OIUYTREW
SOLUTION MANUAL FOR
M
Counseling the Culturally Diverse Theory and Practice, 9e Derald Wing Sue,
David Sue, Helen Neville, Laura Smith
PR
ES
SI
VE
G
R
AD
ES
UYTREW
, OIUYTREW
INTRODUCTION: TEACHING TIPS AND
RECOMMENDATIONS FOR MULTICULTURAL
M
COUNSELING AND THERAPY COURSES
PR
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
ES
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
SI
“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
VE
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
G
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’
R
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
AD
of Multicultural Counseling and Therapy.
Go-Rounds
Students and instructors will likely find Go-Rounds to be a useful processing, assessment,
ES
and instructional course tool. Go-Rounds take place at the beginning of each class, starting with
UYTREW
, OIUYTREW
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
M
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
PR
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
ES
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
SI
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
VE
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.
G
Ground Rules
It is not unusual for students to have concerns, especially at the beginning of this
R
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
AD
“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,
ES
during the first course meeting. These rules help to create a collectively agreed-upon
UYTREW
, OIUYTREW
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—
M
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
PR
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).
ES
“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
SI
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
VE
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
G
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
R
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,
AD
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.
ES
UYTREW
, OIUYTREW
While many of such challenging situations/conversations are predictable and are built
into the structure of the course, it has been my experience that some of the most important in-
class discussions that will occur have been unplanned “teachable moments.” Instructors are
M
encouraged to read Race Talk and the Conspiracy of Silence by Dr. Derald Wing Sue—one of
the authors of the current text—for additional information and recommendations about this
PR
critical component of Multicultural Counseling courses (Sue, D. W. (2015). Race Talk and the
Conspiracy of Silence: Understanding and Facilitating Difficult Dialogues on Race. Hoboken,
NJ: Wiley).
Instructional Scaffolding
ES
Instructional scaffolding occurs when teaching takes place in a constructivist way.
Teaching of concepts and skills, learning experiences/activities, and the challenging of the
student’s current thoughts, beliefs, and attitudes progress in a way that builds on previous
SI
learning and course-related experiences. Instruction becomes progressively more complex and
challenging.
Keeping Your Finger on the Pulse of the Class
VE
Students (as well as instructors) are accompanied by their unique configuration of
“baggage” around this often-loaded area; how this “baggage” may surface during the course can
vary widely. I have found that it is important to keep my finger on the “pulse” of the class
throughout the course, and respond/intervene, if and as needed. From a proactive perspective,
G
some of the methods that I have used in this regard have included an initial icebreaker activity,
such as “The Mistreated Giant” (Appendix II), “Go-Rounds”; Reflection Sheets (Appendix V);
Guided Journals (brief self-reflective semi-structured essays); student mid- and final course self-
R
assessments and other forms of formative assessment “exit tickets”; and building in sufficient
time for activity-related debriefing.
AD
Know Thyself
One of the domains of the MSJCC is Counselor Self-Awareness. Remaining aware of
what you, as the instructor, bring to this area, will increase your teaching effectiveness, and help
ES
to maximize your students’ degree of self-reflection and informed risk-taking.
UYTREW
, OIUYTREW
Multicultural and Social Justice Counseling Competencies (MSJCC)
During the summer of 2015, the Executive Council of the American Counseling
M
Association’s Division 45 (Association for Multicultural Counseling and Development) and the
Governing Council of the American Counseling Association endorsed an important document—
Multicultural and Social Justice Counseling Competencies (MSJCC). This document, which was
PR
developed by the members of the Multicultural Counseling Competencies Revisions Committee,
was historic in several ways, as it represented a major revision to the original Multicultural
Counseling Competencies, which were developed in 1992 by one of the text’s authors—Dr.
Derald Wing Sue—and two of his colleagues—Drs. Patricia Arredondo and Roderick J.
ES
McDavis. More specifically, the revised competencies place multiculturalism, social justice, and
identity intersectionality—with their attendant factors of power, privilege, and oppression—front
and center, and provide a clear conceptual framework for understanding and addressing these
issues. Additionally, the current document importantly expanded the original 1992 competency
SI
focus on dominant society counselors working with marginalized clients to now include all
privileged–marginalized status counselor–client counseling configurations. Finally, counselors
using this praxis-based framework with its quadrants, domains, and competencies, view their
VE
clients in cultural context, consider not only individually based interventions, but multileveled
systems-based strategies as well, and add the important dimension of “Action” to the already
existing competency categories of Skills, Knowledge, and Attitudes/Beliefs.
