¶ … multicultural education regarding sensitivity to ethnic and racial differences: "psychologists are encouraged to be aware of their attitudes and work to increase their contact with members of other racial/ethnic groups, building trust in others and increasing their tolerance for others" (Guidelines, APA, 2013: 8). The practice of psychology requires a sense of acute self-awareness. The psychologist cannot necessarily assume that he or she is innately unbiased, given that simply being a part of a specific cultural worldview of any kind carries with it some inherent biases. Psychologists have a responsibility to engage in "efforts to change their attitudes and biases help to prevent those attitudes from detrimentally affecting their relationships with students, research subjects and clients who are racially/ethnically different from them" (Guidelines, APA, 2013: 8). This sense of acute self-awareness is intimately related to the specialty guidelines issued by the APLS for forensic psychologists, including those related to impartiality and fairness (3.02) which state "when offering expert opinion to be relied upon by a decision maker" the psychologist must support the "goals of accuracy, objectivity, fairness, and independence"...
For example, someone might assume that simply because the psychologist is examining him or her that the psychologist is assuming the role of a friend or confidant because of a poor level of comprehension of the full nature of the judicial process.
7. Must be a good team player. Looking at the above list, it is apparent that aside from basic OMA knowledge, two competency areas are particularly important in entry-level positions: personal qualities and human relations skills. Personal qualities include characteristics like flexibility, maturity, outgoing and pleasant personality, and strong skills in communication, organization, time management, multitasking, problem solving, and critical analysis. In the category of human relations, multicultural sensitivity, teamwork, and
Multicultural Counseling cultural bias and/or culturally appropriate interventions. Burnett, J.A., Hamel, D., & Long, L.L. (2004). Service learning in graduate counselor education: Developing multicultural counseling competency. Journal of Multicultural Counseling and Development, 32(3), 180-191. Even the most enthusiastic counseling students are initially limited by their cultural worldview. This article examines ways to enhance the education of graduate students in the field with service-based learning. Service learning integrates classroom learning with community service. The approach
"Co-enrolled classrooms," they advise, "represent a promising additional possibility for increasing student social access to peers, as well as increasing achievement. A co-enrolled classroom typically consists of an approximately 2:1 ratio of hearing and Deaf or Hard-of-Hearing (DHH) students. A team of two teachers, a general education teacher and a teacher of DHH students, collaborate to provide instruction. In many CE classrooms, the teachers and students frequently use both
That model has been adapted from their work and is shown in the following illustration labeled Figure 1 in this study. Figure 1 Personality Development and Cultural Socialization Source: Finkbeiner and Koplin (2002) Finkbeiner and Koplin additionally relate that the constructivist view is one that holds that "individuals construct the world in ways that help them make meaning of it and from it. Thus our cultural identity is the result of cognitive and
Professional Communication: Cultural Sensitivity Among Native Americans In nursing school, we are normally taught that we should respect the dignity and rights of all clients. As the "world becomes reduced" and societies and individuals become more mobile, we are progressively able to network with people that are from other cultures. Cultural respect and competence for others becomes particularly significant for us as nurses and patient supporters. Applying the principles and theories
Displaying a large version of the map on the board at the front of the room and handing out identical personal copies for students to mark, a fun activity might be to have individual students come to the front and pin cut-out landmark images to the corresponding locations on the map. Once a cut-out from an image bank has been properly affixed to a location and students have marked
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