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PSYC FPX 4900 Assessment 5 A Mid-Life Career Change

PSYC FPX 4900 Assessment 5 A Mid-Life Career Change Name Capella University PSYC FPX 4900 Psychology Capstone Project Prof. Name Date A Mid-Life Career Change The undergraduate FlexPath psychology program at Capella University has provided me with a comprehensive understanding of the science of psychology, serving as a foundation for my aspiration to become a mental health counselor specializing in addiction. Having dedicated much of my adult life to studying human behavior, this program has afforded me the opportunity to earn a degree in general psychology, paving the way for further academic pursuits. This paper reflects on the knowledge, skills, and values acquired through the program, self-assessment outcomes, and outlines my career goals and plans. Assessment and Inventory Results Reflecting on self-assessment and self-inventory exercises, several core values have emerged as significant contributors to my personal and career goals: creativity, flexibility, helping others, impact of work, and knowledge. These values align with my aspiration to transition into a career focused on counseling individuals struggling with addiction. Creativity and flexibility are deemed essential in adapting to the evolving landscape of counseling, particularly in teletherapy, a field of interest for me. Helping others and making a tangible impact through counseling are central to my professional fulfillment. Additionally, a continuous pursuit of knowledge underscores my commitment to personal and professional growth in the field. Career Skills Inventory According to the Career Skills Inventory, key skills crucial for my future role as an addictions counselor include coaching, counseling, information retrieval, active listening, and motivation. These skills are pivotal in fostering client growth and facilitating positive change in their lives. Strengthening these skills will be paramount as I embark on my career transition. Goals and Career Plans Driven by a lifelong passion for helping others, particularly individuals grappling with addiction, my career trajectory has been shaped by personal experiences and professional aspirations. Following the completion of my Bachelor’s degree in Psychology, I intend to pursue a Master’s degree in Child and Adolescent Development, focusing on the roots of addiction. Concurrently, I aim to undertake the Contemporary Theory in Addictive Behavior Certificate program to deepen my understanding of addiction dynamics. My ultimate goal is to obtain licensure as a mental health counselor, with a vision of establishing a private practice dedicated to addiction counseling. Professional Philosophy My professional philosophy underscores the importance of continuous learning, empathy, and empowerment. I believe in the transformative power of counseling to facilitate personal growth and foster resilience. By prioritizing client-centered approaches and ongoing self-improvement, I aspire to make a meaningful difference in the lives of those struggling with addiction. Motivation Motivational theories, particularly intrinsic and extrinsic motivation, serve as guiding principles in my pursuit of a career in counseling. Driven by an intrinsic desire to fulfill my potential and make a positive impact, I am committed to overcoming obstacles and embracing opportunities for growth. Self-actualization theory resonates deeply with my journey, as I endeavor to realize my true calling in the field of addiction counseling. Action Plan An action plan delineates the steps necessary to achieve my professional goals, including pursuing further education, gaining practical experience, and obtaining licensure. With a focus on setting SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals, I aim to complete my Master’s degree and specialty certificate programs within specified timeframes. Concurrently, I plan to seek employment within the behavioral health sector to gain firsthand experience and refine my counseling skills. Conclusion In conclusion, a strategic career plan and action plan are essential for realizing aspirations in the field of psychology and counseling. By aligning personal values with professional goals and committing to continuous growth, I am poised to embark on a fulfilling career journey as an addictions counselor. Through dedicated effort and a steadfast commitment to excellence, I aim to make a positive impact in the lives of individuals struggling with addiction. References Counselor-License. (2017). What are addiction counselors? Retrieved from http://www.counselor-license.com/careers/addictioncounselor.html#context/api/listings/prefilter Feldman, R. S. (2017). Understanding psychology. New York, NY: McGraw-Hill Education. Fenton, N. (2015). Using the ‘top 20 principles’. Retrieved from http://www.apa.org/ed/precollege/ptn/2015/09/top-20-principles.aspx