MULTICULTURAL PSYCHOLOGY
PSYX 631, Section 2
CPC 121
Mondays and Wednesdays: 10:10 – 11:30 AM
Autumn Semester 2015
Instructor: Gyda Swaney, PhD
Office: SB 370
Email: gyda.swaney@umontana.edu
Phone: (406) 243-5630
Office hours: By Appointment
Prerequisites: Graduate standing in the Clinical or School Program and Consent of Instructor.
Introduction and Objectives: The purpose of this course is to increase your level of cultural
competence within the field of mental/behavioral health through the development of
awareness, knowledge, understanding, and skills to better serve diverse populations, e.g., age,
(dis)ability, religion/spiritual beliefs, ethnicity, social status/class, sexual orientation, indigenous
heritage, national origin, and gender.
Learning Objectives and Outcomes:
1. Promote self-awareness by encouraging on-going self-reflection,
2. Hone your critical thinking skills,
3. Increase your sensitivity to complex issues,
4. Learn from peers,
5. Solidify your cultural identity, and
6. Ready yourself to work with diverse individuals and groups.
Ground Rules and Expectations:
Adult learning. You enter this course with a growing body of life experience, knowledge,
perspectives, and values. The learning process includes sharing what you know and believe, and
re-examining your knowledge and beliefs in the context of new ideas and evidence. Please
come to class prepared to discuss the assigned readings.
Critical thinking. This course requires that you exercise active critical thinking rather
than passive information absorption. There is a lot of reading and considerable classroom
discussion.
Writing matters. Prepare written assignments for the course using American
Psychological Association (APA) format. Problems with spelling, punctuation, grammar,
typographical errors, or style will hurt you in performance reviews throughout graduate school
and your professional life.
Timeliness matters. For each day an assignment is late, 10 points is deducted from the
possible score. Resubmissions are treated as late assignments. Assignments will not be
accepted one week past the deadline and will be scored zero.
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Appearance matters. Written assignments must be double-spaced and formatted in 12point font with 1-inch margins all around. Page length requirements for assignments do not
include the References. Use APA citation style. Incorrectly formatted assignments will be
returned without a grade, and resubmission will be treated as a late assignment.
Trust matters. You will be treated as a mature, responsible, honest adult who is
motivated, curious, and committed to learning. Other behaviors and attitudes are not tolerated
in class. Our ability to establish a trusting and safe environment is all of our responsibilities.
Therefore, you are expected to listen to and interact with each other in a respectful manner.
Malicious racism, sexism, homophobia, classism, ageism, and other forms of bigotry are
inappropriate to express in class. You, of course, will have different values, beliefs, and
opinions; but, you are expected to maintain open minds to the differences among the class.
Please feel free to disagree and voice your opinion, even though there may be others who hold
opinions different from your own.
Class participation is a significant aspect of the course. You are expected to attend class
and be ready to discuss the assigned readings. No more than two (2) excused absences will be
acceptable. More than two excused absences will reduce your class participation score and/or
result in your final grade being lowered one letter grade (e.g., from an A to a B, B to a C, etc.).
Your attendance and participation is extremely important.
Required textbooks:
Duan, C., & Brown, C. (2016). Becoming a multiculturally competent counselor. Los Angeles, CA:
Sage.
Sue, D. W., & Sue, D. (2013). Counseling the culturally diverse: Theory and practice (6th ed.).
New York, NY: John Wiley & Sons.
Recommended textbooks:
Dana, R. H. (1993). Multicultural assessment perspectives for professional psychology. Boston,
MA: Allyn & Bacon.
Dana, R. H. (Ed.). (2014). Handbook of cross-cultural and multicultural personality assessment.
Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Fadiman, A. (1997). The spirit catches you and you fall down: A Hmong child, her American
doctors, and the collision of two cultures. New York, NY: The Noonday Press.
Guthrie, R. V. (2004). Even the rat was white: A historical view of psychology (2nd ed.).
Boston, MA: Pearson.
Johnson, A. G. (2006). Privilege, power, and difference (2nd ed.). Boston, MA: McGraw
Hill.
