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Graphic design's messages can reach across streets and across the globe; they can bring together countries, communities and strangers for a common cause; they can also serve to divide otherwise amenable neighbors. Design students must fully understand this potential reach and thus the responsibility they have to create tolerant, informed messages. The need to understand how personal beliefs of race, religion, socio-economic class and other differences influence visual messages is an ethical component of the graphic designer's professional duties. For if these differences and the potentially skewed perspectives are not recognized, then slippage between accurate and faulty messages will seep into graphic compositions. Sticks + Stones deliberately composes a highly diverse "classroom" of students in an effort for students to learn from each other as well as the curriculum. Studies show that students who learn in a diverse curriculum not only gain a broader perspective and appreciation for other cultures, but they also develop better thinking skills. Sticks + Stones collaborators aim to propagate knowledgeable, culture-savvy future designers who have learned first-hand from an extraordinarily diverse group of peers about the insulting and potentially harmful effects of image misuse. The innovative curriculum requires ethnic profiling and stereotyping as well as reflection, conversation and collaborative design on the way to multicultural understanding. (Contains 2 figures and 5 resources.)

Research has found that 24% of foreign domestic workers (FDWs) in Singapore have poor mental health (24%), with depressive symptoms being identified as the second most severe psychological symptoms [1]. The study assessed the acceptability and effectiveness of a 4-week cognitive behavioral therapy (CBT)-based paraprofessional training program for FDWs in Singapore on depression literacy and CBT knowledge (primary outcomes), depression-related stigma, as well as attitudes towards seeking professional help (secondary outcomes) immediately and 2 months following the training. Forty female Filipino FDWs were recruited and randomized into either a CBT-based paraprofessional training program or wait-list (WL) group. Participants completed outcome measures before, after, and 2 months following their training. No significant difference was found on changes on any of the outcome variables in the intervention group as compared to the WL group. Following training, both groups showed significantly improved depression literacy, CBT knowledge, and attitudes towards seeking professional help. These changes were sustained at 2-month follow-up. All participants indicated a high level of satisfaction with the training program. While findings from between-group analyses do not support the efficacy of the CBT-based paraprofessional training program in improving depression literacy and related outcomes, participation in the program was associated with improvements in several outcomes within the training group. Future research should explore adaptations to the program (e.g., in terms of training duration and modes of delivery) that would increase its efficacy in improving depression literacy and CBT knowledge among FDWs. [ABSTRACT FROM AUTHOR]