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Page/Link: Page URL: HTML link: The Free Library. Retrieved Feb 18 2018 from. This article discusses the benefits of and processes for implementing experiential activities into guidance curricula to assist in developing awareness, knowledge, and skills related to diversity for the promotion of multicultural competencies in adolescents. The importance of such activities is discussed, as well as significant considerations when supplementing any guidance curriculum with experiential activities. Several experiential activities are discussed that focus on promoting multicultural competencies and development in adolescents, and resources are included to assist school counselors in identifying activities for use in their schools. ********** Reflecting the national trend, school populations have become much more racially and culturally diverse in recent years (U.S.

Census Bureau, 2000). This trend has further contributed to the frequent societal stratification seen in schools, evidenced by the propensity of students to form groups based on socioeconomic status, academics, sexual orientation, religion, race-ethnicity, culture, and other characteristics (Brown & Trusty, 2005). Such stratification is often compounded by the reality that adolescents' awareness, knowledge, and communication skills with regard to diversity are often limited. As a consequence, students may become socially and culturally alienated within their schools, families, and/or communities.

Despite this, proactive or remedial interventions that target students' cultural awareness and skills have rarely been fully integrated into schools and counseling programs (Zimmerman, Aberle, & Krafchick, 2005). Proactive interventions designed to promote multicultural skills and competencies can make a significant difference in the lives of students from all cultures (Banks, 2006). Zimmerman et al. (2005) reinforced this notion in the following statement: 'Diversity and social justice-related issues have profound effects on individual development and societal health, including creating positive self-images, growing strong relationships with others, and learning how to contribute to fairness in society' (p. School counselors, through the use of a fully implemented comprehensive developmental counseling program based on the ASCA National Model[R] (American School Counselor Association, 2005), can provide all students the opportunity to gain numerous personal, social, and academic competencies (Carey, Dimmitt, Hatch, Lapan, & Whiston, 2008; Lapan, Gysbers, & Petroski, 2003). By providing secondary students with experiential multicultural guidance activities, school counselors may help students acquire the awareness and skills needed to interact respectfully and effectively with peers from different racial, ethnic, cultural, and language groups. The purpose of this article is to present and discuss several experiential activities and curricula specifically designed to promote competency in awareness, knowledge, and skills in students with regard to diversity and multicultural issues.

ENGAGEMENT GAMES. Click on the arrow. Visit www.pbs.org/race for more activities and games on misconceptions about. But the free style of the format can be high. The Diversity of Life Card Game is a fun and educational activity with a. Diversity of Life. Feel free to give information about what the images are.

This is not meant to be an exhaustive list or description of experiential multicultural activities, but a vehicle to highlight their value, as well as to provide sample activities and resources beneficial for the enhancement of adolescents' multicultural knowledge, skills, and attitudes. TEACHING DIVERSITY THROUGH GUIDANCE The ASCA National Model (2005) is designed to assist counselors in helping students develop competencies essential for life functioning, including living and working in a pluralistic society. School counselors, in their efforts to ensure that all students achieve these competencies, must develop a comprehensive guidance curriculum that includes activities allowing for self-reflection and self-awareness, while also providing opportunities to learn from peers about other cultures in a social context, thereby gaining respect for other students who are culturally different from themselves. Before embarking on any multicultural counseling and/or training, school counselors must first, themselves, be culturally competent, 'having the skills necessary to foster increased awareness and understanding of cultural diversity existing in the school community' (Holcomb-McCoy, 2004, p. In other words, school counselors must be aware of their own beliefs and values, as well as those of the students they serve. Lee (1995) expanded upon this by saying, School counselors are change agents who possess the awareness, knowledge, and skill to intervene not only at the individual level but also at a system-wide level to challenge cultural, social, historical, or economic barriers that stifle optimal mental health and human development. An ongoing self-audit is a requirement for any school counselor attempting to utilize multicultural experiential guidance activities. Glasvegas Euphoric Heartbreak 320 Area.