Introduction (approximately 100 words)

 Briefly introduce the topic of counseling Asian-Canadian clients.

 Provide an overview of the purpose and objectives of the paper.

Socio-cultural and demographic background (20%) (approximately 450 words) 110/section

Demographics 140
1. Population statistics of Asian-Canadians in Canada.
In Canada, more than half of the population comes from immigration which majorly stems
from Asian countries (Statistics Canada, 2022). The Asian culture and the importance of Asian-
immigration effects counselling as the Canadian population is multicultural and psychotherapy is
available to all individuals. Consistently, for year Asian immigrants have held the highest
immigration rates to Canada and is expected to continue (Statistics Canada, 2022). A majority of
the Asian ethnic groups represented in Canada are from China, Philippines, and India (Statistics
Canada, 2022). With this information it is important to learn about the Asian cultures as they
hold a majority of our population. Asian immigrants are less likely to use mental health services
within Canada once they have immigrated compared to whites (Tiwari & JianLi Wang, 2008).
This topic will be further explored moving into the paper.
History and Immigration 80
As previously mentioned, majority of the Canadian population is Asian immigrants, and
approximately 70% of Asian Canadians are immigrants proving that Asian Canadians hold a
bulk of the immigration within Canada and continue to proving that it has been a safe and
beneficial country for them to reside (Veenstra et al., 2020). Although Canada has been a place
of immigration for Asians, it has been shown that with immigration, there has been a raise in
risks for diabetes and mental health (Veenstra et al., 2020).
Social and Cultural Customs and Value and Beliefs 260
The Asian culture has traditions, customs and cultural practises that have followed and
built with immigration to Canada. For Asians, parental expectations remain high with
immigration with children, perhaps, expectations have grown because of the change that parents
have made for their families to build a better life (Khera & Ahluwalia, 2022). First generation
immigrants overall experience higher depression rates as they have struggled with migration
(Khera & Ahluwalia, 2022). Contrary, first-generation youth felt motivated once immigrating to
Canada and had a high drive for success, although, second generation youth felt pressure and
guilt to be successful as they recognize the sacrifice and struggle their family may be
experiencing from immigration (Khera & Ahluwalia, 2022).
Social customs within the Asian cultures are apparent within the dating life and romantic
realm as within the culture it is expected for one to find one of the same cultures to be with in a
lasting relationship. This aspect has affected individuals who have chosen to have romantic
relationships with individuals outside of their culture and feel as though they have to hide it and
blend, they’re cultural customs to feel accepted (Kera & Ahluwalia, 2022). It is common for
individuals within the Asian culture to hide their relationship if it is not with one of their own
cultures as it would not be accepted and therefore not supported (Kera & Ahluwalia, 2022).
Asians within Canada struggle with interethnic, interethnic, or interracial relationships as well as
lesbian, bisexual, or gay relationships (Kera & Ahluwalia, 2022) resulting in stress that can
affect values and individuals’ mental health.
Counselling strategies (30%) (approximately 700 words) 150 each section – 3 references
Presenting Concerns and Cultural Considerations 300
1. Identify common presenting concerns among Asian-Canadian clients.
2. Address intergenerational trauma or personal trauma experiences.
3. Cultural Considerations and Theoretical Frameworks
4. 1. Discuss cultural identity formation within Asian-Canadian contexts.
5. 2. Consider influences of collectivism and individualism in counseling.
6. 3. Explore acculturation challenges and identity negotiation.
7.

Immigrating comes with a plethora of changes that individuals encounter with moving. As
Asians come to Canada for an increase of opportunities surrounding career and education, there
are struggles that come with a shift of collectivist world views to individualist worldviews.
Presenting concerns from clients amount youth Asian immigrants is the conflict between them
and their parents as the traditional Asian parenting with collectivist views faces a clash with
Canadian views which focus on an individualistic perspective (Neha, et al., 2020). Acculturation
creates a challenge for immigrants that come from a different world-view culture as it creates a
difficulty for individuals to navigate through their identities and expectations. There can be
confusion that follows not knowing where one identity lies being raised in a collectivist
household while also being raised in an individualistic society. It is specifically difficult for
second generation youth to juggle differing cultures to fulfill different expectations within their
life (Neha, et al., 2020).
Additionally, Asian immigrants face a physical appearance difference then North America
and may experience microaggressions due that stem from an assumption of their differences and
lack of knowledge about the culture in Canada (Nadal, et al., 2022). This creates experiences of
discrimination, marginalization and oppression that contributes to additional stress and negative
impacts on mental health of Asian immigrants. Although many immigrate from Asia to benefit
from Canada for better work or education, there are often barriers faced. For many, there is a
shift in finances creating financial stress or difficulty getting a reliable job due to discrimination;
this can lead to additional mental weight although easily overlooking it for family care (Neha et
al., 2020). It is important as counsellors to be aware of which shifts clients are experiencing and
withholding cultural humility and cultural competence to continue to be mindful of their shifts
and challenges.

