Discussion 2: Multicultural Awareness Case Studies
Case studies tell stories. They present a worldview of complex and contextually rich scenarios often involving unique, conflicting, or sensitive problems. As an instructional strategy, case studies enhance program expertise and facilitate student learning. Case studies are used to bridge the gap between theory and practice. This practice helps students articulate and defend positions, evaluate courses of action, and consider different points of views about multicultural awareness illustrated in the case studies.
For this Discussion, you examine the case studies in the folders in the counselors office at the Walden School in this weeks media, Student Case Study. Think about each students background and multicultural issues. Then select a student. Reflect on your personal multiculturalism and how it might challenge or improve your ability to work with the student you selected.
Post by Day 4 a brief description of the case you selected. With the Council for Accreditation of Counseling and Related Educational Programs, American Counseling Association, and American School Counselor Association standards in mind, identify the multicultural factors that you might consider in counseling the student. Describe the multicultural factors that could challenge you when working with the student and explain why. Briefly describe one strategy you might apply to enhance your cultural competence. Finally, explain how you might improve your skills in that area.
Be sure to support your postings and responses with specific references to the resources and the current literature using appropriate APA format and style.
Added on 20.09.2016 13:23
LeBeauf, I., Smaby, M., & Maddux, C. (2009). Adapting counseling skills for multicultural and diverse clients. Retrieved from http://www.counseling.org/resources/library/vistas/2009-V-Print/Article%204%20LeBeaufSmabyMaddux.pdf
American School Counselor Association. (2010). Ethical standards for school counselors. Retrieved from http://www.schoolcounselor.org/asca/media/asca/Resource%20Center/Legal%20and%20Ethical%20Issues/Sample%20Documents/EthicalStandards2010.pdf
Council for Accreditation of Counseling and Related Educational Programs (CACREP). (n.d.-b). 2009 standards. Retrieved from http://www.cacrep.org/wp-content/uploads/2013/12/2009-Standards.pdf
Grothaus, T., McAuliffe, G., & Craigen, L. (2012). Infusing cultural competence and advocacy into strength-based counseling. The Journal of Humanistic Counseling, 51(1), 5165.
Infusing cultural competence and advocacy into strength-based counseling by Grothaus, T., McAuliffe, G., & Craigen, L. in The Journal of Humanistic Counseling 51/1. Copyright 2012 by the Association of Humanistic Counseling. Reprinted by permission of John Wiley & Sons-Journals via the Copyright Clearance Center.
Holcomb-McCoy, C., & Chen-Hayes, S. F. (2015). Culturally competent school counselors: Affirming diversity by challenging oppression. In B. T. Erford (Ed.), Transforming the school counseling profession (4th ed., pp. 173193). Upper Saddle River, NJ: Pearson.
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