America Lacks Multicultural Literature | HuffPost

The best selection of multicultural and social justice books for children, YA, and educators.

This is the agenda for the month of November

Within the therapeutic relationship, the working alliance, as it is defined in the psychodynamic literature, is "the alignment or joining of the reasonable self or ego of the client and the therapist's analyzing or ‘therapizing’ self or ego for the purpose of the work" (p. 297). Simply, the working alliance refers to the capacity to which the counselor and client negotiate collaborative goals and tasks in the therapy relationship for the expressed purpose of achieving a post-therapy state that is better than the pre-therapy state (Helms & Cook, 1999). As a construct, the working alliance has strong connections to multicultural counseling because of its reliance upon the collaborative relationship and negotiating goals and tasks. The stronger the working alliance, the better able the client and counselor can develop therapy goals, tasks, and an emotional bond.

Hseu, M., & Hetzel, J. (2000). Bridging the Cultural Divide Through Multicultural Children’s Literature. .

04/12/2017 · This is always a terrific list

Reading stories about people from other cultures can be a valuable learning experience for all children. A book does not have to stress the uniqueness of a culture for it to be beneficial, however, it just has to be accurate, sensitive, and avoid negative, stereotypical, and condescending depictions of the culture in question. Reading books about everyday events in which characters unself-consciously represent children from different cultures is also important. Above all, books with multicultural characters or themes can simply be fun to read!

Norton, D. E. (2009). Multicultural children’s literature: through the eyes of many children (3rd ed.). Boston: Allyn & Bacon/Pearson.

picture books, folklore, historical fiction, realistic fiction, & nonfiction) of multicultural children's literature, and not only discusses criteria for evaluation but also guidelines and suggestions for teaching multicultural literature thoughout an entire curriculum.

Steiner, S. F., Nash, C. P., & Chase, M. (2008). Multicultural Literature That Brings People Together. Reading Teacher, 62(1), 88-92.

Free multicultural lesson plans and resources for K-12 teachers.

Cultural Journeys: Multicultural Literature for Children and Young Adults R 028.5 G222c
Specifically written as a tool for educators, this book outlines several formats (e.g.

Blog - Multicultural Children's Book Day

Many Peoples, One Land: A Guide to New Multicultural Literature for Children and Young Adults R 028.5 H36m
Divided into four main cultures (African, Asian, Hispanic, and Native American), this bibliography includes fiction, oral tradition stories, and poetry.

Certified Alcohol and Drug Counselor II - ACCBO

There are a number of books and magazine articles that present bibliographies of multicultural literature for children. Some of the best are noted below. Since some of these titles may not be readily available, you may want to ask your local librarian to help you locate them.

EdChange - Advocating Equity in Schools and Society

Some magazines regularly review multicultural materials for children. Some of these magazines are noted below. As with the other print resources noted above, you may need to ask your local librarian for assistance in locating these magazines.

Multicultural Competency: How Are We Different

In my multicultural competencies course for graduate students, I used to start the course by asking my students a simple question. “Is there a difference between a culturally competent counselor/psychologist and just a generally good counselor/psychologist?” The natural question which followed was, “it depends.” Among helping professionals, being immersed in the literature and competencies discussions, we typically have the benefit of a framework through which to evaluate other helping professionals. As a multiculturally competent supervisor, I can usually tease out the subtle biases and value systems of other professionals and link my observations to supervision. We discuss these issues and understand the larger issues premising the need for competencies. So for we helping professionals, there is a difference between a helping professional who is culturally competent and one who is not.