Argosy University Chicago Campus
PSY312 – Diversity
Spring 2009 – Course Syllabus
Professor: Kevin J. Kukoleck, Psy.D.
Office Location: Schaumburg Campus
Office Phone: 847-969-4945
Office Fax Number: 847-969-4998
Cell Phone: 773-405-3541 (This is my cell phone. Please call ONLY between the hours of 9am and 9pm. I will not answer the phone when I am with a client. If you get voicemail, leave a message and I will return your call as soon as I can.)
E-Mail Address:
Office Hours: By appointment on the Chicago Campus
Professor’s Background: I was educated at ISPP’s Chicago Campus and graduated in January of 1998. I returned to college at the age of 27 after loosing my job as a truck driver as a result of the progression of my disability. I am proud to be the youngest child of a hard working, blue-collar family from Cleveland. My professional clinical experience includes working with people coping with physical disabilities and chronic pain, and adults of all ages struggling with general life problems. I am a non-directive Client-Centered psychotherapist. My areas of expertise include health psychology, pain management, relaxation training, gerontology, sexual health, sexual orientation and cross-cultural counseling. I have worked with adults, teenagers, children, couples, families and individuals.
Course Description: This course will examine how an understanding and respect for the diversity of class, race, ethnicity, age, gender, religion, physical ability and sexual orientation differences contribute to the scientific study of human behavior. Cross-cultural research is also explored.
Course Prerequisites: None.
Required Textbooks:
Robinson, T. (2009). Convergence of race, ethnicity and gender: Multiple identities in counseling (3rd ed.). ISBN: 0-13-233716-9
Kennedy, R. (2002). Nigger: The Strange Career of a Troublesome Word. Vintage Books. ISBN:
0375713719.
Technology Statement: Argosy University encourages the use of technology throughout the curriculum. This course uses PowerPoint and student led Internet searches.
Course Length: 7 ½ weeks
Contact Hours: 45 hours
Credit Value: 3.0 Credits
Day & Time of Class: Wednesdays 6:00pm to 10:00pm from January 14th through March 4th
Classroom Location: TBA
Mission Statement – Undergraduate Psychology Program: The Bachelor of Arts in Psychology prepares
students for graduate study in psychology and/or counseling, as well as a number of entry level positions in areas including, but not limited to, human services, counseling, case management and human resources administration. Psychology majors will acquire knowledge and skills appropriate for these career paths, including:
· Knowledge of psychology, from both the social science and natural science bases of the discipline
· Knowledge of the methods used in psychological research
· Knowledge of applied psychology
· Applied psychology skill
· Synthesis and evaluation of theories and methods of psychology
· Integration of ethics, diversity and effective written and oral communication skills
· Critical thinking and problem-solving skills
Program Outcomes:
1. Cognitive Abilities
1.1. Critical Thinking - Given a psychological issue, employ skeptical inquiry and a scientific approach to respond to the issue.
1.2. Information Literacy - Given a research question related to psychology, access information from a variety of sources and select appropriate sources to respond to the question.
2. Research
2.1. Understanding Research Methods – Given an article about research findings in the field of psychology from a scholarly journal, identify the research methods used and the findings of the article.
2.2. Identifying Research Methods – Identify the appropriate statistical tools and basic research methods in psychology, including research design, data analysis, and interpretation.
3. Communication Skills
3.1. Oral - Effectively present psychological concepts orally as appropriate to the audience.
3.2. Written - Effectively present psychological information, in writing, using software and style appropriate to the audience.
4. Ethics/Diversity
4.1. Ethics - Identify the issues and challenges related to ethics in the field of psychology.
4.2. Diversity - Identify the issues and challenges related to diversity in the field of psychology.
5. Knowledge of the Field
5.1. Foundations – Recognize the major concepts, theoretical perspectives, empirical findings, applications, and historical trends in psychology.
6. Knowledge of Applied Psychology
6.1. Apply psychological principles to personal, social, and/or organizational issues.
7. Interpersonal Effectiveness
Students will develop and improve positive relationship skills via effective communication, respect for others, appreciation of diversity and cultural sensitivity, and awareness of their impact on others.
