Opposites Attract A High School Small Group on

Opposites Attract: A High School Small Group on Diversity Issues

Purpose To help students understand themselves and others, in order to decrease conflict within the school.

Goals Students will learn about cultures, religions, genders, and sexual orientations different from their own. Students will acquire the attitudes, knowledge and interpersonal skills to help them understand respect self and others. Students will use cultural awareness and conflict resolution skills to establish and maintain positive relationships.

Objectives Students will be able to identify and explain significant foods, events/holidays, and people from at least three cultures. Students will be able to identify at least one common interest they have with each group member. Students will be able to use cultural awareness and conflict resolution skills to establish and maintain positive relationship.

Group Demographics High school students Diverse Eight cultural, sexual, gender backgrounds to ten students Juniors and Seniors Identified as having been in multiple conflicts

Function of Counselor To guide students in their journey of self-exploration - Understanding their culture of origin - Understanding their negative and positive associations with their culture of origin To guide students in their learning of differing cultures - Identifying significant leaders, events, and foods that are in fact representative of their culture To guide students in acquiring the attitudes, knowledge, and interpersonal skills necessary to understand respect self and others - Identifying specific conflict resolution skills

Discussion Group helps to create a safe school environment and healthy peer relationships Group helps students to maximize their potential in the areas of personal identity development and peer relationships Group will allow students to reflect on their personal experiences and learn about differing cultural groups

Evaluation Research shows that a lack of self-identity and values lead to student misbehaviors/conflict (Ratts, De. Kruyf, & Chen-Hayes, 2007). Research shows that students who are exposed to cultural information and conflict resolution skills have healthier peer relationships (Fontes, 2003; Helms & Cook, 1999; Mc. Kenna, Roberts, & Woodfin, 2003).

Assessments Pre-group Needs interview Assessment Pre-report card Post-report Small card group evaluation form

Communication Parent letter Teacher letter Student-teacher confidentiality agreement

Outline Week 1: Getting to Know the Group Week 2: Learning About Each Other’s Cultures (Culture Presentations) Week 3: Identifying Diversity Issues in the Media Week 4: Identifying Diversity Issues in Our Personal Lives Week 5: Walk the Line: Sharing Personal Struggles Publicly Week 6: Group Member Interviews: Similarities and Differences Week 7: Role Play: Conflict Resolution Skills Week 8: Brainstorming for Multicultural Day

Multiple-Intelligences Group Presentations Videos Graphic organizer/discussion Walk the line Interview Role-Play Brainstorming/planning

Week 4 Activity: Identifying Diversity Issues in our Personal Lives

Names I’ve been called Names I’ve called others Times when I was treated unfairly Times when I was unfair to others

Prejudice

Discrimination

A ttitudes B ehaviors C onsequences

Discussion Points How does it feel to talk about prejudice? Discrimination? Look back at the names people said they have been called. How might they have felt when called those names? What about people who name call or treat others unfairly? Do the people who feel prejudice and discriminate against others experience any consequences? If so, what? What is the difference between prejudice and discrimination? You can look at what we have written and tell if people in this group have suffered from prejudice and discrimination. What could you do to make up for some of that?