Final Assignment on Diversity, psychology homework help

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I need help with my final assignment on Diversity. Total pages are 6-8. I've attached the chapter of the textbook covered. I need this in 12 hours!! Thank you!


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Assignment 1: LASA 2: Discrimination: Reflection and Interview Watch the Frontline program online. Frontline: A Class Divided http://www.pbs.org/wgbh/pages/frontline/shows/divided/ A Class Divided explores the nature of prejudice. Third grade teacher Jane Elliott deliberately created a classroom situation to teach her students how it feels to be on the receiving end of discrimination. This is an encore presentation of the classic documentary on third-grade teacher Jane Elliott's "blue eyes/brown eyes" exercise, originally conducted in the days following the assassination of Rev. Martin Luther King Jr. in 1968. This classic classroom experiment, conducted in the late 1960s in a small Midwestern town, demonstrates how quickly and easily schoolchildren can internalize prejudice and discriminate. Years later, these children discuss the valuable lessons they learned from this experiment. Elliott employs this same teaching strategy with a group of adults in the workplace, and discusses their reactions. This assignment is designed to allow you to synthesize what you have been learning about the various dimensions of diversity and the necessity of treating everyone in an inclusive, sensitive and respectful manner. Discrimination Paper Part I: Interpersonal Reflection After viewing the video, consider the following questions and write your response. Your response should be 4-5 pages and should address each question thoroughly, reflecting an accurate representation of what you have learned in this course. Demonstrate scholarship by utilizing supporting resources to justify your ideas and responses: • What did you learn from the film? What scene or scenes do you think you'll still remember a month from now and why those scenes? • Did any part of the film surprise you? Do you think someone with a disability, of a different sexual orientation, an older American or some of a different religion would also find it surprising? Why or why not? • Both Elliott and her former students talk about whether this exercise should be done with all children. What do you think? If the exercise could be harmful to children, as Elliott suggests, what do you think actual discrimination might do? Use an example, different from the example you used to describe labels, from what you have learned about people with disabilities, older people, sexual minorities, or people of differing religions. • How can negative and positive labels placed on a group become selffulfilling prophecies? Use an example from what you have learned about people with disabilities, older people, sexual minorities, or people of differing religions. • Based on what you have learned in this course, discuss an example (either from the video or from your experiences) that illustrates each of the following statements: ◦ Dimensions of diversity may be hidden or visible. ◦ Dimensions of diversity are in a constant state of flux. ◦ Dimensions of diversity are not always clear-cut or easily defined. Discrimination Paper Part II: Personal Interview For Part II of this assignment, you will have a conversation with someone who you feel may have faced discrimination. Examples include someone with a disability, an older American, someone who is a sexual minority, or someone who lives in a multicultural family. After choosing an individual to interview, explain to this individual what you have seen in the Class Divided program. Invite them to watch the program, or parts of the program, with you. After watching or discussing the program, pose the following questions to the individual. Be sure to explain the reason for your questions and why you have selected them to participate in the interview: • What, if any, discrimination do you experience? • How have you coped with this situation? • What do you think needs to change at the cultural level to reduce discrimination? Following your refection (Part I listed above), add 2-3 pages to your paper which addresses the following: • A description of the individual you chose to interview and why. Explain how you went about approaching this individual for the interview. • What are your observations about the person's view of discrimination and how it affects his/her daily life? • Did the interaction with the person change your view of discrimination? If so, explain how the interaction has affected you either positively or negatively. If it did not change your view of discrimination, explain why. • How well do you think you would cope with discrimination from this person's perspective? • Finally, what is the best manner in which to advocate for those facing discrimination? What actions will you change based on what you have learned in this course and how will you serve as an advocate for those individuals who face discrimination? Your final assignment, consisting of both Part I and II, should be approximately 6 -8 pages. Be sure to address each topic listed above and, as appropriate, cite the online course, the textbook, and other credible sources to substantiate the points you are making. For example, when discussing an example of how diversity may be hidden or invisible cite sources, which you have referenced to substantiate the points you are making. Submit your assignment to the M5: Assignment 1 Dropbox by Monday, July 10, 2017. Maximum Assignment 1 Grading Criteria Points Describes what was learned from the film and explains what 20 scene(s) will be remembered. Clarifies how some scenes were personally surprising and 24 addresses how someone else may find the film surprising. Expresses whether the class exercise should be done with all children. Provides an example of how discrimination impacts 20 children. Discusses positive and negative labeling and, with an example, 24 depicts how labeling can become a self-fulfilling prophecy. Provides examples that illustrate how diversity may be hidden, is in a constant state of flux, and how diversity is not always 40 straightforward. Interviews an individual different from them. Describes the individual and reasons for choosing the individual and provides observations about the individual's views on, and experience with, 56 discrimination, and what specific challenges, if any, he or she has faced. Explains whether this interview changed their personal view of discrimination and discusses how the student would cope with 24 discrimination from this person’s perspective. Expresses, personally, how to advocate for those facing