mhs 6428 - university of florida · 2013-12-19 · mhs 6428 section 9187 course syllabus, spring...

Multicultural Counseling

MHS 6428 Section 9187

Course Syllabus, Spring 2014

Norman Hall- Room 1327A, T 9:35-12:35

Instructor: Farhad Siahpoush, Ph.D.

Office: Norman Hall, Room 1208

Phone: 352-273-4312

e-mail: [email protected] (Please include MHS 6428 in the subject line)

Office Hours: M 11:30-1:30, T 1:00-2:00

TA: Kathleen Joseph

Email: [email protected]

TA: Laurel Nesbit

Email: [email protected]

Textbooks

Sue, D.W. & Sue. D. (2012).Counseling the culturally diverse: Theory and practice (6th ed.).

New York, NY: John Wiley and Sons, Inc. (ISBN 978-1118022023)

Allen, B.J. (2010). Difference matters: Communicating social identity (2nd

Ed.). Long Grove, IL:

Waveland Press, Inc. (ISBN-13: 978-1577666738)

Syllabus and Supplemental Materials

Syllabus, study guides, forms, and grades are available online at http://online.education.ufl.edu

All assignments must be uploaded to this site with the title that includes student’s last name,

MHS6428, and assignment name.

Course Prerequisites

A course in theories of counseling (e.g., MHS 6401 Counseling Theories) is a prerequisite to this

course. Students are expected to be able to use basic or core counseling skills. Students who have

not completed a course in counseling theories should consult with the instructor prior to official

registration for this course.

Course Objectives and Goals

The goals of this course are to provide experiences that will enable students to:

Acquire a working knowledge of contemporary theories, key concepts, terms, and

principles of multicultural counseling.

Understand one’s self as a cultural being.

Develop an understanding of one’s own cultural assumptions and worldview.

mailto:[email protected]

mailto:[email protected]

Critically explore own cultural values and challenge misconceptions that hinder

counseling and therapy practice.

Increase awareness of one’s own counseling theoretical orientation, its biases, and its

interaction with diverse cultures.

Learn and practice effective cross-cultural communication

Understand the effects of culture on communication styles and help seeking behavior.

Begin developing new interventions and strategies applicable to clients of diverse cultural

backgrounds.

Learn about theories of cultural identity development.

Learn about dominant narratives in regards to gender, race, class, and sex.

Increase awareness of one’s own intrapersonal processes, including joy, inspiration, fear,

and anger, and how they play out in multicultural contexts.

Acquire a sense of self-awareness regarding one’s own motivation and inclinations to

engage in multicultural counseling and therapy.

Build interpersonal skills by developing a project to interact with individual(s) of another

culture.

Attend to issues of power, privilege, social justice, human rights, and ethics in

multicultural counseling.

Develop a sense of advocacy for underserved and marginalized multicultural clients.

Assignments

# ASSIGNMENTS Points

1 Literature Circles and Wonderings 100

2 Cultural Self-Portraits 50

3 Cultural Self-Narratives 50

4 Meeting the “Other”: The Plan & The Learnings 75

5 Case Study 75

6 Check-ins, Check-outs & Exercises 50

7 Final Exam 50

8 Presence 50

Total Points 500

1. Literature Circles and Wonderings (100 points)

As you read the assigned texts make sure that you highlight the passages and terms that stand out

for you. Highlight salient passages and take notes on your thoughts, questions, and reflections as

you read. Pay good attention to your interaction with the texts: These interactions are the basis

for your class discussions.

Go back to the highlighted areas of your readings and create a typed document that includes the

following:

Your selection of five (5) quotes that moved, inspired, and provoked your interest

enough that you would quote them for your colleagues. Include quotation marks and

specify the location of each quote with chapter number and page numbers. The quotes

will be full sentences or paragraphs. After each quotation, beginning a new paragraph,

and in italics include your reflections. Reflection means you connect the substance of the

quote to your life experiences and career as a counselor. You will include the implication

of the quote for multicultural counseling.

Your selection of five (5) words or terms that you think reveal key concepts. After the

word/term write its meaning. Specify the location of each word/term with chapter number

and page numbers. After each word/term, beginning a new paragraph, and in italics

include your reflections. Reflection means you connect the substance of the word/term to

your life experiences and career as a counselor. You will include the implication of the

quote for multicultural counseling.

