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Adler Graduate School

AGS Course 523 -Multicultural Counseling Winter 2 2018

1. Course Designation and Identifier

1.1 Adler Graduate School 1.2 Course number 523 1.3 Multicultural Counseling 1.4 Three (3) credits 1.5 Prerequisite: None

2. Course Description

This course provides an overview of issues related to multicultural counseling and gives students a stepping-stone for the development of competence in multicultural and social justice counseling for the treatment of mental illness, substance use disorders, school counseling, and marriage, couples and family issues. Students will learn theories and models of multicultural counseling, patterns of cultural identity development, the effects of power, privilege and oppression on identity development and functioning, and will explore counseling and advocacy strategies to address the needs of diverse cultural populations. Students will also engage in activities aimed at increasing awareness of their own culture and of how their culture influences their worldview and their ability to engage with clients who have different worldviews. The course includes readings, discussion, lectures, journaling, and experiential activities. Classroom set up to promote small group discussions.

3. Texts, Materials, and Resources (required and optional)

Required Textbook: Ratts, M. J., and Pedersen, P. B. (2014). Counseling for multiculturalism and social justice, 4th ed. Alexandria, VA: American Counseling Association.

Center for Substance Abuse Treatment (2015). Improving cultural competence: TIP 59. Rockville, MD: Substance Abuse and Mental Health Services Administration (SAMHSA). Available online at https://store.samhsa.gov/product/TIP-59-Improving-Cultural-Competence/SMA15-4849

Required Article:

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Ratts, M. J., Singh, A. A., Nassar-McMillan, S., Buttler, S. K., and McCullough, J. R. (2015). Multicultural and Social Justice Counseling Competencies. Retrieved from www.counseling.org/knowledge-center/competencies.

Miranda, A.O. & Frazer, L.D. (2002). Culture-bound Syndromes: Initial perspectives from Individual Psychology. The Journal of Individual Psychology, 58(4), 422-433. Shellenberger, S., Dent, M.M., Davis-Smith, M., Seale, J.P., Weintraut, R., & Wright, T. (2007). Cultural genogram: A tool for teaching and practice. Families, Systems, and Health, 25(4), 367-381.

McIntosh, P. (1988). White privilege: Unpacking the invisible knapsack. Excerpt from White Privilege and Male Privilege: A Personal Account of coming to see Correspondences through Work in Women’s Studies. Wellesley College Center for Research on Women.

Recommended Reading: American Psychiatric Association (2013). Cultural Formulation Interview. Chidarikire, S. (2012). Spirituality: the neglected dimension of holistic mental health care. Advances in Mental Health, 10: 298-302 Freire, P. (1993). Pedagogy of the oppressed (Rev. ed., M. B. Ramos, Trans). New York, NY: Continuum. Harper, A., Pete Finnerty, P., Martinez, M., Brace, A., Crethar, H., Loos, B., Harper, B., Graham, S., Singh, A., Kocet, M., Travis, L., and Lambert, S. (2009). ALGBTIC Competencies for Counseling LGBQIQA

Singh, A. and Gonzales, M. (2014). LGBTQQ-Affirmative Counseling – ACA Counseling Brief. Retrieved from www.counseling.org/practice_briefs

Sue, D. W. and Sue, D. (2015). Counseling the culturally diverse: Theory and Practice, 7th ed. Hoboken, NJ: Wiley. Sue, D. (2015). Microaggressions. Public Broadcasting Service, Producer. November, 13. http://www.pbs.org/newshour/updates/what-is-a-microaggression/

Sue, D.W. (2015). Race Talk: The Controversy of Silence. Understanding and facilitating difficult dialogues on race. Hoboken, NJ: Wiley.

Websites of interest:

American Counseling Association (ACA): www.counseling.org. The following are ACA divisions focused on issues discussed in this course:

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Association for adult development and aging (AADA): http://www.aadaweb.org

Association for lesbian, gay, bisexual, & transgender issues in counseling (ALGBTIC): http://www.algbtic.orgAssociation

Association for multicultural counseling and development (AMCD): http://www.multiculturalcounseling.org

Counselors for social justice (CSJ): https://counseling-csj.org

Teaching Tolerance: www.tolerance.org

Required Account:

Each student will be required to have a free account in www.VoiceThread.com in order to present their final project and access other students’ projects. Instructions about how to utilize VoiceThread will be provided on the course Moodle page.