discrimination and future actions to take based on what has been 28 learned in this course. Style (8 points): Tone, audience, and word choice Organization (16 points): Introduction, transitions, and conclusion Usage and Mechanics (16 points): Grammar, spelling, and 64 sentence structure APA Elements (24 points): In text citations and references, paraphrasing, and appropriate use of quotations and other elements of style Total: 300 19 Converging Social Justice in Diversity Practice TOPICS COVERED IN THIS CHAPTER • Social Justice and Empowerment • Power and Powerlessness • Social Justice and the Therapeutic Process • Feminist Therapy and Social Justice • Patient Navigation: Social Justice Example • Implications for Mental Health Professionals • Case Study • Summary Several professional organizations across multiple disciplines have implicated racism, sexism, and other forms of oppression as deleterious to health and well-being. An expansion of mental health professionals’ roles includes being active change agents against structural inequalities that foster inequity across race, gender, class, and other sources of identity. Not only in patients’ lives but also in our own do the consequences of social inequalities manifest. Social justice is oriented to an understanding of clients’ situations as well as to the transformation of the very conditions that press down on people’s lives (Vera & Speight, 2003). This transformative work, and to the extent that it is done, describes a social justice framework. Social Justice and Empowerment At its core, social justice is concerned with a just and equitable distribution of resources, advocacy, and empowerment as well as a scrutiny of the processes that lead to inequality (Vera & Speight, 2003). Fairness extends to all people, across race, sexuality, physical makeup, religion, and ability and commits to change in systems, policies, and practices that perpetuate inequality (Fouad, Gerstein, & Toporek, 2006). Thus, social justice is concerned with restructuring, outreach, education, and empowerment (Ivey & Collins, 2003). In addition, social justice does the following: 1 Encourages full participation in society. 2 Facilitates awareness of structural forces that contribute to disease. 3 Advocates for people to grow in their awareness of social responsibility. 4 Unifies people with others who are similarly situated and marginalized. Warren and Constantine (2007) capture social justice as investment and involvement in interpersonal relationships wherein there is unification with “oppressed, marginalized, and disenfranchised groups in various social justice struggles” (p. 232). Warren and Constantine (2007) also discuss the importance of creating environments where people feel physical and psychological safety, resistance to authority, and systemic change. Millions of low-income people (disproportionately people of color) reside in physically and psychologically unsafe areas. Peaceful resistance among some people (e.g., visible people of color) may not be interpreted as peaceful among more powerful others (e.g., the police). Thus, strategies of resistance must be considered with knowledge of this difference otherwise loss of freedom and life can occur. According to Comstock et al. (2008), relational cultural theory is focused on respecting the quality of relationships that marginalized groups have across the life span that are inextricably linked to race, gender, and social identities. They contend that psychotherapy that does not emanate from a multicultural, social justice paradigm is vulnerable to reproducing the systems of subjugation, shame, and oppression that describe the daily lives of many stigmatized groups. Cultural competence among mental health professionals is connected to knowledge of the ways in which cultural oppression and the myriad forms of social inequity contribute to humiliation and isolation among people who are from devalued groups. (See Storytelling: United Work.) Toporek and Williams (2006) conceptualized differences among advocacy, social action, and social justice. In their view, advocacy is a variety of roles that the counseling professional adopts in the interest of clients and includes empowerment, advocacy, and social action. Social action is described as action taken by the counselor external to the client to “confront or act on behalf of client groups” (p. 19). Empowerment is viewed as one goal of counseling and psychotherapy and is often in the service of a social justice paradigm. Pinderhughes (1995) defined empowerment as “achieving reasonable control over one’s destiny, learning to cope constructively with debilitating forces in society, and acquiring the competence to initiate change at the individual and systems level” (p. 136). For McWhirter (1991), empowerment is a process wherein people or groups of people who lack power become cognizant of the power dynamics that operate in their lives (e.g., prejudice, discrimination) and as a result are able to acquire reasonable control in their lives without encroaching on others’ rights. (See Storytelling: Change and Costs.) Empowerment involves educating vulnerable people and communities about resources, information, programs, and behaviors that can improve the overall quality of their lives (Helms, 2003). (See Storytelling: Unable to Accommodate That Request.) Empowerment is a recognition of power disparities and their creation of imbalance, privileging those with the most resources while inferring disadvantage on those who do not have many. Patients who struggle with discrimination, of any kind, need to know that they have a competent clinician who has sociopolitical awareness, which encompasses ethics, social justice, and cultural competence. Failure to recognize patriarchy and classism may contribute to missed opportunities to make organizational changes that encourage equal participation (Hoffman et al., 2005). Mental health professionals are encouraged to identify and have the ability to discuss privileges that they receive in society due to race, class, gender, ability, religion, skin color, accent, and sexuality (Arredondo et al., 1996). This skill supports educating the woman in the following storytelling about resisting people and systems that exploit her and learning to engage in decision making to keep herself and her child safe and secure. In doing so, a social justice paradigm is activated. (See Self-Check Exercise 19.1: Social Justice in Action.) Questions that arise from this case include the following: How might a mental health professional who is multiculturally competent, and ethnically responsible, with a social justice orientation help mothers avoid homelessness when shelters are full? What is our social