100% tevredenheidsgarantie Direct beschikbaar na je betaling Lees online óf als PDF Geen vaste maandelijkse kosten
logo-home
Solution Manual For Counseling the Culturally Diverse Theory and Practice, 8th Edition By Derald Wing Sue, David Sue, Helen Neville, Laura Smith (Wiley) €9,93
In winkelwagen

Tentamen (uitwerkingen)

Solution Manual For Counseling the Culturally Diverse Theory and Practice, 8th Edition By Derald Wing Sue, David Sue, Helen Neville, Laura Smith (Wiley)

 0 keer verkocht
  • Vak
  • Instelling
  • Boek

Solution Manual For Counseling the Culturally Diverse Theory and Practice, 8th Edition By Derald Wing Sue, David Sue, Helen Neville, Laura Smith (Wiley)

Voorbeeld 4 van de 145  pagina's

  • 24 mei 2024
  • 145
  • 2023/2024
  • Tentamen (uitwerkingen)
  • Vragen en antwoorden
avatar-seller
Solutions Manual for
Counseling the
Culturally Diverse
Theory and Practice,
8e Derald Wing Sue,
David Sue, Helen
Neville, Laura Smith
(All Chapters)




Downloaded by: tutorsection | Want to earn $1.236
Distribution of this document is illegal extra per year?

, INTRODUCTION: TEACHING TIPS AND
RECOMMENDATIONS FOR MULTICULTURAL
COUNSELING AND THERAPY COURSES

Activities—Function Or Filler?
As instructors, we are aware that our students bring with them a range of preferred
learning styles. We also know that while most people do not learn best by “chalk and talk,” many
instructors still rely on this teaching approach. Finally, we additionally know that every time that
an additional “sense” is added to the learning process, the percentage of retained information will
likely increase. Although well-designed, well-timed, and well-executed activities can effectively
address the above, the use of activities, including icebreakers, is often not utilized by instructors
as fully as possible. I strongly advise you to avoid using icebreakers and other activities as
“fillers.” Activities not only offer variety to the instructional process—breaking up information
conveyed via lectures and other more traditional teaching approaches—they also offer students a
shared springboard. More specifically, there is tremendous value in having students experience
an activity together and then compare, contrast, and process their shared and differing individual
experiences, perceptions, and “take-aways.” (Refer to Appendix VI for additional information
about icebreakers.)

Included in this Instructor’s Manual (IM) is an icebreaker, entitled “The Mistreated
Giant” (Appendix II)—my rewrite of the fairy tale “Jack and the Beanstalk” to include issues
related to oppression, power, and perspective, as well as to provide the necessary “right-left”
element of this icebreaker. This activity has allowed me to get a feel for and address the students’
expressed goals and concerns at the beginning of the course, facilitate class cohesiveness and
name recall and has been an effective springboard for introducing some of the basic components
of Multicultural Counseling and Therapy.


Go-Rounds
Students and instructors will likely find Go-Rounds to be a useful processing, assessment,
and instructional course tool. Go-Rounds take place at the beginning of each class, starting with




Downloaded by: tutorsection | Want to earn $1.236
Distribution of this document is illegal extra per year?

,the second class meeting. In a Go-Round, each student individually verbally shares their primary
take-away from the previous class and/or assignment(s); students can also share something that
has transpired during the intervening week that is not directly related to the readings,
assignments, or what transpired in class, but is still related to the area of Multicultural
Counseling and Therapy. Consistent with the Multicultural and Social Justice Counseling
Competencies (MSJCC) “Action” component, I also use this time to identify, and give kudos for,
instances of student “praxis,” where course content/discussion has led to critical reflection and
action. An example of student praxis was when a student, who was employed as a mental health
worker at a nationally acclaimed psychiatric hospital, successfully convinced her department to
purchase multicultural crayons for the children in their pediatric unit.

I named this class opener “Go Round” because students literally go around the circle
sharing one thing that they remember, took away, had an insight about, were disturbed about,
thought more about, and so on, related to our most recent class/assignments. By sharing
information in this way, all students have an opportunity to speak—the stage is theirs—and to
engage in active listening. It also increases student openness to and curiosity about the narratives
and experiences of others, facilitates student “ownership” of the course and its content and
increases cultural humility. It additionally helps to quickly bring students back to what took
place during the preceding week so that we can efficiently move into the theme of the current
class. Finally, as the instructor, I use the Go-Round as an opportunity to highlight, reinforce,
clarify, and supplement what has been said.


