Issues in Diversity Psychology (PP 8025)
Fall 2009; Wednesdays, 12:30-3:15pm
Argosy University, Chicago
*Pre-requisite: PP8185 – Social Psychology and Difference
COURSE SYLLABUS
Rahul Sharma, Psy.D., Instructor
312.777.7707
Office Hrs: Tue, 1-3pm; Wed, 10-12; Thurs. 1-3pm; by appt. rsharma@argosy.edu
Teaching Assistant Dipali Bharadwaj
dipalibharadwaj@gmail.com
Course Description:
The study of clinical psychology must include an exposure the burgeoning literature on the multifaceted
topics under “diversity psychology.” This course will lay out the basic concepts related to “diversity” and
“multiculturalism” as they relate to the theory and practice of Clinical Psychology. Also, a thorough,
working definition of “multicultural competence” will be highlighted. The course will include a historical
perspective on how and when various issues of diversity and multiculturalism were introduced in to the
field. Key models will be introduced (e.g., racial/ethnic identity development; power and privilege; models
of acculturation; women’s issues; LGTBQ identity development) with an eye towards current/evolving
discourse within the field of diversity psychology. A mid-term exam will be given, covering the readings
through mid-term. During the 2nd half of the course, students will undertake an investigative project where
they will focus on one aspect of diversity, and thoroughly explore discourse on the subject matter with an
emphasis on clinical implications. Students will present, summarize, and critique current literature,
incorporating concepts covered in the syllabus as well as more in-depth literature on the particular subject
they are investigating. This investigation involves two parts: 1) a structured presentation to the rest of the
class; and 2) a final 13-17 page paper that will synthesize syllabus and project readings relevant to this
topic, and conclude with proposed areas for further research, clinical training, and clinical work in the field.
Course Purpose:
Given the current demographics of the United States, issues of diversity must become a part of clinical
psychologists’ core competencies. The study of clinical psychology must include an exposure the
burgeoning literature on the multifaceted topics that are captured by the umbrella concept of “diversity
psychology.” This course is designed to deepen the diversity concepts introduced through Social
Psychology and Difference, and allow students to engage in a critical review of current literature on a select
number of subtopics within diversity psychology. This course is the first of two core Diversity
Concentration courses. This first course is intended to broadly engage students in theoretical
underpinnings of diversity, multiculturalism, and multicultural competence. (The second course that
follows this course within the Diversity Concentration, entitled Interventions with Diverse Populations, will
mainly focus on students’ ability to integrate multicultural competence theory in to practice. NOTE: the
Interventions course will pre-require Treatment Issues as well as this course, so make plans accordingly.)
Objectives:
1) Continue awareness of group identities in terms of ability status, race, ethnicity, gender,
sexual orientation, country of origin, religion, and age. (Core Competency: Diversity; Knowledge)
Assessment: This objective will be assessed in the quality of your weekly reaction papers, class
presentation, your subsequent investigative paper, and your participation in class.
2) Enhance intellectual independence and critical thinking. (Core Competency: Critical Thinking)
It is important for you to form and articulate a point of view about literature on culture, social context,
and clinical implications, since you will be practicing your profession within the wider context of
society with clients with diverse contexts. The class is a venue in which you may learn about existing
ideas and supplement them with your ideas and views within a mutually supportive and respectful
environment. In addition, you will learn to express dissenting views, critique the views of others, and
learn from your peers’ perspectives on these complex issues.
Assessment: This objective will be assessed by your weekly reaction papers and participation in
discussions within the class, mid-term examination, and final paper.
3) Demonstrate leadership development in subtopics of diversity psychology. (Core Competency:
Comprehension; Analysis; Synthesis; Application; Evaluation)
You are expected to begin developing expertise in certain sub-topics, demonstrated
Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University Chicago
Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC 20002, 202-3365500). This program is designed to educate and train students so that they may eventually be able to
function effectively as clinical psychologists. To ensure that students are prepared adequately, the
curriculum provides for the meaningful integration of theory, training and practice. The Clinical
Psychology program at Argosy University Chicago Campus emphasizes the development of attitudes,
knowledge, and skills essential in the formation of professional psychologists who are committed to
the ethical provision of quality services. Specific objectives of the program include the following:
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Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select, administer,
score, interpret, and communicate findings of appropriate assessment methods informed by accepted
psychometric standards and sensitive to the diverse characteristics and needs of clients.
