Solutions Manual for C v v v
ounseling the Culturall v v
y Diverse Theory and Pr
v v v v
actice, 8e Derald Wing S
v v v v
ue, David Sue, Helen Ne
v v v v
ville, Laura Smith (All C
v v v v
hapters)
, INTRODUCTION: TEACHING TIPS AND RECO
v v v v
MMENDATIONS FOR MULTICULTURAL COU
v v v
NSELING AND THERAPY COURSES
v v v
Activities—Function Or Filler?v v
Asvinstructors,vwevarevawarevthatvourvstudentsvbringvwithvthemvavrangevofvpreferredvlearning
styles.vWevalsovknowvthatvwhilevmostvpeoplevdovnotvlearnvbestvbyv“chalkvandvtalk,”vmanyvinstructor
v
svstillvrelyvonvthisvteachingvapproach.vFinally,vwevadditionallyvknowvthatveveryvtimevthatvanvadditio
nalv“sense”visvaddedvtovthevlearningvprocess,vthevpercentagevofvretainedvinformationvwillvlikelyvincr
ease.vAlthoughvwell-designed,vwell-timed,vandvwell-
executedvactivitiesvcanveffectivelyvaddressvthevabove,vthevusevofvactivities,vincludingvicebreakers,vis
oftenvnotvutilizedvbyvinstructorsvasvfullyvasvpossible.vIvstronglyvadvisevyouvtovavoidvusingvicebreake
v
rsvandvothervactivitiesvasv“fillers.”vActivitiesvnotvonlyvoffervvarietyvtovthevinstructionalvprocess—
breakingvupvinformationvconveyedvviavlecturesvandvothervmorevtraditionalvteachingvapproaches—
theyvalsovoffervstudentsvavsharedvspringboard.vMorevspecifically,vtherevisvtremendousvvaluevinvhavi
ngvstudentsvexperiencevanvactivityvtogethervandvthenvcompare,vcontrast,vandvprocessvtheirvsharedvan
dvdifferingvindividualvexperiences,vperceptions,vandv“take-
aways.”v(RefervtovAppendixvVIvforvadditionalvinformationvaboutvicebreakers.)
IncludedvinvthisvInstructor’svManualv(IM)visvanvicebreaker,ventitledv“ThevMistreated
Giant”v(AppendixvII)—
myvrewritevofvthevfairyvtalev“JackvandvthevBeanstalk”vtovincludevissuesvrelatedvtovoppression,vpower
,vandvperspective,vasvwellvasvtovprovidevthevnecessaryv“right-
left”velementvofvthisvicebreaker.vThisvactivityvhasvallowedvmevtovgetvavfeelvforvandvaddressvthevstude
nts’vexpressedvgoalsvandvconcernsvatvthevbeginningvofvthevcourse,vfacilitatevclassvcohesivenessvandv
namevrecallvandvhasvbeenvanveffectivevspringboardvforvintroducingvsomevofvthevbasicvcomponentsvo
fvMulticulturalvCounselingvandvTherapy.
Go-Rounds
StudentsvandvinstructorsvwillvlikelyvfindvGo-
Roundsvtovbevavusefulvprocessing,vassessment,vandvinstructionalvcoursevtool.vGo-
Roundsvtakevplacevatvthevbeginningvofveachvclass,vstartingvwith
,thevsecondvclassvmeeting.vInvavGo-
Round,veachvstudentvindividuallyvverballyvsharesvtheirvprimaryvtake-
awayvfromvthevpreviousvclassvand/orvassignment(s);vstudentsvcanvalsovsharevsomethingvthatvhasvtra
nspiredvduringvthevinterveningvweekvthatvisvnotvdirectlyvrelatedvtovthevreadings,vassignments,vorvwh
atvtranspiredvinvclass,vbutvisvstillvrelatedvtovthevareavofvMulticulturalvCounselingvandvTherapy.vCons
istentvwithvthevMulticulturalvandvSocialvJusticevCounseling
Competenciesv(MSJCC)v“Action”vcomponent,vIvalsovusevthisvtimevtovidentify,vandvgivevkudosvfor,vin
stancesvofvstudentv“praxis,”vwherevcoursevcontent/discussionvhasvledvtovcriticalvreflectionvandvaction.
