Appalachian State University

HPC 5110-101-Multicultural Counseling

Fall 2007

Meeting Time: Wednesdays 9-11:50am

Location: ED 224

INSTRUCTOR

Dr. Diane M. Waryold

Office location: 223E Edwin Duncan Hall

Office telephone: 262-6067

Home telephone: 297-2292 (please do not call after 9:00pm)

Email:

Office Hours: By appointment. Sign up on office door.

Is a way of seeing, a way of not seeing?

Course Overview

Course Description: An exploration of counseling issues related to culturally diverse client populations.

The primary goal of this course is assist graduate students in examining the unique concerns of differences in the helping relationship. A special emphasis will be placed on those populations of individuals whose culture, and/or race, age, socio-economic status, religion, physical abilities or characteristics, language, sexual orientation, and special needs may differ from the world view of Amainstream/Western society.@ Students will be encouraged to examine how their personal attitude and belief system may affect their ability to work with culturally different clients and students.

The class is extremely experiential in nature and will require students to be active participants in the learning process. A Service-Learning component is infused into the curriculum throughout the semester to help students to understand how life conditions impact individuals in positive and negative ways. Students find meaning and make personal and powerful connections to others when they are placed in situations in which they can gain tangible experiences. Social inequality and systemic injustices are best understood when students observe these in a “real-world” context.

Course Objectives

Upon completion of these course requirements, including active engagement in Service-Learning, students will be able to:

1. Understand the concept of culture and its influence on the helping process. This includes the identification of issues and needs of diverse clients, problem-identification of diverse clients, expectations/goals of the counseling process with respect to cross-cultural issues, and culturally appropriate interventions.

2. Recognize how cultural heritage and the impact of life conditions and circumstances impact individual growth and development.

3. Examine feelings, attitudes and beliefs concerning the culturally different.

4. Understand the major problems and challenges confronting those who are or have been oppressed over their lifespan.

5. Examine the impact that language and the media have on stereotypes and differences.

6. Examine the historical context of culture and practices in Western society and the influence these beliefs have on the helping process.

7. Understand the connection between personal life experiences and the experiences of others in relation to developing world views.

8. Identify a range of techniques and communication skills that can be utilized in cross cultural approaches to counseling/helping.

9. Understand the ethical and legal considerations in dealing with differences.

Notes- Although we will discuss many important diverse groups in class, we cannot possibly discuss every diverse group due to the time constraints of our class. The primary goal of this class is to challenge you to think critically about cultural issues and their impact upon your practice as a helping professional. Learning about people in a pluralistic society is an ongoing, lifelong journey. This class intends to serve as a springboard to this journey.

Although we will discuss many contextual and cultural issues that impact diverse groups, caution must be used in respecting within group differences and acknowledging the importance of individual needs.

Required Course Readings

Baruth, L.G. & Manning, M. L. (2007). Multicultural counseling and psychotherapy: A

lifespan perspective. (4th ed.). Upper Saddle River, NJ: Pearson.

Robinson, T.L. (2005). The convergence of race, ethnicity, and gender: Multiple

identities in counseling. (2nd ed.). Upper Saddle River, NJ: Pearson.

Academic Integrity

Academic Integrity is central to effective learning in all academic communities. It is expected that students will neither engage in nor facilitate cheating. Students should know and adhere to ASU’s policy on academic integrity found within the Code of Conduct and Academic Integrity. A printable version can be downloaded from the Office of Student Conduct webpage. http://studentconduct.appstate.edu

Cell Phones and Pagers

If you must bring a cell phone or pager to class, please ensure that it is either OFF or in the SILENT mode. If you must take an urgent call, leave the classroom.

Writing Style

All work is expected to be of graduate level caliber. Papers should be written using APA style. You are encouraged to have your work proofread. Excessive typographical and grammatical errors detract from the content of your work and will be reflected in your grade.

All assignments should be typed, with 1 inch margins, double-spaced, and stapled. Fancy packaging is expensive and unnecessary. Please turn in original copies only- Xerox copies will not be accepted.

Timely submission of assignments

It is expected that all assignments will be submitted by the deadlines noted in this syllabus. Notify instructor in advance if you are having difficulty with meeting deadlines. Assignments are due at the beginning of class on the dates indicated on this syllabus. Points will be deducted for assignments that are turned in after the due date (unless a written agreement has been granted by Dr. Waryold to acknowledge a circumstance that could not be avoided and was outside the control of the student). Poor planning or having “oodles” of work to complete in a semester does not qualify as a valid excuse.

