PROFESSIONAL COUNSELING PROGRAM
Middle Tennessee State University
1301 East Main Street
Murfreesboro, TN 37132
http://www.mtsu.edu/edu_leadership/professional_counseling/
COUN 6210 MULTICULTURAL COUNSELING
SEASON/YEAR
Instructor:
Class Time:
Office:
Office Hours: *
Email:
Office
Phone:
Cell Phone:
Class
Location:
.
Course Description:
*Please make appointment*
This course is an introduction to the principles, theories, and applications of
multiculturalism. Students will be required to examine one’s own sense of self and others’ identity,
beliefs and assumptions, and behaviors. Theories, research, and skills will be explored so that
students can acquire the necessary multicultural competencies for effective work with children
and adolescents from diverse backgrounds (i.e., culture, race, ethnicity, class, & gender) in
multicultural environments (i.e., public schools, community organizations).
Required Textbook
td
Diller, J.V. (2010). Cultural Diversity (4 edition). Belmont, CA: Brooks/Cole
Nerburn,K. (2002). Neither Wolf nor Dog: On forgotten Roads with an Indian Elder (2
Novato, CA: New World Library
nd
edition).
.
Course Objectives and CACREP Standards: Cultural diversity exists not only across cultures
but within cultures. The Counseling field has an obligation to train students to be sensitive to the
ways in which norms and values shape our understanding of ourselves and others from diverse
backgrounds. Successful completion of this course should enable students to become culturally
competent.
COUN 6219 Multicultural Counseling
2009 CACREP Standards
Standard
#
II- G-2-a
Core Curricular
Category
Social and
Cultural Diversity
II- G-2-b
Social and
Standard
Multicultural and pluralistic trends,
including characteristics and
concerns
within and among diverse groups
nationally and internationally
Attitudes, beliefs, understandings,
Learning Activities and
Experiences
Lecture & course
readings; Discussion
board questions; Current
event assignment
Lecture & course
Cultural Diversity
and acculturative experiences,
including specific experiential
learning activities designed to
foster students’ understanding of
self and culturally diverse clients
readings; Self- exploration
paper; Interview paper;
Reading reaction
worksheets (After each
chapter reading)
II- G-2-c
Social and
Cultural Diversity
Theories of multicultural
counseling, identity development,
and social justice
Lecture & course
readings; Chapter review
questions; Exam
II- G-2-d
Social and
Cultural Diversity
Individual, couple, family, group,
and community strategies for
working with
and advocating for diverse
populations, including multicultural
competencies
Lecture & course
readings; Culture in media
paper; Reading reaction
worksheets; Discussion
board questions; Current
event assignment; Exams
II- G-2-e
Social and
Cultural Diversity
Lecture & course
readings; Service learning
project; Interview paper;
Reading reaction
worksheets
II- G-2-f
Social and
Cultural Diversity
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; and
Counselors’ roles in eliminating
biases, prejudices, and processes
of intentional and unintentional
oppression and discrimination
Standard #
Clinical Mental
Health
Counseling
Counseling,
Prevention, and
Intervention –
Skills and
Practices
CMHC-D:2
CMHC-D:5
Counseling,
Prevention, and
Intervention –
Skills and
Practices
CMHC-E:1
Diversity and
AdvocacyKnowledge
Lecture & course
readings; Cultural
autobiography
presentation; “What would
you do?” discussion board
questions
Standard
Learning Activities &
Experiences
Applies multicultural competencies
to clinical mental health counseling
involving case conceptualization,
diagnosis, treatment, referral, and
prevention of mental and emotional
disorders
Lecture & course
readings; Reading
reaction worksheets;
Discussion board
questions boards; Exam
Demonstrates appropriate use of
culturally responsive individual,
couple, family, group, and systems
modalities for initiating,
maintaining, and terminating
counseling
Understands how living in a
multicultural society affects clients
who are seeking clinical mental
health counseling services
Lecture & course
readings; Exams
Lecture & course
readings; Reading
reaction worksheets,
Discussion board
questions; Exam
CMHC-E:2
Diversity and
AdvocacyKnowledge
Understands the effects of racism,
discrimination, sexism, power,
privilege, and oppression on one’s
own life and career and those of
the client
Lecture & course
readings; Reading
reaction worksheets,
“What would you do”
discussion board
questions; Journal;
Service Learning project;
Exam
CMHC-E:5
