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Please take the online Cultural Competence Reflection Tool (CCRT) at: Summarize your reflection results and personal response the material in a 1-3 page, APA 7th formatted paper. Include the following: What, if anything, surprised you about your results? How do you plan to apply what you have learned about yourself? Submission Instructions: Your paper should include an introductory and summary paragraph. Incorporate your personal response to the material. Describe how the information impacted you, or how you can apply the material in your daily life or profession, for example. Your paper should be within the 3-page limit; title and reference pages do not apply to the overall page count. Incorporate a minimum of 2 current references (published within the last five years), scholarly journal articles, or primary legal sources (statutes, court opinions) within your paper. Please apply APA 7th Edition format and style including: your language referring to marginalized individuals, margins, sections, font style and size, and title and references pages formatting. Results: 1. Health Literacy Your understanding of health literacy and how it can affect your clients ability to access, process and use information. 1.1) When interacting with clients from migrant and refugee backgrounds, I am aware that their level of literacy in their native language may vary. agree 1.2) I understand that health and health care are complicated and that I need to make it easier for my clients to understand information and navigate services. strongly agree 1.3) I assume every client has low health literacy as it is not possible to fully tell what a client will or will not understand. agree 1.4) I understand that clients with low health literacy are less likely to remember spoken instructions. undecided 1.5) I understand that my clients ability to absorb and use health information can be impacted by stress and illness. strongly agree 1.6) I encourage my clients to ask questions after I provide information, explanations, or instructions. strongly agree 1.7) I reduce the complexity of the information I provide by using everyday language and short, concise sentences as well as diagrams and visual aids where possible. strongly agree 1.8) I do not use jargon, puns, jokes and culturally-specific terms as these can be confusing, irrelevant and hard to understand. strongly agree 1.9) I ask my clients to explain, in their own words, the information I have provided to make sure they understand what I have explained (the teach-back technique) strongly agree 1.10) When checking for understanding, I am careful not to make my clients feel they are being tested as this can increase anxiety and stigma. strongly agree YOUR RESULT 1. Health Literacy You scored: 46 out of 50 – Your score reflects a sound understanding of the challenges that clients from migrant and refugee backgrounds encounter in accessing, comprehending and utilising information to make informed 2 decisions. Moreover, you demonstrate an awareness of the importance of clear and concise communication with your clients and you effectively put this into practice. To continue to improve your knowledge and skills, you may be interested in CEHs health literacy training topic: Make Health Care Easier for your Clients 3 2. Language Services Your ability to effectively engage interpreters and translators when working with clients who have low English language proficiency. This domain focuses on practitioners knowledge of engaging interpreters and translators. It does not include other areas of language services such as language aides and bilingual/bicultural workers, which would require a different knowledge and skill set. This tool serves as a guide, not an exhaustive exploration of all aspects of language services. It is designed to help us think about the fundamental knowledge and skills required for effective work with interpreters and translators. We recognize that not all practitioners may have firsthand experience with using language services. However, we have included this section for everyone to complete as it explores the main considerations for engaging interpreters and translators, which is essential for practitioners who work in culturally diverse settings. 2.1) When deciding if an interpreter is needed, I assess my clients English language proficiency by asking them open ended questions that require more than yes and no responses. almost always 2.2) I will book an interpreter if a client asks for one irrespective of my opinion of their level of English language proficiency. almost always 2.3) I ask my clients if they are familiar with interpreters and, where required, explain the purpose and benefits of engaging interpreters. almost always 2.4) If my client refuses an interpreter, I attempt to address their concerns. For example, if they are worried about confidentiality, I might offer to book an interpreter from a different region. often 2.5) When booking an interpreter, I provide information that will help to match my client with the most suitable interpreter (e.g. clients preferred language and/or dialect, interpreter gender preference, subject matter, etc). almost always 2.6) I only engage NAATI accredited/recognised interpreters and translators. I do not use family members or friends to interpret or translate written information. almost always 2.7) I conduct a separate briefing with the interpreter before the consultation starts to ensure we have a shared understanding of how we can effectively work together. never 2.8) I begin the session by outlining the process for good practice such as keeping statements brief and pausing for interpretation. almost always 2.9) I address the client directly (not the interpreter) during the discussion. 4 almost always 2.10) I speak clearly, use plain language and avoid technical terms and jargon. almost always 2.11) I invite the client to ask questions at regular intervals. almost always 2.12) I summarise the discussion occasionally to ensure the client understands what is being interpreted. almost always 2.13) At the conclusion of the session, I summarise the discussion and check whether the client is ready to end the discussion. almost always 2.14) I offer to debrief the interpreter as this provides a mutual learning opportunity that can improve the quality of the service in the future. sometimes 2.15) When having written information translated, I ask community members from the relevant language background to check the accuracy and appropriateness of any material that I have had translated. often 2.16) I can recognise breaches of conduct by an interpreter, and I would be prepared to address them through the appropriate channels (e.g. by referring to the AUSIT Code of Ethics for Interpreters and Translators). almost always YOUR RESULT 2. Language Services You scored: 72 out of 80 – Your score indicates that you appreciate the importance of language services. Overall, you have demonstrated an understanding of the purpose and role of interpreters and translators, as well as the ability to respond to your clients communication needs. Additionally, you possess many of the skills required to effectively engage interpreters and translators. To continue to improve your knowledge and skills, you may be interested in CEHs language services training topic: Remove Language Barriers between you and your Clients 5 3. Service Delivery Your capacity to recognise and respond to the needs of clients from migrant and refugee backgrounds in your assessments and interventions. 