due in 24 hours
attached

Discussion: Interview With a Social Worker
Thinking back to your social work inspiration in Week 1, consider whether your perspective has changed, your goals have expanded, or you have affirmed your reason for beginning this journey. Now, reflect on what you learned as you interviewed a social worker in the field for this Assignment. How could you apply what you learned in your coursework to the field of practice you learned more about in person through the interview?
Does the combination of your inspiration, your learning, and your experience with a social worker in practice help you visualize your future as a social worker?
For this Discussion, you interview a social worker and learn about their role in their current organization, as well as their social work career path. You create a professional PowerPoint presentation to share the information you learned from the interview and in reflecting on this experience.
To Prepare
Read the requirements of the presentation listed below, and with those in mind, review your notes from your interview and any other information you gathered. Organize the learning from your notes based on the requirements below.

Tip:Dont just paste an essay into your slides. Follow the best practices for creating a PowerPoint presentation. Use the Notes section in PowerPoint to represent what you would say to add context to the slides.

By Day 3

Postyour Agency Presentation to the Discussion thread following the guidelines below.

In a 6- to 8-slide PowerPoint presentation, address each of the following areas:
Describe the agency you visited. Include:
Services offered
Mission of the agency
Clientele or population served
Describe the social workers job activities and professional roles.
Explain what brought the social worker to the field and their work history.
Explain opportunities for advancement and what the social worker does for professional development.
Describe the social workers overall job satisfaction.
Identify the strategies the social worker uses for self-care.
Analyze your experience. Specifically:
Discuss your thoughts and feelings related to the agency, clientele, and type of work.
Reflect on why you may have experienced these reactions to the agency, clientele, and type of work.
Explain which social work values and ethics were evident (or not evident) during the interview.
Explain how cultural awareness was demonstrated (or not demonstrated) within the agency or by the social worker.
Explain how social justice relates to the services provided or population served by this agency.

Learning Resources
Required Readings

Gambrill, E. (2016). Is social work evidence-based? Does saying so make it so? Ongoing challenges in integrating research, practice and policy.
Journal of Social Work Education, 52(sup1), S110S125. https://doi.org/10.1080/10437797.2016.1174642

Levenson, J. (2017). Trauma-informed social work practice.
Social Work, 62(2), 105-113.

Parrish, D. E. (2018). Evidence-based practice: A common definition matters.
Journal of Social Work Education, 54(3), 407411. https://doi.org/ 10.1080/10437797.2018.1498691

Sue, D. W., Rasheed, M. N., & Rasheed, J. M. (2016). Evidence-based multicultural social work practice. In
Multicultural social work practice: A competency-based approach to diversity and social justice (pp. 373401)
. Jossey-Bass.

Walden University: Writing Center. (n.d.).
PowerPoint presentation. https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293636

Note: This is a link to a Walden University PowerPoint template.

Required Media
Walden University. (2021).
Evidence-based practice. [Video]. http://class.waldenu.edu

Note:The approximate length of this media piece is 2 minutes.

Accessible player
Walden University. (2016, 2021).
The importance of self-care. [Video]. http://class.waldenu.edu

Note:The approximate length of this media piece is 2 minutes.

Accessible player
Walden University. (2021).
Your role in social work. [Video]. http://class.waldenu.edu

Note:The approximate length of this media piece is 4 minutes.

Accessible player

Discussion: Cultural Awareness in Social Work Practice
In order to become a practitioner who addresses the diverse needs of your clients in a sensitive and respectful manner, you must be dedicated to continued education around the needs and experiences of different groups, religions, ethnicities, and other populations. The first step is to identify any personal biases and perceptions you might have about other cultures. From a broader perspective, how might an individuals culture, race, ethnicity, disability, or sexual orientation affect how society perceives and treats them? Which potential social structures may perpetuate the oppression and marginalization of certain groups? The most important attribute you can bring to this topic is an open mind and a willingness to learn about others unlike yourself and ask how they want to be treated by you as a social worker. In this Discussion, you consider these topics in relation to a case study depicting issues in cultural competence.
To Prepare
Review this weeks Learning Resources, including the videos, and then reflect on the following:
What is your definition of cultural competency?
What skills do you think are necessary for attaining cultural competence as a social worker working with that population?
What is the difference between having knowledge about a cultural group and engaging with an individual from the stance of cultural humility?
Then, search the Walden Library for additional information that supports the skills you selected.
For help with this discussion, please refer back to theLibraryrecommendations in Week 3.
Helpful hint: Try using different keywords including:

