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COUN 535 – Multicultural Counseling Fall, 2012, August 20, 2012 to December
14, 2012
Instructor: Laura Gaudet, Ph.D.
Professor & Department Chair
Office: Miller 223
Office Phone: 308-432-6332 or 1-800-CHADRON
E-mail: lgaudet@csc.edu
Office Hours: M –10:00-11:00am; T – 1:00-2:00pm; W –1:00-2:00pm; R – 10:00-11:00am; and F
– Virtual.
Credit Hours: 3 credits
Course Description: Individual differences, cultural characteristics, culture-appropriate and
culturally sensitive intervention imperative for those preparing to enter the counseling
profession.
Required textbook:
Baruth, L. G. & Manning, M. L. (2007). Multicultural counseling and psychotherapy: A lifespan
perspective. (4th ed.). Upper Saddle River, N.J.: Prentice Hall. ISBN 0-13-170681-0.
Required: Access to a computer with Internet connection to SAKAI course. It is important to
have a back-up plan in case your computer or Internet connection fails during this
course. Computer labs are located all over campus. If you do not have your own personal
computer, find the CSC computer lab that is closest to you. Missed assignments or missed
class/Internet participation will not be excused due to computer or Internet problems.
The specific learning outcomes for the student are (Student and Teacher Candidate Learning
Outcomes):
1. Analyze the multicultural counseling literature in the areas of diverse populations
(African American clients, Native American clients, Asian American clients, European
American clients, Hispanic American clients, and Lesbian, Gay, and Bisexual clients) and
apply this knowledge to counseling practice in mental health or school counseling
settings.(evaluation, professionalism, critical thinking).
2. Develop and demonstrate an understanding of the responsibilities of counselors
working with all persons (diverse populations), regardless of age, gender, sexual
orientation, or ethnic origin by giving a presentation to the class on a diverse population
(leadership, critical thinking, communication).
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3. Identify, describe, and characterize the specific strengths of diverse individuals from
various ethnic groups and determine how these groups differentiate from one another
by becoming aware of the latest research related to counseling ethnic minorities
(evaluation, critical thinking, and communication).
4. Demonstrate an awareness and understanding of the aesthetic contributions of
different cultures by participating in a small group project on a diverse ethnic group and
the project’s presentation to the larger class (leadership, communication, and critical
thinking).
5. Identify and determine which specific counseling theories, strategies and techniques
might be more appropriate for diverse ethnic populations and develop specific
counseling skills which will be helpful in counseling ethnic minorities (evaluation, critical
thinking, and communication).
6. Demonstrate knowledge of human growth and development, social and cultural
foundations, helping relationships, groups and group procedures, career and lifestyle
development, appraisal, research and program evaluation, and professionalism.
7. Counsel individuals, groups, and special populations in areas of physical, social,
emotional, academic and personal development.
8. Describe and apply the societal changes and trends in providing counseling to culturally
diverse populations.
Students will be evaluated on the following course requirements:
1. Quizzes – Units 1, 2, 3, & 4 (Chapters 1-4; Graded Exam # 1) Units 5, 6, 7, & 8, (Chapters 5-8;
Graded Exam # 2); Units 9, 10, 11, & 12 (Chapters 9-12; Grade Exam # 3); and Units 13, 14, 15
& 16 (Chapters 13-16; Graded Exam #4) for a total of 16. We will not have time to complete
Unit 17 (Chapter 17).
You should take each Quiz by the due date listed in your unit folder and also listed in the
Schedule of Assignments. The quizzes are open-book, open-note, timed, and not for mastery.
2. Discussion Board Assignments – There are eight (8) Discussion Board assignments
(Cyberview Café-Introduction and 7 discussion boards). The first discussion board is your
Introduction (Post & Reply). Each discussion board (post and reply) is worth 100 points.
Due dates for both your POST and REPLY for each discussion board assignment are located in
the SCHEDULE OF ASSIGNMENTS folder. All discussion board assignments must be completed
by the posted due dates. Watch the due dates on ALL assignments! Your word length and
WORD COUNT for both your POSTING AND REPLY are required. Required word length for Post
= minimum 300 words. Minimum word count for Reply is 150 words. Word count on Post and
Reply is required ( = wd count). To determine your word count, compose your response and
reply in WORD, go to TOOLS, then click on WORD COUNT. (Record your word count at the
bottom of your paper before you post it).