Howell, C. (n.d.). SMART Goals. Retrieved from http://media.capella.edu/coursemedia/UG099GS099/smart/smart_ts.html Johnson, J. (n.d.). Work Values Card Sort. Retrieved from http://media.capella.edu/CourseMedia/CPLU1100_CPL5100/WorkValuesCardSort/work Values_ts.html PSYC FPX 4900 Assessment 5 A Mid-Life Career Change Kuther, T. L. (2016). The psychology major’s handbook (4th ed.). Boston, MA: Cengage Learning. McKay, D. R. (2016). What is a mental health counselor? Retrieved from https://www.thebalance.com/what-is-a-mental-health-counselor-525395 Nivens, J., Balke, S., & Kruzic, M. (n.d.). Career Skills Inventory. Retrieved from http://media.capella.edu/CourseMedia/CPLU1100_CPL5100/CareerSkillsInventoryV3/transcript.html Whitbourne, S. K. (2011). Motivation: The why’s of behavior. Retrieved from https://www.psychologytoday.com/blog/fulfillment-any-age/201110/motivation-the-whys-behavior PSYC FPX 4900 Assessment 5 A Mid-Life Career Change

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PSYC FPX 4900 Assessment 4 Respective Career Plan

PSYC FPX 4900 Assessment 4 Respective Career Plan Name Capella University PSYC FPX 4900 Psychology Capstone Project Prof. Name Date Career Plan: Mental Health Technician As a psychology major, effective time management is crucial for success in one’s chosen career. I intend to utilize self-assessment and self-inventory exercises to formulate a plan for success as a mental health technician, leveraging my knowledge and skills to contribute comprehensively to the field. These activities have provided valuable insights into making informed career choices. Recognition of Issues and Proactive Approach Being proactive in recognizing prevalent issues is essential for a smooth workflow. Anticipating potential concerns requires professionals to think comprehensively and apply ethical considerations and analytical theories in their work to maintain professional conduct and avoid untoward situations. Strategies to Address Challenges Anticipating challenges, I have devised strategies such as conducting consultations, observations, and interviews to evaluate behaviors and contribute positively. Collaboration with professionals while adhering to regulations like HIPAA will also be a priority. Assessment and Inventory Results The Careers in Psychology self-assessment identified careers aligning with my psychology degree preferences. While the suggested behavioral technician career may not be my first choice, it is related to my profession. Insights from the Career Skills Inventory assessment will be incorporated into my resume for future employment. The Work Values Card Sort assessment highlighted key values essential in a supervisory role, such as supervision, precision work, collaboration, influence, and moral values, which I commit to utilizing effectively. Goals and Career Plans My goal as a psychology professional is to assist individuals dealing with emotional or mental challenges. Effective communication, ethical responsibility, and understanding behavioral theories will be paramount. Aligning my goals and career choices with values of respect, kindness, and empathy, I aim to make informed and ethical decisions in my profession. Motivation Intrinsic motivation will be harnessed for both myself and clients, ensuring a consistent commitment to duties even in challenging situations. Action Plan Cultural, identity, and diversity perspectives will not negatively influence my professional practices. Prioritizing patient well-being, incorporating research and strategies to enhance social skills, adhering to ethical principles, and utilizing motivation effectively will contribute to success as a mental health technician. References Capella Career Center. (2010). So You Want to Help People? Career Doctor. Advice and Answers to Your Career-Related Questions. Capella University. Retrieved from: https://www.capella.edu/iGuidePA/web_apps/shared_proxy.aspx? Huang, Y., Lv, W., & Wu, J. (2016). Relationship between intrinsic motivation and undergraduate students’ depression and stress: The moderating effect of interpersonal conflict. Psychological Reports, 119(2), 527–538. Retrieved from: https://journals-sagepubcom.library.capella.edu/doi/full/10.1177/003329411666151 Nauta, M. M. (2010). The development, evolution, and status of Holland’s theory of vocational personalities: Reflections and future directions for counseling psychology. Journal of Counseling Psychology, 57(1), 11–22. Retrieved from: http://web.b.ebscohost.com.library.capella.edu/ehost/pdfviewer/pdfviewer PSYC FPX 4900 Assessment 4 Respective Career Plan

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PSYC FPX 4900 Assessment 3 Comprehensive Case Presentation

