1

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.

4

*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)

6

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.

7

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