Assignment: PSYC 4900 Capella University Role of Culture and Ethics in Psychology PPT

Assignment: PSYC 4900 Capella University Role of Culture and Ethics in Psychology PPT

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Assignment: PSYC 4900 Capella University Role of Culture and Ethics in Psychology PPT

Question Description
Do not worry about recording! I will do that part!!

In this assignment, you will create a slideshow with accompanying spoken narration that showcases the course competencies you achieved and highlights your research and writing in this course. This presentation will comprise a synthesis of the project components from weeks 3 and 6. Guidelines are provided in What You Need to Know for verbal communication, presentation design, and software you can use.

You may potentially use this comprehensive presentation for job interviews. It can give prospective employers the opportunity to see a complete picture of who you are, your education, your accomplishments, and your skill sets. You may use some or all of it to convey concepts, to illustrate the depth of your skills and experience, or as a tool to get a second interview.

As you begin to review the requirements for this assignment, make sure you have the final versions of the following:

Cultural Competency and Research Analysis – Course project part 1 from Week 3.
Ethical Issue and Action Plan – Course project part 2 from Week 6.
We recommend that you revise these assignments as needed, in response to feedback you received from your instructor and from your own reflection prior to incorporating them into your presentation.

While examining your project components and making decisions about the essential information that will be presented, we recommended that you begin by creating an outline and comparing it to the Comprehensive Case Presentation Scoring Guide to ensure you have specifically taken into account and addressed all of the grading criteria in detail.

You will use your research, analysis, writing, and communication skills intensely for this project. This capstone course is designed to allow multiple opportunities for demonstrating your mastery of the content and the course competencies, which are also the established program outcomes.

You may use PowerPoint to create this slideshow, or if you wish, you may use Kaltura, Prezi, or some other option. However, PowerPoint is best supported by the resources provided, including Basic Tasks for Creating a PowerPoint Presentation, and Guidelines for Effective PowerPoint Presentations [PPTX]. The Prezi Support site can help you with that option. You are responsible for making your presentation work.

For each project component you have completed in this course, create 8–10 slides that provide a high-level explanation or summary. In other words, you should create a minimum of 16 slides, plus a title slide, introduction slides, conclusion slides, and references slides. Use a clear and concise structure.

Title slide: On the first slide, enter:
A brief presentation title.
Your name.
Course number and title.
Capella University.
Instructor’s name.
Introduction slides: Provide a brief introduction to your presentation. Describe what you will be discussing in your presentation.
Content slides: Provide a high-level overview of the Week 3 and Week 6 assignments.
Conclusion slides: Briefly summarize your presentation. Provide a concise summary about the topics addressed.
Reference slides: List all references cited in your presentation.

Consider the following when creating the presentation:

Use the PowerPoint Template [PPTX] given in the resources as a starting point, if you like. Replace all text that is within brackets [. . .].
Be sure to cut the number of words on each slide to the bare minimum without losing the meaning. It would be ideal to have no more than six bullet entries on a slide and no more than 10 words per entry. You can always add more slides to cover any given topic.
Be sure to use typefaces that are easy to read.
Do not use more than two typefaces of different names (such as Helvetica or Times).
Do not use different typefaces that are similar in style. However, it is very helpful to use some appropriate contrasts of sizes and weights of type to focus the viewer’s attention on the most important content within each slide.
Consider using pictures and diagrams, in addition to words, to convey relevant information visually. However, minimize the use of decorative elements or effects that distract from meaning.
For any visual material within your presentation that you did not create yourself, cite the source.
For presentations in a professional context:
If you use pictures or diagrams that you did not create yourself, you must seek out, and abide by, applicable copyright restrictions. The online resource Find Free-to-Use Images. can help.
If required by members of your audience, be prepared to make appropriate accommodations.
Use current APA style citations and list references in slides at the end of the presentation. The APA Style and Format resource can help you with this step.
Enhance the design of the presentation to make it more effective, if you wish to do so. For more guidance on PowerPoint design, review the Guidelines for Effective PowerPoint Presentations.
See the Basic Tasks in PowerPoint 2010 and Basic Tasks for Creating a PowerPoint Presentation for guidance on the basics of using PowerPoint. If after reviewing this material, you need more help using PowerPoint, contact your instructor—seek help early.
All slides should include presenter notes of what you will say for each slide. Some slides will need more detail than others. You should detail the presenter’s notes to include all of the information you would present to a live audience for each particular slide. You may use information directly from your project components when writing presenter notes. However, entries should be edited so that they are written as if you are speaking to an audience or a potential employer, for example. You can utilize the presenter notes when recording the spoken portion of the presentation.

