Multicultural
Counseling
A new Way
to Integrate and Innovate Psychological Theory and Practice
Office Hour: 3:00 PM
– 4:00PM (Tuesday) or by Appointment
CLASS SCHEDULE: Tuesday:
9: 00 AM - 3: 00 PM
Thursday: 9: 00 AM - 5: 00PM
|
Monday
|
Tuesday
|
Wednesday
|
Thursday
|
Friday
|
9:00 - 10:00 |
Prep/ Internship |
L4004 |
Internship/ Prep |
L4004
|
Internship/ Prep |
10:00 - 12:00 |
Internship/ Prep |
L4004 |
Internship/ Prep |
Counseling Skill
Practice L2204, L2220 L2458, L2218 |
Internship/ Prep |
12:00 - 1:00 |
|
Lunch |
|
Lunch |
|
1:00 -
3:00 |
Prep/Internship |
L3500 |
Prep/Internship |
L2205 |
Prep/ Internship |
3:00 -
4:00 |
Prep/ Internship |
Heesoon’s Office Hour |
Pre/ Internship |
Small Group L2103
L2218
L2219
|
Prep/ Internship |
4:00 -
5:00 |
Prep/ Internship |
|
Internship/ Prep |
L2220
L2221
|
Internship/ Prep |
*Schedule is subject to
change to accommodate guest speakers.
EXPECTATIONS OF AN EVERGREEN GRADUATE
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 and 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. be able to understand “Ethical Principles of Psychologists and Code
of Conduct”
by American Psychological Association
(2002).
B. be able to compare and
contrast “The Law Relating to Psychologists” by Washington State Dept. of Health and “Ethical Principles of Psychologist and Code
of Conduct” by American Psychological Association (APA).
C. examine validity of B in a
multicultural setting.
D. examine interwoven
relationships among your “Special Identity”, your thinking patterns
(hierarchical, dichotomous, linear, holistic), and your philosophy of life
[“Agent vs. Target (Victim)”]. Learn their impact on being an effective
counselor and/or a seminar member.
E. be able to differentiate
personal issues from academic issues.
(1) be able to differentiate between transference (stimulus
generalization) issues triggered by a
particular statement from a member of the learning community and the
real issue.
(2) be able to differentiate between your perception and objective reality.
(3) be able to use “I” message instead of “you” message.
(4) be able to differentiate realistic expectation from that of inappropriate
or unrealistic expectations (self, other students, and faculty).
F. increase intercultural competence through internship, small
group work, seminaring,
movement, art workshops, Progoff’s
journal exercises, and guest speakers.
G. evaluate your own
multicultural counseling competency and counselor competency from personal and professional ethics.
H. assess the impact of
“Internalized Oppression” on negative, hierarchical and target
(victim) perspective
thinking patterns.
I. create
innovative ways to deconstruct and transcend your own hierarchical, linear
and dichotomous thought
patterns.
J. learn to be flexible and to develop compassion for other students through your own “special identity” experience (i.e. certain racial group, gender, sexual orientation, class, disability, language, religion, etc.) rather than insisting your special identity is more important (hierarchical thinking) than others’.
K. integrate and synthesize the
year long program content to develop essentials for
multicultural counseling theory and practice.
A.
Program Expectations
1.
Honor
the program covenant which you signed at the beginning of the Fall
Quarter. Please read syllabus before
asking about due date for assignments.
2.
Commit
yourself as a co-creator of the program (balancing
self with community).
(1)
Assert
yourself as a member of the program if you feel the other member is
monopolizing the class. No one knows what you are feeling or thinking
unless you communicate directly. You
matter as much as the other students.
(1) Give another member an opportunity to speak if you have talked more than your share. Remember there are 19 students. The crucial component of being an effective counselor is not how much s/he talks but how well s/he listens to the client. One of the most difficult tasks in teaching is how to assist students who monopolize the class to be considerate of others in the learning community. Please help me by creating ways to encourage all members to participate equally.
(2)
Revisit the Fall and Winter Quarter materials and interconnect with
Spring Quarter materials.
3.
Your first priority is your program and not your internship. You receive 10 credits for the program and 6
for the internship. Do not be distracted
by internship supervisor’s or staff’s temptation (attending staff meetings,
workshops, courts, parents’ meetings, etc.).
It is up to you to choose how much time you want to spend at your
internship site as long as it does not interfere with your commitment to the
program and it does not lead you to imbalance.
4. Please do
not resist or be upset over the program requirements. Your verbal and non-
verbal language influence the learning
community. All the program requirements
have multilayered and multidimensional learning objectives which are mindfully
accumulated by my years of experience as a faculty and
psychologist. Your trust in me will
facilitate creating an optimal learning environment for the learning community.
B. Multicultural Counseling Theory and Practice
Synthesis Paper
1 Integrate
personality and multicultural theories, abnormal psychology, DSM-IV,
multicultural counseling skills, learning from
counseling skill practices, multicultural counseling competency, intercultural awareness, agent
vs. target (victim), identity development, special identity, internalized
oppression, internship experience, and quantitative research interpretations,
ethics, knowledge from all the reading materials, movement activities, art
activities, Progoff’s Journal exercises, hierarchical, linear, and dichotomous
thinking patterns, holistic thinking patterns, inter and intra
communication patterns, defense mechanisms, small group processing, and guest
speakers.
