Life model and problem solving model

Week 8: Life Model and Problem-Solving Model

This week, you will move from applying theories and theoretical perspectives to considering and applying models. Watch this video for a brief overview of the difference between the two:

Week 8 Introduction

Note: The approximate length of this media piece is 5 minutes.

Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript

Some practitioners and scholars employ the terms “theory” and “model” interchangeably, so remember that a model provides the steps, procedures, or techniques to solve the problem or to set the change in motion. This week, you will look at two social work models: the life model and the problem-solving model.

Learning Objectives

Students will:
  • Apply the life model and problem-solving model to social work practice
  • Evaluate the merits and limitations of the life model and problem-solving model to social work practice

Photo Credit: [Hans Slegers]/[Hemera / Getty Images Plus]/Getty Images

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Turner, F. J. (Ed.). (2017). Social work treatment: Interlocking theoretical approaches (6th ed.). New York, NY: Oxford University Press.
Chapter 18: Life Model and Social Work Practice (pp. 287–301)
Chapter 24: Problem-Solving and Social Work (pp. 387–397)

Piedra, L. M., & Engstrom, D. W. (2009). Segmented assimilation theory and the life model: An integrated approach to understanding immigrants and their children. Social Work, 54(3), 270–277. http://dx.doi.org.ezp.waldenulibrary.org/sw/54.3.270

Note: You will access this article from the Walden Library databases.

Westefeld, J. S., & Heckman-Stone, C. (2003). The integrated problem-solving model of crisis intervention: overview and application. The Counseling Psychologist, 31(2), 221–239. https://doi-org.ezp.waldenulibrary.org/10.1177/0011000002250638

Note: You will access this article from the Walden Library databases.

Optional Resources

D’Zurilla, T. J., & Goldfried, M. R. (1971). Problem solving and behavior modification. Journal of Abnormal Psychology, 78(1), 107–126. http://dx.doi.org/10.1037/h0031360

Discussion: Gaps in the Life Model

Piedra and Engstrom (2009) noted how the life model “remains general and unspecific regarding factors that affect immigrant families” (p. 272). Recall that there will never be one theory or a model that can fully explain a phenomenon or lay out all the steps and procedures when working with complex issues that clients present to social workers. Recognizing this, Piedra and Engstrom selected another theory in the immigration literature—segmented assimilation theory. They identified concepts from segmented assimilation theory to “fill in” the gaps that the life model does not address.

In this Discussion, you examine gaps in the life model by applying it to your field experience.

To prepare:

  • Review the life model.
  • Review this article in the Learning Resources: Piedra, L. M., & Engstrom, D. W. (2009). Segmented assimilation theory and the life model: An integrated approach to understanding immigrants and their children. Social Work, 54(3), 270–277. http://dx.doi.org.ezp.waldenulibrary.org/sw/54.3.270
By Day 3

Post:

Using an example from your fieldwork experience and a diverse population you encountered at the agency (for example, in Piedra and Engstrom’s article, it was immigrant families), respond to the following:

  • Identify and describe the diverse population and the unique characteristics and/or the distinctive needs of the population in 3 to 4 brief sentences.
  • Explain how the life model can be applied for the population.
  • Explain where the gaps are in applying the life model for this population.
  • When looking at the gaps, explain which theory might be helpful in filling the gaps of the life model when working with this population.
By Day 5

Respond to two colleagues:

  • Identify other potential gaps in the life model as applied to the population your colleague identified.
  • Offer another potential theory for filling the gaps of the life model when working with the population identified.

Seantelle Hill RE: Discussion – Week 8COLLAPSE

Gaps in the Life Model

Diverse Population and the Unique Characteristics

As social workers, we are bound to work with different populations. One of my experience was with a Hispanic American family whose roots are Mexican and still experienced struggles about feeling fully accepted in the country. This population faces racial and cultural biases, social issues, and negative stereotypes such as being lazy and criminal, which pose stressful and traumatizing experiences. These are similar features to other diverse populations like African American and Latin American cases that I have encountered.

Application of Life Model

The life model aims to improve a person-environment fit through effective reduction of stress between systems such as communities, individuals, and  resources (Turner, 2017). It can be used by a social worker to lobby and advocate for this population by promoting an enhanced understanding and diversity acceptance within the societies. The life model can also be used to aid in the formation of multicultural family groups where perspectives, values, and beliefs can be shared across cultures to help eliminate conflict of opinions and perceived stereotypes.

Gaps in the Life Model and Theory to Fill the Gap.

The life model requires supplemental theory, although it is useful in guiding practice (Piedra, & Engstrom, 2009).  Concerning this diverse population, the life model is relevant in identifying factors that can influence the negative stereotypes, racial biases, and other social issues but it is however too general and unspecific concerning how these factors specifically impact on this population. Social workers focus on identifying problems and also bringing desirable change to a population.  A social worker can thus enhance more specificity and effectiveness by integrating the segmented assimilation theory to better understand the gaps in the life model approach to the vulnerability of  Hispanic Americans within the US. As a result, a social worker can facilitate interventions that will strengthen this population in leading positive and productive lives through overcoming social issues and biases (Piedra, & Engstrom, 2009).

References

Piedra, L. M., & Engstrom, D. W. (2009). Segmented assimilation theory and the life model: An integrated approach to understanding immigrants and their children. Social Work, 54(3), 270–277. http://dx.doi.org.ezp.waldenulibrary.org/sw/54.3.270

Turner, F. J. (Ed.). (2017). Social work treatment: Interlocking theoretical approaches (6th ed.). New York, NY: Oxford University Press.

Angelica Wiggins RE: Discussion – Week 8COLLAPSE

Identify and describe the diverse population and the unique characteristics and/or the distinctive needs of the population in 3 to 4 brief sentences.

As previously mentioned, I have not completed my fieldwork experience. I plan to complete it in the Fall. Though I haven’t completed the fieldwork experience for this program, I do have experience working with diverse populations from a previous job as an Options Counselor for the Department of Family and Human Services. The diverse population that I will discuss is the aging population.

As an Options Counselor, I worked with the aging population to help them identify services in the county that were available to them. In most cases, they had to qualify for the services but it was still my job to make them aware of what was available to them and how they could access the services.

The aging population is indeed a unique and diverse population. They come in different ages, races, genders and so on. They also vary based on their needs. Their distinctive needs include services that will help them with their activities of daily living. Activities of Daily Living (ADLs) include hygiene/bathing, eating/food, transportation and companionship, just to name a few.

Explain how the life model can be applied for the population.

Inspired by the idea that social work practice should be modeled on life itself, the life model places particular emphasis on the normal life processes of growth, development, and decline (Piedra & Engstrom, 2009). The life model can be applied to the aging population by helping to identify their place in the life cycle and ensure that this population is not overlooked or treated less than equal.

Explain where the gaps are in applying the life model for this population.

Social work with older people focuses on the preservation or enhancement of functioning and of quality of life of our clients. Social work focuses on what people can do and maximize both opportunities and quality of life in the context of their social system, their needs and their rights (IASW, 2011).

There would be gaps in applying the life cycle to the aging population because of generational gaps in attitudes and values. Age-based roles and activities bring the possibility that, outside the family, age groups are largely separated from one another, which raises concerns about the costs of age segregation and the benefits of age integration for individuals and societies (Settersten, 2017).

When looking at the gaps, explain which theory might be helpful in filling the gaps of the life model when working with this population.

The activity theory might be helpful in filling the gaps of the life model when working with the aging population as it keeps the aging population relevant. The theory proposes that activity is a solution to the well-being of seniors without being able to account for how the distribution of access to these social opportunities and activities reflects broader issues of power and inequality in society (Little & McGivern, n.d.).

Reference

Little, W. & McGivern, R. (n.d.). Introduction to Sociology: Aging and the Elderly. Retrieved online from https://opentextbc.ca/introductiontosociology/chapter/chapter13-aging-and-the-elderly/

Piedra, L. M., & Engstrom, D. W. (2009). Segmented assimilation theory and the life model: An integrated approach to understanding immigrants and their children. Social Work, 54(3), 270–277. http://dx.doi.org.ezp.waldenulibrary.org/sw/54.3.270

Settersten, R.A. (2017). Some Things I Have Learned About Aging by Studying the Life Course. Innovation in Aging, 1(2). https://doi.org/10.1093/geroni/igx014

The Irish Association of Social Workers Special Interest Group on Aging. (2011). The Role of the Social Worker with Older Persons. Retrieved online from https://www.iasw.ie.

Describe the fall of humanity

 Part One: The Fall – Then

 

Read the assigned readings in Topic 3 (textbook chapter 4, Lecture 3, “The Mystery of Original Sin” article, and Bible passages) and address the following questions with a total word count (including questions) of 500-750 words.

