# data[].attributes.headline
Things to Consider when Working with Middle School Diverse 

# data[].attributes.subject
Things to Consider when Working with Middle School Diverse 

# data[].attributes.body
According to Corey, Corey, and Corey (2018), there are many things to consider when working with a diverse group of people no matter their age. Some of these things to consider include:

- Culture influences behavior
- Each person has his or her own unique perspective
- Strategies used should adequately respect, address, and explore differences
- Self-reflection is crucial
- Becoming culturally responsive is something to work toward
- There are advantages and limitations to culturally diverse client populations
- Counselors should "have a comprehensive grasp of the general principles for working successfully amid cultural diversity" (p. 15)
- It is important to emphasize that not everybody view the world in the same way

Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole.

# data[].attributes.body
https://padlet.com/waldenstudentprojects/efqc0v3xvcur

# data[].attributes.body
https://coggle.it/diagram/WxXCpyBEsnXe-YIK/t/diverse-student-group-valentine-brandy-taylor-corinne-tully

# data[].attributes.body
Marshall, L., Ph.D., Serran, G., & Cameron, C. (2010). A Group Satisfaction Scale. Rockwood Psychological Services, Kingston, ON.

# data[].attributes.body
This group focuses on the needs of diverse students. According to  Arczynski (2017), " group therapy is a common and effective therapeutic approach that may be particularly useful in helping marginalized groups move beyond societally imposed ideals, pressures, and distress" (p. 227).

Diversity includes many aspects of a human including, but not limited to, race, gender, sexual orientation, age, religion, and ability. These are the aspects of diversity we have chosen to focus on, since we feel they are most prevalent and well known in middle school.

Our goal for this group is to both understand diversity and social justice and discuss the implications individual students have regarding diversity. For example, a student of color will learn about topics such as privilege and stereotypes, but also be given a safe platform in which to talk about how these topics affect the student. In addition, students will learn how to be social justice advocates for themselves and allies for students in different marginalized groups.

Reference
Arczynski, A. V. (2017). Multicultural social justice group psychotherapy training: Curriculum development and pilot. Training And Education In Professional Psychology, 11(4), 227-234. doi:10.1037/tep0000161

# data[].attributes.body
-Two different peer-reviewed journal articles from the Walden library:

1. Arczynski, A. V. (2017). Multicultural social justice group psychotherapy training: Curriculum development and pilot. Training And Education In Professional Psychology, 11(4), 227-234. doi:10.1037/tep0000161

2. Penney, C. G. (2018). Rethinking the concept of learning disability. Canadian Psychology/Psychologie Canadienne, 59(2), 197-202. doi:10.1037/cap0000128

-Five pictures or photos:

1. Kronowitz, E. (2007, July 24). Getting to Know You Bingo. Retrieved from https://www.teachervision.com/icebreakers/getting-know-you-bingo

This picture is an example of the Get to Know Each Other BINGO presented in session one. It can be modified to fit the needs of the group.

2.Marshall, L., Ph.D., Serran, G., & Cameron, C. (2010). A Group Satisfaction Scale. Rockwood Psychological Services, Kingston, ON.

3. This is a picture of a survey used to evaluate a group upon its termination. The survey could be modified to fit the topic of the group.

4. This image shows that all flowers are different, but they all grow the same, just like people. https://7dimreth.files.wordpress.com/2017/09/flgif.jpg

5. This is a picture of areas that we are all diverse. The will be a helpful reminder to student's.
https://www.pinterest.ru/pin/61572719881419867/

6. This picture says " We Are All Different and That's Beautiful" this is an important reminder for the diverse cousneling group to celebrate differences.
http://www.thoroughlypositive.com/2015/03/we-are-all-different-and-thats-beautiful.html

7. This photo is an image of all love being equal no matter what. https://www.google.com/url?sa=i&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwi756bonNHcAhWxr1kKHePgBpUQjRx6BAgBEAU&url=https%3A%2F%2Fwww.redbubble.com%2Fpeople%2Fseren0%2Fworks%2F23258934-gay-pride-flag-heart-shape%3Fp%3Dsticker&psig=AOvVaw3oq8r6h9LFq89juJ3y0zt7&ust=1533397423456697

- Two videos (i.e., YouTube videos) that relate to your topic, and an explanation or summary, in your own words, about the content of the video.

