01 Jan Attached is the documentation and the structure that it needs to be put into. Each part has the instructions as to what I need in each section. Please let me know if you have any questions.?
Attached is the documentation and the structure that it needs to be put into. Each part has the instructions as to what I need in each section. Please let me know if you have any questions.
Please note that everything in this document needs to be separated out like this and marked as such.
Make sure your research and writing are focused on prevention. What needs to happen to keep people from becoming homeless in the first place?
COUN 6785: Social Change in Action:
Prevention, Consultation, and Advocacy
Social Change Portfolio
Prevention of Homelessness in Ohio
[Insert your name here]
OVERVIEW
Keywords: [include the topic and location of your project here]
Prevention of Homelssness in Ohio
[This section will be completed last, submitted as a blog post during Week 11. Please complete this section using the headings below as a guide. Please write in full sentences using APA style. This section should be no longer than one page].
Goal Statement: [Your prevention-focused goal statement]
Significant Findings: [One paragraph summary of the population, problem, key findings and recommendations. This is like an abstract written for a scholarly research paper. Cite sources as needed]
Objectives/Strategies/Interventions/Next Steps: [At least five. Write these to guide professionals in the field. Include specific action items as well as at least one community-based partner agency, for example, the evidenced-based program in the Theories section].
INTRODUCTION
Prevention of Homelssness in Ohio
[Please provide an introductory paragraph about your Social Change Portfolio topic here. This should just be one paragraph somewhat similar to an abstract that includes about 5 to 8 sentences introducing your topic and location. Please write in full sentences using APA style].
PART 1: SCOPE AND CONSEQUENCES
Prevention of Homelssness in Ohio
ANSWER THIESE QUESTIONS
· The target problem you identified within your community. Select only one problem. This needs to be a public health/mental health problem that can be addressed through prevention.
· Describe the scope of the problem, such as, the prevalence rates in your community, how those rates compare to national averages, and information about trends. Focus on local trends if available but if local data is not available, then describe national trends. For your project, trends refers to whether rates are increasing or decreasing or if there are other changes in the problem over time.
· Describe the consequences of this problem in your community including physical health consequences, mental health consequences, social/educational/family consequences, and economic consequences.
· Provide a one sentence goal statement for your Social Change Portfolio
·
· Please write in full sentences using APA 7 style.
PART 2: SOCIAL-ECOLOGICAL MODEL
Prevention of Homelssness in Ohio
Provide a summary of the Social-Ecological Model to start this section (2-3 sentences are plenty). This is where you demonstrate your mastery of the course content, so explaining the SEM accomplishes that goal. Be sure to cite the learning resources as you describe the model in your paper.
· Regarding the community target problem you chose, describe risk AND protective factors for each of the following: (Please make sure they are separate entries.
· individual,
· peer,
· family,
· school,
· community/cultural levels according to the social-ecological model.
Please write in full sentences using APA 7 style].
PART 3: THEORIES OF PREVENTION
Prevention of Homelssness in Ohio
include the following:
· 1 or 2 theories that you can apply to a prevention program to address the target problem you identified in Week 2 and justify why this theory(ies) is/are appropriate for the problem and population you have identified
· Briefly summarize research support for the theory or theories you chose
· Identify an existing evidence-based program for this target problem
·
Please write in full sentences using APA 7 style].
PART 4: DIVERSITY AND ETHICAL CONSIDERATIONS
Prevention of Homelssness in Ohio
· Conduct a literature review and/or a review of local public health data to identify a specific population (such as LGBT, ethnic minority, etc.) that is affected by the target problem in your community. Cite at least 2 peer-reviewed sources. For example, if your target problem is teenage substance abuse then your broad population is teens. Then, include the following:
· Identify a particular subgroup within that population (e.g., males, a specific ethnic minority group, etc.) that is impacted by this problem in a different way or at increased rates.
· Describe the unique impact or different rates of the problem among this group.
· Based on your research, briefly describe 2 to 3 mechanisms to increase the cultural relevance of a prevention program with the identified population.
· Briefly describe some of the core ethical considerations in prevention programming for this target problem in your community including stakeholder collaboration, informed consent, and confidentiality.
PART 5: ADVOCACY
Prevention of Homelssness in Ohio
· According to the last domain of the MSJCC guidelines (i.e., IV. Counseling and Advocacy Interventions), identify barriers to addressing the target problem at institutional, community, and public policy levels.