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3. Graded Exams – There are four (4) graded exams. Each graded exam is open book, open note
and individual effort, and TIMED (2 hours). Each Graded Exam is worth 100 points for a total of
400 points.
4. Attendance – Attendance is the same as participation and is expected every day there is an
assignment requiring a Discussion Board posting, Quiz or graded exam assignment. Students
should expect to participate in this class 5-6 times per week.
Students ware are inactive in the e-college course (as determined by e-college User Activity) for
5 or more days in a row (for 4 week compressed time courses) or are inactive in the class for 9
or more days in a row (for 16-week classes) will have their final grade for the course lowered by
one full letter grade at the end of the semester. Students who are inactive for an additional
period of course time (see above) will have their overall final course grade (additionally)
lowered to reflect their course inactivity.
Watch the DUE DATES for each assignment! Students with emergencies during any posted due
dates, should contact the instructor ahead of time to determine if the online schedule can be
modified for their needs. Students, who fail to do this, will not have the testing or assignment
schedule modified for them.
5. E-college Civility – Civility is expected and required in all discussion formats – discussion
board assignment postings, e-mails to another student or e-mails to the instructor. Students
with concerns about the class or assignment schedule should contact the instructor personally
at the instructor’s e-mail address, office, or phone number. If you have a question about a test
item, please send me an e-mail or call me about the test question. I will respond to your
question after the exam is over for the class.
a. Do NOT discuss the quizzes or graded exam questions. This is unethical behavior and a
violation of test security. If you have questions or concerns about any quizzes or test items,
e-mail or call me. I will respond to all questions after the quiz or graded exam is over.
J. Methods of Instruction
1. Online course readings.
2. Discussion board assignments (8) (Cyberview Café and 7 BD assignments)
3. Quizzes (16)
4. Graded exams (4)
5. Multicultural Interview and Paper.
K. Course Schedule/Online. See the Assignment section of the course.
L. Grading Procedures:
a. Attendance & Active Participation.
b. Quizzes (16 exams). be completed by due date). 25%
c. Forum/Discussion Board Assignments (8). 25%
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d. Graded Exams (4 at 100 points). 25%
e. Multicultural Interview and Paper. 25% (See handout and instructions in Assignments)
M. Final Grades:
90 – 100 points A
60 – 69 points D
80 – 89 points B
Below 59 points F
70 – 79 points C
N. Course Schedule/Online.
See the Assignment section of the course.
O. Education Unit Conceptual Framework:
This course supports the conceptual framework, Developing as Visionary Learners for Lifelong
Learning, through the following components:
Component
Activity
Critical Thinking - Critical analyses of class discussions of concepts and current research.
Human Relations - Study of cultural differences among individuals in various cultural groups;
sharing of personal information as needed.
Evaluation - On-going evaluation through brief discussion board assignments, mastery exams
and graded exams
Communication - Discussion of appropriate interventions and prevention strategies with young
adults, children and elders from various cultural groups.
Leadership - Discussion of the role of the school counselor and community counselor as he/she
assists individuals from various cultural groups with interpersonal and familial problems.
Methodology - Assessment and evaluation of techniques and strategies working with
individuals from various cultural groups.
Professionalism - Discussions related to ethical and legal responsibilities of school counselors
who work with individuals from various cultural groups to affect and assist client change.
COUN 535 – Multicultural Counseling - Assignment Completion Schedule – Fall, 2012 – August
20, 2012 to December 14, 2012
Forum/Discussion Assignments (Post minimum 300 words; Reply minimum 150 words).
Unit of Instruction
Unit 1: Chapter 1.
Introduction to
Multicultural Counseling
Assignment
1. Cyberview Cafe
Introduction – Discussion
Due date
1. Cyberview Café
Introduction – Discussion
Board #1 – Post due August
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and Psychotherapy.
Board Assignment #1.
23rd, Reply due August 24th
2. Quizzes (2)Unit 1MC &
TF: Chapter 1.
2. Quiz TF Unit 1 Due August
25th
3. Discussion Board #2
(Chapter 1 reading)
3. Quiz MC Unit 1 Due August
26th
4. Discussion
Unit 2: Chapter 2- Identity
Development and Models
Unit 3: Chapter 3 - The
Culturally Effective
Counselor
Board #2 – Post
Due August 26th. Reply Due
August 27th
1. Quizzes Unit 2 MC & TF 1. Quiz Unit 2 TF- Due August
30th
– Chapter 2.
