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Summarize two different post seperately.
For each discussion activity, you are responsible for posting a reply to at least two other postings made by your classmates.
Your initial substantive posting should be a thoughtful reflection on at least one aspect of the discussion theme or question posed and can either initiate a line of discussion or be in response to someone else’s posting (i.e., adding your own perspective or additional research to it). Keep in mind that quality is better than quantity and “me too” and “I agree” type postings add little to the conversation. Your postings should demonstrate that you have read and thought about the course material. You are encouraged to reference your course textbook in your postings as well as other relevant outside literature.
Some points to keep in mind:
Be clear and to the point in your postings.
Edit your work. Your posts should be coherent and use proper grammar and spelling.
Keep postings to 300-350 words. Quality is better than quantity.
Contribute your own thoughts about the material you have read.
Support your thoughts by referencing the textbook or other outside literature.
Raise additional questions or points of discussion to stimulate further discussion.
If you have questions, show that you have already tried to find a solution.
Respect the viewpoints of your peers. Ask for clarification if you don’t understand a point. Assume good intentions.
Use the proper terminology introduced in the course readings.
When using literature in your postings, make sure to provide references in proper APA Style.
Show respect and sensitivity to peers’ gender, cultural and linguistic background, political, and religious beliefs.
You are strongly encouraged to take the time to review the following documents on writing quality discussion posting and on taking roles in discussions.
Taking a role in online discussion.
Taking a Role in Online Discussions Below are some roles that anyone in an online discussion can fulfill in order to help move an online discussion forward in productive ways. See if you can determine what role is required in your online discussion and then write a message that takes on that role. Devil’s Advocate • Takes opposing points of view to those currently under discussion Pollinator • Travels to other groups, reads their postings and summarizes points made in other groups not made in home group. Facilitator • Comments on the groups process (e.g. “Perhaps we should all remember to put a subject line in our messages.”) • Encourages others to participate, • Starts a thread or an idea on the topic, if the discussion lags. Summarizer / Discussion Weaver • Summarizes the discussion for the group at specific intervals in 1 or 2 short paragraphs. Usually summarizes twice per week or if the discussion lags • Reminds others about what has already been discussed. • Asks the group what issues have been concluded and what ones are still to be discussed. • Relates ideas in posted messages to one another. Researcher • Assumes responsibility for looking at what is available on the net, journals etc. and brings ideas back to the group. Responder • Replies to others and builds on the ideas of others. This is a role that everyone in the group must perform for every discussion.
POST -1 Throughout this course, I learned a lot of new concepts and theories about how we interact with those around us and how certain experiences can shape who we are as people. I’ve taken both SOC*1100 and PSYC*1000, and I found this to be a much more manageable and intriguing mix of the two. I found myself able to understand what I was reading and actually want to continue reading. Much of what I learned was actually incredibly useful and I already find myself identifying the various concepts in my own life, as well as looking back and applying them to events from my past. I also better understand the people in my life, considering how their past has affected them, now able to see them in a slightly different light. I also think this will assist in understanding individuals in new relationships I form in the future. Developing a better understanding of how the environment we were raised in, and continue to live, the people we surround ourselves with and overall our everyday lives form who we are, I think, will prove to be useful in my future career, for future courses and just day-to-day. I also found throughout this course that, aside from learning new concepts, I was able to put a name to ideas and concepts I already knew, just wasn’t aware there was an official name. For example, the concept of diffusion of responsibility, the idea that when a situation occurs within a group setting, we assume someone else will step up and take responsibility (Safdar & Sanderson, 2021, p. 375). This was something I have experienced before and have thought about, I was just unaware this concept had a name. This was definitely one of my favourite classes I’ve taken so far, which I tend not to enjoy online classes as much as in person, but I feel like I’ve learned a lot in such a short time. It was really nice to have such engaged conversations with you all this semester. I hope you all have a great remainder of your summer, it was amazing to meet you all!
References
Safdar, S. F., Sanderson, C. A., & Sanderson, C. A. (2021). Social psychology. John
Wiley & Sons Canada Ltd.
