PORTLAND COMMUNITY COLLEGE Cascade Campus, 705 N Killingsworth St.

, Portland OR 97217 COURSE SYLLABUS, MULTICULTURAL COUNSELING Winter 2013 KEEP A COPY OF EVERY ASSIGNMENT YOU TURN IN and all that are given back to you! TIME, LOCATION: INSTRUCTOR: Saturdays, 10 am-12:50 pm, Jackson Hall 207, CRN: 16151 January 12 through March 23 (11 weeks)

Candia Elliott celliott@pcc.edu Office hours: Saturdays 7:30-9 am, JH 208. Mailbox: Jackson Hall 210 (Assignments can be left in the dropbox outside JH 210be aware there will be a delay in getting these materials to the instructors mailbox, which may impact the grade you receive for that assignment). REQUIRED TEXT: Sue, D.W. & Sue, D. (2013). Counseling the Culturally Diverse, 6th Ed. New York: John Wiley & Sons, Inc. (Older editions are not suitable for this class). Reading packet: Additional required material will be given in class or placed on the course homepage. Course Description: This course explores the ways membership in a cultural group can affect the counseling process for the client and for the counselor. The influence of differing cultural values, worldviews, and family structures will be examined. The characteristics and consequences of racism will be defined. The construction of race and whiteness will be explored. The development of increased levels of intercultural sensitivity and skill will be encouraged; each student will develop a plan to increase their skills in a cross-cultural counseling situation. This course is emotionally demanding: It requires analysis of one's personal values and belief systems. Students who are currently uncomfortable with this type of self-examination are advised to take the course at a later time. The course is required to obtain an Associate of Applied Science degree in Alcohol & Drug Counseling. Intended Outcomes of the Course: Students will be able to demonstrate mastery of a level of cultural knowledge sufficient to allow them to understand the values and communication styles of their culture of origin and of other cultural groups in the United States. Students will also be able to list common areas of conflict in cross-cultural relationships, develop strategies for use in minimizing misunderstanding in cross-cultural counseling, and demonstrate an understanding of the function of hegemony and its cultural manifestations. Students will demonstrate the ability to complete a cultural assessment that meets standards accepted in multicultural counseling. Concepts, Themes, Issues: 1. Definition and exploration of: Cultural self-awareness Culture and communication style Creation of reality through culture; cultural worldviews Cultural projection and misattribution, including trait and state attribution theory Dominant culture effects on non-dominant culture members Racism and internalized racism Stereotyping and generalization Homophobia/Heterosexism Whiteness and its role; history and present manifestations, cultural and individual. 2. Developmental model of cultural sensitivity 3. Ethical issues in cross-cultural counseling 4. Cultural assessment and cultural self-assessment KEEP A COPY OF EVERY ASSIGNMENT YOU TURN IN and all that are given back to you. SCHEDULE OF CLASSES, READINGS, LECTURE TOPICS, ASSIGNMENTS
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2 Do all reading for each week before that weeks class! You will be expected to discuss the material. DATE Week 1 1/12/13 Week 1/19
Chapters 1-4, Kluckhohn, Barna Sign up: final presentation

READING (do BEFORE class)

IN-CLASS
Introduction. Vocabulary def., Cultural Self-Awareness exercise, Journaling guide, Nonverbal Communication, Marginality & mattering Discuss Kluckhohn Model, Barna Def: Respect, Confirm/disconfirm

HANDOUT or Course Homepage file

Vocab., Journal guide & Nonverbal notes Barna Stumbling Blocks Kluckhohn Model Def: Respect, Confirm/disconfirm Survey field assignment: directions Midterm study guide Black/White Communication Developmental Model Bell notes, Storti Trauma, ICL Coming out handouts Discussion questions & handout CP Ellis article Cultural assessment format White Privilege article Arredondo article Final Study Guide

