CALIFORNIA SCHOOL OF PROFESSIONAL PSYCHOLOGY at ALLIANT
INTERNATIONAL UNIVERSITY -- LOS ANGELES CAMPUS
INTERCULTURAL PROCESSES AND HUMAN DIVERSITY – PSY 6120
SPRING 2009, Mondays 12:30 to 3:20
INSTRUCTORS: Baliotis, Chandrapala, Daniels, Edmonds-Biglow, Fu, Holmes, Rosenblatt,
Tyrell
I. COURSE RATIONALE
The ethical obligations of psychologists as well as CSPP’s mission statement provide the rationale for this
course:
CSPP’s mission is to provide the highest quality education, training, research and service in professional
psychology and related human services fields. We strive to improve the quality of life by addressing
major contemporary issues in a problem-solving way, by fostering respect for human diversity in a
multicultural society and by combating discrimination in all of its forms, especially racism, sexism and
heterosexism. CSPP is committed to exhibiting the highest professional and ethical standards, to
addressing the needs of individuals and organizations, and to serving those who are underserved.
In 1993 APA published a comprehensive statement, entitled, “Guidelines for providers of Psychological
Services to Ethnic, Linguistic and Culturally Diverse Populations”, outlining the ethical obligation of
psychologists towards their work with ethnic minorities and underserved populations. The following
statement from that document specifically describes the rationale for this course.
Psychologists are cognizant of relevant research and practice issues as related to the
population being served.
o
a. Psychologists acknowledge that ethnicity and culture impacts on
behavior and take those factors into account when working with various
ethnic/racial groups.
o
b. Psychologists seek out educational and training experiences to enhance
their understanding to address the needs of these populations more
appropriately and effectively. These experiences include cultural, social,
psychological, political, economic, and historical material specific to the
particular ethnic group being served.
Psychologists recognize ethnicity and culture as significant parameters in
understanding psychological processes.
o
a. Psychologists, regardless of ethnic/racial background, are aware of how
their own cultural background/experiences, attitudes, values, and biases
influence psychological processes. They make efforts to correct any prejudices
and biases.
From: APA Office of Ethnic Minority Affairs (1993). Guidelines for providers of
psychological services to ethnic, linguistic, and culturally diverse populations. American
Psychologist, 48(1), 45-48.
For Psy.D. students, this course helps to fulfill the Relationship competency (i.e. will be able to develop
and maintain professional relationships with clients) as well as the competency in Scientific Foundations
of Human Functioning (i.e. will be well grounded in the scientific foundations of human functioning).
For Ph.D. students, this course helps to fulfill two training goals: 1) Training Goal 4: To teach critical
inquiry, based upon the current body of knowledge, and the research-practice integration, so that our
graduates maintain lifelong interests in the value of empirically-based practice, and conduct research
which evolves from practice in diverse settings, and 2) Training Goal 5: To teach the clinical and research
skills necessary for addressing human diversity in a multicultural society.
This course is a continuation of the Fall semester course, PSY 6120.
II. COURSE DESCRIPTION, PURPOSE, STUDENT LEARNING OUTCOMES AND
ASSESSMENT
A. COURSE DESCRIPTION:
This course is designed to provide an overview of mental health issues that are critical to understanding
the psychological functioning of diverse groups in the U.S. The course will cover general principles and
models that are applicable to various underserved and/or oppressed populations, including gays, lesbians,
and bisexuals and with an emphasis on culturally diverse ethnic groups within the U.S.—Latino
Americans, African Americans, Native Americans, Asian Americans, Jewish Americans, and Americans
from Middle Eastern cultures. Topics will include historical and sociopolitical factors; the relationship
between oppression and mental health; culture and worldview; acculturation; racial/ethnic identity;
multiracial identity; gender issues for men and women; and considerations for culturally responsive
treatment.
As a continuation of the Fall course (PSY 6119), which focused on developing cultural competence in
AWARENESS and INTERACTION/RELATIONSHIP, the Spring course aims to strengthen these
competencies while focusing primarily on improving competence in the area of KNOWLEDGE about
multicultural issues and diverse, underserved groups. It is expected that the development of specific
multicultural clinical SKILLS will occur in subsequent training experiences, including Interventions
Courses and clinical field training experiences.
