MULTICULTURAL COUNCELING: A New Way to Integrate and Innovate Psychological Theory and Practice


Fall, 2003


FACULTY: Heesoon Jun, Ph.D., Licensed Psychologist

Office: Lab II, 2267: Telephone (360) 867-6855: E-mail (

Office Hour: 11:40am  – 12:40pm  (Wednesday)


CLASS SCHEDULE:  Tuesday:      9:00 AM -  3: 30 PM          

                                    Thursday:     9:00 AM -  4: 30 PM                       

                                    Wednesday: 9:00  AM - 11:30 AM        







9:00 -  12:00





1:00 -    3:00





3:00 -    3:30




L4004, L2458, L1505, L3205, L3215

3:30 -    4:30




L4004, L2458, L1505, L3205, L3215




1. Articulate and assume responsibility for your own work.

            2. Participate collaboratively and responsibly in our diverse society.

3. Communicate creatively and effectively.

4. Demonstrate integrative, independent, critical thinking.

5. Apply qualitative, quantitative and creative modes of inquiry appropriately to practical

    and theoretical problems across disciplines.

6. As a culmination of your education, demonstrate depth, breadth and synthesis of

learning and the ability to reflect on the personal and social significance of that learning.





You will:

A. demonstrate your understanding of personality development by being able to describe at least 

     seven existing personality theory perspectives.


B. be able to differentiate among various kinds of psychological counseling techniques and their

     underlying assumptions.


C. be able to assess the effectiveness of existing psychological counseling theories and techniques

     with individuals of multicultural backgrounds.


D. gain insight into understanding your own personality development.


E. operationalize conceptual understanding of psychological counseling theories.


F. practice seeing a client as a whole person from developmental (biological, mental, emotional),

    cultural/social, and historical perspectives.


G. begin to understand the impact of hierarchical, linear and dichotomous thought patterns on the

    development of self, “isms” and psychopathology.  


H. make conscious awareness in which aspect (Target vs. Agent) of self-identity  you are using   

     from your multiple identities.  Examine your myth in relation to Target vs. Agent.


I.  learn to be flexible.





A. Program Expectations


1.  You are expected to commit to the program for the entire year.


2.  You are expected to commit yourself to intensive academic work which will be

preparatory for an internship in winter quarter.  [You have read my expectation letter, which was a part of the application packet and you applied to the program after reading it.  This indicates to me that you have decided to commit to the program.] 


3.  You are expected to read the syllabus and the covenant at least once a week.


B. The "Counselor to be's" Search for Self as a Whole Person Through Examination of Theories of Personality


1. Write descriptions of your own personality from seven personality theory perspectives.  Read

    Weekly Schedule for Due dates… Maximum 2 pages                                                                                               

2. Ethnopsychobiography: Due 9th week (Thursday) …Maximum 8 pages


(1) what is your myth?

(2) who are you? (race, gender, age, language, socioeconomic status, sexual orientation, ethnicity, religion, age-graded, and history graded perspectives).

(3) examine "material me", "social me", "psychological me", and "spiritual me"

(4) is your story similar to one (or more) of your family member(s)?...Examine your narrative pattern (self-statement or your intrapersonal communication pattern).

(5) what are the milestones in your development? How do these affect your personality development? Examine these from normal and abnormal perspectives.

(6) what are some discrepancies among your selves? How do you manage them? Examine these from normal and abnormal perspectives.

(7) describe your shadow. What do you do with it?

(8) what are your prejudices? What do you do with them?


C. Counseling/Therapeutic Skill Building


1. You will be practicing therapeutic skills from at least seven personality theories. It is

    important you understand the theory before practicing skills.


(1) you need a partner for practice for each quarter.

(2) after seeing my demonstration, you will be asked to practice the skill according to that particular perspective. You will practice both as a “counselor” and a “client”. You will be asked to give your feedback to your skill practice partner when you play a "client".