Post-2
Post -2
As I reflect on this course, I really take to heart the idea that “you don’t know, what you don’t know”. I have learned so many things about how my thoughts, feelings and behaviours have been and continue to be influenced by different social factors that I wasn’t necessarily aware of. Things like behavioural attributions, the influence of other people around me and with whom I interact with, bias’s that I have developed from experience and modeling and even how I connect with people or in some cases don’t connect (Safdar & Sanderson, 2021, p.4). Now it feels like I have looked beneath the surface and all I can see is social psychology and how it is everywhere.
I learned that social cognition and social influence heavily impacts how and why people behave, act, respond and present themselves the way that they do. I found that my heuristics can lead to poor judgements and that controlled and effortful thinking helps me to slow down and change how I make decisions and that intuition isn’t great to rely on. I have identified that I have some work to do on my own attitudes and behaviours and how important it is to collaborate and converse with people who are not a part of my ingroup so I can gain a more Gestaltian perspective on society. I discovered that empathy is key element to helping people, changing attitudes, persuasion, reducing aggression and building relationships. Cultures, both collectivist and individualist have different ways of shaping us from birth with their attitude formation and social norms which are so ingrained in our everyday life that we may not be consciously aware of them (Safdar & Sanderson, 2021,p.197). Collective societies emphasize the role of situations influencing behaviours and attitudes where individualist societies view dispositions as the key reason for behaviours and attitudes.
Social psychology is more than just ‘common sense’, it goes so much deeper than that. Humans are social creatures, and we need each other to survive so I feel more confident now that I can identify some of the underlying factors that influence why we think and behave the way we do and to remember to give empathy and try to see things from different perspectives.
I really enjoyed the group discussions, and I wish that they were in person or on Zoom etc. I feel like I learned the most from reading and responding to other people because of the different perspectives and backgrounds that were shared. I found that it was a really positive and insightful experience, and my personal bias is that we had a great group of individuals who were engaged in the learning process which made all the difference.
References Safdar, S. F., Sanderson, C. A., & Sanderson, C. A. (2021). Social psychology. John Wiley & Sons Canada Ltd
Analyse both post and write in 6-7 lines in shorts. both separately ,Label as post as 1 Liana Leblanc
Label as post as 2- Kirsten Tugman Post -1 summary -6-7 lines also add personal opnion it should be personal opnion about other post and also add ceative atttrcative question.Dobot use AI AND CHATGPT AS MAM HAS SOFTWARE TO DETECT EACH AND EVERY LINE . She has softwre to detect each and every word.
Post -2 summary aftercompleteing post 1 post.-6-7 lines also add personal opnion itshou ld be personal opnion about other post and also add ceativeatttrcative question.Dobot use AI AND CHATGPT AS MAM HAS SOFTWARE TO DETECT EACH AND EVERY LINE . She has softwre to detect each and every word.
Grading criteria is
Criteria A+ Discussion Post A Post Reponses 1.5 points
1.5 points
•made in time for others to read and respond • deliver information that is full of thought, insight, and analysis • make insightful connections to previous or current content or to real-life situations • contain rich and fully developed new ideas, connections, or applications • contain no spelling errors and typos.

Write a 6-8 page assessment of the way circumstances in a case study unfairly impact members of one or more diverse populations, and the cultural competencies psychology, counseling, or medical professionals may use to help resolve such issues. Present research methods and findings that support your thinking and your approach to the developmental and cultural concerns of the case.
Write a 6–8 page paper in which you examine three main areas as they relate to the specific case you have selected:
Theory: Application of theory to the specific case.
Research: Understanding of research methods and application of findings.
Cultural Competence: Knowledge and application of cultural competency skills.
Theory
Select a minimum of two theories that are relevant to the case you chose. The theories should help explain concerns for the client, such as developmental or contextual issues. Analyze how those psychological theories point toward potential solutions for a problem.
Of the theories you select, make sure at least one provides a framework for understanding the cultural issues between the individuals in the case.
