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Category: Psychology > Clinical & Abnormal Psychology

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  • [Solved] Prof Double R

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    Read the article that is uploaded below. Answer questions about article. 1. Summarize the research study's purpose. 25-50 words 2. Describe the relevance publication dates of the citations referenced for the research study. In other words, are at least some of those cited sources recent (relevant …

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    Read the article that is uploaded below. Answer questions about article.

    1. Summarize the research study's purpose. 25-50 words

    2. Describe the relevance publication dates of the citations referenced for the research study. In other words, are at least some of those cited sources recent (relevant to date of publication?) 25-50 words

    3. Identify whether the research study makes a frequency based, association based, or causal claim, and explain your reasoning. Remember to cite any information from your chosen sources within an APA style in text citation.25-50 words

    4. Identify whether the research method used in the study is qualitative, quantitative, or mixed-methods, and explain your reasoning. Remember to cite any information from your chosen sources within an APA style in text citation.25-50 words

    4. Describe the research study's data collection method. Possibilities for data collection include surveys, observations, interviews, archive reviews, objectives or biological measures or some combination of those listed. Remember to cite any information from your chosen sources within an APA style in text citation.50-100 words

    5. Describe the research study's sample. In your response, be sure to identify the following:

    sample size and sample characteristics

    Remember to cite any information from your chosen sources within APA style in text citation.50 words

    6. Describe one type of statistical analysis conducted in the research study's. Remember to cite any information from your chosen sources within an APA style in text citation. 25 words

    7. Describe one limitation from the research study. Remember to cite any information from your chosen sources within an APA style in text citation.25-50 words

    8. Describe how the findings from the research study could be used personally or professionally. In other words, how can people use this information in their work, in their personal lives, or to help others. 25-50 words

    – [\
    \
    EBSCO-FullText-05_23_2026.pdf](https://www.sweetstudy.com/files/ebsco-fulltext-05-23-2026-pdf "EBSCO-FullText-05_23_2026.pdf")

  • [Solved] discussion post

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  • [Solved] Psychology Assignment 1

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    see attach **files (3)** – ## Assignement1.docx – ## 03ch1.ppt – ## 04ch.ppt **## Assignement1.docx** **.In your reflection, address the following:** **Part 1: Components of Cultural Competence** What are the four components of cultural competence as outlined by the text? In your response, please in…

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    see attach

    **files (3)**

    – ## Assignement1.docx

    – ## 03ch1.ppt

    – ## 04ch.ppt

    **## Assignement1.docx**

    **.In your reflection, address the following:**

    **Part 1: Components of Cultural Competence**
    What are the four components of cultural competence as outlined by the text? In your response, please indicate the challenges associated with each component.

    **Part 2: Multidimensional Model of Cultural Competence (MDCC)**
    In the multidimensional model of cultural competence (MDCC), Sue (2001) integrates three important features associated with effective multicultural service delivery—what are they? In your response, please provide a thorough description of each dimension.

    **Part 3: Developing Culturally Competent Social Work Practice**
    There are several implications for developing culturally competent social work practice. Please describe five implications and discuss the personal challenges you may face for each implication.

    **Assignment Guidelines**

    ·
    **Substantive Reflections:** Ensure your reflections are thorough and offer in-depth analysis.

    ·
    **References:** A minimum of 3 references is required. The general rule is 3 references per every 2 pages submitted.

    ·
    **APA Format:** Follow APA guidelines, including a cover page, in-text citations, and a reference list.

    ·
    **Length:** Submit the assignment as a 2-page (minimum) Word document.

    ·
    **Formatting:** Use double-spacing and 12pt Times New Roman font.

    ·
    **The reference page should be bold and centered.** alphabetize all entries and format them with double-spacing and a 0.5-inch hanging indent.

    A Competency-Based Approach to Diversity and Social Justice. Sue, D., Rasheed, M., Rasheed, J. (2016)

    2nd Edition. Wiley

    **## 03ch1.ppt**

    Chapter 3

    Becoming Culturally Competent in Social Work Practice

    Multicultural Social Work Practice 2ed – Chapter (3)

    Defining Cultural Competence in Social Work Practice

    the process by which individuals and systems respond respectfully and effectively to people of all culture, languages, classes, races, ethnic backgrounds, religions, and other diversity factors in a manner that recognizes, affirms, and values the work with individuals, families, and communities and protects and preserves the dignity of each

    –National Association of Social Workers, 2001

    (bold Italics added)

    Multicultural Social Work Practice 2ed – Chapter (3)

    Four Components of Cultural Competence:

    – Become aware of assumptions about human behavior, values, biases, and preconceived notions
    – Attempt to understand the worldview of culturally diverse clients
    – Actively develop and practice appropriate, relevant, and sensitive intervention strategies and skills
    – Understand how organizational and institutional forces may enhance or negate the development of cultural competence

    Multicultural Social Work Practice 2ed – Chapter (3)

    Multidimensional Model of Cultural Competence in Social Work

    Dimensions

    – Worldviews of Cultural Groups

    (Race, Gender, Sexual Orientation, etc.)

    – Components of Cultural Competence

    (Awareness, Knowledge, and Skills)

    – Foci of Cultural Competence

    Multicultural Social Work Practice 2ed – Chapter (3)

    Dimension I: Group-Specific Worldviews

    Consider the worldviews of all cultural groups along the lines of:

    – Race/ethnicity (African Americans, Asian Americans, etc.)

    – Sexual orientation (Gays, Straights, Lesbians, Bisexuals, etc.)

    – Gender (Women)

    Multicultural Social Work Practice 2ed – Chapter (3)

    Dimension II: Components of Cultural Competence

    – Awareness
    – Aware and sensitive to his/her own cultural heritage and to valuing and respecting differences
    – Knowledge
    – Of the history, experiences, cultural values, and lifestyles of sociodemographic groups
    – Skills
    – Generate a wide variety of verbal and nonverbal responses

    Multicultural Social Work Practice 2ed – Chapter (3)

    Dimension III: Foci of Social Work Interventions

    Intervene effectively at the:

    – individual, professional, organizational, and societal levels

    Social work operates in the:

    – micro, mezzo and macro levels of intervention

    Multicultural Social Work Practice 2ed – Chapter (3)

    Implications for Social Work Practice

    – Understand terminology
    – Be vigilant (e.g. emotional reactions)
    – Identify culture-specific and university domains of helping
    – Know that:
    – Western concepts and practices may not apply to cultural groups
    – Euro-American healing standards originated from cultural context

    Multicultural Social Work Practice 2ed – Chapter (3)

    Implications for Social Work Practice

    – Cultural competence is more inclusive than clinical competence
    – Learn to play other roles than conventional caseworker
    – Realize that organizational/institutional policies, practices and structures may be oppressive
    – Use culturally consistent modalities
    – Know that MCSW includes ALL groups

    Multicultural Social Work Practice 2ed – Chapter (3)

    **## 04ch.ppt**

    Chapter 4

    Understanding the Sociopolitical Implications of Oppression in Social Work Practice

    Multicultural Social Work Practice 2ed – Chapter (4)

    Ethnocentric Monoculturalism

    – Individual, institutional, and cultural expression of superiority of one group’s cultural heritage over another…

    combined with…

    – The power to impose those standards on less powerful group

    Multicultural Social Work Practice 2ed – Chapter (4)

    Belief in Superiority

    White Euro-American values/beliefs:

    – “More civilized”
    – Light complexion, blonde hair, blue eyes
    – Christianity
    – Protestant work ethic
    – Capitalism
    – Standard English
    – “White Privilege”

    Multicultural Social Work Practice 2ed – Chapter (4)

    Belief in the Inferiority of Others

    Other groups are pathologized or seen as inferior:

    – Dark skin, black hair, brown eyes
    – Non-Christian
    – Collectivist
    – Present time oriented
    – Bilingualism
    – Nonstandard English

    Multicultural Social Work Practice 2ed – Chapter (4)

    Power to Impose Standards

    White Euro-Americans have the power to impose standards on through organizations and institutions

    For example, in the workplace—be on time or get fired, speak standard English in in a rational, even tone, etc.

