Course Number CG 531
Course Title Social and
Cultural Aspects of
Counseling
Spring 2016
VALUES • EDUCATION• SERVICE
Course Section:
Meeting Time and Place:
Course Credit Hours:
CG 531
TBA
3 Credit Hours
Faculty Contact Information:
Dr. Connie T. Theriot
Cell Phone: 865-314-1019 – please Text
email: connie.theriot@lmunet.edu
Appointments are also available at other times upon request of student.
I.
Course Description:
Social and Cultural Aspects of Counseling highlights the importance of diverse cultural factors on the
counseling relationship. This course provides a study of social changes and trends in sex roles
stereotyping, societal subgroups, and diverse lifestyles. Attention is given to how stereotyping and
personal world views may influence counselors’ judgments and dynamics within the counseling session.
II.
Course Objectives:
Course Objectives
As a result of taking this course, the degree candidate should:
Program Outcome: 3.2
Carter & Moyers School of Education EPP Standards: EPPS 10
State of Tennessee PreK – 12 Professional Counseling Standards
TN-LMUCG.I.B.: The candidate will develop an understanding of the process of social and cultural
change with respect to various racial, gender and ethnic groups and knowledge of differing cultural and
lifestyle patterns; will develop plans and programs to prevent substance abuse, discrimination, and
dropping out of school.
CACREP 2009 Standards
SECTION II.G.2 SOCIAL AND CULTURAL DIVERSITY-studies that provide an understanding of the
cultural context of relationships, issues, and trends in a multicultural society including all the following
aspects of professional functioning:
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multicultural and pluralistic trends, including characteristics and concerns within and among
diverse groups nationally and internationally;
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attitudes, beliefs, understandings, and acculturative experiences, including specific
experiential learning activities designed to foster students’ understanding of self and culturally
diverse clients;
theories of multicultural counseling, identity development, and social justice;
individual, couple, family, group, and community strategies for working with and advocating
for diverse populations, including multicultural competencies;
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;
counselors’ roles in eliminating biases, prejudices, and processes of intentional and
unintentional oppression and discrimination.
CMHC. E.
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Understands how living in a multicultural society affects clients who are seeking clinical mental health
counseling services.
Understands the effects of racism, discrimination, sexism, power, privilege, and oppression on one’s own
life and career and those of the client.
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.
Understands effective strategies to support client advocacy and influence public policy and government
relations on local, state, and national levels to enhance equity, increase funding, and promote programs that
affect the practice of clinical mental health counseling.
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.
Knows public policies on the local, state, and national levels that affect the quality and accessibility of
mental health services.
SC. E.
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Understands the cultural, ethical, economic, legal, and political issues surrounding diversity,
equity, and excellence in terms of student learning.
Identifies community, environmental, and institutional opportunities that enhance—as well as
barriers that impede—the academic, career, and personal/social development of students.
Understands the ways in which educational policies, programs, and practices can be developed,
adapted, and modified to be culturally congruent with the needs of students and their families.
Understands multicultural counseling issues, as well as the impact of ability levels, stereotyping,
family, socioeconomic status, gender, and sexual identity, and their effects on student
achievement.
The candidates will:
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Report their exploration of attitudes, beliefs, understanding, and acculturative experiences.
Increase their knowledge and identify multicultural and pluralistic trends within and among diverse
groups.
Identify strategies for working with individuals, couples, families, groups, and communities within and
among diverse populations.
Identify the counselor’s role in social justice, advocacy and conflict resolution.
Demonstrate cultural self-awareness, the nature of biases and prejudices, and the processes of
intentional and unintentional oppression and discrimination through experiential learning activities.
Apply their knowledge of multicultural counseling theories, theories of identity development, and
multicultural competencies through case examples.
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III.
Demonstrate their understanding of how living in a multicultural society impacts clients seeking
mental health counseling, career counseling, and students in a school setting.
Identify ethical and legal concerns affecting diverse populations.
Texts/Materials for the Course
McAuliffe, G. (2013). Culturally Alert Counseling: A Comprehensive Introduction, 2nd ed. Thousand
Oaks, CA: Sage Publications.
Additional Readings/Knowledge Base – Reference listed by chapter rather than alphabeticaally
th
American Psychological Association. (2010). Publication manual of the AmericanPsychological Association (6
ed.). Washington, DC: Author.
Abreu, J. M., Chung, R. H. G., & Atkinson, D. R. (2000). Multicultural counseling training: past, present,
and future directions. The Counseling Psychologist, 28, 641-656.
Banaji, M.R. (2001). Implicit attitudes can be measured. In H. L. Roediger, III, J. S. Nairne, I. Neath, & A.
Surprenant (Eds.), The nature of remembering: Essays in honor of Robert G. Crowder (pp. 117150). Washington, DC: American Psychological Association.
Ridley, C. R. (2005). Overcoming unintentional racism in counseling and therapy. 2nd edition. Thousand,
Oaks, CA: Sage.
Banaji, M. R., Hardin, C. & Rothman, A.J. (1993). Implicit stereotyping in person judgment. Journal of
Personality and Social Psychology, 65, 272-281.
Sue, D. W. and Sue, D. (2008) Counseling the Culturally Diverse Theory and Practice, 5th ed. Hoboken,
NJ: John Wiley and Sons Inc.
Sue, D.W. (2003). Overcoming our racism: The journey to liberation. CA: Jossey-Bass.
Thompson, V. L. S., Bazile, A., & Akbar, M. (2004). African Americans’ perceptions of psychotherapy
and psychotherapists. Professional Psychology: Research & Practice, 35, 19-26.
Constantine, M. G. (2007). Racial microaggressions against African American clients in a cross-racial
counseling relationship. Journal of Counseling Psychology, 54, 1-16.
Constantine, M. G. & Sue, D. W. (in press). Perceptions of racial microaggressions among Black
supervisees in cross-racial dyads. Journal of Counseling Psychology.
Dovidio, J.F., & Gaertner, S.L. (2000). Aversive racism and selection decisions: 1989 and 1999.
Psychological Science, 11(4), 315-319.
Sue, D.W., Bucerri, J.M., Lin, A.I., Nadal, K.L., & Torino, G.C. (2007). Racial
microaggressions and the Asian American experience. Cultural Diversity and Ethnic Minority
Psychology, 13(1), 72-81.
Burkard, A. W., & Knox, S. (2004). Effect of therapist color-blindness on empathy and attributions in
cross-cultural counseling. Journal of Counseling Psychology, 51, 387-397.
Neville, H.A., Worthington, R.L., Spanierman, L.B. (2001). Race, power, and multicultural
counseling psychology: Understanding White privilege and color-blind racial attitudes. In J.G.
Ponterotto, J.M. Casa, L.A. Suzuki, & C.M. Alexander (Eds.), Handbook of multicultural
counseling (2nd ed.) (pp. 257-288). Thousand Oaks, CA: Sage
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Constantine, M. G., & Sue, D. W. (Eds). (2005). Strategies for Building Multicultural
Mental Health and Educational Settings. Hoboken, NJ: Wiley &Sons.
Competence in
Carter, R. T. (1995). The influence of race and racial identity in psychotherapy: toward a racially
inclusive model. Oxford, England: John Wiley & Sons.
Helms, J. E. (1995). An update of the Helm’s White and people of color racial identity models. In J. G.
Ponterotto, J. M. Casas, L. A. Suzuki, & C. M. Alexander (Eds.) Handbook of multicultural
counseling (pp. 181-198). Thousand Oaks, CA: Sage Publications.
DeVos, T., & Banaji, M.R. (2005). American = White? Journal of Personality and Social Psychology, 88,
447-466.
Sue, D. W. (2004). Whiteness and ethnocentric monoculturalism: Making the “invisible” visible.
American Psychologist, 59, 759-769.