Diversity and
AdvocacyKnowledge
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
Lecture & course
readings; Discussion
board questions; Journal,
Service learning project;
Exam
CMHC-E:6
Diversity and
AdvocacyKnowledge
Lecture & course
readings; Service learning
project
CMHC-F:2
Diversity and
Advocacy-Skills
and Practices
CMHC-F:3
Diversity and
Advocacy-Skills
and Practices
Knows public policies on the local,
state, and national levels that affect
the quality and accessibility of
mental health services
Advocates for policies, programs,
and services that are equitable and
responsive to the unique needs of
clients
Demonstrates the ability to modify
counseling systems, theories,
techniques, and interventions to
make them culturally appropriate
for diverse populations
CMHC-H:1
AssessmentSkills and
Practices
Lecture & course
readings; Role play
CMHC-K:5
DiagnosisKnowledge
CMHC-L:3
Diagnosis-Skills
and Practices
Standard #
SCCO-A:6
School
Counseling
FoundationsKnowledge
Selects appropriate comprehensive
assessment interventions to assist
in diagnosis and treatment
planning, with an awareness of
cultural bias in the implementation
and interpretation of assessment
protocols
Understands appropriate use of
diagnosis during a crisis, disaster,
or other trauma-causing event
Differentiates between diagnosis
and developmentally appropriate
reactions during crises, disasters,
and other trauma-causing events
Standard
SCCO-D:1
Counseling,
Understands the effects of (a)
atypical growth and development,
(b) health and wellness, (c)
language, (d) ability level, (e)
multicultural issues, and (f) factors
of resiliency on student learning
and development
Demonstrates self-awareness,
Lecture & course
readings; Role play
Lecture & course
readings; Reading
reaction worksheets;
Exam
Lecture & course
readings; Exam
Lecture & course
readings; Role plays;
Exam
Learning Activities &
Experiences
Lecture & course
readings; Interview paper
Lecture & course
SCCO-D:3
Prevention, and
InterventionSkills and
Practices
Counseling,
Prevention, and
InterventionSkills and
Practices
sensitivity to others, and the skills
needed to relate to diverse
individuals, groups, and
classrooms
Designs and implements
prevention and intervention plans
related to the effects of (a) atypical
growth and development, (b) health
and wellness, (c) language, (d)
ability level, (e) multicultural issues,
and (f) factors of resiliency on
student learning and development
Understands the cultural, ethical,
economic, legal, and political
issues surrounding diversity,
equity, and excellence in terms of
student learning
readings; Discussion
board questions; Role
plays, Exam
Lecture & course
readings; Discussion
board questions; Role
plays; Exam
SCCO-E:1
Diversity and
AdvocacyKnowledge
SCCO-E:2
Diversity and
AdvocacyKnowledge
SCCO-E:3
Diversity and
AdvocacyKnowledge
SCCO-E:4
Diversity and
AdvocacyKnowledge
SCCO-F:1
Diversity and
Advocacy-Skills
and Practices
Demonstrates multicultural
competencies in relation to
diversity, equity, and opportunity in
student learning and development
Lecture & course
readings; Cultural
awareness activity;
Journal; Role plays
SCCO-F:2
Diversity and
Advocacy-Skills
and Practices
Lecture & course
readings; Service learning
and advocacy project;
Article reviews
SCCO-H:1
AssessmentSkills and
Practices
Advocates for the learning and
academic experiences necessary
to promote the academic, career,
and personal/social development of
students
Assesses and interprets students’
strengths and needs, recognizing
uniqueness in cultures, languages,
values, backgrounds, and abilities
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
Lecture & course
readings; Journals; Role
plays, Cultural interview;
Discussion board
questions; Exam
Lecture & course
readings; Service learning
and advocacy project
Lecture & course
readings; Journal; Role
plays; Cultural interview;
Discussion board
questions; Exam
Lecture & course
readings; Journal; Role
plays; Cultural interview;
Discussion board
questions; Cultural
observation paper;
Service learning and
advocacy project; Article
reviews; Exam
Lecture & course
readings; Journal;
Discussion board
questions; Exam
Course Format-Method of Instruction:
This course is a dialogue about Multicultural Counseling and educational issues. Each class will
include:
 a brief lecture on a particular issue related to multicultural counseling
 an experimental learning activity
 small and large group discussion
Course Ground Rules
It is expected that each student will:
 Be courteous and allow speakers to complete his/her thought(s) before speaking.