B. PURPOSE OF THE COURSE:
At the end of the course, students are expected to be familiar with mental health theory and research
related to various underserved groups; to be knowledgeable about factors affecting the psychological
functioning of historically oppressed and/or marginalized groups in the United States; and to develop a
framework for developing hypotheses in order to effectively work with culturally diverse people.
C. SPECIFIC LEARNING OUTCOMES:
Specifically, upon completion of the course, students will be able to:
1. Utilize the following constructs in order to understand the experience and perspectives of diverse
clients: culture, acculturation, worldview, racial/ethnic identity, locus of control, and locus of
responsibility.
2. Consider how gender and sexual orientation impact the experience and perspectives of diverse
clients.
3. Describe and discuss the different ways that gender and sexual orientation intersect with
race/ethnicity and culture in influencing people’s experience of themselves and the world.
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4. Describe and discuss key issues and themes for understanding the mental health of Native
Americans, African Americans, Latino/as, Asian Pacific Islanders, Jewish Americans, and
Americans of Middle Eastern Cultures.
5. Develop hypotheses about important cultural factors to consider in working with specific
hypothetical clients.
6. Engage in open, honest, and respectful dialogue with peers about cultural issues and cultural
factors in working with diverse clients.
7. Describe their cultural countertransference reactions to diverse clients.
8. Acknowledge cultural countertransference challenges and discuss areas of desired future growth.
D. INSTRUCTIONAL STRATEGY:
Learning will be achieved through assigned readings, journals, lectures, class discussion and exercises,
oral presentations and class facilitation, analysis of case vignettes, videos, a mid-term assignment, and a
final paper.
E. DESCRIPTION OF COURSE REQUIREMENTS AND ASSESSMENT METHODS:
Weighting of Course Requirements
The weighting of assignments is as follows: Class Attendance and Participation (15%), Journals (15%),
Class Presentation/Facilitation (20%), Mid-term Assignment (20%), and Final Paper (30%).
The four areas on the Course Evaluation Form (and the Learning Methods which correspond) are:
- “Demonstrates understanding of the material”: Primarily based on Mid-term Paper,
Final Paper, Class Presentation/Facilitation, and Class Participation
- “Demonstrates ability to perform skills”: Based on Class Participation, Journals, Class
Presentation/Facilitation, Mid-term Paper, and Final Paper
- “Demonstrates effective writing”: Based on the Mid-term Paper and Final Paper
- “Demonstrates effective oral communication”: Based on Class Participation and Class
Presentation/Facilitation
In addition, as in all CSPP classes, “professional behavior”, i.e. orientation to the learning process, selfawareness, interpersonal interactions, and ethical behavior, is considered in the course evaluation.
At the end of the Spring semester, you will receive an evaluation with comments and a letter grade for the
entire year’s work.
Class Attendance and Participation
In keeping with the course rationale, students are required to participate in class through verbal expression
about their own cultural background/experiences, attitudes, values, and biases that influence
psychological processes and relationships. Students are also expected to listen to and develop insight
about the experiences shared by other class members, guest speakers, videos and other materials used to
convey the human experience. Students will demonstrate their effort to hear and understand the
experience of others by verbal commentary in class and written commentary in journal entries. Because of
this, class attendance is extremely important. Missing class prevents the student from participating in the
dynamic evolution inherently associated with process-oriented groups. Similarly walking in to class late
is disruptive and could create a process derailment. There are acceptable occasions that result in absence
or tardiness (refer to Student Handbook). Please discuss these circumstances with your professor.
Students who miss more than two classes a semester risk not passing the course.
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Evaluation. Evaluation of class participation is based on your effort; depth of process; open, respectful
engagement with others; and knowledge of the course material. Comments about your own process,
experiences, or countertransference are not evaluated for the "correctness" of your thoughts, but rather for
evidence of self-exploration, of acknowledgment and thoughtful examination of your reactions, feelings,
and thoughts (whatever they may be), and of a willingness to question and challenge yourself.