Zinn, Howard. (2001). People's History of the United States. New York, NY: Harper
Collins.
Constantine, M. G., & Sue, D. W. (Eds). (2006). Addressing Racism: Facilitating Cultural Competence in
Mental Health and Educational Settings. Hoboken, NJ: Wiley & Sons.
Kearney, L. K., Draper, M., & Baron, A. (2005). Counseling utilization by ethnic minority college students.
Cultural Diversity and Ethnic Minority Psychology, 11(3), 272-285.
Clark, R., Anderson, N. B., Clark, V. R., & Williams, D. R. (1999). Racism as a stressor for African
Americans. American Psychologist, 54, 805-816.
Franklin, A.J. (2004). From brotherhood to manhood: How black men rescue their relationships and
dreams from the invisibility syndrome. Hoboken: John Wiley and Sons.
Sun, W. & Starosta, W. (2006). Perceptions of Minority Invisibility Among Asian American Professionals.
Howard Journal of Communications, 17, 2, 119-142.
Takaki, R. (1998). Strangers From a Different Shore: A History of Asian Americans. Back Bay Books.
Tashlik, P. (1994). Hispanic, Female And Young: An Anthology. Houston, TX: Pinanta
Books
Kadi, J. (1994). Food for Our Grandmothers: Writings by Arab-American and Arab Canadian Feminists.
Boston, MA: South End Press.
Shaheen, Jack. (2001). Reel Bad Arabs: How Hollywood Vilifies a People. New York, NY: Olive Branch
Press.
Strom, M. S., Parsons, W. S. (1991). Facing History and Ourselves: Holocaust and Human Behavior.
Facing History and Ourselves National Foundation. New York, NY: Newman Library.
Mikatavage, R., & Aldrich, J., & Ford, M. (2002). Immigration, Ethnic Cultures, and Achievement:
Advocacy for the Twenty-First Century. Multicultural Review,11(2), 4043.
Swain, C. (2002). The New White Nationalism in America. Boston, MA: Cambridge University Press.
Haines, D. W. (1996). Refugees in America in the 1990s: A Reference Handbook. Westport, CT:
Greenwood Press.
Lorde, A. (1982). Zami: A New Spelling of My Name. New York, NY: The CrossingPress.
4
Ekerdt, D. J. (1995). Encyclopedia of Aging: a Comprehensive Resource in Gerontology and Geriatrics.
New York, NY: MacMillian.
Ensler, E. (1998). Vagina Monologues (The). New York, New York: Villard. (companion website:
http://www.vday.org).
Kilbourne, Jean. (1999).Deadly Persuasion: Why Women and Girls Must Fight the Addictive Power of
Advertising. New York, NY: Free Press.
Pipher, Mary Bray. (1994). Reviving Ophelia. New York, NY: Putnam.
Percy, S. L. (1989). Disability, Civil Rights, and Public Policy: The Politics of Implementation.
Tuscaloosa, AL: University of Alabama Press.
Gostin, L. O., & Harry A. B. (eds.) (1993). Implementing the Americans with Disabilities Act: Rights and
Responsibilities of All Americans. Baltimore, MD: P.H. Brookes Pub. Co..
LINKS FOR ADDITIONAL MATERIALS:
American Indians & Alaska Natives/Violence Prevention Resources
http://www.promoteprevent.org/Resources/briefs/yvp_native.html
The National Center for Mental Health Promotion and Youth Violence Prevention provides technical assistance and
training to more than 200 school districts and communities that receive grants from the Substance Abuse and Mental
Health Services Administration (SAMSHA) of the U.S. Department of Health and Human Services. This particular
page of the website houses descriptions and links to American Indian and Alaska Native organizations, federal
agencies, and data summaries and articles on crime rates, violence prevention efforts, and gang activity among
American Indians and Alaska Natives. The American Indian Education Foundation (AIEF) www.nrcprograms.org
AIEF is one of seven National Relief Charities that provide resources and outreach services to Native Americans
throughout the United States. The AIEF specifically works to inform the public about the history and current status
of education in the Native American community, and to improve the quality of education and resources that are
available to its students and teachers. Some of AIEF's endeavors include collecting and disseminating school
supplies, funding school repairs, and providing students with scholarship opportunities, financial aid, and other
incentives to seek degrees in higher education. The Center for Applied Linguistics (CAL)
http://www.cal.org/index.html
CAL is a private, non-profit organization based in Washington DC. The mission of CAL is to provide culturally
sensitive resources related to language and culture in order to improve communication techniques. Their work aims
to enhance language education, resolve culture-related conflicts, conduct research that fuses language with culture,
and provide resources that demonstrate the importance of cultural understanding in communication. The site
includes information related to adult ESL, bilingual education, immigrant education, heritage languages, sheltered
instruction, and other topics that promote cultural competence in education. The Center for Effective Collaboration and Practice of the American Institutes for Research (AIR)
http://cecp.air.org/cultural/default.htm
AIR sponsors a cultural competence web page. Find extensive information and helpful resources dedicated to
cultural competence. Included are definitions; why cultural competence is important; related research; how cultural
competence is integrated in education and how it benefits children; training announcements and web links; and
online discussions.
The Center for Research on Education, Diversity and Excellence (CREDE) http://www.crede.org/
CREDE is a federally funded research and development program focused on improving the education of students
whose ability to reach their potential is challenged by language or cultural barriers, race, geographic location, or
poverty. The CREDE website contains a wide array of resources, reports, educational practitioner briefs, and
professional development training to assist in the education of students from diverse backgrounds.
5
Colorin Colorado
http://www.colorincolorado.org
Colorin Colorado is a bilingual (Spanish/English) website for Spanish-speaking parents from the Reading Rockets
Project. The website offers parents advice on how to encourage reading at home; how to help children succeed at
school; fun reading tips and activities; suggested books and stories; and handouts and links to related resources.
Reading Rockets http://www.readingrockets.org is a service of WETA, the public television station of Washington,
DC. It is funded by a major grant from the US Department of Education.
Digital Workshops For Teachers of Native American Students
www.t2tweb.us/nativeamerican/home.asp
The U.S. Department of Education's Teacher-to-Teacher Initiative, in collaboration with the Office of Indian
Education, has launched the Digital Teacher Workshops for Teachers of Native American students. The interactive,
web based workshops are designed to provide professional development opportunities for teachers of American
Indians and Alaska Natives in all grade levels and content areas. The information and achievement data provided are
useful for school psychologists and other related services personnel who work with Native American students. The
workshops support mastery of academic content and application by modeling strong teaching methods that have
been successful in the classroom and provide a classroom application component, and additional resources. The
workshops currently available focus on literature, community outreach, and reading.
Doing What Works
http://dww.ed.gov/
Doing What Works was developed by the U.S. Department of Education to provide up-to-date information on the
effectiveness of current educational practices. A major section of the website addresses the needs of English
Language Learners (ELLs). The website includes practice guides and other resources created by the Institute of
Education Sciences (IES) that evaluate existing research on specific teaching practices. The practice guide,
"Teaching Literacy in English to K-5 English Learners," makes recommendations for ELL literacy instruction in the
areas of assessment, small-group instruction, vocabulary instruction, academic English development, and
cooperative learning. The practice guide may be downloaded from:
http://dww.ed.gov/priority_area/priority_landing.cfm?PA_ID=6.
Education Resources for Spanish Speakers (Recursos en español)
www.ed.gov/espanol/bienvenidos/es/index.html
The U.S. Department of Education (ED) has developed a webpage to help Spanish-speaking families obtain useful
educational resources and information on how to enhance achievement and navigate the educational system. Of note
is a link entitled Publicaciojes y Materiales, www.ed.gov/espanol/publicaciones/es/index.html which contains
information on all of ED’s publications that are available in Spanish. Parents may also find information in Spanish
on the provisions in the No Child Left Behind Act (NCLB), IDEA, federal financial aid grants, and links to other
government agencies.
