University of North Texas Counseling Program
COUN 5790 – Counseling Culturally Diverse Clients
Spring 2015
Faculty Instructor: Amanda Giordano, PhD, LPC (NC), NCC ()
Office: 110, Welch Complex 2
Office Hours: Tuesdays 2-5pm; Wednesdays 2-5pm (Also available by appointment)
Phone: (940) 369-7727
Class Meetings: Wednesdays from 5:30-8:20pm; Matthews Hall 102
Catalog Description
Development of counseling skills and strategies based upon the special needs and characteristics of culturally and ethnically diverse clients. 3 hours.
Goal of the Course
Counselors are tasked with developing the skills, knowledge, and awareness necessary to provide culturally-sensitive services in a variety of clinical settings. The goal of this course is to facilitate growth in the process of developing multicultural counseling competence. Students will increase their cultural awareness, engage in self-reflection to identify and better understand their own culture, increase their knowledge related to diverse populations and systemic oppression, as well as develop skills for providing multiculturally competent clinical services.
Core Curricular Experiences Covered
Curricular experiences will provide an understanding of the following:
Core Curricular Experiences / CACREP1. advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients / IIG1i
2. multicultural and pluralistic trends, including characteristics and concerns within and among diverse groups nationally and internationally / IIG2a
3. attitudes, beliefs, understandings, and acculturative experiences including specific experiential learning activities designed to foster students’ understanding of self and culturally diverse clients / IIG2b
4. theories of multicultural counseling, identity development, and social justice / IIG2c
5. individual, couple, family, group, and community strategies for working with and advocating for diverse populations, including multicultural competencies / IIG2d
6. 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 / IIG2e
7. counselors’ roles in eliminating biases, prejudices, and processes of intentional and unintentional oppression and discrimination / IIG2f
Student Learning Outcomes (SLOs) Assessed:
Students will demonstrate knowledge, skills, and practices necessary for success as professional counselors via participation in key assessments and assignments in this course. SLOs for this course are as follows:
CMHC Outcome / CACREP / Evaluation1. Recognizes the importance of family, social networks, and community systems in the treatment of mental and emotional disorders. / CMHC C8 / Final case study (key assessment)
2. Applies multicultural competencies to CMHC counseling involving case conceptualization, treatment, referral, and prevention of mental and emotional disorders / CMHC D2 / Final case study (key assessment), Final self evaluation (key assessment)
3. Understands how living in a multicultural society affects clients who are seeking CMHC services. / CMHC E1 / Final case study (key assessment), Final self evaluation (key assessment), Journals
4. Understands the effects of racism, discrimination, sexism, power, privilege, and oppression on one's own life and career and those of the client / CMHC E2 / Final case study (key assessment), Final self evaluation (key assessment), Journals, Advocacy/Engagement Project
5. Understands current literature that outlines theories, approaches, strategies, and techniques shown to be effective when working with specific populations of clients with mental and emotional disorders. / CMHC E3 / Final case study (key assessment), Journals
6. Understands the implications of concepts such as internalized oppression and institutional racism, as well as the historical and current economic, legal, and political climate regarding immigration, poverty, and welfare. / CMHC E5 / Final case study (key assessment), Final self evaluation (key assessment), Journals, Advocacy/Engagement Project
SC Outcome / CACREP / Evaluation
1. Designs prevention and intervention plans related to the effects of (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development. / SC D3 / Final case study (key assessment)
2. Understands the cultural, ethical, economic, legal, and political issues surrounding diversity, equity, and excellence in terms of student learning. / SC E1 / Final case study (key assessment), Advocacy/Engagement Project
3. Identifies community, environmental, and institutional opportunities that enhance—as well as barriers that impede—the academic, career, and personal/social development of students. / SC E2 / Final case study (key assessment), Journals, Advocacy/Engagement Project
4. Understands the ways in which educational policies, programs, and practices can be developed, adapted, and modified to be culturally congruent with the needs of students and their families. / SC E3 / Final case study (key assessment)
5. Understands multicultural counseling issues, as well as the impact of ability levels, stereotyping, family, socioeconomic status, gender, and sexual identity, and their effects on student achievement. / SC E4 / Final case study (key assessment), Final self evaluation (key assessment), Journals, Advocacy/Engagement Project
6. Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning and development. / SC F1 / Final case study (key assessment), Final self evaluation (key assessment), Journals, Advocacy/Engagement Project
Methods of Instruction
Instructional methods include readings, didactic lectures, journal entry feedback, video analysis, discussion, experiential activities, and case conceptualization learning assessments.
