. And so in my Baltimore it was known that when Cherry Hill rolled through you rolled the other way, that North and Pulaski was not an intersection but a hurricane, leaving only splinters and shards in its wake. In that fashion, the security of these neighborhoods flowed downward and became the security of the bodies living there. You steered clear of Jo-Jo, for instance, because he was cousin to Keon, the don of Murphy Homes. In other cities, indeed in other Baltimores, the neighborhoods had other handles and the boys went by other names, but their mission did not change: prove the inviolability of their block, of their bodies, through their power to crack knees, ribs, and arms. This practice was so common that today you can approach any black person raised in the cities of that era and they can tell you which crew ran which hood in their city, and they can tell you the names of all the captains and all their cousins and offer an anthology of all their exploits. To survive the neighborhoods and shield my body, I learned another language consisting of

a basic complement of head nods and handshakes. I memorized a list of prohibited blocks. I learned the smell and feel of fighting weather. And I learned that “Shorty, can I see your bike?” was never a sincere question, and “Yo, you was messing with my cousin” was neither an earnest accusation nor a misunderstanding of the facts. These were the summonses that you answered with your left foot forward, your right foot back, your hands guarding your face, one slightly lower than the other, cocked like a hammer. Or they were answered by breaking out, ducking through alleys, cutting through backyards, then bounding through the door past your kid brother into your bedroom, pulling the tool out of your lambskin or from under your mattress or out of your Adidas shoebox, then calling up your own cousins (who really aren’t) and returning to that same block, on that same day, and to that same crew, hollering out, “Yeah, nigger, what’s up now?” I recall learning these laws clearer than I recall learning my colors and shapes, because these laws were essential to the security of my body. I think of this as a great difference between us. You have some acquaintance with the old

rules, but they are not as essential to you as they were to me. I am sure that you have had to deal with the occasional roughneck on the subway or in the park, but when I was about your age, each day, fully one-third of my brain was concerned with who I was walking to school with, our precise number, the manner of our walk, the number of times I smiled, who or what I smiled at, who offered a pound and who did not—all of which is to say that I practiced the culture of the streets, a culture concerned chiefly with securing the body. I do not long for those days. I have no desire to make you “tough” or “street,” perhaps because any “toughness” I garnered came reluctantly. I think I was always, somehow, aware of the price. I

 

 

think I somehow knew that that third of my brain should have been concerned with more beautiful things. I think I felt that something out there, some force, nameless and vast, had robbed me of…what? Time? Experience? I think you know something of what that third could have done, and I think that is why you may feel the need for escape even more than I did. You have seen all the wonderful life up above the tree-line, yet you understand that there is no real distance between you and Trayvon Martin, and thus Trayvon Martin must terrify you in a way that he could never terrify me. You have seen so much more of all that is lost when they destroy your body. The streets were not my only problem. If the streets shackled my right leg, the schools

shackled my left. Fail to comprehend the streets and you gave up your body now. But fail to comprehend the schools and you gave up your body later. I suffered at the hands of both, but I resent the schools more. There was nothing sanctified about the laws of the streets—the laws were amoral and practical. You rolled with a posse to the party as sure as you wore boots in the snow, or raised an umbrella in the rain. These were rules aimed at something obvious —the great danger that haunted every visit to Shake & Bake, every bus ride downtown. But the laws of the schools were aimed at something distant and vague. What did it mean to, as our elders told us, “grow up and be somebody”? And what precisely did this have to do with an education rendered as rote discipline? To be educated in my Baltimore mostly meant always packing an extra number 2 pencil and working quietly. Educated children walked in single file on the right side of the hallway, raised their hands to use the lavatory, and carried the lavatory pass when en route. Educated children never offered excuses—certainly not childhood itself. The world had no time for the childhoods of black boys and girls. How could the schools? Algebra, Biology, and English were not subjects so much as opportunities to better discipline the body, to practice writing between the lines, copying the directions legibly, memorizing theorems extracted from the world they were created to represent. All of it felt so distant to me. I remember sitting in my seventh-grade French class and not having any idea why I was there. I did not know any French people, and nothing around me suggested I ever would. France was a rock rotating in another galaxy, around another sun, in another sky that I would never cross. Why, precisely, was I sitting in this classroom? The question was never answered. I was a curious boy, but the schools were not concerned