Education Trust
http://www2.edtrust.org/edtrust/
The Education Trust was established in 1990 by the American Association for Higher Education as a special project
to encourage colleges and universities to support K-12 reform efforts. Since then, the Education Trust has grown
into an independent nonprofit organization whose mission is to make schools and colleges work for all of the young
people they serve. Education Trust’s website features several important reports that focus on closing the
achievement gap between low income and culturally and linguistically diverse students and their peers.
Fairfax County Virginia Public Schools’ Culturally and Linguistically Diverse Exceptional Students Model
(CLiDES)
http://www.fcps.edu/DIS/OESOL/dla/index.htm
The CLiDES problem solving process reflects the commitment to offering the least restrictive environment to all
students. It provides for extensive interventions and diverse teaching methods in the general education setting prior
to consideration of any referrals for special education services. Key components of the CLiDES model are:
collaboration among general education, special education, ESOL, and parents; prereferral interventions and
strategies; dual language assessment; and careful screening and assessment for special education eligibility.
The Future of Children
http://www.futureofchildren.org/
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The Future of Children, a publication of The Woodrow Wilson School of Public and International Affairs at
Princeton University and The Brookings Institution, seeks to promote effective policies and programs for children
by providing policymakers, service providers, and the media with timely, objective information based on the best
available research. The first issue was released in 1991, and 30 issues have been published to date. Each journal
issue examines a single topic of importance to children from a multidisciplinary perspective. All of the issues are
available online. The most recent issue, which includes eight articles written by leading authorities, is focused on
racial and ethnic differences in school readiness. The articles address the size of the gap, synthesize what is known
about its causes and identify some policy solutions and strategies.
Harvard University's Civil Rights Project
http://www.civilrightsproject.ucla.edu/aboutus.php
The Civil Rights Project is a leading organization devoted to civil rights research. Founded in 1996, the Project’s
initial focus was on educational reform. Research reports are available on a variety of issues including: bilingual
education, the desegregation of American schools, the impacts and benefits of racial and ethnic diversity in
education, and the racial disparities in policies and practices related to special education and school discipline.
In 2007 the Project moved to UCLA and became The Civil Rights Project/ Proyecto Derechos Civiles with founding
co-director Gary Orfield and new co-director, Patricia Gándara. In its new location the project will continue to work
on the major issues of its first decade while adding new initiatives related to immigration, language policy and a
special local focus on studies of the Southern California metropolitan megaplex. It also seeks to expand its reach
into non-English media outlets, reaching a broader and critically important constituency.
Health and Human Development Programs (HHD)
http://www.hhd.org/
HHD, a division of the Education Development Center, seeks to create innovations that promote healthy human
development worldwide. HHD conducts and synthesizes research to guide practice toward the most effective
programs to reduce risk behaviors and promote mental and physical health. The website includes a Spanish button
on the homepage that links to translated information about HHD’s programs and services. The work of the HHD is
supported by government, foundation, and corporate grants. Of particular interest to school psychologists are the
following centers, programs, and resources that are featured on the HHD’s website:
•
The Suicide Prevention Resource Center provides resources to help recognize and respond to individuals
who may be at-risk of suicide http://www.sprc.org.
•
The National Center for Mental Health Promotion and Youth Violence Prevention
http://www.promoteprevent.org/ provides technical assistance and resources to 83 school districts.
•
Teenage Health Teaching Modules http://www.thtm.org for students in grades 7-12 that enhance socialemotional learning.
•
Research and evaluation information in prevention and intervention areas, e.g., the Reach for Health
Project (RFH) documents protective factors that keep middle school students from engaging in high-risk
behaviors.
IDEA Partnership
http://www.ideapartnership.org
The IDEA Partnership, funded by the U.S. Department of Education, Office of Special Education Programs, brings
together 55 national organizations to participate with states and each other in a variety of cross-stakeholder activities
to build capacity of states, districts and schools to improve results for students with disabilities. The website of the
IDEA Partnership provides a rich array of news, resources and information about IDEA 2004, NCLB, and
descriptions of the various initiatives underway by the Partnership. Recent postings include the Dialogue Guides,
which are a communication tool and strategy for increasing discussion and collaboration on key issues for students
with disabilities.
The IRIS Center http://iris.peabody.vanderbilt.edu/
The IRIS Center at Vanderbilt University works to provide school personnel with information and effective
strategies to help meet the educational needs of students with disabilities. The Center’s online training programs
bridge the gap between research findings and practical use of the results. In addition, the IRIS website offers a
number of materials specifically geared toward enhancement of cultural competence. Teaching modules demonstrate
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how to recognize the role of cultural and linguistic diversity in an educational environment, understand the
importance of family involvement, and adapt instruction in a way that maximizes learning for culturally diverse
students. Information briefs cover a variety topics related to diversity, including the production of culturally
sensitive assessment practices, methods to effectively communicate with families, and approaches to teaching from
a multicultural perspective. Several activities related to school diversity allow professionals to practice
implementation of the information learned in the briefs and teaching modules. The site is also equipped with
searchable databases of online resources related to special education and disability services, and an online dictionary
containing terms related to education. Knowledge Application Program (KAP)
http://www.kap.samhsa.gov/mli/index.htm
KAP is a new website from the Center for Substance Abuse Treatment and U.S. Department of Health and Human
Services that provides information and training about best practices in substance abuse treatment. KAP’s Multilanguage Initiative translates and culturally adapts KAP and other federal government publications for clients and
the general public whose first language is not English. It addresses the unfulfilled need for treatment products
among members of non–English-speaking groups or those with limited English-language abilities. KAP offers
various brochures on substance abuse in Chinese, Korean, Russian, Spanish, Vietnamese and Navajo, including,
Inhalant Abuse: Your Child at Risk!, and Tips for Teens: The Truth about Inhalants.
Linking Academic Scholars to Educational Resources (LASER)
http://www.coedu.usf.edu/laser/
LASER's mission is to enhance the capacity of faculty and graduate students in minority institutions to engage in
research that impacts children from minority and/or low-income backgrounds. LASER has developed a set of
Research to Practice briefs that may serve as tools for urban educators in addressing a range of critical areas of
concern in teaching and learning. These briefs can be located at the following:
http://www.coedu.usf.edu/laser/products.html
The National Association for the Education of African American Children with Learning Disabilities
(NAEAACLD)
http://www.aacld.org/
NAEAACLD seeks to improve the quality of education for African American children by raising the level of
awareness in communities about learning differences and promoting an understanding among parents, educators,
and others of the culturally sensitive issues facing minority children with learning disabilities as defined by Federal
law. The NAEAACLD website features articles, research, publications, news, a parent network, a listing of trained
parent advocates, and information and listings for obtaining an attorney or a private psychologist.
National Center for Cultural Competence
http://www11.georgetown.edu/research/gucchd/nccc/
The NCCC provides national leadership and contributes to the body of knowledge on cultural and linguistic
competency within systems and organizations. Emphasis is placed on translating evidence into policy and practice
for programs and personnel concerned with health and mental health care delivery, administration, education and
advocacy. The NCCC has particular expertise in developing instruments and conducting organizational selfassessment processes to advance cultural and linguistic competency
Self assessments that would be helpful to personnel involved in early intervention or who work with children with
disabilities and their families include the following: http://www11.georgetown.edu/research/gucchd/nccc/documents/Checklist.CSHN.doc.pdf
http://www11.georgetown.edu/research/gucchd/nccc/documents/Checklist.EIEC.doc.pdf
The National Center for Culturally Responsive Educational Systems (NCCRESt)
http://www.nccrest.org/index.html
NCCRESt is a project funded by the U.S. Department of Education's Office of Special Education Programs, to
provide technical assistance and professional development to close the achievement gap between students from
culturally and linguistically diverse backgrounds and their peers, and reduce inappropriate referrals to special
education. The project targets improvements in culturally responsive practices, early intervention, literacy, and
positive behavioral supports. NCCRESt’s website features professional events, resources, publications, weblinks,
and an electronic newsletter.