· According to the last domain of the MSJCC guidelines (i.e., IV. Counseling and Advocacy Interventions), identify one advocacy action to take to address the target problem at each of the following levels: institutional, community, and public policy levels and further explain why each of these actions might be effective.
Please write in full sentences using APA 7 style formatting. Will provide a PDF of the document to be used with this section – Multicultural and Social Justice Counseling Competencies
REFERENCES
[Please include all references here using APA 7 style formatting].
,
Multicultural and Social Justice Counseling Competencies
Developed by
The Multicultural Counseling Competencies Revisions Committee:
Dr. Manivong J. Ratts, chair (Seattle University)
Dr. Anneliese A. Singh (University of Georgia)
Dr. Sylvia Nassar-McMillan (North Carolina State University),
Dr. S. Kent Butler (University of Central Florida)
Julian Rafferty McCullough (Georgia State University)
Appointed by
Dr. Carlos Hipolito-Delgado
President, Association for Multicultural Counseling and Development (2014-2015)
Endorsed on June 29, 2015 by
Association for Multicultural Counseling and Development Executive Council
A Division of the American Counseling Association
Endorsed on July 20, 2015 by
American Counseling Association Governing Council
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Table of Contents
1. Overview………………………………………………………………………………3 2. Multicultural and Social Justice Counseling Competencies Conceptual Framework…4 3. Multicultural and Social Justice Counseling Competencies…………..……………5-14
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Multicultural and Social Justice Counseling Competencies
The Multicultural and Social Justice Counseling Competencies (MSJCC), which
revises the Multicultural Counseling Competencies (MCC) developed by Sue,
Arredondo, and McDavis (1992) offers counselors a framework to implement
multicultural and social justice competencies into counseling theories, practices, and
research. A conceptual framework (See Figure 1) of the MSJCC is provided to illustrate a
visual map of the relationship between the constructs and competencies being articulated
within the MSJCC. Moreover, quadrants are used to highlight the intersection of
identities and the dynamics of power, privilege, and oppression that influence the
counseling relationship. Developmental domains reflect the different layers that lead to
multicultural and social justice competence: (1) counselor self-awareness, (2) client
worldview, (3) counseling relationship, and (4) counseling and advocacy interventions.
Embedded within the first three developmental domains of the MSJCC are the following
aspirational competencies: attitudes and beliefs, knowledge, skills, and action (AKSA).
The socioecological model is incorporated within the counseling and advocacy
interventions domain to provide counselors a multilevel framework for individual
counseling and social justice advocacy.
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Figure 1
Multicultural and Social Justice Counseling Competencies
Figure 1: Multicultural and Social Justice Counseling Competencies Retrieved from http://www.counseling.org/knowledge-center/competencies. Copyright 2015 by M.J. Ratts, A.A. Singh, S. Nassar-McMillan, S.K. Butler, & J.R. McCullough. Reprinted with permission.
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Multicultural and Social Justice Counseling Competencies
I. Counselor Self-Awareness
Privileged and marginalized counselors develop self-awareness, so that they may explore their attitudes and beliefs, develop knowledge, skills, and action relative to their self-awareness and worldview.
1. Attitudes and beliefs: Privileged and marginalized counselors are aware of
their social identities, social group statuses, power, privilege, oppression, strengths, limitations, assumptions, attitudes, values, beliefs, and biases. Multicultural and social justice competent counselors: • Acknowledge their assumptions, worldviews, values, beliefs, and biases as
members of privileged and marginalized groups. • Acknowledge their privileged and marginalized status in society. • Acknowledge their privileged and marginalized status influences their
worldview. • Acknowledge their privileged and marginalized status provides
advantages and disadvantages in society. • Acknowledge openness to learning about their cultural background as well
as their privileged and marginalized status.
2. Knowledge: Privileged and marginalized counselors possess an understanding of their social identities, social group statuses, power, privilege, oppression, strengths, limitations, assumptions, attitudes, values, beliefs, and biases.
Multicultural and social justice competent counselors: • Develop knowledge of resources to become aware of their assumptions,
worldviews, values, beliefs, biases, and privileged and marginalized status.
• Develop knowledge about the history and events that shape their privileged and marginalized status.
• Develop knowledge of theories that explain how their privileged and marginalized status influences their experiences and worldview.