The passage discusses the mental health challenges faced by South Asian Americans (SAAs) in
the United States.
SAAs are a rapidly growing minority group, with Indians being the largest subgroup, followed
by Pakistanis, Bangladeshis, and others.
The immigration of SAAs to the US has been driven by academic and career opportunities,
but their struggles with financial, social, and mental health issues are often overlooked.
The passage highlights several factors contributing to the mental health challenges of SAAs.
Parent-child conflicts are a significant issue, as first-generation SA parents may have
authoritarian parenting styles and hold traditional cultural values that clash with the
individualistic American ideals embraced by second-generation youth. The pressure to
fulfill family expectations, excel academically, and preserve cultural and religious customs
places burdens on SAA youth.

Acculturation also poses challenges, as SAAs navigate between their ethnic identity and
American culture. Acculturative stress, intergenerational cultural dissonance, and conflicts over
gender roles and expectations can contribute to mental health issues among SAAs. SA girls, in
particular, face restrictive cultural norms and gender-based pressures.

SAAs also experience microaggressions and macroaggressions based on their appearance,

religion, and assumptions of foreignness. The model minority stereotype, which ascribes high
intelligence to SAAs, leads to academic pressure and a reluctance to seek help due to fears of not
living up to expectations. Perceived discrimination and cultural attitudes toward mental illness,
such as stigma and beliefs in supernatural causes, further deter help-seeking behavior.

Culturally appropriate mental health care is essential for addressing the mental health needs of
SAAs. Therapists need to understand and navigate the cultural nuances and family dynamics to
provide effective treatment. Additionally, involving the community, promoting education, and
addressing systemic issues of discrimination are crucial in supporting the mental well-being of
SAAs.
Neha Sharma, Deepika Shaligram, & Grace H Yoon. (2020).

3. Explore experiences of oppression, marginalization, or discrimination.

 The past decade has seen an increase in academic literature and media coverage on racial
microaggressions, which are covert forms of race-based discrimination experienced by
people of color.
 Racial microaggressions include subtle actions or statements that perpetuate stereotypes
or marginalize individuals based on their race or ethnicity.
 Previous research has shown that racial microaggressions predict various negative
outcomes such as anxiety, depression, physical health issues, lower self-esteem, and
trauma symptoms.
 Microaggression theory explains how historical and systemic factors contribute to
microaggressions and their impact on different aspects of people's lives.
 Microaggressions are linked to aversive racism, implicit bias, internalized oppression,
and intersectionality theory.
 Recent research suggests that microaggressions may be a form of complex trauma,
particularly due to their cumulative and repeated nature over time.
 The experiences of Filipino Americans with racial microaggressions differ from those of
East Asian Americans due to unique histories of colonialism and racism.
 Filipino Americans may face a range of microaggressions related to their skin color,
phenotype, and experiences of exclusion within the Asian American community.
 Limited quantitative studies have explored Filipino Americans' experiences with racial
microaggressions and the impact on mental health outcomes.
  Research on trauma among Filipino Americans is scarce, with some evidence suggesting
higher trauma exposure and the influence of racial discrimination and oppression on
trauma symptoms.
 Factors such as colonial mentality and internalized oppression may also contribute to
depression and potentially trauma symptoms among Filipino Americans.
 Further research is needed to better understand the relationship between
microaggressions, trauma, and mental health outcomes among Filipino Americans in the
United States.
 Nadal et al., 2022

