EPSY 545
Summer 2008
CROSS CULTURAL FACTORS IN COUNSELING
Tentative syllabus!!!!!!!!
Instructor:
Office
Hours: Thursday, May 15, 2008 –
Wednesday, May 29th, 2008
Before and after Monday –Thursday classes, Fridays
from noon – 3,
After
Saturday classes, and by appointment
Office: Wham 222 M
Phone: (618) 453-6927
E-mail:
kasner@siu.edu
Class Hours: Thursday, May 15, 2008 – Wednesday, May 29th, 2008
Thursday thru Wednesday 3:30-7:30 pm
Saturdays 9:00 am – 5:00 pm;
No class on Fridays or Sundays
Class Room Wham 306
Required
1.
Atkinson, D. R (2004). Counseling American minorities (6th ed.).
2.
selections from Atkinson, D. R., & Hackett, G.
(2004). Counseling Diverse Populations. (3rd
ed.).
3.
selections from Pedersen, P. (2000). A handbook for developing multicultural
awareness (3rd ed.).
4.
5.
Birman, D. (1994).
Acculturation and human diversity in a multicultural society. In E. J. Trickett, R. J.
6. McIntosh, P. (1988). Excerpts from “Unpacking the invisible knapsack of privilege.” http://seamonkey.ed.asu.edu/~mcisaac/emc598ge/Unpacking.html
7. Vontress, C. E., & Epp, L. R. (1997). Historical hostility in the African American client: Implications for counseling. Journal of Multicultural
Counseling & Development, 25, 170-184. Also can be found at http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=9712076246&site=ehost-live&scope=site
8. ACA Code of Ethics (2005) with a focus on A.2.c., A.4.b., A.6.a., B.1.a., C.2.a., C.5., E.3.a., E.5.b., E.5.c., E.6.c., E.7.a., E.8., E.9.a., G.1.g.
Other handouts and readings as assigned.
Notice: If you
have any type of special need(s) or disability for which you require
accommodations to promote your learning in this class, please contact me as
soon as possible. The office of
Disability Support Services (DDS) offers various support services and can help
you with special accommodations. You may
wish to contact DDS at 453-5738 or go to Rm 150 at Woody Hall to verify your
eligibility and options for accommodations related to your special need(s) or
disability. Your learning is important to me, to this profession, and to your
future clients.
Course Description and Objectives
This course is designed to examine multicultural representations and factors that are pertinent in counseling in a training format. A contemporary body of literature will be explored including racial/ethnic identity models and competencies for multicultural counseling. Multiculturalism will be addressed as an inclusive and broad construct. The class will include an intensive experiential component (e.g. participatory exercises, panel speakers), extensive reading, and lecture/presentation supplemented by class discussions. Students will explore their personal development of racial, social, and political socialization. This course is designed to provide a setting for self-awareness, knowledge of diverse perspectives, and preparation for multicultural counseling skills. Finally, this course is designed to offer students the opportunity to practice a multicultural awareness counseling process that, if embraced, may help the future counselor embark upon the process of becoming effective when working with a wide variety of clients and their issues.
Requirements
In order to enhance student learning, you are expected to:
Attend and participate
Keep up with reading assignments
Take six in-class quizzes
Take one take-home exam
Initiate learning about different people and cultures
Participate in group presentations
Complete a journal addressing the class readings, discussions and reactions to them
Complete an analysis of personal socialization
Complete either a research paper on selected culture or a case study with someone
significantly different from you.
