Domestic Violence Against Women Essays

Domestic Violence Against Women Essays Domestic Violence Against Women Essay Domestic Violence Against Women Essay Assorted types of relationships exist between work forces and adult females. The position of adult females has endured a changeless alteration ; therefore altering the manner they are perceived by others in relationships. Despite legion healthy relationships experienced. there are those which have negative effects to those involved ; one such relationship is that sing domestic force. The term domestic force harmonizing to Walker and Gavin refers to an confidant relationship between two grownups in which one spouse uses a form of assault and intimidating Acts of the Apostless to asseverate power and control over the other partner ( Walker A ; Gavin. 2011 ) . Within the context of this paper. domestic force will mention to violent relationships between work forces and adult females where it is the adult females who are victimized. The intent of this paper is tri-fold: ( 1 ) to turn to the development of domestic force ; and ( 2 ) to analyze assorted attitudes sing domestic force ; and ( 3 ) to discourse ways in which society is covering with the issue of domestic force. Emergence and Development Harmonizing to womens rightists. strong patriarchal values held within a society are linked with increased hazard of injury towards adult females ( Watto. 2009. p. 561 ) . Patriarchy exists in most societies worldwide ( Watto. 2009. p. 563 ) . The term patriarchate refers to the male parent holding full authorization of his household ( Romito. 2008. p. 30 ) . Within society’s retaining this belief system. the married woman and kids are the father’s belongings ( Romito. 2008. p. 146 ) . Many findings have developed harmonizing to Totten. He found: 1 ) labour divided by sexual division to be normal ; 2 ) work forces are to suppress adult females as sexual objects ; 3 ) opprobrious behaviour is a justified agency for deciding struggle and 4 ) adult females should esteem. obey and depend on work forces ( Totten. 2003. p. ) . Therefore. one can reason that household force is linked to the political orientation of patriarchate ( Duffy A ; Momirov. 1997. p. 123 ) . As good. it is of import to observe that we live in a society which faith is prevailing. the church agrees with patriarchate ( L. Walker. personal communicating. October 3rd. 2011 ) . Duffy A ; Momiov ( 1997 ) province: Their histories are united in the longstanding moral duty of work forces. as commanded by the Church. to guarantee that their married womans and kids behave themselves decently. Male force may be lawfully employed to guarantee such behaviour. It is the patriarch’s Christian responsibility to save their souls ( p. 123 ) . Furthermore. sing society and the church agreed with the political orientation of patriarchate. one can reason that domestic force was a private issue and was unheard or spoken of. The division of labour which has strong historical roots in society contributes to adult females being exploited. During the Industrial Revolution. work forces were seen as responsible for doing the pay to back up the household and the adult females was responsible for her function in the place as housekeeper and female parent ( Hutchings. 1992 ) . Unfortunately. harmonizing to Hutchings ( 1992 ) . a adult male may seek to hold more power by mistreating his married woman if he feels as though he is missing employment in his business. It is the male’s fiscal parts into his place that gives him the chance to mistreat his married woman ( Hutchings. 1992 ) . Lending Factors Leading to Domestic Violence as an Issue Domestic force against adult females would neer hold become an issue if it wasn’t for the development of feminism ( Duffy A ; Momirov. 1997. p. 23 ) . Feminism is divided into different moving ridges. The two moving ridges which had a connexion to the development of an issue of force against adult females were one and two. It was prior to the development of the 2nd moving ridge of feminism. that domestic force against adult females was thought to be a private issue that did non justify a concern from the populace ( Blanchfield. Margesson. A ; Seelke. 2009. pg 1 ) . The first moving ridge occurred in Britain during the old ages of 1870-1930. it was concerned with women’s citizen rights and the right to vote ; this wave lead to adult females deriving these rights ( Charles. 2000. p. 22 ) . Within this moving ridge. adult females were concerned with being granted the ballot ( Crow A ; Gotell. 2009. p. 9 ) . The 2nd moving ridge of feminism emerged in North American and Western Europe during the 1960’s and focused on women’s release ( Charles. 2000. p. 1 ) . During this moving ridge. the womens rightists came to believe that the province had the ability to pulve rize policies which affected adult females therefore allowing them certain rights ( Charles. 2000. p. 5 ) . Goals of the 2nd moving ridge were highlighted by Charles and cover with adult females raising domestic force as an issue. He states: During the 1970s. the motion formulated seven demands. These were for equal wage ; equal instruction and occupation chances ; free contraceptive method and abortion on demand ; free 24-hour urseries ; fiscal and legal independency ; an terminal to all favoritism against tribades and a woman’s right to specify her ain gender ; freedom from bullying by menace or usage of force or sexual coercion. regardless of matrimonial position. and an terminal to all Torahs. premises and establishments which perpetuate male laterality and men’s aggression towards adult females ( Charles. 