Week 3 Assignment Complete homework exercises in Word o.docx
- 1. Week 3 Assignment Complete homework exercises in Word or Excel. Chapter 4: Exercises 1, 4, 7, 11, 12, 13, 14 https://lms.grantham.edu/webapps/assignment/uploadAssignmen t?content_id=_4337513_1&course_id=_53572_1&group_id=&m ode=view Quick Reference List for APA Formatting 1. When there are only two authors always list both. When you reference them in text, use Jones and Jones (2005). When you reference them at the end of your sentence you use "&" (Jones
- 2. & Jones, 2005). 2. When you list a group of authors in a reference, the first time you use them list all authors unless there are more than six authors e.g. (Jones, Smith, Olson, & Johnson, 2005) The next time you reference them you can use (Jones et al., 2005). 3. Don’t reference every sentence in a paragraph with the same source. Begin your paragraph with Smith and Jones (2005) found…. Until you introduce another source or switch paragraphs it is understood the information is coming from that source. 4. When you reference authors in a sentence such as; Jones and Jones (2005) found ….don't put a comma after or before the date. Use a comma after the date if it is grammatically correct. For example; According to Smith (2003), recent findings have disputed… 5. If you are speaking from your personal experience or stating an opinion or belief, make it clear to the reader that you are the source of information. Professionally speaking, …. Personal experiences have been… 6. References at the end of your post and papers need to be alphabetized. 7. When you summarize an article, as you will need to do for assignments, or when you are citing the literature, do not state "in an article read", "the article I found on …." "the book titled …" It is understood you have read the material, don't tell your readers you have read it. Instead tell the readers what you have found, e.g. Jones and Smith (2003) have identified key elements in a successful therapeutic relationship. 8. Avoid direct quotes in your work. I want to hear what you have to say about the information. Graduate school is the time for you to develop your professional voice and become the expert on a topic. We can all go to the source of information, especially our text books and assigned reading, to read what has been said. Instead, I want to see how you synthesize and apply the material that you have read so I don't want to see direct quotes in your work. Very few things are so important that they
- 3. need to be quoted verbatim. Give us your take on the information 9. Before you can use an acronym the proper name must be used first followed by the abbreviation in parentheses. The American Counseling Association (ACA) is the leading authority in…. Rational Emotive Behavior Therapy (REBT) is a common therapy for the treatment of …..Not all readers will know what you are referring to if you only use the acronym. 10. Proof Proof and Proof your work some more. Make sure you are turning in professional documents each week. Nothing detracts more from the content of a post than a bunch of grammatical errors, typos and bad spacing. 11. Make sure to include a cover page with a running head. Each page should have a page number located in the upper right hand corner. Look at the example on page 41 in your APA manual. Make sure you also have a separate reference page where the references are listed in alphabetical order. Refer to page 59 in your APA manual to see how this is done. 12. If you are citing something written in an edited book, you need to make sure that you cite the author(s) of the chapter you are using and not the editors of the book. When you list the reference in your reference list, you will need to cite the authors of the chapter and then list the editors and the book. Please refer to page 184 of your APA 6th edition Publication Manual for an example of how to do this. 13. Make sure everything in your paper is double spaced. * Read the sample paper in your APA manual starting on page 41; refer to it often for writing format. Most of the referencing and the formatting that you will need to do is represented in that sample paper. Grading Rubric: Application Assignments, Journals, and Final Papers 12 possible points per application/journal assignment
- 4. 20 possible points for final papers There are four primary quality indicators. All written assignments will be scored on the first three indicators (Responsiveness, Content Knowledge, and Quality of Writing). The final indicator (Research, Scholarship, and Professional Style) applies to the Final Paper only, and is worth double points for each criterion. Six-Day Clinical Residency Evaluation Scoring Guide Grading Rubric Criteria 1 Emerging 2 Progressing 3 Meets Standard 4 Exemplary
- 5. RESPONSIVENESS (AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW) (Did the student respond adequately to the paper or writing assignment?) (4 points) Paper or writing assignment is unresponsiveto the requirements given in the instructions. The content misses the point of the assigned or selected topic; and/or relies primarily on anecdotal evidence (e.g., largely composed of student opinion); and/or contains little or no evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content. Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content somewhat misses the point of the assigned or selected topic; and/or lacks in substance, relying more on anecdotal than scholarly evidence (e.g., largely composed of student opinion); and/or contains minimal evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content. Paper or writing assignment is responsive to and meetsthe requirements given in the instructions. It responds to the assigned or selected topic; is substantive and evidence based; demonstrates clearly that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content. Paper or writing assignment is responsive to and exceedsthe
