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CSDV 605 - College of Education - Winthrop University

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WINTHROP UNIVERSITY

RICHARD W. RILEY COLLEGE OF EDUCATION

DEPARTMENT OF COUNSELING AND LEADERSHIP

Title of Course: Social and Cultural Issues

Course Number: CSDV 605

Credit Hours: 3.0

Meeting Times/Location: Wednesdays, 5:00-7:45 p.m., Withers 147

Professor: Dr. Johnny Sanders, Jr.

Office Number: 145-B Withers

Office Hours: Tuesday: 1:00 – 5:00 p.m.

Wednesday: 1:00 – 5:00 pm.

Thursday: 1:00 – 5:00 p.m.

E-mail: sandersj@winthrop.edu

Telephone: 803/323-4757

Fax: 803/323-4755

Appointments: Students must contact instructor to arrange an

appointment outside of posted office hours.

Nature of Course: Graduate only

Format: Lecture, discussion, field-based observations, small

group activities, oral presentations and the use of

cinema video tapes.

Catalog Description: The study of current social and cultural issues which

shape human behavior and affect the practice of

counseling. Emphasis is placed on multicultural

counseling and issues such as poverty, gender, aging,

sexuality, special needs, etc.

Expanded Description: Not applicable

Nature of Students to be Served: Students enrolled in the course are graduate level

counseling and school/psychology majors.


Syllabus

CSDV 605 03S

Page 2

Generally Scheduled: Spring Semester

Prerequisites: None

Relation to Conceptual Framework:

GRADUATE CONCEPTUAL FRAMEWORK STATEMENT

(ADAPTED FROM THE Winthrop University College of Education “Educator as Leader” document)

The Richard W. Riley College of Education of Winthrop University has a mission to prepare

educational leaders who are committed to a lifelong quest for teaching, learning and service to

society. The counseling program prepares school counselors for central roles in helping students

reach their potential through learning experiences in the school environment. A conceptual

framework organized into the three areas of leadership, scholarship, and stewardship guides all

graduate programs. These concepts and performance abilities are measured in learning

outcomes. The following learning outcomes are incorporated into the curricular experiences,

expectations and evaluations of all school counseling students.

LEADERSHIP LEARNING OUTCOMES

The school counseling leader: examines educational policy and demonstrates a familiarity with

how such policy is developed and implemented; evaluates oneself through knowledge, reflection

and discussion; analyzes contemporary educational issues and applies those understandings;

applies reform and renewal strategies; applies technology; promotes diversity; demonstrates

problem-solving strategies in diverse situations; applies current theories to collaboration skills.

SCHOLARSHIP LEARNING OUTCOMES

The school counseling leader: demonstrates an understanding of research as presented in the

literature; analyzes, synthesizes, and interprets research; integrates knowledge and practice

derived from research; generates research questions to extend thought and theory; applies

research knowledge and methodology; demonstrates understanding of research methodologies

measurements, analysis and interpretation; and demonstrates the use of technology to answer

research questions.

STEWARDSHIP LEARNING OUTCOMES

The school counseling leader: analyzes how history contributes to current issues; articulates

ethical implications surrounding current issues; understands the inter-relationships among issues

of the society, schooling, the organization and administration of schools, and professional

organizations; analyzes how to provide those with special needs and their families full access to

public education and human services; examines professional decisions based on understanding of

the law; demonstrates the abilities to construct supportive, motivational learning environments

for people from diverse cultural backgrounds; develops


Syllabus

CSDV 605 03S

Page 3

school curricula; evaluates clarifies, and refines a personal philosophy of professional practice

lined with the foundations and developments of the school counseling profession.

Acceptable Substitutes: Counseling students must provide documentation that

confirms the content of a graduate course to be substituted

for this course to his/her advisor upon being admitted to the

program.

Professor of Record: Dr. Johnny Sanders, Jr.