 

Cite all of the resources used with in-text citations, using at least two sources from the Topic 3 readings. These will be included in the list of references at the end of the assignment.

 

Write your paragraph response directly below each question:

 

1.      What is revealed about human nature (from Gen 1-2)?

 

2.      What are the consequences of the Fall for human nature (from Gen 3)?

 

3.      What is revealed about human purpose from the readings? What does it mean for humans to flourish, in other words to achieve spiritual, emotional, and mental well-being?

 

4.      How might the answer to these questions differ according to different worldviews?

 

Part Two: The Fall – Now

 

 

Consider how the Fall and humanity’s exposure to good and evil are seen in the way some people treat themselves and others in dehumanizing ways today (for example, abuse, addiction, bullying, domestic violence, eating disorders, human trafficking, pornography, poverty, racism, vandalism, etc.).

 

 

Choose one act of dehumanization and write a short TV public service announcement in 350-500 words. Use at least two different sources from the GCU eLibrary, cited in the text and listed below in the list of references. Include the following:

 

 

  • Highlight how the act of dehumanization is evident in the world today.

 

  • Provide solid ideas for prevention.

 

 

  • Include statistics, causes, and impact on people (victim, perpetrator, others as appropriate).

 

 

  • Discuss how a God-centered worldview (as discussed in the “The Mystery of Original Sin” article) might provide a solution.

 

 

·         Within the script, include notes about the images and video that would be included when shooting the commercial.

 

 

Two examples of a public service announcement:

 

 

  1. http://www.youtube.com/watch?v=9waE2A-uIxQ

 

 

  1. http://www.youtube.com/watch?v=uFKAFo_etkE

 

 

Write your paper below:

 

 

 

References

 

 

 

List at least two references below for each part of the assignment above, for a minimum of four references. Prepare these references according to the guidelines found in the GCU Style Guide located in the Student Success Center (found under RESOURCES > Student Success Center > The Writing Center > Style Guides). Include the Permalink for the GCU Library sources used.

 

 

 

Example reference:

 

 

 

Shuster , M. (2013). The Mystery of Original Sin: We don’t know why God permitted the Fall, but we know all too well the evil and sin that still plague us. Christianity Today, 57(3), 38-41. http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rfh&AN=ATLA0001935909&site=eds-live&scope=site

 

 

 

List references below:

Aspects of human rights management

Question 1.                       

Human resource management involves all of the following functions EXCEPT

budgeting

job design

recruiting

workplace safety

 

Question 2.                       

The _____________________ requires employers to provide job-protected unpaid leave to an employee who is unable to perform his or her job due to a serious health condition.

Americans with Disabilities Act of 1990

Equal Employment Opportunity Commission

Family and Medical Leave Act of 1993

Fair Labor Standards Act of 1938

 

Question 3.                       

Job description involves ___________; job specification involves _____________.

an applicant’s required skills and experience; the company’s need for the position.

what a job entails; an applicant’s required skills and experience.

what a job entails; the company’s need for the position.

an applicant’s required skills and experience; what a job entails.

 

Question 4.                       

Performance appraisal consists of assessing an employee’s performance and providing him or her with feedback. Which of the following actions is NOT part of the performance evaluation process?

informal appraisals

customer evaluations

self-appraisal

physical examination

 

Question 5.                       

Larissa is a human resources manager who is drafting the tasks that will be assigned to the Junior Accounts Manager, a new position her company is creating. Which of the following processes is Larissa involved in?

job specification

job description

job promotion

job analysis

 

Question 6.                       

Which of the following is NOT a step in the process of employee selection?

initial screening

job design

contacting references

final interview

 

Question 7.                       

An organization’s discipline system should be _________.

enforced by a series of people

applied uniformly to all employees

enforced multiple times per violation

presented verbally when a worker begins a job

 

Question 8.                       

Belinda works at a pharmaceutical company that has not given its employees raises in nearly seven years. Belinda peacefully pickets her company in the hopes they will raise employee salaries. Which law protects Belinda’s right to do this?

The Norris–LaGuardia Act of 1932

The Wagner Act of 1935

The Taft-Hartley Act of 1948

The Landrum-Griffin/Labor-Management Reporting and Disclosure Act of 1959

 

Question 9.                       

The Occupational Safety and Health Act (OSHA) requires employers to do all of the following EXCEPT

provide protection from at-work hazards

notify supervisors of hazardous conditions

monitor employees’ health habits

enforce the use of safety equipment

 

Question 10.                    

Management training programs, mentoring programs, and coaching systems are examples of ________.

company preparation and career development strategies.

good union–management relationships.

implementation of OSHA requirements.

an employee’s assets and liabilities.

How does strain theory define and explain deviance?

1) How does strain theory define and explain deviance ?

2) Use strain theory to define and explain the following

a) The theft of a loaf of bread by hungry person .
b) Gang Warfare among teenagers and young adults.
C) Embezzlement of 1000,000 by a bank employee .

3) How does Feminist Theory define and explain deviance?

4). Use Femist Theory to define and explain the following.

a) The theft of a loaf a bread by a hungry person .
b) Gang warfare among teenagers and young adults .
C) a Embezzlement of $100,000 by a bank employee.

 

#5) How does conflict Theory define and explain deviance?

 

6. Use conflict Theory to define and explain the following.

 

a) The theft of a loaf of bread by a hunger person.

b) Gang warfare among teenagers and young adults.

c) Embezzlement of $100,000 by a bank employee.

 

7. How does differential Association Theory define and explain deviance?

 

8) Use Differential Association Theory to define and explain the following.

 

a) The theft of a loaf of bread by a hunger person.

b) Gang warfare among teenagers and young adults.

c) Embezzlement of $100,000 by a bank employee. “

Summary of managerial practices

 I need these questions answered in about 200 words each and with individual references on each one.

1. What is the difference between an “honor-oriented society” and a “justice-oriented society” and how do these value differences get expressed in communication? How do different communication values in these societies influence communication about the gospel?

2. What is the difference between masculine and feminine cultures? Chapter 13 in your textbook mentions that “gender differences can and often do result in painful gender disparities.” Discuss one example of this that stands out to you from the chapter.

3. How does your cultural background affect how you handle conflict? How might the Christian worldview as a “cultural background” influence the way someone might handle conflict? What suggestions do you find helpful from intercultural communication researchers? Cite any sources used.

4. Read sidebar 17.4 in Chapter 17 of your textbook. After reading, respond the following reflection prompts: Identify which of the above areas you would consider an area of strength for you. Do you think it would still be a strength in a cross-cultural setting? Why or why not? Choose one of the items above that you find most difficult and explain what it might take for you personally to grow in this area.

5. Charles Kraft has identified several myths (some of which are outlined in sidebar 18.1 of Chapter 18 in your textbook) about the communication of the gospel (for the full list, see Kraft 1991a, 35–54; note also the critique and notations in Hesselgrave and Rommen 1989, 193–96). As you read through the list, can you identify any that you have believed? If you think it is not a myth, how would you respond?

6. Chapter 18 describes different evangelistic methods based on assumptions about the conversion process as well as communicative elements of cultures that shape decision-making responses to the sharing of the gospel. What do you think about these methods? Do you think one is better than the others? Do you think they all have some merits and some drawbacks? Explain, analyzing specific elements of the methods as you compare them.

Define the channels of communication

Correct Answers Highlighted Below

 

PART 1

 

 

 

1. Norman and Fredrick seem to argue all the time. Coworkers describe

 

 

 

the two as hotheads, but recognize that the two men seem to like

 

 

 

sparring and are very close friends. Their conflict style is best

 

 

 

described as [4 pts.]

 

 

 

 

 

A.   nonintimate-aggressive.

 

 

 

B.   nonintimate-nonaggressive.

 

 

 

C.   intimate-aggressive.

 

 

 

D.   intimate-nonaggressive.

 

 

 

 

 

 

 

2. Rhonda complains to Collin that she’s tired of their weekend routine.

 

 

 

Irritated, Collin snaps back that he’s tired of her complaining. Their

 

 

 

conflict pattern reflects which of the following conflict styles? [4 pts.]

 

 

 

 

 

 

 

A.   complimentary

 

 

 

B.   symmetrical

 

 

 

C.   tangential

 

 

 

D.   conditional

 

 

 

 

 

 

 

3. Almost all messages have [4 pts.]

 

 

 

 

 

 

 

A.   a content dimension.

 

 

 

B.   a relational dimension.

 

 

 

C.   both content and relational dimensions.

 

 

 

D.   no dimensions unless the communicators intend them to.

 

 

 

 

 

 

 

4. Skillful, integrated communicators are characterized by [4 pts.]

 

 

 

 

 

 

 

A.   a conscious focus on communicating effectively.

 

 

 

B.   a greater degree of sociability.

 

 

 

C.   communicating competently without needing to think constantly about how to behave.

 

 

 

D.   exposure to a wide range of communication styles.

 

 

 

E.   others helping them out.

 

 

 

 

 

 

 

5. Maslow’s hierarchy of needs is important to the study of interpersonal

 

 

 

communication because [4 pts.]

