Multicultural Counseling:

An Innovative Model

Winter 2005

FACULTY: Heesoon Jun, Ph.D.

Office: Lab II, 2267: Telephone (360) 867-6855: E-mail (junh@evergreen.edu)

Office Hour: 3: 35 PM  – 4:35PM (Thursday) or by Appointment

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

                                          Thursday:      9: 00 AM -  3: 30 PM                       

WEEKLY SCHEDULE

        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.

I.  LEARNING OBJECTIVES

You will

• be able to integrate research findings into multicultural psychological counseling

skill building practice.

• demonstrate your understanding of co-creating the program (co-learning and co-owning) through your participation, submitting assignments and projects on due dates, and sharing  relevant resources with other students.

• make conscious awareness in which aspect (Target vs. Agent) of self-identity you are using  from your multiple identity.   Examine your myth in relation to Target vs. Agent.

• be able to differentiate personal issues from academic issues.
• be able to differentiate transference (stimulus generalization) issues triggered 

by a particular statement from a member of the learning community.

• be able to differentiate between your perception and objective reality.
• be able to differentiate realistic expectation from that of inappropriate or unrealistic expectations (self, other students, and faculty). 

E.   use critical and analytical skills to examine the impact of hierarchical, linear, and

dichotomous thinking patterns on your self-concept, sexism, racism, classism, ableism, heterosexism, and other “isms”.

F.   create innovative ways to deconstruct and transcend your own hierarchical, linear

                    and dichotomous thought patterns.

• learn to be flexible and to develop compassion for other students through your own “specific 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’.

II.  REQUIREMENTS

 A.  Program Expectations

• Honor the program covenant which you signed at the beginning of the Fall Quarter.  Please read syllabus before asking about due date for assignments.
• Commit yourself as a co-creator of the program (balancing self with community).

• Assert yourself as a member of the program if you feel an 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.

• 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 faculty by creating ways to encourage all members to participate equally.
• Revisit the Fall Quarter materials and interconnect with Winter Quarter materials.

• 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.

B.  Projects For Integrating Research Into Multicultural Counseling Practice

• You will be required to read at least 10 primary research journal articles in the area of your internship or in the area of multicultural population.

(1)  Submit an abstract of one journal article per week for five weeks starting 2nd 

week.  Critique the authors’ conclusions on the basis of your knowledge of research interpretation.  You need to include the article’s generalizability and whether it is experimental design or correlational design.

(Due on 2nd, 3rd, 4th, 5th, and 6thweek Thursday)

• Submit a synthesis of the primary research articles (at least 10)…include how to implement the findings in multicultural settings.  Type APA Style (5thed.)…Maximum 8 pages  & Due on the 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.

• what you have learned from the guest speaker(s).
• what you have learned from in class exercises/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 books this quarter?  (d) how did you feel last time you skimmed a seminar book (especially during the seminar)?  (e) is this your pattern?

(5)   learning the program content besides the book seminar reading

(lectures, other readings, 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?

• what you have learned from  Progoff’s  “At a Journal Workshop”. 

(Write at least one journal entry per week.)

• weekly small group activity: (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 activities.  (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 in 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.  Book Seminaring  (There will be an 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) 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.

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

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 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.

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 (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 quarter’s learning.

E.  Multicultural Psychological Counseling Skill Building

• 1.  Continue practicing counseling skills with your partner.  When you play a counselor’s role
• try to use client’s own words rather than your own interpretations of them.
• try to focus on multicultural issues.
• utilize skills you have learned from quantitative research articles.
• Identify type of counseling skill you are using when you play the counselor’s role.
• practice “listening” skills.

      2.   When you play the client’s role, give your feedback to your partner (counselor’s role)

about

• multicultural counseling skill competency.
• ability to listen.
• type of counseling skill used.
• non-verbal behavior and your observation of it.  

1. When you are an observer during the videotaping session, please take notes in relation to

• counselor’s multicultural counseling skill competency.
• counselor’s ability to listen.
• type of counseling skill used.
• both counselor and client’s non-verbal behavior.

1. When you are a camera person, maximize camera use to assist the therapeutic process.

• try to focus on the person’s meaning making through non-verbal language.
• capture both client’s and counselor’s body, hand, eye, lip, etc. movement.
• try to be creative with the camera to express your way of understanding the dynamics involved in therapeutic relationships.

It is very important for you to give evidence based feedback from your notes.  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. 

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.).

F.   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. 

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

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

• 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-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 courageousto 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. 

• it can be a group project as long as you spend an equal amount of time, effort,share expenses equally, and have a way of synthesizing the program content.
• introduce your theme to the learning community before your presentation. 

discuss your project ideas with your small group members from the beginning stage.

• give brief written feedback to each member of the learning community for

his/her creative project.  Access forms from the program web page.

III.  READING LIST

Adams, M., Blumenfeld, W. J., Castaneda, R., Hackman, H. W., Peters, L., & Zuniga, X.  (Eds.). 

(2000).  Readings for diversity and social justice:  An anthology on racism, sexism, classism, anti-semitism, heterosexism, and ableism.  New York:  Routledge.

American Psychiatric Association.  (2000).  DSM-TR:  Diagnostic and statistical manual of Mental disorders.  (4th ed.).  Washington, DC:  Author.

Ancis, J.  (Ed.). (2003). Culturally responsive interventions.  Taylor & Francis, Inc.

Anway.  C. L.  (1995).  Daughters of another path : Experiences of American women choosing Islam.  Yawna Publications. 

Boylan, J.  (2003).  She’s not there:  A life in two genders.  Broadway Books. 

Caplan, P. J.  (1996).  They say you’re crazy.  Perseus Publishing.

Corey, G.  (2005).  Case approach to counseling and psychotherapy.  Belmont, CA:  Wadsworth Publishing.

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

Radomsky, T. R.  (19997).  Lost voices:  Women, chronic pain, and abuse.  Haworth Press, Inc. 

Rosnow, R. & Rosnow, M.  (2002).  Writing papers in psychology:  A student guide to research reports, essays, proposals, posters, and brief reports.  (6th ed.).  Wadsworth. 

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

                                                                        **Bold**:  seminar text(s)