with curiosity. They were concerned with compliance. I loved a few of my teachers. But I cannot say that I truly believed any of them. Some years after I’d left school, after I’d dropped out of college, I heard a few lines from Nas that struck me:

Ecstasy, coke, you say it’s love, it is poison Schools where I learn they should be burned, it is poison

That was exactly how I felt back then. I sensed the schools were hiding something, drugging us with false morality so that we would not see, so that we did not ask: Why—for us and only us—is the other side of free will and free spirits an assault upon our bodies? This is not a hyperbolic concern. When our elders presented school to us, they did not present it as a place of high learning but as a means of escape from death and penal warehousing. Fully 60 percent of all young black men who drop out of high school will go to jail. This should disgrace the country. But it does not, and while I couldn’t crunch the numbers or plumb the history back then, I sensed that the fear that marked West Baltimore could not be explained

 

 

by the schools. Schools did not reveal truths, they concealed them. Perhaps they must be burned away so that the heart of this thing might be known. Unfit for the schools, and in good measure wanting to be unfit for them, and lacking the

savvy I needed to master the streets, I felt there could be no escape for me or, honestly, anyone else. The fearless boys and girls who would knuckle up, call on cousins and crews, and, if it came to it, pull guns seemed to have mastered the streets. But their knowledge peaked at seventeen, when they ventured out of their parents’ homes and discovered that America had guns and cousins, too. I saw their futures in the tired faces of mothers dragging themselves onto the 28 bus, swatting and cursing at three-year-olds; I saw their futures in the men out on the corner yelling obscenely at some young girl because she would not smile. Some of them stood outside liquor stores waiting on a few dollars for a bottle. We would hand them a twenty and tell them to keep the change. They would dash inside and return with Red Bull, Mad Dog, or Cisco. Then we would walk to the house of someone whose mother worked nights, play “Fuck tha Police,” and drink to our youth. We could not get out. The ground we walked was trip-wired. The air we breathed was toxic. The water stunted our growth. We could not get out. A year after I watched the boy with the small eyes pull out a gun, my father beat me for

letting another boy steal from me. Two years later, he beat me for threatening my ninth-grade teacher. Not being violent enough could cost me my body. Being too violent could cost me my body. We could not get out. I was a capable boy, intelligent, well-liked, but powerfully afraid. And I felt, vaguely, wordlessly, that for a child to be marked off for such a life, to be forced to live in fear was a great injustice. And what was the source of this fear? What was hiding behind the smoke screen of streets and schools? And what did it mean that number 2 pencils, conjugations without context, Pythagorean theorems, handshakes, and head nods were the difference between life and death, were the curtains drawing down between the world and me? I could not retreat, as did so many, into the church and its mysteries. My parents rejected

all dogmas. We spurned the holidays marketed by the people who wanted to be white. We would not stand for their anthems. We would not kneel before their God. And so I had no sense that any just God was on my side. “The meek shall inherit the earth” meant nothing to me. The meek were battered in West Baltimore, stomped out at Walbrook Junction, bashed up on Park Heights, and raped in the showers of the city jail. My understanding of the universe was physical, and its moral arc bent toward chaos then concluded in a box. That was the message of the small-eyed boy, untucking the piece—a child bearing the power to body and banish other children to memory. Fear ruled everything around me, and I knew, as all black people do, that this fear was connected to the Dream out there, to the unworried boys, to pie and pot roast, to the white fences and green lawns nightly beamed into our television sets. But how? Religion could not tell me. The schools could not tell me. The streets could not

help me see beyond the scramble of each day. And I was such a curious boy. I was raised that way. Your grandmother taught me to read when I was only four. She also taught me to write, by which I mean not simply organizing a set of sentences into a series of paragraphs, but organizing them as a means of investigation. When I was in trouble at school (which was quite often) she would make me write about it. The writing had to answer a series of

