PSYC4900_Assessment1

docx

School

Herzing University *

*We aren’t endorsed by this school

Course

4900

Subject

Psychology

Date

Dec 6, 2023

Type

docx

Pages

Uploaded by BrigadierUniverseDragonfly36

1 Hannah and Adara: A Case Study This paper delves into the case study of Hannah and Adara, a school counselor and a 15- year-old Muslim-American student of Iraqi descent. Adara's experiences are marked by the challenges of cultural integration and societal bias, compounded by her unique religious and ethnic identity. She grapples with isolation, depression, bullying, and unwarranted labeling by peers. Despite Hannah's encouragement, Adara hesitates to involve her parents in therapy, fearing a lack of support. Adara revealed thoughts of self-harm to Hannah, prompting Hannah to inform her parents. This action, taken with the intention of ensuring Adara's safety, has left Adara feeling betrayed. Erikson's Psychosocial Development Theory and Bronfenbrenner's Ecological Systems Theory provide crucial insights into these issues. Erikson's theory sheds light on Adara's struggle with identity formation in the face of cultural integration and societal bias, while Bronfenbrenner's theory illuminates how Adara's immediate environment and broader societal attitudes impact her well-being (Santrock, 2020). Research underscores the damaging effects of cultural insensitivity and discrimination on minority students' mental health, emphasizing the need for culturally competent support systems (Vitoroulis & Georgiades, 2017; Lowe et al., 2019). This case study highlights the impact of cultural attitudes on professional conduct. Professionals must be vigilant about potential biases and actively work to counteract them, creating inclusive and supportive spaces for all individuals. This awareness is crucial for ensuring that individuals from diverse backgrounds feel valued and understood, emphasizing the broader need for policies that prioritize cultural sensitivity and inclusivity. Cultural Issue

2 Adara's experiences in the case study underscore the impact of cultural factors on her well-being, aligning with several dimensions outlined in Hays's ADDRESSING Model, which depicts how cultural factors intersect with the social dynamics of power (Lenart, 2009). Adara’s religious identity, demonstrated by wearing a headscarf, is a prominent factor. Her commitment to her Muslim faith sets her apart from her peers, making her a target of derogatory comments and bullying. These reactions stem from a lack of acceptance of religious diversity, highlighting the significant influence of the 'Religion' dimension. Additionally, her Iraqi nationality and ethnicity, falling under the 'Nationality' and 'Ethnicity' dimensions of the ADDRESSING Model, are key facets of her cultural identity. The transition to Riverbend City thrusts her into a new cultural landscape, magnifying her sense of otherness and amplifying the challenges she faces in assimilating within a predominantly non-Muslim environment. Theoretical Explanations Erikson's Psychosocial Development Theory Erikson's theory provides a framework for understanding Adara's struggles. It emphasizes stages of psychosocial development, each presenting specific challenges for achieving a sense of identity. Adara, at 15, is in the Identity vs. Role Confusion stage, where adolescents grapple with belonging, self-worth, and values (Santrock, 2020). Addressing Adara's isolation and helping her form meaningful connections is crucial at this stage. Hannah can create a secure environment through techniques like open-ended questioning and activities promoting self-expression, such as art therapy or journaling. According to Erikson’s theory, positive role models play a pivotal role in this stage (Santrock, 2020). Therefore, it is crucial for Hannah to introduce Adara to positive role models who embody the values and qualities she may identify with. For example,

3 introducing accomplished individuals from Adara's background or those who have overcome similar challenges can be a powerful source of inspiration and guidance. Bronfenbrenner's Ecological Systems Theory This theory offers a comprehensive framework for understanding environmental influences on Adara's development. It identifies five environmental systems: microsystem, mesosystem, exosystem, macrosystem, and chronosystem (Santrock, 2020). These systems encompass Adara's immediate environment, the connections between them, contextual influences, broader cultural perspectives, and patterns and transitions over Adara's life (Santrock, 2020). This theory underscores the importance of considering indirect factors that affect Adara's sense of belonging and self-worth. This perspective allows professionals to recognize the impact of external elements on her well-being. Adara feels "different" not only due to her cultural and religious background, but also because of societal attitudes and cultural insensitivity. Bronfenbrenner's theory guides professionals towards holistic intervention strategies (Santrock, 2020). For example, a holistic intervention for Adara might involve involving her in a supportive community group that celebrates cultural diversity. This could provide her with a sense of belonging while also addressing the external factors impacting her well-being. This is likely a highly promising solution, as Adara could benefit from being around people who share her cultural background and experiences, since she encounters cultural isolation at school. Professional Behaviors In this case study, attitudes surrounding culture, ethnicity, and diversity play a substantial role in shaping professional behaviors. Adara's Muslim-American identity exposes her to cultural insensitivity and prejudice, demonstrated by her peers through stares, comments, and cyberbullying. These attitudes may inadvertently influence how professionals like Hannah