4. Competencies and Learning Outcomes Students in this course will: 4.1 Become familiar with the multicultural and social justice counseling competencies adopted by ACA and AMCD in 2015 (CACREP 2.F.2.c) 4.2 Acquire knowledge and develop an understanding of the impact of multicultural and pluralistic characteristics within and among diverse groups nationally and internationally (CACREP 2.F.2.a). 4.3 Acquire knowledge and develop an understanding of theories and models of multicultural counseling, cultural identity development, and social justice, advocacy, and empowerment (CACREP 2.F.2.b) 4.4 Develop awareness of social and multicultural pluralism and diversity (MN Board of Teaching standard A9), including the impact of heritage, attitudes, beliefs, understandings, and acculturative experiences on an individual’s views of others (CACREP 2.F.2.d). 4.5 Acquire knowledge and develop an understanding of the effects of power and privilege for counselors and clients (CACREP 2.F.2.e), including the impact of social stratification, social privilege, and social oppression on client systems (COAMFTE #?) and the influence of the prevailing sociopolitical climate on the therapeutic relationship (COAMFTE 70).

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4.6 Identify research addressing characteristics of help-seeking behaviors of diverse cultural and social groups, and their implications for responsive practice for the treatment of mental illness, substance use disorders, school counseling, and marriage, couples and family issues. (CACREP2.F.2.f)

4.7 Examine the impact of spiritual beliefs on clients’ and counselors’ worldviews

CACREP 2.F.2.g)

4.8 Acquire knowledge about the stages of acculturation and multi-ethnic and multicultural identities (COAMFTE 36) 4.9 Examine and analyze strategies for identifying the impact of oppression and privilege on individuals and groups and for eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination (CACREP 2.F.2.h).

4.10 Develop knowledge about diverse counseling communication styles related to culture

and gender (MN Board of Teaching standard F2) 4.11 Develop awareness of counselor characteristics and behaviors that influence the

counseling process (CACREP 2.F.5.f). 4.12 Develop an understanding of the cultural factors relevant to clinical mental health and

addiction counseling (CACREP 5.C.2.j) 4.13 Become familiar with strategies to advocate for persons with mental health issues and

substance use disorders (CACREP 5.C.3.e)

5. Methods of Instruction This course occurs over a seven-week period, with class meetings during the first five weeks and continued student involvement in learning activities in the last two weeks. Instruction methods combine lectures, classroom discussions to synthesize information acquired through reading of required materials, directed journaling, literature research, experiential activities, and reflection papers analyzing and summarizing newly acquired awareness and knowledge.

6. Course Outline

Unit Number

and Deadlines

Unit Topic Learning

Outcomes

Reading and

Other Resources

Methods of Instruction

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Unit 1

2/12/18

Introduction to the course and

Syllabus review.

Creating Safety

Establish class agreements/race

talk

Introduction to Multicultural

Counseling and Social Justice

Competencies

Etic v. Emic formulations

CACREP

2.F.2.c;2.F.5.f

Ratts & Pedersen,

Chapters 1 and 2

Readings/ Videos

in Moodle

Community Building Activity

Lecture,

Class Discussion

Card Activity

Experiential Activity

(introduction to cultural

genogram),

Reflective journaling

Unit 2.

2/17/18 AM

Identity Development: Models

and theories

Oppression & Privilege.

CACREP

2.F.2.e;

5.C.3.e

COAMFTE

#? and 70.

Ratts & Pedersen,

Chapter 3 -5

Readings/ Videos

in Moodle

Readings, videos, lecture,

guided activity/discussion

(“flower” exercise),

discussion of case scenarios

(different combinations of

oppressed/privileged

counselor/client

combinations), and journaling

Unit 3.

02/17/18 PM

Systemic Isms

Microaggressions

Intersectionality

Counselor/Advocate/Scholar

model

CACREP

2.F.2.b;

2.F.2.d;

5.C.2.j

COAMFTE

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MN BOT A9

Ratts & Pedersen,

Chapters 3 -5

Readings/ Videos

in Moodle

Readings, lecture, facilitated

discussion, experiential

activity (small group

exploration of students’

cultural genogram and

possible implications for

counseling practice), and

journaling

Unit 4.

02/19/2018

Developing Multicultural

Competence

Self-Awareness paper due

2/25/18

CACREP

2.F.2.a,

2.F.2.b, and

2.F.2.h

Ratts & Pedersen,

Chapters 6 to 9

Readings/ Videos

in Moodle

Readings, lecture, experiential

activities, processing of

cultural genograms and

Multicultural Competencies

Self-Assessment Survey

(Ratts and Pedersen, p.101-

104) and journaling

Unit 5.

