Assignment Prompt & Instructions
## ATTACHMENT BELOW
– ## Psychweek3assignment1.docx
– ## SEPT21.pdf
**## Psychweek3assignment1.docx**
2
**Immersion Project—Identifying a Culture**
Michelle Lynn
Walden University
HUMN 5162
Instructor.Langston
September 14,2025
**Immersion Project—Identifying a Culture**
**Culture and Activity**
For my Immersion Project, I will focus on the Deaf culture, a community defined not by disability but by a distinct language (American Sign Language) and shared social norms. Deaf people's experiences in a hearing environment have formed their rich traditions, beliefs, and viewpoints (CSD, 2023 As part of my immersion, I plan to attend a Deaf community social gathering hosted by a local cultural center. This event provides opportunities to observe communication, interactions, and cultural manifestations while respecting group norms. Attending this event will enable me to experience the liveliness of Deaf culture.
**Differences Between My Culture and Deaf Culture**
The Deaf culture differs significantly from the culture I identify with, both in visible and less obvious ways. On a visible level, Deaf culture employs American Sign Language for communication, whereas my society uses spoken language. This gap represents a difference in language and communicative norms, including eye contact, physical touch, and visual clues. Deaf social events are engaging and inclusive, stressing shared experiences and group identity, unlike my upbringing, where words dominate.
On less obvious levels, Deaf culture embraces a distinct worldview shaped by resilience, advocacy for recognition, and resistance to being defined as "disabled (NIH, 2021)." This differs from my own experience, where ability is often taken for granted, and communication barriers are not part of my daily reality. My society stresses ease and efficiency in communication, whereas Deaf culture encourages clarity, patience, and complete involvement. These contrasts show strengths and viewpoints that improve my awareness of human variety.
**Current Perceptions of Deaf Culture**
What I now know of Deaf culture comes from minimal exposure and third-party information. I didn't learn much about the Deaf community beyond believing hearing loss to be a disability that needed accommodating when I was growing up. Many of my thoughts had been filtered through mainstream media depictions, and most were not about the assets of Deaf people, but their struggles. Documentaries, scholarly research, and professional interpreting exchanges have given me more nuanced views in recent years.
These sources also taught me that Deaf culture is not about what you lack, but about what you have of a strong language and rich historical tradition. I am particularly interested in this culture because of my career path in human services, where I may serve clients who are Deaf or hard of hearing. It is professionally and personally important to become culturally competent in this area. Immersing myself in this community, I aspire to go beyond the stereotypes, develop a greater sensitivity for cultural distinctions, and appreciate the level of inner strength it has brought about.
**References**
CSD. (2023, April 13).
_Exploring the rich heritage of deaf people_. Communication Service for the Deaf. https://csd.org/stories/rich-heritage-of-deaf-people/
NIH. (2021, October).
_American Sign Language_. NIDCD. https://www.nidcd.nih.gov/health/american-sign-language
**## SEPT21.pdf**
Immersion Project—Observe an Activity
For this Assignment, you will observe a virtual or face-to-face activity of the culture you selected
for your Immersion Project. The purpose of observing an activity is to gain a greater
understanding of the values, beliefs, and behavioral norms of the culture without being
intrusive.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
To Prepare
• Observe a virtual or face-to-face activity of the culture you have chosen to study (e.g.,
attend a religious service; take a tour of the group’s community; or attend a gathering,
festival, culture-themed play, tour, or exhibit).
• Make note of the insights you have about the culture as you observe the activity.
Consider the degree to which your insights align with your initial perceptions about the
culture and why or why not.
By Day 7
Submit a 1- to 2-page paper that addresses the following:
• Identify the activity you observed.
• Describe 2–3 insights you had about the culture as a result of observing the activity.
• Explain the degree to which these insights align with your initial perceptions of the
culture and why or why not.
RESOURCES
• Walden University, LLC. (2020a). Hart CityLinks to an external site. [Interactive media].
Walden University Canvas. https://waldenu.instructure.com
Working With Diverse Service Users
[https://waldenu.instructure.com/courses/182942/pages/week-4-learning-resources](https://waldenu.instructure.com/courses/182942/pages/week-4-learning-resources)
[https://cdn-media.waldenu.edu/2dett4d/Walden/HUMN/6162/W4/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/HUMN/6162/W4/index.html)
• Diller, J. V. (2019). Cultural diversity: A primer for the human services (6th ed.). Cengage
Learning.