A summary of one or more sections from the readings that you reflected on, believe are

crucial, or would like to know more about. Specify the location of this/these section(s)

with chapter number and page numbers. This summary should be a minimum of 120

words.

A synthesizing reflection on the quotes, terms, and summary you have recorded. Most

importantly, specify how and why this collection of quotes, words, and salient ideas from

your summary is important to you.

Generating and articulating questions and dilemmas can bring learning to a new level by

increasing self-awareness, content knowledge, and the skill of problematizing one’s

practice by helping the professional hone in on issues that are important to him/her. You

will compose a “wondering” for each week. This wondering (burning question) will

address an issue in multicultural counseling that generates passion or intense

inquisitiveness for you.

Please separate and title each section thus: Quotes, Words, Summary, Synthesis, and

Wondering.

NOTE: Your summary and reflection on your selections are crucial and form the basis for your

grade for this task. The format outlined above (i.e. 5 quotes, 5 words/terms, reflections,

summary) is the format you will keep throughout the semester for all of your literature circle

preparations. Keep in mind that what you generate each week through this protocol will form the

basis of our class discussions. In other words, your selections will serve to limit and focus our

discussions. In class Dr. Farhad will present three (3) styles (formats) for how this

assignment can be accomplished.

Grading

Students must complete 2 packages of Literature Circles readings/writings. Collaborative groups

of six members will meet Tuesdays in “Literature Circles,” designed to enhance content reading

of the required texts. Literature Circles will meet during 13 class workshop sessions, discussing

assigned chapters of the readings. Each weekly literature circle is counts for 7.5 points which

totals 100 points for the semester.

Credit for satisfactory completion at a “Mastery” level includes the following requirements:

Each individual student has possession of a copy of assigned text for each Learning Circle session.

Each individual student will read the full text of the assigned reading for each Learning Circle session.

At each meeting participants are fully prepared having carefully read the material and created tools/plans to

facilitate group learning before class time.

Participants hold a series of 13 discussions aimed at understanding and applying the reading content. At each meeting participants will engage in discussions with clarity and enthusiasm, recognizing that their

engagement affects the quality of the group’s learning. Going “above and beyond” with creative teaching

techniques or activities will be noted by Dr. Farhad.

Work artifacts created by each participant are available for Dr. Farhad’s perusal during class. Failure to

present the artifact results in losing credit for the assignment.

Each participant will submit a complete packet of their 13 work artifacts at the end of each of the Two

sections of the semester, as outlined below.

1st Literature Circle packet due(all 3 artifacts stapled together):__________________________

2nd Literature Circle packet due(all 10 artifacts stapled together):__________________________

2. Cultural Self Portraits (50 points):

This exercise will help students develop an awareness of their own culture and its worldviews

and values. It also helps students develop an awareness of the implication of their learning for

the cultural meeting that takes place in counseling. There will be 2 self portraits for the semester.

You will produce a painting that reflects your thoughts, feelings, and insights about who you are

as a cultural being. The medium of this art work will be either of acrylic or oil paint. The size of

the painting will be no less that 8 ½ by 10 inch.

Grading

In order to get full credit the following must be fulfilled:

An electronic copy of your painting must be uploaded to course site by the due date.

The copy will be titled with your last name, MHS6428, and then port 1, or port 2.

You will present the portrait to class and explain how the painting represents your

cultural self.

3. Cultural Self-Narratives (50 points)

This exercise is to help students develop insight and self-awareness as to who they are as a

cultural being. Each student will generate two narratives regarding their personal cultural

identity: one at the beginning of the course, and the second at the end of the course. It is

expected that the narrative will change and evolve during the semester as each student gains

more understanding and knowledge on what culture is and how it affects a person’s life course.

Each narrative will include the personal life experiences, the cultural elements and influences

that contribute to one’s cultural identity, and a description of that cultural identity. The initial

narrative can be 1-3 pages. The final paper should be a 3-4 page, double-spaced document, and

typed in Times New Roman font (size 12).