2/26/18

Racism – Counseling Clients

of different heritages

Asian and Pacific

Islands

African American

Group presentation(s)

CACREP 2.F.2.d; 2.F.2.f BOT A9; F2 COAMFTE #?; 70

Ratts & Pedersen,

Chapters 10 and 11

TIP 59 pgs. 128-

157

Readings/ Videos

in Moodle

Readings, video, lecture,

discussion, and journaling

Unit 6.

03/03/18 AM

Gender, Heterosexism, and

Transgender oppression

Group presentation(s)

CACREP 2.F.2.f

Ratts & Pedersen,

Chapters 15, 16,

and 17

Readings/ Videos

in Moodle

Readings, video, Video

review, discussion, and

journaling

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COAMFTE #?; 70 BOT A9; F2

Unit 7.

03/03/18 PM

Racism – Counseling Clients

of different heritages

Native Americans

Latin@s

Multiracial clients

Group presentation(s)

CACREP

2.F.2.g;

2.F.2.f BOT A9; F2 COAMFTE #?; 70

Ratts& Pedersen,

Chapter 12, 13, 14

TIP 59 pgs. 101-

128

Readings/ Videos

in Moodle

Readings, video, lecture,

discussion, and journaling

Unit 8.

03/05/18

Classism, Ableism, Ageism

Group presentation(s)

CACREP

2.F.2.f

COAMFTE

#?; 70

Ratts & Pedersen,

Chapter 18

Readings/ Videos

in Moodle

Readings, journaling, and

Group Presentations

Unit 9.

03/12/18

Effects of spirituality on

worldviews and mental health

Counseling Arab Americans,

Jewish Americans,

Immigrants, and Refugees.

Group presentation(s)

Literature review for SPT

due 03/18/18

CACREP

2.F.2.f;

2.F.2.g COAMFTE #?; 70 BOT A9; F2

Ratts& Pedersen,

Chapter 19

TIP 59 pgs 30-33

Readings/ Videos

in Moodle

Readings and journaling

Special Project

SPT and Response to Peers

Due two weeks after last class

meeting (3/26/18)

Same as

above

Review of other students’

presentations and responses to

at least two colleagues

6. Special Project Time (SPT)

Special Project Time (SPT) allows students the opportunity to integrate course materials. SPT is meant to be a self-contained experience, requiring 45 hours to complete. SPT focuses on either (a) an experiential exercise paired with a short integrative writing component or (b) a research exercise coupled with a short integrative writing component. An integrative SPT experience can be based on an individual or a group project. Independently on whether the experiential or research-oriented exercise is completed as a group or individually, each student then individually completes a short integrative writing assignment. SPT experiences may be constructed in such a way that they pertain to students’ unique degree plans. For example, students seeking degrees leading to licensure as Marriage and Family

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Therapists, Professional Counselors, or Schools Counselors may construct an SPT experience unique to their chosen disciplines. This is done in consultation with the course instructor. SPT Description and Instructions:

The Special Project for this course builds on the self-awareness paper and consists of a holistic learning activity with the following components:

1) Literature review addressing the counseling needs, help-seeking behaviors, and common obstacles faced by that cultural group. At least 5 references must be identified and summarized, with at least 3 being research articles (2 may come from books or other resources). 2) Experiential activity (to be conducted after the student has performed the literature search and obtained basic knowledge about the cultural group. For this part of the project the student must spend a minimum of 8 hours with a person or family (for MFT students, a family is required) of the identified cultural group. This interaction should be meaningful and should focus on types of daily activities and/or cultural rituals that will:

1) allow you to obtain a real understanding about the person’s worldview/family culture

2) provide opportunities for challenging of the biases you identified at the beginning of this project.

• Research of resources available in the community for clients belonging to that cultural group. • PowerPoint with VoiceThread presentation of your learning project. This should include:

A description of your knowledge about the cultural group and of the biases that led you to choose this group as focus of your project.

A summary of what you learned about this group through literature research, including heritage, spirituality, shared values, position on a privileged-marginalized scale, and help-seeking behaviors.

A description of your experiential activity (who, what, where, when, how).

A description of how this experience has challenged and/or reinforced your initial biases (address each original bias and how it has or has not changed).

If applicable, how this experience challenged concepts that you learned in your literature review about this population.