Note: Read only the chapters that pertain to the service user’s culture(s) in the case study you
choose for the Discussion.
o Chapter 3, “Working With Culturally Diverse Clients” (pp. 37–46 only)
o Chapter 11, “Working With Latino/a Clients: An Interview With Robert Almanzan
(pp. 274–293)
o Chapter 12, “Working With Native American Clients: An Interview With Jack
Lawson” (pp. 294–314)
o Chapter 13, “Working With African American Clients: An Interview With
Veronique Thompson” (pp. 315–335)
o Chapter 14, “Working With Asian American Clients: An Interview With Dan
Hocoy” (pp. 336–357)
o Chapter 15, “Working With Arab and Muslim American Clients: An Interview
With Marwan Dwairy” (pp. 358–376)
o Chapter 16, “Working With South Asian American Clients: An Interview With
Sumana Kaipa” (pp. 377–401)
o Chapter 19, “Working With Deaf Clients: An Interview With Valentino Vasquez
and Johanna Larson” (pp. 433–439)
Ethical Standards for Human Services Professionals
• National Organization for Human Services. (2015). Ethical standards for human services
professionalsLinks to an external site.. https://www.nationalhumanservices.org/ethical-
standards-for-hs-professionals
Current Events and the Practice of Human Services
• Amenta, E., & Polletta, F. (2019). The cultural impacts of social movementsLinks to an
external site.. Annual Review of Sociology, 45 , 279–299.
https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1146/annure
v-soc-073018-022342
[https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals](https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals)
[https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals](https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals)
[https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1146/annurev-soc-073018-022342](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1146/annurev-soc-073018-022342)
[https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1146/annurev-soc-073018-022342](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1146/annurev-soc-073018-022342)
**## SEPT21.pdf**
Immersion Project—Observe an Activity
For this Assignment, you will observe a virtual or face-to-face activity of the culture you selected
for your Immersion Project. The purpose of observing an activity is to gain a greater
understanding of the values, beliefs, and behavioral norms of the culture without being
intrusive.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
To Prepare
• Observe a virtual or face-to-face activity of the culture you have chosen to study (e.g.,
attend a religious service; take a tour of the group’s community; or attend a gathering,
festival, culture-themed play, tour, or exhibit).
• Make note of the insights you have about the culture as you observe the activity.
Consider the degree to which your insights align with your initial perceptions about the
culture and why or why not.
By Day 7
Submit a 1- to 2-page paper that addresses the following:
• Identify the activity you observed.
• Describe 2–3 insights you had about the culture as a result of observing the activity.
• Explain the degree to which these insights align with your initial perceptions of the
culture and why or why not.
RESOURCES
• Walden University, LLC. (2020a). Hart CityLinks to an external site. [Interactive media].
Walden University Canvas. https://waldenu.instructure.com
Working With Diverse Service Users
[https://waldenu.instructure.com/courses/182942/pages/week-4-learning-resources](https://waldenu.instructure.com/courses/182942/pages/week-4-learning-resources)
[https://cdn-media.waldenu.edu/2dett4d/Walden/HUMN/6162/W4/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/HUMN/6162/W4/index.html)
• Diller, J. V. (2019). Cultural diversity: A primer for the human services (6th ed.). Cengage
Learning.
Note: Read only the chapters that pertain to the service user’s culture(s) in the case study you
choose for the Discussion.
o Chapter 3, “Working With Culturally Diverse Clients” (pp. 37–46 only)
o Chapter 11, “Working With Latino/a Clients: An Interview With Robert Almanzan
(pp. 274–293)
o Chapter 12, “Working With Native American Clients: An Interview With Jack
Lawson” (pp. 294–314)
o Chapter 13, “Working With African American Clients: An Interview With
Veronique Thompson” (pp. 315–335)
o Chapter 14, “Working With Asian American Clients: An Interview With Dan
Hocoy” (pp. 336–357)
o Chapter 15, “Working With Arab and Muslim American Clients: An Interview
With Marwan Dwairy” (pp. 358–376)
o Chapter 16, “Working With South Asian American Clients: An Interview With
Sumana Kaipa” (pp. 377–401)
o Chapter 19, “Working With Deaf Clients: An Interview With Valentino Vasquez
and Johanna Larson” (pp. 433–439)
Ethical Standards for Human Services Professionals
• National Organization for Human Services. (2015). Ethical standards for human services
professionalsLinks to an external site.. https://www.nationalhumanservices.org/ethical-
standards-for-hs-professionals
Current Events and the Practice of Human Services
• Amenta, E., & Polletta, F. (2019). The cultural impacts of social movementsLinks to an
external site.. Annual Review of Sociology, 45 , 279–299.
