Document 2372232

College of Education Conceptual Framework
COE Conceptual Development and Knowledge Base
The conceptual framework contains four core concepts, which are themes through which we organize and
deliver our programs; hence they are central to our vision of professional educators and scholars. These
include:
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Interculturalism
Interrelatedness
Inquiry
Pedagogical Leadership
College of Education (COE) Mission Statement



To prepare highly skilled professionals to assume roles and positions in teaching,
research, educational leadership, and human development.
To provide undergraduate and graduate programs based on proven best
practice, knowledge acquisition, reflective inquiry, critical thinking, and respect
for the cultural and linguistically diverse learner.
To continuously develop a dynamic local, state, national, and international,
dimension that promotes innovations and contributes to scientific educational,
economic, and social change.
College of Education (COE) Vision Statement
The vision of the College of Education is to be consistently recognized as fully-accredited and as a
nationally and internationally respected college in the areas of science, mathematics, educational
technology and intercultural dimension (language, literacy, culture and interdisciplinary studies in
regard to preparing teachers, counselors, administrators, educational researchers, and professional at all
levels, not only for the school system but for other economical and service areas which require
training, human resources, development and life-long learning.
Teacher preparation programs of the College of Education will be central to the mission of the
University and will have national prominence. It will be at the forefront in programs for English
Language Learners and, through teacher preparation, P-16 and life-long education initiatives will be a
model for helping to close the student achievement gap.
All of these will require the COE to be noted for the quality of its graduates, the scholarship of its
faculty, and the leadership and service they provide to the local, regional, and national educational
communities in the previously mentioned areas.
Note: Be advised that the College of Education conducts ongoing research regarding the effectiveness of
the programs. You will receive one survey in the final semester prior to graduation regarding the
operations of the unit during your time here. A second survey will occur within one year following
graduation from or completion of a program, and will be sent to your employer. This survey will focus on
the preparation received at UTB/TSC. Please remember that your response to these surveys is critical to
UTB/TSC excellence.
THE UNIVERSITY OF TEXAS AT BROWNSVILLE
SPRING 2013
SYLLABUS
COURSE:
COUN 6364.60 Multicultural Counseling
Tuesday, 7:15-10:00 p.m., UBCB 1.106
INSTRUCTOR:
Dr. Alma G. Leal
REQUIRED TEXT:
Sue, D. W., & Sue, D. (2012). Counseling the culturally
diverse: Theory and practice (6th ed.). New York:
Wiley.
OFFICE PHONE/E-MAIL: (956) 882-7672
[email protected]
OFFICE LOCATION:
EDBC 1.110
OFFICE HOURS:
Monday
2:30-4:00 p.m.
Tuesday
2:30-4:00 p.m.
Wednesday
4:00-6:00 p.m.
Other times by appointment only.
Attendance Policy
Prompt and regular attendance is expected. The student may be asked to drop the class
after one absence. Tardiness of fifteen minutes or more will be considered an absence.
Students leaving early before class is dismissed will also be considered absent.
Make-up Policy
The student should, if possible, make arrangements in advance for make-up work. If
advance notice is not possible, arrangements can be made with the instructor for make-up
work provided the absence is explained and legitimate, i. e. sickness, death in family, etc.
Anyone who is absent whenever materials are distributed in class must make
arrangements to pick up these materials at the instructor’s office.
Course Description
COUN 6364, page 2
This course will provide an understanding of the characteristics and needs of culturally
diverse clients. The course will include issues related to ethnic groups, gender, family
systems, differing lifestyles, and the impact of social, political, and economic factors on
specific populations. Techniques for counseling culturally diverse populations will also
be covered.
Prerequisite: EPSY 6360/COUN 6310 and consent of instructor.
Student Outcomes: Students will
CACREP Standard: K=
Common Core;
CC=Community
Counseling;
SC=School Counseling
NCATE Standards: S=
Standard; CCon=Core
Concept
________________________________________________________________________
1. Describe the history and philosophy of multicultural
Counseling emphasizing significant factors and
lead to the growth of multicultural Counseling.
2. Describe their role in advocacy and social justice
in addressing bias, prejudice, oppression and
discrimination, and community, environmental,
institutional and social barriers that impede
access, equity, and success for clients in community
or school settings.