 

 

 

 

 

 

 

A.   we all have needs.

 

 

 

B.   we can’t understand our needs without communication.

 

 

 

C.   communication is usually necessary to meet each level of need.

 

 

 

D.   communication was Maslow’s greatest need.

 

 

 

E.   the need for communication is the sixth “hidden” need.

 

 

 

 

 

 

 

6. Some of the characteristics that make relationships more interpersonal

 

 

 

than impersonal are [4 pts.]

 

 

 

 

 

 

 

A.   frequency and proximity of communication.

 

 

 

B.   quantity over quality.

 

 

 

C.   how important the content of talk is to both of you.

 

 

 

D.   uniqueness, irreplaceability, and interdependence.

 

 

 

 

 

 

 

7. Effective communicators have been found to [4 pts.]

 

 

 

 

 

 

 

A.   have a consistent set of five behaviors they can call up at will.

 

 

 

B.   have a wide range of behaviors from which to choose.

 

 

 

C.   exhibit behaviors that are predictable by their partners.

 

 

 

D.   exhibit unique behaviors more often than less effective communicators.

 

 

 

E.   frequently rehearse about 20 behaviors until they get them right for any interaction.

 

 

 

 

 

 

 

8. Identity and communication are related in that we [4 pts.]

 

 

 

 

 

 

 

A.   gain an idea of who we are from the way others communicate with us.

 

 

 

B.   are drawn to communicators who test and challenge our identity.

 

 

 

C.   find others’ identities become our own through communication.

 

 

 

D.   control communication with our identity.

ELEMENTS OF INTERCULTURAL COMMUNICATION

I need each question answered in about 150-200 words

Please use and reference the following course text:-

Neuliep, J. (2017). (7th ed.). Thousand Oaks, CA: Sage Intercultural Communication: A contextual approach Publications. ISBN-13: 9781506315133.

MODULE 1

DQ1

Why is intercultural literacy needed in today’s world? How can the definitions of communication and culture be used to foster this literacy? How is the language used to describe a culture, such as the Nacirema culture from the course readings, shaped by this literacy?

DQ2

Compare two different approaches to studying intercultural communication from Chapter 3 of your textbook. How does having a Christian worldview shape one’s motivations or methods for studying intercultural communication, if at all? Explain.

STUDY MATERIALS

Read Chapters 1 through 3 in Effective Intercultural Communication: A Christian Perspective.

Read “How to Communicate Globally,” by Gundling, from Training & Development (1999).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=1941178&site=ehost-live&scope=site

Read “Virtual Limits: Multicultural Dimensions of Online Education,” Linda, Nieckoski, Rodman, & Sheppard, from International Educator (2004).

URL:https://lopes.idm.oclc.org/login?url=http://search.proquest.com.lopes.idm.oclc.org/docview/200716057?accountid=7374

Read “Cultural Competence: Why It Matters and How You Can Acquire It” by Lee & Liao in IESE Insight (2015).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=110440372&site=ehost-live&scope=site

Read “New Research Shows That Close Intercultural Relationships Can Enhance Individual Creativity and Innovation Potential” in PR Newswire (2017).

URL:https://link-galegroup-com.lopes.idm.oclc.org/apps/doc/A497207594/SUIC?u=canyonuniv&sid=SUIC&xid=8c0014d0

Read “Chapter 6 – Conclusions” by Abramson & Moran in Managing Cultural Differences: Global Leadership for the 21st Century (2018).

URL:https://lopes.idm.oclc.org/login?url=http://library.books24x7.com.lopes.idm.oclc.org/library.asp?^B&bookid=138151&chunkid=513843051&rowid=862

Watch “Cross Cultural Communication,” by Riccardi, from TEDx.

URL:https://www.youtube.com/watch?v=YMyofREc5Jk

 

MODULE 2

DQ1

Read the case at the end of Chapter 4 in your textbook carefully to identify elements of worldview as explained in the chapter. In what ways does this case illustrate the impact of globalization on cultural values?

DQ2

What are two issues or challenges that arise in intercultural interactions that stem from the complex relationship between language and culture? Share examples that illustrate the complex influence of language differences on intercultural understanding.

STUDY MATERIALS

Read Chapters 4 and 5 in Effective Intercultural Communication: A Christian Perspective.

Read “Transforming Faith: Teaching as a Christian Vocation in a Secular, Worldview-Diverse Culture,” by Cooling, from  Journal of Education and Christian Belief  (2010).

URL:https://journals-sagepub-com.lopes.idm.oclc.org/doi/10.1177/205699711001400104

Read “Culture, Worldview, and Contextualization,” by Kraft (1998).

URL:https://www.perspectivesonmission.com/resources/Session07_Kraft_CultureWorldviewContextualization.pdf

Read “Integrating the Study of Culture and Religion: Toward a Psychology of Worldview” by Johnson, Hill, & Cohen, from  Social & Personality Psychology Compass  (2011).

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=64996439&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

Read “10 Indispensable American Expressions,” by Hitchens, from Forbes FYI (2000).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=bth&AN=3542821&site=ehost-live&scope=site

Read “The Pragmatic Comparison of Chinese and Western ‘Politeness’ in Cross-Cultural Communication,” by Jiang & Yuxiao, from Journal of Language Teaching & Research (2010).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=ehh&AN=63889503&site=ehost-live&scope=site

Read “Strong Language Lost in Translation You Talkin’ to Me,” by Williams, from New Scientist (2013).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=86855279&site=ehost-live&scope=site

Watch “How Language Shapes the Way We Think” by Lera Boroditsky in Films on Demand (2018).

URL:https://lopes.idm.oclc.org/login?url=http://digital.films.com/PortalPlaylists.aspx?wID=96349&xtid=160769

Read “Effects of Community Service‐Learning on Heritage Language Learners’ Attitudes Toward Their Language and Culture,” by Cabo, Prada, & Pereira, from  Foreign Language Annals  (2017).

URL:https://lopes.idm.oclc.org/login?url=https://www-proquest-com.lopes.idm.oclc.org/docview/1883972287?accountid=7374

Read “The Relation Between Language, Culture, and Thought,” by Imai, Kanero, & Masuda, from  Current Opinion in Psychology  (2016).

URL:https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S2352250X15002572

 

MODULE 3

DQ1

Compare two different types of societies discussed in Chapter 6 of your textbook. What stands out to you about the similarities/differences between these types of societies?

DQ2

What roles do social institutions within a culture play in producing, maintaining, or transforming a culture? What perspectives did you gain about the importance/role of social institutions in a culture that you didn’t have before this topic? What unique impact have particular social institutions had in your culture or in the way you communicate?

STUDY MATERIALS

Read Chapters 6 and 7 in Effective Intercultural Communication: A Christian Perspective.

Read “Social Institutions and Work Centrality: Explorations Beyond National Culture,” by Parboteeah & Cullen, from  Organization Science  (2003).

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bah&AN=9586548&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

Read “The Naturalness of (Many) Social Institutions: Evolved Cognition as Their Foundation,” by Boyer & Petersen, from  Journal of Institutional Economics  (2012).

URL:https://lopes.idm.oclc.org/login?url=https://www-proquest-com.lopes.idm.oclc.org/docview/917637911?accountid=7374

Read “Digital Transformation of Social Institutions,” by Mikheev, Serkina, & Vasyaev, from  Talent Development & Excellence  (2020).

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=143587804&site=eds-live&scope=site

Watch “Racial Reconciliation – Ephesians 2:10-11,” by Baucham, from Founders Ministries (2019).

URL:https://www.youtube.com/watch?v=FoJGYCc7EUg

Read “Social Identity: The Role of Self in Group Processes and Intergroup Relations,” by Hogg, Abrams, & Brewer, from Group Processes & Intergroup Relations  (2017).

URL:https://journals-sagepub-com.lopes.idm.oclc.org/doi/full/10.1177/1368430217690909

Read “Culture and Group-Based Emotions: Could Group-Based Emotions be Dialectical?,” by Lu, Hamamura, Doosje, Suzuki, & Takemura, from  Cognition and Emotion  (2017).

URL:https://doi-org.lopes.idm.oclc.org/10.1080/02699931.2016.1185394

Read “What’s Your Beef With Vegetarians? Predicting Anti-Vegetarian Prejudice From Pro-Beef Attitudes Across Cultures,” by Earle & Hodson, from  Personality and Individual Differences  (2017).