cultural intelligence

cultural sensitivity

cultural humility

cultural competence

cultural literacy

Add the keyword
skillsto find articles on specific skills that promote cultural awareness in social work practice.

By Day 3

Posta response to the following:

Provide your definition of cultural humility.
Explain how this is similar or different to how the Kirst-Ashman and Hull textbook describes cultural competence.
Explain the skills you think are necessary for developing cultural awareness as a social worker.

Support your post with examples from the course text and any other resources used to respond to this Discussion. Demonstrate that you have completed the required readings, understand the material, and are able to apply the concepts. Include a full reference of resources at the bottom of the post.

Learning Resources
Required Readings
Kirst-Ashman, K. K., & Hull, G. H., Jr. (2018). Empowerment series: Understanding generalist practice (8th ed.). CENGAGE Learning.
Chapter 12, Culturally Competent Social Work Practice (pp. 466498)
Chapter 13, Gender-Sensitive Social Work Practice (pp. 499543)

Azzopardi, C., & McNeill, T. (2016). From cultural competence to cultural consciousness: Transitioning to a critical approach to working across differences in social work.
Journal of Ethnic & Cultural Diversity in Social Work, 25(4), 282299.https://doi.org/10.1080/15313204.2016.1206494

Fisher-Borne, M., Cain, J. M., & Martin, S. L. (2015). From mastery to accountability: Cultural humility as an alternative to cultural competence
.Social Work Education,
34(2), 165181. doi:10.1080/02615479.2014.977244

Hook, J. N., Farrell, J. E., Davis, D. E., DeBlaere, C., Van Tongeren, D. R., & Utsey, S. O. (2016). Cultural humility and racial microaggressions in counseling.
Journal of Counseling Psychology,63(3), 269277. https://doi.org/10.1037/cou0000114

Walden University Writing Center. (2020). Walden templates: General templates: PowerPoint presentation. http://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-2774360

Document: Interview Presentation: Questions (Word document)

image1.wmf Interview Presentation: Questions

To prepare:

Identify an interview subject with a different cultural background than you.
Ask your interview subject the questions below. Be sure to record the interview and/or take good notes.

During the interview, ask the individual the following interview questions:

Have you ever lived or visited outside of the United States? If so, where? Describe the experience.
What do you identify as your culture?
What are the most important values and beliefs of your family and community?
What are the important events, traditions, celebrations, and practices in your family or community?
How does your family or community define gender roles?
How do you identify your:
Race
Ethnicity
National origin
Color
Sex
Sexual orientation
Gender identity or expression
Age
Marital status
Political belief
Religion
Immigration status
Disability status
How well do you fit within your family or community based on these other identities you hold?
How do you think others outside your community view your culture?
Have you experienced prejudice or discrimination? Please describe. The Importance of Self-Care

2016 – 2020 Walden University 1

The Importance of Self-Care

Program Transcript

PETER MEAGHER: We have to be good to ourselves to be good to other people. To be
at your best as a social worker, you need to be taking care of yourself. You need to be
eating well. You need to be exercising. You need to be getting enough sleep. You need
to have good social support. And when that’s not happening, it gets reflected onto the
clients that we work with.

In the sort of minimal way, it could be a lapse of judgment. In a worst case scenario, in
my view, is we do something really harmful to a client. We make an inappropriate
judgment. We do some sort of inappropriate comment. There was an inappropriate
touch or some kind of connection with them that’s not appropriate.

DONNA MCELVEEN: Ethically, we should be competent practitioners. We should use
best practices. We should keep boundaries. When we began to lack self-care, many of
those things fall away I think because we’re tired or not focused or frustrated, not kind of
keeping work at work. So I believe that when we care for self, we put ourself into a
position where we can focus on the things that the ethical code requires.

