PAC 240 Module 8 Helping Diverse Populations Example

Reviewed by Frances Ledbetter, MA Aspen University Updated October 2026

This PAC 240 Module 8 sample paper applies research on diverse populations to Riverside Recovery Services, an invented Columbus outpatient program that loses mothers of young children, gay and bisexual clients and clients from the city's Somali community before their fourth week. Aspen University's Helping Skills course applies helping skills to diverse populations in the context of theory and evidence. Greenfield and colleagues found that women face distinct barriers to entering treatment and that child care and women-focused services improve retention. Green and Feinstein reviewed higher rates of substance use among lesbian, gay and bisexual people and the limited evidence on affirming treatment. Benish, Quintana and Wampold found culturally adapted therapy more effective than unadapted therapy, especially when it adapted the explanation of the problem. A table and a reflection follow.

CoursePAC 240 Helping Skills
ModuleModule 8
Paper typeDiverse populations paper
LengthAbout 1,074 words, 6 pages
FormatAPA 7 student paper
SchoolAspen University
ProgramPsychology and Addiction Studies
UpdatedOctober 2026

Free sample paper for PAC 240 Module 8

1

Who Leaves Before Week Four: Adapting Addiction Services for Mothers, Sexual Minority Clients and a Somali Community

Student Name

Psychology and Addiction Studies Program, Aspen University

PAC 240: Helping Skills

Instructor Name

Month Day, Year

What this page is doingThe title starts from the program's own retention problem. APA 7 student title page.
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Who Leaves Before Week Four: Adapting Addiction Services for Mothers, Sexual Minority Clients and a Somali Community

Riverside Recovery Services, the composite outpatient program used throughout this course, reviewed a year of discharge data and found that most clients who left treatment early did so before their fourth week. Three groups left early more often than others: mothers of children under five, clients who identified as gay or bisexual and clients from Columbus's large Somali community, most of them men treated for alcohol or khat use. Staff had assumed that clients who left were not ready to change. This paper examines what research says about each group and proposes changes. The program, its data and the clients described are made up for this assignment; the research is real.

Women in Treatment

Greenfield et al. (2007) reviewed research on women's entry into, retention in and outcomes from addiction treatment. Women faced distinct barriers to entering treatment, including child care responsibilities, fear of losing custody of their children, stigma, financial dependence and partners who used substances or opposed treatment. Once in treatment, gender itself was not a strong predictor of retention or outcomes, but certain factors were: women with more severe psychiatric problems or histories of trauma were at higher risk of leaving. Services designed with women's needs in mind, such as child care, women-only groups and integrated services for trauma and parenting, were associated with better retention and outcomes in several studies.

Riverside's mothers of young children described the problem plainly in exit calls: groups met in the late afternoon, when day care closed, and there was nowhere for children to wait.

Lesbian, Gay and Bisexual Clients

Green and Feinstein (2012) reviewed research on substance use in lesbian, gay and bisexual populations. Several studies found higher rates of substance use and substance use disorders in these groups than among heterosexual people, with variation by gender, substance and age. The authors connected these patterns to minority stress, including discrimination, stigma, concealment and internalized negative attitudes, and to social settings, such as bars, that have historically been central to community life. They found that research on treatment tailored to lesbian, gay and bisexual clients was limited, though some evidence suggested that affirming services and attention to minority stress could improve engagement.

Riverside's gay and bisexual clients reported hearing jokes in groups that staff did not address and intake forms that offered only husband or wife as relationship options.

Cultural Adaptation

Benish et al. (2011) pooled head-to-head trials that pitted culturally adapted psychotherapy with the same bona fide therapy without adaptation. Adapted therapies were more effective, with a moderate advantage. The strongest moderator was adaptation of the illness myth, the explanation of the problem, its causes and its remedy that therapist and client share. Therapies that adapted this explanation to fit the client's cultural understanding outperformed those that adapted other features, such as language alone.

For Riverside's Somali clients, many of them Muslim men for whom alcohol carries deep religious shame, the program's explanation of addiction as a disease treated in mixed-gender groups where drinking is discussed openly did not fit their understanding. Some described khat, a stimulant leaf chewed socially in parts of East Africa, as a cultural practice rather than a drug, and felt it was being equated with alcohol.

What this page is doingBenish and colleagues' finding points to the explanation of the problem as the most important thing to adapt.
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Barriers and Changes

GroupBarriers reportedChanges proposedEvidence
Mothers of young childrenGroup times clash with day care; no child care; fear of custody consequencesMorning and evening groups; on-site child care; clear explanation of reporting rules; a women's groupGreenfield and colleagues
Gay and bisexual clientsUnchallenged jokes in groups; heteronormative forms; no visible affirmationStaff training; group agreements that address slurs; inclusive forms; an affirming group with community partnersGreen and Feinstein
Somali clientsExplanation of the problem does not fit; shame; mixed groups; khat treated like alcoholWork with an imam and Somali community health workers on a shared explanation; men's groups; Somali-speaking staff or interpretersBenish, Quintana and Wampold

Developing Changes With Communities

The changes were not designed by staff alone. Riverside formed an advisory group of current and former clients from each group and partners from a local LGBTQ community center, a Somali community health organization and a family services agency. The Somali community health workers helped staff develop an explanation of problem drinking and khat use that drew on concepts of health, family responsibility and faith, and an imam agreed to meet with clients who wished to discuss religious concerns. The LGBTQ center trained staff and co-led an affirming group. Mothers on the advisory group shaped the child care plan and the women's group schedule. Retention will be reviewed by group every quarter.