1. Metallica891. (2009, March 10). Friends Final Scene. Retrieved from https://www.youtube.com/watch?v=SMsr-fWGvKM

This video shows in action the importance of a group being given time say goodbye and also shows the profound impact a group of people can have on each other.

2.  DardenMBA. (2016, April, 29). http://www.thoroughlypositive.com/2015/03/we-are-all-different-and-thats-beautiful.htmlI am Diversity. Retrieved from: www.youtube.com/watch?v=dM-4YXF5ifk

This video talks about the importance of diversity, the many forms that it comes in and how students bring their uniqueness to the classroom. This video encourages celebrating differences which is very fitting for a diverse counseling group.

-Two references to the course’s Learning Resources:

1. Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole.

This resource was a crucial guide during this class. It provides information about group work in general, multicultural issues, the group counselor, ethical and legal issues, theories and techniques, stages of development, and the application of the group process in multiple settings. It is a great resource for any needed information regarding counseling groups.
2. Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole.

- Six additional resources of your choosing:

1. Kronowitz, E. (2007, July 24). Getting to Know You Bingo. Retrieved from https://www.teachervision.com/icebreakers/getting-know-you-bingo

This resource is a simple compilation of icebreaker activities for groups. The website as a whole is has a plethora of resources for teachers, counselors, and other school professionals.

2. Mehlomakulu, C. (2017, August 20). Expressive Goodbyes - Group Therapy Termination Art Activity. Retrieved from http://creativityintherapy.com/2017/08/expressive-goodbyes-group-therapy-termination-art-activity/

This resource is written by an art therapist and psychotherapist and describes strategies to incorporate art into therapy.

3. Hernandez, M. (2016, June 24). Social Justice Projects in the Classroom. Retrieved from https://www.edutopia.org/blog/social-justice-projects-in-classroom-michael-hernandez

Michael Hernandez is a journalism teacher. He cultivated a list of ideas for students to practice social justice in the classroom and beyond.

4. Diversity Activities and ice breakers (2002).
http://www.nwlink.com/~donclark/leader/diverse2.html
This is the link that provides the example of the "Getting to know you" activity. It is a helpful icebreaker activity that can show your creative side as well.

5. More Diversity Activities for Youths and Adults(2004) The Pennsylvania State University.
https://extension.psu.edu/more-diversity-activities-for-youth-and-adults
This link brings you to the different types of activities there are for helping people understand different ethnicity. Its age appropriate activities for people to engage in.

6. LGBT Resource Center. Educational Activities. University of Southern California https://lgbtrc.usc.edu/files/2015/05/What-Ive-Always-Wanted-to-Know.pdf
This link provides different activities for people to engage in to comfortably explore any questions they have about the LGBTQ community. These are appropriate ways to engage in an open conversation about different sexuality.

# data[].attributes.headline
Session 8: Putting Social Justice into Action

# data[].attributes.subject
Session 8: Putting Social Justice into Action

# data[].attributes.body
Several tasks need to be accomplished during this final session. According to Corey, Corey, and Corey (2018), important tasks include giving the opportunity for group members to say goodbye, a discussion on how to use skills learned during the group in everyday life, and an evaluation of the group's impact. I included the clip from Friends because they demonstrate the importance of saying goodbye and the impact a group can have on individuals.

There are a couple of activities that will occur during the closing session.

First, students will create several collective hashtags to use when engaging in social justice activism and advocacy on social media. Because social media plays such a large part in the lives in middle school students, having a few communal hashtags will allow students to use the skills they've learned and still have a sense of group identity. Students will brainstorm ideas and work together to create several hashtags. Examples might include: #WaldenMiddleSchoolforEquity #MiddleSchoolersforChange
#SocialJusticeWarriors (I am imagining that the sports team is the Walden Warriors)
This way, students can continue to engage in social justice advocacy on social media and have their group members see the action being taken.

