Saturday, January 25, 2020
Agency Roles in Health and Disease
Agency Roles in Health and Disease Introduction Health is a one of the main are in any country. Public health and social care is the area which has more government concern. Due to different factors there are many health hazards reported all over the world. These factors need to consider very seriously and within the country health management policies and procedures need to be updated to control some of the issues. The health sector cannot work isolate. They need to have links with the other government entities and private entities to collectively implement procedures and policies. To manage the public health support from the general public is highly essential. There is a proper defined structure in the health sector where all the functionalities are defined and well manage. Task 1 1.1 Role of Different agencies According to the Greener (2008; p. 45) National Health Service (NHS) is the total body responsible for the implementation of health related activities. The chief governor is the Secretary of state for health. He is responsible all the health related activities in the country. All other departments and governing bodies are coming under secretary. Secretary gives proper guidelines and commands to the other authorities about all the drugs management, new researches, disease management related policies and processes. Under the Secretary Department of Health is coming. Department of Health is responsible for the action plan and implementation of the policies defined and to manage the better health of the public. There are strategic health authorities are there to do the ground work implementation. One category is the primary care trust, which consider the peoples health for the emergency and any necessary assistance. There are community health service, General practitioners, dentists, pha rmacists and opticians. Each of them is responsible to play vital role in terms of public health. The second category is the NHS trust or the secondary care unit. This is the major section of the health service. Which has taken care of hospitals, clinics and other supportive services. As a public health care providers the government funds these and there are few voluntary services organisations who support to manage some of the activities. Hospitals are playing a key role in both prevention and cure. Epidemiological vaccinations are provided from the childs birth to prevent BCG and thereafter another series of doses to prevent different infections. For the cure also hospitals play a major role in different treatment methods implementation. Due to the change of the lifestyle of the people it is highly increasing the no of people who suffer from diabetes. Diabetic research unit is doing researches and providing guidelines for people how to prevent that kind of diseases as per the findings of Britain (2012: p. 3). 1.2 Statistical data analysis Infectious disease Due to the Wilson (2006: p. 67) Tuberculosis is one of the alerted infection in European countries. Since it needs 6 months continuous treatment people tent to forget some time to take drugs. Due to his if the normal tuberculosis turn into multi drug resistant tuberculosis it is very difficult to cure from existing medicines. Following statistics show the behaviour, patterns, and trends of tuberculosis. Noninfectious disease According to Merril and Timmreck (2006: p. 165) Diabetics are the most dangerous non infected disease. Once a person got diabetic it is critical because with it, high blood pressure, heart attacks and many other related complications may arise. At the UK rate of diabetic is around 5% of the population. This is again an alarming situation where the lifestyle matter a lot. 1.3 Effectiveness of the processes implemented Price et al. (2004: p. 78) say that health research organisation has already planed new developments and strategies to reduce and prevent tuberculosis from the UK. There are many strategies implemented and following are the key areas identified and the success of some of the areas. Develop new vaccine current TB vaccine was developed in 1921. It helps to protect 40,000 children every year. With the high rate of HIV and due to the speed it is spreading there is a requirement of researching for new vaccines. Develop more effective drugs Drugs currently using been discovered 40 years ago. Normally it need to treat many moths. Patients who are unable to take the proper drug course may get into drug resistance TB. Develop better diagnosis Present method of diagnosis sputum smear microscopy is 100 years old technique of identifying a patient and it is time consuming. There is a requirement of researching for a new method to identify a TB patient. Introduce innovation in TB control Since the UK TB rate is increasing and no of HIV patients are increasing, it is a requirement to find new methods to control TB. To prevent and cure diabetics there are some implementations planed. Below are some of the steps to prevent diabetes in the UK due to the Britain ( 2012: p. 23). Awareness of the risk of type 2 diabetics Support and advice for the people to minimise risk of diabetes Educate people who have diabetics to minimise complication Educate people to maintain blood glucose level Effective care for people who are hospitalised Above strategies are more forcussing the after effect care. But to prevent any of the disease it is required to educate people from the childhood. Then automatically the lifestyle of the people will change according to the correct health practices. This may be a 20 year project. Since the implementation is taking time this kind of a project need to execute from the government level as findings of HNS Website (2012). Task 2 2.1 Current priorities Due to the Farnan and Enriquez (2012: p. 112) the entire world is now facing a bigger problem, which is HIV. There are 3 main ways where HIV can be infected to another person. Sexual transmission Transmission through blood Mother to child transmission If these 3 risks can reduce the prevention of HIV is easy. There are some methods which are spelled out to reduce the risk. HIV testing Counselling Condom use Circumcision Family planning Sex education Since there is no proper medication found yet the best practice is to avoid people getting HIV. For this continues training programmes and awareness campaigns need to conduct. School children need to educate about the dangers and the prevention methods. All VOG sergeants need to take blood checkups for the pregnant mothers make sure children are not getting spread. This is the millennium challenge in from of us in this century to control HIV as findings of Ramaiah (2008: p. 62). 2.2 Disease prevalence Farnan and Enriquez (2012: p. 112) say that no of people and patients who are getting some medical testes does not count exact no of people who has suffered from the same disease. Same time there are many people who are not aware that they have already infected. Therefore the exact no of people needs to calculate using a model, understand the full effect to the society, and get ready for medication. Most of the diseases public is not aware the actual effect on them. It is necessary to educate them about the effects and synthems of the diastase and soon as feel uncomfortable to meet the GP and get treated. This is the best method of preventing the diseases spreading over the place. 2.3 Impact of Lifestyle Peoples health is depending on their behavioural patterns and lifestyle. This is a proven concept of today for many illnesses. As an example. Type 2 diabetes can be easily managed if the people get used to proper health habits and exercises. With the busy schedules of the people time that they have to spend for health maintenance got reduced. It is the biggest challenge the health sector is having now. The second reason is the dining patterns of people. Most of the people are not taking a balanced dilate. This affects their health in the long term. The next challenge is the people who suppose to come to clinics are not participating those in regular manner. This will break the medication process and for cases like TB can cause serious complications due to this as per findings of Kinger (2005; p. 123). Task 3 3.1 Health and wellbeing priorities According to the Bianchi et al. ( 2005: p. 45) considering the health and well being of people there are several factors combine together to affect the health of individual such as physical factors, sociological , psychological, economic and environmental factors. In addition to that there are several determinants that affect human health and well being. Mainly they are included; Physical factors- malfunction of the body parts, hormonal imbalance, immune system and genetic disorders that exist in the human body are physical factors that affect the health of people. It can be high blood pressure, high cholesterol, releasing stress hormone as well as genetic factors. The psychological factors- These are factors of psychological , behavioural and cultural that involve the physical health and illness of human . Stress is psychological factor and smoking, alcohol, unsafe sexual activities are behavioural factor that affects the health and illness due to Taylor (2012: p. 98). Environmental factors-The environment where people live and work is an environment and Physical environmental factors also affect the human well being and health such as safe water and environment make healthy place. In addition to that some biological, chemical and physical environment factors also affect the health and well being of human. Socioeconomic factors-Education, income, environment are the most important socioeconomic factors that affect the health and well being of human. As an example higher income and social health make better health. Higher education level link with both poor and better well being. And also social factors such as interaction with people, family and friends also important in the facts of Bianchi et al. ( 2005: p. 65). 