PSYC FPX 4900 Assessment 3 Comprehensive Case Presentation Name Capella University PSYC FPX 4900 Psychology Capstone Project Prof. Name Date Introduction The case study revolves around Elena, an elderly Hispanic woman living with her granddaughter, Lucia. Cultural differences, language barriers, and healthcare issues related to these differences are central themes in this case. Case Study of Elena Elena’s situation highlights the significance of Hispanic cultural principles, language barriers, and the healthcare challenges arising from cultural differences. Cultural Differences The case study illuminates various aspects of cultural differences, including communication challenges, healthcare disparities, and expectations regarding professional ethics. Case Study When Lucia notices Elena’s declining health, she becomes concerned and mentions Elena’s increasing forgetfulness. Despite Elena’s reluctance, Lucia schedules a doctor’s appointment for her without consent. Case Study Continued Elena, who speaks little English, reluctantly visits the doctor. The physician, assuming Elena’s hearing impairment due to her age and ethnicity, speaks loudly. Ultimately, the doctor communicates solely with Lucia, disregarding Elena’s presence. The Ethics Code of Conduct The Ethics Code of Conduct, established by the American Psychological Association (APA), provides guidelines for professionals’ behavior. Elena’s case demonstrates multiple breaches of these ethical standards. Cultural Issues Theoretical frameworks such as Relational-Cultural and Socio-Cultural theories shed light on the impact of culture on individuals’ lives and relationships. Cultural guidelines emphasize the importance of cultural competence among mental health professionals. Professional Behaviors Professionals must anticipate and address barriers when assisting clients from diverse backgrounds. Culturally confident care involves awareness, knowledge, skills, encounters, and a desire to understand and respect cultural differences. Case Study Solutions Proposed solutions include pre-appointment inquiries, family discussions, providing consent forms in the appropriate language, and allowing patients to consult with the doctor privately. Conclusion Addressing language barriers, enhancing cultural competence among medical staff, and applying models like ADDRESSING can improve healthcare delivery in multicultural settings. Cultural diversity will continue to evolve, necessitating ongoing adaptation and sensitivity. References American Psychological Association. (2010). Ethical principles of psychologists and code of conduct. Retrieved from http://www.apa.org/ethics/code/index.aspx?item=3?? Bennett, M.J. (1986). A developmental approach to training for intercultural sensitivity. International Journal of Intercultural Relations, 10(2), 179-195. Campinha-Bacote, J., & Munoz, C. (2001). Addressing the linguistic and cultural needs of case management clients. https://doi.org/10.1067/mcm.2001.114902 Di Stefano, G., Cataldo, E., & Laghetti, C. (2019). The client-oriented model of cultural competence in healthcare organizations. International Journal of Healthcare Management, 12(3), 189–196. Frey, L. L. (2013). Relational-cultural therapy: Theory, research, and application to counseling competencies. Professional Psychology: Research and Practice, 44(3), 177-185. Doi:10.1037/a0033121 Fong, E. H., Catagnus, R. M., Brodhead, M. T., Quigley, S., & Field, S. (2016). Developing the Cultural Awareness Skills of Behavior Analysts. Behavior analysis in practice, 9(1), 84-94. doi:10.1007/s40617-016-0111-6 Hays, P.A. (2016). Addressing cultural complexities in practice: Assessment, diagnosis, and therapy (Third ed). Washington, DC: American Psychological Association. Matthews, C. (2019). RACIAL/CULTURAL IDENTITY DEVELOPMENT IN PEOPLE OF COLOR: THERAPEUTIC IMPLICATIONS Dr. Cyndi Matthews Counseling 5670D. PSYC FPX 4900 Assessment 3 Comprehensive Case Presentation Moffett, L. A., Becker, C.-L. J., & Patton, R. G. (2014). Fostering the ethical sensitivity of beginning clinicians. Training and Education in Professional Psychology, 8(4), 229–235. https://doi-org.library.capella.edu/10.1037/tep0000054 National Institutes of Health (NIH) https://www.nih.gov/institutes-nih/nih-officedirector/office- communications-public-liaison/clear-communication/cultural- respect Seegobin, W., Canning, S., & Bufford, R. K. (2016). Ethics and multicultural contexts: Understandings and applications. Journal of Psychology and Christianity, 35(4), 296-309. Retrieved from http://library.capella.edu/login?qurl=https%3A%2F %2Fsearch.proquest.com%2Fdocview%2F1869927844%3Faccountid%3D27965 Sue, S., Zane, N., Nagayama Hall, G. C., & Berger, L. K. (2009). The case for cultural competency in psychotherapeutic interventions. Annual review of psychology, 60, 525-548. PSYC FPX 4900 Assessment 3 Comprehensive Case Presentation

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PSYC FPX 4900 Assessment 2 An Ethical Analysis of a Case Study