3.1) When meeting clients for the first time, I ask them how they prefer to be addressed and greeted (e.g. title, pronunciation of name, whether to shake hands, etc.) almost always 3.2) When interacting with clients, I observe and respect non-verbal communication preferences. This might include the need for greater personal space, less direct eye contact, etc. almost always 3.3) Before home visits, I check with clients about any culturally acceptable behaviours, courtesies, customs and expectations that would be important to acknowledge or observe. almost always 3.4) I explain my role and what I can offer to address any differences in expectations of the service that clients might have. This is especially important where clients might be unfamiliar with the service system and consumer-centred approaches. almost always 3.5) I seek to build rapport, understanding and trust by exploring and validating clients beliefs and views on the nature of the presenting problem. almost always 3.6) When undertaking assessments and developing interventions, I seek to build a holistic picture of the individual within the context of their culture, identity, and environment. almost always 3.7) I have an understanding of trauma-informed care and apply its core principles when working with clients affected by trauma. almost always 3.8) I accommodate my clients preferences for family involvement. For example, booking longer appointment times and working collaboratively to develop goals and interventions. almost always 3.9) Where required, I refer clients to culture-specific professionals and community services. almost always 3.10) When collaborating with communities, I use a co-design approach that actively engages community members in defining issues and generating solutions. almost always 3.11) When interacting with clients, I acknowledge that I am perceived to be in a position of authority and that a failure to recognise this can block my ability to consider my clients views. almost always 6 3.12) I believe it is important for my clients to feel genuinely heard and understood. I ensure this by being attentive and creating a safe, trusting, and non-judgemental environment where my clients feel they can express their issues and concerns. almost always YOUR RESULT 3. Service Delivery You scored: 60 out of 60 – Your score indicates that you have a good understanding of many of the issues that affect clients from migrant and refugee backgrounds. You have the capacity to undertake holistic assessments that take into account both cultural needs and environmental factors as well as the skills to develop mutually negotiated interventions. To continue to improve your knowledge and skills, you may be interested in CEHs cultural competence training topic: Work Better with Migrant and Refugee Clients 7 4. Organisational Role and Responsibilities The importance and value you place on cultural diversity in your role and work environment. 4.1) I display pictures, posters and artwork in my workspace that reflects and celebrates cultural diversity. almost always 4.2) I advocate to have printed and media resources in reception areas that reflect the languages and cultural backgrounds of our local communities. almost always 4.3) When using printed and media resources, I try to make sure they reflect the languages and cultural backgrounds of our local communities. almost always 4.4) I check printed and media resources to make sure they do not have negative cultural or racial stereotypes before giving them to my clients. almost always 4.5) I use a range of information sources to build my knowledge about migrant and refugee communities. This includes data, research, practice guidelines and translated resources. almost always 4.6) I have links with bilingual professionals, service providers, networks, and community groups from the ethno-specific and settlement sectors. These relationships are important for referral and secondary consultation purposes, to build cultural knowledge and to gain a better understanding of the issues impacting migrant and refugee communities. almost always 4.7) I intervene when I observe staff or clients being culturally insensitive, racially biased or prejudiced towards others. often 4.8) I advocate for the review of my organisations mission statement, values, goals, policies, and procedures to make sure they promote and respond to cultural diversity and inclusion. almost always 4.9) I regularly seek professional development opportunities and training to improve my cultural competence. almost always YOUR RESULT 4. Organisational Role and Responsibilities You scored: 44 out of 45 – Your score indicates that you place a high value on cultural diversity. This is reflected in your efforts to promote inclusive imagery and language and advocate for diversity and inclusion in your professional capacity. You appreciate the significance of fostering cultural understanding and building relationships with migrant and refugee communities and the organisations that serve them. To continue to improve your 8 knowledge and skills, you may be interested in a range of CEHs training topics and webinars 9 Your overall results and explanation Your total score for all domains 222 What your score means? The maximum score = 235 If you scored more than 160 Your total score shows that you demonstrate sound knowledge, as well as many of the skills and capabilities that are necessary to work effectively with clients from migrant and refugee backgrounds. It is important to remember that cultivating cultural competence is a lifelong endeavor. You should continue to learn and apply your knowledge. If you scored between 80 and 159 While your total score indicates that you have some of the knowledge and skills that foster cultural competence at the individual practitioner level, there are still some areas you could improve. It is important to remember that with time and effort, you can continue to develop in these areas. The very act of undertaking the reflection is a positive step towards acknowledging the importance of cultural competence in your role and work with clients from migrant and refugee backgrounds. If you scored below 79 Based on your total score, it appears there are several areas where you could improve your cultural competence knowledge and skills. It is important to remember that with time and effort, you can continue to develop your understanding and capabilities. The very act of undertaking the reflection is a positive step towards acknowledging the importance of cultural competence in your role and work with clients from migrant and refugee backgrounds.