Instructors of Multicultural Counseling courses need to be well versed in this document
G
and actively integrate its contents throughout the course, including lectures, assignments, and
activities. I encourage you to require your students to thoroughly review the 2015 ACA/AMCD
document, as well as the overview articles on the MSJCC that appeared in the January 2016
R
issue of the Journal of Multicultural Counseling and Development, the February 2016 issue of
Counseling Today, and the January 2016 issue of the Journal of Multicultural Counseling and
AD
Development.
Provide “Concrete Boots”
“Concrete boots” is a term used by the director of a comprehensive community mental
ES
health center, at which I worked during the early part of my professional career, to refer to
concrete examples that provide a grounding for what is being discussed. I encourage you to
UYTREW
, OIUYTREW
ground highlighted theory/concepts, activities, text, and lectures with “concrete boots” by
sharing specific examples/anecdotes from your counseling practice and other professional
M
experiences, while preserving client confidentiality. I have also occasionally shared personal
examples with students, when appropriate. As the course progresses, my experience has been
that students increasingly share their experiences as well. Students have been hungry for and
PR
very appreciative of these concrete examples, which help them translate theory into practice.
Reflection and Goals Statement Templates
I find it useful for students to create their own road map of their personal and professional
ES
goals for the Multicultural Counseling and Therapy course. This increases student focus and
ownership of their learning experience. Students also have an opportunity to create a brief
“snapshot” of their most salient take-away(s) from each class. To accomplish this, I have created
and utilize a Goals Statement Sheet (Appendix IV) and a Reflection Sheet (Appendix V),
SI
respectively. While Reflection Sheets are completed at the end of each class, the Goals Sheet is
completed at the beginning of the course, although students have an opportunity to revise their
Goals Sheet at any point during the course.
VE
Role Plays: Coaching Corners
We all can probably remember our student days when role plays occurred in the dreaded
“fishbowl.” While the fishbowl provides students with an opportunity to view the same
hypothetical scenario, it often runs the risk that those on the perimeter of the fishbowl will
G
become nonengaged observers. I encourage you to consider what I fondly call role play
“Coaching Corners.” (Chapters 2–26 in the IM each contain a minimum of one role-play
scenario.)
R
In the Coaching Corners model, role plays are conducted in small groups—typically in
groups of three: Counselor, Client, and Coach. All small group members rotate into each role.
AD
The assigned roles of the counselor and client are as one would expect. The coach’s role is to
monitor the role play and to serve as the consultant to the counselor, who can call on the
assistance of his/her coach at any time during the role play. The coach can also interrupt and
provide input and/or recommendations to the designated counselor, when and as needed. As the
ES
course instructor, it is important that you circulate to each small group, becoming a consultant to
UYTREW
, OIUYTREW
and model for the identified “coach,” as well as briefly participate in the small group debriefings.
This model increases student risk taking, as the role play is not in front of the entire class.
M
Additionally, its structure requires the active attention and involvement of all members of the
small group.
Each of the small group’s three role plays are immediately followed by a 2-min within-
PR
group debriefing where each participant of the small group will share his or her experience in the
role play (from the perspective of their role) with their fellow small group members and identify
and discuss what worked well in the role play and what could have made the counseling process
even stronger. The first debriefing is followed by the small group’s second role play and
ES
debriefing. After the third and final role play and debriefing, small groups will share a brief
summary of the highlights of their experience with the larger class. The instructor uses this large
group discussion to highlight, reinforce, and supplement information shared by the small groups,
while being sure to implicitly recognize and reframe the positive intent of the counselor’s and
SI
coach’s role-play responses/recommendations. Students from other small groups are encouraged
to ask questions of the presenting small group and/or provide additional recommendations. The
role plays are also a form of formative assessment, and as such will provide the instructor with
VE
important information about the “pulse” of the class, as well as student areas of strength and
weakness.
Setting the Foundation
It is critical that instructors create a foundation and culture in their courses that promote
G
candid, authentic, and respectful discussion, and facilitate the development of a classroom
environment that is characterized by emotional “safety,” support, and cohesiveness. Again, this
R
is not to suggest that student beliefs, perceptions, behavior, and/or responses should not be
challenged. On the contrary, this is a critical aspect of the course. Toward this end, there are
several approaches/activities that I utilize that students have found to be useful, in this regard.