 Be respectful of the opinions of others, even if there is a disagreement.
 Be involved by participating in discussions and activities, but not dominating either.
 Be respectful of the sensitive nature of comments and treat them as confidential
statements that should not be shared outside of class.
 Be an active participant/learner who is interested in increasing his/her knowledge-base
and cultural awareness.
Evaluation
Class Attendance/Participation
Discussion/Activity Questions (15 worth 10 pts
each)
Online Journal (4 worth 25 pts each)
Cultural Awareness Paper
Cultural Observation Paper
Cultural Interview Paper
Service Learning Advocacy Project
Festivals of Knowledge (2 worth 50 pts each)
Book Review Journals (2 worth 50 pts each)
TOTAL POINTS
50 points
150 points
100 points
100 points
100 points
100 points
200 points
100 points
100 points
1000 POINTS
Evaluation
Grade
Percentage
Points
A
100-90%
1000 – 900
B
89-80%
899 - 800
C
79-70%
799 – 700
D
69-60%
699 – 600
F
59% and below
599 and below
Evaluation based on
points earned
Mastery of
content/concepts
Good understanding
of material
Rather basic
understanding, more
work is needed to
perform appropriately
Limited
understanding, more
work is needed to
perform appropriately
Measured
performance
indicates material
was not
adequately
understood
Course Requirements
Class Attendance:
Due to the discussion based format of the class, it is very important to maintain good class
attendance. You will be allotted ONE absence. Therefore you are required to attend the
remaining class times. In the case of an absence your grade will drop a letter grade each time
you miss.
.
Assignment Due Dates:
Assignments due on an in person class is due on the date before TIME.
Assignments due on an on line class is due on the date before TIME (with the exception of
discussion boards, which close at TIME).
Unless directed otherwise, all assignments are to be dropped in the appropriate drop-box.
Festival of Knowledge
You will have TWO tests (Festivals of Knowledge). The format will be multiple choice and online.
These tests are worth 50 pts each.
Daily Readings & Discussion Questions
You are expected to complete the assigned readings and discussion questions by the date they
are listed on the schedule (Before Class). The discussion questions are listed under the content
section in D2L.
Multicultural Observation
One way to experience “diversity” is to participate in the activities of ethnic groups different from
your own. For this project, you are to attend an activity associated with a culture or ethnic group
distinctively different than your own. For example, visit a club, festival, or attend a church service
other than your own. Write a short description (4-6 pages) of what you did, how it felt while you
were doing it, and what you learned. Bring back an artifact for show and-tell. You will discuss your
experience in class.
NO RESTAURANTS!
Cultural Awareness Paper
This paper will give you an opportunity to reflect on your current and past feelings and
experiences with and about people who are different from you. This paper should be 5 pages and
submitted through D2L.
Cultural Interview
Interviews are extremely important in understanding the ways in which cultural values and norms
influence individual development across the life span. You will conduct a brief interview with one
who differs from you culturally. The interview should focus on the respondent’s subjective life
experiences, milestones and problems encountered by the individual. This paper should include a
description of the respondent and a summary of main findings related to the text. Please review
the guidelines for the Cultural interview assignment. A list of your questions must be included
in the final paper.