3.2 Effectiveness of strategies, systems and policies Martin et al. (2010; p. 66) say that strategy is something which are defined by the people sometimes may not have real ground level experience. The policy and the implementation requirements are the factors which need to implement to overcome the issues. However, there can be instances where the ground level implementation is not possible according to the defined guidelines. This may be due to the economical, social, cultural and behavioural patterns of the people. In such situations the policy framework wither not implemented or the implementation will be partial. Then the result will be not according to the predictions. The policy framework needs to define for these areas separately and implementation should carry out accordingly to get the maximum gain. 3.3 Improve health and well being To improve the health and well being it is important to understand the factors which are causing the route. Sometimes social factors such as poverty cause poor health habits and negligence. Physical factors According to Taylor (2012: p. 136) physical factors are high blood pressure, high cholesterol level like things and these can be created due to psychological factors also. In a high work pressure it can create stress as well as increase the blood pressure. Behavioural factors such as eating behaviour can increase the cholesterol levels , sugar levels as well as carbohydrate levels of the body and it will affect the health and well being of the person. In addition to that genetic factors play a part in health and well being by developing certain illness. People need to make aware of such incidents and make necessary arrangements to treat them with priority. Psychological factors Brannon and Feist (2009: p. 56) say that most of psychological factors indirectly influence on human health such as changing behaviour of human. It affects the eating, sleeping, socializing of human and it also affect the hormonal changes as well as heart functions such as heart rates. It makes physical health problems such as heart attacks. As an example stress is a psychological determinant and it affect the memory and reduce the efficiency of the immune system. It influences the reduction of white blood cells and cause bacterial infections mailing physical illness in the human. Depression is another psychological factor that affects heart disease. Its impact on h heart and circulatory system function and mark towards attacks also. In addition to the lack of exercise and excessive use of alcohol, drug abuse like poor habit also related to depression. Insomnia is another psychological factor and causes for that are experts, anxiety, depression and stress. This altered thiamine system and rheumatoid, arthritis like infection can suffer due to that. According to that all these affect the health and well being of human as findings per Rice (2008: p 126). Behavioural factors Jones and Creedy (2012: p. 36) say that for the health and well being of human behaviour also influenced. As an example smoking, drinking drug abusing are behaviours that affect the health. There are several health effects of alcohol consumption. It is damaging most of the body parts. Social economic factors Due to Glanz et al. (2008 : p. 89) poverty is the most important factor that affects the health and well being of people. There is no enough money to live and it influences the mental stress conditions and it causes the work overload lack of sleep etc. These are the causes of other health diseases such as heart attacks. In addition to that poverty affect the food also. There is no adequate food and due to that can increase the nutritional issues such as malnutrition and other nutrition deficiency diseases. Low income people have no time to prepare a good meal and it also causes nutrition problems. The education level also can less and it also leads to unbalance diet that causes the obesity and other diseases. According to that each and every way it shows that the poverty causes the health and well being of humanity. Environmental factors According to the Winkelman (2008: p. 910 environments that human life and work is a very important determinant of their health and well being. Climate, culture, religion, workplace are environmental factors that important in overall well being. As an example the environment with polluted air , water will enhance the negative health and clean air and safe water make a positive health effect. As well as these the working environment also affects the health and well being of humanity. If working environment is no good it make stress to the human and destroy their satisfaction due to other workers and conditions of work environment. Other factors According to the Windsor (2000: p. 98) Social factors such as family background, friends, working members also affect on the health and well being of human. It is related to good relationships and make happy and it affects the mental health of human. In addition to that biology and genetics also other health and well being determined. As an example certain diseases and health conditions from a parent can affect their child and also the behaviour of parent can effect to the child such as stress and mental conditions. Due to the Fisher (2003: p. 95) culture is another factor determine the health and well being because due to some cultural tends also it destroy heath of human. As an example due to some cultures there can be bad feeding habits and believes and it can cause for health and well being of people. Gender is another important factor that affects the health and well being. As and example there can be same diseases in some stages of female than male. And also retention capacity of stress is less in female than the males. This leads to week mental health of female than the male and it is a major determinant. 3.4 Activities need implement to improve health and social care According to Martin et al. (2010; p. 89) there are certain processor to implement as precautionary actions to control spreading health diseases. It is recommended to start health camps from the school level, where the vaccinations and related health camps can be conducted to maintain the school children health. The next most important set of people is elderly community. According to social security information planned visits need to arrange weekly or monthly to check the health status of these people. One of the best practice to control diseases coming to the country is to manage it from the border control. Department of health need to work further closely with immigrations to implement the set guidelines to minimise people coming from infected countries or countries. Conclusion Health sector controls the entire economy in one angle. Because if the people are not well they may not be able to contribute to the economy. In this assignment health sector organisational hiearcahy identified with the roles of each entity. Some of the infectious and noninfectious diseases analysed with statistical data and key elements of improvements to control procedures and their issues being identified. Country and the world facing the change of HIV. Some of the information and procedures mentioned to control health related issues and practical difficulties. Human related wellbeing factors and the most alarming situations explained and solutions to overcome those issues identified. There are some better implementations required to further increase the health of the public.
