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University of San Diego School of Leadership and Education Sciences, Counseling Program COUN 515 Multicultural Counseling(3) Proposed Study Abroad, Summer 2010 Instructor: Susan Zgliczynski, Ph.D. Phone & Voicemail USD: (619) 260-4287 Email: Cell Phone: (619) 607-6230 Office: SOLES 215D

Ronn Johnson, Ph.D. Email:

Phone & Voicemail USD: 619-260-4702

Office: SOLES 215D

Course Description: This course examines multicultural counseling, with an emphasis on being culturally responsive for work in clinical mental health and school counseling settings. Students are introduced to academic and experiential activities designed at increasing self-awareness as well as multicultural counseling skills. Gender, race/ethnicity, social economic status, generational, and regional identifications are among some of the areas explored. A wide range of exercises and reflection activities are used to in order to increase empathy, skills, research, and understanding needed for delivering counseling services to diverse clinical populations. Course Goals: 1. Self-awareness - To consider how one's own cultural assumptions and values impact personal and professional effectiveness. To explore our own racial/ethnic identity development and discuss our values and beliefs within the context of the class and the context of learning how to counsel clients from different cultural backgrounds. (CACREP II.K2b.) 2. Understanding of Multiculturalism - To study the various conceptual frameworks which have been introduced to deal with the complex diversity of a plural society and to critique their use as basis for planning counseling, educational and organizational programs. To study de socio-ethnic groups of the United States underrepresented groups and explore beliefs and values they may bring to a counseling setting. (CACREP II K2a,c.) 3. Knowledge - To survey key areas of knowledge about different cultural groups and lifestyles. To recognize the diversity within groups and the similarity between groups. To learn about the communication styles of the United States sub-groups and study the interactive effects between counselors and clients when race, ethnicity, gender, nationality, sexual orientation and physical ability are different. (CACREP II, K2d, e.) 4. Skills - To identify the competencies and practice the skills to effectively counsel culturally different clients following ethical and legal guidelines. (CACREP II. K 2c,d,f.) Course Objectives:

1. Students complete learning experiences to promote knowledge of multicultural and pluralistic trends, including characteristics and concerns within and among diverse groups nationally and internationally (CACREP II K2a) 2. Student identify one’s own multicultural counseling approach for children, couples, families, groups and individuals. (CACREP II K2c)


3. To practice multicultural counseling skills within a range of clinical contexts. (CACREP II 4. 5. 6. 7. 8.

K2c) To understand the multifaceted nature of cultures through an international experience. To increase one’s own self-understanding of their heritage while contrasting it with the backdrop of an international experience. (CACREP II K2a, 2e) To examine a variety of multicultural issues in order to broaden assessment and clinical counseling practice skills (CMHC students only) (CACREP II K2a, 2e) To examine ethical and legal issues in multicultural counseling (CACREP II K2f) To examine the role a counselors’ may assume in social justice, advocacy and conflict resolution, cultural self-awareness, understand the nature of biases, prejudices, processes of intentional and unintentional oppression and discrimination, and other culturally supported behaviors that are detrimental to the adjustment of a client ((CACREP II K2a,d,f)

Learning Outcomes: # 1 Diversity is a major focus. Other Learning Outcomes integrated into course work and assignments # 5 Individual Counseling Skills and # 6 Research. Knowledge of developmental theories and data collection techniques is developed. Skills in developmental interviewing, use of developmental research techniques and design of developmentally appropriate intervention activities are demonstrated. A Disposition to positively view all stages of the lifespan is promoted through class activities, discussions and personal reflections. Mode of Instruction: This course will meet in traditional format for 4 sessions, travel abroad in Australia/New Zealand for 12 days, include attendance at an international cross-cultural psychology conference and we will also meet throughout the course online. Course material and activities related to course objectives are delivered through lectures, discussions, presentations by professional counselors, and small group role plays and problem solving activities. Access to the classroom is found at to Classroom will be available starting May 1 You will need to have a USD email address and password to login. You will use these as the access information that must be given each time you enter WebCT. You do not need to use the USD email address to get to the WebCT site on the Internet. You can use any computer and Internet access provider to do the class activities. We only want to standardize the login Text: Sue, D.W. & Sue D. (2007) Counseling the culturally diverse: Theory and practice. (5th edition). New York: Wiley ISBN: 978-0-470-08632-2 Read chapters 1,2,5,6, 7,10,11, 17 by Class 2. All other chapters should be read preferably before the trip but no later than July 25th after return to campus. Additional Readings and Online Information will also be required.