THE INTERVIEW MUST BE FACE-TO –FACE. NO INTERNET, WEB, CHAT, OR PHONE
INTERVIEWS WILL BE ACCEPTED. THEREFORE YOU SHOULD SECURE YOUR
INTERVIEE VERY EARLY IN THE SEMESTER!!!!!!!!!!!!!!!
Service Learning Advocacy Project
Training in cultural awareness indicates that a person can demonstrate their multicultural
competencies in their work with culturally diverse individuals. You are to develop a service
learning project in a community organization that would be of approximately 8 hours duration all
total. Please see Service Learning Advocacy Project description for details.
Late Assignment Policy
Assignments are expected at the beginning of class on the due date. A mandatory deduction of
10 points will occur for every day that the assignment is late. Extensions must be arranged in
advance. (Remember the instructor IS a counselor, so it doesn’t hurt to ask). No assignments will
be accepted later than two weeks from the original date due; after that time the assignment will
be graded as a ZERO.
Technology Requirements/Computer Usage
All students MUST have access to a computer and will be required to conduct online assignments
using the appropriate technology. No exceptions will be made. Students can access computer
labs at various locations on campus. Access to D2L will be required for this course. The
instructor will use your MTSU email address for communications. Check your MTSU email on a
regular basis. If you have problems accessing your email accounts, including operating D2L,
contact the HELP DESK at 615.898.5345.
Academic Honesty
It is expected that all work you complete for this course is your own. You are
expected to include appropriate citations (when applicable) in all of your work for this
course. The University policy for academic misconduct will be followed. Academic
misconduct includes the following behaviors: plagiarism, cheating, fabrication, or
facilitating. The following definitions apply:
• Plagiarism – the adoption or reproduction of ideas, words, statements, images, or works
of another person as one’s own without proper acknowledgement.
• Cheating – using or attempting to use unauthorized materials, information, or study aids
in any academic exercise. The term academic exercise includes all forms of work
submitted for credit or hours.
• Fabrication – unauthorized falsification or invention of any information or citation in an
academic exercise.
• Facilitation – helping or attempting to heal another to violate a provision of the
institutional code of academic misconduct.
Please make sure that all cell phones are turned off during class! Please do not answer
phones or text in class. The instructor will ask you to leave, if you do not adhere to this
rule.
If you have a disability that may require assistance or accommodations, or if you have any
questions related to any accommodation for testing, note taking, reading, etc., please speak with
the instructor as soon as possible. You may also contact the Office of Disabled Services
(615.898.2783) with any questions about such services
*****The instructor reserves the right to change any parts of this syllabus. You will be
informed of any changes in class.*******
Guidelines for Papers:
 Please do not exceed the required page limit.
 Make sure all of your pages are numbered and proofread for spelling
and grammar. Although this is not an English course, if the instructor has problems
comprehending your writing, the instructor will make point deductions accordingly.

Papers should be written in APA style.
Cultural Awareness Paper Guidelines
This paper should be 5 typed pages. Use headings based on the following discussion points.
 Meaning of Culture- What does culture mean to you? What role has culture played in
your life.

Role of Stereotypes-What stereotypes do you or those close to you hold against
different groups. What roles do these stereotypes play in how you look at those who are
different than yourself?

What did I do?- Indicate a time when you noticed someone being treated wrongfully
based on their
differences. What did you do? What would you do differently now?

When I was a minority-Indicate a time when you were a “minority” in a particular
situation. What was
that like? How were you treated?

Cultural Awareness -In what areas would you like to increase your cultural awareness?
How will these make you a better counselor in the future?