PETER MEAGHER: Like any profession, but maybe more so with social work– it’s so
intense– you need time away. And I think that can feel like you’re abandoning your
clients, or you’re abandoning your work. It’s really towards the service of your work. Your Place in Social Work

2020 Walden University 1

Your Place in Social Work

Program Transcript

NICOLE CAVANAGH: I think my favorite part of practice is connecting with another
human and helping them facilitate their own success.

[MUSIC PLAYING]

ROCIO TERRY: My favorite part of practice is the versatility. In the past, I have worked
with veterans, I have worked with the geriatric population, I’ve worked with skilled
nursing facilities, I’ve worked with pregnant women, I’ve worked with persons of using a
substance. I mean, there’s been so much that I’ve been able to do in my career and
work with so many different populations.

RENATA HEDRINGTON: Just having clients makes me happy because I set my
agenda for accomplishment for that year what we’re going to do and how we’re going to
transform things. I have six goals, and I know there’s at least one that we can
accomplish.

ROCIO TERRY: The payoff is social change. My goal has always been to help other
people to somehow leave this world a better place than I found it, and to know that I’m
doing that on a daily basis regardless of what role I’m in because this is just a field
where every day, you wake up and you help someone.

NICOLE CAVANAGH: What Walden does is they have a very servant leadership
mission and values, and they’re always learning– striving to give back to their
community. And I think that’s what social work– where social work meets Walden in a
perfect, perfect world is that there are always going to be opportunities for you to be
available to help, and social work prepares you to help those vulnerable populations
that need it.

EMMETT ROBERTS: In the community at a restaurant, somebody runs up to you, a kid
runs up to you and gives you a hug or punches you in the arm and say, do you
remember me? You were seeing me when such and such such had happened, and I
just wanted you to know I’m doing better. Those kind of things are priceless because
you know that you’ve made an impact in somebody’s life. And whether you thought it
was a good thing or not, they thought it was a good thing, and you can’t beat that.

RENATA HEDRINGTON: To have those clients that I worked with through the years
send me a Christmas card, when I get a card, some of them remember my birthday. I
love my clients.

ROCIO TERRY: What drives me to do social work is the fact that I know that I’m helping
people. I’m able to help organizations, I’m able to help our clients, our patients, our staff,
being able to help colleagues, people in the community local politicians to know what’s

Your Place in Social Work

2020 Walden University 2

going on in our communities. That’s really what drives me is knowing that my role is not
generally just in an office.

NICOLE CAVANAGH: You have picked a wonderful field. And there is always a place
for you in social work. Regardless of the specialty you choose or the jobs you pursue,
social work is always going to be a field that communities and societies need.

ROCIO TERRY: One of the things that drives me is knowing that I’m going to leave the
world a better place, and that I’ve touched someone and their life in some way.

EMMETT ROBERTS: We’re an interesting group of people, I think social workers are.
We’re a real supportive group of people, we’re a really encouraging group of people,
and we understand that what we do matters.

ROCIO TERRY: It’s so amazing, because you see these aha moments with the clients,
or they achieve something they didn’t think they were going to achieve, or they’re feeling
better, or whatever the case may be, and that just, your soul gets happy when you see
that. So for me, that just makes it all worth it.

Your Place in Social Work

Content Attribution

Newman, K. (n.d.). Two Photos of Karlise Newman [Photograph]. Used with permission
of Karlise Newman.

Terry, R. (n.d.). Various Photographs [Photograph]. Used with permission of Rocio
Terry.

Street, K. (n.d.). Photo of Kimberly Street [Photograph]. Used with permission of
Kimberly Street.

Cavanagh, N. (n.d.). Photo of Nicole Cavanagh [Photograph]. Used with permission of
Nicole Cavanagh.