PSYC FPX 4900 Assessment 2 An Ethical Analysis of a Case Study Name Capella University PSYC FPX 4900 Psychology Capstone Project Prof. Name Date Case Study This evaluation is centered on the case study involving Hannah (the staff) and Adara (the student) at Riverbend City High School. Hannah, a 36-year-old African American female, serves as a high school guidance counselor. She is assisting Adara, a 15-year-old Muslim-American female student, who has conveyed feeling isolated due to being the only Muslim-American in her friend circle. Adara has been consistently subjected to online and school bullying based on her appearance. Although Adara finds comfort in expressing herself to Hannah, she is hesitant to seek additional counseling outside of school without her parents’ approval. In a session, Adara discloses thoughts of self-harm, prompting Hannah to share this information with Adara’s family. Unfortunately, this disclosure results in a breakdown of trust between Adara and Hannah. Ethical Concerns and Principles In the context of Adara and Hannah, ethical concerns arise regarding how Hannah addresses bullying, cultural bias, and the consequences of Adara’s disclosure. The American School Counselor Association (ASCA) and the American Psychological Association (APA) offer specific ethical standards pertaining to these issues. This paper aims to explore the ethical principles associated with reporting bullying incidents and concerns of self-harm to a client, emphasizing the need for immediate and delicate intervention in such cases. Applied Ethical Principles and Standards Following the ethical principles and code of conduct outlined by the American Psychological Association, two critical principles are relevant to Adara’s case. General Principle E underscores the importance of psychologists eliminating biases based on factors such as age, gender, religion, and culture, emphasizing respect for clients’ rights and dignity (American Psychological Association, 2010). In this case, Hannah should have acknowledged Adara’s cultural background and conducted research to better understand and respect it before continuing counseling sessions. PSYC FPX 4900 Assessment 2 An Ethical Analysis of a Case Study APA Principle Application to Case General Principle E Hannah should have acknowledged and respected Adara’s cultural background to eliminate biases. Another pertinent principle is 4.05 disclosures, which allows psychologists to disclose confidential information to prevent harm to the client or others. In Adara’s case, while this principle was applicable, the combination of informing the parents and a lack of research on cultural bias led to a breakdown in trust. A more informed and less invasive approach could have ensured compliance with ethical guidelines and maintained support for Adara. APA Principle Application to Case Principle 4.05 disclosures A more informed and less invasive approach to disclosing information could have preserved trust. Additionally, the American School Counselor Association’s principle A.9, addressing Serious and Foreseeable Harm to Self and Others, aligns with APA principles, emphasizing the obligation to inform family and authorities when a client discloses information posing a danger to themselves or others. However, Hannah’s release of Adara after her disclosure of self-harm without appropriate assessment and support contradicts this principle. ASCA Principle Application to Case A.9 Serious and Foreseeable Harm to Self and Others Hannah’s release of Adara without appropriate assessment contradicts this principle. Alternative Solutions An alternative approach to achieve a better outcome would involve Hannah promptly addressing and reporting the bullying claims, collaborating with Adara to investigate and report them, and creating educational opportunities to combat future bullying. This proactive involvement could have preserved the trust built within their professional relationship. Alternatively, a more cautious disclosure approach could have been taken by Hannah, involving consultation with a colleague without revealing confidential information. This would require additional training for school site teams and increased availability of mental health professionals. Research Addressing bullying from its root cause would benefit all involved parties. A three-tiered approach, as suggested by Laletas (2019), focuses on support and counseling for both victims and aggressors to prevent future incidents. Early intervention, as supported by Smith’s research (2015), is crucial in stopping cyberbullying. This approach aligns with the proposed action plan, emphasizing early intervention and comprehensive support for all students. Challenges to this approach are noted in Eklund et al.’s study (2019), which indicates that school counselors may be spread too thin to implement a three-tiered system effectively. However, addressing this challenge involves creating additional positions for mental health support in schools. Conclusion In conclusion, addressing bullying and self-harm concerns in