Genogram that identifies the racial or ethnic characteristics and changing worldviews of your family
Part of becoming a multiculturally competent counselor requires you to explore your own culture and how it was derived. This assignment will help you examine different aspects of your personal cultural background to help bring awareness of how you developed your current cultural viewpoints.
Create a genogram that identifies the racial or ethnic characteristics and changing worldviews of your family over three to four generations to be used in future assignments in this course. This tool differs from a standard genogram because the focus is on how and when prejudice or bias may be learned.
Download the PowerPoint template at the end of the tutorial to use to build your genogram.
Write a 700- to 1,050-word analysis of your genogram in which you:
Analyze your family history to determine how you developed your own racial and cultural identity. Describe how you identify yourself when reflecting on your cultural heritage, age, religious affiliation, socioeconomic status, etc.
Describe the values, beliefs, philosophies, attitudes, or opinions you hold that are similar to your family. Describe how you came to know these values, beliefs, philosophies, attitudes, or opinions. Determine how they compare to those of the dominant culture.
Describe the effects of your cultural upbringing on your worldview. Include commentary on your views of help-seeking behaviors in yourself and others.
Explain how learning about your cultural upbringing can affect your effectiveness as a multicultural counselor.
Describe how you will consider cultural and contextual differences between you and your clients to be an effective multicultural counselor.
Identify personal biases, limitations, or prejudices held that may hinder your effectiveness as a counselor.
Summarize your personal strengths or abilities that may positively influence your effectiveness with diverse clients.
Describe methods for enhancing multicultural competence in counseling.
is leads to question of what qualifies to be a combatant, and whether it is lawful to kill each other as combatants. Combatants are people who are involved directly or indirectly with the war and it is lawful to kill ‘to shelter the innocent from harm…punish evildoers (Begby et al (2006b), Page 290).However, as mentioned above civilian cannot be harmed, showing combatants as the only legitimate targets, another condition of jus in bello, as ‘we may not use the sword against those who have not harmed us (Begby et al (2006b), Page 314).’ In addition, Frowe suggested combatants must be identified as combatants, to avoid the presence of guerrilla warfare which can end up in a higher death count, for example, the Vietnam War. Moreover, he argued they must be part of the army, bear arms and apply to the rules of jus in bello. (Frowe (2011), Page 101-3). This suggests Frowe seeks a fair, just war between two participants avoiding non-combatant deaths, but wouldn’t this lead to higher death rate for combatants, as both sides have relatively equal chance to win since both use similar tactics? Nevertheless, arguably Frowe will argue that combatant can lawfully kill each other, showing this is just, which is also supported by Vittola, who states: ‘it is lawful to draw the sword and use it against malefactors (Begby et al (2006b), Page 309).’
In addition, Vittola expresses the extent of military tactics used, but never reaches a conclusion whether it’s lawful or not to proceed these actions, as he constantly found a middle ground, where it can be lawful to do such things but never always (Begby et al (2006b), Page 326-31). This is supported by Frowe, who measures the legitimate tactics according to proportionality and military necessity. It depends on the magnitude of how much damage done to one another, in order to judge the actions after a war. For example, one cannot simply nuke the terrorist groups throughout the middle-east, because it is not only proportional, it will damage the whole population, an unintended consequence. More importantly, the soldiers must have the right intention in what they are going to achieve, sacrificing the costs to their actions. For example: if soldiers want to execute all prisoners of war, they must do it for the right intention and for a just cause, proportional to the harm done to them. This is supported by Vittola: ‘not always lawful to execute all combatants…we must take account… scale of the injury inflicted by the enemy.’ This is further supported by Frowe approach, which