Hedrington-Jones, R. (n.d.). Photos by Renata Hedrington-Jones [Photograph]. Cultural Humility and Racial Microaggressions in Counseling

Joshua N. Hook and Jennifer E. Farrell
University of North Texas

Don E. Davis and Cirleen DeBlaere
Georgia State University

Daryl R. Van Tongeren
Hope College

Shawn O. Utsey
Virginia Commonwealth University

Racial microaggressions may contribute to poor counseling outcomes in racial/ethnic minority clients.
The present study examined the occurrence of racial microaggressions in counseling using a large and
diverse sample and explored the association between perceived cultural humility of the counselor and
racial microaggressions. Racial/ethnic minority participants (N 2,212) answered questions about the
frequency and impact of racial microaggressions in counseling and the characteristics of their counselor.
The majority of clients (81%) reported experiencing at least 1 racial microaggression in counseling.
Participants most commonly reported racial microaggressions involving denial or lack of awareness of
stereotypes and bias and avoidance of discussing cultural issues. There were few differences in racial
microaggression frequency or impact based on client race/ethnicity and counselor race/ethnicity. Racially
matched clients viewed racial microaggressions as more impactful than did clients who were not racially
matched. Client-perceived cultural humility of the counselor was associated with fewer microaggressions
experienced in counseling. We conclude by discussing limitations, areas for future research, and
implications for counseling.

Keywords: microaggressions, counseling, cultural humility, multicultural competence, multicultural
orientation

Discussions about issues related to race and racism constitute
some of the most difficult dialogues in the field of psychology and
in broader culture (Sue, 2013). Although researchers have gener-
ally found that blatant forms of racial discrimination have de-
creased since the Civil Rights Movement of the 1960s, aversive
racism theory (Dovidio & Gaertner, 2000) addresses some of the
new ways that racism is expressed by individuals in todays
society, even when trying to appear nonracist. Namely, aversive
racism occurs when people hold negative beliefs and feelings
toward racial minorities (Dovidio & Gaertner, 2004), but they
conceal their racism from others or themselves and believe that
they are not prejudiced. This theory suggests that aversive racism
may lead to the suppression of blatant racist acts but still facilitates
habits involving covert acts of racial discrimination that damage

the health and well-being of racial minorities (Okazaki, 2009; Sue
et al., 2007; Wong, Derthick, David, Saw, & Okazaki, 2014). The
purpose of this study is to examine a particular form of covert
racismracial microaggressions as experienced by racial/ethnic
minority (REM) individuals during counseling.

Microaggressions in Counseling

Counselor bias and racism may partially explain the low utili-
zation and premature termination rates of REM individuals (Sue et
al., 2007; U.S. Department of Health & Human Services, 2001).
However, the way in which this bias is communicated to REM
clients remains unclear. One potential pathway is through the
commission of microaggressions. The term microaggression was
first used by Chester Pierce in the 1970s, who defined it as subtle,
stunning, often automatic, and non-verbal exchanges which are
put downs (Pierce, Carew, Pierce-Gonzalez, & Willis, 1978, p.
66). More recently, Sue et al. (2007, p. 273) defined racial micro-
aggressions as brief, everyday exchanges that send denigrating
messages to people of color because they belong to a racial
minority group. The three categories Sue et al. described cover
the full range of race-related offenses. Microassaults are severe
offenses that involve explicit and intentional denigration of an
individuals racial group (e.g., referring to someone as colored).
Microinsults are more subtle, often unconscious communications
that put down an individuals racial group (e.g., asking a person of
color, How did you get this job?). Microinvalidations are com-
munications that negate or deny the thoughts, feelings, or experi-
ence of a person of color (e.g., telling a person of color, I dont

Joshua N. Hook and Jennifer E. Farrell, Department of Psychology,
University of North Texas; Don E. Davis and Cirleen DeBlaere, Depart-
ment of Counseling and Psychological Services, Georgia State University;
Daryl R. Van Tongeren, Department of Psychology, Hope College; Shawn
O. Utsey, Department of Psychology, Virginia Commonwealth University.

We would like to acknowledge the generous financial support of Fuller
Theological Seminary/Thrive Center in concert with the John Templeton
Foundation (Grant No. 108), as well as the John Templeton Foundation
(Grant No. 14979). The opinions expressed in this publication are those of
the authors and do not necessarily reflect the views of the Fuller Thrive
Center or the John Templeton Foundation.