schools requires a proactive and ethical approach. Immediate reporting, collaboration with students, and early intervention are crucial to prevent further harm. The proposed action plan aligns with ethical principles outlined by APA and ASCA, emphasizing the importance of creating a safe environment for all students. By addressing these issues head-on, schools can empower students and reduce the likelihood of harmful actions. References American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). Author. American Psychological Association. (2010). Ethical principles of psychologists and code of conduct. http://www.apa.org/ethics/code/index.aspx Eklund, K., DeMarchena, S. L., Rossen, E., Izumi, J. T., Vaillancourt, K., & Rader Kelly, S. (2020). Examining the role of school psychologists as providers of mental and behavioral health services. Psychology in the Schools, 57(4), 489-https://doi.org/10.1002/pits.22323 Laletas, S. (2019). Ethical decision making for professional school counselors: Use of practicebased models in secondary school settings. British Journal of Guidance & Counselling, 47(3), 283-291. https://doi.org/10.1080/03069885.2018.1474341 PSYC FPX 4900 Assessment 2 An Ethical Analysis of a Case Study Mayworm, A. M., & Sharkey, J. D. (2014). ethical considerations in a three-tiered approach to school discipline policy and practice. Psychology in the Schools, 51(7), 693-https://doi.org/10.1002/pits.21782 Smith, L. J. (2015). Minors’ right to confidentiality: Addressing the issue of bullying and the ethical obligation to prevent harm. Journal of Human Behavior in the Social Environment, 25(7), 746-755. https://doi.org/10.1080/10911359.2015.1032649 Stone, C., & Zirkel, P. (2010). School counselor advocacy: When law and ethics may collide. Professional School Counseling, 13(4), 244-https://doi.org/10.5330/PSC.n.2010-13.244 PSYC FPX 4900 Assessment 2 An Ethical Analysis of a Case Study

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PSYC FPX 4900 Assessment 1 A Cultural Crisis with a Lack of Professional Competency

PSYC FPX 4900 Assessment 1 A Cultural Crisis with a Lack of Professional Competency Name Capella University PSYC FPX 4900 Psychology Capstone Project Prof. Name Date A Cultural Crisis with a Lack of Professional Competency: A Case Study Lucia Cordova, a 32-year-old Hispanic granddaughter and caretaker for her grandmother, Elena Cordova, has been facing challenges related to potential memory issues in her grandmother. Elena, who moved in with Lucia and her husband Martin five years ago after her husband’s death, has shown signs of memory impairment, including getting lost on her walks home from the park. Lucia and Martin became concerned when the police found Elena after one such incident. Lucia shared her worries about Alzheimer’s disease with her friend Hannah Kennard, a school counselor at Cargill Academy. Hannah referred Lucia and her grandmother to Dr. Bhandari, a specialist in memory and aging. However, the visit to Dr. Bhandari’s office highlighted a lack of cultural competency in the healthcare system. Elena, who did not understand English well, faced challenges during the visit. Dr. Bhandari, recognizing the language barrier, turned to address Lucia instead. Unfortunately, Lucia had difficulty understanding the doctor’s thick accent and did not effectively communicate the doctor’s recommendations to her grandmother. This lack of communication resulted in Elena feeling outraged and potentially negatively impacted her overall treatment experience. Addressing Cultural Difference and Competency The case study exemplifies a lack of cultural competency in both Hannah, the school counselor, and Dr. Bhandari, the medical professional. The concept of crossroads identity is evident in Lucia, the granddaughter, who navigates between her Hispanic culture and the dominant American culture. On the other hand, Elena, the grandmother, may exhibit characteristics related to racial identity development, showing resistance to interactions outside her ethnic group. Familism, a Hispanic concept, is present in the strong family bond between Elena and Lucia, emphasizing interdependence throughout life stages. Table 1: Summary of Cultural Competency Issues Professionals Issues Hannah Lack of understanding of Lucia’s cultural background Dr. Bhandari Ineffective communication due to language and accent barriers Hannah and Dr. Bhandari lack thoughtful cultural analysis and contextual understanding, leading to a failure in providing culturally competent care. The absence of necessary knowledge, skills, and attitudes for cultural competency in healthcare professionals can have detrimental effects on patient outcomes. Analysis of the Issues Hannah and Dr. Bhandari demonstrated a lack of cultural competence in their interactions with Lucia and Elena. The cultural differences became evident, affecting the ethical considerations and care provided. The failure