Journal Writing Assignment

Please look at the first PDF file (Assignment for Final Week Journal) to view the assignment details. In addition, I have uploaded a copy of the course syllabus for you to look at. In order to write the journal entry, you will need to refer to the course syllabus to see what topics were covered in the course. Please see to it that you produce high quality work for the assignment and follow the guidelines, thank you.
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the_syllabus_for_the_course.pdf

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Journal Entry General Guidelines:
?
The journal entry should include the date of entry and response.
?
Each journal should be a minimum of 2 double-spaced pages formatted in APA
style. Please see the Journal Rubric for additional information guiding your
writing and subsequent grading.
ATTENTION:
In writing your journal entry for this week:
Since this is the last week of this course, you are to create and share a
summative reflection on this course.
Please describe what part(s) of this course have impacted you both
personally and professionally.
? How has your thinking changed with regard to various cultures or
groups?
? You can reflect on specific parts of this course or provide an overall
personal reflection.
?
MP505 Course Syllabus Page 1 of 15
Syllabus for the Online Course of : Diversity and Psychology
MA Psychology Online Course Syllabus
Diversity and Psychology – MP505
3 Credit Hours
Course Introduction
Instructor:
Office and Hours:
Phone:
E-mail:
Course Website:
This information will be provided in a course announcement in the first week of
class.
Access your course through: https://my.thechicagoschool.edu
Official Course Description
Using a systems approach, this course will examine the impact of privilege on students’ perception of
culture, diversity, and identity. Students will explore their own culture, and their reactions to and
perceptions of persons who are different. The course specifically examines class, ableness, gender roles,
ethnicity, and sexual orientation for their interaction between the dimensions of diversity and psychology
issues. (3 credits)
Institutional Learning Competencies and Outcomes
Institutional Learning Outcomes
Diversity
Graduates will respect the value and dignity of individuals and groups across all cultural contexts, and
advocate for inclusion and equity. They will demonstrate intercultural competence in domestic and
international contexts with people who have ideas, beliefs, worldviews, experiences, and behaviors that
are different from their own.
•
PLO 3: Diversity and Cultural Competence – Graduates respond ethically and effectively to
individual and group differences across racial, ethnic, gender, age, social class, disability, sexual
orientation and religious boundaries.
By the end of this course, students will be able to:
o CLO 1 – Identify and summarize dimensions of diversity, including cultural groups of
socioeconomic class, disability, gender roles, ethnicity, spirituality, and sexual orientation.
MLO 1 – Students will identify diversity variables (e.g., SES versus class, culture, gender,
sexuality, religion, etc.) in discussion questions, written assignments, and the readings so
that the assignments can be completed successfully. (M1, M2, M3, M4, M5, M6, M7)
MLO 2 – Students will participate in an activity that raises awareness of people with
disabilities and exemplify three ways that the exercise has increased knowledge about
individuals with disabilities. (M3, M4)
MLO 3 – Students will locate a scholarly article from the library on Eastern culture and
Western culture, and identify how it can inform and aid in the student’s practice of
psychology. (M5)
MP505 Course Syllabus Page 2 of 15
o
CLO 2 – Analyze how stereotypes, biases, and prejudices are shaped, evaluate their personal
biases, and assess the impact personal biases and belief systems have within the realm of
professional practice and scholarship.
MLO 4 – Students will identify the various diversity dimensions in a case and apply a
cultural identity model to the case. (M7)
MLO 5 – Students will identify biases or stereotypes pertaining to the diversity
dimensions. (M7)
MLO 6 – Students will critically analyze how belief systems can impact professional
practice. (M7)
o
CLO 3 – Apply knowledge of psychological, socio-political, historical, and economic aspects of
discrimination, oppression, and privilege using real world examples.
MLO 7 – Students will critically analyze lecture material that identifies oppression related
to gender and sexuality. (M2)
MLO 8 – Students will share an opinion on how racial issues in the 1960s may have
affected prejudice and racial anger in current times. (M6)
MLO 9 – Students will identify three ways how black and white American worldly views
and behaviors have altered since the Civil Rights Movement. (M6)
o
CLO 4 – Develop cultural competence through examination of different cultural contexts, their
histories, and their own worldviews.
MLO 10 – Students will describe in detail three ways how the student will maintain
cultural competency in his/her practice of psychology and increase an understanding of
diverse cultures. (M1)
MLO 11 – Students will locate and summarize one scholarly article from the library
related to gender and one article related to sexuality, and write a summary of the articles
for other students to read and comment. (M2)
Professional Behavior
Graduates will be able to demonstrate by their values, beliefs and behaviors adherence to the highest
ethical and professional standards in their personal and professional lives.
•
PLO 7 – Professional Behavior and Ethics: Graduates will demonstrate the knowledge, skills, and
practices of ethical decision-making and behavior.