Correspondence concerning this article should be addressed to Joshua N.
Hook, Department of Psychology, University of North Texas, 1155 Union
Circle #311280, Denton, TX 76203. E-mail: [emailprotected]

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Journal of Counseling Psychology 2016 American Psychological Association
2016, Vol. 63, No. 3, 269277 0022-0167/16/$12.00 http://dx.doi.org/10.1037/cou0000114

269

mailto:[emailprotected]

http://dx.doi.org/10.1037/cou0000114

see color). Although experiencing microassaults in the context of
counseling is likely to be rare, microinsults and microinvalidations
may be more common.

There is now initial research to suggest that racial microaggres-
sions occur in counseling and can be a barrier to effective clinical
practice with racial/ethnic minority (REM) clients (Constantine,
2007; Owen et al., 2011; Owen, Tao, Imel, Wampold, & Rodolfa,
2014). For example, using a focus group methodology with 24
African American college students, Constantine (2007) identified
12 categories of racial microaggressions that could occur in coun-
seling. These categories included (a) colorblindness, (b) overiden-
tification, (c) denial or personal or individual racism, (d) minimi-
zation of racial-cultural issues, (e) assigning unique or special
status on the basis of race or ethnicity, (f) stereotypic assumptions
about members of a racial or ethnic group, (g) accused hypersen-
sitivity regarding racial or cultural issues, (h) meritocracy myth, (i)
culturally insensitive treatment considerations or recommenda-
tions, (j) acceptance of less than optimal behaviors on the basis of
racial or cultural group membership, (k) idealization, and (l) dys-
functional helping/patronization (Constantine, 2007).

Five empirical research studies have examined racial microag-
gressions in counseling (Constantine, 2007; Crawford, 2011; Mor-

ton, 2011; Owen et al., 2011; Owen et al., 2014; see Table 1). The
majority of studies (four of the five) used a college student sample.
Three of the studies used samples of African American clients, one
study used a sample of REM clients, and one study used a
sample that was half REM and half white. The prevalence of
racial microaggressions found in these studies is somewhat
difficult to interpret, because four of the five studies conflate
racial microaggression prevalence with racial microaggression
impact. For example, they measure racial microaggressions on
a scale from 0 this never happened to 2 this happened and
I was bothered by it. In general, scores have been relatively low
(i.e., means between 0 and 1). The one study that examined
frequency independently of impact found that about 53% of
clients reported at least one racial microaggression occurred
during counseling (Owen et al., 2014).

The occurrence of racial microaggressions in counseling is also
associated with negative counseling processes and outcomes. Ra-
cial microaggressions in counseling are related to lower levels of
perceived counselor competence and multicultural competence
(Constantine, 2007), lower working alliance (Constantine, 2007;
Morton, 2011; Owen et al., 2011, 2014), lower psychological
well-being (Owen et al., 2011, 2014), lower satisfaction with

Table 1
Empirical Studies Examining Racial Microaggressions in Counseling

Study Sample Microaggression measure Microaggression prevalence: M (SD) General findings

Constantine
(2007)

40 African American clients
at university counseling
center (65% female), with
19 White staff therapists

10-item RMCS (range: 0 this
never happened, 2 this
happened and I was bothered
by it)

.56 (.39) Racial microaggressions were
significantly correlated
with working alliance
(r .40), general
counseling competence
(r .37), multicultural
counseling competence
(r .36), and
satisfaction with
counseling (r .66).

Crawford
(2011)

35 African American
college students with past
counseling experience
(67% female)

10-item RMCS (range: 0 this
never happened, 2 this
happened and I was bothered
by it)

.27 (.52) Racial microaggressions were
negatively related to
intentions to seek
counseling.

Morton (2011) 19 African American clients
recruited from various
sites (69% female), with
19 White clinicians

10-item RMCS (range: 0 this
never happened to me, 2
this happened and I was
bothered by it)

.08 (.14) Racial microaggressions were
significantly correlated
with working alliance
(r .39).

