Conference Strand
Teaching, Training, and Supervision
Abstract
The presentation explores the use of the social constructivist approach and pedagogy to teaching multicultural competency and utilizing the social justice advocacy model. The teaching strategies utilized in this approach can enhance student learning experiences and help in meeting the student learning outcomes. With this approach the educators can help students practice components of self-awareness, knowledge, and skills.
Evidence
American Counseling Association (2014). Code of Ethics. Alexandria, VA: Author.
Anderson, L. & Krathwohi, D. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of education objectives. New York: Longman.
Armstrong, P. (2018). Bloom’s Taxonomy. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
Dickens, K. N., Ebrahim, C. H., & Herlihy, B. (2016). Counselor education doctoral students' experiences with multiple roles and relationships. Counselor Education & Supervision, 55(4), 234-249. doi:10.1002/ceas.12051
Fernandez, M. A. (2013). A model of pedagogy for beginning counselor educators. Retrieved from https://www.counseling.org/knowledge-center/vistas/by-subject2/vistas-education-and-supervision/docs/default-source/vistas/a-model-of-pedagogy-for-beginning-counselor-educators
Gravells, A. & Simpson, S. (2014). The certificate in education and training. Exeter: SAGE Publications.
Jun, H. (2010). Social justice, multicultural counseling, and practice: Beyond a conventional approach. Thousand Oaks, CA: Sage Publications Inc.
McAuliffe, G. & Erikson, K. (2011). Handbook of Counselor Preparation. Thousand Oaks, CA: SAGE Publications.
Ratts, M., Toporek, R., & Lewis, J. (2010). ACA Advocacy Competencies: A Social Justice Framework. American Counseling Association.
Salkind, N. (2004). An introduction to theories of human development. Thousand Oaks, CA: Sage Publications.
Smith, M. K. (2008). Howard Gardner and multiple intelligences. Retrieved from http://www.infed.org/thinkers/gardner.htm
Sue, D. W., Arredondo, P., & McDavis, R. J. (1992). Multicultural counseling competencies and standards: A call to the profession. Journal of Counseling & Development, 70(4), 477–486.
Wilson, S. M. & Peterson, P. L. (2006). Theories of learning and teaching: What do they mean for educators? National Education Association.1-21.
Format
Individual Presentations
Biographical Sketch
Shama Panjwani, APC, NCC, CCMHC, is currently enrolled in the PhD for Counselor Education and Supervision program at Mercer University and specializing in Social Cross-Cultural Psychology. She earned a Masters of Science in Clinical Mental Health Counseling from Capella University and Bachelors of Arts in Psychology from Agnes Scott College. She has done research and presentations on variety of topics including reducing mental health stigma, immigration, acculturation, and mindfulness meditation techniques. Shama has been working in the mental health field for more than three years and has worked with adolescents and adults with various mental health and substance abuse disorders as well as developmental disabilities. Currently, she works in a crisis counseling setting and utilizes telemental health approaches in helping individuals who are suicidal, homicidal, or experiencing severe psychosis.
Location
PARB 239
Start Date
2-8-2019 2:30 PM
End Date
2-8-2019 3:45 PM
Recommended Citation
Panjwani, Shama, "Social Constructivism: Teaching Counselors from a Multicultural Lens" (2019). National Cross-Cultural Counseling and Education Conference for Research, Action, and Change. 27.
https://digitalcommons.georgiasouthern.edu/ccec/2019/2019/27
Slideshow Presentation
Social Constructivism: Teaching Counselors from a Multicultural Lens
PARB 239
The presentation explores the use of the social constructivist approach and pedagogy to teaching multicultural competency and utilizing the social justice advocacy model. The teaching strategies utilized in this approach can enhance student learning experiences and help in meeting the student learning outcomes. With this approach the educators can help students practice components of self-awareness, knowledge, and skills.
Description
In this session the presenter will focus on using the social constructivist pedagogy to provide strategies for teaching and training individuals across a variety of settings as it relates the multicultural counseling competencies of self-awareness, knowledge, and skills as well as the social justice advocacy model. The participants will recall multicultural counseling competencies components of self-awareness, knowledge, and skills. The participants will understand the social constructivist approach to teaching. The participants will analyze the different teaching strategies that can be utilized in helping individuals become culturally competent. The participants will apply the social constructivist pedagogy to the concept of multiple intelligences when designing lesson plans. Lastly, the participants will create a structured lesson plan utilizing Bloom’s taxonomy and the strategies discussed in the presentation. The participants will also develop a plan for advocacy on the micro, community, and macro levels.