    Multicultural Social Work Practice 2ed – Chapter (4)

    Manifestation in Institutions

    Institutional Racism,

    Sexism, and Homophobia:

    Systematically enforcing oppression through unequal treatment, blocking opportunities, etc.

    Multicultural Social Work Practice 2ed – Chapter (4)

    Invisible Veil

    Operates on an unconscious level

    Assumes universality:

    Regardless of race, culture, gender, etc., everyone shares the same reality

    Multicultural Social Work Practice 2ed – Chapter (4)

    Effects of Historical and Current Oppression

    – European colonization and cultural genocide of Native Americans
    – “…all men are created equal?”
    – All 56 signatories of the Declaration of Independence were White men
    – Slavery
    – “Melting Pot”—assimilate into one

    Multicultural Social Work Practice 2ed – Chapter (4)

    Impact of Ethnocentric

    Monoculturalism in Helping Relationships

    – “Playing it Cool” – People of color conceal their true feelings to Whites for protection
    – “Uncle Tom Syndrome” – People of color appear docile and nonassertive not to threaten Whites
    – Women may perceive men as sexist unless proved otherwise
    – GLBT individuals may perceive heterosexuals as homophobic unless proved otherwise

    Multicultural Social Work Practice 2ed – Chapter (4)

    Credibility, Expertness, and Trustworthiness of Social Workers

    Credibility:

    – Constellation of characteristics that makes certain individuals appear
    – Worth of belief
    – Capable
    – Entitled to confidence
    – Reliable
    – Trustworthy (i.e. self-disclosure)

    Multicultural Social Work Practice 2ed – Chapter (4)

    Expertness and Trustworthiness of Social Workers

    Expertness:

    – MSW does not automatically provide expert status
    – behavior expertness is more important (i.e. knowledge about cultural norms and beliefs)

    Trustworthiness:

    – Encompasses factors such as:

    sincerity, openness, honesty, or perceived

    lack of motivation for personal gain

    Multicultural Social Work Practice 2ed – Chapter (4)

    Implications for Social Work Practice

    – Marginalized clients may not readily disclose personal information to you—do not pathologize
    – Do not personalize client’s suspicions
    – Monitor your own reactions and question beliefs
    – Marginalized groups may consider your MSW, DSW, CSW insufficient

    Multicultural Social Work Practice 2ed– Chapter (4)

    **## 04ch.ppt**

    Chapter 4

    Understanding the Sociopolitical Implications of Oppression in Social Work Practice

    Multicultural Social Work Practice 2ed – Chapter (4)

    Ethnocentric Monoculturalism

    – Individual, institutional, and cultural expression of superiority of one group’s cultural heritage over another…

    combined with…

    – The power to impose those standards on less powerful group

    Multicultural Social Work Practice 2ed – Chapter (4)

    Belief in Superiority

    White Euro-American values/beliefs:

    – “More civilized”
    – Light complexion, blonde hair, blue eyes
    – Christianity
    – Protestant work ethic
    – Capitalism
    – Standard English
    – “White Privilege”

    Multicultural Social Work Practice 2ed – Chapter (4)

    Belief in the Inferiority of Others

    Other groups are pathologized or seen as inferior:

    – Dark skin, black hair, brown eyes
    – Non-Christian
    – Collectivist
    – Present time oriented
    – Bilingualism
    – Nonstandard English

    Multicultural Social Work Practice 2ed – Chapter (4)

    Power to Impose Standards

    White Euro-Americans have the power to impose standards on through organizations and institutions

    For example, in the workplace—be on time or get fired, speak standard English in in a rational, even tone, etc.

    Multicultural Social Work Practice 2ed – Chapter (4)

    Manifestation in Institutions

    Institutional Racism,

    Sexism, and Homophobia:

    Systematically enforcing oppression through unequal treatment, blocking opportunities, etc.

    Multicultural Social Work Practice 2ed – Chapter (4)

    Invisible Veil

    Operates on an unconscious level

    Assumes universality:

    Regardless of race, culture, gender, etc., everyone shares the same reality

    Multicultural Social Work Practice 2ed – Chapter (4)

    Effects of Historical and Current Oppression

    – European colonization and cultural genocide of Native Americans
    – “…all men are created equal?”
    – All 56 signatories of the Declaration of Independence were White men
    – Slavery
    – “Melting Pot”—assimilate into one

    Multicultural Social Work Practice 2ed – Chapter (4)

    Impact of Ethnocentric

    Monoculturalism in Helping Relationships

    – “Playing it Cool” – People of color conceal their true feelings to Whites for protection
    – “Uncle Tom Syndrome” – People of color appear docile and nonassertive not to threaten Whites
    – Women may perceive men as sexist unless proved otherwise
    – GLBT individuals may perceive heterosexuals as homophobic unless proved otherwise

    Multicultural Social Work Practice 2ed – Chapter (4)

    Credibility, Expertness, and Trustworthiness of Social Workers

    Credibility:

    – Constellation of characteristics that makes certain individuals appear
    – Worth of belief
    – Capable
    – Entitled to confidence
    – Reliable
    – Trustworthy (i.e. self-disclosure)

    Multicultural Social Work Practice 2ed – Chapter (4)

    Expertness and Trustworthiness of Social Workers

    Expertness:

    – MSW does not automatically provide expert status
    – behavior expertness is more important (i.e. knowledge about cultural norms and beliefs)

    Trustworthiness:

    – Encompasses factors such as:

    sincerity, openness, honesty, or perceived

    lack of motivation for personal gain

    Multicultural Social Work Practice 2ed – Chapter (4)

    Implications for Social Work Practice

    – Marginalized clients may not readily disclose personal information to you—do not pathologize
    – Do not personalize client’s suspicions
    – Monitor your own reactions and question beliefs
    – Marginalized groups may consider your MSW, DSW, CSW insufficient

    Multicultural Social Work Practice 2ed– Chapter (4)

    **## Assignement1.docx**

    **.In your reflection, address the following:**

    **Part 1: Components of Cultural Competence**
    What are the four components of cultural competence as outlined by the text? In your response, please indicate the challenges associated with each component.

    **Part 2: Multidimensional Model of Cultural Competence (MDCC)**
    In the multidimensional model of cultural competence (MDCC), Sue (2001) integrates three important features associated with effective multicultural service delivery—what are they? In your response, please provide a thorough description of each dimension.

    **Part 3: Developing Culturally Competent Social Work Practice**
    There are several implications for developing culturally competent social work practice. Please describe five implications and discuss the personal challenges you may face for each implication.

    **Assignment Guidelines**

    ·
    **Substantive Reflections:** Ensure your reflections are thorough and offer in-depth analysis.

    ·
    **References:** A minimum of 3 references is required. The general rule is 3 references per every 2 pages submitted.

