Idea Transcript
Comment [A1]:
COURSE SYLLABUS SOUTHEAST MISSOURI STATE UNIVERSITY Department of Educational Leadership and Counseling
Course No: CP-537
Title of Course: Multicultural experience in counseling & education.
I.
Catalog Description and Credit Hours of Course: This course provides an opportunity of experiencing the importance of different lifestyles and socio-cultural aspects in the counseling process, during an educational trip to the host institution in a foreign country (e.g. Fortaleza, Ceara, Brazil). Once this experience is processed through the levels of phenomenology, the student should be able to advocate for the client and his or her counseling needs from a culturally sensitive point of view. Attention is given to the experiential component by being in the host culture (e.g. Fortaleza, Brazil), processing the meaning of the experience and giving a theoretical framework to the meaning making. (3)
II.
Prerequisite(s): Permission of instructor. Graduate students are required to register for this class in order to earn the 3-credits. Faculty and scholars can earn CEU’s by participating in the course. This opportunity welcomes graduate students in counseling and related fields, faculty and scholars in cultural education.
III.
Purposes or Objectives of the Course: A.
To learn the theory and to personalize the experience of the trends and issues of multicultural education.
B.
To examine and learn to recognize, through an ethnographic experience, the influences and trends that a cultural context has on the person and his/her counseling needs [CACREP, 2001, sec. II, K.2.a,b,c]
C.
To review the detrimental effects of bias and stereotyping including lifestyle, cultural values, traditions of a given culture [CACREP, 2001, Sec. II, K.2b]
Comment [A2R1]:
IV.
D.
To become aware of one’s own biases and to develop a personal plan to address them from a professionally ethical perspective [CACREP, 2001, Sec. II, K.2.d]
E.
To recognize and apply relevant counseling and educational processes and strategies with individuals, families, groups, and diverse populations [CACREP, 2001, Sec. II, K.2.c].
Expectations of Students: A.
The student will be expected to read the required assigned materials.
B.
The student will maintain a course journal of personal reactions and attitudes relevant to social and cultural biases.
C.
The student will be expected to participate in assigned experiential activities, without exception.
D.
The student and participant will attend and participate in classroom activities at the host institution in a foreign country (e.g., UNIFOR [University of Fortaleza], Fortaleza, Ceara, Brazil).
E.
The student and participant (SEMO or other academic institution) will be expected to write up a scholarly paper.
F.
V.
Graduate students and participants of this course are financially responsible for airfare, lodging, meals, and health insurance.
Course Content or Outline:
Class Hours
A.
Cultural immersion (pre-reflection stage of Phenomenology) (site visits of social projects, counseling sites, public schools)
B.
Group processing of the personal perceptions captured during the cultural immersion (meaning-making of Phenomenology)
C.
Theory-based construction of meaning-making: The Impact of Culture on Counseling 1. Cultural context 2. Race 3. Ethnicity 4. Age 5. Religion 6. Gender 7. Lifestyle 8. Socioeconomic status
15
Barriers to Effective Cross-Cultural Counseling Communication across cultures and Critical-Incident case study analysis
D.
Recognizing and Addressing One’s Own Biases as a Counselor 1. Getting in touch with one’s own social identity 2. Getting in touch with one’s own values The Culturally Skilled Counselor 1. Processes and strategies 2. Goals 3. The client’s world view 4. Counselor characteristics 5. Critical-Incident case study analysis
Legal and Ethical Concerns of Diverse Populations 1. Ethical issues 2. Legal ramifications History and Rationale of Cross-Cultural Counseling 1. Monocultural approach 2. Multicultural approach The Sociopolitical Climate 1. Historical background 2. Multicultural and pluralistic trends 3. Effects on counseling 4. Critical-Incident case study analysis
10
10
E.
10
VI. Required readings: Textbook: Baruth, L. G. & Manning, M. L. (2007). Multicultural Counseling and Psychotherapy: A Lifespan Perspective (4th ed.). Columbus, OH: Merrill Prentice Hall. Molina, B., Garrett, M. & Monteiro-Leitner, J. (2006). Communities of Courage: Caring for Immigrant Children and Families through Creative Multicultural Counseling Interventions. Protecting Children, American Humane Journal, Vol.21, (2), 62-83
Molina, B., Gladding, S., Monteiro-Leitner, J. & Garrett, M. (2006) Making the Connection: Interweaving Multicultural Creative Arts Through the Power of Group Interventions. Journal of Creativity in Counseling, Vol.1(2), 5-15. MohdZain, A. Z. (2007, Winter). Counseling immigrant Muslim children. The Counseling Interviewer, 39(2), 20-23.
MohdZain, A.Z. (2001). Feminist family therapy and the male perspective. In K.M. May (ed.). Feminist Family Therapy. (p.53-66). Alexandria, VA: American Counseling Association. Monteiro-Leitner, J. & Dollinger, S. (December, 2004). Ethnographic study of poverty, collective orientation, and identity among kids on the streets in Brazil: A ten-year follow up. International Journal of Qualitative Studies in Education. Smart, D. W., & Smart, J. F. (1997). DSM-IV and culturally sensitive diagnosis: Some observations for counselors. Journal of Counseling & Development, 75, 392-398. Sue, D. W., Arredondo, P. & McDavis, R.J. (1992). Multicultural competencies/standards: A call to the profession. Journal of Counseling and Development, 70(4), 477-486. Thomas, A. J. (1998). Ethical mandates for multicultural sensitivity for family counseling. The Family Journal: Counseling and Therapy for Couples and Families, 6, 49-51. Torres-Rivera, E., Phan, L.T., Maduz, C., Wilbur, M.P., & Garrett, M.T. (2001). Process versus content: Integrating personal awareness and counseling skills to meet the multicultural challenge of the twenty-first century. Counselor Education & Supervision, 41, 28-40. Websites: http://www.counseling.org/Resources/ link to: (1) Multicultural Counseling Competencies and Standards; (2) Cross-Cultural Competencies and Objectives; (3) Dimensions of Personal Identity http://www.amcd-aca.org
VII.
Basis for Student Evaluation: Grades will be determined by participation in experiential activities, small group projects, personal journal, examinations, self-assessment, and a research-based paper with potential to be submitted for publication. Grading composites A. Student Contributions to class discussion B. Quizzes C. Exams (Midterm and Final) D. Personal Journal E. Analyses of personal socialization F. Field trips/group processing of field Trips
10% 05% 20% 20% 25% 20%
VIII.
Grading scale: Methods of instruction 90-100 80-89.9 70-79.9 Below 70
A B C F
The weight of evaluation may vary according to each instructor and will be communicated at the beginning of the course. IX.
Methods of instruction: Classroom lectures and discussions in facilities of the host institution (e.g., UNIFOR facilities) Experiential site visits and group processes Web-assisted instructions and tests/exam
X.
Reasonable Accommodation If a student has a special need addressed by the American with Disabilities Act (ADA) and requires materials in an alternative format, please notify the instructor at the beginning of the course. Reasonable efforts will be made to accommodate special needs. Participants need to recognize that while visiting another country it will not be possible to accommodate some disabilities due to the limitations of the host country. It is expected that the student discusses any limitations with the instructor early in this process.
XI.
Adherence to the University’s plagiarism and academic honest policy: Students will be expected to abide by the University Honor Code, in regards to plagiarism and academic honesty, which can be found at http://library.semo.edu/learn/academic_honesty_brochure.html
XII. Knowledge Base References: see http://www4.semo.edu/counsel/Program/know-base.htm
Departmental Approval Date 8/21/2007 College Council Approval Date 9/20/2007