justice responsibility as mental health professionals for patient care outside of the office hours? Do current ethical guidelines regarding dual relationships impact the range and scope of advocacy for those in the most need? Ethical practice (competence, doing no harm, informed consent, professional boundaries) is critical to social justice work. Three recurring constructs appear to be most salient: respect, responsibility, and social action (Fouad et al., 2006). A position of respect is inclusive of deference to the community, abiding by the community’s strengths, and a stance of humility. Responsibility speaks to duty to serve, being conscientious regarding the nature of one’s service, and not taking advantage of the vulnerability that marginalized communities face. Social action encourages pro bono work and to identify and eradicate practices that are unjust and corrupt (Fouad et al., 2006). Both short- and long-term advocacy and social action considerations for mental health professionals are mentioned below: 1 Maintain and develop relationships with community agencies that provide care for people in need. Even licensed providers who have a cash only policy and do not accept insurance, which speaks to the wealth of patients and perhaps of the provider, need to be aware of community services. 2 Use the Internet to identify emergency funds available through churches, the Red Cross, the YMCA, and similar community agencies for a hotel stay. 3 Contact shelters in adjoining towns and see if transportation can be made to transport a family to a safe place. 4 Contact the local newspaper to write a story about this issue in order to educate the public. 5 Contact social services, which are often connected to food banks and other resources to provide emergency food and clothing. 6 Contact congressional representatives about the need for policy changes that can lead to more shelters for families. Write letters and encourage others to do so. 7 Collaborate with schools to advocate for meals, coats, and after school care. Tutoring, counseling, and other services may be available to help children who are contending with stressful life situations. 8 Encourage the woman to trust that situations change and things do get better. 9 When basic necessities are met, such as shelter and food, encourage the woman to write her narrative and give voice to her experience. This can be empowering. 10 Do not resist the expression of the woman’s confusion, uncertainty, fear, and anger. 11 Encourage and help identify a support group to reduce feelings of isolation. 12 Get support while supporting. Advocacy work is rewarding but also fatiguing as the slow wheels of bureaucracy turn and systems are exposed. 13 Ask patients what they desire. 14 Do not stereotype, project, or distance (Pinderhughes, 1995). 15 Investigate the availability of a patient navigator to help the woman manage and travel to doctor’s appointments. 16 Investigate 12-Step programs, family therapy, and other services and referrals to deal with a multiplicity of challenges that arise when people contend with poverty and the trauma of not having a safe place to sleep at night. 17 Receive consultation and in some cases supervision from other professionals about the best course of action. 18 Explore existing coping skills and behaviors (e.g., panhandling for drugs) and their impact on life quality (e.g., exposure to violence). 19 Give the woman examples of where bias is imbedded in institutions and society. 20 Share how others have coped and survived when confronting a similar situation. To Dulany (1990), empowerment “is another term for finding one’s own voice. In order to speak, we must know what we want to say; in order to be heard, we must dare to speak” (p. 133). A social justice framework asks, “Whose voices are heard first and/or above the others and why?” Vera and Speight (2003) argue that although a multiculturally competent counselor is trained to look for discrimination and develop sensitivity to oppression, counseling professionals are not directed to advocate for the elimination of oppression or exploitation. Mandatory ethics, or action taken to avoid breaking the rules, differs from advocacy. Aspirational ethics, conversely, is taking action at the highest possible level or eliminating oppression, which translates into greater emphasis on prevention, not remediation, and less of a focus on the individual and more on sociohistorical contexts. A communitarian model of justice based on collective decision making and community empowerment is advocated. Helms (2003) contends that the multicultural competencies and its predecessors offer a framework for doing social justice within the existing structure of counseling and psychology. He acknowledges that the reality of social service delivery may not be supportive of a communitarian model of justice that Vera and Speight (2003) advocate. STORYTELLING: UNITED WORK In my research with highly educated black women and their experiences with microaggressions, all 17 women, in their 20s to 50s, stated that microaggressions had occurred in their lives and were chronic. The three researchers, too, ethnically diverse and highly educated black women, had our own experiences with microaggressions. Some of the study participants were in counseling programs where they experienced microaggressions from other students and faculty. I do not know of any faculty or underrepresented graduate student of color who does not contend with regular microaggressions, which are a source of psychological and physical stress. In others words, all of the faculty and students that I know who are from underrepresented groups contend with regular microaggressions. Do microaggressions reflect social injustice? I believe they do, yet why do they exist? More specifically, what can mental health professions do toward changing and restructuring academic and work environments that produce and perpetuate microaggressing behaviors? Dr. Chester Pierce wrote about microaggressions during the 1980s, when I was a graduate student at Harvard. I write about them 30 years later. Are things better? In 1982, I arrived in Cambridge for graduate school without a cell phone or laptop (such technology was not accessible to me, if readily available). There were .25 cent public phones and computer labs. More than three decades later, technology is a different world regarding how we write our manuscripts and communicate with others in the states and abroad. With all of our guidelines, cultural competencies, ethical codes (which were debased by APA’s involvement with torture as noted in the Hoffman Report), benchmark ...
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Raphael_M54
School: New York University