Anvexamplevofvstudentvpraxisvwasvwhenvavstudent,vwhovwasvemployedvasvavmentalvhealthvworkervatv
v
avnationallyvacclaimedvpsychiatricvhospital,vsuccessfullyvconvincedvhervdepartmentvtovpurchasevmul
ticulturalvcrayonsvforvthevchildrenvinvtheirvpediatricvunit.
Ivnamedvthisvclassvopenerv“GovRound”vbecausevstudentsvliterallyvgovaroundvthevcirclevshari
ngvonevthingvthatvtheyvremember,vtookvaway,vhadvanvinsightvabout,vwerevdisturbedvabout,vthoughtv
morevabout,vandvsovon,vrelatedvtovourvmostvrecentvclass/assignments.vByvsharingvinformationvinvthi
svway,vallvstudentsvhavevanvopportunityvtovspeak—thevstagevisvtheirs—
andvtovengagevinvactivevlistening.vItvalsovincreasesvstudentvopennessvtovandvcuriosityvaboutvthevnarra
tivesvandvexperiencesvofvothers,vfacilitatesvstudentv“ownership”vofvthevcoursevandvitsvcontentvandvi
ncreasesvculturalvhumility.vItvadditionallyvhelpsvtovquicklyvbringvstudentsvbackvtovwhatvtookvplacev
duringvthevprecedingvweekvsovthatvwevcanvefficientlyvmovevintovthevthemevofvthevcurrentvclass.vFin
ally,vasvthevinstructor,vIvusevthevGo-
Roundvasvanvopportunityvtovhighlight,vreinforce,vclarify,vandvsupplementvwhatvhasvbeenvsaid.
Ground Rules
v
Itvisvnotvunusualvforvstudentsvtovhavevconcerns,vespeciallyvatvthevbeginningvofvthisvparticular
course,vaboutvwhatvmightvtakevplacevinvclass.vExamplesvofvsuchvconcernsvarevthatvthevstudentvmayvs
v
ayvorvdovthev“wrong”vthing,vdiscovervthatvtheyvarev“prejudiced,”vand/orvmayvbevmisinterpretedvbyvo
thers.vThevcollectivevanxietyvisvoftenvpalpable.vWhilevsomevdiscomfortvand
“dissonance”visvanvimportantvcomponentvofvconstructivevchangevinvthisvarea,vexcessivevanxietyvorvc
oncernvcanvhavevthevoppositeveffect.
Ivhavevfoundvitvcriticalvtovcollaborativelyvdevelopvavsetvofv“groundvrules”vforvthevcourse,vdurin
gvthevfirstvcoursevmeeting.vThesevrulesvhelpvtovcreatevavcollectivelyvagreed-upon
, environmentvinvwhichvauthentic,vchallenging,vrespectful,vandv“safe”vdialoguevcanvtakevplace.vThevr
ulesvhelpvidentifyvandvaddressvstudentvconcerns,vasvwellvasvincreasevthevlikelihoodvthatvstudent—
andvinstructor—
v
goalsvforvthevcoursevwillvbevmet.vThisvactivityvalsovprovidesvanvadditionalvvehiclevforvinstruction.
Ivconductvthisvactivityvusingvanvacronym—R-E-S-P-E-C-T—
whichvnotvonlyvconveysvanvimportantvelementvofvthevcourse,vandvMulticulturalvCounselingvandvTher
apy,vasvwell,vbutvalsovprovidesvlettersvthatvwillvcovervmostvofvthevconcerns,vwishes,vandvgoalsvthatvstu
dentsvarevlikelyvtovhavev(seevAppendixvI).
