COUN 5316: Counseling Diverse Populations
Instructor: Dr. Shawn Patrick, NCC, LPCClassroom: ED 4008
Office Phone: 512-245-8130 Meets: W 3:30-6:15p
Email: ffice: ED 4017
Office Hours: M 11-3p (SM) or by appointment
Course Description:
This seminar is designed to sensitize students to the roles societal power disparities, therapist’s racial identity and awareness, and client/cultural identity play in counseling persons of diverse backgrounds. The dynamics of counseling clients who are African-American, Asian-American, female, gay/lesbian, Latino/a, Native American, and persons with disabilities, will be examined.
Course Objectives:
- To familiarize oneself with multicultural and pluralistic trends, including: characteristics and concerns between and within diverse groups nationally and internationally; theories of multicultural counseling; theories of identity development; and multicultural competencies. (CACREP IIK: 2a; 2e)
- To explore one’s own attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities; increase awareness of institutional and social barriers that impede access, equity, and success in counseling and assessment. (CACREP IIK: 2b; 7f; 1g)
- To understand counselor roles in social justice, advocacy and conflict resolution, cultural self-awareness, the nature of biases, prejudices, processes of intentional and unintentional oppression and discrimination, and other culturally supported behaviors that are detrimental to the growth of the human spirit, mind and body. (CACREP IIK: 2d)
- To examine individual, couple, family, group, and community strategies for working with diverse populations and ethnic groups. (CACREP IIK: 2c)
- To be aware of ethical and legal considerations related to multicultural counseling, assessment, and advocacy. (CACREP IIK: 2f)
Methods of Instruction:
Methods of instruction will include lecture, small and large group activities, small and large group discussions, videos, papers, presentations, (possible) guest speakers, Blackboard/TRACS communication, and web resources.
Required Texts:
Rothenberg, P. (2007). Race, Class, and Gender in the United States (7th ed.). New Jersey: Worth Publishers.
Sue, D.W., & Sue, D. (2008). Counseling the Culturally Diverse: Theory and Practice (5th Ed.). New York: Wiley Interscience.
McGoldrick, M., Giordano, J., & Pearce, J.K. (1996). Ethnicity and Family Therapy (2nd Edition). New York: Guilford. – Chapters placed on E-Reserve at Library:
password “odisenow” (lowercase)
Additional readings/handouts as provided (see TRACS).
Please be aware that this course utilizes many TRACS resources. Students who experience difficulty using TRACS or who are unfamiliar with how to access TRACS should go to Technology Resources ( for more information and tech support.
Suggested Readings:
Atkinson, D. R., & Hackett, G. (1995). Counseling Diverse Populations. Madison, WI: WCB Brown and Benchmark.
Atkinson, D. R., Morten, G., & Sue, D.W. (1993). Counseling American Minorities. Madison, WI: WCB Brown and Benchmark.
Gibbs, J & Huang, L. (1998). Children of Color. Psychological Interventions with Culturally Diverse Youth. San Francisco, CA: Jossey-Bass Inc.
Helms, J, &. Cook, D. (1999). Using Race and Culture in Counseling and Psychotherapy: Theory and Process. Needham Heights, MA: Allyn & Bacon.
McGoldrick, M., Giordano, J., & Pearce, J.K. (1996). Ethnicity and Family Therapy (2nd Edition). New York: Guilford.
Ponterotto, J.G., Casas, J. M.., Suzuki, L.A., & Alexander, C.M. (1995). Handbook of Multicultural Counseling. Thousand Oaks, CA: Sage Publications.
Course Requirements:
1. Privilege assignments and Summary Paper: Students will be provided with a description of the Discussions of Privilege Project ( The project is divided into 8 sections, and each section includes a series of questions related to the experience of privilege. The purpose of this project is to allow students an opportunity to explore and discuss this often difficult topic in a manner that allows for greater creativity and generation of ideas. Keep in mind that there is no one “right” answer to the questions, rather, each question is meant to open up dialogue about this topic. The experience of dialoguing in this manner also provides students a chance to become aware of their own growth throughout the course.
Students are encouraged to provide thoughtful, honest responses to the questions; these responses will not be graded based on whether or not the response is deemed “correct,” “popular,” or “desirable.” Some time will be allowed in class for discussion, however to allow for communication outside of class, each group will be provided with a Forum for online discussion and sharing. These forums will be located on TRACS in the Forums section. At a minimum, each group should post a narrative description and summary of each week’s discussions. These summaries can be written informally and serve to help the group track its progress.
