HPC 5110 (101) Multicultural Counseling/Summer Session 2012/COE 301

HPC 5110 (101) Multicultural Counseling/Summer Session 2012/COE 301

Monday-Friday/June 13-29/1-3:50 p.m.

Geri Miller, Ph.D./436D College of Education Building/262-6048

Office Hours: By appointment

I. Course Description/Content Areas: An exploration of counseling issues related to a culturally diverse client population.

II. Goals and Objectives/Knowledge and Skills Outcomes:

A. Examine own cultural values and biases and how they may influence counseling.

[CACREP CMHC E.2.; CACREP Common Core G.2.b.]

B. Understand general issues and key concepts in multicultural counseling.

[CACREP CMHC E.1; CACREP Common Core G.2.a.]

C. Explore intervention strategies and techniques appropriate for the client's culture.

[CACREP CMHC E.3, CACREP Common Core G.2.c., G.2.e., G.2.f.]

D. Develop an understanding of values, traditions, and customs of groups who are oppressed in American culture due to income, race, gender, sexual preference, age, and disability as anchored in research cited in assigned readings.

[CACREP CMHC E.5]

III. Method of Teaching: Approaches include lecture, role play, and videotapes. Current research will be fused in lectures.

IV. Course Requirements: [A range is180-200pt., B range is160-179, C range is 140-159]

Activity Points

1. Attendance/Participation 65 points (5 points per class)

2. Reaction Papers 60 points (30 points each)-submit on-line

3. Cultural Experience 55 points-submit on-line

4. Final 20 points

TOTAL 200 points

1. Attendance/Participation: Class attendance and participation are mandatory. Missing one class can result in an entire lowered grade. These points hinge on attendance and verbal and nonverbal involvement in class discussions and exercises. To receive full points, be on time, stay for the entire class, and do not miss any classes. A marginal grade may be impacted by inadequate class participation. Participation means: 1) only one person speaks in class at a time, 2) all students will listen to that speaker and not participate in “sidebar” conversations with other students, and 3) each student will shut off all electronic devices and not engage in text messaging.

Two class periods (June 22, June 29) will be deducted from the course in order to

provide students with the experience of reading and reacting to Narrative of the Life of Frederick Douglass. The paper, due 6/18, needs to: 1) Summarize in 25 words or less for each question: “Who is Angela Davis?”, “Who is Frederick Douglass?”, 2) List each authors’ major points (Davis pp. 41-84; Douglass pp.85-245) in 1-2 pages each, and

3) React to each author’s sections (Davis pp. 41-84; Douglass pp.85-245) in 2 pages each.

2. Reaction Papers: * All reaction papers are personal reactions to experiences. There are a total of two reaction papers due in the class; they are worth 30 points each. They are due on June 19 and June 25. The reflections are meant to be personal reflections on readings and class exercises. Papers should be 4-6 pages in length.

3. Cultural Experience: * This assignment is a summary of an interview, music, food, and a videotape with regard to a minority/oppressed group. Each of these (face-to-face interview, music, food, videotape) must come from a different oppressed group in terms of ethnicity, religion, gender, class, and/or disability. Each of these experiences must be new and unfamiliar for the student. See the attached list for video tapes. Additional tapes can be used if approved by the instructor. If a student watches one of the tapes and is offended by the material, it is the student's responsibility to stop watching the tape and find one which is more respectful to him/her. The paper needs to be 5-10 pages not including the reference or cover page.

4. Final: The final will be a 20 item test (multiple-choice, matching) based on the textbook.

* = All papers must be typed in a double-spaced format, 12 point font with one inch margins around the paper. Papers need to be thoughtfully written (concise, no errors, reflective). Points will be deducted for lateness, not following length requirements and writing errors (up to half of the points can be deducted for writing errors).

IV. Textbooks:

Davis, A. (2010). Narrative of the life of Frederick Douglass. San Francisco: City Light Books. (ISBN # 978-0-87286-527351295)

Miller, G. (2011). Fundamentals of crisis counseling. Hoboken, NJ: Wiley.

(ISBN #978-0-43830-5) (M)

Sue, D. W., & Sue, D. (2007). Counseling the culturally diverse: Theory and practice (5th ed.). Hoboken, NJ: Wiley. (ISBN #978-0-470-08632-2) (S)

V. Course Policies:

Academic Integrity:

As a community of learners at Appalachian State University, we must create an atmosphere of honesty, fairness, and responsibility, without which we cannot earn the trust and respect of each other. Furthermore, we recognize that academic dishonesty detracts from the value of an Appalachian degree. Therefore, we shall not tolerate lying, cheating, or stealing in any form and will oppose any instance of academic dishonesty. The tenants of ASU’s academic integrity code will be enforced throughout this course including but not limited to assignments and activities (in and outside of class). This course will follow the provisions of the Academic Integrity Code, which can be found on the Office of Student Conduct Web Site http://www.studentconduct.appstate.edu. It is recommended that students read this document by clicking on “Academic Integrity Code” for the policy.

