COUN 601
Counseling in a Pluralistic Society
Spring 2010
Instructor:
Don Fleming, Ph.D.
Office: 234 Hull Building
Phone:
434-395-2258
Fax: 434-395-2148
Email: HYPERLINK
"mailto:flemingdc@longwood.edu" flemingdc@longwood.edu
Office Hours:
Monday, Tuesday, and Wednesday / 4:30 p.m.-5:30 p.m.
Other hours by appointment.
Course Description: This course is designed to explore multicultural counseling concepts with
emphasis on the beginning multicultural counselor gaining an understanding of awareness,
knowledge, and skills for culturally diverse populations.
Text: Sue, D.W. and Sue, D. (2003). Counseling the Culturally Diverse: Theory and Practice.
John Wiley & Sons.
Course Objectives: In keeping with the outcome of Educators as Reflective Citizen Leaders,
through written assignments, class discussions, class presentations, and viewing of videotapes,
the successful student will be able to show evidence of the following objectives.
Professional Educator Outcomes:
V1 – Educators as Reflective Citizen Leaders
Plan for Instruction
Implementation and Management of Instruction
Evaluation and Assessment
Knowledge of Subject
Classroom Behavior Management
Communication Skills
Professional Responsibilities
Technology
Diversity
Knowledge
Demonstrate an understanding of the interplay of values, expectations, racial/ethnic and political
forces in the provision of counseling services. *(V1,4,6,7,9)
Demonstrate an understanding of how the discrimination, prejudice, and stereotyping experienced
by various racial/ethnic minority groups have affected their perceptions of counseling services.
*(V1,4,6,7,9)
Skills
Demonstrate an understanding of the culturally specific issues of family rearing and lifestyle in
identity formation. *(V1,4,6,7,9)
Demonstrate an understanding of the need for developing culture specific communications and
helping styles for culturally different clients. *(V1,4,6,7,9)
Dispositions
Demonstrate an understanding of the unique phenomenological perspective of the client and
convey an attitude of acceptance to the client. *(V1,4,6,7,9)
Demonstrate an understanding of how race, culture, ethnicity, gender, and sexual orientation
influence world views. *(V1,4,6,7,9)
Course Requirements
1. Attendance and participation Weekly
2. “My Culture” paper Due February 7
3. Family/Culture Interview
Due February 21
4. Literature Review
Topics / Outlines due Due February 28
5. Interaction Plan
Due March 7
6. Literature Review Due April 4
7. Multicultural Directory
Due
April 25
8. Cultural Research Presentation
Due as scheduled
Attendance and Participation
This class is designed to provide an overview of counseling within a multicultural framework.
Toward this end, critical thinking and meaningful dialogue are important. Varying points of view
are anticipated. Full attendance is expected and unexcused absences will adversely affect your
grade.
“My Culture” Paper (due February 7)
This paper will be an exploration into the nature of your own personal values, cultural identity,
family history and current lifestyle. It is also to be a 6-8 page cultural autobiography that
addresses the constructs that are most salient to your self-definition/identity (e.g., ethnicity, race,
culture, spirituality, class, gender, sexual identity, disability, etc.) The narrative is to be written
from a multigenerational perspective and should address how your familial, ethnic, and cultural
influences and life experiences which have lead to your current sense of self, your professional
work, and your potential to work with different groups in counseling. When writing the narrative,
please use the following questions as a guide:
Your ethnic and cultural background.
What cultural and/or ethnic group do you identify with?
Discuss what messages (verbal and nonverbal) you received about your cultural or ethnic
background and what childhood experiences reinforced them. What message did you receive
about other cultural or ethnic groups?
Describe the childhood and adolescent experiences or relationships that shaped your view of
people who are culturally different than you. What is your current view of people who are
culturally different than you?
Describe some experiences that may have influenced you to change the way that you view people
that are culturally different than you.
What gender assumptions/biases are common in your cultural group? How is sexual orientation
regarded?
The cultural values that you currently hold:
What does your culture value?
What cultural values do you currently hold?
Which of these values will be different from the common values of other cultural groups?