Journals
Four journal entries are required. The journal is intended to give both you and your instructor a
glimpse of your development across the course of this semester. It is designed to stimulate and facilitate
your self-exploration relevant to specific course material. Your journal entries can include any reflections,
thoughts, ideas, insights, memories, feelings, reactions, etc., that arise as a result of topics covered in the
course. The entries can be related to classroom discussions and activities, to the Self-Assessment
exercises, to course readings, or to any observations or experiences in the world that are relevant to the
course material. The journal is a place to write personally about your feelings and experiences. In the
process of self-exploration there is a possibility that you may become aware of thoughts or feelings that
you are not comfortable disclosing in a group setting. The journals provide a private outlet to help you to
meet the course expectations. This can also be a place to communicate with your instructor, ask questions,
express concerns, etc.
There is no rigid requirement on the length of the Journal assignments. However, each entry should
reflect some meaningful thought and processing of course material. We suggest 2 to 5 pages as a
guideline. Please submit journal entries, on loose paper rather than in a bound notebook, as follows:
 Submit only ONE assignment at a time. (i.e., never submit more than one journal assignment
at a time, since this defeats the purpose of the developmental observation)
 Submit the first journal by February 9th at the latest, the second journal by March 2nd at the
latest, the third journal by April 6th at the latest, and the fourth journal by May 4th at the
latest.
Your instructor will discuss with you whether or not to handwrite or type your assignment. Complete
sentences, grammar, spelling, etc. are not important in the evaluation of your journal. Entries should be
informal, conversational, and written in the first person. "First drafts" need not be edited; often a
spontaneous flow provides you with valuable insight. Be sure to put your name and the date on your
assignment!
Evaluation. Evaluation of the journals is based on your effort and depth of process, not on any specific
content. Entries are not evaluated for the "correctness" of your thoughts, but rather for evidence of selfexploration, of acknowledgment and thoughtful examination of your reactions, feelings, and thoughts
(whatever they may be), and of a willingness to question and challenge yourself.
Confidentiality. All journal assignments are confidential, and will only be read by the instructing staff of
this course. In most cases, only your section instructor will read your assignments. In some
circumstances, your instructor may consult with the Course Coordinator or another instructor in an effort
to facilitate the process of teaching and learning.
Class Presentation/Facilitation
Each student is expected to work with a classmate to make a presentation and facilitate a portion of one
class. The task is to make a brief presentation AND to facilitate a discussion of the day’s topic during the
first half of the class (approximately an hour and a half). The formal presentation (including any video
clips) should be between 30 and 60 minutes. During the presentation, you and your partner should
highlight key issues and topics from the readings. (Assume that everyone else has done the reading; thus,
there is no need to detail each reading point-by-point. Instead think about what is particularly important,
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interesting, intriguing, or controversial.) Present information from additional resources with a focus on
highlighting the impact of the group’s marginalization on overall mental health. (Note: While one and a
half hours is the expected duration of the students’ presentation/facilitation, if you want to utilize more
time, for example, if you have a 60-minute video that you’d like to show, you should consult with the
Instructor about additional time.)
An important goal is to get the rest of the class involved in discussing the topic. Be sure to have a plan
for how you will facilitate discussion, for example, questions that you will pose. You can invite
discussion and dialogue throughout your presentation OR at the end.
As you prepare the presentation and as you plan to facilitate the group discussion, you might consider:
 What are the key concepts in the readings? How do the readings connect? What are the points of
convergence or divergence?
 What are the clinical and research issues that arise from this topic?
 What are the unresolved or controversial issues raised by the readings?
 What are the implications for clinical practice? For development as a multiculturally competent
practitioner?
A primary aspect of this assignment is that it is a collaboration between you and your assigned partner.
Thus, it is important for the two of you to discuss a plan of action and to develop a way of working
together on this task.
NOTE: Be sure to check with your Instructor on any special instructions s/he may have for this course
assignment.
Evaluation. Evaluation of student presentation/facilitation will be based on: 1) how informative it is, 2)
how interesting and engaging it is, 3) how well the co-presenters work together, and 4) how effectively
the class is engaged in discussion. Student co-presenters will be evaluated separately.
Mid-Term Paper
A Mid-term Paper is due at the time of your presentation. Each group will be required to submit a
research paper with the oral presentation. The research paper should be approximately 10 pages in length,
double spaced, 12 point font and APA style. Students must use resources beyond required course
readings. Additional details will be provided in class.
Final Paper
A Final Paper is due on May 11th. You will receive details about this assignment from your instructor on
February 9th.