Disability:

Appalachian State University is committed to making reasonable accommodations for individuals with documented qualifying disabilities in accordance with the Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973. If you have a disability and may need reasonable accommodations in order to have equal access to the University’s courses, programs and activities, please contact the Office of Disability Services (ODS) at (828-262-3056 or http://www.ods.appstate.edu Once registration is complete, individuals will meet with ODS staff to discuss eligibility and appropriate accommodations.

Religious Observance:

Students must be allowed a minimum of two excused absences each academic year for religious observances. Students are responsible for requesting excused absences for religious observances required by the faith of a student. Instructors are responsible for complying with this requirement. In classes in which attendance is taken and/or penalties are applied for student absences, instructors must document their compliance with the religious observance policy by tracking student excused absences for religious observances.
For purposes of this policy, the term “religious observances” shall include religious holidays or holy days or similar observances required by a student’s religion and that require absence from class.
Student must be afforded the opportunity to make up tests or other work missed due to an excused absence for a religious observance.
Except in extraordinary circumstances, student requests for excused absences for religious observances must be submitted to instructors in writing no later than three weeks after the first class day of the term.

Class Schedule

Date Topic Readings

6/13 Overview Chapter 1 (S)

Chapter 1 (M)

6/14 Nature of Multicultural Counseling/Minority Clients Chapters 2 & 13 (S)

Discuss on-line videos Chapters 2, 6,& 8 (M)

6/15 Politics of Multicultural Counseling/African-Americans Chapters 3 & 14 (S)

6/18 Sociopolitical Implications/Am.Indians/Alaska Natives Chapters 4 & 15 (S)

Frederick Douglass paper due

6/19 Microaggressions/Asian Americans/Pacific Islanders Chapters 5 & 16 (S)

Reaction Paper #1 due Chapter 9 (M)

6/20 Barriers/Hispanic/Latino Am. Chapters 6 & 17 (S)

6/21 Intervention Strategies/Multiracial Chapters 7 & 18 (S)

Chapters 3,4,5,&7(M)

6/25 Family Counseling/ Chap. 8,19,20,21,&22

Arab Americans/Jewish Americans/Immigrants/Refugees (S)

Reaction Paper #2 due Chapter 5 (M)

Cultural Experience Paper due

6/26 Indigenous Healing Methods/Sexual Minorities Chapters 9 & 23 (S)

Chapter 8 (M)

6/27 Racial/Cultural Identity Development/Older Adults Chapters 10 & 24 (S)

Chapter 8 (M)

6/28 White Racial Id. Dev./Women Chapters 11 & 25 (S)

Social Justice Counseling/Disabilities Chapters 12 & 26 (S)

Final Chapter 8 (M)

Videotape References

Strangers in Good Company (Aging--Blockbuster)

Grand Canyon (Class & Race--Blockbuster)

Harlan County USA (Class--ASU Library)

Mississippi Marsala (Class & Race--Blockbuster)

Coming Home (Disability--Blockbuster)

King of Hearts (Disability--Blockbuster)

Killing Us Softly (Gender--ASU Library)

Still Killing Us Softly (Gender--ASU Library)

A Thin Line (Race--Geri Miller)

America’s Civil Rights Movement (Race--Geri Miller)

Beyond Hate (Race--Geri Miller)

Four Little Girls (Race--Geri Miller)

How White I Am (Race--Geri Miller)

I’ll Make Me a World (Race–5 parts–ASU Library)

Incident at Oglala (Race--Blockbuster)

Malcolm X (Race--Blockbuster)

Marketing Booze to Blacks (Race—Geri Miller)

Racial Legacies & Learning: How to Talk about Race (Race–ASU Library)

Shadow of Hate (Race--Geri Miller)

Wonders of the African World (Race–6 parts–ASU Library)

The Courage to Care (Race--Geri Miller)

Compassion in Exile (Religion--Geri Miller)

How Do You Spell God (Religion--Geri Miller)

Joseph Campbell (Religion--Geri Miller)

Voices of a Quilt (HIV/AIDS--Geri Miller)

We Bring a Quilt (HIV/AIDS--Geri Miller)

Dark Side of the Moon (Homelessness–Geri Miller)

My Mom’s a Dyke (Sexual Orientation–Blockbuster)

Out of the Past (Sexual Orientation–ASU Library)