Supporting Faculty: None

Date of Syllabus Preparation: Fall 1999, Revised January 2003

Make-up Policy: Makeup opportunities will be afforded to students who are

absent only with adequate cause. The instructor will be

responsible for judging the adequacy of cause for absence.

Attendance Policy: Students are expected to attend all class sessions. Students

who are to be absent must make arrangements with the

instructor in advance via e-mail or phone. The instructor

will be responsible for judging the adequacy of cause of

absence.

Participation Policy: Although classroom participation will not be graded, all

students enrolled in the course are expected to read all

assigned readings and handouts for the course and

participate in class discussions based upon the assigned

readings.

Relationship of Course to

Curriculum Sequence: This course is offered to counseling majors upon their

completion of 18 semester hours of required graduate

credits in the counseling curriculum sequence. Students

enroll in the course during their first spring matriculation in

the program.

State Standard to be Addressed: See CACREP National Standards below

CACREP Standards Addressed: The following CACREP Standards are satisfied in this core

course:

2. Social and cultural diversity

a. Multicultural and pluralistic trends

b. Attitudes, beliefs, understandings and acculturative

experiences


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CSDV 605 03S

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Course Goals and Objectives:

c. Individual, couple, family, group and community

strategies for working with diverse populations

d. Counselor’s role in social justice, advocacy and

conflict resolution, cultural awareness, the nature of

biases, prejudices, discrimination, intentional and

unintentional oppression and other culturally

supported behaviors that impact individuals.

e. Theories of multicultural counseling, theories of

identity development and multicultural competencies.

f. Ethical and legal considerations

NOTE: The above cited CACREP Standard can be found

in Section II (Program Objectives and Curriculum ( page

61 in the 2001 CACREP Accreditation Manual.

Goal – To provide an understanding of the cultural context of relationships, issues, and trends in

a multicultural and diverse society related to such factors as culture, race, ethnicity, gender,

disabilities, socioeconomic status, religion, sexual orientation, age, family values, etc. and unique

characteristics of individuals, couples, families, ethnic/racial groups and communities.

Objectives –

1. To assist students in developing an understanding and appreciation of diverse clients

whom they will encounter in a pluralistic society. (CACREP Standards 2., 2.a. and 2.b.)

2. To introduce students to the major characteristics of the major minority and emergent

minority groups. (CACREP Standards 2., 2.a., 2.b. and 2.c.)

3. To introduce students to the nature and process of multicultural counseling. (CACREP

Standards 2.e., 2.f.)

4. To assist students in increasing their awareness of their own cultural values and biases

that might interfere with effective multicultural counseling. (CACREP Standards 2., 2.a.,

2.b., 2.c., and 2.d.)

5. To assist students in becoming familiar with the theoretical and research literature on race

and culture as a factor to counseling ethnic/racial minority clients. (CACREP Standard

2.e.)

6. To assist students in becoming knowledgeable about the history and culture as well as

social and political, and psychological needs of ethnic/racial minority clients. (CACREP

Standards 2., 2.a. and 2.e.)

7. To assist students in developing skills that will increase their awareness of the client’s

worldview which will facilitate effective counseling of diverse populations. (CACREP

2., 2.a., 2.b., 2.c., 2.d. and 2.e.)


Syllabus

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Overview of Major Topics, Readings and Activities:

The following major topics, readings and activities will be addressed in this course:

• The conceptual dimensions of multicultural counseling

• The political dimensions of mental health counseling

• Worldviews in multicultural counseling

• Counseling and therapy with racial/ethnic minority populations

• Organizations and institutions as clients

The use of lecture/discussion, small group exercises, and videotapes will be used to explore the

above broad topics of the course. Additionally, handouts will be distributed by the instructor to

supplement selected assigned readings.