The National Child Traumatic Stress Network
http://www.nctsnet.org
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The mission of The National Child Traumatic Stress Network (NCTSN) is to raise the standard of care and improve
access to services for traumatized children, their families and communities in the United States. This SAMSHAfunded organization promotes culturally competent trauma treatments and practices for children and adolescents
exposed to trauma, and disseminates its findings through fact sheets, culture and trauma briefs, and reports. See the
following practitioner briefs:
•
Promoting Culturally Competent Trauma-Informed Practices
Provides information about the impact of trauma and culture on children and adolescents, initial findings
from the NCTSN Core Data Set on prevalence and treatment of trauma among diverse populations of
children, and a description of the Network's broader view of culture and availability of expertise.
http://www.nctsnet.org/nctsn_assets/pdfs/culture_and_trauma_brief.pdf
•
Translation of English Materials to Spanish
The purpose of this brief is to offer some recommendations for translating materials from English to
Spanish in order to develop Spanish resources that are culturally competent and capture valid and reliable
information.
http://www.nctsnet.org/nctsn_assets/pdfs/culture_and_trauma_brief_translations.pdf
National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs
http://www.ncela.gwu.edu/
The mission of the Office of English Language Acquisition is to help ensure that English Language Learners (ELLs)
attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging
State academic content and achievement standards required for non-ELL students. The OELA web site includes
information about relevant initiatives, resources, and reports, as well as a link to the National Clearinghouse for
English Language Acquisition & Language Instruction Educational Programs (NCELA). NCELA offers a wealth of
information about language instruction educational programs, teacher quality, assessment and accountability for
ELL students, and parental and family involvement in education.
National Dissemination Center for Children with Disabilities (NICHCY)
http://www.nichcy.org/
NICHCY provides information on disabilities, education, research, referrals, and technical assistance on disability
topics, including multicultural issues. Publications are available in English and in Spanish and include tools such as
fact sheets, parent materials, student guides, and resource lists. Users may also sign up for e-newsletters by topic
area. NICHCY is funded by the U.S. Department of Education, Office of Special Education Programs (OSEP).
The National Indian Child Welfare Association (NICWA)
http://www.nicwa.org/index.asp
NICWA offers comprehensive information on American Indian child welfare and works on behalf of Indian children
and families. NICWA provides public policy, research, and advocacy; information and training on Indian child
welfare; and community development services to a broad national audience. Their website lists an extensive
catalogue and library with over 3,800 entries. NICWA offers a yearly conference, regional training, and a speaker’s
bureau for on-sight training.
The National Indian Education Association
http://www.niea.org/
The National Indian Education Association is the oldest and largest Indian education association representing
American Indian, Alaska Native, and Native Hawaiian educators and students. The Association’s web site includes
information about educational issues and history, a calendar of upcoming events, and a comprehensive listing of
links to related resources at http://www.niea.org/history/links.php. Contact information for tribal education
departments around the country is also included.
National Registry of Evidence-based Programs and Practices (NREPP)
http://nrepp.samhsa.gov/index.htm
NREPP, a program created by the Substance Abuse and Mental Health Services Administration (SAMHSA), is a
searchable database of interventions for the prevention and treatment of mental and substance abuse disorders. The
website includes descriptions of intervention and treatment programs that have been reviewed and rated by
independent reviewers. NREPP uses very specific standardized criteria to rate interventions and the evidence
supporting their outcomes. All reviewers who conduct NREPP reviews are trained on these criteria and are required
to use them to calculate their ratings.
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NREPP database offers several search criteria including the topic (mental health promotion, substance abuse
prevention, etc.), areas of interest (e.g., suicide prevention), evaluation/study design (e.g., experimental),
implementation history, populations (age, race, ethnicity, gender), settings (urban, suburban, school, inpatient, etc.),
and whether the intervention and materials are in the public domain. From a culturally competent practice
viewpoint, it is particularly important that the users can search for interventions that have been shown to be effective
with specific racial and ethnic groups. SAMSHA is a program of the U.S. Department of Health and Human
Services.
The National Urban Alliance for Effective Education (NUA)
http://www.nuatc.org/
The NUA is a national educational reform coalition that advocates for the improved educational opportunity of
students in urban settings. In their mission statement, the NUA outlines their belief in the capacity of all children to
learn at the highest levels and commits to work to offset the social barriers of racism, sexism and economic
disadvantages that inner city children face. NUA provides extensive teacher training and resources to urban districts
in order to eliminate achievement gaps that are still commonplace. The NUA website provides extensive
information on their initiatives, teacher training, articles, web links, and events.
National Youth Violence Prevention Resource Center
http://www.safeyouth.org/scripts/espanol/index.asp
The National Youth Violence Prevention Resource Center provides resources for professionals, parents and youth
working to prevent violence committed by and against young people. The "En HYPERLINK
"http://www.safeyouth.org/scripts/espanol/index.asp"EspañolHYPERLINK
"http://www.safeyouth.org/scripts/espanol/index.asp"" section of the site lists a growing collection of youth violence
prevention resources in Spanish. In addition to youth violence, the collection covers related topics such as child
development, guidance for parents and caregivers, school, media violence, mental health, physical abuse, and
substance abuse. Materials are grouped by subject or target audience, and listed in both Spanish and English, to
provide access for both Spanish-speaking visitors and English speakers seeking Spanish-language resources.
Office of English Language Acquisition
http://www.ed.gov/about/offices/list/oela/index.html?src=oc
Office of Language and Cultural Education (Chicago Public Schools)
http://www.olce.org/
This website was created by the Office of Language and Cultural Education within the Chicago Public School
System to support and promote multicultural education. It offers complete curriculum guides designed to teach
students about Arab, Chinese, Mexican, Polish and Korean heritages. Each curriculum guide contains background
information for teachers, as well as lesson plans and enrichment activities for students.
The PACER Center
www.pacer.org
The PACER Center, a parent advocacy center based in Minneapolis, Minnesota, published a series of multicultural
brochures and accompanying handouts to help school districts tell families of young children about early
intervention and early childhood special education services. The materials are in Hmong, Spanish, Somali, and
Russian. English versions are directed to American Indian and African American parents. The brochures and
handouts outline steps parents can take to seek services for their children and information about developmental
milestones. These materials are available to assist school psychologists and other educational professionals working
in diverse communities. Order materials by calling PACER at #952-838-9000.
Reading is Fundamental: “Leamos en Familia”
http://www.rif.org/leer/index_flash.mspx
Reading is Fundamental is a bilingual section of the Reading is Fundamental Website, the oldest and largest
children's and family nonprofit literacy organization in the United States. RIF programs annually serve 5.1 million
children of all ages, most of whom are at risk of educational failure, with a focus on those from birth to age 11.
“Leamos en Familia” is designed to help Latino families read, sing, and share stories at home. This colorful,
interactive website provides parents with activities, tips, and advice to help children become life-long readers.
The Special EDge Newsletter
http://www.calstat.org/infoPublications.html
This newsletter, published three times a year, is funded by the California Department of Education, Special
Education Division. The Special EDge is designed to inform and support parents, educators, and other service
10
providers on special education topics, focusing on research-based practices, legislation, technical support, and
current resources. Available in Spanish or English.
