Week 9 Discussion Response To Classmates

Please no plagiarism and make sure you are able to access all resource on your own before you bid. Main references come from Capuzzi, D., & Stauffer, M. D. (2012) and/or American Psychological Association (2010). You need to have scholarly support for any claim of fact or recommendation regarding treatment. I have also attached my discussion rubric so you can see how to make full points. Please respond to all 3 of my classmates separately with separate references for each response. You need to have scholarly support for any claim of fact or recommendation like peer-reviewed, professional scholarly journals. I need this completed by 07/26/19 at 7pm.

Expectation:

Responses to peers. Note that this is measured by both the quantity and quality of your posts. Does your post contribute to continuing the discussion? Are your ideas supported with citations from the learning resources and other scholarly sources? Note that citations are expected for both your main post and your response posts. Note also, that, although it is often helpful and important to provide one or two sentence responses thanking somebody or supporting them or commiserating with them, those types of responses do not always further the discussion as much as they check in with the author. Such responses are appropriate and encouraged; however, they should be considered supplemental to more substantive responses, not sufficient by themselves.

Read a your colleagues’ postings. Respond to your colleagues’ postings.

Respond in one or more of the following ways:

· Ask a probing question.

· Share an insight gained from having read your colleague’s posting.

· Offer and support an opinion.

· Validate an idea with your own experience.

· Make a suggestion.

· Expand on your colleague’s posting.

1. Classmate (J. R-W)

Looking at today generation we must take in consideration individuals background and how their culture plays a major influence in their life. As future counselors we must be able to not be bias on our clients, social status, religion, sexuality and beliefs because in order for us to assist our client we must not make decision based on their background. Now According to Capuzzi & Stauffer stated that “Operating from a multicultural and social justice framework in career counselling also requires an understanding of oppression” (Capuzzi & Stauffer, p. 113). I think in my current role as a caseworker I deal with a diverse population. One thing I have learned in this field is so educate myself on my client’s background. This has helped me a lot because I can build a positive relationship with my clients. Look at Sue & Sue it stated that “Culturally competent practitioners engage in serving diverse patients with a conscious awareness of their own attitudes, biases and value judgments, which enable them to understand and appreciate the cultural perspectives of their diverse patients (Sue, 1998). I think by allowing us to be bias with in our clients we must be aware of the influence of multicultural counselling and social justice counseling because they were created to reduced bias in counseling and to provide constancy across many diverse backgrounds. Which it all reflects on having an open mind to be able to work successfully with a diverse population.

References

Capuzzi, D. & Stauffer, M. (2012). Career counseling: foundations, perspectives, and applications. New York: Routledge.

Sue, D.W., Carter, R.T., Casas, M.J., Fouad, N.A., Ivey, A.E., Jensen, M., LaFramboise, T.L., Manese, J.E., Ponterotto, J.G., & Vazquez-Nutall, E. (1998). Multicultural counseling competencies: Individual and organizational development. Thousand Oaks, CA: SAGE Publications, Inc .

2. Classmate (T. Rat)

Without facing the possible discriminatory or daily life experiences of another culture or race, we would fall short in fully understanding the perspectives of differing populations. Evaluating biases, and developing awareness of one’s own culture provides a solid foundation to understanding the imposed influences of society, economics, family culture, race, ethnicity and more (Laureate, 2007).

Social justice career counseling provides an opportunity for a counselor to be a competent advocate when working with clients in an unpredictable work climate, locally, nationally, and globally. The impact of the depression and world wars changed the fabric of job availability, but also the transitioning of women into the work force to meet labor needs while men were at war. Federal laws regarding discrimination, equal pay, disabilities act, and other regulations look at the often bias of diversity and affect on careers. It is important for a social justice career counseling to thoroughly understand the working climate, oppression of social/political and economic conditions, by looking outside of normal training (Ratts & Santos, 2012). The Bureau of Labor Statistics (BLR) reports quarterly rates of employment of labor groups (US Dpt. of Labor, 2019). A couple of categories include the marginally attached – which means available and looking for work over the last 12 months, but not counted as unemployed because they are no longer working). Or, the discouraged marginally attached group that is not currently seeking work because they believe no jobs are available for them. While these statistics are national, a career counselor could obtain rates for their local labor markets in order to fully understand what clients are facing and at the very least identify the ‘group’ their client is in and a starting point for learning from the client their experience.