Course Text:

Sue, D. W. and Sue D. (2003). Counseling the Culturally Diverse: Theory and Practice. New

York, New York: John Wiley Publishing Company

Nature and Number of Evaluations & Other Major Requirements:

Tentative Course Calendar

Dates Topics/Activities Readings/Assignments

Jan. 15 A. Introductions/course overview N/A

B. Experiential activities N/A

Jan. 22 A. Chapter I: The Superordinate Nature of Text

Multicultural Counseling and Therapy

B. Small group and large group discussions (TBA) Instructor/students

C. Chapter II: The Politics of Counseling and Text

Psychotherapy

D. Lecture/Discussion

Jan. 29 A. Chapter II continuation Text

B. Chapter III: Sociopolitical Considerations of

Trust and Mistrust

C. Small group and large group discussion Instructor/students

Feb. 5 A. Exam I (Chs. 1, 2 & 3) 5:00-6:30

B. Chapter IV: Barriers to Effective Multi- Text

Cultural Counseling/Therapy

C. Lecture/discussion/small group activity Instructor/students


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Feb. 12 A. Chapter IV: continuation Text

B. Chapter V: Culturally Appropriate

Intervention Strategies

C. Lecture/discussion/small group discussions Instructor/students

Feb. 19 A. Chapter VI: Multicultural Family Counseling Text

& Therapy

B. Chapter VII: Non-Western and Indigenous Text

Methods of Healing

C. Lecture/discussion/small group activities Instructor/students

Feb. 26 A. Exam II (Chs. 4, 5, 6, & 7) 5:00-6:30pm N/A

B. Chapter VIII: Racial/Cultural Minority Text

Identity Development: Therapeutic Implications

C. Lecture/discussion Instructor/students

Mar. 5 A. Chapter IX: White Racial Identity Text

Development: Therapeutic Implications

B. Chapter X: Dimensions of Worldviews Text

C. Lecture/discussion/small group activities Instructor/students

Mar. 12 SPRING BREAK (NO CLASS)

Mar. 19 Exam III (Chs. 8, 9, & 10)

Mar. 26 Group Presentations:

A. Counseling African-Americans (Ch. 11) Text

Presenters:

1.________________________________________

2.________________________________________

3.________________________________________

4.________________________________________

5.________________________________________

B. Counseling American Indians and Alaska Text

Natives, Chapter XII

Presenters:

1.________________________________________

2.________________________________________


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CSDV 605 03S

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3.________________________________________

4.________________________________________

5.________________________________________

April 2 A. Counseling Asian Americans (Ch. 13) Text

Presenters:

1.________________________________________

2.________________________________________

3.________________________________________

4.________________________________________

5.________________________________________

B. Counseling Hispanic/Latino Americans (Ch. 14) Text

Presenters

1.________________________________________

2.________________________________________

3.________________________________________

4.________________________________________

5.________________________________________

April 9 A. Counseling Whites and White Ethnic Clients Handout

Presenters:

1.________________________________________

2.________________________________________

3.________________________________________

4.________________________________________

5.________________________________________


Syllabus

CSDV 605 03S

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B. Counseling Individuals of Multiracial Decent Text

Chapter XV

C. Counseling Sexual Minorities (Chapter XVI) Text

D. Lecture/discussion Instructor/students

April 16 Counseling Other Culturally Diverse Text

Populations

A. Elderly Clients (Ch. XVII)

B. Counseling Women (Ch. XVII)

C. Counseling the Disabled (Ch. XIX)

D. Counseling Monocultural Organizations (Ch. XX)

Course Evaluations/Wrap up

April 23 Exam IV (Chs. 15, 16, 17, 18, 19, & 20) N/A

Course Requirements/Assignments/Examinations

1. Exams (four exams @ 100 points each) See Course Calendar for

dates 400 pts.

2. My Culture Paper 50 pts.

Due March 5

Discuss your own cultural background by looking at the behavior, expectations and

values you have regarding the following social system variables: family values and

behaviors both now and as you were growing up, nationality, ethnicity, religion,

language, geographic region, gender, socioeconomic status, educational status, political

orientation. This paper should be 5-7 pages.