• Develop knowledge of how their privileged and marginalized status leads to advantages and disadvantages in society.
3. Skills: Privileged and marginalized counselors possess skills that enrich their
understanding of their social identities, social group statuses, power, privilege, oppression, limitations, assumptions, attitudes, values, beliefs, and biases.
Multicultural and social justice competent counselors: • Acquire reflective and critical thinking skills to gain insight into their
assumptions, worldviews, values, beliefs, biases, and privileged and marginalized status.
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• Acquire communication skills to explain how their privileged and marginalized status influences their worldview and experiences.
• Acquire application skills to interpret knowledge of their privileged and marginalized status in personal and professional settings.
• Acquire analytical skills to compare and contrast their privileged and marginalized status and experiences to others.
• Acquire evaluation skills to assess the degree to which their privileged and marginalized status influences their personal and professional experiences.
4. Action: Privileged and marginalized counselors take action to increase self-
awareness of their social identities, social group statuses, power, privilege, oppression, strengths, limitations, assumptions, attitudes, values, beliefs, and biases.
Multicultural and social justice competent counselors:
• Take action to learn about their assumptions, worldviews, values, beliefs, biases, and culture as a member of a privileged and marginalized group.
• Take action to seek out professional development opportunities to learn more about themselves as a member of a privileged or marginalized group.
• Take action to immerse themselves in their community to learn about how power, privilege, and oppression influence their privileged and marginalized experiences.
• Take action to learn about how their communication style is influenced by their privileged and marginalized status.
II. Client Worldview
Privileged and marginalized counselors are aware, knowledgeable, skilled, and action-oriented in understanding clients’ worldview. 1. Attitudes and beliefs: Privileged and marginalized counselors are aware of
clients’ worldview, assumptions, attitudes, values, beliefs, biases, social identities, social group statuses, and experiences with power, privilege, and oppression. Multicultural and social justice competent counselors: • Acknowledge a need to possess a curiosity for privileged and marginalized
clients’ history, worldview, cultural background, values, beliefs, biases, and experiences.
• Acknowledge that identity development influences the worldviews and lived experiences of privileged and marginalized clients.
• Acknowledge their strengths and limitations in working with clients from privileged and marginalized groups.
• Acknowledge that learning about privileged and marginalized clients may sometimes be an uncomfortable or unfamiliar experience.
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• Acknowledge that learning about clients’ privileged and marginalized status is a lifelong endeavor.
• Acknowledge the importance of reflecting on the attitudes, beliefs, prejudices, and biases they hold about privileged and marginalized clients.
• Acknowledge that there are within-group differences and between group similarities and differences among privileged and marginalized clients.
• Acknowledge clients’ communication style is influenced by their privileged and marginalized status.
2. Knowledge: Privileged and marginalized counselors possess knowledge of
clients’ worldview, assumptions, attitudes, values, beliefs, biases, social identities, social group statuses, and experiences with power, privilege, and oppression.
Multicultural and social justice competent counselors: • Develop knowledge of historical events and current issues that shape the
worldview, cultural background, values, beliefs, biases, and experiences of privileged and marginalized clients.
• Develop knowledge of how stereotypes, discrimination, power, privilege, and oppression influence privileged and marginalized clients.
• Develop knowledge of multicultural and social justice theories, identity development models, and research pertaining to the worldview, culture, and life experiences of privileged and marginalized clients.
• Develop knowledge of their strengths and limitations in working with clients from privileged and marginalized groups.
• Develop knowledge of how to work through the discomfort that comes with learning about privileged and marginalized clients.
• Develop a lifelong plan to acquire knowledge of clients’ privileged and marginalized status.
• Develop knowledge of the attitudes, beliefs, prejudices, and biases they hold about privileged and marginalized clients.
• Develop knowledge of the individual, group, and universal dimensions of human existence of their privileged and marginalized clients.
• Develop knowledge of the communication style of their privileged and marginalized client (e.g., high context vs. low context communication, eye contact, orientation to time and space, etc.).
3. Skills: Privileged and marginalized counselors possess skills that enrich their
understanding of clients’ worldview, assumptions, attitudes, values, beliefs, biases, social identities, social group statuses, and experiences with power, privilege, and oppression.
