Date post: | 19-Feb-2017 |
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Education |
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Presenters.
Isela Pena-Rager~
Dr. Jung Yi
CPS (UHS/Tang) BIO
• Learning Outcomes• Unpacking Terms• Cognitive Behavioral Therapy (CBT)
& Unhelpful Thinking Styles• Using a CBT Thought Record• Paper Practice & Live Practice• Specific Scenario Q&A• Planning for Application• Evaluations
Agenda.
understand that both people are coming into the communication with automatic thoughts
understand how your own automatic thoughts affect your feelings and influence
your interactions with students help students come up with alternative
thoughts and options that are more balanced and helpful
move both student and adviser toward a more culturally-affirming perspective by
paying attention and using active inquiry
Learning Outcomes.
What makes a conversation difficult?• Feelings we experience
What skills can we use, or teach students to use, to more effectively solve problems?
• Awareness• Shifting feelings and offering helpful
action steps
Unpacking Terms.
Culturally-affirming
Unpacking Terms.
Bennett, Milton J. “Towards Ethnorelativism: A Developmental Model of Intercultural Sensitivity.” Education for the Intercultural Experience. Ed. R.M. Paige. 2nd edition. Yarmouth, ME: Intercultural Press, 1993. 21-71.
Cognitive Behavioral Therapy (CBT)
with a cross-cultural twist[brief overview by Dr. Jung Yi]
interdisciplinary and innovative.
[handout]
Which resonate with you?
Please check.
Common Unhelpful Thinking Styles.
Think of the most difficult situation involving a student in your office.
What were your automatic thoughts? How did you feel? What did you do?
Watch the video and follow instructions about how to complete a CBT thought record. Pause video as necessary. [both on next slide]
Using a CBT Thought Record.
Exploring & Offering Alternative ThoughtsThe following slides present six (6) common student situations.
The first four (4) offer hypothetical, complete CBT thought records. Review and discuss with a partner.
The last (2) two are intended as tools for practice. Complete on your own or with a partner.
[handouts]
Paper Practice.
1
2
3
4
5
6
Suggesting Alternative Thoughts.[theatrical demo & active role play]
Ziva is a junior transfer from Australia in her second semester at CAL. She’s just learned that she is being academically dismissed after having been on academic probation her first semester.
Ziva presents her automatic negative thoughts one at a time. The audience prompts with questions/comments
and leads Ziva to new, alternative thoughts.
Live Practice.
Live PracticeDebrief.
Specific Scenario Q&A.
What aspects are useful to you?
In what situations might you plan to use this?
What support do you have, or need, to use CBT successfully?to continue having difficult
conversations with students?
Planning for application.
Greenberger, D., & Padesky, C. A. (2015). Mind over mood : change how you feel by changing the way you think. (2nd Rev. ed) New York, NY: Guilford Press.
UCB Library link to 1995 edition.
Milton J. Bennett, P. D. (2011). A developmental model of intercultural sensitivity. Retrieved from http://www.idrinstitute.org/allegati/IDRI_t_Pubblicazioni/47/FILE_Documento_Bennett_DMIS_12pp_quotes_rev_2011.pdf
IDRI Link
References
Review
Follow-up
Evaluations
Conclusion.