3. Apply legal considerations and
ethical standards of ACA and other related
entities to multicultural counseling
4. Evaluate multicultural and pluralistic trends
including characteristics and concerns between
and within diverse groups nationally and
internationally.
K.1.a
K.1.g, K.2.d, SC.A.9,
CC.C.6
K.1.h,K.2.f
K.2.a
5. Engage in multicultural experiential activities
K.2.b
to better understand their attitudes, beliefs, acculturative
experiences and values regarding Multicultural Counseling
COUN 6364, page 3
and diverse populations.
6. Demonstrate multicultural competencies in
responding to multicultural issues.
K-2-d
7. Compare and contrast theories of Multicultural
Counseling, theories of identity development and
multicultural competencies and apply these theories
to themselves and their clients.
K.2.e
8. Describe characteristics of individuals and communities
served by a variety of institutions and agencies that
offer community counseling services.
CC.C.1
9. Demonstrate through scenarios how counselor and
K.5.a
consultant characteristics and behaviors influence helping
processes including age, gender, ethnic differences, verbal and
nonverbal behaviors and personal characteristics, orientations
and skills.
10. Apply individual, couple, family, group and community
Strategies for working with diverse populations and
ethnic groups.
K.2.c
11. Understand the role of Multicultural Counseling in
various settings such as schools and community
and explain how issues such as gender,
sexual orientation, and racial and ethnic background,
cultural heritage, family structure, religious and spiritual
beliefs, occupation, and physical and mental status
impact on clients in these settings.
SC.A.8, SC.C.2.d,
CC.A.5
CACREP Core Standards Addressed
K.1.a History and philosophy of the counseling profession, including significant
factors and events.
K.1.g Advocacy processes need to address institutional and social barriers that
impede access equity and success for clients.
K.1.h Ethical standards of ACA and related entities, and applications of ethical
and legal considerations in professional counseling.
COUN 6364, page 4
K.2.a Multicultural and pluralistic trends including characteristics and concerns
between and within diverse groups nationally and internationally.
K.2.b Attitudes, beliefs, understandings, and acculturate experience including
specific experiential learning activities.
K.2.c Individual, couple, family, groups and community strategies for working
with diverse populations and ethnic groups.
K.2.d Counselor’s roles in social justice, advocacy and conflict resolution,
cultural self-awareness, the nature of biases, prejudices, processes of intentional
and unintentional oppression and discrimination and other culturally supported
behaviors that are detrimental to the growth of the human spirit, mind, or body.
K.2.e Theories of multicultural counseling, theories of identity development and
multicultural competencies.
K.2.f Ethical and legal considerations.
K.5.a Counselor and consultant characteristics and behaviors that influence
helping processes including age, gender, and ethnic differences, verbal and
nonverbal behaviors and personal characteristics, orientations, and skills.
CACREP School Counseling Standards Addressed
A.8
The role of racial, ethnic, and cultural heritage, nationality, socioeconomic
status, family structure, age, gender, sexual orientation, religious and spiritual
beliefs, occupation, physical and mental status, and equity issues in school
counseling.
A.9
knowledge and understanding of community, environmental, and
institutional opportunities that enhance, as well as barriers that impede student
academic, career, and personal/social success and overall development.
CACREP Community Counseling Standards Addressed
A.5
The role of racial, ethnic, and cultural heritage, nationality, socioeconomic
status, family structure, age, gender, sexual orientation, religious and spiritual
beliefs, occupation, and physical and mental status, and equity issues in
community counseling.
C.1
Typical characteristics of individuals and communities served by a variety
of institutions and agencies that offer community counseling services.
C.6
Effective strategies for client advocacy in public policy and other matters
of equity and accessibility.
Methods
1.
Lectures
2.
Discussions and demonstrations of counseling
COUN 6364, page 5
3.
3.
4.
Technology such as websites, PowerPoint and videos
Research paper diverse groups
Presentations on research paper
5.
6.
7.
8.
Readings from textbook and professional books and journals
Experiential activities (role-playing, group activities)
Self-awareness/exploration activities
Examinations
Requirements
1.
Develop a comprehensive genogram that includes the following:
Names of maternal/paternal grandparents, parents and siblings, you and your
siblings, and other significant family members. For each person, include the
following: birth date/age, ethnic background, birthplace, religious affiliation, date
of marriage, level of education, occupation/career, values, interests, hobbies, three
adjectives, and other important descriptors.