Multicultural and social justice competent counselors: • Acquire culturally responsive evaluation skills to analyze how historical
events and current issues shape the worldview, cultural background,
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values, beliefs, biases, and experiences of privileged and marginalized clients.
• Acquire culturally responsive critical thinking skills to gain insight into how stereotypes, discrimination, power, privilege, and oppression influence privileged and marginalized clients.
• Acquire culturally responsive application skills to apply knowledge of multicultural and social justice theories, identity development models, and research to one’s work with privileged and marginalized clients.
• Acquire culturally responsive assessment skills to identify limitations and strengths when working with privileged and marginalized clients.
• Acquire culturally responsive reflection skills needed to work through the discomfort that comes with learning about privileged and marginalized clients.
• Acquire culturally responsive conceptualization skills to explain how clients’ privileged and marginalized status influence their culture, worldview, experiences, and presenting problem.
• Acquire culturally responsive analytical skills to interpret the attitudes, beliefs, prejudices, and biases they hold about privileged and marginalized clients.
• Acquire culturally responsive conceptualization skills to identify the individual, group, and universal dimensions of human existence of privileged and marginalized clients.
• Acquire culturally responsive cross-cultural communication skills to interact with privileged and marginalized clients.
4. Action: Privileged and marginalized counselors take action to increase self-
awareness of clients’ worldview, assumptions, attitudes, values, beliefs, biases, social identities, social group statuses, and experiences with power, privilege, and oppression.
Multicultural and social justice competent counselors: • Take action by seeking out formal and informal opportunities to engage in
discourse about historical events and current issues that shape the worldview, cultural background, values, beliefs, biases, and experiences of privileged and marginalized clients.
• Take action by attending professional development trainings to learn how stereotypes, discrimination, power, privilege, and oppression influence privileged and marginalized clients.
• Take action by applying multicultural and social justice theories, identity development models, and research to one’s work with privileged and marginalized clients.
• Take action by assessing ones limitations and strengths when working with privileged and marginalized clients on a consistent basis.
• Take action by immersing oneself in the communities in which privileged and marginalized clients reside to work through the discomfort that comes with learning about privileged and marginalized clients.
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• Take action by using language to explain how clients’ privileged and marginalized status influence their culture, worldview, experiences, and presenting problem.
• Take action by pursuing culturally responsive counseling to explore the attitudes, beliefs, prejudices, and biases they hold about privileged and marginalized clients.
• Take action by collaborating with clients to identify the individual, group, and universal dimensions of human existence that shape the identities of privileged and marginalized clients.
• Take action by consistently demonstrating cross-cultural communication skills required to effectively interact with privileged and marginalized clients.
III. Counseling Relationship
Privileged and marginalized counselors are aware, knowledgeable, skilled, and action-oriented in understanding how client and counselor privileged and marginalized statuses influence the counseling relationship.
1. Attitudes and beliefs: Privileged and marginalized counselors are aware of
how client and counselor worldviews, assumptions, attitudes, values, beliefs, biases, social identities, social group statuses, and experiences with power, privilege, and oppression influence the counseling relationship.
Multicultural and social justice competent counselors: • Acknowledge that the worldviews, values, beliefs and biases held by
privileged and marginalized counselors and clients will positively or negatively influence the counseling relationship.
• Acknowledge that counselor and client identity development shapes the counseling relationship to varying degrees for privileged and marginalized clients.
• Acknowledge that the privileged and marginalized status of counselors and clients will influence the counseling relationship to varying degrees.
• Acknowledge that culture, stereotypes, discrimination, power, privilege, and oppression influence the counseling relationship with privileged and marginalized group clients.
• Acknowledge that the counseling relationship may extend beyond the traditional office setting and into the community.
• Acknowledge that cross-cultural communication is key to connecting with privileged and marginalized clients.
2. Knowledge: Privileged and marginalized counselors possess knowledge of how client and counselor worldviews, assumptions, attitudes, values, beliefs, biases, social identities, social group statuses, and experiences with power, privilege, and oppression influence the counseling relationship.
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Multicultural and social justice competent counselors: • Develop knowledge of the worldviews, values, beliefs and biases held by
privileged and marginalized counselors and clients and its influence on the counseling relationship.
• Develop knowledge of identity development theories and how they influence the counseling relationship with privileged and marginalized clients.
• Develop knowledge of theories explaining how counselor and clients’ privileged and marginalized statuses influence the counseling relationship.