Grading

1st Narrative (10 points)

Your grade will be determined by the degree to which you have addressed the following:

1. How well did you discuss your personal experiences and how they have shaped how you

define your culture and/or identity today?

2. How well are you able to articulate how your culture and/or identity have influenced

different domains of or chapters of your life?

3. How well were you able to describe how your culture and/or identity have changed and

developed over your life span?

4. How creative, well organized, and grammatically correct is your paper?

2nd

Narrative (40 points)

Your grade will be determined by the degree to which you have addressed the following:

1. How well did you discuss and relate your personal experiences to important concepts

from the literature on multicultural counseling? Were you able to articulate how your

personal experiences support and/or challenge these concepts and theories?

2. How well are you able to articulate how culture (your and those of others) has

influenced different domains or chapters of your life?

3. How well were you able to describe how your cultural identity has changed and

developed over your life span?

4. How well did you present the cultural identity development models we have learned

and relate them to your own life experiences?

5. How creative, well organized, and grammatically correct is your paper?

4. Meeting the “Other” (75 points)

This project provides an experiential opportunity for students. You will meet and interact with an

individual (or individuals) from another culture in order to increase self-awareness, other-

awareness, observe multicultural counseling concepts in action, and to put into practice

knowledge of multicultural skills. By interaction Dr. Farhad does not mean just meeting and

chatting. Interaction here means that you engage in an activity. For example: cooking together,

preparing a wedding together, going to a place of worship together, or other culture specific

activity. The interaction can be one of many scenarios, but your ultimate goal to keep in mind is

that you want to increase your awareness, knowledge and skills in multicultural counseling. The

project has two phases: (1) The Plan, and (2) the Report of the learning experience

(“Learnings”).

Meeting the “Other:” The Plan (10 points)

In a cultural sense we learn, grow, and change by observing people of various cultures, reading

and researching about their cultures, watching movies and documentaries, and interacting with

the people of different cultures. In the planning phase of this project you will lay out the plan of

activities involved in this project. The plan must include: the phases of your plan, who you want

to meet, how you want to meet the person(s), what activities you will engage in, and a tentative

timeline of when you hope to accomplish the different phases of your plan. The final “Plan”

paper should be 1-2 double-spaced pages with1 inch margins, and in font size 12 Times-New

Roman. This plan needs to be approved by Dr. Farhad.

Meeting the “Other:” The Learnings (65 points)

After the planning stage you will execute the plan. You will make observations, and engage in

research, activities, collaborations, or interactions with member(s) of another culture. Then you

will report the whole experience as a summary. You will include at least 5 references. The final

paper should be 5-7 pages (excluding the title page and references), double-spaced pages with1

inch margins, and in font size 12 Times-New Roman. Additionally you will include the original

proposal plus the revised version (if revisions were required).

Please separate and title each section thus: Observations, Research, Activity/Interaction,

Summary, and Learnings.

The paper must address the following:

1. Describe the person/people, their culture, and the background of how you came to engage

with the person/people of this particular culture.

2. Explain what you wanted to learn, and then what you actually learned.

3. Describe your experience of interacting or working with a person(s) of another culture.

4. Describe your emotions and thoughts before, during and after the experience.

5. Discuss how your experiences were related to multicultural counseling ideas and the

literature.

6. Discuss how your experiences or findings may serve or contribute to the field of

multicultural counseling.

Grading

The criteria for grading are as follows:

1. How creative, well organized, and grammatically correct is the paper?

2. How thorough and detailed was your plan?

3. How well did you describe your emotions, reactions, and experiences (positive or

negative)?

4. How well did you discuss and relate your experiences to concepts in the multicultural

counseling literature? How well did you support and/or challenge the literature based

on these experiences?

5. How well did you articulate your Learnings and their implications for your

multicultural counseling skills and interactions?

6. Did you include and cite at least a minimum of five (5) citations (not from our

textbook) from the counseling journals listed below (you can use additional sources

above and beyond this minimum requirement)?

7. How correctly you used APA formatting for references?

Florida’s Accomplished Practices

The following criteria will be applied for the purposes of evaluation of student performance in

regard to achievement of Florida’s “Accomplished Practices.” These evaluation criteria are for

this purpose only and are separate and distinct from evaluative criteria for the assignment of

course grades.