to consider age, gender, ethnicity, socioeconomic status, religion, and potential diagnosis contributed to a biased approach and lack of cultural competency. Theoretical Issues Cultural identity development theories, such as multiculturalism and familism, help explain the cultural issues present in the case study. Lucia’s potential cross-cultural identity reflects a flexible adaptation between Hispanic and American cultures, while Elena’s resistance may align with racial identity development. The lack of cultural competence from professionals like Hannah and Dr. Bhandari exacerbates these issues. Cultural Competency Approach Cultural competency in healthcare is essential, and professionals like Dr. Bhandari and Hannah must undergo training to effectively work within the multicultural context of the United States. The age, potential diagnosis, ethnicity, socioeconomic status, religion, and gender of patients should be considered to provide culturally competent care. The analysis focuses on addressing cultural differences through assessment and theory. An Analysis of the Issues The case study reveals a lack of cultural competence in Hannah and Dr. Bhandari, affecting their interactions with Lucia and Elena. Cultural differences become evident, influencing ethical dilemmas and potentially impacting other Hispanic Americans or ethnic populations. Failure to address cultural issues may lead to biased practices and a lack of competence in addressing diverse patient needs. Research Findings Research studies by Ostir et al. (2004) and Monserud (2019) provide insights into potential solutions for cultural issues affecting Hispanic populations. Positive psychology interventions, social support, and religious involvement can impact the mental and physical health of elderly Hispanic individuals. The findings align with the case study’s context, suggesting potential interventions for Elena and Lucia. Conclusion Statement on Culture The importance of cultural sensitivity is acknowledged, and ongoing efforts are made to enhance cultural awareness. Continued education, professional growth, and self-assessment are crucial in maintaining cultural competency. The proposed guidelines and competencies aim to address cultural issues effectively, promoting a client-oriented model for cultural competence in healthcare. Personal Plan of Cultural Sensitivity The commitment to cultural sensitivity involves ongoing education, self-assessment, and engagement in cultural practices. Emphasizing the importance of trade-like apprenticeships, where professionals learn from diverse mentors, can contribute to a deeper understanding of cultural competence. Acknowledging the limitations of existing guidelines and proposing additional considerations can enhance cultural competency. References American Medical Association. (2018). AMA annual house delegates meeting: Board report 33, A-18, a “Plan for continued progress toward health equity D-180.981.” [PDF]. https://www.ama-assn.org/about/leadership/ama-s-strategic-plan-embed-racial-justice-and-advance-health-equity American Psychological Association. (2016). Ethical principles of psychologists and code of conduct. http://www.apa.org/ethics/code/index.aspx American Psychological Association. (2017). Multicultural Guidelines: An Ecological Approach to Context, Identity, and Intersectionality. Retrieved from: http://www.apa.org/about/policy/multicultural-guidelines.pdf Balbim, G. M., Marques, I. G., Cortez, C., Magallanes, M., Rocha, J., & Marquez, D. X. (2019). Coping strategies utilized by middle-aged and older Latino caregivers of loved ones with Alzheimer’s disease and related dementia. Journal of Cross-Cultural Gerontology, 34(4), 355-371. https://doi.org/10.1007/s10823-019-09390-8 Bertram, C. (2017). Jean Jacques Rousseau. Stanford Encyclopedia of Philosophy. Retrieved from https://plato.stanford.edu/entries/rousseau/ Capella University. (n. d.) Introduction to Hays’s addressing model. A. Gilston. https://courserooma.capella.edu/bbcswebdav/institution/PSYC-FPX/PSYCFPX4900/210100/Course_Files/cf_hays_addressing_model.pdf PSYC FPX 4900 Assessment 1 A Cultural Crisis with a Lack of Professional Competency Comas-Díaz, L. (2012a). Cultural analysis: Looking through a multicultural lens. In Multicultural care: A clinician’s guide to cultural competence. (pp. 89–120). American Psychological Association. https://doi.org/10.1037/13491-004 Di Stefano, C., Gino, F., Pisano, G. P., & Staats, B. R. (2019). Learning by thinking: Overcoming the bias for action through reflection. Harvard Business School Working Paper, 16-058. Flynn, L., Newton, C., & Walker, K. (2020). A systematic review of diversity training in health care organizations. Journal of Health Care Organization, Provision, and Financing, 57, 1–17. https://doi.org/10.1177/0046958020968123 Hays, P. A. ( 2016). Addressing cultural complexities in

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