Issues in Diversity Psychology(PP 8025)

Fall 2009; Wednesdays, 12:30-3:15pm

ArgosyUniversity, Chicago

*Pre-requisite: PP8185 – Social Psychology and Difference

COURSE SYLLABUS

Rahul Sharma, Psy.D., Instructor312.777.7707

Office Hrs: Tue, 1-3pm; Wed, 10-12; Thurs. 1-3pm; by appt.

Teaching Assistant Dipali Bharadwaj

Course Description:
The study of clinical psychology must include an exposure the burgeoning literature on the multifaceted topics under “diversity psychology.” This course will lay out the basic concepts related to “diversity” and “multiculturalism” as they relate to the theory and practice of Clinical Psychology. Also, a thorough, working definition of “multicultural competence” will be highlighted. The course will include a historical perspective on how and when various issues of diversity and multiculturalism were introduced in to the field. Key models will be introduced (e.g., racial/ethnic identity development; power and privilege; models of acculturation; women’s issues; LGTBQ identity development) with an eye towards current/evolving discourse within the field of diversity psychology. A mid-term exam will be given, covering the readings through mid-term. During the 2nd half of the course, students will undertake an investigative project where they will focus on one aspect of diversity, and thoroughly explore discourse on the subject matter with an emphasis on clinical implications. Students will present, summarize, and critique current literature, incorporating concepts covered in the syllabus as well as more in-depth literature on the particular subject they are investigating. This investigation involves two parts: 1) a structured presentation to the rest of the class; and 2) a final 13-17 page paper that will synthesize syllabus and project readings relevant to this topic, and conclude with proposed areas for further research, clinical training, and clinical work in the field.

Course Purpose:

Given the current demographics of the United States, issues of diversity must become a part of clinical psychologists’ core competencies. The study of clinical psychology must include an exposure the burgeoning literature on the multifaceted topics that are captured by the umbrella concept of “diversity psychology.” This course is designed to deepen the diversity concepts introduced through Social Psychology and Difference, and allow students to engage in a critical review of current literature on a select number of subtopics within diversity psychology. This course is the first of two core Diversity Concentration courses. This first course is intended to broadly engage students in theoretical underpinnings of diversity, multiculturalism, and multicultural competence. (The second course that follows this course within the Diversity Concentration, entitled Interventions with Diverse Populations, will mainly focus on students’ ability to integrate multicultural competence theory in to practice. NOTE: the Interventions course will pre-require Treatment Issues as well as this course, so make plans accordingly.)

Objectives:

1) Continue awareness of group identities in terms of ability status, race, ethnicity, gender, sexual orientation, country of origin, religion, and age. (Core Competency: Diversity; Knowledge)

Assessment: This objective will be assessed in the quality of your weekly reaction papers, class presentation, your subsequentinvestigative paper, and your participation in class.

2) Enhance intellectual independence and critical thinking. (Core Competency: Critical Thinking)

It is important for you to form and articulate a point of view about literature on culture, social context, and clinical implications, since you will be practicing your profession within the wider context of society with clients with diverse contexts. The class is a venue in which you may learn about existing ideas and supplement them with your ideas and views within a mutually supportive and respectful environment. In addition, you will learn to express dissenting views, critique the views of others, and learn from your peers’ perspectives on these complex issues.

Assessment: This objective will be assessed by your weekly reaction papers and participation in discussions within the class, mid-term examination, and final paper.

3) Demonstrate leadership development in subtopics of diversity psychology. (Core Competency: Comprehension; Analysis; Synthesis; Application; Evaluation)

You are expected to begin developing expertise in certain sub-topics, demonstrated

Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of theory, training and practice. The Clinical Psychology program at Argosy University Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following:

  • Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select, administer, score, interpret, and communicate findings of appropriate assessment methods informed by accepted psychometric standards and sensitive to the diverse characteristics and needs of clients.
  • Objective 1a: Accurately and ethically administer and score various psychodiagnostic instruments.
  • Objective 1b: Accurately interpret and synthesize assessment data in the context of diversity factors, referral questions, and specific objectives of the assessment, and organize and communicate results in writing and orally.
  • Objective 1c: Examine psychometric properties of psychological assessment instruments, and use that knowledge to evaluate, select, administer, and interpret psychological tests and measures appropriate for the client, the referral question, and the objectives of the assessment.
  • Goal 2: Prepare professional psychologists to select, implement, and evaluate psychological interventions consistent with current ethical, evidence-based, and professional standards, within a theoretical framework, and with sensitivity to the interpersonal processes of the therapeutic relationship and the diverse characteristics and needs of clients.
  • Objective 2a: Synthesize the foundations of clinical psychology, including psychopathology, human development, diagnosis, diversity, ethics, and various therapeutic models in clinical applications.
  • Objective 2b: Select, plan, and implement ethical and evidence-based interventions with sensitivity to the diverse characteristics and needs of clients.
  • Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively implement and participate in psychological consultation and supervision.
    Objective 2d: Demonstrate personal development and self-reflective capacity, including growth of interpersonal skills, and therapeutic relationships.
  • Goal 3: Prepare professional psychologists to analyze the complexity and multidimensionality of human diversity, and demonstrate the knowledge, skills, and attitudes necessary to understand diverse worldviews and the potential meaning of social, cultural, and individual differences for professional psychological services.
  • Goal 4: Prepare professional psychologists to examine the historical context and the current body of knowledge of biological, cognitive, affective, developmental, and social bases of human functioning.
  • Goal 5: Prepare professional psychologists to critically evaluate the current and evolving body of scholarly literature in psychology to inform professional practice.

Grading is done on the following fixed curve:

Grading Scale

A / 100 – 93
A- / 92 – 90
B+ / 89 – 88
B / 87 – 83
B- / 82 – 80
C+ / 79 – 78
C / 77 - 73
C- / 72 – 70
D+ / 69 – 68
D / 67 – 63
D- / 62 – 60
F / 59 and below

Percentages that comprise graded components are indicated below:

Weekly Reaction Papers (15%)Mid-Term Exam (20%)

Structured Presentations (15%) Final Paper (35%)

Class Participation (15%)

Weekly Reaction Papers (15%)

Students are expected to summarize each reading (1-2 paragraphs per reading) and write 1-2 pages with your PERSONAL reactions/comments, including:

-concepts that resonated with you

-concepts that you struggled with, had questions about, and/or disagreed with

-critical thoughts as to limitations of the readings or other areas that should be addressed

-aspects you’d like to discuss in the subsequent class (could be Qs for the class; specific topics, etc.)

The weekly reaction papers should be between 2-3 pages total, AND SHOULD BE EMAILED TO THE T.A. AND THE INSTRUCTOR THE EVENING BEFORE EACH CLASS.

Mid-Term Exam(20% of grade)

This mid-term exam, comprised of multiple choice, short-answer, and essay items, will be administered on the 7th week of the course. The exam will cover the cumulative readings through week 7.

Structured Presentations(15% of grade)

Students must pick topics (and email the professor for approval) by the beginning of the 8th week of the course. [NOTE: THIS WILL BE THE SAME TOPIC AS YOUR FINAL PAPER]. Examples of suitable topics include: Current Identity Development Theories on Multi-Racial Individuals; Cultural Competence with Islamic Women; Clinical Issues for Gay Men of Color; The Clinical Relevance of ‘Microagressions.’ Presentations will be held Weeks 10-12. Presentations are to be 40-60 minutes, and must include:

1. A didactic presentation (preferably on Power Point) on the chosen topic (25-35 minutes)

2. Case Illustration of concepts with discussion(or group activity) (10-15 minutes)

3. Q & A, moderated by the instructor (5-10 minutes)

Sharma Suggested Project Presentation Outline

Introduction of topic

Title of presentation

Acknowledging vastness of topic; disclaimers

Defining limited scope of this presentation (goals)

Outline of presentation (good to review w/ audience so they know what to expect)

Defining terms/issues

Topic Overview

-General summarized overview of current discourse on the topic (concise and clear)

-History of discourse/literature (i.e., evolution of when/how topic has been addressed)

Components (in the case of a particular topic, this may be issues that are of clinical relevance)

Pushing the boundaries of understanding on this topic

-Latest nuances in the literature

-Your own scholarly/clinical reactions to what you've read

-what you feel has been important/central discourse/literature

-your assessment as to what is still missing and/or important next steps in field

Summary

Case Illustration (BRIEF scenario to be handed out to students, illustrating tangible clinical implications of the topic you are presenting)

-Hand out scenario (1-3 paragraphs); have someone read aloud and have time to digest scenario

-Present how your topic may possibly shed light on this case (conceptually, in therapy, etc.)