 

 

questions: Why did I feel the need to talk at the same time as my teacher? Why did I not believe that my teacher was entitled to respect? How would I want someone to behave while I was talking? What would I do the next time I felt the urge to talk to my friends during a lesson? I have given you these same assignments. I gave them to you not because I thought they would curb your behavior—they certainly did not curb mine—but because these were the earliest acts of interrogation, of drawing myself into consciousness. Your grandmother was not teaching me how to behave in class. She was teaching me how to ruthlessly interrogate the subject that elicited the most sympathy and rationalizing—myself. Here was the lesson: I was not an innocent. My impulses were not filled with unfailing virtue. And feeling that I was as human as anyone, this must be true for other humans. If I was not innocent, then they were not innocent. Could this mix of motivation also affect the stories they tell? The cities they built? The country they claimed as given to them by God? Now the questions began burning in me. The materials for research were all around me, in

the form of books assembled by your grandfather. He was then working at Howard University as a research librarian in the Moorland-Spingarn Research Center, one of the largest collections of Africana in the world. Your grandfather loved books and loves them to this day, and they were all over the house, books about black people, by black people, for black people spilling off shelves and out of the living room, boxed up in the basement. Dad had been a local captain in the Black Panther Party. I read through all of Dad’s books about the Panthers and his stash of old Party newspapers. I was attracted to their guns, because the guns seemed honest. The guns seemed to address this country, which invented the streets that secured them with despotic police, in its primary language—violence. And I compared the Panthers to the heroes given to me by the schools, men and women who struck me as ridiculous and contrary to everything I knew. Every February my classmates and I were herded into assemblies for a ritual review of the

Civil Rights Movement. Our teachers urged us toward the example of freedom marchers, Freedom Riders, and Freedom Summers, and it seemed that the month could not pass without a series of films dedicated to the glories of being beaten on camera. The black people in these films seemed to love the worst things in life—love the dogs that rent their children apart, the tear gas that clawed at their lungs, the fire-hoses that tore off their clothes and tumbled them into the streets. They seemed to love the men who raped them, the women who cursed them, love the children who spat on them, the terrorists that bombed them. Why are they showing this to us? Why were only our heroes nonviolent? I speak not of the morality of nonviolence, but of the sense that blacks are in especial need of this morality. Back then all I could do was measure these freedom-lovers by what I knew. Which is to say, I measured them against children pulling out in the 7-Eleven parking lot, against parents wielding extension cords, and “Yeah, nigger, what’s up now?” I judged them against the country I knew, which had acquired the land through murder and tamed it under slavery, against the country whose armies fanned out across the world to extend their dominion. The world, the real one, was civilization secured and ruled by savage means. How could the schools valorize men and women whose values society actively scorned? How could they send us out into the streets of Baltimore, knowing all that they were, and then speak of nonviolence?

 

 

I came to see the streets and the schools as arms of the same beast. One enjoyed the official power of the state while the other enjoyed its implicit sanction. But fear and violence were the weaponry of both. Fail in the streets and the crews would catch you slipping and take your body. Fail in the schools and you would be suspended and sent back to those same streets, where they would take your body. And I began to see these two arms in relation— those who failed in the schools justified their destruction in the streets. The society could say, “He should have stayed in school,” and then wash its hands of him. It does not matter that the “intentions” of individual educators were noble. Forget about