URL:https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0191886917304233

 

MODULE 4

DQ1

What role does nonverbal communication play in intercultural interactions? Give examples both from research on nonverbal cultural distinctiveness and from your own experience that show how nonverbal differences between cultures can influence intercultural communication.

DQ2

Read sidebar 9.1 in Chapter 9 of your textbook and answer the following questions: People from cultures who prefer direct communication methods often think that indirect communication methods are deceitful. Consider how you would respond to a colleague who asks, “Why don’t they just come out and tell the truth?” Is “contexting” relevant to Christians communicating about their faith to other Christians or non-Christians? Explain.

STUDY MATERIALS

Read Chapters 8 through 11 in Effective Intercultural Communication: A Christian Perspective.

Read “What, When, Where, Why and How: Know the Specifics of Your Communication,” by Iyengar, from Vidwat: The Indian Journal of Management (2012).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=bth&AN=78382377&site=ehost-live&scope=site

Read “Doing Business Abroad? Simple Faux Pas Can Sink You,” by Gary, from USA Today (2007).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=nfh&AN=J0E080603657907&site=ehost-live&scope=site

Read “Face to Face” by LaCour in OD Practitioner (2016).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=116584658&site=ehost-live&scope=site

Read “Getting to Sí, Ja, Oui, Hai, and Da” by Meyer in Harvard Business Review (2015).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=111098795&site=ehost-live&scope=site

Read “The Importance of Non-Verbal Communication” by Phutela in IUP Journal of Soft Skills (2015).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=112375386&site=ehost-live&scope=site
Explore “Compare Countries,” from Hofstede Insights.

URL:https://www.hofstede-insights.com/product/compare-countries/

Read “Non-Verbal Communication in Hospitality: At the Intersection of Religion and Gender,” by Islam & Kirillova, from  International Journal of Hospitality Management  (2020).

URL:https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0278431919300465

Read “Emoticons and Non-Verbal Communications Across Arabic, English, and Korean Tweets,” by Park & Mimouni, from Global Knowledge, Memory, and Communication (2020).

URL:https://doi-org.lopes.idm.oclc.org/10.1108/GKMC-02-2020-0021

Read “Nonverbal Communication in Text-Based, Asynchronous Online Education,” by Al Tawil, from International Review of Research in Open and Distributed Learning  (2019).

URL:https://doi.org/10.19173/irrodl.v20i1.3705

Read “Learning Pakistani Culture Through the Namaz Emoji,” by Sadiq & Shahida, from iCoMET (2019).

URL:https://doi-org.lopes.idm.oclc.org/10.1109/ICOMET.2019.8673479

 

MODULE 5

DQ1

What is the difference between an “honor-oriented society” and a “justice-oriented society” and how do these value differences get expressed in communication? How do different communication values in these societies influence communication about the gospel?

DQ2

What is the difference between masculine and feminine cultures? Chapter 13 in your textbook mentions that “gender differences can and often do result in painful gender disparities.” Discuss one example of this that stands out to you from the chapter. 

STUDY MATERIALS

Read Chapters 12 through 14 in Effective Intercultural Communication: A Christian Perspective.

Read “You Need to Understand My Gender Role: An Empirical Test of Tannenʼs Model of Gender and Communication,” by Edwards & Hamilton, from  Sex Roles  (2004).

URL:https://lopes.idm.oclc.org/login?url=https://www-proquest-com.lopes.idm.oclc.org/docview/225367732?accountid=7374

Read “He’s a Man and She’s a Woman: A Conversation Analysis on Linguistic Gender Differences,” by Sumpio, from  International Journal of English Literature and Social Sciences  (2020).

URL:https://ijels.com/upload_document/issue_files/19IJELS-103202031-Hesa.pdf

Watch “What Is a Shame Society? What Does Shame Society Mean?,” from  The Audiopedia  (2018).

URL:https://www.youtube.com/watch?v=BCJo747f-Rc

Watch “Toilets, Bowties, Gender and Me,” by Mason-Hyde, from  TEDx  (2018).

URL:https://www.youtube.com/watch?v=NCLoNwVJA-0

 

 

 

 

MODULE 6

DQ1

How does your cultural background affect how you handle conflict? How might the Christian worldview as a “cultural background” influence the way someone might handle conflict? What suggestions do you find helpful from intercultural communication researchers? Cite any sources used.

DQ2

Read sidebar 17.4 in Chapter 17 of your textbook. After reading, respond the following reflection prompts: Identify which of the above areas you would consider an area of strength for you. Do you think it would still be a strength in a cross-cultural setting? Why or why not? Choose one of the items above that you find most difficult and explain what it might take for you personally to grow in this area.

STUDY MATERIALS

Read Chapters 15, 16, 17, 21, and 23 in Effective Intercultural Communication: A Christian Perspective.

Read “Developing Skills to Address Cultural Issues in Arbitration and Mediation” by Cheng in Dispute Resolution Journal (2017).

URL:https://lopes.idm.oclc.org/login?url=https://search-proquest-com.lopes.idm.oclc.org/docview/2037412828?accountid=7374

Read “Conflict Management Practices for Diverse Workplaces” by Prause & Mujtaba in Journal of Business Studies Quarterly (2015).

URL:https://lopes.idm.oclc.org/login?url=https://search-proquest-com.lopes.idm.oclc.org/docview/1667167670?accountid=7374

Read “Leading Globally, Thinking Interculturally: Developing Global Characteristics” by Caldwell in The Journal of Business Diversity (2015).

URL:https://lopes.idm.oclc.org/login?url=https://search-proquest-com.lopes.idm.oclc.org/docview/1728004047?accountid=7374

Read “Coping Strategies for Culture Shock as Indicators of Cultural Identity,” by Rempel, from Journal of Undergraduate Anthropology (2011).

URL:http://anthrojournal.binghamton.edu/wp-contentuploads/2011/05/COPING-STRATEGIES-FOR-CULTURE-SHOCK.pdf

Read “Culture Shock” by Zukauskas in Salem Press Encyclopedia (2015).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ers&AN=100259231&site=eds-live&scope=site

Read “The Role of Intercultural Competence and Local Wisdom in Building Intercultural and Interreligious Tolerance,” by Sri Eko & Putranro, from  Journal of Intercultural Communication Research  (2019).

URL:https://doi-org.lopes.idm.oclc.org/10.1080/17475759.2019.1639535

Read “Interventions to Promote Learners’ Intercultural Competence: A Meta-Analysis,” by Zhang & Zhou, from  International Journal of Intercultural Relations  (2019).

URL:https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0147176718305200

Watch “How Culture Drives Behaviours,” by Bourrelle, from  TEDx  (2015).

URL:https://www.youtube.com/watch?v=l-Yy6poJ2zs

 

MODULE 7

DQ1

Charles Kraft has identified several myths (some of which are outlined in sidebar 18.1 of Chapter 18 in your textbook) about the communication of the gospel (for the full list, see Kraft 1991a, 35–54; note also the critique and notations in Hesselgrave and Rommen 1989, 193–96). As you read through the list, can you identify any that you have believed? If you think it is not a myth, how would you respond?

DQ2

Chapter 18 describes different evangelistic methods based on assumptions about the conversion process as well as communicative elements of cultures that shape decision-making responses to the sharing of the gospel. What do you think about these methods? Do you think one is better than the others? Do you think they all have some merits and some drawbacks? Explain, analyzing specific elements of the methods as you compare them.

STUDY MATERIALS

Read Chapters 18, 19, 20, and 22 in Effective Intercultural Communication: A Christian Perspective.

Read “Conversion to Christianity: The Colonization of the Mind?,” by Stanley, from  International Review of Mission  (2003).

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a6h&AN=ATLA0001459817&site=ehost-live&scope=site

Read “A Crucial Part of the Social and Cultural Fabric: Christianity and Chinua Achebe’s ‘In a Village Church,'” by Purcell, from  The Explicator  (2020).

URL:https://doi-org.lopes.idm.oclc.org/10.1080/00144940.2020.1777077

Read “The Historical Influence of Christianity in Cultural Communication between China and the West,” by Bai, from Proceedings of the 3rd International Conference on Arts, Design and Contemporary Education  (2017).

URL:https://dx.doi.org/10.2991/icadce-17.2017.29

Read “The Influence of Christianity on Lisu People’s Cultural Development,” by Liu, from Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities  (2019).

URL:https://dx.doi.org/10.2991/iccessh-19.2019.438

Read “The Battle for Our Culture: An Interview with Francis Schaeffer,” on pages 4 – 9, from New Wine Magazine (1982).

URL:https://csmpublishing.org/wp-content/plugins/pdf-viewer-for-wordpress/web/viewer.php?file=https://csmpublishing.org/wp-content/NewWineArchives/Full_Issues/1982/NewWineMagazine_Issue_02-1982.pdf#page=3&zoom=auto,-291,3

Read “How to Engage Culture Like Francis Schaeffer,” by Ashford, from  Intersect Project  (2015).

