PSYC FPX 4900 Assessment 1 A Cultural Crisis with a Lack of Professional Competency

These findings show that Chen’s teacher’s observations of her behavior issues, such as her unwillingness to deliver a presentation, lack of confidence, and difficulty with peer interaction, may be symptomatic of her adoption background and the trauma connected with it.

A study (PSYC FPX 4900 Assessment 1) closely connected to Chen’s case tracked 133 adopted preschool-age Chinese girls, evaluating the relationship between family dynamics and behavioral adaptations (Wang et al., 2023). Adoptive moms’ responses were acquired using the Social Problem Questionnaire (SPQ), the Parenting Styles and Dimensions Questionnaire (PSDQ), and the Child Behavior Checklist.

The study (PSYC FPX 4900 Assessment 1) discovered that greater stress levels in families were substantially related with externalizing, internalizing, and overall behavioral difficulties in their daughters, as evaluated by the CBCL (Wang et al., 2023). These data show that Chen’s stress-induced conduct in the classroom, such as her unwillingness to participate in class and emotional outbursts, may be related to the stress her family encountered during her adjustment phase.

Proposed Cultural Guidelines and Competencies

Psychologists must be culturally competent in order to offer good mental health care, which includes knowing, respecting, and effectively dealing with people from various cultural backgrounds or belief systems (Stubbe, 2020). In Chen’s example, a psychologist should acknowledge her early life obstacles, such as her orphanage experience, adoption, and medical operations, which all contribute to her conduct. The psychologist can provide knowledge and therapy strategies that are specifically targeted to Chen, her family, her teacher, and the school counselor.

Working with children like Chen requires understanding of varied experiences, keeping an open attitude, self-awareness of one’s own assumptions, cultural knowledge, and the capacity to use cultural skills successfully (Stubbe, 2020). Guidelines for improving assistance for children like Chen might include cultural competency training for school personnel, policy changes that provide accommodations for students with social anxiety, and continuous counseling services to assist students in overcoming these challenges.

PSYC FPX 4900 Assessment 1 – I have been a mental health practitioner for more than 20 years, and in the early 2000s, I struggled to provide the best care for clients from different cultural backgrounds than my own. Over time, I have grown to feel that the more we know about a client—their history, values, and beliefs—the more we can help them achieve their treatment objectives. To improve my cultural competency, I actively volunteer with groups that connect immigrant cultures and local communities, attend human rights commissioner meetings, and take part in trainings on Adverse Childhood Experiences (ACEs) in various population trends.

Growing up in a white, Christian home with little exposure to other cultures, I have worked hard to broaden my perspective beyond my own experiences. In today’s context of intense racial and cultural discussions, which frequently turn political, I continue to set objectives for myself to expand my education and understanding of the many experiences, ideas, and cultures that surround me. My goal is to be a better advocate for my clients by delivering treatment that is compassionate, knowledgeable, and respectful of their individual histories.

Conclusion

In the middle of writing this assessment, I received a phone call to schedule an interview for a position dealing with at-risk kids who had struggled in standard educational settings. As a white woman, I am aware of my role in a town that has experienced a substantial inflow of Somali immigrants, many of whom have struggled throughout their transition. The primary purpose of my position is to give skills and counseling assistance to these kids, but I also intend to pursue continued cultural education for myself and my team.

I am dedicated to attending meetings and lobbying for policy changes that could negatively impact students from varied cultural backgrounds. I am committed to continuing in positions that encourage ongoing learning and cultural competency development. It is critical to remember that, while we strive for progress, much more study (PSYC FPX 4900 Assessment 1) is required before the mental health profession can completely comprehend the enormous and complicated effects of culture on individuals. My objective is to continue learning and advocating so that I can support the children I serve and contribute to a more culturally responsive educational environment.

References

PSYC FPX 4900 Assessment 1: Duncan, M., Woolgar, M., Ransley, R., & Fearon, P. (2021). Mental heal