Therapeutic Alliance and Effective Approaches 170

1. Highlight the importance of building rapport and trust with Asian-Canadian clients.
2. Discuss the significance of maintaining cultural sensitivity and humility.
3. Address language barriers and communication styles.
Kim, G., Aguado Loi, C. X., Chiriboga, D. A., Jang, Y., Parmelee, P., & Allen, R. S. (2011).
Limited English proficiency as a barrier to Mental Health Service use: A study of latino
and Asian immigrants with psychiatric disorders. Journal of Psychiatric Research, 45(1),
104–110. https://doi.org/10.1016/j.jpsychires.2010.04.031
Incorporating Diversity and Intersectionality 170
Colonization has had a significant impact on various regions, including Asia, Africa, and
North and South America. European and European American imperialists dominated
and exploited indigenous populations, leading to cultural, political, and religious
subjugation (Abdullah, 2003; Césaire & Pinkham, 2001; Fanon, 1965; Joseph, 2014; Said,
1978). While some Asian countries evaded direct colonization, early European influence
still exerted power and influence, resulting in economic, political, and cultural
dominance (Supachalasai, 2017). Colonization caused resource depletion, political
instabilities, and ethnic and religious conflicts (Morrock, 1973).

Neocolonialism, a more subtle form of oppression, perpetuates the superior-inferior

binary created during colonization, erasing and reconstructing the history of Eastern
civilizations from a Western Orientalist perspective (Said, 1978). In mental health
practices, European colonialism and imperialism influenced the development of
psychological theories and treatment methods, often reinforcing racist ideologies and
serving as tools of domination (Adams et al., 2015; Abdullah, 2003; Mills, 2017). These
practices decontextualized and replaced indigenous cultural understandings of mental
well-being and continue to perpetuate inequities and neglect oppressive conditions
faced by marginalized communities (Adams et al., 2015).
To address these issues, scholars advocate for a postcolonial perspective that
foregrounds the voices of the marginalized, utilizes intersectionality and critical
consciousness, and considers global power relations (Bhatia, 2018; Crenshaw, 2005;
Fanon, 1965; Norsworthy, 2017). Decolonizing mental health practices requires
deconstructing neocolonial beliefs, identifying structures of domination and oppression,
and recognizing the erasure and fragmentation of Asian cultural values (Choi & Feagin,
2015). This includes challenging racialized assessments, misdiagnoses, and ineffective
recovery pathways that prioritize Western norms and pathologize non-White cultures
(Burr, 2002). Decolonization involves acknowledging historical, contemporary, and
sociopolitical trauma that affects mental well-being and developing Asian-centric
frameworks that address race-based trauma and colonial influences (Norsworthy, 2017).

In summary, colonization and neocolonialism have shaped mental health practices,

leading to the dominance of Western perspectives and the marginalization of Asian
cultural values. Decolonizing mental health requires deconstructing colonial beliefs,
identifying structures of oppression, and developing Asian-centric frameworks that
address historical trauma and challenge racialized assessments.

Millner, U. C., Maru, M., Ismail, A., & Chakrabarti, U. (2021). Decolonizing mental health
practice: Reconstructing an Asian-centric framework through a social justice lens. Asian
American Journal of Psychology, 12(4), 333–345. https://doi.org/10.1037/aap0000268
1. Recognize diversity within the Asian-Canadian community. – different kinds of Asians
2. Consider intersectional identities (e.g., gender, sexuality) and their impact.
3. Incorporate inclusive practices to meet diverse client needs.
Collins

Counselling interventions (20%) (approximately 450 words) 150 words each section
Culturally Appropriate Interventions
1. Identify counseling techniques suitable for Asian-Canadian clients.
2. Discuss the importance of integrating cultural values and practices.
Collins
Family and Community Involvement
1. Highlight the role of family support systems in Asian-Canadian contexts.
2. Explore the benefits of engaging community resources.
Mindfulness and Eastern Approaches
1. Consider incorporating mindfulness practices from Asian traditions.
2. Discuss the potential benefits of integrating Eastern therapeutic approaches.

 Multitasking refers to the act of carrying out two or more activities simultaneously.
 Common forms of multitasking include watching TV while eating, driving while talking
on the phone, and typing while listening to music.
 Some people believe multitasking increases productivity and develop a preference for it.
 Multitasking can manifest in three ways: simultaneous engagement in multiple tasks,
repeated switching between tasks, or completing tasks with speed and accuracy.
 Organizations consider multitasking essential for effective performance and productivity.
 Multitasking is studied as a cultural and individual phenomenon, with differences
between cultures such as the United States and India.
 Multitasking involves aspects of communication and is a complex and evolving
construct.
 Gender differences exist in multitasking, with studies showing varying results regarding
women's greater multitasking abilities.
 The study aims to translate and adapt an instrument to measure multitasking ability in the
cultural context of Pakistan.
 Multitasking is considered essential in a technology-driven world and is relevant to both
paid and unpaid work.
 The study addresses the need for an indigenous measure of multitasking applicable
in collectivist Asian cultures.
 Work-family interactions may require higher multitasking ability, and this aspect has not
been extensively studied in Pakistan.
 The study aims to investigate multitasking abilities from a collectivist cultural
perspective.
 (Kalsoom, & Kamal, 2022)