AD
These include, but are not limited to: scaffolding of the course outline; activities; class
discussions (e.g., type, focus, and depth); demystification/deconstruction of class activities; Go-
Rounds; the development of collaboratively developed Ground Rules (Appendix I); instructor
modeling and self-disclosure (as appropriate); ongoing informal monitoring of the “pulse” of the
ES
class; Reflection Sheets (Appendix V); and structuring the physical class environment to
UYTREW
, OIUYTREW
maximize interaction and connection. (e.g., I encourage you to abandon lecture style seating and
instead use a circle setup, whenever possible.)
M
To Flip—or Not to Flip
The flipped classroom approach is becoming increasingly popular, as it encourages
PR
students to come to class better prepared, in the “zone,” and ready to more actively engage in the
class. Classroom time is more effectively spent on activities, discussions, and content elaboration
and synthesis, rather on more passive “chalk and talk” information delivery. The flexibility of
this approach allows students to control the “how,” “when,” and “where” of their out-of-class
ES
course-related learning experiences, and thus is inherently empowering. If you have not
previously utilized a flipped classroom approach, do not be deterred. The Instructor Companion
Site has been constructed in a way that easily lends itself to the flipped classroom. Additionally,
each text chapter in the IM includes pre-class assignments for instructors who choose to
SI
incorporate a flipped classroom approach.
Transition Guide
VE
If you have used previous editions of Counseling the Culturally Diverse (CCD) in your
teaching of Multicultural Counseling, you are encouraged to review the provided Transition
Guide to view the multiple changes which are reflected in the eighth edition of the text.
(Available on the Instructor Companion Site at www.wiley.com/go/sue/ccd8e.)
G
Videos
R
I think back to my days in public school when a substitute teacher walked into the classroom.
Depending on my grade level and subject matter, at the time, there was a more than average
chance that a video would eventually be shown and become the equivalent of an in-class “snow
AD
day.” I strongly urge you not to use videos as filler.
Maximize the richness that videos potentially offer you, as an instructor. Make their
inclusion in your course, “count.” When shown in class, videos become a shared, here-and-now
experience that can model a variety of intervention styles and approaches, help make written
ES
material more “real,” tangible, and understandable, become rich catalysts for discussion,
UYTREW
, OIUYTREW
incorporate a diversity of digital guest instructors and clients into the course, and model an
expanded variety of intervention styles and approaches. The integration of well-selected videos
M
can enrich your teaching, maximize the use of your time as an instructor, simultaneously address
multiple student learning styles, and thus, can become an invaluable component of the course.
Videos may be used to highlight a particular multicultural counseling and therapy (MCT) issue,
PR
the counseling process, and/or provide an example of a particular counseling intervention.
Videos can also be effectively used in more traditional class formats, as well as in Intensive and
Online formats, as well.
That said, it is important to avoid having your students become passive consumers of
ES
course related videos. For example, when focusing on the counseling process and/or an
intervention, provide students with “instructions” related to the postvideo discussion. This could
include the perceived experience of the counseling session from the perspective of the video’s
participants; which counseling interventions “worked” and which ones weren’t as successful—
SI
with the expectation that students will also identify the specific indicators that led to the
student’s assessment of intervention efficacy. Instructors and students can collaboratively
identify alternative responses/behaviors that a counselor in a similar situation could use to
VE
address the interventions that were not as successful or to make the effective
interventions/strategies even stronger. Finally, instructors can also involve students in postvideo
role plays, in small groups, with the focus on the same or similar counseling situation that was
presented in the video. (See “Role Plays: Coaching Corners” above, for role play format
recommendations.)
G
Using videos in traditional class formats: In more traditional class formats, my
experience has been that initial semistructured small group deconstruction and discussion of
R
videos, yields more authentic student processing of the video and sharing of reactions, than
having students watch the video on their own. This is then followed by a whole-class discussion
AD
of the video, with each small group’s “reporter” sharing the highlights of their discussion, with
the larger group. There are two exceptions to this—when I intentionally forgo small group
processing and discuss the video with the class as a whole. Not surprisingly, the first situation
occurs when there is an insufficient amount of time to process a video both in small groups and
ES
with the class, as a whole. The second situation is when a portion or all of the students have an
UYTREW
SOLUTION MANUAL FOR
M
Counseling the Culturally Diverse Theory and Practice, 9e Derald Wing Sue,
David Sue, Helen Neville, Laura Smith
PR
ES
SI
VE
G
R
AD
ES
UYTREW
, OIUYTREW
INTRODUCTION: TEACHING TIPS AND
RECOMMENDATIONS FOR MULTICULTURAL
M
COUNSELING AND THERAPY COURSES
PR
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
ES
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
SI
“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
VE
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
G
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’
R
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
AD
of Multicultural Counseling and Therapy.
