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This week, you will complete the Module 2 Assignment: Multicultural Panel (Part Two). At this point, you have been introduced to the diverse panel of counselors, counselor education doctoral students, and counselor educators. For Week 5, panelists will continue sharing their stories, specifically focusing on their religious and spiritual identities as well as their social class. Panelists will identify how their identities intersect and how this impacts their cultural identity, development, and worldview. Panelists will share their experiences with racism, discrimination, sexism, power, privilege, and oppression.Directions for Assignment:As you continue watching the panelists share their stories, what are some reactions which come up for you? How are their stories similar and different to yours? What are some surprises?The “Multicultural Panel” assignment is a cumulative assignment including: Week 5: “Multicultural Panel (Part Two)”
Please review the Rubric for specific details and directions.For the Multicultural Panel (Part Two), include the following for the next 2-page part of the assignment:Select a different panelist to focus on for Part Two. Summarize how they currently or have previously identified religiously or spiritually.
Select another panelist you have not chosen before and summarize their experiences with social class.
Next, define privilege according to a definition from one of the Learning Resources or from another scholarly resource.
Finally, reflect on how your experience is similar and/or different compared to the two panelist’s experiences related to religion, spirituality, and social class. Share your emotional response and reaction to hearing about the panelist’s experiences. Consider whether you can identify or not with the panelist’s experience.
ResourcesRequired ReadingsCashwell, C. S., & Watts, R. E. (2010). The New ASERVIC competencies for addressing spiritual and religious issues in counseling. Counseling and Values, 55(1), 2–5. doi:10.1002/j.2161-007X.2010.tb00018.xHays, D. G., Dean, J. K., & Chang, C. Y. (2007). Addressing privilege and oppression in counselor training and practice: A qualitative analysis. Journal of Counseling and Development, 85(3), 317–324. doi:10.1002/j.1556-6678.2007.tb00480.xCMHC/MCFC students:Shepard, D. L., & Gibson, E. M. (2020, January 31). Cultivating social class awareness in the counseling profession. Counseling Today. https://ct.counseling.org/2020/01/cultivating-soci…School Counseling students:Amatea, E. S., & West-Olatunji, C. (2007). Joining the conversation about educating our poorest children: Emerging leadership roles for school counselors in high-poverty schools. Professional School Counseling, 11(2), 81–89. doi:10.1177/2156759X0701100202Yeh, C. J., Borrero, N. E., & Shea, M. (2011). Spirituality as a cultural asset for culturally diverse youth in urban schools. Counseling and Values, 55(2), 185–198. doi:10.1002/j.2161-007X.2011.tb00031.xRequired MediaLaureate Education (Producer). (2019h). Multicultural panel: Part two [Video file]. Baltimore, MD: Author.Note: The approximate combined length of these media pieces is 90 minutes.
As/Is. (2015, July 4). What is privilege? [Video file]. Retrieved from Note: The approximate length of this media piece is 4 minutes.TEDx [TEDx Talks]. (2016, December 9). Understanding my privilege: Sue Borrego: TEDxPasadenaWomen. Retrieved from Note: The approximate length of this media piece is 13 minutes.
Requirements: .doc file

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