Multicultural Psychology

MULTICULTURAL PSYCHOLOGY

PSYX 631, Section 2

CPC 121

Mondays and Wednesdays: 10:10 – 11:30 AM

Autumn Semester 2015

Instructor: Gyda Swaney, PhD

Office: SB 370

Email:

Phone: (406) 243-5630

Office hours: By Appointment

Prerequisites: Graduate standing in the Clinical or School Program and Consent of Instructor.

Introduction and Objectives: The purpose of this course is to increase your level of cultural competence within the field of mental/behavioral health through the development of awareness, knowledge, understanding, and skills to better serve diverse populations, e.g., age, (dis)ability, religion/spiritual beliefs, ethnicity, social status/class, sexual orientation, indigenous heritage, national origin, and gender.

Learning Objectives and Outcomes:

Promote self-awareness by encouraging on-going self-reflection,
Hone your critical thinking skills,
Increase your sensitivity to complex issues,
Learn from peers,
Solidify your cultural identity, and
Ready yourself to work with diverse individuals and groups.

Ground Rules and Expectations:

Adult learning.You enter this course with a growing body of life experience, knowledge, perspectives, and values. The learning process includes sharing what you know and believe, and re-examining your knowledge and beliefs in the context of new ideas and evidence. Please come to class prepared to discuss the assigned readings.

Critical thinking.This course requires that you exercise active critical thinking rather than passive information absorption. There is a lot of reading and considerable classroom discussion.

Writing matters. Prepare written assignments for the course using American Psychological Association (APA) format. Problems with spelling, punctuation, grammar, typographical errors, or style will hurt you in performance reviews throughout graduate school and your professional life.

Timeliness matters. For each day an assignment is late, 10 points is deducted from the possible score. Resubmissions are treated as late assignments. Assignments will not be accepted one week past the deadline and will be scored zero.

Appearance matters. Written assignments must be double-spaced and formatted in 12-point font with 1-inch margins all around. Page length requirements for assignments do not include the References. Use APA citation style. Incorrectly formatted assignments will be returned without a grade, and resubmission will be treated as a late assignment.

Trust matters. You will be treated as a mature, responsible, honest adult who is motivated, curious, and committed to learning. Other behaviors and attitudes are not tolerated in class. Our ability to establish a trusting and safe environment is all of our responsibilities. Therefore, you are expected to listen to and interact with each other in a respectful manner. Malicious racism, sexism, homophobia, classism, ageism, and other forms of bigotry are inappropriate to express in class. You, of course, will have different values, beliefs, and opinions; but, you are expected to maintain open minds to the differences among the class. Please feel free to disagree and voice your opinion, even though there may be others who hold opinions different from your own.

Class participation is a significant aspect of the course. You are expected to attend class and be ready to discuss the assigned readings. No more than two (2) excused absences will be acceptable. More than two excused absences will reduce your class participation score and/or result in your final grade being lowered one letter grade (e.g., from an A to a B, B to a C, etc.). Your attendance and participation is extremely important.

Required textbooks:

Duan, C., & Brown, C. (2016).Becoming a multiculturally competent counselor. Los Angeles, CA: Sage.

Sue, D. W., & Sue, D. (2013).Counseling the culturally diverse: Theory and practice (6thed.). New York, NY: John Wiley & Sons.