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Objective 1a: Accurately and ethically administer and score various psychodiagnostic
instruments.
o Objective 1b: Accurately interpret and synthesize assessment data in the context of diversity
factors, referral questions, and specific objectives of the assessment, and organize and
communicate results in writing and orally.
o Objective 1c: Examine psychometric properties of psychological assessment instruments, and
use that knowledge to evaluate, select, administer, and interpret psychological tests and
measures appropriate for the client, the referral question, and the objectives of the assessment.
Goal 2: Prepare professional psychologists to select, implement, and evaluate psychological
interventions consistent with current ethical, evidence-based, and professional standards, within a
theoretical framework, and with sensitivity to the interpersonal processes of the therapeutic relationship
and the diverse characteristics and needs of clients.
o Objective 2a: Synthesize the foundations of clinical psychology, including psychopathology,
human development, diagnosis, diversity, ethics, and various therapeutic models in clinical
applications.
o Objective 2b: Select, plan, and implement ethical and evidence-based interventions with
sensitivity to the diverse characteristics and needs of clients.
o Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively implement and
participate in psychological consultation and supervision.
Objective 2d: Demonstrate personal development and self-reflective capacity, including growth
of interpersonal skills, and therapeutic relationships.
Goal 3: Prepare professional psychologists to analyze the complexity and multidimensionality of human
diversity, and demonstrate the knowledge, skills, and attitudes necessary to understand diverse
worldviews and the potential meaning of social, cultural, and individual differences for professional
psychological services.
Goal 4: Prepare professional psychologists to examine the historical context and the current body of
knowledge of biological, cognitive, affective, developmental, and social bases of human functioning.
Goal 5: Prepare professional psychologists to critically evaluate the current and evolving body of
scholarly literature in psychology to inform professional practice.
Grading is done on the following fixed curve:
Grading Scale
A
AB+
B
BC+
C
CD+
D
DF
100 – 93
92 – 90
89 – 88
87 – 83
82 – 80
79 – 78
77 - 73
72 – 70
69 – 68
67 – 63
62 – 60
59 and below
Percentages that comprise graded components are indicated below:
Weekly Reaction Papers (15%)
Mid-Term Exam (20%)
Structured Presentations (15%)
Final Paper (35%)
Class Participation (15%)
Weekly Reaction Papers (15%)
Students are expected to summarize each reading (1-2 paragraphs per reading) and write 1-2 pages with
your PERSONAL reactions/comments, including:
-concepts that resonated with you
-concepts that you struggled with, had questions about, and/or disagreed with
-critical thoughts as to limitations of the readings or other areas that should be addressed
-aspects you’d like to discuss in the subsequent class (could be Qs for the class; specific topics, etc.)
The weekly reaction papers should be between 2-3 pages total, AND SHOULD BE EMAILED TO THE
T.A. AND THE INSTRUCTOR THE EVENING BEFORE EACH CLASS.
Mid-Term Exam (20% of grade)
This mid-term exam, comprised of multiple choice, short-answer, and essay items, will be administered on
the 7th week of the course. The exam will cover the cumulative readings through week 7.
Structured Presentations (15% of grade)
Students must pick topics (and email the professor for approval) by the beginning of the 8th week of the
course. [NOTE: THIS WILL BE THE SAME TOPIC AS YOUR FINAL PAPER]. Examples of suitable
topics include: Current Identity Development Theories on Multi-Racial Individuals; Cultural Competence
with Islamic Women; Clinical Issues for Gay Men of Color; The Clinical Relevance of ‘Microagressions.’
