UNIVERSITY OF NORTH TEXAS COUNSELING PROGRAM
COUN 6140 – ADVANCED MULTICULTURAL COUNSELING
SPRING 2014
Instructor:
Office:
Office Hours:
Phone:
Class Meetings:
Casey A. Barrio Minton, PhD, NCC (Casey.Barrio@unt.edu)
116 Welch Complex 2
Mondays 4:00-5:00pm; Wednesdays 9:00am-12:00pm, 4:00pm-5:00pm
Also available by appointment
940/565-4945 (office)
Wednesdays from 1:00-3:50pm in Welch Complex 2 Practicum Room
CATALOG DESCRIPTION
2 hours. Study of advanced practice of multicultural counseling and of implications for counselor
preparation and supervision. Prerequisite(s): admission to doctoral program in counseling or consent of
instructor; concurrent enrollment in COUN 6150.
GOAL OF THE COURSE
Through self-awareness and scholarly investigation, students will understand multicultural issues in
counseling practice, counselor education, and counselor supervision; demonstrate the ability to assess
areas for multicultural growth in students, supervisees, and clients; and implement effective strategies
for facilitating growth.
CORE CURRICULAR EXPERIENCES COVERED
Curricular experiences will provide an understanding of the following:
1. Pedagogy relevant to multicultural issues and competencies, including social
change theory and advocacy action planning.
CACREP
CES IIC4
STUDENT LEARNING OUTCOMES (SLOS) ASSESSED
The student will demonstrate knowledge, skills, and practices necessary for success as a counselor
educator and supervisor via his or her participation in key assessments in this course. SLOs for this
course are as follows:
CES SLO
CACREP Evaluation
A4
MC/SJ Manuscript
1. Understands multicultural issues associated with clinical
supervision.
C3
MC/SJ Manuscript;
2. Understands multicultural issues associated with counselor
5790 facilitation
preparation training.
D2
5790 facilitation;
3. Demonstrates the ability to design, deliver, and evaluate
case study
methods appropriate to course objectives related to
multicultural issues in counseling
D3
5790 facilitation;
4. Demonstrates the ability to assess the needs of counselors in
case study
training and develop techniques to help students develop into
multiculturally competent counselors
F3
MC/SJ Manuscript
5. Demonstrates professional writing skills necessary for journal
and newsletter publications relevant to multicultural issues
I2
MC/SJ Manuscript
6. Understands advocacy models
I3
MC/SJ Manuscript
7. Identifies current multicultural issues as they relate to social
change theories.
METHODS OF INSTRUCTION
This course is designed for advanced doctoral students who are engaged in advanced clinical work and
beginning to engage in supervision and teaching of master’s-level student counselors. Course content
will be delivered through seminar style discussion, supervised facilitation of multicultural growth
activities conducted with master’s-level students, student presentations, peer review, and occasional
mini-lectures. Success in this course will require careful reading and reflection prior to class.
I expect students to come to the course with mastery of master’s-level multicultural and social justice
topics and to take full responsibility for utilizing resources that will help them to maximize success in this
course. At times, students may find themselves needing to review master’s-level course material or go
beyond assigned readings to develop foundations necessary for successful completion of assignments.
With prior arrangement, students will be welcome to visit the master’s level multicultural throughout
the semester.
TEXTS OR MATERIALS
Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
Johnson, A. G. (2006). Privilege, power, and difference (2nd ed.). New York: McGraw-Hill.
Adams, M., Bell, L. A., & Griffin, P. (2007). Teaching for diversity and social justice (2nd ed.). New York:
Routledge. (recommended)
ACA Code of Ethics
CACREP 2009 Standards
Multicultural Counseling Competencies
ACA Advocacy Competencies
ALGBTIC Competencies for Counseling LGBQQIA Individuals
ALGBTIC Competencies for Counseling with Transgender Clients
ASERVIC 2009 Spiritual Competencies
Required Articles (Linked through Blackboard Learn)
Arredondo, P., Toporek, M. S., Brown, S., Jones, J., Locke, D. C., Sanchez, J., & Stadler, H. (1996).
Operationalization of the Multicultural Counseling Competencies. Journal of Multicultural
Counseling & Development, 24, 42-78.