Rating Guide for Indicator 5.1:

Met (“Accomplished”) -

The candidate demonstrates very good appreciation and application of cultural sensitivity

through presentation of a Meeting the “Other” Report that includes:

1. A thorough and detailed description of the plan and goals of the interaction or

collaboration.

2. A description of personal emotions, reactions, and experiences (positive or negative)

from this interaction.

3. An articulation of the learnings from this experience.

4. A discussion of how the experiences relate to concepts and skills in the multicultural

counseling literature and how did the experiences support and/or challenge the

literature.

5. A discussion of implications of the learnings for candidate’s multicultural counseling

skills and interactions.

Met with Weakness (“Developing”)-


through presentation of a Meeting the “Other” Report that includes only four of the criteria for

Met, as above.

Not Met (“Unsatisfactory”) –


through presentation of a Meeting the “Other” Report that includes only zero to three of the

criteria for Met, as above.

Finally, a list of cultural movies are also provided below that may give you ideas and inspiration

for your project. Please use APA Publication Manual as a guide for all your writing, citing, and

referencing of sources while in this course.

Counseling Journals

Journal of Counseling & Development

Counseling and Values

Counselor Education and Supervision

Elementary School Guidance & Counseling

Journal of Additions& Offender Counseling

Journal of College Student Development (published by ACPA, a former ACA division) Journal of Humanistic Education and Development

Journal of Employment Counseling

Journal of Multicultural Counseling and Development

Journal for Specialists in Group Work

Measurement and Evaluation in Counseling and Development

Rehabilitation Counseling Bulletin

The Career Development Quarterly

The Family Journal: Counseling and Therapy for Couples and Families

The School Counselor

Ethnic Viewing List

Asian American Perspectives

Movies/films

**The Joy Luck Club

**American Desi

**Bend it Like Beckham

**Mississippi Masala

**Monsoon Wedding

African American Perspectives

Movies/films

**Native Son

**Daughters of the Dust

**The Long Walk Home

**Once Upon a Time When we Were

Colored

**Sankofa

Latino American Perspectives

Movies/films

**East of Hope Street

**And the Earth did not Swallow Him

**Mi Familia

**Tortilla Soup

**Real Women Have Curves

**Bread & Roses

Native American Perspectives

Movies/films

**Smoke Signals

**Backroads

**Color of a Brisk and Leaping Day

**Lakota Woman

**Naturally Native

**Matter of Respect (in COE Library)

Jewish American Perspectives

Movies/films

**School Ties

**Annie Hall

**The Chosen

LGBTQ Perspectives

Movies/films

**Normal

**Fire

Multi-cultural Descent Perspectives

Movies/films

**Mixing Nia

**Imitation of Life

General

Movies/films

**Brown Eyes, Blue Eyes

If you know other movies and documentaries that you believe would be helpful for our course,

please share them.

5. Check-Ins, Check-Outs and Exercises (10 points)

We will use check-ins, check-outs, and other exercises to bring to the foreground of

consciousness important elements in multicultural counseling and therapy. They will also be

used to assess your incoming and outgoing knowledge and make sure you are current with the

terms and concepts we are studying as we progress in the course. There will be 10 assignments

associated with this category of your grade. Each will be count for 5 points.

6. Case Study (75 points)

This exercise helps students practice developing their case conceptualization from a multicultural

perspective. As counselors in training you may have or have had interesting or challenging client

issues that made you feel the urge to research in order to serve your clients better. This semester

you will write one short papers about an issue in multicultural con. A list of examples is given

below. Students will submit a short paragraph indicating the issue they will research to

Dr.Farhad for approval.

The final paper must include:

1. The presenting issue (define this according to Multicultural terms)

2. How you initially conceptualized that worked with the issue

3. A summary of five journal articles related to the issue and the target population (not from

our texts)- cite these articles in the body of the text and clearly explain the results of the

research articles/books.

4. Your re-conceptualization of the issue after reading journal articles

5. How you applied or will apply the learning from your research

6. References (correctly cited and included in the reference section according to APA-

formatted)

7. Please separate and title each section with the above required points thus: 1) presenting

issue, 2) Initial conceptualization, etc.

