Culturally based behaviors health promotion

Culturally based behaviors health promotion

Culturally based behaviors health promotion

Culturally based behaviors health promotion: For a cultural group different from your own , list three culturally based behaviors that may not promote health, and explain how you would provide respectful health promotion education to that cultural group.

Cultural Competence: An Overview

Hoshi was born in Japan and raised there. He has been studying and working as a systems analyst in the United States for nearly two decades, but his family has stayed in Japan. Hoshi checked into a residential treatment clinic for alcoholism, where the treatment program required each client to notify his or her family members that he or she was in treatment. Many previous clients and their families in this treatment program had found that contacting family helped them be honest about their substance addiction, reconcile with possibly estranged relatives, and take responsibility for their decision to seek treatment.

Hoshi was hesitant at first, but staff members encouraged him to follow the program’s guidelines. He wrote to his family, explaining his current situation and why he needed treatment. He did not receive a response until weeks later, after he had been discharged from residential treatment and was enrolled in the organization’s continuing care program. Hoshi’s parents had abandoned him, according to staff members, since he had “shamed” the family by divulging details of his life to the program staff and openly confessing that he had a drinking problem.

As Hoshi’s tale shows, a well-intentioned but culturally insensitive intervention can be detrimental to recovery. The application used a “one size fits all” approach without considering the risk that this could affect the client. Fortunately, Hoshi was able to reconcile with his family, and the program administration and staff began to establish cultural awareness and competence efforts.

Counselors and other behavioral health service providers who have a basic awareness of how culture influences their own and their clients’ worldviews will be better able to work with clients who have substance use and mental problems. Culture is a dynamic factor that often influences client responses to therapy and subsequent outcomes, even when it is not a conscious consideration in providing interventions and services. Although there is limited research on the effects of culturally sensitive behavioral health counseling, it appears to increase counselor credibility, client satisfaction, client self-disclosure, and client willingness to continue treatment (Goode et al. 2006; Lie et al. 2011; Ponterotto et al. 2000). The importance of culture in drug abuse patterns, mental health, treatment-seeking behaviors, assessment and counseling processes, program creation, and organizational practices in behavioral health care is examined in this Treatment Improvement Protocol (TIP).

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source,
  

  and be at least 250 words.

• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two-sentence responses, simple statements of agreement, or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’s level and deduct points accordingly.
• As Masters’s level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

• Communication is so very important. There are multiple ways to communicate with me: 
  • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
  • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours

motion

Name:  Discussion Rubric

Name:  Discussion Rubric