Multicultural Panel (Part One). The panelists are diverse individuals, each with various identities related to their race, ethnicity, immigration status, nationalist, spirituality, religion, social class, ability status, age, assigned sex at birth, gender identity, and affectional orientation. For Week 4, panelists will introduce themselves and will share their experiences based on their racial, ethnic, immigration, and national identity.

Directions for Assignment:

First, watch the Multicultural Panel: Part One video, from the Learning Resources, for this week. Consider your initial reactions to each panelist. What stereotypes and biases come to your mind? Be sure to take note of your initial reactions, perhaps writing notes to help you with the assignment later. Next, listen to each panelist’s story of their racial, ethnic, immigration, and national identity. Choose one panelist to focus on. Choose a panelist whose racial, ethnic, immigration, or national identity is different from your own. What did you learn in particular about this individual? What aspects of their identity were most significant to you?

The “Multicultural Panel” assignment is a cumulative assignment including:

• Week 4: “Multicultural Panel (Part One)”

or the Multicultural Panel (Part One), include the following for the first 2-page part of the assignment:

• Select one panelist with a different racial, ethnic, immigration, or national identity from your own to focus on for Part One.
• Summarize the panelist’s racial, ethnic, immigration, or national identity, based on how the client self-identifies.
• Next, reflect on the panelist’s experiences with or without microaggressions related to their racial, ethnic, immigration, or national identity. Define microaggressions according to the required readings. Then identify key concepts from the required readings, and describe how these key concepts relate to the panelist’s experience. For example, Christine reflects on experiences of being passed over while in line at the grocery store. This could be considered a form of microaggression, specifically connected the second dilemma referred to in the Sue et al. (2007) article, “The invisibility of unintentional expressions of bias” (p. 277).
• Finally, reflect on how your experience is similar and/or different compared to the panelist’s experiences with or without oppression. Share your emotional response and reaction to hearing about the panelist’s experiences. Consider whether or not you can identify with the panelist’s experience.

Resource

Required Readings

Day-Vines, N. L., Wood, S. M., Grothaus, T., Craigen, L., Holman, A., Dotson-Blake, K., & Douglass, M. J. (2007). Broaching the subjects of race, ethnicity, and culture during the counseling process. Journal of Counseling and Development, 85(4), 401–409. doi:10.1002/j.1556-6678.2007.tb00608.x

Required Readings

Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A. M. B., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271–286. doi:10.1037/0003- 066X.62.4.271

Required Media

Laureate Education (Producer). (2019g). Multicultural panel: Part one [Video file]. Baltimore, MD: Author.
Note: The approximate combined length of these media pieces is 100 minutes.

Delle, S. (2017, February). Sangu Delle: There’s no shame in taking care of your mental health [Video file]. Retrieved from https://www.ted.com/talks/sangu_delle_there_s_no_s…
Note: The approximate length of this media piece is 9 minutes.

TEDx [TEDx Talks]. (2016, May 25). Mixed race America and the future of health: Karen Tabb Dina: TEDxUIUC [Video file]. Retrieved from
Note: The approximate length of this media piece is 16 minutes.

Tenaka, K. [helpmefindparents]. (2013, May 23). What kind of Asian are you? [Video file]. Retrieved from
Note: The approximate length of this media piece is 2 minutes.

Optional Readings

Capodilupo, C. M. (2016). Microaggressions in counseling and psychotherapy. In D. W. Sue & D. Sue (Eds.)., Counseling the culturally diverse: Theory and practice (7th ed., pp. 179–208). Hoboken, NJ: Wiley.

DiAngelo, R. (2011). White fragility. International Journal of Critical Pedagogy, 3(3), 54–70.

Kurtz-Costes, B., Swinton, A. D., & Skinner, O. D. (2014). Racial and ethnic gaps in the school performance of Latino, African American, and White students. In F. T. L. Leong, L. Comas-Díaz, G. C. Nagayama Hall, V. C. McLoyd, & J. E. Trimble (Eds.), APA handbook of multicultural psychology, Vol. 1., Theory and research (pp. 231–246). Washington, DC: American Psychological Association. doi:10.1037/14189-012

McIntosh, P. (1990). White privilege: Unpacking the invisible knapsack. Independent School, 49(2), 31–35. Retrieved from https://www.pcc.edu/illumination/wp-content/upload…

Raheem, M. A., & Hart, K. A. (2019). Counseling individuals of African descent: To work effectively with these clients, counselors must acknowledge the institutionalized racism and race-based oppression that influence clients’ trauma experiences and trauma responses. Counseling Today, 61(9), 38–43.

Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice (7th ed.). Hoboken, NJ: Wiley.

• Part VI, “Counseling Marginalized Racial/Ethnic Group Populations” (pp. 455–456)
  • Chapter 14, “Counseling African Americans” (pp. 457–478)
  • Chapter 15, “Counseling American Indians/Native Americans and Alaska Natives” (pp. 479–500)
  • Chapter 16, “Counseling Asian Americans and Pacific Islanders” (pp. 501–524)
  • Chapter 17, “Counseling Latinas/os” (pp. 525–548)
  • Chapter 18, “Counseling Multiracial Individuals” (pp. 549–566)

Yakushko, O., & Chronister, K. M. (2005). Immigrant women and counseling: The invisible others. Journal of Counseling and Development, 83(3), 292–298. doi:10.1002/j.1556-6678.2005.tb00346.x