2000. p. 1 ) . Successs were gained from the development of feminism. Male privilege was partly removed with the success of the womens rightist motions ( Crow A ; Gotell. 2009. p. 59 ) . Women’s chances increased in relation to occupations. benefits. instruction. independency and richness ( Crow A ; Gotell. 2009. p. 173 ) . Due to women’s addition of independency. they raised their outlooks of work forces and were more unwilling to pardon unacceptable male behaviour ( Crow A ; Gotell. 2009. p. 173 ) . With the changing of outlooks held by adult females. domestic assault and colza Torahs were alterations and policies which banned torment in the workplace were created and made common ( Crow A ; Gotell. 2009. p. 59 ) . Addressing the Issue The 1960’s give rise to the battered women’s motion ( Schneider. 1991 ) . Prior to the development of women’s motion. banging of adult females was non recognized ( Schneider. 1991 ) . This motion viewed banging as a consequence of gender dealingss which reflected female subordination and male power ( Schneider. 1991 ) . This motion strived to diminish the silence environing the issue of abused adult females and lessening society’s tolerance of the Acts of the Apostless ( Crow A ; Gotell. 2009. p. 170 ) . Furthermore. this motion has provided public instruction to increase consciousness. services to those involved and constructed legal redresss to turn to and halt the maltreatment ( Schneider. 1991 ) . Due to the increased consciousness of maltreatment against adult females. the Government of Canada has made an attempt to diminish the happening. During May of 1981. the London Police were the first Canadian constabulary section to implement laying charges sing spousal assault ( Department of Justice. 2009 ) . Harmonizing to the Department of Justice ( 2009 ) . In May 1982. the House of Commons’ Standing Committee on Health. Welfare and Social Affairs tabled its study. Report on Violence in the Family- Wife Battering. In it. the commission noted that constabulary preparation ( at that clip ) by and large instructed against the apprehension of a batterer unless he was really found hitting the victim or unless the victim had suffered hurts that were severe plenty to necessitate a certain figure of stitches. During July of 1982. the House of Commons suggested that Parliament force all constabulary to put charges for Acts of the Apostless of married woman crushing sing they lay charges for other signifiers of assault ( Department of Justice. 2009 ) . It was besides suggested in 1983 by the Federal Provincial Task Force on Justice for Victims of Crime that there be written guidelines developed to direct officers to handle married woman assault as a offense and that the act of prosecution be made without the woman’s consent ( Department of Justice. 2009 ) . Guidelines were issued to Crown prosecuting officers and constabularies as to how to cover with spousal maltreatment by 1986 from the Attorneys General and Solicitors General ( Department of Justice. 2009 ) . These guidelines required constabularies to register charges if they had sensible evidences to believe the adult females had been assaulted ( Department of Justice. 2009 ) . The Government of Canada has been doing accommodations to current measures. Bill C-15 was reintroduced in March of 2001 with the proposal of increasing the sentence of condemnable torment to ten old ages from the old five twelvemonth sentence ( Department of Justice. 2009 ) . Bill C-79 had been amended in December of 1999. to ease victim’s engagement every bit good as that of the informants during the procedure of condemnable justness ( Department of Justice. 2009 ) . For illustration. before the accused can be released on bond. the safety of the victim must be taken into history ( Department of Justice. 2009 ) . Bill C-27 was reformed and enforced in May of 1997 ; it redefined the definition of condemnable torment ( Department of Justice. 2009 ) . During a sentencing of the accused. Bill C-27 besides requires that the tribunals take breaching of tribunal orders into consideration ( Department of Justice. 2009 ) . Bill C-41 which discusses sentencing was amended in 1996 ; therefore leting adult females to seek compensation for disbursals accumulated from the needing to go forth their house due to the maltreatment. ( Department of Justice. 2009 ) . Bill C-42 was reinforced during February of 1995 ; therefore doing it easier for victims to have peace bonds. Persons and the constabularies are now able to bespeak a peace bond on a victim’s behalf who is at hazard of injury ( Department of Justice. 2009 ) . The punishment for go againsting a peace bond has been raised from half a twelvemonth to two old ages ( Department of Justice. 2009 ) . The concluding measure reformed was Bill C-126 which created a new charge of condemnable torment known as anti-stalking ( Department of Justice. 2009 ) . Shelter plans have been a manner of society seeking to assist adult females of domestic force ( Koss. White A ; Kazdin. 