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

4 interact with Adara. The risk of unintentional insensitivity or overlooking her unique needs is heightened. The presence of implicit biases may lead to unintended disparities in treatment, as Adara may be subjected to judgments based on preconceptions rooted in her cultural background. This can potentially result in inadequate support. A lack of cultural competence can hinder Hannah’s ability to comprehend and address Adara's distinct challenges, potentially leading to an environment that fails to be inclusive and supportive. Additionally, when policies and practices within the school fail to account for cultural diversity, they risk marginalizing students. In such cases, professionals may unwittingly contribute to Adara's feelings of otherness. For example, Hannah may struggle to grasp the cultural nuances and beliefs that shape Adara's parents' perspectives on therapy, inadvertently causing Adara to feel misunderstood. This disconnect can impede the therapeutic process. Additionally, Adara's sense of betrayal when Hannah confides in her parents underscores the need for professionals to be culturally attuned, ensuring that the support provided is not only effective but also respectful of unique cultural background and experiences. Research Findings Bullying Among Immigrant and Non-Immigrant Early Adolescents: School- and Student- Level Effects Vitoroulis and Georgiades (2017) investigated the impact of school immigrant concentration on bullying associated with students' immigrant background. Using a cross- sectional observational design, data was collected at a single point. They observed various factors, including demographics, bullying behavior, and school environment. The study included 1449 students across 36 schools, with data collected through self-report surveys, parent information, and administrative data. Immigrant status was determined based on both students'

5 and parents' country of birth. The study employed a standard definition of bullying and assessed various forms of it, along with students' sense of school belongingness and perceptions of teacher support for diversity. Multilevel logistic regression models were used for analysis, considering both individual-level and school-level factors. The results supported the power imbalance hypothesis, suggesting that peers with similar immigrant backgrounds offer increased support networks. School immigrant concentration was found to be a protective factor against bullying for immigrant students ( Vitoroulis & Georgiades, 2017). Perceived teacher support for cultural diversity was associated with reduced odds of ethnic/racial victimization (Vitoroulis & Georgiades, 2017). While the study provides valuable insights into cultural factors impacting identity and well-being, the authors recommend future longitudinal research. These findings offer a framework for addressing Adara's situation, emphasizing the impact of cultural factors on identity and well-being. Adara's Muslim-American identity and Iraqi descent significantly shape her experiences. The study's finding that higher immigrant concentration reduces bullying contrasts with Adara's predominantly non-Muslim school environment, perhaps explaining why she experiences frequent bullying. Based on the findings, exposing Adara to other students who share her background, such as through support groups, may improve her well-being. Additionally, the importance of teacher support in reducing victimization sheds light on Adara's close bond with Hannah. Based on these findings, Hannah’s support is crucial. Perceived Discrimination and Mental Health in Muslim American College Students Lowe et al. (2019) investigated the relationship between perceived discrimination, mental health symptoms, and Muslim American identity in college students. Using a cross-sectional design, data was collected at a single point to examine these relationships. The study focused on

6 141 Muslim American college students, employing a structured online survey method for data collection. The survey covered mental health symptoms, perceived discrimination, and the strength of participants' Muslim American identity. Data was analyzed using hierarchical regression analyses, which allowed for a systematic exploration of the complex relationships, while controlling for relevant demographic variables. The findings revealed that perceived discrimination significantly impacts the mental health of Muslim American college students (Lowe et al., 2019). This study was the first to introduce the concept of Muslim American identity as a moderator in this relationship. Higher levels of perceived discrimination were associated with more severe symptoms of depression and anxiety (Lowe et al., 2019). The study found that individuals with a strong sense of belonging to the Muslim American community are particularly vulnerable to the effects of perceived discrimination on anxiety symptoms (Lowe et al., 2019). These findings hold critical implications for understanding and addressing Adara's situation. They highlight the impact of discrimination on mental health challenges faced by Muslim American students, echoing Adara's experiences. Her encounters with discrimination and cultural insensitivity underscore the urgency of tailored interventions within a culturally sensitive context. Moreover, the study revealed that a strong identification with the Muslim American community correlates with increased susceptibility to mental health challenges, a factor highly relevant to Adara. Based on the findings, by implementing school policies that seek to reduce dissemination, Adara’s overall well-being and mental health could therefore improve. Proposed Cultural Guidelines and Competencies In Adara's case, school counselors like Hannah would greatly benefit from robust cultural competencies. Firstly, a heightened sense of cultural awareness and sensitivity is crucial. This