2. Quiz Unit 2 MC - Due
August 31st
1. Quizzes Unit 31.TF & MC 1. Quiz – Unit 3 TF - Due Sept.
– Chapter 3.
6th.
2. Discussion Board #3.
Unit 4: Chapter 4
Multicultural Human
Growth and Development
1. Quizzes TF & MC Unit
4-Chapter 4.
2. Discussion Board #4.
3. Graded Exam # 1 –
Units 1-4- Chapters 1-4.
2. Quiz – Unit 3 MC - Due
Sept. 7th.
3. Discussion Board #3. Post
Due Sept. 8th. Reply Due
Sept. 9th.
1. Quiz Unit 4 TF - Due Sept.
12th
2. Quiz Unit 4 MC - Due Sept.
13th
3. Discussion Board #4. Post
Due Sept. 14th. Reply Due
Sept. 15th
4. Graded
Unit 5: Chapter
5 Understanding African
American Clients
Unit 6: Chapter
Exam # 1, Units 1-4,
Ch(s) 1-4, Available Sept. 15th
to Sept. 17th.
1. Quizzes Unit 5 TF & MC 1. Quiz TF Unit 5 - Due Sept.
20th
– Chapter 5.
1. Quiz MC Unit 5 - Due Sept.
21st
1. Quizzes Unit 6 TF & MC 1. Quiz TF Unit 6 – Due Sept.
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6 Counseling African
American Clients
Unit 7: Chapter
7 Understanding American
Indian Clients
– Chapter 6.
27th
2. Discussion Board #5
(chapter 6 reading)
2. Quiz MC Unit 6 – Due Sept.
28th
3. Discussion Board #5 –
Chapter 6 - Post Due Sept.
29th; Reply Sept. 30th.
1. Quizzes Unit 7 TF & MC 1. Quiz TF Unit 7 - Due Oct.
5th
– Chapter 7.
2. Quiz MC Unit 7 - Due Oct.
6th
Unit 8: Chapter 8
1. Quizzes Unit 8 TF & MC 1. Quiz TF Unit 8 – Due Oct.
Counseling American Indian – Chapter 8.
11th.
Clients
2. Quiz MC Unit 8 – Due Oct.
2. Graded Exam # 2,
12th
Units 5-8, Chapters 5-8.
3. Graded Exam # 2 (Units 58) - Available Oct. 13th to
Oct. 15th
Unit 9: Chapter
1. Quizzes TF & MC Unit 9 1.Quiz TF Unit 9 – Due Oct.
–Chapter 9.
18th
9 Understanding Asian
American Clients
2. Discussion Board # 6 – 2. Quiz MC Unit 9 – Due Oct.
19th
Chapter 9.
Unit 10: Chapter 10 –
Counseling Asian American
Clients
Unit 11: Chapter
11 Understanding
European American Clients
1. Quizzes TF & MC Unit
10 –Chapter 10.
1. Quizzes TF & MC Unit
11 –Chapter 11.
2. Discussion Board #7
Unit 12: Chapter
1. Quizzes TF & MC Unit
3. Discussion Board #6 –
Chapter 9, Post due Oct.
20th; Reply due Oct. 21st
1. Quiz TF Unit 10 - Due Oct.
25th
2. Quiz MC Unit 10 - Due Oct.
26th
1.Quiz TF Unit 11 – Due Nov.
1st
2. Quiz MC Unit 11 – Due
Nov. 2nd
3. Discussion Board # 7 – Post
due Nov. 3rd; Reply due
Nov. 4th.
1. Quiz TF Unit 12 – Due Nov.
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12 Counseling European
American Clients
12 –Chapter 12.
8th
2. Graded Exam # 3,
2. Quiz MC Unit 12 – Due
Units 9-12, Chapters 9-12. Nov. 9th
Unit 13: Chapter
13 Understanding Hispanic
American Clients
Unit 14: Chapter 14
Counseling Hispanic
American Clients
1. Quizzes TF & MC Unit
13 –Chapter 13.
1. Quizzes TF & MC Unit
14 –Chapter 14.
2. Discussion Board #8.
Unit 15: Chapter 15
Understanding Lesbian,
Gay, and Bisexual Clients
Assignment:
Multicultural Interview
and Paper. Past, Present,
and future: Native
Daughters. Due Dec. 3th.
1. Quizzes TF & MC Unit
15 –Chapter 15.