3. Inter-Action Plans

Inter-Action Plans are designed to provide personal contact with people who are different

from you. After you have completed the experience, you will write a brief summary, no

longer than three pages. In it you will:

a) Discuss why you selected the experience

b) Identify and briefly describe the experience

c) Discuss your feelings and reactions to the experience

d) Discuss the value of this experience to you as a counselor or psychologist

e) Describe what you would do differently if you were to repeat the experience.

Level 1 Interaction Plan –Seeking Information Through Media 33 pts.

Due March 26

This plan is for you to use with a group with whom you have had little or no experience.

It represents the least risk to you but allows you to start on your journey to multicultural

awareness. The following are some suggestions that would qualify as a Level 1

Interaction Plan:

1) Watch a videotape about the history and cultural characteristics of this group

2) Read a biography/autobiography of an individual in this group


Syllabus

CSDV 605 03S

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3) Read a series of magazines whose target population is this group.

4) Read a novel by an author who is a member of this group and who writes

about the experiences of his/her cultural heritage.

Level 2 Interaction Plan 2 – Seeking Information through Personal Interviews 33 pts

Due April 9

This plan is for you to use with a group with whom you have had some experience but

that you would like to learn more about. It represents greater risk because it would

require that you have personal contact with members of the group. The following are

some suggestions that would qualify as a Level 2 Interaction Plan:

1. Meet with a community leader (minister, politician, educator) from an ethnic

minority community to inquire about his/her perspective on the needs and

concerns of this community.

2. Talk with ethnic minority students on campus or colleagues at work—

especially someone you might perceive as DIFFERENT from you.

3. Visit one of the Historically Black Colleges and Universities (HBCU) in the

area (e.g. Allen University, Benedict College, South Carolina State

University, Johnson C. Smith University and Clinton College) and talk with

the students, faculty or staff about the unique experience their university

brings to the African American students there.

4. Attend a community meeting (NAACP, Urban League, etc.) or church

services of individuals from an ethnic minority group and talk with some of

the members attending.

Level 3 Interaction Plan – Direct Participation—Developing a

Personal Relationship 33 pts.

Due April 23

This plan is for you to use with a group with whom you have had a great deal of

experience and would like to enhance those experiences to the next level. Plan 3

represents the greatest risk to you as you will be more personally involved in the

experience. The following are some suggestions that would qualify as a Level 3

Interaction Plan:

1. Arrange to spend a weekend with an ethnic minority family in their home,

observing family practices, roles and customs.

2. Arrange a “date” (e.g. dinner, drinks, social event) with an ethnic minority

person (of a different gender) with whom you already have rapport. Consider

the “date” an opportunity to encounter many of your feelings, attitudes and

beliefs about this cultural group as well as an opportunity to observe the

reactions of the community at large to multicultural relationships. Make

certain that the person you choose is aware that this is a class project, if you

really don’t want to date that person.

3. Go to a social event (dance, party) given by and for ethnic minority persons.

4. Become a genuine friend of an ethnic minority person if you do not already

have a friend from this particular ethnic group. Existing friendships will not

qualify for this experience.


Syllabus

CSDV 605 03S

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Written assignments are to be formal papers and should follow the style

guidelines and those for typing, grammar, and reducing language and

cultural bias as outlined in the Publication Manual for the American

Psychological Association. While the content of your paper is the prime

consideration, it is also expected that paper demonstrate a level of grammar,

punctuation and spelling commensurate with graduate student status. Please

use a spell check and grammar check program for all your papers. Also,

proof read your papers before submitting them. Submit all papers on time.

Late papers willl not be accepted.

4. Group Presentations (Evaluation Criteria TBA) 50 pts.

Grading Criteria: Your grade will be based on successful completion of course

requirements/assignments listed above. Please note that all assignments/requirements

must be completed on time.

