Multiculture school counseling
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In every school, we find students belongs to different cultures. In this presentation described the need of counseling in a multicultural environment to help student and teacher to create an effective learning environment.
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This document discusses multicultural counseling. It begins by defining multicultural counseling as understanding how people become part of communities and construct their worldviews. It then discusses Sue's model of multicultural competencies, which are awareness of one's own biases, understanding clients' worldviews, and developing appropriate intervention strategies. The document further explains Sue's three dimensions of a culturally competent counselor: beliefs and attitudes, knowledge, and skills. It concludes that counseling programs should have a diverse staff, involve the community in planning, and advocate for all cultures.
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This document discusses cultural competence in multicultural counseling. It begins by outlining the process of cultural adjustment one experiences when visiting a foreign culture, including initial crisis, recovery, and reentry shock. It then discusses common emotions like guilt, anger, and fear that arise and how multicultural counseling can help people understand their own cultural identities and the perspectives of culturally diverse clients. Guidelines are provided for clinical practice, such as becoming aware of one's own biases and the oppression faced by minority groups. Characteristics of culturally skilled counselors are outlined, including having beliefs that appreciate diversity, knowledge of different cultural perspectives, and counseling skills adapted for different cultures.
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This document discusses multicultural counseling. It begins by defining multicultural counseling as understanding how people become part of communities and construct their worldviews. It then discusses Sue's model of multicultural competencies, which are awareness of one's own biases, understanding clients' worldviews, and developing appropriate intervention strategies. The document further explains Sue's three dimensions of a culturally competent counselor: beliefs and attitudes, knowledge, and skills. It concludes that counseling programs should have a diverse staff, involve the community in planning, and advocate for all cultures.
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This document discusses cultural competence in multicultural counseling. It begins by outlining the process of cultural adjustment one experiences when visiting a foreign culture, including initial crisis, recovery, and reentry shock. It then discusses common emotions like guilt, anger, and fear that arise and how multicultural counseling can help people understand their own cultural identities and the perspectives of culturally diverse clients. Guidelines are provided for clinical practice, such as becoming aware of one's own biases and the oppression faced by minority groups. Characteristics of culturally skilled counselors are outlined, including having beliefs that appreciate diversity, knowledge of different cultural perspectives, and counseling skills adapted for different cultures.
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The Role of the Counsellor……………………………………………
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Stages of the counselling process: …………………………………………
Some Misconceptions About Counselling ……………………………
The Counselling Process ………………………………………………
Stage 1: Relationship Building - Initial Disclosure ………………………
Stage 2: In-Depth Exploration - Problem Assessment ………………….
Stage 3: Goal Setting - Commitment to Action ………………………….…
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Benefits and limitations of Psychoanalytic theory ……………
Psychodynamic Approach to Counselling …………………………
Id, Ego and Superego …………………………………………
Humanistic Theory …………………………………………………
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This document provides information on basic counselling skills including stages of counselling, attending and listening skills, problem identification skills, and skills for implementing interventions. It discusses models of counselling like Waehler & Lennox's five stages and Roger's seven stages. Key attending skills like eye contact and body posture are explained. Methods for identifying problems students may face like personal, academic, and social issues are outlined. Finally, the document discusses direct and indirect intervention strategies as well as teacher-centered, student-centered, and family-centered approaches.
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1. Reality therapy is a counseling approach based on choice theory which posits that human behavior is driven by five basic needs and that people have the ability to choose their behaviors.
2. The therapeutic process in reality therapy involves creating a supportive counseling environment, exploring a client's wants and needs, evaluating whether their current behaviors are meeting those wants and needs, and developing plans for behavior change.
3. Key aspects of reality therapy include keeping therapy focused on the present, emphasizing personal responsibility and choice over past events, avoiding non-constructive techniques like transference, and developing plans that are simple, measurable, and committed to by the client.
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The document discusses different aspects of counseling in an employment context. It defines counseling as a purposeful discussion between two people to help address an employee's emotional problems. The aims of counseling are to help employees understand themselves, make impartial decisions, set achievable goals, and effectively address personal and interpersonal issues. The document outlines three main types of counseling: directive, which involves the counselor providing advice and guidance; nondirective, which focuses on understanding the employee; and cooperative, which takes a mutual approach between counselor and employee. Finally, it provides some examples of situations where counseling may be appropriate, such as performance issues, conflicts between employees, or absences.
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The document provides information about peer counseling and the counseling process. It discusses:
- The basic assumptions of counseling as a non-directive process to help clients facing problems gain self-awareness and make decisions.
