Course OutlineCourse # & Title: PYCL 632, Social and Cultural Foundations of CounselingWork- (904) 783-2579 ext. 171 NOVA SOUTHEASTERN UNIVERSITY CENTER FOR PSYCHOLOGICAL STUDIES Course Outline Course # & Title: PYCL 632, Social and Cultural Foundations of Counseling Credit Hours: 3 Location/Section: Jacksonville/JX2 Dates: September 23, 24, 25, 2011 October 14, 15, 16, 2011 Class Meeting Times: Fridays 6:00 PM – 10:00 PM Saturdays 8:30 AM – 6:00 PM Sundays 8:30 AM – 5:30 PM Instructor: Albert F. Inclan, Ph.D., LMHC Work- (904) 783-2579 ext. 17 Email: [email protected] Required Text: Sue, D.W. & Sue, D. (2007). Counseling the Culturally Diverse: Theory & practice. (5th ed.). New York: John Wiley and Sons. ISBN: 978-0-470-08632-2 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 effectively working with diverse clients. 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, and best practices in terms of client learning and for counseling culturally/racial/ethnically diverse clients.2 2. Understand the ways in which legislative policies, programs, and practices can be developed, adapted and modified to be culturally congruent with the needs of individuals and their families. 3. Develop understanding of multicultural and pluralistic trends, including characteristics and concerns between and within diverse groups nationally and internationally. 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. 5. Describe individual, couple, family, group, school, and community strategies for working with and advocating for diverse populations, including multicultural competencies. 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, and body. 7. Become aware of cultural bias toward clients from diverse racial and ethnic backgrounds, age, gender and alternative lifestyles. Methodology: The course will be taught using a combination of didactic lecture, group interaction, case-vignettes, research paper, a midterm examination and a final examination. Assignments Prior to Second Class Meetings: I) Research Paper, 8-10 typed, D/S, pages in length which will be a cultural study of any of the diverse culture, but not be limited to: a) cultural traditions; b) sexual beliefs, roles of religion; d) concept and role of family and e) beliefs towards mental health services. A complete annotated bibliography should accompany the paper and will not be included in the 8-10 pages. II). Read chapters 13 through 24 in the text. III) Each student should be prepared to discuss his/her cultural perspectives, biases, prejudices, and clinical experiences with minority clients. These discussions will be conducted in an environment of tolerance with the goals of identifying common cultural perceptions and of expanding each student’s awareness and understanding of those who are racially and culturally different. Each student should review his/her attitudes regarding ethnicity, culture, socioeconomic status, social class, religious orientation, aging, and sexual orientation.3 Credits & Grading: Midterm Examination …………………………. 40 points Final Examination …………………………….. 40 points Research Paper ……………………………... 20 points Total…………….. 100 points • A= 90 to 100 points • B= 80 to 89 points • C= 70 to 79 points • F= 69 points and below Course Schedule: Weekend One (September 23, 24, 25, 2011): • Introductions; • Review of syllabus; • Discussion of chapters 1 through 12 in the text; • Discussion of students’ and instructor’s cultural and ethnic assumptions, values, biases, and clinical experiences with multicultural clients; • Group Exercises; • Mid-Term Examination. Weekend Two (October 14, 15, 16, 2011): • Discussion of remaining text chapters; • Case vignettes demonstrating best practices for culturally diverse diagnostic assessment, treatment, planning and clinical intervention; • Case and organizational vignettes demonstrating identification and reduction of clinical bias in the workplace; • Turn in Research Paper and Final Examination with annotated bibliography (Sunday afternoon, October 16).4 List of Suggested Readings: Burton, D. L., Cox, A. J. & Fleisher-Bond M. (2001). Cross Training for Dual Disorders, New York, NY. Vantage Press. Cooper, C. & Costas, L. (1994). Ethical Challenges When Working with Hispanic/Latino Families: Personalismo. The Family Psychologist, 10, 32-34. Crosby, W., & Poussaint, A. (2007). Come On People: On the Path From Victims to Victors. Nashville, TN. Thomas Nelson. D’Augelli, A. R. (2002). Mental Health Problems Among Lesbian, Gay, and Bisexual Youth Ages 14-14. Clinical Child Psychology and Psychiatry, 7(3), 433-456. Douglas, C. (1990). Counseling Same Sex Couples. New York: W.W. Norton. Holcomb-McCoy, C. C., and Meyers, J. E., (1999). “Multicultural Competence and Counselor Training: A National Survey”. Journal of Counseling and Development. Volume 77.294-301. Herek, G., Chopp, R., & Strohl, D. (2007). Sexual Stigma: putting Sexual Minority Health Issues in Context. In I. Meyer and M. Northridge (Eds.), The Health of Sexual Minorities: Public Health perspectives on Lesbian, Gay Bisexual and Transgender Populations (pp. 171-208). New York: Springer. Ivey, A., Ivey, M., & Simek-Morgan, L. (1993). Counseling and Psychotherapy: A Multicultural Perspective (3rd Edition). Boston: Ally & Bacon. Kupfer,