2.
Then develop your own theory and practice of multicultural counseling (Maximum
7
pages, DUE: 9th Week Thursday).
3.
Your synthesis paper will include both 1 and 2.
4. Submit a one-page summary of your own
multicultural counseling theory.
This is for the class community. Faculty
will make a booklet as your graduation
present (DUE: 9th
week Thursday).
C. Learning Summary
1.Submit your learning Summary
on the 3rd, 5th, and 7th week Tuesday.
Include (1) what
you have learned from your internship site.
(2)
what
you have learned from the guest speaker(s).
(3)
what
you have learned from in class exercise/workshops.
(4) feedback on your seminar participation and
content and state (a) how
many pages you have read for each
seminar reading, (b) how you
have read (skim, thorough, etc.), (c) if you have skimmed, what was the reason
and how often did you skim the seminar book this quarter? (d) how did you feel last time you skimmed the
seminar book (especially during the seminar)?
(e) is this your pattern?
(5) learning the program content besides the
book seminar reading
(lectures, other readings, and small group meeting,
etc.) and state (a) how many pages you read, (b) how you read (e.g.,skimmed),
(c) how you felt during class lectures and discussions on the readings.
(6) what you
have learned from Progoff’s “At a Journal Workshop”.
(7) what you have learned from
weekly small group processing: (a) did you make it to your group within
10 minutes after class? (b) who was
present in your group, (c) how long did you stay? (d) how many hours did you
spend discussing the program content, editing and giving feedback on learning summaries? (e) how many hours did you spend
socializing? (f) describe your group
activity. (g) who monopolized the group
and how did you feel about it?
Maximum 2 pages. At least 2 peer critiques before submitting. Peer signed offs required on your learning summary
draft. Please submit your revised final
draft which you incorporated your peers’ input, with rough draft(s) with peer
signed offs. All papers need to be stapled/tied
together with a paper clip. You are
required to spend at least 2 hours/week
for group work outside the class including revision, videotape critique, and
the program content in-depth processing.
The two hours do not include socializing. If you want to socialize do so after the
required activity.
D. Psychological Disorder(s) from Weekly Seminar Book
1. Describe a
character or an idea (concept) from DSM-IV perspective.
Please be specific in describing psychological disorder (make sure it
meets
DSM-IV criteria)...Maximum 2 pages and Due: RIGHT BEFORE
Sminaring.
ALL THE PAPERS NEED TO BE TYPED
(except in-class essays). USE FONT SIZE 11, DOUBLE SPACE, STAPLE, AND PUT YOUR
NAME ON THE BACK OF THE LAST PAGE EXCEPT SELF- AND FACULTY EVALS. LATE PAPERS ARE NOT ACCEPTED.
E.
Book Seminaring (There will be an in-class
essay each week before book seminaring and the content will be rated on
a 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, I will ask those
who did not finish the book to observe seminaring. I 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, other readings, 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 the text (including page number) to the seminar
group. Argue the author’s point from
your perspective and not your general
personal opinions. Learn from
diversity of opinions and ideas. Being
offended when others disagree with your ideas and/ or opinions prevents
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 the 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. Involve others
by asking their opinions on the topic to avoid monopolizing (letting a few
people dominate the 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).
9.
Integrate learning from the book with
this week’s other learning material (including
other readings for the
week), and the fall and winter quarters’ learning.
F. Multicultural
Psychological Counseling Skill Building
1. Continue practicing counseling skills with
your partner. When you play a
counselor’s
role
(1) Use your skill partner’s own words (not your interpretation of them)..
(2)
try
to focus on multicultural issues.
(3)
utilize
skills you have learned from quantitative research articles.
(4)
Identify
type of counseling skill you are using.
(5)
practice
“listening” skills.
2.
When you play the client’s role, give your feedback to your partner
(counselor’s role)
about
(1)
multicultural
counseling skill competency.
(2)
ability
to listen.
(3)
type
of counseling skill used.
(4)
non-verbal
behavior.
(5)
type
of ethical issues.
3. When you are an observer during the
videotaping session, please take notes in
relation to
(1) counselor’s multicultural
counseling skill competency.
(2) counselor’s ability to
listen.
(3) type of counseling skill
used.
(4) both counselor and client’s
non-verbal behavior.
(5) type of ethical issues.
4. When you are a camera
person, maximize camera use to assist the therapeutic process.
(1) try to focus on the person’s
meaning making through non-verbal language.
(2) capture both client’s and
counselor’s body, hand, eye, lip, etc. movement.
(3) try to be creative with the
camera to express your way of understanding dynamics involved in a therapeutic
relationship.
