The Multicultural Self Assessment And Gain An Understanding About The Community

Taking the multicultural self-assessment provided me with some insight. Most of my answers were a four or five. However, I did score two number threes. The first question I ranked myself as a three on was, “When I need assistance I am comfortable asking for it,” (Petrone, 2004). I am not fully comfortable asking for help. This is something I will work on. The second question which I ranked three was “People are generally good and I can accept them as they are,” (Petrone, 2004). I agree with the second half, I can accept people for who they are. I am very nonjudgmental and I try to keep my mind open to all possibilities and situations. However, I see things that really make me question if people are generally good. Overall, according to the self-assessment, I was rather well-rounded multiculturally.

On page 238 in chapter 8 of Becoming a Multicultural Educator, by William A. Howe and Penelope L. Lisi, it states that, "culturally relevant education (CRE) was coined by Gloria Ladson-Billings (2009) to describe "a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes"". The five principles that are discussed on page 239 are used to guide teachers in the direction of having a culturally relevant classroom for their students to learn about how to participate in a democratic society. Each principle offers educators insight as to how they can use culture within their classroom and lessons they teach in order to help their students become culturally

This helped in eliminating bias through reduced sampling error. The sample of 20 practitioners as well as 20 consultants appears to be too small and unrepresentative. There are too many consultants and practitioners in the field today to be represented by a group of only 20 individuals. Again, the sample represented the population in the New England Metropolitan area. This created bias in the representation as it only represents a single area. On the other hand, the sample waa a nice blend of representatives from different groups including men and women, white, Latino, Asians, and blacks. Though not in equal numbers, the good representation helped eliminate bias a both the possible oppressors as well a those oppressed were represented hence each group could contribute its views. The study also considered experts in the interviews.. this a great advantage to the study as experts have a good understanding in combined or specific knowledge. They understand the process, strategies as well as group behaviors. The interviewer recorded the interviews on tape. This was an advantage to the study as it gave an accurate summary of the interview. Comments and information gathered were stored for reference. Through repeated listening, it must have been easy for the interviewing committee to get interview clarity and analyze speech, body language, and voice

The importance of a cross-cultural understanding in Psychology is imperative to successful care and assistance of mental health. Understanding and acknowledging the complexities of different cultures is the beginning of a more informed approach to mental health. Cultural factors and questions play a fundamental role, however, simply acknowledging cultural differences does not necessarily provide the best individual help. Thus, a combination of cultural, demographic and individual factors are crucial initial steps to specific individual assistance. Treating individuals in context can help discern deviations from cultural factors and norms. Therefore an approach which recognises that both culture and specificity to the client is most effective. Knowing someone’s background can be fundamental to clinical help but could also reinforce cultural stereotypes, this overly simplistic view could be detrimental to treatment. Throughout this essay the impact of culture on mental health will be examined, and how the health care provider and client mediate a relationship to produce the most effective results.

I consider mental health assessment to be a collaborative process, and I am trained in a variety of assessment instruments that will address your unique needs and provide us with a holistic picture of your experience (ACA, 2014, § E.2 Competence to Use and Interpret Assessment Instruments; Corey, et al., 2015, pp. 392). Together, we will look carefully at the assessment results and co-create a diagnosis that takes into account your strengths, resources, cultural orientation, family background, and social context, as well as your individual concerns (ACA, 2014, § E.5. Diagnosis of Mental Disorders; ACA, 2014, § E.8. Multicultural Issues and Diversity in Assessment; Corey, et al., 2015, p. 385). This assessment process will allow us to formulate a treatment plan uniquely designed to meet your individual needs, and we will continue to use tools throughout the course of therapy to evaluate the progress of our work together (Corey, et al., 2015, p. 378-379). I strive to achieve cultural sensitivity in my practice and I believe that you are the final expert in your own life; therefore, I invite your active involvement in the assessment

In this paper I will begin by defining personal culture and national culture. After, I will then elaborate my own personal and national culture. I will continue to talk about the subject with the person that I have chosen for my cultural group, my mother, and I will identify her personal and national culture. Lastly, I will talk about my own personality and how it has a connection with my own natural culture; knowing this is important, it lets us know who we are, and how we act with people who are from different cultures.