Each paper will be 5-7 pages, (excluding title page and references), double-spaced with one-inch

margins (not including the title and reference pages), and in size 12 Times New Roman font.

Grading

This paper will be graded based on how and to what degree you addressed the following

elements:

1. Selection of an appropriate client issue, along with your rationale for this selection

2. Succinct summary of main ideas (online abstracts are not accepted)

3. Integration of concepts from the literature into case conceptualization and intervention

4. Clear and coherent expression of ideas

5. Proper grammar, writing, formatting, and conventions

Examples of Appropriate Client Issues:

Sexual relationship

Gender identity

Sexual assault

Dating issues

Marital relationship

Divorce: Parental or personal

Autonomy from parents

Career choices

Educational choices

Weight issues

Normal developmental issues

7. Final Exam (50 points)

The final exam consists of multiple choice, true/false, matching, short answer, and essay

questions drawn from the textbooks, class discussions, and class activities. The exam will consist

of 50 questions, so each question counts as 1 point. The exam will cover broad categories of

knowledge:

Theories and concepts in Multicultural Counseling

Historical background, sociopolitical, socio-economical issues

Poverty, oppression, micro-aggressions

Issues in multicultural communication

Issues of power, gender, race, sex, class, ability, and age

Barriers to multicultural counseling

Models of cultural identity development

Characteristics and strengths of specific populations

Definition of terms

Ethics issues in multicultural counseling





course grades.



The candidate demonstrates very good knowledge of how cultural factors affect student learning

and development by achieving a total point score on the final examination of between 68 and

100.


The candidate demonstrates minimally sufficient knowledge of how cultural factors affect

student learning and development by achieving a total point score on the final examination of

between 50 and 67.


The candidate demonstrates insufficient knowledge of how cultural factors affect student

learning and development by achieving a total point score on the final examination of between 0

and 50.

8. Individual “Presence” (Instructor’s Observations): (50 points)

Dr. Farhad and the Teaching Assistants will be collecting observations of the quality of your

individual “Presence” in this course. “Presence” refers to the ongoing and consistent evidence

that you are fully engaged with your learning community, including your peers, your

instructor, and the adolescents and professionals you interact with in the field. It is in the best

interest of your learning and scholarship, as well as that of your peers and community, to commit

to a 100% level of presence during this course. While Dr. Farhad will be collecting observations

of your individual Presence each week, he will not be reporting these grades until the end of the

course.

Evidence of your 100% “Presence” includes, but is not limited to, the following:

You take full responsibility to communicate effectively and professionally with

Dr. Farhad and your peers regarding your learning needs.

You respond to personal emails from Dr. Farhad (to your ufl.edu account) within

24 hours with at least an answer of “I got it!”

When emailing Dr. Farhad, you always include the course number (MHS6428) in

the Subject Box of your email. Emails without this identifying information will

not be answered!

You email Dr. Farhad in advance of an absence from a task due date or face-to-

face class meeting.

You carefully read all Course Announcements from Dr. Farhad and respond to

any directions, changes, or updates contained within them.

You uphold your minimum requirements for responding to your peers in the

“Literature Circles,” “Check-ins, Check-outs, Exercises” and “Creative Journals

and Wonderings” including punctuality and quality.

You uphold the norms, roles, and responsibilities established by your Learning

Circle for collaborative tasks.

You contribute substantively in your literature circle discussions by making

comments that are related to the discussion, clarifies, and/or adds to the collective

knowledge.

.

Applicable Professional Standards Addressed

This course is designed to meet the following professional standards:

1. (Florida) Sunshine State Standards

2. (Florida) Institutional Program Evaluation Plan (IPEP): Accomplished Practices.

3. Council for the Accreditation of Counseling and Related Educational Programs

(CACREP) (2009) Standards

1.(Florida) Sunshine State Standards

These standards do not apply (directly) to this course.

2.(Florida) Institutional Program Evaluation Plan (IPEP): Accomplished Practices.

ACCOMPLISHED PRACTICE #5 – DIVERSITY

Indicator: 5.1 (Knowledge) Knows how race, ethnicity, gender, socio-economic status,

language, and special need variables affect all PK-12 students’ development, learning, and/or

behavior change.