5. Practice multicultural
psychological counseling skills at your internship site. Journal
feedback (i.e. what worked,
what did not work, what you have learned from applying
G. Practicing Ethics
1. Bring issues and questions
from “Decoding the Ethics Code” and “Laws
relating to Psychologists”. Make sure you state your views in
relation to ethical
codes
(standards) and/or the laws rather than your personal opinions.
H. 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 Spring quarter. Share an
important
part of your multicultural psychological counseling theory with the class.
(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 a holistic
perspective with emphasis on your own
process and originality. So, do not
be anxious on the basis of your own self-judgment 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.
Transcend old myths and transform 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
project
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. Access forms from the program web page.
Feinberg,
N. (1993). Stone butch blues.
Firebrand Books.
Fisher,
C. B. (2003). Decoding the Ethics Code: A practical guide for psychologists. Sage
Publication.
Hook,
b. (2000). Feminism is for everybody: Passionate politics. South End Press.
Kidd,
S. M.
(2002). The secret life of
bees. New York: Penguin Books.
Miller,
S. & Miller, P.A. (1997). Core communication: Skills and processes. Littleton, CO:
Interpersonal Communication
Programs, Inc.
Murphy,
P. F.
(2001). Studs, tools, and the
family jewels: Metaphors men live by. University
of Wisconsin Press.
Reeve,
C. (2002). Nothing is impossible. New York:
Random House Publishing Group.
Rogers,
A. (1996). A shining affliction. New York:
Penguin Books.
Slater, L. (1997).
Welcome to my country.
Anchor Books/Double Day.
Compete exercises when readings include exercises. **Bold**: seminar text(s)
Week
|
Tuesday |
Thursday
|
1
3/30 4/01 |
-To Whom Doest the Ethics Code Apply? And To What does the Ethics Code Apply? Ethics Code and Law, etc. Resolving Ethical Issues (Fisher, Chap. 2-4) -Re-examine intrapersonal and interpersonal
communication (Miller, iii – 4 & chap. 1) --- -Personal & professional
ethics (Fisher, Chap. 14) |
|
2 |
Centering -Internship process (do not describe what you did but describe what you have learned). -Questions about the 1st week learning **Welcome to My Country** (psychological disorder) Ethics-competence (Fisher, Chap. 5)
-multiple relationships (Fisher, p. 65-71) DUE: Psychological disorder paper
#1
|
Centering -Behavior and attitude (Miller, Chap. 2) -Videotaping
counseling skill practice Ethics - exploitative
relationships (Fisher, p. 74-75) -interruption
of psychological services (Fisher, p. 82-83) -Qualitative research - Progoff’s
Journal Workshop -Small group
learning |
3 15 |
|
Centering -Videotaping
counseling skill practice -Self awareness and self-control (Miller, chap. 3) |
4 22 |
Centering -Internship process -Questions about the 3rd week learning Ethics-Privacy
and confidentiality (Fisher, chap. 7) -Movement activity DUE: Psychological disorder paper #3 |
-Progoff’s Journal Workshop-Small group
learning
|
5 29 |
Centering -Internship process -Questions about the 4th week learning -Guest Speaker: Dr. Kathleen O’Shaunessy **Stone Butch Blues** (psychological disorder) DUE: Psychological disorder paper #4 DUE: LEARNING SUMMARY #2@9:00AM |
Centering Ethics – Advertising
and public statements (chap. 8) -Videotaping
counseling skill practice -The role of your own special identity
in understanding heterosexism and
transgender issues.
- The
impact of dichotomous, hierarchical and linear -Non-verbal communication and mirroring others (Miller, chap. 5) -Small group learning |
6 5/4 - 6
|
Centering -Internship process -Questions about the 5th week learning -Open questions and effective listening (Miller, chap. 6) **The Secret Life
of Bees** (psychological disorder) -Movement activity DUE: Psychological disorder paper #5 |
-Videotaping
counseling skill practice Ethics – Standards
on assessment (Fisher, chap. 12) Small group learning |
7 13 |
Centering -Internship process -Questions about the 6th week learning **Feminism is for Everybody** (psychological disorder) DUE: Psychological
disorder paper #6 DUE: LEARNING SUMMARY #3@9:00AM |
Centering Ethics – Standards of record keeping (Fisher, chap. 9) |
8 20 |
Centering -Internship process -Questions about the 7th week learning -Ableism **Nothing is Impossible** (psychological disorder) -Guest Speaker: Dr. Thuy Vu |
-Ethics exam -Progoff’s Journal Workshop |
9 27 |
Up Week |
Up Week
DUE: Multicultural Counseling Theory by 4:00PM (Put it in the box at Heesoon’s office door) |
10 |
Centering -Integration of the quarter through
creativity project (related to the program content) presentations |
Centering
-Integration of the quarter through
creativity project (related to the program content) presentations and potluckDUE: PORTFOLIO (SELF-EVAL)
@9:00AM
|
Eval week 6/8-10 |
-Please bring a faculty eval with you. -Please check the program web page if you do not remember when your conference appointment is. |
-Please bring a faculty eval with you. -Please check the program web page if you do not remember when your conference appointment is. |