Paniagua, F. A. (2001). Diagnosis in a multicultural context: A casebook for mental health
professionals. Multicultural Aspects of Counseling Series 15. Thousand Oaks, CA: Sage.
Sue, D. W., Carter, R. T., Casas, J. M., Fouad, N. A., Ivey, A. E., Jensen, M. . . . Vazquez-Nutall, E.
(1998). Multicultural counseling competencies: Individual and organizational
development. Multicultural Aspects of Counseling Series 11. Thousand Oaks, CA: Sage.
Readings as assigned.
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Course Calendar: Autumn Semester 2015
Dates
AUGUST 31, 2015
SEPTEMBER 2
September 7
September 9
September 14
September 16
Topic
Syllabus, Introductions
Sue & Sue
Chapter 1. The multicultural journey to cultural competence: Personal
narratives
Chapter 2. The superordinate nature of multicultural counseling
Duan & Brown
Chapter 1. Monocultural context of counseling as a helping profession
Chapter 2. Demands for multicultural professional counseling
Chapter 3. Multicultural Movement: The Fourth Force
HOLIDAY: Labor Day – No Classes, Offices Closed
Sue & Sue
Chapter 3. Multicultural counseling competence for minority group
counselors/therapists
Duan & Brown
Chapter 4. Multicultural contexts of professional counseling in the 21st
century
Sue & Sue
Chapter 4. The politics of counseling and psychotherapy: Social justice
in counseling
Duan & Brown
Chapter 13. Role of social justice in counseling
Chapter 14. Developing social justice counseling and advocacy skills
Articles
McIntosh, P. (1990). White privilege: Unpacking the invisible knapsack.
Independent School, 49(2), pp. 5 and 31.
Hays, P. A. (1996). Addressing the complexities of culture and gender in
counseling. Journal of Counseling and Development, 74, 332338.
Sue & Sue
Chapter 5. Systemic oppression: Trust, mistrust, credibility, and
worldviews
Chapter 6. Microaggressions in counseling and psychotherapy
Duan & Brown
Chapter 5. Redefining and renewing the counseling profession in the
21st century
Chapter 7. Understanding social oppression and cultural pluralism
Articles
Bryant-Davis, T. & Ocampo, C. (2005). Racist incident-based trauma.
The Counseling Psychologist, 33(4), 479-500.
Constantine, M. G. (2007). Racial microaggressions against African
American clients in cross-racial counseling relationships. Journal
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Dates
Topic
September 21
Guest
Speaker
September 23
Guest
Speaker
September 28
Guest
Speaker
September 30
Guest
Speaker
OCTOBER 5
October 7
October 12
of Counseling Psychology, 54(1), 1-16.
Shelton, K. & Delgado-Romero, E. A. (2011). Sexual orientation
microaggressions: The experience of lesbian, gay, bisexual, and
queer clients in psychotherapy. Journal of Counseling
Psychology, 59(2), 210-22.
Maylinn Smith, JD
School of Law, UM
The Ramifications of Implicit Bias on Indian Child Welfare Act (ICWA)
cases.
Sue & Sue
Chapter 13. Culturally competent assessment
David L. Moore, PhD
Department of English, UM
On Identity in Mashpee.
Clifford, J. (1988). Identity in Mashpee. In Predicament of culture:
Twentieth-century ethnography, literature, and art (pp. 178205). Cambridge, MA: Harvard University Press.
Sue & Sue
Chapter 11. Racial/cultural identity development in people of color
Kathryn Shanley, PhD
Native American Studies Department, UM
How Native writers approach the issue of being a spokesperson.
Sue & Sue
Chapter 11. Racial/cultural identity development in people of color
Patricia Holkup, PhD, RN
College of Nursing, MSU - Bozeman
Institute for Gerontology Education, UM
Counseling older adult clients.
Sue & Sue
Chapter 23. Counseling older adult clients
Sue & Sue
Chapter 11. Racial/cultural identity development in people of color
Chapter 12. White Racial Identity Development: Therapeutic
implications
Duan & Brown
Chapter 6. Developing a multicultural identity
**************IDENTITY Reflection Paper DUE*****************
Sue & Sue
Chapter 10. Non-Western indigenous methods of healing: Implications
for counseling and therapy
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Dates
October 14
October 19
October 21
October 26
Topic
Duan & Brown
Chapter 8, Working with diversity in racial, ethnic, and nationality
contexts
Articles
American Psychological Association. (1993). APA guidelines for
providers of psychological services to ethnic, linguistic, and
culturally diverse populations. American Psychologist, 48(1), 4548.
