COUN 5316: Counseling Diverse Populations
Instructor: Dr. Shawn Patrick, NCC, LPC
Office Phone: 512-245-8130
Email: sp27@txstate.edu
Classroom: ED 4008
Meets: W 3:30-6:15p
Office: ED 4017
Office Hours: M 11-3p (SM) or by appointment
Course Description:
This seminar is designed to sensitize students to the roles societal power disparities, therapist’s racial identity and
awareness, and client/cultural identity play in counseling persons of diverse backgrounds. The dynamics of
counseling clients who are African-American, Asian-American, female, gay/lesbian, Latino/a, Native American, and
persons with disabilities, will be examined.
Course Objectives:
1.
2.
3.
4.
5.
To familiarize oneself with multicultural and pluralistic trends, including: characteristics and concerns
between and within diverse groups nationally and internationally; theories of multicultural counseling;
theories of identity development; and multicultural competencies. (CACREP IIK: 2a; 2e)
To explore one’s own attitudes, beliefs, understandings, and acculturative experiences, including specific
experiential learning activities; increase awareness of institutional and social barriers that impede access,
equity, and success in counseling and assessment. (CACREP IIK: 2b; 7f; 1g)
To understand counselor roles in social justice, advocacy and conflict resolution, cultural self-awareness,
the nature of biases, prejudices, processes of intentional and unintentional oppression and discrimination,
and other culturally supported behaviors that are detrimental to the growth of the human spirit, mind and
body. (CACREP IIK: 2d)
To examine individual, couple, family, group, and community strategies for working with diverse
populations and ethnic groups. (CACREP IIK: 2c)
To be aware of ethical and legal considerations related to multicultural counseling, assessment, and
advocacy. (CACREP IIK: 2f)
Methods of Instruction:
Methods of instruction will include lecture, small and large group activities, small and large group discussions,
videos, papers, presentations, (possible) guest speakers, Blackboard/TRACS communication, and web resources.
Required Texts:
Rothenberg, P. (2007). Race, Class, and Gender in the United States (7th ed.). New Jersey: Worth Publishers.
Sue, D.W., & Sue, D. (2008). Counseling the Culturally Diverse: Theory and Practice (5 th Ed.). New York: Wiley
Interscience.
McGoldrick, M., Giordano, J., & Pearce, J.K. (1996). Ethnicity and Family Therapy (2nd Edition). New York:
Guilford. – Chapters placed on E-Reserve at Library:
http://ereserve.library.txstate.edu/eres/courseindex.aspx?&page=instr
password “odisenow” (lowercase)
Additional readings/handouts as provided (see TRACS).
Please be aware that this course utilizes many TRACS resources. Students who experience difficulty using TRACS
or who are unfamiliar with how to access TRACS should go to Technology Resources (http://www.tr.txstate.edu/)
for more information and tech support.
Suggested Readings:
Atkinson, D. R., & Hackett, G. (1995). Counseling Diverse Populations. Madison, WI: WCB Brown and Benchmark.
Atkinson, D. R., Morten, G., & Sue, D.W. (1993). Counseling American Minorities. Madison, WI: WCB Brown and
Benchmark.
Gibbs, J & Huang, L. (1998). Children of Color. Psychological Interventions with Culturally Diverse Youth. San Francisco,
CA: Jossey-Bass Inc.
Helms, J, &. Cook, D. (1999). Using Race and Culture in Counseling and Psychotherapy: Theory and Process. Needham
Heights, MA: Allyn & Bacon.
McGoldrick, M., Giordano, J., & Pearce, J.K. (1996). Ethnicity and Family Therapy (2nd Edition). New York: Guilford.
Ponterotto, J.G., Casas, J. M.., Suzuki, L.A., & Alexander, C.M. (1995). Handbook of Multicultural Counseling. Thousand
Oaks, CA: Sage Publications.
Course Requirements:
1. Privilege assignments and Summary Paper: Students will be provided with a description of the
Discussions of Privilege Project (http://www.dulwichcentre.com.au/privilege.htm). The project is divided into 8
sections, and each section includes a series of questions related to the experience of privilege. The purpose of this
project is to allow students an opportunity to explore and discuss this often difficult topic in a manner that allows for
greater creativity and generation of ideas. Keep in mind that there is no one “right” answer to the questions, rather,
each question is meant to open up dialogue about this topic. The experience of dialoguing in this manner also
provides students a chance to become aware of their own growth throughout the course.
