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MCC 638: Social and Cultural Diversity
3 Graduate Credit Hours, 12 Week Course Syllabus
TERM AND YEAR
Instructor:
Office Phone:
Office Location:
Office Hours:
Email address:
BEST way to reach me:
Required Course Texts:
Hays, P. A. (2016). Addressing cultural complexities in practice (3nd ed.). Washington,
D.C.: American Psychological Association.
Hays, P. A. & Iwamasa, G. Y. (2006). Culturally responsive cognitive-behavioral therapy:
Assessment, practice, and supervision. Washington, D.C.: American Psychological
Association. ISBN 1- 59147-360-8.
Suggested Reference Materials:
American Psychological Association (2009). Publication Manual of the American
Psychological Association (6th
ed.). American Psychological Association: Washington D.C.
Sue, D.W. and Sue, D. (2003). Counseling the culturally diverse: Theory and practice (4th
ed.). New York, NY: John Wiley and Sons, Inc. ISBN 0-471-41980-X. .
Prerequisites: Successful completion of all foundation courses with an earned grade of C or higher
or written permission of the Clinical Counseling Program Director.
Catalog Description: This course explores how cultural factors, such as race, ethnicity, gender,
sex, sexual orientation, socioeconomic status, religion, and disability status, shape, inform, and
impact minority populations, marginalized populations, diverse groups, and dominant culture.
Experiential methods of learning are emphasized, including the development of self-awareness in
the counselor, along with an appreciation for the experiences of others from different backgrounds
and experiences. Traditional counseling theories, as well as more recent approaches to counseling
diverse groups, are analyzed for ethical and practical implications including their integration into
assessment, diagnosis, and treatment issues. The counselor’s role in addressing advocacy and
justice is explored including issues of power and privilege.
Purpose: This is a required course in the MSCC Program.
LEARNING OBJECTIVES
Upon completion of this course, students should be able to:
Knowledge Standards How/where covered and
measured
2
II. G.2.a. Understanding of multicultural and
pluralistic trends, including characteristics
and concerns within and among diverse
groups nationally and internationally
Discussion board posts;
exam questions
II. G. 2.b. Explores attitudes, beliefs, understandings,
and acculturative experiences, including
specific experiential learning activities
designed to foster students’ understanding of
self and culturally diverse clients
Exploration activities I, II,
III
II. G. 2.c. Understands theories of multicultural counseling,
identity development, and social justice
Exam questions
II. G. 2. d Understands individual, couple, family,
group, and community strategies for working
with and advocating for diverse populations,
including multicultural competencies
Discussion board posts;
exam questions
II. G.2.e Understands 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
Discussion board posts;
exam questions
II. G.2.f Understands counselors’ roles in eliminating
biases, prejudices, and processes of
intentional and unintentional oppression and
discrimination.
Written Analysis paper
CMHC
E.1
Understands how living in a multicultural
society affects clients who are seeking
clinical mental health counseling services.
Written Analysis Paper
CMHC
E.2
Understands the effects of racism, discrimination,
sexism, power, privilege, and oppression on one's
own life and career and those of the client.
Exploration Activity II
CMHC
E.3
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.
Written Analysis Paper
CMHC
E.5
Understands the implications of concepts such as
internalized oppression and institutional racism, as
well as the historical and current political climate
regarding immigration, poverty, and welfare.
Written Analysis Paper
CMHC
K.4
Understands the relevance and potential biases of
commonly used diagnostic tools with multicultural
populations.
Exam questions; discussion
board posts
3
Skill Standards
CMHC
D.2
Applies multicultural competencies to clinical
mental health counseling involving case
conceptualization, diagnosis, treatment, referral,
and prevention of mental and emotional disorders.
Discussion board posts
CMHC
F.3
Demonstrates the ability to modify counseling
systems, theories, techniques, and interventions to
make them culturally appropriate for diverse
populations.
Discussion board posts
CMHC
H.1
Selects appropriate comprehensive assessment
interventions to assist in diagnosis and treatment
planning, with an awareness of cultural bias in the
implementation and interpretation of assessment
protocols.
Discussion board posts
Residential Class Attendance Policy
Attendance is mandatory. You are expected to attend every class meeting. If you are unable to
attend you must contact me in advance for an alternative assignment. There may be points
associated with class participation. If you do not notify me of your absence in advance, you will not
be allowed to make up the points that you missed.