Required Texts
Johnson, A. G. (2006). Privilege, power, and difference (2nd ed.). New York: McGraw-Hill.
Sue, D. W., & Sue, D. (2013). Counseling the culturally diverse: Theory and practice (6th ed.). Hoboken, NJ: John Wiley & Sons
Supplemental Readings
***Found on the COUN 5790 class page: http://guides.library.unt.edu/coun5790
Croteau, J. M (1997). One struggle through individualism: Toward an antiracist white racial identity. Journal of Counseling & Development, 77, 30-32.
Day-Vines, N. L., Wood, S. M., Grothaus, T., Craigen, L., Holman, A., Dotson-Blake, K., & Douglass, M. J. (2007). Broaching the subjects of race, ethnicity, and culture during the counseling process. Journal of Counseling & Development, 85, 401-409.
Foss, L. L., Generali, M. M., & Kress, V. E. (2011). Counseling people living in poverty: The CARE model. Journal of Humanistic Counseling, 50, 161-171.
McIntosh, P. (1990). White privilege: Unpacking the invisible knapsack. Independent School, 49, 31-36.
Ortiz, S. O. (1999). You'd never know how racist I was, if you met me on the street. Journal of Counseling & Development, 77, 9-12.
Ponzo, Z. (1992). Promoting successful aging: Problems, opportunities, and counseling guidelines. Journal of Counseling & Development, 71, 210-213.
Toporek, R. L., Lewis, J. A., & Crethar, H. C. (2009). Promoting systemic change through the ACA Advocacy Competencies. Journal of Counseling & Development, 87, 260-268.
Methods of Evaluation & Grading Scale
Assignment Credits Due Date(s)
Weekly Journals 2 Weekly through 5/6
My Cultural Identity Project 2 2/17
Cultural News Article 1 1/28 through 5/6
KEY: Final Case Study & Treatment Plan 3 4/15
Advocacy Act or Engagement Project 3 4/29
KEY: Final Self-Evaluation 2 5/6
Final Grade: Your grade in this course is competency based and is not calculated by an average. I will evaluate all assignments by assigning an E (excellent = A), OK (acceptable = B), or NI (needs improvement = C-F) to each possible credit (13 total) At the end of the semester, we will add credits together to compute a final grade.
§ A = at least 9 Es; no more than 2 NIs
§ B = at least 9 Es and/or OKs; no more than 3 NIs
§ C = at least 7 Es and/or OKs; no more than 6 NIs
§ F = fewer than 8 Es and/or OKs
The Counseling Program faculty has affirmed that “B” is the expected grade in graduate school. Grades of “A” are reserved to reflect outstanding performance by graduate school standards. Grades of “C” and “F” represent unsatisfactory performance and necessity to complete the course a second time.
Assignment Descriptions
Weekly Journals (2 credits): Each week, students will create journal entries to post on Blackboard Learn. The purpose of the journal entry is to provide an opportunity for students to interact with course material, process what is being discussed in class, and self-reflect. Each journal entry will have two components: 1) Reflections on the previous class period (personal reactions, thoughts about material, integration of knowledge into worldview, etc.), and 2) Thoughts and reactions to the upcoming week's readings (questions, initial considerations, discussion points for class, etc.). All journal entries must be posted no later than 5pm the Tuesday before class. Students are encouraged to allot enough time for thoughtful, intentional, and integrative journal entries.
For the first journal entry (and only the first), students have until 5pm on Thursday 1/22 to upload their entry. This journal entry will be an initial reflection on the self as a cultural being, thoughts/feelings about the course, what "progress" will look like in multicultural competence, and a description of what might get in the way of that growth. The second journal entry is due no later than 5pm on Tuesday 1/27. It will contain two components: 1) Reflections on 1/21 class, and 2) Thoughts and reactions to the readings to be completed on 1/28. The next journal entry is due no later than 5pm on Tuesday 2/3 and so on.