- Common techniques used in counseling like active listening, empathy, reflection, and questioning to move the client through stages of identifying issues, setting goals, and taking action.
- Characteristics of effective counselors including qualities like self-awareness, openness, authenticity, respect for clients, and deriving meaning from their work.
- Examples are given of counseling skills and challenges like considering cultural differences, boundaries, and managing one's own issues.
Clinical interviewing
This document provides an overview of the clinical interview process. It discusses the characteristics of a clinical interview, including that it is a one-on-one conversation between a professional and client in a professional setting. It describes the different types and structures of interviews, such as intake interviews, case history interviews, mental status exams, crisis interviews, and diagnostic interviews. Communication strategies for building rapport and conducting the interview are also covered, along with considerations for different populations and common pitfalls.
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This document provides definitions and explanations of counselling from various sources. It discusses counselling as a process that focuses on personal growth and empowerment. It outlines the benefits of counselling for both employees and organizations. It also describes different types and approaches to counselling such as directive vs non-directive counselling and humanistic approaches developed by Carl Rogers. Key figures in the development of counselling theories are discussed, including Freud, Maslow and Gestalt therapy founders.
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The counselling process; Stages of the counselling process
The counselling process:
Stages of the counselling process
Stage 1: Initial Disclosure
Stage 2: In-depth Exploration
Stage 3: Commitment to action
Three stages of Counselling in Perspective
Counselling …………………………………………………………………
Counselling and Psychotherapy………………………………………
The Role of the Counsellor……………………………………………
Counselling Skills ……………………………………………………
Stages of the counselling process: …………………………………………
Some Misconceptions About Counselling ……………………………
The Counselling Process ………………………………………………
Stage 1: Relationship Building - Initial Disclosure ………………………
Stage 2: In-Depth Exploration - Problem Assessment ………………….
Stage 3: Goal Setting - Commitment to Action ………………………….…
Guidelines for Selecting and Defining Goals ………………………..
Summary ………………………………………………………………
Three stages of Counselling in Perspective …………………………………
Psychoanalytic theory ……………………………………………..…
Benefits and limitations of Psychoanalytic theory ……………
Psychodynamic Approach to Counselling …………………………
Id, Ego and Superego …………………………………………
Humanistic Theory …………………………………………………
Client Centred/Non Directive Counselling……………………
Benefits and limitations in relation …………………………
Humanistic Approach to Counselling …………………………………
Behaviour Theory …………………………………………………
Behavioural Approach to Counselling …………………………
Cognitive Theory …………………………………………………
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This PowerPoint presentation summarizes the key ethical and legal issues that school counselors must follow, including adhering to professional standards, regulations, laws, and ethical codes established by professional associations, state and federal agencies, courts, and other institutions. It outlines school counselors' responsibilities to students, parents, colleagues, the school/community, themselves, and the counseling profession. Counselors must understand laws governing student and parent rights, records, disabilities, nondiscrimination, and more to avoid liability issues. The presentation provides an overview of the important legal and ethical considerations for school counselors.
Clinical Interview
A clinical interview is a dialogue between a psychologist and patient that is designed to help the psychologist diagnose and plan treatment for the patient. It allows the psychologist to understand the patient's expectations and obtain information about their past and current family events. There are different types of clinical interviews, including intake interviews which occur during the first session to understand what brings the patient in and their history, and mental status exams which examine a patient's behaviors, appearance, and answers to questions to assess their mental health. Clinical interviews provide advantages such as detailed personal information and the ability to clarify responses, but can also be time-consuming and have inconsistencies between interviewers.
Distinction between counseling and psychotherapy
The document distinguishes between counseling and psychotherapy. Counseling applies mental health, psychological, and human development principles and is used with normal individuals for educational and informational purposes, often in educational settings. Psychotherapy refers to therapeutic treatment involving a trained professional and client or patient, using strategic methods, and is used with severely disturbed individuals, often in medical settings. Both counseling and psychotherapy aim to promote healthy living, but counseling is less clinical and more educational compared to psychotherapy.
Social cognition
Social cognition is a sub-topic of social psychology that focuses on how people process, store, and apply information about other people and social situations.
It focuses on the role that cognitive processes play in our social interactions.
The way we think about others plays a major role in how we think, feel, and interact with the world around us.
Adlerian therapy
Alfred Adler developed Individual Psychology which focused on understanding human behavior through examining goals, lifestyle, birth order, and social interest. Key concepts in Adlerian theory include inferiority, superiority, social interest, family constellation, and basic mistakes. Adlerian therapy uses techniques like lifestyle analysis, interpretation, encouragement, and paradoxical intention to help clients develop social interest and change maladaptive behaviors.