Explain how these theories help us to understand the individual client or patient in the case and how they can direct the professionals in the case to a potential solution.
Note that theory can help us understand where the individual (client or patient) is in her development. For example, psychosocial theory would help explain individual development, and ecological systems theory would help explain the impact of environmental interaction on the individual.
Research
Select two original research studies that help us understand the situation in the case you selected and potentially lead to interventions in the case.
Cite the research studies, using APA style.
Explain the research design and methods used in the research studies. What type of research was conducted, who was studied, and how?
Describe the researchers’ findings.
Next, explain how the findings in the studies relate to the case you selected. How do these findings help us formulate a potential solution or intervention in the case?
Cultural Competence
Use a model of cultural competency to explain the competencies needed for working in a culturally diverse environment.
Apply those cultural competencies to assist the professional in your case to help resolve a particular culture-related issue.
Construct a plan to develop your own professional cultural sensitivity. For this section, you may write in the first person.
Explain how the guidelines you developed for the professional will help guide you in your future work as a professional.
Discuss some steps you could take to further your own growth in cultural competencies.
The following is a recommended structure for organizing your work for this assessment:
Create a title page: Write a brief title that concisely conveys the purpose of this report. It is suggested that you use the APA Paper Template-  See attachment APA Paper Template [DOCX]to format your paper according to the APA manual (7th current edition).
Write an introduction: For the introduction section of your paper, include the title at the top of the first page. (In APA format, the word Introduction is not used as a heading.) Briefly summarize:
The case you have chosen.
How theories and research, in general terms, explain why the issue may have developed.
How the case relates to culture-related attitudes that may affect future professional behavior.
Create a heading titled Cultural Issue: Describe how the circumstances in the case study you chose unfairly impact members of one or more of the populations described in the Introduction to Hays’s ADDRESSING Model document.
Create a heading titled Theoretical Explanations: Apply two or more psychological theories to explain how this culture-related issue may have developed.
Create a heading titled Professional Behaviors: Analyze how attitudes related to culture, ethnicity, and diversity may have adversely affected professional behaviors within the case study scenario.
Create a heading titled Research Findings: Present the research methods and findings from two research studies and analyze how they relate to your selected case.
Create a heading titled Proposed Cultural Guidelines and Competencies:
Evaluate what cultural competencies a psychologist may use to help resolve this culture-related issue.
Propose general guidelines to improve or resolve this cultural issue and help prevent its reoccurrence.
Describe the competencies necessary for working in a culturally diverse environment.
Integrate psychological principles with your personal values and goals to formulate guidelines for your personal and professional behavior with regard to culture, ethnicity, and diversity.
Create a heading titled Conclusion:
Reflect upon and assess how your own attitudes associated with culture, ethnicity, and diversity may affect your future professional behaviors.
Explain how the guidelines you developed will help you.
Discuss some steps you could take to further your own growth in cultural competencies.
Refer to the Cultural Competency and Research Analysis Scoring Guide to ensure you meet the criteria for this assessment.
Additional Requirements
Your assessment should meet the following requirements:
Written communication: Written communication is well organized and free from errors that detract from the overall message.
APA style: Comply with current APA style and formatting.
Number of resources: A minimum of four academic resources.
Length: 6–8 typed, double-spaced pages, excluding the cover page and references.
Font and font size: Times New Roman, 12 point.
Note: The assessments in this course build upon one another. 
Consider how your own culture impacts your development, behaviors, attitudes, and choices in terms of daily interactions with persons similar to or different from you. In the workplace, cultural awareness is critical, particularly in terms of the changing demographics in our society. Most jobs involve working with people from different cultural backgrounds. These individuals can be coworkers, clients, supervisors, or subordinates. To be successful, it is important to develop the ability to work and interact with people from different cultures. In other words, you need to be culturally competent.
Case Study 1
Chelsea, Elementary School Counselor
Chen, Adopted from China
Chelsea and Chen
Chelsea, a 34-year-old white female, moved to Riverbend City five years ago. After she completed her master’s internship in school counseling, she took a job as the school counselor in the Riverbend City elementary school system.