Online Attendance Policy
Attendance is mandatory. Online students are required to routinely log-into Blackboard and submit
their assignments as scheduled by the syllabus. The student will receive a letter of nonattendance if
the student has not logged-in to their course or submitted any assignments for more than seven
consecutive days per course. Nonattendance could impact a student’s ability to receive financial aid.
Online students encountering special situations which will prohibit them from accessing their
course and meeting their course obligations should contact their instructor.
Instructor Communication Policy:
I will make every effort to communicate with you within 48 hours (not including weekends or
holidays). E-mail is the most efficient way to communicate with me. Additionally, please make
sure to have your updated e-mail in the Bellevue University system, as that is how I will
communicate with you. If you have multiple e-mails, you can go into the system to have e-mail
automatically forwarded to other e-mails. I would suggest simply using your assigned Bellevue
University e-mail. Regardless of what e-mail you choose, make sure to have it updated so you do
not miss any correspondence related to the course.
Student Expectations:
Students are expected to embody and display professional interactions and behaviors in all aspects
of this course. This behaviors and interactions reflect those commonly expected from professional
counselors and human services professionals. This includes, but is not limited to, respectful
dialogue and interactions with faculty, students, and staff. Students not maintaining professional
behavior will be advised; and, this advisement will be part of the documentation of the student’s
progress and performance in the program. Additionally, if warranted, further action may be taken
to address inappropriate or unacceptable behavior, which may include removal from the course
and/or program.
All assignments in the course should be completed using the most recent publication of the APA
manual, especially with regards to writing academic papers.
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*Note – all assignments are to be submitted electronically in Word format.
Assignments:
Assignments are designed to reflect the students’ retention and synthesis of knowledge of
counseling theories and models. Rubric for evaluation of the discussion board posting is available
under the Rubrics tab.
Discussion:
Discussion enhances learning as you share your ideas, perspectives, and experiences with the class.
You develop and refine your thoughts through the writing process, plus broaden your classmates’
understanding of the course content. You promote a professional, substantive discussion. Use the
following feedback to improve the quality of your discussion contributions.
Discussion will take place in both Residential and Online formats of the course.
In the Residential format, students are expected to fully engage in class discussions as outlined in
the Rubric below. Instructor guided peer to peer discussion facilitates deeper learning and your
development as a professional.
In the Online Discussion, you will be two required original posts per week responding to assigned
questions to deepen your learning. Students are expected to be thorough in their responses to these
questions, using graduate-level writing, correct grammar, and APA format. Please refer to the
rubric explaining how postings will be evaluated. Please note there may be multiple questions
housed within one posting assignment; and, all questions posed must be addressed.
Discussion boards will have two discussion posts per week: the first will be due by 11:59 p.m. CST
on the Wednesday of the week, and the second will be due by 11:59 p.m. CST on the Sunday of the
week. Responses to other students’ posts (to both discussion boards) are due by 11:59 p.m. CST on
the Sunday of the week. All discussion boards are worth 20 points (up to 10 points for the primary
post and up to 10 points for peer responses).
Masters of Clinical Counseling Online Discussion Grading Rubric
Discussion Grading Rubric #1 – Primary post
Criteria Unacceptable Needs Improvement
Competent Excellent
Content
(up to 6
points)
No post or does
not address the
assignment
(0 points)
Addresses the
assignment but
response lacks
detail and
appropriate
vocabulary or is
incomplete
(4 points)
Addresses the full
assignment
and uses
appropriate
detail and
vocabulary
(5 points)
Addresses the full
assignment and
uses appropriate
detail and
vocabulary plus
presents
additional
examples or
resources
(6 points)
5
References
(up to 2
points)
Does not cite appropriate
references
(if required)
(including
textbook)
(0 points)
Includes reference citation
but incomplete
(if required)
(1 point)
Includes complete reference
information
but APA
format error
(if required)
(1.5 points)
Includes complete reference
information in
proper APA
format
(if required)
(2 points)
Spelling,
Grammar
& word
choice (up
to 2
points)
Many spelling and grammatical
errors or
lacks clarity
in vocabulary
(0 points)
Uses vocabulary from the text
but
inappropriately
or several
spelling or
grammar errors
(1 point)
Uses vocabulary from the text
appropriately,
few spelling or
grammar errors. (1.5 points)
Uses vocabulary from the text
appropriately, no
grammar or
spelling errors (2 points)
Discussion Grading Rubric #2 – Peer Replies
Criteria Unacceptable Needs Improvement
Competent Excellent
Peer
replies (up
to 5 points
each)
No peer
reply
posted
(0 points)
Mostly
Restates,
compliments, or
agrees with
peers’ posts.
