Elevating Your Prompts: A Live Reframe Challenge
Prompt–Response–Refine
Original Prompt
“Help me write a group counseling plan.”
Reframe1:
1.takes on a specific professional identity
2. alignment with specific framework e.g. CBT
“As a licensed professional counselor and school-based mental health consultant, create a 6-session psychoeducational and skills-based group curriculum for middle school students experiencing generalized anxiety. Sessions should align with social-emotional competencies and integrate CBT-based coping skills. Format the output as a table with columns for: Session Theme, Objectives, Activities, Materials Needed, and Homework. Emphasize trauma-informed practices, developmentally appropriate language, and cultural responsiveness. Highlight opportunities for assessing group cohesion and individual progress.”
Output:
Here is a 6-session psychoeducational and skills-based group curriculum for middle school students experiencing generalized anxiety. It integrates CBT-based coping skills, aligns with social-emotional learning (SEL) competencies (based on CASEL), and reflects trauma-informed, developmentally appropriate, and culturally responsive practices.
Additional Notes for Implementation:
Original Prompt:
“Write something about multicultural counseling.”
Reframe 1: Add context and role “You are a counselor educator preparing a lecture on multiculturalism.”
Reframe 2: Add instructional goal and constraints “Create a 45-minute interactive lecture for first-year counseling students on multicultural awareness.”
Reframe 3: Align with competencies, request advanced structuring
“As a counselor educator teaching a CACREP-accredited course, design a 45-minute interactive class session on multicultural counseling awareness, aligned with ACA’s Multicultural and Social Justice Counseling Competencies (MSJCC). Include lecture topics, a role-play activity, group discussion prompts, and a short reflection exercise. Use language accessible to master’s-level students.”
Output
Here is a 45-minute interactive class session plan for a CACREP-accredited course focused on Multicultural Counseling Awareness, aligned with the ACA’s Multicultural and Social Justice Counseling Competencies (MSJCC). This session is structured to be engaging, reflective, and developmentally appropriate for master’s-level counseling students.
Session Title:
"Seeing the Unseen: Cultivating Awareness in Multicultural and Social Justice Counseling"
Learning Objectives:
By the end of the session, students will be able to:
Time Breakdown (Total: 45 minutes)
Mini-Lecture (0:00–0:10)
Topic:
The Counselor’s Cultural Self: The First Step in Multicultural Competence
Key Concepts:
Role-Play Activity (0:10–0:20)
Title: “Walking In With Me”
Instructions:
Group Discussion (0:20–0:35)
Prompt 1:
Reflection Exercise (0:35–0:45)
Title: “My Cultural Self in the Room”
Instructions:
Ask students to journal or type brief responses to the following prompts:
Materials Needed:
Follow-Up Assignment (Optional):
“Cultural Genogram” project: Students map their family’s cultural, social, and historical influences and present how these impact their counseling worldview.
Original Prompt
Make a 2-hour CEU on AI and documentation.
Reframe1:
Refine the Role “You are a counselor educator…”
Clarify Audience and Tone “Licensed clinicians with mixed tech skills…”
Align With Ethics
“Include ACA standards on confidentiality and tech use…”
Specify Format and Components
“Include Bloom’s outcomes, agenda, activities, and self-assessment…”
Add Equity Lens
“Consider cultural humility, bias in AI, and inclusive language…”
"You are a [role] designing a [duration] training for [audience]. The session should align with [ethical or theoretical framework] and address [specific challenges or risks]. Include: [list of desired components]. Format the output as [deliverable type]. Use [tone/language/style] appropriate for [context]."
Example Applied:
“You are a counselor educator designing a 3-hour CEU training on cultural humility in telehealth counseling for licensed clinicians. Include references to the MSJCC framework, 3 interactive exercises, and discussion of ethical implications of nonverbal communication loss. Provide facilitator notes and handouts.”