Unit 16: Chapter 15
Counseling Lesbian, Gay,
and Bisexual Clients
1. Quizzes TF & MC Unit
16 - Chapter 16.
Assignment:
Multicultural Interview
and Paper. Past, Present,
and future: Native
Daughters.
Graded Exam # 4, Units
13-16, Chapters 13-16.
3. Graded Exam # 3, Units 912, Ch(s) 9-12, Available –
Nov. 10th to Nov. 12th.
1. Quiz TF Unit 13 - Due Nov.
15th.
2. Quiz MC Unit 13 - Due
Nov. 16th.
1. Quiz TF Unit 14 - Due Nov.
21st.
2. Quiz MC Unit 14 - Due
Nov. 24th.
3.
Discussion Board # 8
– Post due Nov. 25th; Reply
due Nov. 26th.
Assignment: Multicultural
Interview and Paper. Past,
Present, and future: Native
Daughters. Due Dec. 3th.
1. Quiz TF Unit 15 due Dec.
6th.
2. Quiz MC Unit 15 due Dec.
7th.
1. Quiz TF Unit 16 - Due Dec.
10th.
2. Quiz MC Unit 16 - Due Dec.
11th.
Graded Exam # 4 - Available
– Dec. 11th to Dec. 13th.
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Final Grading Weights
Tests = 25%
Quizzes = 25%
Discussions (Post & Reply) = 25%
Multicultural Interview and Paper = 25%
I. Discussions (Posts & Replies) – Grading Rubric (25%, Assignment completed one time; NOT
for mastery)
100 % = Full discussion on Post (Post min. wd. count = 300 words) & Reply (Post & Reply
complete) (Reply min. wd. count = 150 words). Min. number of words.
* Thorough discussion of theory/situation/issue/case and question(s).
* Post & Reply by required due dates.
90% = Post complete/Reply incomplete (completed by due date) Min. # of words. OR
Post incomplete/Reply complete (completed by due date) Min. # of words.
Discussion is not thorough (theory/situation/issue/case & question); discussion does not
address all questions or issues.
(Post or reply late – see below)
80%= Post & Reply.
·discussion Post OR Reply (< min. wd. count)
Post or Reply is not thorough (theory/situation/issue/case & question); discussion does not
address all questions or issues. Post OR Reply is incomplete.
Post OR Reply late (< less than 1 week).
70% = Post & Reply.
·Discussion/Post & Reply of theory/situation/issue/questions (< min. wd. count).
·Post AND Reply is not thorough (theory/situation/issue/case & question); AND discussion does
not address all questions or issues. Post AND Reply is incomplete. (Work < 1 week late)
0% = No Post OR No Reply (16 week session: Late work more than 1 week; 4-week term: late
3 or more days). Work will not be accepted for a grade. Writing mechanics are unacceptable
(poor grammar and punctuation, problems with sentence completion, and/or problems with
expression of thought and ideas).
Plagiarism Policy
Note: Any attempt to copy or represent someone else’s work as your own will result in
automatic failure of the discussion (0%). Plagiarism is cheating and will automatically result
in a 0% for the second case of plagiarism will result in automatic failure of the class.
According to http://telecollege.dcccd.edu/library/Module4/M4-VII/plagar.htm Plagiarism
occurs when one steals or uses the ideas or writings of another and presents these writings or
ideas as his or her own.
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Stephen Wilhoit’s article titled "Helping Students Avoid Plagiarism" in College Teaching (Fall
1994, pages161-164) lists the following types of plagiarism:
 "Buying a paper for a research service or term paper mill.
 Turning in another student's work without that student's knowledge.
 Turning in a paper a peer has written for the student.
 Copying a paper from a source text without proper acknowledgment.
 Copying materials from a source text, supplying proper documentation, but leaving out
quotation marks.
 Paraphrasing materials from a source text without appropriate documentation."
 Turning in a paper from a "free term paper" website.
II. Quizzes – Grading Rubric (25%, Assignment completed one time; NOT for mastery)
10/10 = 100%; 9/10 = 90%; 8/10 = 80%; 7/10 = 70% etc.
Late Work – Quizzes:
For 16 week semester: 1 week late = reduction in 1 point (i.e., 4/5 would equal 3/5 points).
9/10 = 8/10. Work that is more than 1 week late will receive no credit (i.e., 0/5 points).
For Summer Sessions: work that is 1-2 days late will have 1 grade reduction; work that is 3 or
more days late will not be accepted.
