Disability, ableism, and ageism Study Essay
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Disability, ableism, and ageism Study Essay
Aleithia Castro
When it comes to counseling, disabled and older clients may be experienced not being listened to or unheard of. They are maybe dealing with being discriminated against, which I believe that our society has yet to be fully understood; we have those behaviors. It is essential to understand a client and if they are having those issues. Is there a cross-connect with complications that they are currently dealing with? There are many different types of disabilities/age issues, and a counselor would have to ensure to explore what they are, to comprehend where a client’s concerns may tie into their problems. Not all counselors are created equal, and they have to take the time never to stop learning; in dealing with new client issues, no matter their abilities or disabilities. It is our job to help clients recognize their abilities to help them work through their limitations in their treatment plans. In short, all people have disabilities they need to work through no matter how saver they may seem. Someone with TBI (Traumatic Brain Injury), in a wheelchair, an older person that now has Alzheimer’s, most likely would not have all the same concerns with a person born with autism. Just like any client, “ALL” are unique, and understanding their uniqueness is just the tip of the iceberg. My concern with myself is that I may have some of my own biases that I need to evaluate. Counselors should always be able to put themselves in check, and knowing they have a community of resources is key to helping is those they may not understand.
Ableism refers to social altitudes, rehabilitation, and counseling practices and policies that favor individuals who have or perceived as having full physical and mental health abilities. (Berens & Erford, 2018) Ableism can be applied to the understanding of disabilities or ago type of disabilities. Knowing these altitudes as a counselor should being a part of becoming an advocate for our clients. These clients with various disabilities may not have representation in government to speak up on their concerns such as the workplace or other. Start of counselor awareness and knowledge of clients than taking action for these populations with representation. These populations have the protection of the civilian rehabilitation act, Elementary and secondary act, education for all handicap children act, etc. but these acts need to be reexamination for those we serve. The best skills to have are showing empathy, understanding, and showing they are being heard. If the client still has a supportive family, it is also imperative for the family to understand where their loved one is coming from to further advocate for them as well.
References
Berens, D. E. & Erford, B. T. (2018). Disability, ableism, and ageism. In D. G. Hays, & B. T. Erford (Eds.), Developing multicultural counseling competence: A systems approach (3rded.) (pp. 224-254). Upper Saddle River, NJ: Pearson.
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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