A description of expected differences and similarities between your worldview and a possible client from this cultural group (MFT students should consider a family from this cultural group). What obstacles would you anticipate? What facilitative conditions could you count on? What particular aspects of that culture would you need to be especially attentive to in order to provide culturally sensitive counseling to that/those client(s)?

What counseling/advocacy strategies do you believe would be most effective in meeting the needs of that/those client(s)? Be sure to incorporate concepts from Adlerian Psychology in this part of your discussion.

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3) As part of the Special Project time, students are also expected to review the other students’ presentations and to respond to at least 2 of those presentations. Each response should include 1) recognition of one new insight or piece of knowledge you gained from watching your colleague’s presentation and 2) a new question or additional piece of insight/information you can offer for those who may work with that population. If a presentation has already received comments from 2 students, you must respond to another presentation, unless your response to this presentation is in addition to the two responses required. Grading rubrics for SPT are posted on Moodle.

7. Writing Guidelines All written assignments in courses at the Adler Graduate School, including those submitted in online courses, must be in APA format, unless specifically noted by the course instructor. Publication Manual of the American Psychological Association (2009), 6th edition. American Psychological Association. ISBN 1-4338-0562-8 Refer to rubrics handed-in in class for details of each assignment. As a general rule, written assignment content should address the learning objectives of this course, relating theories and theoretical concepts discussed to the student’s own view of the helping process and of the role of the therapist in the helping relationship. Attention to grammar and writing mechanics is expected in all written projects.

8. Assessment/Evaluation Procedures

8.1 Assignment Overview

Assignment Due % of grade Points 5 weeks of classes 67 100 Class Participation (9 units, 5 points each) Weekly 45 Reflection journals (5 journals, 5 points each) Weekly on

Sunday by 11:59pm

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Group presentation Assigned 20 Self-Awareness paper 02/25/18 10 SPT 33 50 SPT part 1 – literature review 03/18/18 13 SPT part 2 – Presentation 03/26/182018 25 SPT part 3 – Response to Peers (2 responses, 6 points each)

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Total 100 150

8.2 Class Participation/Social Interest (45 points)

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a. Attendance and promptness.

Attendance is expected at every class session, unless there is a valid emergency reason for missing. Promptness is expected and appreciated. Unexcused absences will have an effect on the “Social Interest” aspect of the grade for this class. If you have a legitimate reason for missing, please let me know prior to or immediately upon returning to class.

b. Preparation.

Graduate students are expected to come to class well prepared. This includes: o Completing all assigned readings o Preparing complete Theory Outlines and other verbal assignments o Being ready for small and large group discussions

c. Participation and cooperation

o Active participation in class activities o Quality of participation in class discussions and small groups

d. Support and feedback to peers

o Offer constructive comments when in pairs, small, or large groups o Professionally critique other groups’ presentations

e. Respect for confidentiality

Being actively involved in a course like this entails some level of self-disclosure. Because of the nature of the vulnerability, trust, and openness necessary to learn about counseling, it is extremely important that confidentiality be maintained. Revealing personal information about others outside of the classroom is a breach of confidentiality and is unacceptable.

8.3 Reflection Journals (25 points; rubric posted on Moodle) In order to increase the depth of learning, students are asked to write at least one journal entry per week during the 5 weeks in which the class meets. Your reflections for each week should draw from class discussion, readings, lectures, class activities, your understanding of Adlerian concepts, and your personal thoughts and experiences.

Journal entries are due on day 7 (Sunday) of each week by 11:59pm. All Journal entries are submitted in Moodle.

8.4 Self-awareness paper (10 points; rubric posted on Moodle) In this paper, students will 1) identify/describe their cultural identity, including cultural values, their experienced membership in privileged and/or marginalized groups, and their biases; 2) identify a cultural group with which – at this stage of multicultural competence development – they might have difficulty working; and 3) list their current perceptions about this cultural group that pose a challenge to have them as clients. This is a reflection paper and does not require references. Attached cultural Genogram

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Self-awareness paper is due on day 7 (Sunday, 02/25/18) by 11:59pm and submitted in Moodle. 8.5 Group Presentations (20 points; rubric posted on Moodle)

The group will complete a 30-minute presentation to the class on considerations for the provision of counseling services for a minority group/ population. The group will develop a formal PowerPoint presentation and develop a 1-2page infographic handout.

