University of San Diego School of Leadership and Education Sciences, Counseling Program COUN 515 Multicultural Counseling (3) Study Abroad, Summer 2010 Instructors: Erika Nash, Ph.D. Email: enash@sandiego.edu
Phone & Voicemail USD: (619) 260-4288 Office: MRH 215G
Course Description: This course examines multicultural counseling, with an emphasis on being culturally responsive for work in clinical mental health and school counseling settings. Students are introduced to academic and experiential activities designed at increasing self-awareness as well as multicultural counseling skills. Gender, race/ethnicity, social economic status, generational, and regional identifications both nationally and internationally are among some of the areas explored. A wide range of exercises and reflection activities are used to in order to increase empathy, skills, research, and understanding needed for delivering counseling services to diverse clinical populations. The global study portion of this course is offered partially at the University of San Diego and in Tokyo, Japan. Students will first learn about multicultural counseling and learn about Uchiyama’s SSM (Soft System Methodology) as a Western approach that has been adopted for working with groups of people in Japan. The SSM approach is an excellent resource and tool used for appreciating different people’s point of view and intentions. The Japanese interpretation allows for students to become familiar with a Western concept can be adapted to fit other cultures, because of specific cultural factors that will be discussed in Japan. In addition, students will get an opportunity to meet with students, Mental Health and Education Professionals (both US and foreign born) and discuss counseling and education in Japan. Course Objectives: 1. Multicultural and pluralistic trends, including characteristics and concerns within and among diverse groups nationally and internationally (CACREP II.G.2.a) 2. Attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities designed to foster students’ understanding of self and culturally diverse clients (CACREP II.G.2.b) 3. Theories of multicultural counseling, identity development, and social justice (CACREP II.G.2.c) 4. Individual, couple, family, group, and community strategies for working with and advocating for diverse populations, including multicultural competencies (CACREP II.G.2.d) 5. Counselors’ roles in developing cultural self-awareness, promoting cultural social justice, advocacy and conflict resolution, and other culturally supported behaviors that promote optimal wellness and growth of the human spirit, mind, or body (CACREP II.G.2.e) 6. Counselors’ roles in eliminating biases, prejudices, and processes of intentional and unintentional oppression and discrimination (CACREP II.G.2.f) 7. To understand the multifaceted nature of cultures through an international experience. 8. Become aware of the diversity in communication, relationships, history, values, beliefs, and practices as cultural differences within the United States and in International context as it relates to counseling. 9. Increase your awareness of your own cultural perspective as a worldview and it’s impact in the counseling relationship in intercultural settings. Learning Outcomes: Outcome # 1: Diversity is the possession of knowledge, attitudes, and skills needed to provide effective counseling and development services to clients diverse in age, gender, race, ethnicity, socioeconomic status, and sexual orientation. Other Learning Outcomes integrated into course work and assignments # 5 Individual Counseling Skills, #5 Group Counseling Skills, and # 6 Research. Mode of Instruction: This course will meet in traditional format for seven sessions and travel abroad in Japan for 7 days. Course material and activities related to course objectives are delivered through lectures, discussions, small group role-plays, and problem solving activities. The course is organized as a seminar and a human relations laboratory. The seminar
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involves intensive study of multiculturalism and its application in counseling individuals and development of counselors. The human relations laboratory will be conducted through the SSM workshop in Tokyo, Japan. Text: Davies, R. & Ikeno, O. (2002). The Japanese Mind: Understanding Contemporary Japanese Culture. North Clarendon, VA: Tuttle Publishing. Dorris, M. (1998). A yellow raft in blue water. New York: Warner. Haley, A. (1966). The autobiography of Malcom X. New York: Grove Press Kohl, L. (1984). The values Americans live by. [Handout] Martinez, R. (2001). Crossing over: A Mexican Family on the Migrant Trail. Metropolitan Books Course Format: Students will participate in at seven on-campus sessions with all the students in the Study Abroad Class and in all the activities scheduled as we travel. We will also have opportunities to do group discussions and activities during the trip. Students will be working in groups with faculty on the trip and individually as you develop your ideas for your level II activity and complete the cultural plunge. Grading Criteria A = 90% and above B = 80% - 89%
C = 70% - 79% F = 69% and below
Grading Summary Cultural Plunge – Part A 20% Cultural Plunge – Part B 30% Level I Activity 10% Film Laboratory 25% Active Participation and Completion of Readings 15% *Excellent attendance and class presentation required for eligibility for an A grade Grade of Incomplete: The grade of Incomplete (“I”) may be recorded to indicate (1) that the requirements of a course have been substantially completed but, for a legitimate reason, a small fraction of the work remains to be completed, and, (2) that the record of the student in the course justifies the expectation that he or she will complete the work and obtain the passing grade by the deadline. It is the student’s responsibility to explain to the instructor the reasons for noncompletion of work and to request an incomplete grade prior to the posting of final grades. Students who receive a grade of incomplete must submit all missing work no later than the end of the tenth week of the next regular semester, otherwise the “I” grade will become a permanent “F.” Requests for Accommodation: Reasonable accommodations in accordance with the Americans with Disabilities Act will be made for course participants with disabilities who require specific instructional and testing modifications. Students with such requirements must identify themselves to the University of San Diego Disability Services Office (619.260.4655) before the beginning of the course. Every effort will be made to accommodate students’ needs, however, performance standards for the course will not be modified Attendance: Weekly participation in the class is mandatory. If you anticipate any events interfering with this requirement, please inform the instructor as soon as possible.