intentions. What any institution, or its agents, “intend” for you is secondary. Our world is physical. Learn to play defense—ignore the head and keep your eyes on the body. Very few Americans will directly proclaim that they are in favor of black people being left to the streets. But a very large number of Americans will do all they can to preserve the Dream. No one directly proclaimed that schools were designed to sanctify failure and destruction. But a great number of educators spoke of “personal responsibility” in a country authored and sustained by a criminal irresponsibility. The point of this language of “intention” and “personal responsibility” is broad exoneration. Mistakes were made. Bodies were broken. People were enslaved. We meant well. We tried our best. “Good intention” is a hall pass through history, a sleeping pill that ensures the Dream. An unceasing interrogation of the stories told to us by the schools now felt essential. It felt

wrong not to ask why, and then to ask it again. I took these questions to my father, who very often refused to offer an answer, and instead referred me to more books. My mother and

 

 

father were always pushing me away from secondhand answers—even the answers they themselves believed. I don’t know that I have ever found any satisfactory answers of my own. But every time I ask it, the question is refined. That is the best of what the old heads meant when they spoke of being “politically conscious”—as much a series of actions as a state of being, a constant questioning, questioning as ritual, questioning as exploration rather than the search for certainty. Some things were clear to me: The violence that undergirded the country, so flagrantly on display during Black History Month, and the intimate violence of “Yeah, nigger, what’s up now?” were not unrelated. And this violence was not magical, but was of a piece and by design. But what exactly was the design? And why? I must know. I must get out…but into what? I

devoured the books because they were the rays of light peeking out from the doorframe, and perhaps past that door there was another world, one beyond the gripping fear that undergirded the Dream. In this blooming consciousness, in this period of intense questioning, I was not alone.

Seeds planted in the 1960s, forgotten by so many, sprung up from the ground and bore fruit. Malcolm X, who’d been dead for twenty-five years, exploded out of the small gatherings of his surviving apostles and returned to the world. Hip-hop artists quoted him in lyrics, cut his speeches across the breaks, or flashed his likeness in their videos. This was the early ’90s. I was then approaching the end of my time in my parents’ home and wondering about my life out there. If I could have chosen a flag back then, it would have been embroidered with a portrait of Malcolm X, dressed in a business suit, his tie dangling, one hand parting a window shade, the other holding a rifle. The portrait communicated everything I wanted to be— controlled, intelligent, and beyond the fear. I would buy tapes of Malcolm’s speeches —“Message to the Grassroots,” “The Ballot or the Bullet”—down at Everyone’s Place, a black bookstore on North Avenue, and play them on my Walkman. Here was all the angst I felt before the heroes of February, distilled and quotable. “Don’t give up your life, preserve your life,” he would say. “And if you got to give it up, make it even-steven.” This was not boasting— it was a declaration of equality rooted not in better angels or the intangible spirit but in the sanctity of the black body. You preserved your life because your life, your body, was as good as anyone’s, because your blood was as precious as jewels, and it should never be sold for magic, for spirituals inspired by the unknowable hereafter. You do not give your precious body to the billy clubs of Birmingham sheriffs nor to the insidious gravity of the streets. Black is beautiful—which is to say that the black body is beautiful, that black hair must be guarded against the torture of processing and lye, that black skin must be guarded against bleach, that our noses and mouths must be protected against modern surgery. We are all our beautiful bodies and so must never be prostrate before barbarians, must never submit our original self, our one of one, to defiling and plunder. I loved Malcolm because Malcolm never lied, unlike the schools and their façade of

Frequency Distribution Table Lists

4. The following frequency distribution table lists the time (in minutes) that participants were late for an experimental session. Compute the sample mean, median, and mode for these data.

mean  Correct: Your answer is correct. min

median  Correct: Your answer is correct. min

mode  0 Incorrect: Your answer is incorrect. min

Time (min)  Frequency

0     3

5     2

6     5

7     1

9     2

______________________________________________________________________________

7. A neuroscientist measures the reaction times (in seconds) during an experimental session in a sample of cocaine-addicted

(n = 8),

morphine-addicted

(n = 6),

and heroin-addicted rats

(n = 12).