III. COURSE READINGS AND MATERIALS

Sue, Derald Wing, & Sue, David (2003). Counseling the culturally diverse: Theory and
practice (5th ed.). New York: John Wiley & Sons. Available at AIU on-line bookstore –
www.aiu.bkstr.com

**Required articles and chapters that are not in the Sue and Sue text are available, as
indicated in the Course Schedule: 1) on-line through AIU Library resources (for free), 2) in
hard copy or on E-reserve in the Library, or 3) from your Instructor.
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IV. POLICIES AND PROCEDURES
1. Policies Related To Class Attendance, Lateness, Missed Exams or Assignments
The University expects regular class attendance by all students. Each student is responsible for all
academic work missed during absences. When an absence is necessary, students should contact the
instructor via email and check for assignments. See the University Catalog for the complete policy on
attendance. Also see discussion of “Class Attendance and Participation” under E. Description of Course
Requirements and Assessment Methods (above).
2. Information on Participation
See statement under “Class Attendance and Participation” under E. Description of Course Requirements
and Assessment Methods (above)
3. Responsibility to Keep Copies
It is a good practice to keep copies of all the major assignments/papers that you turn in. On rare
occasions, work may be lost because of computer failure or other mishaps.
4.Respectful Speech and Actions
Alliant International University, by mission and practice, is committed to fair and respectful consideration
of all members of our community, and the greater communities surrounding us. All members of the
University must treat one another with dignity and concern.
As an institution of higher education, Alliant International University has the obligation to combat racism,
sexism, and other forms of bias and to provide equal educational opportunity. The APA Professional
Code of Ethics and the Academic Code shall be the guiding principles in dealing with speech or actions
that are abusive.
5. Policy on Plagiarism and Screening for Plagiarism
The University is committed to principles of scholastic honesty. An act of plagiarism (defined on p. 56 of
the University catalog as "Any passing off of another's ideas, words, or work as one's own") is considered
to be a violation of the University's Student Code of Conduct and Ethics: Academic and will be addressed
using the Policies and Procedures outlined on pages 57-58 of the University's 2005-2006 catalog. The
instructor in this course reserves the right to use computerized detection systems to help prevent
plagiarism. Currently, Alliant International University subscribes to Turnitin.com for purposes of
plagiarism screening. By enrolling in this course, students agree that all assignments are subject to
submission for textual similarity review to Turnitin.com. Please note that any assignments or course
documents submitted to this service will be included as source documents for the restricted access
database of Turnitin.com which is exclusively used for the purpose of detecting plagiarism. You may
indicate in writing to the instructor by the end of the add/drop deadline for this course that you refuse to
participate in the Turnitin.com process, in which case the instructor can use other means to verify the
originality of your work. Material identified as plagiarized will be dealt with pursuant to University's
Student Code of Conduct and Ethics: Academic. Penalties for plagiarism can be severe, up to and
including expulsion from the University.
6. Disability Accommodations Request
If you need disability-related accommodations in this class, please contact the instructor. All
accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of
support from the Office of Disability Services. If you have questions about accommodations, please
contact the Office of Disability Services.
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7. Policy on Course Requirements During Religious Holidays
Alliant International University does not officially observe any religious holidays. However, in keeping
with the institution’s commitment to issues of cultural diversity, students’ absence due to observance of
religious holidays will not result in any penalty. Students who will be absent for such a reason must
inform their instructor.
8. Resources for Obtaining Tutoring or Other Student Support Services
Tutors are available to help students with course-based or exam-based needs. Contact the Director of
Student Support Services for information on obtaining tutoring or other student support services.
9.Problem Solving Resources
If problems arise with faculty, other students, staff, or student support services, and if you are not able to
resolve the problem directly with the person, you should use the University Problem Solving Procedures
located on the web at
http://www.alliant.edu/academic/studentproblemsolving/Student_Grievance_Policy.pdf or contact the
University Ombudsperson at rkunard@alliant.edu.
V. COURSE SCHEDULE
NOTE: The course schedule is subject to change based on student, faculty, or other needs.
Week 1: January 26
INTRODUCTION TO THE SEMESTER/RECONNECT
Week 2: February 2
OPPRESSION AND MENTAL HEALTH
Chapters 2, 3 & 4 in Sue and Sue
Harrell, S. P. (2000). A multidimensional conceptualization of racism-related stress: Implications for the
well-being of people of color. American Journal of Orthopsychiatry, 70(1), 42-57.