URL:https://intersectproject.org/faith-and-culture/how-to-engage-culture-like-francis-schaeffer/

Watch “Arop,” from  Wycliffe Bible Translators  (2014).

URL:https://www.youtube.com/watch?v=zH_ewsGlkpo

Review the ”  Wycliffe Bible Translators” website.

URL:https://www.wycliffe.org/

 

Christianity in Cultural Communication

I need each question answered in about 150-200 words

Please use and reference the following course text:-

Neuliep, J. (2017). (7th ed.). Thousand Oaks, CA: Sage Intercultural Communication: A contextual approach Publications. ISBN-13: 9781506315133.

MODULE 1

DQ1

Why is intercultural literacy needed in today’s world? How can the definitions of communication and culture be used to foster this literacy? How is the language used to describe a culture, such as the Nacirema culture from the course readings, shaped by this literacy?

DQ2

Compare two different approaches to studying intercultural communication from Chapter 3 of your textbook. How does having a Christian worldview shape one’s motivations or methods for studying intercultural communication, if at all? Explain.

STUDY MATERIALS

Read Chapters 1 through 3 in Effective Intercultural Communication: A Christian Perspective.

Read “How to Communicate Globally,” by Gundling, from Training & Development (1999).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=1941178&site=ehost-live&scope=site

Read “Virtual Limits: Multicultural Dimensions of Online Education,” Linda, Nieckoski, Rodman, & Sheppard, from International Educator (2004).

URL:https://lopes.idm.oclc.org/login?url=http://search.proquest.com.lopes.idm.oclc.org/docview/200716057?accountid=7374

Read “Cultural Competence: Why It Matters and How You Can Acquire It” by Lee & Liao in IESE Insight (2015).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=110440372&site=ehost-live&scope=site

Read “New Research Shows That Close Intercultural Relationships Can Enhance Individual Creativity and Innovation Potential” in PR Newswire (2017).

URL:https://link-galegroup-com.lopes.idm.oclc.org/apps/doc/A497207594/SUIC?u=canyonuniv&sid=SUIC&xid=8c0014d0

Read “Chapter 6 – Conclusions” by Abramson & Moran in Managing Cultural Differences: Global Leadership for the 21st Century (2018).

URL:https://lopes.idm.oclc.org/login?url=http://library.books24x7.com.lopes.idm.oclc.org/library.asp?^B&bookid=138151&chunkid=513843051&rowid=862

Watch “Cross Cultural Communication,” by Riccardi, from TEDx.

URL:https://www.youtube.com/watch?v=YMyofREc5Jk

 

MODULE 2

DQ1

Read the case at the end of Chapter 4 in your textbook carefully to identify elements of worldview as explained in the chapter. In what ways does this case illustrate the impact of globalization on cultural values?

DQ2

What are two issues or challenges that arise in intercultural interactions that stem from the complex relationship between language and culture? Share examples that illustrate the complex influence of language differences on intercultural understanding.

STUDY MATERIALS

Read Chapters 4 and 5 in Effective Intercultural Communication: A Christian Perspective.

Read “Transforming Faith: Teaching as a Christian Vocation in a Secular, Worldview-Diverse Culture,” by Cooling, from  Journal of Education and Christian Belief  (2010).

URL:https://journals-sagepub-com.lopes.idm.oclc.org/doi/10.1177/205699711001400104

Read “Culture, Worldview, and Contextualization,” by Kraft (1998).

URL:https://www.perspectivesonmission.com/resources/Session07_Kraft_CultureWorldviewContextualization.pdf

Read “Integrating the Study of Culture and Religion: Toward a Psychology of Worldview” by Johnson, Hill, & Cohen, from  Social & Personality Psychology Compass  (2011).

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=64996439&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

Read “10 Indispensable American Expressions,” by Hitchens, from Forbes FYI (2000).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=bth&AN=3542821&site=ehost-live&scope=site

Read “The Pragmatic Comparison of Chinese and Western ‘Politeness’ in Cross-Cultural Communication,” by Jiang & Yuxiao, from Journal of Language Teaching & Research (2010).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=ehh&AN=63889503&site=ehost-live&scope=site

Read “Strong Language Lost in Translation You Talkin’ to Me,” by Williams, from New Scientist (2013).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=86855279&site=ehost-live&scope=site

Watch “How Language Shapes the Way We Think” by Lera Boroditsky in Films on Demand (2018).

URL:https://lopes.idm.oclc.org/login?url=http://digital.films.com/PortalPlaylists.aspx?wID=96349&xtid=160769

Read “Effects of Community Service‐Learning on Heritage Language Learners’ Attitudes Toward Their Language and Culture,” by Cabo, Prada, & Pereira, from  Foreign Language Annals  (2017).

URL:https://lopes.idm.oclc.org/login?url=https://www-proquest-com.lopes.idm.oclc.org/docview/1883972287?accountid=7374

Read “The Relation Between Language, Culture, and Thought,” by Imai, Kanero, & Masuda, from  Current Opinion in Psychology  (2016).

URL:https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S2352250X15002572

 

MODULE 3

DQ1

Compare two different types of societies discussed in Chapter 6 of your textbook. What stands out to you about the similarities/differences between these types of societies?

DQ2

What roles do social institutions within a culture play in producing, maintaining, or transforming a culture? What perspectives did you gain about the importance/role of social institutions in a culture that you didn’t have before this topic? What unique impact have particular social institutions had in your culture or in the way you communicate?

STUDY MATERIALS

Read Chapters 6 and 7 in Effective Intercultural Communication: A Christian Perspective.

Read “Social Institutions and Work Centrality: Explorations Beyond National Culture,” by Parboteeah & Cullen, from  Organization Science  (2003).

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bah&AN=9586548&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

Read “The Naturalness of (Many) Social Institutions: Evolved Cognition as Their Foundation,” by Boyer & Petersen, from  Journal of Institutional Economics  (2012).

URL:https://lopes.idm.oclc.org/login?url=https://www-proquest-com.lopes.idm.oclc.org/docview/917637911?accountid=7374

Read “Digital Transformation of Social Institutions,” by Mikheev, Serkina, & Vasyaev, from  Talent Development & Excellence  (2020).

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=143587804&site=eds-live&scope=site

Watch “Racial Reconciliation – Ephesians 2:10-11,” by Baucham, from Founders Ministries (2019).

URL:https://www.youtube.com/watch?v=FoJGYCc7EUg

Read “Social Identity: The Role of Self in Group Processes and Intergroup Relations,” by Hogg, Abrams, & Brewer, from Group Processes & Intergroup Relations  (2017).

URL:https://journals-sagepub-com.lopes.idm.oclc.org/doi/full/10.1177/1368430217690909

Read “Culture and Group-Based Emotions: Could Group-Based Emotions be Dialectical?,” by Lu, Hamamura, Doosje, Suzuki, & Takemura, from  Cognition and Emotion  (2017).

URL:https://doi-org.lopes.idm.oclc.org/10.1080/02699931.2016.1185394

Read “What’s Your Beef With Vegetarians? Predicting Anti-Vegetarian Prejudice From Pro-Beef Attitudes Across Cultures,” by Earle & Hodson, from  Personality and Individual Differences  (2017).

URL:https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0191886917304233

 

MODULE 4

DQ1

What role does nonverbal communication play in intercultural interactions? Give examples both from research on nonverbal cultural distinctiveness and from your own experience that show how nonverbal differences between cultures can influence intercultural communication.

DQ2

Read sidebar 9.1 in Chapter 9 of your textbook and answer the following questions: People from cultures who prefer direct communication methods often think that indirect communication methods are deceitful. Consider how you would respond to a colleague who asks, “Why don’t they just come out and tell the truth?” Is “contexting” relevant to Christians communicating about their faith to other Christians or non-Christians? Explain.

STUDY MATERIALS

Read Chapters 8 through 11 in Effective Intercultural Communication: A Christian Perspective.

Read “What, When, Where, Why and How: Know the Specifics of Your Communication,” by Iyengar, from Vidwat: The Indian Journal of Management (2012).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=bth&AN=78382377&site=ehost-live&scope=site

Read “Doing Business Abroad? Simple Faux Pas Can Sink You,” by Gary, from USA Today (2007).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=nfh&AN=J0E080603657907&site=ehost-live&scope=site

Read “Face to Face” by LaCour in OD Practitioner (2016).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=116584658&site=ehost-live&scope=site

Read “Getting to Sí, Ja, Oui, Hai, and Da” by Meyer in Harvard Business Review (2015).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=111098795&site=ehost-live&scope=site

Read “The Importance of Non-Verbal Communication” by Phutela in IUP Journal of Soft Skills (2015).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=112375386&site=ehost-live&scope=site
Explore “Compare Countries,” from Hofstede Insights.

