Describe a diverse population with a different cultural background than your own that you hope to work with as a future counselor

Describe a diverse population with a different cultural background than your own that you hope to work with as a future counselor

Describe a diverse population with a different cultural background than your own that you hope to work with as a future counselor

Discussion: Selecting Assessments

Selecting Assessments

As I viewed the video “A Case of Social Anxiety” (1985), I realized that social anxiety is a problem that students in high school may encounter especially the minority groups like African Americans. Listening to the client tell his counselor about his poor self-esteem and how he feels it is the source of his social anxiety made me think about how many black high school children and adolescents struggle with low self-esteem  (Toscano et al., 2019). I intend to work with high school students at a small rural public school as a future school counselor.

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The Multidimensional Anxiety Scale for Children, Social Phobia and Anxiety Inventory, and Adolescent Psychopathology Scale, are the assessment instruments I would administer to my diverse population. I chose these three screening tools since their age ranges are all within the high school student age range and they do not demand a lot of time (Wong et al., 2019). Students are already overburdened with exams, so I don’t want them to feel like they’re taking another one while working with me. Therefore, I think it’s ideal if the assessment time is limited.

The Multidimensional Anxiety Scale for Children (MASC 2) is useful for both the early detection of anxiety and therapies to help decrease anxiety symptoms (Toscano et al., 2019). It is also accessible to all students given that it is self-reported and only takes about 15 minutes to complete the assessment. The assessment tool has been proven to be most effective in assessing generalized anxiety and social anxiety.

The Social Phobia and Anxiety Inventory (SPAI) is another brief self-reported assessment tool. It is designed primarily for social phobia (Wong et al., 2019). The SPAI consists of 45 questions that are answered on a 7-point Likert scale. This tool has been confirmed to be more accurate and valid, however, a student may underrate questions.

Finally, the Adolescent Psychopathology Scale is a more in-depth evaluation tool that runs for about 45 minutes (Cerniglia et al., 2019). This tool is intended for teenagers aged 12 to 19. The assessment’s rating is computer produced, and it includes many indices of psychopathology. APS assesses both internal and exterior interpersonal and emotional issues.

References

Cerniglia, L., Guicciardi, M., Sinatra, M., Monacis, L., Simonelli, A., & Cimino, S. (2019). The Use of Digital Technologies, Impulsivity and Psychopathological Symptoms in Adolescence. Behavioral Sciences (Basel, Switzerland), 9(8). https://doi.org/10.3390/bs9080082

Toscano, R., Baillie, A. J., Lyneham, H. J., Kelly, A., Kidd, T., & Hudson, J. L. (2019). Assessment of anxiety in children and adolescents: A comparative study on the validity and reliability of the Spence Children’s Anxiety Scale in children and adolescents with anxiety and Autism Spectrum Disorder. Journal of Affective Disorders. https://doi.org/10.1016/j.jad.2019.09.055

Wong, Q. J. J., Chen, J., Gregory, B., Baillie, A. J., Nagata, T., Furukawa, T. A., Kaiya, H., Peters, L., & Rapee, R. M. (2019). Measurement equivalence of the Social Interaction Anxiety Scale (SIAS) and Social Phobia Scale (SPS) across individuals with social anxiety disorder from Japanese and Australian sociocultural contexts. Journal of Affective Disorders, 243, 165–174. https://doi.org/10.1016/j.jad.2018.09.028

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To Prepare:

• The Walden Library has licensed a collection of videos from publisher Alexander Street, which include many relevant to counseling and therapy. To access these videos:
• Access the Walden Library and select Databases A-Z on the home page.
• Then select Academic Video Online (AVON)
• The next screen is the home page for Alexander Street Videos
• Search for assessments on topics such as depression, suicide risk, and other topics. Find videos of assessments that correspond to these topics of interest.
• As you review these videos, and through your search of the MMY, think about a population with a different cultural background than your own that you hope to work with as a counselor. Consider which assessments would be appropriate to use with this population.

Post your reflection.

• Describe a diverse population with a different cultural background than your own that you hope to work with as a future counselor.
• Describe three assessments that you would use with your diverse population. Remember to include the general assessment principles in your description of each instrument.
• Explain your rationale or why you would use these assessments with your diverse population.

Be sure to include at least two in-text citations from the Learning Resources and/or MMY search to support your statements in your main discussion post.

1. Responsiveness: Did the student respond to the main question of the week? …The extent to which work includes the required components and integration of learning resources

Thoroughly addressed all required components of the assignment with a well-developed submission that exceeds expectations and includes reference to and integration of the learning resources. Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).

2. Critical Thinking, Analysis, and Synthesis: Is the student able to make meaning of the information? …The extent to which mastery of knowledge is demonstrated relative to the learning objective

Demonstrated understanding and integration of course content to the extent that the learning objective was mastered. Posts demonstrate the student’s ability to apply, reflect, AND synthesize concepts and issues presented in the weekly Learning Objectives. Student has integrated and mastered the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience; insights demonstrate significant changes in awareness, self–understanding, and knowledge.

3. Professionalism of Writing: Does the student meet graduate level writing expectations? …The extent to which the submission demonstrated quality and professionalism

Submission was extremely organized, concise, well-articulated, and professional. Posts meet graduate–level writing expectations (e.g., are clear, concise, and use appropriate language; make few errors in spelling, grammar, and syntax; provide information about sources when paraphrasing or referring to it; use a preponderance of original language and directly quote only when necessary or appropriate). Postings are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints.