Counseling the Culturally Diverse:
Theory and Practice 8th Edition
ST
SOLUTIONS
UV
MANUAL
IA
_A
Derald Wing Sue
David Sue
PP
Helen Neville
Laura Smith
RO
Comprehensive Solutions Manual for
VE
Instructors and Students
D?
© Derald Wing Sue, David Sue, Helen Neville & Laura Smith. All rights reserved.
Reproduction or distribution without permission is prohibited.
©MedConnoisseur
, Solutions Manual for
Counseling the
ST
Culturally Diverse
UV
Theory and Practice,
8e Derald Wing Sue,
IA
David Sue, Helen
_A
Neville, Laura Smith
PP
(All Chapters)
RO
VE
D?
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Distribution of this document is illegal extra per year?
, INTRODUCTION: TEACHING TIPS AND
RECOMMENDATIONS FOR MULTICULTURAL
COUNSELING AND THERAPY COURSES
Activities—Function Or Filler?
ST
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
UV
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
IA
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
_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
PP
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
RO
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
VE
of Multicultural Counseling and Therapy.
Go-Rounds
D?
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
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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,
ST
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
UV
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
IA
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
_A
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,
PP
clarify, and supplement what has been said.
Ground Rules
RO
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
VE
“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,
D?
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?
Theory and Practice 8th Edition
ST
SOLUTIONS
UV
MANUAL
IA
_A
Derald Wing Sue
David Sue
PP
Helen Neville
Laura Smith
RO
Comprehensive Solutions Manual for
VE
Instructors and Students
D?
© Derald Wing Sue, David Sue, Helen Neville & Laura Smith. All rights reserved.
Reproduction or distribution without permission is prohibited.
©MedConnoisseur
, Solutions Manual for
Counseling the
ST
Culturally Diverse
UV
Theory and Practice,
8e Derald Wing Sue,
IA
David Sue, Helen
_A
Neville, Laura Smith
PP
(All Chapters)
RO
VE
D?
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?
ST
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
UV
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
IA
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
_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
PP
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
RO
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
VE
of Multicultural Counseling and Therapy.
Go-Rounds
D?
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,
ST
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
UV
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
IA
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
_A
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,
PP
clarify, and supplement what has been said.
Ground Rules
RO
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
VE
“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,
D?
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?
