Counseling With Students Of Other Cultures
Counseling With Students Of Other Cultures
Course Under Construction
Course Study Description
CCEUS23 - Counseling With Students Of Other Cultures: The Basics Of Ethnic Diversity In The Schools. [10 contact hours] -[$50.00 - NO OTHER COURSE FEES APPLY] Understanding that the United States is a pluralistic society and the schools are a reflection of that society, school counselors have been making efforts to improve services for those who are entrapped in stereotypical roles: ethnic groups, such as Blacks, Hispanics, Asians, and American Indians. Sweeping changes have happened in America's schools in the last 30 years. Racial and ethnic origin have never been such a big issue. The United States has the largest number of immigrants in history. Gender diversity has emerged as an issue in the schools and society. Persons with disabilities are also part of the diversity picture. Perhaps most dramatic of all, the structure of the American family has been transformed and is different in ways never dreamed of just a few years ago. All of these changes have greatly complicated our ability provide equitable and high quality counseling services and learning experiences for all students. All of these challenges offer their own unique opportunities. The professional counseling literature has been paying more attention to the ways in which training can be improved so that counselors can work more effectively with clients from these groups. The major emphasis of this course is on helping the school counselor become aware of the the differences in the above ethnic groups, how to become aware of their own potential biases, accepting differing social and cultural beliefs, helping counselors adapt adapt their techniques and skills to the special characteristic of each of the diverse groups, and providing a framework for addressing the multiple challenges of student diversity. The work in this course will help the counselor recognize and eliminate the individual and institutional barriers of prejudice, and discrimination. Specific activities and approaches to broaden awareness, understanding, and communication are provided. Materials include a Course Description, Course Directions, Course Outcomes, Textbook Reference, Study Guide Questions, Vocabulary List, Supplementary Readings, and Related Links to guide the study of the material in the course. A final examination with a score of 80% is required for successful completion of the course. NBCC Content Area: Social and Cultural Foundations.
Course Directions
Click on the Course Directions page to read course procedures.
Course Outcomes
As a result of the work in this course, the counselor/student will:
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understand cultural diversity and its implications for the schools. |
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recognize and confront prejudice and discrimination in the school setting. |
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learn ways to eliminate structured barriers that limit student success. |
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learn to devise ways of enhancing staff and curriculum to address diversity needs. |
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become aware of ways of fostering school, community, and family partnerships. |
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understand the multicultural ethos in the schools. |
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become aware of new skills in a changing multicultural paradigm. |
Text [Required Reading To Be Prepared For The Exam]
Multiculturalism And TQE: Addressing Cultural Diversity In the Schools by Timothy G. Reagan, Paula A. Cordeiro, Linda P. Martinez ISBN: 0803961073 $19.95 in The Bookstore .
Study Guide Questions
What is culture?
Describe some competing models and approaches.
Enumerate the American Experience, the historical perspective of cultural diversity.
What is multiculturalism?
What is prejudice?
What is discrimination?
Describe the interrelation of prejudice and discrimination.
How are discrimination and power interrelated?
How can discrimination be eliminated or reduced?
What measures can a counselor take to stimulate or enhance student access?
Describe several ways to increase staff understanding of diversity.
What can be done to foster school, community, and family partnerships?
Describe ways to sustain a multicultural ethos in the schools.
Describe some of the new skills that will facilitate multicultural counseling in the schools.
Vocabulary
amalgamation
anglo-conformity
assimilation
culture
cultural diversity
cultural pluralism
cultural relevance
defect theory
difference theory
macroculture
ageism
discrimination
institutional racism
institutional sexism
prejudice
racism
sexism
stereotype
second generation discrimination
cultural diversity
curriculum
hidden curriculum
Praxis
bi-lingual
ESL
extended family
family
household
IEP
SES
single-parent family
socio-cultural capital
creative tension
educational ecology
mental models
multicultural ethos
self-maintaining
self-renewal
self-transcending
school culture
Supplementary Readings [Required Reading To Be Prepared For The Exam]
Not only do these three large groups differ, but subgroups within each group often also differ, so it is important not to generalize an understanding of one group to another. For example, although both groups are Indochinese, the Vietnamese, many with a Chinese ancestry, are very literate and can easily find work in America, while the Hmong have no written language, and their skills frequently do not meet American labor needs.
Immigrants from Japan, Korea, Taiwan, and Hong Kong are more likely to have a middle-class background, while Southeast Asian refugees were mostly rural villagers or the urban poor. Middle-class APIs encourage intellectual ability and self-direction, and may have less trouble interacting with teachers. The fatalist beliefs and rigidity in thinking more common among poor and/or APIs can create communication problems with school personnel.
Asian Americans born in the U.S. can usually communicate with educators more easily than immigrants who had traumatic experiences in war or refugee camps. These experiences can also profoundly influence children's reaction to a new environment.
Open Culture
Open culture refers to the values and norms of family, religion, formal
language, social organizations, and customs.
Education. In general, APIs think about social institutions such as school quite differently from educators, seeing teachers as professionals with authority over their children's schooling. They believe that parents are not supposed to interfere with school processes, and may regard teachers who seek parent involvement as incompetent.East Asians, particularly Chinese, highly value formal education, and believe that high achievement brings honor and prestige to the family, while failure brings shame. The intense pressure upon children to succeed often leads to intergenerational conflicts, and many API children suffer from test anxiety, social isolation, and low self-esteem because of their mediocre school performance.
Asians have difficulty accepting learning disabilities and depression, and believe that psychological distress is an indication of organic disorders and shameful to both the individual and the family.
