This chapter presents over 100 interventions using art, drama, music, writing, dance, and movement that school counselors can easily incorporate into their practices with individual students and groups, and in classroom settings. These creative interventions, based on the American School Counselor Association (ASCA) National Model framework, support the key student domains of academic, career, and personal/social development. It provides a wider variety of modalities as well as easy-to-follow step-by-step instructions for each intervention. The chapter focuses on music-based interventions in the personal/social domain for connecting students to the Civil Rights Movement through music. Music played a key role in the movement and marked pivotal milestones as the movement progressed. The music-based interventions explore songs related to the Civil Rights Movement and as an expression for discussing social justice.
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Racial and ethnic minorities may be represented only seldom in mainstream media, and when they are represented, they may be portrayed along narrow lines that reflect the stereotypes and prejudices of the dominant group. Stereotypes are used to prejudge members of that group rather than to evaluate them on their individual characteristics. Prejudice may often be used to promote a hostile social agenda such as racism, sexism, or religious bigotry. Mass media has incentives to cater most to the dominant and most lucrative group of individuals within a culture. Few issues in media portrayals of ethnic minorities have been as controversial as the portrayal of African Americans. Media tends to reflect the interests of dominant cultural units. Discussions of race and ethnicity and social justice are likely to change both the dominant culture’s views and media portrayals of race.Source:
This chapter briefly explores the diversity composite of United States colleges and counseling centers (CCC), articulates the standards and requirements of ethics as related to diversity, and provides readers with information and tools for expanded attention to diversity and inclusivity excellence within CCCs. CCCs are required to follow the multicultural ethical guidelines set by the broader psychological community and guidelines specific to college counseling. The results of a multicultural organization include improvement in services, productivity, and education. Fully integrating multicultural competence and diversity and shifting toward a multicultural organization and social justice agency can be a daunting task for which many counseling centers may feel underprepared. The identified areas of competence on the College and University Counseling Center Multicultural Competence Checklist (CUCMCC) include: diversity vision, mission, and values, physical environment, leadership and policy, staffing, performance evaluation, and promotion, training and supervision, professional development, clinical services, and consultation, outreach, and advocacy.