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Running Head: DIVERSITY

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Diversity
Name
Institutional Affiliation
Date

DIVERSITY

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Discrimination Paper Part 1: Interpersonal Reflection
What I learned from the film
The film was very educative and helped a lot in learning a lot about discrimination. From
the film, young children in the third grade were able to see and understand issues such as
discrimination from what they say. It helped support the claim that discrimination occurs due to
social conditioning by the society rather than naturally in people. The children were able to
understand how people of other color were treated unfairly and even given names that would
define or identify them as lesser people. In the fourth minute of the A Class Divided children
were able to name different stereotypes and unfair treatment to other people based on their color
or appearance.
Scenes I will remember in a month
One of the scenes I will always remember is when the teacher stated that blue eyed
people are better than brown-eyed people. One of the children had objected before the teacher
reminded them that his brown eyed father had kicked him. Other children seemed to immediately
support the statement stating that their blue-eyed parents would never kick them (PBS, 1985).
The scene helped show how influential people can mislead others in a small matter of time,
especially in children.
Another scene I will remember was the sixth minute of the video when the children were
asked to open their books on page one hundred and twenty-seven. One of the students was
slower than the others to open her books. Someone in the class immediately suggested that she
did it because she was a brown eye. The stereotypes had already kicked in, and the children were
already influenced. The third scene I will remember is when on Tuesday afternoon the children

DIVERSITY

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were at the playground. Children with brown eyes were devastated and even crying as some of
their blue-eyed friends had stopped playing with them (PBS, 1985). Two of the children also
fought as one of them called the other brown eyes.
These scenes show how fast stereotypes get attached as well as their effects...

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