• Develop knowledge of how culture, stereotypes, discrimination, power, privilege, and oppression strengthen and hinder the counseling relationship with privileged and marginalized clients.
• Develop knowledge of when to use individual counseling and when to use systems advocacy with privileged and marginalized clients.
• Develop knowledge of cross-cultural communication theories when working with privileged and marginalized clients.
3. Skills: Privileged and marginalized counselors possess skills to engage in discussions with clients about how client and counselor worldviews, assumptions, attitudes, values, beliefs, biases, social identities, social group statuses, power, privilege, and oppression influence the counseling relationship.
Multicultural and social justice competent counselors: • Acquire assessment skills to determine how the worldviews, values,
beliefs and biases held by privileged and marginalized counselors and clients influence the counseling relationship.
• Acquire analytical skills to identify how the identity development of counselors and clients influence the counseling relationship.
• Acquire application skills to apply knowledge of theories explaining how counselor and clients’ privileged and marginalized statuses influence the counseling relationship.
• Acquire assessment skills regarding how culture, stereotypes, prejudice, discrimination, power, privilege, and oppression influence the counseling relationship with privileged and marginalized clients.
• Acquire evaluation skills to determine when individual counseling or systems advocacy is needed with privileged and marginalized clients.
• Acquire cross-cultural communication skills to connect with privileged and marginalized clients.
4. Action: Privileged and marginalized counselors take action to increase their understanding of how client and counselor worldviews, assumptions, attitudes, values, beliefs, biases, social identities, social group statuses, and experiences with power, privilege, and oppression influence the counseling relationship.
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Multicultural and social justice competent counselors: • Take action by initiating conversations to determine how the worldviews,
values, beliefs and biases held by privileged and marginalized counselors and clients influence the counseling relationship.
• Take action by collaborating with clients to identify the ways that privileged and marginalized counselor and client identity development influence the counseling relationship.
• Take action by exploring how counselor and clients’ privileged and marginalized statuses influence the counseling relationship.
• Take action by inviting conversations about how culture, stereotypes, prejudice, discrimination, power, privilege, and oppression influence the counseling relationship with privileged and marginalized clients.
• Take action by collaborating with clients to determine whether individual counseling or systems advocacy is needed with privileged and marginalized clients.
• Take action by using cross-communication skills to connect with privileged and marginalized clients.
IV. Counseling and Advocacy Interventions
Privileged and marginalized counselors intervene with, and on behalf, of clients at the intrapersonal, interpersonal, institutional, community, public policy, and international/global levels.
A. Intrapersonal: The individual characteristics of a person such as knowledge, attitudes, behavior, self-concept, skills, and developmental history.
Intrapersonal Interventions: Privileged and marginalized counselors address the intrapersonal processes that impact privileged and marginalized clients.
Multicultural and social justice competent counselors: • Employ empowerment-based theories to address internalized privilege
experienced by privileged clients and internalized oppression experienced by marginalized clients.
• Assist privileged and marginalized clients develop critical consciousness by understanding their situation in context of living in an oppressive society.
• Assist privileged and marginalized clients in unlearning their privilege and oppression.
• Assess the degree to which historical events, current issues, and power, privilege and oppression contribute to the presenting problems expressed by privileged and marginalized clients.
• Work in communities to better understand the attitudes, beliefs, prejudices, and biases held by privileged and marginalized clients.
• Assist privileged and marginalized clients with developing self-advocacy skills that promote multiculturalism and social justice.
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• Employ quantitative and qualitative research to highlight inequities present in current counseling literature and practices in order to advocate for systemic changes to the profession.
B. Interpersonal: The interpersonal processes and/or groups that provide individuals
with identity and support (i.e. family, friends, and peers).
Interpersonal Interventions: Privileged and marginalized counselors address the interpersonal processes that affect privileged and marginalized clients.
Multicultural and social justice competent counselors: • Employs advocacy to address the historical events and persons that shape and
influence privileged and marginalized client’s developmental history. • Examines the relationships privileged and marginalized clients have with
family, friends, and peers that may be sources of support or non-support. • Assist privileged and marginalized clients understand that the relationships
they have with others may be influenced by their privileged and marginalized status.
• Assist privileged and marginalized clients with fostering relationships with family, friends, and peers from the same privileged and marginalized group.
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