1. Asian Americans, including EAAs, are a growing population in the United States,
and research on this group is essential.
2. Acculturation refers to adopting the values and behaviors of the dominant
culture, while enculturation involves maintaining heritage culture. Both processes
are relevant to the psychological functioning and therapeutic constructs of EAAs.
3. The traditional unilinear model of acculturation has been expanded to a bilinear
model, allowing for simultaneous acculturation and enculturation.
4. The cultural distance hypothesis suggests that the greater the difference between
the host and heritage cultures, the more challenging the acculturation process
may be.
5. Factors such as contact with the heritage culture through the internet,
multicultural environments, and reduced discrimination can influence the
acculturation and enculturation experiences of EAAs.
 6. Existing measurement scales, such as the Suinn-Lew Asian Self-Identity
Acculturation Scale (SL-ASIA) and Asian Values Scale (AVS), have been widely
used but may lack clear factor structures and construct validity.
7. The Acculturation Rating Scale for Mexican Americans (ARSMA-II) adapted for
Asian Americans is a psychometrically strong measure for assessing acculturation
and enculturation.

Confirmatory factor analysis (CFA) is highlighted as a method to validate and confirm

the factor structures proposed by existing measurement scales. Researchers are
encouraged to ensure that the scales they use accurately capture the concepts of
acculturation and enculturation for EAAs.
Hynes, K. C., & Tambling, R. R. (2023). Problems in the remeasurement of
acculturation and enculturation measures for East Asian Americans. Asian American
Journal of Psychology. https://doi.org/10.1037/aap0000304

Directions for future research (10%) (approximately 200 words)

 Identify gaps in current research on counseling Asian-Canadian clients.
 Propose areas for future research to enhance counseling effectiveness.
 Highlight the importance of culturally responsive interventions.

 Limited research exists on how Asian American families and racially marginalized
families communicate about ethnic and racial group histories, specifically historical
trauma.
 Historical trauma refers to distressing events experienced by a group and passed down to
descendants.
 Historical trauma has been studied in Holocaust survivors, Native American
communities, and refugees from Southeast Asia and Japanese Americans during World
War II.
 Other major historical traumas, such as the India/Pakistan Partition, Chinese Civil War,
Korean War, and Sri Lankan Civil War, have not been explored among Asian Americans.
 Lack of recognition of these historical traumas in families, communities, and
psychological literature may overlook their effects on Asian American families across
generations.
 The paper examines the impact of historical trauma on Asian American individuals,
families, and communities.
 Intergenerational communication plays a role in historical trauma and Asian American
families and communities.
 The concept of radical healing is discussed, emphasizing how intergenerational
communication about historical trauma can raise critical consciousness, facilitate ethnic-
racial identity development, and reinforce ethnic-racial socialization among Asian
Americans.
 Cai & Lee, 2022
Conclusion (approximately 100 words)

 Summarize the key points discussed in the paper.

 Emphasize the significance of cultural competence in counseling Asian-Canadian clients.

References

Cai, J., & Lee, R.M. (2022). Intergenerational Communication about Historical Trauma in Asian

American Families. ADV RES SCI 3, 233–245 https://doi.org/10.1007/s42844-022-

00064-y

Kalsoom, S., & Kamal, A. (2022). Translation, Adaptation, and Validation of a Multitasking

Instrument in the Context of Collectivist Asian Culture. Psychology in Russia: State of

Art, 15(1), 135–153. https://doi.org/10.11621/pir.2022.0109

Khera, G. S., & Ahluwalia, M. K. (2021). The Cultural Closet: The South Asian American

Experience of Keeping Romantic Relationships Secret. Journal of Multicultural

Counseling & Development, 49(1), 18–31. https://doi.org/10.1002/jmcd.12203

Nadal, K. L. Y., Corpus, G., & Hufana, A. (2022). The forgotten Asian Americans: Filipino

Americans’ experiences with racial microaggressions and trauma. Asian American

Journal of Psychology, 13(1), 51–61. https://doi.org/10.1037/aap0000261

Sharma, N., Shaligram, D., & Yoon G.. (2020). Engaging South Asian youth and families: A

clinical review. International Journal of Social Psychiatry, 66, 584–592.