How do you plan to manage value conflicts with your client?
What groups do you think that you will have the most difficulty working with? The least
difficulty? Why?
What are the implications of these answers for work with clients from both similar and dissimilar
cultural backgrounds?
To receive a passing grade in this category you must submit a well-integrated and synthesized
paper that address each of the questions. The document should reflect graduate level skill in
writing, including spelling, punctuation, and grammar. The paper should be formatted according
to the APA publication manual guidelines.
A brief presentation in class on your paper’s highlights is expected on February 7, 2006.
Family/Cultural Interview (due February 21)
Interview a person from any cultural group that is different from your cultural origin using the
Family/Culture Questionnaire provided. Develop a paper that includes a brief description of the
interviewees (sex, approximate age, other identifying information) and an analysis of his or her
responses. Discuss ways (strategies/techniques, counseling approaches) you might work with the
individual as a counselor.
A brief presentation in class on your paper is expected on February 21, 2007.
See page eight for interview questions.
InterAction Plan (due March 7)
Students shall complete one Interaction Plan.
See examples listed below and select one of the following:
Attend a lecture that focuses on ethnic or cultural minority issues and concerns (not this class).
Select one book from the literature reading list or others (with permission of the instructor) and
review it. The review should cover the content and themes of the book as well as your significant
reactions to it (surprises, insights, impressions). You should also comment on the value of the
book to you as a counselor.
Watch specials on television that explore minority issues or provide insight concerning the
lifestyles of ethnic and cultural minority families and review them. You may also review popular
magazines (i.e., “Ebony,” “Nuestro,” “Burning Arrow,” “The Advocate,” etc.) over a one-year
span.
Attend an ethnic or cultural community meeting (church, civic organization, other community
organization) and talk with some of the members attending about current concerns and desires for
their community.
Generate an idea and negotiate the topic with the professor.
A typed summary of the completed activity shall be developed and submitted by the listed due
date. Recommended length for the summary are three to five pages. Summaries should include
some of the following elements:
A description of the experience. What was done? What was learned?
Rationale for selecting the particular experience.
Discussion of feelings and reactions before, during, and after the experience.
What could be done to enhance the experience if it were to be repeated?
Discussion of the personal value of this experience as a student counselor.
To receive a passing grade in this category you must submit a typed paper that reflects graduate
level skill in writing, knowledge, of APA formatting, an ethno relative understanding of the
cultural group explored, and the capacity of enhanced self-awareness.
Review of the Current Literature (topic due on February 28, manuscript due April 4)
Review the research literature on counseling one of the specific populations being studied in this
course. Then summarize the findings of your review, and identify themes that emerge which are
well supported in the literature and, thus, potentially important to your role as a professional
counselor. Your literature review may include no fewer than 10 and no more than 20 articles
from refereed journals as well as technical reports such as ERIC and other sources of scholarly
information. Concentrate the review on materials published within the last five years—the more
current the article, the better. Recommended length for this assignment is 10 to 12 pages. The
grading sheets for this assignment can be found on pp.10-11.
THE STUDENT WILL SELECT DIFFERENT POPULATIONS TO BE STUDIED IN
THE FAMILY/CULTURAL INTERVIEW, INTERACTION PLANNING, AND
LITERATURE REVIEW TASKS.
THE NEXT TWO PROJECTS WILL BE COMPLETED IN SMALL GROUPS. THE
GROUPS CAN COMBINE THE DIRECTORY AND PRESENTATION TASKS BY
SELECTING THE SAME TARGET POPULATION TO BE THE FOCUS.
Directory of Multicultural Resources (due on April 25)
Students shall complete a directory of multicultural resources within the local community for use
in conjunction with and for culturally distinct groups. This activity will be completed in groups.
To complete this activity, each group will do the following:
Identify a target population for which you would like more information (i.e., Latinos, Asian
Americans, African Americans, American Indians, multiracial individuals, sexual minorities,
Arabic/Muslim Americans, people with disabilities). Students must refrain from completing a
project on a specific culturally distinct group in which they share membership.