7.1 Apply active listening communication skills in interpersonal and organizational scenarios to establish empathetic, collegial relationships that facilitate consensus building in working toward common goals and are appreciative of diversity and culture.
7.2 Analyze the importance of effective nonverbal communication skills in developing strong interpersonal and organizational relationships that are culturally sensitive and respectful of diversity.
7. 3 Solicit and utilize feedback to develop adaptable strategies of facilitating dynamic interpersonal and organizational relationships.
7. 4 Analyze the impact of technological advances on communication within interpersonal and organizational relationships.
7. 5 Utilize effective communication and relationship skills in order to promote the growth of others and effect change.
Course Objectives:
1. To increase awareness and enhance the student’s knowledge base, sensitivity, and skills in providing professional and ethical services to diverse families and individuals. (Program Outcome(s): 3.1, 4.1, 4.2, 5, & 6)
1.1. Discuss multiculturalism.
1.2. Discuss diversity, ethnicity, and culture as it pertains to African-Americans, Latinos and Hispanics, Native Americans, and Asian-Americans.
1.3. Discuss diversity and gender.
1.4. Discuss diversity issues pertaining to people with disabilities.
1.5. Discuss diversity issues pertaining to sexual minorities.
1.6. Discuss diversity issues pertaining to older adults.
1.7. Discuss diversity issues pertaining to family relationships.
1.8. Examine each cultural, ethnic, or special group based on how to effectively and appropriately communicate and fulfill its needs.
2. To encourage the student to foster and maintain the process of self-reflexivity in order to increase and build on critical reasoning skills. (Program Outcome(s): 1.1, 3.1, 4.2, & 6)
2.1. Examine cultural biases.
2.2. Explore ethnic prejudices.
2.3. Discuss differing worldviews and values among diverse groups.
2.4. Generate a preliminary Personal Action Plan that will address the ongoing process of self-reflexivity.
3. To promote the student’s ability to apply a systemic lens in working with diverse families and individuals in order to encourage skills in generating multiple plausible hypotheses and solution sets. (Program Outcome(s): 1.1, 3.1 & 4.2)
4. Discuss the unique cultural characteristics of African-Americans. (Program Outcome(s): 3.1, & 4.2)
4.1. Discuss the unique cultural characteristics of Latinos and Hispanics.
4.2. Discuss the unique cultural characteristics of Native Americans.
4.3. Discuss the unique cultural characteristics of Asian-Americans.
4.4. Analyze the components of family dynamics among multicultural subgroups.
5. To provide the student with the opportunity to engage in collaborative group processes as a vehicle towards experientially learning to be inclusive, sensitive, and respectful in their work with diverse families and individuals rather than prescriptively conceptualizing and formulating treatment interventions. (Program Outcome(s): 4.2)
5.1. Understand the intricate differences in dealing with people from several racial, ethnic, or special population groups by referring to various scenarios and case studies.
5.2. Understand the intricate differences in dealing with people from diverse populations, families, and cultures by dealing with various scenarios and case studies.
5.3. Analyze the distinctive values of families with various ethnic and racial backgrounds.
Course Educational Philosophy and Instructional Methods: The main educational philosophy of this course is to provide you with the information you need to go on for graduate education and/or to enable you to be an informed and educated consumer of psychotherapy services. This course will involve a blending of didactic lecture, in-class exercises, open discussion, personal reflection/sharing and movies.
Policies on Class Attendance, Punctuality and Leaving Class Early: Whether we are engaged in lecture, class discussion or movies, your attendance at each class session is vital for your learning. Further you should be on time and stay for the entire class session. If you are late to class or must leave class early for any reason, it is YOUR RESPONSIBILITY to get the notes you miss from ANOTHER STUDENT. Entering class late or leaving class early can distract and/or disrupt the class process, movies or the professor’s lecture. Your grade will heavily depend on you being present, paying attention and taking notes. Obviously you will be responsible for lecture material, but you will also need to know the information presented in movies. This information will be integrated into your exam. Most of the movies shown are available as video rentals or at public libraries, but I think that there is power in the group experience of watching a film together and then discussing it. Some of the films are part of Argosy’s collection and as such will not be available to you after the class in which they are presented. Since we are only meeting seven times during this semester, if you are not in class for any reason for one full day or more, you will fail the class.
