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Project Description

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Project Description

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  1. This poster describes the effectiveness of a peer co-constructed project involving multiple interviews. The interview data is analyzed, then comparedand contrasted. The similarities and differences are accounted for through the lens of lifespan development. Pre-service graduate level counselors-in-training focus on human development across the lifespan to increase both multicultural competence and cross-cultural communication skills. Personal Reflections Project Description Project Objectives Part One: The interviews – Each member of the group is required to interview one (1) person in the age range of the phase of life selected. This person must be a complete stranger and differ from the interviewer in various dimensions of identity. The group must profile interviewees of diverse identities and backgrounds. Part Two: Elements of the presentation - Describe the developmental process of the people you interviewed, accounting for the similarities and differences among them. Highlight the developmental processes, concerns, characteristics and/or topics that seem to be most relevant to a counseling situation for your interviewees. Describe the research which illustrates the most effective counseling interventions and techniques for your developmental phase of life and appropriate for your interviewees. Developmental Interview and Group Presentation Dimensions of Personal Identity Contact Information: Historical Moments / Eras Bronfenbrenner, U. (1988). Interacting systems in human development. In N. Bolger, A. Caspi, G. Downey, & M. Moorehouse (Eds.), Persons in context: Developmental processes (pp. 25-49). NewYork: Cambridge University Press. Lisa L. Schulz, PhD, LPC-S, LPSC, NCC Clinical Assistant Professor University of North Texas Counseling Program 1155 Union Circle #310829 Denton, TX 76203 940/565.5913 (O), 940/565-2905 (F) lisa.schulz@unt.edu Broad goal: Demonstrate an understanding of a particular phase of human development via the lived experiences of interviewees. 2nd & 3rd level GLO: SWDATdescribe the process of cognitive developmentw/in the stage. SWDATcompare the process of cognitive development of all group interviewees. SWDATcontrast the process of cognitive development of all group interviewees. SWDATaccount for the similarities in cognitive development between all group interviewees. SWDATaccount for the differences in cognitive development between all group interviewees. SWDATdescribe the process of physical development w/in the stage. SWDATcompare the process of physical development of all group interviewees. SWDATcontrast the process of physical development of all group interviewees. SWDATaccount for the similarities in physical development between all group interviewees. SWDATaccount for the differences in physical development between all group interviewees, SWDATdescribe the process of emotional / social development w/in the stage. SWDATcompare the process of emotional/social development of all group interviewees. SWDATcontrast the process of emotional/social development of all group interviewees. SWDATaccount for the similarities in emotional/social development between all group interviewees. SWDATaccount for the differences in emotional/social development between all group interviewees. University of North Texas Lisa L. Schulz, PhD, LPC-S, LPSC, NCC Bringing global and multicultural considerations into the counseling curriculum. Provide a narrative about your interview experience. Use this opportunity to consider the larger context, the meaning, and the implications of your interview experience. Process what you have been learning, how you are individually impacted by the experience, and how your counseling effectiveness may be enhanced by the experience. Be sure to examine cultural attitudes towards the interviewee, and his or her environment and lived experiences that may contribute to the overall impact of the experience. “A” Dimensions Age Culture Ethnicity Gender Language Physical/Mental Well Being Race Sexual Orientation Social Class “B” Dimensions Education Background Geographic Location Hobbies/recreational Health Care Practices/Beliefs Religion/Spirituality Military Experience Relationship Status Work Experience “C” Dimensions Arredondo, P., Toporek, R., Brown, S., Jones, J., Locke, D.C., Sanchez, J., & Stadler, H. (1996). Operationalization of multicultural competencies. Journal of Multicultural Counseling, 24(1), 42-78.

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