Students will be divided in groups to present on the following topics:

Counseling Native Americans Counseling Latin@s Counseling Persons with Disabilities Counseling the Elderly Counseling the LGBTQ population Counseling Multiracial Individuals Counseling African Americans Counseling Asian/ Pacific Islanders Counseling Religious Minorities

All presentations will take place during the class session covering the population and must include:

Characteristics of the target population, including commonly faced problems and help-seeking behaviors

Proposed strategies for meeting the specific needs of this population, including application of Adlerian principles

Services and Resources available in the community to meet the specific needs of this population

Advocacy efforts needed on behalf of this population included possible obstacles faced by the population and their external advocates.

All work should be supported by the course materials and at least three current peer-reviewed resources. Interviews with members of the target population are strongly encouraged. Group Presentations PowerPoint and handout is due on Sunday by 6:00 pm and submitted in Moodle. All group members will submit the presentation materials.

8.6 Final Grades: A 93 -100 percent of the possible grade A- 90 -92 percent of the possible grade B+ 87-89 percent of the possible grade B 83-86 percent of the possible grade B- 80-82 percent of the possible grade C+ 77-79 percent of the possible grade

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C 70-76 percent of the possible grade R Retake - needs more time or instruction to master the content of the class NC Quality of work or participation falls below minimum expectations, including

Missing class periods in excess of the number allowed in the attendance policy

Not properly notifying the registrar of a withdrawal Not resolving a grade of incomplete within 45 days after the last class

meeting (not the assignment due date) and in absence of an established extension agreement between instructor and student. The Incomplete (I) grade turns to an NC and the course must be repeated at full cost.

Please note: Failure to complete any individual assignment will result in an NC,

independently of whether points obtained in other portions of the course might be enough for

a passing grade.

9. Attendance Policy

Students are expected to attend all class meetings. When a student is unable to attend class, it is a courtesy (as well as expected professional behavior) to notify the course instructor in advance using either e-mail or phone. AGS policy allows students to miss up to 2 (two) class meetings and still qualify for completing the course. Missing more than 2 class meetings will result in a grade of R. Being more than 15 minutes twice or leaving class early twice (or a combination of both) will count as 1 (one) missed class, unless previously authorized by the instructor.

10. Participation Disclaimer

Active participation in class discussions/exercises/demonstrations is encouraged. As with other AGS courses, students in this course must determine for themselves the level of disclosure/intimacy that is appropriate for them. Whenever confidential information/material is used in any AGS course, students and faculty members are expected to observe AGS policy concerning the handling of confidential information/material. Full descriptions of these policies are available.

11. Academic Integrity Policy

Honesty and trust among students and between students and faculty are essential for a strong, functioning academic community. Consequently, students are expected to do their own work on all academic assignments, tests, projects, and research/term papers. Academic dishonesty,

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whether cheating, plagiarism, or some other form of dishonest conduct may result in failure for the work involved. Academic dishonesty could also result in failure for the course and, in the event of a second incident of academic dishonesty, suspension from the Adler Graduate School. Here are some examples of academic dishonesty:

Cheating – Intentionally using or attempting to use unauthorized materials,

information, or study aids in any academic exercise. The term academic exercise includes all form of work submitted for credit.

Fabrication – intentional and unauthorized falsification or invention of any

information or citation in an academic exercise.

Facilitating academic dishonesty – Intentionally or knowingly helping or attempting to help another to violate a provision of academic integrity.

Plagiarism – The deliberate adoption or reproduction of ideas, words, or statements

of another as one’s own without acknowledgment of original authorship.

12. Nondiscrimination Clause

The Adler Graduate School is an equal opportunity educator and employer. The Adler Graduate School does not discriminate on the basis of race, creed, color, national origin, sex, age, sexual orientation, veteran status, or physical disability in the employment of faculty or staff, the admission or treatment of students, or in the operation of its educational programs and activities. The institution is committed to providing equal education and employment opportunities in accordance with all applicable State and Federal laws.

13. Learning Accommodations (including students with disabilities)

If a student in this course has a documented learning disability, tell the instructor during the first week of class. The instructor needs to know on the front end so that he or she can work with you. The Adler Graduate School is committed to helping all students be successful, as best as can be reasonably accommodated. Documenting a disability occurs at the student’s expense. When a disability is appropriately documented, the Adler Graduate School makes all reasonable accommodations.

14. Instructor Contact Information

Rashida Fisher, MS, LPCC, LADC Adjunct Faculty- Co-Occurring Disorders Office: 612-767-7062

Maisha Giles Adjunct Faculty- Co-Occurring Disorders Office Email: Maisha.Giles@alfredadler.edu

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Office Email: Rashida.fisher@alfredadler.edu