A Guide For The Degree Completion Program Education Essay

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This module is designed for the adult learner working in the area of human services, psychology, counseling, social work or other people oriented professions. In this module you will survey issues related to working in a multi-cultural world and human diversity, particularly as it relates to the U.S. culture in terms of race, ethnicity, social class, and gender. You will review human diversity issues in terms of Christian thought and belief. The central concern of this course is to expose the adult learner to, and teach them the theoretical and hands on practical knowledge important to cross-cultural helping.

A number of different learning approaches will be utilized which include the textbook and other readings, lectures, multi-media, in-class homework activities and assignments, small discussion groups, journaling, guest speakers, and a six-hour multicultural practicum experience.

MODULE OUTCOMES

To review and examine theoretical perspectives on multi-cultural helping.

To explore and critically analyze what it means to be "culturally competent".

To examine the impact of racism and discrimination on human services and service delivery.

To increase your critical thinking abilities related to human diversity.

To examine and explore multicultural helping from a Christian perspective.

REQUIRED READINGS

Green, J. W. (1999). Cultural Awareness in the Human Service: A Multi-ethnic Approach (3rd Edition). MA: Allyn Bacon ISBN: 0205286321

TEXTBOOK DISCLAIMER

Textbooks for the Human Services (HSS) major are chosen for their primary content. That these textbooks were chosen for this course does not mean that Geneva College would endorse each and every aspect of their content.

POLICY REGARDING ACADEMIC HONESTY

Cheating and plagiarism will not be tolerated Plagiarism is defined as presenting as one's own work, the ideas, representations, or words of another; presenting one's own work without proper acknowledgement of sources; stealing and using the ideas or writings of another without proper citation. Cheating includes copying assignments from another student or giving your work to another student to copy. The value of honest and independent work to student's education and personal growth cannot be over-stressed.

OVERALL LEARNER OBJECTIVES - HSS 202

MODULE OUTCOMES

SESSION ONE: Race, Ethnicity and Culture

The adult student will review and examine conceptual definitions of race, ethnicity and culture and the implications for the human service professional.

SESSION TWO: Help Seeking Behavior- A Model for Cross-Cultural Human service Professionals

The adult student will explore how culture influences help seeking behaviors and will explore skills necessary for effectively working with a diverse culture.

SESSION THREE: Cross-Cultural Learning & Cultural Competency

The adult student will increase their critical learning ability related to human diversity. The student will be able to define and examine the cultural competence concept.

SESSION FOUR: Cross-Cultural Problem Resolution

The adult student will examine the impact of racism and discrimination on human services and service delivery.

SESSION FIVE: A Review of a Minority Ethnic Group

The adult student will give a presentation of their research on a minority ethnic group.

SUMMARY OF MAJOR GRADED ASSIGNMENTS

I. Semester Journal

The adult student is required to participate in and submit a write-up concerning their impressions, thoughts, and experiences about the field of human diversity. This will be done for each chapter that is covered in class. The journals will be checked and reviewed at the end of session 4. The Semester Journal will be worth 100 points, each review worth 25 points. Details concerning the Semester Journal will be presented and discussed in class.

ETHNIC MINORITY PAPER/PRESENTATION -

Multi-Cultural Project

There will be one (1) Multi-cultural project given during the semester worth 200 points. In this project the student will extensively examine a minority ethnic group which will be written-up. The classroom presentation, worth 100 points, will be made during session 5.

The students will break off into four (4) groups and each group will choose one of four minority ethnic groups (African American, Native Americans, Latino's and Asian and Pacific Islanders). Individually, they will research (history to present) their minority group and include in the paper the perspective of the Christian church towards them, the laws and governmental policies that influenced their conditions and the social structure around their needs. Also include how might their history affect their attitude towards social services, and as a social worker / clinician might you take in working with this minority ethnic group. Please make note of what scriptures you would use that might influence your work.

Paper Evaluation

The paper will be evaluated according to the following criteria:

Does this paper make sense as a whole?

Does this paper use appropriate language, grammar, style and syntax?

Does this paper answer the question?

Does this paper include concepts and examples discussed in class?