Visit at least one site (per group member) that provides services to this particular culturally
distinct group.
Determine the service provided by these organizations and the target groups.
Obtain program literature about this organization (brochures, pamphlets, fliers, newspaper
clippings, etc.
Interview a member of at least one of the organizations (per group member) to find more specific
information about programming and services as well as needs of this particular ethnic/cultural
group.
Obtain a list of references relevant to this population (journals, magazine articles, internet
resources, professional organizations) from the organizations you visit as well as other
organizations that provide similar services for this population. Identify local and national
resources utilized by this population (radio and television stations, churches, civic and social
organizations, merchants, grocery stores, book stores, restaurants, retailers, etc.). Identify
appropriate bibliotherapy materials for this population.
Obtain social and demographic information about this particular group (population, education
rates, socioeconomic indicators, strengths of cultural group, obstacles confronted by this group,
etc.). Please summarize the material obtained from the Internet and other reference sources.
Identify the strengths of this particular population as well as certain mental health issues that the
group confronts.
Identify your personal reaction to this activity (per group member). What did you learn that you
might not have known previously about this group? How is this organization different from
mainstream organizations that provide similar services? Why is this organization necessary?
Would you refer clients to this particular organization? Why or why not?
Compile this information in a use friendly format and submit one document for the entire group.
Be sure to include a reference section if necessary. Make copies of your document for
everyone in class.
To receive a passing grade in this category you must submit a group project that reflects graduate
level work and demonstrates your ability to work collaboratively with others.
Cultural Research Presentation (Plan is due two weeks prior to discussion of your
respective cultural group. Presentation dates and topics will be selected by the third class.)
In small groups, coordinate a presentation on a particular racial or cultural group. In preparing
the presentation use the following guidelines:
Several interviews with a representative from the particular ethnic or cultural group must be
conducted. The purpose of the interviews is to explore the cultural norms of the identified group
and to discuss counseling strategies and special interesets that a counselor may face when serving
this population. The interviewer should go to the interviewee (e.g., met with an African
American pastor at the church). In coordinating this project, students are to prepare and submit
their format at least two weeks in advance. This format will include written request for
participation, questions and written correspondence thanking guests. Make sure to provide the
person being interviewed with a copy of questions that you will be asking in advance so that they
have an opportunity to become familiar with them. The group as a whole will determine what
questions will be asked of each representative. Some examples of questions are attached. The
information gathered from these interviews should be combined into a format that can be
presented to the class as a whole (poster style format).
Include common barriers that members of this cultural or ethnic group face in American society
generally and the mental health community specifically.
Provide a packet of relevant information for class members.
Present cultural artifacts that are representative of the culture being presented.
Sample Questions
Please describe the most important values and beliefs of your culture.
Please describe important cultural events, celebrations, and practices in your culture.
What reading materials, films, videos can help us learn about your culture?
Have you ever experienced prejudice or discrimination? Please describe.
How do you think others outside your culture view your culture?
How do you believe people from your culture view counseling or counselors?
What issues or concerns do you believe would stop members of your culture from participating in
counseling?
See page eight for Presentation Rating Form.
Course Schedule
Date Topic Assignment
January 17
Course Overview
Introductions
January 24
Rationale for Multicultural Counseling
January 31
Understanding Race, Ethnicity, and Culture Worldview Sue & Sue 4, 10
February 7
Sociopolitical Nature of Counseling
Social Justice in Counseling
Power, Oppression, and Privilege
***My Culture Paper due*** Sue & Sue 1, 2, 20
February 14
Sue 3
February 21
Racial Identity Development
Racism Sue &
***Family/Culture Paper due***
Self Awareness
Sue & Sue 8, 9
February 28
***Literature Review Topics and Outlines due***
April 4 Counseling
Scenario
April 11
Presentations
April18
Presentations
April 25
Culturally Appropriate Interventions
Presentations
***Multicultural Directory due*** Sue & Sue 12-16, 19
Note: InterAction Plan due March 7th and Literature Review due April 4th. They
need to be sent to the professor.