Second, students will create "expressive goodbyes." Each student will write their name on a piece of paper. The paper will be passed around and each other student will write something positive that the original student contributed to the group or something positive about the original person. For example, one person's paper might say: "Thank you for always being an encouraging voice in the group" or "You are a great listener." The students discuss why they wrote what they wrote as they say goodbye and can then take their paper home.

Lastly, students will fill out an evaluation survey.
At the bottom of this column is an example of the type of survey that could be used. The survey should be tailored to the type of group and the goals set within the group.

References

Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole.

Mehlomakulu, C. (2017, August 20). Expressive Goodbyes - Group Therapy Termination Art Activity. Retrieved from http://creativityintherapy.com/2017/08/expressive-goodbyes-group-therapy-termination-art-activity/

Hernandez, M. (2016, June 24). Social Justice Projects in the Classroom. Retrieved from https://www.edutopia.org/blog/social-justice-projects-in-classroom-michael-hernandez

Metallica891. (2009, March 10). Friends Final Scene. Retrieved from https://www.youtube.com/watch?v=SMsr-fWGvKM

# data[].attributes.body
This activity gives students a chance to ask questions, and learn about the LGBTQ community. Although the community itself is much more accepted in recent years, many people still have questions about what a transgender is or bisexual person is, not only questions but also peoples personal beliefs and even misunderstandings. This is a chance to begin the discussion that many people find uncomfortable.

-You will need to provide index cards to the students in the room.

-Everyone will write down any and all thoughts, questions or common stigmas on the index card, which will be handed back to the group leader.

- At this time the leader will read off what is says on the index card, which will prompt the classroom discussion.

This activity could be considered "risky", but the point of it is to get the conversation going about LGBTQ. It is time that people find a level of comfort in talking about their sexuality. This will be an activity where there will be no judgement, everything will be confidential and everyone will be encouraged to participate. This will be a confidential group because there can be a person who has not come out yet, and does not feel comfortable yet about sharing this with other people, and is looking for some guidance or assistance from others in the group. This is a group activity open to everyone, and all students will have a chance to share their thoughts, and questions they have about being LGBTQ. Members that are homosexual will have a chance to share stories about their struggles if they feel comfortable.

Reference
https://lgbtrc.usc.edu/files/2015/05/What-Ive-Always-Wanted-to-Know.pdf

# data[].attributes.body
This activity subtly allows a person a chance to know how it feels to be labeled, or excluded and not know why. It is a time to show how powerful non-verbal language is and that 94 percent of language is non-verbal and how it can be more powerful then actual words. For this activity all you need are sticky name tags that can be placed on a persons forehead.

- Write something different on each stick, such as "give me a high five", "wave to me", "smile at me", "tap me on the shoulder", and have multiple that say "turn away from me".

- Once that is done allow the student's to mingle with one another, but no one is allowed to say what they see on someone else's head, or to speak at all.

- After a few minutes, allow the students to stop and allow the people who think they have "turn away from me" on them to come to the front.

-Allow the students to check what they have been labeled with.

At this time, begin the discussion about how it felt to have "turn away from me", and not know why. How did it make you feel? Allow for this to be a time to ask the students about who they feel is targeted in their school, or if there was a time before that they feel that have been targeted, and talk about how it made them feel. Emphasize the effect of non verbal language, because no one was allowed to speak during this experiment, yet everyone performed an action, and everyone was effected in some way. This is a simple, yet effective activity.
Reference
https://extension.psu.edu/more-diversity-activities-for-youth-and-adults

# data[].attributes.body
It is important to note that everyone looks different on the outside, every person is raised differently with different beliefs, traditions and rituals, imagine how boring life would be if we were all the same? The point of this activity it to strip away the outer layer that you see upon first meeting, and lets the students get to know each other better from the inside.