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Date June 2nd
Course Topics and Schedules Topics What is Multicultural Competence? Where in the World Have you Been Activity American Values Discussion and it’s impact on International cultures
Assignments Reading: Kohl
June 7th
Global and Intercultural Competence The Practical Dimensions of Multicultural Counseling/Therapy
Cultural Plunge Part – A Due Rading: Dorris
June 9th
Worldview Dimensions of Identity Development Racial/ Cultural Identity Development Counseling and Therapy with Minority Populations
Reading: Haley
June 14th
Cross-Cultural Approaches to Conflict Resolution Social Justice Counseling/Therapy
Level I Activity Due Reading: Martinez
June 16th
Counseling Various Racial/Ethnic Groups
June 21st
Counseling Asian Americans
June 23rd th
Film Laboratory Due Reading: Davies & Ikeno Depart San Diego
June 24
Arrive in Tokyo – Cultural Tour and Orientation
June 25th
Workshop with JAAR I Collaborative reflection as cultural activity - SSM exercise I
June 26th
Workshop with JAAR II Role of omoi in Japanese cultural practices - SSM exercise II
June 27th
Group Cultural Tour Understanding Japanese communities and people
June 28th
Workshop with JAAR III Practice improvement in the US based on the Japanese approach
June 29th
Observations and Consultation with Japanese Education Professionals
June 30th
Independent Sightseeing (Opportunity to gain information for Cultural Plunge – Part B)
July 1
Depart Tokyo
July 7
th
Re-entry after an International Experience Course Experience Reflections Course Evaluation
Cultural Plunge Part – B Due
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COURSE ASSIGNMENTS Level I Activities – must be completed individually: The activities described will give you the opportunities to learn about diverse populations. For this activity, you are asked to participate by completing the activity then write a 2 - 4 page brief description of what you did, what happened, what you observed, and what you learned (from the activity as well as about yourself). Example of activities: Attend a lecture that focuses on racial/ethnic minority issues and concerns (not this class). Attend a community event of a culture that you are not as familiar with. (LGBT Bar, Latin culture day, Native American event, etc) and talk with some of the members attending. Attend a community meeting (Church, NAACP, other community organizations) and talk with some of the members attending. Your 2-4 page paper should include the following: 1) Identify and briefly describe the experience 2) Discuss why you selected this experience 3) Discuss your feelings and reactions to it 4) Describe what you would do differently if you were to repeat this experience 5) Discuss the value of this experience to you as a counselor Film Laboratory: You are required to view a selection of the following movies as homework assignments (minimum of 2). The only requirement is that you haven’t seen them before. You may also substitute one film of your choice that has a strong multicultural theme. Black Robe: A violent but powerful portrayal of how missionaries tried to convert Indians to their religion and values without anticipating the unintended consequences Hoop Dreams: A documentary about the culture of inner city youth who see playing professional basketball as the only way out of the ghetto Once Were Warriors: A New Zealand film about life among urban Maoris, the indigenous people, but also about domestic violence Brokeback Mountain: Academy Award winning film about two cowboys struggling with their sexual identities Best in Show: Satirical window into the culture of dog shows and the neurotic competition that takes place behind the scenes Borat: Cultural Learnings of America: At once disturbing and hysterical look at the dark side of prejudices God Grew Tired of Us: Tells the story of Sudanese refugees who come to America and struggle to make sense of the world we take for granted Crash: Academy Award winner about the mistrust between people and the clash of cultures that so often leads to prejudice and racism Murderball: A film about the culture of paraplegic men who play wheelchair rugby as a way to regain their sense of dignity Lost in Translation: A look at Japanese culture (or any foreign culture) through the eyes of lost souls City of God: A glimpse into the violent, chaotic world of street kids in the slums or Rio House of Sand and Fog: Tells the story of an immigrant Iranian family that struggles with acceptance Babel: Takes place in four different countries, telling interconnected stories that are based on miscommunication In America: An immigrant family tries to survive and adjust in a strange new world, encountering experiences that are both joyful and tragic Thirteen: Highlights the culture of a particular age group, in this case that of young adolescent girls that are dangerously precocious Smoke Signals: Takes place on an Indian reservation in Idaho