Before you record or present your slideshow for review, make sure you have included the salient points from the final versions of the two previous project components. Remember, this assignment is the compilation and summary of the salient points from those assignments. It is also recommended that you review the Comprehensive Case Presentation Scoring Guide to make sure you have addressed all assignment criteria. Direct any questions about this assignment to your instructor.

Your presentation should employ effective spoken delivery. Elements include:

Appropriate volume and clear pronunciation.
Avoidance of audible fidgeting and distracting interjections.
Variety of intonation and pacing and appropriate use of pauses.
The Guidelines for Public Speaking media piece can provide helpful assistance.

Important: Before you deliver or record your presentation, it is recommended that you allow ample time to practice your presentation until you master all these and are comfortable with these elements.

You may record the slideshow presentation with your spoken narration, or arrange with your instructor for a time to deliver it live.

If you choose to present live, contact your instructor prior to this week so you can set up a time to meet.
If you choose to record your audiovisual presentation, it is recommended that you use Adobe Connect. The Adobe Connect Tutorials resource and the Adobe Connect Quick Start Tutorial can provide assistance with that tool. However, if you prefer, you may use one of the following alternative tools to record and present your video. But, if you do so, you must make sure that the presentation is viewable by your instructor
Using Kaltura. (Directions are in the Using Mashups Tools tutorial.)
Screencast-o-matic. The Screencast-o-matic Help site can provide assistance for using this tool.
Prezi Support.
Note: If you require the use of assistive technology or alternative communication methods to participate in these activities, please contact Disability Services to request accommodations.

Submit your recorded presentation as an attachment to the assignment area by the end of this week.

again, I will do the recording. I have attached assignment 3 and 6 for you, along with the template.


Cultural Competency and Research Analysis
Emily George
Psychology Capstone Project
Unit 3, Assignment 1
Capella University
April 2020

Acculturation the technique by which parties may consolidate the community ideals, thoughts, and attitudinal perspectives of their own particular manner of life with people varying of (Pam, 2013). Immigrants can face some mental health challenges which can include acculturative stress. These issues are commonly increasingly articulated in the subsequent age and for racial minorities. Actually, one settled mystery in foreigner examinations is that contrasted with ensuing ages, original migrants (for example the individuals who are outside conceived) are commonly more beneficial, accomplish better evaluations in school, and have better psychological wellness results (SPSSI, 2015).
Another theory that can explain Adara and what she is going through is cultural identity. This is when an individual, mostly teenagers, are trying to find themselves. Cultural identity is self-distinguishing proof, a feeling of having a place with a group that reaffirms itself. It is the degree to which one is a delegate of a given culture typically, openly, mentally and sociologically. It comprises of qualities, implications, customs and convictions used to identify with the world (Communication Theory, 2015).
Acculturation applies to Hannah and Adara’s case study because she is a fifteen-year-old Muslim-American. Her and her parents immigrated to Michigan from Iraq. Adara feels different from her other peers in school. She has her friends that she does hangout with, but she is very much aware that she is the only Muslim-American. She is the only individual to wear a headscarf that her family expect her to wear, following their social and strict customs. She regularly feels different children gazing at her, and occasionally they offer impolite remarks. She has been harassed via web-based networking media, with different children blaming her for being a “terrorist.”
Cultural identity applies to Adara and Hannah’s study because Adara is only fifteen and she is in school with peers that look different from her. She is starting to become a young woman and does not know where she stands. Adara is starting to see that she is the only Muslim-American and it is hard for her. She said she did not want to be alive anymore because she feels different and she is being bullied for being different.

