Description
Two, Week 6 posts are due for review the end of this week before Dec 20th ,7 pm EST, but others can be staggered.
--------------------
Week 6 Lifespan
Discussion: Gender, Sexuality, and Sexual Orientation
To prepare for this Discussion:
- Review the Learning Resources.
- Review the discussion option assigned to you by your faculty.
- Using the Walden Library, locate 1-2 recent (5 years or less) peer-reviewed articles related to the discussion you selected.
By Day 3
Please respond to the discussion prompt assigned by your faculty:
Option A – Gender:
- Explain how your development might have differed if you were born the opposite sex, intersex, or transgender.
- Explain how these differences might have impacted the constructs of your current identity and why.
- Include specific biological and social influences that might have impacted your development.
- Justify your response with references to this week’s Learning Resources and 1–2 peer-reviewed articles from the past 5 years.
Option B – Sexuality:
- Explain the roles that biology, culture, socialization, and age may have in influencing sexual activity and sexual behaviors.
- Explain the influence of sexuality on identity and development with an illustrative example.
- Justify your response with references to this week’s Learning Resources and 1–2 peer-reviewed articles from the past 5 years.
Option C – Sexual Orientation:
- Explain the roles that biology, culture, socialization, and age may have in influencing sexual orientation.
- Explain the influence of sexual orientation on identity and development with an illustrative example.
- Justify your response with references to this week’s Learning Resources and 1–2 peer-reviewed articles from the past 5 years.
------------------------------
Week 6 Cultural
Discussion: Panel Part Three
Module 2 Week 6 includes the Multicultural Panel (Part Three) assignment. (Note: Week 6 does not include anything for the cumulative assignment that is due at the end of Module 2.) The panelists are diverse individuals, each with various identities related to their race, ethnicity, immigration status, nationalist, spirituality, religion, social class, ability status, age, assigned sex at birth, gender identity, and affectional orientation. Panelists will continue their stories by sharing their experiences with oppression, discrimination, power, and privilege based on their age and ability-status.
Directions for Discussion:
Before you begin, watch the Multicultural Panel: Part Three video. Now that you have heard detailed accounts of each panelist, reflect on how your understanding of each panelist has grown. What have you learned? How has watching the panel helped you understand the effects of racism, discrimination, sexism, power, privilege, and oppression? This Discussion posting is an exercise in being able to understand individuals from their own worldview or perspective. In the Multicultural Panel, the panelists discuss their experiences with ageism and ability status.
BY DAY 3
Respond to the following:
- Select a panelist who has experienced oppression, discrimination, or privilege based on their age and/or ability status—either a physical or mental ability.
Note: Try to select a panelist who has not yet been chosen by a classmate. - Share your emotional response and reaction to hearing about the panelist’s experiences.
- Consider whether or not you can identify with the panelist's experience. What are some similarities and/or differences you have?
- Based on the Learning Resources, what is an example of how you will encompass cultural competence and create a positive therapeutic alliance when working with a client similar to the panelist?
Explanation & Answer
Attached.
Running head: MULTICULTURAL PANEL
1
Week 6 Multicultural Panel Discussion
Name
Course
Date
MULTICULTURAL PANEL
2
Week 6 Multicultural Counseling: Panel Part Three
Race is one of the most significant factors which influence identity development and
perception. In the United States, race has been a common contributor to discrimination and
oppression of minorities. Racial discrimination, while has reduced over the years, remains a
major concern for minorities not only in the US but in other countries as well (McManus et al.
2019). Other than influencing identity development, race determines how we associate with
others and how we interact. From the panel covered in the Multicultural Panel: Part
Three video, one panelist who has experienced oppression and discrimination based on their
racial background, is Christine Park. Christine describes herself as a 35 years old Asian woman
who was born in Hawaii to a Third-generation Portuguese mother and a Second-generation
Chinese father (Laureate Education, 2019). Growing up in Hawaii, Christine never experienced
any form of discrimination or oppression based on her ethnicity or racial identity (Laureate
Education, 2019). With the larger population of Hawaii being made up of individuals who are
mixed-raced, Christine considered herself a majority-minority. While here, she was like
everyone else.
Moving away from Hawaii when joining college to a Caucasian-dominated city marked a
significant change for Christine. In college, all the students in Christine’s class were Caucasian,
with her being the only non-majority student from a racial point of view (Laureate Education,
2019). In her new environment, she was identified as a token minority. Its while here that she
realized how different she was from the rest of the students and begun to question her racial
identity as she was no longer a majority (Laureate Education, 2019). To better understand her to
identify, she begun associating with other Asians and groups from Hawaii. Growing up in
Hawaii, Christine had learned and experimented with different cultural practices than she was
MULTICULTURAL PANEL
3
now exposed to. From the Asian culture, one does not speak unless spoken to, which often
portrayed her as anti-social and less active in class (Laureate Education, 2019). Teachers in her
class expected her to be active in class by challenging them and answering questions. However,
she wasn’t used to such and was ...
