PSY 624 SNHU LGBTQQ and Becoming Culturally Competent Paper Template page to use is attached, instructions rubric everything needed is attached as well as

PSY 624 SNHU LGBTQQ and Becoming Culturally Competent Paper Template page to use is attached, instructions rubric everything needed is attached as well as essay. InstructionsCultural competence can include, but is not limited to, ethnicity, religious beliefs, LGBTQQ, and disabilities. Select a population that you are not very familiar with and would consider yourself not culturally competent with. Research laws that may specifically impact the population you have selected. In your paper, discuss how you would become increasingly culturally competent with the population selected. Report on the laws you researched and how they may impact working with these clients. In addition, include local resources that you could utilize in developing a culturally competent aftercare plan. Discuss how being culturally competent could impact your role as an expert witness in a future court proceeding. Conduct and include scholarly research to support your response. Running head: CULTURAL COMPETENCE
Cultural Competence
Southern New Hampshire University
April 19, 2020
Samantha Panizo Baiocchi
1
CULTURAL COMPETENCE
2
Introduction
Cultural competence is the way of being able to understand, communicate with, and have
good interaction with people from different cultures or a particular culture. In involves a
situation where one is aware of his view on culture and having a better attitude towards different
cultures, as well as becoming aware of various cultural practices of diverse populations. It is thus
about developing understanding between different people and to be different and open to
different cultural ideas. (Ang & Rockstuhl, 2020).
Selected Population
American Asians and Asians are one population that I can say that I am not familiar with
culturally, and I am not culturally competent. This includes people from Chinese, Japanese,
Philippine ancestry, among others who have settled in the United States. They always face
challenges in establishing their cultural identity by struggling to balance between traditional
culture and the pressure of assimilating into American culture. When working with this
population, one needs to be aware of three philosophies and how they affect Asian culture. These
are Buddhism, Confucianism, and Taoism. (Chin & Kameoka, 2019)
Laws that impact on the population
Some of the laws that may impact on the American Asians include the Immigration Act,
such as illegal immigration reforms and immigrant responsibility Act of 1996. This law required
that there should be worker authentication by employers through phone verification. The law
also required that access to welfare benefits will be more difficult for aliens or immigrants even
though they are legally accepted. This means that this section of the population was affected by
CULTURAL COMPETENCE
3
this law is a negative way. Some sections of the population like the Chinese tend to feed on
animals like dogs and cats according to their culture. Thus the dog and cat meat trade prohibition
Act of 2017 may impact their daily cultural life. This bill outlawed the eating of dogs and cats in
the United States by human beings with high penalties for the violators. These laws can have
some impacts, especially when working from clients from these populations. First, the
immigration laws, as outlined above, may have some adverse effects because even in courts, they
may not be given full freedom to be witnesses or present their case. The enforcement of
immigration laws can change the subjective understanding of the real issues, and the behavior
and mentalities of those involved may affect the broader process. Any proceedings associate with
immigration is seen as criminal trials, thus a challenge. On the law prohibiting the consumption
of the identifies animals, it conflicts with what they believe and practice as a culture, and thus
representing such a client on such an offense can be difficult.
How to become culturally competent
On becoming culturally competent with Asian Americans, the first thing will be learning
about their culture. To integrate well with their backgrounds, I will seek cultural insight through
different materials like journal articles, as well as academic books which have explained in
details about the cultural practices of the population. To better immerse myself in the culture, I
will seek to learn their language because this is vital when it comes to communication, as well as
address the cultural complexities in practice. This means that I learn words and concepts that
don’t exist in my language. By learning their language, I will be able to connect more with them
and ultimately understand their culture. Some of the local resources that can be used for aftercare
may include community-based organizations, which may be commercial or noncommercial but
which works to improve the welfare of the community. They can always offer good follow up
CULTURAL COMPETENCE
4
and aftercare services by providing the necessary support in terms of resources such as
information, medication, as well as observing follow up schedules in line with the beliefs and
cultures of the population. Becoming culturally competent will enable me to become an expert
witness in future court proceedings because I will have been fully engaged in the culture to give
my opinion based on real experience, knowledge, and expertise on the practices of the culture.
With the knowledge, I will be able to offer and provide impartial, independent, and unbiased
evidence to the court.
Conclusion
Cultural competence is an important skill in the current world because it helps an
individual to interact effectively and work as well as developing meaningful relationships with
different people from different cultures. With the world becoming more of a global village, a
person can travel and work in different countries. Thus the importance of integrating with
different people and knowing their cultures, beliefs, and customs.
CULTURAL COMPETENCE
5
References
Ang, S., Ng, K. Y., & Rockstuhl, T. (2020). Cultural Competence. In Oxford Research
Encyclopedia of Psychology.