Grading Rubric for Cultural Awareness Paper
Clear Statement of Meaning of Culture
Max 20 Points
Clear Statement of Role of Stereotypes
Max 20 Points
Clear Statement of “What you did”
Max 20 Points
Clear Statement about When you were a
Max 20 Points
minority
Clear Statement of how you would like to
Max 20 Points
increase your cultural awareness
Cultural Observation Guidelines:
One way to experience “diversity” is to participate in the activities of ethnic groups different from
your own. For this project, you are to attend an activity associated with a culture or ethnic group
distinctively different than your own. For example, visit a club, festival, or attend a church service
other than your own. Write a short description (4-6 pages) of what you did, how it felt while you
were doing it, and what you learned. Please use headings based on the rubric below. Bring back
an artifact for show and-tell. You will discuss your experience in class. Please submit this
assignment in the Dropbox provided in D2L.
Grading Rubric for Multicultural Observation
Clear statement of observation event
Max of 25 points
Clear statement of reason for choosing
Max of 25 points
particular observation
Clear statement of feelings during observation
Max of 25 points
Clear statement of impact on cultural
Max of 25 points
awareness
Guidelines for Cultural Interview
(8-10) pages
Interview Questions – Your interview questions should include the
following:
 Demographic information
 Introductory questions about achievements and hardships your
respondent has encountered over his or her life span.
Interview Paper – Your paper should include the following elements:

Introduction - You are to describe who you interviewed – age,
race, religion, etc., and explain how you recruited your respondent. Discussion - please describe the following information.
a. Summarize the main findings from this project.
b. Discuss how your findings are associated with information and
material in your text, assigned readings, and class discussions.
c. Explain how this project was or was not valuable for you.
 Reference page
Interview Questions






What cultural groups do you identify with?
Describe your upbringing. What do you remember about the neighborhood(s) in which
you lived? What ethnic groups resided therein? Was there a predominant group? What
do you recall about your neighborhood: focus in particular regarding attitudes about those
who were “different” from you? What was the talk at the dinner table? Were there any
teachings that may influence how you feel about any group outside your own?
Discuss your family culture in terms of values, beliefs, and goals about life success/failure
that you have learned. What are some verbal and non-verbal communication skills you
have learned from your family? How has your cultural background affected your present
beliefs about yourself and others? Talk about how your cultural background has shaped
your views about race, class, gender, ability, and sexuality? What messages did you
receive about these topics growing up, and what are your current beliefs? How has your
culture helped or hindered you in your schooling/teaching?
Describe you now. Discuss your attitudes, feelings, and beliefs about different cultural
groups. Discuss how these influence who you are as a future counselor and where you
need to direct your own learning and self growth. Indicate how the material in this class
has assisted you in seeing how the reflections above have shaped who you are, what
you believe, and what you must now do to grow beyond where you ‘personally reside’.
Determine what stage you are at in your personal identity development. Describe the
traits or behaviors you see in yourself that you used in your self-assessment.
What happened in your past that moved you, or allowed you to move, from one stage to
the next to get you where you are today?


What needs to happen to move you to the next stage of development? What will you do
to bring about that next stage of development?
What will you do to move to the highest levels of identity development and integration?
Grading Rubric for Intercultural Interview
Clearly Written Introduction
10 pts
Discussion of associations between findings
40 pts
and materials presented in class (text).
Summarization of Findings
20 pts
Writing Style
20
Reference Page
10
Service Learning Advocacy Project Guidelines
Assignment
This assignment will consist of a journal section and paper section. Approval from the
instructor is required before you can begin. You will be asked to provide volunteer services to
a group or individual from a population which is unlike yourself. You are to choose from one
of the approved sites. You are challenged to connect with a diverse group about which you
have the MOST preconceived ideas and the least experience. This can include cultural,
religious, racial, sexual identity, economic, or ability diversity. The requirement is that you
spend a minimum of 8 hours, which should include at least 4 different gatherings, with people
in this group (church, group, family, or some other group meeting), providing a service in
some capacity. In at least one or more of these gatherings, you will have a dialogue with
someone about the group.