Out put:
Here is a complete outline for a 3-hour CEU training on "Cultural Humility in Telehealth Counseling" designed for licensed clinicians. The training includes:
Training Title:
“Cultural Humility in Telehealth Counseling: Ethics, Engagement, and Equity”
Learning Objectives
By the end of the training, participants will be able to:
Training Agenda (3 hours)
Facilitator Notes
Intro (0:00–0:15)
Part 1: Cultural Humility and the MSJCC Framework (0:15–0:45)
Content
Use real-world examples (e.g., a client’s experience with language barriers during virtual intake).
Part 2: Ethical Implications in Telehealth (0:45–1:15)
Discussion Points
“What are some ways nonverbal cues play a critical role in working with culturally diverse clients?”
Interactive Exercises
Activity 1 (1:30–2:00): Cultural Identity Reflection for Telehealth
Instructions:
“How might a client perceive your identity differently over video vs. in person?”
Activity 2 (2:00–2:30): Role Play – Culturally Responsive Telehealth Scenario
Instructions:
A Native American client pauses often during the session. Counselor perceives this as disengagement.
Facilitator Debrief Questions:
Activity 3 (2:30–2:50): Ethical Dilemmas and Nonverbal Communication Loss
Instructions:
A client discloses suicidal ideation subtly through tone and silence, which the counselor misses.
Facilitator Prompt:
“How can we ethically respond when we realize something important was missed due to the medium?”
Wrap-up & Evaluation (2:50–3:00)
Handouts (for Print or Digital Use)
Suggested References
Prompt–Response–Refine
Original Prompt
“Help me write a group counseling plan.”
Reframe1:
- Write the first prompt
- Evaluate the response
- Add specificity or redirect
- Repeat until it fits your goal
“You are a school counselor designing a 6-session group counseling plan for middle school students with anxiety. Include session themes, activities, objectives, and group norms.”
1.takes on a specific professional identity
2. alignment with specific framework e.g. CBT
“As a licensed professional counselor and school-based mental health consultant, create a 6-session psychoeducational and skills-based group curriculum for middle school students experiencing generalized anxiety. Sessions should align with social-emotional competencies and integrate CBT-based coping skills. Format the output as a table with columns for: Session Theme, Objectives, Activities, Materials Needed, and Homework. Emphasize trauma-informed practices, developmentally appropriate language, and cultural responsiveness. Highlight opportunities for assessing group cohesion and individual progress.”
Output:
Here is a 6-session psychoeducational and skills-based group curriculum for middle school students experiencing generalized anxiety. It integrates CBT-based coping skills, aligns with social-emotional learning (SEL) competencies (based on CASEL), and reflects trauma-informed, developmentally appropriate, and culturally responsive practices.
Session Theme | Objectives | Activities | Materials Needed | Homework |
1. Building Safety & Understanding Anxiety | - Establish group norms and psychological safety- Define anxiety in age-appropriate terms- Identify personal signs of anxiety | - Icebreaker: “Inside/Outside Mask” (draw how you feel vs. what you show)- Psychoeducation: What is anxiety?- Group agreement creation- Body scan or grounding activity | - Drawing supplies- Poster/chart for group rules- Handout: “What Anxiety Looks Like in Me” | Complete “My Anxiety Profile” worksheet; reflect on where/when you feel anxiety most |
| 2. Understanding Thoughts, Feelings & Behaviors | - Introduce CBT model- Identify connections between thoughts, feelings, and behaviors | - Visual: CBT Triangle- “Thought Detective” game: Sorting helpful vs. unhelpful thoughts- Scenario role-plays | - CBT Triangle handout- Thought cards- Markers, chart paper | Track one anxious moment during the week and identify the thought, feeling, and action |
| 3. Challenging Unhelpful Thoughts | - Learn how to recognize and reframe anxious thoughts- Practice using coping self-talk | - “Catch It, Check It, Change It” strategy- Reframing worksheet- Group practice with culturally relevant scenarios (e.g., academic pressure, social anxiety) | - Thought-reframing handout- Scenario cards- Feelings wheel | Practice reframing one unhelpful thought during the week; write or draw the new thought |
| 4. Coping Skills Toolbox | - Explore healthy coping strategies- Practice calming techniques | - Create personal coping toolbox (drawing, music, movement, breathing)- Practice 3:2:1 grounding, box breathing, and positive imagery- Movement break or calming art | - Art supplies- Coping skills cards- Music or headphones (if available) | Use one new coping skill 3 times this week and reflect in your journal |
| 5. Problem-Solving & Self-Advocacy | - Strengthen problem-solving and assertiveness- Practice asking for help in healthy ways | - Problem-solving steps visual- Role-play: asking a teacher, friend, or parent for support- “What Would You Do?” discussion with culturally inclusive scenarios | - Role-play prompts- Problem-solving worksheet- Cue cards for assertive language | Write a plan for how you’ll handle a real or imagined anxious moment using problem-solving steps |
| 6. Reflection, Growth, & Closure | - Reflect on growth and coping progress- Celebrate strengths- Assess group cohesion and individual change | - “Then & Now” self-assessment- Coping strategy collage or presentation- Group appreciation circle | - Journals- Strength cards- Completion certificate | Optional: Write a letter to your future self reminding you of what helps you cope |
Additional Notes for Implementation:
- Trauma-Informed Practices: Begin each session with a grounding activity. Offer opt-in participation and multiple modes of expression (drawing, writing, movement).