American Psychological Association. (2003). Guidelines on multicultural
education, training, research, practice, and organizational
change for psychologists. American Psychologist, 58(5), 377402.
Sue & Sue
Chapter 7. Barriers to multicultural counseling and therapy: Individual
and family perspectives
Chapter 8. Culturally appropriate intervention strategies
Sue & Sue
Chapter 9. Multicultural evidence-based practice
Articles
Isaacs, M. R., Huang, L. N., Hernandez, M. & Echo-Hawk, H. (2005). The
road to evidence: The intersection of evidence-based practices
and cultural competence in children’s mental health. The
National Alliance of Multiethnic Behavioral Health Associations
and The Annie E. Casey Foundation.
Whaley, A. L. & Davis, K. E. (2007). Cultural competence and evidencebased practice in mental health services: A complementary
perspective. American Psychologist, 62(6), 563-574.
Sue & Sue
Chapter 14. Counseling African Americans
Chapter 15. Counseling American Indians and Alaska Natives
Chapter 16. Counseling Asian Americans and Pacific Islanders
Chapter 17. Counseling Latinos
Articles
Council of National Psychological Associations for the Advancement of
Ethnic Minority Interests. (2003). Psychological treatment of
ethnic minority populations. Washington, DC: Association of
Black Psychologists.
U.S. Department of Health and Human Services. (2001). Mental health:
Culture, race, and ethnicity—A supplement to Mental Health: A
report of the Surgeon General. Rockville, MD: U.S. Department
of Health and Human Services, Substance Abuse and Mental
Health Services Administration, Center for Mental Health Svcs. .
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Dates
October 28
NOVEMBER 2
November 4
November 9
November 11
November 16
November 18
November 23
Topic
Sue & Sue
Chapter 18. Counseling Individuals of multiracial descent
Articles
Comas-Diaz, L. (2000). An ethnopolitical approach to working with
people of color. American Psychologist, 55(11), 1319-1325.
Sue & Sue
Chapter 19. Counseling Arab and Muslim Americans
Sue & Sue
Chapter 20. Counseling Jewish Americans
Sue & Sue
Chapter 21. Counseling immigrants and refugees
HOLIDAY: Veterans Day – No Classes, Offices Closed
****************MULTICULTURAL GENOGRAM
DUE**************
Sue & Sue
Chapter 22. Counseling LGBT individuals
Duan & Brown
Chapter 9. Working with diversity in gender and sexual orientation
contexts
Articles
American Psychological Association. (2012). Guidelines for
psychological practice with lesbian, gay, and bisexual clients.
American Psychologist, 67(1), 1440-1451.
Robohm, J. (2005). Heterosexual privilege.
Sue & Sue
Chapter 24. Counseling women
Articles
American Psychological Association. (2007). Guidelines for
psychological practice with girls and women. American
Psychologist, 62(9), 040-979.
Shields, S. A. (2008). Gender: An intersectionality perspective. Sex
Roles, 59, 301-311.
Sue & Sue
Chapter 25. Counseling and poverty
Duan & Brown
Chapter 10. Working with diversity in social class contexts
Articles
O’Toole, T. P., Hanusa, B. H., Gibbon, J. L. & Boyles, S. H. (1999).
Experiences and attitudes of residents and students influence
voluntary service with homeless populations. Journal of General
Internal Medicine, 14, 211-216.
Smith, L. (2005). Psychotherapy, classism, and the poor: Conspicuous
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Dates
November 25
November 30
DECEMBER 2
December 7
December 9
December (14 or) 16
Topic
by their absence. American Psychologist, 60(7), 687-696.
