It is perhaps trite to refer to human beings as social animals, but neverÂ theless it is true. A substantial portion of our lives is spent in interactions with other people. Moreover, the nature, quality, and quantity of those interactions have a tremendous impact on behavior, mood, and the adequacy of adjustment. Faulty interpersonal relationship patterns have reliably been associated with a wide variety of behavioral-psychological dysfunctions ranging from simple loneliness to schizophrenia. Most "traditional" analyses of interpersonal failures have viewed them as consequences or by-products of other difficulties, such as anxÂ iety, depression, intrapsychic conflict, or thought disorder. ConÂ sequently, remediational efforts have rarely been directed to interperÂ sonal behavior per se. Rather, it has been expected that interpersonal relationships would improve when the source disorder was eliminated. While this model does account for some interpersonal dysfunctions (e.g., social anxiety can inhibit interpersonal behavior), it is not adequate to account for the vast majority of interpersonal difficulties. In fact, in many cases those difficulties either are independent of or underlie other dysfunctions (e.g., repeated social failure may produce depression or social anxiety).
Students' cognitive, social, and emotional functioning and development is to a large extent culturally, socially, and contextually based. It is critical that educators become familiar with recognizing the numerous ecological influences of cultural diversity on American educational systems. Educational systems have in many ways operated without a strong awareness of a multicultural context and there is much to change at individual, institutional, and systemic levels. Due to rapidly changing demographics in America's schools, successful educators will be those who can work effectively and proactively with diverse students.
Diversity Training for Classroom Teaching: A Manual for Students and Educators is a resource guide geared to help educators create classroom communities that respond to diversity. Current United States national policy mandates that all pre-service teachers take a course in cultural diversity. The ideology behind this mandate is the belief that as America's classrooms become more demographically diverse, educators must learn how to respond to the different needs and cultural styles of children who represent such diversity. While textbooks that highlight these issues do exist, missing from current diversity education literature is a how-to toolkit designed to provide educators with activities, reflective scenarios, resources, and reference lists. The learning activities presented in this volume seek to fill this current gap in the literature. They define terminology, provide activities to raise self-awareness, include newspaper articles that illustrate the relevance of concepts, and allow for an overall dialogue about diverse issues.
Diversity Training for Classroom Teaching encourages readers to generate their own construction of effective multicultural education and learn how to adapt it across various student populations and educational problems. At the same time, learning activities encourage readers to respect and seek to understand the experiences and worldviews of different people and how these diverse realities influence what is meant by multicultural education.
A Guide to Practicum and Internship for School Counselors-in-Training, 2nd ed, covers all aspects of the practicum and internship experience, from the initial contact with supervisors to detailed descriptions of students' different roles. Readers will gain both an awareness of the school culture and the understanding needed to develop an individualized philosophy of school counseling. Specific topics covered include popular counseling theories used by school counselors, strategies for working with special populations of students, understanding the school counselor's role in utilizing the 2012 National Model of the American School Counselor Association (ASCA) including the inherent elements and themes, putting the ASCA ethical standards into practice, and administration of day-to-day tasks. Each chapter contains activities, case studies, worksheets, and images to facilitate understanding, and all material presented is consistent with both the accreditation standards of the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) and the school counselor standards identified by the ASCA.
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