- 6. requirements given in the instructions. It responds to the assigned or selected topic; demonstrates insight beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what is known about the topic, unearths something unanticipated, etc.); is substantive and evidence based; demonstrates that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content. Criteria 1 Emerging 2 Progressing 3 Meets Standard 4 Exemplary CONTENT KNOWLEDGE (Does the content in the paper or writing assignment
- 7. demonstrate an understanding of the important knowledge the paper/assignment is intended to demonstrate?) (4 points) Paper or writing assignment demonstrates/ provides lack of understanding and little or no application of the concepts and issues presented in the course and/or application is inaccurate and contains many omissions and/or errors; and/or no examples or irrelevant examples; and/or no thought-provoking ideas or original thinking; and/or no critical thinking; and/or many critical errors when applying knowledge, skills, or strategies presented in the course. Paper or writing assignment demonstrates/provides minimal understanding and little application of concepts and issues presented in the course, and, while generally accurate, displays some omissions and/or errors; and/or few and/or irrelevant examples; and/or few if any thought-provoking ideas, little original thinking; and/or “regurgitated” knowledge rather than critical thinking; little mastery of skills and/or numerous errors when using the knowledge, skills, or strategies presented in the course. Paper or writing assignment demonstrates/provides basic understanding and application of the concepts and issues presented in the course demonstrating that the student has absorbed the general principles and ideas presented; relevant examples; thought-provoking ideas and interpretations, some original thinking and critical thinking; and mastery and application of knowledge and skills or strategies presented in the course.
- 8. Paper or writing assignment demonstrates/provides in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations or analyses; accurate and perceptive parallels, ideas, opinions, and conclusions) showing that the student has absorbed the general principles and ideas presented and makes inferences about the concepts/issues or connects them to other ideas; rich and relevant examples; thought-provoking ideas and interpretations, new perspectives; original and critical thinking; and mastery and thoughtful/accurate application of knowledge and skills or strategies presented in the course. Criteria 1 Emerging 2 Progressing 3 Meets Standard 4
- 9. Exemplary QUALITY OF WRITING Does the student demonstrate graduate-level writing in papers and written assignments? (4 points) Writing is wellbelow graduate-level writing expectations. The paper uses unclear and inappropriate language; and/or has many errors in spelling, grammar, and syntax; and/or lacks organization in a way that creates confusion for the reader; and/or contains many direct quotes from original source materials and/or consistently and poorly paraphrases rather than using original language; and/or lacks information about a source when citing or paraphrasing it; significant problems adhering to APA style (application papers). Writing is somewhat below graduate-level writing expectations. The paper uses language that is unclear and/or inappropriate; and/or has more than occasional errors in spelling, grammar, and syntax; and/or is poorly organized, is at times unclear and confusing, and has some problems with logical flow; and/or reflects an underuse of original language and an overuse of direct quotes and paraphrases; and/or sometimes lacks information about a source when citing or paraphrasing it; problems adhering to APA style (application papers). Writing is scholarly and meetsgraduate-level writing expectations. The paper uses language that is clear; has a few errors in spelling, grammar, and syntax; is well organized, logical, and clear; uses original language and uses direct quotes
- 10. when necessary and/or appropriate; provides information about a source when citing or paraphrasing it; adheres to APA style with few mistakes (application papers). Writing is scholarly and exceeds graduate-level writing expectations. The paper uses language that is clear, concise, and appropriate; has few if any errors in spelling, grammar, and syntax; is extremely well organized, logical, clear, and never confuses the reader; uses a preponderance of original language and uses direct quotes only when necessary and/or appropriate; provides information about a source when citing or paraphrasing it; adheres to APA style with few or no mistakes (application papers). Criteria 2 Emerging 4 Progressing 6 Meets Standard 8