- Developmentally Appropriate Language: Use concrete examples, visuals, and interactive activities. Keep psychoeducation short and engaging.
- Cultural Responsiveness: Incorporate examples and coping strategies that reflect diverse identities (e.g., communal coping, spirituality, music).
- Group Cohesion & Progress Monitoring: Use weekly check-ins (0–5 rating scale of “How much anxiety I felt this week”), observation of participation, and “Then & Now” journals to assess growth. Promote peer support through praise circles and group norms.
Original Prompt:
“Write something about multicultural counseling.”
Reframe 1: Add context and role “You are a counselor educator preparing a lecture on multiculturalism.”
Reframe 2: Add instructional goal and constraints “Create a 45-minute interactive lecture for first-year counseling students on multicultural awareness.”
Reframe 3: Align with competencies, request advanced structuring
“As a counselor educator teaching a CACREP-accredited course, design a 45-minute interactive class session on multicultural counseling awareness, aligned with ACA’s Multicultural and Social Justice Counseling Competencies (MSJCC). Include lecture topics, a role-play activity, group discussion prompts, and a short reflection exercise. Use language accessible to master’s-level students.”
Output
Here is a 45-minute interactive class session plan for a CACREP-accredited course focused on Multicultural Counseling Awareness, aligned with the ACA’s Multicultural and Social Justice Counseling Competencies (MSJCC). This session is structured to be engaging, reflective, and developmentally appropriate for master’s-level counseling students.
Session Title:
"Seeing the Unseen: Cultivating Awareness in Multicultural and Social Justice Counseling"
Learning Objectives:
By the end of the session, students will be able to:
- Describe the role of counselor self-awareness in the MSJCC framework.
- Identify personal biases and areas of privilege that impact the counseling relationship.
- Practice culturally responsive communication in a mock counseling scenario.
- Reflect on their own multicultural awareness and areas for continued growth.
Time Breakdown (Total: 45 minutes)
Time | Activity |
0:00–0:10 | Mini-Lecture: MSJCC & Self-Awareness |
| 0:10–0:20 | Role-Play Activity: Exploring Identity & Bias |
| 0:20–0:35 | Group Discussion: Cultural Lenses in Practice |
| 0:35–0:45 | Reflection Exercise: My Cultural Self in the Room |
Mini-Lecture (0:00–0:10)
Topic:
The Counselor’s Cultural Self: The First Step in Multicultural Competence
Key Concepts:
- Brief overview of MSJCC quadrants (Ratts et al., 2016), emphasizing Self-Awareness.
- Difference between cultural competence and cultural humility.
- Intersectionality and how identity, privilege, and marginalization shape our worldviews.
- Common counselor pitfalls: cultural colorblindness, overidentification, and minimization.
- “We don’t leave our cultural selves at the door.”
- “Awareness is not just what you know—it’s what you’re willing to unlearn.”
Role-Play Activity (0:10–0:20)
Title: “Walking In With Me”
Instructions:
- Pair students (A & B).