2011. p. 185 ) . These plans have advanced a batch since they were introduced. Early shelters were merely able to offer impermanent support in the signifier of beds ( Koss. White A ; Kazdin. 2011. p. 185 ) . Fortunately. shelter plans have advanced to offer more immediate services to the victims. Today. many of the plans offer exigency shelter. support groups. crisis lines which are unfastened 24/7. guidance services. plans for kids and protagonism for the victims ( Koss. White A ; Kazdin. 2011. p. 185 ) . Fortunately. shelters have educated victims on their rights and options. learn them about community resources. shown them extra safety schemes and given them hope for the hereafter ( Sullivan. O’Halloran A ; Lyon. 2008 ) . First response squads are in topographic point to supply safety to exploited adult females. The squad normally consists of societal workers and/or trained advocators who assist police officers during or shortly after domestic force apprehensions occur ( Koss. White A ; Kazdin. 2011. p. 185 ) . These squads promote the message to maltreaters that legal effects result from their harmful behaviour and they besides educate victims about resources and community services available ( Koss. White A ; Kazdin. 2011. p. 185 ) . Discussion There are many ways in which society suffers from domestic force against adult females. Family relationships suffer badly when adult females endure these unhealthy relationships ( Duffy A ; Momirov. 1997. p. 6 ) . Family members are harmed as good ( Duffy A ; Momirov. 19997. p. 6 ) ; for illustration: observant force can impact the perceiver in a physical. mental. and/or emotional mode. Victims of the force may experience humiliated ( Duffy A ; Momirov. 1997. p. 6 ) . One ground a victim may experience humiliated is that the maltreater is a loved one for whom they trust ( Duffy A ; Momirov. 1997. p. 6 ) . The humiliation is normally experienced non merely by the victim but besides the accused but this may happen at differing times ( Duffy A ; Momirov. 1997. p. ) . The victim is likely to see shame due to the belief that they are being attacked ( Duffy A ; Momirov. 1997. p. 6 ) . Sing society doesn’t want to see negative emotions. the victims and/or accusers may seek to avoid the feeling of shame therefore taking to the possibility of them going violent ( Duffy A ; Momirov. 1997. p. 6 ) . The act of force besides affects those who witness it ( Duffy A ; Momirov. 1997. p. 6 ) . Those who have witnessed force and so prosecute in relationships with others are likely to recognize that their relationships are tainted ( Duffy A ; Momirov. 1997. p. ) . Due to these tainted relationships. establishments such as the constabulary. the penal system. societal services and the tribunals get involved with the issue to seek and interrupt the rhythm ( Duffy A ; Momirov. 19997. p. 6 ) . Persons fail to step in in struggles of domestic force due to existing stereotypes. Many people still experience as though the issue is still a private affair. should merely be dealt and discussed within the household and this it is a minor offense ( Berry. 2000. p. 23 ) . Unfortunately. people besides believe they are incapacitated and can non halt it issue from happening ( Berry. 2000. p. 3 ) . Many people still believe that the issue is rare. therefore they may develop them self to believe it isn’t truly happening ( Berry. 2000. p. 22 ) . It is believed by some that adult females are of course inactive and work forces are to be inherently aggressive. hence maltreatment is inevitable and portion of human nature ( Berry. 2000. p. 23 ) . Some believe that the adult females provoke the force through acquiring angry at the adult male. pecking. or talking their heads ; therefore taking to the adult females meriting to be beaten ( Berry. 2000. p. 22 ) . Furthermore others believe it is a job due to increased poorness or emphasis. therefore doing it limited to those of a lower category ( Berry. 2000. 23 ) . Despite the negative effects adult females face in these opprobrious relationships with work forces. some choose to non seek aid. Many adult females may experience as though they are forced to remain in these relationships to avoid going a lone female parent populating a life of poorness ( Crow A ; Gotell. 2009. p. 85 ) . One can understand why adult females may fear going victims of poorness because despite their rewards increasing. they still earn far less than work forces ( Crow A ; Gotell. 20009. p. 5 ) . Walikhanna ( 2009 ) has many ideas of why adult females stay: 1 ) adult females may maintain the issue silent for the interest of their kids 2 ) instruction or preparation may be missing therefore they are dependent on the adult male 3 ) they may believe the maltreatment is portion of their destiny or a manner of life ( p. 72 ) . The adult females may fear the adult male will seek retaliation ( Department of Justice. 2009 ) . Victims may populate in stray communities or face communicating. cultural or linguistic communication barriers ( Department of Justice. 2009 ) . Furthermore. these are but few of the grounds the issue is still prevailing therefore the governments are unable to step in. Sometimes schemes engaged prove to be uneffective. During the beginning of an opprobrious relationship. the adult females normally employ assorted schemes to decrease the force ( Denmark. Rabinowitz A ; Sechzer. 