Reference no: EM133680602 , Length: 10 pages

Assignment 1 will be done independently and asks you to reflect on your cultural/family/whanau background and a cultural identity of someone who represents a culture different from your own. In the process, we hope that your understanding of multicultural, diversity dynamics, and social justice will grow with focus on the implication for counselling and community engagement. This assignment asks you to:

• create a family whakapapa/ cultural genogram,
• explore a culture different from your own, and
• prepare a written reflective summary with implications for your role as an advocate for social justice.

Independent Assignment

A) Creation of a family whakapapa/ cultural genogram

Create a visual representation of your ancestral story through a cultural family whakapapa/genogram going back five generations with you being the fifth and your children (if you have children) will be the sixth generation.

Identify (as applicable) pertinent multicultural influences such as iwi, hap, race, ethnicity, nationality, region, religion/spirituality, gender, sexual orientation, varied abilities, Socio Economic Status (SES), careers-ways of working.

Create symbols that capture relational dynamics - Note: you do not have to create symbols for everything. Potential symbols could be for:

Rituals of connecting (rites of passages such as celebrating birth, birthdays, marriages, separations, divorces, death, commitments, becoming an adult, meaning of motherhood, fatherhood, role of children, neighbours, grandparents, connections with immediate family, extended family, community; place of birth, places of residing/living, number of generations in the current country of living, family roles and structures, language(s) spoken at home and in the community, education, acculturation, traditions/cultural engagement, family patterns, intimacy, sexual expressions, friendship patterns, community engagement with people who represent your culture, community engagement with people who are different from your cultural identity(s).

Try to go back into your generations as far as possible; for people or generations about whom you do not know, create symbols and feel free to place a question mark or leave an empty space in their honour.

Your whakapapa/genogram can have any visual representation that you choose - a concept map, a tree, a koru, a mandala, that is up to you.

Once you have created the visual generational image, describe what did you learn and how did you learn about your heritage, family rituals, what growing up was like, relevant demographics, family held worldviews, familial experiences with oppression, privilege, opportunities to meet basic human needs.

Describe what you learned about racism-individual and institutionalised, how did this impact on tangata whenua/indigenous people, how relational dynamics of the past influence you today.

You may wish to show which people in your family represented the same ethnic, racial, religious/spiritual identities, what messages members received when forming relationships with people who are different? What did your neighbourhood look like as a child? How diverse was it? Describe how you learned about your heritage, family, and how does it influence the way you form relationships with others? What have you learned about relationship to time, people, nature, competition/cooperation, axiology-how are feelings expressed, restrained or expressive, how is verbal expression conveyed-direct, indirect? Do individuals help each other and seek help outside of family circles or are problems hidden; if someone had an illness or got hurt, how would it be handled; how are experiences with shaming approached?

Refer to the Dimension of Culture (Diller, p. 98, for additional examples. Next, select a model of identity development (chapter offers various examples) and describe stages/phases that seem to identify your current experiences.

Describe how you would like to further develop your multicultural competencies.

B) Explore a culture different from your own

Interview someone who is different from your cultural background, and interweave their responses from the interview with that of your own whanau cultural identity and experiences. If you are a Kiwi, of European descent, you might consider interviewing someone of Asian descent; if you are heterosexual you might consider interviewing someone who represents LGBQT community. If you practice Christianity, you might consider interviewing someone who is Muslim, or Hindu, or Jewish. Be sure to obtain permission for the interview and in a mana enhancing way, ask your interviewee to share with you his/her cultural experiences. Do not use the person's name when describing his/her story.

Prepare several questions, about 5-7 that could guide your interview and remain open to the flow that ensues. Choose questions that represent areas that you would like to understand more. For example, you might say, how does your culture inform your way of relating to elderly? What does a helping professional need to understand in order to earn respect? Take notes which might assist you with the preparation of a presentation.

C) Written reflective summary

Prepare 9 to 10 pages, either 1.5 or double spaced

Word count for the whole assignment is between 2000 to 2500 words.

Your written reflective summary will weave together and describe eight lessons you have learned about your cultural identity, about the cultural identity of the person whom you interviewed, how this impacted tangata whenua, and your believes on what it means to be a culturally competent counsellor in Aotearoa/New Zealand.

Be sure to provide specific examples of similarities and differences you have noted between yourself and a person whom you interviewed.

Specifically, please be sure to address Te Tiriti o Waitangi and section 5.2 of the NZAC Code of Ethics (revised, 2020)- Respecting Diversity and Promoting Social Justice, along with other sections from the NZAC Code of Ethics.

A minimum of 12-15 references to substantiate your assignment. At least eight sources can be reflections on required readings, these eight sources need to come from scholarly sources. In addition to the eight sources, you may also consider including YouTube viewings, archives, interviews, lyrics to a song, movie clips, visit to a museum or a cultural centre.