-You will be responsible for dividing the student into small groups

-Each group will receive a big piece of flip chart paper

-On this paper the student's will be instructed to draw out a flower, with one petal per person in the group.

-Each person will write personal unique characteristics that they hold

-The center of the flower will be filled with similarities.

This activity will allow the student's the chance to realize that there is more to a person then what you first see, and they may realize that they have a lot of things in common with someone who was raised completely differently from them. It is important to always be aware that a person is not just how they look, but who they are on the inside, children may meet someone who they thought were totally different from them just by looking at them, but may have a lot of things in common with in the end.
Reference
http://www.nwlink.com/~donclark/leader/diverse2.html

# data[].attributes.headline
Session 4: Circles of My Multicultural Self

# data[].attributes.subject
Session 4: Circles of My Multicultural Self

# data[].attributes.body
Purpose:

The Circles activity engages participants in a process of identifying what they consider to be the most important dimensions of their own identities. Stereotypes are examined as participants share stories about when they were proud to be part of a particular group and when it was especially hurtful to be associated with a particular group.

This activity requires 20-30 minutes.

-Material
Circles handout.

1. Ask students to pair up with somebody they do not know very well. Invite them to introduce themselves to each other, then follow these steps:

2.Ask students to write their names in the center circle. They should then fill in each satellite circle with a dimension of their identity they consider to be among the most important in defining themselves. Examples of dimensions that might fit into the satellite circles are: female, athlete, Jewish, brother, educator, Asian American, middle class, and so on.
3. In their pairs, have students share two stories with each other. First, they should share stories about when they felt especially proud to be associated with one of the identifiers they selected. Next, they should share a story about a time it was particularly painful to be associated with one of the identity dimensions they chose.
4. The third step will be for students to share a stereotype they have heard about one dimension of their identity that fails to describe them accurately. Ask them to complete the sentence at the bottom of the handout by filling in the blanks: "I am (a/an) ____________ but I am NOT (a/an) _____________." Provide your own example, such as "I am a Christian, but I am NOT a radical right Republican." Instructions for steps 1, 2, and 3 should be given at once. Allow 8-10 minutes for students to complete all three steps, but remind them with 2 minutes remaining that they must fill in the stereotype sentence.
5. Probe the group for reactions to each other's stories. Ask whether anyone heard a story she or he would like to share with the group. (Make sure the person who originally told the story has granted permission to share it with the entire group.)
6. Advise participants that the next step will involve individuals standing up and reading their stereotype statements. You can simply go around the room or have people randomly stand up and read their statements. Make sure that participants are respectful and listening actively for this step, as individuals are making themselves vulnerable by participating. Start by reading your own statement. This part of the activity can be extremely powerful if you introduce it energetically. It may take a few moments to start the flow of sharing, so allow for silent moments.

Questions:
-Did anybody hear somebody challenge a stereotype that you once bought into? If so, what?--How did it feel to be able to stand up and challenge your stereotype
-(There is usually some laughter when somebody shares common stereotype such as "I may be Arab, but I am not a terrorist" or "I may be a teacher, but I do have a social life.") I heard several moments of laughter. What was that about?
-Where do stereotypes come from?
-What have you learned from this lesson and how can you apply it to everyday life?

Gorski, P (August 2018) Circles of My Multicultural Self
Retrieved from: http://www.edchange.org/multicultural/activities/circlesofself.html

# data[].attributes.body
Purpose:
Students will explore what it means to have a learning disability and how they can offer support to those that do.
Learning disabilities are usually defined in terms of deficits in various psychological processes that affect certain areas of academic achievement, such as working memory and attention (Penney, 2018).

Vocabulary

Discrimination- Unfair treatment of a person or group on the basis of prejudice or bias

(Research Starters Topic, 2018).

Intelligence-One definition holds that intelligence is the ability to comprehend, to understand or profit from experience.

Prejudice- Making a judgment about someone or something without having the facts.