2005. p. 398 ) . They may name the constabulary. seek the aid of household members or the church. turn to their physicians or seek to alter their features which the adult male criticizes ( Denmark. Rabinowitz A ; Sechzer. 2005. p. 396 ) . Unfortunately. they work forces will happen other ways to knock the adult females. the constabulary may merely spread the present state of affairs. household members and/or the church may rede the adult females to make everything in the relationship to salve their households and physicians may react to the adult females with kiping pills. antidepressants and tranquillizers ( Denmark. Rabinowitz A ; Sechzer. 2005. p. 396 ) . Future Outcome Despite all the alterations society has implemented. more demands to be done to do this issue non-existent. Tonss of instances in which the adult females are abused go unreported to patrol but fortuitously the reported instances have increased ( Department of Justice. 2009 ) . Soon. the stigma one time attached to adult females who admit to being victimized and seek aid has declined ( Berry. p. 22 ) . Fortunately. as more narratives make public consciousness. their attitudes sing the issue their attitudes are altering ; they are going more cognizant of its damaging effects every bit good as the negative effects of non acquiring involved ( Berry 1995 ) . Community implemented plans assailing domestic force has besides seen astonishing consequences ( Berry. 1995. p. 27 ) . The effectivity of all future outreach plans depend on the communities attitudes ( Sen. 1999. p. 37 ) . It has been suggested that all money used to halt domestic force has promoted the victim alternatively supplying societal solutions ( Sen. 1999. p. 37 ) . For Example: the accused are threatened with a gaol sense alternatively of seeking to alter the man’s political orientation which causes to seek power though the usage of force and bullying ( Sen. 1999. p. 37 ) . Futhermore it has been thought that work forces who abuse adult females do non believe they are felons ; one survey found that 80 per centum of those accused has no old contact with the jurisprudence ( Sen. 1999. p. 36 ) . Unfortunately. acknowledging an maltreater is non easy ( Walikhanna. 2009. p. 3 ) . hence one manner of step ining in instances of domestic force is being able to acknowledge the marks. Signs of a adult females being abused include: being dying or afraid to delight their adult male. making everything he says. traveling along with what he does. adult females look intoing in with their spouse frequently to describe their actions. changeless hassling telephone calls or the adult females discoursing her spouse as genitive. covetous or holding a pique ( Smith A ; Segal. 2011 ) . Signs of physical usage include: holding frequent inadvertent hurts. changeless absences without accounts. and have oning vesture which hides Markss ( Smith A ; Segal. 2011 ) . Signs of isolation include: limitations to see friends and household. limited entree to recognition cards. money or a vehicle and seldom being allowed in public without their spouse. Furthermore. another type of maltreatment to detect for is psychological. Signs include: low self-pride. depression. anxiety. being self-destructive and look of drastic personality alterations ( Smith A ; Segal. 2011 ) . Despite assorted marks to detect to place maltreatment. it is of import to observe that these are merely marks. merely because an person is sing a mark does non intend she is a victim of maltreatment. These marks are merely listed to better assist society place victims. Decision This paper discussed the changing of domestic force from that of a private issue to going a public issue. Assorted attitudes. beliefs and intercessions were besides discussed. Feminists believe society’s accent on patriarchal values is linked to adult females being victimized by work forces ( Watto. 2009. p. 561 ) . Victimization of adult females is shown through the division of labor. The outgrowth of feminism lead to domestic force of adult females going recognized as an issue ( Duffy A ; Momirov. 1997. p. 3 ) . Feminism gained successes in relation to assorted issues. One of their great victory’s which had force against adult females recognized as an issue arose from the battered women’s motion in the 1960’s ( Schneider. 1991 ) . Following increased consciousness of the job. the Government of Canada has implemented assorted intercessions to seek and free the state of the job . Not merely are adult females victims in this pattern but so is society as a whole. Stereotypes are still present doing informants non to step in. Some victims choose non to seek aid despite the impact is has on them negatively. Unfortunately. there are victims who try to acquire aid but are unsuccessful. Furthermore. despite all the advancement made which deems this behaviour unacceptable. it will go on to be until more advancement can be reached. In an attempt to free the hereafter of the job. accent needs to concentrate on society’s attitudes and beliefs every bit good as being able to acknowledge possible marks of maltreatment. However. this will hopefully free society of the issue and if non so hopefully do it one that is near non-existent.

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Exploring Cultural Competencies Essay Example for Free

Exploring Cultural Competencies Essay Being culturally competent of a student’s culture is essential for school counselors within a diverse population. In order for a school counselor to be culturally competent, it is essential for them to be aware of three major ideas: know yourself, know the student, and know the technique. Within these three competencies there are common themes that are utilized throughout each. Beliefs and attitudes, knowledge, and skills are all indispensable within the context of school counseling. Throughout the evolution of school counseling, these concepts have been consistent with multicultural counseling. However, based on recent research counselors are developing reason to believe that it is also imperative to explore spirituality as one of the competencies. These multicultural counseling competencies as well as spirituality will all be explored within this paper in regards to how school counselors (and myself, as a school counselor in training) can best counsel and work through the diverse issues of their students. The competencies being addressed can be further explored in Operationalization of the Multicultural Counseling Competencies (Arredondo, et al., 1996). Counselor Awareness of Own Cultural Values and Biases In order for a school counselor to be effective within this role, they must know their own cultural values and biases that they will be carrying with them throughout their professional journey. By self reflecting on their own attitudes and beliefs, knowledge, and skills a school counselor will help a school counselor to become more self aware of what these values and biases are within their life. Self-awareness is crucial when working with a diverse culture of students as a school counselor. Attitudes and beliefs are consistent across all cultures and generations, regardless of where they are at in their life-span development. Therefore, school counselors also carry their own attitudes and beliefs. Since many school counselors work with diverse student populations, they should learn more about their own attitudes and beliefs and how they are expressed in their life. This is an important standard because students’ ethics, thinking, and perspectives are influenced by their own attitudes and beliefs (Wolf, 2004). It’s common for a school counselor to not be bothered when they are working with students who have similar cultural backgrounds of their own. However, a potential challenge presents itself when school counselors assist students from different cultures, ethnicities, and/or spiritualties (Wolf, 2004). A school counselor must be able to acknowledge their own limits of their own multicultural competencies and expertise, as well as understand when they are beginning to feel discomfort with the differences that will come out between themselves and their students. Along with attitudes and beliefs comes the need for a school counselor to retain knowledge about their own culture. There is specific information within the school counselor’s culture and heritage that can both personally and professionally affect their ability and effectiveness throughout the counseling process. A significant challenge is for school counselors to acquire an understanding and knowledge of racial/ethnic identity development with their own cultural history and then apply that knowledge to students issues and concerns (Holcomb-McCoy, 2004). This allows counselors to acknowledge how their own culture has suffered or maybe even benefited from the cultural racisms throughout history. In order for school counselors to continue to practice cultural competency in counseling, they must maintain the skills and education as this multi-cultural world continues to change. It is essential for school counselors to continue to seek consultation, further training and education, as well as refer students to other mental health counselors (outside of the school system) that could better work with their culture. According to the ethical standards for the school counseling profession (ASCA, 2004) counselors need to be proficient in working with students from diverse backgrounds and within a multicultural framework that supports the cultural contexts in which today’s students develop (Moore-Thomas Day-Vines, 2008). Ethically it is essential for counselors to maintain these skills in order to better serve their students. Counselor Awareness of Client’s Worldview School counselors must be aware of negative and positive emotional reactions that are put off towards students, because this is significant towards the counseling relationship with the student. If a counselor chooses to share their own attitudes and beliefs with a student, it is important for the counselor to remember that they are willing to share those beliefs in a non-judgmental and pushy fashion (Wolf, 2004). Culturally skilled counselors must be aware of their own biases and stereotypes that they hold towards other racial and ethnic minority groups. These preconceived notions need to be addressed so that they are not being outwardly communicated (verbally or nonverbally) to a student that could potentially hinder the counselor-student relationship (Curry, 2010). How the client receives a counselors nonverbal social queues can seriously affect the relationship. In order for school counselors to continue to maintain a positive relationship with a student of a different cultural background than their own, they must obtain the knowledge necessary to do so. Part of that knowledge involves possessing specific knowledge that is strongly linked to understanding the minority identity development that is available from different pieces of literature. School counselors need to be prepared to do additional research regarding different cultures in order to better understand the students they are working with. Along with knowledge, school counselors must also have the skills necessary that will enrich the counseling experience for the student. The following question must always be asked, how can counselors become more actively involved outside of the school system within the minority cultures that they are working with? School counselors can play a major role in the empowerment of ethnic minority families and communities by taking a leadership role in developing school-family-community partnerships (Holcomb-McCoy, 2004). School counselors are not only advocates for mental health and education within the school system, but they are also advocates within the community as well, and their community involvement with diverse cultures is a practical way of obtaining the knowledge needed to work with those students. Culturally Appropriate Intervention Strategies While keeping the other two competencies in mind counselors must consider how they can apply those to the different