1. MH31 Principles of interviewing and group leadership
Billies Fall 2016

2. engagement and identity in counseling
Name Game Name Video Name Free Write Name Reading Engaging Clients

3. multicultural Counseling in MH31
Creating a multicultural classroom
Multicultural Counseling Competence
Mapping emotions and events in everyday life
Counseling theory and techniques
Pick a client population to focus on

4. Creating a Multicultural Classroom
Thinks about how power affects relationships
Appreciates difference as a strength
Accepts that discussions will include debate and disagreement
Aspires to find connections across differences

5. Multicultural Counseling Competence
the ability of a therapist to include cultural issues in all stages of helping (relationship building, assessment, goal setting, intervention, evaluation) with knowledge, skillfulness, and self-awareness.

6. 3 aspects of multicultural Competence
Knowledge: Informed knowledge about how a client’s culture relates to his, her, or their issues
Skill: Techniques tailored to a client’s cultural background that recognize how the therapist’s cultural background affects the therapeutic relationship
Self-awareness: Knowledge of one’s membership in cultural groups and how they have interacted with other cultural groups over time
Also known as “Multicultural Responsiveness”

7. MCC in MH31
You will study the mental health issue of a specific client group, also known as a “population.” You will focus on one racial or ethnic group that faces this issue.
Assignments will guide you to describe the mental health problem faced by this racial or ethnic client population, identify culturally-appropriate engagement, assessment and treatment recommendations, and share this information with your counseling classmates.

8. Roadmap to helping

9. tripartite model of personality development

10. Counselor qualities
Why is Carl Rogers important to counselors? Core counselor qualities

11. MCC: Counselor self-awareness
is part of developing multicultural competence
includes awareness of your emotions as well as your environment and social context
includes the ways society helps you move ahead OR gets in your way
can also be called “critical consciousness”

12. Map your daily life Make a map of your daily life. Include:
steps you take,
places you go,
things you see, smell, hear, taste, or touch,
feelings you have,
people you encounter, etc.

13. map your daily life, cont.
In pairs, describe your map. Listener, tell the map maker at least one thing that stands out to you.
Group discussion
Questions:
Anyone want to describe their map to the class?
What stands out to you?
What patterns do you have?
How do you feel throughout your day?
Who is part of your everyday life?
How do you feel about these encounters?

14. Assignment: map your daily life
Read on website

15. counselors as writers
What kinds of writing do counselors, social workers, and human service workers do?

16. counselors as writers, cont.
Free Write
How do you feel about your writing?
What do you like about writing?
What do you dislike about writing?
Revising your writing

17. Discuss map of daily life I
Using your Map I Assignment:
What emotions do you have in your everyday life?
What makes you...
angry, sad, afraid, hopeless?
happy, excited, hopeful?
What makes other people in your life...

18. EMPATHY Free write
Who in your life do you feel really understands you? Who in your life do you understand really well? Is there a particular type of person that you think you understand really well?

19. What is Empathy?
Student definitions:
Textbook definition:
Empathy is expressed when the counselor communicates that he or she understands the facts, emotions, or special meanings of the client’s story.

20. Empathy versus Sympathy
What is the difference between...
Empathy:
Sympathy:
Which should counselors practice? Why?
Empathy: understanding and communicating that you understand the facts, emotions, or meanings of a person’s story
Sympathy: feelings of pity or sorrow for someone else’s misfortune. Can be distancing or give a feeling of ‘I’m glad I’m not you!’

21. LGBTQ Youth of color in foster care
Watch (Minute 0 - 6:11 of video)
Students take notes during video to hand in:
What has happened in Anwar’s life?
What feelings is Anwar having?
How have his experiences affected his self-perception and his vision for his future?

22. LGBTQ Youth of color in foster care, continued
Discuss in pairs
What are three things that Anwar went through while he was in foster care?
Can you relate to what he's gone through?
Can you relate to his feelings (even if they are for a different reason)?
If yes, what can you relate to?
If no, what is hard for you to relate to?
Discuss in whole class
What could you relate to? What couldn’t you relate to?
Do you think you could be a good counselor for Anwar? Why or why not?
What would you need to learn to be a better counselor for him?