Accommodations

ASU and the Department of Human Development and Psychological Counseling are committed to providing a classroom and institutional climate in which all students can thrive. Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990, as well as institutional policy requires special accommodations for documented physical or learning disabilities. Reasonable accommodations will be made for all students without regard to race, color, national origin, religion, gender, sexual preference, disability or veteran status. If you have a need for a special accommodation, contact the instructor immediately.

Assignments

1. Multicultural Action Plan- Complete and receive a satisfactory grade on the development and implementation of a Multicultural Action Plan. The Action Plan is designed to help (individual) students explore potential biases and to become more culturally aware and comfortable with individuals from culturally diverse groups. Students often observe growth and change as they experience other cultural groups through observation (level one), investigation (level two), and through personal involvement (level three).

Students are expected to prepare a one-paragraph proposal of each of the three levels of the action plan and a paper summarizing their experience at each level. A brief summary of the experience will be shared in class. Please refer to the Multicultural Action Plan Guidelines for greater detail.

2. Service and Learning Project- Complete a service learning project by spending at least 20 hours in a community setting in which you offer your unique talents to a population that is different from you. Difference can be established through race, ethnicity, SES, language, gender, ability etc. Your work must be of benefit to the population/agency served.

Steps:

Identify a multicultural population that you have little or no knowledge of/about. Visit the ACT Community Outreach Center, Rm. 218 of the Plemmons Student Union and visit with an ACT Peer Counselor to select three or more plausible options for your service. Visit potential sites and choose one location in which you will serve.

Attend a 1- hour Service-Learning Orientation session sponsored by the ACT Office during the 2nd or 3rd week of classes.

Create a Service-Learning agreement between the population/agency in which you will serve. A sample form will be provided in class. Jointly craft goals for your service. Each party must sign off on this agreement. This is due by the 4TH week of class. Earlier submissions are welcome.

Keep a log of your activities. Record observations about culture, oppression, prejudice, stereotypes, discrimination and the concept of privilege. Observations should be logged after each time spent in service. Date entries and be prepared to discuss them during reflection time in class. Logs are due at the end of your service.

Participate in structured class discussions in which you will reflect upon your experiences.

Make specific connections between your readings, class discussions, and your Service- Learning experience.

Presentation- Present to the class a snapshot of the population that you served and what you learned about this population. Be creative with this presentation. Create an atmosphere during your presentation that allows your classmates to feel what the culture is like! The presentation should be 15 minutes in length. It will be evaluated on the following criteria; (1) complexity of thought, ideas, and concept as they relate to multicultural concepts, (2) creativity (imaginative methods of communicating ideas and concepts to the audience), (3) use of audio-visual aids, (4) audience involvement, and (5) implications or contributions to practice in the field of multicultural counseling/helping.

Complete the on-line Service-Learning Evaluation. This evaluation can be accesses on the ACT website www.act.appstate.edu .

3. Reviews- Students are required to write two reviews. Choose a film, video, academic journal article or book. Reviews should include a brief summary of the content, what was learned, how the content relates to construct discussed in class or contained within your readings (to include a description of the diverse population and how the population is portrayed), how the content relates to your service in terms of the notion of social justice, and implications for practice. Suggestions are listed at the end of this syllabus. Reviews should be between 500 -750 words. Include word count at the end of the review.

Evaluation/Grading:

1. Class attendance and participation= 20pts.

2. Multicultural Action Plan= 30 pts.

3. *Service-Learning Project = 30 pts.

4. Reviews = 20 pts. (10 points/review)

Total = 100 pts.

*Note= students may earn up to 30 points for their Service- Learning Project by completing all requirements (see steps above). An emphasis is placed upon student engagement in structured reflection sessions.

ASU Graduate School Grading Scale

A = 95-100

A-= 90-94

B+= 86-89

B = 83-85

B-= 80-82

C+= 76-79

C = 73-75

C-= 70-72

F = Less than 70

Please be on time with all assignments unless special circumstances arise in which you have notified the Instructor in advance.

CALENDAR OF CLASS ACTIVITIES

NOTE: The calendar of class activities may be modified by the professor during the semester to accommodate the needs/progress of the class

DATE TOPIC ASSIGNMENT

Wednesday 8/22 Class Introductions

Course and syllabus overview

Course expectations

Service Learning Course- what

and why? Complete pink &

blue forms for ACT. ACT website.

MLK Challenge

Office of MC Student Development

Appalachian State University