•
The Autumn 2006, Vol. 20, No. 1 issue is devoted to Disproportionate Representation and it includes an
article by NASP members Valerie Cook-Morales, Carol Robinson-Zanartu, and Tonika Duren Green
entitled, Moving from Evaluation to Assessment.
http://www.calstat.org/publications/pdfs/fall_edge_06_dis_rep.pdf
Teaching Diverse Learners
http://www.alliance.brown.edu/tdl/
The Teaching Diverse Learners website is dedicated to enhancing the capacity of school personnel to work
effectively and equitably with English Language Learners (ELLs). The website provides access to information –
publications, educational materials, and the works of experts in the field – that promotes high achievement for ELLs.
The Teaching Diverse Learners website is sponsored by the National Leadership Area for the Northeast and Islands
Regional Educational Laboratory (LAB), a program of The Education Alliance at Brown University. Teaching Tolerance
http://www.tolerance.org/index.jsp
Teaching Tolerance is a project of the Southern Poverty Law Center that is dedicated to reducing prejudice and
improving intergroup relations. The website is organized by audience including, adult activists, teachers, parents,
teens, and children. There are numerous educational materials for school practitioners including a subscription to the
biannual Teaching Tolerance magazine, classroom activities, educational kits at
http://www.tolerance.org/teach/index.jsp. Another useful resource is Responding to Hate at School
http://www.tolerance.org/rthas/index.jsp, a guide to help school practitioners react promptly and effectively to bias
events.
A particularly recommended feature is Speak Up!-Responding to Bigoted Comments
http://www.tolerance.org/speakup/index.html. The Southern Poverty Law Center gathered hundreds of stories to
serve as examples for how to respond to bigotry and teach tolerance. This resource could be especially useful for
professional development workshops, or to incorporate in lessons teaching students about eliminating bigotry from
social interaction. The site is also equipped with a link for you to test yourself for hidden bias and then learn about
the effects of stereotypes and hidden bias. http://www.tolerance.org/hidden_bias/index.html
The Toolkit for Cross-Cultural Collaboration
http://www.awesomelibrary.org/multiculturaltoolkit.html
This toolkit contains research on the collaboration styles of various ethnic and cultural groups. It offers resources
that discuss barriers to cross-cultural collaboration and provide methods for assessing and improving communication
patterns and cultural competence. Resources include: Stages of Intercultural Sensitivity, How to Use Comparisons
of Cultural Patterns, Communication Patterns and Assumptions, Summary of Normative Communication Styles and
Values, and Ten Myths That Prevent Collaboration Across Cultures. The Toolkit for Cross-Cultural Collaboration is
a featured resource from the Awesome Library http://www.awesomelibrary.org/ website that contains 24,000
carefully reviewed resources, including the top 5 percent in education.
IV.
Course Requirements, Assessment (Learning Outcomes) and Evaluation Methods:
Attendance: See the Graduate Catalog Master of Education Program.
Requirements (see Course Outline and Requirements section)
1.
Homework Assignments and attendance: (15 points total)

Personal Autobiography due February 16, 2015 - Personal Autobiography - write a 10
page autobiography answering the following questions: What led me to become a counselor?
What were my first experiences of people of color (or of Whites)? What did I learn from my
family about cultural diversity and differences? What are my stereotypes and biases about
individuals from other groups?

Intentional Interviewing due March 2, 2015
11
1.
Cultural Self-Awareness Reflective Statement – Acculturation Experience due April 6, 2015 - Three to
five page reflective statement of acculturative self-awareness - Students will demonstrate an
understanding and integration of personal reactions and attitudes relevant to social and cultural biases
through five hours of acculturative experiences. Through sharing of personal acculturative experiences,
adult learners view “data” as critical opportunities to create life, texture and personal meaning out of lived
experience (Kolb, 1984). Areas included in reflecting on one’s own experience include: self-examination,
critical analysis of feelings of alienation, relating experience to others, exploring alternative ways of
reacting to the experience, building confidence in new behavior patterns, and experimenting with new roles
in society. Assignment objectives include differentiation between “ways of seeing” or “world views”:
Etic – Universal or pre-established categories used to organize, interpret and analyze structural and
functional elements, i.e., behavior, language, etc. Emic – Cultural specific categories used to organize,
interpret and analyze structural and functional elements of behavior, i.e., language.
•
•
•
Work on accepting your own culture or race, but define it in a non-defensive and nonracist manner
Spend time with healthy and strong people from another culture or racial group
Know that becoming culturally aware and competent comes through lived experience and reality. Identify a
cultural guide, someone from the culture who is willing to help you understand his or her group
Attend cultural events, meetings, and activities led by minority communities
When around persons of who are of a different culture or race than yourself, pay attention to feelings,
thoughts, and assumptions that you have when race-related situations present themselves. Where are your
feelings of uneasiness, different-ness, or outright fear coming from?
Dealing with racism means a personal commitment to action. It means interrupting others when they make
racist remarks and jokes or engage in racist actions, even if it is embarrassing or frightening. It means
noticing the possibility for direct action against bias and discrimination in your everyday life
Refer to the counselor competency standards for work with multicultural clients approved by the Association for
Multicultural Counseling and Development (AMCD) when reflecting on your experiences and to the attached
rubric from Livetext (CMAS). (SEE ATTACHED RUBRIC)
•
•
•
CACREP STANDARDS
SECTION II.G.2 SOCIAL AND CULTURAL DIVERSITY-studies that provide an understanding of the
cultural context of relationships, issues, and trends in a multicultural society including all the following
aspects of professional functioning:
•
•
•
•
•
•
multicultural and pluralistic trends, including characteristics and concerns within and among
diverse groups nationally and internationally;
attitudes, beliefs, understandings, and acculturative experiences, including specific experiential
learning activities designed to foster students’ understanding of self and culturally diverse clients;
theories of multicultural counseling, identity development, and social justice;
individual, couple, family, group, and community strategies for working with and advocating for
diverse populations, including multicultural competencies;
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;
counselors’ roles in eliminating biases, prejudices, and processes of intentional and unintentional
oppression and discrimination.
2 Mid-Term Examination – March 16, 2014 (20 points total)
3. Chapter Activities – Students will select a chapter to present by February 9, 2015 (15 points total)
4. Key Assignments: Each course includes two Key Assignments that are critical to successful
completion of the course. Key Assignments are submitted via Live Text and will be assessed
electronically by the instructor using a rubric. In addition to the Key Assignments, the instructor may
require other coursework. K1: Research Paper due to Livetext by April 27, 2015 (25 points total)
12
K2: Case Study Analysis due to Livetext by May 4, 2015 (25 points total)
K1:
Research paper is to be 10 pages and include references from 5 peer reviewed articles. Students are to
submit a thesis statement to professor to ensure appropriateness of topic. Research paper is to be submitted to
Livetext (CMAS). (SEE ATTACHED RUBRIC) Counselor candidates research a cultural group different than
their own and write a paper, following APA format, addressing the following:


Present an overview of the cultural group.
Discuss and describe five recommendations for effective counseling of the cultural group; verbal
and nonverbal communication; issues of discrimination and stereo typing of the cultural group;
related issues (for example, cultural heritage, family, religious and spiritual beliefs, etc.)
CACREP STANDARDS
CMHC. E.
•
•
•
•
•
•
Understands how living in a multicultural society affects clients who are seeking clinical mental
health counseling services.
Understands the effects of racism, discrimination, sexism, power, privilege, and oppression on
one’s own life and career and those of the client.
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.
Understands effective strategies to support client advocacy and influence public policy and
government relations on local, state, and national levels to enhance equity, increase funding, and
promote programs that affect the practice of clinical mental health counseling.
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.
Knows public policies on the local, state, and national levels that affect the quality and
accessibility of mental health services.
SC. E.
•
•
•
•
Understands the cultural, ethical, economic, legal, and political issues surrounding diversity,
equity, and excellence in terms of student learning.