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Hotel Rwanda: Although this story happens to be about genocide in one African nation, it highlights the nature of oppression everywhere The Other Sister: A mentally challenged girl is overprotected by her parents Priscilla, Queen of the Desert: The comic/moving journey of cross-dressers who confront prejudice in Australia; academy award winner for best costumes Joy Luck Club: Multiple generations of Asian American immigrants, but also about the culture of mothers and daughters Bend it like Beckham: An Indian girl struggles with her gender and cultural identity American History X: Very disturbing portrait of neo-Nazi racism Whale Rider: A young Maori girl’s search for respect in a patriarchal New Zealand culture Coming to America: An immigrant family in New York deals with poverty and other challenges Philadelphia: Tom Hanks, Denzel Washington, and Antonio Banderas star in a story about an HIV infected man subjected to prejudice My Left Foot: A resilient writer faces unimaginable challenges because of his physical disability Dancer in the Dark: Bjork stars in this powerful story of a working class mother losing her eyesight Gran Torino: Clint Eastwood’s new movie about racism, men’s issues, and transformation Slumdog Millionaire: Award-winning film now in theatres When you view these films, you are encouraged to get together with several classmates, friends, family members, or different combinations that would be interesting. Discuss among you what the film stirred up, what it informed you about, what your reactions were to the themes presented. Speak to one another, not as film critics, but as reactors to the cultural issues highlighted. Write down your reactions after each film experience discussing: 1) what your reactions were to what you viewed, 2) what happened in your group discussion, 3) what you learned about other participants as well as yourself, 4) what implications you can draw to counseling. Write a summary after completing all your screenings to synthesize what you learned as a result of this exercise and what difference it now makes to you. Cultural Plunge Assignment – Part A: Part 1 Individual Cultural Identity Description In preparation for entering the culture you should describe your own identity in terms of cultural background, values and lifestyles. Try to identify the factors and experiences, which give them a unique perspective on the world. You should include the following in your assessment. Discuss your own cultural background by looking at behavior, expectations, and values you have regarding the following social systems variables: family values and behaviors both now and as you were growing up; nationality; ethnicity; religion; language; geographic region; gender; socioeconomic status; educational status; and political orientation. Share what insights you have gain as a result of this assignment. Family: Trace your family background for four generations (yourself, parents, grandparents and great grandparents). Include information about race and ethnicity, geographic location, languages spoken and where and when, religion and family traditions that were important. What roles do different family members play? What are gender appropriate behaviors? What are the preferred parenting styles? You might include an attempt to present the values and priorities for your family by thinking: "the one thing my mom often said was...." or "My dad said to be successful you should...." or "My grandfather said you should never forget...." Group Affiliation: What groups do you identify with and what values do these memberships impart? When did you first become aware of yourself as a member of a racial or ethnic group? How do you identify yourself racially/ethnically? Culturally? How has your sense of race/ethnicity or culture changed over time? When did you first become aware of people being treated differently because of their race or ethnicity? When were you proudest being a member of the group to which you belong?