Go-Rounds
Students and instructors will likely find Go-Rounds to be a useful processing, assessment,
ES
and instructional course tool. Go-Rounds take place at the beginning of each class, starting with
UYTREW
, OIUYTREW
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
M
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
PR
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
ES
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
SI
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
VE
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.
G
Ground Rules
It is not unusual for students to have concerns, especially at the beginning of this
R
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
AD
“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,
ES
during the first course meeting. These rules help to create a collectively agreed-upon
UYTREW
, OIUYTREW
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—
M
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
PR
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).
ES
“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
SI
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
VE
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
G
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
R
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,
AD
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.
ES
UYTREW
, OIUYTREW
While many of such challenging situations/conversations are predictable and are built
into the structure of the course, it has been my experience that some of the most important in-
class discussions that will occur have been unplanned “teachable moments.” Instructors are
M
encouraged to read Race Talk and the Conspiracy of Silence by Dr. Derald Wing Sue—one of
the authors of the current text—for additional information and recommendations about this
PR
critical component of Multicultural Counseling courses (Sue, D. W. (2015). Race Talk and the
Conspiracy of Silence: Understanding and Facilitating Difficult Dialogues on Race. Hoboken,
NJ: Wiley).
Instructional Scaffolding
ES
Instructional scaffolding occurs when teaching takes place in a constructivist way.
Teaching of concepts and skills, learning experiences/activities, and the challenging of the
student’s current thoughts, beliefs, and attitudes progress in a way that builds on previous
SI
learning and course-related experiences. Instruction becomes progressively more complex and
challenging.
Keeping Your Finger on the Pulse of the Class
VE
Students (as well as instructors) are accompanied by their unique configuration of
“baggage” around this often-loaded area; how this “baggage” may surface during the course can
vary widely. I have found that it is important to keep my finger on the “pulse” of the class
throughout the course, and respond/intervene, if and as needed. From a proactive perspective,
G
some of the methods that I have used in this regard have included an initial icebreaker activity,
such as “The Mistreated Giant” (Appendix II), “Go-Rounds”; Reflection Sheets (Appendix V);
Guided Journals (brief self-reflective semi-structured essays); student mid- and final course self-
R
assessments and other forms of formative assessment “exit tickets”; and building in sufficient
time for activity-related debriefing.
AD
Know Thyself
One of the domains of the MSJCC is Counselor Self-Awareness. Remaining aware of
what you, as the instructor, bring to this area, will increase your teaching effectiveness, and help
ES
to maximize your students’ degree of self-reflection and informed risk-taking.
UYTREW
, OIUYTREW
Multicultural and Social Justice Counseling Competencies (MSJCC)
During the summer of 2015, the Executive Council of the American Counseling
M
Association’s Division 45 (Association for Multicultural Counseling and Development) and the
Governing Council of the American Counseling Association endorsed an important document—
Multicultural and Social Justice Counseling Competencies (MSJCC). This document, which was
PR
developed by the members of the Multicultural Counseling Competencies Revisions Committee,
was historic in several ways, as it represented a major revision to the original Multicultural
Counseling Competencies, which were developed in 1992 by one of the text’s authors—Dr.
Derald Wing Sue—and two of his colleagues—Drs. Patricia Arredondo and Roderick J.
ES
McDavis. More specifically, the revised competencies place multiculturalism, social justice, and
identity intersectionality—with their attendant factors of power, privilege, and oppression—front
and center, and provide a clear conceptual framework for understanding and addressing these
issues. Additionally, the current document importantly expanded the original 1992 competency
SI
focus on dominant society counselors working with marginalized clients to now include all
privileged–marginalized status counselor–client counseling configurations. Finally, counselors
using this praxis-based framework with its quadrants, domains, and competencies, view their
VE
clients in cultural context, consider not only individually based interventions, but multileveled
systems-based strategies as well, and add the important dimension of “Action” to the already
existing competency categories of Skills, Knowledge, and Attitudes/Beliefs.