ITEM (S) DUE M & M exercise

First-class Cultural Self-Awareness exercise due-typed Reflection journal one due-for weeks 1 &2 Survey the field questions due Midterm in class Survey the field project due Reflection journal two due-for weeks 3, 4, 5, 6

Week 3 1/26 Week 4 2/2 Week 5 2/9 Week 6 2/16 Week 7 2/23 Week 8 3/2 Week 9 3/9 Week 10 3/16

Chapters 4-6
Black/White Communication

Developmental model Discuss Black/White Communication

Chapters 7 & 8

Bell; Storti; Trauma informed care; Individualism, Collateral, Lineal. Gay/lesbian culture

Chapters 9 & 13 In class midtermbring Scantron

Read CP Ellis Chapter 14
Color of Fear video Faithkeeper video, discussion Discussion of Locust article Arredondo, counseling Latinos; in-class Client Cultural Assessment exercise White Privilege Counseling Asian Americans Self-assessment presentations Self-assessment presentations

Locust article Chapter 15 Ch 17 Ch. 16

Week 11 3/23

Final exam--bring Scantron Learning summary (student generated)

Client Cultural Assessment due, self-assessment project DUE: Reflection journal three-weeks 6, 7, 8, 9. Self-assessment project Point Tracker due Extra Credit due Final in-class

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3 KEEP A COPY OF EVERY ASSIGNMENT YOU TURN IN and all that are given back to you. Expected class behavior: I assume all students are capable of meeting the expectations of employers. Those expectations include: completing required work on time; documenting completed work; showing up at expected times; communicating in ways that are appropriate in a professional setting. If these expectations present a challenge for you, or if you wish to enhance your skills in these areas, please contact the PCC Counseling Center for assistance and consider taking Study Skills classes through the college. Those classes may be free if you complete the whole sequence. I also recommend the book Becoming a Master Student by Dave Ellis. Every term, students come to me requesting that I change grading requirements for them. Please be aware that such a request places instructors in an uncomfortable, likely unethical, possibly litigious situation. Do not place me in this position. An aspect of being an adult learner includes questioning and involvement. Adult learners do not blindly accept what they are told: they question it, attempt to fit it with their prior learning or reject or modify that prior learning, investigate sources of the information, discuss and dialog about ideas. My wish is that all of these behaviors will occur in this class. Inappropriate behavior towards classmates, the instructor, staff or guests can result in reduction of a grade or failure of the class. Students need to be aware of the standard college study-time formula: for every hour spent in class, expect to spend 2-4 hours studying out of class. For this 3-hour class, that would mean a minimum of 6-12 hours per week studying. The spread will depend on various factors such as your reading speed, comprehension, notetaking skills, willingness to contact others for assistance, willingness to ask questions, etc. Some students will need to set aside more time than the formula suggests. ASSIGNMENTS, GRADING Please note: A & D program policy states that more than two absences from a class may (or will, in some classes) result in an F for that course. Program policy does not state that one may miss 2 classes and receive an A in the course. If a student misses two weeks of class (340 minutes) they have only attended 82% of the course. An 82% attendance level is unlikely to result in an A grade. Missing class also includes lateness. If a student comes to class 15 minutes late for 11 weeks, they have missed 165 minutes of class almost a full week. Coming in late also affects everyone else in the class; other students learning is interrupted, they lose instructional time and are forced to re-focus on the class content. ALL ASSIGNMENTS MUST BE TYPED, including journals. Please check to make sure your name appears on every assignment you turn in. If I receive an assignment with no name, I will grade it, but it will be counted as late and the student will receive only of the assigned points. Pages must be stapled. Assignments must be in 12-pt type, 1-inch margins, standard MS Word line spacing of 1.15 (1.0 in older versions) Do not leave extra (more than standard) line spaces in headings, between paragraphs, etc. Assignments which do not meet these requirements will not be accepted. To complete an assignment, you will need to: 1. Date-stamp your assignment 2. Sign the instructors assignment tracker. Unless both of these steps are completed, your assignment is not turned in. Grades will be based on a student's demonstrated understanding of intercultural concepts as demonstrated in written assignments, exams, and class participation, his/her ability to apply those concepts in class exercises, and
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4 in the depth and clarity of the students personal assessment of issues related to culture and cultural identity (as reported in the self-assessment project). KEEP A COPY OF EVERY ASSIGNMENT YOU TURN IN and all that are given back to you. Assessment will be based on: Class attendance and participation, 15 pts. per week:165 maximum Cultural assessment exercise, client: 75 Final, in-class 100 First-class exercises: 20 Journals, 10 points each, pg. per week minimum: 90 (turn in only 3 times) Midterm, in-class: 100 Points Tracker: 10 Self-assessment project 130 Surveying the field presentation 25 Surveying the field project 85 Total points possible: 800 E-mailed assignments will not be accepted without making prior arrangements with the instructor. Some acceptable reasons for emailing an assignment include DOCUMENTED instances of personal severe auto accidents, death of a close relative, or M.D. excused illness. Any late assignments will have point values reduced by 50%. Any assignment not turned in within 1 hour of the beginning of the class session when it is due will be considered late, unless you have made PRIOR arrangements with the instructor. NO LATE ASSIGNMENTS WILL BE ACCEPTED AFTER THE FIRST HOUR OF CLASS IN THE SUBSEQUENT CLASS MEETING. List the names and contact information of three class members below, so you can obtain notes or other information from them if you are absent. The instructor is not responsible for getting this information or material to you. Name ______ Name ______ Name ______ Students who are requesting accommodations need to contact the Office for Students with Disabilities (OSD) within the first two weeks of the term, and present the OSD paperwork to the instructor at least one week before the midterm exam. Flexibility statement The instructor reserves the right to modify course content and/or substitute assignments and learning activities in response to institutional, resource, weather or class situations.
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________Phone ________Phone ________Phone