Identifies community, environmental, and institutional opportunities that enhance—as well as
barriers that impede—the academic, career, and personal/social development of students.
Understands the ways in which educational policies, programs, and practices can be developed,
adapted, and modified to be culturally congruent with the needs of students and their families.
Understands multicultural counseling issues, as well as the impact of ability levels, stereotyping,
family, socioeconomic status, gender, and sexual identity, and their effects on student
achievement.
K2: Case Study Analysis (25 points) - Case study will be submitted to Livetext. Analysis of case study will
address (SEE ATTACHED RUBRIC)
- Case study will be submitted to Livetext. Analysis of case study will address (SEE ATTACHED RUBRIC)
CACREP STANDARDS
SECTION II.G.2 SOCIAL AND CULTURAL DIVERSITY-studies that provide an understanding of the
cultural context of relationships, issues, and trends in a multicultural society including all the following
aspects of professional functioning:
•
multicultural and pluralistic trends, including characteristics and concerns within and among
diverse groups nationally and internationally;
13
•
•
•
•
•
attitudes, beliefs, understandings, and acculturative experiences, including specific experiential
learning activities designed to foster students’ understanding of self and culturally diverse clients;
theories of multicultural counseling, identity development, and social justice;
individual, couple, family, group, and community strategies for working with and advocating for
diverse populations, including multicultural competencies;
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;
counselors’ roles in eliminating biases, prejudices, and processes of intentional and unintentional
oppression and discrimination.
CACREP STANDARDS
SECTION II.G.2 SOCIAL AND CULTURAL DIVERSITY-studies that provide an understanding of the
cultural context of relationships, issues, and trends in a multicultural society including all the following
aspects of professional functioning:
•
•
•
•
•
•
multicultural and pluralistic trends, including characteristics and concerns within and among
diverse groups nationally and internationally;
attitudes, beliefs, understandings, and acculturative experiences, including specific experiential
learning activities designed to foster students’ understanding of self and culturally diverse clients;
theories of multicultural counseling, identity development, and social justice;
individual, couple, family, group, and community strategies for working with and advocating for
diverse populations, including multicultural competencies;
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;
counselors’ roles in eliminating biases, prejudices, and processes of intentional and unintentional
oppression and discrimination.
Assessment: 3.2.1 Candidate ensure, fairness, privacy, social justice, well-being and safety of all
stakeholders as he/she makes educational decisions. . . .(EPPS10)
ADDITIONAL STUDENT ASSIGNMENTS FOR CG 531
Evaluation Method: Assignments will be evaluated based on program standards using various
assessment tools, including rubrics. The University official Graduate Education grading system will
be utilized.
. Quality Points Grade Definition Per Semester Hour
A Superior 4.00 (Quality of work exceptional)
A- Excellent 3.67 (Quality of work above course expectation)
B+ Very Good 3.33 (Quality of work better than satisfactory)
B Good 3.00 (Quality of work satisfactory)
B- Average 2.67 (Quality of work meets min. requirements)
C+ Below average 2.33 (Quality of work less than satisfactory)
C Min. passing grade 2.00 (Unsatisfactory graduate-level work)
F Fail 0.00
I Incomplete; Work must be completed within the first six weeks of the next semester; otherwise, the grade
automatically becomes an “F” unless an extension is granted by the Dean of the School of Education.
V.
Methods of Instruction:
14
Methods of Instruction Methods of instruction will include didactic lectures, collaboration, demonstration,
evaluation, analyses of research articles, and student presentations. Active participation and learning
through dialogue is strongly encouraged in this Masters level course. It is expected that the students will
share the responsibility for others and their own learning. Collaboration, interviews, videos, acculturation
experiences are also included.
VI.
Course Outline/Assignment/units of Instruction or Clinic Schedule:
TBA
VII.
Information Literacy/Technological Resources:
Technology
Incoming students must be computer literate and be able to use software for e-mail, word processing, web
browsing, and information retrieval. Students must have access to the Internet for communicating with
instructors and accessing learning resources. Computer access must be available on a personal
computer.
Turnitin
Candidates will be required to be submit some assignments to Turnitin, the computer program designed for
checking literature duplication. Submitting additional course work toTurnitin is at the instructor’s
discretion. Instructions for using Turnitin can be found at http://www.turnitin.com/en_us/training/studenttraining
LiveText
Each student will be required to establish an account with the LiveText program by the second class
session. LiveText is a web-based application offering a comprehensive suite of development, management,
and assessment tools. This suite of tools provides colleges and universities with the capability to assess
student work online using assessment instruments that have been developed and implemented by the
individual college faculty and/or departments. Specific instructions will be distributed on a separate
handout at your first class session. LiveText may be purchased online at http://livetext.com or through the
LMU Bookstore. LiveText Help is available on the Graduate Office web page – see the web page address
on the previous page.
Library Resources
The Carnegie-Vincent Library provides access to three outstanding databases in the Education field: ERIC,
the Educational Resource Information Center, the premier database for education related journal articles
and documents containing over one million citations and links to more than 100,000 documents in full-text;
Professional Collection, a custom selection of more than 300 full text periodicals for educators covering
the subject areas of “health and fitness, school law, drug and alcohol abuse, learning disabilities, sports, arts
and humanities, social sciences, and psychology;” and ProQuest Education Journals database which
contains access to 760 leading journals of which over 600 are in full-text. Additionally, the library
provides access to over 100 other databases and can obtain books and articles from libraries worldwide
through Interlibrary Loan.
Blackboard
Course syllabus and related reading material will be available on the Blackboard webpage.
IIX.
University Policies:
Students With Disabilities Policy: As a rule, all students must read and comply with standards
of the LMU Student Handbook and LMU catalogue. Any student seeking assistance in accordance with the
Americans Disabilities Act (1990 as amended) should contact the ADA Coordinator, Dan Graves, with
regard to required documentation and in order to make appropriate arrangements. Contact information:
dan.graves@lmunet.edu and/or 423.869.6267 (800-325-0900 ext. 6267).
15
Counseling: LMU counselors are available to help current students with personal, career and
academic concerns that affect academic success and quality of life. The Director of Counseling, Jason
Kishpaugh, can be contacted at jason.kishpaugh@lmunet.edu and/or 423.869.6401 (800-325-0900 ext.
6401).
Discrimination, Scholastic Dishonesty, Cheating, and Plagiarism Policies can be found in the
student handbook:
LMU’s website: http://www.lmunet.edu/campuslife/handbooks.shtml.
Course Evaluations: In addition to meeting degree requirements specified in the graduate and
undergraduate catalogs, all students are required to complete University-administered course evaluations.
Outcomes Assessment Testing: Degree requirements include participating in all outcomes
assessment testing (e.g., general education assessment, major field tests, etc.) and activities when requested.
Students may be required to complete one or more questionnaires and to take one or more standardized
tests to determine general educational achievement as a prerequisite to graduation (see appropriate catalog
for additional information).
All Associate of Science – Nursing; Associate of Science – Veterinary Health Science; and
Associate of Science – Veterinary Medical Technology students must take the General Education
Proficiency Profile examination.
LMU’s Inclement Weather Policy can be found at the following link to LMU’s website:
http://www.lmunet.edu/curstudents/weather.shtml.
IX.
mission statements:
Lincoln Memorial University Mission Statement can be found at the following link to LMU’s
website: http://www.lmunet.edu/about/mission.shtml.
Department and Program Mission Statement can be found at the following link to LMU’s
websites:
Carter & Moyers Graduate School of Education Mission Statement:
http://www.lmunet.edu/education/FINAL%20Graduate%20Education%20Catalog.pdf (page 11)
MEd CG (School and Mental Health Counseling) Mission Statement:
http://www.lmunet.edu/education/FINAL%20Graduate%20Education%20Catalog.pdf (Page 29)
X.