Statistics Canada. (2022). Asian Heritage month 2022... by the numbers. Government of Canada.

https://www.statcan.gc.ca/en/dai/smr08/2022/smr08_262 

Tiwari, S. K., & JianLi Wang. (2008). Ethnic differences in mental health service use among

White, Chinese, South Asian and South East Asian populations living in Canada. Social
 Psychiatry & Psychiatric Epidemiology, 43(11), 866–871.

https://doi.org/10.1007/s00127-008-0373-6

Veenstra, G., Vas, M., & Kyle, S. D. (2020). Asian-white health inequalities in canada:

Intersections with immigration. Journal of Immigrant and Minority Health, 22(2), 300-

306. doi:https://doi.org/10.1007/s10903-019-00898-2

Summary
Value: 40% of final grade
Due: on or before 11:55 p.m. AT on Sunday of Unit 5
Learning Objectives:
illustrate a thorough understanding of the information about and experiences of a non-
dominant or minority group in Canada;
determine which culturally competent counselling practices to bring into counselling work with
clients; and
analyze how their own personal factors may influence their counselling work with these clients.
Purpose:
The purpose of this assignment is to assist students in exploring and understanding information
about a non-dominant or minority group in Canada and how they may bring this knowledge
into their counselling work clients who may be in this group.
Instructions
Write a paper about counselling a specific cultural group that is clearly identified in the
literature as a cultural group and that is in Canada. Your paper should be approximately eight
(8) double-spaced pages long (or approximately 2000 words, +/- 100 words), excluding the
cover page and the reference list. Please provide at least eight (8) recent (last 7 years), peer-
reviewed sources and a maximum of 16 recent, peer-reviewed sources. Remember that the
course textbooks are not peer-reviewed sources. If you cite from course texts, make sure that
you correctly cite the original source and not the editor of the book. Avoid citing original
sources from secondary sources unless the source is not in the YU library or is unavailable
online and the information is either foundational or critical to a particular point in your paper.
Title the report "Counselling X," where X is the specific cultural group being reported on and
focus on cultural groups in Canada. You must include Canada or Canadian in the title. Examples
of appropriate titles are
Counselling Turkish-Canadian Clients,
Counselling Greek-Canadian Clients,
Counselling Eastern-European Canadian Clients
Counselling Indigenous Youth in Canada
Papers on counselling a specific Indigenous group of bands (such as the Inuit, prairie dwellers,
youth, women, urban dwellers, adolescents living on reserves, etc.) are encouraged, as are
reports on an Indo-Canadian or Chinese-Canadian subculture, such as children, adolescents, or
women. Make sure to clearly define the group and delineate the age range for groups such as
youth, children, or adolescents.
Reports on other specific groups or subcultures are also welcome. Examples include
Counselling Muslim Immigrant Clients in Canada,
Counselling Syrian Refugees in Canada,
Counselling Members of the Canadian Armed Forces,
Counselling Bicultural Adolescents in Canada,
Counselling Interethnic Couples in Canada, and
Counselling Deaf Clients in Canada.
Do not write on a topic that is too general such as Counselling Asian, Latino, African, European,
Indigenous, Refugee, or Immigrant Clients in Canada.

6. Include a brief introduction as well as a brief conclusion with a maximum of about 100 words
for each. Do not include an abstract. Complete these four sections.

A. Socio-cultural and demographic background (20%)

In this section, include descriptive information about the specific cultural group that you have
researched, such as demographics, history, social and cultural customs, traditions, belief system
and values, as well as epidemiological data on the prevalence of certain conditions, if such data
exist. Make sure to be as specific as possible in your description. For example, if you write
about youth in a particular group, make sure to define what age range you mean and that
researchers have noted. Include at least two (2) recent (last seven years), peer-reviewed
sources in addition to any required peer-reviewed course readings that you cite. Remember
that the course texts are not peer-reviewed although you may find many of the original peer-
reviewed sources cited in the course texts in the YU library. Write about 450 words for this
section.