    ·
    **APA Format:** Follow APA guidelines, including a cover page, in-text citations, and a reference list.

    ·
    **Length:** Submit the assignment as a 2-page (minimum) Word document.

    ·
    **Formatting:** Use double-spacing and 12pt Times New Roman font.

    ·
    **The reference page should be bold and centered.** alphabetize all entries and format them with double-spacing and a 0.5-inch hanging indent.

    A Competency-Based Approach to Diversity and Social Justice. Sue, D., Rasheed, M., Rasheed, J. (2016)

    2nd Edition. Wiley

    **## 03ch1.ppt**

    Chapter 3

    Becoming Culturally Competent in Social Work Practice

    Multicultural Social Work Practice 2ed – Chapter (3)

    Defining Cultural Competence in Social Work Practice

    the process by which individuals and systems respond respectfully and effectively to people of all culture, languages, classes, races, ethnic backgrounds, religions, and other diversity factors in a manner that recognizes, affirms, and values the work with individuals, families, and communities and protects and preserves the dignity of each

    –National Association of Social Workers, 2001

    (bold Italics added)

    Multicultural Social Work Practice 2ed – Chapter (3)

    Four Components of Cultural Competence:

    – Become aware of assumptions about human behavior, values, biases, and preconceived notions
    – Attempt to understand the worldview of culturally diverse clients
    – Actively develop and practice appropriate, relevant, and sensitive intervention strategies and skills
    – Understand how organizational and institutional forces may enhance or negate the development of cultural competence

    Multicultural Social Work Practice 2ed – Chapter (3)

    Multidimensional Model of Cultural Competence in Social Work

    Dimensions

    – Worldviews of Cultural Groups

    (Race, Gender, Sexual Orientation, etc.)

    – Components of Cultural Competence

    (Awareness, Knowledge, and Skills)

    – Foci of Cultural Competence

    Multicultural Social Work Practice 2ed – Chapter (3)

    Dimension I: Group-Specific Worldviews

    Consider the worldviews of all cultural groups along the lines of:

    – Race/ethnicity (African Americans, Asian Americans, etc.)

    – Sexual orientation (Gays, Straights, Lesbians, Bisexuals, etc.)

    – Gender (Women)

    Multicultural Social Work Practice 2ed – Chapter (3)

    Dimension II: Components of Cultural Competence

    – Awareness
    – Aware and sensitive to his/her own cultural heritage and to valuing and respecting differences
    – Knowledge
    – Of the history, experiences, cultural values, and lifestyles of sociodemographic groups
    – Skills
    – Generate a wide variety of verbal and nonverbal responses

    Multicultural Social Work Practice 2ed – Chapter (3)

    Dimension III: Foci of Social Work Interventions

    Intervene effectively at the:

    – individual, professional, organizational, and societal levels

    Social work operates in the:

    – micro, mezzo and macro levels of intervention

    Multicultural Social Work Practice 2ed – Chapter (3)

    Implications for Social Work Practice

    – Understand terminology
    – Be vigilant (e.g. emotional reactions)
    – Identify culture-specific and university domains of helping
    – Know that:
    – Western concepts and practices may not apply to cultural groups
    – Euro-American healing standards originated from cultural context

    Multicultural Social Work Practice 2ed – Chapter (3)

    Implications for Social Work Practice

    – Cultural competence is more inclusive than clinical competence
    – Learn to play other roles than conventional caseworker
    – Realize that organizational/institutional policies, practices and structures may be oppressive
    – Use culturally consistent modalities
    – Know that MCSW includes ALL groups

    Multicultural Social Work Practice 2ed – Chapter (3)

    **## 04ch.ppt**

    Chapter 4

    Understanding the Sociopolitical Implications of Oppression in Social Work Practice

    Multicultural Social Work Practice 2ed – Chapter (4)

    Ethnocentric Monoculturalism

    – Individual, institutional, and cultural expression of superiority of one group’s cultural heritage over another…

    combined with…

    – The power to impose those standards on less powerful group

    Multicultural Social Work Practice 2ed – Chapter (4)

    Belief in Superiority

    White Euro-American values/beliefs:

    – “More civilized”
    – Light complexion, blonde hair, blue eyes
    – Christianity
    – Protestant work ethic
    – Capitalism
    – Standard English
    – “White Privilege”

    Multicultural Social Work Practice 2ed – Chapter (4)

    Belief in the Inferiority of Others

    Other groups are pathologized or seen as inferior:

    – Dark skin, black hair, brown eyes
    – Non-Christian
    – Collectivist
    – Present time oriented
    – Bilingualism
    – Nonstandard English

    Multicultural Social Work Practice 2ed – Chapter (4)

    Power to Impose Standards

    White Euro-Americans have the power to impose standards on through organizations and institutions

    For example, in the workplace—be on time or get fired, speak standard English in in a rational, even tone, etc.

    Multicultural Social Work Practice 2ed – Chapter (4)

    Manifestation in Institutions

    Institutional Racism,

    Sexism, and Homophobia:

    Systematically enforcing oppression through unequal treatment, blocking opportunities, etc.

    Multicultural Social Work Practice 2ed – Chapter (4)

    Invisible Veil

    Operates on an unconscious level

    Assumes universality:

    Regardless of race, culture, gender, etc., everyone shares the same reality

    Multicultural Social Work Practice 2ed – Chapter (4)

    Effects of Historical and Current Oppression

    – European colonization and cultural genocide of Native Americans
    – “…all men are created equal?”
    – All 56 signatories of the Declaration of Independence were White men
    – Slavery
    – “Melting Pot”—assimilate into one

    Multicultural Social Work Practice 2ed – Chapter (4)

    Impact of Ethnocentric

    Monoculturalism in Helping Relationships

    – “Playing it Cool” – People of color conceal their true feelings to Whites for protection
    – “Uncle Tom Syndrome” – People of color appear docile and nonassertive not to threaten Whites
    – Women may perceive men as sexist unless proved otherwise
    – GLBT individuals may perceive heterosexuals as homophobic unless proved otherwise

    Multicultural Social Work Practice 2ed – Chapter (4)

    Credibility, Expertness, and Trustworthiness of Social Workers

    Credibility:

    – Constellation of characteristics that makes certain individuals appear
    – Worth of belief
    – Capable
    – Entitled to confidence
    – Reliable
    – Trustworthy (i.e. self-disclosure)

    Multicultural Social Work Practice 2ed – Chapter (4)

    Expertness and Trustworthiness of Social Workers

    Expertness:

    – MSW does not automatically provide expert status
    – behavior expertness is more important (i.e. knowledge about cultural norms and beliefs)

    Trustworthiness:

    – Encompasses factors such as:

    sincerity, openness, honesty, or perceived

    lack of motivation for personal gain

    Multicultural Social Work Practice 2ed – Chapter (4)

    Implications for Social Work Practice

    – Marginalized clients may not readily disclose personal information to you—do not pathologize
    – Do not personalize client’s suspicions
    – Monitor your own reactions and question beliefs
    – Marginalized groups may consider your MSW, DSW, CSW insufficient

    Multicultural Social Work Practice 2ed– Chapter (4)

    **## Assignement1.docx**

    **.In your reflection, address the following:**

    **Part 1: Components of Cultural Competence**
    What are the four components of cultural competence as outlined by the text? In your response, please indicate the challenges associated with each component.

    **Part 2: Multidimensional Model of Cultural Competence (MDCC)**
    In the multidimensional model of cultural competence (MDCC), Sue (2001) integrates three important features associated with effective multicultural service delivery—what are they? In your response, please provide a thorough description of each dimension.