Family rules: roles, discipline, sexuality, finances, relationships; feelings,
independence, communication, caregiving, dating, illness, family secrets, etc.
Values and beliefs: education; career/work/job/occupation; marriage and divorce;
children/pregnancy/abortion; male/female roles; leaving home/independence;
illness/medical care; other ethnic groups; religion; treatment of different
generations, rites of passage, socioeconomic status; celebrations (quinceañeras,
sweet sixteen, anniversaries, graduations, etc.)
Significant events that impacted on the family: War, natural disasters, accidents,
marriages, divorce, children, death, etc.
Submit with your genogram a summary of key points, issues, and events that have
had an impact on who you are today. What in your family’s background
influenced your beliefs, values, attitudes, occupational and career choices,
achievements, family rules, etc.?
Have you changed any of your beliefs, values, attitudes, rules, choices over the
years? To what or whom do you attribute these changes? Describe any personal
perspectives or insights you experienced as a result of this assignment.
Each student will do a short presentation (approx. 15 minutes on his/her
genogram). You may use posters, diagrams, photographs, a short media
presentation, etc.
CACREP Standards: K.2.b
COUN 6364, page 6
2.
Turn in a comprehensive group research project that describes a specific
population. Students will work in groups of three or four and research thoroughly
one of the following populations:
At-risk Children and Adolescents
The Elderly and their Families
Gays and Lesbians
Persons with Disabilities
Gifted and Talented
Other approved topics
Describe the characteristics of your population (psychosocial, cognitive, physical,
emotional development, developmental tasks). Include theories of development,
statistics, family systems, problems/concerns/needs, influences such as political,
economic, environmental, societal, and cultural, resources for information (support
groups, hotlines, 800 numbers, etc.), and lifespan and multicultural issues related to your
population. Finally, describe counseling techniques/approaches/interventions that have
proven effective with your population.
Include research, interviews, videotapes, or any other sources of information that provide
a comprehensive understanding of your population. Use professional sources and turn in
copies of your articles. Other sources of information must be available upon request by
the instructor. Projects will be evaluated on comprehensiveness and completeness,
coherence, organization, development of topic, presentation, format and style, and
resources used. The grade will be based on the instructor’s evaluation and may include
evaluations from each group member.
CACREP Standards: K.2.b, K.2.d, K.2.c, SC.A.8, SC.C.2.d, CC.A.5, CC.C.1
3.
Each group will conduct a 45 minute to one-hour presentation on your population.
You may include guest speakers, videotapes, interviews, role playing, media
presentations, etc. Provide an abstract and outline of your project that can be
duplicated and compiled into a packet for each member of the class.
(Presentations may be videotaped by the instructor). Include sources of
information and referral agencies.
CACREP Standards: K.2.b, K.2.d, K.2.c, SC.A.8, SC.C.2.d, CC.A.5, CC.C.1
4.
Maintain a journal describing personal insights, new perspectives, and feelings
experienced during each class meeting.
CACREP Standards: K.2.b
COUN 6364, page 7
5.
Two reaction papers will be submitted on experiential activities related to
multicultural issues. Activities must be approved by the instructor. These reports
should include the following:
Your name
Name(s) of contact person(s), address, phone number
Function/activity/experience
Dates and times of participation
Brief summary of the function, activity or experience
Reaction to the function, activity, or experience
CACREP Standards: K.2.b
6.
Students are expected to attend at least one of two seminars offered by
Counseling
faculty/presenters during the Spring semester. These seminars will provide
students the opportunity to enhance their knowledge and skills in Counselingrelated topics. Dates will be announced in class.
Program Requirement
7.
Students will be required to read one book each semester from the “Required
Reading List for Graduate Students in Counseling & Guidance Studies,” and
submit a one-two page critique.
Program Requirement
8.
Participation activities are an important component of class requirements. They
will include discussions in class, multicultural activities, experiential activities,
book report, seminars and examining multicultural scenarios on diverse
populations.
CACREP Standards: K.2.b, K.2.d
9.
A mid-term examination will be administered to test competencies in the
following areas: History & Philosophy & Trends of Multicultural Counseling,
Characteristics of Diverse Populations, Multicultural Competencies, the Nature of
Multicultural Counseling, Ethnocentric Monoculturalism and Barriers to
Effective Multicultural Counseling.
CACREP Standards: K.1.a, K.2.a, K.2.d, K.5.a, CC.C.1
10.
A final examination will be administered to test competencies in the following
areas: Role in advocacy and social justice, addressing cross-cultural conflicts in
diverse populations, Counseling goals and interventions with diverse
COUN 6364, page 8
populations, Application of theories and legal/ethical issues to counseling
scenarios.
CACREP Standards: K.1.g, K.1.h, K.2.c, K.2.d, K.2.e. K.2.f, K.5.a, SC.A.9, CC.C.6
Evaluation and Grading
Grades will be determined according to the student’s performance on the requirements
listed for this course. The grading system will be based on the UTB Grading system
Policies and Procedures as follows:
Grading System Policies and Procedures
A student’s performance in academic work is expressed by the following
grades:
Alphanumeric Grading System
+/- Letter Grade
Grade Points
100-Point Scale Guide
(Not prescriptive)
A+
4 grade points
(98-100)
A
4 grade points
(93-97.9)
A3.67 grade points
(90-92.9)
B+
3.33 grade points
(87-89.9)
B
3 grade points
(83-86.9)
B2.67 grade points
(80-82.9)
C+
2.33 grade points
(77-79.9)
C
2 grade points
(73-76.9)
C1.67 grade points
(70-72.9)
D+
1.33 grade points
(67-69.9)
D
1 grade point
(63-66.9)
F
0 grade points
(Below 60)
To include a course in the Program of Work for a graduate degree, a graduate
student must earn a grade of at least a C. More information about the Program of
Work is given in the graduate catalog.
COUN 6364, page 9
Activity
Outcomes Assessed
Genogram
Group Research Project on population
5
Weight
15%
20%
(Elderly, Disabilities, At-risk,
Gay/Lesbian/Bisexual/Transgender)
5, 6, 8,10,11
Presentation on Group Project
5,6,8,10,11
Reaction Papers on
Multicultural Experiences
5
Mid-term Exam
1,4,6,8,9
Final Exam to include scenarios
On Disabilities, Elderly, Gay/
Lesbian/Bisexual/Transgender
and Counseling Strategies with Diverse
populations
Participation (seminar(s), presentations,
journal, discussions, self-exploration
activities, experiential activities, book
report, etc.)
10%
10%
20%
20%
2,3,7,10,9
05%
5,6
Should the student be allowed to remain in class after one absence because of extenuating
circumstances, five (5) points will be taken off the final course grade for each additional
absence after the first absence(includes leaving early before class is dismissed). Two (2)
points will be taken off for each tardy less than15 minutes and five (5) points for tardies
15 minutes or more.
COUN 6364, page 9
All work submitted must be typed. Staple pages together. Academic honesty and
ethical behavior is required. Students are required to do their own work.
Instructional Modifications: Students with disabilities, who need reasonable
modifications to complete assignments successfully and otherwise satisfy course criteria,
are encouraged to meet with the instructor early in the semester to identify and plan
specific accommodations. Students may be asked to provide documentation on their
disability, which will assist in planning modifications. UTB/TSC offers Disability
Services through the Counseling Center. To request services, contact the Counseling
Center or see your instructor.
COUN 6364, page 10
Copyright Statement: Unauthorized photocopying of copyrighted works, including
musical works, may be unlawful and may infringe the copyright of the copyright owner.
Students in possession of unauthorized duplications of copyrighted material are subject to
appropriate disciplinary action as well as those civil remedies and criminal penalties
provided by federal law.
Syllabus Disclaimer: While the provisions of this syllabus are as accurate and complete
as possible, the instructor reserves the right to change any provision herein, not covered
by UTB/TSC HOOP or UT Regent Rules, with notice if circumstances so warrant. Every
effort will be made to keep students advised of such changes and information about such
changes will be available at all times from the instructor. It is the responsibility of each
student to know what changes, if any, have been made to the provisions of this syllabus
and to successfully complete the requirements of this course. Questions regarding
information on the syllabus and course requirements need to be addressed by students
when the syllabus is received.
