Learning Activities Studies

Use your textbook, Sue and Sue’s Counseling the Culturally Diverse: Theory and Practice, to complete the following:
• Read Chapter 23, “Counseling Older Adult Clients,” pages 487–499.
• Read Chapter 26, “Counseling Persons With Disabilities,” pages 527–541.
Use the Library to complete the following:
• Read Assouline, Nicpon, and Huber’s 2006 article “The Impact of Vulnerabilities and Strengths on the Academic Experiences of Twice-Exceptional Students: A Message to School Counselors,” in Professional School Counseling, volume 10, issue 1, pages 14–24.
• Read Hawley’s 2000 article “Clinical Implications of Family Resilience,” in American Journal of Family Therapy, volume 28, issue 2, pages 101–116.
• Read Volker and Ray’s 2006 article “Counseling Exceptional Individuals and Their Families: A Systems Perspective,” in Professional School Counseling, volume 10, issue 1, pages 58–65.
Optional Readings
The literature is rich with resources to help counselors and therapists delve more deeply into the topics being covered in this course and to pursue their own special interests. Below you will find a reference list compiled by experts in each of the specialization areas at Capella University; look to these for information and use as you wish in your professional development. Please note that it is acceptable to draw from these resources for your discussions and assignments; however, you should not rely exclusively on these resources in completing assignments that require library research.
Books:
• In Rothblum and Solovay’s The Fat Studies Reader, read the following:
o Lyons’s chapter, “Prescription for Harm: Diet Industry Influence, Public Health Policy, and the ‘Obesity Epidemic,'” pages 75–87.
o Weinstock and Krehbiel’s chapter, “Fat Youth as Common Targets for Bullying,” pages 120–126.
• In Johnson and Whiffen’s Attachment Processes in Couple and Family Therapy, read Bradley and Palmer’s chapter, “Attachment in Later Life: Implications for Intervention With Older Adults,” pages 281–299.
• In Knudson-Martin and Mahoney’s Couples, Gender, and Power: Creating Change in Intimate Relationships, read Knudson-Martin’s chapter, “An Unequal Burden: Gendered Power in Diabetes Care,” pages 105–123.
• in Furrow, Johnson, and Bradley’s The Emotionally Focused Casebook: New Directions in Treating Couples, read Naaman, Radwan, and Johnson’s chapter, “Emotionally Focused Couple Therapy in Chronic Medical Illness: Working With the Aftermath of Breast Cancer,” pages 141–164.
Articles:
• Read Briggs, Magnus, Lassiter, Patterson, and Smith’s 2011 article, “Substance Use, Misuse, and Abuse among Older Adults: Implications for Clinical Mental Health Counselors,” in Journal of Mental Health Counseling, volume 33, issue 2, pages 112–127.
• Read Brucker’s 2009 article, “Social Construction of Disability and Substance Abuse Within Public Disability Benefit Systems,” in International Journal of Drug Policy, volume 20, issue 5, pages 418–423.
• Read Luoma et al.’s 2007 article, “An Investigation of Stigma in Individuals Receiving Treatment for Substance Abuse,” in Addictive Behaviors, volume 32, issue 7, pages 1331–1346.
• Read Patrick et al.’s 2011 article, “Age-Related Changes in Reasons for Using Alcohol and Marijuana From Ages 18 to 30 in a National Sample,” in Psychology of Addictive Behaviors, volume 25, issue 2, pages 330–339.
• Read Smart and Smart’s 2006 article, “Models of Disability: Implications for the Counseling Profession,” in Journal of Counseling & Development, volume 84, issue 1, pages 29–40.
• Read Substance Abuse Relapse Prevention for Older Adults: A Group Treatment Approach at the U.S. Department of Health and Human Services Substance Abuse and Mental Health Services Administration Center for Substance Abuse Treatment.

