Defend your argument with specifics and examples. Your paper should cite at least 2-3 reading sources from this course (not counting Goodin and Chanda’s essays) and 3-4 sources from outside this course, including at least two peer reviewed journal articles from the social sciences (you can include the one you wrote about earlier, if it’s helpful for this assignment.)

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From Articles, Compare and Contrast Nayan Chanda’s argument and Robert Goodin’s arguments about the nature of global governance. Chanda argues global governance today is, as has often been the case throughout history, not keeping up with actual globalization. Goodin argues that a system of not just global governance, but world government, is actually in the process of emerging.

Based on what you’ve learned this semester, write a 5-6 page (double spaced) paper in which you evaluate this controversy–is Goodin correct, or Chanda? Or are they both partially correct? (If you argue they are both partially correct, it’s important to be very specific about exactly how each is partly correct.) Defend your argument with specifics and examples. Your paper should cite at least 2-3 reading sources from this course (not counting Goodin and Chanda’s essays) and 3-4 sources from outside this course, including at least two peer reviewed journal articles from the social sciences (you can include the one you wrote about earlier, if it’s helpful for this assignment.)

 

The important feature to this paper is to construct a clear argument (in the form of “Goodin is correct because X” or “Goodin is right about X, but Chanda has an important point Y”) and to spell it out in your first paragraph. Each subsequent paragraph should help make the case to your readers, using evidence from various readings, and your interpretation of that evidence.

 
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Describe the 3 interrelated pathways presented as explanations for this relationship in this brief. Which do you feel is the strongest? Why?

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Read the issue brief from the Robert Wood Johnson Foundation entitled “Education Matters for Health” 2009, located in the Reading and Study folder for Module/Week 5. Discuss the following points in your thread.

 

  • There appears to be a dose-response relationship between educational attainment and health—the more you get, the better it is. Why this is true is not clearly understood, though several reasonable hypotheses have been proposed. Describe the 3 interrelated pathways presented as explanations for this relationship in this brief. Which do you feel is the strongest? Why?
  • According to data presented in the brief, “the United States is the only industrialized nation where young people currently are less likely than members of their parents’ generation to be high-school graduates.” What evidence is given to support this statement? Why do you think this situation exists? What will it take to correct it?

 

As would be expected, parents’ educational attainment is linked to their children’s health and even their educational attainment. These linkages, in turn, influence the health and educational attainment of their children’s children, as well, perpetuating an endless intergenerational cycle of high (or low) educational attainment and its associated better (or poorer) health. How does this fit with the biblical understanding of multigenerational influence (Exodus 34:6–7)? In what ways can the Church help interrupt the vicious cycle beginning with low educational attainment? Pray that God will use you to be a positive influence on your children in this area or on others whom God will bring across your path.

 

 
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describe a real or hypothetical public policy issue and select which of the two criteria you believe would be the most beneficial to use in deciding a policy.

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“Prescribing Preferred Policies” Please respond to the following:

·              Explain two of the six criteria for policy prescription, (a) effectiveness, (b) efficiency, (c) adequacy, (d) equity, (e) responsiveness, and (f) appropriateness. Then, describe a real or hypothetical public policy issue and select which of the two criteria you believe would be the most beneficial to use in deciding a policy. Provide at least two reasons for your selection.

·              Debate It: Take a position for or against the following statement: Rational choice is not possible. Discuss how different types of rationality are related to different criteria for prescription. Provide at least two reasons and two examples to support your response.

 

 

 

 

Week 6 Discussion 2

“Saving Lives by Prescribing Policies” Please respond to the following:

·              From the case studies, Case 1.1 and Case 5.1, explain two of the major issues. Then, analyze the assumptions that govern safe driving and discuss whether some assumptions are more reasonable than others. Support your position with at least two reasons and one example.

·              From the case studies, Case 1.1 and Case 5.1, recommend the best ways to estimate the value of time and the cost of a gallon of gasoline. Support your position with at least two reasons and one example.

 

 
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Based on what you have read and researched, do you believe that the loss of biodiversity is a concern for humans?