At the conclusion of the project, each individual member will complete a summary paper. Page length is variable. The paper will include a summary of salient features, observations, and significant process insights. This paper focuses more on the personal learning experience versus objective presentation of facts, although students are invited to incorporate any book-related materials as deemed appropriate.
The final grade for the project will be based on completing all of the weekly assignments and on the content, grammar, APA style, and thoroughness of the paper. Reflection and insight demonstrated is encouraged.
2. Rothenberg Homework (electronic submission): Students are to write responses to homework assignments from the Rothenberg text. There are 5 assignments related to the book that each student will submit by a certain date through TRACS (Assignments area). Students are encouraged to write their honest responses; there is no “correct” answer to each assignment. These assignments are designed to promote thought and discussion for areas that may not be addressed during class time. Writings will not be graded based on grammar, spelling, use of APA style, etc. There is no page length expected. However, if it appears that a submission is incomplete or addresses something other than indicated on the assignment, the submission could be returned to the student as unacceptable. Students can also submit their responses to the assignments early with no penalty; however assignments will not be accepted past the due date.
3. Quizzes: Five online quizzes will occur. Exams will address material from Sue & Sue (2008) and McGoldrick & Giordano readings. Each quiz will include multiple choice questions from the readings and also one comprehensive essay question. Students may access their books and notes during the quiz, but are NOT allowed to consult with other students. No make-up exams will be offered unless the student is able to make a prior arrangement approved by the instructor.
Each quiz will be available from Friday to Sunday midnight (see schedule for specific dates). To accommodate for the essay, no time limit is given for the quiz. You are allowed up to 2 submissions of the quiz if you want to break the test into two parts. However, no more than 2 will be allowed. The essay question also must include proper APA style and citation of materials; it will be submitted as a Word document and attached to the quiz.. The quiz can be taken on any computer with internet access, although one is advised to take the quiz at a time when there are few distractions. Quizzes can be found in the Assessments area on TRACS. Feedback on the quizzes will be provided online and in class.
Please complete the SAMPLE QUIZ on TRACS the first weekend after our first meeting to make sure your system is working properly. Students who do not take the sample may encounter technology-related problems during actual quizzes, and these problems may not be resolved in time to complete the quiz prior to the due date.
4. Cultural Scrapbook Experience. Students will form into groups. Each group will select a specific cultural group to be approved of by the instructor. The cultural group chosen should be one that all group members do not identify with and are least familiar with/exposed to. Examples of possible cultural groups are listed below. Due to the time frame of this course, it is recommended that students form their groups and select a topic on the first class day.
Each group will have 2 tasks:
A. The students will engage in a cultural experience related to the group selected. Artifacts, photographs, brochures, etc. should be obtained of the experience. Students should also consider writing individual or compiled narratives about their experience. Students can do this experience together as a group, or individual members can select different experiences to then compile later.
B. Students will complete a “scrapbook” about the cultural group. This scrapbook will include materials related to the history and description of the cultural group. Other pertinent information should be included, such as research findings or other scholarly work related to the experience of the group. Counseling considerations should be provided. Also students will include their cultural experience into the book. A list of references should be included at the end of the book.
As a “scrapbook”, this project is intended to be a creative and engaging method for students to learn about a culture of interest. These books will be shared in class and students will likely need to provide some information about the pages in the book. Scrapbooks are intended to be a method for people to convey information and experiences from their own perspective, thus allowing the reader to “interact” with the author. Creativity and freedom of expression are highly encouraged! Students may also bring supplemental materials along with their scrapbooks. Grading will be based on presentation of materials, integration of concepts, coherence of final project, and group participation.
Suggested topics, but not limited to:
Groups of African originGroups of Asian originGroups of Arabic origin
Native American groupsGroups of Hispanic originGroups of European origin
JudaismHinduismIslam Buddhism Christianity People with physical disabilities
Gay, Lesbian, Bisexual groupsMenWomen Transgendered groups
*EXTRA CREDIT OPPORTUNITY:
This course emphasizes the broader societal context in which oppression and privilege influence everyone’s perceptions and experience around culture. Thus linking course material to everyday life is important in seeing the concepts in action. Students who wish to supplement their standing in the course are given the opportunity to bring in newspaper or magazine articles that reflect aspects of racism, sexism, heterosexism, etc. Students can bring in one article per class period and present the article to the class, explaining the article’s relationship to these concepts. For every article presented, the student can earn 1 point of extra credit.