Grading Scale

Requirements/Assignments Reference Course Objective Points

#1 Exams (4) Objs. 1 – 7 400

#2 Culture Paper Obj. 4 50

#3 Interaction Plans (3) Objs. 1 & 6 100

#4 Group Presentations (3) Objs. 1 - 7 50

TOTAL POINTS 600

Teaching Methodology

Grade Assignment

A = 90% of 600 = 540 points

B = 80% of 600 = 480 points

C = 70% of 600 = 420 points

F = Below 420 points

Numerous types of teaching methodology will be implemented in order to stimulate students’

Interest and learning as a result of taking this course. The various types of techniques to be

utilized include didactic presentations, small group exercises and use of cinema/cassette tapes.

Technology Statement

Students will be informed to use various internet search engines (i.e. www.google.com;

www.Yahoo.com; etc.) to collect and disseminate current information regarding the counseling

of diverse populations via their group presentations.

Course Field Experiences

N/A


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CSDV 605 03S

Page 11

Student Examinations/Assessments

See “Course Requirements/Assignments/Examination and Grading Criteria Sections”

Student Outcomes/Dispositions

Students completing this course should be able to:

1. Define and give examples of the concepts: culture, race, ethnicity, gender, sexual

orientation, disability, handicapped, minority, multicultural counseling, and other

multicultural counseling terminology.

2. Demonstrate awareness, sensitivity and knowledge of diverse populations’ counseling

needs.

3. Delineate the characteristics of a culturally skilled counselor.

4. Apply multicultural counseling strategies/interventions with individuals, families and

groups.

5. Identify personal values, world views, and biases that may impact culturally different

clients during the counseling process.

6. Identify sociopolitical systems that exist in society with respect to the treatment of the

culturally different.

7. Discuss the trends and projections of diverse, racial/ethnic groups that will seek mental

health services in the U.S.

8. Define and explain the concepts of identity, counselor identity, cultural identity, racial

identity and the different models of identity development.

9. Identify and explain the ethical and legal considerations related to multicultural

counseling.

10. Demonstrate skills and knowledge in understanding and counseling clients in

multicultural settings and throughout the life span.

Student Products Verifying Competency

Products Competence/National Standard

Exams (4) CACREP Standards 2.1 – f.

Culture Paper CACREP Standard 2.6.

Interaction Plans CACREP Standards 2.a., b., & c.

Group Presentations CACREP Standards 2.a., b., c., e., & f.

Students with Disabilities

If you have a disability and need classroom accommodations, please contact Gene Smith,

Coordinator, Services for Students with Disabilities, at 323-2233, as soon as possible. Once

you have your professor notification letter, please notify me so that I am aware of your

accommodations well before the first test/paper/assignment.


Syllabus

CSDV 605 03S

Page 12

Plagiarism Statement

The University requires all members of the University Community to familiarize

themselves and to follow copyright and fair use requirements. You are individually and

solely responsible for violations of copyright and fair use laws. The University will neither

protect nor defend you nor assume any responsibility for employee or student violations

and fair use laws. Violations of copyright laws could subject you to federal and state civil

penalties and criminal liability as well as disciplinary action under University policies.

Recommended Reading List

Aponte, J.F., Rivers, R. and Wohl, J. (1995). Psychological/Interventions and Cultural

Diversity. Boston, MA: Allyn and Bacon.

Axelson, J.A. (1993). Counseling and Psychotherapy: a multicultural perspective.

(4th ed.) Pacific Grove, CA: Brooks/Cole Publishing Co.

Baruth, L.G. and Manning, M.L. (1999). Multicultural counseling and

psychotherapy: A lifespan perspective (2nd ed.) Upper Saddle River, NJ:

Prentice Hall Publishing Co.

Diller, J.V. (1999). Cultural Diversity: A Primer for the Human Services Worker.

Pacific Grove, CA: Brooks/Cole Publishing Co.

Okun, B. F., Fried, J. & Okun, M. L. (1999), Understanding Diversity: A Learning-

As-Practice Primer. Pacific Grove, CA: Brooks/Cole Publishing Co.