Arredondo, P., Tovar-Blank, Z. G., & Parham, T. A. (2008). Challenges and promises of becoming a
multiculturally competent counselor in a sociopolitical era of change and empowerment. Journal
of Counseling & Development, 86, 261-268. doi: 10.1002/j.1556-6678.2008.tb00508.x
Collins, S., Arthur, N., & Wong-Wylie, G. (2010). Enhancing reflective practice in multicultural counseling
through cultural auditing. Journal of Counseling & Development, 88, 340-347.
Crethar, H. C., Rivera, E. T., & Nash, S. (2008). In search of common threads: Linking multicultural,
feminist, and social justice counseling paradigms. Journal of Counseling & Development, 86, 269278. doi: 10.1002/j.1556-6678.2008.tb00509.x
D’Andrea, M., & Heckman, E. F. (2008). A 40-year review of multicultural counseling outcome research:
Outlining a future research agenda for the multicultural counseling movement. Journal of
Counseling & Development, 96, 356-363. doi: 10.1002/j.1556-6678.2008.tb00520.x
Dressel, J. L., Consoli, A. J., Kim, B. S. K., & Atkinson, D. R. (2007). Successful and unsuccessful
multicultural supervisory behaviors: A delphi poll. Journal of Multicultural Counseling &
Development, 35, 51-64.
Fier, E. B., & Ramsey, M. (2005). Ethical challenges in the teaching of multicultural course work. Journal
of Multicultural Counseling & Development, 33, 94-107.
Glosoff, H. L. & Durham, J. C. (2010). Using supervision to prepare social justice counseling advocates.
Counselor Education & Supervision, 50, 116-129. doi: 10.1002/j.1556-6978.2010.tb00113.x
Malott, K. M. (2010). Multicultural counselor training in a single course: Review of research. Journal of
Multicultural Counseling & Development, 38, 51-63. doi: 10.1002/j.2161-1912.2010.tb00113.x
Ober, A. M., Granello, D. H., & Henfield, M. S. (2009). A synergistic model to enhance multicultural
competence in supervision. Counselor Education & Supervision, 48, 204-221. doi:
10.1002/j.1556-6978.2009.tb00075.x6678.2008.tb00513.x
Pieterse, A. L., Evans, S. A., Risner-Butner, A., Collins, N. M., & Mason, L. B. (2009). Multicultural
competence and social justice training in counseling psychology and counselor education: A
review and analysis of a sample of multicultural course syllabi. The Counseling Psychologist, 37,
93-115. doi: 10.1177/0011000008319986
Reynolds, A. L. (2011). Understanding the perceptions and experiences of faculty who teach
multicultural counseling courses: An exploratory study. Training and Education in Professional
Psychology, 5, 167-174. doi: 10.1177/0011000008319986
Quintana, S. M. (2007). Racial and ethnic identity: Developmental perspectives and research. Journal of
Counseling Psychology, 54, 259-270. doi: 10.1037/0022-0167.54.3.259
Sue, D. W., Lin, A. I., Torino, G. C., Capodilupo, C. M., & Rivera, D. P. (2009). Racial microaggressions and
difficult dialogues on race in the classroom. Cultural Diversity and Ethnic Minority Psychology,
15, 183-190. 10.1177/0011000008319986
Sue., D. W., Torino, G. C., Capodilupo, C. M., Rivera, D. P., & Lin, A. I. (2009). How white faculty perceive
and react to difficult dialogues on race: Implications for education and training. The Counseling
Psychologist, 37, 1090-1115. doi: 10.1177/0011000009340443
Toporek, R. L., Lewis, J. A., & Crethar, H. C. (2009). Promoting systemic change through the ACA
Advocacy Competencies. Journal of Counseling & Development, 87, 260-268. doi:
10.1002/j.1556-6678.2009.tb00105.x
Watt, S. K., Curtis, G. C., Drummond, J., Kellogg, A. H., Lozano, A., Nicoli, G. T., & Rosas, M. (2009).
Privileged identity exploration: Examining counselor trainees’ reactions to difficult dialogues.
Counselor Education & Supervision, 49, 86-105.
