DEPARTMENT OF SPECIAL AND COUNSELOR EDUCATION GRADUATE SCHOOL OF EDUCATION PORTLAND STATE UNIVERSITY PORTLAND OREGON "Preparing professionals

to meet our diverse communities' lifelong educational needs" Course: Term: Day/Time: Room: Faculty: COUN 581 Section 001: Multicultural Perspectives in Counseling Winter 2009, January 6 March 17 Wednesday 6:40 - 9:20 pm School of Education; Room 408 Jeff Cook, Ph.D., LPC , NCC Ph#: (971) 404-1231 Email: cookjd@pdx.edu

Accommodation Students in need of an accommodation should immediately inform the instructor. Students are referred to Disability Services (725-4150; TTY/Relay 725-4718) to document their disability and to secure support services when appropriate. I will work with you to arrange the supports you need in this class. Graduate School of Education Conceptual Framework

Program Policy Statement The counseling profession requires a high level of personal integrity, selfawareness, and personal maturity. Demonstrating professionalism in classroom behavior, as well as being present and engaged in classroom activities, is expected at all times as a graduate student in Counselor Education. Students are expected to attend all class meetings; however, one absence is not

considered excessive. Students whose beliefs, religious practices, or lifestyles may conflict with class attendance from time to time should discuss such issues with the course instructor at the beginning of the term. If possible, arrangements should be made to make up missed attendance-related assignments and experiences. It is up to the student and instructor to negotiate a satisfactory solution with respect to absences. Students and faculty are expected to maintain an atmosphere in which controversial issues, germane to the subject matter, can be examined and discussed. In exercising this freedom of expression, faculty and students are expected to exercise appropriate restraint and show respect for the opinion of others. The Counselor Education program seeks to balance providing care and support, high expectations, and opportunities for participation in meaningful activities. All students are expected to participate in constructing a respectful learning environment in the classroom. Arrive to class on time, stay for the entire class, come back from breaks on time, turn off cell phones, etc. Be mindful of what might detract from the learning experience of students and faculty alike (e.g., talking to fellow students during lecture). All students in the program must demonstrate behavior that is consistent with the Ethical Standards put forth in 2005 by the American Counseling Association: http://www.counseling.org/Resources/CodeOfEthics/TP/Home/CT2.aspx Failure to do so can result in termination from the program. Course Prerequisites 1. Graduate standing in Counselor Education or related fields. Students with post- baccalaureate standing may be admitted to the course with instructor permission. 2. Satisfactory completion of COUN 541 (Introduction to Counseling) and COUN 510 (Abnormal Personalities or equivalents). Course Description Multicultural Perspectives in Counseling is designed to expose students of counseling and the mental health professions to methods, concepts and services that are more appropriate and relevant to the life experiences of culturally diverse groups. The course adopts several frameworks in addressing the counseling needs of culturally diverse clients at various stages of development. Emphasis is placed on increasing course participants awareness of their own preferences, cultural biases, values and assumptions about human behavior, as a basis for awareness of other cultures. Class lecture and guest speaker presentations will focus on increasing students knowledge and understanding of diverse cultures, including their history and experiences in America, accepted norms, values and mores as they relate to the counseling process. The Community-based Learning component of this course is an essential and integral part of this course, which

allows for maximum integration of service and classroom work. CACREP Essential Practices Addressed in this Course 1. Develops ethical clinical practice. 2. Identifies, adapts, develops and designs intervention strategies. 3. Identifies client needs in family, work and community contexts. 4. Accommodates for cultural and linguistic diversity. Course Objectives Upon completion of this course, students will be able to: 1. Identify and discuss several barriers to effective multicultural counseling. 2. Describe the characteristics of culturally effective and culturally intentional counselors. 3. Discuss selected theories of counseling and psychotherapy and their multicultural applications. 4. Discuss different world views and their implications for counseling. 5. Develop and use culturally relevant strategies in working with clients. 6. Identify and locate sources and resources which multicultural counselors can explore to enhance their effectiveness in multicultural situations. 7. Apply counseling strategies that indicate an understanding of the impact of religion, education and socioeconomic status on client and counselor relationship. 8. List and describe several concerns of culturally different clients at each stage of the life-span. Required Text Sue, D.W., & Sue, D.S. (2007). Counseling the culturally diverse: theory and practice (5th ed.). New York: John Wiley & Sons. Other Readings and Journal Articles as assigned. Course Requirements 1. Attendance, reading and class participation (10 points). 2. Reflection Journals (20 points): a question will be presented at the conclusion of class during weeks 1-8. Students are to reflect on the question and write a 1 page response. Group Presentation (20 points): in the first week of class students will establish a topic and groups. Groups will make a 60 minute presentation to the class on an ethnic/cultural/racial minority. During the presentation the group will present an overview f the particular minority group, including, but not limited to the following: family characteristics and structure, values, spirituality and religiosity, acculturation conflicts, immigration, racism, discrimination and other societal factors. Field Interview (Two separate interviews worth 10 points each 20 points total): students will interview a non-clinical family/person of a

3.

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distinct ethnic or socioeconomic group. She/He will learn to rely on actual observations rather than presuppositions and explore areas of family development, organization, level of acculturation, and ecological setting. Write a summary (3-4 pages) of what was learned after each interview. 5. Cultural Genogram (30 points): students will explore and present their own cultural origins in 10 12 pages. They will explore what they learn about themselves and their cultural identity. Information on how to construct the cultural genogram will be provided in class. 10% 20% 20% 20% 30% 100%

Grading Weights 1. Class Attendance, Participation & Reading 2. Reflection Journals 3. Group Presentation 4. Field Interview 5. Cultural Genogram/Paper Total Grading scale 94-100% (A); 90-93% (A-); 87-89% (B+); 84-86% (B); 80-83% (B-) Course Schedule (may be modified as needed): Meeting Date Jan 6 Jan 13 Jan 20 Jan 27 Class Topic Course Overview; Establish groups; A conceptual approach to counseling across cultures Extending cultural understanding beyond race and ethnicity Cultural identity: understanding the development and integration of its multiple dimensions Acculturation: context, dynamics, and conceptualization Guest Speaker Field Interview #1 DUE Socioeconomic realities in counseling Guest Speaker The cross-cultural zone in counseling Group Presentation Multicultural counseling as a process of empowerment Group Presentation Field Interview #2 DUE

Required Readings Chapter 1 & 2 Chapters 3 & 4 Chapters 5 & 6 Chapters 7 & 8

Feb 3 Feb 10 Feb 17

Chapters 9 & 10 Chapters 11 & 12 Chapters 13 &14

Feb 24

March 3

March 10 March 17

Religion and spirituality as diversity considerations: implications for multicultural counseling Group Presentation Cultural Genograms DUE Culture-centered case conceptualization: The case of Joseph Group Presentation Reflection Journals DUE Group Presentation Class reflections Finals Week

Chapters 15 & 16

Chapters 17 & 18

Chapters 19 & 20