Chin, D., & Kameoka, V. A. (2019). Mentoring Asian American scholars: Stereotypes and
cultural values. American Journal of Orthopsychiatry, 89(3), 337.
Hi everyone! Here are a few notes that you are required to read in order to survive this term
successfully! ?
Please note upfront, there may be times I do not have easy access to Brightspace. So I mean it when I
say if you have a quick question or are struggling, reach out to me via text at 409-782-2280. I will
respond as soon as I can, which is always faster than an email or discussion post.
•
•
•
REQUIRED TEMPLATES:
o Based on prior experiences teaching this course, I’ve developed some helpful templates for
each assignment that are REQUIRED in order for me to grade. If they are not submitted in
template formats (Microsoft Word is required), I will return to you for correction before
grading, with no penalty for the first two instances.
o If you use my documents and modify them accordingly, you will not have to worry about
spacing, font, formatting issues, or missing a piece of a given assignment.
o Please be sure to delete my comments and any text explaining the template requirements
(e.g., delete my stuff and add your own) prior to submitting.
o This requirement serves two purposes:
? I have found that the majority of student’s submitted better quality papers if they
had headers, and were less likely to omit sections accidently (which happens way
too frequently, even at a master’s level).
? It helps me grade easier! So I really appreciate your cooperation.
o Templates are located in this folder titled PSY 624 AWESOME SAUCE RESOURCES (hey, I
gotta’ make myself laugh sometimes)
FILE NAMES:
o Also for my benefit, please follow this MANDATORY naming convention for all assignments
submitted.
? 1-2 Short Paper_Last Name First Name (e.g., 1-2 Short Paper_Jones Rachell) ;
? 2-2 Short Paper_Last Name First Name (e.g., 2-2 Short Paper_Jones Rachell);
? Milestone One/Two/Three_Last Name First Name (e.g., Milestone One_Jones
Rachell); etc. you get the point.
PLEASE SPELL CHECK AND PROOF READ BEFORE SUBMITTING:
o If you struggle with grammar, use the SNHU writing resources. Ideally at this level I
shouldn’t have to provide you with a lot of grammar/writing feedback, and can just “read
for fun” and content, ensuring you’ve met the requirements.
o That said, I love providing feedback to improve your writing. If you want more detailed
feedback, the responsibility is on YOU to let me know this.
o I will provide detailed feedback on the first writing assignment to give you all an idea of my
expectations of you, as master’s level students, and the kind of feedback I may provide.
o CITE! WHEN IN DOUBT CITE! Too many students fall prey to unintentional plagiarism,
which I believe is also a result of not previously receiving feedback on your writing. Any time
you use information from a source, cite. Better safe than sorry.
? Along those lines, opinions have no place here for the most part. All I mean by this,
is that if you make a statement that sounds like an opinion or fact, use research to
back it up (aka CITE)! If you have nothing to back it up, then get rid of it!
o AVOID DIRECT QUOTES. This is a personal preference and industry preference. This is your
opportunity to practice your paraphrasing skills. Very rarely are direct quotes needed. If I
see “ “, I will automatically make note and tell you to put it IN YOUR OWN WORDS.
?
•
•
•
Use italics for emphasis in your papers in general if you feel it is necessary, which it
usually isn’t (see APA 6th edition manual, page 104-106), and try to reserve
quotation marks for direct quotes, if you feel a direct quote is super duper, totally,
absolutely, necessary. Hint: 99.99% it is NOT.
MY FEEDBACK:
o Writing feedback is generally considered constructive. I have found that the majority of
online students have NOT been given the proper amount of feedback on their writing to
improve, so I feel it’s my duty to provide that. I do not consider this feedback punitive, but
view it as constructive criticism and a learning opportunity for us all, and it rarely counts
against your grade. You are FREE to DISAGREE with something I note, and oftentimes
students do! If you are going to give constructive criticism you have to be willing to accept it
as well, so please do not be afraid of contradicting me or disagreeing with me! I was trained
in a specific style of writing, which of course biases my feedback. If you have a different
style, that is fine. APA formatting issues are nonnegotiable though, and must be addressed.
BREAK OUT YOUR MANUAL (I am waiting for my new one to be delivered, so as long as you
follow 6 or 7, you are good)! 🙂
RESUBMISSIONS:
o BECAUSE OF my detailed feedback, high grading standards, and learning approach …I
provide the opportunity to resubmit assignments.
o Resubmissions must be turned in within one week of receiving your paper back from me.
o Please ensure that you know how to use the Review, and Track Changes functions in Word.
o Resubmissions should NOT include my previous changes (make sure to accept or reject
them) or comments unless you reply to them. Use Track Changes to show any
additions/revisions you have made after you’ve accepted/rejected my changes. If you reject
them, jot me a comment as to why.
o It is your responsibility to hound me for updated grades! I try and catch the ridiculous errors
of Brightspace (assuming there will be similar issues as Blackboard; e.g., 0 grades showing
despite earning full points) but I sometimes miss things. So please, you have my permission
to stay on top of me for that!