NOTE: Assessment of an Organization: Assignment Information Instructions Below.
This assignment is a culmination of the work you began in Unit 4, when you were called on to select an organization in your community that provides counseling services to one or more diverse populations (for example, a community mental health clinic, college counseling center, or school) and arrange for an interview by phone or in person. Having collected information in order to assess the role of the organization and its staff in prevention, education, consultation, intervention, and advocacy, and if the agency itself reflects a multicultural environment, it is now time to gather your findings and create your paper.
NOTE: Address the following in a 6 pages paper, referring to the data you gather in the interview, your text and course readings, and at least two peer-reviewed articles: 4 references, and use APA 6th edition format for all citations and references.
• Describe the organization, including the following:
o The organization and the diverse populations it serves, including the cost for services. Who is eligible for services? For example, could an illegal immigrant receive services? Someone without health insurance? Is it accessible to public transportation?
o The organization’s role in prevention with respect to mental health and the diverse populations it serves. For example, does the organization provide public service announcements, screenings for depression, et cetera?
o The organization’s role in education on mental health and wellness and the diverse populations it serves. For example, does the organization provide education for clients? To community organizations? To the general public? And if so, in what forms and which staff are responsible?
o The organization’s role with respect to intervention and the diverse populations it serves. For example, is counseling provided to individuals, couples, families, groups? Is the counseling staff diverse? How do the cultural characteristics of the counselors compare to those of the clients? Do the counselors receive training on culturally competent practice at the organization?
o The organization’s role with respect to consultation and the diverse populations it serves. For example, does the staff offer consultation services to other professionals in the community, such as medical personnel, law enforcement, and school personnel?
o The organization’s role with respect to advocacy for the diverse populations it serves. For example, does the staff or organization advocate for diverse populations relative to mental health issues at the community level? At the national level? With respect to public policy?
• Identify and discuss a public policy relevant to this organization and population.
• Consider the basic principles of social justice and the ways in which mental health agencies demonstrate cultural competence presented in Chapter 4 of the Sue and Sue text.
o How well does the organization you researched manifest cultural competence?
o Where would you place this organization on the continuum of cultural competence?
• Imagine you are hired on as a counselor with this organization upon graduation.
o What would you see as your role in advocating for and enhancing the cultural proficiency of the organization?
o What two or three changes with respect to the cultural competence of the organization would you most want to see as a counselor at this organization, and why?

 

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Learning Activities Studies

Learning Activities Studies

ANSWER


Use your textbook, Sue and Sue’s Counseling the Culturally Diverse: Theory and Practice, to complete the following:
• Read Chapter 23, “Counseling Older Adult Clients,” pages 487–499.
• Read Chapter 26, “Counseling Persons With Disabilities,” pages 527–541.
Use the Library to complete the following:
• Read Assouline, Nicpon, and Huber’s 2006 article “The Impact of Vulnerabilities and Strengths on the Academic Experiences of Twice-Exceptional Students: A Message to School Counselors,” in Professional School Counseling, volume 10, issue 1, pages 14–24.
• Read Hawley’s 2000 article “Clinical Implications of Family Resilience,” in American Journal of Family Therapy, volume 28, issue 2, pages 101–116.
• Read Volker and Ray’s 2006 article “Counseling Exceptional Individuals and Their Families: A Systems Perspective,” in Professional School Counseling, volume 10, issue 1, pages 58–65.
Optional Readings
The literature is rich with resources to help counselors and therapists delve more deeply into the topics being covered in this course and to pursue their own special interests. Below you will find a reference list compiled by experts in each of the specialization areas at Capella University; look to these for information and use as you wish in your professional development. Please note that it is acceptable to draw from these resources for your discussions and assignments; however, you should not rely exclusively on these resources in completing assignments that require library research.
Books:
• In Rothblum and Solovay’s The Fat Studies Reader, read the following:
o Lyons’s chapter, “Prescription for Harm: Diet Industry Influence, Public Health Policy, and the ‘Obesity Epidemic,'” pages 75–87.
o Weinstock and Krehbiel’s chapter, “Fat Youth as Common Targets for Bullying,” pages 120–126.
• In Johnson and Whiffen’s Attachment Processes in Couple and Family Therapy, read Bradley and Palmer’s chapter, “Attachment in Later Life: Implications for Intervention With Older Adults,” pages 281–299.
• In Knudson-Martin and Mahoney’s Couples, Gender, and Power: Creating Change in Intimate Relationships, read Knudson-Martin’s chapter, “An Unequal Burden: Gendered Power in Diabetes Care,” pages 105–123.
• in Furrow, Johnson, and Bradley’s The Emotionally Focused Casebook: New Directions in Treating Couples, read Naaman, Radwan, and Johnson’s chapter, “Emotionally Focused Couple Therapy in Chronic Medical Illness: Working With the Aftermath of Breast Cancer,” pages 141–164.
Articles:
• Read Briggs, Magnus, Lassiter, Patterson, and Smith’s 2011 article, “Substance Use, Misuse, and Abuse among Older Adults: Implications for Clinical Mental Health Counselors,” in Journal of Mental Health Counseling, volume 33, issue 2, pages 112–127.
• Read Brucker’s 2009 article, “Social Construction of Disability and Substance Abuse Within Public Disability Benefit Systems,” in International Journal of Drug Policy, volume 20, issue 5, pages 418–423.
• Read Luoma et al.’s 2007 article, “An Investigation of Stigma in Individuals Receiving Treatment for Substance Abuse,” in Addictive Behaviors, volume 32, issue 7, pages 1331–1346.
• Read Patrick et al.’s 2011 article, “Age-Related Changes in Reasons for Using Alcohol and Marijuana From Ages 18 to 30 in a National Sample,” in Psychology of Addictive Behaviors, volume 25, issue 2, pages 330–339.
• Read Smart and Smart’s 2006 article, “Models of Disability: Implications for the Counseling Profession,” in Journal of Counseling & Development, volume 84, issue 1, pages 29–40.
• Read Substance Abuse Relapse Prevention for Older Adults: A Group Treatment Approach at the U.S. Department of Health and Human Services Substance Abuse and Mental Health Services Administration Center for Substance Abuse Treatment.