Presentations will be held Weeks 10-12. Presentations are to be 40-60 minutes, and must include:
1. A didactic presentation (preferably on Power Point) on the chosen topic (25-35 minutes)
2. Case Illustration of concepts with discussion (or group activity) (10-15 minutes)
3. Q & A, moderated by the instructor (5-10 minutes)
Sharma Suggested Project Presentation Outline
Introduction of topic
Title of presentation
Acknowledging vastness of topic; disclaimers
Defining limited scope of this presentation (goals)
Outline of presentation (good to review w/ audience so they know what to expect)
Defining terms/issues
Topic Overview
-General summarized overview of current discourse on the topic (concise and clear)
-History of discourse/literature (i.e., evolution of when/how topic has been addressed)
Components (in the case of a particular topic, this may be issues that are of clinical relevance)
Pushing the boundaries of understanding on this topic
-Latest nuances in the literature
-Your own scholarly/clinical reactions to what you've read
-what you feel has been important/central discourse/literature
-your assessment as to what is still missing and/or important next steps in field
Summary
Case Illustration (BRIEF scenario to be handed out to students, illustrating tangible clinical
implications of the topic you are presenting)
-Hand out scenario (1-3 paragraphs); have someone read aloud and have time to digest scenario
-Present how your topic may possibly shed light on this case (conceptually, in therapy, etc.)
-FACILITATE DISCUSSION: Invite audience's input
-discussion of the case as it relates to the presentation topic
Professor moderates additional Q&A; brief feedback is given to the presenter
-discussion/reactions of overall topic
-feedback by instructor and audience with an eye towards enhancing the subsequent paper
The purpose of this assignment is to begin to evaluate each student’s conceptual and critical thinking
abilities on areas of diversity. Also, this presentation will demonstrate your ability to
communicate/teach on this particular area, as well to ground your exploration in clinical utility. You
will be expected to engage students in a scholarly, clinically relevant, thought-provoking way.
Students will also be expected to hand in or email the outline and presentation slides. For the final
paper, students will be expected to integrate feedback from fellow students as well as the professor.
Final Paper (35% of grade)
This paper, 13-17 pages in length, must incorporate both course readings as well as significant, seminal
outside readings on the sub-topic chosen for class presentations. [NOTE: at least 5 of your citations must
include research from the last 5 years.] The expectation is that students will be researching and writing at
a level consistent with what would be expected for a CRP proposal. This paper may indeed serve as a
“springboard” towards such a proposal.
The paper must provide:
-a thorough review of the literature (8 to 10 pages)
-a critical analysis of findings and suggested “next steps” in the area (5 to 7 pages).
This assignment is due before class on the last week of the course.
Class Participation (15% of grade)
Given the nature of this course, a rich class discussion in an essential part of the critical thinking about
readings and other relevant issues. While no one at any particular point will be “forced” to participate, this
particular course works best when students are active in the dialogue by authentically “weighing in” on
reading materials, discussions, activities, etc. Students will not be evaluated based on the content of
their participation (i.e., their views), but rather the quality of their contribution to an honest and
growth-promoting discussion process. Note that class discussions are conducted in the service of
scholarly and clinical applications of the complex subject matter.
Required Texts:
Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for
Psychologists. American Psychological Association. Approved as APA Policy by the APA Council of
Representatives, 2002.
Hays, P. (2008). Addressing Cultural Complexities in Practice: Assessment, Diagnosis, and Therapy. 2nd
Ed. American Psychological Association: Washington D.C.
Pope-Davis, D.B. et al. (eds.) (2003) Handbook of Multicultural Competencies in Counseling and
Psychology. Sage Publications.
Tatum, B. (2003). Why are all the Black kids sitting together in the cafeteria? (Revised). New York:
Basic Books.
**NOTE: A course packet has been considered for his course, and may be available in future semesters.
Supplemental readings, including difficult-to-access readings, when possible, will be available on
reserve. As the semester continues, additional sources may be added to the course reading list. The
instructor will assign these in advance as needed. When possible, the instructor/T.A. will provide hard
copies of the additional reading materials; otherwise, students will be expected to obtain additional
assigned readings on their own.
INTENDED COURSE OUTLINE
Week I: Introduction; The What, Why, and How of Cultural Competence
-Introduction to the course; Purpose/Goals
-Syllabus Review
-Backdrop: what is Multiculturalism, Diversity, & Cultural Competence
-why is cultural competence needed
Readings:
APA Guidelines pages 1-30; 43-49 (Intro; guidelines 1, 2, and 5)
Pope-Davis et al., Foreword, Preface, Ch. 1 & 2 (pp. x-37); Ch. 6 (pp. 90-102)
Hays, Chapter I: Introduction (pages 3-18)
Week II: Overview of “Worldview;” a historical look at how psychology began addressing diversity
-History of multicultural psychology; reactions/critiques of multicultural psychology
-breaking down components of “worldview”
-Examining bias, stereotypes, and prejudice
-Beginning a cultural self-assessment
Readings:
Arredondo, P., et al. (2008). Expanding cultural considerations: Challenges and
promises of becoming a culturally competent counselor in a sociopolitical era of change and
empowerment. Journal of Counseling and Develompment. Vol. 86 (Summer), pp. 261-268.