B. Counselling strategies (30%)

In this section, include information about how you would conceptualize a presenting concern or
concerns brought into counselling by someone in the cultural group. For illustrative purposes,
you may develop a hypothetical client. The focus in this section is on considerations of
therapeutic alliance and experiences that a client in this group may have had such as
intergenerational trauma, personal trauma such as adverse childhood experiences, or
experiences that may have contributed to them becoming migrants who are now refugees or
immigrants in Canada, experiences of oppression and/or marginalization or anything that you
believe may have contributed to them seeking counselling. You may make references to the
theoretical material covered in the course, such as influences of individualism and collectivism,
models of cultural identity formation, acculturation, or any other topic area that you think is
relevant to the cultural group. Include at least three (3) recent (last seven years), peer-reviewed
sources in addition to any required peer-reviewed course readings that you cite. Remember
that the course texts are not peer-reviewed although you may find many of the original peer-
reviewed sources cited in the course texts in the YU library. Look for sources that are about the
particular cultural group in Canada. If you cite sources that are about the cultural group in other
countries than Canada, explain how you think the information fits for the cultural group in
Canada. Remember to include your voice in what you are writing and note what you think
about the research that you have read about the cultural group. Write about 700 words for this
section.

C. Counselling interventions (20%)

In this section, address specific practical techniques that you believe would be appropriate and
effective in working with clients in the cultural group. Include at least two (2) recent (last seven
years), peer-reviewed sources in addition to any required peer-reviewed course readings that
you cite. Remember that the course texts are not peer-reviewed although you may find many
of the original peer-reviewed sources cited in the course texts in the YU library. Describe which
interventions you may already utilize or would most likely utilize when you work from clients in
the cultural group and why you think that they would be effective. Write about 450 words for
this section

D. Directions for future research (10%)

In this section, identify existing gaps in the current research on and knowledge of diversity and
cross-cultural counselling theory and practice related to the cultural group and/or areas of
research that need to be expanded or improved and provide an agenda for future research.
Describe what area or areas that you think are most important for researchers to focus on and
how this may be useful to counselling work with clients from the cultural group. Include at least
one (1) recent (last seven years), peer-reviewed sources in addition to any required peer-
reviewed course readings that you cite. Remember that the course texts are not peer-reviewed
although you may find many of the original peer-reviewed sources cited in the course texts in
the YU library. Write about 200 words for this section.

The total number of required recent, peer-reviewed sources is eight (8) (in addition to any peer-
reviewed required course readings that you may cite) and a maximum of 16 recent, peer-
reviewed sources.

Students who plan to counsel/practise in a country other than Canada after graduation are
welcome to contact the instructor for help to identify a relevant topic. If you are unsure that
the cultural group in Canada that you want to discuss meets the criteria, discuss it with your
instructor so that they can approve your choice.

Structure
Required components: Title page and reference page(s)
Length of Assignment: The text body of paper (i.e., not including references and title page; do
NOT include an abstract) should consist of approximately 2000 (+/- 100) words, (Times New
Roman font size: 12)
Format: Please, format your assignment in Word (files with extension .doc or .docx)
References: Please provide at least a total of eight (8) recent (last 7 years, currently 2015-2023),
peer-reviewed sources and a maximum of 16 recent, peer-reviewed sources.
Considerations
No additional considerations.

Resources
Any sources used to support your Written Narrative should, of course, be cited using correct
APA format. And although it can be a useful starting place to gather very general information, in
order to later verify it with more substantial sources, no Wikipedia references will be accepted
as scholarly citations. Here's just one reason why:

http://www.nbcnews.com/id/30699302/ns/technology_and_science-tech_and_gadgets/t/
student-hoaxes-worlds-media-wikipedia/

Use the Yorkville University Library and the EBSCO tool for academic search. It is important to
select credible sources for assignments. This resource will assist students in determining which
sources are credible: https://my.yorkvilleu.ca/ask/credible-source-guide/

Submission Notes
Please do not email your submissions to your professor, either before or after the due date; all
coursework should be submitted through the online course (Moodle).
Please review the instructions for Submitting Turnitin Assignments found in Module 2 of the
MACP Student Orientation.
Please review the instructions for Reviewing Feedback in Turnitin found in Module 2 of the
MACP Student Orientation.
The system will not allow you to resubmit after the due date. In the event of an emergency
situation preventing you from submitting within this time frame, special permission must be
obtained from your professor prior to the deadline. Documentation substantiating emergency
is required. In such a circumstance, if the extension is granted, the professor will reopen the