We Need to Talk
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A culturally-affirming approach to difficult conversations with CAL students. Created by Berkeley International Office and Counseling and Psychological Services
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We Need to Talk
- 3. • 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.
- 4. 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.
- 5. 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.
- 6. 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.
- 7. Cognitive Behavioral Therapy (CBT) with a cross-cultural twist [brief overview by Dr. Jung Yi] interdisciplinary and innovative.
- 8. [handout] Which resonate with you? Please check. Common Unhelpful Thinking Styles.
- 9. 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.
- 10. Stress Less CBT Tool video
- 11. Exploring & Offering Alternative Thoughts The 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.
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- 18. 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.
- 21. 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.
- 22. 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_Pubblicazio ni/47/FILE_Documento_Bennett_DMIS_12pp_quotes_r ev_2011.pdf IDRI Link References
Notes de l'éditeur
- Isela welcomes and acknowledges audience. Shares personal account of gearing up for this workshop. -coming up with new terms “culturally-affirming” -experience of reading the specific scenarios that the participants offered in the registration process -interdisciplinary nature of the workshop -cases that came up
- Presenters each introduce themselves.
- Lead: Amy
- Lead: Isela
- Lead: Jung What makes a conversation difficult ? Feeling anxiety, fear, insecurity, frustration What skills can we use, or teach students to use, to more effectively solve problems? Awareness of automatic thoughts (uncomfortable feelings, inaction, self-sabotaging behavior) Coming up with alternative thoughts that lead to shifting feelings and helpful action steps
- Lead: Amy Azuma Amy will give concrete examples of how this manifests in daily interactions.
- Lead: Jung
- Lead: Jung Guide participants through Unhelpful Thinking Styles handout. Which do you find yourself doing at times? Ask audience to mark with checks. Important to not that thinking styles and automatic thoughts are normal. Share out.
- Lead: Jung Guided self-reflection Video to be played in conjunction.
- Lead: Amy Read through at tables, mindsight to imagine you are the student
- Facilitate: Isela Performer: Ziva Junior transfer student, has received news that she is being academically dismissed– GPA issue. Will give examples of automatic negative thoughts. Audience will be invited to suggest alternative thoughts. Amy to record audio.
- Lead: Jung
- Lead: Jung Isela will print out specific scenarios from registration and prompt if needed. Amy to audio record.
- Lead: Jung (Think, Pair, Share). Jung will ask audience to turn to their neighbor. Jung will also give additional support resources.
- Lead: Jung (Think, Pair, Share). Jung will ask audience to turn to their neighbor. Jung will also give additional support resources.
- Lead: Isela Isela does brief review and wrap-up (Thanks audience). Jung will introduce the idea for a Part II or a follow-up workshop in mid June. Amy will announce evaluations and any other handouts still not distributed.