Worthington, R. L., Soth-McNett, A. M., & Moreno, M. V. (2007). Multicultural counseling competencies
research: A 20-year content analysis. Journal of Counseling Psychology, 54, 351-361.
METHODS OF EVALUATION & GRADING SCALE
Assignment
MC/SJ initial self-assessment
Culture in counseling presentation
Key Assessment: Multicultural/SJ manuscript & pres
Multicultural growth case study
Professional engagement & contributions
Facilitation of multicultural growth activities
Weight
1
1
4
2
2
1
Due
E/OK/NI
1/22
3/19
3/26, 4/2, 4/9
5/7
Ongoing
Ongoing
FINAL GRADE: Your grade in this course is competency based and is not calculated by an average. I will
evaluate all assignments by assigning an E (excellent = A), OK (acceptable = B), or NI (needs
improvement = C-F).
• A = at least 7 Es; no more than 1 NI
• B = at least 7 Es or OKs; no more than 3 NIs
• C = at least 6 Es and/or OKs; no more than 5 NIs
• F = fewer than 6 Es and/or Oks
COURSE READINGS & ASSIGNMENTS
Topics
Readings & Due
1/15
Course orientation
MC/SJ competencies and standards
Arredondo et al. (1996)
Arredondo et al. (2008)
Crethar et al. (2008)
D'Andrea & Heckman (2008)
Toporek et al. (2009)
Worthington et al. (2007)
1/22
Self-assessment check-ins
Pedagogy of the Oppressed
Freire (1970) – Ch 1-2
Initial self-assessment due
1/29
Privilege, Power, & Difference
Friere (1970) – Ch 3-4
Johnson (2006)
2/5
MC/SJ identity development
Color of Fear
2/12
Counselor preparation overview
2/19
Counselor preparation growth process
2/26
Supervision
Ethical and gatekeeping considerations
3/5
Specific growth strategies
Quintana (2007)
Identify and review 3 peer-reviewed journal articles
regarding identity development. At least one should
focus on white/dominant identity development, and at
least one should focus on non-white/non-dominant
identity development.
Malott (2010)
Pieterse et al. (2009)
Reynolds (2011)
Mini-presentation topics due
Sue, Lin, et al. (2009)
Watt et al. (2009)
Sue, Torino, et al. (2009)
Collins et al. (2010)
Dressel et al. (2007)
Fier & Ramsey (2005)
Glosoff & Durham (2010)
Ober et al. (2009)
Identify and review at least 2 peer-reviewed journal
articles regarding gatekeeping or remediation in
counselor education.
Manuscript topics due & dates selected
Identify and review at least 3 peer-reviewed journal
articles regarding specific techniques or strategies for
facilitating multicultural growth. The articles might
include attention to a particular issue or topic (e.g.,
heterosexism, classism, religious intolerance) or method
(e.g., journals, service-learning, film, other experiential
activities)
3/12
Spring break – no class meeting
3/19
Culture in counseling mini-presentations
3/26
MC/SJ manuscript presentations & discussions
4/2
MC/SJ manuscript presentations & discussions
4/9
MC/SJ manuscript presentations & discussions
Final MC/SJ manuscripts due to Tk20
Final MC case study due 5/7
Note: This 2-credit course is offered in conjunction with the 1-credit COUN 6150. Rather than compress topics to 2 hours each week
for 16 weeks, we will meet 3 hours each week for the first two-thirds of the semester and will devote approximately 20-30 minutes of
remaining class periods to process MC/SJ discussion groups. In total, this course will involve 30 contact hours. Multicultural pen pal
obligations continue until 4/30. Final case study and evidence of participation are due 5/7.
IMPORTANT POLICIES
ATTENDANCE, PARTICIPATION, & PROFESSIONALISM
Enrollment in this course is limited to doctoral students who are preparing for professional careers;
thus, attendance is required and class participation is expected as just one component of professional
responsibility. At all times, you are expected to demonstrate personal characteristics consistent with the
characteristics of professional counselors and counselor educators (see Doctoral Student Handbook),
engage in ethical behavior as defined in the American Counseling Association Code of Ethics, and adhere
to UNT’s Academic Integrity Policy.