DISCUSSION PROMPTS:
o Please ensure you answer EVERY part of the discussion prompt for full points. I grade these
according to your level of effort and the rubric requirements, YOU DO NOT JUST GET FULL
POINTS FOR POSTING NONSENSE OR JUST POSTING PERIOD….
o Please, engage earlier for the benefit of all of us! If everyone waits until Thursday and
Sunday to respond, we don’t have much time to engage with everyone.
o Please ensure that your responses to classmates are substantive. I do not consider “great
post” to be substantive. See the discussion prompt for the required responses to
classmates. I grade accordingly.
o PLEASE SPELL CHECK AND PROOF READ BEFORE HITTING SUBMIT.
Running head: MODULE 2
Module 2 Short Paper
First M. Last
Southern New Hampshire University
Running head: FINAL PROJECT
2
Same Title Goes Here and is Formatted the Same, Nothing Extra Fancy or Different
Introduction to your paper begins here. Make sure to have an impactful first paragraph
that sets the stage for the rest of your paper.
I am requiring the use of headers for you guys, as many struggle with covering
everything, and it also makes grading easier for me, so thank you for your patience and
understanding! So you can use these as examples below, and modify wording accordingly to
whatever/however detailed down you need them, but these are the bare minimum requirements.
Cultural Competence
Discuss how you would become increasingly culturally competent with your selected
population.
Laws
Discuss the relevant laws that might impact your population and working with your
population.
Local Resources
Identify any local resources to your community/state that might be used in developing a
culturally competent aftercare plan with your population. This requires that you do some
investigation!!! It should be resources from where YOU are currently living!
Expert Witnesses
Discuss how cultural competence impacts the expert witness role in a future court
proceeding with your given population. Students in the past fell pray to just stating once or two
generic sentences, which is not appropriate. Discuss this role specifically related to your
population and how it might impact your performance as an expert witness. Consider relevant
laws, barriers, etc.
Running head: FINAL PROJECT
3
Running head: FINAL PROJECT
4
References
Jones, R. L. (2016). Make sure you use your APA manuals to format your references
appropriately: Which I know are required for many courses in your degree program.
Journal of Dr. Jones, 3(1), 1-31.
Zebra, M. R. (2000). Your reference list should be alphabetized as well. Journal of Super
Awesome Zoos, 6(23), 34-89.
Running head: MODULE 2
Module 2 Short Paper
First M. Last
Southern New Hampshire University
Running head: FINAL PROJECT
2
Same Title Goes Here and is Formatted the Same, Nothing Extra Fancy or Different
Introduction to your paper begins here. Make sure to have an impactful first paragraph
that sets the stage for the rest of your paper.
I am requiring the use of headers for you guys, as many struggle with covering
everything, and it also makes grading easier for me, so thank you for your patience and
understanding! So you can use these as examples below, and modify wording accordingly to
whatever/however detailed down you need them, but these are the bare minimum requirements.
Cultural Competence
Discuss how you would become increasingly culturally competent with your selected
population.
Laws
Discuss the relevant laws that might impact your population and working with your
population.
Local Resources
Identify any local resources to your community/state that might be used in developing a
culturally competent aftercare plan with your population. This requires that you do some
investigation!!! It should be resources from where YOU are currently living!
Expert Witnesses
Discuss how cultural competence impacts the expert witness role in a future court
proceeding with your given population. Students in the past fell pray to just stating once or two
generic sentences, which is not appropriate. Discuss this role specifically related to your
population and how it might impact your performance as an expert witness. Consider relevant
laws, barriers, etc.
Running head: FINAL PROJECT
3
Running head: FINAL PROJECT
4
References
Jones, R. L. (2016). Make sure you use your APA manuals to format your references
appropriately: Which I know are required for many courses in your degree program.
Journal of Dr. Jones, 3(1), 1-31.
Zebra, M. R. (2000). Your reference list should be alphabetized as well. Journal of Super
Awesome Zoos, 6(23), 34-89.
Abracen, J., Looman, J., & Anderson, D. (2000). Alcohol and drug abuse in sexual and nonsexual
violent offenders. Sexual Abuse: A Journal of Research and Treatment, 12(4), 263-274.
Ackerman, M. J. (2010). Essentials of forensic psychological assessment. Hoboken, NJ: John Wiley &
Sons, Inc.
