Multicultural
Counseling
A new Way
to Integrate and Innovate Psychological Theory and Practice
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
|
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 L2118L2119 |
Internship/ Prep |
3:30 -
4:30 |
Prep/ Internship |
|
Internship/ Prep |
L2220L2221L4004 |
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 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’.
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
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) 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) 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.
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
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.
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.
**Bold**: seminar text(s)
Week
|
Tuesday |
Thursday
|
1
1/6-8 |
*Violence (Robinson: chapters 12 & 14) **Lost voices: Women Chronic Pain, |
(a) assumptions
(b) assessment |
2 |
Centering Internship process (Do not describe what you did but describe what you have learned.) Questions about the 1st week learning Research methods Workshop: Ms. Sarah Pedersen (How to find peer reviewed primary research articles) Movement activity |
Centering *Adjustment disorders (DSM-IV) **Writing Papers in Psychology** Videotaping
counseling skill practice (Narrative Therapy with emphasis on cultural
context) DUE: ABSTRACT # 1@ 9:00AM |
3 22 |
|
Centering *Learning disorders, attention deficit and disruptive behavior disorders (DSM-IV) *Diversity in family and schools (Robinson: chapters,
9&10) NTU Psychotherapy (Ancis, Chapter 3) (a) assumptions (b) assessment Videotaping
counseling skill practice (Focus on NTU Therapy) DUE: ABSTRACT # 2@ 9:00AM |
4 29 |
Centering Internship process Questions about the 3rd week learning Abstract #2 review (chapters 1-5) Movement activity |
DUE: ABSTRACT # 3@ 9:00AM
|
5 5 |
Centering Questions about the 4th week learning Internship process Abstract #3 review *Personality disorders (DSM-IV) (chapters 6-10) 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** |
*Sexual and gender identity disorders(DSM-IV) *Heterosexism (Adams, section 5 & Robinson, chapter 6) 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 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)** 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) |
8 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 |
*Dissociative disorders (DSM-IV) Guest speaker: ? *Assess your own multicultural competencies (Robinson,
chapter 13) *Adlerian Therapy (Corey, chapter 3) Progoff’s Journal Workshop Videotaping counseling skill practice (Adlerian Therapy) |
9 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)Progoff’s Journal Workshop Videotaping counseling skill practice (Your
Own Style)—final videotaping
DUE: RESEARCH SYNTHESIS @9:00AM
|
10 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. |