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World View: Try to describe an ideal world-what would social and family relationships be like, what are valued characteristics of population, what is your view of human nature, how is time spent, what are priorities in your world? This might be a difficult concept to explore. We will do some activities to help with this. Additionally address your preferred ways of taking in information and interacting with others and previous experiences in international travel or work with persons from countries different from the "home" country. Part 2 Perceptions of Culture being entered, (Japan and Japanese culture). You should write up to a page on the expectations, assumptions or possible biases he or she has about the culture being entered. What knowledge and experiences do you have pertaining to Japan and or Asian American History, media portrayals of this culture, experiences with persons from this country and culture? Cultural Plunge Assignment – Part B: Part 3 Cultural Observations For this Part Three you should write about a half-page on each of the eight elements listed below as they apply to cultures encountered in Japan and you can include other Asian Cultures you have experienced. You can collect the data as we travel in Japan through observation; interviews and conversations; watching tv or movies; reading local papers; reading documents or public policies; researching the Internet, etc. You can go completely qualitative using your observations and impressions or you can be more quantitative and develop some questions and ask a sample of members of the culture for their responses. (Suggestion: Keep a journal as we do our travel in Japan and take photographs). Degree of Acculturation - Is there one national culture that the majority of persons ascribe to or is there diversity across the residents? Poverty - Does it exist? What groups are more highly represented? Is it possible to more easily up the socioeconomic ladder? What programs are addressing this issue? What is the state of the economy and what is its effect on personal and professional life? History of Oppression/Racism and Prejudice- What has been the way that the culture has dealt with indigenous peoples, immigrants, and non-residents? What characteristics of individuals might put them at risk of oppression or discrimination in this culture? Language and the Arts - Is there a diversity of languages used in the culture? Are there unique ways language is used? Look at the art forms that are valued in the culture and reflect on how they contribute to the identity of this culture. Sociopolitical Factors - How does the political system influence the culture? What are the rules and expectations for education, worklife, leisure and group and individual activities? Child-rearing Practices/ Family Structure - This could include information about gender roles, types of family units, family size, rules and discipline and general perceptions of family member interaction. You can also look at child abuse and domestic violence - how perpetrators are treated and what services are provided to victims Religious Practices - Is there a diversity of religious practice? Is there bias or prejudice against any religious group? Values and Attitudes - What else do you see or experience? Part 4. Write Summary for your cultural plunge paper. Summarize your experience of the course, including the seminar experience, the lab group, and abroad experience. This section should include reflections on the SSM workshop you attended and its application to multicultural counseling. Typical questions addressed include: What came up for you, what did you notice, question, observe,
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and/or fear as the seminar and lab group developed? What did you learn and how might you apply it in the setting in which you plan to work? The essay is not to be a recap of “what we did today” or “what I did during the week.” Self-reflection is a crucial element both in critical thinking and in the life-long learning associated with being a counselor. In general, reflective writing multicultural courses addresses: 1. experiences (including in-class learning experiences, out-of-class experiences with communication and communication skills in general); 2. reflections on experiences (in order to better understand such things as your emotional reactions to, and thoughts about, interactions, life experience, conflicts in groups, etc.); 3. the candidate’s developing ideas about issues in multicultural counseling and counselor cultural competence.
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Rubric – Level I Activity Outcomes: Cultural Self-Awareness, Cultural Awareness, Depth of Experience, and Writing Conventions. Name:
Assignment Points
Cultural SelfAwareness
Cultural Awareness of Worldview
Depth of Experience
Writing Conventions
4
3
2
1
Articulates insights into own cultural rules and biases (e.g. seeking complexity; aware of how his/her experiences have shaped these rules, and how to recognize and respond to cultural biases, resulting in a shift in selfdescription.) Demonstrates sophisticated understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication style, economy, or beliefs, and practices. Shows superior insight and selfreflection ability, willingness to be open to new experience, activity was well outside comfort zone
Recognizes new perspectives about own cultural rules and biases (e.g. not looking for sameness; comfortable with the complexities that new perspectives offer.)
Identifies own cultural rules and biases (e.g. with a strong preference for those rules shared with own cultural group and seeks the same in others.)
Shows minimal awareness of own cultural rules and biases (even those shared with own cultural group(s)) (e.g. uncomfortable with identifying possible cultural differences with others.)
Demonstrates adequate understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or belief & practices.
Demonstrates partial understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or belief & practices.
Demonstrates surface understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs & practices.
Answers all questions adequately, shows good insight and selfreflection, activity was outside of the comfort zone.
Answered all questions, selfreflection is somewhat superficial, activity was not much outside of comfort zone.