Honors Contract Addendum Information (if applicable): N/A
XI.
[Each instructor may insert Miscellaneous course elements here, as desired – numbered in sequence]:
[OPTIONAL SECTION(s).]
XII.
Important Dates in the Academic Calendar Fall/Spring 20__: [OPTIONAL SECTION]
XIII.
Student Community Engagement: A cornerstone of the University’s mission is service to humanity. As part
of the University’s Student Service Initiative, students receiving any form of institutional aid participate in
at least 10 hours of service learning per semester. Students are encouraged to network with one another in
classroom settings and with instructors and advisors for searching out and creating appropriate service
learning projects related to their field of study. For more information visit:
http://www.lmunet.edu/campuslife/initiative/index.shtml or contact Larry Thacker, Associate Dean of
Students.
16
XIV.
THE INSTRUCTOR RESERVES THE RIGHT TO REVISE, ALTER AND/OR AMEND THIS
SYLLABUS, AS NECESSARY. STUDENTS WILL BE NOTIFIED IN WRITING AND/OR BY
EMAIL OF ANY SUCH REVISIONS, ALTERATIONS AND/OR AMENDMENTS.
17
CARTER AND MOYERS SCHOOL OF EDUCATION
EPP STANDARDS
1. The candidate demonstrates professional dispositions by upholding the VALUES of Abraham Lincoln’s life
through “servant leadership” to the local and global communities--students, colleagues, school leaders, parents,
community leaders, and professional associations--to support teaching and learning (VALUES & SERVICE).
2. The candidate demonstrates critical thinking skills and implements best practices from the discipline and content
when making educational decisions based on knowledge of learning, developmental, cognitive, social,
organizational, and leadership theories (VALUES).
3. The candidate demonstrates and promotes the value of EDUCATION as a means to improve the quality of life for
individuals and for society and actively seeks out opportunities for personal growth and professional
development (VALUES, EDUCATION, & SERVICE).
4. The candidate demonstrates competencies in conducting and applying research for the improvement of teaching
and student learning (EDUCATION).
5. The candidate demonstrates problem-solving skills by assessing, reflecting, and making decisions based on
knowledge, skills, and dispositions--as defined in professional, state, and institutional standards--through
coursework, field experiences, and clinical practice to enable all students from all populations to learn
(VALUES, EDUCATION, & SERVICE).
6. The candidate demonstrates an understanding of how to create and maintain an effective classroom/school
environment, engaging each student in learning content; using differentiated instruction; and creating positive
social interaction, active participation, and student self-motivation (VALUES, EDUCATION, & SERVICE).
7. The candidate models verbal and nonverbal communication skills and uses technology, which enhances and
engages students in learning and demonstrates professional competency (VALUES & EDUCATION).
8. The candidate demonstrates an understanding of formative and summative assessments for the improvement of
instructional practices and student learning (EDUCATION).
9. The candidate demonstrates an understanding of differences among diverse groups of people and
individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion,
sexual orientation, and geographical areas through instructional planning, the classroom environment,
and interactions with students and other community stakeholders (VALUES & SERVICE).
10. The candidate demonstrates an understanding of the legal rights and responsibilities of stakeholders involving
educational decisions and policies enacted to assure fairness, privacy, social justice, well-being, and the safety
of all stakeholders (VALUES & SERVICE).
18
CG 531 Social and Cultural Aspects of Counseling Research Paper
4 Capstone (4 pts)
3 Milestones (3 pts) 2 Milestones (2 pts)
1 Benchmark (1 pt)
Identification (5.000, 5%) Author, title, source, Author, title, source Author, title, source, Author, title, source dates,
dates, etc. follows APA dates, etc. approach dates, etc. are flawed etc. are flawed by APA style
stands. Below average
but appear to be
correct APA style.
style, Excellent
grammar, spelling and
grammar, spelling and Proficient grammar, informed by APA
academic voice are used.
spelling and academic style. Somewhat
academic voice are
acceptable grammar
voice are used.
used.
spelling and academic
voice are used
Synopsis articulates Synopsis articulates
Summary of Major Ideas Synopsis clearly and Synopsis clearly
multicultural and pluralistic
multicultural and
articulates
(10.000, 10%) CACREP- comprehensively
trends, including
pluralistic trends,
2009.2.G.2.a TN-LMU-IS.15 articulates multicultural multicultural and
characteristics and concerns
including
TN-LMUCG.I.B
and pluralistic trends, pluralistic trends,
within and among diverse
characteristics and
including
including
concerns within and groups nationally and
characteristics and
characteristics and
concerns within and among diverse groups internationally; synopsis
concerns within and
demonstrates
among diverse groups among diverse groups nationally and
misunderstanding of major
internationally;
nationally and
nationally and
synopsis gives a vague ideas, questions, issues, or
internationally;
internationally;
idea of major ideas, points.
summary of major
summary of major
questions, issues, or
ideas, questions, issues, ideas, questions,
points.
or points clearly stated issues, or
and comprehensively points.clearly stated.
described.
Evidence (10.000, 10%) Analyzes sources on Analyzes sources on Information is taken Information is taken from
source(s) on theories of
from source(s) on
theories of
CACREP-2009.2.G.2.c TN- theories of
multicultural counseling,
theories of
multicultural
LMU-IS.15 TN-LMUCG.I.B multicultural
identity development, and
counseling, identity multicultural
counseling, identity
counseling, identity social justice without any
development, and
development, and
interpretation/
social justice within development, and
social justice within
evaluation. Viewpoints of
research paper with social justice with
research paper with
enough interpretation/ enough interpretation/ some interpretation/ experts are taken as fact,
without question.
evaluation, to develop evaluation to develop evaluation, but not
enough to develop a
a comprehensive
a comprehensive
analysis or syntheses. analysis or syntheses. coherent analysis or
Identifies whether or Viewpoints of experts syntheses. Viewpoints
of experts are taken as
not material is logically are subject to
mostly factual, with
questioning.
consistent.
little questioning.
Distinguishes between
substantive or biased
unsupported opinion.
Begins to identify some
Questions some
Identifies own and
Influence of Context & Thoroughly
others’ assumptions assumptions. May be contexts when presenting a
Assumptions (20.000, 20%) (systematically and
CACREP-2009.2.G.2.d TN- methodically) analyzes and several relevant more aware of others’ position on individual,
couple, family, group, and
assumptions than
contexts when
LMU-IS.15 TN-LMU-IS.16 own and others’
community strategies for
presenting a position. one’s own (or vice
assumptions and
working with and
versa). Shows an
carefully evaluates the Identifies several
emerging awareness advocating for diverse
relevance of contexts relevant contexts
populations, including
of present
when presenting a
when presenting a
multicultural competencies.
position on individual, position on individual, assumptions
couple, family, group, couple, family, group, (sometimes labels
assertions as
and community
and community
strategies for working strategies for working assumptions) on
with and advocating for with and advocating individual, couple,
Revised 12/4/2014Page 19 of 21
family, group, and
community strategies
for working with and
advocating for diverse
populations, including
multicultural
competencies.
Specific position
Specific position
Student's Position
Specific position
(perspective,
(perspective,
(Perspective,
(perspective,
thesis/hypothesis)
thesis/hypothesis)
thesis/hypothesis) (30.000, thesis/hypothesis) is
30%) CACREP-2009.2.G.2.f imaginative, taking into takes into account the acknowledges
different counselors’
complexities of
TN-LMU-IS.16 TNaccount the
counselors’ roles in roles in eliminating
LMUCG.I.B
complexities of
biases, prejudices, and
eliminating biases,
counselors’ roles in
processes of
prejudices, and
eliminating biases,
intentional and
processes of
prejudices, and
unintentional
processes of intentional intentional and
oppression and
unintentional
and unintentional
discrimination;
oppression and
oppression and
discrimination. Limits discrimination. Others' position fails to
adequately reflect on
points of view are
of position
acknowledged within others' points of view.