Journal
You will journal after each experience (A total of 4 journals will be submitted in the drop boxdue dates in schedule), outlining all of the following:
1) Your reactions to the experience
2) Your thoughts and feelings about them
3) Your thoughts and feelings about yourself in relation to them
4) How this interaction affected your cultural competence
Paper
You are to include headings related to the following discussion points:
•
•
•
•
•
Reflect on the entire experience.
How has this experienced helped in your development towards becoming a
culturally competent counselor?
Which of those preconceived ideas are now open to re-interpretation and why?
What have you learned about yourself and about them, now that the immersion is
over?
Now you will take what you have learned about this group and yourself and apply
it in a counseling context. Assume you have a client from this group. Using your
books and class material and APA format, discuss each of the following:
 What are some likely issues you might expect and why?
 What counseling approach will you use and why?
 What supports would you provide this client and why?
 What are the ethical and legal issues inherent in this counseling
work?
 What do you need to do now to be ready to meet this future client?
Guidelines for Service Learning Advocacy Paper
Reflection of entire experience
30 points
Discussion of how project has affected Cultural 30 points
Competency
Discussion of preconceived ideas
20 points
Discussion of what you have learned about
20 points
yourself
Discussion of likely issues with client from this
20 points
group
Discussion of counseling approach with client
20 points
from this group
Discussion of supports you would provide client 20 points
from this group
Discussion of ethical and legal issues with
20 points
client from this group
Discussion of further education and experience 20 points
need to be prepared to work with client from
this group
CACREP RUBRIC FOR SERVICE LEARNING ADVOCACY PAPER
Category
Target/Outstanding
Characteristics of Written Assignment/Project*
•
•
•
•
•
•
•
•
•
•
•
Marginal/Acceptable
•
•
•
•
•
•
•
•
Score
Approximately
Equates to
Exceptionally well written
Excellent integration, synthesis and/or analysis of ideas
Professional/high quality
Comprehensive and coherent
Logical flow and sequencing of ideas; excellent transitions
from point to point
Includes all required elements
Very clear and specific
Provides ample citations and examples to support positions
taken in written product
Excellent sentence structure
No (or very few) grammatical errors
Mastery of APA style (when required by professor)
9 – 10
A
Well written
Good integration, synthesis and/or analysis of ideas
Reasonably professional/high quality
Includes most required elements
Largely comprehensive and coherent
Reasonably good flow/sequencing of ideas; may have a few
unclear transitions
Lacks some clarity and/or specificity
Provides citations and examples to support most positions
8
B
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Unacceptable
•
•
•
•
•
•
•
•
•
•
•
taken in written product
Good sentence structure
Some grammatical errors, but does not detract from overall
quality of written product
Good use of APA style (when required by professor); some
minor errors
Simplistically written
Descent presentation of ideas, but little effort to integrate,
synthesize and/or analyze ideas
Lacks “polish”/marginal quality
Superficial presentation of ideas
Lacks logical flow/sequencing of ideas; weak transitions
Lacks many required elements
Lacks much clarity and/or specificity
Lacks citations and examples to support some key positions
taken in written product
Fairly good sentence structure, but awkward phrasing
detracts from written product
Several grammatical errors, but does not seriously detract
from quality of written product
Several errors in use of APA style (when required by
professor)
Poorly written
Numerous writing errors
Difficult to understand
Lacks structure
Very unclear and/or non-specific
Very little flow or logical sequencing of ideas; transitions
confusing or unclear
Lacks nearly all required elements
Very few citations and examples to support most key
positions taken in written product
Poor sentence structure seriously detracts from written
product
Grammatical errors seriously detract from quality of written
product
Does not use APA style or makes a substantial number of
errors in use of APA style (when required by professor)
7
C
6 and
below
D or F
* It is possible that some, but not all, of the characteristics associated with a particular category will be
demonstrated by the student on a written assignment/project. The professor will make a determination as to
which category (i.e., Target/Outstanding, Marginal/Acceptable or Unacceptable) most closely approximates
the quality of the student’s assignment/project.
