we need to talk

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Page 1: We Need to Talk
Page 2: We Need to Talk

Presenters.

Dr. Jung Yi

Amy Azuma

Isela Pena-Rager~

Berk

eley

Inte

rnati

onal

Offi

ce

Coun

selin

g &

Psy

chol

ogic

al S

ervi

ces

Berk

eley

Inte

rnati

onal

Offi

ce

Page 3: We Need to Talk

• Learning Outcomes• Unpacking Terms• Cognitive Behavioral Therapy (CBT)

& Unhelpful Thinking Styles• Using a CBT Thought Record• Paper Practice & Live Practice• Specific Scenario Q&A• Planning for Application• Evaluations

Agenda.

Page 4: We Need to Talk

understand that both people are coming into the communication with automatic thoughts

understand how your own automatic thoughts affect your feelings and influence

your interactions with students help students come up with alternative

thoughts and options that are more balanced and helpful

move both student and adviser toward a more culturally-affirming perspective by

paying attention and using active inquiry

Learning Outcomes.

Page 5: We Need to Talk

What makes a conversation difficult?• Feelings we experience

What skills can we use, or teach students to use, to more effectively solve problems?

• Awareness• Shifting feelings and offering helpful

action steps

Unpacking Terms.

Page 6: We Need to Talk

Culturally-affirming

Unpacking Terms.

Bennett, Milton J. “Towards Ethnorelativism: A Developmental Model of Intercultural Sensitivity.” Education for the Intercultural Experience. Ed. R.M. Paige. 2nd edition. Yarmouth, ME: Intercultural Press, 1993. 21-71.

Page 7: We Need to Talk

Cognitive Behavioral Therapy (CBT)

with a cross-cultural twist[brief overview by Dr. Jung Yi]

interdisciplinary and innovative.

Page 8: We Need to Talk

[handout]

Which resonate with you?

Please check.

Common Unhelpful Thinking Styles.

Page 9: We Need to Talk

Think of the most difficult situation involving a student in your office.

What were your automatic thoughts? How did you feel? What did you do?

Watch the video and follow instructions about how to complete a CBT thought record. Pause video as necessary. [both on next slide]

Using a CBT Thought Record.

Page 10: We Need to Talk

Stress Less CBT Tool video

Page 11: We Need to Talk

Exploring & Offering Alternative ThoughtsThe following slides present six (6) common student situations.

The first four (4) offer hypothetical, complete CBT thought records. Review and discuss with a partner.

The last (2) two are intended as tools for practice. Complete on your own or with a partner.

[handouts]

Paper Practice.

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Suggesting Alternative Thoughts.[theatrical demo & active role play]

Ziva is a junior transfer from Australia in her second semester at CAL. She’s just learned that she is being academically dismissed after having been on academic probation her first semester.

Ziva presents her automatic negative thoughts one at a time. The audience prompts with questions/comments

and leads Ziva to new, alternative thoughts.

Live Practice.

Page 19: We Need to Talk

Live PracticeDebrief.

Page 20: We Need to Talk

Specific Scenario Q&A.

Page 21: We Need to Talk

What aspects are useful to you?

In what situations might you plan to use this?

What support do you have, or need, to use CBT successfully?to continue having difficult

conversations with students?

Planning for application.

Page 22: We Need to Talk

Greenberger, D., & Padesky, C. A. (2015). Mind over mood : change how you feel by changing the way you think. (2nd Rev. ed) New York, NY: Guilford Press.

UCB Library link to 1995 edition.

Milton J. Bennett, P. D. (2011). A developmental model of intercultural sensitivity. Retrieved from http://www.idrinstitute.org/allegati/IDRI_t_Pubblicazioni/47/FILE_Documento_Bennett_DMIS_12pp_quotes_rev_2011.pdf

IDRI Link

References

Page 23: We Need to Talk

Review

Follow-up

Evaluations

Conclusion.