EVALUATION OF STUDENT WORK

1. Class Participation and Attendance 10%

2. Take Home Assignments 10%

3. Semester Journal 10%

4. Minority Ethnic Group Paper 40%

5. Minority Ethnic Group Presentation 30%

__________

100%

SUMMARY OF ASSIGNMENT

Session One

Race, Ethnicity & Culture

Assignments Due Next Session

1. Read Chapters 1 and 2 in Green Cultural Awareness in the Human Service: A Multi-ethnic Approach

2. Write a 300 word essay on the use of the words race, ethnicity, and culture. Include biblical and historic examples. Describe how the use of these words has changed over time and continues to change depending on the setting and situation. Discuss the importance of the above concepts and related perceptions to the field of human services.

3. Read and do either Considering Cases 1 or 2 (pages 43-44), or Test Drive an Idea 2.

Session Two

Help Seeking Behavior Model

Assignment Due Next Session

1. Read Chapter 3 Green Cultural Awareness in the Human Service: A Multi-ethnic Approach

2. Complete Follow-up at the end of the Chapter: Personal Assessment

Session Three

Cross-Cultural Learning

Assignment Due Next Session

Read Chapter 4 Green Cultural Awareness in the Human Service: A Multi-ethnic Approach

Complete Test Drive an Idea 1 which is on pages 112-113. Answer all nine questions, and be creative and imaginative.

Per Green: What is cultural competency and how might one go about developing oneself to be culturally competent?

Session Four

Cross-Cultural Communication & Problem Resolution

Assignment Due Next Session

1. Minority Ethnic Group Papers

2. Minority Ethnic Group Presentations

Session Five

Minority Ethnic Group Presentations

Assignment Due This Session

1. Minority Ethnic Group Papers are due Today

2. Minority Ethnic Group Presentations are due Today

SESSION ONE

Race, Ethnicity & Culture

Assignments Due this Session:

This is an introduction session; there are no assignments due on this day.

Learners Objective for this Session

The adult student will examine definitions of race, ethnicity and culture

The adult student will review the theories of ethnicity and it's impact on the human service professional

The adult student will become acquainted with the human service model of cultural competence

Session One Class Agenda

Race, Ethnicity & Culture

1. Prayer and Introduction to this module

Class Overview 30 Minutes

2. "What's in a Name" Activity 30 Minutes

3. Introduction- Current Event Activity 30 Minutes

4. MCC Self Assessment 30 Minutes

5. Lecture Chapter 1 60 Minutes

6. Break 15 Minutes

7. Summary & Discussion of Group Activity,

Class Reaction Survey 30 Minutes

8. Wrap Up and Prayer 15 Minutes

Due Next Session

1. Read Chapters 1 and 2 in Green Cultural Awareness in the Human Service: A Multi-ethnic Approach

2. Write a 300 word essay on the use of the words race, ethnicity, and culture. Include biblical and historic examples. Describe how the use of these words has changed over time and continues to change depending on the setting and situation. Discuss the importance of the above concepts and related perceptions to the field of human services.

3. Read and do either Considering Cases 1 or 2 (pages 43-44), or Test Drive an Idea 2.

SESSION ONE

Race, Ethnicity & Culture

The primary purpose of Session One is to review and examine conceptual definitions of race, ethnicity and culture and the implications for the human service professional.

1. Prayer and Introduction to this module 15 Minutes

Open the class with prayer. Invite the students to share any prayer request.

Introduce yourself as the instructor.

Discuss the requirements of this modular course. Be sure to address the following topics:

Clearly explain your make-up policy. Attendance in the DCP (Degree Completion Program is mandatory. However, if a student misses a class session he or she must be assigned make-up work. Often that is in the form of asking a student to write a 2 page paper summarizing the readings due for the session that was missed.

Go over the requirements for the Semester Journal, Out of Class Assignments and the Multi-cultural project; especially the due dates.

Go over the evaluation of the students work, explaining how the grade for the course will be determined.

Give your contact information that may include your address, phone number and or e-mail address so that the student can contact you during and after the modular course.

