6-24-12 Lesson Plan CP6651

Lesson Topic:Indigenous and non-western healing; racial identity theory; white racial identity theory; social justice and counseling

Length of lesson: 8 hours

Stage 1 – Desired Results
Established Goals:Students will gain knowledge, skills, understanding and dispositions regarding Indigenous and non-western healing, racial identity theory, white racial identity theory, the role of social justice and counseling. The following activities, readings and standards will be addressed:
October 23 – 8:00 am – 5:00 pm / Case study: Soft Wind (activity); Sue & Sue, Ch. 9-12 / Reading of case study and activity; video (TBD); Indigenous and non-western healing; racial identity theory; white racial identity theory; social justice and counseling / CACREP Section II G.2.c
Essential Questions:
  1. What issues regarding non-western healing are raised in the case study, Soft Wind?
  2. What are examples of Indigenous and non-western methods of healing?
  3. What theories explain racial identity development?
  4. What role does social justice play in counseling?
/ Desired Understandings:
Students will understand thatthere are different ways of knowing and being regarding healing; by understanding racial identity theory will better understand their own racial identity development; that social justice plays a role in counseling; their own issues regarding counselor diversity and its potential impact in counseling.
Key Knowledge and Skills Acquired as a Result:
Students will know:
  1. Key terms –Indigenous, non-western, Black identity, Hispanic/Latina Identity, Asian American Identity, White Identity, social justice
  2. Students will be able toanalyze and discuss their multiple identities, compare and contrast the different racial identity models

Stage 2 – Assessment Evidence
Performance Task(s):
  1. Analyze the issues of the case study, Soft Wind, in terms of the way an Indigenous culture works with individuals regarding illness and counseling in preparing for death.
  2. Develop, with the class, an outline for their major paper.
  3. Complete the “I am” identity exercise and discuss it with their peers.
  4. Develop a profile of racial identity theory.
/ Other Evidence, Including Student Self-Assessment and Reflection
Stage 3 – Learning Plan
Learning Activities:
  1. 8:30-9:00 Discussion of the research paper and a walk through its development with individual students.
  2. 9:00-10:00 Indigenous and non-western healing
  1. Stories about our experiences with Indigenous healing: bone doctors, shaking tents, and sweat lodges (10 minutes)
  2. Reiki, a Japanese way of healing (10 minutes)
  3. Read and discuss the case of VangXiong (Sue & Sue, pp, 209-211) (10 minutes)
  4. Read and discuss the case of the Nguyen family (Sue & Sue, pp. 216-217) (10 minutes).
  5. In small groups, discuss ways to become educated on Indigenous and non-western ways of healing, considering the following discussion items (10:10):
  1. What belief systems from my own background might influence my perspective of other culture’s belief systems regarding healing (you might refer to Table 9.1, p. 212) re: DSM-IV)?
  2. What is your current knowledge about Indigenous healing practices and what do you need to know to be able to meet the needs of Indigenous and non-western clients?
  3. What are tangible ways in your area to experience non-western and Indigenous ways of being? What resources are there in the area to meet and familiarize yourself with non-western and Indigenous healers?
  4. What western ways of being and healing are comparable to Indigenous and non-western ways?
  5. Reflect on the role of spirituality and healing.
  1. 10:00-10:45 Racial identity development in people of color
  1. Read and discuss the excerpt and discussion regarding the Nisei student in Sue & Sue, pp. 233-235 (10 minutes)
  2. Power Point and Discussion: Pedagogy of the Oppressed (Paulo Freire) as a way to better understand internalized oppression and its impact on the identities of people of color (10 minutes)
  3. Jigsaws: Three groups will instruct the other on 1. Cross’s Black Identity Development Model, Sue & Sue’s Asian American Identity Development Model, and the Ruis model describing Latino/Hispanic American Identity Development (10:15).
  1. 10:45-11:00 Break
  2. 11:00-12:00 White racial identity development
  1. The instructor will do short readings from “Who Am I?” from To Be Free, and students will do the activity, “I am” and discuss their multiple identities as a class (15 minutes)
  2. A brief story about Chester Pierce as a way to lead into the topic of White racial identity
  3. Students will take turns reading aloud the responses of different individuals in the scenario, “What does it mean to be White?” (Sue & Sue, pp. 259-262) and a discussion will follow (10 minutes)
  4. Reading and discussion from “Cowboys 24, Indians 0” in To Be Free, regarding White Privilege (10 minutes)
  5. Sue & Sue (pp. 277-282) have come up with a seven phase model of White identity development. Jigsaw 1-2, 3-4, 5-7 in three groups, teach the parts of the model to your peers, and discuss the implications for clinical practice (10:15)
  1. 12:00-1:00 Lunch
  2. 1:00-2:00 Video and discussion: What Does it Mean to Be White: The Invisible Whiteness of Being (Sue)
  3. 2:00-2:45 Social justice counseling
  1. What is our personal version of the truth, our unique perspective of the forest of reality? One way to begin a discussion of the need for a social justice perspective (accepting of an active role by acknowledging that sometimes the system IS the problem, not just the individual) is to determine our own locus of control. Go online and take one of the locus of control (internal or external control) assessments, or use the one provided. In small groups, discuss the implications of your locus of control and Sue’s discussion of how different minority individuals and groups may perceive locus of control. The second important dimension is our locus of responsibility (degree of responsibility or blame on the individual or system). Informally assess your locus of control: locus of responsibility, and discuss how it influences your perspective of the forest of reality, and the implications of an individuals LC-LR in counseling minority clients (10:10)
  2. Apply Cross’s (pp. 306-309) continuum of agency multicultural competence to your organization and the barriers and possibilities of the agency becoming truly accepting of its role in working toward social justice (5:10)
  3. Take a few minutes and reflect on your role in making the world a better place, in creating a more just, fair and equitable place for everyone. Think of the things you are doing in that regard. Moreover, think of your role as a counselor in being actively engaged in shaping the world to be a more just, fair and equitable place. Write a short reflection, and feel free to share it with your peers (15)
  1. 2:45-4:00 Case study and activity: Soft Wind
Materials needed:
  1. Soft Wind (case study) and activity materials
  2. Video: What Does it Mean to Be White: The Invisible Whiteness of Being (Sue)
  3. To Be Free (book)
  4. Sue & Sue, Chapters 9-13
  5. Power Point: Pedagogy of the Oppressed (Freire)