Diversity In Health Care

My professional setting of choice would be a clinical setting. I am interested in working in the area of child and adolescent. I would prefer to work in an inpatient treatment verses an outpatient treatment facility. For example, in the case of mental health treatment, a hospital stay may make sense if the person is suicidal or self-destructive or poses a threat to others.

The purpose of a child and adolescent facility is to assist with challenges in attention disorders, learning difficulties and behavioral issues. The facility also promotes the health of children, adolescents and their families. The facility provides important primary, prevention, and early intervention health care services. It also promotes physical, emotional, and social

Hudson describes his experience as both challenging and rewarding. He indicated that serving one of these groups would be a challenge in and of itself, but to be responsible for two such diverse groups was at times daunting and formidable. In the interview Mr. Hudson made note of the intricacies of working with the diversity within diverse populations. The examples, he cited were even in the American minority groups there is diversity within the different groups. For instance, in the Hispanics he served there were, Puerto Rican Americans, Cuban Americans, Columbian Americans, and Mexican Americans. Mr. Hudson continued to describe the diversity with the Asians-Americans and African-Americans and Blacks. The Asians-American under his office included Japanese-Americans, Korean-Americans and Chinese-Americans. Mr. Hudson went on to indicate that even among American Blacks there was diversity within. He said, “Not only were there regional differences and socioeconomic differences, but there were also blacks from the Caribbean, Dominicans’, Jamaicans’, and Trinidad and

Hudson’s job description as the Director of Multicultural Programs, Minority Students Advisor also included International Student Programs, which included international students from 14 different countries and four continents. Mr. Hudson goes on to describe the struggles, challenges and the rewards of working with such a rich and diverse population. In his words, Mr. Hudson shared that the struggles came from striving to make a group within a larger community feel accepted and comfortable with celebrating their own ethnicity and nationality. He said, “His work was to make sure that the American minorities and the International students did not feel isolated and overwhelmed by the majority university and the larger European-American, in this case Mennonite community.” Speaking of Mennonite, Mr. Hudson said, “They were an ethnic and minority group in and of themselves.” Mr. Hudson said, “That the Mennonite experience was a help to him in communicating to the campus community what the ethnic minorities and the International students needed to survive and even thrive on campus.” Mr. Hudson’s method of working with minority and majority communities was to teach each other how to celebrate and embrace diversity. He encouraged them to lose their identity and uniqueness through assimilation, or being absorbed by the dominant community, but to take in his words a “pluralistic