    **Part 3: Developing Culturally Competent Social Work Practice**
    There are several implications for developing culturally competent social work practice. Please describe five implications and discuss the personal challenges you may face for each implication.

    **Assignment Guidelines**

    ·
    **Substantive Reflections:** Ensure your reflections are thorough and offer in-depth analysis.

    ·
    **References:** A minimum of 3 references is required. The general rule is 3 references per every 2 pages submitted.

    ·
    **APA Format:** Follow APA guidelines, including a cover page, in-text citations, and a reference list.

    ·
    **Length:** Submit the assignment as a 2-page (minimum) Word document.

    ·
    **Formatting:** Use double-spacing and 12pt Times New Roman font.

    ·
    **The reference page should be bold and centered.** alphabetize all entries and format them with double-spacing and a 0.5-inch hanging indent.

    A Competency-Based Approach to Diversity and Social Justice. Sue, D., Rasheed, M., Rasheed, J. (2016)

    2nd Edition. Wiley

    **## 03ch1.ppt**

    Chapter 3

    Becoming Culturally Competent in Social Work Practice

    Multicultural Social Work Practice 2ed – Chapter (3)

    Defining Cultural Competence in Social Work Practice

    the process by which individuals and systems respond respectfully and effectively to people of all culture, languages, classes, races, ethnic backgrounds, religions, and other diversity factors in a manner that recognizes, affirms, and values the work with individuals, families, and communities and protects and preserves the dignity of each

    –National Association of Social Workers, 2001

    (bold Italics added)

    Multicultural Social Work Practice 2ed – Chapter (3)

    Four Components of Cultural Competence:

    – Become aware of assumptions about human behavior, values, biases, and preconceived notions
    – Attempt to understand the worldview of culturally diverse clients
    – Actively develop and practice appropriate, relevant, and sensitive intervention strategies and skills
    – Understand how organizational and institutional forces may enhance or negate the development of cultural competence

    Multicultural Social Work Practice 2ed – Chapter (3)

    Multidimensional Model of Cultural Competence in Social Work

    Dimensions

    – Worldviews of Cultural Groups

    (Race, Gender, Sexual Orientation, etc.)

    – Components of Cultural Competence

    (Awareness, Knowledge, and Skills)

    – Foci of Cultural Competence

    Multicultural Social Work Practice 2ed – Chapter (3)

    Dimension I: Group-Specific Worldviews

    Consider the worldviews of all cultural groups along the lines of:

    – Race/ethnicity (African Americans, Asian Americans, etc.)

    – Sexual orientation (Gays, Straights, Lesbians, Bisexuals, etc.)

    – Gender (Women)

    Multicultural Social Work Practice 2ed – Chapter (3)

    Dimension II: Components of Cultural Competence

    – Awareness
    – Aware and sensitive to his/her own cultural heritage and to valuing and respecting differences
    – Knowledge
    – Of the history, experiences, cultural values, and lifestyles of sociodemographic groups
    – Skills
    – Generate a wide variety of verbal and nonverbal responses

    Multicultural Social Work Practice 2ed – Chapter (3)

    Dimension III: Foci of Social Work Interventions

    Intervene effectively at the:

    – individual, professional, organizational, and societal levels

    Social work operates in the:

    – micro, mezzo and macro levels of intervention

    Multicultural Social Work Practice 2ed – Chapter (3)

    Implications for Social Work Practice

    – Understand terminology
    – Be vigilant (e.g. emotional reactions)
    – Identify culture-specific and university domains of helping
    – Know that:
    – Western concepts and practices may not apply to cultural groups
    – Euro-American healing standards originated from cultural context

    Multicultural Social Work Practice 2ed – Chapter (3)

    Implications for Social Work Practice

    – Cultural competence is more inclusive than clinical competence
    – Learn to play other roles than conventional caseworker
    – Realize that organizational/institutional policies, practices and structures may be oppressive
    – Use culturally consistent modalities
    – Know that MCSW includes ALL groups

    Multicultural Social Work Practice 2ed – Chapter (3)

    **## 04ch.ppt**

    Chapter 4

    Understanding the Sociopolitical Implications of Oppression in Social Work Practice

    Multicultural Social Work Practice 2ed – Chapter (4)

    Ethnocentric Monoculturalism

    – Individual, institutional, and cultural expression of superiority of one group’s cultural heritage over another…

    combined with…

    – The power to impose those standards on less powerful group

    Multicultural Social Work Practice 2ed – Chapter (4)

    Belief in Superiority

    White Euro-American values/beliefs:

    – “More civilized”
    – Light complexion, blonde hair, blue eyes
    – Christianity
    – Protestant work ethic
    – Capitalism
    – Standard English
    – “White Privilege”

    Multicultural Social Work Practice 2ed – Chapter (4)

    Belief in the Inferiority of Others

    Other groups are pathologized or seen as inferior:

    – Dark skin, black hair, brown eyes
    – Non-Christian
    – Collectivist
    – Present time oriented
    – Bilingualism
    – Nonstandard English

    Multicultural Social Work Practice 2ed – Chapter (4)

    Power to Impose Standards

    White Euro-Americans have the power to impose standards on through organizations and institutions

    For example, in the workplace—be on time or get fired, speak standard English in in a rational, even tone, etc.

    Multicultural Social Work Practice 2ed – Chapter (4)

    Manifestation in Institutions

    Institutional Racism,

    Sexism, and Homophobia:

    Systematically enforcing oppression through unequal treatment, blocking opportunities, etc.

    Multicultural Social Work Practice 2ed – Chapter (4)

    Invisible Veil

    Operates on an unconscious level

    Assumes universality:

    Regardless of race, culture, gender, etc., everyone shares the same reality

    Multicultural Social Work Practice 2ed – Chapter (4)

    Effects of Historical and Current Oppression

    – European colonization and cultural genocide of Native Americans
    – “…all men are created equal?”
    – All 56 signatories of the Declaration of Independence were White men
    – Slavery
    – “Melting Pot”—assimilate into one

    Multicultural Social Work Practice 2ed – Chapter (4)

    Impact of Ethnocentric

    Monoculturalism in Helping Relationships

    – “Playing it Cool” – People of color conceal their true feelings to Whites for protection
    – “Uncle Tom Syndrome” – People of color appear docile and nonassertive not to threaten Whites
    – Women may perceive men as sexist unless proved otherwise
    – GLBT individuals may perceive heterosexuals as homophobic unless proved otherwise

    Multicultural Social Work Practice 2ed – Chapter (4)

    Credibility, Expertness, and Trustworthiness of Social Workers

    Credibility:

    – Constellation of characteristics that makes certain individuals appear
    – Worth of belief
    – Capable
    – Entitled to confidence
    – Reliable
    – Trustworthy (i.e. self-disclosure)

    Multicultural Social Work Practice 2ed – Chapter (4)

    Expertness and Trustworthiness of Social Workers

    Expertness:

    – MSW does not automatically provide expert status
    – behavior expertness is more important (i.e. knowledge about cultural norms and beliefs)

    Trustworthiness:

    – Encompasses factors such as:

    sincerity, openness, honesty, or perceived

    lack of motivation for personal gain

    Multicultural Social Work Practice 2ed – Chapter (4)

    Implications for Social Work Practice

    – Marginalized clients may not readily disclose personal information to you—do not pathologize
    – Do not personalize client’s suspicions
    – Monitor your own reactions and question beliefs
    – Marginalized groups may consider your MSW, DSW, CSW insufficient

    Multicultural Social Work Practice 2ed– Chapter (4)

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    Reflective Report on mindfulness practice in 2000 words **files (1)** – ## AssessmentBrief2.pdf **## AssessmentBrief2.pdf** Assessment Brief 2 Assessment – Guidelines Module title: Positive Psychology Module code: 7503 PSYSCI Assessment Point: Summative assessment 2 Assessment task: Reflective Repor…

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    Assignment Prompt & Instructions

    Reflective Report on mindfulness practice in 2000 words

    **files (1)**

    – ## AssessmentBrief2.pdf

    **## AssessmentBrief2.pdf**

    Assessment Brief 2

    Assessment – Guidelines
    Module title: Positive Psychology

    Module code: 7503 PSYSCI

    Assessment Point: Summative assessment 2

    Assessment task: Reflective Report on mindfulness practice

    Word count limit: 2000 words +/- 10%

    Submission deadline: Please consult the VLE.