URL:https://www.hofstede-insights.com/product/compare-countries/

Read “Non-Verbal Communication in Hospitality: At the Intersection of Religion and Gender,” by Islam & Kirillova, from  International Journal of Hospitality Management  (2020).

URL:https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0278431919300465

Read “Emoticons and Non-Verbal Communications Across Arabic, English, and Korean Tweets,” by Park & Mimouni, from Global Knowledge, Memory, and Communication (2020).

URL:https://doi-org.lopes.idm.oclc.org/10.1108/GKMC-02-2020-0021

Read “Nonverbal Communication in Text-Based, Asynchronous Online Education,” by Al Tawil, from International Review of Research in Open and Distributed Learning  (2019).

URL:https://doi.org/10.19173/irrodl.v20i1.3705

Read “Learning Pakistani Culture Through the Namaz Emoji,” by Sadiq & Shahida, from iCoMET (2019).

URL:https://doi-org.lopes.idm.oclc.org/10.1109/ICOMET.2019.8673479

 

MODULE 5

DQ1

What is the difference between an “honor-oriented society” and a “justice-oriented society” and how do these value differences get expressed in communication? How do different communication values in these societies influence communication about the gospel?

DQ2

What is the difference between masculine and feminine cultures? Chapter 13 in your textbook mentions that “gender differences can and often do result in painful gender disparities.” Discuss one example of this that stands out to you from the chapter. 

STUDY MATERIALS

Read Chapters 12 through 14 in Effective Intercultural Communication: A Christian Perspective.

Read “You Need to Understand My Gender Role: An Empirical Test of Tannenʼs Model of Gender and Communication,” by Edwards & Hamilton, from  Sex Roles  (2004).

URL:https://lopes.idm.oclc.org/login?url=https://www-proquest-com.lopes.idm.oclc.org/docview/225367732?accountid=7374

Read “He’s a Man and She’s a Woman: A Conversation Analysis on Linguistic Gender Differences,” by Sumpio, from  International Journal of English Literature and Social Sciences  (2020).

URL:https://ijels.com/upload_document/issue_files/19IJELS-103202031-Hesa.pdf

Watch “What Is a Shame Society? What Does Shame Society Mean?,” from  The Audiopedia  (2018).

URL:https://www.youtube.com/watch?v=BCJo747f-Rc

Watch “Toilets, Bowties, Gender and Me,” by Mason-Hyde, from  TEDx  (2018).

URL:https://www.youtube.com/watch?v=NCLoNwVJA-0

 

 

 

 

MODULE 6

DQ1

How does your cultural background affect how you handle conflict? How might the Christian worldview as a “cultural background” influence the way someone might handle conflict? What suggestions do you find helpful from intercultural communication researchers? Cite any sources used.

DQ2

Read sidebar 17.4 in Chapter 17 of your textbook. After reading, respond the following reflection prompts: Identify which of the above areas you would consider an area of strength for you. Do you think it would still be a strength in a cross-cultural setting? Why or why not? Choose one of the items above that you find most difficult and explain what it might take for you personally to grow in this area.

STUDY MATERIALS

Read Chapters 15, 16, 17, 21, and 23 in Effective Intercultural Communication: A Christian Perspective.

Read “Developing Skills to Address Cultural Issues in Arbitration and Mediation” by Cheng in Dispute Resolution Journal (2017).

URL:https://lopes.idm.oclc.org/login?url=https://search-proquest-com.lopes.idm.oclc.org/docview/2037412828?accountid=7374

Read “Conflict Management Practices for Diverse Workplaces” by Prause & Mujtaba in Journal of Business Studies Quarterly (2015).

URL:https://lopes.idm.oclc.org/login?url=https://search-proquest-com.lopes.idm.oclc.org/docview/1667167670?accountid=7374

Read “Leading Globally, Thinking Interculturally: Developing Global Characteristics” by Caldwell in The Journal of Business Diversity (2015).

URL:https://lopes.idm.oclc.org/login?url=https://search-proquest-com.lopes.idm.oclc.org/docview/1728004047?accountid=7374

Read “Coping Strategies for Culture Shock as Indicators of Cultural Identity,” by Rempel, from Journal of Undergraduate Anthropology (2011).

URL:http://anthrojournal.binghamton.edu/wp-contentuploads/2011/05/COPING-STRATEGIES-FOR-CULTURE-SHOCK.pdf

Read “Culture Shock” by Zukauskas in Salem Press Encyclopedia (2015).

URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ers&AN=100259231&site=eds-live&scope=site

Read “The Role of Intercultural Competence and Local Wisdom in Building Intercultural and Interreligious Tolerance,” by Sri Eko & Putranro, from  Journal of Intercultural Communication Research  (2019).

URL:https://doi-org.lopes.idm.oclc.org/10.1080/17475759.2019.1639535

Read “Interventions to Promote Learners’ Intercultural Competence: A Meta-Analysis,” by Zhang & Zhou, from  International Journal of Intercultural Relations  (2019).

URL:https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0147176718305200

Watch “How Culture Drives Behaviours,” by Bourrelle, from  TEDx  (2015).

URL:https://www.youtube.com/watch?v=l-Yy6poJ2zs

 

MODULE 7

DQ1

Charles Kraft has identified several myths (some of which are outlined in sidebar 18.1 of Chapter 18 in your textbook) about the communication of the gospel (for the full list, see Kraft 1991a, 35–54; note also the critique and notations in Hesselgrave and Rommen 1989, 193–96). As you read through the list, can you identify any that you have believed? If you think it is not a myth, how would you respond?

DQ2

Chapter 18 describes different evangelistic methods based on assumptions about the conversion process as well as communicative elements of cultures that shape decision-making responses to the sharing of the gospel. What do you think about these methods? Do you think one is better than the others? Do you think they all have some merits and some drawbacks? Explain, analyzing specific elements of the methods as you compare them.

STUDY MATERIALS

Read Chapters 18, 19, 20, and 22 in Effective Intercultural Communication: A Christian Perspective.

Read “Conversion to Christianity: The Colonization of the Mind?,” by Stanley, from  International Review of Mission  (2003).

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a6h&AN=ATLA0001459817&site=ehost-live&scope=site

Read “A Crucial Part of the Social and Cultural Fabric: Christianity and Chinua Achebe’s ‘In a Village Church,'” by Purcell, from  The Explicator  (2020).

URL:https://doi-org.lopes.idm.oclc.org/10.1080/00144940.2020.1777077

Read “The Historical Influence of Christianity in Cultural Communication between China and the West,” by Bai, from Proceedings of the 3rd International Conference on Arts, Design and Contemporary Education  (2017).

URL:https://dx.doi.org/10.2991/icadce-17.2017.29

Read “The Influence of Christianity on Lisu People’s Cultural Development,” by Liu, from Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities  (2019).

URL:https://dx.doi.org/10.2991/iccessh-19.2019.438

Read “The Battle for Our Culture: An Interview with Francis Schaeffer,” on pages 4 – 9, from New Wine Magazine (1982).

URL:https://csmpublishing.org/wp-content/plugins/pdf-viewer-for-wordpress/web/viewer.php?file=https://csmpublishing.org/wp-content/NewWineArchives/Full_Issues/1982/NewWineMagazine_Issue_02-1982.pdf#page=3&zoom=auto,-291,3

Read “How to Engage Culture Like Francis Schaeffer,” by Ashford, from  Intersect Project  (2015).

URL:https://intersectproject.org/faith-and-culture/how-to-engage-culture-like-francis-schaeffer/

Watch “Arop,” from  Wycliffe Bible Translators  (2014).

URL:https://www.youtube.com/watch?v=zH_ewsGlkpo

Review the ”  Wycliffe Bible Translators” website.

URL:https://www.wycliffe.org/

Psychoanalytical Theories and Attachment Theory

Week 3: Psychoanalytical Theories and Attachment Theory

Psychodynamic theory and its derivatives can be traced to the father of psychoanalysis, Sigmund Freud. You likely are familiar with the image that often conjures Freud: A client lying on a couch with a therapist sitting nearby, notepad in hand. The psychoanalytic terms “id,” “ego,” “superego,” “repression,” and “unconscious” are deeply embedded in the layperson’s jargon.

Many theories have sprung from Freud’s psychoanalytical principles. Attachment theory is one example. Its originator, John Bowlby, was directly influenced by Freud, but because of Bowlby’s experiences in working with disturbed children, he believed that a child’s psychosocial development is linked to their attachment to the mother. Because all theories must be tested using empirical research methods, Mary Ainsworth tested John Bowlby’s theory using the Strange Situation experiment, which involved observing children react to caregivers and strangers. The results from her research led to what we now know as attachment styles.

