Also, I will assist Laura to understand her own internal working models that were established by past experiences and how they need to be changed in order to establish and positively operate within her current and future
A precursor to acknowledging accepting and respecting the culture of others. Multicultural Education, 14, 15-19. Clay, D. L. (2007). Culturally competent interventions in schools for children with physical health problems. Psychology in The Schools, 44(4), 389-396.
Assessment is continuous throughout the nursing process collecting subjective and objective data to identify individual needs (Webber & Kelly, 2014). Communication underpins the formation of the therapeutic relationship (Whitehouse, 2006). The learning disability nurse must be competent in receptive and expressive communication and interpersonal skills to communicate effectively with individuals with learning disabilities who have cognitive, communication, and sensory impairments, adhering to reasonable adjustments (Royal College of Speech and Language Therapists, 2013; NMC, 2010; Equality Act, 2010). Historical information should be collected; assessment of emotional development can identify childhood experiences that could lead to arrested emotional development, attachment disorders, psycho social masking and difficulties with trust (Beckett, 2013; Frankish, 2013; Bowlby, 1982). Having knowledge of this area can provide rationale for interventions and support the development of the therapeutic relationship (Larson et al., 2011).
learning and personal development. These conclusions gave birth to ‘schools do not make a difference’ interpretation of their work. Later, theorists started focusing on the school environment. Eccles et al. (1993) developed a person-environment fit theory of school engagement.
The authors present the Supervisor Multicultural Competence Inventory (SMCI), a comprehensive framework of multicultural supervision competencies. The authors organized the SMCI guidelines for developing competencies into six domains. The first domain is supervisor-focused personal development and the second domain is supervisee focused personal development. The third domain is conceptualization, which refers to promoting an understanding of the impact of individual and contextual factors on clients’ lives. The fourth domain is skills, which refers to practicing relevant and sensitive interventions when working with diverse clientele.
Pederson (1991) suggests that culture can be defined in a very broad sense to include not only demographic differences (age, gender, place of residence, sexual orientation) but also status variations (social, educational, economic), affiliations (formal and informal), and ethnographic variables such as nationality, religion, ethnicity and language. This author discusses some of the problems and benefits of using such a broad definition but believes that the broad definition ultimately aids the counsellor. If this broad definition is used it is clear that multicultural therapy is valid for all counselling relationships - it is a generic approach to helping people not an exotic one! He therefore suggests that multicultural therapy is a fourth force to be added to the three traditional helping orientations i.e. the psychodynamic approach, the existential – humanistic approach and the cognitive approach. He proposes that people have unique differences but also have common bridges of shared
With an honor code enacted trust between teacher and student will form. A situation like the one depicted in source A would not happen. Source A is stating the irony of saying that spycams improve honor codes. There is no trust in that honor system. Source F also states that “many schools with academic honor codes allow students to take their exams without proctors present, relying on peer monitoring to control cheating”.
Despite the fact that intercultural competence has different terminology when referring to disciple or approach, it can also relate to the debate about global citizenship. Intercultural competence is seen as the capability to develop an objective knowledge, attitude, and skills that prompt visible behavior and communication that are both successful and appropriate in intercultural interaction. In other words, intercultural competence is a range of different skills; cognitive, affective, and behavioral skills that lead to communicate effectively and suitable with different surrounding and culture. Intercultural competence can also be broken down into three constituent elements seen as knowledge, skills, and attitude. (Deardorff, 2006)
Bradford Brown and Jeremy P is an article that provides multiple studies, including their own, on how parenting styles impact who an adolescent associates with and how they communicate with their parents about their peers. Many parents feel that they have a right to know what goes on during their child’s life. Bradford and Brown state that these categories include: social activities with peers, features of specific relationships, and characteristics of their peers. They found that parent ’s
Several factors could have a positive or negative influence on the developing of a person’s identity development. Identity development is the process of exploring and understanding that one is as an individual and as a member of a group and integrating these different dimensions to make sense of past, present, and future experiences, as well as managing different contexts. The path of the development of one’s identity and career development impact a person in young adulthood. It is helpful to go back and reference issues of identity development when studying career-making decisions and career development.
This style of communication can be vastly different from middle-class Caucasians who communicate with a future pretense (1998). Culturally Relevant Interventions When working with Latino client, it’s important to remember that their world view may differ from the world view of the counselor. In order for treatment to be effective and successful counselors need to choice culturally relevant methods and interventions that are going to match the clients world views (Carlson & Carlson, 2000).
Byrd, R., & Hays, D. G. (2013). Evaluating a Safe Space Training for School Counselors and Trainees Using a Randomized Control Group Design. Professional School Counseling, 17(1), 20-31. Authors Rebekah Byrd and Danica G. Hays researched the benefits of training school counselors with Safe Space. The goal was to use this training to increase knowledge, awareness, and the skills counselors may need to work with LGBTQ youth and then attempt to quantify the program’s effectiveness.
It is important for adolescents to feel that obtaining abstinence and attending the necessary sessions for treatment will be beneficial to them. Relationship, refers specifically to the client-therapist relationship. Ms. Heissenbuettel stated that the relationship between the client and the counselor that is assisting them is crucial for their treatment plan. She stated that the Guidance Center goes as far as finding special links about each patient with the specializations of each mental health professional to ensure that a team based on the needs of the client is put together to help them progress successfully through treatment. Last is the empowerment and social context area for engagement.