Practice professional conduct and ethics
Practice respectful learning exchanges
Instructional Objectives
By the end of the course, students should be able to:
1. Define basic concepts in multicultural counseling
2. Describe ethical issues in multicultural counseling
3. Recognize various multicultural issues for different populations
4. Contrast various identity models
5. Understand one's own cultural identity
6. Evaluate one's own view of diversity
7. Articulate the process by which one continues within the process of becoming an ethical, skilled, multiculturally competent mental health professional
Evaluation
In-class quizzes 25 points
Journal 10 points
Analysis of Personal Socialization 20 points
Research Paper/Case Study 20 points
Reading Exam 25 points
Assignment Descriptions
Writing style. All assignments
should be written using APA (5th edition) writing style. Read the
section on student papers as well as other areas within the Style Manual. Use
the index to find multiple discussions on each topic. Papers should be
submitted using one inch margins and 12 point type. Page numbers should be
placed on all pages. Edit for style and other corrections before submitting
assignments. For help in determining what you need to cite and how to do it, I
expect you will go to the
Quizzes. There will be six (6) in-class short quizzes based on the readings. Each quiz is worth 5 points. The five highest quiz scores will count for a
total of 25 points. They are based on
the readings and may help you prepare for the class discussions. These quizzes are intended to assess your
knowledge and comprehension of the material you have read for class. Missed quizzes may not be made up. Remember, the five top performances go toward
your final grade.
Class Discussion and Participation. The purpose of the class discussion is to explore course information and communication related to diversity from both an academic and a personal point of view. As counselors-in-training, it is essential to recognize that your world-view can be both a help and a hindrance in interactions with clients. Counseling requires a commitment to a lifetime of dynamic learning; a life-long exploration and awareness of your world-view, constant checking on your communication both within and beyond your world-view, and your continued capacity for flexible skill adjustment.
I hope you will feel comfortable discussing issues related to your development as a sensitive multicultural counselor. It is not expected that your views (or mine) are free from bias as we are all living within a society with inherent biases. It is expected that you will work toward increased understanding of your cultural identity and views on diversity issues, and how these are related to your role as a sensitive multicultural counselor. It is also expected that you will support other students’ development and be respectful in the class discussion process when holding a different view. Please keep in mind that any specific self-disclosure on your part is optional. Your participation is expected.
Journal The journal
is used for three purposes: (a) to increase awareness about diversity issues,
(b) to explore information for use in assigned papers, and (c) to communicate
to the instructor your progress toward meeting course objectives. The log will
be read by me, but will not be graded, except in the case where you do NOT
complete the exercises or do so haphazardly.
In this case, you will be docked 1 point per journal entry (off your
total grade) for a maximum 10 points. The
log may be typed or in legible long hand. Please do not insert anything within
the log that you do not wish me to read. Use the log to think through and
record information for use when developing the personal socialization paper.
One entry is required for every class session. Divide each entry into two
sections addressing: (a) class discussion and/or reading observations – your
understanding of what subjects were covered and possibilities you see for how
these discussions and readings can be integrated into your work with clients, and
(b) your own personal awareness observations (that is the affective movement
within yourself as you become aware of who you are as a counselor in a
multicultural world). While optional, we recommend that you include additional
entries on personal socialization observations obtained while reading course
material or during your daily activities. Typically, there is a direct
relationship between the extent to which students think through their
observations when making journal entries and the usefulness of the experience.
Analysis of personal socialization (20 points) The purpose of this assignment is to explore and integrate information related to your cultural heritage with issues related to becoming a sensitive multicultural counselor. The assignment is divided into three parts: (a) cultural heritage, (b) personal cultural experience, and (c) development as a sensitive multicultural counselor. Specific questions are provided to stimulate your thinking across a range of cultural factors. Respond to each of the questions as appropriate, except when no information is available. Remember, the lack of value for something may be as meaningful as holding that value. Such would be the case with valuing the arts or traditional ceremonies. Include additional information as needed to complete a picture of your family heritage and personal cultural experience. This paper should be 15--20 pages in length, excluding the cover page and references (see APA writing section above).
Cultural heritage: In this section
address information you are able to obtain about your ancestors passed on by
word of mouth or family documents. What nationalities are you able to identify
and what type of work did they engage? What forms of artistic expression were
important? Were there specific values you can identify (e.g., religion,
education, work, food, or family)? Were traditional rites or ceremonies
important to your ancestors? What types of personalities and communication
styles can you identify? What views were held about diversity? In what ways
were they impacted by diversity of gender, nationality, race, or religion? Were
they native to this country or immigrants from another country? Under what
circumstances did immigration occur? Did the family live in a community in this
country with the same nationality (e.g., German community)? How did
acculturation occur? How was the native language treated by the family? Did the
family move to different locations or remain in the same community across
generations? Under what circumstances did moving occur? How did the social and
cultural nature of society at the time influenced your ancestors? Refer to
family documents when available as well as literature. This section should be based on a minimum
of two interviews and three library references.