I am an African American woman born in raised in Milwaukee, Wisconsin. I lived in the inner city of Milwaukee until I was about eight years old, and shortly after we moved to the Village of River Hills. My mother grew up in the city of Milwaukee also. My father grew up in Jackson, Mississippi and moved to Wisconsin when he was ten years old. Growing up, I traveled from Milwaukee to Mississippi at least seven times a year. Initially, while visiting it was a culture shock for me. My grandmother drove the School bus and lived on a farm. She had many horses as pets and as a means for transportation. In Mississippi, I learned that it is not ok to call adults by their first name and it is a sign of disrespect. I’ve also learned it is rude to not look at a person when they are speaking to you. I eventually adapted to the country life and I love it. For many years I was the only child, until my mother gave birth to my brother when I was 14 years old. Although, it is only the two of us my family is huge. My grandparents had ten kids together and all of them went to college. My mother is a Nurse practitioner and I have three aunts that are also nurse practitioners and two aunts that are Registered nurses. In my future practice as a nurse, I plan to follow my mom’s foot steps and focus on promoting health through caring, preventing illness, cherishing clients, and providing clients with the best possible experiences regardless of cultural

In sixteen years of life, I have received an opportunity to experience different cultures, learning styles, and languages. To start of, I am an American since I was born here, but the reality is that I was raised in India. My parents’ main motivation for moving back to India was because they wanted us to embrace our traditions, and most importantly, value our family relationships. We relocated back to the US at the start of 9th grade. This transition was a huge factor for transforming me as a person. I am cognizant of the two systems, cherish both, and realize that these multicultural experiences have encouraged me to grow and mature beyond my years. Relocating from a place is not as easy as one can imagine. When compared to the US, India

When I revisited the cultural competency quiz my score remained the same but I feel I have more tolerance and understanding regarding the statement of acceptable use of a language other than English being spoken in this country. I can now appreciate the fact that different cultures want to come to America and live, but their language is a part of their heritage and I should increase my sensitivity to the cultural differences and use all resources available at my facility such

The relationship of a counselor to his or her client can be troubled when the two come from different cultural backgrounds. "As counselors incorporate a greater awareness of their clients' culture into their theory and practice, they must realize that, historically, cultural differences have been viewed as deficits (Romero, 1985). Adherence to white cultural values has brought about a naive imposition of narrowly defined criteria for normality on culturally diverse people" (Bolton-Brownlee 1987). The challenge for counselors today is to balance multiculturalism and sensitivity for the client with the need to move the client forward and enable him or her to reach productive life goals. Cultural acceptance cannot be synonymous with complacency.

CACREP Standard: Section II, 2.e. addresses counselors’ role in developing cultural self-awareness promoting cultural social justice, advocacy and conflict resolution, and other culturally supported behaviors that promote optimal wellness and growth of the human spirit, mind, and body. Previously, counseling was viewed as a “whites only” form of treatment with most research done on white or European descendants. Non-European descendants failed to believe counseling would benefit them or it was frown upon by their culture and communities. Counseling was viewed as ineffective for those of non-dominate culture. Culturally

I consider myself to me a female, daughter, college student, Catholic, friend, sister, and a future nurse. From the list of identities above, I think being a student and a friend to be the most important in my life at this time. Every day I go to school and work hard to achieve my goal of being a nurse. Along with going to class, I spend a lot of time with my friends.

While completing coursework at CSUMB for the Liberal Studies program, the researcher was inspired by its classes to be a Diversity and Multicultural Scholar and a Social Justice Collaborator. By evaluating their own and others’ experiences as influenced by social identities, socialization practices, and societal institutions from both historical and contemporary perspectives it helped the researcher open their eyes in how they want to be in their classroom as an educator. In the researchers LS 380: Teaching for Social Change, LS 394: Multicultural literature , and LS 398: Social Foundations of Multicultural Education classes, the researcher critically examined the value of diversity and multiculturalism which interested her in the teaching

I would identify myself as White, although my ethnicity is Irish, English, German, and Native American. I was born and raised on the island of Hawaii, which has allowed me to be immersed in a culturally diverse mix of people and practices. This has given me the opportunity to appreciate and value others’ views, values, and beliefs. Other parts of my culture include that I am an only child and I was brought up in a middle-class family that was not religious.

and curriculum. The discussion of the historical and philosophical background of multicultural education teaches educators how race and culture influence educational policy and programs. Multicultural teaching and curriculum is also crucial for the development of equitable education for diverse students. The author asserts that multicultural education can lessen biases while also furthering democratic beliefs and practices among students. The text’s discussion of multicultural education is significant to the field of multicultural education as it demonstrates how multicultural educational practices help students become culturally literate and prepared for today’s diverse and globalized world.