Friday, January 17, 2020
Multiculturalism in Counseling Essay
ABSTRACT Stemming from the uprising in the 1960s, multiculturalism has presented serious challenges to the society, especially to the academic sector. Criticized by social groups, schools were inclined to adopt programs in recognition of the multicultural population, and later structured their systems to cater to the needs of the growing population. Today, multiculturalism has become an important consideration in designing school programs, facilities, and hiring policies. Particularly, school counseling was one area that went through a notable change. The introduction of this paper gives a brief historical background of multiculturalism in school counseling. It discusses how multiculturalism was incorporated into the school curriculum, and was adopted in school counseling. The main part of this paper discusses the competencies every school counselor must possess to address the needs of multicultural students. Anchoring on the three core competencies set by the AMCD, this paper presents ways on how one can be knowledgeable of clients’ worldviews in order to serve them best. In addition, it suggests other devices or strategies counselors may consider when dealing with multicultural students.            The conclusion of the paper summarizes the ideal characteristics of a counselor, and presents further considerations school administrators and counselors can make to ensure effective counseling strategies which adhere to the demands of multiculturalism. Introduction Multiculturalism as Rosado (1997) defines, is a system of values and behaviors which recognizes and respects the presence of all diverse groups in societyâ€â€their identities, values and socio-cultural differences. In addition, multiculturalism supports continued contribution of the culture in the society. Based on this definition, we can view multiculturalism as the harmonious coexistence of different cultures in the society. In the author’s view, culture is not limited to bases of origin. Culture may arise from similar beliefs, attitudes, or feelings of a certain group of people. Thus, it also encompasses those who have the same subcultures based on values, economic status, socio-political status, or gender. Particularly, those who have the same subculture based on gender include women, gays, lesbians and transgender individuals. In the same manner, people belonging to the same economic status or religion share a similar subculture that establishes their diversity from others. In this study, we refer to multicultural people as those who embody a different set of cultures and subcultures, other than the native culture or the majority. As such, we may define multiculturalism as an approach that recognizes diversity in culture among different ethnic, gender, economic, socio-political, and religious backgrounds. Multiculturalism has also become a prevalent topic in school counseling. It has prompted psychologists and educators around the world to review school practices that hamper culturally diverse students from performing well in school. Now that the growing population of multiculturally diverse students seems to be taking over the White population, the challenges that go with implementing multiculturalism in counseling would probably be more relevant in the next decades.                                                Multiculturalism in Counseling In the field of education, authors claim that multiculturalism rooted out from the social action of African Americans and other â€Å"people of color†back in the 1960s (Banks, Davidson & Davidson, as cited in Gorski, 1999). The common feeling that schools had the most hostile and oppressive treatment of other cultures aroused them to protest and fight for reforms. In those days, African Americans and other cultures suffered from racism and discrimination from the White population who occupied professorship or management statuses. Colored people were treated as second class citizens, if not as outcasts. However, through the efforts of African American activists, schools were compelled to review their policies and hiring process in consideration of the non-Whites. In the 1970s, other groups such as the elderly, gays, lesbians, and people with disabilities also contested that institutions should pay equal respect to all peoples on matters of employment, educational opportunities, and work pay. Following this, a number of programs and policies emerged, including additional courses on prominent women or famous people of color. Despite this effort, social activists were not satisfied, for schools only celebrated women of greatness, and not women in general. For instance, James Banks (1981;1989), one of the pioneers of multicultural education argued that to adhere to the idea of â€Å"multicultural environment,†all aspects of the school had to be reviewed. According to him, policies, teacher’s attitude, assessment programs, and counseling should be transformed accordingly. This concept of multicultural education coincided with the idea of social equality among diverse cultures. By 1980s, following the path of Banks, K-12 teachers, namely, Carl Grant, Christine Sleeter, Geneva Gay, and Sonia Nieto exposed and criticized oppressive teaching approaches, standardized tests, classroom climate, and discriminatory hiring practices. Relevantly, this created in every academic professional the challenge to recognize diversity or as later coined, multiculturalism, and make it their mission to â€Å"manage†and â€Å"live diversity†(Rosado, 1997 ). Being multicultural does not only mean having a student population composed of various cultures, though this is often the contention of many schools. Rosado points out that for a school to claim they are multicultural, they must at least adhere to four standards. These include reflecting heterogeneity, demonstrating sensitivity, realigning the school’s mission, and creating an ambiance that empowers all groups in the school. With clear and careful intention, Rosado argues that schools should adopt change geared towards multiculturalism on individual as well as institutional levels. On the one hand, by saying individual level, we mean that schools should aim at urging administration, teachers and students to transcend beyond their own racial, gender, cultural and socio-political identity to recognize other identities. On the other hand, as Rosado contends, institutional level means focusing on empowering diversity. This goes beyond merely admitting people of color, but also taking into consideration in the school’s mission, vision, values, and structure how it can empower each individual. Although motivated by good intention, empowering people of diversity, as pointed out by Rosado may sometimes lead to a utilitarian view of giving a person his needs in exchange of what he can offer his society. We say that this is very utilitarian in that it sees the individual as a utility, more than an entity with values, attitudes, and affection. In contrast, we should be inclined to think that it is the school’s responsibility to provide the different needs of individuals in recognition of their diversity and nothing else. No conditions should apply as to whether the society can profit from his acts or not. Relevantly, whether the person is worthy of rewards of multiculturalism should not be an issue. Four intentions have motivated the adoption of multiculturalism in education. These include the â€Å"need to remedy ethnocentrism, rebuild understanding and appreciation of different cultures, defuse tension and conflicts among ethnic groups, and make the school curricula relevant to experiences and traditions†(Webb, 1990). In the next part, we will discuss how well these motivations relate to school counseling.            