ACLU. (2016). The Prison Crisis. Retrieved November 11, 2016, from
https://www.aclu.org/prison-crisis
Act, S. (2015). S. 2123–The Sentencing Reform and Corrections Act (SRCACA) of 2015
(Section-by-Section Summary). Federal Sentencing Reporter, 28(2), 137.
Alleyne v. United States 133 S. Ct. 2151 (2013).
American Psychological Association. (2010). Ethical principles of psychologists and code of
conduct. Retrieved 8 December 2016, from http://www.apa.org/ethics/code/
American Psychological Association. (2013, January). Specialty guidelines for forensic
psychology. Retrieved June 28, 2015, from
http://www.apa.org/practice/guidelines/forensic-psychology.aspx
American Psychological Association (APA). (2013). Statement of the American Psychological
Association regarding pedophilia and the DSM-5. Retrieved from:
http://www.apa.org/news/press/releases/2013/10/pedophilia-mental.aspx.
American Psychological Association (APA). (2016). Ethical principles of psychologists and
code of conduct. Retrieved from: http://www.apa.org/ethics/code/
American Psychological Association (APA). (2017). Trauma. In Psychology topics. Retrieved
from http://www.apa.org/topics/trauma/
Anestis, J. C., & Carbonell, J. L. (2014). Stopping the revolving door: Effectiveness of mental
health court in reducing recidivism by mentally ill offenders. Psychiatric Services, 65(9),
1105-1112.
Angel, C. M., Sherman, L. W., Strang, H., Ariel, B., Bennett, S., Inkpen, N., & Richmond, T. S.
(2014). Short-term effects of restorative justice conferences on post-traumatic stress
symptoms among robbery and burglary victims: a randomized controlled trial. Journal of
Experimental Criminology, 10(3), 291-307.
Antisocial Personality Disorder: Treatment, Management and Prevention. (2010). NICE Clinical
Guidelines, (77). Retrieved November 16, 2016, from
https://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0015230/.
Antunes-Alves, S., & de Stefano, J. (2014). Intimate partner violence: Making the case for joint
couple treatment. The Family Journal, 22(1), 62-68. doi:10.1177/1066480713505056
Ardino, V. (2012). Offending behaviour: the role of trauma and PTSD. European Journal of
Psychotraumatology, 3(10). Doi: 10.3402/ejpt.v3i0.18968
Ashworth, L., Franklin, C., & Viada, J. H. (2014). Campus sexual assault: Prevention,
response, and aftercare. (cover story). Sexual Assault Report, 18(2), 17.
Atkins v. Virginia, 536 U.S. 304 (2002)
Bahr, S. J., Masters, A. L., & Taylor, B. M. (2012). What works in substance abuse treatment
programs for offenders? The Prison Journal, 92(2), 155-174.
Balfour, G. (2015). Surviving incarceration: inside Canadian prisons. Contemporary Sociology:
A Journal of Reviews, 44(6), 841-843.
Barefoot v. Estelle, 463 U.S. 880, 103 S. Ct. 3383, 77 L. Ed. 2d 1090 (1983).
Barefoot v. Estelle, 697 F.2d 593 (5th Cir. 1983).
Barnao, M., & Ward, T. (2015). Sailing uncharted seas without a compass: A review of
interventions in forensic mental health. Aggression and Violent Behavior, 2277-86.
doi:10.1016/j.avb.2015.04.009
Bassman, R. (2005). Mental Illness and the Freedom to Refuse Treatment: Privilege or Right.
Professional Psychology: Research And Practice, 36(5), 488-497. doi:10.1037/07357028.36.5.488
Belcher, J. R., DeForge, B. R., & Jani, J. S. (2005). Inner-city victims of violence and trauma
care: The importance of trauma-center discharge and aftercare planning and violence
prevention programs. Journal of Health & Social Policy, 21(2), 17-34.
doi:10.1300/J045v21n02-02
Belenko, S., Hiller, M., & Hamilton, L. (2013). Treating substance use disorders in the criminal
justice system. Current Psychiatry Reports, 15(11). Doi: 10.1007/s11920-013-0414-z.
Beronio, K., Glied, S., & Frank, R. (2014). How the affordable care act and mental health parity
and addiction equity act greatly expand coverage of behavioral health care. Journal Of
Behavioral Health Services & Research, 41(4), 410-428.
Bilsky, K. D. (2014) Ethical Challenges in Research with Violent Offenders. Paper presented at
the annual meeting of the ASC Annual Meeting, Washington Hilton, Washington, DC.
Retrieved from http://citation.allacademic.com/meta/p516243_index.html.
Bosmans, M. G., van der Knaap, L. M., & van der Velden, P. G. (2016). The predictive value of
t…
Purchase answer to see full
attachment