Student Responsibility: The student is ultimately responsible for becoming familiar with
all graduate and program requirements and general information listed in the catalog
he/she is following for the M.Ed. Degree in Counseling & Guidance. The student is also
responsible for becoming familiar with any certification and licensure requirements,
application processes and deadlines that apply to him/her.
Due to the nature of the course, absolutely no recording is allowed.
All telephones/beepers must be turned off during class. For emergency
cases or other important situations, see your instructor before class
begins.
Use of laptops must be limited to class-related activities. Please do not
use laptops for e-mail, to check social media, to complete assignments,
etc. during class.
COUN 6364, page 11
Tentative Class Schedule
Date
Class Material
Assignment Schedule
Week 1
Chapter 1 MC Journey to Cultural Competence
Chapter 2 Superordinate Nature
of Multicultural Counseling
1/15
Week 2
1/22
Week 3
1/29
Week 4
2/5
Week 5
2/12
AMCD Multicultural Competencies
ACA Advocacy Competencies
Topics: Syllabus; Multicultural &
Advocacy Competencies; History of
MC, Trends, Nature/Definition of MC
Chapters 1, 2 (continued)
Chapter 3 MC Competence/Minority
Topics:
Experiential Activity: Describe
Diverse populations
Legal/Ethical Issues:
ACA Code of Ethics
Chapter 3 (continued)
Topics: Prejudice, Oppression,
Discrimination
Social Justice, Advocacy
Chapter 6 Microaggressions in Coun/Psy
Chapter 7 Barriers to Multicultural
Counseling
Topics:
Barriers to MC, Generic
Characteristics, Culture and
Class-Bound Values,
Racism, Sexism, Heterosexism
Chapter 4 Politics of Counseling
Chapter 5 Systemic Opression
Topics: Politics of Counseling
Sociopolitical Implications
COUN 6364, page 12
Week 6
2/19
Chapter 11 Racial/Cultural
Identity Development
Chapter 12White Racial
Identity Development
Topics:
Racial/Cultural Identity
Development
Reactions papers
Week 7
2/26
Mid-term examination
Week 8
Chapter 7 Barriers
Chapter 8 Culturally Appropriate
Interventions/Strategies
Chapter 9 MC Evidence-Based Practice
Chapter 10 Non-Western Indigenous
Methocs
Topics:
Culturally Appropriate
Intervention Strategies;
Non-western Indigenous
Methods in Counseling
Multicultural Family Counseling
Research project
Genogram presentations
Genograms
3/5
Genograms
Exam
Week 9
3/12
Spring Break
Week 10
Chapter 13 Culturally Competent
Assessment
Topic: Minority/Majority
Therapists; Client Matching
At-risk Youth Presentation
Genogram Presentations
3/19
Presentation 1
Genograms
COUN 6364, page 13
Week 11
3/26
Chapter 14 African Americans
Chapter 15 American Indians/Alaska Natives
Chapter 16 Asian Americans/Pacific Islanders
Chapter 17 Hispanic/Latino
Americans
Chapter 18 Multiracial Descent
Topics:
Counseling Racial/Ethnic
Minority Populations
Gay/Lesbian/Bisexual/Transgender Presentation 2
Presentation
Genogram presentations
Week 12
4/2
Chapter 19 Arab & Muslim Americans
Chapter 20 Jewish Americans
Chapter 21 Immigrants & Refugees
Chapter 22 LGBT
Topics:
Counseling Racial/Ethnic
Populations
Disabilities Presentation
Genogram presentations
Week 13
4/9
Week 14
4/16
Genograms
Chapter 23 Older Adult Clients
Chapter 24 Women
Chapter 25 Counseling & Poverty
Chapter 26 Persons with
Disabilities
Topics:
Counseling Multicultural
Populations
Research Presentations:
Elderly
Genogram presentations
Presentation 3
Genograms
Presentation 4
Genograms
Ivey, et. al. Theories of Counseling
and Psychotherapy: A
Multicultural Perspective
Topic: Multicultural
Theories of Counseling
COUN 6364, page 14
Week 15
4/23
Theories of Counseling:
Multicultural Perspectives
Genograms
Week 16
4/30
Final Examination
Exam
Week 17
Closure, Experiential Activity
5/7
Share genograms
Genograms
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