By the end of this course, students will be able to:
o CLO 9 (6) – Demonstrate knowledge of ethical codes and professional standards relevant to
diversity issues as well as the associated challenges for practitioners.
MLO 16 (13 – Students will identify diversity variables in a case and apply the ACA
ethical code to the case. (M1, M7)
MLO 17 (14 – Students will identify and analyze the impact of personal biases and
belief systems within the realm of professional practice, professional role, and
scholarship. (M2, M3, M4, M5, M6, M7)Professional Practice
Graduates will be able to demonstrate attainment in the areas of competency (as reflected in knowledge,
skills and attitudes) required by their area of education and training. Examples include evaluation,
intervention, consultation, teaching, and supervision.
•
PLO 5 – Assessment. Graduates will demonstrate knowledge of psychological theory and
assessment techniques to evaluate various dimensions of human experience across a range of
contexts.
By the end of this course, students will be able to:
o CLO 5 – Apply knowledge of psychological theory and assessment to create a Cultural
Health Assessment.
MP505 Course Syllabus Page 3 of 15
MLO 12 – Students will create a Cultural Health Assessment by comparing 3 cultures
across various variables, including but not limited to: sick care practices, health care
beliefs, dominance patterns, perceptions of time, pain reactions, birth rites, child rearing
practices, geo-political differences, and socio-political discrimination barriers. (M7)
•
PLO 6 – Written Communication. Graduates can compose grammatically correct papers reports,
and discussion posts of a professional quality, using style and formatting consistent with the most
recent APA Style publication manual.
By the end of this course, students will be able to:
o CLO 6 – Demonstrates sophisticated ability to craft clear and concise written communications
to address specific audiences (e.g., peer, professional) in a variety of contexts (e.g., papers,
discussion forums, email communications).
MLO 13 – Students will demonstrate written communications skills through a final
paper using the context that they have learned throughout the course. (M7)
o CLO 7 – Uses grammar and style appropriate to professional standards and conventions
(e.g., APA writing style).
MLO 14 – Students will demonstrate proper grammar and style through the final written
assignment. (M7)
o CLO 8 – Consistently and appropriately uses technical language of the profession.
MLO 15 – Students will demonstrate proper use of the terms and vocabulary they have
learned in the course through the final written assignment. (M7)
Required and Optional Texts
Required Texts
Title
ISBN-13
D’Avanzo, C. (2007). Mosby’s Pocket Guide to Cultural
Health Assessment, 4th Edition, St. Louis, Missouri:
Mosby Elsevier
ISBN-13: 9780323048347
ISBN-10: 032304834X
Griffin, J.H. (1960). Black Like Me. New York, NY: Penguin
Group Inc. (doesn’t have to be the 50th Anniversary
Edition)
ISBN-13: 9780451234216
ISBN-10: 0451234219
Publisher’s Price
TCS Bookstore
$46.75 – New
Amazon
$41.01 – New
TCS Bookstore
$7.22 – New
Amazon
$7.99 – New
Required Readings on Canvas
Module 1
Text
D’Avanzo, C. (2007). Mosby’s pocket guide to cultural health assessment (4th ed.). St. Louis, MO:
Mosby Elsevier. (Preface and Forward)
Canvas Reading(s)
Berno, T. and Ward, C. (2005). Innocence Abroad. American Psychologist, 60, 6, 593-600.
Berry, J.W. (1998). Intercultural Relations in Plural Societies. Canadian Psychology, 40, 1, 12-21.
Simmons, S.J., Wittig, M.A. and Grant, S.K. (2011). A Mutual Acculturation Model of Multicultural
Campus Climate and Acceptance of Diversity. Cultural Diversity and Ethnic Minority Psychology,
MP505 Course Syllabus Page 4 of 15
16, 4, 468-475.
Weblinks
American Psychological Association. (2002). APA guidelines on multicultural education, training,
research, practice, and organizational change for psychologists. Retrieved from
http://www.apa.org/pi/oema/resources/policy/multicultural-guidelines.aspx
American Psychological Association. (1993). Guidelines for providers of psychological services to
ethnic, linguistic, and culturally diverse populations. Retrieved from
http://www.apa.org/pi/oema/resources/policy/provider-guidelines.aspx
Gauthier, J. (2008). The universal declaration of ethical principles for psychologists presented at the
United Nations DPI/NGO Conference in Paris. Retrieved from
http://www.apa.org/international/pi/2008/10/gauthier.aspx
Module 2
Text
In preparation for Module 6, please begin reading Black Like Me by J. H. Griffin (1960). You may
want to dedicate time every week to read 20-30 pages so that you do not have to read the entire book
in one week. Reading the book is necessary in order to complete the discussion question in module 6.