    Submission procedure: Please submit via the submission link on the VLE.

    Extenuating circumstances

    If you are experiencing unforeseen personal circumstances that are affecting your ability to submit
    within the stipulated deadlines, you are required to communicate these issues to the Unicaf
    Extenuating Circumstances team in the first instance, via extenuating.circumstances@unicaf.org,
    for further information on how to make a personal circumstances application for consideration.

    Personal circumstances requests may usually only be made within 5 working days of the
    original deadline unless valid justification, along with appropriate evidence, exists to show that
    you could not have reasonably communicated the issues any earlier. It is important to keep in
    mind that if the claim is not upheld and you have not submitted by the deadline, the module
    shall be failed as a result of no submission of the summative assessment.

    Submission Deadline

    Please submit your module summative assessment(s) by 11:59 pm (23:59 hours) VLE (UTC) time
    on the due date at the latest. Any summative assessment submitted up to 5 days late will be
    accepted, but the mark will be capped at 50%. Any work submitted more than 5 days late after
    the submission deadline will be recorded as 0%.

    Academic misconduct including plagiarism

    Written coursework will be submitted on VLE, through an on-line plagiarism-detection service
    called Turnitin. Turnitin matches the text of what you submit with the information held in its
    databases (including journal articles and previous submissions by other students), and the web.
    You will have the opportunity to use Turnitin to improve your work. To do this, submit your work
    well in advance of the deadline, and Turnitin will give you a report of any matches it has found
    with other sources. You can use this information to re-write those sections in your own words.
    Leave yourself plenty of time to do this before the final deadline. Be aware that Turnitin is not part
    of LJMU but a separate company that provides this service to many universities, and if it is busy
    you may have a short delay before receiving the originality report.

    Turnitin will also give you a percentage similarity score. Tutors are often asked ‘what

    Turnitin percentage is OK’? This is an impossible question to answer, because the percentage
    depends on too many factors. Depending on how the assignment is set up and how you have
    structured your file, a high percentage could be ‘OK’, because it is only picking up on legitimate
    similarities with other sources, such as the marksheet, the reference list, or direct quotations.
    Conversely, a very low percentage might be ‘not OK’ because it is picking up on a small section

    LJMU-7503-PSYSCI-Positive Psychology 1/8

    Assessment Brief 2

    that has been cut and pasted from the Abstract of a journal article. This is plagiarism, and it is
    unacceptable even when it only makes up a small percentage of the total. So, tutors will never
    just look at the raw percentage when they are marking your work, they will look at WHAT is similar
    in the full originality report.

    By submitting your work, you acknowledge that you have read and agree with the above
    statements.

    General Guidance

    Your assignment should be word processed (handwritten assignments are not accepted), using
    Times new roman size 12 font, double spaced, with numbered pages and your student number
    printed as a footer on every page.

    The word limits stated for this assignment excludes the reference list at the end of the assignment
    but includes all text in the main body of the assignment (including direct quotations, in-text
    citations, tables). Tables and figures should not be included within your text but separately as an
    Appendix.

    Please be aware that exceeding the word count limit will affect the academic judgement of the
    piece of work and may result in the award of a lower mark.

    Appendices are not considered a supplement, and thus, will not be assessed as part of the
    content of the assignment. As such, they will not contribute to the grade awarded; however it may
    be appropriate to use an Appendices section for any material which is a useful reference for the
    reader.

    Please note that appendices are not included in the word count.

    The majority of references should come from primary sources (e.g., journal articles, conference
    papers, reports, etc.) although you can also utilise area specific textbooks. You must ensure that
    you use the APA style of referencing.

    Please indicate the word count length at the end of your assignment.

    NO STUDENT WILL BE ALLOWED TO COLLECT ANY PRIMARY DATA

    Marking and assessment

    The second summative assessment requires the creation of a Reflective Report on mindfulness
    practice. The report assignment submission will be graded out of 100% and will contribute to the
    50% of your overall module grade.

    Learning outcomes assessed in this assessment:
    1. Delineate the major features of current theoretical perspectives and applied approaches in

    Positive Psychology
    2. Critically reflect on Positive Psychology interventions

    Assessment Guidelines

    Based on your documented experience, which you should have started in week 5, write a critical,
    scholarly report on your experience in 2000 words, supported by references from the scientific
    literature.

    LJMU-7503-PSYSCI-Positive Psychology 2/8

    Assessment Brief 2

    Please keep in mind

    A reflective assignment is given to see how you can learn from your experiences. The experience
    itself is not actually as important as the lessons you extract from it.

    2 phases of critical reflection:

    1. Analysis – analyse the issue and your role by asking some critical questions. A popular
    method for analysing is the three-stage model: What? So what? Now what?

    <You can read more about this and other reflective models here>

    2. Articulation – After completing the analysis stage, you need to build an organized and clear
    argument about what you learned and how you changed

    Remember to

    ● be critical
    ● state what went wrong
    ● state what went right
    ● analyse outcomes and suggest future improvements

    LJMU-7503-PSYSCI-Positive Psychology 3/8

    [https://lifelonglearningwithot.wordpress.com/2016/05/02/different-models-of-reflection-using-them-to-help-me-reflect/](https://lifelonglearningwithot.wordpress.com/2016/05/02/different-models-of-reflection-using-them-to-help-me-reflect/)

    Assessment Brief 2

    Criterion\Level

    Unacceptable

    (5)

    Reflective novice

    (10)

    Aware practitioner

    (15)

    Reflective practitioner

    (20)

    Mark

    Awarded

    Clarity

    Language is unclear

    and confusing
    throughout.

    Concepts are either not
    discussed or are

    presented inaccurately.

    There are frequent lapses
    in clarity and accuracy

    Minor, infrequent
    lapses in clarity and

    accuracy.

    The language is clear and expressive.
    The reader can

    create a mental picture of the situation
    being

    described.
    Abstract

    concepts are explained
    accurately. Explanation of

    concepts make sense to an uninformed
    reader.

    Relevance

    Most of the reflection is

    irrelevant to student
    and/or course learning

    goals.

    Student makes attempts
    to

    demonstrate
    relevance, but the

    relevance is unclear to
    the reader.

    The learning
    experience being
    reflected upon is

    relevant and
    meaningful to

    students and course
    learning goals.

    The learning experience being reflected

    upon is
    relevant and meaningful to student and

    course learning goals.

    Analysis

    Reflection does not
    move beyond

    description of the
    learning experience(s).