https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1146/annure
v-soc-073018-022342
[https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals](https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals)
[https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals](https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals)
[https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1146/annurev-soc-073018-022342](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1146/annurev-soc-073018-022342)
[https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1146/annurev-soc-073018-022342](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1146/annurev-soc-073018-022342)
**## Psychweek3assignment1.docx**
2
**Immersion Project—Identifying a Culture**
Michelle Lynn
Walden University
HUMN 5162
Instructor.Langston
September 14,2025
**Immersion Project—Identifying a Culture**
**Culture and Activity**
For my Immersion Project, I will focus on the Deaf culture, a community defined not by disability but by a distinct language (American Sign Language) and shared social norms. Deaf people's experiences in a hearing environment have formed their rich traditions, beliefs, and viewpoints (CSD, 2023 As part of my immersion, I plan to attend a Deaf community social gathering hosted by a local cultural center. This event provides opportunities to observe communication, interactions, and cultural manifestations while respecting group norms. Attending this event will enable me to experience the liveliness of Deaf culture.
**Differences Between My Culture and Deaf Culture**
The Deaf culture differs significantly from the culture I identify with, both in visible and less obvious ways. On a visible level, Deaf culture employs American Sign Language for communication, whereas my society uses spoken language. This gap represents a difference in language and communicative norms, including eye contact, physical touch, and visual clues. Deaf social events are engaging and inclusive, stressing shared experiences and group identity, unlike my upbringing, where words dominate.
On less obvious levels, Deaf culture embraces a distinct worldview shaped by resilience, advocacy for recognition, and resistance to being defined as "disabled (NIH, 2021)." This differs from my own experience, where ability is often taken for granted, and communication barriers are not part of my daily reality. My society stresses ease and efficiency in communication, whereas Deaf culture encourages clarity, patience, and complete involvement. These contrasts show strengths and viewpoints that improve my awareness of human variety.
**Current Perceptions of Deaf Culture**
What I now know of Deaf culture comes from minimal exposure and third-party information. I didn't learn much about the Deaf community beyond believing hearing loss to be a disability that needed accommodating when I was growing up. Many of my thoughts had been filtered through mainstream media depictions, and most were not about the assets of Deaf people, but their struggles. Documentaries, scholarly research, and professional interpreting exchanges have given me more nuanced views in recent years.
These sources also taught me that Deaf culture is not about what you lack, but about what you have of a strong language and rich historical tradition. I am particularly interested in this culture because of my career path in human services, where I may serve clients who are Deaf or hard of hearing. It is professionally and personally important to become culturally competent in this area. Immersing myself in this community, I aspire to go beyond the stereotypes, develop a greater sensitivity for cultural distinctions, and appreciate the level of inner strength it has brought about.
**References**
CSD. (2023, April 13).
_Exploring the rich heritage of deaf people_. Communication Service for the Deaf. https://csd.org/stories/rich-heritage-of-deaf-people/
NIH. (2021, October).
_American Sign Language_. NIDCD. https://www.nidcd.nih.gov/health/american-sign-language
**## SEPT21.pdf**
Immersion Project—Observe an Activity
For this Assignment, you will observe a virtual or face-to-face activity of the culture you selected
for your Immersion Project. The purpose of observing an activity is to gain a greater
understanding of the values, beliefs, and behavioral norms of the culture without being
intrusive.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
To Prepare
• Observe a virtual or face-to-face activity of the culture you have chosen to study (e.g.,
attend a religious service; take a tour of the group’s community; or attend a gathering,
festival, culture-themed play, tour, or exhibit).
• Make note of the insights you have about the culture as you observe the activity.
Consider the degree to which your insights align with your initial perceptions about the
culture and why or why not.
By Day 7
Submit a 1- to 2-page paper that addresses the following:
• Identify the activity you observed.