D’Avanzo, C. (2007). Mosby’s pocket guide to cultural health assessment (4th ed.). St. Louis, MO:
Mosby Elsevier. (Afghanistan, Pakistan, and India)
Canvas Reading(s)
Aguinaldo, J.P. (2008). The social construction of gay oppression as a determinant of gay men’s health:
‘Homophobia is killing us.’ Critical Public Health, 18 (1), 87-96.
Case, K.A., Stewart, B., & Tittsworth, J. (2009). Transgender across the curriculum: A psychology for
inclusion. Teaching of Psychology, 36, 117-121.
Dermer, S.B., Smith, S.D,. & Barto, K.K. (2010). Identifying and correctly labeling sexual prejudice,
discrimination, and oppression. Journal of Counseling & Development, 88, 325-331.
Weblinks/Video
Constable, P. (2013). Afghan escaped Taliban oppression, but she fears for the others still there. The
Washington Post. Retrieved from http://www.washingtonpost.com/local/afghan-escapes-talibanoppression-but-she-fears-for-the-others-still-there/2013/04/18/4be0b91c-a60a-11e2-83023c7e0ea97057_story.html
Heller, K. (2014). Coming out: Voices of gay and lesbian teens and their families. Retrieved from
http://www.psychotherapy.net.tcsedsystem.idm.oclc.org/stream/tcs/video?vid=056 (students will need
to login with their school login)
Murray, T. (2012). The oppressed women of Afghanistan: Fact, fiction, or distortion. Retrieved from
http://www.mei.edu/content/oppressed-women-afghanistan-fact-fiction-or-distortion
Amnesty International – UK. (2013). Women in Afghanistan: The back story. Retrieved from
http://www.amnesty.org.uk/womens-rights-afghanistan-history#.VFwJ14ctB6o
Module 3
Weblinks/Video
American Experience: FDR on lying, hiding a disability (2011, November 1). Retrieved from
http://video.pbs.org/video/2155196119
MP505 Course Syllabus Page 5 of 15
American Psychological Association. (n.d.). Enhancing your interactions with people with disabilities.
Retrieved from http://www.apa.org/pi/disability/resources/publications/enhancing.aspx
American Psychological Association. (2012). Guidelines for assessment of and intervention with
persons with disabilities. Retrieved from http://www.apa.org/pi/disability/resources/assessmentdisabilities.aspx
Cafferty, J. (2010). TSA treats 4 year disabled boy like a terrorist (2’02”). [Video file]. Retrieved from

ABC News. (2012). TSA humiliates child in wheelchair. Retrieved from

What’s disability to me? (n.d.) In World Health Organization. Retrieved from
http://www.who.int/disabilities/world_report/2011/videos/en/
Module 4
Text
In preparation for Module 6, please keep reading Black Like Me by J. H. Griffin (1960). You may want
to dedicate time every week to read 20-30 pages so that you do not have to read the entire book in one
week. Reading the book is necessary in order to complete the discussion question in module 6.
D’Avanzo, C. (2007). Mosby’s pocket guide to cultural health assessment (4th ed.). St. Louis, MO:
Mosby Elsevier. (Compare 5+ Eastern and Middle Eastern cultures, e.g. India, China, Turkey, Iran,
Tibet, etc.)
Canvas Reading(s)
Miyamoto, Y., Nisbett, R.E., & Masuda, T. (2006). Culture and the physical environment. Psychological
Science, 17( 2), 113-119.
Wig, N.N. (1999). Mental health and spiritual values. A view from the East. International Review of
Psychiatry, 11, 92-96.
Weblinks/Video
Holsapple, S. (Director). (1999). Children of the camps: The documentary [Motion picture]. Retrieved
from http://www.psychotherapy.net.tcsedsystem.idm.oclc.org/stream/tcs/video?vid=118 (students will
need to login with their school login)
Doucleff, M. (2014). Rice theory: Why Eastern cultures are more cooperative. Retrieved from
http://www.npr.org/blogs/thesalt/2014/05/08/310477497/rice-theory-why-eastern-cultures-are-morecooperative6
Module 5
Text
D’Avanzo, C. (2007). Mosby’s pocket guide to cultural health assessment (4th ed.). St. Louis, MO:
Mosby Elsevier. (Compare 5+ Western oriented cultures, e.g. Canada, Great Britain, United States,
Norway, etc.)
Canvas Reading(s)
Dovidio, J.F., Gluszek, A., Johm, M.S., Ditlmann, R. & Lagunes, P. (2010). Understanding bias toward
Latinos: Discrimination, dimensions of difference, and experience of exclusion. Journal of
Social Issues, 66 (1), 59-78.
Weblink
Gilbert, D. (2009). Understanding Western culture: An online slide show. Retrieved from

MP505 Course Syllabus Page 6 of 15
Module 6
Text
Griffin, J.H. (1960). Black like me (50th Anniversary Edition). New York, NY: Penguin Group Inc.