Research Article One
In one study, the researchers examined the role of acculturation, Latina mother-daughter relations in suicide attempts, and familism. Cultural assimilation among Latino youth has earned impressive consideration in the conduct and sociology writing Research has related cultural assimilation with both positive and negative social results (Zayas, Bright, Alvarez-Sanchez, & Cabassa, 2009). The researchers compared sixty-five adolescents with recent suicide attempts and their mother to seventy-five teens without any attempts and their mothers.
The method being use was a mixed method. The girls and their parents were invited to complete a few questionnaires that had quantitative measures and “In-depth, qualitative interviews to explore the phenomenology of the attempts” (Zayas, Bright, Alvarez-Sanchez, & Cabassa, 2009). The participants that were eligible were young Latinas that ranged from the ages eleven to nineteen, while both parents were from New York City communities. Young ladies with a suicidal attempt were selected from a huge social assistance and emotional well-being organization and from the outpatient, inpatient and crisis room administrations of a general and a mental clinic.
The entire study, the researchers recruited 94 Latina participants that had a background of suicidal attempts, 64 of the mothers of the Latinas and then 15 of their fathers (Zayas, Bright, Alvarez-Sanchez, & Cabassa, 2009). The study took about six months into account,
Youth is a basic formative period, one in which future directions can wander toward sound modification or psychopathology. The nature of young people’s associations with guardians, particularly as they arrange self-sufficiency from and relatedness to family, can shield youth from creating social issues that raise the hazard for disguising issue, for example, suicide attempts. Although acculturation has gotten a lot of consideration as for its influence on disguising and externalizing issue, it did not seem to assume a significant job in self-destructive conduct. That acculturation incongruities between the suicide attempters and non-attempters didn’t contrast may show, as we expressed prior, that acculturation doesn’t assume as prime a job in youthful issue practices as has been recently accepted, but instead that it might pick up its power in collaboration with or intervention by different components, for example, parent–juvenile relationship, parental observing and backing, and family working. “Our findings support Lau et al. (2005) findings that parent–youth acculturation discrepancies are not specifically related to increased conflict or youth conduct problems. Future research can illuminate these mediations” (Zayas, Bright, Alvarez-Sanchez, & Cabassa, 2009).
This article relates to Adara’s case because she said that she did not want to be alive anymore, and it might have to do with acculturation. The article shows that most suicidal attempts do not have any relation to acculturation.

Article Two
The purpose of this study is to explore the bi-cultural identity formation as the young women moved into adulthood, the young adults were Muslim American. The background of the research included the literature on young adult psychological development along with the Muslim culture. This study also had a mixed method which included qualitative and quantitative research. The method was a questionnaire that was online, it included a set of demographic questions that would help the researchers relate the bi-cultural identity formation. These young ladies were found to have solid connections to their Muslim religion and culture, and to their familial qualities, while yet captivating with and trusting their non-Muslim American companions.

Even though there has been past research that concentrated on Muslim ladies, these investigations primarily address veiling, migration, and Muslim ladies’ status in France. restricted research has been led on youthful Muslim American ladies and their bi social character development. also, various scholars and scientists have put forth an attempt to comprehend personality advancement, including Erik Erikson, David Levinson, and Jeffery Arnett (Fish, 2011). The current investigation investigated how youthful Muslim ladies living in America consolidate the two societies they are presented to – conventional Muslim and standard American culture.
Considering the aftereffects of this investigation, apparently the assaults on September 11, 2001, and its fallout, significantly affected the way these young ladies are framing their bi-social characters. Since a large portion of them experience separation and regularly feel a feeling of “otherness,” getting incorporated and acculturated into American culture can prompt some uncertain clashes, just as a fortifying of their Muslim qualities and Muslim people group roots (Fish, 2011).

Cultural Competency
In the modern world of today, different countries have different capabilities when it comes to technological development, economy, educations, and other sectors. For this reason, people from different countries are traveling to other countries in search of better-paying jobs, quality higher education, and better living conditions, among other reasons. Globalization has also seen companies expanding outside their borders and opening branches in different countries. Such activities have led to the increased interaction of people from different cultural backgrounds. To ensure a successful relationship is maintained between parties from different cultural backgrounds, it is vital to understand the other person’s culture and develop cultural competencies.

One of the common models used is the Giger and Davidhizar Transcultural Assessment Model. The competency model helps different professionals ensure that every individual is unique in his or her own culture; they are culturally competent in their practice. The model provides that there are six dimensions that one should investigate in every culture if they want to have cultural competency.
The first one is communication, which involves human interaction and conduct, including verbal, written, and nonverbal. Communication also entails voice tone, language, facial expressions, body language, and emotional implications. The model advices that when communicating with an individual from a different culture, it is crucial to examine the communication style used does not offend the other person.