2. Introduction Activity - "What's in a Name" 30 Minutes

Taken from: "Experiential Activities for Intercultural Learning"

Objective: Break the ice, establish rapport, and engage students with each other easily by focusing on their names. This exercise is designed to create a sense of community in the classroom or among varied groups of people gathered for a common purpose.

Materials: Blackboard and chalk or large sheets of paper and magic markers

Procedure: The facilitator goes to the board and demonstrates first. (The climate established in this demonstration is the key to the exercise.) Those who follow will take their cue from the self-revelations of the facilitator. The participants talk about their names, adding cultural observations where appropriate. For instance, in some cultures the "last name" appears first (China, Japan), or next to last (Hispanic cultures).

The facilitator leaves his/her name on the board and the chalk or marker is passed onto an "alert-looking student" or ask for a volunteer who then goes and dose the same.

Continue until all students have had a turn and their names are on the board. No names are erased, and each person gets to be identified on the board.

3. Group Activity - Current Event 30 Minutes

Objective: To initiate the pattern of active participation throughout the course.

Take a recent or past highly publicized story that involves human behavior, positive or negative, virtuous or villainous, and ask your class why the central characters acted as they did. What are the possible causes of the behavior? Have the students speculate on the variety of factors that shape our everyday actions and interventions. In the summary you may want to note that even in our zeal to help others we are still shaped by our own culture biases that impact why we behave as we do. Conclude by observing that many factors can operate simultaneously, shaping one's thoughts, feelings and actions.

4. Multicultural Counseling Competencies: A Self-Examination 30 Minutes

Have the students complete a self-examination of how well they are able to demonstrate multicultural counseling competencies based on standards proposed by Sue, Arrendondo, and McDavis (1992). It is a self-assessment for their own use in evaluating how well they are doing in moving towards becoming competent as a counselor / social worker of clients whose cultural background differs from their own.

5. Lecture - PowerPoint presentation of Green - Chapter 1 60 Minutes

Race, Ethnicity & Culture in the Human Services

6. Break 15 Minutes

7. Summary, Debriefing of Group Activity: & Class Reaction Survey 30 Minutes

8. Wrap-up & Prayer 15 Minutes

Take a few moments to review assignments due for the next session, and then close with prayer - at times taking prayer request from the students to include in the closing prayer.

SESSION TWO

Help Seeking Behavior Model

Assignments Due this Session:

1. Read Chapters 1 and 2 in Green Cultural Awareness in the Human Service: A Multi-ethnic Approach

2. Write a 300 word essay on the use of the words race, ethnicity, and culture. Include biblical and historic examples. Describe how the use of these words has changed over time and continues to change depending on the setting and situation. Discuss the importance of the above concepts and related perceptions to the field of human services.

3. Read and do either considering Cases 1 or 2 (pages 43-44), or Test Drive an Idea 2.

Learner Objectives for this Session:

The adult student will increase their understanding of the many dimensions of human service with minority ethnic groups.

The adult student will review the Help Seeking Behavior Model.

The adult student will increase their understanding of Cultural Competency as a learnable skill.

Session Two Class Agenda

Help Seeking Behavior Model

1. Opening Prayer 10 Minutes

2. MCT Cultural & Mental Health Exercise 30 Minutes

3. Lecture Chapter 2 30 Minutes

4. Test Drive an Idea #2 30 Minutes

5. Break 30 Minutes

6. "Stranger in a Strange World" Activity 30 Minutes

7. Review of Group Activity 30 Minutes

8. Wrap Up and Prayer 15 Minutes

Due Next Session

1. Read Chapter 3 in Green Cultural Awareness in the Human Service: A Multi- ethnic Approach

2. Complete Follow-up at the end of the Chapter: Personal Assessment.

SESSION TWO

Help Seeking Behavior Model

The primary purpose of Session Two is to explore the skills necessary for effectively working with a diverse culture.

1. Opening Prayer 15 Minutes

Open the class with prayer. Invite the students to share any prayer request.

2. Multi-Cultural Therapy Cultural & Mental Health Exercise 30 Minutes

Have the students, individually, complete the Mental Health Exercise survey. After they have completed the survey have them respond to the following: 1) what is Mental Health? 2) What is Mental Illness? 3) What mental health problems plague your community? 4) Identify Formal and Informal types of helping.