Identity development helps acquire a sense and understanding of oneself within the context of cultural demands and social norms. This will help to bring about increased self-esteem, critical thinking, and insight (Brown & Lent, 2005). Group identities help with self-concept, preservation, recognition, and influence how others interact. An example is the real-life women in the book and movie, Hidden Figures. This demonstrated the success of African American females creating positive images of identity development as black women, practicing bicultural life strategies that enabled them to manage an all-white male culture. Racial identity theory illustrates a range from dissonance, resistance, and awareness conformity. Bicultural method of coping worked, but obviously would be stressful in balancing two cultures. Career counselors must understand that an African-American, for example, holds a position on the conformity range and how their career choices are defined by their value of the range and saliency of their racial/ethnic identity. I would like to think that today’s career counselors would help these same women be authentically themselves and garnered the celebrity at the time of the event, rather than 50 years later.

References

Brown, S. D., & Lent, R. W. (2005). Career development and counseling: Putting theory and research to work. Hoboken, NJ: John Wiley & Sons, Inc.

Laureate Education, Inc. (Executive Producer). (2007). Vocational psychology and counseling: Career counseling and diversity. Baltimore: Author.

Ratts, M. J. & Santos, KA. (2012). Career counseling without borders: Moving beyond traditional career practices of helping. In D. Capuzzi & M. Stauffer (Eds.). Career counseling: Foundations perspectives and applications. (2nd ed., pp. 111-126). NY, NY: Routledge, Taylor & Francis Group.

United States Department of Labor. Bureau of Labor Statistics (July 5, 2019). Retrieved July 22, 2019 from www.bls.gov/news.release/empsit.nr0.htm

3. Classmate (C. Fri)

Multicultural and Diverse Clients

Clients will differ on many aspects, including their cultural backgrounds. A counselor must take into consideration a client’s cultural background, racial identity, and other possible diversities. Development theories and racial identity theories should be evaluated when working with a client that belongs to a minority group. Dr. Luzzo points out within his video this week that many early counseling theories were formed to evaluate, diagnose, and treat Christian, Caucasian boys as most counseling clients fit this profile. As time went on, there became more diverse clients so there began to be a need for diverse theories. He also states that assessing a client’s culture will be very helpful in determining careers that would work well with the client. Research has been done proving that any visible diversity differences between counselor and client could cause biases, prejudices, etc. These issues could be extremely detrimental to the therapeutic relationship that must be established to provide the client with success in their vocational counseling needs. To help to get around these potential issues, a counselor must be aware of his or her own cultural identity, as well as biases and prejudices, in order to face them head-on. Regardless of the client’s race, religion, or gender, each individual has their own “invisible” cultural identity that molds who they are as a person. Our job, as counselors, is to unveil the client’s cultural identity and use it to their advantage when assisting them in their vocational counseling needs (Laureate Education, Inc., 2007).

Development and Racial Identity Theories

When considering those clients that come from racial minority groups, a counselor must learn how to assist these groups as well. Some multicultural counseling perspectives may help when considering this client population. The Multicultural Counseling Competencies focus on three aspects: awareness of values, biases, and assumptions, understanding culturally-different client’s worldview, and development of intervention strategies and techniques that are culturally appropriate. The Advocacy Competencies focus on three types of intervention: client and student, school and community, and public arena. The client and student intervention focuses on empowerment and advocacy. The school and community intervention focuses on community collaboration and systems advocacy. The public arena intervention focuses on public information and social-political advocacy. Identity development models can help the counselor for assisting the client with their racial identity when utilizing career counseling services. Having a complete worldview can also enable a counselor to properly assist minority clients with their counseling needs, as diverse groups may have a different worldview than the “dominant” culture (Capuzzi & Stauffer, 2012).

References

Capuzzi, D. & Stauffer, M. (2012). Career counseling: foundations, perspectives, and applications. New York: Routledge.

Laureate Education, Inc. (Executive Producer). (2007). Vocational psychology and counseling: Career counseling and diversity. Baltimore: Author.