Hays, Chapter II: Self-Assessment (pages 3-18)
Markus, H. R., & Kitayama, S. (2001). The cultural construction of self and emotion:
Implications for social behavior. In W. G. Perrod (Ed.), Emotions in social
psychology: Essential reading (pp 119–137). Philadelphia: Brunner-Routledge.
Sampson, E. (1988). The debate on individualism: Indigenous psychologies of the
individual and their role in personal and societal functioning. American Psychologist. Vol 43(1)
15-22
Week III: Why focus on certain groups – examining oppression and implications for psychology
-Overview of oppression
-Commonalities/distinctions between various forms of oppression
-Clinical implications
-MOVIE: When Billy Broke his Head
Readings:
Plous, S. (2002) The Psychology of Prejudice, Stereotyping, and Discrimination: An
Overview. In Plous, S. (ed) Prejudice and Discrimination: The Cycle of Socialization. pp. 348. McGraw-Hill.
Tatum, Chapter 1
Bailey, A. (2008) Privilege: Expanding on Marilyn Fryes ‘Oppression’. (Chapter 4 from
Section II). In Ferber et al. (eds.) The Matrix Reader: Examining the Dynamics of Oppression
and Privilege. McGraw-Hill.
Jones, J. (2003). Constructing Race and Deconstructing Racism: A Cultural
Psychology Approach. In Handbook of Racial & Ethnic Minority Psychology Bernal, G. et al.
(eds.), pp. 276-290. Sage Publications.
Week IV: The impact of acculturation
-historical models on acculturation
-acculturation measures
-debates on acculturation
-MOVIE: Daughter From Danang
Readings:
Trimble, J. (2003). Introduction: Social change and acculturation. In Chun et al. (eds.)
Acculturation: Advances in Theory, Measurement, and Applied Research. American Psychological
Association.
Berry, J. (2003). Conceptual approaches to acculturation. In Chun et al. (eds.) Acculturation:
Advances in Theory, Measurement, and Applied Research. American Psychological Association.
Walker, R.L. (2007). Acculturation and acculturative stress as indictors for suicide risk
among African Americans. Walker, Rheeda L.; American Journal of Orthopsychiatry, Vol 77(3),
Jul 2007. pp. 386-391.
Karakayali, N. (2005). Duality and diversity in the lives of immigrant children.
CRSA/RCSA, vol. 42.3. pp. 325-341
Week V: Racial/Ethnic Identity development (ID) models
-Minority Development models
-White ID Models
-Bi-Racial and Multi-Racial ID models
-VIDEO: Tim Wise
Readings:
Pope-Davis et al., Ch. 3 (pp.38-58)
Tatum, Chs. 4, 5, and 6
Ponterotto, J.G., et al. (2006) Chapter 6: Biracial, Multiracial, and Gay or Lesbian Identity
Development. In Preventing Prejudice: A Guide for Counselors, Educators, and Parents. Sage
Publications, pp. 109-127
Week VI: Cultural Competence with LGBTQ and Gender
-LGBTQ identity clinical considerations
-current discourse on gender and sexuality
-EXAM REVIEW
Readings:
Fassinger, R. E. and Arseneau, J. R. (2007). I’d rather get wet than be under that umbrella:
Differentiating the experiences and identities of lesbian, gay, bisexual, and transgender people. In
Bieschke, K. J. et al. (eds.). Handbook of Counseling and Psychotherapy with Lesbian, Gay,
Bisexual, and Transgender Clients (Intro; chapter 1 pp. 3-50) 2nd edition, APA, Washington, DC.