Language. A barrier to schooling for some Southeast Asians (rural Laotians, the Hmong, and Montagnards from Vietnam) is their prior lack of exposure to any writing system. Their language problems may be increased by other psychological or physical problems such as learning disabilities and hearing impairment. So it may be difficult to separate language differences (characteristics of learning English as influenced by the native language) from speech disorders (language difficulties resulting from mental or physical disorders).
Time. Southeast Asians and Pacific Islanders perceive time as a process that lets different things happen at the same time. Westerners schedule events one at a time. Thus, API parents may come late for an appointment without apologizing, or seem to be inattentive when teachers are speaking. Some APIs, such as the Hmong, believe time itself can solve problems better than human intervention, and, therefore, don't like to move quickly to solve problems.Communication. Communication can be either mainly high- or low-context. High-context communication, favored by Asians, does not require clear, exact verbal expression; it relies on interpretation of shared assumptions, non-verbal signals (like body movement), and the situation. Low-context communication, used by Anglo Americans, involves very elaborate expressions that do not need much situational interpretation.
Like other low-context cultures, APIs, particularly East Asian Americans, behave politely and even submissively. They stay constantly "tuned" to the moods of the people they are talking to, and expect the others to do the same. In conversations, Asians nod their heads a lot, avoid eye contact, and usually don't speak spontaneously or critically. Westerners, who only pay attention to what is said, often ignore nonverbal cues. So, when Americans do not hear Asians disagree, they may move to resolve an issue, only to have the Asian Americans respond angrily because they were upset that the Americans did not understand their nonverbal messages.
| Respect API cultural beliefs.
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| Establish the professional's role and assume authority.
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| Communicate in person, rather than in writing.
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| Be clear and firm about meeting times.
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| Be patient at meetings, and do not interrupt periods of
silence.
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| Watch for nonverbal cues.
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| Understand that some APIs' smiles often express confusion
and embarrassment, not pleasure.
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| Provide clear and full information, such as what will be
provided by, and is expected from, each person in the meeting.
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| Be sensitive when asking for information about API's
children, because many had bad experiences with authoritarian systems, and
because they don't like to talk about themselves.
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| Deal with immediate needs and give concrete advice.
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| Reach agreement by compromising.
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| Explain that parent involvement is a tradition in American
education.
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| Encourage involvement without increasing family tension;
respect that tradition demands that the young obey the elderly, even though
in daily life English literate teenaged APIs often serve as interpreters and
participants in family decision-making.
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| Offer a family English literacy project to help parents
understand how teaching and learning takes place in the U.S., and to bridge
the generation gaps within families.
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| Make it clear that a child's psychosocial problems are not
a source of shame, and that cooperation between the family and the
professionals can solve them.
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| To avoid putting unnecessary pressure on students, reject
the stereotype that most East Asian children are gifted, and that APIs
generally are docile.
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| Distinguish between behavioral or physical disorders and
communication difficulties, and overcome communication difficulties to
correctly identify behavioral and health problems. Communication problems
may be related to language differences and culture.
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| Pay particular attention to signs of hearing impairment--a
disability that seems highly prevalent among Southeast Asian immigrants.
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| Help students handle stress and negative feelings resulting
from culture conflict.
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Finally, since local API ethnic organizations and churches give strong support to families and children, school people and community leaders should ask these organizations to help them meet and talk with Asian families.
Examination
The examination for this course is attached to this page. PRINT OUT THE EXAM. All examinations consist of both True-False and/or Multiple-Choice items with five answers. You must score 80% on the exam to gain the contact hours. When you have printed the exam, read each question carefully, choose the BEST answer and circle the letter of the answer you choose. Return the exam by mail to Dr. Budd A. Moore, Exam Scoring At CounselingCEUsOnline along with the signed Honor Pledge and a check or money order for $36.00 payable to Dr. Budd A. Moore. The exam and the honor pledge can also be faxed to our office at 1(717)597-2302; however, it will not be scored until the scoring fee is paid in full. When the fee and all of the materials are received, the exam will be scored within 48 hours. Results will be e-mailed to you as soon as they are available. A letter of congratulations, a certificate from CounselingCEUsOnline, and an official transcript will be mailed to you. Examinations will not be returned to the student. Records of your scores will be maintained by CounselingCEUsOnline and will be available for you for a $5.00 transcript fee.
Mail: Exams, CounselingCEUsOnline, 8864 Lorford Drive, Chambersburg, PA 17201-9335 OR
FAX: 1(717)597-2302
EXPRESS EXAM!!! CCEUS23 [Click Below]
Examination
Request your examination when you feel prepared. All examinations consist of both True-False and Multiple-Choice items with five answers. You must score 80% on the exam to gain the contact hours. When you receive your exam, read each question carefully, choose the BEST answer and circle the letter of the answer you choose. Return the exam in the self-addressed envelope provided. It will be scored within 48 hours of the receipt of your course fees. Results will be e-mailed to you as soon as they are available. A letter of congratulations, a certificate from CounselingCEUsOnline, and an official transcript will be mailed to you. Examinations will not be returned to the student. Records of your scores will be maintained by CounselingCEUsOnline and will be available for you for a $5.00 transcript fee. Request your examination by mail from:
Mail: Exams, CounselingCEUsOnline, 8864 Lorford Drive, Chambersburg, PA 17201-9335 OR
FAX: 1(717)597-2302 OR
E-Mail: exam@counselingceusonline.com
[CounselingCEUsOnline] [Course Catalog]
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