Students are encouraged to provide thoughtful, honest responses to the questions; these responses will not
be graded based on whether or not the response is deemed “correct,” “popular,” or “desirable.” Some time will be
allowed in class for discussion, however to allow for communication outside of class, each group will be provided
with a Forum for online discussion and sharing. These forums will be located on TRACS in the Forums section.
At a minimum, each group should post a narrative description and summary of each week’s discussions. These
summaries can be written informally and serve to help the group track its progress.
At the conclusion of the project, each individual member will complete a summary paper. Page length is
variable. The paper will include a summary of salient features, observations, and significant process insights. This
paper focuses more on the personal learning experience versus objective presentation of facts, although students are
invited to incorporate any book-related materials as deemed appropriate.
The final grade for the project will be based on completing all of the weekly assignments and on the
content, grammar, APA style, and thoroughness of the paper. Reflection and insight demonstrated is encouraged.
2. Rothenberg Homework (electronic submission): Students are to write responses to homework
assignments from the Rothenberg text. There are 5 assignments related to the book that each student will submit by
a certain date through TRACS (Assignments area). Students are encouraged to write their honest responses; there is
no “correct” answer to each assignment. These assignments are designed to promote thought and discussion for
areas that may not be addressed during class time. Writings will not be graded based on grammar, spelling, use of
APA style, etc. There is no page length expected. However, if it appears that a submission is incomplete or
addresses something other than indicated on the assignment, the submission could be returned to the student as
unacceptable. Students can also submit their responses to the assignments early with no penalty; however
assignments will not be accepted past the due date.
3. Quizzes: Five online quizzes will occur. Exams will address material from Sue & Sue (2008) and
McGoldrick & Giordano readings. Each quiz will include multiple choice questions from the readings and also one
comprehensive essay question. Students may access their books and notes during the quiz, but are NOT allowed to
consult with other students. No make-up exams will be offered unless the student is able to make a prior
arrangement approved by the instructor.
Each quiz will be available from Friday to Sunday midnight (see schedule for specific dates). To
accommodate for the essay, no time limit is given for the quiz. You are allowed up to 2 submissions of the quiz if
you want to break the test into two parts. However, no more than 2 will be allowed. The essay question also must
include proper APA style and citation of materials; it will be submitted as a Word document and attached to the
quiz.. The quiz can be taken on any computer with internet access, although one is advised to take the quiz at a time
when there are few distractions. Quizzes can be found in the Assessments area on TRACS. Feedback on the
quizzes will be provided online and in class.
Please complete the SAMPLE QUIZ on TRACS the first weekend after our first meeting to make
sure your system is working properly. Students who do not take the sample may encounter technology-related
problems during actual quizzes, and these problems may not be resolved in time to complete the quiz prior to the
due date.
4. Cultural Scrapbook Experience. Students will form into groups. Each group will select a specific
cultural group to be approved of by the instructor. The cultural group chosen should be one that all group members
do not identify with and are least familiar with/exposed to. Examples of possible cultural groups are listed below.
Due to the time frame of this course, it is recommended that students form their groups and select a topic on the first
class day.
Each group will have 2 tasks:
A. The students will engage in a cultural experience related to the group selected. Artifacts, photographs,
brochures, etc. should be obtained of the experience. Students should also consider writing individual or
compiled narratives about their experience. Students can do this experience together as a group, or
individual members can select different experiences to then compile later.
B. Students will complete a “scrapbook” about the cultural group. This scrapbook will include materials
related to the history and description of the cultural group. Other pertinent information should be
included, such as research findings or other scholarly work related to the experience of the group.
Counseling considerations should be provided. Also students will include their cultural experience into
the book. A list of references should be included at the end of the book.
As a “scrapbook”, this project is intended to be a creative and engaging method for students to learn about
a culture of interest. These books will be shared in class and students will likely need to provide some information
about the pages in the book. Scrapbooks are intended to be a method for people to convey information and
experiences from their own perspective, thus allowing the reader to “interact” with the author. Creativity and
freedom of expression are highly encouraged! Students may also bring supplemental materials along with their
scrapbooks. Grading will be based on presentation of materials, integration of concepts, coherence of final project,
and group participation.
Suggested topics, but not limited to:
Groups of African origin
Native American groups
Judaism
Buddhism
Gay, Lesbian, Bisexual groups
Transgendered groups
Groups of Asian origin
Groups of Hispanic origin
Hinduism
Christianity
Men
Groups of Arabic origin
Groups of European origin
Islam
People with physical disabilities
Women
*EXTRA CREDIT OPPORTUNITY:
This course emphasizes the broader societal context in which oppression and privilege influence everyone’s
perceptions and experience around culture. Thus linking course material to everyday life is important in seeing the
concepts in action. Students who wish to supplement their standing in the course are given the opportunity to bring
in newspaper or magazine articles that reflect aspects of racism, sexism, heterosexism, etc. Students can bring in
one article per class period and present the article to the class, explaining the article’s relationship to these concepts.