Week 3: February 9 CULTURE AND WORLDVIEW
Chapters 5,6, & 7 in Sue and Sue
Berry, J. W. (1998). Acculturative stress. In P. Organista, K. M. Chun, & G. Marin (Eds.), Readings in
ethnic psychology (pp. 117-122). New York: Routledge. E-Reserve
Week 4: February 16 HOLIDAY
Week 5: February 23 RACIAL/ETHNIC IDENTITY
Chapters 10,11 & 18 in Sue and Sue
Excerpt from: Funderburg, L. (1994). Black, White, other: Biracial Americans talk about race and
identity. New York: William Morrow. Handout from the Instructor
Week 6: March 2 GENDER ISSUES – WOMEN
Shively, M. G., & De Cecco, J. P. (1993). Components of sexual identity. In L. D. Garnetts & M. S.
Kimmel (Eds.), Psychological perspectives on lesbian and gay male experiences (pp.80-88). New York:
Columbia University Press. E-Reserve
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Chapter 25 in Sue and Sue
Constantine, M.G., Greer, T. M., & Kindaichi, M.M. (2003). Theoretical and cultural considerations in
counseling women of color. In M. Kopala & M. A. Keitel (Eds.), Handbook of counseling women.
Thousand Oaks, CA: Sage. E-Reserve
Week 7: March 9 GENDER ISSUES – MEN
McCarthy, J., & Holliday, E.L. (2004). Help-seeking and counseling within a traditional male gender
role: An examination from a multicultural perspective. Journal of Counseling & Development, 82, 25-30.
http://0-search.epnet.com.library.alliant.edu/login.aspx?direct=true&db=aph&an=12340225
Addis, M.E., & Mahalik, J. R. (2003). Men, masculinity, and the contexts of help seeking. American
Psychologist, 58(1), 5-14.
http://0-search.epnet.com.library.alliant.edu/login.aspx?direct=true&db=pdh&an=amp5815
Lazur, R. F., & Majors, R. (1995). Men of color: Ethnocultural variations of male gender role strain. In
R. Levant & W. S. Pollack (Eds.), A new psychology of men (pp. 337-358). New York: Basic Books.
Note: On reserve in the Library.
Week 8: March 16 SEXUAL ORIENTATION ISSUES – GAYS, LESBIANS, AND BISEXUALS
Chapter 23 in Sue and Sue
Hancock, K. A. (2000). Lesbian, gay, and bisexual lives: Basic issues in psychotherapy training and
practice. In B. Greene & G. L. Croom (Eds.), Education, research, and practice in lesbian, gay, bisexual,
and transgendered psychology: A resource manual (pp. 91-130). Thousand Oaks, CA: Sage. On reserve
in the Library.
Bridges, S. K., Selvidge, M.M.D., & Matthews, C. R. (2003). Lesbian women of color: Therapeutic
issues and challenges. Journal of Multicultural Counseling & Development, 31, 113-130.
http://0-search.epnet.com.library.alliant.edu/login.aspx?direct=true&db=aph&an=9736729
Christopher, R. (1996). Explaining it to Dad. In P. Merla (Ed.), Boys like us: Gay writers tell their
coming out stories (pp. 302-311). New York: Avon Books. E-Reserve.
Jamil, O. B. (2004). Labels and terms: Challenges for community psychologists. The Community
Psychologist, 37(4), 12-13. Handout from Instructor
March 23
Spring Break
Week 9: March 30 NATIVE AMERICANS
Mid-Term Paper Due
Chapter 15 in Sue and Sue
Gone, J. P. (2004). Mental health services for Native Americans in the 21st Century United States.
Professional Psychology: Research & Practice, 35(1), 10-18.
http://0-search.epnet.com.library.alliant.edu/login.aspx?direct=true&db=pdh&an=pro35110
Tafoya, T. (1997). Native gay and lesbian issues: The two-spirited. In B.Greene (Ed.), Ethnic and
cultural diversity among lesbians and gay men (pp. 1-9). Thousand Oaks, CA: Sage. E-Reserve.