Mean reaction times in each sample were 16, 14, and 12 seconds, respectively. What is the weighted mean for all three samples? Hint: The overall mean is not 14.0 seconds. (Round your answer to two decimal places.)

____________ sec

______________________________________________________________________________

9. A group of researchers measure the weight of five participants prior to a clinical weight loss intervention. They record the following weights (in pounds): 160, 110, 210, 310, and 260 pounds. The mean is 210 pounds.

Using the original example of five weights, the researchers added a sixth participant to the sample.

(a) If the sixth participant weighed 220 pounds, will the mean increase, decrease, or not change?

The mean will increase.

The mean will decrease.

The mean will not change.

(b) If the sixth participant weighed 210 pounds, will the mean increase, decrease, or not change?

The mean will increase.

The mean will decrease.

The mean will not change.

(c) If the sixth participant weighted 180 pounds, will the mean increase, decrease, or not change?

The mean will increase.

The mean will decrease.

The mean will not change.

______________________________________________________________________________

10. Gilman and colleagues (2008) measured general life satisfaction in 1,338 adolescents from two individualistic nations (Ireland, United States) and two collectivist nations (China, South Korea) using the Multidimensional Students’ Life Satisfaction Scale (MSLSS). Mean participant scores on the MSLSS are given in the following table.

Nation  Gender Men  Women

United States   4.39  4.61

Ireland   4.37  4.64

China   4.41  4.56

South Korea   3.92  3.78

(a) Among which group was general life satisfaction lowest on average?

women from South Korea

men from the United States

women from Ireland

men from South Korea

women from the United States

men from China men from Ireland

women from China

(b) Among which group was general life satisfaction highest on average?

women from South Korea

men from Ireland

men from South Korea

men from the United States

women from China

women from Ireland

women from the United States

men from China

______________________________________________________________________________

11. What are the degrees of freedom for sample variance?

n − 2

n + 1

n − 1

n

______________________________________________________________________________

12. Based on the empirical rule, what percentage of data fall within 1 SD, 2 SD, and 3 SD of the mean for data that are distributed normally? (Enter your answers to one decimal place.)

% of all scores lie within 1 SD of the mean

% of all scores lie within 2 SD of the mean

% of all scores lie within 3 SD of the mean

______________________________________________________________________________

13. A social scientist measures the number of minutes (per day) that a small hypothetical population of college students spends online.

Student  Score   Student    Score

A   64   F    84

B   86   G   97

C   27   H  92

D   91   I   78

E   92   J    86

(a) What is the range of data in this population?

____________min

(b) What is the IQR of data in this population?

____________min

(c) What is the SIQR of data in this population?

_____________min

(d) What is the population variance?

(e) What is the population standard deviation? (Round your answer to two decimal places.)

_____________min

______________________________________________________________________________

14. A sociologist records the annual household income (in thousands of dollars) among a sample of families living in a high-crime neighborhood. Locate the lower, median, and upper quartiles for the times listed below. Hint: First arrange the data in numerical order.

lower quartile  _________  thousand dollars

median  _________  thousand dollars

upper quartile __________ thousand dollars

22  36

46  53

38  49

47  31

20  38

______________________________________________________________________________

15. A psychopathologist records the number of criminal offenses among teenage drug users in a nationwide sample of 1,301 participants. To measure the variance of criminal offenses, he computes SS = 46,800 for this sample.

(a) What are the degrees of freedom for variance? ______________________

(b) Compute the variance and standard deviation.

variance ______________

standard deviation ______________

______________________________________________________________________________

16. State whether each of the following will increase, decrease, or have no effect on the population variance.

(a) the sum of squares (SS) increases

This change will increase the population variance.

This change will decrease the population variance.

This change will have no effect on the population variance.

(b) the sample size decreases

This change will increase the population variance.

This change will decrease the population variance.

This change will have no effect on the population variance.

