Task 1: Discussion Main Post Needed Follow the instructions below to participate in this discussion forum. NOTE: Do not post attachments! Copy the discussion prompts below (highlight the text, right-c

Task 1: Discussion Main Post Needed

Follow the instructions below to participate in this discussion forum. NOTE: Do not post attachments!

• Copy the discussion prompts below (highlight the text, right-click, and select Copy).
• Create a new thread using your last name and module number (Example: Smith_Module1).
• Paste the discussion prompts (Right-click in the message box area, and select Paste).
• Answer the following: After posting your original response, read other postings and post.
• Read Critical Incident at the end of chapter 18 and answer the following question.
• In the contextual domain, what elements of the broader social setting and the specific school setting do you think are influencing the situation?

Critical Incident

Imagine that you are a school counselor in an urban center. A concerned teacher at your school has referred a 17-year-old female student to you because her behavior has become withdrawn and her grades have been consistently dropping over the past few months.

The referring teacher, who leads the school orchestra, had noticed that the student, a second generation immigrant from a Middle Eastern background, did not attend orchestra practice for 3 consecutive weeks and asked the other students if anyone knew the reason for her absence. In private, one of her friends disclosed that the young woman has been having family problems because her parents found out that some of her classmates were dating boys from another school and that as a group they had all been spending time together. Although the girl herself is not in a relationship, after finding out that she was unsupervised in the company of young men, her parents have stopped allowing her to go to extracurricular activities and outings with her friends. They also now drop her off at school and pick her up every day, and they will not let her answer phone calls from her friends.

This situation is obviously negatively affecting the student’s well-being as well as her school performance.

References

Arends-Toth, J., & van de Vijver, F. J. R. (2003). Multiculturalism and acculturation: Views of Dutch and Turkish-Dutch. European Journal of Social Psychology, 33(2), 249–266. doi:10.1002/ejsp.143

Arends-Toth, J., & van de Vijver, F. J. R. (2006). Assessment of psychological acculturation. In D. L. Sam & J. W. Berry (Eds.), The Cambridge handbook of acculturation psychology (pp. 142–162). Cambridge: Cambridge University Press.

Ataca, B., & Berry, J. W. (2002). Psychological, sociocultural, and marital adaptation of Turkish immigrant couples in Canada. International Journal of Psychology, 37(1), 13–26. doi:10.1080/0020759014300013

Task 2: Discussion Main Post Needed

Follow the instructions below to participate in this discussion forum. NOTE: Do not post attachments!

• Copy the discussion prompts below (highlight the text, right-click, and select Copy).
• Create a new thread using your last name and module number (Example: Smith_Module1).
• Paste the discussion prompts (Right-click in the message box area, and select Paste).
• Answer the following: After posting your original response, read other postings and post.
• Read Critical Incident at the end of chapter 24 and answer the following question.
• What are some of the racial and cultural dynamics that Alice may be experiencing in the group?

Critical Incident

Alice is a 25-year-old second-generation Chinese woman who has been educated in the United States. Her parents moved here long before she was born; in fact, they met and were married in a northeastern state. Alice is the older of two children and has attended top schools. She is highly intelligent and competitive, and she held a number of leadership roles in high school and college.

Alice attended a weekend group relations conference and was assigned to a small group in which she was the only Asian. At first this was not an issue, since she had become used to this pattern in the schools she had attended. The group was to meet for four 1-hour sessions over the weekend. Other small groups were occurring simultaneously, and Alice was engaged in a number of other events during the weekend.

During the second session Alice told the group that she had been a member in other groups that talked about racial and cultural differences. She noted that she was often the leader in these groups and was able to demonstrate her leadership ability, stating that she was good at delegating and getting people to follow her command. She told the members that when she is in a culturally mixed group where she is the minority, she gets frustrated. She found herself falling into the stereotypical Asian female role of being quiet and submissive. She could not identify anything that anyone had done to her. She was perplexed about how she had fallen into that role.

References

A. K. Rice Institute for the Study of Social Systems. (2003). Group relations consultant competencies. Retrieved from http://www.akriceinstitute.org

Alderfer, C. P. (1997). Embedded intergroup relations and racial identity development theory. In C. E. Thompson & R. T. Carter (Eds.), Racial identity theory: Applications to individual, group, and organizational interventions (pp. 237–263). Mahwah, NJ: Lawrence Erlbaum.

Bion, W. R. (1961). Experiences in groups. New York: Brunner-Routledge.

Brazaitis, S. J. (2004). White women—protectors of the status quo; positioned to disrupt it. In S. Cytrynbaum & D. Noumair (Eds.), Group dynamics, organizational irrationality, and social complexity: Group relations reader 3 (pp. 99–116). Jupiter, FL: A. K. Rice Institute.

Task 3: Responses to Expertise Sharing Project (2 projects attached - Reponses Required on that)

Reply to at least two classmates on their presentations, sharing what you learned from each presentation that will be helpful in the classroom environment. 

Responses need to be in the ABC format.

Discussion Response Guidelines:

• Acknowledge your classmates' posts.
• Build upon these posts by providing additional details, statistics, ideas, perspectives, or links to interesting, relevant articles.
• Conclude with a question or new idea to further stimulate the discussion.