- Student A plays a client navigating a cultural or systemic stressor (e.g., being first-gen college student, experiencing microaggressions at work).
- Student B plays the counselor. Before responding, they must identify and name 1 bias, assumption, or cultural lens they carry into the session.
- Switch roles after 5 minutes.
- Provide sample prompts for clients if needed.
- Circulate and listen for assumptions or strengths in student responses.
- Offer a brief debrief on how naming bias affected their presence as counselor.
Group Discussion (0:20–0:35)
Prompt 1:
- “How do our identities shape what we assume about our clients?”
- “What would it look like to bring your awareness into the counseling room, rather than hiding it?”
- “How can we stay open to identities and experiences we don’t fully understand?”
- Encourage curiosity, not defensiveness.
- Highlight cultural humility as ongoing, not a destination.
- Model vulnerability by naming a personal area of learning or past mistake.
Reflection Exercise (0:35–0:45)
Title: “My Cultural Self in the Room”
Instructions:
Ask students to journal or type brief responses to the following prompts:
- What part of my cultural identity shows up most in my counseling?
- What privileges do I hold that may affect the power dynamic with clients?
- What’s one step I can take to expand my cultural awareness this semester?
Materials Needed:
- Slides with MSJCC visual and key quotes
- Printed or digital handouts with reflection prompts and role-play scenarios
- Whiteboard or jamboard for discussion themes
- Timer for role-play
Follow-Up Assignment (Optional):
“Cultural Genogram” project: Students map their family’s cultural, social, and historical influences and present how these impact their counseling worldview.
Original Prompt
Make a 2-hour CEU on AI and documentation.
Reframe1:
Refine the Role “You are a counselor educator…”
Clarify Audience and Tone “Licensed clinicians with mixed tech skills…”
Align With Ethics
“Include ACA standards on confidentiality and tech use…”
Specify Format and Components
“Include Bloom’s outcomes, agenda, activities, and self-assessment…”
Add Equity Lens
“Consider cultural humility, bias in AI, and inclusive language…”
"You are a [role] designing a [duration] training for [audience]. The session should align with [ethical or theoretical framework] and address [specific challenges or risks]. Include: [list of desired components]. Format the output as [deliverable type]. Use [tone/language/style] appropriate for [context]."
Example Applied:
“You are a counselor educator designing a 3-hour CEU training on cultural humility in telehealth counseling for licensed clinicians. Include references to the MSJCC framework, 3 interactive exercises, and discussion of ethical implications of nonverbal communication loss. Provide facilitator notes and handouts.”
Out put:
Here is a complete outline for a 3-hour CEU training on "Cultural Humility in Telehealth Counseling" designed for licensed clinicians. The training includes:
- Integration of the Multicultural and Social Justice Counseling Competencies (MSJCC) framework
- Three interactive exercises
- Discussion of ethical implications of the loss of nonverbal communication
- Facilitator notes and handouts
Training Title:
“Cultural Humility in Telehealth Counseling: Ethics, Engagement, and Equity”
Learning Objectives
By the end of the training, participants will be able to:
- Define cultural humility and differentiate it from cultural competence.
- Apply the MSJCC framework to telehealth counseling contexts.
- Identify challenges and ethical implications of reduced nonverbal communication in virtual settings.
- Practice culturally humble responses in simulated telehealth scenarios.
- Reflect on personal biases and systemic barriers in digital counseling environments.
Training Agenda (3 hours)
Time | Topic |
0:00 - 0:15 | Welcome, Objectives, Grounding Exercise |
| 0:15 - 0:45 | Defining Cultural Humility & MSJCC Framework |
| 0:45 - 1:15 | Ethical Implications in Telehealth |
| 1:15 - 1:30 | Break |
| 1:30 - 2:00 | Interactive Activity 1: Identity Reflection in Telehealth |
| 2:00 - 2:30 | Interactive Activity 2: Role Play - Navigating Cultural Barriers in Virtual Sessions |
| 2:30 - 2:50 | Interactive Activity 3: Ethical Dilemmas in Nonverbal Communication |
| 2:50 - 3:00 | Wrap-up, Evaluation, and Takeaways |
Facilitator Notes
Intro (0:00–0:15)
- Brief welcome and overview.
