Archive for month: May, 2022

Should Hire You: Elevator Speech Presentation 

Watch The Elevator Pitch video about creating an elevator speech, and design a one-minute sales pitch tailored toward your chosen career path. It is recommended that you also review the How to Craft an Effective Elevator Speech online resource. Consider the person in your field whom you would most like the opportunity to speak with, and keep this person in mind throughout the process.

In your pitch, specifically discuss your areas of expertise in learning and cognition and how they could be applied to benefit the organization or industry and your future success is this field. Briefly explain any theoretical perspectives that apply to these areas. Record your 30-second to one-minute video presentation utilizing the Canvas recording tool, or using any recording software of your choice. (Quick-start guides for Screencast-O-Matic and YouTube are provided for your convenience should you decide to use these.) It is recommended that you create a script or, at minimum, a list of talking points prior to creating your recording. For an explanation of steps to follow when creating an elevator speech, read the PSY620: Preparing Your Elevator Speechdocument.

Once you have completed your recording, share your pitch with the class by copying and pasting the link for your recording into your discussion post, unless you utilized the Canvas recording tool which does not require this step. Include the name of the person you chose to give your speech to as well as a 50- to 150-word description of the individual’s background, industry, area of expertise, and your rationale for choosing this person.

 

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Unit VII PowerPoint Presentation

Imagine that you are a practicing psychologist, and you are presenting at an upcoming psychology conference. Your chosen topic is childhood and late life/neurocognitive disorders. In your presentation, you want to teach the audience about the issues surrounding these disorders as well as the symptoms and treatments for them. In addition, you want to discuss the similarities and differences seen in the treatment of these disorders. To do this, you will need to prepare a PowerPoint to present to the audience. In your PowerPoint presentation, be sure to include the following elements:

 Describe the issues in the diagnosis of psychopathology in children.

 Describe genuine childhood and late life/neurocognitive disorder changes and common misconceptions about childhood and late life/neurocognitive disorder changes.

 Discuss the description, etiology, and symptoms for childhood and late life/neurocognitive disorders.

 Explain treatment of childhood and late life/neurocognitive disorders.

 Compare and contrast treatment approaches for childhood vs. late life disorders (in terms of the caregivers and support network).

Your PowerPoint presentation must be at least 12 slides in length. In addition to your textbook, you must use a minimum of one scholarly source. Any information from an outside source that is used should be cited appropriately according to APA format. You may use the notes field in PowerPoint to expand on your ideas, if necessary, but this is not required

 

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Key Components for Engaging in Multicultural Competence

LAUNCH PRESENTATION |Transcript

Use your textbook, Sue and Sue’s Counseling the Culturally Diverse: Theory and Practice, to complete the following:

• Read Chapter 2, “The Superordinate Nature of Multicultural Counseling and Therapy,” pages 37–65.
• Read Chapter 9, “Multicultural Evidence-Based Practice,” pages 283–314.
• Read Chapter 13, “Culturally Competent Assessment,” pages 429–451.

Remember, your e-books are available for reading via VitalSource Bookshelf. You can access Bookshelf from the left Course Tools menu or via the optional downloaded application.

Use the Capella University Library to complete the following readings:

• Buckingham, Frings, and Albery’s 2013 article, “Group Membership and Social Identity in Addiction Recovery” in Psychology of Addictive Behaviors, volume 27, issue 4, pages 1132–1140.
• Pedersen’s 1991 article, “Multiculturalism as a Generic Approach to Counseling,” in Journal of Counseling & Development, volume 70, issue 1, pages 6–12.
• Sacks and Peled’s 2008 article, “The Self-Perception of Women Who Live With an Alcoholic Partner: Dialoging With Deviance, Strength, and Self-Fulfillment,” in Family Relations, volume 57, issue 3, pages 390–403.

Multimedia

• Key Components for Engaging in Multicultural Competence. Click Launch Presentation to view the components.

Library Research and Guides

Review the Library Guide ADD5336: Research in Addiction Studies. This tool will be useful in orienting you to library research, counseling journals, and web resources you will want to use in completing assignments for this course.

Optional Readings

The literature is rich with resources to help addiction professionals and therapists delve more deeply into the topics being covered in this course and to pursue their own special interests. In each unit you will find a reference list; look to these for information and use as you wish in your professional development. Please note that it is acceptable to draw from these resources for your discussions and assignments; however, you should not rely exclusively on these resources in completing assignments that require library research.

• In McGoldrick and Hardy’s Re-Visioning Family Therapy: Race, Culture, and Gender in Clinical Practice (2nd ed.), read “Introduction: Re-visioning Family Therapy From a Multicultural Perspective,” pages 3–24.
• Read Duchar, Abraham, and Roman’s 2010 article, “Counselor Attitudes Toward the Use of Motivational Incentives in Addiction Treatment,” in American Journal on Addictions, volume 19, issue 6, pages 496–503.
• Read Ivey’s 1987 article, “The Multicultural Practice of Therapy: Ethics, Empathy, and Dialectics,” in Journal of Social and Clinical Psychology, volume 5, issue 2, pages 195–204.
• Read Jacobs and Kane’s 2010 article, “HIV-Related Stigma in Midlife and Older Women,” in Social Work in Health Care, volume 49, issue 1, pages 68–89.
• Read Richard, Trevino, Baker, and Valdez’s 2010 article, “Negative Reflected Appraisal, Negative Self-Perception, and Drug Use Intentions in a Sample of Suburban High School Students,” in Journal of Child Adolescent Substance Abuse, volume 19, issue 3, pages 193–209.