    Student makes attempts
    at applying the learning

    experience to
    understanding of

    self, others, and/or
    course concepts but fails
    to demonstrate depth of

    analysis.

    The reflection
    demonstrates

    student attempts to
    analyse the

    experience but
    analysis lacks depth.

    The reflection moves beyond simple
    description of the experience to an

    analysis of how the
    experience contributed to student

    understanding of
    self, others, and/or course concepts.

    LJMU-7503-PSYSCI-Positive Psychology 4/8

    Assessment Brief 2

    Interconnections

    No attempt to
    demonstrate

    connections to
    previous learning or

    experience.

    There is little to no
    attempt to

    demonstrate
    connections

    between the learning
    experience and previous

    other
    personal and/or learning

    experiences.

    The reflection
    demonstrates
    connections
    between the

    experience and
    material from other

    courses; past
    experience; and/or

    personal goals.

    The reflection demonstrates connections

    between the experience and material from
    other courses; past experience; and/or

    personal goals.

    Self-criticism

    Not attempt at self-
    criticism.

    There is some attempt at
    self-

    criticism, but the
    self-reflection fails to

    demonstrate a
    new awareness of

    personal biases, etc.

    The reflection
    demonstrates
    ability of the
    student to

    question their own
    biases, stereotypes,

    preconceptions.

    The reflection demonstrates the ability of
    the student to question their own biases,

    stereotypes, preconceptions, and/or
    assumptions and define new modes of

    thinking as a result.

    Developed by Steven Jones, Coordinator, Office of Service Learning, IUPUI Developed by Steven Jones, Coordinator, Office of Service Learning,
    IUPUI

    LJMU-7503-PSYSCI-Positive Psychology 5/8

    Assessment Brief 2

    LJMU Level 7 Grading Criteria

    Mark
    Range

    Performance
    Characteristics

    Grading
    Criteria

    90-100 Exceptional Pass ● Exemplary attainment of all learning outcomes
    ● Demonstrates an outstanding synthesis of varied

    theoretical positions in the analysis of key issues in the
    subject area Wide-ranging emphasis on knowledge and
    ideas that are at the forefront of the discipline

    ● Offers an exhaustive exploration of the literature and
    evidence-base

    ● The material covered is accurate and relevant
    ● The argument is highly sophisticated
    ● The standard of writing is refined
    ● No errors in the use of the specified referencing system

    Well-presented and organised in an appropriate
    academic style.

    80-89 Outstanding Pass ● Excellent attainment of all learning outcomes, with some
    met to an exemplary standard

    ● Demonstrates a comprehensive synthesis of varied
    theoretical positions in the analysis of key issues in the
    subject area. Wide-ranging emphasis on knowledge and
    ideas that are at the forefront of the discipline

    ● Extends far beyond expected levels of engagement with
    the literature and evidence- base

    ● The material covered is accurate and relevant
    ● The argument is generally very astute
    ● The standard of writing is refined
    ● No errors in the use of the specified referencing system

    Well-presented and organised in an appropriate
    academic style.

    70-79 Excellent pass ● Excellent attainment of all learning outcomes
    ● Demonstrates a thorough synthesis of varied theoretical

    positions in the analysis of key issues in the subject area
    ● Strong emphasis on knowledge and ideas that are at the

    forefront of the discipline
    ● Thorough use the literature and evidence-base
    ● The material covered is accurate and relevant
    ● The argument is persuasive and there are very

    perceptive elements • The standard of writing is refined
    ● No errors in the use of the specified referencing system

    Well-presented and organised in an appropriate
    academic style.

    60-69 Good Pass ● Good attainment of all learning outcomes
    ● Demonstrates detailed synthesis of varied theoretical

    positions in the analysis of key issues in the subject area
    ● Good emphasis on knowledge and ideas that are at the

    forefront of the discipline

    LJMU-7503-PSYSCI-Positive Psychology 6/8

    Assessment Brief 2

    ● Good consideration of the literature and evidence-base
    that develops from recommended readings

    ● The material covered is accurate and relevant
    ● The argument is persuasive
    ● The standard of writing is refined
    ● No errors in the use of the specified referencing system

    Well-presented and organised in an appropriate
    academic style.

    50-59 Pass ● Adequate attainment of all learning outcomes
    ● Demonstrates a limited, but sufficient, synthesis of

    varied theoretical positions in the analysis of key issues
    in the subject area

    ● Some emphasis on knowledge and ideas that are at the
    forefront of the discipline

    ● Sufficient consideration of the literature and
    evidence-base, but little consideration beyond
    recommended readings

    ● The material covered is mostly accurate and relevant
    ● The argument is straightforward and relatively clear
    ● The standard of writing is well clear and readable, with

    some sophisticated phrasing
    ● No errors in the use of the specified referencing system

    Well-presented and organised in an appropriate
    academic style.

    40-49 Needs some
    improvement

    ● Meets most, but not all learning outcomes
    ● Demonstrates limited synthesis of varied theoretical

    positions in the analysis of key issues in the subject area
    ● Less than expected emphasis on knowledge and ideas

    that are at the forefront of the discipline
    ● Basic consideration of the literature and evidence-base,

    but restricted to recommended readings
    ● Some inaccuracies or irrelevant materials that suggest

    confusion and misunderstanding
    ● The argument is relatively clear, although some

    elements are difficult to understand
    ● The standard of writing is well clear and readable, but

    overly simplistic
    ● Minor errors in the use of the specified referencing

    system, but meets key principles
    ● Well-presented and organised in an appropriate

    academic style.

    30-39 Needs major
    improvement

    ● Approximately half the learning outcomes are met
    Demonstrates very little synthesis of varied theoretical
    positions in the analysis of key issues in the subject area

    ● Little emphasis on knowledge and ideas that are at the
    forefront of the discipline

    ● Minor consideration of the literature and evidence-base,
    with inadequate use of recommended reading and no
    exploration outside that

    LJMU-7503-PSYSCI-Positive Psychology 7/8

    Assessment Brief 2

    ● Some materials is accurate, but the amount of
    inaccurate or irrelevant materials indicates insufficient
    understanding of key concepts

    ● The argument is poorly defined and defended
    ● The standard of writing is mostly clear and readable
    ● Some errors in the use of the specified referencing

    system, but meets key principles
    ● Generally, well presented and organised, but does not

    always conform to conventions of academic
    presentation.

    LJMU-7503-PSYSCI-Positive Psychology 8/8

    – Assessment – Guidelines
    – Extenuating circumstances
    – Submission Deadline
    – Academic misconduct including plagiarism
    – General Guidance
    – Marking and assessment

    – Learning outcomes assessed in this assessment:

    – Assessment Guidelines
    – 2 phases of critical reflection:
    – LJMU Level 7 Grading Criteria

    **## AssessmentBrief2.pdf**

    Assessment Brief 2

    Assessment – Guidelines
    Module title: Positive Psychology

    Module code: 7503 PSYSCI

    Assessment Point: Summative assessment 2

    Assessment task: Reflective Report on mindfulness practice

    Word count limit: 2000 words +/- 10%

    Submission deadline: Please consult the VLE.

    Submission procedure: Please submit via the submission link on the VLE.

    Extenuating circumstances

    If you are experiencing unforeseen personal circumstances that are affecting your ability to submit
    within the stipulated deadlines, you are required to communicate these issues to the Unicaf
    Extenuating Circumstances team in the first instance, via extenuating.circumstances@unicaf.org,
    for further information on how to make a personal circumstances application for consideration.