- 11. Exemplary RESEARCH, SCHOLARSHIP, AND PROFESSIONAL STYLE (use for final papers ONLY) Does thepaper meet graduate-level expectations for research, scholarship, and professional style? (8 points) The paper is substantially below graduate-level expectations for research, scholarship, and professional style. Paper content demonstrates no insight and does not contribute to knowledge in the field; paper content, for the most part, is unsupported by current (within the past five years), primary, and pertinent research/evidence from a variety of peer- reviewed books and journals; and/or does not use or contains pervasive errors (final paper) in APA style
- 12. (including citations, references, use of nonbiased language, clear organization, good editorial style, etc.). The paper is somewhat below graduate-level expectations for research, scholarship, and professional style. Paper content demonstrates little insight and does little to contribute to knowledge in the field; is often supported by older-than-five- year-old research, secondary sources (textbooks and websites), and sources that lack in variety; and/or uses APA form and style (including citations, references, use of nonbiased language, clear organization, good editorial style, etc.), but has frequent errors (final paper). The paper meets graduate-level expectations for research, scholarship, and professional style. Paper content demonstrates insight and contributes to knowledge in the field; is supported by current and pertinent research/evidence (within the previous five years, except for seminal, original research where appropriate) from a variety of peer-reviewed books and journals (rather than textbooks and websites); uses correct APA form and style (including citations, references, use of nonbiased language, clear organization, good editorial style, etc.) with only a few errors (final paper). The paper represents exceptional research, scholarship, and professional style. Paper content demonstrates significant insight and significantly contributes to the knowledge in the field; is well supported by current and pertinent research/evidence (within the previous five years, except for seminal, original research where appropriate) from a variety of primarily primary, peer-reviewed sources (rather than textbooks
- 13. and websites); and consistently uses correct APA form and style (including citations, references, use of nonbiased language, clear organization, good editorial style, etc.) with very few or no errors (final paper). © 2012 Laureate Education, Inc. “Emotional Roadblocks on the Road to Cultural Competence”
- 14. Program Transcript NARRATOR: The roundtable participants continue their discussion in this program, by speaking to the issue of emotional roadblocks. That is, feelings and emotions that serve as barriers or road blocks on the road to cultural competence. DERALD WING SUE: If we're to change the nature of how mental health is practiced, we've got to overcome emotional role blocks that many people seem to engage in when we present our research findings or ideas. When I'm teaching a course on multicultural psychology, or one on awareness of racial, sexist, homophobic, students get angry at me sometimes. And my student evaluations decrease as a result of talking about this. But the worst thing that I think, is that the emotive reactions block them from seeing what is going on. What are some of the emotional roadblocks that you've experienced? THOMAS A. PARHAM: I think one of the things I see is a profound sense of defensiveness. Because an assault on any kind of traditional theory is oftentimes perceived as an assault on them and their culture-- the them, the students.
- 15. But I also see it mixed with a level of tension. Because to the degree that you have a multicultural class, you can have different pockets, where in one pocket it'll be like, hmm, with the resistance. And another pocket will be the validation, like, yes, that's what I've been meaning to say. But I just couldn't find the words the way you just articulated, Dr. Sue. MARIE L. MIVILLE: I have to say, I really like that phrase "emotional roadblocks" because I think all students are on a path to learning. And when they experience those emotional road blocks-- I still remember my very first year teaching a multicultural counseling class. And I was out in the Midwest in mostly white classes, and students felt free to share all sorts of beliefs that still shocked me that they still believed these things. And I had a wonderful colleague who was something of a mentor to me. And she was like, well, Marie, when students are that open about racist beliefs and thoughts, use that. Utilize that. Because that's what you call a teachable moment. It's better than if they feel not free to say those things, hide them. Because that road block is even that much more difficult to uncover and get through. So it's a learning process for me as a teacher, actually, to listen to things that students today. And to put them in the developmental
- 16. perspective. And that's why I really like that term, emotional roadblock. Because it reflects more that ©2012 Laureate Education, Inc. 1 developmental approach that I think is important to think about. And that, it's not just the students that are on a developmental path. It's teachers as well. And how we handle those moments, wherever we are in our own development, is so critical to whether or not those students find a way through, around, and so on, those roadblocks.