III. Graded Exams (50% of final grade; completed one time; NOT for mastery)
1. All tests will cover 1-3 chapters or 1-4 chapters.
2. The final test grade for the course (50% of the final overall grade), will be determined by
adding all tests scores and dividing by the total number of tests.
3. Request for make-up tests: 16 week session: Make-up tests taken after the required
exam dates = Reduction of -10% (i.e., 1 week = -10%; more than 1 week = make-up test
cannot be taken). 4 week term: Reduction of -10% for work 1-2 days late; work 3 or
more days late cannot be made up.
4. Make up tests (Graded Exams taken outside of the required testing period), without
penalty, may only be taken if students notify the instructor before the test due date.
* Students who do not contact the instructor during the test availability dates, for test
modification, will be penalized according to the grading rubric.
Note: Any attempt to cheat or copy someone else’s work on a weekly exam or graded exam
will result in automatic failure of the exam (0%). A second case of cheating on a weekly or
graded exam will automatically result in automatic failure of the class.
IMPORTANT INFORMATION (CSC Institutional Notice)
Academic Honesty - Students are expected to conduct themselves in conformity with the
highest standards with regard to academic honesty. Violation of college, state, or federal
standards with regard to plagiarism, cheating, or falsification of official records will not be
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tolerated. Students violating such standards will be subject to discipline, as per campus policies
articulated in the Student Handbook. Please request a copy of the student handbook from the
Dean of Students (Crites, 6280). It is not ethical to submit a paper or sections of a paper already
submitted to another professor, class or written by another person.
Attendance Policy – The College assumes that students will seek to profit from the instructional
program and will recognize the importance of attending every class meeting of courses for
which credit is expected. Responsibility for notifying faculty of absences, and for arranging
potential make-up, rests with the students. (Students are expected to attend all scheduled class
meetings. Students with excused absences must contact the instructor during her office hours
within ONE WEEK after the absence to make up all assigned work. See the specific information
on attendance in Grading Procedures.
Civility – Civil behavior enhances the academic setting, and is expected at all times. The
academic environment welcomes a difference of opinion, discourse, and debate within a civil
environment. Please remember e-civility is important and must be maintained at all times!
Chadron State College is committed to an affirmative action program to encourage admission
of minority and female students and to provide procedures which will assure equal treatment
of all students.
The College is committed to creating an environment for all students that is consistent with
nondiscriminatory policy. To that end, it is the policy of Chadron State College to administer its
academic employment programs and related supporting services in a manner which does not
discriminate on the basis of gender, race, color, national origin, age, religion, disability, or
marital status.
Student requests for reasonable accommodation based upon documented disabilities should be
presented within the first two weeks of the semester, or within two weeks of the diagnosis, to
the Disabilities Counselor (432-6461; CRITES 338).
This syllabus and schedule is articulated as an expectation of class topics, learning activities, and
expected student learning. However, the instructor reserves the right to make changes in this
schedule that, within my professional judgment, would result in enhanced or more effective
learning on the part of the students. These modifications will not substantially change the
intent or objectives of this course and will be done within the policies and procedures of
Chadron State College.
In addition to the Chadron State College (CSC) policies described above, this course, like other
courses in the Counseling program, requires that students maintain absolute confidentiality
regarding all personal material revealed in class. Any breach of confidentiality will be
considered a serious ethical and academic violation.
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Native American Daughters Interview and Final Paper - Multicultural Experience (Interview
and paper)
Instructions:
I. Attachments (for your interest and enjoyment):
1. View the PowerPoint, COUN535Multicultural Counseling NIEA 2011 presentation with
pictures, for your interest and enjoyment.
2. View the newsletter, COUN535TheDrumNewsletterJan2012.pdf
II. To complete this assignment, go to the following:
Review the website, Past, Present and Future: Native Daughters
(http://cojmc.unl.edu/nativedaughters/)
1. To view the Native American Daughters Curriculum Companion, click on
http://www.education.ne.gov/mce
2. At the Nebraska Department of Education website, go to Multicultural Diversity Education
3. Click on the 3rd link, Native Daughters Curriculum Companion
(http://www.education.ne.gov/mce/Guide.html)
4. Download the Native Daughters Curriculum Companion to your computer.
5. In the Native Daughters Curriculum Companion, go to Lesson 3: The Changing Role of Women
in Native American Society, page 11.
Or, click on the attachment, COUN535Native Daughters Curriculum Companion large.pdf, in
your assignment folder.