Have the students highlight how they personally seek help/interventions in a time of need. If the classroom is not a diverse group, be prepared with statistics or information on how other subcultures seek help. Conclude the activity with discussion on how not all groups seek help in the same manner or even from the same sources.

3. Lecture - PowerPoint Presentation Green Chapter 2 60 Minutes

Help Seeking Behavior: The Cultural Construction of Care

4. Test Drive an Idea #2 30 Minutes

Chapter 2 Help Seeking Behavior: The Cultural Construction of Care page, 76-77.

5. Break 30 Minutes

6. "Stranger in a Strange World" Activity 30 Minutes

Our first experiences with those of other ethnic groups, races and sometimes, even those of the opposite sex are usually surprising encounters. We learn our expectations are often incorrect. Most often, we learn we have defined ourselves in ways shaped by our own society. This exercise gives you an opportunity to think through the initial thoughts you had about others and consider the ways we structure reality.

Objective: To demonstrate stereotypes and their initial impact on individual assumptions. To show how contact with those of other identity groups can change our understanding of their behavior.

7. Review of Group Activity 30 Minutes

8. Wrap Up & Prayer 15 Minutes

Take a few moments to review assignments due for the next session, and then close with prayer - at times taking prayer request from the students to include in the closing prayer.

SESSION THREE

Cross-Cultural Learning

Assignments Due this Session:

1. Read Chapter 3 Green Cultural Awareness in the Human Service: A Multi-ethnic Approach

2. Complete Follow-up at the end of the Chapter: Personal Assessment

Learner Objectives for this Session:

The adult student will define cross-cultural learning and identify its value in the human service profession.

The adult student will further explore cultural competency ad its developmental process.

Session Three Class Agenda

Cross-Cultural Learning

1. Opening Prayer 10 Minutes

2. "Diversity Jeopardy" Activity 30 Minutes

3. Lecture Chapter 3 30 Minutes

4. Cross Cultural Learning Activity 45 Minutes

5. Break 30 Minutes

6. Guest Speaker Panel - Cultural Competency

In the Christian Church 60 Minutes

7. Summary of Speaker Presentation 15 Minutes

8. Wrap Up and Prayer 15 Minutes

Due Next Session

1. Read Chapter 4 and 5 in Green Cultural Awareness in the Human Service: A Multi- ethnic Approach

2. Test Drive an Idea 1 which is on pages 112-113. Answer all nine questions, and be creative and imaginative.

3. Per Green: What is cultural competency and how might one go about developing oneself to be cultural competent.

SESSION THREE

Cross-Cultural Learning

The primary purpose of Session Three is to increase their critical learning ability related to human diversity

1. Opening Prayer 15 Minutes

Open the class with prayer. Invite the students to share any prayer request.

2. "Diversity Jeopardy" Activity #10 30 Minutes

Concept and Goal: This activity is a class activity that allows you to learn concepts and information about various ethnic American cultures by either developing a simulated Jeopardy television show session or by serving as a contestant. Approximately five students will develop the Diversity Jeopardy game; the remainder of the class will serve as individual contestants. After the game, the class should prepare the discussion questions for class interaction.

Instructions:

Discussion Questions:

3. Lecture - PowerPoint Presentation Green Chapter 3 30 Minutes

Methods of Cross Cultural Social Work

4. Cross Cultural Learning Activity 45 Minutes

In groups of 3-4 (depending upon the number of students in the class) have the student's complete the following: 1) Replicate the "Basics of Cross Cultural Learning" diagram, and briefly describe each step. 2) List and discuss the (3) three steps in cultural competence / cross cultural learning as it relates to your minority ethnic group.

5. Break 30 Minutes

6. Guest Speaker Panel:

Cultural Competency in the Christian Church 60 Minutes

Presenters will discuss cultural competency in the Christian Church from a global and experiential perspective.

7. Question and Answers of Speaker Presentations 15 Minutes

8. Wrap Up and Prayer 15 Minutes

Take a few moments to review assignments due for the next session, and then close with prayer - at times taking prayer request from the students to include in the closing prayer.