Indicator: 5.3 (Disposition) Shows sensitivity, acceptance, and valuing of all PreK-12 students,

including those from diverse backgrounds based on race, ethnicity, gender, socio-economic

status, language, and/or special need.

SPECIAL NOTE REGARDING FLORIDA’S “ACCOMPLISHED PRACTICES “

Key tasks assess your mastery of knowledge, skills, and dispositions that the State of

Florida requires of all entry-level educators. In this course, we will cover several “Accomplished

Practices” as listed above and specified below.

Your mastery of each indicator will be measured by your work on each Key Task. To pass this

course, you must successfully complete all Key Tasks covered in the course and receive a “Met

with Weakness” or higher evaluation for your performance on each of them. No exceptions will

be made. Note that if you are enrolled in a School Counseling and Guidance (SCG) program in

the department, you will not receive a grade for this course until you have achieved satisfactory

performance on each of the “Accomplished Practices” addressed in this course.

Students who receive a “Not Met” rating will be offered a chance to redo the Key Task or, in

some cases, to complete a comparable task as assigned by me. Students who do not complete

their makeup work satisfactorily (i.e., with a “Met with Weakness” or higher rating) will receive

a grade of Incomplete (I) for this course. Students who fail the course must repeat it later in order

to demonstrate achievement of the “Accomplished Practices” covered in this course.





course grades.



The candidate demonstrates very good knowledge of how cultural factors affect student learning

and development by achieving a total point score on the final examination of between 68 and

100.


The candidate demonstrates minimally sufficient knowledge of how cultural factors affect

student learning and development by achieving a total point score on the final examination of

between 50 and 67.


The candidate demonstrates insufficient knowledge of how cultural factors affect student

learning and development by achieving a total point score on the final examination of between 0

and 50.

3.Council for the Accreditation of Counseling and Related Educational Programs

(CACREP) (2009) Standards

Section II, Professional Identity

FOUNDATION

Subsection B-1: Reflect current knowledge and projected needs concerning counseling practice

in a multicultural and pluralistic society.

KNOWLEDGE

Subsection G-2: SOCIAL AND CULTURAL DIVERSITY—studies that provide an

understanding of the cultural context of relationships, issues, and trends in a multicultural

society, including all of the following:

a. multicultural and pluralistic trends, including characteristics and concerns within and

among diverse groups nationally and internationally;

b. attitudes, beliefs, understandings, and acculturative experiences, including specific

experiential learning activities designed to foster students’ understanding of self and

culturally diverse clients;

c. theories of multicultural counseling, identity development, and social justice;

d. individual, couple, family, group, and community strategies for working with and

advocating for diverse populations, including multicultural competencies;

e. counselors’ roles in developing cultural self-awareness, promoting cultural social

justice, advocacy and conflict resolution, and other culturally supported behaviors that

promote optimal wellness and growth of the human spirit, mind, or body; and

f. counselors’ roles in eliminating biases, prejudices, and processes of intentional and

unintentional oppression and discrimination.

Section III – Professional Practice

CLINICAL MENTAL HEALTH- DIVERSITY AND ADVOCACY

Section E. Knowledge

E. Knowledge

1. Understands how living in a multicultural society affects clients who are seeking

clinical mental health counseling services.

2. Understands the effects of racism, discrimination, sexism, power, privilege, and

oppression on one’s own life and career and those of the client.

5. Understands the implications of concepts such as internalized oppression and

institutional racism, as well as the historical and current political climate regarding

immigration, poverty, and welfare.

MARRIAGE, COUPLE, & FAMILY COUNSELING – DIVERSITY AND ADVOCACY

Subsection E. Knowledge

4. Understands the effects of racism, discrimination, sexism, power, privilege, and

oppression on one’s own life and that of the client(s).

5. Understands the effect of local, state, and national policies, programs, and services on

diverse family systems.

SCHOOL COUNSELING – DIVERSITY AND ADVOCACY

Subsection E. Knowledge

1. Understands the cultural, ethical, economic, legal, and political issues surrounding

diversity, equity, and excellence in terms of student learning.