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Should we mount a massive effort to restore ecosystems that we have degraded even though this will be quite costly? For this weeks environmental controversy we explore this question. Using the textbook, and any additional outside resources, answer the questions below. Write a 1-2 paragraph response to the questions posed to you. Remember to cite your sources using APA.

Ecological restoration, which is discussed in your textbook, has a critical role in protecting and understanding the Earth’s environments. Unfortunately, even if personnel and financial resources are available, many sites are too damaged to be effectively restored. In such cases, alternatives to restoration must be pursued, including: rehabilitation, remediation, replacement, or the creation of artificial ecosystems.

Some individuals worry that large-scale ecological restoration could mislead the public into believing that any amount of environmental damage can be undone. Ultimately, a massive and expensive restoration program could be offset by weakened regulations and increased environmental damage in other areas. Furthermore, alternatives to ecological restoration may be able to repair more sites at less cost.

Based on what you have read and researched, do you believe that the loss of biodiversity is a concern for humans? Should the government not only preserve but restore ecosystems that we have degraded the biodiversity even though this will be quite costly?

 
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Complete a web search focusing on policies intended to reduce or eliminate homelessness. Provide an example of a potentially effective response to the problem of homelessness. Define the elements that make this solution effective.

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The Social Imagination and Homelessness

We will learn about many social problems during this course. Some problems are very complex and are typically the result of both individual and social issues. Developing your sociological imagination requires that you see a social problem from many perspectives.

For this discussion, watch the video, Homelessness is a Symptom, which covers the complexity of the problem of homelessness, costs of the problem to individuals and society, and the challenges associated with doing something about the problem.  Also, read The Sociological Imagination and Personal Crises and look at the slide presentation Applying the Sociological Imagination to Homelessness to address the questions below.

  1. In what ways might homelessness be categorized as a social problem?  Explain your reasoning and support your points with examples from the textbook.
  2. Some of the policies suggested in the video involve government policies and funds to address homelessness. Suggest at least one other way that policies and/or programs to address homelessness can be funded.  How do you define what is appropriate use of public funds and how does the use of public funds fit inside or outside of appropriate use?  The policies described in this the video may be controversial. What concerns do you have about these policies?
  3. The sociological imagination asks you to look at what may seem like personal problems as social problems that are experienced widely by groups of people.  Using your sociological imagination, describe the ways in which homeless is a social problem.  Which groups are disproportionately impacted by the social problem?
  4. Complete a web search focusing on policies intended to reduce or eliminate homelessness. Provide an example of a potentially effective response to the problem of homelessness. Define the elements that make this solution effective.

Your initial post should be at least 400 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references. Respond to at least two of your classmates’ posts by Day 7. Comment on the merits or concerns of the solution your peers provided as an alternative response to the problem of homelessness.

 
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Discuss how you primarily relate to your friends and how factors such as the Internet, environment, or upbringing may influence your experience of friendships.

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In this assignment, you have the opportunity to explore your own experience of friendship. In 300-500 words, please consider the ethical dimensions we have explored in the class and describe your understanding of friendship. Discuss how you primarily relate to your friends and how factors such as the Internet, environment, or upbringing may influence your experience of friendships. Please share some of your hopes and/or concerns regarding the state of your current friendships. Please be sure that ethical considerations inform your response.

 

Read:

  • Required:
    • Module Notes: Friendship and Different Abilities
    • Hutchison, P. (1990). “A Qualitative Study of the Friendships of People with Disabilities.” Toronto: G. Allan Roeher Institute. [PDF, File Size 54.5 KB] Retrieved from http://lin.ca/sites/default/files/attachments/CCLR6-12.pdf
    • Ward, A. (2010). “When they don’t have to sit there they don’t. They’ll go and sit somewhere else.” Students with disabilities talk about barriers to friendship. Kairaranga, 11(1), 22-28. [PDF, File Size 116.66 KB] Retrieved from http://files.eric.ed.gov/fulltext/EJ925403.pdf

View:

  • Required:
    • Film: Rory O’Shea Was Here. This can be viewed though ITunes, Youtube, Google Play, or Amazon.
    • A Boy and His Dog Friendship can mean different things to different people. Some philosophers would say that true friendship is only possible between people. Would you characterize this as true friendship? [Video File, 9 min 28 seconds] Retrieved from http://mostamazingplanet.com/dog-three-legs-becomes-boys-best-f
    • Module Note:In this module, we explore the role of disabilities in the development and expression of friendship. We explore some of the barriers to friendship for those who are differently abled, evaluating some of the research surrounding it. We apply philosophical reasoning to analyze some of the challenges that those are differently abled experience, particularly in a classroom environment.Those who have disabilities often prefer to be referred to as “differently abled,” rather than disabled. Differently abled simply means that one has different abilities. For example, if one is without sight, one may have the ability to sense things more tactilely or auditorily. Indeed, one may have more of an astute awareness of how things feel or even sound than one who has complete vision. The point is that one enjoys a different ability, rather than a lack of ability.Research is limited in the area of critical friendships and the differently abled community. We do know that differently abled people have the same desire for affection and companionship as anyone. They also have additional needs around cultivating friendships, wanting less dependency on their families and service care providers (Hutchinson, 2010).

      Studies indicate that the majority of differently abled individuals have no or few friends among those outside of this community. Differently abled individuals are often challenged to cultivate friendships, in part because of the perception that they need services, rather than friendships. A lot of people in this community feel lonely and isolated, and sometimes become overly dependent on their service care workers and families for companionship (Hutchinson, 2010). Part of the challenge is that the family members and service care workers do not often actively support these friendships with persons outside of the community, believing that there would not be much of an interest. As well, there are few opportunities for people who are differently abled to actually interact with those outside their community. Finally, time and energy is spent more on the basic, physical needs of those from this community, rather than focusing on cultivating friendships with those outside of the community. Some families and providers are fearful that this would be viewed as an interference with the natural process.

      The Ward article focuses specifically on the classroom setting, where many of our friendships are fostered and nurtured. Research suggests that those who are differently abled are quite disadvantaged in their ability to make friends and sustain them. Research indicates that there are three primary themes that aid in student friendships: proximity, opportunity, and facilitation. Students often make friends with those who are simply near them in the same class, age group, or environment. Students also need the opportunity to share similar interests and experiences. Finally, especially with younger children, parents often participate in helping to facilitate friendships. In a school environment, instructors often need to take on this facilitation role. Research indicates that this often does not occur, with secondary instructors particularly focused more on teaching the curriculum than addressing student needs (Ward, 2010, p. 23).

       

      According to researchers, there are four key factors that serve to inhibit friendships for those who are differently abled, particularly in a classroom setting. The first are physical barriers, such as narrow doorways or isolated seating.  Intentional attitude barriers entail isolation, bullying, or cruel treatment. Unintentional attitudinal barriers include a lack of knowledge or awareness and physical limitations of the student, such as visual impairment (Ward, 2010, p. 24).

      Additionally, some of the stereotypes are that differently abled people are unable to reciprocate equally in a friendship, having more needs. Reciprocity is understood as key to a healthy, flourishing friendship. Caretakers need to learn to help facilitate these friendships by being less patronizing and more empowering (Hutchison, 1990). Another barrier has traditionally been a reliance on one caregiver as the primary friend. Like the rest of the population, those who are differently abled need a range of friendships outside of the connections they share with their families and caregivers. The movie, Inside I’m Dancing explores this idea and underscores some of the challenges to friendship faced by persons with disabling conditions. In the movie, Michael is befriended by Siobhan, who has been hired as his and Rory’s personal assistant. His inexperience with friendship leads him to view the relationship as more than friendship. It also leads to Rory’s jealousy and conflict.

      The research consensus is that there needs to be greater awareness about the value of friendship, in general, and how it contributes to a better quality of life. There also needs to be more awareness that those who are differently abled need and thrive off of friendships as much as the rest of the population. Understanding that special services, aids, and caregivers cannot and should not provide the primary means of socialization for those from this community is essential. Facilitating friendships outside of services, recreation programs, and those offerings that aim to cultivate socialization, but which seldom succeed, is important. Basically, creating more inclusive and less segregated environments, and treating everyone as capable of genuine, reciprocal friendship is essential (Hutchinson, 2010).

       

      According to researchers, there are four key factors that serve to inhibit friendships for those who are differently abled, particularly in a classroom setting. The first are physical barriers, such as narrow doorways or isolated seating.  Intentional attitude barriers entail isolation, bullying, or cruel treatment. Unintentional attitudinal barriers include a lack of knowledge or awareness and physical limitations of the student, such as visual impairment (Ward, 2010, p. 24).

      Additionally, some of the stereotypes are that differently abled people are unable to reciprocate equally in a friendship, having more needs. Reciprocity is understood as key to a healthy, flourishing friendship. Caretakers need to learn to help facilitate these friendships by being less patronizing and more empowering (Hutchison, 1990). Another barrier has traditionally been a reliance on one caregiver as the primary friend. Like the rest of the population, those who are differently abled need a range of friendships outside of the connections they share with their families and caregivers. The movie, Inside I’m Dancing explores this idea and underscores some of the challenges to friendship faced by persons with disabling conditions. In the movie, Michael is befriended by Siobhan, who has been hired as his and Rory’s personal assistant. His inexperience with friendship leads him to view the relationship as more than friendship. It also leads to Rory’s jealousy and conflict.

      The research consensus is that there needs to be greater awareness about the value of friendship, in general, and how it contributes to a better quality of life. There also needs to be more awareness that those who are differently abled need and thrive off of friendships as much as the rest of the population. Understanding that special services, aids, and caregivers cannot and should not provide the primary means of socialization for those from this community is essential. Facilitating friendships outside of services, recreation programs, and those offerings that aim to cultivate socialization, but which seldom succeed, is important. Basically, creating more inclusive and less segregated environments, and treating everyone as capable of genuine, reciprocal friendship is essential (Hutchinson, 2010).

      Vernon, The Meaning of Friendship:

 
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What areas or conditions can family systems therapy help with? What are some limitations and concerns? from this approach?

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Forum Question:  (please read carefully)

Please address the following multiple questions in your initial posting this week. Family life educators need to consider issues related theory, research, practice and context! Select one of the theories below based on the first letter of your last name.****the first letter of my last name is H**** Conduct research on your theory and create a Storybird to creatively explain the key principles, concepts, meanings and example of your theory. WWW.STORYBIRD.COM . Also address, why this theory is an important element in Family Life Education and  how it is used by today’s CFLEs.

Your Storybird will generate a unique url (link to the storybird).

Once you create your profile using the classroom password, included in another post in this Week’s Forum, you can “create a url connection” in your settings.

In the body of your posted response, provide the url and given a brief overview of your sotrybird (3-5 sentences), then end with a question to the class that they can answer after viewing your storybird.

If this is not working, please let me know!

Family Systems Theory   (A-D)

Human Ecology Theory  (E-G)

Exchange Theory  (H-K)

Family Development Theory   (L-N)

Social Learning Theory    (O-R)

General Sexual Development Theory  (S-U)

Moral Development Theory   (V-Z)

 

FORUM REQUIREMENTS – Please note initial post requirements are unique to this assignment

300 Level Forum Grading Rubric

 

 Possible points Student points
Met initial post deadline (Wednesday)  10
Storybird is creative  10
Storybird addresses selected theory  10
Brief summary and question on Storyboard is provided  10
First response to classmate posted by Sunday  10
First response is at least 150 words  10
First response employs at least 1 citation; can be the text  10
Second response to classmate posted by Sunday  10
Second response is at least 150 words  10
Second response employs at least 1 citation, can be the text  10
 100

 

first response:

New! WEEK 2

Aylee Briones (Aug 8, 2016 4:42 AM) – Read by: 4Mark as ReadReply to This MessageReply

 

Last Edited By Aylee Briones on Aug 9, 2016 2:38 PM

Last Edited By Aylee Briones on Aug 8, 2016 4:45 AM

See attachment for my Storybird… I hope you can all view it.

 

Characteristics of Family Systems Theory:

The family systems theory was introduced by Dr. Murray Bowenin in the late 1960s. Family systems theory is a human behavior theory that views the family as an emotional unit. This theory, proposes that people cannot be understood in isolation from one another, but rather as part of their family (Darling, Cassidy & Powell, 2014).  Members of a family system are interconnected with each other’s. This means that when there is a change in the emotional functioning of one of its members, it also changes the emotional functioning of the others members of the family. In other words, what affect one member of the family unit affects the rest too.

A family is viewed as a social system where each member has a role to play and rules to respect.  Each member of the system is expected to communicate and respond to the other members in a specific way according to their role they have in their family system. Family systems also have subsystems, such as one parent and one child subsystem, the marital subsystem, sibling subsystems, etc.

Concept of Family Systems Theory:

According to Darling, Cassidy & Powell (2014), “The family system is maintained by a boundary that can be perceived as occurring on a continuum ranging from open (allowing elements outside the family to influence it) to closed (becoming self-contained and isolating the family from its environment). Nevertheless, no family is entirely open or entirely closed (Darling, Cassidy & Powell, 2014).  The eight major interlocking concepts of the family systems theory are:

  1. Triangles
  2. Differentiation of self
  3. Nuclear Family Emotional System
  4. Family Projection Process
  5. Multigenerational Transmission Process
  6. Emotional Cutoff
  7. Sibling Position
  8. Societal Emotional Process

The key concept of this theory is differentiation of self and emotional fusion. This concept is about the capacity of a person to distinguish her/himself from his family on both personal and intellectual level (Haefner, 2014).

Key Principles of Family Systems Theory:

The two key elements of family systems theory are structural characteristics and process characteristics. Structural characteristics involves boundaries, subsystems and hierarchies. Process characteristics consist in establishing boundaries, connectedness, separateness, messages, rules and more (Darling, Cassidy & Powell, 2014).

An example of Family Systems Theory is Triangulation.

For example, I have a very close friend whose dad died on a car accident two years ago. After his death, my friend had completely moved into the role of peacemaker. She had mediated the tension between her mother and her older brother since them. My friends’ brother was driving the car the day of the accident. Even it was a terrible accident, he feels that she blames him for what happened. This ongoing triangle is helping detour some of the tension that has been created between mother and son in the family. Triangulation can get complicated if the third party’s involvement is distracting the other two persons from resolving their relationship deadlock.

Why this theory is an important element in Family Life Education and how it is used by today’s CFLEs:

Family Systems Theory is an important element of FLE because it helps us understand the factors that influence individual and family behaviors. It also provides us with insight about what are the most common problems within the family system. Furthermore, family systems theory looks at the reasons behind the changes or problems within the family system, and focuses on how to overcome or deal with them.

Family System Theory is used by many family therapists today. Unlikely other therapies, family system theory encourage individuals to think of problems (depression, marital conflict, acting out teenagers, addictions etc.) in terms of family system. This procedure, encourage individuals to   stop blaming others and in the direction of individual responsibility.

Questions to the class:

Is a family systems framework mostly applicable to seeing whole families? Don’t other frameworks apply better to individuals?

What areas or conditions can family systems therapy help with?

What are some limitations and concerns? from this approach?

How Can Family Systems Therapy Help? This approach may be helpful in addressing conditions such as:

 

Darling, C. A., Cassidy, D., & Powell, L. (2014). Family Life Education. Working with Families across the Lifespan. 3rd ed. Waveland Press, Inc.

Haefner, J. (2014). An Application of Bowen Family Systems Theory. Issues In Mental Health Nursing, 35(11), 835-841. doi:10.3109/01612840.2014.921257

 

Second response:

New! GENERAL SEXUAL DEVELOPMENT THEORY

Takeisha Hailey (Aug 8, 2016 10:46 AM) – Read by: 5Mark as ReadReply to This MessageReply

 

I did the storybird but do not know how to post it so until then…

General Sexual Development Theory’s purpose states that experiencing one’s sexuality is appropriate at every age and stage of life and that sexual learning can enhance healthy, sexual positive attitudes (Cassidy, 2007). Positive attitudes are attitudes that promote experiences that are non-coercive, no risk are taken, no one getting exploited, and there is mutually pleasure between the two. Negative attitudes involve manipulations, fear and denial of a partner. This can later result in years of lack of pleasure with sex.

General Sexual Development Theory Concepts:

1. Begin sexual education at birth.

2. Promote the development of a healthy self-concept.

3. Acknowledge a wide range of values and experiences.

4. Talk honestly and openly about sexual questions and issues.

5. Prepare for realistic long-term relationships.

6. Value the future: career achievements, personal fulfillment, and personal health.

7. Focus on shared responsibility: home, school, community, religious organizations.

8. Address the political implications of change.

 

General Sexual Development Theory Examples:

A positive example is if two people were together and save themselves for marriage then finally gave themselves to each other during the honeymoon. A negative example would be two people recorded themselves having sex. They broke up them one of them posted the recording or sent them to some people as some kind on revenge for them breaking up with them.

Stress the importance of providing more sexual education for neglected audiences like: young adults, parents, and older adults. Counseling should be provided to those who have sexual dysfunctions because of prior

 

General Sexual Development Theory is an important element to family life education because it is important that that everyone, no matter the age learns about sex. I work with infants and this age they began to touch themselves while getting a diaper chance and at first I would gently move their hands away. After having a meeting with some coworkers, the trainers, and administration and the subject came up about the babies touching themselves the administration said we should let them touch themselves because they are exploring their bodies and basically should know what is there.

Keisha

Cassidy, D., Powell, L. (2007). Family Life Education: Working with Families across the Life Span, Second Edition

 
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With reference to the case study, discuss to what extent you agree with the claim that socioeconomic resources have a greater impact on a child’s development and social identity than parenting practices.

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Case Study

Social class has more effect on children than good parenting

Parents’ social class has a greater impact on how well their children perform at school than “good parenting” techniques such as reading bedtime stories, researchers have shown. A study of 11,000 seven-year-old children found that those with parents in professional and managerial jobs were at least eight months ahead of pupils from the most socially disadvantaged homes, where parents were often unemployed.

The researchers, from the University of London, took into account factors such as ethnicity and family size. They tested the children on skills including reading, maths and listening and analysed their teachers’ assessments. The researchers found that parents’ social class had a bigger influence on a child’s progress between the ages of five and seven than a range of parenting techniques, including reading before bedtime. Alice Sullivan, the main author of the study, said the research showed that “while parenting is important, a policy focus on parenting alone is insufficient to tackle the impacts of social inequalities on children”. “Redistributive economic policies may be more effective than policies directly addressing parenting practices,” she said.

This contradicts comments made by Nick Clegg, then deputy prime minister, who suggested that good parenting could make a bigger difference than class to the destiny of a child. Clegg said: “Parents hold the fortunes of the children they bring into this world in their hands. All parents have a responsibility to nurture the potential in their children. I know, like any mother or father, how difficult it can be to find the time and the energy to help, for example, with your children’s homework at the end of a busy day. But the evidence is unambiguous: if we give them that kind of attention and support when they are young, they will feel the benefits for the rest of their lives.”

Adapted from “Social class has more effect on children than good parenting, study finds” by Jessica Shepherd (http://www.theguardian.com/education/)

 

a) Using illustrative examples, identify theories and concepts relevant to the development of the self, explain and demonstrate how the process of socialisation and acquiring a sense of self would be affected by differences in social class. In your answer, please define social class.

(1000 words)

 

b) With reference to the case study, discuss to what extent you agree with the claim that socioeconomic resources have a greater impact on a child’s development and social identity than parenting practices.

(500 words)

 
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How has the issue of drug addiction and the ‘war on drugs’ changed over the past 20 years?  In particular, how have the populations impacted by drugs changed?

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The Changing Face of the War on Drugs in the U.S.

Drug abuse has been defined as a significant social problem. This discussion provides an opportunity to examine this problem as well as the ways in which our reliance on punishment as a solution to drug abuse has changed over the years, given the different populations now impacted by the problem.

For this discussion, review the following resources:

  • Race, poverty and punishment: The impact of criminal sanctions on racial, ethnic, and socioeconomic inequality
  • Opiate Addiction: Sociologists Construct Distinct Profiles For Heroin And Prescription Painkiller Users
  • War on Drugs Failure Gives Way To Treatment in States, Cities
  • Race, poverty and punishment: The impact of criminal sanctions on racial, ethnic, and socioeconomic inequality
  • When Addiction has a White Face
  • Recommended: Chasing Heroin (for transcript click here)

After reviewing the required resources for this discussion, please address each of the following:

  1. How has the issue of drug addiction and the ‘war on drugs’ changed over the past 20 years?  In particular, how have the populations impacted by drugs changed?
  2. Is drug addiction treated as a crime or as a medical issue in our society?  In your informed opinion, which should it be?  Defend your answer using the resources provided.
  3. In your informed opinion, what do you think is the best course of action to address the drug addiction epidemic in the U.S.?  Should it differ by which drug is being abused?  Should it differ by the population using the drugs?
  4. Drug addiction is increasingly impacting whites, women, and middle/upper class people.  How have these changes impacted the social construction of drug addiction in our society?  In other words, how have these changes impacted the ways in which drug abuse is or is not criminalized and how it is treated by the criminal justice system?

Your initial post should be at least 500 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references. Respond to at least two of your classmates’ posts by Day 7. Several topics are possible in this discussion, with some of you focusing on the first points while others are more interested in topics listed later in the list.

 
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Identify and discuss a public policy relevant to this organization and population. Consider the basic principles of social justice and the ways in which mental health agencies demonstrate cultural competence presented in Chapter 4 of the Sue and Sue text.

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Assessment of an Organization

This assignment is a culmination of the work you began in Unit 4, when you were called on to select an organization in your community that provides counseling services to one or more diverse populations (for example, a community mental health clinic, college counseling center, or school) and arrange for an interview by phone or in person. Having collected information in order to assess the role of the organization and its staff in prevention, education, consultation, intervention, and advocacy, and if the agency itself reflects a multicultural environment, it is now time to gather your findings and create your paper.

Address the following in a 5–8 page paper, referring to the data you gather in the interview, your text and course readings, and at least two peer-reviewed articles:

  • Describe the organization, including the following:
    • The organization and the diverse populations it serves, including the cost for services. Who is eligible for services? For example, could an illegal immigrant receive services? Someone without health insurance? Is it accessible to public transportation?
    • The organization’s role in prevention with respect to mental health and the diverse populations it serves. For example, does the organization provide public service announcements, screenings for depression, et cetera?
    • The organization’s role in education on mental health and wellness and the diverse populations it serves. For example, does the organization provide education for clients? To community organizations? To the general public? And if so, in what forms and which staff are responsible?
    • The organization’s role with respect to intervention and the diverse populations it serves. For example, is counseling provided to individuals, couples, families, groups? Is the counseling staff diverse? How do the cultural characteristics of the counselors compare to those of the clients? Do the counselors receive training on culturally competent practice at the organization?
    • The organization’s role with respect to consultation and the diverse populations it serves. For example, do the staff offer consultation services to other professionals in the community, such as medical personnel, law enforcement, school personnel?
    • The organization’s role with respect to advocacy for the diverse populations it serves. For example, do the staff or organization advocate for diverse populations relative to mental health issues at the community level? At the national level? With respect to public policy?
  • Identify and discuss a public policy relevant to this organization and population.
  • Consider the basic principles of social justice and the ways in which mental health agencies demonstrate cultural competence presented in Chapter 4 of the Sue and Sue text.
    • How well does the organization you researched manifest cultural competence?
    • Where would you place this organization on the continuum of cultural competence?
  • Imagine you are hired on as a counselor with this organization upon graduation.
    • What would you see as your role in advocating for and enhancing the cultural proficiency of the organization?
    • What two or three changes with respect to the cultural competence of the organization would you most want to see as a counselor at this organization, and why?
 
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