Dissertation looking at EMS education and if it prepares responders for the psychological impact of their work. I need it reviewed, formatted, table of contents added, cites and references in proper order

Instructions:

Critically evaluate and apply the primary aspects of a singular contemporary (modern) psychodynamic model such as psychoanalysis, ego psychology, relational cyclical patterns (such as the core conflictual relationship theme CCRT), time limited dynamic psychotherapy, interpersonal, object-relational, or self-psychology approaches.

Briefly describe the client case and presenting problem in concise clinical terminology (do not restate the case study word for word this is a summarized presentation of the client)

• Discuss and apply the theoretical assumptions, principles, and foundations of the selected model to develop the case conceptualization. A case conceptualization, which is informed by the therapys theoretical foundation, includes what has contributed to a clients symptoms, problems in living, maladaptive relational interactions, and what appears to maintain symptoms despite a clients efforts to move beyond them. In their book, Sperry and Sperry (2020) outlined three components of case conceptualization, including predispositions, protective factors, and perpetuants (pp.41-42).
• Evaluate 1-2 interventions or techniques associated with this theoretical model that could be appropriately applied to the client case. Compose a short example of how these interventions could be applied in session. An example of an intervention, from a relational cyclical patterns approach (CCRT) would be assisting the client to identify problematic themes and patterns in interpersonal interactions across settings. Another would be helping to identify the wishes, needs and intentions they have in interactions with others.
• Report possible limitations of using this model from a multicultural perspective.
• Appraise your personal alignment with the selected model (i.e., how do you align with the theorys assumptions, principles, or foundational beliefs?). Students can use the first-person writing style in this section.