intervention strategies needed within the context of school counseling. Attitudes and beliefs that a school counselor must have in order to be culturally skilled must reflect a level of value and respect for the student. In some situations, when working with clients from a different culture, there might be a language barrier; therefore counselors must value the ability to reach the student with their language needs. If there is a language barrier within a counseling setting, a counselor must be open to either offering a translator (while maintaining confidentiality) or referring the student to a different counselor or mental health practice that can better serve their needs (Holcomb-McCoy, 2004). Culturally competent counselors have a clear and unambiguous understanding of the generic characteristics of counseling and therapy and how they may clash with the diverse values of various backgrounds. School counselors must consider if there are any institutional barriers that might prevent a student from coming to them for help. If there are any circumstance that would hinder a student from seeing a school counselor, then that needs to be addressed by the administration and see that counseling can still be offered within the school system for the student (Ponterotto, Alexander, Grieger, 1995). It is essential that a counselor have the knowledge of the interventions strategies and techniques to use in order to best work with the multicultural students of the school. School counselors must be able to not only have the attitude and knowledge to work with a diverse population, but they also must have the skills. Skilled school counselors are not above seeking the needed additional trainings, education, and guidance that will enable them to better utilize their skills and techniques when working with diverse clients. The use of theories and techniques within school counseling is essential because of how diverse the students may be, and because of the development stage the students will be in (Ponterotto, et al., 1995). Competencies Applied to an African American Adolescent Appropriate counseling for African American adolescents requires the professional school counselor to carefully consider the discussed competencies. While incorporating many of these, the following case study was conducted when working with an 11-year-old African American student; child’s name in this assessment will be Jane Doe (Moore-Thomas Day-Vines, 2008). Jane Doe is in the sixth grade, and has experienced many behavioral difficulties, however she is not considered a special needs student. Throughout the years, all of Jane’s teachers have reported their concerns of her disruptive behavior. Jane’s mother was concerned about her daughter’s behavior and decided to see the school counselor about what the next step might be, so that it won’t begin to interfere with her academic performance. Jane’s mother reported to the counselor that Jane never had disruptive behavior at home or even at any of their church functions, and so she was surprised that this behavior was occurring within the school day. After meeting with Jane’s mother, the counselor reflected on meeting and decided to explore more information about the community that Jane was living in, as well as the church community that her and her mother were involved in. The counselor was not familiar with their church because it was a different cu lture and religious belief than her own. She began her research online, checking out the church website, and then on her way home from school that afternoon she drove through Jane’s neighborhood. The counselor found that the neighborhood was a lower to middle class neighborhood, and the church a protestant-Baptist church that was only about two blocks from Jane’s address. After the counselor’s research, it was decided that the best behavior plan to start with Jane would be to develop a school-home-community intervention plan that recognized the family’s values, and allowed Jane to express those values not only at home and at church but also throughout the school day. Rather than ignoring Jane’s spiritual and cultural identity, the counselor allowed Jane to embrace it as part of her cultural identity as a central key to her cognitive and academic development. In this case study, the counselor illustrates a professional example of how to best incorporate the multicultural counseling competencies within the school system. First the counselor understands the importance of knowing her own culture and how it is different than Jane’s and therefore, she needs to be sure to not reflect her own biases onto Jane or her mother. The counselor utilized her skills to find a technique that would work best for Jane and Jane’s mother in order to develop change within Jane’s behavior at school. Finally, the counselor worked to conduct research and learned more about Jane’s home, the community she lives in, and specifically her spirituality. Spirituality Spirituality is not a consideration of the multicultural counseling competencies that were addressed in this paper; however after the previous case study and further research it may be culturally incompetent if a counselor does not include a student’s spirituality. In some cultures spirituality plays a vital role in an individual’s culture, values, and beliefs, so to not consider it within counseling could potentially be detrimental to the student’s counseling experience. When considering a student’s spirituality it is essential for a counselor to be aware of not only their own spirituality but also the ethical and legal implications of talking about spirituality within the school system. Ethically, the American School Counselors Association writes in the preamble of the Code of Ethics that school counselors are willing and able to talk to all students regardless of the student’s spiritual beliefs (ASCA, 2010). However, legally the counselor must abide by the First Amendment of the Constitution, the separation of church and state. So, how are school counselors supposed to ethically work with the client’s spiritual needs, but also legal abide by the law that was written to protect the citizens’ freedoms? Very carefully. Spirituality is already a taboo subject within the school system because the first amendment, therefore it is suggested that a school counselor only brings up spirituality if the student approaches the topic first (Wolf, 2004). Working with diverse cultures, spirituality will inevitably come up, either directly or indirectly. However, when they do present themselves within the school counseling setting it is unethical for the school counselor to advocate for their own personal spiritual beliefs. This is not only a constitutional issue, but also a professional and ethical issue (Wolf, 2004). Spirituality is a new found essential when maintaining cultural competencies within counseling. Incorporating spirituality into