What are some likely counseling issues you might expect from this group and why? What approaches (counseling and systemic

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Cultural Immersion Paper

General Instructions

Use textbooks, class materials, outside sources, and use APA format (Note: first person expression is expected). Reflect on your experiences and your prior preconceived ideas. Which of those preconceived ideas are now open to re-interpretation and why? What have you learned about yourself and “them” now that the immersion is over? Take what you have learned about this group and yourself and apply it in a counseling context. Assume you have a client from this group and discuss each of the following:

 Use the insights you gained into your preconceived ideas of this group to identify ways

you will cope with your internal dialogue about clients from this group. Have your biases

shifted, and how will you keep your internalized biases at bay?

 What are some likely counseling issues you might expect from this group and why?

 What approaches (counseling and systemic) will you use and why?

 What are the ethical and legal issues inherent in counseling a client from this group?

 What will you do now to be ready to meet this future client?

 What did you learn in this experience that you will use with future multicultural/diverse

clients?

 Write 8-10 pages; Graded; 25 pts, APA and outside resources required

 If you are a non-counseling major, instead of applying your experience to the

"counseling" area, please apply it to your area of education (i.e. teacher, administrator,

etc..)

 Also, place your Cultural Immersion papers in the Discussion Board if you wish to share

with your classmates.

CACREP Standards Addressed: 2F.2.a, 2F.2.b, 2F.2.c, 2F.2.d, 2F.2.g, 2F.2.h, and 5C.2.j

Scoring Guidelines

Points available: 100.

Components Unacceptable (0 points)

Revisions Required (5 points)

Target (10 points)

Introduction Establishes historical

background and defensible

thesis that supports a logical

line of reasoning (CACREP

2F.2.a, 2F.2.b, 2F.2.c,

2F.2.d, 2F.2.g, 2F.2.h,

5C.2.j)

Underdeveloped introduction; reason for

culture selection is unclear or missing;

historical background is inaccurate or missing

Coherent introduction that includes a reason for culture selection;

historical background is accurate but limited

Engaging, well developed introduction that includes a detailed

reason for culture selection; historical

background is accurate and thorough

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Components Unacceptable (0 points)

Revisions Required (5 points)

Target (10 points)

Focus & Purpose Developed thesis and

attentive focus on topic

(CACREP 2F.2.a, 2F.2.b,

2F.2.c, 2F.2.d, 2F.2.g,

2F.2.h, 5C.2.j)

Missing thesis; confusion about or

misunderstanding of topic; no sense of

purpose

Simplistic and unfocused ideas; limited sense of

purpose

Developed thesis; represents sound

understanding of the assigned topic; focused

Ideas, Support &

Development Supports ideas and

reflections using specific

and relevant examples of

evidence/experiences

(CACREP 2F.2.a, 2F.2.b,

2F.2.c, 2F.2.d, 2F.2.g,

2F.2.h, 5C.2.j)

No or limited evidence/experiences

are provided to support ideas and reflections;

evidence is incomplete, incorrect, oversimplified, or disconnected from the

context

Provides necessary evidence/experiences to

support ideas and reflections; the

importance/relevance of all pieces of

evidence/experiences is unclear or under

developed but does support the ideas and reflections presented and is placed properly

within the context

Relies on compelling and detailed

evidence/experiences to support ideas and

reflections; the importance/relevance of

all pieces of evidence/experiences is clearly stated; considers alternate interpretations of evidence/experiences

to enhance demonstration of cultural

intelligence

Conclusion Establishes clear conclusion

based upon

evidence/experiences

(CACREP 2F.2.a, 2F.2.b,

2F.2.c, 2F.2.d, 2F.2.g,

2F.2.h, 5C.2.j)

Missing or no connection of evidence and analysis to the reflections; fails to summarize the argument

coherently

Limited connection between evidence and analysis to reflections;

summarizes some ideas and thoughts but repeats

ideas to support reflections

Engaging, strongly connects evidence and analysis to reflections; summarizes the main

topics without repeating previous ideas

Structure & Organization

Text has unity and coherence to accomplish the

focused purpose

No paragraph structure; or single, rambling

paragraph; or series of isolated paragraphs

Organization is confusing or disjointed;

weak paragraph structure; transitions are missing or inappropriate

Clear organizational structure; easily followed;

includes transitions; structured format

Audience & Tone

Audience appropriate and consistent tone

No awareness of

appropriate audience for assignment; tone is

inappropriate

Lacks awareness of

appropriate audience for the assignment; tone is

inconsistent

Effective and accurate

awareness of audience; tone is appropriate for

audience and assignment

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Components Unacceptable (0 points)

Revisions Required (5 points)

Target (10 points)

Sentence Structure Demonstrates varied

sentence structures to enhance meaning

Contains multiple and serious errors of

sentence structure: i.e. fragments, run-ons;

unable to write simple sentences

Formulaic sentence patterns or overuse of

simple sentences; errors in sentence structure

Effective and varied sentences; errors (if

present) due to lack of careful proofreading

Mechanics The text has few

grammatical, spelling and punctuation errors.

Frequent errors in agreement, verb tense,

spelling, and capitalization; intrusive

and/or inaccurate punctuation;

communication is hindered

Contains several errors in agreement, verb

tense, spelling, capitalization, and

punctuation (up to 6); errors interfere with

meaning

Virtually free of errors in agreement, verb tense, spelling, capitalization, and punctuation (no

more than 3); errors do not interfere with

meaning

Vocabulary & Word Usage

Uses extended and appropriate vocabulary

Vocabulary is unsophisticated; or

subject specific vocabulary or

sophisticated vocabulary used incorrectly.

Proper, but simple vocabulary used; subject specific vocabulary used

infrequently

Vocabulary is varied, specific and appropriate;

uses subject specific vocabulary correctly

APA Format/Citations Correctly uses APA style and

formatting

Reference page includes frequent errors (more

than 3); no attempt was made to cited

supporting sources in- text; contains multiple errors in APA format

Reference page in accurate and virtually

free of errors (no more than 3); all supporting

sources are cited in-text, but minor errors in APA

format are present

Reference page in accurate and free of errors; all supporting sources are properly

cited in-text; APA format is correct and accurate