PRESENTATION RATING FORM
Cultural Research Presentation Quality Rating Possible Points Points Earned
Conveyed limited information and research.
0-4
Interesting presentation, backed up with appropriate research and data gathered. 5 – 10
Creative presentation with a balanced and well-selected coverage of
information and data gathered. Involved audience.
11 - 20
Date:
Target Population:
Presenters:
FAMILY / CULTURE INTERVIEW
Objective: To become more aware of how culture controls the lives of others by having a subject
to systematically describe their culture and how it has influenced their lives.
Procedure: Complete the following questions in your interview along with ones you develop.
What is the average size and composition of the family in this culture?
What is the authority structure of the family in this culture?
What are the role concepts within the family in this culture?
Do family and cultural traditions have certain expectations (of the individual) associated with
them?
How were names chosen for family members? Is there a cultural naming tradition?
What is the quality/nature of human relationships within families in the culture?
What are the family attitudes toward sex and sexuality? Within the culture?
What are the family attitudes toward marriage/family? Within the culture?
What are occupations or types of work are represented in your ancestors? Within the culture?
What are the family attitudes toward work and vocation? Within the culture?
What place does religion play in the family? In the culture?
What is the attitude toward material vs. spiritual values in the culture?
What are the most difficult intergenerational issues of families in this culture?
What is the nature of difficulties in adjustment to mainstream society for this culture?
What was different for the first generation versus the second, third, fourth, and fifth generation in
the United States?
What are the cultural strengths for coping/adjusting? In the past? In the present?
How are conflicts/disagreements resolved between members of the culture?
What other cultural groups were most respected by this culture? For what reason?
Can the interviewee identify whether his or her own ways of thinking and behaving are similar to
the parents’, grandparents’, and neighbors’ ways of thinking and behaving? Ask for examples.
Were biracial, biethnic, bireligious marriages common? How were such relationships encouraged
and/or discouraged within the culture?
Is there another cultural group that the interviewee and his relations always have difficulty with?
What is the nature of the difficulty?
Is there a cultural group that they rarely have difficulty with? What is the reason for the lack of
difficulty?
Are there certain ways that the interviewee’s cultural group is generally discriminated against by
other cultural groups in the United States? How is this done and has the interviewee, as an
individual, had such an experience?
Multiculturally speaking, what does your interviewee think are the major problems in crosscultural issues today? Is this a common viewpoint by others of the same cultural heritage?
Literature Review Grade Sheet
Student Name: _____________________________________________________________
Topic: ____________________________________________________________________
Grade: ____________________________________________________________________
Manuscript Components
___ Title Page
(1 point)
Summary of Main Ideas
___ Abstract
(1 point)
Summary of Literature Review Contents
___ Introduction
(4 points)
Background Information
Statement of Purpose (Interests) and Rationale
___ Review of Issues
(5 points)
Presentation of Ideas
Smoothness of Expression
Precision and Clarity
Grammar
Mechanics
___ Analysis
(5 points)
Discussion of Implications for Counselors
___ Summary and Conclusions
(2 points)
___ References
(2 points)
Format
Refereed Journals
Course Evaluation
My Culture Paper
Family Culture Interview
InterAction Plan
Literature Review
Culture Research Presentation
Multicultural Directory
15 points
15 points
15 points
20 points
20 points
15 points
Grading Scale:
A= 100 — 92
B= 91 — 83
C= 82 — 74
D= 73 — 62
F= 61 and below
Announcements:
All assignments are due as scheduled. Points will be deducted for work submitted after the
scheduled date. It is expected that all work submitted to the instructor for grading will be
TYPED. Assignments are expected to be free of grammatical errors and misspelled words.
Points will be deducted from assignments containing more than two errors.
All work in this course is governed by the Longwood Honor System for Graduate Programs. See
the latest edition of the Longwood Graduate Catalog. Students are expected to pledge all work
for this class. Honor Board charges will be brought against any student who violates this policy.
Any student who may need accommodations based on a disability should make an appointment to
see me.
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EDUC 601
Counseling in a Pluralistic Society
Don Fleming, Ph.D.