Course Format: Students will participate in at least four on-campus sessions with all the students in the Study Abroad Class and in all the activities scheduled as we travel. We will also have opportunities to do group discussions and activities during the trip. Students will be working in groups with faculty on the trip and individually as you develop your ideas for your independent study project and complete the cultural audit. You should have a written preliminary description of your project purpose turned in to Dr. Z by the time we leave on July 7th but we guarantee that your project will emerge and change during and after the trip. COURSE REQUIREMENTS Course Grades will be determined by the following: Cultural Audit and Reflection assignment Reading/Resources Share and Class Participation Completion of Ind. Study Project Test over Readings in Sue and Sue (done online after trip)

150 points 100 points 200 points 50 points

Tentative Grading Scale: 560+ A 480-499 B540-559 A460-479 C+ 520-539 B+ 420-459 C 500- 519 B Grade of Incomplete: The grade of Incomplete (―I‖) may be recorded to indicate (1) that the requirements of a course have been substantially completed but, for a legitimate reason, a small fraction of the work remains to be completed, and, (2) that the record of the student in the course justifies the expectation that he or she will complete the work and obtain the passing grade by the deadline. It is the student’s responsibility to explain to the instructor the reasons for non-completion of work and to request an incomplete grade prior to the posting of final grades. Students who receive a grade of incomplete must submit all missing work no later than the end of the tenth week of the next regular semester, otherwise the ―I‖ grade will become a permanent ―F.‖ Requests for Accommodation: Reasonable accommodations in accordance with the Americans with Disabilities Act will be made for course participants with disabilities who require specific instructional and testing modifications. Students with such requirements must identify themselves to the University of San Diego Disability Services Office (619.260.4655) before the beginning of the course. Every effort will be made to accommodate students’ needs, however, performance standards for the course will not be modified Attendance: Weekly participation in the class is mandatory. If you anticipate any events interfering with this requirement, please inform the instructor as soon as possible. Course Topics and Schedules: Class Session 1 – to be held in mid May will be an introduction to the General Study Abroad Course Requirement and Global and Intercultural Competence and overview of our study of Multicultural Counseling


Class Session 2 – Tentatively June 16th or 17th The Affective and Conceptual Dimensions of Multicultural Coun/Therapy Chap 1&2 The Practical Dimensions of Multicultural Counseling/Therapy Chap 6&7 Class Session 3 – Tentatively June 23rd or 24th Worldview Dimensions of Identity Development Chap 10&11; Racial/ Cultural Identity Development Chap 10&11; Counseling and Therapy with Minority Populations, Counseling Hispanics/Latino Americans, Refugees and Immigrants Chapter 17, 21,22 Classes During Trip (July 7-July 22) – Counseling other Racial/Ethnic Groups Chaps. 14,15,16,18; Cross-Cultural Approaches to Conflict Resolution, Social Justice Counseling/Therapy Chap 12. Classes after Return Class Session 4 Week of August 2 Political Dimensions of Counseling and Mental Health Practice Chaps. 3,4,5; Practice Dimensions of Multicultural Counseling/Therapy Chap 6-9 Class Session 5 Week of August 9: Implications of Culturally Appropriate Counseling for other Multicultural Populations Chap 23-26; Rentry after an International Experience; Course Experience Reflections; Course Evaluation. COURSE ASSIGNMENTS: Reading/Resources Share 1. Find and review at least two resources (written, online, film) for Australia and two on New Zealand. These resources should be different from any handed out in course materials. Share the Resource information by posting the bibliographic or website reference and at least a paragraph on what you learned in a message to the Discussion Board info share in the online classroom. Complete by June 28 Cultural Audit Assignment The term cultural audit has been applied in a number of ways. Diversity managers use the term applied to an assessment of an educational institution or organization or its individual departments, groups or schools. Questions are raised about whether the entity is employing the policies and methods shown to be effective in providing students and/or employees with an organizational culture promoting inclusion and the valuing of all its members. The term has been used in a second way to describe an in-depth study that a researcher, consultant, company or individual worker might undertake to promote better understanding of the culture being entered. This "culture" could be a country, an organization, a community or a group sharing similar characteristics and values. The information can be used to provide individuals entering a new culture with the knowledge and skills to be more effective in interactions with members of the culture. The "picture" that is drawn of the culture can be compared with the individual's "home" culture or with the assumptions an individual has about the culture.


