Every human and social services organization may be thought of as its own small ecosystem, operating within the larger ecosystem of the community it serves. The cultural backgrounds of the employees that work at an organization, as well as those of the clients served by the organization, can potentially form a complex matrix of interactions. As professionals bound by laws (e.g., Title VII of the Civil Rights Act of 1964) and by various codes of ethics that are profession-specific (e.g., the NOHS standards), human and social services professionals and the agencies they work within are committed to nondiscrimination and ethical adherence.
There is, however, a difference between adhering to laws and ethics and providing truly culturally sensitive services for client populations. For this Discussion, you explore agency guidelines related to culture and cultural sensitivity and look for possible violations of these guidelines (some of which may be unintentional or well-meaning).
Choose a local human or social services agency that you are familiar with and find at least one possible violation of the agency’s guidelines with respect to cultural sensitivity.
Consider the following questions as you review the agency’s guidelines:
Are there professionals who come from the same ethnic groups served?
Are professionals given training on self-reflection in order to be aware of potential bias or or imposing their own values?
Are alternative healing practices needed and implemented?
How do the cultures in this community view mental health?
Are assessments biased in terms of worldview or linguistic accessibility?
Are interpreters available for all language groups?
Are there cultural differences in symptoms or disorders?
Are microaggressions evident?
Are services restricted based on religious principles?
Are there rules that may apply unequally between women and men?
By Day 3
Post a description of the agency you chose. Next, explain how this agency addresses the issues of ethics training in relation to maintaining appropriate boundaries and cultural sensitivity. Give
or tension well. He becomes very irritable and irrational. He raises his voice to his family and uses a negative tone. He does not have much confidence in his parenting skills as he has resentment toward his own father. Mr. Buckman is generally content except when dealing with family or work. He tries to be nonchalant until he feels his ability to handle responsibilities is threatened. (Grazer & Howard, 1989) Positive Reinforcement: Frank knows Larry is gambling and gives him money to help covering his losses. He is reinforcing the behavior to gamble; even when Larry loses he is rewarded with more money from his father. (Pellebon, 2009) Negative Reinforcement: Nathan did not allow Patty to attend preschool and limited her time with Gil’s kids. He believed that removing these social influences would increase her ability to learn and maintain her extreme intelligence. (Pellebon, 2009) Positive Punishment: Grandma notices Gil is tense and arguing with Karen. So she tells a story of her first roller coaster ride using it as metaphor for life. She in a sense scolds Gil for getting upset hoping to stop his ranting. (Pellebon, 2009) Negative Punishment: The family shares extrinsically, giving and combining resources but when Larry comes for a visit they are guarded with their money. They believe withholding money from Larry will stop his erratic spending behavior. (Pellebon, 2009) Respondent Conditioning: Gil felt abandoned by Frank. Frank would take him to a baseball game every year and leave him with an usher leaving him feeling abandoned by his Dad. Even as an adult baseball games trigger sad memories and feelings of abandonment. (Ashford, LeCroy, & Lortie, 2006) Habituation: The Buckman family learns to bond and communicate by the routine of tucking the children into bed every night. Saying goodnight and I love every night creates a habit of showing care and affection. (Ashford, LeCroy, & Lortie, 2006) Modeling: Gil spends time with his kids and communicates with them in order to model good parenting skills. He hopes that by being a good parent that his kids will grow up to be good parents. He was not aware that his father was also observing and learning to be a better parent. (Ashford, LeCroy, & Lortie, 2006) Vicarious Learning: Karen learns that her sister-in-law Susan would give her husband Nathan oral sex in the car when he would get tense. Later when in the car with Gil when he is tense she attempts to calm him down in the same manner. (Pellebon, 2009) Strengths and Weakness: Gil Buckman is very motivated to make a positive impact on his family. He doesn’t cope well with stress. However he is eager to implement change in his life. He lacks self control yet he is resourceful and goal oriented. He is assertive, and willing to preserve in order to meet the needs of his family. Mr. Buckman gets along well with others, yet has limited ties to his community. What little involvement he has is positive, he has effect peer relationships. (Grazer & Howard, 1989) Multidimensional Assessment:>GET ANSWER