therapy and interactions with the student will help the student to better focus their own emotional human needs on the spiritual side of their culture. And when this is practiced appropriately, it may help enhance the student-counselor relationship with a foundation built on trust, because of how personal spirituality can be to some cultures. The Importance of Self awareness Self-awareness is the most important aspect that a school counselor (or even mental health counselor, for that matter) can have before entering into the world of counseling, especially within the school system. Without a counselor’s self-awareness of their own cultural background then they will not be able to know when their own personal biases are being expounded upon the student. A counselor needs to know what cultures or groups of people they would have the most difficult time counseling, and why they would have a difficult time counseling those individuals. If there is a specific group of people that the counselor is not comfortable working with, then it would be encouraged that the counselor takes action to work through those biases and develop more competencies with that culture. However, if a counselor is unable to do this, then the counselor should consider referring those students to a different school counselor or even an outside mental health professional. If at any point a student walks through the door of a school counselors office, and the counselor is aware that they are not able to hold their own biases back about the student’s culture, then the counselor needs refer the student to another professional. Otherwise the emotional security and stability of the student’s well-being could potentially be at stake if the counselor helping them is not willing to budge from their own biases. Exploring a Personal Touch in Cultural Competencies Throughout the semester, in this class specifically, I have been able to grasp a better understanding of what cultures I may have a difficult time working with as a school counselor. I did not realize it before, however my self-awareness has helped me to acknowledge that I would have an incredibly difficult time working with the Muslim population. I realize that I feel this way because of some different personal experiences that my family has experienced with this culture, as well as how some Muslim cultures (or countries specifically in the Middle East) treat women. I do not think it’s fair for a woman to be forced into wearing a super black, super thick, and super huge garment that covers their entire body, with the exception of her eyes. I do not think that it’s fair for a woman to be forced into a marriage with a man she doesn’t love, and then lose all of her rights, making her ability to leave the marriage not an option at all. In some Muslim countries woman have been forced into oppression. My mother’s sister (Aunt Julie) was a missionary for several years in different countries of the Middle East. At one point in her mission she was placed in Bahrain for a six-month commitment. While she was there it was Bahrain law for all woman to dress in garments and cloth that would cover their entire body, with the exception of their eyes. At one point in Aunt Julie’s mission, a body part (that wasn’t her eyes) was exposed in public accidently, and she was taken into custody for what would be considered indecent exposure here in the United States. She was in prison for several months, and eventually the United States Embassy of Bahrain was able to rescue her from the persecution, and she came home. That experience really shook up my family, and I believe that it’s because of that situation that I am not completely comfortable about Muslim men in particular. Therefore, I think I would have a really difficult time counseling with that population, because I would not be able to completely apply all of the cultural competencies. Out of all the competencies, I believe that my strength would certainly fall into the realm of knowledge, and desire to learn more about specific cultures that I will be working with. I have a strong passion and desire to learn, especially when it comes to how I can better communicate and relate to people. However, a weakness that I would be forced to work through amongst all of the competencies would be techniques to use. At this time, I feel this way because I don’t feel like I have enough practice and experience using the techniques I have already learned. I also think that I consider this a weakness, because I’m not sure what techniques work best with different cultures. With time and experience I hope to have a better understanding of how different techniques work better with some cultures than others. I think that the most important thing I have learned beyond the facts in the text and theoretical research would certainly be what I have learned through class discussion this semester, the importance of self-awareness. Self-awareness for a counselor is not something you can read about in a book or a journal. You can’t discover your self-awareness by visiting the library or getting on EBSCO-host. You have to learn it through getting to know yourself. Self-awareness can be discovered through talking to classmates about their beliefs, your beliefs, what culture says about the different things in this world, and searching our hearts to see what we believe. The only way we can become completely competent for who we can counsel is by allowing ourselves to discover the self-awareness we have inside of us; by not avoiding any issues or biases we may have, but instead working through those, and allowing our hearts to be transformed to accept and work with all people, however diverse t hey may be. References American School Counselor Association. (2010). Ethical standards for school counselors. Retrieved November 19, 2011, from http://www.schoolcounselor.org/files/ethical Arrendondo, P., Toporek, M. S., Brown, S., Jones, J., Locke, D. C., Sanchez, J., Stadler, H. (1996). Operationalization of the Multicultural Counseling Competencies. AMCD: Alexandria, Virginia. Curry, J.R. (2010). Addressing the spiritual needs of african american students: Implications for school counselors. The Journal of Negro Education, 79 (3), 405-415. Holcomb-McCoy, C. (2004). Assessing the multicultural competence of school counselors: A checklist. Professional School Counseling, 7(3), 178-183. Moore-Thomas, C., Day-Vines, N.L. (2008). Culturally competent counseling for religious and spiritual african american adolescents. Professional School Counseling, 11, 159-165. Ponterotto, J. G., Alexander, C. M., Grieger, I. (1995). A multicultural competency checklist for counseling training programs. Journal of Multi cultural Counseling Development, 23(1), 11-20. Wolf, J.T. (2004). Teach, but don’t preach: Practical guidelines for addressing spiritual concerns of students. Professional School Counseling, 7 (5), 363-366.

