Multicultural Counseling

A new Way to Integrate and Innovate Psychological Theory and Practice

Spring 2004



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

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

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                       






9:00 -  10:00




Internship/ Prep


Internship/ Prep

10:00 -  12:00



Internship/ Prep







Internship/ Prep

Counseling Skill Practice

L2204, L2220

L2458, L2218



Internship/ Prep

12:00 -  1:00






1:00  -  3:00





Prep/ Internship


3:00  -  4:00




Office Hour




Small Group






4:00  -  5:00









*Schedule is subject to change to accommodate guest speakers.




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





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


(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)


(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.


It is very important for you to give evidence based feedback from your notes than conceptual feedback.  Use “I” message.  Make sure you point out strengths.  When you want to point out weakness, try to phrase your critique in an empathic question form. Utilize video sessions to learn about you and your group. I often have observed too many of you not taking notes or engaged in learning through observation.  When you are not fully engaged in the counseling activity you are not only cheating on your opportunity to learn through observation and critique, but you also are taking away the opportunity for your class member to learn by not giving sincere feedback from your full presence.  Ask yourself questions like,  “Is my behavior ethical (individualism vs. collectivism ; self vs. community)?”  “Am I acting as a responsible learner and community member?” when you are distracted.  Feedback time should be evenly distributed among all members (one member should not be monopolizing the time).


Your videotapes will be used for evaluation and critique. There will be both small group and large group (whole class) evaluations and critiques throughout the quarter.


            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

                  the skills in the real world, etc.) and share during internship processing.

           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.

          2.  Examine your own ethics and integrity.  Reflect back to your internship experience and  

  your own actions in relation to carrying out the program commitment.  For example,     

how ethical are you if you are  frequently late to skill practice which delays your   

group’s skill practice?  How ethical are you if you are working on Learning Summary

revisions during class or during counseling skill practice?


   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




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. 


IV.  WEEKLY SCHEDULE                                      *italics: sections from the text(s)

Compete exercises when readings include exercises.      **Bold**:  seminar text(s)









-Introduction, revisit covenant and syllabus



-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)

-Movement activity


-Necessary skills for Intake

-Selecting small groups

-Introduction to your counseling skill partner and small group members

-Counseling skill practice (Intake)

-Your own special identity and its impact on becoming an effective counselor


-Dealing with conflict (Miller chap. 9, 11, 12)

-Collaborative process (Miller chap. 10)

- Progoff’s Journal Workshop

-Small group learning






-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)

           -conflict of interest (Fisher, p. 71-73)

           -Sexual relationships with students...(F, 143)

-Movement activity

DUE: Psychological disorder paper #1


-Behavior and attitude  (Miller, Chap. 2)

-Videotaping counseling skill practice


Ethics   - exploitative relationships (Fisher, p. 74-75)

             - unfair discrimination & harassment (Fisher,  


             -avoiding harm (Fisher, p. 63-64)

             -interruption of psychological services (Fisher,

               p. 82-83)

-Qualitative research

- Progoff’s Journal Workshop

-Small group learning






-Internship process

-Guest Speaker: Ms. Janice Boden, Manager of  Psychologists/Counselors division, Washington State Health Dept. (10:00AM)

-Questions about the 2nd week learning


**Shining Affliction**

      (psychological disorder)

-Movement activity

DUE: Psychological disorder paper #2



Ethics-standards on therapy (Fisher, Chap. 13)

-The impact of Agent vs. Target (victim) on becoming an effective counselor

-Videotaping counseling skill practice


-Self awareness and self-control (Miller, chap. 3)

-Progoff’s Journal Workshop




-Small group learning





-Internship process

-Questions about the 3rd week learning

-Stress and communication (Miller, Chap. 4)                              

**Studs, Tools, and the Family Jewels**

     (Psychological disorder)


Ethics-Privacy and confidentiality (Fisher, chap. 7)


-Movement activity


DUE: Psychological disorder paper #3


-The impact of dichotomous, hierarchical, and linear
 thinking patterns on gender transformation (Men’s issues)

-Videotaping counseling skill practice

-Guest Speaker: Dr. Chuck Regets (11:00AM)


Ethics -Informed consent (Fisher, p. 76-80)

          -Services via organizations (Fisher, 80-82)

          -Third- party requests for services (F, 73-74)

          -Student disclosure of personal info (F, 139140)

          -Mandatory individual or group therapy (F,140-1)

-Progoff’s Journal Workshop

-Small group learning






-Internship process

-Questions about the 4th week learning

-Guest Speaker: Dr. Kathleen O’Shaunessy


**Stone Butch Blues**

    (psychological disorder)

-Movement activity


DUE:  Psychological disorder paper #4



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
thinking patterns on gender perception.

-Non-verbal communication and mirroring others (Miller, chap. 5)

-Progoff’s Journal Workshop

-Small group learning



5/4 - 6



-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


-The role of your own special identity in understanding racism and sexism

- The impact of dichotomous, hierarchical and linear
thinking patterns on gender transformation (Women’s issues)

-Videotaping counseling skill practice

Ethics – Standards on assessment (Fisher, chap. 12)


-Progoff’s Journal Workshop

Small group learning






-Internship process

-Questions about the 6th week learning


**Feminism is for Everybody**

       (psychological disorder)


-Movement Activity

DUE: Psychological disorder paper #6



Ethics – Standards of record keeping (Fisher, chap. 9)


-Videotaping counseling skill practice

Guest Speaker:  Dr. Eric Steese (11:00AM)


-Fear and benefits of leading vs. following (Miller, chap. 7, 8)

-Progoff’s Journal Workshop

-Small group leaning








-Internship process

-Questions about the 7th week learning


**Nothing is Impossible**

    (psychological disorder)

-Guest Speaker:  Dr. Thuy Vu

-Movement Activity

DUE:  Psychological disorder paper #7


Ethics – standards on research (Fisher chap. 11)

-Psychological disorders with multicultural populations

-Videotaping counseling skill practice

-Ethics exam


-Progoff’s Journal Workshop



-Small group learning





Up Week

Up Week

DUE: Multicultural Counseling Theory by 4:00PM (Put it in the box at Heesoon’s office door)





-Integration of the quarter through creativity

project (related to the program content) presentations


-Integration of the quarter through creativity

project (related to the program content) presentations and potluck


Eval week


-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.