(c) the size of the population increases

This change will increase the population variance.

This change will decrease the population variance.

This change will have no effect on the population variance.

______________________________________________________________________________

17. A researcher measures the time (in seconds) it takes a sample of five participants to complete a memory task. It took four of the participants 1, 2, 2, and 3 seconds. If M = 2, then what must be the fifth time recorded?

______________sec

______________________________________________________________________________

18, An expert reviews a sample of 10 scientific articles (n = 10) and records the following number of errors in each article: 3, 5, 4, 6, 9, 0, 1, 9, 0, and 8. Compute SS, variance, and standard deviation for this sample using the definitional and computational formula. (Round your answers to two decimal places.)

SS   ________________________

variance ________________________

standard deviation _____________________ errors

______________________________________________________________________________

19. A professor records the time (in minutes) that it takes 16 students to complete an exam. Compute the SS, the variance, and the standard deviation assuming the 16 students constitute a population and assuming the 16 students constitute a sample. (Round your answers for variance and standard deviation to two decimal places.)

31  39  42  28

43  51  41  20

36  22  19  42

13  40  24  49

(a) the 16 students constitute a population

SS ______________________

variance ____________________

standard deviation ___________________min

(b) the 16 students constitute a sample

SS ___________________

variance _____________________

standard deviation ___________________min

______________________________________________________________________________

20. To study bonding between mothers and infants, a researcher places each mother and her infant in a playroom and has the mother leave for 10 minutes. The researcher records crying time in the sample of infants during this time that the mother was not present and finds that crying time is normally distributed with M = 8 and SD = 1.1.

Based on the empirical rule, state the range of crying times within 68% of infants cried, 95% of infants cried, and 99.7% of infants cried.

(a) 68% of infants cried

______________ to _____________ min

(b) 95% of infants cried

______________ to ______________ min

(c) 99.7% of infants cried

______________ to ______________ min

Interview Test

1) Which of the following multicultural communication standards and sensitivities could be integrated into non-FtF clinical interviewing?

 

a.Charlar

b.Familial Piety c.Spirituality

d.Familia

e.All of these

 

 

2) Which of the following will determine whether family or individual therapy is the treatment of choice?

 

a.Theoretical orientation

b.Research evidence

c.Always follow the client’s lead on this

d. Both A and B

e.Both B and C

 

3) The main goal in a family opening is to get everyone in the family to ?

 

a. Complete a genogram

b. Make direct eye contact with you

c. Answer basic questions about family functioning, expectations, and hopes

d. Smile or laugh

e. Provide each other constructive criticism

 

4) Using the wishes and goals technique, clinicians can obtain goals from young clients in which of the following areas?

a. Family change

b. School change

c. Self-change

d. All of these

e. B and C

 

5) Madelyn is in an intake interview with a parent and child. The parent begins listing the child’s problems. What should Madelyn do?

a. Gently limit the parent to listing a maximum of one goal

b. Gently limit the parent to listing a maximum of three goals

c. Gently limit the parent to listing a maximum of five goals

d. Place no limits on the problem list or goal setting

e. Ask the parent, “How would you like it if your child decided to list all your problems?

 

6)  Which of the following is at the heart of ethical and effective clinical interviewing?

a. A good Internet connection

b. A professional relationship built on interpersonal communication

c. A psychoanalytic theory

d. The payment fee for services

 

7) Which of the following is considered a family for the purposes of family therapy?

a. Children and their kinship system

b. Gay and Lesbian couples with children

c. A biologically-related family of procreation

d. Children in co-parenting situations

e. All of these

 

8) What sort of countertransference reactions are clinicians likely to have toward children?

a. Withdrawal

b. Over-identification

c. Regressive

d. Both A and B

e. Both B and C

 

9) A mother and daughter receiving therapy together to improve their relationship would be most aptly referred to as

a. Family Therapy

b. Couple Therapy

c. Relationship enhancement therapy

d. Mediation.