Sue, D. W., Ivey, A. and Pendersen, P. (1993) A Theory of Multicultural Counseling and

Theory. Pacific Grove, CA: Brooks/Cole Publishing Co.

Selected References

Aboud, F., & Doyle, A.B. (1993). The early development of ethnic identity and attitudes. In

M.E. Bernal 7 G.P. Knight (Eds.), Ethnic identity: 1. Formation and transmission among

Hispanics and other minorities (pp. 46-59). Albany: State University of New York Press.

Anderson, J.A., & Adams, M. (1992). Acknowledging the learning styles of diverse student

populations: Implications for instructional design. In L. L. B. Borders & N. Van Note

Chism (Eds.), Teaching for diversity (pp. 5-18). San Francisco: Jossey-Bass.

Atkinson, D.R., Morten, G., & Sue, D. W. (1993). Counseling American minorities; A crosscultural

perspective (4th ed.). Dubuque, IA: William C. Brown.


Syllabus

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Page 13

Selected References (cont’d.)

Brown, M.T., & Landrum-Brown, J. (1995). Counselor supervision: Cross-cultural perspectives.

In J.P. Ponterotto, J.M. Casas, L.A. Suzuki, & C.M. Alexander (Eds.), Handbook of

multicultural counseling (pp. 263-287). Thousand Oaks, CA: SAGE.

Casas, J. M., & Pytluk, S.D. (1995). Hispanic identity development: Implications for research

and practice. In J.P. Ponterotto, J. M. Casas, L.A. Suzuki, & C.M. Alexander (Eds.),

Handbook of multicultural counseling (pp. 155-180). Thousand Oaks, CA: Sage.

D’Andrea, M., & Daniels, J. (1995). Promoting multiculturism and organizational change in the

counseling profession: A case study. In J.P. Ponterotto, J.M. Casas, L.A. Suzuki, & C.M.

Alexander (Eds.), Handbook of multicultural counseling (pp. 17-33). Thousand Oaks, CA:

Sage.

Gaw, A.C. (1993). Culture, ethnicity and mental illness. Washington, DC: American

Psychiatric Press.

Grieger, I., & Ponterotto, J.G. (1995). A framework for assessment in multicultural counseling.

In J.P. Ponterotto, J.M. Casas, L.A. Suzuki, & C.M. Alexander (Eds.), Handbook of

multicultural counseling (pp. 357-374). Thousand Oaks, CA Sage.

Healey, J.F. (1995). Race, ethnicity, gender, and class: The sociology of group conflict and

change. Thousand Oaks, CA: Forge Press.

Helms, J.E. (1995). An update of Helms’ White and People of Color racial identity models. In

J.P. Ponterotto J.M. Casas, L.A. Suzuki, & C.M. Alexander (Eds.), Handbook of

multicultural counseling (pp. 181-198).

Jacobs, J.H. (1992). Identity development in biracial children. In M.P.P. Root (Ed.), Racially

mixed people in America (pp. 190-206). Newbury Park, CA: Sage.

Kerwin, C., & Ponterotto, J.G. (1995). biracial identity development: Theory and research. In

J.P. Ponterotto, J.M. Casas, L.A. Suzuki, & C.M. Alexander (Eds.). Handbook of

multicultural counseling (pp. 199-217). Thousand Oaks, CA: Sage.

Kim, U., & Berry, J.W. (1993). Indigenous psychologies. Newbury Park, CA: Sage.

Lee, C.C., & Armstrong, K.L. (1995). Indigenous models of mental health intervention: Lessons

from traditional healers. In J.P. Ponterotto, J.M. Casas, L.A. Suzuki, & C.M. Alexander

(Eds.), Handbook of multicultural counseling (pp. 441-456). Thousand Oaks, CA: Sage.

Peterson, P.B., and Carey, J.D. (2003). Multicultural Counseling in Schools: A Practical

Handbook. (2 nd Ed.) Boston, MA: Allen and Bacon Publisher

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