Email Email Email

5 Instructor's policy regarding class behavior, communication devices & computers In order to maintain a positive learning environment, students must adhere to the following guidelines: 1. Punctuality: Arrive on time, return from break on time, stay in class until class is over. 2. Talking: Keep in-class conversations between students to designated times and activities, determined by the instructor. If you believe a conversation with your classmates would contribute to your learning experience, please request this during the class. Your instructor may assist you by inquiring if you wish to initiate an all-class conversation. 3. Electronic devices: Turn off all electronics, with the exception of recording devices or laptops used for note taking (not for checking e-mail or other activities). Music, headphones, telephones, texts, etc. do not contribute to a positive, focused classroom experience. Violation of these guidelines is considered a significant issue, and will be addressed as suchyou will be asked to leave the classroom and all attendance points for that class will be deducted if these guidelines are violated. If a student has an emergency situation that requires them to monitor their cell phone, the expectation is that the student will inform the instructor of the situation, put their phone on vibrate, and leave class before answering the call. 4. Eating/Noise: Food and beverages are allowed in class if they and their packaging are of the quiet variety. Please clean up after yourself, and take care of any spills if they occur. PCC Grading Guidelines [http://www.pcc.edu/resources/academic/standardspractices/AcademicStandardsandPracticesGradingGuidelines.html] Add/drop/withdraw deadlines for the term [http://www.pcc.edu/registration/dropping.html] Code of Student Conduct [www.pcc.edu/about/policy/student-rights/studentrights.pdf#code-of-student-conduct] Academic integrity statement Students are required to complete this course in accordance with the Student Rights and Responsibilities Handbook, and all students are responsible for knowing and following the requirements of the Handbook. Dishonest activities such as cheating on exams and submitting or copying work done by others will result in disciplinary actions, including but not limited to receiving a failing grade. See the Academic Integrity Policy for further details. Especially note the section on plagiarism. [www.pcc.edu/about/policy/student-rights/studentrights.pdf#academicintegrity] KEEP A COPY OF EVERY ASSIGNMENT YOU TURN IN and all that are given back to you.

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