“If It’s Unmentionable, It’s Unmanageable”: Handling Challenging Situatio
v v v v v v v
ns
ThevJudgevBakervGoodvGriefvProgram,vinvBoston,vMassachusetts,vembracesvthevfollowingvc
oncept:v“Ifvit’svunmentionable,vit’svunmanageable.”vIvencouragevyou—
myvfellowvcoursevinstructors—
tovadoptvthisvasvonevofvyourvguidingvprinciples.vItvshouldvcomevasvnovsurprisevthatvavcoursevthatvfocu
sesvonvavtopicvthatvcontinuesvtovbevsuchvanvincreasinglyvvitriolicvandvloadedvonevforvourvcountry,vwo
uldvbevexpectedvtovresultvinvchallenging,voftentimesvuncomfortablevconversationsvandvsituationsvins
ide—andvpossiblyvalsovoutside—
ofvthevclassroom.vIvstronglyvbelievevthatvifvstudentsvcannotvhavevthesevdifficultvdiscussionsvinvav“co
ntrolled”vandvemotionallyv“safe”vclassvsetting,vthenvwherevcanvsuchvdiscussionsvtakevplace?vIvamvn
otvsuggestingvthatvstudentsvshouldvbevcoddledvorvoverprotected.vRather,vforvsuchvdiscussionsvtovbec
omevmaximallyvmeaningfulvandvtransformative,vthev400-
poundvgorillavmustvbev“named.”vWevdovourvstudentsv(andvtheirvfuturevclients)vavdisservice,vtovdovoth
erwise.vAsvinstructors,vwevbecomevimportantvclassroomvmodelsvofveffectivevwaysvtovengagevinvthisv
naming,vclaiming,vandvtransformationvprocess.vByvexhibitingvconstructivevwaysvtovdiscussvemotio
nallyvchargedvissuesvinvavnon-
defensivevway,vwevencouragevstudentsvtovcourageouslyvown,vexamine,vandvaltervtheirvbeliefs,vfeeli
ngs,vworldviews,vandvissuesvthatvwouldvlikelyvinterferevwithvtheirveffectivenessvasvavmulticulturalvc
ounselorvandvembracervofvsocialvjustice.vItvisvthroughvthisvnaming,vclaiming,vandv“takingvstudentsv
where
they’revat”vprocess,vthatvthev“unmentionable”vcanvlosevitsvpowerfulvoftenvparalyzingvholdvonvstudents
andvrealvstudentvchangevcanvoccur.
v
ounseling the Culturall v v
y Diverse Theory and Pr
v v v v
actice, 8e Derald Wing S
v v v v
ue, David Sue, Helen Ne
v v v v
ville, Laura Smith (All C
v v v v
hapters)
, INTRODUCTION: TEACHING TIPS AND RECO
v v v v
MMENDATIONS FOR MULTICULTURAL COU
v v v
NSELING AND THERAPY COURSES
v v v
Activities—Function Or Filler?v v
Asvinstructors,vwevarevawarevthatvourvstudentsvbringvwithvthemvavrangevofvpreferredvlearning
styles.vWevalsovknowvthatvwhilevmostvpeoplevdovnotvlearnvbestvbyv“chalkvandvtalk,”vmanyvinstructor
v
svstillvrelyvonvthisvteachingvapproach.vFinally,vwevadditionallyvknowvthatveveryvtimevthatvanvadditio
nalv“sense”visvaddedvtovthevlearningvprocess,vthevpercentagevofvretainedvinformationvwillvlikelyvincr
ease.vAlthoughvwell-designed,vwell-timed,vandvwell-
executedvactivitiesvcanveffectivelyvaddressvthevabove,vthevusevofvactivities,vincludingvicebreakers,vis
oftenvnotvutilizedvbyvinstructorsvasvfullyvasvpossible.vIvstronglyvadvisevyouvtovavoidvusingvicebreake
v
rsvandvothervactivitiesvasv“fillers.”vActivitiesvnotvonlyvoffervvarietyvtovthevinstructionalvprocess—
breakingvupvinformationvconveyedvviavlecturesvandvothervmorevtraditionalvteachingvapproaches—
theyvalsovoffervstudentsvavsharedvspringboard.vMorevspecifically,vtherevisvtremendousvvaluevinvhavi
ngvstudentsvexperiencevanvactivityvtogethervandvthenvcompare,vcontrast,vandvprocessvtheirvsharedvan
dvdifferingvindividualvexperiences,vperceptions,vandv“take-
aways.”v(RefervtovAppendixvVIvforvadditionalvinformationvaboutvicebreakers.)