    Personal circumstances requests may usually only be made within 5 working days of the
    original deadline unless valid justification, along with appropriate evidence, exists to show that
    you could not have reasonably communicated the issues any earlier. It is important to keep in
    mind that if the claim is not upheld and you have not submitted by the deadline, the module
    shall be failed as a result of no submission of the summative assessment.

    Submission Deadline

    Please submit your module summative assessment(s) by 11:59 pm (23:59 hours) VLE (UTC) time
    on the due date at the latest. Any summative assessment submitted up to 5 days late will be
    accepted, but the mark will be capped at 50%. Any work submitted more than 5 days late after
    the submission deadline will be recorded as 0%.

    Academic misconduct including plagiarism

    Written coursework will be submitted on VLE, through an on-line plagiarism-detection service
    called Turnitin. Turnitin matches the text of what you submit with the information held in its
    databases (including journal articles and previous submissions by other students), and the web.
    You will have the opportunity to use Turnitin to improve your work. To do this, submit your work
    well in advance of the deadline, and Turnitin will give you a report of any matches it has found
    with other sources. You can use this information to re-write those sections in your own words.
    Leave yourself plenty of time to do this before the final deadline. Be aware that Turnitin is not part
    of LJMU but a separate company that provides this service to many universities, and if it is busy
    you may have a short delay before receiving the originality report.

    Turnitin will also give you a percentage similarity score. Tutors are often asked ‘what

    Turnitin percentage is OK’? This is an impossible question to answer, because the percentage
    depends on too many factors. Depending on how the assignment is set up and how you have
    structured your file, a high percentage could be ‘OK’, because it is only picking up on legitimate
    similarities with other sources, such as the marksheet, the reference list, or direct quotations.
    Conversely, a very low percentage might be ‘not OK’ because it is picking up on a small section

    LJMU-7503-PSYSCI-Positive Psychology 1/8

    Assessment Brief 2

    that has been cut and pasted from the Abstract of a journal article. This is plagiarism, and it is
    unacceptable even when it only makes up a small percentage of the total. So, tutors will never
    just look at the raw percentage when they are marking your work, they will look at WHAT is similar
    in the full originality report.

    By submitting your work, you acknowledge that you have read and agree with the above
    statements.

    General Guidance

    Your assignment should be word processed (handwritten assignments are not accepted), using
    Times new roman size 12 font, double spaced, with numbered pages and your student number
    printed as a footer on every page.

    The word limits stated for this assignment excludes the reference list at the end of the assignment
    but includes all text in the main body of the assignment (including direct quotations, in-text
    citations, tables). Tables and figures should not be included within your text but separately as an
    Appendix.

    Please be aware that exceeding the word count limit will affect the academic judgement of the
    piece of work and may result in the award of a lower mark.

    Appendices are not considered a supplement, and thus, will not be assessed as part of the
    content of the assignment. As such, they will not contribute to the grade awarded; however it may
    be appropriate to use an Appendices section for any material which is a useful reference for the
    reader.

    Please note that appendices are not included in the word count.

    The majority of references should come from primary sources (e.g., journal articles, conference
    papers, reports, etc.) although you can also utilise area specific textbooks. You must ensure that
    you use the APA style of referencing.

    Please indicate the word count length at the end of your assignment.

    NO STUDENT WILL BE ALLOWED TO COLLECT ANY PRIMARY DATA

    Marking and assessment

    The second summative assessment requires the creation of a Reflective Report on mindfulness
    practice. The report assignment submission will be graded out of 100% and will contribute to the
    50% of your overall module grade.

    Learning outcomes assessed in this assessment:
    1. Delineate the major features of current theoretical perspectives and applied approaches in

    Positive Psychology
    2. Critically reflect on Positive Psychology interventions

    Assessment Guidelines

    Based on your documented experience, which you should have started in week 5, write a critical,
    scholarly report on your experience in 2000 words, supported by references from the scientific
    literature.

    LJMU-7503-PSYSCI-Positive Psychology 2/8

    Assessment Brief 2

    Please keep in mind

    A reflective assignment is given to see how you can learn from your experiences. The experience
    itself is not actually as important as the lessons you extract from it.

    2 phases of critical reflection:

    1. Analysis – analyse the issue and your role by asking some critical questions. A popular
    method for analysing is the three-stage model: What? So what? Now what?

    <You can read more about this and other reflective models here>

    2. Articulation – After completing the analysis stage, you need to build an organized and clear
    argument about what you learned and how you changed

    Remember to

    ● be critical
    ● state what went wrong
    ● state what went right
    ● analyse outcomes and suggest future improvements

    LJMU-7503-PSYSCI-Positive Psychology 3/8

    [https://lifelonglearningwithot.wordpress.com/2016/05/02/different-models-of-reflection-using-them-to-help-me-reflect/](https://lifelonglearningwithot.wordpress.com/2016/05/02/different-models-of-reflection-using-them-to-help-me-reflect/)

    Assessment Brief 2

    Criterion\Level

    Unacceptable

    (5)

    Reflective novice

    (10)

    Aware practitioner

    (15)

    Reflective practitioner

    (20)

    Mark

    Awarded

    Clarity

    Language is unclear

    and confusing
    throughout.

    Concepts are either not
    discussed or are

    presented inaccurately.

    There are frequent lapses
    in clarity and accuracy

    Minor, infrequent
    lapses in clarity and

    accuracy.

    The language is clear and expressive.
    The reader can

    create a mental picture of the situation
    being

    described.
    Abstract

    concepts are explained
    accurately. Explanation of

    concepts make sense to an uninformed
    reader.

    Relevance

    Most of the reflection is

    irrelevant to student
    and/or course learning

    goals.

    Student makes attempts
    to

    demonstrate
    relevance, but the

    relevance is unclear to
    the reader.

    The learning
    experience being
    reflected upon is

    relevant and
    meaningful to

    students and course
    learning goals.

    The learning experience being reflected

    upon is
    relevant and meaningful to student and

    course learning goals.

    Analysis

    Reflection does not
    move beyond

    description of the
    learning experience(s).

    Student makes attempts
    at applying the learning

    experience to
    understanding of

    self, others, and/or
    course concepts but fails
    to demonstrate depth of

    analysis.

    The reflection
    demonstrates

    student attempts to
    analyse the

    experience but
    analysis lacks depth.

    The reflection moves beyond simple
    description of the experience to an

    analysis of how the
    experience contributed to student

    understanding of
    self, others, and/or course concepts.

    LJMU-7503-PSYSCI-Positive Psychology 4/8

    Assessment Brief 2

    Interconnections

    No attempt to
    demonstrate

    connections to
    previous learning or

    experience.

    There is little to no
    attempt to

    demonstrate
    connections

    between the learning
    experience and previous

    other
    personal and/or learning

    experiences.

    The reflection
    demonstrates
    connections
    between the

    experience and
    material from other

    courses; past
    experience; and/or

    personal goals.

    The reflection demonstrates connections

    between the experience and material from
    other courses; past experience; and/or

    personal goals.

    Self-criticism

    Not attempt at self-
    criticism.

    There is some attempt at
    self-

    criticism, but the
    self-reflection fails to

    demonstrate a
    new awareness of

    personal biases, etc.

    The reflection
    demonstrates
    ability of the
    student to

    question their own
    biases, stereotypes,

    preconceptions.

    The reflection demonstrates the ability of
    the student to question their own biases,

    stereotypes, preconceptions, and/or
    assumptions and define new modes of

    thinking as a result.