Classroom Decorum: I know that issues such as race, ethnicity, religion, privilege, oppression, bigotry, discrimination, culture, homosexuality and gender are emotionally charged for many. Your respectful attention during lectures, discussions and movies is a vital part of your learning experience in this class. Questions during lectures are strongly suggested and welcomed. Much of this course will involve class discussion and your open processing of the material. You will be expected to share your thoughts and beliefs about the issues presented in an open and honest way. I expect each of you to support one another during this process. We will create an environment in this classroom that is consistent with this goal in that no question or comment will be laughed at, belittled or brushed aside. I also will be expressing my opinions in this class about the issues discussed. I do not want you to think that I am trying to indoctrinate you into a particular way of believing. I have very strongly held opinions and when I express these with you, I may want to challenge you to expand your thinking. Another issue around classroom decorum involves the use of cell phones. Cell phones or other devices which make disruptive noises must be put on vibrate or turned off completely during class.
Use of Class Time and Being Prepared: This will be an interactive course in which you will have
numerous opportunities to direct your learning. In my opinion college should not be exclusively about regurgitating memorized facts for an exam. College should teach you how to analyze the world around you. Further it is my belief that you need to learn about aspects of diversity by observing it. To this end you will be exposed to numerous film releases and television clips which will provide you with examples of diverse cultures. Assigned readings will be integrated into in-class discussions with some traditional lecturing. You will have great freedom with regard to directing the flow of class conversations. Students will be critically analyzing and expressing their opinions about the material and the information presented. As you can see from this classroom session structure, you will need to be prepared for class by completing all of your daily assignments before that class session begins.
Methods for Assessing and Evaluating Student Performance
Active Class Participation: Students are required to come to class having read the material assigned for that class day. Students are required to contribute to the class discussions each class session. To operationally define this assignment, students must contribute at least 2 comments about each course topic to receive the full credit for this assignment. This assignment will be worth 30 points. As you can see, this can effect your letter grade significantly, so just contribute to the discussion. Give your opinion, feedback, critique, appreciation or whatever. Don’t just stare at your fellow classmates and me.
Hurtful Words Assignment: During the 1st class session, each student will identify five harmful words used to oppress others. Students will then print these five words on five separate sheets of 8 ½ X 11 paper in as large a font as they can. Each sheet will contain one of these words. These five sheets of paper will be turned in to the professor during the next class session. Your name should NOT be printed on these sheets. You will receive 1 point extra credit for this assignment if it is turned in on time, but you will have 10 points deducted from your grade if you fail to do this assignment.
Oppression and Oppressed Assignment: Before the 2nd class session, each student will identify and write about one specific incident in which the student oppressed another person, either intentionally or unintentionally. On another sheet of paper, the student will also identify one way in which they have been hurt or oppressed by someone else because of their race, religion, ethnicity, gender, sexual orientation, disability or/and social class. Oppression will be defined in the first class session and examples will be given. These oppression incidents should be described in 1-3 paragraphs. You are NOT to put your name on these written testimonials. You will receive 1 point extra credit for this assignment when it is turned in, but you will have 10 points deducted from your grade if you do not do it.
Research Article Summaries: You will review the current literature nearly every week and find and read ONE journal article from a peer-reviewed source. This article must be related to the previous week’s course material. The reading MUST also be applied to your own life or work in some way. It MUST BE a current article published within the last 5 years. After you find and read an article, you will then write a brief synopsis of this reading, your reaction to it and apply it to your own life or work. The citation for this article must be at the top of your paper. This review must be at least one paragraph, but absolutely no more than ONE page in length. Each review will be worth 10 points for a total of 50 points.
Personal Reaction Journal: You will keep a personal journal as a private expression of your thoughts and feelings about the material presented. You will be turning this journal in three times during the course. I will read these journals and base your grade on how seriously you took this assignment and how truthfully and honestly you recorded your thoughts and feelings about the course and the material presented. If there are particular passages in your journal that you do not want me to read, these should be removed and the phrase “Deleted Passage” inserted. Try not to have too many of these or I will think that you put these in just to get out of doing this assignment. This assignment is worth 30 points. You will be graded on your level of honesty and the apparent amount of effort you put into this assignment.