-FACILITATE DISCUSSION: Invite audience's input

-discussion of the case as it relates to the presentation topic

Professor moderates additional Q&A; brief feedback is given to the presenter

-discussion/reactions of overall topic

-feedback by instructor and audience with an eye towards enhancing the subsequent paper

The purpose of this assignment is to begin to evaluate each student’s conceptual and critical thinking abilities on areas of diversity. Also, this presentation will demonstrate your ability to communicate/teach on this particular area, as well to ground your exploration in clinical utility. You will be expected to engage students in a scholarly, clinically relevant, thought-provoking way.

Students will also be expected to hand in or email the outline and presentation slides. For the final paper, students will be expected to integrate feedback from fellow students as well as the professor.

Final Paper(35% of grade)

This paper, 13-17 pages in length, must incorporate both course readings as well as significant, seminal outside readings on the sub-topic chosen for class presentations. [NOTE: at least 5 of your citations must include research from the last 5 years.] The expectation is that students will be researching and writing at a level consistent with what would be expected for a CRP proposal. This paper may indeed serve as a “springboard” towards such a proposal.

The paper must provide:

-athorough review of the literature (8 to 10 pages)

-a critical analysis of findings and suggested “next steps” in the area (5 to 7 pages).

This assignment is due before class on the last week of the course.

Class Participation(15% of grade)

Given the nature of this course, a rich class discussion in an essential part of the critical thinking about readings and other relevant issues. While no one at any particular point will be “forced” to participate, this particular course works best when students are active in the dialogue by authentically “weighing in” on reading materials, discussions, activities, etc. Students will not be evaluated based on the content of their participation (i.e., their views), but rather the quality of their contribution to an honest and growth-promoting discussion process. Note that class discussions are conducted in the service of scholarly and clinical applications of the complex subject matter.

Required Texts:

Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists. American Psychological Association. Approved as APA Policy by the APA Council of Representatives, 2002.

Hays, P. (2008). Addressing Cultural Complexities in Practice: Assessment, Diagnosis, and Therapy. 2nd Ed. American Psychological Association: WashingtonD.C.

Pope-Davis, D.B. et al. (eds.) (2003) Handbook of Multicultural Competencies in Counseling and Psychology. Sage Publications.

Tatum, B. (2003). Why are all the Black kids sitting together in the cafeteria? (Revised). New York: Basic Books.

**NOTE: A course packet has been considered for his course, and may be available in future semesters. Supplemental readings, including difficult-to-access readings, when possible, will be available on reserve. As the semester continues, additional sources may be added to the course reading list. The instructor will assign these in advance as needed. When possible, the instructor/T.A. will provide hard copies of the additional reading materials; otherwise, students will be expected to obtain additional assigned readings on their own.

INTENDED COURSE OUTLINE

Week I: Introduction; The What, Why, and How of Cultural Competence

-Introduction to the course; Purpose/Goals

-Syllabus Review

-Backdrop: what is Multiculturalism, Diversity, & Cultural Competence

-why is cultural competence needed

Readings:

APA Guidelines pages 1-30; 43-49 (Intro; guidelines 1, 2, and 5)

Pope-Davis et al., Foreword, Preface, Ch. 1 & 2 (pp. x-37); Ch. 6 (pp. 90-102)

Hays, Chapter I: Introduction (pages 3-18)

Week II: Overview of “Worldview;” a historical look at how psychology began addressing diversity

-History of multicultural psychology; reactions/critiques of multicultural psychology

-breaking down components of “worldview”

-Examining bias, stereotypes, and prejudice

-Beginning a cultural self-assessment

Readings:

Arredondo, P., et al. (2008). Expanding cultural considerations: Challenges and promises of becoming a culturally competent counselor in a sociopolitical era of change and empowerment. Journal of Counseling and Develompment. Vol. 86 (Summer), pp. 261-268.

Hays, Chapter II: Self-Assessment (pages 3-18)

Markus, H. R., & Kitayama, S. (2001). The cultural construction of self and emotion:

Implications for social behavior. In W. G. Perrod (Ed.), Emotions in social

psychology: Essential reading (pp 119–137). Philadelphia: Brunner-Routledge.

