EPSY 545

Summer 2008


Tentative syllabus!!!!!!!!



Kim Asner-Self, Ed.D.,NCC, LCPC                                                                                       


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 Reading:


1.      Atkinson, D. R (2004). Counseling American minorities (6th ed.).  New York: McGraw-Hill.


2.      selections from Atkinson, D. R., & Hackett, G. (2004).  Counseling Diverse Populations.  (3rd ed.).  Boston:  McGraw-Hill


3.      selections from Pedersen, P. (2000). A handbook for developing multicultural awareness (3rd ed.). Alexandria, VA: American Counseling Association.


4.      Berry, J. W. (1990).  Acculturation and Adaptation:  General Framework. In W. H. Holtzman & T. W. Bornemann (eds.).  Mental Health of Immigrants. (pp. 91-102). Austin, TX:  University of Texas Hogg Foundation for Mental Health.


5.      Birman, D. (1994).  Acculturation and human diversity in a multicultural society. In  E. J.  Trickett, R. J.  Watts, & D. Birman (eds.). Human diversity: Perspectives on people in context. The Jossey-Bass social and behavioral science series. (pp. 261-284). Jossey-Bass.


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.




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



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 Writing Center for help if needed and check out http://www.plagiarism.org/learning_center/what_is_citation.html


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.


Course Schedule

Tentative Schedule of Topics

Summer 2007





Assignments Due


3:30-7:30 pm

Introduction to Class

Icebreaker – Circles





Things I’ve learned

Journals due every day beginning of class.




9:00 – 5:00 pm

Self Awareness & African Americans



Pot Luck

Historical Antecedents of Slavery

Discussion of Africans in America



 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)


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



3:30-7:30 pm

Oppression, Acculturation and Immigrants

John Berry     

Panel and Discussion



Acculturation and Adaptation:  General Framework by Berry


Acculturation and Human Diversity in a Multicultural Society by Birman


3:30-7:30 pm

Asians and Asian Americans                      

Panel and Discussion


Part IV in Counseling American Minorities by Atkinson



3:30-7:30 pm

Latinos and Hispanics                                  

Panel and Discussion


Part V in Counseling American Minorities by Atkinson



9:00 a.m.-5:00 p.m.



Native Americans


Triad Training Model

Pot Luck

Triad Training Model

Client Application



Reading Test Due


Part III in Counseling American Minorities by Atkinson


Chapter 16 in Counseling American Minorities by Atkinson


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


3:30-7:30 pm

Gender and Sexuality


Panel and Discussion




Chapters 4 and 5 in Counseling Diverse Populations by Atkinson & Hackett




3:30-7:30 pm.


Generations and Course Evaluation              





Chapter 3 in Counseling Diverse Populations by Atkinson & Hackett