Bottom of Form

Required Resources

· Capuzzi, D., & Stauffer, M. D. (2012). Career counseling: Foundations, perspectives, and applications. (2nd ed.). Boston, MA: Pearson Education.

o Chapter 4, “Career Counseling Without Borders: Moving Beyond Traditional Career Practices of Helping”

Media

· Video: Laureate Education, Inc. (Executive Producer). (2007). Vocational psychology and counseling: Career counseling and diversity. Baltimore: Author with Dr. Darrell Luzzo

Note: The approximate length of this media piece is 17 minutes.

Accessible player  –Downloads– Download Video w/CC Download Audio

Website

· National Career Development Association. (2015). Internet sites for career planning. Retrieved from www.ncda.org/aws/NCDA/pt/sp/resources

Exemplary Proficient Progressing Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?

9 points (28%)

 

Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).

9 points

Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and considered the Learning Resources and colleague postings.

7–8 points

Posts are somewhat responsive to the requirements of the Discussion instructions. Posts are not substantive and rely more on anecdotal evidence (i.e., largely comprised of student opinion); and/or does not adequately demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.

4–6 points

Posts are unresponsive to the requirements of the Discussion instructions; miss the point of the question by providing responses that are not substantive and/or solely anecdotal (i.e., comprised of only student opinion); and do not demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.

0–3 points

Element (2): Critical Thinking, Analysis, and Synthesis: Is the student able to make meaning of the information?

9 points (28%)

 

Posts demonstrate the student’s ability to apply, reflect, AND synthesize concepts and issues presented in the weekly Learning Objectives. Student has integrated and mastered the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience; insights demonstrate significant changes in awareness, self-understanding, and knowledge.

9 points

Posts demonstrate the student’s ability to apply, reflect OR synthesize concepts and issues presented in the weekly Learning Objectives. The student has integrated many of the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience, share insights that demonstrate a change in awareness, self- understanding, and knowledge.

7–8 points

Posts demonstrate minimal ability to apply, reflect, or synthesize concepts and issues presented in the weekly Learning Objectives. The student has not fully integrated the general principles, ideas, and skills presented. There are little to no salient reflections, examples, or insights/experiences provided.

4–6 points

Posts demonstrate a lack of ability to apply, reflect, or synthesize concepts and issues presented in the weekly Learning Objectives. The student has not integrated the general principles, ideas, and skills presented. There are no reflections, examples, or insights/experiences provided.

0–3 points

Element (3): Professionalism of Writing: Does the student meet graduate level writing expectations?

5 points (16%)

 

Posts meet graduate-level writing expectations (e.g., are clear, concise, and use appropriate language; make few errors in spelling, grammar, and syntax; provide information about sources when paraphrasing or referring to it; use a preponderance of original language and directly quote only when necessary or appropriate). Postings are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

5 points

Posts meet most graduate-level writing expectations (e.g., are clear; make only a few errors in spelling, grammar, and syntax; provide adequate information about a source when paraphrasing or referring to it; use original language wherever possible and directly quote only when necessary and/or appropriate). Postings are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

4 points

Posts partially meet graduate-level writing expectation (e.g., use language that is unclear/inappropriate; make more than occasional errors in spelling, grammar, and syntax; provide inadequate information about a source when paraphrasing or referring to it; under-use original language and over-use direct quotes). Postings are at times less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.

2–3 points

Posts do not meet graduate-level writing expectations (e.g., use unclear/inappropriate language; make many errors in spelling, grammar, and syntax; do not provide information about a source when paraphrasing or referring to it; directly quote from original source materials or consistently paraphrase rather than use original language; or are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints).

0–1 points

Element (4):

Responses to Peers: Did the student respond to peer posts and contribute professionally?

9 points (28%)

 

Responds to two or more peers in a manner that significantly contributes to the Discussion.

9 points

Responds to one or more peers in a manner that significantly contributes to the Discussion.

7–8 points

Responds to one or more peers in a manner that minimally contributes to the Discussion.

4–6 points

Does not respond to any peer posts.

0–3 points

  32 points

100%

2528 points

7888%

1421 points

4466%

010 points

031%

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