SESSION FOUR

Cross-Cultural Communication & Problem Resolution

Assignments Due this Session:

1. Read Chapter 4 Green Cultural Awareness in the Human Service: A Multi-ethnic Approach

2. Test Drive an Idea 1 which is on pages 112-113. Answer all nine questions, and be creative and imaginative.

3. Per Green: What is cultural competency and how might one go about developing oneself to be cultural competent.

Learner Objectives for this Session:

The adult student will explore language / communication and its implication in cross-cultural social work.

The adult student will compare and contrast typical social work interviewing with ethnographic interviewing.

The adult student will explore the concept of cross-cultural problem resolution with minority ethnic groups.

Session Four Class Agenda

Cross- Cultural Problem Resolution

1. Opening Prayer 10 Minutes

2. "Sexist Language" Activity 30 Minutes

3. Lecture Chapter 4 30 Minutes

4. "Direct-Indirect Communication" Activity 45 Minutes

5. Lecture Chapter 5 30 Minutes

6. Video - Cultural Diversity in

Mental Health Counseling 60 Minutes

7. Summary of Video 30 Minutes

8. Wrap Up and Prayer 15 Minutes

Due Next Session

1. Minority Ethnic Group Papers are Due Next Week.

2. Minority Ethnic Group Presentation's is Next Week.

SESSION FOUR

Cross-Cultural Problem Resolution

The primary purpose of Session Four is to examine the impact of racism and discrimination on human services and service delivery.

1. Opening Prayer 15 Minutes

Open the class with prayer. Invite the students to share any prayer request.

2. "Sexist Language" Activity #30 30 Minutes

The objective of this activity is to help students become aware of sexist language, specifically to avoid sexist language and use sex-neutral terms. This is a small group activity. The group should indicate why each statement is sexist and provide a nonsexist alternative. Each small group should then present their responses and prepare the discussion questions for class interactions.

Instructions:

Discussion Questions:

3. Lecture - PowerPoint Presentation Green Chapter 4 30 Minutes

Language & Cross Cultural Social Work

4. "Direct - Indirect Communication" Activity #29 45 Minuets

This exercise uses folktales to examine how cultures differ in whether their communication is direct or indirect. This is a small group activity. After the individual students in the group have read each of the two stories. Each group should then present to the class their responses to questions associated with each story, and prepare the discussion questions for class interaction.

Instructions:

Discussion Questions:

5. Break 30 Minutes

6. Lecture - PowerPoint Presentation Green Chapter 5 45 Minutes

Cross Cultural Problem Resolution

7. Video - Cultural Diversity in Mental Health Counseling 60 Minutes

8. Discussion of Scenarios 15 Minutes

9. Wrap Up & Prayer 15 Minutes

Take a few moments to review assignments due for the next session, and then close with prayer - at times taking prayer request from the students to include in the closing prayer.

SESSION FIVE

A Review of a Minority Ethnic Group

Assignments Due this Session:

1. Minority Ethnic Group Papers are Due Today.

2. Minority Ethnic Group Presentation's is due Today.

Learner Objectives for this Session:

1. The adult student will increase their understanding of other minority ethnic groups and their experience in their entrance in the United States.

Session Five Class Agenda

A Review of a Minority Ethnic Group

1. Opening Prayer 10 Minutes

2. African American Group Presentation 45 Minutes

3. Native American Group Presentation 45 Minutes

4. Break 30 Minutes

5. Latino Presentation 45 Minutes

6. Asian & Pacific Islanders Presentation 45 Minutes

7. Closing Ritual & Prayer 30 Minutes

SESSION FIVE

A Review of a Minority Ethnic Group

The primary purpose of Session Five is to for the adult students to give a presentation of their research on a minority ethnic group.

1. Opening Prayer 15 Minutes

Open the class with prayer. Invite the students to share any prayer request.

2. African American Group Presentation 45 Minutes

3. Native American Group Presentation 45 Minutes

4. Break 30 Minutes

5. Latino Presentation 45 Minutes

6. Asian & Pacific Islanders Presentation 45 Minutes

7. Closing Ritual & Prayer 30 Minutes

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