(3) your practice sessions will be videotaped and videotapes will be used for evaluation and critique. There will be small group evaluations and critiques throughout the quarter.


2. Nonverbal communication and listening skills (both intra and inter) through creative activities

    such as practicing centering exercise, drawing, and videotape evaluation, movement, etc.


(1) skills will be practiced with your partner, with small group members, and with the class as a whole.

(2) the videotaped sessions will be used for nonverbal skill building.


D. Field Trip---Maple Lane School (Nov. 13th)


E. Integration of Communication skills and Counseling/Therapeutic Skills


1. You will be asked to identify different styles of communication and psychological counseling



2. You will be asked to identify your own communication style and its impact on therapeutic



3. You will be required to practice skills to improve your communication skills. You are asked

     to find the origin of your style and to practice with your partner and small group.


F. Written assignments (Please use font size 11, double space, staple, and put your name on

    the back of the last page)


1.       Submit a bi-monthly Learning Summary (starting from the 3rd week and ending at the 7th week) describing what you have learned from:

(1)      feedback on  the assigned weekly reading after seminar (be specific).

(2)      feedback on the guest speaker(s).

(3)      reflection of yourself from the program expectations perspective (See

Requirement A) and your plans about the coming week.

(4)   reflection about your own behavior in seminar.

                        (5)   learning the program content besides the seminar book (lectures,  

 workshops, other readings, small group meeting, etc.).

(6)  Reflection on Progoff’s Journal Workshop.


Maximum 2 pages.   At least 2-peer critiques before submitting.  Peer signoffs required on your Learning Summary.  You are required to spend at least 2 hours/week for group work outside the class.  The two hours do not include socializing.  If you want to socialize do so after the required activity.  Due on Thursday, 9:00AM.


2.             Submit description of your own personality from seven different perspectives on Tuesday, 9:00AM (See Requirement B, 1.).


3.             Submit ethnopsychobiography on the 9th Week Thursday (See Requirement B, 2.).  [Carry a small size sketchbook and coloring pens or crayons to draw, color, sketch or write a few words on your experience in relation to the program content.  Please date your creation.  This will assist you in your ethnopsychobiography.  This does not need to be submitted.]


G.  Book Seminaring  (There will be in-class essay each week before book seminaring and the

      content will be rated 1-5 point scale.)


Seminaring is the heart of Evergreen education when all students complete the book and participate collaboratively in intellectual sharing, challenging and learning different perspectives.  The quality of book seminars decreases when some students do not complete the book and seminar on the basis of incomplete knowledge or, when some students monopolize the seminaring.  In an attempt to encourage all of you to take care of your body, mind and soul, faculty will ask those who did not finish the book to observe seminaring.  Faculty will ask full presence of each student and will also ask seminar participants to be mindful of balancing speaking and listening in order to create the learning community.  Please be mindful of how often you speak, how long you speak (minutes) per time, and whether there will be enough time for all learning community members who completed the book to share their feedback or ideas.


1.       (1) find the author’s main points as you read and what evidence, arguments, or reasons the author uses to support these main points.  (2) find connections between the program’s lectures, workshops, and the seminar readings.


2.      Articulate clearly by using specific examples from text including page numbers and passages, etc.  


3.       Pursue intellectual curiosity by asking specific questions and/or stating a particular point from text (including page number) to the seminar group.  Argue the author’s point and not your personal opinions.  Learn from diversity of opinions and ideas.  Being offended when others disagree with your ideas and/ or opinions prevent you from learning to think from multiple perspectives.


4.       Use respectable communication skills (e.g. “I” message) to disagree with other’s opinions.


5.       Take responsibility to make yourself intellectually challenged by initiating questions and/or comments to seminar group.  You can only be BORED or NOT CHALLENGED when you become a passive learner who waits for someone else to speak on what you would like to discuss.  No one can read your mind.  Be active for your own education.