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

7 can be accomplished through cultural sensitivity training, laying the foundation for working with diverse clients. Given Adara's unique background, it's vital for professionals to be aware of their biases (Hays, 2016). By recognizing and addressing potential blind spots, counselors like Hannah can establish trust. Additionally, effective communication is key. This includes active listening and culturally sensitive expression, respecting Adara's distinct experiences. This skill can be refined through workshops and practical experience in cross-cultural interactions. Counselors like Hannah must avoid assumptions based on cultural background, recognizing each person's individuality. Cultural humility is essential, as one must acknowledging limits of their understanding and remain open to feedback. This involves embracing and learning from clients' diverse experiences. Developing culturally inclusive policies and practices in the educational institution foster an environment that celebrates diversity. In the school setting, this may involve implementing an inclusive curriculum, developing systems for addressing incidents of discrimination, and promoting student-led initiatives like diversity clubs. Ongoing professional development in cultural competence equips professionals like Hannah to support students like Adara effectively. Lastly, a commitment to self-reflection, learning, and seeking feedback is crucial for maintaining and developing cultural competency. Over the next five years, I've established a framework aligning psychological principles with my personal values concerning culture, ethnicity, and diversity. Recognizing the profound influence of cultural identity, I deeply value cultural richness. To embody this belief, I'll actively learn about and respect various cultures in both personal and professional settings. Advocacy and allyship resonate with me, aligning with my commitment to social justice. Recognizing how societal attitudes influence individuals based on culture, I'll champion inclusive policies and practices, sustaining this commitment over the next five years. I'll strive to be an ally for

8 marginalized individuals, using my voice to advocate for their rights. Understanding the importance of cultural responsiveness, I'll tailor interventions to align with clients' cultural preferences. This principle aligns with my value of respecting individual experiences and promoting positive outcomes. Seeking supervision and consultation will ensure culturally responsive care. Lastly, I firmly believe in the power of education and awareness in challenging stereotypes and promoting cultural understanding. Therefore, I'll engage in educational initiatives and community events promoting cultural awareness, ensuring this commitment endures over the next five years. I'll also share resources to encourage dialogue about diversity and inclusion, striving to foster an environment of respect, understanding, and inclusivity in both my personal interactions and professional practice. Conclusion In the case study of Hannah and Adara, I've learned the crucial influence of culture, ethnicity, and diversity on well-being. It's clear that attitudes significantly impact professional behavior. To address this, I'm committed to cultivating cultural humility and recognizing my biases. I aim to create a safe space for clients like Adara, valuing their unique experiences. My ongoing journey toward cultural competency involves continuous self-improvement and learning from clients and colleagues. The cultural guidelines I've established will shape my professional approach over the next five years. They emphasize active listening, empathy, and perpetual learning, providing a solid foundation for understanding diverse backgrounds. I'll further develop my cultural competence through educational initiatives and workshops on diversity and inclusion. Actively seeking cross-cultural experiences and engaging in regular self-reflection will further refine my cultural competency. By integrating these competencies into my practice, I aspire to create an inclusive and culturally sensitive therapeutic environment.

9 References Asnaani, A., & Hofmann, S. G. (2012). Collaboration in multicultural therapy: establishing a strong therapeutic alliance across cultural lines. Journal of Clinical Psychology, 68 (2), 187–197. https://doi.org/10.1002/jclp.21829 . Hays, P. A. (2016). Addressing cultural complexities in practice: Assessment, diagnosis, and therapy. American Psychological Association. https://ebookcentral-proquest- com.library.capella.edu/lib/capella/reader.action?docID=4419735 . Lenart, J. (2009). ADDRESSING framework – Understanding the social construct of power [Blog post]. https://cultureandhealth.wordpress.com/2009/12/29/ addressingunderstanding-the-social-construct-of-power. Lowe, S. R., Tineo, P., & Young, M. N. (2019). Perceived Discrimination and Major Depression and Generalized Anxiety Symptoms: In Muslim American College Students. Journal of Religion and Health, 58 , 1136-1145. https://doi.org/10.1007/s10943-018-0684-1 . Santrock, J. W. (2020). Life-Span Development (18th ed.). McGraw-Hill Higher Education (US). https://capella.vitalsource.com/books/9781260471984 . Vitoroulis, I., & Georgiades, K. (2017). Bullying among immigrant and non-immigrant early adolescents: School- and student-level effects. Journal of Adolescence, 61 , 141-151. https://doi.org/10.1016/j.adolescence.2017.10.008 .

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

PSYC4900_Assessment1

Related Documents