University of San Diego School of Leadership and Education Sciences COURSE SYLLABUS * Spring 2009
COUN 515: Multicultural Counseling COUNSELING PROGRAM LONNIE ROWELL, Ph.D. OFFICE: MRH 143 PHONE: (619) 260‐4212 OFFICE HOURS: Monday, 11 AM – 2 PM; Tuesday, 3‐5 PM VOICEMAIL MESSAGES: (619) 260‐4212. Messages with Counseling Program Executive Assistant: (619) 260‐7441 E‐MAIL: lrowell@sandiego.edu TEXT: Counseling the Culturally Diverse: Theory and Practice. Sue, D.W. & Sue, D. New York: Wiley 2008. 5th edition. COURSE GOALS SELF AWARENESS‐ Students will be asked to consider how their own cultural assumptions, values and biases are likely to impact their professional work as counselors. The goal is to explore the familial, social, religious and geographical foundations of one’s own racial/ethnic development with reflection on how this identity relates to their ability to counsel those who are culturally different. KNOWLEDGE‐ Students will be presented with various conceptual frameworks with the intent of enhancing their knowledge of different cultural groups with which they may encounter as counselors. Students will gain an understanding of the historical and sociopolitical context which serves as the backdrop for understanding an increasingly diverse client population base. SKILLS‐ Students gain an appreciation for the inherent dynamics associated with cross‐cultural counseling. They will also learn the competencies necessary for the ethical and clinically effective practice of working with culturally diverse clients. 1
COURSE OBJECTIVES 1. Students will explore their own culture and the ways in which it impacts their delivery of counseling services. 2. Students will acquire specific knowledge about diverse cultural groups. 3. Students will gain an appreciation for the ways in which sociopolitical forces have shaped the worldview of individuals in our society. 4. Students will develop an understanding of multicultural counseling techniques. 5. Students will demonstrate the application of multicultural counseling models in developing counseling interventions. GRADING POLICY Course Requirement Points Course Assignments (6) 60 pts Paper and Presentation 40 pts Total 100 GRADING SCALE A= 96‐100; A‐= 92‐95 B+=88‐91; B=85‐87; B‐=81‐84 C+=78‐80; C=74‐77; C‐=71‐73 ATTENDANCE Class attendance is very important. Unexplained absences will affect your grade. Please contact me by email if you know that you may be absent. COURSE ASSIGNMENTS There will be a total of 6 short assignments (10 pts each) that must be completed and turned in during the course. These assignments will be completed outside of class and are to be written using APA style. Please turn in papers on time. Late papers will receive a deduction of 2 points for each day the assignment is late. COURSE WRITING RULES 1. All written assignments will be graded on content, organization, planning and style. Careful editing of all written assignments is expected for spelling, punctuation and grammar. 2. Written work must be cited appropriately and prepared according to APA style. 3. Written work should be handed in on time. 2
ORAL PRESENTATION AND PAPER Students will complete a paper and do an oral presentation. The paper should be approximately 10‐15 typed pages, double‐spaced with page numbers. Students will select one of the racial/ethnic groups covered in class to explore more extensively. You will be given a clinical vignette which identifies you as a counselor providing services to a racially/ethnically different client. Your goal is to formulate a culturally appropriate counseling plan. The presentation should be approximately 20 minutes. The paper and presentation should include: 1. Reason or purpose for choosing this group‐ You may select a group that you anticipate working with or that you wish to learn more about. 2. Research Methods‐ Identify information sources (e.g. journals, internet, interviews, workshop, etc.). 3. Provide an introduction to the specific racial/ethnic group including demographics, sociopolitical issues, worldviews, and racial/ethnic identity issues. 4. Counseling considerations‐ What issues might be most important to establishing a good therapeutic relationship with someone from this group? What general issues would be important to consider in terms of providing counseling for this individual? 5. Intervention Plan‐ What specific intervention strategies would you plan to use for this case? 6. A complete bibliography should be included identifying at least 4 references, not including the text. Papers are due on the day of your presentation (May 5 & May 12). Please schedule with instructor. METHOD OF INSTRUCTION The course will utilize an objective didactic format as well as class discussions, experiential exercises, videos, etc. Students should make sure to read the chapters that are to be covered on the day of instruction, while also being prepared to discuss relevant issues relating to the material. While all class exercises and discussions are not graded participation is required. Students may choose not to disclose important beliefs and experiences in class, but should know that their development as a counselor in a culturally diverse context is often tied to openness to this experience. In doing so, I ask that students exercise respect for the beliefs and values of their classmates.
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COURSE SCHEDULE DATE 1/27 2/3
READINGS
TOPIC
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COURSE INTRO & SEMINAR FORMAT
CH. 1
2/10
CH. 2
REFLECTING ON DIFFERENCES & SOCIAL JUSTICE CULTURAL IDENTITY ETIC AND EMIC PERSPECTIVES TRIPARTITE MODEL
2/17
CH. 3‐6
SOCIOPOLITICAL COUNSELING CONSIDERATIONS MICROAGGRESSION BARRIERS TO EFFECTIVE MULTICULTURAL COUNSELING ETHNOCENTRIC MONOCULTURALISM
CH. 7‐9
CULTURALLY APPROPRIATE INTERVENTIONS ISSUES IN WORKING WITH ETHNIC MINORITY FAMILIES NON‐WESTERN TREATMENT METHODS
CH. 10‐13
RACIAL/CULTURAL IDENTITY MODELS WHITE RACIAL IDENTITY DEVELOPMENT WORLDVIEW FORMATION THERAPIST‐CLIENT MATCHING
CH. 14‐16
AFRICAN‐AMERICANS NATIVE AMERICANS AND ALASKAN NATIVES ASIAN AMERICANS AND PACIFIC ISLANDERS
CH. 17‐18
LATINO AMERICANS INDIVIDUALS OF MULTIRACIAL DESCENT
CH. 19 & 20
ARAB AMERICANS & JEWISH AMERICANS
CH. 21 & 22 CH. 23
IMMIGRANTS REFUGEES COUNSELING SEXUAL MINORITIES
CH. 25
COUNSELING WOMEN
CH. 24 & 26
OLDER ADULT CLIENTS & INDIVIDUALS WITH DISABILITIES PAPER AND PRESENTATIONS
PAPER AND PRESENTATIONS
2/24 3/3 3/17 3/24 3/31 4/7 4/14 4/21 4/28 5/5 5/12
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