Questions:
-What is a learning disability?
-How can learning disabilities affect students’ experiences at school? How can they affect life outside school?-What prejudices have caused schools and society to discriminate against people with learning disabilities, and how can we fight this discrimination?
-What are some advantages of living in a world in which people learn in different ways?

1. In your notebook or journal, write a fictional diary entry from the point of view of a character who is struggling with some sort of learning. It might be a kind of learning that happens in school, like memorizing a set of dates for a history class. It might be something outside of school, like learning to play the trumpet. Or, it might be something that could happen in or outside school, like learning to speak out when you are feeling shy in a big group of people.  Your diary entry should show that you are trying to understand what it would feel like to struggle with this kind of learning. It should also show how other people might respond to you.

2. Find a partner and share your diary entries. Then brainstorm a list of terms used to insult or discriminate against people who struggle with different kinds of learning. Talk about why you think this sort of discrimination occurs. What kind of prejudice might lead up to it?

3. As a group, discuss the term “learning disability.” Consider reasons why struggling with particular types of learning is branded as a disability. What prejudices might cause people with these disabilities to face especially harsh discrimination in our society. Challenge yourself to talk about what people with learning disabilities need by way of support.

4. As a group revisit the list of insults you brainstormed.  Knowing what you do now about learning disabilities, write creative responses to those insults.

5. In your notebook or journal, reflect on how your discussions have affected your thinking about what it means to struggle with different kinds of learning.

References:
Penney, C. G. (2018). Rethinking the concept of learning disability. Canadian Psychology/Psychologie Canadienne, 59(2), 197-202. doi:10.1037/cap0000128

Prejudice and discrimination: Research Starters Topic. (2018). Prejudice and discrimination: Research Starters Topic,

Retrieved from: https://w ww.tolerance.org/classroom-resources/tolerance-lessons/fighting-prejudice-and-discrimination-of-differently-abled

# data[].attributes.body
Purpose:
This activity is done to show the student's that although we look different on the outside, we are all the same on the inside.

Give a lemon to each student and ask them to "get to know" their lemons. Have them look for any identifying marks, shape, brightness of the lemon, etc. Then, take the lemons, put them in a basket and have the students find their lemon. Students should not have trouble with this. At the end of the session, peel the lemons and have the students attempt to find their lemons again in the basket.

Lastly we will discuss the questions below. The goal is to hear what student's will take away from this activity.

Ouestions:
-What did you learn from this activity?
-How can you use what you've learned in everyday life?
-Has this activity changed your view on people that you perceive as different?

In closing the session share final words about being kind to others no matter how they look outwardly.

Reference:

DardenMBA. (2016, April, 29). http://www.thoroughlypositive.com/2015/03/we-are-all-different-and-thats-beautiful.htmlI am Diversity. Retrieved from: www.youtube.com/watch?v=dM-4YXF5ifk

Granata, K (2014, August). Lemon Peel Retrieved from: https://www.educationworld.com/a_lesson/social-justice-activities-students.shtml

# data[].attributes.headline
Session 1: Getting to Know Each Other BINGO

# data[].attributes.subject
Session 1: Getting to Know Each Other BINGO

# data[].attributes.body
As simplistic as BINGO may seem, it is an activity that always engages people of any age. It forces participants to get moving, gives them a reason to talk to new people, and shows that despite differences, almost everybody has something in common.

After BINGO is over, open the floor for discussion.

Questions:
- What did you have in common with somebody that surprised you?
- Did somebody do something that you thought they wouldn't have? (Ex: Does somebody speak two languages that you never would have guessed?)

Then, instruct students to turn over their BINGO sheet and write down their definitions of the following words (displayed on a chalkboard or whiteboard):
- stereotype
- prejudice
- diversity
- privilege
- social justice

After about 5 minutes, open up discussion and come up with collective, working definitions of the words.

Reference
Kronowitz, E. (2007, July 24). Getting to Know You Bingo. Retrieved from https://www.teachervision.com/icebreakers/getting-know-you-bingo