3. • Learning Outcomes
• Unpacking Terms
• Cognitive Behavioral Therapy (CBT)
& Unhelpful Thinking Styles
• Using a CBT Thought Record
• Paper Practice & Live Practice
• Specific Scenario Q&A
• Planning for Application
• Evaluations
Agenda.
4. understand that both people are coming into
the communication with automatic thoughts
understand how your own automatic
thoughts affect your feelings and influence
your interactions with students
help students come up with alternative
thoughts and options that are more balanced
and helpful
move both student and adviser toward a
more culturally-affirming perspective by
paying attention and using active inquiry
Learning Outcomes.
5. What makes a conversation difficult?
• Feelings we experience
What skills can we use, or teach students
to use, to more effectively solve
problems?
• Awareness
• Shifting feelings and offering helpful
action steps
Unpacking Terms.
6. Culturally-affirming
Unpacking Terms.
Bennett, Milton J. “Towards Ethnorelativism: A Developmental Model of Intercultural Sensitivity.” Education for the
Intercultural Experience. Ed. R.M. Paige. 2nd edition. Yarmouth, ME: Intercultural Press, 1993. 21-71.
7. Cognitive Behavioral Therapy (CBT)
with a cross-cultural twist
[brief overview by Dr. Jung Yi]
interdisciplinary and innovative.
9. Think of the most difficult situation involving
a student in your office.
What were your automatic thoughts?
How did you feel?
What did you do?
Watch the video and follow instructions
about how to complete a CBT thought
record. Pause video as necessary.
[both on next slide]
Using a CBT Thought Record.
11. Exploring & Offering Alternative Thoughts
The following slides present six (6) common student
situations.
The first four (4) offer hypothetical, complete CBT
thought records.
Review and discuss with a partner.
The last (2) two are intended as tools for practice.
Complete on your own or with a partner.
[handouts]
Paper Practice.
18. Suggesting Alternative Thoughts.
[theatrical demo & active role play]
Ziva is a junior transfer from Australia in her second semester
at CAL. She’s just learned that she is being academically
dismissed after having been on academic probation her first
semester.
Ziva presents her automatic negative thoughts one at a time.
The audience prompts with questions/comments
and leads Ziva to new, alternative thoughts.
Live Practice.
21. What aspects are useful to you?
In what situations might you plan to
use this?
What support do you have, or need,
to use CBT successfully?
to continue having difficult
conversations with students?
Planning for application.
22. Greenberger, D., & Padesky, C. A. (2015). Mind over
mood : change how you feel by changing the way you
think. (2nd Rev. ed) New York, NY: Guilford Press.
UCB Library link to 1995 edition.
Milton J. Bennett, P. D. (2011). A developmental model
of intercultural sensitivity. Retrieved from
http://www.idrinstitute.org/allegati/IDRI_t_Pubblicazio
ni/47/FILE_Documento_Bennett_DMIS_12pp_quotes_r
ev_2011.pdf
IDRI Link
References
Isela welcomes and acknowledges audience.
Shares personal account of gearing up for this workshop.
-coming up with new terms “culturally-affirming”
-experience of reading the specific scenarios that the participants offered in the registration process
-interdisciplinary nature of the workshop
-cases that came up
Presenters each introduce themselves.
Lead: Amy
Lead: Isela
Lead: Jung
What makes a conversation difficult ?
Feeling anxiety, fear, insecurity, frustration
What skills can we use, or teach students to use, to more effectively solve problems?
Awareness of automatic thoughts (uncomfortable feelings, inaction, self-sabotaging behavior)
Coming up with alternative thoughts that lead to shifting feelings and helpful action steps
Lead: Amy Azuma
Amy will give concrete examples of how this manifests in daily interactions.
Lead: Jung
Lead: Jung
Guide participants through Unhelpful Thinking Styles handout. Which do you find yourself doing at times?
Ask audience to mark with checks. Important to not that thinking styles and automatic thoughts are normal.
Share out.
Lead: Jung
Guided self-reflection
Video to be played in conjunction.
Lead: Amy
Read through at tables, mindsight to imagine you are the student
Facilitate: Isela
Performer: Ziva
Junior transfer student, has received news that she is being academically dismissed– GPA issue. Will give examples of automatic negative thoughts.
Audience will be invited to suggest alternative thoughts.
Amy to record audio.
Lead: Jung
Lead: Jung
Isela will print out specific scenarios from registration and prompt if needed.
Amy to audio record.
Lead: Jung (Think, Pair, Share). Jung will ask audience to turn to their neighbor.
Jung will also give additional support resources.
Lead: Jung (Think, Pair, Share). Jung will ask audience to turn to their neighbor.
Jung will also give additional support resources.
Lead: Isela
Isela does brief review and wrap-up (Thanks audience).
Jung will introduce the idea for a Part II or a follow-up workshop in mid June.
Amy will announce evaluations and any other handouts still not distributed.