Grading:
Students are expected to attend every class session and to have coursework completed on time. Students who are absent are still responsible for having assignments turned in by the start of class time on the due date. Papers are to be written in APA style (Abstracts are optional) unless otherwise specified. This includes appropriate cover and reference page. Although quality of the content will be weighed most heavily, papers are expected to have correct grammar, punctuation, and spelling. Inadequate mechanics will result in lowering of student’s grade. Papers need to be typed, double-spaced, and stapled. All assignments are due by the start of the class period designated. Any paper received beyond this time will be considered late. Late assignments will be reduced by at least one letter grade. With instructor approval, students may email papers – format expectations still apply.
Read all assignments prior to class meetings and be prepared to discuss them in class. Due to the highly interactive nature of this class, several in-class activities will be offered. All students are expected to participate meaningfully in the class discussions and activities. The nature of these activities is to extend the student’s knowledge and comprehension of concepts and self-understanding. Therefore some activities may be more challenging than others. Although each individual student may have varying levels of verbal contribution, complete lack of participation in these activities could result in the lowering of student’s grade by at least one letter grade. Due to the personal nature these discussions may tend to have, rules of confidentiality will apply to all class discussions and assignments. It is also assumed that students will display respect when discussing thoughts and opinions.
Requirements Summary:Grading Scale:
Privilege Summary Paper25 PointsA 200 - 184
Quizzes: 5 @ =20 points 100 PointsB 183 - 164
Scrapbook25 PointsC 163 - 140
Rothenberg: 5 @ = 10 point50 PointsF 139 -
Total: 200 Points
For clarity of overall grading expectations, the following descriptors are provided:
A = Student has exceeded all required expectations. Performance has included thoughtful reflection, awareness, and application of course content. Includes meaningful contribution to class discussion, strong demonstration of APA style, and ability to synthesize course concepts.
B = Student has met minimum class requirements. Work submitted and classroom participation are adequate to expectations. Includes awareness of APA style and addresses basic requirements of assignments.
C = Student has failed to meet minimum requirements. Work submitted has lacked some required components (e.g., poor APA style, failure to address all aspects of assignment, little class participation).
F = Student has significantly failed to meet minimum requirements.
Texas State University seeks to provide reasonable accommodations for all qualified individuals with disabilities. This university will adhere to all applicable federal, state, and local laws, regulations and guidelines with respect to providing reasonable accommodations as required to afford equal opportunity. It is the student’s responsibility to register with Disability Support Services and to contact the faculty member in a timely manner to arrange for appropriate accommodations
Tentative Class Schedule:
Date / Topic for Discussion / Due:1/21 / Introduction
Privilege discussion / Sue & Sue 1
SAMPLE QUIZ
1/28 / PP Section 1
Themes, Politics / Sue & Sue 2,3
RI
2/4 / PP Section 2
Trust, Mistrust / Sue & Sue, 4
Quiz 1 (ch’s 2,3,4)
2/11 / PP Section 3
Microaggressions / Sue & Sue 5
RII
2/18 / PP Section 4
ID models / Sue & Sue, 10
Quiz 2 (Ch’s 5,10)
2/25 / Identity Models cont’d / Sue & Sue 11
RIII
3/4 / PP Section 5
Social justice/worldview / Sue & Sue 12
Quiz 3 (Ch’s 11, 12)
3/11 / PP Section 6
Minority group therapists / Sue & Sue 13
RIV
3/18 / SPRING BREAK / NO CLASS
3/25 / PP Section 7
Barriers / Sue & Sue 6
Quiz 4 (Ch’s 13, 6)
4/1 / PP Section 8
Strategies / Sue & Sue 7
RVIII
4/8 / Family Approaches / McGoldrick & Giordano, Ch 1; appendix.
4/15 / Family cont’d / Privilege Summary Paper DUE
4/22 / Indigenous Methods
Media Education/ Tools for dialogue / Sue & Sue 9
Handouts
Quiz 5 (Ch’s 7, 9, McG)
4/29 / Cultural Experiences / Scrapbooks
5/6 / Finals week