6.       Avoid monopolizing.  Involve others by asking their opinions on the topic.  (Letting a few people dominate discussion leads to an unsuccessful seminar.)


7.       Recognize that we are discussing abstract ideas rather than attacking or devaluing personal opinions.


8.    Be accountable for keeping discussions on target (and away from huge tangents).


H.  5 – 15 Minutes Presentation of Creative Project ……..  Due on the  10th Week


1.    This is an opportunity to share your integration of the quarter through creative work.  It has to be your own original work during this quarter. 


(1)     it can be a writing, performance, music (your own original), three

dimensional artwork, visual images, movement, carpentry, painting, etc.

(2)     your work will not be judged on the basis of hierarchical, dichotomous

and linear perspectives.  It will be evaluated on the basis of holistic perspective with emphasis on your own process and originality.  So, do not be anxious on the basis of your own self-judgement about your ability to be creative.  All of us are creative and the learning from the program is your own and not comparable to any others.  Be courageous to be who you are and do not compare your learning, your process of meaning making, and your final product of expression…transcending old myths and transforming into who you really are. 

(3)     it can be a group project as long as you spend equal amount of time, effort,

share expenses equally, and have a way of synthesizing the program content.

(4)     introduce your theme to the learning community before your presentation. 

 Discuss with your small group members from the beginning stage.

(5)     give brief written feedback to each member of the learning community for

his/her creative projects. 





As soon as you have some idea about your internship site, come and discuss it with me. The internship must be of two-quarter duration with 15-16 hours per week to fulfill credit (6) requirement. It must involve (1) supervision by a qualified professional, (2) experience with multicultural population, (3) an area which is unfamiliar to you, and (4) unpaid internship.





Corey, G.  (2000).  Case approach to counseling and psychotherapy.  Boston:  Wadsworth  


Datcher, M.  (2002).  Raising fences : A Black man’s love story.  N. Y.:  Riverhead Books. 

Kratz,  A.  R.  (1995).  Effective listening skills.  N. Y.:  McGraw-Hill Trade. 

Progoff, I.  (1992).  At a Journal Workshop.  N. Y.:  Jeremy P. Tarcher/Putnam, a member of 

            Penguin Putnam Inc. 

Robinson, T.  L. & Howard-Hamilton, M.  F.  (1999).  Convergence of race, ethnicity, and

            gender:  The multiple identities in counseling.   N. J.:  Prentice Hall. 

Rothernberg, P (Ed.).  (2001). White privilege:  Essential readings on the other side of racism. 

            N. Y.:  Worth Publishing.

Rowell, J.  (2003).  The music of your life:  Stories.   N. Y.:  Simon.  & Schuster.  

Takaki, R.  (1993).  A different mirror:  A history of multicultural America.  N. Y.:  Little Brown

            and Company. 

Valdes-Rodriguez, A.  (2003).  The dirty girls social club.  N. Y.:  St. Marin’s Press. 

Zweig, C. & Abrams J. (Eds.).  (1991).  Meeting the shadow.  N. Y.:  Jeremy P. Tarcher/Putnam,

                a member  of Penguin Putnam Inc. 








Week 1







Introduction, covenant, syllabus

Communication (1) inter vs. intra

                           (2) “I” message

                           (3) Listening


Relationship between perception

and communication

Definition of counseling/psychotherapy

Jung’s Theory (assumptions, assessment & therapeutic techniques)

Movement activity




The Shadow




Guest Speaker:

Dr. Marilyn Fresca on Progoff’s Journal Workshop @ 9:00AM

More Jung’s Theory

Kratz, Chap 1*

Choose skill practice partner and select small group

Introduction to partners and group members

Process Seminar

Week 2



10/7- 9


Psychoanalytic perspective (assumptions, assessment, & therapeutic techniques) ----

