Walk A Mile In My Shoes Group

Plan for Developing and Implementing a Middle School Multicultural Group

By Patty Dempsey

Assess The Need and Set Goals

Assess The Need

Gather quantitative discipline data

Gather qualitative data

Look for patterns of discipline by student ethnicity

Listen for reports from students/staff about experience or observation of behavior or language that
is indicative of racial prejudice or discrimination

Set Goals

My current goals for this group based on the need demonstrated by the data were:

To raise multicultural awareness

To increase understanding/appreciation for students own ethnicity

To increase empathy for self and others

Future Goals

To reduce the number of discipline referrals related to racial slurs by at least 50% the first year

To add at least two multicultural events at the school within the first year

To increase students skills in responding to direct or observed racial slurs or discrimination

Screen Potential Members of The Group

Determine what criteria will be used to select members for the group

Discipline data? Ethnicity? Grade? Gender? Same ethnicity or Mixed Ethnicity?

Open invitation to everyone or used as an intervention for a select group?

Screening Process

Invite individual potential members to meet with counselor for screening

Explain goals and rules of group

Ask questions of student to determine appropriateness of group for the student and
appropriateness of student for the group.

Allow student to decide if they want to be in group to be effective attendance

should be voluntary

Determine how to mix members together for most effective groups

Assess in interview where students are at in the ethnic identity development

As balanced as possible, mix students so there is at least two of students of same

gender, race/ethnicity, and stage of ethnic identity development in a group

Questions for Screening Process

Do you have any questions about what Ive already told you? Is there anything
else youd like to know about the group or me?

Can you tell me some examples of ways students promote positive ethnic
identity development and/or examples of possible racial prejudice?

Tell me some times when you have been able to develop your own ethnic
identity or learn more about someone elses. What happened?

Are you willing to talk about some of these things with other students?

What would you most like to work on in group? What would you change right
now if you could? What goals are you most interested in fulfilling?

Are you willing to work in cooperation with others in the group on making
progress toward your goals?

Do you have any other questions or concerns?

Choose Appropriate Multicultural Activities

for Stage of Group

Initial Stage Interventions

Ice Breakers

Communication and Trust Building Activities

Introduce the Concept of Race Vs Ethnicity Twins Story

Working Stage Interventions

Activities that allow students to explore their own ethnicity

Activities that allow students to learn about others ethnicity

Activities that allow students to discuss discrimination and learn/role play effective
ways to respond

Termination Stage Interventions

Invite students to discuss what theyve learned/gained from the group

Discuss what changes they would like to see happen at the school and in their
personal interaction with others

Activities that facilitate transition of relationships beyond group

Resources for Evidence-Based Practices and

Activities for Facilitating a
Middle School Multicultural Group

Akos, P. (December 2005). The unique nature of middle school counseling, Professional School Counseling,
ASCA

9(2).

DeLucia-Waack, J.L. (2006). Leading psychoeducational groups for children and adolescents, Sage
Inc.: Thousand Oaks, CA.

Holcomb-McCoy, C. (December 2005). Ethnic identity development in early adolescence: implications and
recommendations for middle school counselors, Professional School Counseling, 9(2). ASCA

Holcomb-McCoy, C., (February 2007) Transitioning to high school: issues and challenges for African American
students, Professional School Counseling. 10(3). ASCA

Malott, K.M., Ph.D., Paone, T.R., Ph.D, Humphreys, K., Martinez, T. (June 2010). Use of group counseling to
ethnic identity development: application with adolescents of Mexican descent, 13(5). ASCA

Maxwell, M.J. & Henriksen, R.C., Jr. (October 2012). Counseling multiple heritage adolescents: a
phenomenological study of experiences and practices of middle school counselors, Professional School Counseling,
16(1). ASCA

Salazar, C.F. (2009). Group work experts share their favorite multicultural activities: a guide to diversitycompetent choosing, planning, conducting, and processing. Association for Specialists in Group Work: Alexandria, VA

Thorn, A.R. & Contreras, S. (December 2005). Counseling Latino immigrants in middle school, Professional
Counseling, 9(2). ASCA.

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