This week, you switch your lenses to consider a case study through these theories.

Learning Objectives

Students will:
  • Summarize the assumptions of psychoanalytical theories and attachment theory
  • Evaluate the strengths and limitations of psychoanalytical and attachment theories
  • Develop reflection questions to apply attachment theory in social work practice
  • Apply attachment theory to a social work case study

Photo Credit: [Tom Merton]/[OJO Images]/Getty Images

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Turner, F. J. (Ed.). (2017). Social work treatment: Interlocking theoretical approaches (6th ed.). New York, NY: Oxford University Press.
Chapter 1: Attachment Theory and Social Work Treatment (pp. 1–22)
Chapter 25: The Psychoanalytic System of Ideas (pp. 398–410)

Foley, M., Nash, M., & Munford, R. (2009). Bringing practice into theory: Reflective practice and attachment theory. Aotearoa New Zealand Social Work Review, 21(1/2), p39–47. http://dx.doi.org/10.11157/anzswj-vol21iss1-2id318

Note: You will access this article from the Walden Library databases.

Auld, F., Hyman, M., & Rudzinski, D. (2005). How is therapy with women different? In Resolution and inner conflict: An introduction to psychoanalytic therapy (pp. 217–236). Washington DC: American Psychological Association.

Note: You will access this book chapter excerpt from the Walden Library databases.

National Association of Social Workers. (2008). Code of ethics of the National Association of Social Workers. Retrieved from https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English

Document: Worksheet: Dissecting a Theory and Its Application to a Case Study (Word document)

Document: Theory Into Practice: Four Social Work Case Studies (PDF)

Required Media

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2014). Counseling and psychotherapy theories in context and practice [Video file]. Retrieved from http://www.psychotherapy.net.ezp.waldenulibrary.org/stream/waldenu/video?vid=277

This week, watch the “Psychoanalytic Approaches” segment by clicking the applicable link under the “Chapters” tab.

Note: You will access this video from the Walden Library databases.

Optional Resources

Blakely, T. J., & Dziadosz, G. M. (2015). Application of attachment theory in clinical social work. Health & Social Work, 40(4), 283–289. https://doi.org/10.1093/hsw/hlv059

Fleischer, L., & Lee, E. (2016). The analytic principle and attitude: Mobilizing psychoanalytic knowledge to maximize social work students’ practice competence. Psychoanalytic Social Work, 23(2), 99–118. doi:10.1080/15228878.2016.1149776

Discussion: Evaluating Psychoanalytical Theory

Sigmund Freud is often hailed as the father of psychoanalytical theory. His theory was the first to point to the influence of early childhood experiences. However, psychoanalytical theory has received a lot of criticism. Although theories are supposed to be objective and value-free, they are developed within a sociocultural and political context. For example, with historical perspective, it is possible to see that values within the Western Victorian era influenced Freud as he developed his theory. Another criticism is that many psychoanalytical concepts cannot be measured. For example, how do you measure the id, ego, and superego or the notion of unconscious conflicts? As a result, it is difficult to test the accuracy of these concepts using social science research methods.

It is important to critically evaluate theories for their practical use. For example, is it appropriate to use a theory when working with diverse populations or with populations different from those with whom the theory was normed (e.g., women, racial and ethnic minority groups, those who are economically disadvantaged)? Finally, are the assumptions of theories consistent with the values underlying the field? In this Discussion, you respond to some of these concerns.

To prepare, read the following from the Learning Resources:

  • Auld, F., Hyman, M., & Rudzinski, D. (2005). How is therapy with women different? In Resolution and inner conflict: An introduction to psychoanalytic therapy (pp. 217–236). Washington DC: American Psychological Association.
  • National Association of Social Workers. (2008). Code of ethics of the National Association of Social Workers. Retrieved from https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English
By Day 3

Post:

  • Summarize the assumptions of Freud’s psychoanalytical theory in 2 to 3 sentences.
  • Explain whether you believe it is appropriate to apply psychoanalytic theory to women and individuals from racial and ethnic minority groups.
  • Explain whether you believe psychoanalytic theory is consistent with social work values and social work ethics.
By Day 5

Respond to at least two colleagues:

  • Compare your response with your colleague’s. Identify any insights you gained from your peer’s response.
  • Discuss whether or how to address values related to the development and use of a specific theory when working with clients.

 

Assignment: Application of Attachment Theory to a Case Study

As you have read, theory guides the conceptualization of the client’s problem and how social workers assess and intervene relative to the problem. However, theory can also shape the self-reflective questions social workers ask themselves. Clients often come to social workers under stress or distress. This then affects how the social worker responds and thus the client-social worker relationship. As a result, Foley, Nash, and Munford (2009) employed attachment theory as a “lens in which to view the reflective process itself and to gain greater understanding and empathy for what each social worker within each unique social work-client relationship can access of that relationship for reflection” (pp. 44).

This week, you will apply attachment theory to the case study you chose in Week 2. In other words, your theoretical orientation—or lens—is attachment theory as you analyze the case study.

To prepare:

  • Review the same case study you selected from last week’s Assignment. (Remember, you will be using this same case study throughout the entire course). Use the “Dissecting a Theoryand Its Application to a Case Study” worksheet to help you dissect the theory. You do not need to submit this handout. It is a tool for you to use to dissect the theory, and then you can employ the information in the table to complete your assignment.
  • Review attachment theory and the following article listed in the Learning Resources: Foley, M., Nash, M., & Munford, R. (2009). Bringing practice into theory: Reflective practice and attachment theory. Aotearoa New Zealand Social Work Review, 21(1/2), p39–47. Retrieved http://dx.doi.org/10.11157/anzswj-vol21iss1-2id318
By Day 7

Submit a 1- to 2-page case write-up that addresses the following:

  • Summarize the assumptions of attachment theory in 2 to 3 sentences.
  • Identify the problem in your chosen case study to be worked on from an attachment theoryperspective.
  • Explain how attachment theory defines and explains the cause of the problem in one to two sentences.
  • Develop two assessment questions that are guided by attachment theory that you would ask the client to understand how the stress or distress is affecting the client.
  • Discuss two interventions to address the problem. Remember, the theory should be driving the interventions. In other words, you would not identify systematic desensitization since this is not an intervention guided by attachment theory.
  • Formulate one self-reflective question that is influenced by attachment theory that you can ask yourself to gain greater empathy for what the client is experiencing.
  • Explain which outcomes you could measure to evaluate client progress based theory.

Be sure to:

  • Identify and correctly reference the case study you have chosen.
  • Use literature to support your claims.
  • Use APA formatting and style.
    • Remember to double-space your paper.
  • Responses

Angelica Wiggins RE: Discussion – Week 3COLLAPSE

Freud’s psychoanalytical theory focusing on the individual’s “personality development, through three fundamental structures, the id, ego, and superego” (Auld, Hyman & Rudzinski, 2005). His theory addresses our internal struggles of right and wrong.

Applying Freud’s psychoanalytical theory to women and individuals from racial and ethnic minority groups is not appropriate. He is not an easy man to understand and he seems very sexist. Freud stated, “women have less strongly developed superegos, and all women are passive, hysterical, and women have penis envy.”

I do, however, agree with him that early childhood development is important. Childhood experiences can indeed shape who you are as an adult. He brought to the light the importance of talking about our problems. That is psychology. His viewpoint about the unconscious is good. Our unconscious can influence our behavior (McLeod, 2014).

At the core, there were some things that Freud was right about in regard to his theories, however, he was incredibly sexist, and that goes against the social work values and ethics. He judged women harshly and viewed infants as insecure. His views on women and infants go against social work values and ethics. Social workers are to help people, not judge them and to set all personal feelings and beliefs aside. Social workers are “to not discriminate over another person’s race, religion, culture, beliefs, color, gender, their age, a person’s physical or mental appearance, as well as their age or marital status” (National Association of Social Workers, 2008). That deems this theory inconsistent with social work values and ethics.

Ebony Mcennis RE: Discussion – Week 3COLLAPSE

Freud is definitely one of the most influential individuals when it comes to understanding the human mind. His theory also known as the psycho dynamic theory is actually a combination of both his ideas regarding theory and therapy. According to Freud (1915), the unconscious mind is the primary source of human behavior. Like an iceberg, the most important part of the mind is the part you cannot see. The psycho dynamic theory states that experiences within our childhood have great influence on our adult lives. Our childhood is also where personality is shaped, and those events that occur within childhood can stick with a person within the unconscious and may cause issues in adulthood.  I think its fair to say that our values, feelings, and decisions are heavily influenced by past experiences, and as we grow and experience new things our old memories are held in our unconscious and may reappear if triggered.