• Describe 2–3 insights you had about the culture as a result of observing the activity.
• Explain the degree to which these insights align with your initial perceptions of the
culture and why or why not.
RESOURCES
• Walden University, LLC. (2020a). Hart CityLinks to an external site. [Interactive media].
Walden University Canvas. https://waldenu.instructure.com
Working With Diverse Service Users
[https://waldenu.instructure.com/courses/182942/pages/week-4-learning-resources](https://waldenu.instructure.com/courses/182942/pages/week-4-learning-resources)
[https://cdn-media.waldenu.edu/2dett4d/Walden/HUMN/6162/W4/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/HUMN/6162/W4/index.html)
• Diller, J. V. (2019). Cultural diversity: A primer for the human services (6th ed.). Cengage
Learning.
Note: Read only the chapters that pertain to the service user’s culture(s) in the case study you
choose for the Discussion.
o Chapter 3, “Working With Culturally Diverse Clients” (pp. 37–46 only)
o Chapter 11, “Working With Latino/a Clients: An Interview With Robert Almanzan
(pp. 274–293)
o Chapter 12, “Working With Native American Clients: An Interview With Jack
Lawson” (pp. 294–314)
o Chapter 13, “Working With African American Clients: An Interview With
Veronique Thompson” (pp. 315–335)
o Chapter 14, “Working With Asian American Clients: An Interview With Dan
Hocoy” (pp. 336–357)
o Chapter 15, “Working With Arab and Muslim American Clients: An Interview
With Marwan Dwairy” (pp. 358–376)
o Chapter 16, “Working With South Asian American Clients: An Interview With
Sumana Kaipa” (pp. 377–401)
o Chapter 19, “Working With Deaf Clients: An Interview With Valentino Vasquez
and Johanna Larson” (pp. 433–439)
Ethical Standards for Human Services Professionals
• National Organization for Human Services. (2015). Ethical standards for human services
professionalsLinks to an external site.. https://www.nationalhumanservices.org/ethical-
standards-for-hs-professionals
Current Events and the Practice of Human Services
• Amenta, E., & Polletta, F. (2019). The cultural impacts of social movementsLinks to an
external site.. Annual Review of Sociology, 45 , 279–299.
https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1146/annure
v-soc-073018-022342
[https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals](https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals)
[https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals](https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals)
[https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1146/annurev-soc-073018-022342](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1146/annurev-soc-073018-022342)
[https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1146/annurev-soc-073018-022342](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1146/annurev-soc-073018-022342)
**## Psychweek3assignment1.docx**
2
**Immersion Project—Identifying a Culture**
Michelle Lynn
Walden University
HUMN 5162
Instructor.Langston
September 14,2025
**Immersion Project—Identifying a Culture**
**Culture and Activity**
For my Immersion Project, I will focus on the Deaf culture, a community defined not by disability but by a distinct language (American Sign Language) and shared social norms. Deaf people's experiences in a hearing environment have formed their rich traditions, beliefs, and viewpoints (CSD, 2023 As part of my immersion, I plan to attend a Deaf community social gathering hosted by a local cultural center. This event provides opportunities to observe communication, interactions, and cultural manifestations while respecting group norms. Attending this event will enable me to experience the liveliness of Deaf culture.
**Differences Between My Culture and Deaf Culture**
The Deaf culture differs significantly from the culture I identify with, both in visible and less obvious ways. On a visible level, Deaf culture employs American Sign Language for communication, whereas my society uses spoken language. This gap represents a difference in language and communicative norms, including eye contact, physical touch, and visual clues. Deaf social events are engaging and inclusive, stressing shared experiences and group identity, unlike my upbringing, where words dominate.
On less obvious levels, Deaf culture embraces a distinct worldview shaped by resilience, advocacy for recognition, and resistance to being defined as "disabled (NIH, 2021)." This differs from my own experience, where ability is often taken for granted, and communication barriers are not part of my daily reality. My society stresses ease and efficiency in communication, whereas Deaf culture encourages clarity, patience, and complete involvement. These contrasts show strengths and viewpoints that improve my awareness of human variety.
**Current Perceptions of Deaf Culture**
What I now know of Deaf culture comes from minimal exposure and third-party information. I didn't learn much about the Deaf community beyond believing hearing loss to be a disability that needed accommodating when I was growing up. Many of my thoughts had been filtered through mainstream media depictions, and most were not about the assets of Deaf people, but their struggles. Documentaries, scholarly research, and professional interpreting exchanges have given me more nuanced views in recent years.