Excessive
grammar and
spelling errors (3
points)
Provides some
additional
insight
to peers’ post but
largely restates
own primary post.
Minimal grammar
and spelling
errors (4 points)
Provides
additional insight,
example, resource,
disagrees, or
respectfully
corrects an error in
peer’s post. No
grammar or
spelling errors. (5
points)
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Please note: All discussions in this course are worth 20 points. You can earn up to 10 points for
your primary post (grading rubric #1) and up to 10 points for your peer responses (grading
rubric #2). All deadlines are clearly noted in each Discussion Board assignment. No posts
outside the current week will be considered when computing your grade because the class
discussion has ended.
Masters of Clinical Counseling Residential Discussion Grading Rubric
Criteria Unacceptable Needs Improvement
Competent Excellent
Content
Does
not address
the
assignment
Addresses the
assignment but
response lacks
detail and
appropriate
vocabulary or is
incomplete
Addresses the full
assignment
and uses
appropriate
detail and
vocabulary
Addresses the full
assignment and
uses appropriate
detail and
vocabulary plus
presents
additional
examples or
resources.
Engagement in the Discussion
Does not participate in the discussion
Responds to at least one peer in the discussion but comments are tangential or general to the topic
Responds to at least one peer and comments are directly related to the topic and assignment at hand.
Responds to multiple peers and comments are related to the topic and assignment at hand and expand the discussion in some way.
Please note – discussions missed in class can only be made up if you notify the instructor in
advance for an alternative assignment.
Weekly checkpoint assignments:
(10-20 points each) In addition to discussion board posts, students will complete at least one
longer, more involved assignment. These will be posted to the assignment link within the folder
for that week’s assignments. These assignments should be thorough to reflect the student’s
knowledge and understanding of the readings. The assignments should be in APA format with
references provided if appropriate. An example of a typical weekly assignment is locating and
summarizing a current research article related to the assigned topic.
Exploration Activity Papers: (200 total points-50 points each for I & III; Paper II is worth 100
points). The purpose of these assignments is to provide an opportunity to Compare/contrast one’s
own world view to those of others significantly different from oneself in terms of experiences
related to cultural, religious, socioeconomic, gender, disability, sexual orientation and other
individual difference factors (course objective 1). The first Exploration Activity explores the
student’s own background. The second activity is an interview with someone of a different
background. The final activity involves participating in a community activity with a group
which represents a new religious, cultural, or social experience.
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Exploration Activity II:
ASSESSMENT PROBE: MEETS CMHC E.2
The second Exploration Activity is a summary of your interview with an individual from a
different ethnic background than yourself. Again use the ADDRESSING model and the
questions below to conduct your interview. Provide a summary of what you learned about the
person in the interview. Discuss insights you gained about this person and yourself. Identify any
challenges you had relating to the person. Refer to what you learned about your own world view
in the first activity and contrast it with the world view and experiences of this individual. If you
were this person’s counselor what obstacles would you need to overcome to provide culturally
competent counseling?
Questions for self -exploration and interview:
1. When you were born, what were the social expectations for a person of your identity?
2. When you were a teenager, what were the norms, values, and gender roles supported within
your family, peers, culture, and in the dominant culture?
3. How your view of the world shaped by the social movements of your teenage years?
4. When you were a young adult, what educational and occupational opportunities were available
to you? And now?
5. What generational roles make up your core identity (e.g., auntie, father, adult child,
grandparent)?
6. What experiences have you had related to racism and/or sexism?
7. Tell me about experiences you have had with discrimination.
8. Do you see yourself as being in position of power or privilege? In what ways?
9.Have you ever felt oppressed? Please give an example.
10. What impact do you believe that racism, discrimination sexism, power, privilege and
oppression have had on your life and your career?
PLEASE NOTE: Because this is an assessment probe, you must score 80% or better (at
least 80 points out of 100) on the paper in order to pass the course. If you do not score at
least 80%, you will be given one opportunity to revise your paper. If you still do not score
80% on the paper, you will fail the course and will need to retake it. You cannot pass the
course unless you earn a minimum of 80% on the probe.