2. Identifies community, environmental, and institutional opportunities that enhance—as

well as barriers that impede—the academic, career, and personal/social development of

students.

3. Understands the ways in which educational policies, programs, and practices can be

developed, adapted, and modified to be culturally congruent with the needs of students

and their families.

4. Understands multicultural counseling issues, as well as the impact of ability levels,

stereotyping, family, socioeconomic status, gender, and sexual identity, and their effects

on student achievement.

Grading Scale:

A (90-100%) =450-500 points C (70-73%) = 350-383 points

A- (87-89%) = 435-449 points C- (67-69%) = 335-349 points

B+ (84-86%) = 420-434 points D+ (64-66%) = 320-334 points

B (80-83%) =400-419 points D (60-63%) =300-319 points

B- (77-79%) = 385-399 points D- (57-59%) = 285-299 points

C+ (74-76%) = 370-384 points E (below 56%) = 284 and below

Grading Policies: To be fair to all students in this class, all papers/assignments/forms are due on

time at the beginning of class. Late papers will lose 5 points for each day late. No exams will

be given early. Make-up exams will only be given in case of emergency IF a student notifies me

BEFORE the exam is given and provides appropriate supporting documentation for the absence.

Otherwise, the student will receive a zero for the missed exam. Caps and hats should not be

worn during exams, and cell phones must be turned off and out of sight during exams.

Course Requirements

Attendance/Class Participation Policy:

Active engagement in class is required, which includes:

a. Attending class regularly. Attendance will be taken at the beginning of each class.

Students will be permitted 3 hours unexcused absences without a grade penalty.

For each hour absence after 3 hours, 10 points will be deducted from your total

grade. If a student arrives after attendance has been taken 5 points will be

deducted. Students who arrive after roll call need to report their tardiness after

class so their “absent” be changed to “late”. Absence from the literature circle

discussions results in losing the points for that literature circle artifact. Absence

from wonderings discussion will result in losing the points for that assignment. If

for some reason you must miss class, it is your responsibility to obtain the missed

class notes and other material. Absences will be excused only in cases where

documentation of illness or other circumstances warranting absence can be

provided.

b. Coming to class prepared. Students are expected to complete all assigned

readings and activities prior to each class. Class participation and discussions

are a major component of this course and require adequate preparation outside of

the classroom. You are responsible for all content whether you are present or not

(e.g., schedule changes, readings, assignment instructions).

c. Participating respectfully during discussions and group activities and listening

attentively during lectures and when fellow students are contributing to class

discussion. Leaving early without a legitimate reason results in being marked

absent. Disruptive behavior such as talking with other students while the

instructor is talking or not listening respectfully to comments of other

students during class discussions may result in the loss of participation points

and in being dropped from the class. Cell phones, pagers, and all other

digital devices should be turned off during class, except in cases of emergency

where prior approval from the instructor has been obtained. During exams,

phones and other digital devices, textbooks, and notes must be neatly stowed

away, and caps should not be worn.

Communication with Instructor: Emails to the instructor must include course # (MHS 6428)

in the “subject” area in order to be recognized.

Grade postings and Course material: In order for students to check grades throughout the

semester, to download course material, and upload assignments all students must log on to the

online learning site. Students who fail to log on by January 23 will not be able to check their

grades online this semester but will be able to download course material. The address for the site

is: http://online.education.ufl.edu/

Policies on Academic Dishonesty

All students are expected to read and abide by the academic honesty guidelines stated in

the undergraduate catalog. It is assumed that students will be honorable, trustworthy, and

honest in their academic coursework, but violations of the honor code have occurred. In

keeping with the seriousness of such violations, their description and sanctions are

presented here from the UF Judicial Affairs website:

http://www.dso.ufl.edu/judicial/honorcode.php. Please consider them carefully. By

engaging in such conduct, a student violates the Honor Code and becomes subject to the

Student Conduct Code (6C1-4.016).

In brief, all students will be held to the academic honesty statement that they signed upon

entrance to the University of Florida. In accordance with university policy, please include the

following statement and your signature when you submit your papers:

“On my honor, I have neither given nor received unauthorized aid on this assignment.”

Signature____________________________________________________

Accommodations for Students with Disabilities

The University of Florida seeks to provide accommodations for all qualified students with disabilities.

