Unit 2 Seminar

1. Unit 2 Seminar HN 430 Advocacy for Families and Youth

2. Announcements • Unit 2 Project – due Tuesday at midnight (January 20) • Winter Break December 21-January 3 • Unit 3 Discussion board responses due by midnight January 6 • No Unit 3 Seminar • Unit 4 Seminar January 5 @ 9 PM

3. Unit 2 Project • Write a 3-5 page paper that answers the specific questions based on the case study. • Answer all questions completely – use info from the case study, course materials and at least two other resource for depth and support • Each response to each question should be no less than two short paragraphs. Make sure each paragraph is no less than four sentences.

4. Unit 2 project (cont.) • Advocacy Issues: The overall problems or issues that might require assistance or advocacy – think broad social problems – like substance abuse, homelessness, single parent homes, poverty, disabilities, behavior problems, crime, etc. Identify 3 and how you would address each as an advocate for this client • Roadblocks: Specific things that could interfere with the client getting the help they need – more specific to client. Could be cultural/racial issues, transportation, family structure, lack of resources, lack of support systems, etc. Identify 3 and explain why they might be roadblocks

5. Unit 2 project (cont.) Check Doc Sharing! • Ethical Considerations • Must always be considered with every client • Could be things like … • Confidentiality (especially if other family members or other third parties like courts are involved) • Informed consent (making sure the client understands especially when age or language are barriers) • Limits of competence (make sure you don’t perform outside of your qualifications) • Controlling bias and value judgments • Cultural competence and awareness • Specific laws and regulations (HIPPA, Duty to Warn, etc.)

6. Unit 2 project (cont.) • Each paper should include: • A cover page, which includes your name, the name of the class and section, and the date. • Introduction = summarizes your understanding of the case and conclusion = wrap up with ethical considerations • APA citations and references • Review the Grading Rubrics also!

7. Unit 2 project (cont.) • Due by midnight on Tuesday • Review late policy • One letter grade or 15 points deducted per week late • 1 day to 1 week = 15 points; 1 week and 1 day to 2 weeks = 30 points; 2 weeks and 1 day to 3 weeks = 45 points) • No projects accepted more than 3 weeks/units late • Questions?

8. Unit 2 Cultural and Diversity Issues in Advocacy Programs

9. Multicultural Counseling Multicultural counseling is a method of counseling that takes into consideration the backgrounds and environmental experiences of diverse clients and how special needs might be identified and met through the resources of the helping professions.

10. Multicultural Counseling The U.S. population is becoming more racially and ethnically diverse with approximately 30% of Americans currently belonging to racial/ethnic minority groups and projections are that this percentage will increase to 50% within the next 10 years. Based on these changes, professional advocates must be prepared to provide effective services to diverse populations.

11. Reason for Changing Demographics • Higher birth rates of culturally diverse populations • Most immigrants no longer coming from western countries • Immigration rates being largest in American history • Most immigrants are now Asian (35%) or Hispanic (40%) • Changes of Americans are yielding changes in religious composition • Increased awareness of gay and lesbian subculture • More sensitivity to “special groups:” HIV positive, homeless, poor, mentally ill, older persons, etc. • Changes in federal, state, & local laws and more tolerance to difference

12. Culturally Competent Advocate A culturally competent advocate is defined as one who: Has self-awareness of own values and biases, Understands client worldviews, and Intervenes in a culturally appropriate manner. Increasing one’s multicultural competency is a lifelong process

13. Counseling Culturally Diverse Clients Clients present to counseling with complex cultural identities that involve aspects such as socioeconomic status, race, ethnicity, gender, sexual identity, spiritual affiliation, ability status, and age. Need to be conscious and aware of these complex cultural identities. Don’t over-emphasize, but don’t ignore or under-emphasize – find balance.

14. Stages of Becoming a Multiculturally Sensitive Advocate 1. Unawareness of cultural issues. Does not take into consideration an individual’s cultural, ethnic, & religious background as related to the problem. 2. Heightened awareness of cultural issues but feels unprepared to utilize this knowledge with a client.

15. Stages of Becoming a Multiculturally Sensitive Advocate 3. The burden of considering culture. Able to utilize knowledge of cultural diversity but feels overwhelmed withthe task and how to implement. Perceive all problems as relating to culture. 4. Toward cultural sensitivity. Able to be sensitive to culturaldiversity yet also able to view problems as universal issues as well. Understands role of culture on client’s functioning.

16. Examining Common Assumptions • Assumption: Self-disclosure is a characteristic of a healthy personality. • Fact: Some clients view self-disclosure and interpersonal warmth as inappropriate in a professional relationship with an authority figure. • Assumption: Directness and assertiveness are desirable qualities. • Fact: In some cultures, directness is perceived as rudeness and something to be avoided.

17. Examining Common Assumptions • Assumption: It is important for clients to become authentic and self-actualized. • Fact: A creative synthesis between self-actualization and responsibility to the group may be a more realistic goal for some clients. • Assumption: Direct eye contact is a sign of interest and presence, and a lack thereof is a sign of being evasive. • Fact: Many cultural expressions are subject to misinterpretation, including eye contact, silence, personal space, handshaking, dress, formality of greeting, etc.

18. The Helping Relationship and Cultural Diversity: One Model To Gain Cultural Competence, Use the RESPECTFUL Model: • R – Religious/spiritual identity • E – Economic class background • S – Sexual identity • P – Psychological development • E – Ethnic/racial identity • C – Chronological disposition • T – Trauma and other threats to their personal well-being • F – Family history • U – Unique physical characteristics • L – Language and location of residence Other tips and guidance in the document posted in Doc Sharing for Unit 2 starting on page 3-37.

19. Ethical, Professional, and Legal Issues • The culturally different client's right to dignity, respect, and understanding • They deserve a cross-culturally competent professional • HS professionals are aware of own cultural heritage and how it impacts on others • HS professionals understand sociopolitical issues • HS professionals seek ongoing training and supervision • See (see statements 18, 19, 20, and 21 of NOHS ethical code: appendix A)

20. Developmentally Mature Professionals: Open to Developing Multicultural Perspective • Able to work with clients of diverse backgrounds: not prejudicial • Understand their limitations (e.g., eager to learn about others) • Willing to examine his or her own cultural background • Understands that cultural awareness is developmental