IncludedvinvthisvInstructor’svManualv(IM)visvanvicebreaker,ventitledv“ThevMistreated
Giant”v(AppendixvII)—
myvrewritevofvthevfairyvtalev“JackvandvthevBeanstalk”vtovincludevissuesvrelatedvtovoppression,vpower
,vandvperspective,vasvwellvasvtovprovidevthevnecessaryv“right-
left”velementvofvthisvicebreaker.vThisvactivityvhasvallowedvmevtovgetvavfeelvforvandvaddressvthevstude
nts’vexpressedvgoalsvandvconcernsvatvthevbeginningvofvthevcourse,vfacilitatevclassvcohesivenessvandv
namevrecallvandvhasvbeenvanveffectivevspringboardvforvintroducingvsomevofvthevbasicvcomponentsvo
fvMulticulturalvCounselingvandvTherapy.
Go-Rounds
StudentsvandvinstructorsvwillvlikelyvfindvGo-
Roundsvtovbevavusefulvprocessing,vassessment,vandvinstructionalvcoursevtool.vGo-
Roundsvtakevplacevatvthevbeginningvofveachvclass,vstartingvwith
,thevsecondvclassvmeeting.vInvavGo-
Round,veachvstudentvindividuallyvverballyvsharesvtheirvprimaryvtake-
awayvfromvthevpreviousvclassvand/orvassignment(s);vstudentsvcanvalsovsharevsomethingvthatvhasvtra
nspiredvduringvthevinterveningvweekvthatvisvnotvdirectlyvrelatedvtovthevreadings,vassignments,vorvwh
atvtranspiredvinvclass,vbutvisvstillvrelatedvtovthevareavofvMulticulturalvCounselingvandvTherapy.vCons
istentvwithvthevMulticulturalvandvSocialvJusticevCounseling
Competenciesv(MSJCC)v“Action”vcomponent,vIvalsovusevthisvtimevtovidentify,vandvgivevkudosvfor,vin
stancesvofvstudentv“praxis,”vwherevcoursevcontent/discussionvhasvledvtovcriticalvreflectionvandvaction.
Anvexamplevofvstudentvpraxisvwasvwhenvavstudent,vwhovwasvemployedvasvavmentalvhealthvworkervatv
v
avnationallyvacclaimedvpsychiatricvhospital,vsuccessfullyvconvincedvhervdepartmentvtovpurchasevmul
ticulturalvcrayonsvforvthevchildrenvinvtheirvpediatricvunit.
Ivnamedvthisvclassvopenerv“GovRound”vbecausevstudentsvliterallyvgovaroundvthevcirclevshari
ngvonevthingvthatvtheyvremember,vtookvaway,vhadvanvinsightvabout,vwerevdisturbedvabout,vthoughtv
morevabout,vandvsovon,vrelatedvtovourvmostvrecentvclass/assignments.vByvsharingvinformationvinvthi
svway,vallvstudentsvhavevanvopportunityvtovspeak—thevstagevisvtheirs—
andvtovengagevinvactivevlistening.vItvalsovincreasesvstudentvopennessvtovandvcuriosityvaboutvthevnarra
tivesvandvexperiencesvofvothers,vfacilitatesvstudentv“ownership”vofvthevcoursevandvitsvcontentvandvi
ncreasesvculturalvhumility.vItvadditionallyvhelpsvtovquicklyvbringvstudentsvbackvtovwhatvtookvplacev
duringvthevprecedingvweekvsovthatvwevcanvefficientlyvmovevintovthevthemevofvthevcurrentvclass.vFin
ally,vasvthevinstructor,vIvusevthevGo-
Roundvasvanvopportunityvtovhighlight,vreinforce,vclarify,vandvsupplementvwhatvhasvbeenvsaid.