Your cultural audit: 1. In preparation for entering the culture the auditor should write a page or two outlining his or her worldview using the Kluckhohn model presented in class. Additionally address your preferred ways of taking in information and interacting with others and previous experiences in international travel or work with persons from countries different from the "home" country. See for a good description of the five elements of the model. Kluckhohn and Strodtbeck Model Time Orientation Past Present


Human Activity Being Being and In-Becoming Doing Social Relations Lineal Collateral Individualistic People/Nature Relationship Subjugation to Nature Harmony with Nature Mastery over Nature Nature of Humans Humans are basically good Good and bad persons are present in all cultures Humans have inherent bad traits and can’t be trusted

2. The auditor should write up to a page on the expectations, assumptions or possible biases he or she has about the culture being entered. What knowledge and experiences do you have pertaining to history and culture of Australia and New Zealand populations particularly for the countries being visited, media portrayals of this culture, experiences with persons from this country and culture? Complete 1 and 2 before June 23, and plan to share in course meeting 2. 3. Take the concept of worldview and the characteristics that we talked about that are assumed to describe Anglo-Saxon or U.S. culture. In 1-2 pages discuss the similarities and differences you see and perceive as you enter into and participate in this new culture. 4. As we perform the audit we will use the Elements of Culture as outlined by Don Locke which include:

Degree of Acculturation - Is there one national culture that the majority of persons ascribe to or is there diversity across the residents?


Poverty - Does it exist? What groups are more highly represented? Is it possible to more easily up the socioeconomic ladder? What programs are addressing this issue? What is the state of the economy and what is its effect on personal and professional life? History of Oppression/Racism and Prejudice- What has been the way that the culture has dealt with indigenous peoples, immigrants, and non-residents? What characteristics of individuals might put them at risk of oppression or discrimination in this culture. Language and the Arts - Is there a diversity of languages used in the culture? Are there unique ways language is used? Look at the art forms that are valued in the culture and reflect on how they contribute to the identity of this culture. Sociopolitical Factors - How does the political system influence the culture? What are the rules and expectations for education, worklife, leisure and group and individual activities. Child-rearing Practices/ Family Structure - This could include information about gender roles, types of family units, family size, rules and discipline and general perceptions of family member interaction. You can also look at child abuse and domestic violence - how perpetrators are treated and what services are provided to victims Religious Practices - Is there a diversity of religious practice? Is there bias or prejudice against any religious group? Values and Attitudes - What else do you see or experience? You should write about a half-page on each of the eight elements listed above. You can collect the data through observation; interviews and conversations; watching tv or movies; reading local papers; reading documents or public policies; researching the Internet, etc. You can go completely qualitative using your observations and impressions or you can be more quantitative and develop some questions and ask a sample of members of the culture for their responses. Each student will also keep track in journal format the peak experiences occurring throughout the trip. Each of these experiences is to be accompanied by a photo or other remembrance related to the experience and simply named. Ah Ha moments will be discussed in class meeting during the trip and collected as a photo/journal part of the cultural audit paper. Write at least 2 pages summarizing what you learned doing the audit. Did you get information which provided a picture of the cultures you studied which was different than first expected? In what way are the cultural groups in the countries we visited similar to and different from each other? How do they compare to the US - more similar or different? Any advice you might give to a potential temporary worker or professional immigrant? How were you affected by the Ah Ha experiences? During pre-entry, persons find information in categories of the cultural audit by using published and web sources and speaking with individuals who have lived in these countries. Continuation of learning after arrival occurs with specific information lectures, tours, and use of local hosts during the beginning months of the assignment


Proposed Travel Dates

Proposed Dates Australia-New Zealand Study Abroad Trip June 16-25 Pre- trip course meetings at USD (probably introductory class on course requirements will be held in May so students can get a start on Study Abroad course requirements. Jun 30 -Tues Depart LAX late evening for NZ July 1 - in transit July 2 Arrive Auckland. Depart for Rotorua with touring during transit.. July 3 depart for Rotorua. Visit to Museum. Thermal Pools. Aboriginal Village. Evening a traditional Maori concert and Hangi `at the Maori village of Te Tawa Ngahere Marae Pa. July 4 Return for additional activities in Auckland including celebrating July 4th July 5—7 Sydney July 7 Fly to Melbourne Opening Ceremony of International Cross-Cultural Psychology Conference in evening July 8-11 Conference activities plus local visits and interactions with other graduate students at conference July 12 Fly Home Arrival Same Day (or students have option to individually extend visit in Australia) Aug 2 – 14 Post-trip Course Meetings at USD Additional References Berg, S. H. (2006). Everyday sexism and posttraumatic stress disorder in woman. Violence Against Woman, 12 (10), 970-88. Bienvenu, C., & Ramsey, C.J. (2006). The culture of socioeconomic disadvantage: Practical approaches tocounseling. In C.C. Lee (Ed.), Multicultural Issues in Counseling (3rd ed., pp.345-353). Alexandria, VA: American Counseling Association. Bigler, R. S., & Averhart, C. J. (2003). Race and the workforce: Occupational status, aspirations and stereotyping among African American children. Developmental psychology, 39, 572-580. Brammer, R. (2004). Diversity in counseling. Belmont, CA: Brookes Cole. Brusna, D. L. (2005). Interracial families and racial identity of mixed-raced children: Evidence from the early childhood longitudinal study. Social Forces, 84, 1131-1157. Chen, S. W-H., & Davenport, D.S. (2005). Cognitive-behavioral therapy with Chinese American clients: Cautions and modifications. Psychotherapy: Theory, Research, Practice, Training, 42, 101-110. Chung, R. C. Y., & Bemak, F. (2007). In M.G. Constantine (Ed.), Clinical practice with people of color (pp.125-142). New York: Teachers College Press. Constantine, M. G. (2007). Racial microaggressions against African American clients in a crossracial counseling relationship. Journal of Counseling Psychology, 54, 1-16. Constantine, M. G., & Sue, D. W. (2005). Strategies for building multicultural competence in mental health and education settings. Hoboken, NJ: Wiley. Croteau, J. M., Lark, J. S., Ledderdale, M. A., & Chung, Y. B. (2005). Deconstructing heterosexism in the counseling profession. Thousand Oaks, CA: Sage. Frawley, T. (2005). Gender bias in the classroom: Current controversies and implicatins for teachers. Childhood Education, 81, 221-227. Gaertner, S. L., & Dovidio, J. F. (2006). Understanding and addressing contemporary racism: From aversive racism to the common ingroup. Journal of Social Issues. 61 (3), 615-639.