The university adheres to all applicable federal, state, and local laws, regulations, and guidelines with

respect to providing reasonable accommodations as required to afford equal educational opportunity.

Students requesting classroom accommodation must first contact the Disability Resource Center

located in Room 002 Reid Hall, phone 392-8565. See the following webpage for a detailed

checklist of procedures to follow in this process (www.dso.ufl.edu/drc). The Dean of Students

Office will provide documentation to the student who must then provide this documentation to

the instructor when requesting accommodations. Please contact me in a timely manner to arrange

for the appropriate accommodations at least 2 weeks prior to the first exam.

University Services

The following information is provided as an easy reference to students who wish to seek help in

a variety of areas. Due to the size of the university and most classes, (and as we learn in this

class) it is easy for students to feel isolated and unaware of the resources available. If you feel

you need assistance or guidance in areas such as tutoring, test taking skills, or any other

assistance, this information may be helpful. If you are unsure of where to seek assistance, talk to

me or contact the Office of Student Services whose location and telephone number are listed

below:

http://www.dso.ufl.edu/judicial/honorcode.php

http://www.dso.ufl.edu/drc

Office of Student Services, 202 Peabody 392-1261, (www.dso.ufl.edu/contactus/ Student Health Care Center, 392-1161, www.shcc.ufl.edu/geninfo.shtml Tutoring Service (Free) and Reading and Writing Center, SW Broward Hall; 392-2010,

https://teachingcenter.ufl.edu/hours_location.html

Career Resource Center, G-1 Reitz Union 392-1601, www.crc.ufl.edu/ Psychological Counseling, 3190 Radio Road, 392-1575 http://www.counseling.ufl.edu/cwc/Hours-and-location.aspx Alcohol and other drugs, Gator Wellness, 3190 Radio Road, 273-4450

http://gatorwell.ufsa.ufl.edu/Alcohol-and-Other-Drugs.aspx Alachua County Crisis Center, 218 Southeast 24th Street, 264-6789

http://crisiscenter.alachua.fl.us/

http://www.dso.ufl.edu/contactus/

http://www.shcc.ufl.edu/geninfo.shtml

https://teachingcenter.ufl.edu/hours_location.html

http://www.crc.ufl.edu/

http://www.counseling.ufl.edu/cwc/Hours-and-location.aspx

http://gatorwell.ufsa.ufl.edu/Alcohol-and-Other-Drugs.aspx

http://crisiscenter.alachua.fl.us/

Tentative Course Schedule:

Week Topic/Assignments Chapters Notes

1 January 7 Introduction

Group formation

January 7: Cultural-Self Narrative 1

2 January 14 Difference Matters:

Difference, Power, Gender

January 14: Cultural-Self Portrait 1

1-3


Race, Social Class, Sexuality

4-6 January 20

M. L. King


Ability, Age, Communicating Social

Identity January 28 Literature Circle package 1 due

7-9

5 February 4 Socio-political Nature of Multicultural Counseling

and MC Counseling Competencies

February 4 : Meeting the “other” Plan due

2-3

6 February 11 Politics and Social Justice

1,4

7 February 18 Systemic Oppression and Worldviews

Microaggressions

5-6

8 February 25 Barriers to Multicultural Counseling

Culturally Appropriate Intervention

7,8

9 March 4

March 4

Spring Break

10 March 11 Evidence-Based Practice

Non-Western Methods

9,10

11 March 18 Racial/Cultural Identity Development

11,12

12 March 25 Working with Diverse Clients:

African American, Native American, Asian American

13,14,15,

16

13 April 1 Working with Diverse Clients:

Latino, Arab, Jewish, Refugees

April 1: Case Study

17,18,

19, 20, 21


Sexual Minority, Women

22, 23, 24


Poverty, disability

April 15: Cultural-Self Portrait 2

April 15: Meeting the “Other” Report due

25, 26

16 April 22 Wrap up and Final exam

April 22: Cultural-Self Narrative 2

April 22: Literature Circle package 2 due

Final Exam: Tuesday, April 22

mhs 6428 - university of florida · 2013-12-19 · mhs 6428 section 9187 course syllabus, spring...

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