Many research works confirm the positive effects of multicultural education on students. For example, Hale (1986) shows that children in a preschool program achieved higher cognitive levels upon integrating African American culture in the curriculum.            In the same way, Zaslavsky (1988) demonstrates how elements of other cultures can help in teaching complex math concepts to students of an inner-city school. Fulton-Scott (1983) confirms benefits of integrating multicultural education in elementary programs for Hispanic students. The study reveals that students’ scores in Math, Reading, and Language were significantly superior over those of students enrolled in programs without multicultural integration.            Benefits of multiculturalism are likewise recognized in the field of Psychology, particularly in school counseling. However, research in this area has focused more on counselors’ multicultural competence rather than on the effect of counseling founded on multiculturalism.            In 1991, the Association for Multicultural Counseling and Development (AMCD) identified the need and rationale for multicultural counseling. This led to the approval of 31 multicultural counseling competencies as proposed by Sue et al. (1992) in 1991. Following this, in 2002, the APA Council of Representatives approved the Guidelines on Multicultural Education, Training, Research, Practice and Organization Change, which was, in fact, based on the work of Sue et al.            The need to adopt multiculturalism in counseling, especially in schools, is truly urgent and necessary for ethical reasons. In relation to this, AMCD identifies three characteristics counselors must possess. First is counselor awareness of own assumptions, values, and biases. Second is understanding the worldview of the culturally different client; and third, developing appropriate intervention strategies and techniques            Primarily, culturally skilled counselors can be identified as those who have awareness of other people’s culture other than their own. They are aware of how their cultural background, experience, attitude, biases, and values influence the counseling process of a client. Moreover, these counselors recognize their limits when it comes to tolerating other values, behaviors, or norms. To add, culturally skilled counselors are also comfortable with differences between them and the clients in terms of race, gender identity, ethnicity, culture, and beliefs. To illustrate, the first measure of competency requires a counselor to mirror whether his own values and beliefs would personally or professionally affect the process of counseling. For example, a Christian counselor may have biases towards a Muslim student, for they have truly different belief systems. In this situation, if the counselor has no knowledge of ethical limitations, he might insist that his beliefs are better or are morally upright, and those of the student’s are the opposite. However, such case may be prevented if the counselor is fully aware of conflicting values he has with the student. In our own view, a school counselor should be open to all values of every student. This is different from the counselor in the private sector. In school counseling, the counselor who cannot accept views of some students is not fit for school counseling. A school counselor should have readiness to counsel every student, and there should be no instance when he would not accept a student for counseling.            To ensure that the counselor meets the first requirement mentioned above, he should reflect on his values and find out if he has beliefs against any culture, including students with different gender identities, cultural or religious practices, and other moral practices that their culture has taught them. For instance, taking into consideration the case of students with gender identity problem, the counselor must be careful not to insist that the student sticks to his biological gender. Rather, he should exercise care in handling this case. After all, the whole life of the student may depend on the decision he makes at the time of counseling. Culturally skilled counselors possess knowledge and understanding about how gender stereotyping affects them personally and professionally. Considering the sensitivity of the issue of gender identity disorder, the school counselor must be careful not to affect the decision and values of the individual, for he is going to suffer later on should he take the wrong decision.            Moreover, as Sue et al. contend, culturally skilled counselors possess knowledge about their social impact on others. These include one’s awareness of own communication style, and how this style may hinder or facilitate the counseling process. Recognizing limits of their competencies, school counselors may confer with their colleagues how to overcome these weaknesses. Aside from this, they should seek further training or education on other cultures as a way to do away with biases. The process of balancing one’s view of other cultures may take a lifetime as new concepts may arise everyday. For example, the term transgender individuality appeared only in our modern times, but the concept of transforming from one gender to another has been known as early as the time of Sophocles or even earlier. In this regard, counselors should not grow tired of finding ways for self-actualization. Also, on the second characteristic, it is the responsibility of the culturally skilled counselor to gather resources to learn about the identity of other cultures. In the case of homosexuality among students, the counselor should know the different sides of the coin in being a homosexual. In particular, counselors who deal with this issue should have a good understanding of the process of being a homosexual (Adams, Boatwright, Gilbert, Forrest & Ketzenberger, Cass, Chung & Katayama, Croghan, Driscoll, Kelley & Fassinger, Dunkle, and Pope, as cited in Sanabria, 2004). With this knowledge, he must let the student decide on his own whether to retain his gender identity or move to the phase of ‘coming out†. Coming out or in other words, admitting to the society that one belongs to a specific gender type is in itself a dilemma among teenagers with identity confusion. The specific role of the counselor in this situation is to help the youth consider advantages and disadvantages of coming out (Adams, Belz, Brown, Croteau & Hedstrom, Elliott, Hetherington, Morgan & Brown, Morrow, Pope, Rodriguez & Chang, Pope & Schecter, Savin-Williams, as cited in Sanabria, 2004). Additionally, the counselor should guide the student in the stage of coming-out by training him/her how to deal with people’s inquiry about his identity. For example, the counselor could give real-life scenarios, and ask the student to react on them in order to ensure that he would be prepared for particular instances when he would experience doubt. If the counselor feels affirmative or senses tolerance toward gays and lesbians but lacks the knowledge to handle cases of these individuals, he could improve his familiarity with them through a lot of ways. One source of invaluable information is reading literatures regarding gay/lesbian culture. At present, explorations on gender-specific cases are improving in terms of number and depth. These readings can guide a counselor to discover gay/lesbian cultural identity. Likewise, attending conferences or symposia, gathering insights from past clients and friends who belong to the same gender type will also contribute a lot (Sanabria, 2004). Also, as Sanabria expresses, if the counselor feels that he is not qualified to handle the case, it is only ethical to refer the student to someone who could offer him the right counseling. Furthermore, counselors who cannot be affirmative of gay and lesbian culture are probably misinformed and should look into themselves again if they are fit for being a school counselor. The issue regarding sexual minorities is only one of the issues a school counselor must be able