Instructors of Multicultural Counseling courses need to be well versed in this document
G
and actively integrate its contents throughout the course, including lectures, assignments, and
activities. I encourage you to require your students to thoroughly review the 2015 ACA/AMCD
document, as well as the overview articles on the MSJCC that appeared in the January 2016
R
issue of the Journal of Multicultural Counseling and Development, the February 2016 issue of
Counseling Today, and the January 2016 issue of the Journal of Multicultural Counseling and
AD
Development.
Provide “Concrete Boots”
“Concrete boots” is a term used by the director of a comprehensive community mental
ES
health center, at which I worked during the early part of my professional career, to refer to
concrete examples that provide a grounding for what is being discussed. I encourage you to
UYTREW
, OIUYTREW
ground highlighted theory/concepts, activities, text, and lectures with “concrete boots” by
sharing specific examples/anecdotes from your counseling practice and other professional
M
experiences, while preserving client confidentiality. I have also occasionally shared personal
examples with students, when appropriate. As the course progresses, my experience has been
that students increasingly share their experiences as well. Students have been hungry for and
PR
very appreciative of these concrete examples, which help them translate theory into practice.
Reflection and Goals Statement Templates
I find it useful for students to create their own road map of their personal and professional
ES
goals for the Multicultural Counseling and Therapy course. This increases student focus and
ownership of their learning experience. Students also have an opportunity to create a brief
“snapshot” of their most salient take-away(s) from each class. To accomplish this, I have created
and utilize a Goals Statement Sheet (Appendix IV) and a Reflection Sheet (Appendix V),
SI
respectively. While Reflection Sheets are completed at the end of each class, the Goals Sheet is
completed at the beginning of the course, although students have an opportunity to revise their
Goals Sheet at any point during the course.
VE
Role Plays: Coaching Corners
We all can probably remember our student days when role plays occurred in the dreaded
“fishbowl.” While the fishbowl provides students with an opportunity to view the same
hypothetical scenario, it often runs the risk that those on the perimeter of the fishbowl will
G
become nonengaged observers. I encourage you to consider what I fondly call role play
“Coaching Corners.” (Chapters 2–26 in the IM each contain a minimum of one role-play
scenario.)
R
In the Coaching Corners model, role plays are conducted in small groups—typically in
groups of three: Counselor, Client, and Coach. All small group members rotate into each role.
AD
The assigned roles of the counselor and client are as one would expect. The coach’s role is to
monitor the role play and to serve as the consultant to the counselor, who can call on the
assistance of his/her coach at any time during the role play. The coach can also interrupt and
provide input and/or recommendations to the designated counselor, when and as needed. As the
ES
course instructor, it is important that you circulate to each small group, becoming a consultant to
UYTREW
, OIUYTREW
and model for the identified “coach,” as well as briefly participate in the small group debriefings.
This model increases student risk taking, as the role play is not in front of the entire class.
M
Additionally, its structure requires the active attention and involvement of all members of the
small group.
Each of the small group’s three role plays are immediately followed by a 2-min within-
PR
group debriefing where each participant of the small group will share his or her experience in the
role play (from the perspective of their role) with their fellow small group members and identify
and discuss what worked well in the role play and what could have made the counseling process
even stronger. The first debriefing is followed by the small group’s second role play and
ES
debriefing. After the third and final role play and debriefing, small groups will share a brief
summary of the highlights of their experience with the larger class. The instructor uses this large
group discussion to highlight, reinforce, and supplement information shared by the small groups,
while being sure to implicitly recognize and reframe the positive intent of the counselor’s and
SI
coach’s role-play responses/recommendations. Students from other small groups are encouraged
to ask questions of the presenting small group and/or provide additional recommendations. The
role plays are also a form of formative assessment, and as such will provide the instructor with
VE
important information about the “pulse” of the class, as well as student areas of strength and
weakness.
Setting the Foundation
It is critical that instructors create a foundation and culture in their courses that promote
G
candid, authentic, and respectful discussion, and facilitate the development of a classroom
environment that is characterized by emotional “safety,” support, and cohesiveness. Again, this
R
is not to suggest that student beliefs, perceptions, behavior, and/or responses should not be
challenged. On the contrary, this is a critical aspect of the course. Toward this end, there are
several approaches/activities that I utilize that students have found to be useful, in this regard.