Owen et al.
(2011)

232 clients at university
counseling center (48%
REM, 70% female)

10-item RMCS (range: 1 this
never happened, 3 this
happened and I was bothered
by it)

Client/therapist both REM: 1.06
(1.10); client REM/therapist
White: 1.04 (1.12); client/therapist
both White: 1.03 (1.11); client
White/therapist REM: 1.02 (1.06)

(1) No differences in
microaggressions based on
client race/ethnicity or
therapist race/ethnicity; (2)
racial microaggressions
significantly correlated
with psychological well-
being (r .18) and
working alliance
(r .29)

Owen et al.
(2014)

120 clients at university
counseling center (100%
REM, 73% female)

10-item RMCS, with 2 responses
for each item: How often?
(range: 1 never, 5
always), Bother? (range: 1
not at all, 5 very much)

Client/therapist both REM: 1.11
(.25), with 68% reporting at least
one micro; client REM/therapist
White: 1.14 (.43), with 46%
reporting at least one micro

(1) No differences in
microaggressions based on
therapist race/ethnicity; (2)
racial microaggressions
significantly correlated
with psychological well-
being (r .27) and
working alliance
(r .28)

Note. REM racial/ethnic minority; RMCS Racial Microaggressions in Counseling Scale.

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270 HOOK ET AL.

counseling (Constantine, 2007), and less intention to seek coun-
seling in the future (Crawford, 2011).

Although these findings highlight the importance of racial mi-
croaggressions in counseling, there are some notable limitations.
First, most studies had small sample sizes, and almost all studies
used samples of college students. The small sample sizes have
made it difficult to compare the experiences of individuals from
different racial groups. The experience of college students in
counseling may be different from that of noncollege students,
which limits the generalizability of the current literature. Second,
studies either focused exclusively on African American clients or
lumped all REM clients together. Thus, one cannot know whether
different racial/ethnic groups are more likely to report different
levels and types of racial microaggressions in counseling. Third,
all studies utilized the Racial Microaggressions in Counseling
Scale (RMCS; Constantine, 2007) to assess information about
racial microaggressions. Although this scale is (to our knowledge)
the only measure of racial microaggressions that has been vali-
dated for use in a counseling setting, it is not without limitations.
First, the scale lists 10 specific racial microaggressions. If a client
has experienced a racial microaggression not included on the
RMCS, it would not be picked up by this measure. Second, the
original scale conflates (a) whether the incident occurred and (b)
the extent to which the client was bothered by it. Owen et al.
(2014) revised the RMCS to ask questions about frequency and
impact separately, which represents an important improvement on
the original RMCS.

Finally, although these studies reported how often racial micro-
aggressions occurred in counseling and provided some data show-
ing that racial microaggressions in counseling were related to
negative client outcomes, relatively little is known about the char-
acteristics of counselors who are more or less likely to commit
racial microaggressions in counseling. In regard to demographic
characteristics, two studies explored whether racial microaggres-
sions were more likely to be committed by counselors who iden-
tified as White or REM (Owen et al., 2011, 2014). These studies
found no difference in frequency of racial microaggressions on
the basis of counselor race or racial/ethnic match of counselor
and client. However, due to sample size limitations, all clients
and counselors were lumped together in REM versus White
categories, which may obscure important variability within
REM clients and counselors.

In regard to ratings of counselors that may be related to the
tendency to commit racial microaggressions, Constantine (2007)
found that counselors who were perceived by clients as high in
general competence and multicultural competence were less likely
to commit racial microaggressions in counseling. One additional
characteristic of counselors that may be important in regard to
studying racial microaggressions in counseling is their multicul-
tural orientationspecifically their cultural humility. Whereas
multicultural competencies refer to how well a counselor has
acquired knowledge and skills for work with culturally diverse
clients, multicultural orientation refers to a counselors way of
being with a client, guided by the counselors philosophy or values
about the importance of culture in the lives of his or her clients
(Owen, 2013; Owen, Tao, Leach, & Rodolfa, 2011). In particular,
cultural humility is an important facet of multicultural orientation
that involves the ability to maintain an interpersonal stance that is
other-oriented (or open to the other) in relation to aspects of

cultural identity that are most important to the client (Hook,
Davis, Owen, Worthington, & Utsey, 2013, p. 354).