23. Empathy for clients similar and different from you
Empathy is a remarkable tool for counseling because it can transcend the obstacles that can get in the way of people relating to each other. If you know what the person feels because you've been through something similar, if you can put yourself in someone else's shoes, or if you can be compassionate and humble when you don’t understand the person, empathy creates a human bond that deepens trust and promotes healing.
At the same time, empathy is a skill because cultural, religious, identity, family, and personality differences can make it hard for counselors to understand their clients. It is important to practice cultural humility.
hand in free write

24. SKILL BUILDING: 3 ways to Show empathy
1. Personal Experience
Can you personally relate to what the client has told you? If yes, use what you felt then as a guide to see if that is how the client feels now.
2. Put Yourself in the Client’s Shoes
If you can’t relate through personal experience, put yourself in the client’s shoes and imagine what you would feel. Ask if that is how client feels.
3. Show Compassion & Acceptance If You Don’t Understand
If you can’t relate to the client, use compassion to show that you accept the client’s feelings as genuine and valid even if you don’t understand.

25. To Show Empathy to a Client
Do not “help” the client or try to make them feel better!
The first step is saying something that shows you understand how the client feels.
Use this model:
You sound __________________. Is that how you feel?
(emotion word)
This is also called an “empathic statement.” This is a specific therapist intervention that shows how you as the counselor can relate to the client’s emotion in a genuine way.

26. Model for Showing Empathy
State the emotion you think the client is feeling and ask to see if you are on track: Client: I just don’t know what to do. I’ve tried everything but my brother still won’t talk to me. Counselor: “You sound discouraged. Is that how you feel?” Stop there! Give the client time to respond. Also, yourself to be wrong. This gives the client a chance to refine the feeling he or she is actually feeling.

27. Example
Ask student to read aloud, fill in the blank
Client: I’m in my 3rd semester and I just can’t seem to keep up in any of my classes. I’ve been trying, but I know I could do better. My family keeps causing me problems and I feel like they are making me choose between them and school.
Counselor:
“You sound _________________. Is that how you feel?” (emotion word)

28. empathy practice
In Pairs – empathy exercise Therapist: How is school going for you? Client: (Talk about how school is going for you.) Therapist: You sound ________. Is that how you feel? (emotion word)

29. Discuss Assignment map of daily life II
Refer to your maps. We have talked about the emotions of everyday life. Now we will examine what happens everyday that either helps us move forward or holds us back, toward learning assessment and intervention skills.
Free write:
What happens in your everyday life that helps you achieve your goals (small and large)?
What happens that gets in the way of you achieving your goals (small and large)?
hold onto free write for in class exercise

30. paraphrasing
Go to Paraphrasing slides

31. Tracking thoughts and feelings in a conversation
Read assignment description

32. Become an Expert Free Write
Revisit MCC in MH31
Pick a group of people who you really care about. Write about...
someone you find yourself drawn toward, that you often want to help
a group that you think gets treated unfairly in society,
a friend or family member who could use counseling,
an issue you personally struggle with,
a group you are part of that you may not be worried about but that you care about deeply, etc.

33. Exercise: STereotypes
Do & process

34. Social Group Identities
The tendency for people to categorize themselves as part of an “ingroup” as opposed to an “outgroup” (Tajfel & Turner)
We relate to each other based on perceptions of social group status and mobility.
Certain social group identities have a big impact in our daily lives:
race What others?
class
gender
sexuality
dis/ability
immigration status

35. challenging stereotypes
Challenging stereotypes about Muslims: video GET

36. Client race or ethnicity
Does your client population have a race or ethnicity? When you imagine them in your mind’s eye what is their race or ethnicity? Go to Race, Ethnicity, Culture slides *You must pick a race or ethnicity for your client population.

37. Reflecting Feelings
Go to slides

38. Analyzing thoughts and feelings in a conversation
Read assignment description

39. INTERSECTIONALITY and everyday DISCRIMINATION
Now we will examine the “social context” or the ways culture and power affect everyday life.
As we watch these videos, think about how and when your identities become relevant in your daily life.

40. intersectional Identities with Dee Watts-Jones
QUESTIONS
What is “intersectionality”?
Does Dee Watts-Jones identify as African American, as a woman, as a middle class person, as a divorced person, or as a heterosexual?
Which of her identities are a source of privilege?
Which of her identities are a source of oppression?

41. ‪Cracking the Codes: Joy DeGruy, "A Trip to the Grocery Store"‬
Questions
What happened?
What do you think would have happened if her sister-in-law had not spoken up?
Which person can you relate to in this scenario?
Who has privilege in this scenario? What kinds?
Who is facing discrimination or oppression? What kinds?

42. Map an Institution in your daily life
Pick an important institution in your daily life
home/family; school; store; neighborhood; work; medical facility; religious institution; sports team, club, chorus, dance troupe; etc.
Draw and describe how you are treated favorably or unfavorably by that institution. Include:
how you are made to feel like you do or don’t belong;
examples of being favored or discriminated against;
the people involved;
what you see, hear, smell, taste, touch;
typical things that are said, assumptions and stereotypes;
your feelings and bodily sensations; etc.
In pairs, share your map and experiences

43. Assignment: map an institution in your daily life
Read on website

44. free write
Describe a typical day in the life of someone in your client population. Specify which racial or ethnic group the client is from. Include:
what happens as the person’s day unfolds;
the people he/she/ze encounter;
the places he/she/ze goes;
how the client is treated by people in various institutions (store, school, work, religious organization, team, in public, etc.)
how the client feels at different points in the day

45. Societal Treatment Stereotype Prejudice Discrimination
Systemic Oppression & Privilege
- a commonly held belief 
about specific social groups
- a simplified & standardized conception of a group based on assumptions
an attitude (usually negative) towards an individual based on the individual’s membership in a social group
unfair action toward a person or group based on actual or perceived membership in a certain group or category
social, economic, and cultural laws, policies, and practices that mistreat one social group while benefitting the dominant social group
Does not require “power over” anyone
Requires “power over” a person or group
Requires group “power over” another group

46. Societal treatment of your client population
Example (open from website)
Fill in hand out as best you can (10 min)
Talk in your Multicultural Counseling Group to fill in/ add to your grid
Class discussion:
Anyone want to share?
Anyone having a hard time?
Read Assignment Description

47. Reflecting meaning In class exercise: Hand out
Reflecting Meaning: GET TEXTBOOK DFN. Therapist and client identify the client's values and perspectives underlying the client's story. This helps the client see whether his/her/hir beliefs are in conflict in order to figure out what is important to him/her/hir and make changes in his/her/hir life.

48. reflecting Meaning: Model
You feel ______________ about __________________
(emotion) (fact from story)
because___________________________.
(deeper meaning)

49. Where Deeper meaning comes from
A client’s deeper meaning can be found in…
Personal, family, religious, cultural values
Sources of shame in the client's past
Experiences in society
Beliefs about how the client thinks the world works (the client’s “worldview”)
Therapists reflect the client's deeper meaning with:
"You believe…"
"You value…”
“In your experience...”
"It’s really important to you that…"
"In your culture…"

50. Reflecting meaning: Example
You feel hopeless about your boyfriend cheating on you (emotion) (fact from story)
because you believe men can’t be trusted.
(deeper meaning)

51. Reflecting meaning: Societal treatment example
You feel frustrated about trying to get a job (emotion) (fact from story)
because restaurants don’t hire people with accents for
(deeper meaning)
wait staff positions.

52. Why is Worldview so important in counseling?

53. xxx OR???? Critical Consciousness in Social Work Practice
Handout Suarez et al. reading; Read collectively
Free write:
What is one idea that stands out to you?
What is something you do not understand?
Share in pairs
BETTER SOMETHING ON INTERSECTIONALITY

54. Critical Consciousness
3 questions help people develop critical consciousness:
What do we experience in our daily lives?

What is our oppressive or privileged situation? 

What is our capacity to influence this situation?


55. Mental health Discrimination
Get into Learning Circles
Watch
5 factors that lead to discrimination in mental health care:
Stigma
Lack of Cultural Competence
Distrust
Language
Lack of Providers