Teacher Preparation Programs Conceptual Framework Nova Southeastern University provides: S tandards-based instructional and leadership programs that link theory to practice with the U se of data for evaluation, ethical decision-making, and intervention for the N eeds and accommodations for diverse students who provide R eflective and ethical practice based on meaningful field and clinical experiences as part of I nnovative and convenient postsecondary delivery systems with a S hared responsibility for quality education programs and professional advocacy with stakeholders with an E mphasis on technology and best practices for dynamic learning environments This conceptual framework is reflected in the following course syllabus: Course number: PYCL 632 Course title: Social and Cultural Foundations of Counseling Program name: School Counseling Faculty (Content specialist): Mercedes ter Maat, Ph.D Carolyn Berger, Ph.D.2 NOVA SOUTHEASTERN UNIVERITY CENTER FOR PSYCHOLOGICAL STUDIES COURSE OUTLINE Course # & Title: PYCL 632 – Social and Cultural Foundations of Counseling Credit Hours: 3 Location/Section: Orlando/OG2 Class Meeting Dates: September 23, 24, 25, 2011 October 14, 15, 16, 2011 Class Meeting Times: Fridays, 6-10 pm Saturdays, 8:30 am – 6 pm Sundays, 8:30 am – 5:30 pm Instructor: Shannon Knight, Ph.D. [email protected] (904)505-7083 Required Text: Sue, D. E. & Sue, D. (2008). Counseling the Culturally Diverse: Theory and Practice (5th ed.). New York: J. Wiley & Sons. ISBN: 978-0-470-08632-2 Journal of Counseling and Development (1999). Special Issue – Racism: Healing its effects, 77(1). This required reading is uploaded onto WebCT under “Course Content” or you can do a library database search at http://www.nova.edu/library Course Description: This course addresses cultural diversity and its implications for counseling. It considers the psychological impact of factors such as gender, race, ethnicity and culture, religious preference, socioeconomic status, sexual orientation, and physical disability in a variety of counseling and educational settings. Finally, it reviews counseling issues and strategies for diverse clients.3 Course Objectives: Upon completion of this course, students will be able to: 1. Understand the cultural, ethical, economic, legal, and political issues surrounding diversity, equity, social justice, and best practices in terms of client/student learning and for counseling culturally/racially/ethnically diverse clients. (CACREP II G.2.c; III SC E.1,4; H.1) 2. Understand the ways in which legislative policies, barriers, programs, and practices can be developed, adapted and modified to be culturally congruent with the needs of individuals and their families. (CACREP III SC E.3, H.5) 3. Develop understanding of multicultural competencies and pluralistic trends, including characteristics and concerns between and within diverse groups nationally and internationally. (CACREP II, G.2.a.; III SC F.1) 4. Explore attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities that are designed to foster understanding of self and culturally diverse clients. (CACREP II, G.2.b) 5. Describe individual, couple, family, group, school, and community strategies for working with and advocating for diverse populations, including multicultural competencies. (CACREP II, G.2.d) 6. Examine counselors’ roles in developing cultural self-awareness, promoting cultural social justice, advocacy and conflict resolution, and other culturally supported behaviors that promote optimal wellness and growth of the human spirit, mind, or body. (CACREP II G.2.e; III SC D.1, F.3) 7. Become aware of cultural bias toward clients from diverse racial and ethnic backgrounds, age, gender and alternative lifestyles. (CACREP II G.2.f.) Department of Education The following DOE subject area competencies are addressed within this course, either through topics as listed in the “Calendar of Assignments” or via Accomplished Practices tasks. 2.3 Identify materials and resources for implementing guidance curricula (e.g., character education, conflict resolution, bullying prevention, mediation training). 10.1 Demonstrate knowledge of multicultural and pluralistic societal changes and trends when developing and coordinating the school counseling program. 10.2 Demonstrate knowledge of the characteristics, needs, and issues of diverse populations. 10.3 Demonstrate knowledge of facilitating the counseling process for diverse students and families. 10.4 Demonstrate knowledge of the counselor's responsibility to address his or her own biases.4 Florida Educator Accomplished Practices Students will demonstrate competency in the delineated Accomplished Practices via successful completion of the following required tasks. #5 Diversity School counselors have knowledge of individual differences, abilities, and disabilities and of the potential influence of biological, social, cultural, ethnic, experiential, socioeconomic, gender-related, and linguistic factors in children’s development and learning. This knowledge is utilized in the selection of assessment devices and in developing academic and social/behavioral interventions for children. School counselors establish an environment that accepts and fosters diversity. They demonstrate knowledge and awareness of varied cultures and linguistic backgrounds. They create a climate and foster in others a spirit of openness, inquiry, and support by practicing strategies such as acceptance, tolerance, resolution, and mediation. Required Marker Task Based Upon Accomplished Practices: Research Paper: The research paper may be on any topic related to counseling the culturally diverse client. Examples of topics will be presented during the first class. The topic must be approved by the instructor. The term paper should be type-written, double-spaced, and between 7 and 10 pages long. At least five professional references are required. Websites may be used, but only in addition to the five professional references. Professional references include peer-reviewed journals and/or scholarly texts. APA (6th edition)