Personal cultural experience: In this section address family and community values which have been part of your personal experience. Family should be addressed in the context of your extended family and include persons who assumed a familial role in your development. Family would include your current “family” as well as your family of origin. Respond to each of the following questions as appropriate and include additional information as needed to complete a picture of your personal cultural experience. In what way has the information discussed in the first section carried forward to influence your personal cultural experience? What specific values were held by your family of origin and community (e.g., religion, education, work, food, or family)? How were your family values similar to and different from the community? What type of rituals or ceremonies were important to your family? What types of personalities and communication can you identify? How was conflict handled? What views were held about diversity? How was your family impacted by diversity issues of gender, nationality, race, sexuality, disability, or religion? How has “privilege” eased or made life more difficult for your family? Did the family move to different locations or remain in the same community throughout your development? Under what circumstances did moving occur? How did living in different communities influence your cultural experience? How is your current “family” culture similar to or different from your family of origin? How has change in the social and cultural nature of society at large influenced your cultural experience?
Becoming a sensitive multicultural counselor: This section requests you to examine your personal cultural experience within the context of becoming a sensitive and competent multicultural counselor. Respond to each of the following questions and include additional information as needed. How has your decision to become a counselor influenced your views toward cultural diversity? How would you describe your cultural identity development at the current time using a model described in the text? How will your communication values and skills impact your role as a competent multicultural counselor? Considering the nature of your cultural experience, describe five strengths you will bring to multicultural counseling? Within the same context, describe five weaknesses you currently have which could prevent you from being a sensitive multicultural counselor? Describe five attitudinal and five knowledge goals for yourself that, if met, would help you develop as a competent multicultural counselor. In what way do the Multicultural Counseling Competencies relate to your goals?
Note: I recognize some of you
may find information requested in this paper to be sensitive in nature. For this
reason the paper will be kept confidential and read only by the course
instructor. It is assumed that information believed to be private to the family
will not be included in the paper. In the event you have further privacy
concerns, please feel free to discuss them with me.
This paper may be turned in after this
course section is over anytime up to 4:30 pm
Friday, June 27th, 2008
Scholarly Paper/Case Study (20 points). Each student will choose whether to write a scholarly paper or a case study. The purpose of this assignment is to go beyond information in the textbook and learn about the characteristics of one culture other than your own.
The Scholarly Paper In order to learn about another culture it is
important to participate in experiential activities in addition to reading
about culture in the literature. Therefore, this assignment requires a minimum
of three experiential references and
ten references from the literature
(note: these ten references are journal
articles and are above and beyond any textbooks you have decided to use).
Suggested experiential activities include interviews, spending a day in the
family home, attending church or a celebration, and seeing an art exhibit or
historical museum. When possible, participate in these activities with
individual(s) of the culture you want to understand. This completed assignment
should be 28--30 pages in length,
excluding the cover page and references.
It is expected your references will include a minimum of 20 journal
articles. The paper is due Friday, Friday, June 27th, 2008, but
a topic title and brief outline (2 pages) must be submitted by 3:30 pm, May 26th.
Case Study The case study involves finding an individual
from a different culture (ethnicity, race, nationality, sexual orientation,
etc.) who agrees to undergo a series of
cultural interviews with you. You
must get a signed consent form which you must clear with me first. You would develop a cultural interview
protocol based on the readings for this class, and conduct 3-5 sessions with
that individual to gather that information.