- Invite participants to a mindfulness grounding activity: “Notice your surroundings. What are 3 things that reflect your culture in your current space?”
Part 1: Cultural Humility and the MSJCC Framework (0:15–0:45)
Content
- Define Cultural Humility (Tervalon & Murray-García, 1998): lifelong learning + self-reflection, power balancing, accountability.
- Contrast with Cultural Competence (often implies a finite skillset).
- Introduce MSJCC (Ratts et al., 2016):
- Quadrants: Counselor self-awareness, client worldview, counseling relationship, and advocacy interventions.
- Emphasis on intersectionality, privilege, oppression, and systems of power.
Use real-world examples (e.g., a client’s experience with language barriers during virtual intake).
Part 2: Ethical Implications in Telehealth (0:45–1:15)
Discussion Points
- Limitations of nonverbal cues in telehealth (e.g., subtle facial expressions, body language).
- Risk of cultural misinterpretation when these cues are missing.
- Ethical codes (e.g., ACA Code of Ethics, 2014):
- Section H.1.a: Understanding benefits and limitations of telehealth.
- Section A.4.b: Personal values and cultural context.
- Section B.1.a: Multicultural considerations in informed consent.
“What are some ways nonverbal cues play a critical role in working with culturally diverse clients?”
Interactive Exercises
Activity 1 (1:30–2:00): Cultural Identity Reflection for Telehealth
Instructions:
- Distribute the “Cultural Identity Reflection Wheel” handout.
- Participants reflect individually and then share in pairs or small groups.
- Discuss: How do these identities impact the therapeutic dynamic when mediated through a screen?
“How might a client perceive your identity differently over video vs. in person?”
Activity 2 (2:00–2:30): Role Play – Culturally Responsive Telehealth Scenario
Instructions:
- Break into triads: counselor, client, observer.
- Each scenario includes cultural and technical barriers (e.g., client with limited English proficiency and unstable internet access).
- Rotate roles. Observer gives feedback based on MSJCC dimensions.
A Native American client pauses often during the session. Counselor perceives this as disengagement.
Facilitator Debrief Questions:
- “What assumptions were made?”
- “How did power or privilege show up in this exchange?”
Activity 3 (2:30–2:50): Ethical Dilemmas and Nonverbal Communication Loss
Instructions:
- Small groups discuss vignettes involving missed nonverbal cues and potential ethical breaches.
A client discloses suicidal ideation subtly through tone and silence, which the counselor misses.
Facilitator Prompt:
“How can we ethically respond when we realize something important was missed due to the medium?”
Wrap-up & Evaluation (2:50–3:00)
- Summarize: Cultural humility is ongoing, dynamic, and essential in telehealth.
- Share CEU codes, handouts for continued learning, and evaluation forms.
Handouts (for Print or Digital Use)
- Cultural Identity Reflection Wheel
- Dimensions: Race, Gender, Religion, Ability, SES, Sexual Orientation, Age, Immigration, Language, etc.
- MSJCC Telehealth Adaptation Chart
MSJCC Quadrant | Example in Telehealth |
Self-Awareness | Reflect on your digital presence and biases. |
| Client Worldview | Acknowledge impact of tech access disparity. |
| Counseling Relationship | Establish relational depth without physical presence. |
| Advocacy Interventions | Assist clients in navigating digital inequality. |
- Tervalon, M., & Murray-García, J. (1998). Cultural humility versus cultural competence. Journal of Health Care for the Poor and Underserved, 9(2), 117–125.
- Ratts, M. J., Singh, A. A., Nassar-McMillan, S., Butler, S. K., & McCullough, J. R. (2016). Multicultural and social justice counseling competencies. Journal of Multicultural Counseling and Development, 44(1), 28–48.
- American Counseling Association. (2014). ACA Code of Ethics.
- Sue, D. W., & Sue, D. (2016). Counseling the Culturally Diverse: Theory and Practice (7th ed.).