Did not address each question, minimal self-reflection, activity was within the comfort zone.
No errors / less than 3. Appropriate style. Nearly perfect! Understands how to use APA headings as the outline.
Few grammatical/spelling errors. Appropriate formality observed throughout paper. Consistent writing style appropriate for the assignment. Less than 8 errors
Fair attempt to use Standard English. Over use of vague terms such as thing, it, them, this, these, etc. Informal references to famous people (he/name) use of informal talk language.
Poor usage of Standard English (Improper word endings, incorrect sentence structure, run-on sentences). Less that 30 errors.
Total Points: __________/16
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Rubric – Class Participation and Readings Outcomes: Participation, Attendance, Completion of Readings Name:
Assignment Points
Participation
Attendance
Completion of Readings
3
2
1
0
Regularly asks questions or makes observations that indicate reflection, knowledge of readings for class. Participates actively in small groups in class. Attends class regularly (no missed classes). Is never late or leaves early w/out due reason
Occasionally asks questions or makes observations that indicate reflections, some knowledge of readings for class. Participates in small groups.
Does not ask questions or make comments that indicate familiarity with topics for class. Does not participate actively in small groups.
Consistently reflects upon, shares thoughts about what he or she has read and makes connections to self and others.
Generally reflects upon and shares thoughts about what he or she has read.
Rarely asks questions or makes comments that indicate familiarity with the topics prepared for class. Does not actively participate in small groups. Misses no more than 1 class w/o prior arrangement. Is occasionally late or leaves early w/out due reason. Rarely reflects upon and/or shares thoughts about what he or she has read.
Misses 1 class with prior arrangement. Is never late or leaves early w/out due reason
Misses class often. Is often late or leaves early w/out due reason
No evidence of reading being completed
Total Points: __________/9
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Rubric – Cultural Plunge Part - A Outcomes: Cultural Self-Identity, Honest Perceptions of Japanese Culture, Writing Conventions Name:
Cultural SelfIdentity
Honest Perception of Japanese Culture
Writing Conventions
4 Articulates sophisticated insights into own family background, group affiliation, and worldview (e.g. seeking complexity; aware of how his/her experiences have shaped these identities) Demonstrates sophisticated understanding of the personal knowledge or lack of knowledge of Japanese culture in relation to its history, values, politics, communication style, economy, or beliefs, and practices. No errors / less than 3. Appropriate style. Nearly perfect! Understands how to use APA headings as the outline.
Assignment Points 3 2 Demonstrates adequate Demonstrates partial understanding own understanding of family background, own family group affiliation, and background, group worldview (e.g. seeking affiliation, and complexity; aware of worldview (e.g. how his/her experiences seeking complexity; have shaped these aware of how identities) his/her experiences have shaped these identities) Demonstrates adequate understanding of the personal knowledge or lack of knowledge of Japanese culture in relation to its history, values, politics, communication styles, economy, or belief & practices.
Demonstrates partial understanding of the personal knowledge or lack of knowledge of Japanese culture in relation to its history, values, politics, communication styles, economy, or belief & practices.
Few grammatical/spelling errors. Appropriate formality observed throughout paper. Consistent writing style appropriate for the assignment. Less than 8 errors
Fair attempt to use Standard English. Over use of vague terms such as thing, it, them, this, these, etc. Informal references to famous people (he/name) use of informal talk language.
1 Demonstrates surface understanding of own family background, group affiliation, and worldview (e.g. seeking complexity; aware of how his/her experiences have shaped these identities) Demonstrates surface understanding of the personal knowledge or lack of knowledge of Japanese culture in relation to its history, values, politics, communication styles, economy, or beliefs & practices. Poor usage of Standard English (Improper word endings, incorrect sentence structure, run-on sentences). Less that 30 errors.
Total Points: __________/12
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Rubric – Cultural Plunge Part B Outcomes: Cultural Self-Awareness, Cultural Awareness of Worldview – Cultural Observations, Data Collection, Writing Conventions. Name:
Assignment Points
Cultural SelfAwareness
Cultural Awareness of Worldview – Cultural Observations
Data Collection
Writing Conventions
4
3
2
1
Articulates insights into own cultural rules and biases (e.g. seeking complexity; aware of how his/her experiences have shaped these rules, and how to recognize and respond to cultural biases, resulting in a shift in selfdescription.) Demonstrates sophisticated understanding of the complexity of elements important to members of another culture in relation to degree of acculturation, poverty, history of oppression/racism and prejudice, language and arts, sociopolitical factors, child-rearing practices/family structure, religious/spiritual practices, values and attitudes. Abundances of data collected through: observations, interviews, conversations, media, internet resources, and public policies.