(perspective,
thesis/hypothesis) are position (perspective,
acknowledged. Others’ thesis/hypothesis).
points of view are
synthesized within
position (perspective,
thesis/hypothesis).
Conclusion is
Conclusion is
Conclusions & Related Conclusions and
logically tied to
logically tied to a
Outcomes (Implications & related outcomes
range of information, information (because
Consequences) (25.000, (consequences and
information is chosen
including opposing
25%) CACREP-2009.2.G.2 implications) are
to fit the desired
viewpoints; related
CACREP-2009.2.G.2.a logical and reflect
conclusion); some
outcomes
CACREP-2009.2.G.2.b student’s informed
related outcomes
CACREP-2009.2.G.2.c
evaluation and ability (consequences and
(consequences and
CACREP-2009.2.G.2.d to place evidence and implications) are
implications) are
CACREP-2009.2.G.2.e
perspectives discussed identified clearly.
identified clearly.
CACREP-2009.2.G.2.f TN- in priority order.
LMU-IS.15 TN-LMU-IS.16
TN-LMUCG.I.B
Citations
for diverse
diverse populations,
including multicultural populations, including
multicultural
competencies.
competencies.
Specific position
(perspective,
thesis/hypothesis)
counselors’ roles in
eliminating biases,
prejudices, and processes of
intentional and unintentional
oppression and
discrimination.is stated, but
is simplistic and obvious.
Conclusion is inconsistently
tied to some of the
information discussed;
related outcomes
(consequences and
implications) are
oversimplified.
"Reprinted [or Excerpted] with permission from Assessing Outcomes and Improving Achievement: Tips and tools
for Using Rubrics, edited by Terrel L. Rhodes. Copyright 2010 by the Association of American Colleges and
Universities.”
Revised 12/4/2014Page 20 of 21
Cultural Self-Awareness
(10.000, 10%) CACREP2009.2.G.2.a CACREP2009.2.G.2.b CACREP2009.2.G.2.e CACREP2009.2.G.2.f CACREP2009.6.E.1 CACREP2009.6.E.2 CACREP2009.8.E.1
Understanding Different
Cultural
Perspectives/Concepts
(20.000, 20%) CACREP2009.2.G.2.b CACREP2009.2.G.2.c CACREP2009.2.G.2.d CACREP2009.6.E.5 CACREP2009.8.E.4
Social and Cultural Issue
Recognition (20.000, 20%)
CACREP-2009.2.G.2
CACREP-2009.2.G.2.a
CACREP-2009.2.G.2.c
CACREP-2009.6.E.4
CACREP-2009.8.E.1
CACREP-2009.8.E.2
CACREP-2009.8.E.3 TNLMU-IS.15 TN-LMU-IS.16
TN-LMUCG.I.B
Application of Social and
Cutlural
Perspectives/Condepts
(25.000, 25%) CACREP2009.6.E.4 CACREP2009.6.E.5 CACREP2009.8.E.4 TN-LMU-IS.15
TN-LMU-IS.16
TN-LMUCG.I.B
Counselor Candidate Performance Assessment Case Study
Capstone (4 pts)
Milestone (3 pts)
Milestone (2 pts)
Benchmark (1 pt)
Counselor candidates Counselor candidates Counselor candidates Counselor candidates
provide descriptions
provide limited
provide detailed
provide detailed
of their cultural selfanalyzes of their
analyzes of their
analyzes of their
cultural self-awareness awareness and limited
cultural self-awareness cultural selfand sensitivity to own sensitivity to own
and sensitivity to own awareness and
cultural heritage. They cultural heritage.
sensitivity to own
cultural heritage.
They demonstrate a
Analyses provide great cultural heritage. They demonstrate an
emerging awareness of naive awareness of
depth and clarity. They demonstrate an
how their own cultural how their own
awareness of how
demonstrate an
cultural background
background and
awareness of how their their own cultural
and
experiences have
background and
own cultural
experiences have
influenced attitudes,
experiences have
background and
influenced attitudes,
influenced attitudes, values, and biases
experiences have
values, and biases
about psychological
values, and biases
influenced attitudes,
about psychological
about psychological processes.
values, and biases
processes.
processes.
about psychological
processes.
Counselor candidates Counselor candidates Counselor candidates Counselor candidates
demonstrate emerging demonstrate limited
demonstrate knowledge demonstrate
knowledge about their knowledge about their knowledge about their
about their social
social impact upon
social impact upon
social impact upon
impact upon
others. They are
others. They are
others. They are
others. They are
knowledgeable about knowledgeable about knowledgeable about unable to recognize
communication style communication style communication style how their style may
differences, how their differences, how their differences, how their clash with or foster
style may clash with or style may clash with style may clash with or the counseling
foster the counseling process with persons
foster the counseling or foster the
process with persons of of color or others
process with persons of counseling process
different from
with persons of color color or others
color or others
themselves and do not
different from
or others
different from
anticipate the impact
themselves.
themselves and how to different from
it may have on others.
anticipate the impact it themselves.
may have on others.
Counselor candidate
Counselor candidate Counselor candidate
Counselor candidate
can recognize social can recognize basic and can recognize basic
can recognize social
and obvious social
obvious social and
and cultural issues
and cultural issues
and cultural issues but
cultural issues and
when issues are
when presented in a
grasp (incompletely) fails to grasp
complex, multilayered presented in a
complexity or
complex, multilayered the complexities or
(gray) context AND
interrelationships.
(gray) context OR can interrelationships
can recognize crossamong the issues.
relationships among the grasp crossrelationships among
issues.
the issues.
Counselor candidate
can independently and
accurately apply
appropriate social and
cultural
perspectives/conceptsto
a counseling
situation/issue/
question, and is able to
Revised 12/4/2014Page 21 of 21
Counselor candidate Counselor candidate
can independently and can apply social and
cultural
accurately apply
appropriate social and perspectives/concepts
to a counseling
cultural
perspectives/concepts situation/issue/question
independently (to a
to a counseling
new example) and the
situation/issue/
question, but does not application is
Counselor candidate
can apply social and
cultural
perspectives/concepts
to a counseling
situation/issue
question, with support
(using examples, in a
class, in a group, or a
consider full
implications of the
application.
Evaluation of Different
Social and Cultural
Perspectives/Concepts
(25.000, 25%) CACREP2009.2.G.2.a CACREP2009.2.G.2.b CACREP2009.2.G.2.c CACREP2009.2.G.2.d CACREP2009.2.G.2.e CACREP2009.2.G.2.f CACREP2009.6.E.6 CACREP2009.8.E.4 TN-LMU-IS.15
TN-LMU-IS.16 TNLMUCG.I.B
Counselor candidate
states a position and
can state the objections
to, assumptions of and
can reasonably defend
against the different
social and cultural
perspectives/concepts,
and the student's
defense is adequate and
effective.
Revised 12/4/2014Page 22 of 21
fixed-choice setting)
but is unable to apply
appropriate social and
cultural
perspectives/concepts
independently (to a
new example).
Counselor candidate
Counselor Candidate Counselor candidate
states a position but
states a position and states a position and
can state the objections cannot state the
can state the
objections to and
to, assumptions and
objections to,
assumptions and
implications of
assumptions and
limitations of the
implications of, and different social and
different perspectives/
cultural
respond to the
perspectives/concepts
different social and
but does not respond to
cultural
perspectives/concepts, them (and ultimately
objections,
but the student's
assumptions, and
response is
implications are
inadequate.
compartmentalized by
student and do not
affect student's
position).
consider the specific
implications of the
application.
inaccurate.