Course Calendar: Autumn Semester 2015

Dates / Topic
AUGUST 31, 2015 / Syllabus, Introductions
SEPTEMBER 2 / Sue & Sue
Chapter 1. The multicultural journey to cultural competence: Personal narratives
Chapter 2. The superordinate nature of multicultural counseling
Duan & Brown
Chapter 1. Monocultural context of counseling as a helping profession
Chapter 2. Demands for multicultural professional counseling
Chapter 3. Multicultural Movement: The Fourth Force
September 7 / HOLIDAY: Labor Day – No Classes, Offices Closed
September 9 / Sue & Sue
Chapter 3. Multicultural counseling competence for minority group counselors/therapists
Duan & Brown
Chapter 4. Multicultural contexts of professional counseling in the 21st century
September 14 / Sue & Sue
Chapter 4. The politics of counseling and psychotherapy: Social justice in counseling
Duan & Brown
Chapter 13. Role of social justice in counseling
Chapter 14. Developing social justice counseling and advocacy skills
Articles
McIntosh, P. (1990). White privilege: Unpacking the invisible knapsack. Independent School, 49(2), pp. 5 and 31.
Hays, P. A. (1996). Addressing the complexities of culture and gender in counseling. Journal of Counseling and Development, 74, 332-338.
September 16 / Sue & Sue
Chapter 5. Systemic oppression: Trust, mistrust, credibility, and worldviews
Chapter 6. Microaggressions in counseling and psychotherapy
Duan & Brown
Chapter 5. Redefining and renewing the counseling profession in the 21st century
Chapter 7. Understanding social oppression and cultural pluralism
Articles
Bryant-Davis, T. & Ocampo, C. (2005). Racist incident-based trauma. The Counseling Psychologist, 33(4), 479-500.
Constantine, M. G. (2007). Racial microaggressions against African American clients in cross-racial counseling relationships. Journal of Counseling Psychology, 54(1), 1-16.
Shelton, K. & Delgado-Romero, E. A. (2011). Sexual orientation microaggressions: The experience of lesbian, gay, bisexual, and queer clients in psychotherapy. Journal of Counseling Psychology, 59(2), 210-22.
September 21
Guest
Speaker / Maylinn Smith, JD
School of Law, UM
The Ramifications of Implicit Bias on Indian Child Welfare Act (ICWA) cases.
Sue & Sue
Chapter 13. Culturally competent assessment
September 23
Guest
Speaker / David L. Moore, PhD
Department of English, UM
On Identity in Mashpee.
Clifford, J. (1988). Identity in Mashpee. In Predicament of culture: Twentieth-century ethnography, literature, and art (pp. 178-205). Cambridge, MA: Harvard University Press.
Sue & Sue
Chapter 11. Racial/cultural identity development in people of color
September 28
Guest
Speaker / Kathryn Shanley, PhD
Native American Studies Department, UM
How Native writers approach the issue of being a spokesperson.
Sue & Sue
Chapter 11. Racial/cultural identity development in people of color
September 30
Guest
Speaker / Patricia Holkup, PhD, RN
College of Nursing, MSU - Bozeman
Institute for Gerontology Education, UM
Counseling older adult clients.
Sue & Sue
Chapter 23. Counseling older adult clients
OCTOBER5 / Sue & Sue
Chapter 11. Racial/cultural identity development in people of color
Chapter 12. White Racial Identity Development: Therapeutic implications
October 7 / Duan & Brown
Chapter 6. Developing a multicultural identity
October 12 / **************IDENTITY Reflection Paper DUE*****************
Sue & Sue
Chapter 10. Non-Western indigenous methods of healing: Implications for counseling and therapy
October 14 / Duan & Brown
Chapter 8, Working with diversity in racial, ethnic, and nationality contexts
Articles
American Psychological Association. (1993). APA guidelines for providers of psychological services to ethnic, linguistic, and culturally diverse populations. American Psychologist, 48(1), 45-48.
American Psychological Association. (2003). Guidelines on multicultural education, training, research, practice, and organizational change for psychologists. American Psychologist, 58(5), 377-402.
October 19 / Sue & Sue
Chapter 7. Barriers to multicultural counseling and therapy: Individual and family perspectives
Chapter 8. Culturally appropriate intervention strategies
October 21 / Sue & Sue
Chapter 9. Multicultural evidence-based practice
Articles
Isaacs, M. R., Huang, L. N., Hernandez, M. & Echo-Hawk, H. (2005). The road to evidence: The intersection of evidence-based practices and cultural competence in children’s mental health. The National Alliance of Multiethnic Behavioral Health Associations and The Annie E. Casey Foundation.
Whaley, A. L. & Davis, K. E. (2007). Cultural competence and evidence-based practice in mental health services: A complementary perspective. American Psychologist, 62(6), 563-574.
October 26 / Sue & Sue
Chapter 14. Counseling African Americans
Chapter 15. Counseling American Indians and Alaska Natives
Chapter 16. Counseling Asian Americans and Pacific Islanders
Chapter 17. Counseling Latinos
Articles
Council of National Psychological Associations for the Advancement of Ethnic Minority Interests. (2003). Psychological treatment of ethnic minority populations. Washington, DC: Association of Black Psychologists.
U.S. Department of Health and Human Services. (2001). Mental health: Culture, race, and ethnicity—A supplement to Mental Health: A report of the Surgeon General. Rockville, MD: U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Mental Health Svcs. .
October 28 / Sue & Sue
Chapter 18. Counseling Individuals of multiracial descent
Articles
Comas-Diaz, L. (2000). An ethnopolitical approach to working with people of color. American Psychologist, 55(11), 1319-1325.
NOVEMBER 2 / Sue & Sue
Chapter 19. Counseling Arab and Muslim Americans
November 4 / Sue & Sue
Chapter 20. Counseling Jewish Americans
November 9 / Sue & Sue
Chapter 21. Counseling immigrants and refugees
November 11 / HOLIDAY: Veterans Day – No Classes, Offices Closed
November 16 / ****************MULTICULTURAL GENOGRAM DUE**************
Sue & Sue
Chapter 22. Counseling LGBT individuals
Duan & Brown
Chapter 9. Working with diversity in gender and sexual orientation contexts
Articles
American Psychological Association. (2012). Guidelines for psychological practice with lesbian, gay, and bisexual clients. American Psychologist, 67(1), 1440-1451.
Robohm, J. (2005). Heterosexual privilege.
November 18 / Sue & Sue
Chapter 24. Counseling women
Articles
American Psychological Association. (2007). Guidelines for psychological practice with girls and women. American Psychologist, 62(9), 040-979.
Shields, S. A. (2008). Gender: An intersectionality perspective. Sex Roles, 59, 301-311.
November 23 / Sue & Sue
Chapter 25. Counseling and poverty
Duan & Brown
Chapter 10. Working with diversity in social class contexts
Articles
O’Toole, T. P., Hanusa, B. H., Gibbon, J. L. & Boyles, S. H. (1999). Experiences and attitudes of residents and students influence voluntary service with homeless populations. Journal of General Internal Medicine, 14, 211-216.
Smith, L. (2005). Psychotherapy, classism, and the poor: Conspicuous by their absence. American Psychologist, 60(7), 687-696.
November 25 / Student Travel Day – No Classes (HOLIDAY: Thanksgiving Day)
November 30 / Sue & Sue
Chapter 26. Counseling persons with disabilities
Duan & Brown
Chapter 11. Working with diversity in physical ability
Articles
American Psychological Association. (2012). Guidelines for assessment of and intervention with persons with disabilities. American Psychologist, 67(1), 43-62.
Neely-Barnes, S. L., Graff, J. C., Roberts, R. J., Hall, H. R., & Hankins, J. S. (2010). “It’s our job”: Qualitative study of family responses to ableism. Intellectual and Developmental Disabilities, 48(4), 245-258.
DECEMBER 2 / Duan & Brown
Chapter 12. Working with diversity in religion and spirituality
December 7 / **************RESEARCH PAPER is DUE*********************
Presentation 1. ______
Presentation 2. ______
Presentation 3.______
December 9 / Presentation 4. ______
Presentation 5. ______
Presentation 6. ______
December (14 or) 16 / FINAL EXAM WEEK: 8:10 – 10:00 . . . OR . . . 10:10 – 12:00
Presentation 7. ______
Presentation 8. ______
Presentation 9. ______