Each journal entry will be read by the course instructor and the doctoral teaching assistant. You will receive personalized feedback such as questions to consider, comments related to the journal, points of additional reflection, etc. The weekly journal assignment is designed to encourage personal growth, exploration, self-reflection, empathy cultivation, and greater depths of multicultural competence.
Journal entries are typically 1-2 pages and will be posted on Blackboard Learn. The style of the post is casual and students are encouraged to write in the first person. Excellent journal entries will demonstrate authenticity, evidence of wrestling with the information, and stretching oneself to explore multiple perspectives. Journal entries are worth 2 credits.
Credit 1 will be evaluated on:
Uploading journals on time
Discussing both reactions to the previous class as well as thoughts regarding upcoming readings
Quality of writing (evidence of editing, free from grammatical errors)
Credit 2 will be evaluated on:
Depth of insight
Level of self-awareness
Willingness to take risks and self-reflect
Growth of empathy
Demonstration of knowledge integration
Application and integration of class material
My Cultural Identity Project (2 credits): Students will create a cultural genogram (or other visual representation) of their cultural identity. The purpose of this project is to facilitate continued reflection on the self as a cultural being with multiple dimensions of identity. In addition to the visual representation, students will write a reflection paper in which they explore and reflect upon their project and relate it to future work as counselors. The genograms and visual representations will be shared with the class on the date designated on the course schedule.
The cultural genogram or visual representation (collage, video, drawing, etc.) must depict at least 3 generations of the students' family. The genogram will include multiple aspects of identity including: race, ethnicity, gender, social class, religion/spirituality, physical ability, sexual orientation, etc. Additionally, the projects will depict values that stem from aspects of identity, organizing principles, pride issues, and shame issues (please see additional instructions on Blackboard Learn for more details on the visual representation).
The reflection paper will be 4-6 pages in length and written in APA-style (6th edition). The paper should address the following questions:
1. What was the process of creating this project like for you? What did you learn about yourself as a cultural being and your worldview? How does this impact your future work with clients?
2. What trends/patterns did you notice in your project? How do these trends/patterns interact with your cultural identity?
3. What organizing principles, pride/shame issues, and values did you uncover? How do they influence you, your understanding of others, and your sense of self?
This project takes time and research and has traditionally been one that elicits a variety of responses from students. It may bring up both positive and negative emotions, as well as family of origin issues. Students are encouraged to engage in an appropriate level of processing, exploration of self, as well as self-care when engaging in this project. When sharing with the class, students are invited to share only what they feel comfortable sharing and to mask sensitive information that they do not wish to share. As with any course or activity in a counselor-training-program, students are encouraged to ask for what they need and let their advisor, instructor, or personal counselor know if issues emerge that may impact their experience in the program.
Credit 1 will be evaluated on:
The quality of the visual representation
The extent to which the project guidelines were followed
Quality of writing (evidence of editing, free from grammatical errors, APA style)
Credit 2 will be evaluated on:
Depth of insight
Level of self-awareness
Willingness to take risks and self-reflect
Growth of empathy
Demonstration of knowledge integration
Application and integration of class material
Cultural News Article (1 credit): In an effort to increase awareness of cultural elements in today's society, students will monitor the news and select one news story with cultural themes to present to the class. The article can be relevant to any topic covered in class such as socio economic status, race, ethnicity, age, gender, religion, spirituality, physical ability, etc. Students will report the article to the class, highlighting the relevance to cultural themes (i.e., an example of OR efforts to eradicate racism, sexism, ageism, heterosexism, prejudice, discrimination, social injustice, etc. as well as articles with themes of advocacy, social justice efforts, and systemic change to decrease oppression). Students are to email the instructor the week prior to the class in which they are presenting their news article with a link to the story. Students will have the opportunity to present (maximum 5 minutes) their findings at the beginning of each class (sign up during the first week of class). Students will address the following prompts:
1. Summarize the event described in the news article
2. Why was this article selected (what did it bring up for you?)
3. How does the article reflect themes from the course such as privilege, oppression, social (in)justice, advocacy, social justice, or the eradication of oppression?