These sources also taught me that Deaf culture is not about what you lack, but about what you have of a strong language and rich historical tradition. I am particularly interested in this culture because of my career path in human services, where I may serve clients who are Deaf or hard of hearing. It is professionally and personally important to become culturally competent in this area. Immersing myself in this community, I aspire to go beyond the stereotypes, develop a greater sensitivity for cultural distinctions, and appreciate the level of inner strength it has brought about.
**References**
CSD. (2023, April 13).
_Exploring the rich heritage of deaf people_. Communication Service for the Deaf. https://csd.org/stories/rich-heritage-of-deaf-people/
NIH. (2021, October).
_American Sign Language_. NIDCD. https://www.nidcd.nih.gov/health/american-sign-language
**## SEPT21.pdf**
Immersion Project—Observe an Activity
For this Assignment, you will observe a virtual or face-to-face activity of the culture you selected
for your Immersion Project. The purpose of observing an activity is to gain a greater
understanding of the values, beliefs, and behavioral norms of the culture without being
intrusive.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
To Prepare
• Observe a virtual or face-to-face activity of the culture you have chosen to study (e.g.,
attend a religious service; take a tour of the group’s community; or attend a gathering,
festival, culture-themed play, tour, or exhibit).
• Make note of the insights you have about the culture as you observe the activity.
Consider the degree to which your insights align with your initial perceptions about the
culture and why or why not.
By Day 7
Submit a 1- to 2-page paper that addresses the following:
• Identify the activity you observed.
• Describe 2–3 insights you had about the culture as a result of observing the activity.
• Explain the degree to which these insights align with your initial perceptions of the
culture and why or why not.
RESOURCES
• Walden University, LLC. (2020a). Hart CityLinks to an external site. [Interactive media].
Walden University Canvas. https://waldenu.instructure.com
Working With Diverse Service Users
[https://waldenu.instructure.com/courses/182942/pages/week-4-learning-resources](https://waldenu.instructure.com/courses/182942/pages/week-4-learning-resources)
[https://cdn-media.waldenu.edu/2dett4d/Walden/HUMN/6162/W4/index.html](https://cdn-media.waldenu.edu/2dett4d/Walden/HUMN/6162/W4/index.html)
• Diller, J. V. (2019). Cultural diversity: A primer for the human services (6th ed.). Cengage
Learning.
Note: Read only the chapters that pertain to the service user’s culture(s) in the case study you
choose for the Discussion.
o Chapter 3, “Working With Culturally Diverse Clients” (pp. 37–46 only)
o Chapter 11, “Working With Latino/a Clients: An Interview With Robert Almanzan
(pp. 274–293)
o Chapter 12, “Working With Native American Clients: An Interview With Jack
Lawson” (pp. 294–314)
o Chapter 13, “Working With African American Clients: An Interview With
Veronique Thompson” (pp. 315–335)
o Chapter 14, “Working With Asian American Clients: An Interview With Dan
Hocoy” (pp. 336–357)
o Chapter 15, “Working With Arab and Muslim American Clients: An Interview
With Marwan Dwairy” (pp. 358–376)
o Chapter 16, “Working With South Asian American Clients: An Interview With
Sumana Kaipa” (pp. 377–401)
o Chapter 19, “Working With Deaf Clients: An Interview With Valentino Vasquez
and Johanna Larson” (pp. 433–439)
Ethical Standards for Human Services Professionals
• National Organization for Human Services. (2015). Ethical standards for human services
professionalsLinks to an external site.. https://www.nationalhumanservices.org/ethical-
standards-for-hs-professionals
Current Events and the Practice of Human Services
• Amenta, E., & Polletta, F. (2019). The cultural impacts of social movementsLinks to an
external site.. Annual Review of Sociology, 45 , 279–299.
https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1146/annure
v-soc-073018-022342
[https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals](https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals)
[https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals](https://www.nationalhumanservices.org/ethical-standards-for-hs-professionals)
[https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1146/annurev-soc-073018-022342](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1146/annurev-soc-073018-022342)
[https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1146/annurev-soc-073018-022342](https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1146/annurev-soc-073018-022342)
– 1
– 2