See this interesting website
http://opi.mt.gov/programs/indianed/honor
III. Review the Multicultural Counseling Experience Attachment (Interview & Final Paper;
Worth 100% or 25% of your final course grade), the Grading Weights, and Grading Rubric. This
is what you need to do to successfully complete the assignment.
IV. Review the Multicultural Counseling Experience Grading Rubric. This is how I will grade
your interview and paper.
Due date: Dec. 3rd.
Please note:
Use Lesson 3: The Changing Role of Women in Native American Society, on page 11 as a
guideline. You can generate your own (additional) interview questions from documents/videos
on the Internet if you want, just cite your sources. Follow the paper template exactly as it is
written (see the grading rubric), Identify and describe your Native American women
Interviewee, identify your questions and report/explain your interview answers and summarize,
evaluate, and synthesize your findings.
Be sure to follow the revised Native American Daughters Interview and Paper handout and
grading rubric. The paper grading rubric format is how I grade your final paper.
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Additional resources for assignment

Native Daughters: Past, Present and Future
1. COUN535Multicultural CounselingNIEA 2011 presentation with pictures.pptx ( 2 MB; Aug
18, 2012 1:52 pm )
2. Native Daughters Curriculum Companion Website
https://csc.rsmart.com/access/content/attachment/925391e1-2d0b-4254-bb586c747692577c/Assignments/2825b87f-228e-4a7d-ac5fb8cbcadedbb5/COUN535Native%20Daughters%20Curriculum%20Companion%20large.pdf

COUN535Native Daughters Curriculum Companion large.pdf ( 10 MB; Aug 18, 2012 1:55 pm )

3. The Drum Newsletter
COUN535TheDrumNewsletterJan2012.pdf ( 2 MB; Aug 18, 2012 1:59 pm )
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COUN 535 – Multicultural Counseling
Native American Daughters Interview and Final Paper
Dr. Laura Gaudet
The Curriculum Companion for the Native Daughters magazine is available through grant funding from
the Nebraska Humanities Council and the UNL College of Journalism.
Instructions: Native American Daughters Interview and Final Paper
Review the website, Past, Present and Future: Native Daughters
(http://cojmc.unl.edu/nativedaughters/)
1. To view the Curriculum Companion, click on http://www.education.ne.gov/mce
2. At the Nebraska Department of Education website, go to Multicultural Diversity Education
3. Click on the 3rd link, Native Daughters Curriculum Companion
(http://www.education.ne.gov/mce/Guide.html)
4. Download the Native Daughters Curriculum Companion to your computer.
5. In the Native Daughters Curriculum Companion, go to Lesson 3: The Changing Role of Women in
Native American Society, page 11.
Cross-Cultural Experience (Worth 100% or 25% of your final course grade): At the completion of this
assignment, the student will increase their multi-cultural competence. Complete all sections with
excellent written mechanics (paragraphs, use of complete sentence, correct grammar and
punctuation, and complete thoughts and expression of ideas).
Grading Weights (Worth 100% or 25% of final course grade)
A. Interviewee Demographics
1. Interview or Skype a Native American woman for at least 1 hour. Provide your notes from
this interview in your paper’s Appendix. Identity/Provide the Native American woman’s
name, location of interview, living situation (on the reservation, in the city),
employment/career (professional, caretaker, etc), age, marital status, educational
background and family configuration. (Worth total of 25 points)
B. Interview Discussion Questions (discuss/answer all questions) (see Lesson 3: The Changing Role
of Women in Native American Society, page 11):
1. Describe the roles of women in the dominant society today. Question: How do they differ
from the roles available to women in the past? (Worth total of 5 points)
2. On pages 12-14, Astrid Munn gives some examples of the powers and responsibilities that
Native American women had before Europeans came. Question: What caused the change in
the role of women in Native American societies? (Worth total of 5 points)
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3. Question: Do you think women have equal opportunities today in terms of occupations,
powers, and responsibilities? Why? Or Why not? Give examples to support your ideas.