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Week 10: April 6th AFRICAN AMERICANS
Chapter 14 in Sue and Sue
Dana, R. H. (2002). Mental health services for African Americans: A cultural/racial perspective. Cultural
Diversity & Ethnic Minority Psychology, 8(1), 3-18.
http://0-search.epnet.com.library.alliant.edu/login.aspx?direct=true&db=pdh&an=cdp813
Franklin, A.J. (1993). The invisibility syndrome. Networker, July/August, 33-39. E-Reserve
Excerpt from: Morrison, T. (1970). The bluest eye. New York: Pocket Books. Handout from
Instructor.
Week 11: April 13th LATINO/A AMERICANS
Chapter 17 in Sue and Sue
Rogler, L. H. (1998). Research on mental health services for Hispanics: Targets of convergence. In P.
Organista, K. M. Chun, & G. Marin (Eds.), Readings in ethnic psychology (pp. 311-323). New York:
Routledge. E-Reserve.
Arredondo, P., & Perez, P. (2003). Counseling paradigms and Latina/o Americans: Contemporary
considerations. In F. D. Harper & J. McFadden (Eds.), Culture and counseling: New approaches (pp.
115-132). Needham Heights, MA: Allyn & Bacon. E-Reserve.
Week 12: April 20th ASIAN AMERICANS
Chapter 16 in Sue and Sue
Tseng, W. (2004). Culture and psychotherapy: Asian perspective. Journal of Mental Health, 13(2), 151161.
http://0-search.epnet.com.library.alliant.edu/login.aspx?direct=true&db=aph&an=12660715
Mokuau, N., & Tauili’ili, P. (1992). Families with Native Hawaiian and Pacific Island roots. In E. W.
Lynch & M.J. Hanson (Eds.), Developing cross-cultural competence: A guide for working with young
children and their families (pp. 301-318). Baltimore, MD: Paul H. Brookes. E-Reserve
Inman, A., & Tewari, N. (2003). The power of context: Counseling South Asians within a family
context. In G. Roysircar, D. S. Sandhu, & V. E. Bibbins (Eds.), Multicultural competencies: A guidebook
of practices (pp. 97-107). Alexandria, VA: Assoc. for Multicultural Counseling & Development. EReserve
Week 13: April 27 JEWISH AMERICANS
Chapter 11 (pp. 277-295) and Chapter 12 (pp. 297-332) in Langman, P.F. (1999). Jewish issues in
multiculturalism: A handbook for educators and clinicians. Northvale, NJ: Jason Aronson. E-Reserve
Reserve in the Library.
Miller, L, & Lovinger, R. J. (2000). Psychotherapy with Conservative and Reform Jews. In P. S.
Richards & A. E. Bergin (Eds.), Handbook of psychotherapy and religious diversity (pp. 259-286).
Washington, DC: American Psychological Association.
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http://0-search.epnet.com.library.alliant.edu/login.aspx?direct=true&db=pzh&an=1999-08299-011
Week 14: May 4 AMERICANS FROM MIDDLE EASTERN CULTURES
Chapter 20 in Sue & Sue
Hojat, M. et al. (2000). Gender differences in traditional attitudes toward marriage and the family: An
empirical study of Iranian immigrants in the U. S. Journal of Family Issues, 21(4), 419-434.
http://ejournals.ebsco.com/direct.asp?ArticleID=W7NYQP746AWUUQHHL3D6
Kupelian, D., Kalayjian, A.S., & Kassabian, A. (1998). The Turkish genocide of the Armenians:
Continuing effects on survivors and their families eight decades after massive trauma. In Y. Danieli
(Ed.), International handbook of multigenerational legacies of trauma (pp. 191-210). New York: Plenum
Press. E-Reserve.
Week 15: May 11 TREATMENT CONSIDERATIONS
Chapters 1, 9 & 12 Sue & Sue
Final Paper Due
Cardemil, E.V., & Battle, C. L. (2003). Guess who’s coming to therapy? Getting comfortable with
conversations about race and ethnicity in psychotherapy. Professional Psychology: Research and
Practice, 34(3), 278-286.
http://0-search.epnet.com.library.alliant.edu/login.aspx?direct=true&db=pdh&an=pro343278
Week 16: May 18 (Make-up Week) WRAP-UP AND DEBRIEF
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