e. None of these

 

10)  Undershooting involves:

a. Intentionally overstating the client’s main message

b. Intentionally emphasizing or amplifying the healthy side of the client’s ambivalence

c. Strengthening the healthy side of the client’s ambivalence

d. Using microphones and recordings in an interview for playback and review

e. None of these

 

11)

Which of the following is most consistent with Carl Rogers’s view on what therapist qualities help clients make changes in therapy?

a. Therapist listening skills

b. Therapist empathy skills

c. Therapist attitudes

d. Therapist listening behavior

e. None of these

 

12) Which of the following is considered the general solution to many online interviewing and counseling problems?

a. A challenge question

b. An adequate informed consent process

c. Secure sockets

d. Having a Facebook accounts

e. Moving toward virtual communities, like Second Life.

 

13) Reflective techniques help clients see to:

a. Their own ambivalence

b. Client resistance to paying for psychotherapy

c. None of these

d. Help clients establish goals

e. Support client’s own resistance

 

14)  Which of the following is/are a key issue for most couples?

a. Money

b. Sex

c. Commitment

d. All of these

e. Only A and C

 

15)  Traditionally, signs of client resistance included:

a. Talking too much

b. Talking too little

c. Being unprepared for psychotherapy

d. All of the these

e. Only A and B

 

16)  Which of the following is true regarding confidentiality with child or adolescent clients?

a. Parents should hear everything their child has to say

b. Confidentiality should be discussed separately with young clients and with their caretakers

c. Confidentiality should be discussed at the beginning of the first session with parents/caretakers and children

d. Confidentiality need not be discussed with very young children

e. None of these

 

17)  The purpose of Adler’s “The Question” is:

a. To help clients understand their lives

b. To identify what forces make it easier for clients to give up their maladaptive behavior

c. To uncover the purpose of specific motive for sustaining specific unhealthy behaviors

d. All of these

e. A and C

 

18)   When is the best time to use a challenge question?

a. At the beginning of each session

b. Halfway through each session

c. At the end of each session

d. You should use a challenge question multiple times throughout the session

e. None of these

 

19)  When working with clients who may be lying, it’s important for therapists to use which of the following principles?

a. Ignore the possibility of deceit and proceed as usual

b. Tell the client, “I believe you.”

c. Let your client know that you’re keeping an open mind about his or her truthfulnes, but avoid becoming a judge who must determine whether the client is telling the truth

d. Directly tell the client, “I don’t believe what you’re saying.”

e. Any of these would be appropriate

 

20) When minority people insert themselves into the online or internet culture, it’s safe to conclude

a. They’ve given up their cultural identity

b. They’re hoping to move into the universal internet culture

c. They probably still retain cultural practices that online counselors should be sensitive to

d. They’re trying to escape from cultural oppression

e. Both B and D

 

21)  In the text it is emphasized that resistance can emanate from:

a.The client

b. The therapist

c. The situation

d. All of these

e. Only A and B

 

22)  What are the most important closing tasks with young clients?

a. Summarizing your understanding of the problem areas

b. Making connections between the problems and possible counseling interventions

c. Confronting young clients about taking responsibility for their behaviors

d. All of the above

e. Only A and B

Counselor Ethics And Responsibilities Paper

Access and review the “Counselor Ethics and Responsibilities  Assignment Guidelines.” Complete the paper according to the  assignment guidelines.Â

Include at least six scholarly resources in addition to the textbook  in your paper.

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.

This assignment meets the following CACREP Standards:

2.F.1.b. The multiple professional roles and functions of    counselors across specialty areas, and their relationships with    human service and integrated behavioral health care systems,    including interagency and interorganizational collaboration and consultation.

2.F.1.c. Counselors’ roles and responsibilities as members    of interdisciplinary community outreach and emergency management    response teams.

2.F.1.d. The role and process of the professional counselor    advocating on behalf of the profession.