In regards to women and the psycho dynamic theory, we have to remember the time and the mindset most men had when it came to women. Freud is known for his controversial opinion about women, he felt they are defiant, and add no value to their own species. There is also an article where Freud says women have ” penis envy” this was the outrageous notion that women in the adolescent stage end up resenting the mother because they do not carry male genitalia and this creates some separation between the mother and daughter.  I do not believe this one bit. I think its almost an insult to women as a whole. Now although Freud had some ideas that did not make sense, I understand the time period he lived in. To his defense he made several strides moving forward to understand women and even enlisted the help of Anna Q a social worker who is known for talk therapy.

Last but not least, Freud’s theory and application to minorities groups has been argued many different ways over the years. During this time Freud developed his theory during huge segregation and minorities were said to be inferior. This was also the same for testing, which has caused alot of Freud’s data to be speculated. Now one may argue that the human mind is the same between all races, however I disagree. As Freud stated experiences shape who we are and for minorities the experiences of the time were more traumatic and I feel there could have beenalot learned from the time and how it affected individuals. Because Freud was biased against women and simply ignored minorities I do not think he falls compliant with the social work code of ethics, however the code of ethics has also been shaped over time and I feel Freud has made the human mind easier to understand. So in summary yes, the theory is not aligned with socialwork code of ethics, yes it discriminates against women and minorities. There is an understanding of the time and how over the years we have developed. I wouldn’t count out Freuds theory completely, but we can not generalize this theory as the ultimate tool for therapy.

Individual vs. Structural-Cultural Theories

Discussion: Individual vs. Structural-Cultural Theories

Theories help frame more than presenting problems—they also frame social problems, and both types of problems can be linked in relation to client issues. For example, many scholars and social workers have attempted to understand the social problem of poverty. Turner and Lehning (2007) classified various psychological theories to explain poverty under two headings: (1) individual-related theories or (2) structural/cultural-related theories. In other words, think of these two headings as lenses in viewing poverty. In this Discussion, you apply lenses through which to understand a client’s problem in relation to social problems.

To prepare:

  • Read this article listed in the Learning Resources: Turner, K., & Lehning, A. J. (2007). Psychological theories of poverty. Journal of Human Behavior in the Social Environment, 16(1/2), 57–72. doi:10.1300/J137v16n01-05
  • Select a theory under the individual-related theories and a theory under the structural/cultural-related theories.
  • Complete the handout “Comparing Individual-Related and Structural/Cultural-Related Theories” to help you craft your response. (Note: You do not need to upload the handout to the Discussion forum. The handout is intended to assist you in writing your Discussion post.)
By Day 3

Post:

  • Describe how a social worker would conceptualize a presenting problem of poverty from the two theories you selected.
  • Explain how this conceptualization differs from an individual-related versus a structural/cultural-related theoretical lens.
  • Compare how the two theoretical lenses differ in terms of how the social worker would approach the client and the problem and how the social worker would intervene.
By Day 5

Respond to at least two colleagues:

  • Evaluate one identified strength and one identified limitation your colleague may encounter when employing an individual-related theory and a structural/cultural-related theory to formulating interventions for poverty.

 

Assignment: Application of Systems Theory to a Case Study

In this course, you will be asked to select one case study and to use it throughout the entire course. By doing this, you will have the opportunity to see how theories guide your view of a client and the client’s presenting problem. Although the case may be the same, each time you use a different theory, your perspective of the problem changes, which then changes how you go about asking the assessment questions and how you intervene.

The first theoretical approach you will use to apply to a case study is systems theory. In other words, your theoretical orientation—your lens—will be systems theory as you analyze a social work case study.

Different theories can be used to take a systems approach. For example, Bertalanffy’s General Systems Theory considers how a system is made of smaller subsystems that influence each other and seek homeostasis, whereas Brofennerbrenner’s Ecological Systems Theory focuses on how an individual’s experience is influenced by different system levels (micro, meso, exo, macro, and chrono). Systems theory is commonly used to understand the interrelationships of the systems (e.g., family, community, organizations, society) of the client. If you are working with families, communities, and organizations, it is also beneficial to use systems theory to get a holistic picture of all the interrelated parts of the system.

To prepare: Select and focus on one of four case studies listed in the Learning Resources. You will use this same case study throughout the course.

By Day 7
  • Focus on the identified client within your chosen case.
  • Analyze the case using a systems approach, taking into consideration both family and community systems.
  • Complete and submit the “Dissecting a Theory and Its Application to a Case Study” worksheet based on your analysis.

Angelica Wiggins RE: Discussion – Week 2COLLAPSE

As social workers, theories help us to better understand the problems and world around us. Poverty is a social problem that has been examined through a variety of lenses or theories. These theories are typically classified as either being individual or cultural.

Individual-Related Theory

McClelland’s Need for Achievement Theory suggests that there are barriers to achievement and it is necessary for an individual to overcome these barriers. Further, McClelland theorized that individuals who have a need for achievement take calculated risks, often work alone, like to receive feedback, and have a strong need to set and accomplish goals (Turner & Lehning, 2007). When looking at poverty through this lens, one would conclude that if an individual is living in poverty then they lack these common characteristics needed to overcome barriers. When using this theory, a social worker would need to help the client identify barriers as well as use a strengths-based approach to set and achieve identified goals. Utilizing solutions focused therapy or a similar approach could also be beneficial.

Cultural-Related Theory

Sen’s Empowerment Theory proposes that poverty is more than just someone’s socioeconomic status, it is essentially an imbalance of political and psychological power (Turner & Lehning, 2007). By looking at poverty through this lens social workers would see the barriers that society produces for some individuals entrapping them in a cycle of poverty. In order for poverty to be eradicated according to this perspective the balance of power would need to shift. Social workers utilizing this theory would want to work at the macro level to advocate for policy change and more representation of specific groups in our government.

Reference

Turner, K. & Lehning, A.J. (2007). Psychological theories of poverty. Journal of Human Behavior in the Social Environment, 16(1/2), 57–72.

Ebony Mcennis RE: Discussion – Week 2COLLAPSE

The first theory I would like to discuss is an individual theory known as “Achievement Theory”. Achievement theory also known as Acquired needs theory comes from the theorist David McClelland. McClelland proposed that individual’s specific needs are acquired over time and are shaped by one’s life experiences. This theory also reminds me of environmental theory. Most of the needs according to McClelland can be classed as either affiliation, power, or achievement. Maslow’s hierarchy of needs is also similar to this theory with the notion you are your environment.

 Here are a breakdown of the terms:

  1. Achievement- has strong need to accomplish goals, takes calculated risks, likes to receive consistent feedback, and often likes to work alone.
  2. Affiliation: Wants to belong to the group, wants to be liked, favors teamwork over competition, and does not like high risk.
  3. Power: Likes control, and to influence others, likes to win arguments, enjoys competition when winning, and enjoys status and recognition.

As a social worker, I would first need to identify which dominant behaviors my client is experiencing, and I can use some of this information to help set goals and provide feedback. It will also be important to help the client identify personal barriers they feel are hindering their goals. It will also be important after identifying behaviors to structure treatment by catering to those needs the client possess so they are comfortable introducing new learned behavior. For example if my client is all about achievement it will be important to introduce challenging but reachable goals, and provide feedback to them. This is allowing the familiarity, while also introducing the new behavior little by little. I also want to note that I do not agree that the poor have not developed a need for achievement. I feel that barriers are also achievements in some sort.

Second theory:

Empowerment theory proposes that poverty is more than just low income: It is a lack of political and psychological power (Sen, 1999). More specifically, Sen suggests that modern society deprives “certain” citizens of power and control, which then results in poverty for those citizens. In order to escape from such poverty, Sen believes that a society must provide all of its citizens with three things:

(1) Political, economic, and social freedom;

(2) Security and protection;

(3) Transparent governmental activities (Sen, 1999)

Therefore, I really like this theory. Primarily because I feel is deepens the conversation of poverty, and provides elements of a system designed to segregate. We have to understand that levels to socioeconomic status are designed to reserve resources. There has to be a separation, or also known as survival of the fittest.

In practice with a client I would use this theory by understanding first the system in general restricts the ability for people in poverty to overcome barriers. It will be important educate my client on available resources, and empower their current resources to make appropriate changes. Balance of power will not be shifting anytime soon, so there is work to be done at the lobbying level. Unless people of poverty know about these resources they cannot utilize them. There are also personal factors of a client that can be empowered so the client can eventually make these decisions on their own.

References: 

Turner, K. & Lehning, A.J. (2007). Psychological theories of poverty. Journal of Human Behavior in the Social Environment, 60-69.

Sen, A. (1999). Development as freedom. Oxford: Oxford University Press. World Bank (2001). Attacking poverty: Opportunity, empowerment, and security (World Development Report, 2000/2001). Retrieved on June 3rd 2019, From http://econ.worldbank.org/wdr/ doi:10.1300/J137v16n01_05