--Corey p.12-19 & 34-53*

Feedback (Kratz, Chap 2)*

Material me, social me, psychological me, and spiritual me

Progoff’s Journal Workshop

Movement activity








In-class essay



Questions about writing your own personality development

Agent vs. Target (victim)

Analysis of your own interpersonal communication style

Intent vs. Actual Communication

N=1 World View

Process Seminar

Counseling Skill Practice ---(Psychoanalytic)


Week 3





Psychodynamic perspective due@


Cognitive Behavioral Perspective (assumptions, assessment, & therapeutic techniques) –Corey, p. 185-210*

Noise Pollution (Kratz, Chap 3)*

Progoff’s Journal Workshop

Movement activity




**A Different Mirror (Part I and II)


In-class essay

**A Different Mirror (Part I and II)


Learning Summary Due@9:00AM

The impact of hierarchical, dichotomous, and linear thinking on racism and classism

Workshop: Videotaping

Process Seminar

Counseling skill practice (cognitive behavioral)




Week 4





Cognitive Behavioral Perspective Due@ 9:00AM

Guest Speaker: Academic advising (internship) @ 9:00AM

Humanistic Perspective (assumptions, assessment & therapeutic techniques) –Corey, P. 105-122*

Listening to Learn (Kratz, Chap 4)*

Progoff’s Journal Workshop

Movement activity






** A Different Mirror (Part III-IV)



In-class essay


Examine your own meaning making

Guest Speaker: Ronnie Hacken @10:00

Process Seminar

Counseling skill practice (Videotaping: humanistic perspective)



Week 5





Humanistic Perspective Due@9:00AM

Behavioral Perspective (assumptions, assessment & therapeutic techniques)—Corey, P. 161-183*

Listening to Decide (Kratz, Chap 5)*

Progoff’s Journal Workshop

Movement activity





**The Music of Your Life





Learning Summary Due @9:00AM

Internship issues, examination of inter and intra (narrative) communication patterns

Review of therapeutic techniques from various theories

Self-assessment of counseling skill progress

Barriers to learning a particular therapeutic technique

Process Seminar

Counseling skill practice (videotaping)

Week 6




Behavioral Perspective Due @9:00AM

Family Systems Perspective (assumptions, assessment & therapeutic techniques)-Corey, P. 260-287*

Listening to Enable (Kratz, Chap 6)*

Guest Speaker: Frederic Bryan @1:00

Movement activity



**White Privilege


In-class essay

Faculty Retreat


Student learning activity

(1) Counseling skill practice videotaping and critiquing.

(2) Small group –Progoff’s Journal Workshop writing and feedback.

(3) Internship search activity.

Week 7




Family Systems Perspective Due@9:00AM


Trait perspective (assumptions, assessment & therapeutic techniques)

Movement activity





**The Dirty Girls Social Club


In-class essay


Learning Summary Due @9:00AM

The impact of hierarchical, dichotomous and linear thinking on sexism

Progoff’s Journal Workshop

Process Seminar

Counseling skill practice (videotaping: dealing with a Trait Perspective client)


Week 8




Trait Perspective Due @9:00AM

Existential Perspective (assumptions, assessment & therapeutic techniques)—Corey, P. 83-104*

Progoff’s Journal Workshop

Review of various counseling techniques

Movement activity




**Convergen-ce of Race, Ethnicity, and Gender


The impact of hierarchical, dichotomous and linear thinking on “isms”

Your own thinking pattern and its impact on your ability to counsel

Process Seminar

Counseling skill practice (existential)

--Work on video to be critiqued by faculty—


Week 9






Existential Perspective Due @9:00AM

Effectiveness of traditional therapeutic techniques for multicultural population

Progoff’s Journal Workshop

Movement activity




**Meeting the Shadow


Ethnopsychobiography Due@9:00AM

Group activity: Synthesis of the quarter

Counseling skill practice (termination)

Week 10




Creative Project Presentations


Creative Presentations


Creative Project Presentations



**Seminar books

*Other books