You should include cultural and family genograms as part of the
sessions. In addition, you may choose an
acculturation and/or identity scale pertinent to the individual and provide a
written interpretation of the assessment in terms of your individual. It is not the intent of this
assignment to provide counseling to the client but to learn how to conduct
cultural interviews and explore the client’s worldview. After the end of the sessions (should not
total more than 5 sessions), you must prepare a report containing the
description of the client, analysis of the cultural interviews, and potential
counseling recommendations. You must
NOT address issues involving psychopathology but limit yourself to adjustment
issues such as role, gender, family, or school conflicts. The body of the report should not be more
than 10-12 pages in length, excluding the cover page, references, and
appendices (the interview protocol, genograms, signed consent form, and
assessment tools should be included in the appendices). The paper is due Friday, June 27th, 2008, but
an interview protocol for the case study and your suggested consent form must
be submitted by 3:30 pm, May 26th.
Reading Test (25 points) One
reading test will be given as a take home exam.
It will focus specifically on the readings and is designed to encourage
thoughtful evaluation, analysis, and synthesis of the readings. This test is open book, open library, open
colleague (for discussion only), however, your final product is to be your own
work and you must include in your reference list any books, articles, and names
of people you used to help you write the test. The reading test is due by 9:00 am, May 24th. Late
tests are not acceptable or fair to the other students. Should you turn in a test late, you may be
docked a minimum of 10% per 24 hour period. Responses to the questions should be typed and edited for correct APA style.
What do grades in “Cross Cultural Factors in Counseling” mean? They are not a reflection of your self worth but do provide indications regarding mastery of knowledge, comprehension, and application as well as your ability to evaluate multiple sources of information, analyze themes and discrepancies in the literature, and synthesize your evaluation and analysis. They may be an indication as to your current ability to challenge yourself and your perceptions. Finally, your grade may reflect your current life situation – the amount of time and energy you feel you can devote to this process.
Final grades will be determined as follows:
If your total score is between 90 and 100 points, you will have earned an A.
If your total score is between 80 and 89 points, you will have earned a B.
If your total score is between 70 and 79 points, you will have earned a C.
Tentative Schedule of Topics
Summer 2007
|
Date |
Time |
Topic |
Assignments Due |
|
Thursday |
3:30-7:30 pm |
Introduction to Class Icebreaker – Circles Expectations Syllabus Hotspots Terms Things I’ve learned |
Journals due every
day beginning of class. |
|
Saturday |
9:00 – 5:00 pm |
Self Awareness & African Americans Exercise Privilege Pot Luck Historical Antecedents of Slavery Discussion of Africans in |
Chapter 2 in Handbook for Developing Cultural Awareness by Paul Pedersen. Chapters 1 and 2 in Counseling American Minorities by Atkinson Chapter 1 in Counseling Diverse Populations by Atkinson and Hackett. Vontress & Epp (1997) |
|
Monday |
3:30-7:30 pm |
Identity Models African Americans Panel and Discussion
|
Chapters 3 & 4 in Handbook For Developing Cultural Awareness by Pedersen Part II in Counseling American Minorities by Atkinson McIntosh, P. (1988). Excerpts |
|
Tuesday, |
3:30-7:30 pm |
Oppression, Acculturation and Immigrants John Berry Panel and Discussion |
Acculturation and
Adaptation: General Framework by Acculturation and Human Diversity in a Multicultural Society by Birman |
|
Wednesday |
3:30-7:30 pm |
Asians and Asian Americans Panel and Discussion |
Part IV in Counseling American Minorities by Atkinson |
|
Thursday |
3:30-7:30 pm |
Latinos and Hispanics Panel and Discussion |
Part V in Counseling American Minorities by Atkinson |
|
Saturday |
|
Native Americans Triad Training Model Pot Luck Triad Training Model Client Application |
Part III in Counseling American Minorities by Atkinson Chapter 16 in Counseling American Minorities by Atkinson |
|
Monday |
3:30-7:30 pm |
People with Disabilities Panel and Discussion |
Outlines for Case
Study or Report due. Chapter 2 in Counseling Diverse Populations by Atkinson & Hackett |
|
Tuesday |
3:30-7:30 pm |
Gender and Sexuality Exercise Panel and Discussion |
Chapters 4 and 5 in Counseling Diverse Populations by Atkinson & Hackett |
|
Wednesday |
3:30-7:30 pm. |
Generations and Course Evaluation |
Chapter 3 in Counseling Diverse Populations by Atkinson & Hackett Integration |