Multicultural Counseling

A new Way to Integrate and Innovate Psychological Theory and Practice

Winter 2004

 

 

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

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

Office Hour: 9:15 AM  – 10:15AM (Tuesday) or by Appointment

 

CLASS SCHEDULE:  Tuesday:      10:30 AM -  3: 30 PM        

                                    Thursday:      9: 00 AM -  4: 30 PM                       

                                               

 

WEEKLY SCHEDULE

 

Monday 

  

Tuesday
Wednesday
Thursday
Friday

9:00 -  10:00

Prep/

Internship

 Heesoon’s

Office Hour

(9:15 – 10:15)   

Internship/ Prep

L4004

Internship/ Prep

10:00 - 10:30

 

 

 

L4004

Internship/prep

10:30 - 12:00

Prep/

Internship

  L4004

 

Internship or Prep

*Small Group Work (till 12:30)

Internship or Prep

12:00 -  1:00

 

  Lunch

 

Lunch (12:30 – 1:00)

 

1:00  -  3:00

 

Prep/Intern

 

  L4004

 

L4004

Prep/

Internship

3:00  -  3:30

Prep/

Internship

  L3500

Movement

Internship or Prep

Counseling skill practice

L2118
L2119

Internship/

Prep

3:30 -   4:30

Prep/

Internship

 

 

Internship/

Prep

L2220
L2221
L4004

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.

 

 

I.  LEARNING OBJECTIVES

 

You will

A.     be able to integrate research findings into multicultural psychological  counseling

skill building practice.

 

B.      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.

 

C.      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.

 

D.      be able to differentiate personal issues from academic issues.

(1)    be able to differentiate transference (stimulus generalization) issues triggered 

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

(2)    be able to differentiate between your perception and objective reality.

(3)    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.

 

G.       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

 

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.

(2)      Give another member an opportunity to speak if you have talked more than your share.  Remember there are 20 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.

(3)    Revisit the Fall Quarter materials and interconnect with Winter 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.

 

 

B.  Projects For Integrating Research Into Multicultural Counseling Practice

 

1.       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 on 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)

(2)     Submit a synthesis of the primary research articles (at least 10)…include how to implement the findings in multicultural settings.  Type APA Style (5th ed.)…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.

(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, 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 lecture and discussions on the readings?

(6)   what you have learned from  Progoff’s  “At a Journal Workshop”.

(7)      weekly small group activity: (a) Did you make 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 summary?  (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. 

 

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.

 

 

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.       (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 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 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

(1)     try to use client’s own words rather than your own interpretations 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 when you play the counselor’s role.

(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 and your observation of it.  

       

  1. 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.

 

  1. When you are a camera person, maximize camera use to assist 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 camera to express your way of understanding dynamics involved in therapeutic relationship.

 

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. 

 

(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.  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.

 

 

 

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-IV(TR):  Diagnostic and statistical manual of

            Mental disorders.  (4th ed.).  Washington, DC:  Author.

Ancis, J.  (Ed.).  (2004). Culturally responsive interventions:  Innovative approaches to working

With diverse populations.  New York:  Brunner-Routledge.            

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

Caplan, P. J.  (1996).  They say you’re crazy:  How the world’s most powerful psychiatrists

decide who’s normal.   Boulder, CO: Perseus Publishing.

Corey, G.  (2000).  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.  (1997).  Lost voices:  Women, chronic pain, and abuse.  Binghamton,

NY: Haworth Press, Inc. 

Robinson, T.  L. & Howard-Hamilton, M.  F.  (2000).  Convergence of race, ethnicity, and

            gender:  The multiple identities in counseling.   Upper Saddle River, NJ:  Prentice Hall. 

 

Rosnow, R. & Rosnow, M.  (2003).  Writing papers in psychology:  A student guide to research

 

            reports, essays, proposals, posters, and brief reports.  (6th ed.).  Belmont, CA: 

           

            Wadsworth. 

 

 

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

                                                                                                **Bold**:  seminar text(s)

Week

                         Tuesday

                           Thursday

1

 

1/6-8

Centering

Introduction, revisit covenant and syllabus

Psychological Disorders (Abnormal Psychology) *Multiaxial assessment (DSM-IV)

*Violence (Robinson: chapters 12 & 14)

                                                                                                                                                               Conditions (DSM-IV)                                                                                                                                                                             Conditions (DSM-IV)                    

**Lost voices: Women Chronic Pain,

                and Abuse**

 

 

 

Movement activity

Centering

*Somatoform disorders (DSM-IV) 

*Psychological conditions affecting medical

condition (DSM-IV)

*Factitious disorders(DSM-IV)

 

*Reality Therapy (Corey: chapter 7)

                                                (a) assumptions

                                                (b) assessment

                                                (c) techniques

Selecting small groups

Introduction to counseling skill partners and small group members

Progoff’s Journal Workshop

Videotaping counseling skill practice (Reality Therapy)

 

2

 

1/13 –

   15    

Centering

Internship process (Do not describe what you did but describe what you have learned.)