Ground Rules
It is not unusual for students to have concerns, especially at the beginning of this
particular course, about what might take place in class. Examples of such concerns are that the
student may say or do the “wrong” thing, discover that they are “prejudiced,” and/or may be
misinterpreted by others. The collective anxiety is often palpable. While some discomfort and
“dissonance” is an important component of constructive change in this area, excessive anxiety or
concern can have the opposite effect.

I have found it critical to collaboratively develop a set of “ground rules” for the course,
during the first course meeting. These rules help to create a collectively agreed-upon




Downloaded by: tutorsection | Want to earn $1.236
Distribution of this document is illegal extra per year?

, environment in which authentic, challenging, respectful, and “safe” dialogue can take place. The
rules help identify and address student concerns, as well as increase the likelihood that student—
and instructor—goals for the course will be met. This activity also provides an additional vehicle
for instruction.

I conduct this activity using an acronym—R-E-S-P-E-C-T—which not only conveys an
important element of the course, and Multicultural Counseling and Therapy, as well, but also
provides letters that will cover most of the concerns, wishes, and goals that students are likely to
have (see Appendix I).


“If It’s Unmentionable, It’s Unmanageable”: Handling Challenging
Situations
The Judge Baker Good Grief Program, in Boston, Massachusetts, embraces the following
concept: “If it’s unmentionable, it’s unmanageable.” I encourage you—my fellow course
instructors—to adopt this as one of your guiding principles. It should come as no surprise that a
course that focuses on a topic that continues to be such an increasingly vitriolic and loaded one
for our country, would be expected to result in challenging, oftentimes uncomfortable
conversations and situations inside—and possibly also outside—of the classroom. I strongly
believe that if students cannot have these difficult discussions in a “controlled” and emotionally
“safe” class setting, then where can such discussions take place? I am not suggesting that
students should be coddled or overprotected. Rather, for such discussions to become maximally
meaningful and transformative, the 400-pound gorilla must be “named.” We do our students (and
their future clients) a disservice, to do otherwise. As instructors, we become important classroom
models of effective ways to engage in this naming, claiming, and transformation process. By
exhibiting constructive ways to discuss emotionally charged issues in a non-defensive way, we
encourage students to courageously own, examine, and alter their beliefs, feelings, worldviews,
and issues that would likely interfere with their effectiveness as a multicultural counselor and
embracer of social justice. It is through this naming, claiming, and “taking students where
they’re at” process, that the “unmentionable” can lose its powerful often paralyzing hold on
students and real student change can occur.




Downloaded by: tutorsection | Want to earn $1.236
Distribution of this document is illegal extra per year?

Dit zijn jouw voordelen als je samenvattingen koopt bij Stuvia:

Bewezen kwaliteit door reviews

Bewezen kwaliteit door reviews

Studenten hebben al meer dan 850.000 samenvattingen beoordeeld. Zo weet jij zeker dat je de beste keuze maakt!

In een paar klikken geregeld

In een paar klikken geregeld

Geen gedoe — betaal gewoon eenmalig met iDeal, Bancontact of creditcard en je bent klaar. Geen abonnement nodig.

Focus op de essentie

Focus op de essentie

Studenten maken samenvattingen voor studenten. Dat betekent: actuele inhoud waar jij écht wat aan hebt. Geen overbodige details!

Veelgestelde vragen

Wat krijg ik als ik dit document koop?

Je krijgt een PDF, die direct beschikbaar is na je aankoop. Het gekochte document is altijd, overal en oneindig toegankelijk via je profiel.

Tevredenheidsgarantie: hoe werkt dat?

Onze tevredenheidsgarantie zorgt ervoor dat je altijd een studiedocument vindt dat goed bij je past. Je vult een formulier in en onze klantenservice regelt de rest.

Van wie koop ik deze samenvatting?

Stuvia is een marktplaats, je koop dit document dus niet van ons, maar van verkoper a_plus_work. Stuvia faciliteert de betaling aan de verkoper.

Zit ik meteen vast aan een abonnement?

Nee, je koopt alleen deze samenvatting voor €9,93. Je zit daarna nergens aan vast.

Is Stuvia te vertrouwen?

4,6 sterren op Google & Trustpilot (+1000 reviews)

Afgelopen 30 dagen zijn er 64302 samenvattingen verkocht

Opgericht in 2010, al 15 jaar dé plek om samenvattingen te kopen

Start met verkopen

Laatst bekeken door jou


€9,93
  • (0)
In winkelwagen
Toegevoegd