She is working with Chen, a nine-year-old girl. When Chen was five, Mr. and Mrs. Clark adopted her through an agency that works in conjunction with Chinese orphanages. Although Chen had been in the orphanage since birth, it took longer to find a family for her because she was born with a cleft palate.
The Clarks could afford and were willing to pay for the surgery to repair Chen’s palate. The surgery took place when Chen was six years old. It was hard on Chen to have such a major surgery, but her palate and lip were corrected with a moderate remaining scar.
The Clarks are loving parents, committed to Chen’s adjustment and progress, and are cooperating with any recommendations given by professionals. The Clarks have no other children.
Chen is small for her age and is very quiet. She is in the third grade and is a good student. As a reading project, each member of the class had to give a book report in front of the class. Chen read her chosen book and wrote the book report, but refused to stand in front of the class to give the report. When the teacher tried to nudge Chen to give her report, Chen ran out of the room crying.
The teacher was concerned about the incident, Chen’s lack of confidence in herself, and her seeming inability to interact with the other children. So she referred Chen to Chelsea.
Consider the individual, family, societal, cultural, and ethical issues that Chelsea must think about as she interacts with Chen, her teacher, and her adoptive parents.
Resources: See Attached along with,
https://www.apa.org/education-career/guide/subfields/quantitative
Boyle, J., Connolly, M., & MacKay, T. (2016). Systematic review and meta-analysis. Educational and Child Psychology, 33(3), 76–91.
Doucerain, M., Vargas, S., & Ryder, A. G. (2016). Mixed-methods research: Integrating qualitative and quantitative approaches to the psychological study of culture. In N. Zane, G. Bernal, & F. T. L. Leong (Eds.), Evidence-based psychological practice with ethnic minorities: Culturally informed research and clinical strategies (pp. 147–167). American Psychological Association.
The resources in this section and the next are intended to further your understanding of cultural competency and cultural sensitivity and the skills that go with them. Some resources are general and will help guide you in deepening your conversation around any of the cases from the Case Studies multimedia presentation. Other resources may target understanding in a specific case. For example, the article by Verbovaya (2016) directly addresses the theory related to cultural issues in international adoption and is therefore directly related to Chen’s case.
Complete the following multimedia presentations: (I have Transcripts if needed please let me know).
What is Diversity?
The Impact of Diversity.
Cultural Differences.
Cultural Dimensions.
Use the Capella Library to read the following:
Abernethy, A. D., & Eriksson, C. B. (2019). The power of relationships for bridging difference. Training and Education in Professional Psychology.
Di Stefano, G., Cataldo, E., & Laghetti, C. (2019). The client-oriented model of cultural competence in healthcare organizations. International Journal of Healthcare Management, 12(3), 189–196.
Feize, L., & Gonzalez, J. (2018). A model of cultural competency in social work as seen through the lens of self-awareness. Social Work Education, 37(4), 472–489.
Flynn, P. M., Betancourt, H., Emerson, N. D., Nunez, E. I., & Nance, C. M. (2019). Health professional cultural competence reduces the psychological and behavioral impact of negative healthcare encounters. Cultural Diversity and Ethnic Minority Psychology.
Verbovaya, O. (2016). Theoretical explanatory model of international adoption failure: Attachment and ecological systems perspectives. Adoption Quarterly, 19(3), 188–209.
Robinson, W. L., Brown, M., Beasley, C. R., & Jason, L. A. (2017). Advancing prevention intervention from theory to application: Challenges and contributions of community psychology. In M. A. Bond, I. Serrano-García, C. B. Keys, M. Shinn (Eds.), APA handbook of community psychology: Methods for community research and action for diverse groups and issues (pp. 193–213). American Psychological Association.
Comas-Díaz, L. (2012). Multicultural consciousness: Extending cultural competence beyond the clinical encounter. In Multicultural care: A clinician’s guide to cultural competence (pp. 227–246). American Psychological Association.