    Developed by Steven Jones, Coordinator, Office of Service Learning, IUPUI Developed by Steven Jones, Coordinator, Office of Service Learning,
    IUPUI

    LJMU-7503-PSYSCI-Positive Psychology 5/8

    Assessment Brief 2

    LJMU Level 7 Grading Criteria

    Mark
    Range

    Performance
    Characteristics

    Grading
    Criteria

    90-100 Exceptional Pass ● Exemplary attainment of all learning outcomes
    ● Demonstrates an outstanding synthesis of varied

    theoretical positions in the analysis of key issues in the
    subject area Wide-ranging emphasis on knowledge and
    ideas that are at the forefront of the discipline

    ● Offers an exhaustive exploration of the literature and
    evidence-base

    ● The material covered is accurate and relevant
    ● The argument is highly sophisticated
    ● The standard of writing is refined
    ● No errors in the use of the specified referencing system

    Well-presented and organised in an appropriate
    academic style.

    80-89 Outstanding Pass ● Excellent attainment of all learning outcomes, with some
    met to an exemplary standard

    ● Demonstrates a comprehensive synthesis of varied
    theoretical positions in the analysis of key issues in the
    subject area. Wide-ranging emphasis on knowledge and
    ideas that are at the forefront of the discipline

    ● Extends far beyond expected levels of engagement with
    the literature and evidence- base

    ● The material covered is accurate and relevant
    ● The argument is generally very astute
    ● The standard of writing is refined
    ● No errors in the use of the specified referencing system

    Well-presented and organised in an appropriate
    academic style.

    70-79 Excellent pass ● Excellent attainment of all learning outcomes
    ● Demonstrates a thorough synthesis of varied theoretical

    positions in the analysis of key issues in the subject area
    ● Strong emphasis on knowledge and ideas that are at the

    forefront of the discipline
    ● Thorough use the literature and evidence-base
    ● The material covered is accurate and relevant
    ● The argument is persuasive and there are very

    perceptive elements • The standard of writing is refined
    ● No errors in the use of the specified referencing system

    Well-presented and organised in an appropriate
    academic style.

    60-69 Good Pass ● Good attainment of all learning outcomes
    ● Demonstrates detailed synthesis of varied theoretical

    positions in the analysis of key issues in the subject area
    ● Good emphasis on knowledge and ideas that are at the

    forefront of the discipline

    LJMU-7503-PSYSCI-Positive Psychology 6/8

    Assessment Brief 2

    ● Good consideration of the literature and evidence-base
    that develops from recommended readings

    ● The material covered is accurate and relevant
    ● The argument is persuasive
    ● The standard of writing is refined
    ● No errors in the use of the specified referencing system

    Well-presented and organised in an appropriate
    academic style.

    50-59 Pass ● Adequate attainment of all learning outcomes
    ● Demonstrates a limited, but sufficient, synthesis of

    varied theoretical positions in the analysis of key issues
    in the subject area

    ● Some emphasis on knowledge and ideas that are at the
    forefront of the discipline

    ● Sufficient consideration of the literature and
    evidence-base, but little consideration beyond
    recommended readings

    ● The material covered is mostly accurate and relevant
    ● The argument is straightforward and relatively clear
    ● The standard of writing is well clear and readable, with

    some sophisticated phrasing
    ● No errors in the use of the specified referencing system

    Well-presented and organised in an appropriate
    academic style.

    40-49 Needs some
    improvement

    ● Meets most, but not all learning outcomes
    ● Demonstrates limited synthesis of varied theoretical

    positions in the analysis of key issues in the subject area
    ● Less than expected emphasis on knowledge and ideas

    that are at the forefront of the discipline
    ● Basic consideration of the literature and evidence-base,

    but restricted to recommended readings
    ● Some inaccuracies or irrelevant materials that suggest

    confusion and misunderstanding
    ● The argument is relatively clear, although some

    elements are difficult to understand
    ● The standard of writing is well clear and readable, but

    overly simplistic
    ● Minor errors in the use of the specified referencing

    system, but meets key principles
    ● Well-presented and organised in an appropriate

    academic style.

    30-39 Needs major
    improvement

    ● Approximately half the learning outcomes are met
    Demonstrates very little synthesis of varied theoretical
    positions in the analysis of key issues in the subject area

    ● Little emphasis on knowledge and ideas that are at the
    forefront of the discipline

    ● Minor consideration of the literature and evidence-base,
    with inadequate use of recommended reading and no
    exploration outside that

    LJMU-7503-PSYSCI-Positive Psychology 7/8

    Assessment Brief 2

    ● Some materials is accurate, but the amount of
    inaccurate or irrelevant materials indicates insufficient
    understanding of key concepts

    ● The argument is poorly defined and defended
    ● The standard of writing is mostly clear and readable
    ● Some errors in the use of the specified referencing

    system, but meets key principles
    ● Generally, well presented and organised, but does not

    always conform to conventions of academic
    presentation.

    LJMU-7503-PSYSCI-Positive Psychology 8/8

    – Assessment – Guidelines
    – Extenuating circumstances
    – Submission Deadline
    – Academic misconduct including plagiarism
    – General Guidance
    – Marking and assessment

    – Learning outcomes assessed in this assessment:

    – Assessment Guidelines
    – 2 phases of critical reflection:
    – LJMU Level 7 Grading Criteria

  • [Solved] ARTICLE

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  • [Solved] Cultural Immersion

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    Can someone help me complete this **files (1)** – ## AssignmentInstructions.docx **## AssignmentInstructions.docx** **Assignment Instructions:** · Review the attached directions for the _Cultural Immersion_ _Project_. **Cultural Immersion Project** After careful consideration, submit a brief proposa…

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    **files (1)**

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    **## AssignmentInstructions.docx**

    **Assignment Instructions:**

    · Review the attached directions for the
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    **Cultural Immersion Project**

    After careful consideration, submit a brief proposal detailing:

    1. the group you've selected

    2. an explanation of your choice, including perceived biases you may have that could be altered by your research.

    This proposal is worth 2% of your final grade. Once your instructor has approved your choice, you can begin.

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  • [Solved] Week II

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    Please see attachment **files (1)** – ## WeekTwo.docx **## WeekTwo.docx** Complete the following by using journal articles/peer reviewed articles from two different sources…must be 2-3 pages long…100% no plagiarism: From the time a source of stress, or threat, is perceived a complex bio-psycho-chemi…

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    Please see attachment

    **files (1)**

    – ## WeekTwo.docx

    **## WeekTwo.docx**

    Complete the following by using journal articles/peer reviewed articles from two different sources…must be 2-3 pages long…100% no plagiarism:

    From the time a source of stress, or threat, is perceived a complex bio-psycho-chemical feedback look is triggered. In your research, you should explore the "Stress Response". What happens a threat is perceived? What part of the brain is stimulated, and what does it do? What are the "Stress Hormones", and what are their function? What are some of the immediate effects of stress? What are the long-term effects of stress?

    **## WeekTwo.docx**

    Complete the following by using journal articles/peer reviewed articles from two different sources…must be 2-3 pages long…100% no plagiarism:

    From the time a source of stress, or threat, is perceived a complex bio-psycho-chemical feedback look is triggered. In your research, you should explore the "Stress Response". What happens a threat is perceived? What part of the brain is stimulated, and what does it do? What are the "Stress Hormones", and what are their function? What are some of the immediate effects of stress? What are the long-term effects of stress?