Ground Rules
v
Itvisvnotvunusualvforvstudentsvtovhavevconcerns,vespeciallyvatvthevbeginningvofvthisvparticular
course,vaboutvwhatvmightvtakevplacevinvclass.vExamplesvofvsuchvconcernsvarevthatvthevstudentvmayvs
v
ayvorvdovthev“wrong”vthing,vdiscovervthatvtheyvarev“prejudiced,”vand/orvmayvbevmisinterpretedvbyvo
thers.vThevcollectivevanxietyvisvoftenvpalpable.vWhilevsomevdiscomfortvand
“dissonance”visvanvimportantvcomponentvofvconstructivevchangevinvthisvarea,vexcessivevanxietyvorvc
oncernvcanvhavevthevoppositeveffect.
Ivhavevfoundvitvcriticalvtovcollaborativelyvdevelopvavsetvofv“groundvrules”vforvthevcourse,vdurin
gvthevfirstvcoursevmeeting.vThesevrulesvhelpvtovcreatevavcollectivelyvagreed-upon
, environmentvinvwhichvauthentic,vchallenging,vrespectful,vandv“safe”vdialoguevcanvtakevplace.vThevr
ulesvhelpvidentifyvandvaddressvstudentvconcerns,vasvwellvasvincreasevthevlikelihoodvthatvstudent—
andvinstructor—
v
goalsvforvthevcoursevwillvbevmet.vThisvactivityvalsovprovidesvanvadditionalvvehiclevforvinstruction.
Ivconductvthisvactivityvusingvanvacronym—R-E-S-P-E-C-T—
whichvnotvonlyvconveysvanvimportantvelementvofvthevcourse,vandvMulticulturalvCounselingvandvTher
apy,vasvwell,vbutvalsovprovidesvlettersvthatvwillvcovervmostvofvthevconcerns,vwishes,vandvgoalsvthatvstu
dentsvarevlikelyvtovhavev(seevAppendixvI).
“If It’s Unmentionable, It’s Unmanageable”: Handling Challenging Situatio
v v v v v v v
ns
ThevJudgevBakervGoodvGriefvProgram,vinvBoston,vMassachusetts,vembracesvthevfollowingvc
oncept:v“Ifvit’svunmentionable,vit’svunmanageable.”vIvencouragevyou—
myvfellowvcoursevinstructors—
tovadoptvthisvasvonevofvyourvguidingvprinciples.vItvshouldvcomevasvnovsurprisevthatvavcoursevthatvfocu
sesvonvavtopicvthatvcontinuesvtovbevsuchvanvincreasinglyvvitriolicvandvloadedvonevforvourvcountry,vwo
uldvbevexpectedvtovresultvinvchallenging,voftentimesvuncomfortablevconversationsvandvsituationsvins
ide—andvpossiblyvalsovoutside—
ofvthevclassroom.vIvstronglyvbelievevthatvifvstudentsvcannotvhavevthesevdifficultvdiscussionsvinvav“co
ntrolled”vandvemotionallyv“safe”vclassvsetting,vthenvwherevcanvsuchvdiscussionsvtakevplace?vIvamvn
otvsuggestingvthatvstudentsvshouldvbevcoddledvorvoverprotected.vRather,vforvsuchvdiscussionsvtovbec
omevmaximallyvmeaningfulvandvtransformative,vthev400-
poundvgorillavmustvbev“named.”vWevdovourvstudentsv(andvtheirvfuturevclients)vavdisservice,vtovdovoth
erwise.vAsvinstructors,vwevbecomevimportantvclassroomvmodelsvofveffectivevwaysvtovengagevinvthisv
naming,vclaiming,vandvtransformationvprocess.vByvexhibitingvconstructivevwaysvtovdiscussvemotio
nallyvchargedvissuesvinvavnon-
defensivevway,vwevencouragevstudentsvtovcourageouslyvown,vexamine,vandvaltervtheirvbeliefs,vfeeli
ngs,vworldviews,vandvissuesvthatvwouldvlikelyvinterferevwithvtheirveffectivenessvasvavmulticulturalvc
ounselorvandvembracervofvsocialvjustice.vItvisvthroughvthisvnaming,vclaiming,vandv“takingvstudentsv
where
they’revat”vprocess,vthatvthev“unmentionable”vcanvlosevitsvpowerfulvoftenvparalyzingvholdvonvstudents
andvrealvstudentvchangevcanvoccur.
v