NOTE: Assessment of an Organization: Assignment Information Instructions Below.
This assignment is a culmination of the work you began in Unit 4, when you were called on to select an organization in your community that provides counseling services to one or more diverse populations (for example, a community mental health clinic, college counseling center, or school) and arrange for an interview by phone or in person. Having collected information in order to assess the role of the organization and its staff in prevention, education, consultation, intervention, and advocacy, and if the agency itself reflects a multicultural environment, it is now time to gather your findings and create your paper.
NOTE: Address the following in a 6 pages paper, referring to the data you gather in the interview, your text and course readings, and at least two peer-reviewed articles: 4 references, and use APA 6th edition format for all citations and references.
• Describe the organization, including the following:
o The organization and the diverse populations it serves, including the cost for services. Who is eligible for services? For example, could an illegal immigrant receive services? Someone without health insurance? Is it accessible to public transportation?
o The organization’s role in prevention with respect to mental health and the diverse populations it serves. For example, does the organization provide public service announcements, screenings for depression, et cetera?
o The organization’s role in education on mental health and wellness and the diverse populations it serves. For example, does the organization provide education for clients? To community organizations? To the general public? And if so, in what forms and which staff are responsible?
o The organization’s role with respect to intervention and the diverse populations it serves. For example, is counseling provided to individuals, couples, families, groups? Is the counseling staff diverse? How do the cultural characteristics of the counselors compare to those of the clients? Do the counselors receive training on culturally competent practice at the organization?
o The organization’s role with respect to consultation and the diverse populations it serves. For example, does the staff offer consultation services to other professionals in the community, such as medical personnel, law enforcement, and school personnel?
o The organization’s role with respect to advocacy for the diverse populations it serves. For example, does the staff or organization advocate for diverse populations relative to mental health issues at the community level? At the national level? With respect to public policy?
• Identify and discuss a public policy relevant to this organization and population.
• Consider the basic principles of social justice and the ways in which mental health agencies demonstrate cultural competence presented in Chapter 4 of the Sue and Sue text.
o How well does the organization you researched manifest cultural competence?
o Where would you place this organization on the continuum of cultural competence?
• Imagine you are hired on as a counselor with this organization upon graduation.
o What would you see as your role in advocating for and enhancing the cultural proficiency of the organization?
o What two or three changes with respect to the cultural competence of the organization would you most want to see as a counselor at this organization, and why?