Student Travel Day – No Classes (HOLIDAY: Thanksgiving Day)
Sue & Sue
Chapter 26. Counseling persons with disabilities
Duan & Brown
Chapter 11. Working with diversity in physical ability
Articles
American Psychological Association. (2012). Guidelines for assessment
of and intervention with persons with disabilities. American
Psychologist, 67(1), 43-62.
Neely-Barnes, S. L., Graff, J. C., Roberts, R. J., Hall, H. R., & Hankins, J. S.
(2010). “It’s our job”: Qualitative study of family responses to
ableism. Intellectual and Developmental Disabilities, 48(4), 245258.
Duan & Brown
Chapter 12. Working with diversity in religion and spirituality
**************RESEARCH PAPER is DUE*********************
Presentation 1. _______________________________________
Presentation 2. _______________________________________
Presentation 3._______________________________________
Presentation 4. _______________________________________
Presentation 5. _______________________________________
Presentation 6. _______________________________________
FINAL EXAM WEEK: 8:10 – 10:00 . . . OR . . . 10:10 – 12:00
Presentation 7. _______________________________________
Presentation 8. _______________________________________
Presentation 9. _______________________________________
Required Assignments:
1. Reflection Paper. You are required to write a 3-5 page reflection paper based on one of
the following:
a. Racial/Cultural Identity Development in people of color. You are to write about
your experience (if that is the case) or a client’s experience as a person of color.
b. White Racial Identity Development. You are to write about your experience as a
White person (if that is the case) or a client’s experience.
c. Gender Identity Development.
2. Multicultural Genogram. You are required to write a 7-10 page paper that identifies and
explores the values and beliefs of your family of origin across at least three generations:
you, your parents, and your grandparents. If you are able to include great grandparents
that would be even better. Use Pamela Hays’ Addressing Model and discuss your
family’s values and beliefs about age and generational influences, (dis)ability,
religion/spirituality, ethnicity, social status, sexual orientation, indigenous heritage,
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national origin, and gender. The Multicultural Genogram is due on November 16, 2015
by 5:00 p.m.
3. A 10-15 page Research Paper on a clinical issue AND a multicultural component is
required; for example: you could write on behavioral health issues in Black Americans,
depression in American Indians, or alcohol misuse in older adults. The paper should
include no less than 10 references and must be written in APA format. The Research
Paper is due in class on December 7, 2015.
In addition, you are required to give an Oral Presentation of your Research
Paper to your colleagues during the last two weeks of the semester. At the oral
presentation, please provide a copy of your PowerPoint presentation and/or a
Reference List to your colleagues and professor.
4. Points possible for the assignments are as follows:
Reflection Paper
100
Multicultural Genogram and Family Tree
300
Research Paper
300
Oral Presentation
200
PowerPoint or Reference List
50
Class Participation
50
TOTAL Points Possible
1,000
Grades will be assigned as follows: A = 900 – 1,000; B = 800 – 899; C = 700 – 799; D =
600 – 699; F = 0 – 599.
Student Conduct Code
All students must practice academic honesty. Academic misconduct is subject to an academic
penalty by the course instructor and/or a disciplinary sanction by the University. All students
need to be familiar with the Student Conduct Code.
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Attendance
Regular class attendance and participation in class discussion is required. More than two (2)
excused absences to class and supervision are not acceptable. We learn from each other and
you have much to offer the class.
Course withdrawal
Through the 15th instructional day, ALL classes are dropped on CyberBear. From the 16 th
through the 45th instructional day, all classes must be dropped using Drop forms (instructor
signature required). $10 fee applies. From the 46th to the last instructional day prior to finals
week, classes must be dropped using the Drop form (instructor and Dean signatures required).
$10 fee applies. Make every effort to withdraw in a timely fashion so as not to negatively affect
your academic record.
Disability modifications
The University of Montana assures equal access to instruction through collaboration between
students with disabilities, instructors, and Disability Services for Students. If you think you may
have a disability adversely affecting your academic performance, and you have not already
registered with Disability Services, please contact Disability Services in Lommasson Center 154
or call 406-243-2243. I will work with you and Disability Services to provide an appropriate
modification.
Grading policy
This course is a required course and a letter grade will be assigned to all students. Incompletes
will not be given unless 90% of the coursework has already been completed.
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