The next feature is space, which refers to the distance preserved between two people who are talking. Understanding that the ‘personal space’ may be different in different cultures is essential in ensuring a proper distance is maintained. Overstepping into another person’s space can make the person feel comfortable, and even create unnecessary anxiety.
The other feature is a social organization. This refers to how particular cultures organize themselves in terms of groups and accordance with beliefs, duties, and family. This dimension urges individuals to be mindful of a client’s conduct since it could be influenced by their sexual orientation of cultural values. Therefore, being aware of these dimensions allows the staff to conduct themselves appropriately, so as not to appear as disrespectful.
The other crucial dimension is time. Some cultures are extremely strict with time, while others may not be. Being aware of this dimension allows for the staff to keep time and even arrive early in the event of an appointment. Different cultures perceive the concept of time differently. In some cultures, being late by even five minutes will be translated as disrespect.
Environmental control is the fifth dimension in this model, which highlights the importance of the perception that one has to the society and its external and internal factors. The model advises that factors such as beliefs and understanding regarding relationships, illnesses, and other factors are crucial if one wants to connect better with an individual from another culture.
The last dimension involves biological orientation. The differences in DNA between different groups of people are what make up the biological differences in various races. Understanding that some races may be more prone to a specific disease, lifestyle, or other physical attributes is essential when interacting with culturally diverse people (Albougami, Pounds, & Alotaibi, 2016).

PSYC 4900 Capella University Role of Culture and Ethics in Psychology PPT Case study
Hannah must be aware of how she can effectively communicate with Adara and her Parents. Identifying that different cultures have different ways of communication, she must ensure that her tone, posture, facial expression, and gestures are in line with what she is saying. Different cultures have different meanings of other facial expressions and gestures. Having this information will be beneficial to Hannah in passing her message across.
Hannah should also consider the social organization of the Muslim-American cultures. Understanding the concept of family and how different cultures group themselves when considering the beliefs, family, and duties. It is vital for Hannah to ensure she does not appear to disrespectful. Also, Hannah should consider the social issues present in the culture. How the community perceives things such as suicide, death, and love is essential to advise Adara in an appropriate and consistent manner or conformity with their cultural beliefs.

PSYC 4900 Capella University Role of Culture and Ethics in Psychology PPT: Personal plan on professional cultural sensitivity
The first step that I would take is to perform extensive research on the different cultures available in the institution and make keynotes on how the different cultures perceive common issues affecting children in school. Having this information, I can then proceed to compare the beliefs of the different cultures with the rules and regulations of the institution. It is also essential to analyze the different perceptions of life that different cultures have. Finally, I would then research how to effectively communicate with individuals from different cultures, especially in personal matters.
The above guidelines will ensure that I have accurate information about a person’s cultural background before jumping into conclusions or giving advice. Such allows for proper guidance to be given to the student, without making them feel that their culture is inferior or appearing disrespectful to the student. Besides, knowing how to communicate with individuals from different cultures effectively will help in solving personal and school issues that might be facing them.
To further my growth in cultural competencies, I would ensure that I get to interact with the parents and inquire in a respectful manner about their culture and what to expect from a particular student. Also, be updated on the changes occurring in different communities and cultures is essential if one wants to help the diverse students effectively.

Albougami, A. S., Pounds, K. G., & Alotaibi, J. S. (2016). Comparison of four cultural competence models in transcultural nursing: A discussion paper. International Archives of Nursing and Health Care, 2(3), 1-5.

Communication Theory. (2015). Cultural identity theory in cultural, communication,
intercultural communication. Communication Theory. Retrieved from:

Fish, R. (2013). Bi-cultural identity formation of young Muslim American women (Order No. 10184546). Available from ProQuest Dissertations & Theses Global. (1906327453). Retrieved from

Pam, N., M.S. (2013). Acculturation. Psychology Dictionary. Retrieved from:


SPSSI. (2015). The psychology of immigration: Policy proposals to improve mental health

outcomes for immigrants. Psychology Today. Retrieved from:


Zayas, L. H., Bright, C. L., Álvarez-sánchez, T., & Cabassa, L. J. (2009). Acculturation, familism and mother-daughter relations among suicidal and non-suicidal adolescent Latinas. Journal of Primary Prevention, 30(3-4), 351-69. doi:


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