** Remember, psychodynamics are the domain and there are a number of theories within the domain as noted here – (see Unit 1.1. Unit Notes).**

Considerations: With the diverse client selected, focus on the emotional and socio-cultural lived experience as well as the the psychological issues faced by the population, including those related to oppression, prejudice, discrimination. Consider how the therapist applies the model to the diverse population and what can appear as a transference reaction (seeing the therapist as critical) could also be related to the socio-cultural lived experience of the client.

**very important – In this course, any model applied to any paper must be either humanistic or psychodynamic. Thus, cannot include theories from behavioural, cognitive, or post-modern approaches like CBT, SFT, ACT, DBT, Attachment, Positive or any other model/theory/domain not specifically identified in this course**

Structure

• Required components: Title page, and Reference page
• Length of Assignment: The text body of paper (i.e., not including references, title page or abstract) should consist of approximately 1250-1500 words; double-spaced typed pages, Times New Roman font size: 12).
• Format: Please, format your assignment in Word (files with extension .doc or .docx), or Rich Text Format (files with extension .rtf).
• References: Minimum five peer-reviewed journal articles. At least three of these articles need to have been published in the last five-to-seven years. Seminal works can be used.
• Organize writing with headings and sections to match the rubric

For this assignment, you must use scholarly academic sources.

The primary sources required are peer-reviewed journal articles, and you must include at least five of these in your reference list. At least three of the journal articles should be recent (published within approximately the last five to seven years).

In addition to journal articles, you are also expected to include some course readings, such as assigned textbook chapters or required articles (Safran et al., 2019; Kealy & Ogrodniczuk, 2019).

Acceptable sources therefore include:

• Peer-reviewed counselling or psychotherapy journal articles
• Psychodynamic psychotherapy research papers
• Assigned course readings from the syllabus

I want you to use Safran et al., 2019; Kealy & Ogrodniczuk, 2019 along with the 5 peer reviewed sources. I have attacted pdf of these for you.

Below is the proper references of the course readings:

• Safran, J. D., Kriss, A. Foley, V. K. (2019). Psychoanalytic therapies. In D. Wedding R. J. Corsini (Eds.), Current psychotherapies (11th ed. , pp. 21-58). Boston, MA: Cengage.
• Kealy, D., Ogrodniczuk, J. (2019). Theoretical Evolution in Psychodynamic Psychotherapy. In Kealy, D. Ogrodniczuk, J. (Eds.), Contemporary Psychodynamic Psychotherapy. pp.3-17. Academic Press.

So far we read:

• Chapter 2 of Psychoanalytic therapies by Safran.
• Theoretical Evolution in Psychodynamic Psychotherapy pg 3-17

I have attached a template so that it is easier for you to follow. it alligns with the rubric (also attached in the files)

The articles below are examples of resources that are suitable for this assignment.

Lingiardi, V. & Nardelli, N. (2019). Psychodynamic Practice and LBGT Communities. In Kealy, D. & Ogrodniczuk, J. (Eds.), Contemporary Psychodynamic Psychotherapy. pp. 267-279. Academic Press, 2019. (available in library).

Tummala-Narra, P. (2019). Working with Immigrants and Refugees in Psychodynamic Psychotherapy. In Kealy, D. & Ogrodniczuk, J. (Eds.), Contemporary Psychodynamic Psychotherapy. pp. 281-294. Academic Press, 2019. (available in library).

Optional readings:

Baumann, E., Ryu, D., & Harney, P. (2020) Listening to identity: Transference, countertransference, and therapist disclosure in psychotherapy with sexual and gender minority clients. American Psychological Association, 5(3), 24625.

Watson, E. (2019). Psychoanalysis and queer theory: Towards an ethics of otherness. Studies in Gender and Sexuality, 2(4), 242244

Psychodynamic Case Formulation –

Summers, R. (2018). The psychodynamic formulation. Updated. American Journal of Psychotherapy, 57(1).

Resources

Any sources used to support your written narrative should be cited using correct APA format. Although Wikipedia can be a useful starting place to gather very general information no Wikipedia references will be accepted as scholarly citations.

Use the Yorkville University Library and the EBSCO tool for academic search. It is important to select credible sources for assignments. This resource will assist students in determining which sources are credible: