Which characteristics most closely reflect your culture, class, and language?
MUST HAVE REFERENCES and be 300 words per question.
Week 3 Discussion 1
Referring to the unit readings and Tables 7.1 and 7.2, compare the generic characteristics of counseling with respect to culture, class, and language, with Native American characteristics in terms of culture, class, and language. Which characteristics most closely reflect your culture, class, and language?
Refer to Chapter 15 and at least one of the recommended readings and consider the types of mental health concerns you may be likely to encounter in counseling a Native American client, couple, family, or group (for example, the impact of educational disparities on career development). Address the following:
How would your approach reflect your understanding of your own characteristics and those of your client or clients?
How would the impact of historical and current oppression be important to your work?
Discuss the implications of the client’s characteristics and concerns on your counseling and advocacy strategies in terms of problem assessment, goal setting, and interventions that take into account individual, couple, family, and tribal considerations.
Note: This is a graded discussion question. Your instructor will grade your discussion using the Scoring Guide accessed in the Resources and your grade will appear in the courseroom gradebook. You are still responsible for posting two substantial peer responses to other learners’ discussions.
Counselor and Client Characteristics Scoring Guide Grading Checklist
Activity Weighting
Analyzes the influence of counselor characteristics, attitudes, and beliefs on culturally competent counseling practice. 20%
Develops multicultural counseling approaches and competencies that are sensitive to diverse client characteristics and experiences. 20%
Analyzes the implications of the client or clients’ characteristics and concerns on counseling and advocacy strategies in terms of problem assessment, goal setting, and interventions that take into account individual, couple, family, and group/community considerations. 20%
Analyzes the influence of internalized oppression and institutional racism on individuals and family systems. 20%
Exhibits proficiency in writing, critical thinking, and research; adheres to APA style and formatting. 20%
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Week 3 Discussion 2
Research current information about the demographics of your own state. List the main minority groups and (if applicable) specific cultural subgroups living in your state, as well as living within your own part of the state.
Select two of these groups and identify the steps you would take to become more knowledgeable about working with persons from these cultures. Include at least two articles or books specific to each culture in your references.
What are some of the questions you have or issues you might encounter while working as a counselor with persons from these groups?
Required
The materials listed below are required to complete the learning activities and projects in this course. Unless noted otherwise, the books, software, and coursepacks are available for purchase from the Capella University Virtual Bookstore. To purchase these texts, visit the bookstore and select your school and course ID.
Books
Sue, D. W., & Sue, D. (2013). Counseling the culturally diverse: Theory and practice (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc. ISBN: 9781118022023.
E-books
The following required readings are linked to electronic books in the Capella University Library. If you need assistance, please refer to the How Do I Find Books?library guide.
Pedersen, P. B., Crethar, H. C., & Carlson, J. (2008). Conclusion: Developing multicultural awareness, knowledge, and skill. In P. B. Pedersen, H. C. Crethar, & J. Carlson (Eds.), Inclusive cultural empathy: Making relationships central in counseling and psychotherapy (1st ed., pp. 223–241). Washington, DC: American Psychological Association.
Sue, D. W., & Torino, G. C. (2004). Racial-cultural competence: Awareness, knowledge, and skills. In R. T. Carter (Ed.), Handbook of racial-cultural psychology and counseling, volume 2: Training and practice (pp. 3–18). Hoboken, NJ: Wiley.
Articles
Library
The following required readings are provided for you in the Capella University Library or linked directly in this course. To find library resources, use the Journal and Book Locator tool found on the library home page.
Alessandria, K. P. (2002). Acknowledging white ethnic groups in multicultural counseling. The Family Journal, 10(1), 57–60.
Arredondo, P. (1999). Multicultural counseling competencies as tools to address oppression and racism. Journal of Counseling and Development, 77(1), 102–107.
Assouline, S. G., Nicpon, M. F., & Huber, D. H. (2006). The impact of vulnerabilities and strengths on the academic experiences of twice-exceptional students: A message to school counselors. Professional School Counseling, 10(1), 14–24.
Barret, R., &Barzan, R. (1996). Spiritual experiences of gay men and lesbians. Counseling and Values, 41(1), 4–15.
Beckerman, N. L., & Corbett, L. (2008). Immigration and families: Treating acculturative stress from a systemic framework. Family Therapy, 35(2), 63–81.
Blustein, D. L., Kenna, A. C., Gill, N., &DeVoy, J. E. (2008). The psychology of working: A new framework for counseling practice and public policy. The Career Development Quarterly, 56(4), 294–308.