(Worth total of 5 points)
4. View the video: In the video segment on the website, Karen Arichoker
(http://cojmc.unl.edu/nativedaughters/law_givers/native-are-women-fighting-for-theirrights-and-theirlives) talks about some of the negative influences experienced by Native
American men during WWII.
a. Question: How does she say those experiences affect the relationships between
Native American men and women? (Worth total of 5 points)
b. Question: To what extent do you think these same kinds of problems might be
occurring today with veterans returning from current conflicts? (Worth total of 5
points)
C. Evaluation, Synthesis and Summary of Discussion Questions and Findings
1. Using the following headings and subheadings, summarize your findings. Your paper should
be divided into five (5) sections:
a. Introduction: (Worth 5 points)
2. Discuss how you selected your interview participant, where the interview was conducted,
and your personal reaction as you scheduled and met with your interviewee. (Worth 5
points)
b. Interviewee’s - Changing Role of Women in Native American Society: Include three
subsections which address the following: (Worth 10 points)
 Interviewee’s demographics (Native American woman’s name, living situation,
employment/career, age, marital status, education, family configuration, etc.).
 Interview Discussion Questions (discuss all five questions in order of presentation)
 Changing role of women in the dominant society: present versus past (question #1)
 Changing role of women in Native American society: Before and after the Europeans
came (question #2).
 Today, do women have equal opportunity for occupations, powers, and
responsibilities? Why? Or Why not? Give examples to support your ideas (question
#3).
i.
View the Karen Arichoker video. Discuss the negative experiences of Native
American men during WWII. (Worth 5 points)
 How do these experiences affect the relationship between Native American men
and women (question #4)?
 What kinds of problems might be occurring today with veterans returning from
current conflicts (question #5)?
c. Similarities and Differences: (Worth 5 points)
i.
Compare and contrast your cultural history and experiences with your
interviewee’s life experience.
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d. Reactions and Personal Insights (two subsections) (Worth 5 points)
o Personal insights (Reflect on your level of cultural awareness (at the beginning of the
semester), how you’ve grown, what you learned about yourself and those around you,
etc.)
o Future personal development (Discuss what you intend to do to continue your cultural
awareness and development; fears you will need to confront in the future; supports you
will need, etc.).
e. Conclusion:
i.
Interviewee: (Worth 5 points)
1. Describe the Native American woman you interviewed. How did the woman
come to be where she is today (regardless of the situation and/or occupation).
2. What challenges did she face? How did she overcome them? What (if anything)
would she have done differently? Explain.
3. What advice would she have for young Native American women today?
ii. Interviewer: (Worth 5 points)
1. Describe your personal reaction to this assignment (contacting and interviewing
a Native American woman).
3. As compared to your interviewee, discuss the similarities and differences you
noticed in areas such as personal goals, religion/spirituality, family,
communication style, occupational choices, and/or challenges) between you
and the interviewee.
4. Discuss possible counseling issues working with this Native American woman,
appropriate counseling strategies, and other dynamics a counselor would utilize
to be effective.
iii. Appendix. (Worth 5 points)
i. Include/list your Interview notes in this section.
Total: _________/100%
16
COUN 535 – Multicultural Counseling - Cross-Cultural Interview & Paper
Native American Daughters Curriculum
Grading Rubric
Dr. Laura Gaudet
Native American Daughters Interview and Paper - Grading Rubric (Worth 25% of final course
grade).
Complete your paper exactly how the assignment and grading rubric are listed; this is how your
final paper will be graded.
C.




Interviewee Demographics (Worth total of 25 points)
How subject was located or selected
Subject demographics (age, etc.)
Subject location, work/home/family/education issues
Subject mental health, physical health, personal struggles, etc.
D. Interview Discussion Questions (discuss & answer all questions) (Use Native American Daughters
Curriculum, Lesson 3: The Changing Role of Women in Native American Society, page 11):
1. Question (Worth total of 5 points)
2. Question: (Worth total of 5 points)
3. Question: (Worth total of 5 points)
4. View the video:
a. Question: (Worth total of 5 points)
b. Question: (Worth total of 5 points)
C. Evaluation, Synthesis and Summary of Discussion Questions and Findings
a. Introduction: (Worth 5 points)
b. Discussion of your interview participant (Worth 5 points)

2b. Interviewee’s - Changing Role of Women in Native American Society:

Three subsections: (Worth 10 points)

View the Karen Arichoker video and answer questions. (Worth 5 points)
c. Similarities and Differences: (Worth 5 points)
d. Reactions and Personal Insights to Native American Daughters Interview and Discussion
Questions/Findings (two subsections) (Worth 5 points)
e. Conclusion:
i. Interviewee: (Worth 5 points)
ii. Interviewer: (Worth 5 points)
iii. Appendix (Worth 5 points)
Total: _________/100%