Exploration Activity II Grading Rubric:
Criteria Novice
0 points
Competent
1-18 points
Proficient
19-24 points
Exemplary
25 points
Summarized the
interview and
provided insights
about yourself and
the individual that
you interviewed
Did not include
all required
elements
Brief summary
and insights –
superficial
responses
Detailed
summary and
insights indicate
depth
Detailed
summary and
insightful,
detailed insights
about both
yourself and the
interviewee
Contrast of your
own world view
Did not address
this element
Provided a
specific
Provided a
detailed
Provided a
detailed
8
and what you
learned of the
world view of the
interviewee
discussion and
comparison of
your own world
view to the
interviewee
comparison
between your
own world view
and the
interviewee –
including
specific
examples
comparison
between your
own world and
the interviewee
with specific
examples and
supporting
source citations
Discussion of
obstacles you
would need to
overcome to
provide culturally
competent
counseling
Did not address
this element
General
response with
no supporting
citations
Response
includes
specific
obstacles and at
least one
outside
scholarly
supporting
source citation
Response
includes
specific
obstacles and
several
supporting
scholarly source
citations
regarding
culturally
competent
counseling as it
relates to the
interviewee
and/or your own
background
APA format and
source citations
Well below
expectations of
APA standards
Many grammar
errors, etc.
Two format
errors in title
page
Used some
headers but not
logical
Substantial
errors in
citations &
references
Substantial
organizational
issues
Some grammar
errors, etc.
One format
error in title
page
Used headers
but one or more
not appropriate
Some format
errors in
citations
&references
Some
organizational
inconsistencies
Correct
grammar, etc.
Correct format
of title page
Appropriate
headers
Correct format
of citations and
references
Properly
organized and
balanced
throughout
9
Mid-Term Examination (200 total points). There will be a mid-term examination, which will
count 200 points of your grade. The exam format will be short answer and multiple
choice. Content for the exam will be drawn from the readings, course resources and discussion
board postings. Students will have one-time access and two hours to complete.
Written Analysis Paper:
ASSESSMENT PROBE: MEES CMHC E1, E3, E5
You are to prepare a paper on a major challenge to counseling the culturally diverse that is of
particular interest to you. The paper should include the following:
- A discussion of internalized oppression and institutional racism as it applies to the group
that you selected.
- Historical political climate in the United States regarding immigration, poverty, and
welfare as it applies to the group that you selected.
- Current political climate in the United states regarding immigration, poverty, and welfare
as it applies to the group that you selected.
- A general clinical description of a particular counseling challenge faced by the
population.
- A consideration about how the counseling challenge may be related to the historical or
current political climate and/or institutional racism or internalized oppression.
- Your recommended adaptations to the helping process to accommodate the client’s
individual differences. Include recommendations for advocacy and policy changes
related to the challenges faced by the population.
Outside sources are necessary for writing this paper. Reference to class discussions, as well as
the course text, may be used in this paper in addition to the other scholarly resources. Properly
document all resources used in this assignment. The written analysis paper must be submitted in
APA 6.0 format and have a minimum of ten citations. The paper must be APA 6.0 style. The
paper should be approximately10 to 15 typed pages (including the title page, abstract page, and
reference page) with standard one-inch margins and 12-point font. Points will be deducted for
grammatical and spelling errors. This will insure a top quality paper, which will benefit you
significantly in this course, and in your professional life.
PLEASE NOTE: Because this is an assessment probe, you must score 80% or better (at
least 260 points out of 325) on the paper in order to pass the course. If you do not score at
least 80%, you will be given one opportunity to revise your paper. If you still do not score
80% on the paper, you will fail the course and will need to retake it. You cannot pass the
course unless you earn a minimum of 80% on the probe.
10
Criteria Novice
0 points
Competent
1-36 points
Proficient
37-48 points
Exemplary
49-50 points
Discussion of
internalized
oppression and
institutional racism as
it applies to the group
you selected
Did not
address this
element
Clearly
identified the
group of
interest;
Presented a brief
discussion -
with no
supporting
sources
Clearly
identified the
group of
interest;
Provided a
detailed
discussion with
at least two
supporting
source citations
Provided a well-
articulated
discussion of
both
internalized
oppression and
institutional
racism as related
to the selected
group with
multiple
scholarly
supporting
source citations.
Historical
political climate in
the United States
regarding
immigration, poverty,
and welfare as it
applies to the group
that you selected
Did not
address this
element
Presented a brief
discussion -
with no
supporting
sources
Provided a
detailed
discussion with
at least two
supporting
source citations
Provided a well-
articulated
discussion of
historical
political climate
as related to
immigration,
poverty, and
welfare as
related to the
selected group
with multiple
scholarly
supporting
source citations.
Current political
climate in the United
states regarding
immigration, poverty,
and welfare as it
applies to the group
that you selected.