to handle. If the counselor cannot help sexual minorities, he should reconsider if he should continue practicing in the academic setting. Suffice to mention, the National Career Development Association, American Counseling Association, and American Psychological Association have well-defined ethical codes that offer guidance for individuals who work with sexual orientation issues. Included in these ethical codes is the knowledge about students’ behavioral identity. Importantly, culturally skilled counselors should be aware of life experiences, cultural heritage, and historical background of their multicultural students. For instance, an Asian American student has different historical and cultural background from a Latino counterpart, or an African American. When counseling an Asian American, for example, a Chinese girl who cannot relate well with her classmates, a counselor must be informed of the conservative values Chinese families have. Actually, the attitude of keeping one’s silence may be in conformity with Confucian values. In this regard, the counselor cannot expect the girl to be as outgoing as he r classmates are, for the behavior she presents embodies a cultural heritage among the Chinese. Furthermore, culturally skilled counselors understand the consequences arising from one’s exercise of cultural traditions and rites. In some parts of Asia, for instance, there is still the custom of prearranged marriage. Thus, a counselor who encounters a high school student in this situation should suspend judgment of the custom, but rather honor it, and perhaps counsel the child to make her own choice, after laying down the consequences of abiding by the culture. In considering choices, the counselor may enumerate possible circumstances the child would face if she relents to her parents’ decision, or vice versa. Under no circumstances should the counselor dictate to the child what she should do as this may result in confusion or family conflict. Likewise, the counselor may also opt to explain the issue to the parents, but before doing so, the counselor must take precautions so as not to offend them. At all times, respect should form part of every counseling situation. Aside from obtaining a rich background of their students, a competent counselor, according to Sue et al. should also be kept updated with the latest trends and occurrences that concern his clients. In the case of a school counselor, it would be of great help if he engages in research and other activities to keep him updated with the students’ lingo, hobbies, behavioral patterns, etc. They should actively seek out opportunitiesâ€â€personal and professional experiences that enrich their knowledge, understanding, and cross-cultural skills. Moreover, as some schools implement nowadays, counselors can engage in outside school activities such as outreach programs, educational trips, camps, and other activities which would help gain a more vivid profile of the counselees. They should also be actively involved with minority individuals outside the school setting. Community events, celebrations, and other gatherings may help provide a wider perspective of minorities which relate with the academic scenario. Considering the dynamic role that the school counselor plays in society, the responsibility of ensuring that they possess the relevant qualities expected of a counselor should be borne by colleges offering the course or training. Based on the literature gathered, schools have positively become fully concerned about the issue of multiculturalism. Many schools and universities nowadays adhere to the demands of the culturally diverse society. However, the way to attaining competency of some school counselors may still be too far. In one study Holcom-McCo y (2000) conducted, the author identified five underlying factors influencing school counselors’ perception of themselves as competent professionals. These factors included understanding of racial identity development, ability to comprehend multicultural terminology, multicultural awareness, knowledge, and skills. Among which, counselors perceived lack of knowledge of racial identity development as the problem that hindered them from being fully competent in multiculturalism. To address this problem, Schwallie-Giddis et al. (as cited in Sanabria, 2004) suggest that future school counselors should undergo multicultural training on racial identity development, and multicultural knowledge development. In a study conducted, school counselors assessed the effectiveness of a nine-month multicultural professional development program. The study involved 13 school counselors in a multicultural professional development program held from school year 2001-2002. Applying three dimensions of multicultural competencies, the participants assessed their own competencies. Resources included a videotape of a case study to which participants reacted, in order to discover assumptions, values and biases. To assess understanding of the clients’ worldviews, the study made use of case studies of linguistically and culturally diverse (LCD) students. The participants were asked to apply a framework to the cases to examine aspects school counselors should consider when handling diverse students. The participants had a lengthy discussion on the provided cases, and at the end of the session, they expressed the advantage of having discussions with peers. Another session comprised of a panel interview with three mothers of different cultures. Each of the women talked about her child’s experiences in school, all of which related to the inefficiency of the school officials to handle multicultural students. In all the issues raised, lack of communication surfaced as the most recurrent problem. In relation to this, participants commented that had there been proper communication between parents and school officials, issues would have been resolved more easily. Moreover, the study also included a session that dealt with developing appropriate interventions to cases of LCD students. Through this, participants were able to exchange views and experiences which could help build up a resource for interventions to cases of LCD students. Based on this session, counselors noted that most of them found it difficult to deal with LCD student mainly because of the language barrier. Furthermore, insecurities due to lack of knowledge of other cultures affected the competencies of the participants. In sum, the school counselors agreed that having enough facility to understand the student and overcoming language barriers is one major key to providing adequate help to students. Similarly, Chandras et al. (2006) suggest counseling strategies and techniques in handling multicultural students. One skill they emphasized to be critical in every counseling situation is effective listening. Effective listening, as Neuknug (2002) defines, includes allowing students to talk, concentrating on what is being said, giving minimal advice, empathizing, asking for clarifications, and limiting questions. When handling multicultural students, it is important for the counselor to be fully sensitive to verbal cues that relate to culture. For instance, a student who is often bullied in class may not admit why he is being bullied due to his insecurity. There are some students who would rather keep the truth to themselves or resolve their own conflicts instead of asking help from school officials. Despite this attitude, a good school counselor could still unlock verbal cues that could make the student open up. For example, a child who claims he is not interested in making friends with his classmates could likewise mean that his classmates are cruel to him and not totally uninteresting. As such, clarifying responses and not directly giving advice may help the child reflect on his own situation. To maintain effective counseling strategy, a constructive and emphatic relationship is very important (Chandras et al., 2006). In this respect, the counselor’s role is first to build up trust and optimism. On the one hand, gaining trust of a student is paramount to establishing a good relationship. Without trust, there can be no revelations, no life experiences told. On the other hand, developing optimism facilitates finding a solution to the problem. Also, when a student perceives that there is a solution to the dilemma, he becomes more willing to cooperate in the counseling process. Secondary to the abovementioned is discussing stages of the counseling process. It is important to inform the counselee how the counseling would go, what can be achieved during counseling stages, and how long they will take. Together with this, the counselor should set guidelines both he and the student will follow, such as time schedule, behavior rules, and limitations. Chakras et al. determine other responsibilities of a counselor. These include preparing the student for counseling session. As a counselor, one has to establish the reason why the student should undergo counseling. Asking the student what he feels is wrong, or eliciting experiences that seem difficult for him are ways to prepare the student. In addition, the counselor must assert that the problem can be worked out if the counselee cooperates in resolving it. Also, some situations that lead to the attention are considered for school counseling. These include breaking school rules, misbehaving, or underachievement. As such, the class adviser and the school counselor should work hand in hand regarding record of students’ behavior and progress. One of the misconceptions about counseling is that students are referred to it only for disciplinary purposes. Students tend to think that if they are called for counseling, they have been noted to misbehave in school. Thus, some students create a wrong view that counselors are disciplinarians. Importantly, this issue should be addressed during school orientation, letting the students know and feel that counseling is a helping process, and not a disciplinary one. Furthermore, what the counselor can do to avoid this misconception is to call each student one by one, get to know them, and allow a time for them to be acquainted with her and her work, so that fears regarding counseling could be avoided. Importantly, not only those who have reports of misbehavior should be called for counseling, but every student handled by each counselor. During counseling session, one good characteristic the counselor should exhibit is to remain focused on the specific problem. If the student’s problem concerns only his classmates, the counselor should identify ways to resolve it at the said level, and not delve on the students’ family background, as such may give the student an impression that his problem is huge. For example, if the student identifies that he is having problems with classmates bullying him, the counselor must call the attention of the said classmates and allow the said parties to explain the issue (i.e., tell them of the situation to find out if they are aware of the problem they cause their classmate). Furthermore, it is the counselor’s role to sustain interest of the counselee during the counseling process. To attain this, the counselor should ask questions relevant to the situation, and involve the counselee in arriving at the best workable solution. Asking irrelevant questions and monopolizing the discussion may distract the concentration of the counselee. In addition, the counselor may give assignments or home work so that the student would feel responsible and be prepared for the next counseling session. As regards developing appropriate intervention strategies and techniques to help multicultural students, counselors should also be effectively involved in non-academic and out-of-school activities. As the core of the student’s personality, the counselor should focus first on building family relationships. Activities involving the students’ family would be an effective strategy to (1) know students well, (2) gain knowledge of family structure of students, whether parents are separated, and where students stay, (3) provide a venue for family bonding, and (4) inform parents of their children’s progress/problems. Parent involvement in counseling is inevitable. Some studies confirm student improvement in â€Å"academic performance, attitudes and behavior, attendance, school adjustment and engagement, and graduation rates†(Barnard, Epstein, Simons-Morton & Crump, as cited in Sanabria). In Jevnes (as cited in Sanabria), a recent meta-analysis of 41 studies shows a significant relationship between parent’s involvement in school and academic achievement of urban students.            Parent involvement in school can include activities designed to inform them of their children’s progress, workshops or conferences to help them cope with the difficulties of parenting, marriage, etc. However, some parents lack the initiative to get involved in their child’s school affairs. As Lareau (as cited in Sanabria, 2004) posits, parents’ perceptions of racism and their own negative school experiences tend to create the distance between them and the schools. One study conducted by McKay, Atkins, Hawkins, Brown (as cited in Sanabria, 2004) found that the racism awareness of low-income African American parents was positively related to at-home parental involvement, and inversely related to at-school involvement. In this case, the counselor should coordinate closely with class advisers and other school officials to help convince these parents to give priority to their children. One source of motivation could be rese arch data establishing correlation between children’s progress and parental involvement. One activity the counselor could organize is a â€Å"Day with Parents.†This could be a panel discussion involving model parents (probably of outstanding students) to act as the panel, and discuss relevant issues with students and co-parents. In this activity, the panel discusses ways on how they get involved with the affairs of their children, and how these measures create positive output to them. After the pane interview/discussion, the parents may exchange ideas in a forum to discuss proper ways to bring up children. Specifically, student problems, whether academic or personal, may also be brought up. Another activity the counselor could organize is a family day in which the whole family will come to the school to enjoy rides, games, or dining together. This event may be school-wide and would need the participation of every school personnel and students. Aside from organizing events for the family, the school counselor could also incorporate in the program field trips, camping, games, and other fun activities for the students. This will help students, especially with multicultural background, to get to know their classmates well. This way, they would also find time to have more friends. Aside from this, fun activities would also make them realize that school is not just for learning academics but also for having fun.            Moreover, other activities school counselors could provide include workshops or performing arts activities. These activities are very ideal to cultivate the talents of students. Examples of which include art, theater arts, dance, and singing workshops. After the workshops, counselors could also have a culminating activity in which students show what they have learned from the workshop. For arts, students will have an art exhibit, for dance, theater arts, and singing, the counselor could propose to school administration to allow a concert or show, in which students will be the performers. This particular activity could also serve as a fund raising campaign aside from showcasing the talent of students.            Other activities to make students realize their potentials include sports activities/intramurals. This would allow sports-minded students to show their capabilities in their field. Also, this could serve as the school’s campaign against drug use among students.            Further to the given interventions, counselors could also conduct career orientation, especially for graduating students. In this activity, the counselor would invite some professionals to talk about their career to inspire students to follow a similar path. At the end of the session, the counselor would elicit from students, which career aroused their interest, and what made them interested to it. Importantly, students should be given many options to choose from, and career professionals to be invited should likewise have multicultural identity, so that students can easily relate with them. Evaluation sessions should also follow to allow room for improvement.            Counselors also have a part in the school’s community outreach. By giving orientation to students regarding the activity and motivating them to help other people, students will realize that the helping profession is not limited within the four corners of the school. The participation of the counselor is very important as this will strengthen the role of the counseling profession and the school’s mission of helping other people.            Other interventions the counselor could incorporate in the counseling program include achievement tests, personality tests, and other assessments to gauge the students’ academic and personal progress. These could help identify the needs of the students or their inclinations to serve as guide in choosing their future career. There are a lot of ways a school counselor can adopt to help in the holistic development of students. In adopting each intervention, what is important is to bear in mind its applicability to the multicultural students. As each student comes from a different background, it is imperative to learn about them individually, and not just by names or culture affiliation. As long been practiced by other counseling professionals, one strategy the counselor could employ is to do home visits. By visiting students in their home, the counselor will gain a clear and accurate picture of the students’ background. Similarly, this would also create for him a first-hand experience of the students’ cultural background.  Conclusion As we continue to live in the Information Age, we are driven to realize the many impacts of multiculturalism on people, educational institutions, and society in general. In particular, we see how it changed history in the 1960s with the civil protest of Black Americans, and how it restructured school policies on employment of faculty, and treatment of students. Similarly, we see how it inspired minority groups to express their views and contribute to the rich and modern culture. Moreover, we see the important role of multiculturalism in the counseling programs of schools and the community, not to mention the challenges it continues to bring counselors in providing care and assistance. Although discrimination based on race, ethnic origin, gender, religion, disability, socio-political, and economic status are still evident in our society, the progress attained by forerunners and supporters of multiculturalism make us look forward to a better nation in the next decades. As time unfolds, we may take pride as we watch Americans embrace Africans, Asians, and other people of color. This view will continue to unveil as school administrators continue to uphold and cultivate the gifts of diversity in their orientation of students and communities. Much to the efforts made by school activists, we may look forward to more reforms in the counseling scene, either in schools or communities. The standards set by the AMCD or APA would continue to lead counselors to realize the importance of their roles in the society. The role played by counselors is not an easy task. However, by being conscious of their own tendency toward biases, counselors would avoid disserving their clients, and in the long run, the attitude of people especially schoolchildren toward counseling would further be affirmative. Moreover, adhering to the second characteristic, counselors would maintain a sensitive attitude toward cultures of other people. As such, they will feel the importance of bridging gaps among multicultural individuals, thus becoming proponents of unity and peace in the long run. Also part of the competency requirements of counselors is to devise or organize strategies to provide relevant counseling and helping services to the people. In this respect, their role is not limited to the school setting they serve, but it is likewise relevant to the community they work with. By fulfilling their part as community helpers, counselors would have a richer cultural experience which could help in their field. Recognizing the difficult task expected of counselors, we may develop the doubt regarding the capability of school counselors of today in taking on the said challenges. In this regard, counselors would need all the assistance it could get from school officials such as teachers, principal, and other staff. Through the collaboration between counselors and school officials, multicultural students will realize the important contribution they can make in the society, not only in their group but also in the lives of other people, in the fields of technology, manpower, innovation, and care for the environment. The nature of helping students does not end in counseling them or providing moral support. Rather, it extends to making them feel their importance as people, providing them choices in life, and cultivating their talents. The counseling program of every school should be the most active program among all, as it involves not only the students and counselors, but also other school officials, including the teachers, librarian, and support staff. If every one in the school system shares in the goal of achieving multicultural counseling, we can hope for the success of multicultural students. As such, everyone should his/her own part and responsibilities in promoting the welfare of the studentsâ€â€that is, giving respect to people of other cultures, helping them realize their life goals, and making them co-creators of society. Despite all the efforts exerted by counselors and other individuals to make up a better society, we can still note some people, even students who would resist multiculturalism. The harsh picture of some students exhibiting exclusivist attitude toward their peers should not be overlooked. Rather, it should be the concern of everyone in the school, especially its officials. In line with this, more studies should be conducted on how to incorporate multicultural views into the counseling program of every school, beginning from pre-schools to post-graduate schools. It would also help if psychological groups or associations would set standards particularly for multicultural school counseling. These rules would serve as guide for school administrators in choosing the right school counselor. While it is the role of school counselors to provide counseling to multicultural students, it would also help if schools would implement a procedure to evaluate if other aspects of the school adhere to promoting cultural diversity. Particularly, school administrators should realize that the issue of multiculturalism should not be addressed by the counseling program alone, but also by all aspects of the school, including the physical structure of the school. In this regard, future research in psychology could include ways on how the school’s physical structure could support counseling programs for multicultural students. References Chandras, Kan, David DeLambo, & Sunil Chandras. (2006). Counseling strategies and techniques to sensitize school counselors to the life experiences of culturally different students. Retrieved January 28, 2008, from