Garrett, M. T. (2006). When Eagle speaks: Counseling Native Americans. In C. C. Lee (Ed.), Multicultural Issues in Counseling: New Approaches to Diversity (pp.25-53). Alexandria, VA: American Counseling Association. Hinrichsen, G. A. (2006). Why multicultural issues matter for practitioners working with older adults. Professional psychology: Research and Practice, 37, 29-35. Hodge, D. R. (2005). Social work and the house of Islam: Orienting practitioners to the beliefs and values of Muslims in the United States. Social Work, 50, 162-173. Hylton, M. E. (2005). Heteronormality and the experiences of lesbian and bisexual woman as social work students. Journal of Social Work Education, 41, 67-82. Iwasaki, J. (2006b, April 28). Struggles of Asian Pacific Americans described in report. Seattle Post-Intelligence, p. B1-B2. Jackson, M. L., & Nassar-McMillan, S (2006). Counseling Arab Americans. In C. C. Lee (Ed.), Multicultural issues in counseling: New approaches to diversity (3rd ed., pp. 235-247). Alexandria, VA: American Counseling Association. LaFromboise, T. D. (2006). American Indian Youth suicide prevention. Prevention Researcher, 13, 16-18. Lee, C. C. (2007). Counseling for social justice. Alexandria, VA: ACA. Livneh, H., Wilson, L. M. Pullo, R. E. (2004). Group counseling for people with physical disabilities. Focus on Exceptional Children, 36, 1-18. Lucas, M. S., & Berkel, L. A. (2005). Counseling needs of students who seek help at a university counseling center: A closer look at gender and multicultural issues. Journal of College Student Development, 46, 251-266. Murphy, A. J. (2005). Life stories of black male and female professionals: An inquiry into the salience of race and sports. Journal of Men’s Studies, 13, 313-319. Phan, L. T., Rivera, E. T. & Roberts-Wilbur, J. (2005). Understanding Vietnamese refugee women’s identity development from a sociopolitical and historical perspective. Journal of Counseling and Development, 79, 209-216. Rowe, W. (2006). White racial identity: Science, faith and pseudoscience. Journal of Multicultural Counseling and Development, 34, 235-243. Savin-Williams, R. C. (2001). Mom, Dad. I’m gay. Washington, DC: American Psychological Association. Silverstein, L. B. (2006). Integrating feminism and multiculturalism: Scientific fact or science fiction? Professional Psychology: Research and Practice, 37, 21-28. Sue, D. W. (2005). Racism and the conspiracy of silence. The Counseling Psychologist, 33, 100-114. Sue, J., Lee, R. M. & Vang, S. (2005). Intergenerational family conflict and coping among Hmong American College Students, Journal of Counseling Psychology, 52, 482489. Smith, J. K., Mallett., & Stangor, C. (2004). Understanding subtle sexism: Detection and use of sexist language. Sex Roles, 51, 117-128. Toporek, R. L., & McNally, C. J. (2006). Social justice training in counseling psychology: Needs and innovations. In R. L. Toporek, L. H. Gerstein, N. A. Fouad, G. Roysir, & T. Israel (Eds.), Handbook for social justice in counseling psychology (pp.37-43). Thousand Oaks, CA: Sage. Utsey, S. O., Gernat, C. A., & Hammar, L. (2005). Examining white counselor trainees’ reaction to racial issues in counseling and supervision dyads. The Counseling Psychologist. 33, 449-478. Vera, E. M., & Speight, S. L. (2003). Multicultural competence, social justice, and counseling psychology: Expanding our roles. The Counseling Psychologist, 31, 253272.