Did not
address this
element
Presented a brief
discussion -
with no
supporting
sources
Provided a
detailed
discussion with
at least two
supporting
source citations
Provided a well-
articulated
discussion of
current political
climate
immigration,
poverty, and
welfare as
related to the
selected group
with multiple
scholarly
11
supporting
source citations.
A general clinical
description of a
particular counseling
challenge faced by
the population
Did not
address this
element
Identified a
general
counseling
challenge but
did not provide
a rationale
relating it to the
population
selected
Identified a
general
counseling
challenge and
clearly
explained how it
relates to the
population
selected.
Identified a
general
counseling
challenge and
clearly
explained how it
relates to the
population
selected –
including
supporting
scholarly source
citations.
A consideration about
how the counseling
challenge may be
related to the
historical or current
political climate
and/or institutional
racism or internalized
oppression.
Did not
address this
element
Explained how
the counseling
challenge is tied
to the historical
and/or current
political climate
and/or
institutionalized
racism or
internalized
oppression.
Provided a
detailed
response
evaluating the
influence of
historical and
current political
climate as well
as
institutionalized
racism and
internalized
oppression.
Provided a
detailed
response
evaluating the
influence of
historical and
current political
climate as well
as
institutionalized
racism and
internalized
oppression
including
supporting
scholarly
citations.
Your recommended
adaptations to the
helping process to
accommodate the
client’s individual
differences. Include
recommendations for
advocacy and policy
changes related to the
challenges faced by
the population
Did not
address this
element
Provided at least
one general
recommendation
in terms of
adapting the
helping process
and addressed
advocacy and
policy changes
Provided at least
one general
recommendation
in terms of
adapting the
helping process
and addressed
advocacy and
policy changes
and provided a
specific
rationale for
your responses
Provided at least
one general
recommendation
in terms of
adapting the
helping process
and addressed
advocacy and
policy changes
and provided a
specific
rationale for
your responses
– including
12
supporting
scholarly source
citations.
0 points 15 points 20 points 25 points
APA Style Well below
expectations
of APA
standards All
sources
selected were
of very low
quality and/or
were not
scholarly
peer-
reviewed
journal
articles
Many grammar
errors, etc.
Two format
errors in title
page
Used some
headers but not
logical
Substantial
errors in
citations &
references
Substantial
organizational
issues
Two or more of
the sources used
were not
scholarly-peer
reviewed
sources
published within
the last ten
years.
Some grammar
errors, etc.
One format
error in title
page
Used headers
but one or more
not appropriate
Some format
errors in
citations
&references
Some
organizational
inconsistencies
The majority of
all sources used
were scholarly,
peer-reviewed
journal articles
Correct
grammar, etc.
Correct format
of title page
Appropriate
headers
Correct format
of citations and
references
Properly
organized and
balanced
throughout
All sources used
were scholarly,
peer-reviewed
sources
published within
the last ten
years.
Final Examination: (200 points) There will be a final examination, which will count 200 points
of your grade. The exam format will be multiple choice. Content for the exam will be drawn
from readings and discussion board postings. The format of the exam and types of questions are
designed to represent questions on the national licensure exam. Students will have one-time
access and two hours to complete.
13
Final course grades will be computed as a total percentage of points earned; as follows:
A 93-100% C+ 76- 79% D- 60- 62%
A- 90- 92% C 73- 75% F 59% and below
B+ 86- 89% C- 70- 72%
B 83- 85% D+ 66- 69%
B- 80- 82% D 63- 65%
REMINDER: If you do not earn a minimum of 80% on the assessment probes (Exploration
Activity II and the Written Analysis Paper) – you will be given one opportunity to revise
the probe. If you still fail to meet the 80% required grade on BOTH probes, you will fail
the course and need to retake it.
Please note per Bellevue University policy, students must earn a letter grade of C or above to
pass a graduate course without being required to retake the class. Earning a letter grade of C- or
below necessitates retaking the course, which is at the student’s expense. Additionally,
regardless of grades in individual courses, students are required to maintain an overall
cumulative GPA of 3.0. If a student falls below this threshold they will be placed on academic
probation, and may subsequently be dismissed from the program.
Assignment Grading and Feedback
Normally feedback on assignments will be provided within one week of the due date – for all
assignments submitted on time. This means, for instance, that grading for week one will typically
be complete by the end of week 2. If you have any questions about feedback, please reach out to
your instructor.