For every article presented, the student can earn 1 point of extra credit.
Grading:
Students are expected to attend every class session and to have coursework completed on time. Students who are
absent are still responsible for having assignments turned in by the start of class time on the due date. Papers are to
be written in APA style (Abstracts are optional) unless otherwise specified. This includes appropriate cover and
reference page. Although quality of the content will be weighed most heavily, papers are expected to have correct
grammar, punctuation, and spelling. Inadequate mechanics will result in lowering of student’s grade. Papers need
to be typed, double-spaced, and stapled. All assignments are due by the start of the class period designated. Any
paper received beyond this time will be considered late. Late assignments will be reduced by at least one letter
grade. With instructor approval, students may email papers – format expectations still apply.
Read all assignments prior to class meetings and be prepared to discuss them in class. Due to the highly interactive
nature of this class, several in-class activities will be offered. All students are expected to participate meaningfully
in the class discussions and activities. The nature of these activities is to extend the student’s knowledge and
comprehension of concepts and self-understanding. Therefore some activities may be more challenging than others.
Although each individual student may have varying levels of verbal contribution, complete lack of participation in
these activities could result in the lowering of student’s grade by at least one letter grade. Due to the personal
nature these discussions may tend to have, rules of confidentiality will apply to all class discussions and
assignments. It is also assumed that students will display respect when discussing thoughts and opinions.
Requirements Summary:
Grading Scale:
Privilege Summary Paper
Quizzes: 5 @ = 20 points
Scrapbook
Rothenberg: 5 @ = 10 point
Total:
25 Points
100 Points
25 Points
50 Points
200 Points
A 200 - 184
B 183 - 164
C 163 - 140
F 139 -
For clarity of overall grading expectations, the following descriptors are provided:
A = Student has exceeded all required expectations. Performance has included thoughtful reflection, awareness, and
application of course content. Includes meaningful contribution to class discussion, strong demonstration of APA
style, and ability to synthesize course concepts.
B = Student has met minimum class requirements. Work submitted and classroom participation are adequate to
expectations. Includes awareness of APA style and addresses basic requirements of assignments.
C = Student has failed to meet minimum requirements. Work submitted has lacked some required components (e.g.,
poor APA style, failure to address all aspects of assignment, little class participation).
F = Student has significantly failed to meet minimum requirements.
Texas State University seeks to provide reasonable accommodations for all qualified individuals with disabilities.
This university will adhere to all applicable federal, state, and local laws, regulations and guidelines with respect to
providing reasonable accommodations as required to afford equal opportunity. It is the student’s responsibility to
register with Disability Support Services and to contact the faculty member in a timely manner to arrange for
appropriate accommodations
Tentative Class Schedule:
Date
Topic for Discussion
Due:
1/21
Introduction
Sue & Sue 1
Privilege discussion
SAMPLE QUIZ
PP Section 1
Sue & Sue 2,3
Themes, Politics
RI
PP Section 2
Sue & Sue, 4
Trust, Mistrust
Quiz 1 (ch’s 2,3,4)
PP Section 3
Sue & Sue 5
Microaggressions
RII
PP Section 4
Sue & Sue, 10
ID models
Quiz 2 (Ch’s 5,10)
Identity Models cont’d
Sue & Sue 11
1/28
2/4
2/11
2/18
2/25
RIII
3/4
PP Section 5
Sue & Sue 12
Social justice/worldview
Quiz 3 (Ch’s 11, 12)
PP Section 6
Sue & Sue 13
Minority group therapists
RIV
3/18
SPRING BREAK
NO CLASS
3/25
PP Section 7
Sue & Sue 6
Barriers
Quiz 4 (Ch’s 13, 6)
PP Section 8
Sue & Sue 7
Strategies
RVIII
Family Approaches
McGoldrick & Giordano, Ch 1;
3/11
4/1
4/8
appendix.
4/15
Family cont’d
Privilege Summary Paper DUE
4/22
Indigenous Methods
Sue & Sue 9
Media Education/ Tools for dialogue
Handouts
Quiz 5 (Ch’s 7, 9, McG)
4/29
Cultural Experiences
5/6
Finals week
Scrapbooks