Recognizes new perspectives about own cultural rules and biases (e.g. not looking for sameness; comfortable with the complexities that new perspectives offer.)
Identifies own cultural rules and biases (e.g. with a strong preference for those rules shared with own cultural group and seeks the same in others.)
Shows minimal awareness of own cultural rules and biases (even those shared with own cultural group(s)) (e.g. uncomfortable with identifying possible cultural differences with others.)
Demonstrates adequate understanding of the complexity of elements important to members of another culture in relation to degree of acculturation, poverty, history of oppression/racism and prejudice, language and arts, sociopolitical factors, child-rearing practices/family structure, religious/spiritual practices, values and attitudes.
Demonstrates partial understanding of the complexity of elements important to members of another culture in relation to degree of acculturation, poverty, history of oppression/racism and prejudice, language and arts, sociopolitical factors, child-rearing practices/family structure, religious/spiritual practices, values and attitudes.
Demonstrates surface understanding of the complexity of elements important to members of another culture in relation to degree of acculturation, poverty, history of oppression/racism and prejudice, language and arts, sociopolitical factors, child-rearing practices/family structure, religious/spiritual practices, values and attitudes.
Adequate data collected through: observations, interviews, conversations, media, and internet resources.
Fair amount of data collected from observations, media, internet resources, and/or public policies.
Just observations noted.
No errors / less than 3. Appropriate style. Nearly perfect! Understands how to use APA headings as the outline.
Few grammatical/spelling errors. Appropriate formality observed throughout paper. Consistent writing style appropriate for the assignment. Less than 8 errors
Fair attempt to use Standard English. Over use of vague terms such as thing, it, them, this, these, etc. Informal references to famous people (he/name) use of informal talk language.
Poor usage of Standard English (Improper word endings, incorrect sentence structure, run-on sentences). Less that 30 errors.
Total Points: __________/16
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Rubric – Film Laboratory Outcomes: Cultural Reaction, Cultural Consideration for Others, Implications for Counseling, Writing Conventions. Name:
Assignment Points
Cultural Reaction
Cultural Consideration for Others
Implications for Counseling
Writing Conventions
4
3
2
1
Evidence of deep reflection to consider the impact or implications of these ideas on your cultural competence and counseling skills. There is evidence that you are grappling with these ideas to understand their relevance to you personally. There is evidence that the ideas have “stretched your thinking” of cultural issues both nationally and internationally.
Evidence of reflection to consider the impact or implications on your cultural competence and counseling skills. There is some evidence that you are grappling with these ideas to understand their relevance to you personally
Evidence of some reflection to consider the impact or implications on your cultural competence and counseling skills. Awareness of the relevance of these ideas to you personally is minimal
An incomplete or superficial consideration of the impact or implications on your cultural competence and counseling skills.
Demonstrated sensitivity to the feelings and cultural beliefs of others; values the knowledge, opinion, and skills of all members and demonstrates openly learning from them and their perspectives.
Demonstrated and expresses the feelings and cultural beliefs of others; values the knowledge, opinion, and skills of all members.
Demonstrated sensitivity to the feelings of others.
Did not demonstrated surface sensitivity to the feelings of others.
Shows excellent understanding of the group discussion and it’s implications for counseling clients who are cultural different.
Good understanding of the group discussion and it’s implications for counseling clients who are cultural different.
No errors / less than 3. Appropriate style. Nearly perfect! Understands how to use APA headings as the outline.
Few grammatical/spelling errors. Appropriate formality observed throughout paper. Consistent writing style appropriate for the assignment. Less than 8 errors
Demonstrates some understanding of the group discussion and it’s implications for counseling clients who are cultural different. Fair attempt to use Standard English. Over use of vague terms such as thing, it, them, this, these, etc. Informal references to famous people (he/name) use of informal talk language.
Demonstrates little or no understanding of the group discussion and it’s implications for counseling clients who are cultural different. Poor usage of Standard English (Improper word endings, incorrect sentence structure, run-on sentences). Less that 30 errors.
Total Points: __________/16
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