AD
These include, but are not limited to: scaffolding of the course outline; activities; class
discussions (e.g., type, focus, and depth); demystification/deconstruction of class activities; Go-
Rounds; the development of collaboratively developed Ground Rules (Appendix I); instructor
modeling and self-disclosure (as appropriate); ongoing informal monitoring of the “pulse” of the
ES
class; Reflection Sheets (Appendix V); and structuring the physical class environment to
UYTREW
, OIUYTREW
maximize interaction and connection. (e.g., I encourage you to abandon lecture style seating and
instead use a circle setup, whenever possible.)
M
To Flip—or Not to Flip
The flipped classroom approach is becoming increasingly popular, as it encourages
PR
students to come to class better prepared, in the “zone,” and ready to more actively engage in the
class. Classroom time is more effectively spent on activities, discussions, and content elaboration
and synthesis, rather on more passive “chalk and talk” information delivery. The flexibility of
this approach allows students to control the “how,” “when,” and “where” of their out-of-class
ES
course-related learning experiences, and thus is inherently empowering. If you have not
previously utilized a flipped classroom approach, do not be deterred. The Instructor Companion
Site has been constructed in a way that easily lends itself to the flipped classroom. Additionally,
each text chapter in the IM includes pre-class assignments for instructors who choose to
SI
incorporate a flipped classroom approach.
Transition Guide
VE
If you have used previous editions of Counseling the Culturally Diverse (CCD) in your
teaching of Multicultural Counseling, you are encouraged to review the provided Transition
Guide to view the multiple changes which are reflected in the eighth edition of the text.
(Available on the Instructor Companion Site at www.wiley.com/go/sue/ccd8e.)
G
Videos
R
I think back to my days in public school when a substitute teacher walked into the classroom.
Depending on my grade level and subject matter, at the time, there was a more than average
chance that a video would eventually be shown and become the equivalent of an in-class “snow
AD
day.” I strongly urge you not to use videos as filler.
Maximize the richness that videos potentially offer you, as an instructor. Make their
inclusion in your course, “count.” When shown in class, videos become a shared, here-and-now
experience that can model a variety of intervention styles and approaches, help make written
ES
material more “real,” tangible, and understandable, become rich catalysts for discussion,
UYTREW
, OIUYTREW
incorporate a diversity of digital guest instructors and clients into the course, and model an
expanded variety of intervention styles and approaches. The integration of well-selected videos
M
can enrich your teaching, maximize the use of your time as an instructor, simultaneously address
multiple student learning styles, and thus, can become an invaluable component of the course.
Videos may be used to highlight a particular multicultural counseling and therapy (MCT) issue,
PR
the counseling process, and/or provide an example of a particular counseling intervention.
Videos can also be effectively used in more traditional class formats, as well as in Intensive and
Online formats, as well.
That said, it is important to avoid having your students become passive consumers of
ES
course related videos. For example, when focusing on the counseling process and/or an
intervention, provide students with “instructions” related to the postvideo discussion. This could
include the perceived experience of the counseling session from the perspective of the video’s
participants; which counseling interventions “worked” and which ones weren’t as successful—
SI
with the expectation that students will also identify the specific indicators that led to the
student’s assessment of intervention efficacy. Instructors and students can collaboratively
identify alternative responses/behaviors that a counselor in a similar situation could use to
VE
address the interventions that were not as successful or to make the effective
interventions/strategies even stronger. Finally, instructors can also involve students in postvideo
role plays, in small groups, with the focus on the same or similar counseling situation that was
presented in the video. (See “Role Plays: Coaching Corners” above, for role play format
recommendations.)
G
Using videos in traditional class formats: In more traditional class formats, my
experience has been that initial semistructured small group deconstruction and discussion of
R
videos, yields more authentic student processing of the video and sharing of reactions, than
having students watch the video on their own. This is then followed by a whole-class discussion
AD
of the video, with each small group’s “reporter” sharing the highlights of their discussion, with
the larger group. There are two exceptions to this—when I intentionally forgo small group
processing and discuss the video with the class as a whole. Not surprisingly, the first situation
occurs when there is an insufficient amount of time to process a video both in small groups and
ES
with the class, as a whole. The second situation is when a portion or all of the students have an
UYTREW