Bilodeau, B. L. and Renn, K. A. (2005). Analysis of LGBT identity development models
and implications for practice. (Chapter 3). In Sanlo, R. L. (ed.). Gender Identity and Sexual
Orientation. (excerpted from NEW DIRECTIONS FOR STUDENT SERVICES, no. 111 -- Wiley
Periodicals, pp. 25-39)
Voss, J. and Gannon, L. (1978). Sexism in the theory and practice of clinical psychology.
Professional Psychology, November 1978, pp. 623-632.
Week VII: Newer challenges in Diversity Psychology; MIDTERM EXAM
-EXAM
-overview of issues raised by “multiple identities”
Readings:
Fong, R. (2007). Diversity in Diversity: Changing the Paradigm. Journal of Ethnic &
Cultural Diversity in Social Work, 2007, Vol. 16 Issue 3/4, p113-121
Comas-Diaz, L., & Greene, B. (1994). Overview: Gender and Ethnicity in the Healing
Process. In Comas-Diaz, L., & Greene, B. (eds.), Women of color: Integrating Ethnic and Gender
Identities in Psychotherapy. New York: Guilford Press.
Week VIII: Newer issues in Diversity Psychology
-microaggressions; the spirited dialogue sparked by this topic
-strength-based and indigenous approaches to multicultural therapy
*Students pick investigative topic and submit to instructor for approval
Readings:
Sue, D.W., et al. (2007). Racial Microaggressions in Everyday Life: Implications for
Clinical Practice American Psychologist, Vol. 62, No. 4, pp. 271–286
Various writers (2008). Comments [all the reactions to Sue et al. ‘Microagressions’
piece]. American Psychologist, Vol. 63, No. 4, pp. 273-279.
Cross, T. L. (2003). Culture as a Resource for Mental Health. Cultural Diversity and
Ethnic Minority Psychology, 9, pp. 354-359.
Herring, R. D. and Salazar, C. Non-western helping modalities. (Chapter 12). In Trusty et al.
(eds.) Multicultural counseling: Context, theory and practice and competence. Huntington, NY:
Nova Science.
Medora, N. (2005). International families in cross-cultural perspective: a family strengths
approach. Marriage and Family Review, Vol 38(3) pp. 47-64
Week IX: Teaching/training of diversity psychology
-towards infusion or “inclusive” psychology
-assets and constraints of the field
*SIGN-UP for presentations
Readings:
APA Guidelines pages 30-36 (guideline 3)
Mio, J.S. (2003) On Teaching Multiculturalism: History, Models, and Content
(chapter). In Handbook of Racial & Ethnic Minority Psychology. Bernal, G. et al.
(eds.), pp. 119-146. Sage Publications.
Constantine, M. G. (1997). Facilitating multicultural competency in counseling
supervision: Operationalizing a practical framework. In D. B. Pope-Davis and H. L. K.
Coleman (Eds.), Multicultural counseling competencies: Assessment, education and training,
and supervision (pp. 310–324). Thousand Oaks, CA: Sage Publications.
Goldstein, S. B. (2005). Cross-cultural perspectives in the psychology curriculum:
Moving beyond "add culture and stir" In B. Perlman, L. I. McCann, & W. Buskist, (Eds);
Voices of experience: Memorable talks from the National Institute on the Teaching of
Psychology, Vol. 1, (pp. 45-57), Washington, DC: APA.
Weeks X-XII: STUDENT PRESENTATIONS (2-3 per week)
-NOTE: a 4th week of presentations may be added based on the number of students
Week XIII: Exploring the Cutting Edge of Diversity Psychology: Crucial ‘Next Steps’
-having an impact on the field of psychology as a whole
-continuing cultural competence development
-identifying and addressing ongoing challenges
-conclusion
Readings:
APA Guidelines pages 50-62 (guideline 6 & conclusion)
Pope-Davis, D. B. (2001) What's Missing From Multicultural Competency Research:
Review, Introspection, and Recommendations. Cultural Diversity & Ethnic Minority Psychology,
May 2001, Vol. 7 Issue 2, p121-138.
Fouad, N., and Arredondo, P. (2007). Implications for Psychologists as Practitioners
(Chapter 4). In Becoming Culturally Oriented. APA, Washington, DC.
Week XIV: FINAL PAPER DUE (no class UNLESS presentations week has been extended)