The professor may opt to equate rubric scores to grades in whatever way he or she deems appropriate.
Suggested rubric score-to-grade equivalents are listed in the table above.
Schedule
Date
Type of Class
Readings Due & Class
Activities
*Movie/Discussion
*Syllabus Review
Home Work Due
Date
ONLINE
Date
IN PERSON
*Ice Breakers
*Role Plays
*Introduction
Date
IN PERSON
*Reflective Journal
II-G-2-e,
II- G-2-b,
II- G-2-e
Date
ON LINE
*What is Culture?
Lecture
*Chapter 1
*Cultural
Competencies
*Chapter 2&3
*Chapter 3:Activity 1
*Service Learning
Journal #1
*Cultural Awareness
Paper
II- G-2-b
II- G-2-f
Date
IN PERSON
*Racism
&
White
Privilege Lecture
*Stereotypes Activity
*Role Plays
*Chapter 3: Activity 2
II- G-2-f
Date
ONLINE
*Chapter 4 & 5
*Invisible Knapsack
Article
II- G-2-a ,
II- G-2-b,
II- G-2-f
Date
IN PERSON
*Chapter 6&7
*Role Plays
*Chapter 4: Activity 1
*Invisible Knapsack
Article and Discussion
Board
Chapter 6: Activity 1
Chapter 7: Activity 1
Date
*Discussion Board
*Introduction Quiz
*Multicultural
Competency Assessment
*Family Tree Assignment
*Service Learning Site
CACREP
Standard
II- G-2-a,
II- G-2-b
II- G-2-c,
II-G-2-e,
II- G-2-f
II- G-2-a,
II- G-2-b,
II- G-2-c,
II- G-2-d
NO CLASS SPRING BREAK
Date
ONLINE
****Festival of Knowledge 1****
*Service Learning Journal #2
*Cultural Observation Paper
*Neither Wolf Nor Dog Book review #1
(Covers Chapters 1-13)
II- G-2-a,
II- G-2-b,
II- G-2-c,
II- G-2-d,
II- G-2-f
Date
IN PERSON
*Chapter 9
*Chapter10:
Counseling
Latino/a clients
*Identity Development
Models
*Putting it all together
lecture
*Chapter 9: Activity 2
II-G-2-c, IIG-2-e
*Chapter 11: Working
with Native American
*Discussion Questions
for Native American
Date
ONLINE
*Discussion Questions
for Latino/a Clients
II-G-2-c, IIG-2-e
Clients
*Chapter 12 Working
with African American
clients
Date
IN PERSON
Date
ONLINE
Date
IN PERSON
Date
ONLINE
*Chapter 13 Working
with Asian American
Clients
*Chapter 14 Working
with Arab and Muslim
American Clients
*Chapter 15: Working
with White Ethnic
clients
*Chapter 16: closing
thoughts
*Supplemental
Readings: Counseling
LGBTQ Clients
Clients
*Discussion Questions
for African American
Clients
*Service Learning
Journal #3
*Discussion Questions
for Asian American
Clients
*Discussion Questions
for Arab and Muslim
American Clients
*Discussion Questions
for working with White
Ethnic Clients
*Discussion Questions
for LGBT Clients
*Cultural Interview
*Neither Wolf Nor Dog
Book Review #2(Covers
Chapters 14-26)
*Discussion Questions
for Counseling the
Marginalized
*Supplemental
Reading:
Counseling the
Marginalized
*Murder Ball
*Cultural Feast
*Service Learning Journal #4
*Service Learning Paper
*Festival of Knowledge 2
***The instructor reserves the right to alter any part of this syllabus at the instructor’s
discretion. ***
II-G-2-c, IIG-2-e
II-G-2-c, IIG-2-e
II-G-2-c, IIG-2-e
II- G-2-a,
II- G-2-b,
II- G-2-c,
II- G-2-d,
II- G-2-f