http://www.counselingoutfitters.com/Chandras.htm Constantine, Madonna. (2001). Universal-diverse orientation and general expectations about counseling: Their relation to college students’ multicultural counseling expectations. Journal of college student development. Retrieved January 28, 2008, from http://findarticles.com/p/articles/mi_qa3752/is_200111/ai_n8993131 Freedman, Kenneth. (1999). Multicultural counseling. Retrieved January 23, 2008, from http://www.alaska.net/~fken/Multiculture.htm Gorski, Paul. (1999). A Brief History of Multicultural Education. Retrieved January 25, 2008, from http://www.edchange.org/multicultural/papers/edchange_history.html Hanna, Fred. (2000). Asian shades of spirituality: implications for multicultural school counseling. Professional school counseling. Retrieved January 29, 2008, from http://findarticles.com/p/articles/mi_m0KOC/is_5_7/ai_n6121238 Harris, Anthony. (2007). Philosophy and techniques of multicultural education. Journal of multidisciplinary research. Vol. 1 Issue 1. Retrieved January 22, 2008, from http://www.scientificjournals.org/journals2007/articles/1080.htm Lesbian, gay, bisexual, and transgender students. (n.d.). Retrieved January 29, 2008, from http://www.getthetoolkit.com/publications/transgender%20students.pdf Patterson, C.H. (1996). Multicultural counseling: from diversity to universality. Journal of counseling and development. Retrieved January 25, 2008, from http://www.sageofasheville.com/pub_downloads/MULTICULTURAL_COUNSELING_FROM_DIVERSITY_TO_UNIVERSALITY.pdf Rosado, Caleb. (1997). Toward a definition of multiculturalism. Retrieved January 30, 2008, from http://www.rosado.net/pdf/Def_of_Multiculturalism.pdf Rosado, Caleb. (n.d.). What makes a school multicultural? January 24, 2008, from http://www.edchange.org/multicultural/papers/caleb/multicultural.html Sanabria, Samuel. (2004). Culturally appropriate career counseling with gay and lesbian clients. Career development quarterly. Retrieved January 29, 2008, from http://www.thefreelibrary.com/Culturally+appropriate+career+counseling+with+gay+and+lesbian+clients.-a0127052322 Sue, Derald Wing, Patricia Arredondo, and Roderick McDavis. (1992). Multicultural counseling competencies and standards: A call to the profession. Retrieved January 25, 2008, from www.counseling.org/Files/FD.ashx?guid=e14f8c36-41e7-4af8-830d-69f6057986d7 – Van Velsor, Patricia & Graciela Orozco. (2007). Involving low-income parents in the schools: Communitycentric strategies for school counselors. Professional school counseling. Retrieved January 29, 2008, from http://www.thefreelibrary.com/Involving+low-income+parents+in+the+schools%3a+communitycentric†¦-a0171018638 Webb, Michael. (1990). Multicultural education in elementary and secondary schools. Eric digest number 67. Retrieved January 24, 2008, from http://www.ericdigests.org/pre-9218/secondary.htm
Thursday, January 9, 2020
The Sociological Imagination Of Max Weber s Types Of...
Through analyzing the written works of Max Weber’s Types of Legitimate Domination and Bureaucracy to C. Wright Mills’ The Sociological Imagination, the writings of the comparative authors reveal the domination of power in a socially constructed society and the way that individuals are influenced by the constructed hierarchy of power. Through sociological analysis, these concepts can be applied to the ways individuals are continuously influenced through socially constructed institutions in a society where individuals constantly interact with one another. As Mills and Weber apply sociological analysis to the context of their observations, they are able to observe the growing positive and negative influences that ultimately shape the†¦show more content†¦According to Weber, â€Å"sociological analysis will treat [people] on the same level as...men who are the greatest heroes...according to conventional judgements,†that addresses the subject of authority ( Types of Legitimate Domination, 242.) In other words, those who display a charismatic, genuine nature as leaders, will receive a different admiration from their followers that resonates with that character that they’re putting forward. As Mills understands the concept of the social makeup of reality, he points out that people are bound by the effects of historical change and the contradictions that been implemented within the institutions of a society. Through social control, Mills addresses how the need for information has gained the attention of people to the point where it overwhelms people’s lives. Societies are able to maintain social control by â€Å"keeping people in line†as they ultimately keep themselves in line and follow this instructed form of action that â€Å"is typically expected and approved within the social system†(Mills, 32.) However, with maintaining social control, there’s the dilemma of attempting the people of a society de sire to do what is initially expected of them. Through the use of the Sociological Imagination, people are better able to understand the idea of social structure and how social control is maintained through this process. The â€Å"Sociological Imagination†allows individuals to obtain an understanding of the historical contextShow MoreRelatedAlternative Learning Systems9735 Words  | 39 PagesArticles Sociology of the Prison Classroom: Marginalized Identities and Sociological Imaginations behind Bars Teaching Sociology 39(2) 165–178 Ó American Sociological Association 2011 DOI: 10.1177/0092055X11400440 http://ts.sagepub.com Kylie L. Parrotta1 and Gretchen H. Thompson1 Abstract The authors use sociology of the college classroom to analyze their experiences as feminists teaching sociology courses in the ‘‘unconventional setting’’ of prison. Reflective writing was used to chronicle experiencesRead MoreOrganisational Theory230255 Words  | 922 Pagesmanaging, organizing and reflecting on both formal and informal structures, and in this respect you will find this book timely, interesting and valuable. 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Wednesday, January 1, 2020
Leadership Styles Have On Minority Graduates - 1306 Words
Abstract The role of leadership is extremely vital in creating a motivated and satisfied workforce. In many cases motivation and job satisfaction are linked to salary and benefits but this paper will explore the direct relationships, both positive and negative, that different leadership styles have on minority graduates entering the workforce. The data for this research was collected from students enrolled at Savannah State University and taking business school courses. Transformational Leadership, Situational Leadership, Participative Leadership, and Delegative Leadership will be measured to indicate which style(s) will produce the highest level of job motivation and satisfaction. The method used to analyze this data and evaluate the†¦show more content†¦This approach has been common in the workforce for years, but when is the employee’s input considered? By simply asking the employees or future employees a series of questions regarding leadership styles, the manager or leade r could have a much better understanding of how to lead each individual. Considering every individual is different, what motivates them in the workplace should differ also, but is there a trend amongst groups such as minorities or majorities? This research focuses on full time students, of Savannah State University, that are currently enrolled in classes that are held in the Howard Jordan business school. These students volunteered themselves as I explored the various leadership styles and job satisfaction and motivation. This specific group was chosen to because they are Savannah’s only historically black universities (HBCU) and one of a few in the state of Georgia. As businesses expand and industries grow, these students will graduate and make up a large number of the employees in these industries. 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