What the Changes Do Not Assume

None of the changes assumes that every member of a group shares the same needs. Some mothers prefer mixed groups, some gay clients have no interest in an affirming group and many Somali clients are not religious or do not use khat. Each change adds an option rather than assigning clients to a track by identity. Clients are asked at intake which services they want, and the advisory group will review whether the options are used and by whom. The aim is a program whose default settings no longer push particular clients out, not a set of separate programs for separate groups.

Reflection

This course has changed how I understand helping. When I began, I believed that good helping skills were the same for everyone. I now see that the skills are similar but the explanations, settings and supports around them must fit the person. In my internship, I was the counselor who did not address a joke in group because I did not know what to say; I now have the words, and I have practiced them. I also learned to ask clients how they understand their problem before offering my own explanation, because Benish and colleagues' finding suggests that a shared explanation matters more than any technique I add to it.

Conclusion

Riverside's early leavers were not unready to change; they faced barriers the program had not seen. Greenfield and colleagues show how child care and women-focused services help women stay, Green and Feinstein show how minority stress and unwelcoming settings affect sexual minority clients and Benish, Quintana and Wampold show that adapting the explanation of the problem makes therapy more effective. Changes developed with each community give Riverside a way to help the clients it was losing.

References

Benish, S. G., Quintana, S., & Wampold, B. E. (2011). Culturally adapted psychotherapy and the legitimacy of myth: A direct-comparison meta-analysis. Journal of Counseling Psychology, 58(3), 279-289. https://doi.org/10.1037/a0023626

Green, K. E., & Feinstein, B. A. (2012). Substance use in lesbian, gay, and bisexual populations: An update on empirical research and implications for treatment. Psychology of Addictive Behaviors, 26(2), 265-278. https://doi.org/10.1037/a0025424

Greenfield, S. F., Brooks, A. J., Gordon, S. M., Green, C. A., Kropp, F., McHugh, R. K., Lincoln, M., Hien, D., & Miele, G. M. (2007). Substance abuse treatment entry, retention, and outcome in women: A review of the literature. Drug and Alcohol Dependence, 86(1), 1-21. https://doi.org/10.1016/j.drugalcdep.2006.05.012

Reading the PAC 240 Module 8 assignment instructions

The closing module of PAC 240 often asks students to apply helping skills to diverse populations, using research on specific groups and on cultural adaptation and reflecting on their own practice. The Module 8 prompt in your Aspen classroom is the governing text; the program and clients here are invented. Identify which groups a program or practice serves poorly, ideally with data. Use research specific to each group rather than general statements about diversity. Present evidence on cultural adaptation. Propose specific changes, developed with the communities affected. Reflect on your own skills, with a moment from practice that shows where you started. Cite every source in APA 7 and avoid treating any group as uniform.

How the PAC 240 Module 8 example is put together

Riverside's retention data show that mothers of children under five, gay and bisexual clients and Somali clients leave early. Greenfield and colleagues' Drug and Alcohol Dependence review supplies women's barriers and the evidence for child care and women-focused services. Green and Feinstein's Psychology of Addictive Behaviors review explains minority stress and the gaps in affirming treatment research. Benish, Quintana and Wampold's Journal of Counseling Psychology meta-analysis shows the advantage of adapted therapy and the importance of adapting the explanation of the problem. A three-row table pairs barriers with changes. Changes developed with an advisory group of clients, an LGBTQ center, a Somali health organization and an imam follow, with quarterly retention reviews. The writer's reflection closes the paper.

Where the marks sit in the PAC 240 Module 8 rubric

Diverse populations papers earn credit for using group-specific research, for accurate reporting of adaptation evidence and for changes developed with communities. This example begins from the program's own data, so the problem is concrete. Each group is discussed with research about that group, and within-group diversity is noted. Benish, Quintana and Wampold's finding about adapting the explanation of the problem is applied directly to the Somali community's understanding of khat and alcohol. Changes are developed with community input rather than imposed. The reflection is specific about the writer's own skills and growth, which makes the closing paper more than a summary of the course. Retention is tracked by group so the changes can be judged.

PAC 240 Module 8 help from the desk

Diverse populations papers often speak about diversity in general without research on specific groups. Use group-specific evidence. Another weakness is treating groups as uniform; note diversity within each. Present cultural adaptation research accurately, including what kinds of adaptation matter most. Begin from data where possible, such as retention by group. Develop changes with the people affected, not only for them. Address practical barriers, such as child care, as well as cultural ones. Reflect on your own skills and limits. Ask community members which names and terms they prefer rather than guessing. Keep your reflection specific to moments you can describe. Plan to track results by group.

Write yours, or have the desk draft it

This paper is an original model document written by our desk, not a submitted student paper and not an official Aspen University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.

More PAC 240 and Psychology and Addiction Studies sample papers

PAC 240 Module 8 questions, answered

What does PAC 240 Module 8 usually ask for?

Aspen's PAC 240 ends with helping diverse populations, so applying group-specific research and cultural adaptation evidence to practice is typical. Confirm with your Module 8 prompt.

What helps women stay in addiction treatment?

Greenfield and colleagues found that services such as child care and women-focused programming were associated with better retention and outcomes for women.

Do lesbian, gay and bisexual people have higher rates of substance use?

Green and Feinstein's review found higher rates in several groups, often linked to minority stress, with limited research on tailored treatment.

Where can I find a free PAC 240 Module 8 sample paper?

This page has the whole paper: adapting addiction services for mothers, sexual minority clients and a Somali community, with a barrier table.

Does culturally adapted therapy work better?

Benish, Quintana and Wampold found culturally adapted therapy more effective than unadapted therapy, especially when the explanation of the problem was adapted.