Carroll, L., Gilroy, P. J., & Ryan, J. (2002). Counseling transgendered, transsexual, and gender-variant clients. Journal of Counseling and Development, 80(2), 131–139.
Chen-Hayes, S. F. (2001). Social justice advocacy readiness questionnaire.Journal of Gay & Lesbian Social Services, 13(1/2), 191–203.
Hawley, D. R. (2000). Clinical implications of family resilience. The American Journal of Family Therapy, 28(2), 101–116.
Hermann, M. A., & Richter Herlihy, B. (2006). Legal and ethical implications of refusing to counsel homosexual clients. Journal of Counseling & Development, 84(4), 414–418.
Kashubeck-West, S., Meyer, S., & Szymanski, D. M. (2008). Internalized heterosexism: A historical and theoretical overview. The Counseling Psychologist, 36(4), 615–630.
Lopez-Baez, S. I., &Paylo, M. J. (2009). Social justice advocacy: Community collaboration and systems advocacy. Journal of Counseling and Development, 87(3), 276–283.
McCall-Perez, Z. (2000). The counselor as advocate for English language learners: An action research approach. Professional School Counseling, 4(1), 13–22.
Monahan, M. J. (2014). The concept of privilege: A critical appraisal. South African Journal of Philosophy, 33(1), 73–83.
Pedersen, P. B. (1991). Multiculturalism as a generic approach to counseling. Journal of Counseling & Development, 70(1), 6–12.
Sacks, I., &Peled, E. (2008). The self-perception of women who live with an alcoholic partner: Dialoging with deviance, strength, and self-fulfillment. Family Relations, 57(3), 390–403.
Schroeder, S. (2005). An agenda to combat substance abuse. Health Affairs, 24(4), 1005–1013.
Singh, R. (2004). Exploring culture in practice: A few facets of a training course. Journal of Family Psychotherapy, 15(1/2), 87–104.
Spence, N. J., Adkins, D. E., &Dupre, M. E. (2011). Racial differences in depression trajectories among older women: Socioeconomic, family and health influences. Journal of Health and Behavior, 52(4), 444–459.
Volker, T., & Ray, K. E. (2006). Counseling exceptional individuals and their families: A systems perspective. Professional School Counseling, 10(1), 58–65.
Yakushko, O., Backhaus, A., Watson, M., Ngaruiya, K., & Gonzalez, J. (2008). Career development concerns of recent immigrants and refugees. Journal of Career Development, 34(4), 362–396.
Reserved Readings
The following reserved readings are provided for your use in this course.
Laszloffy, T. A. (2008). Therapy with mixed-race families. In M. McGoldrick& K. V. Hardy (Eds.), Re-visioning family therapy: Race, culture, and gender in clinical practice (2nd ed., pp. 275–285). New York, NY: Guilford.
Internet Resources
Please note that URLs change frequently. While the URLs were current when this course was designed, some may no longer be valid. If you cannot access a specific link, contact your instructor for an alternative URL. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.
Adkison-Bradley, C., Johnson, P. D., Rawls, G., & Plunkett, D. (2006). Overrepresentation of African American males in special education programs: Implications and advocacy strategies for school counselors. Journal of School Counseling, 4(16). Retrieved from http://jsc.montana.edu/articles/v4n16.pdf
American Association for Marriage and Family Therapy. (2011). Retrieved from http://www.aamft.org
American Counseling Association. (2011). Retrieved from http://www.counseling.org/
American Counseling Association. (2011). Advocacy competencies. Retrieved from http://www.counseling.org/Resources/Competencies/Advocacy_Competencies.pdf
American Counseling Association. (2011). Ethics & professional standards. Retrieved from http://www.counseling.org/knowledge-center/ethics
American Mental Health Counselors Association. (2011). Retrieved from http://www.amhca.org/
American School Counselor Association. (2011). Retrieved from http://www.schoolcounselor.org/
Association for Gay, Lesbian, Bisexual, & Transgender Issues in Counseling. (2011). Retrieved from http://www.algbtic.org/
Center for Applied Linguistics: Cultural Orientation Resource Center. (2004). Muslim refugees in the United States, chapter 3: Challenges in resettlement and adaptation of Muslim refugees. Retrieved from www.culturalorientation.net/content/download/1360/7921/version/2/file/Muslim+Refugees.pdf
Gay Affirmative Therapy. (2012). Ten common mistakes straight…