Case formulation
This document discusses case formulation, which involves developing a hypothesis about the factors that cause and maintain a client's problems. It outlines the key components of case formulation using the DSM-5, including the presenting problem, predisposing factors, precipitating factors, perpetuating factors, and protective factors. The document provides an example case formulation for a client named Nasira who is experiencing depression. It analyzes the precipitant, predisposing factors, and perpetuating factors for Nasira based on her history and symptoms. The case formulation would then inform the treatment plan.
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- 1. MULTICULTURAL SCHOOL COUNSELING CONTENTS • Definition of Culture, Multicultural and Counseling • Multicultural School Counseling • Need of Multicultural School Counseling • Role of School Administration • Duties of Counselor • References
- 2. DEFINITIONS OF CULTURE, MULTICULTURE AND COUNSELING ▪ The sum of attitudes, customs and beliefs that distinguishes one group of people from another. Includes language, material objects, ritual, institutions, way of thinking, behaving or working, music, architecture, literature and art etc. ▪ Relating to or representing several different cultures or cultural elements or consisting of relating to or designed for the cultures of several different races in a society or institution etc. ▪ Professional guidance of the individual by utilizing psychological method especially in collecting case history data, using various techniques of the personal interview, and testing interests and aptitudes e.g. career counseling etc.
- 3. MULTICULTURE SCHOOL COUNSELING ▪ The Multicultural counseling in educational space develops in the conditions of undertaking the proactive role by the counselor who teaches, aids, supports the beneficiaries to correctly understand certain types of social behaviors and reactions. ▪ As specialized activity, inside school, the multicultural counseling acts both in therapeutic and prevention purpose face to the identified crisis situations and facilitates the optimization of strategies which school might use in actual situations.
- 4. NEED OF MULTICULTURAL SCHOOL COUNSELING ▪ Every one live in Multiculture society. ▪ Integration of Multicultural Students and to promote equality. ▪ To solve problems related to language, religion, customs, which effects on learning etc. ▪ To help in accommodation within school and society. ▪ To promote coordination between multicultural students. ▪ To prepare students as positive and helpful productive citizens. ▪ To change discriminative behaviour.
- 5. ROLE OF SCHOOL ADMINISTRATION ▪ To prepare school counselors to integrate a critical understanding of issues relating to culture, race, social class, ethnicity, sexual identity, religious beliefs and other aspects of identity and social location into mental health assessment and service delivery. ▪ While it is vital for school counselors to understand the unique challenges of meeting the needs of a culturally diverse school, they can draw upon multicultural coursework and lessons about linguistic, religion, ethnicity, social class etc. diversity to understand others positively.
- 6. CONT. ▪ Language is the initial stages of development cooperation between different cultural background students. ▪ To consider the importance of education as a vehicle for economic and social success, school has to provide essential resources to counselor to learn and understand different languages. ▪ Religions knowledge helps counselor; to solve student queries and problems, to develop coordination between students and to maintain healthy environment in school. ▪ Culture is another important part to provide culturally responsive services to every student, school counselors need to develop their understanding about different cultures.
- 7. DUTIES OF COUNSELOR ▪ The purpose of counseling is to prevent the situations of personal, educational and social crisis in the multicultural school institution. ▪ The counselor intervenes professionally for the school integration considering the limits of cultural values of different groups. ▪ In multicultural school organization the counselor helps eliminate the discriminative stereotypes of prejudices and promotes the equality of culture. ▪ The counselling activity identifies educative formative valences which facilitate the efficient and durable learning necessary for solving the situations of individual and collective crisis.
- 8. CONT. ▪ Identifies the problem of social adaption and integration at individual level. ▪ To correct the discriminative behaviors at group level, manifested through; rejection, marginalization, branding. ▪ Used positive quench and reinforcement, roles assuming and positive reinforcement, behavioural contact, positive reinforcement and renouncing to reinforcement.
- 9. REFERENCES ▪ https://www.merriam-webster.com/dictionary/culture ▪ http://smallbusiness.chron.com/list-five-dimensions-culture-affect-employee-behavior-24161.html ▪ http://www.dictionary.com/browse/multicultural ▪ http://www.tesol.org/docs/defaultsource/books/14030_sample.pdf?sfvrsn=2 ▪ http://www.sciencedirect.com/science/article/pii/S1877042813027638 ▪ https://theses.lib.vt.edu/theses/available/etd-08272009-174832/unrestricted/Airen_OE_D_2009.pdf ▪ http://multicultural.utk.edu/about/learning-outcomes/