 

Multicultural Counseling and Therapy (MCT)

Refer to your readings and the mini-lecture by Dr. Sue and prepare a posting that describes your understanding of MCT and review the implications of MCT for counseling practice. How does MCT expand the practices and roles of counselors as therapists, as compared to traditional practices and roles? What is the significance of a client’s social and cultural context within MCT and how does MCT challenge counselors to intervene at the systems level?

 

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Readings

Use your textbook, Sue and Sue’s Counseling the Culturally Diverse: Theory and Practice, to complete the following:

• Read Chapter 3, “Multicultural Counseling Competence for Counselors and Therapists of Marginalized Groups,” pages 71–101.
• Read Chapter 5, “The Impact of Systemic Oppression: Counselor Credibility and Client Worldviews,” pages 145–175.
• Read Chapter 7, “Barriers to Multicultural Counseling and Therapy: Individual and Family Perspectives,” pages 215–246.
• Read Chapter 10, “Non-Western Indigenous Methods of Healing: Implications for Multicultural Counseling and Therapy,” pages 321–347.
• Read Chapter 15, “Counseling American Indians/Native Americans and Alaska Natives,” pages 479–495.

Use the Internet to explore the current demographics in your own state. You will need this information to complete the second discussion for this unit.

Interview with True Thao: Being a Minority Mental Health Counselor

LAUNCH PRESENTATION |Transcript

Native American Ways of Knowing

LAUNCH PRESENTATION |Transcript

Multimedia

• Interview with True Thao: Being a Minority Mental Health Counselor. Click Launch Presentation to watch an interview with True Thao, a mental health counselor based in Minneapolis, Minnesota. True shares his insights and experiences as a Hmong counselor and counseling clients from both the dominant and minority cultures.
• Native American Ways of Knowing. Click Launch Presentation to hear Dr. Kim Spoor share her way of knowing, from the Anishinaabe perspective.

Optional Readings

The literature is rich with resources to help addiction professionals and therapists delve more deeply into the topics being covered in this course and to pursue their own special interests. In each unit you will find a reference list; look to these for information and use as you wish in your professional development. Please note that it is acceptable to draw from these resources for your discussions and assignments; however, you should not rely exclusively on these resources in completing assignments that require library research.

• Read Dana’s 2000 article, “The Cultural Self as Locus for Assessment and Intervention With American Indian/Alaska Natives,” from Journal of Multicultural Counseling & Development, volume 28, issue 2, pages 66–82.
• Read Echo-Hawk’s 2011 article, “Indigenous Communities and Evidence Building,” in Journal of Psychoactive Drugs, volume 43, issue 4, pages 269–275.
• Read Garrett, Garrett, Torres-Rivera, and Roberts-Wilbur’s 2005 article, “Laughing It Up: Native American Humor as Spiritual Tradition,” in Journal of Multicultural Counseling and Development, volume 33, issue 4, pages 194–204.
• Read Gone and Calf Looking’s 2011 article, “American Indian Culture as Substance Abuse Treatment: Pursuing Evidence for a Local Intervention,” in Journal of Psychoactive Drugs, volume 43, issue 4, pages 291–296.
• Read Lane and Simmons’s 2011 article, “American Indian Youth Substance Abuse: Community-Driven Interventions,” in Mount Sinai Journal of Medicine, volume 78, issue 3, pages 362–372.
• Read Larios, Wright, Jernstrom, Lebron, and Sorensen’s 2011 article, “Evidence-Based Practices, Attitudes, and Beliefs in Substance Abuse Treatment Programs Serving American Indians and Alaska Natives: A Qualitative Study,” in Journal of Psychoactive Drugs, volume 43, issue 4, pages 355–359.
• Read Moghaddam and Momper’s 2011 article, “Integrating Spiritual and Western Treatment Modalities in a Native American Substance User Center: Provider Perspectives,” in Substance Use & Misuse, volume 46, issue 11, pages 1431–1437.
• Read Children’s Program Kit: Supportive Education for Children of Addicted Parents from the U.S. Department of Health and Human Services Substance Abuse and Mental Health Services Administration.
• ]

 

Addiction Professional and Client Characteristics

Referring to the unit readings and Tables 7.1 and 7.2, compare the generic characteristics of counseling with respect to culture, class, and language, with Native American characteristics in terms of culture, class, and language. Which characteristics most closely reflect your culture, class, and language?

Refer to Chapter 15 and at least one of the recommended readings and consider the types of mental health concerns you may be likely to encounter in counseling a Native American client, couple, family, or group (for example, the impact of educational disparities on career development). Address the following:

• How would your approach reflect your understanding of your own characteristics and those of your client or clients?
• How would the impact of historical and current oppression be important to your work?
• Discuss the implications of the client’s characteristics and concerns on your counseling and advocacy strategies in terms of problem assessment, goal setting, and interventions that take into account individual, couple, family, and tribal considerations.

Note: This is a graded discussion question. Your instructor will grade your discussion using the Scoring Guide accessed in the Resources and your grade will appear in the courseroom gradebook. You are still responsible for posting two substantial peer responses to other learners’ discussions.

 

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