Required Assignments:

Reflection Paper. You are required to write a 3-5 page reflection paper based on one of the following:
Racial/Cultural Identity Development in people of color. You are to write about your experience (if that is the case) or a client’s experience as a person of color.
White Racial Identity Development. You are to write about your experience as a White person (if that is the case) or a client’s experience.
Gender Identity Development.
Multicultural Genogram. You are required to write a 7-10 page paper that identifies and explores the values and beliefs of your family of origin across at least three generations: you, your parents, and your grandparents. If you are able to include great grandparents that would be even better. Use Pamela Hays’ Addressing Model and discuss your family’s values and beliefs about age and generational influences, (dis)ability, religion/spirituality, ethnicity, social status, sexual orientation, indigenous heritage, national origin, and gender. The Multicultural Genogram is due on November 16, 2015 by 5:00 p.m.
A 10-15 page Research Paper on a clinical issue AND a multicultural component is required; for example: you could write on behavioral health issues in Black Americans, depression in American Indians, or alcohol misuse in older adults. The paper should include no less than 10 references and must be written in APA format. The Research Paper is due in class on December 7, 2015.

In addition, you are required to give an Oral Presentation of your Research Paper to your colleagues during the last two weeks of the semester. At the oral presentation, please provide a copy of your PowerPoint presentationand/or a Reference List to your colleagues and professor.

Points possible for the assignments are as follows:

Reflection Paper100

Multicultural Genogram and Family Tree300

Research Paper300

Oral Presentation200

PowerPoint or Reference List50

Class Participation50

TOTAL Points Possible1,000

Grades will be assigned as follows: A = 900 – 1,000; B = 800 – 899; C = 700 – 799; D = 600 – 699; F = 0 – 599.

Student Conduct Code

All students must practice academic honesty. Academic misconduct is subject to an academic penalty by the course instructor and/or a disciplinary sanction by the University. All students need to be familiar with the Student Conduct Code.

Attendance

Regular class attendance and participation in class discussion is required. More than two (2) excused absences to class and supervision are not acceptable. We learn from each other and you have much to offer the class.

Course withdrawal

Through the 15th instructional day, ALL classes are dropped on CyberBear. From the 16th through the 45th instructional day, all classes must be dropped using Drop forms (instructor signature required). $10 fee applies. From the 46th to the last instructional day prior to finals week, classes must be dropped using the Drop form (instructor and Dean signatures required). $10 fee applies. Make every effort to withdraw in a timely fashion so as not to negatively affect your academic record.

Disability modifications

The University of Montana assures equal access to instruction through collaboration between students with disabilities, instructors, and Disability Services for Students. If you think you may have a disability adversely affecting your academic performance, and you have not already registered with Disability Services, please contact Disability Services in Lommasson Center 154 or call 406-243-2243. I will work with you and Disability Services to provide an appropriate modification.

Grading policy

This course is a required course and a letter grade will be assigned to all students.Incompletes will not be given unless 90% of the coursework has already been completed.

Multicultural Psychology