Sampson, E. (1988). The debate on individualism: Indigenous psychologies of the individual and their role in personal and societal functioning. American Psychologist. Vol 43(1) 15-22

Week III: Why focus on certain groups – examining oppression and implications for psychology

-Overview of oppression

-Commonalities/distinctions between various forms of oppression

-Clinical implications

-MOVIE: When Billy Broke his Head

Readings:

Plous, S. (2002) The Psychology of Prejudice, Stereotyping, and Discrimination: An Overview. In Plous, S. (ed) Prejudice and Discrimination: The Cycle of Socialization. pp. 3-48. McGraw-Hill.

Tatum, Chapter 1

Bailey, A. (2008) Privilege: Expanding on Marilyn Fryes ‘Oppression’. (Chapter 4 from Section II). In Ferber et al. (eds.) The Matrix Reader: Examining the Dynamics of Oppression and Privilege. McGraw-Hill.

Jones, J. (2003). Constructing Race and Deconstructing Racism: A Cultural Psychology Approach. In Handbook of Racial & Ethnic Minority Psychology Bernal, G. et al. (eds.), pp. 276-290. Sage Publications.

Week IV: The impact of acculturation

-historical models on acculturation

-acculturation measures

-debates on acculturation

-MOVIE: Daughter From Danang

Readings:

Trimble, J. (2003). Introduction: Social change and acculturation. In Chun et al. (eds.) Acculturation: Advances in Theory, Measurement, and Applied Research. American Psychological Association.

Berry, J. (2003). Conceptual approaches to acculturation. In Chun et al. (eds.) Acculturation: Advances in Theory, Measurement, and Applied Research. American Psychological Association.

Walker, R.L. (2007). Acculturation and acculturative stress as indictors for suicide risk among African Americans.Walker, Rheeda L.; American Journal of Orthopsychiatry, Vol 77(3), Jul 2007. pp. 386-391.

Karakayali, N. (2005). Duality and diversity in the lives of immigrant children. CRSA/RCSA, vol. 42.3. pp. 325-341

Week V: Racial/Ethnic Identity development (ID) models

-Minority Development models

-White ID Models

-Bi-Racial and Multi-Racial ID models

-VIDEO: Tim Wise

Readings:

Pope-Davis et al., Ch. 3 (pp.38-58)

Tatum, Chs. 4, 5, and 6

Ponterotto, J.G., et al. (2006) Chapter 6: Biracial, Multiracial, and Gay or Lesbian Identity Development. In Preventing Prejudice: A Guide for Counselors, Educators, and Parents. Sage Publications, pp. 109-127

Week VI: Cultural Competence with LGBTQ and Gender

-LGBTQ identity clinical considerations

-current discourse on gender and sexuality

-EXAM REVIEW

Readings:

Fassinger, R. E. and Arseneau, J. R. (2007). I’d rather get wet than be under that umbrella: Differentiating the experiences and identities of lesbian, gay, bisexual, and transgender people. In Bieschke, K. J. et al. (eds.). Handbook of Counseling and Psychotherapy with Lesbian, Gay, Bisexual, and Transgender Clients (Intro; chapter 1 pp. 3-50) 2nd edition, APA, Washington, DC.

Bilodeau, B. L. and Renn, K. A. (2005). Analysis of LGBT identity development models and implications for practice. (Chapter 3). In Sanlo, R. L. (ed.). Gender Identity and Sexual Orientation. (excerpted from NEW DIRECTIONS FOR STUDENT SERVICES, no. 111 -- Wiley Periodicals, pp. 25-39)

Voss, J. and Gannon, L. (1978). Sexism in the theory and practice of clinical psychology. Professional Psychology, November 1978, pp. 623-632.

Week VII: Newer challenges in Diversity Psychology; MIDTERM EXAM

-EXAM

-overview of issues raised by “multiple identities”

Readings:

Fong, R. (2007). Diversity in Diversity: Changing the Paradigm. Journal of Ethnic & Cultural Diversity in Social Work, 2007, Vol. 16 Issue 3/4, p113-121

Comas-Diaz, L., & Greene, B. (1994). Overview: Gender and Ethnicity in the Healing Process. In Comas-Diaz, L., & Greene, B. (eds.), Women of color: Integrating Ethnic and Gender Identities in Psychotherapy. New York: Guilford Press.

Week VIII: Newer issues in Diversity Psychology

-microaggressions; the spirited dialogue sparked by this topic

-strength-based and indigenous approaches to multicultural therapy