2.F.1.e. Advocacy processes needed to address institutional and    social barriers that impede access, equity, and success for clients.

2.F.1.l. Self-care strategies appropriate to the    counselor role. 

5.C.2.a. Roles and settings of clinical mental health counselors.

MUST PASS TURN IT IN WITH LESS 5% 

Topic 4: Counselor Ethics and Responsibilities Assignment Guidelines

Directions: Follow the directions below to write a paper of 1,750-2,100 words on counselor ethics and responsibilities.

Provide a thoughtful response to each of the following sections, including specific, concrete examples to illustrate your ideas. Use the section headings provided below to separate each section of your paper.

Your final deliverable should be one cohesive paper addressing all six sections along with an introduction and conclusion.

Part One:

Please note that part one must be written in the third person.

 

Section 1: Client Rights

1) Describe how you will incorporate the following five principles of ethical practice in order to maintain your clients’ rights.

a) Autonomy

b) Nonmaleficence

c) Beneficence

d) Justice

e) Fidelity

 

2) Discuss the informed consent process and how it protects client rights including:

a) Billing

b) Right to Privacy

c) HIPAA compliance

d) Compliance with credentialing board requirements for incorporating informed consent into practice

 

Section 2: Responsibility to Warn and Protect

Identify the factors that you will consider in order to determine your “duty to warn” and “duty to protect” responsibilities as a counselor. Be sure to consider ethical guidelines as well as the laws pertaining to the “duty to warn” and “duty to protect” in the state in which you plan to practice.

 

Section 3: Client Record-Keeping

Discuss the role of client record keeping in protecting the following:

a) a client’s right to a professional standard of care

b) the counselor from liability

 

Part Two:

Please note this section can be written in the first person.

 

Section 4: Self-care

After reading the introduction of Section C “Professional Responsibility” in the ACA Code of Ethics discuss the following:

1. What does the ACA Code of Ethics say about self-care?

2. How do you plan on maintaining a healthy balance between your professional and personal life?

3. What healthy self-care activities have you engaged in in the past or present?

4. What healthy self-care activities have you considered but haven’t yet implemented?

5. What are some red-flags suggesting that you may need to address personal issues to avoid personal impairment?

6. How do you feel about counselors being counseled? Some programs require it. Do you agree with that concept?

Section 5: Advocacy

Go to the American Counseling Association (Government Affairs > Take Action) (https://www.counseling.org/government-affairs/actioncenter) to find a way to advocate for the counselors and the counseling profession at the governmental level. Summarize how you can get involved (approx. 100 words).

Section 6: Counselor Values

1) Select two of the following issues you feel strongest about from the following:

a) Abortion. (A 19-year-old rape victim wants an abortion, but her parents are vehemently opposed to abortion on religious grounds and have stated that they will no longer consider her their daughter if she proceeds. The young woman is firm in her plans, but wants your help in changing her parents’ attitudes.)

b) Gay adoption. (John and Bill, after living in a committed relationship for 7 years, decide that they want to begin a family. They have differing opinions about whether to use a surrogate mother or adopt a child.)

c) Assisted suicide. (Eleanor, an 87-year-old with terminal cancer, has decided to end her life but is undecided about how to discuss this with her family, or if she should discuss it with them at all. She seeks your guidance in this decision, but is not interested in revisiting her decision to end her life.)

d) Extramarital affairs. (Both spouses in a couple you are counseling are having affairs, which they claim are not contributing in any way to their current marital difficulties. They want your help in strengthening their marriage but they are both committed to the “open marriage” concept that does not require sexual monogamy.)

2) Describe your personal values and attitudes towards the selected issues as well as how you would counsel the client in each situation you selected. HINT: Make sure you reference ethical codes from ACA, NBCC, or NAADAC.

 

© 2016. Grand Canyon University. All Rights Reserved.

 

© 2016. Grand Canyon University. All Rights Reserved.