D’Avanzo, C. (2007). Mosby’s pocket guide to cultural health assessment (4th ed.). St. Louis, MO:
Mosby Elsevier. (Compare 5+ Central America and South America cultures, e.g. Honduras, Panama,
Peru, Argentina, etc.)
Canvas Reading(s)
Lou, E, Lalonde, R.N., & Wilson, C. (2011). Examining a multidimensional framework of racial identity
across different biracial groups. Asian American Journal of Psychology, 2 (2), 79-90.
Video
Adichie, C. (2009). The danger of a single story. Retrieved from

Module 7
Canvas Reading(s)
O’Leary, K., & Carroll, C. (2013). The online poker sub-culture: Dialogues, interactions and networks.
Journal of Gambling Studies, 29, 613-630.
Moshier, S.J., McHugh, R.K., Calkins, A.W., Hearon, B.A., Roselinni, A.J., Weitzman, M.L., & Otto,
M.W. (2012). The role of perceived belongingness to a drug subculture among opioiddependent patients. American Psychological Association, 26 (4), 812-820.
Young, R., Sproeber, N., Groschwitz, R.C., Priess, M., & Plener, P.L. (2014). Why alternative teenagers
self-harm: Exploring the link between non-suicidal self-injury, attempted suicide, and
adolescent identity. BMC Psychiatry, 14, 137.
Weblinks/PDF Downloads/Video
A Journey Through London Subculture. The Guardian.
http://www.theguardian.com/culture/2013/sep/12/journey-london-subculture-fascinating-ragbag
Amish Mafia: Does this Subculture Exist? ABC News http://abcnews.go.com/Nightline/video/amishmafia-called-subculture-outlaws-20089436
Subcultures: Inside the World of Woodworkers. https://www.youtube.com/watch?v=6rWP_9-k0VA
Program Learning
Outcome Assessed
(PLO)
Diversity and Cultural
Competence: Graduates
will respond ethically and
effectively to individual and
group differences across
racial, ethnic, gender, age,
social class, disability,
sexual orientation and
religious boundaries.
Program Learning
Outcome Assessed
(PLO)
Assessment: Graduates
will demonstrate
knowledge of
psychological theory and
assessment techniques to
evaluate various
dimensions of human
experience across a range
of contexts.
Demonstration Level 4
(Advanced)
MP505 Course Syllabus Page 7 of 15
Demonstration Level 3
(Intermediate)
Articulates and critically analyzes a
theory of change and formulates
interventions to implement change in
professional settings; critically
analyzes strengths and weaknesses of
intervention approaches for different
problems and populations related to a
professional setting; presents rationale
for intervention strategy that includes
empirical support; articulates and
critically analyzes cultural impact of
various change-oriented interventions.
Course Rubric
Articulates a theory of change and
chooses interventions to implement
change in professional settings;
articulates strengths and weaknesses
of intervention approaches for different
problems and populations related to a
professional setting; presents rationale
for intervention strategy that includes
empirical support; articulates cultural
impact of various change-oriented
interventions.
Demonstration Level 4
(Advanced)
Demonstration Level 2
(Basic)
Demonstration Level 3
(Intermediate)
Demonstration Level 1
(Non-perfoming)
Demonstration Level 2
(Basic)
Chooses and justifies appropriate
assessment tools to evaluate various
dimensions of human functioning in
applied contexts; articulates
understanding of the relationship
between assessment and intervention;
presents rationale for chosen
assessment instrument that includes
empirical support; articulates cultural
impact of various assessment
instruments on different populations.
Proposes, justifies and critically
analyzes appropriate assessment
tools to evaluate various dimensions
of human functioning in applied
contexts; articulates understanding of
the relationship between assessment
and intervention; presents and
critically analyzes rationale for chosen
assessment instrument that includes
empirical support; articulates and
critically analyzes cultural impact of
various assessment instruments on
different populations.
Does not identify basic interventions to
implement change in professional
settings or chooses inappropriate,
ineffective ones; cannot articulate the
theory of change underlying the
intervention; unable to identify basic
strengths and weaknesses of
intervention
Demonstration Level 1
(Non-perfoming)
Chooses some basic assessment
tools from a list to evaluate some
basic dimensions of human
functioning in applied contexts and
does not consistently justify reasons
for choice; states basic understanding
of the relationship between
assessment and intervention; when
prompted presents rationale for
chosen assessment instrument; when
prompted articulates cultural impact of
a limited range of assessment
instruments on a limited range of
populations.
Identifies basic interventions to
implement change in professional
settings but may not be able to
articulate the theory of change
underlying the intervention; can
identify some basic strengths and
weaknesses of a limited number of
intervention approaches for basic
problems and a limited range of
populations; when prompted can
articulate cultural impact of chosen
change-orie …
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