Questions about the 1st week learning

Research methods

How to write an APA Style research abstract

Workshop:  Ms. Sarah Pedersen (How to find peer reviewed primary research articles)

 

 

Movement activity

 

Centering

*Adjustment disorders (DSM-IV)

*Mood disorders (DSM-IV)

*Narrative Therapy (Ancis: chapter 2; Robinson, p.315-316)                          (a)   assumptions

(b)     assessment

(c)     techniques

 

**Writing Papers in Psychology**

 

Videotaping counseling skill practice (Narrative Therapy with emphasis on cultural context)

 

DUE: ABSTRACT # 1@ 9:00AM

3

 

1/20-

   22

Centering

Internship process

Guest Speaker:  Dr. Chuck Regets

Questions about the 2nd week learning

Abstract #1 review

 

 

**Readings for Diversity and Social Justice (sections 1& 6) & Robinson(chapter 7)**

 

 

 

Movement activity

 

 

DUE: LEARNING SUMMARY #1@10:30AM

Centering

*Learning disorders, attention deficit and disruptive behavior disorders (DSM-IV)

*Diversity in family and schools (Robinson: chapters, 9&10)

Ageism

The impact of hierarchical, dichotomous and linear thinking on ableism.

NTU Psychotherapy (Ancis, Chapter 3)

                                (a) assumptions

                                (b) assessment

                                (c)  techniques

Progoff’s Journal Workshop

Videotaping counseling skill practice (Focus on NTU Therapy)

DUE: ABSTRACT # 2@ 9:00AM

4

 

1/27-

   29

Centering

Internship process

Questions about the 3rd week learning

Abstract #2 review

 

**They Say You’re Crazy”                                                                  

          (chapters 1-5)

 

 

Movement activity

Centering

*Substance related disorders (DSM-IV)

*Structural Ecosystems Therapy (Ancis, chapter 4)

                                    (a)  assumptions

                                    (b)  assessment

                                    (c)  techniques

Type of thinking needed for ecosystems therapy

Guest Speaker:  Dr. Griselda Perretz-Rosales

Progoff’s Journal Workshop

Videotaping counseling skill practice (Structural Ecosystems Therapy)

 

DUE: ABSTRACT # 3@ 9:00AM

5

 

2/3-

   5

Centering

Questions about the 4th week learning

Internship process

Abstract #3 review

*Personality disorders (DSM-IV)

 

**They Say You’re Crazy”                                                                  

          (chapters 6-10)

 

Movement activity

 

 

 

 

DUE: LEARNING SUMMARY #2@10:30AM

Centering

*Racism (Adams, section 2& Robinson, chapter 4)

Think about the impact of hierarchical, linear and dichotomous thinking on racism as you read the assigned reading and participating on Day of Presence Activities.

Participation in Day of Presence Activities after completing the assigned reading for today.

Videotaping group discussion on Day of Presence Activities & evaluate learning after viewing the videotape.

The role of your own special identity in understanding racism.

 

DUE: ABSTRACT # 4@ 9:00AM

6

 

2/10-

   12

Centering

Internship process

Questions about the 5th week learning

Sharing learning from the group discussion and the videotaping on last Thursday, 2/5

Abstract #4 review

Guest speaker:  Ms. Susan Christian

 

**She’ s Not There**

 

 

Centering

*Sexual and gender identity disorders(DSM-IV)

*Heterosexism (Adams, section 5 & Robinson, chapter 6)

The impact of hierarchical, linear and dichotomous thinking on heterosexism.

The role of your own special identity in understanding heterosexism and transgender issues.

Progoff’s Journal Workshop

Videotaping counseling skill practice (Use the best technique for a particular situation)

DUE: ABSTRACT # 5@ 9:00AM

7

 

2/17-

   19

Centering

Internship process

Questions about the 6th week learning

Abstract #5 review

*Eating disorders (DSM-IV)

 

**Classism and Sexism (Adams, sections 4 &7     and Robinson, chapters 5 & 8)**

 

Movement Activity

 

DUE: LEARNING SUMMARY #3@10:30AM

Centering

Elements of research synthesis paper.

The impact of hierarchical, linear and dichotomous thinking on sexism and classism.

The role of your own special identity in understanding classism and sexism.

*Gestalt Therapy (Corey, chapter 6)

                                                    (a)  assumptions

                                                    (b)  assessment

                                                    (c )  techniques

Guest speaker: Mr. Jamgyang Tsultrim

Progoff’s Journal Workshop

Videotaping counseling skill practice (Gestalt Therapy)

 

 

8

 

2/24-

   26

Centering

Internship process

Questions about the 7th week learning

*Schizophrenia and other psychotic disorders (DSM-IV)

 

**Culturally Responsive Interventions

     (chapters 5 – 9) & Adams, section 3**

 

 

Movement Activity

Centering

*Dissociative disorders (DSM-IV)

Guest speaker: ?

*Assess your own multicultural competencies (Robinson, chapter 13)

*Adlerian Therapy (Corey, chapter 3)

                                                      (a)  assumptions

                                                      (b)  assessment

                                                      (c )  techniques

 

Progoff’s Journal Workshop

Videotaping counseling skill practice (Adlerian Therapy)

9

 

3/2-

   4

 

Centering

Internship process

Questions about the 8th week learning

Questions about the final research synthesis paper

*Anxiety disorders (DSM-IV)

 

**Visions and Strategies for Change**

 (Ancis, chapter 10 & Adams, section 8)

 

Movement Activity

Centering

*Developing your own therapeutic style (Corey, chapter 13)

Workshop:  Review of the quarter

Progoff’s Journal Workshop

Videotaping counseling skill practice (Your Own Style)—final videotaping

 

 

DUE: RESEARCH SYNTHESIS @9:00AM

10

 

3/9-

   11

Centering

Questions about the 9th week learning.

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

Potluck

 

DUE: PORTFOLIO (INCLUDE SELF-EVAL) @ 9:00AM

Eval week

 

3/16-

   18

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.