As future scholars and leaders of our profession, you are responsible for coming to class prepared to
discuss readings, making productive contributions to class discussions/activities, and attending
respectfully to others when not contributing directly. Students who do not meet expectations regarding
professional responsibilities, including attendance (e.g., absent two or more times, frequently late or
unprepared for class), participation, or timely submission of assignments will be evaluated as such. This
evaluation may be reflected in a grade reduction and/or request for other remediation per Counseling
Program policies.
DUE DATES & INCOMPLETES
You are also responsible for pacing yourself and submitting assignments on or before the due date.
Assignments will be considered late if not received by the beginning of class on the date expected.
Scores for assignments submitted up to one week late will be reduced by one category (E to OK, OK to
NI), and scores for assignments submitted more than one week late will be reduced by two categories (E
to NI). Per UNT Policy, a grade of incomplete will only be issued during the last 25% of the semester if
the student is passing the course at the time and is unable to complete requirements due to the most
extenuating of circumstances.
FORMAT GUIDELINES
Unless otherwise indicated, assignments should be written in accordance with APA (6th ed.) style. Cover
pages, abstracts, and reference pages do not count toward page limits.
LEARN
We will be using Learn as a course management tool this semester. Students may access the course
using their EUID and password via http://learn.unt.edu. Once within Learn, you will be able to view
announcements, download copies of class materials, and submit course assignments.
TK20
This course requires an assignment that will be uploaded and assessed in Tk20.
ACADEMIC INTEGRITY & ACADEMIC DISHONESTY
Academic Integrity is defined in the UNT Policy on Student Standards for Academic Integrity. Academic
Dishonesty includes cheating, plagiarism, forgery, fabrication, facilitating academic dishonesty, and
sabotage. Any suspected case of Academic Dishonesty will be handled in accordance with the University
Policy and procedures. Possible academic penalties range from a verbal or written admonition to a
grade of “F” in the course. Further sanctions may apply to incidents involving major violations. You will
find the policy and procedures at: http://vpaa.unt.edu/academic-integrity.htm.
EAGLE CONNECT
All UNT students should activate and regularly check their EagleConnect (e-mail) account. EagleConnect
is used for official communication from the University to students. Many important announcements for
the University and College are sent to students via EagleConnect. For information about EagleConnect,
including how to activate an account and how to have EagleConnect forwarded to another e-mail
address, visit https://eagleconnect.unt.edu. This is the main electronic contact for all course-related
information.
SETE
The Student Evaluation of Teaching Effectiveness (SETE) is a requirement for all organized classes at
UNT. This short survey will be made available to you at the end of the semester, providing you a chance
to comment on how this class is taught. I am very interested in the feedback I get from students, as I
work to continually improve my teaching. I consider the SETE to be an important part of your
participation in this class.
DISABILITY ACCOMMODATION
The University of North Texas (UNT) is on record as being committed to both the spirit and letter of
federal equal opportunity legislation; reference Public Law 92-112 – The Rehabilitation Act of 1973 as
amended. With the passage of new federal legislation entitled Americans with Disabilities Act (ADA),
pursuant to section 504 of the Rehabilitation Act, there is renewed focus on providing this population
with the same opportunities enjoyed by all citizens.
As a faculty member, I am required by law to provide "reasonable accommodations" to students with
disabilities, so as not to discriminate on the basis of disability. If you are a student with a disability, your
responsibility primarily rests with informing me of your need for accommodation by providing me with
your letter from the UNT Office of Disability Accommodation.
Information regarding specific disability diagnostic criteria and policies for obtaining academic
accommodations can be found at www.unt.edu/oda. Also, you may visit the Office of Disability
Accommodation in the University Union (room 321) or phone (940) 565-4323.
OBSERVATION OF RELIGIOUS HOLY DAYS
If you plan to observe a religious holy day that coincides with a class day, please notify your instructor as
soon as possible.
STUDENT BEHAVIOR IN THE CLASSROOM
Student behavior that interferes with an instructor’s ability to conduct a class or other students’
opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum
at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the
instructor may refer the student to the Center for Student Rights and Responsibilities to consider
whether the student’s conduct violated the Code of Student Conduct. The university’s expectations for
student conduct apply to all instructional forums, including university and electronic classroom, labs,
discussion groups, and field trips. The Code of Student Conduct can be found at www.unt.edu/csrr.