Late Work Policy:
Because of the nature of an online learning environment, no late discussion board posts or exams
will be accepted. Other late assignments will receive a penalty deduction of 10%. Assignments
more than two weeks late will not be accepted. At the instructor’s discretion, exceptions can be
made to this policy; however, exceptions would typically constitute documented illnesses or
emergencies. Having heavy workloads, both with school and work commitments, family
functions, and vacations are examples of non-approved exceptions. Students who foresee issues
with their schedules and plans should be proactive and plan to accommodate for these issues by
completing assignments prior to the due date or working with the instructor for alternative
arrangements.
MSCC Academic Honesty Policy:
The Master of Science in Clinical Counseling of Bellevue University Academic Honesty Policy
is in addition to the overall University Policy. Any time students commit academic dishonesty
they show little concern for their own personal sense of integrity, and they infringe on the rights
of all other members of the academic community. The following definitions and examples are
forms of academic integrity violations:
14
Cheating. No student shall use or attempt to use materials, notes, or information from another
student for normal course work that is intended to be done on an individual basis, either in class
or out of class. Examples include, but are not limited to: (1) copying from another person’s
research, paper, test or quiz, (2) using testing aids during a test where no permission has been
given by the Instructor, (3) copying another’s work, (4) collaborating on any written work,
without specific permission by the Instructor, or (5) allowing another person to do your work, (6)
taking an exam for another student or (7) allowing another person to take an exam for you.
Multiple Submissions. No students shall submit a paper (in part or in whole) or any other
assignment (in part or in whole) which was submitted for academic credit for any other course.
Plagiarism. No student shall present the work of another person as their own without the
specific citation of the original author. Examples include, but are not limited to: (1) the use of
another’s complete sentences or key words without quotation marks and accurate citations, (2)
graphs and charts, or (3) ideas and information provided by another. Computer programs, files,
and web pages must also be utilized only with the inclusion of a citation referencing or indicating
the original source of the file and/or program.
Consequences of Academic Dishonesty. The first violation of the academic policy will result
in a score of zero for the assignment, paper, exam, etc. The incident (including supporting
documentation) will be reported to the Program Director who will keep the record of the incident
on file until the student graduates from the program. The program director will forward the
information about the violation to the office of Student Affairs. If a second violation of the
academic honesty policy occurs, the student will receive a failing grade in the course in which
the violation occurred. The incident (with supporting documentation) will again be reported to
the Program Director who will keep the record of the incident on file until the student graduates
from the program. This incident will be reported to the office of Student Affairs. If a third
incident occurs, the student will be removed from MSCC program with no opportunity to return
to the program. The student may appeal decisions regarding Academic Dishonesty as per the
university policy.
Need to Change Assignments and Requirements:
While not typical, the instructor reserves the right to make any necessary changes to the course
as needed, which may include but is not limited to, readings, point values, assignments, grading
criteria, due dates, exams, and corrections to unforeseen errors in any aspect of the course. The
instructor will provide students with notifications of any changes, and will provide students an
opportunity to adjust to these changes in a timely and reasonable manner determined by the
instructor.
15
Course Topics and Corresponding Readings:
Date Topic Readings
Major
assignments
Week #1 A.D.D.R.E.S.S.I.N.G Model
Hays Chapter 1 &
additional posted resources
Week #2
Multicultural competency –
including self-assessment
Hays Chapters 2 & 3 &
posted resources
Exploration
Activity #1 Due
Week #3
Cultural competence; rapport and
respect
Hays Chapters 4 & 5 &
ACA Code of Ethics
Week #4 Culturally responsive assessment
Hays Chapters 5 & 6 &
ACA Code of Ethics
Exploration
Activity II due –
PROBE
Week #5 Assessment issues
Hays Chapter 8 & posted
article
Week #6
MCB / CBT and culturally sensitive
treatment
Hays Chapter 9 &
Additional posted
resources
Midterm Exam
Week #7
Ethnic diversity; Latino/Latina
clients
Hays and Iwamas Chapter
3
Week #8
Religious and ethnic diversity;
application to CBT
Hays and Iwamasa
Chapters 4, 6, 7 & posted
resources
Exploration
Activity III due
Week #9
Ethnic diversity; Gender diversity
and impact on treatment planning
Hays and Iwamasa
Chapters 5 & 10 & posted
resources
Week #10 Diverse interventions Hays Chapter 11
Analysis Paper
Due - PROBE
Week #11
Aging, culturally diverse older
adults; disabilities
Hays and Iwamasa
Chapters 8 & 9
Week #12 Self-evaluation
Review all chapters from
weeks 5-9
Final Exam
Recommended