Cultural Competencies of a Psychologist: 
Centers for Disease Control and Prevention: National Prevention Information Network. (n.d.). Cultural competence. https://npin.cdc.gov/pages/cultural-competence​
Chan, A. W., Yeh, C. J., & Krumboltz, J. D. (2015). ​Mentoring ethnic minority counseling and clinical psychology students: A multicultural, ecological, and relational model. Journal of Counseling Psychology, 62(4), 592–607
Delphin-Rittmon, M. E., Flanagan, E. H., Bellamy, C. D., Diaz, A., Johnson, K., Molta, V., Williamson, B., Cruza-Guet, M., & Ortiz, J. (2016). Learning
from those we serve: Piloting a culture competence intervention co-developed by university faculty and persons in recovery. Psychiatric Rehabilitation Journal, 39(1), 14–19.
Hall, W. J., Chapman, M. V., Lee, K. M., Merino, Y. M., Thomas, T. W., Payne, B. K., & Coyne-Beasley, T. (2015). Implicit racial/ethnic bias among health care professionals and its influence on health care outcomes: A systematic review. American Journal of Public Health, 105(12), e60–e76.
Cultural Competency and Research Analysis Scoring Guide- 
MUST MEET DISTINGUISHED CRITERIA.
Criteria Non-performance Basic Proficient Distinguished Analyze how psychological theories point toward potential solutions for a problem. Does not analyze how psychological theories point toward potential solutions for a problem. Describes but does not analyze how psychological theories point toward potential solutions for a problem. Analyzes how psychological theories point toward potential solutions for a problem. Analyzes how psychological theories point toward potential solutions
for a problem and evaluates which potential solutions seem most promising. Explain research methods used in multiple research studies. Does not explain research methods used in multiple research studies. Explains research methods used in multiple research studies but the explanation is inaccurate or incomplete. Explains research methods used in multiple research studies. Explains research methods used in multiple research studies and evaluates the appropriateness of the research methods for the issues being studied. Analyze how research findings suggest potential solutions in a case. Does not analyze how research findings suggest potential solutions in a case. Describes but does not analyze how research findings suggest potential solutions in a case. Analyzes how research findings suggest potential solutions in a case. Analyzes how research findings suggest potential solutions in a case and evaluates the probability of success of the solutions. Evaluate cultural competencies based on a model of cultural competency that a psychologist may use to help resolve a particular culture-related
issue. Does not describe cultural competencies a psychologist may use to help resolve a particular culture-related issue. Describes cultural competencies a psychologist may use to help resolve a particular culture-related issue. Evaluates cultural competencies based on a model of cultural competency that a psychologist may use to help resolve a particular culture-related issue. Develops explicit, cogent criteria to evaluate what cultural competencies a psychologist may use to help resolve a particular culture-related issue. Construct a plan to develop one’s own professional cultural sensitivity. Does not construct a plan to develop one’s own professional cultural sensitivity. Constructs a plan to develop one’s own professional cultural sensitivity but the plan is incomplete, unrealistic, or inappropriate. Constructs a plan to develop one’s own professional cultural sensitivity. Constructs a plan to develop one’s own professional cultural sensitivity. Provides a timeline for implementation of the plan. Communicate clearly supporting a central idea with good organization of thought, and correct grammar and sentence structure. Does not communicate clearly supporting a central idea with good organization of thought, and correct grammar and sentence structure. Communicates to support a central idea, but there are multiple errors in organization of thought, or grammar and sentence structure that interfere with the communication. Communicates clearly supporting a central idea with good organization of thought, and correct grammar and sentence structure. Communicates clearly supporting a central idea with good organization of thought, and correct grammar and sentence structure with
few errors. Apply APA style and formatting to written work. Does not apply APA style and formatting to written work. Applies APA style and formatting to written work with errors in attribution to sources through in-text citations or references, or in APA style for formatting documents. Applies APA style and formatting to written work. Applies APA style and formatting to written work. Exhibits correct attribution of sources through in-text citations and references with few
errors, and adheres to APA style for formatting documents.