- 17. TERESA LAFROMBOISE: I also think, with it being from a developmental perspective, it takes a long time. And having also taught in the Midwest a multicultural course that was required-- that was the first time I'd ever taught it when it was required. And that was really very difficult. Because students were there that didn't want to be there, necessarily. And I would sometimes have a student call me before class and say, it's getting time for class, and my headache is starting again. And because-- DERALD WING SUE: I've heard that too. TERESA LAFROMBOISE: But, that's only one course. And then I would hear from other faculty, because we had this sort of emphasis within the program. And so this would be woven throughout other courses. And I'd here two or three semesters down the line, that student who was suffering with migraines, is now one of the strongest advocates. But it took more than one course, more than one faculty, and also looking at it from so many different points of view. MARIE L. MIVILLE: That's right. It's going to be way more than one course that can really facilitate these road blocks to be moved. I think one course can be absolutely critical in opening up a lot of things. And even to acknowledge, gee, I
- 18. think I might have these roadblocks. We come up with roadblocks in a variety of ways. Things happen to us that are important for us to process. And so that's what makes it so life-long. DERALD WING SUE: Yeah. And it's really-- I think all four of us have taught these courses on multiculturalism. And so, in some ways, we have a commitment to it. We've learned from our experience how to deal with the emotional reactions to the content and the process of what we're delivering. It's what we call, facilitating difficult dialogues on race, gender, and sexual orientation. Why is it so difficult for people to honestly dialogue about race? That has been the question that we've asked and looked at in terms of the literature. And what we have found, in terms of research, is that people have difficulty dialoguing on race. And it brings up all these strong feelings of anger, defensiveness, guilt, feelings of hopelessness, the whole gamut impairs them. ©2012 Laureate Education, Inc. 2
- 19. But what I find, is that a lot of people in training are fearful of dialoguing on race. Because whatever they say or do, it's going to be seen as being racist by either the professor or other people in class. But I think it goes even deeper than that. I think the fear that's so well defended-- and these emotions serve to ward it off-- is at the level that at some point they realize that they are racist. That they do have biases. Now I know students and trainees will get real upset when I say something like, all people have biases, prejudices. All white people are racist. But I think that the level below appearing racist is, it is so hard to acknowledge that you are. Because it shatters the image-- the self-esteem, the self-concept
- 20. of you-- as a good moral, decent individual. And then the third level I think happening with a lot of people, is that if you do get to the point where you acknowledge the biases, then the question is, what do you do about it? Doing something about it may alter the very nature of how you interact and relate to people. If you hear a racist joke by a family member, are you going to-- the threat is to keep you in place by, in some sense, family members saying, you're no longer the Derald that I know. Why can't you keep family harmony? After all, this is your Uncle Jim that said it. You should be more-- all of those things keep a lot of people from really doing something about it. THOMAS A. PARHAM: When you talk about emotional barriers, I think that clearly is a more complex one. Because it relies so much on social validation. And if the social context does not change enough that allows them to get proper feedback, to get reinforced, to get affirmed about confronting the racist, the sexist, the homophobe, the classist, then they're much more comfortable sitting in their silo, comfortable in the idea that, I know this exists, but less willing to step out there. Because now it's not just a function of their own personal comfort zone. It really is an assault on their particular comfortable space. And
- 21. I think students really run through that too. But it also parallels, really, why it is I think the students even feel some of the emotional barriers that you talked about earlier. One of those I see them experience is a sense of loss. And the loss for students, to me, is quite pronounced. Some of them experienced a loss of place like, what is my position in this space? And so now we're learning theories that don't somehow look like me. So now the white students in the room begin to think like the one black student, and the one Latino student, and the 1/2 of-- an American Indian student you can find in the demographic, and the five women and the other folks who've been hanging out on the margins all the time when they're the only person in class. ©2012 Laureate Education, Inc. 3
- 22. I think they also lose a sense of position, in the sense that the dominant theories have always been the positions that are in control. And when you start putting together counter theories to say, well, let me set this aside a minute and reintroduce or introduce different conceptual paradigms. That's a loss of position about being the dominant theme. MARIE L. MIVILLE: And I think that's precisely what makes it so challenging for a lot of white students, or if you have some kind of majority status, to give it up. Because what is there to gain if you lose your position? So I think that is truly the struggle that students are-- any of us looking at our isms-- sexism, racism, sexism-- need to look at is, what are we willing to give up? There's a lot to gain. Everyone around this table knows that. But there's also people-- the roadblock that they face is, what am I going to lose? What am I going to sound like at my next family reunion? And where do I
- 23. get the support in society for that? THOMAS A. PARHAM: Part of what is, I think, also incumbent upon us to teach them, however, is the emotional struggle that they move through in bouncing off both their own newly found insights against the social context that includes family and programs and jobs, et cetera, is exactly what it is they're going to have to navigate for their clients, and help their clients when they struggle with that as well. And so, if we can get them to the other side-- you both talked about in terms of the development process. I think we have a chance. But I don't necessarily get as bugged out as I used to be about the initial reactions the students have, because I know that that's a normal part of the disrupt in me. My job as an educator is to take a student, to take a client, and to disrupt them from that comfortable category of intellectual, emotional, and behavioral, and spiritual apathy. And if, in the process they have to struggle and be uncomfortable with it, I think that's part of the journey that you've got to be able to move through in order to get to be, I think, an effective healer. © 2012 Laureate Education, Inc. ©2012 Laureate Education, Inc. 4