Cultural humility is likely to be related to racial microaggres-
sions in counseling in two ways. First, counselors with high levels
of cultural humility may commit fewer racial microaggressions
than would counselors with low levels of cultural humility, be-
cause of their increased sensitivity to the importance of diversity
and respect for cultural differences. Second, when counselors do
commit racial microagrressions, counselors with high levels of
cultural humility may be able to recover and repair the relationship
more easily than could counselors with low levels of cultural
humility, because they may admit their limitations to understand
and communicate respect for the clients cultural background. In
addition, because these counselors may commit fewer racial mi-
croaggressions or other offenses, they may also have a greater
reserve of trust established, so that the therapeutic alliance is more
resilient to racial microaggressions when they do occur.

Present Study

The present study adds to the current literature on racial micro-
aggressions in counseling in two primary ways. First, we ad-
dressed some of the methodological limitations of prior studies to
explore the frequency of racial microagressions in counseling.
Specifically, we utilized a community sample of adults instead of
a sample of university students. We also sought to obtain a large
sample size with sufficient power to explore differences between
(a) the experiences of different REM clients, (b) differences be-
tween counselors of different racial groups, and (c) differences
between clientcounselor dyads who were matched versus not
matched on race. Previous research has not found differences in
racial microaggressions based on counselor race or racial match
(Owen et al., 2011, 2014). However, these past research studies
lumped all REM clients and counselors together. In this study, we
had adequate power to examine differences among different types
of REM clients and counselors. To estimate the frequency of
microaggressions, we followed the example of Owen et al. (2014)
and used a more precise strategy to measure racial microaggres-
sions. Specifically, we used the RMCS, but we asked two separate
questions for each scenario: (a) how often this occurred (i.e.,
frequency) and (b) how much it bothered participants (i.e., im-
pact). Due to the limited researc

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2 Discussions

Discussion 1
Discussion 2

Discussion 2 Info Tech and Mobile Application

Why Mobile Apps? If potential customers cannot reach your services, they are lost potential customers. Smartphones, tablets, and other nontraditional devices are pervasive in the market. The onus of responsibility is on developers to help customers get a product anywhere. Do competitors offer products or services your organization does not? Is that why they have an app? Is there a market an organization desires to expand into? If an organization is already in that market, can they add any features to an app that will have more draw than their competitors?

Why is mobile development difficult? Explain.
Why do some organizations think they do not need a mobile presence?
Why do organizations need a mobile application?
What is the Application Development Life Cycle (ADLC); How does ADLC related to Android development in an enterprise? (see hand-outs in Learning Materials)
Describe 3 key phases of activities that occur in the ADLC – which phase is the work of this class? (see hand-outs in Learning Materials)

TEXTBOOK

Title:Mobile App Development for iOS and Android
ISBN:9781943153909
Authors:Jakob Iversen and Michael Eierman
Publisher:New Riders PTG
Publication Date:2021
Edition:3 ED. Discussion 1 Emerging Threat & counter Measures

What are the various technologies employed by wireless devices to maximize their use of the available radio frequencies? Also discuss methods used to secure 802.11 wireless networking in your initial thread.
Please make your initial post and two response posts substantive. A substantive post will do at least TWO of the following:
At least one scholarly source should be used in the initial discussion thread. Be sure to use information from your readings and other sources from the UC Library. Use proper citations and references in your post.
350-400 Words
Readings

Hokeun Kim, Wasicek, A., Mehne, B., & Lee, E. A. (2016).
A Secure Network Architecture for the Internet of Things Based on Local Authorization Entities.2016 IEEE 4th International Conference on Future Internet of Things and Cloud (FiCloud), 114122.

Cao, Jiang, X., Zhao, Y., Wang, S., You, D., & Xu, X. (2020).
A Survey Of Network Attacks On Cyber-Physical Systems.IEEE Access,8, 11.