MBA Admissions Essay: Harvard, and Nowhere Else :: MBA College Admissions Essays

Having worked on both small and large scale internet ventures, as well as in traditional brick and mortar enterprises, I have truly fallen in love with the entrepreneur world of business. Â   Â  I have been the CEO of my own smaller companies and have been an integral part of large scale operations. My professional goal is to become the most effective entrepreneur and manager I am capable of becoming. Â   My sample set of experiences has been both wide ranging and engaging, but a Harvard Business School education will serve to hone my skills and sharpen my ability to think. Â   Â  First and Foremost, an MBA from Harvard business school will help improve my performance as a manager at the basic level of problem solving and thinking. Discovering the unique experiences and perspectives of a diverse student body will undoubtedly alter the way I face and solve problems. A classroom environment that does not take a static format will enhance my ability to think quickly and effectively. Â   Secondly, I feel that a manager's ability to interact effectively with others can make or break a company. Being in a dynamic classroom situation will help perfect these skills of communication.

Joseph Campbell’s Monomyth Essay

1. Hero introduced in his ordinary world Odysseus is a strong ruler of Ithaca (Greek city-state), however lacks experience in war. He is also the son of Là ¤ertes 2. The call to adventure  He wins the Trojan war through his guile nature. As his fleet left for Ithaca, strong winds sweep them off course 3. Hero is reluctant at first Odysseus and his men get a little afraid after realizing that they had no idea where they were heading for 4. Encouraged by the wise old man/woman Along the way, Odysseus obtains lots of advice of how he should carry on with his expedition from Circe the Enchantress 5. Hero passes the first threshold The first issue that Odysseus faces would be in the beginning of the Odyssey, where his fleet land on the city of Ismara, and plunder the Cicones inhabiting the region 6. Hero encounters tests & helpers Other hazards for Odysseus were: Polyphemus, The Lotus-Eaters, Hades, The Sirens, Scylla etc. 7. Hero reaches the innermost cave The largest issue ever faced by Odysseus’s fleet would be the Man-eating Cyclops named Polyphemus. Being the son of Poseidon, Odysseus’s trickery angered the God of the sea, which would cause much more implications on them. This would largely affect Odysseus’s quality to a greater extent 8. Hero endures the supreme ordeal Odysseus try to escape Polyphemus’s island first, but Odysseus hubris turns against their own people. Polyphemus attacks Odysseus’s men with boulders and rocks. With luck, they escape into the waters, out of reach from danger 9. Hero seizes the sword Odysseus finally defeats all enemies 10. The road back Unfortunately, as he does so, he loses all his men, when Poseidon strikes his  fleet with the power of the raging sea 11. Resurrection He alone gets away from the impending danger and realizes his mistakes. He finally reaches the Phaeacians, and tells them his story, since it had been more than 10 year since he had left for battle 12. Return with the treasure His â€Å"treasure† is more in a form of a lesson, where he realizes that greed is something that corrupts a man. His adventure is definitely an example, since with his greed came the loss of his men and valuables

The Journey Of Mark. Mr. And Mrs. - 1232 Words

The Longs are regarded as the Christian believers who already knew all stories of Jesus Christ and teachings. Even though knowing the stories vividly, they were unsure about the actual dating and author of the book of Mark. Mr. and Mrs. Long having give us their story of Mark in their perspective. The Longs attempted to make it clear that you need to understand the connection between the introduction and the purpose of Mark to therefore get an answer of whether the opening is important or not. Scholars on the other hand claim the book was written to circulate the churches and enlighten the general Christian community therefore a prologue isn’t as important. For the location of where the book was written remains unknown, but was for sure written to the Christians at large. According to the readings in the book of Mark, that is filled with effective healings, casting out of demons, confrontations, teaching and instructing of his disciples- it was a very fast narrative teaching. There were very effective teachings such as the preliminaries to the ministries where Mark is heading to the ministries to spread the good news on Jesus Christ and Jesus’ temptation of satan. Galilean ministry part 1- Jesus’ entry in Galilee spreading news that the kingdom of God was near. During this time here, Jesus calls out his four disciples and daily healings, made appearances at synagogues where he performed and preached the gospel. In Jesus’ second part of this ministry, He continues to spreadShow MoreRelated My Place by Sally Morgan, The Road Not Taken by Robert Frost, The Transall Saga and Pay it Forward1436 Words   |  6 PagesThe Journey as Depicted in My Place by Sally Morgan, The Road Not Taken by Robert Frost, The Transall Saga and Pay it For ward The inner journey is a concept that has always been debated, and so has its meaning. The word ‘inner’ has the alternative meaning of personal. Moreover, the word journey has an alternative meaning of movement. 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