Antioch New England Graduate School

HPC 5110 - 101 Jordan

Appalachian State University Department of Human Development and Psychological Counseling Marriage and Family Therapy Program

HPC 5110-101: MULTICULTURAL COUNSELING

Fall 2014 Credits: 3 Meeting time: Tuesdays, 8:30am - 11:20am (RCOE 301) Professor: N. Jordan™, Ph.D., LMFT Office Telephone: 828.262.6049 Office Hours: Fridays 1-5; by appointment Email: [email protected] PSN & Xbox Live Screen name: liquidjordan

COURSE DESCRIPTION: HPC 5110 is designed to serve as an introduction to multicultural therapy/counseling. Students will examine their developing worldview including the influence of culture on personal values, preferences, attitudes and belief systems. Self-examination will extend to increasing personal and professional awareness, theoretical knowledge and clinical skills to be integrated into the therapeutic relationship and counseling process. As opposed to teaching students how to “do therapy”, I encourage you to think of the developmental process of “becoming a therapist”. As such, this course is designed as a didactic and experiential class intended to provide students with theoretical and practical family therapy knowledge, awareness and skills in the area of client growth, ethical guidelines and research findings.

COURSE OBJECTIVES: 1. To explore the dynamics of oppression, power and privilege, and domination of subjugation as they relate to cultural diversity 2. To think critically and analytically about topics related to diversity and social justice and their clinical implications 3. To increase awareness about one’s gender, sexual orientation, race, culture and other aspects of life that impact perception of the world 4. To become knowledgeable about historical and current manifestations of “isms” in society from socio-political, economic, and psychological perspectives in United States and world wide 5. To develop an understanding of family therapy/counseling from a multicultural perspective 6. To learn about families and societies worldwide and become aware of our interconnectedness and social responsibility

REQUIRED TEXTS: Hargrave, T.D,. & Fitzer, F. (2003). The New Contextual Therapy: Guiding the Power of Give and Take. NY: Brunner-Routledge. Hooks, B. (2000). Where we stand: Class matters. New York: Routledge

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McGoldrick, M. & Hardy, K. (2008). Re-visioning family therapy: Race, culture, and gender in clinical practice. New York: Guilford. Stone Fish, L., & Harvey, R. G. (2005). Nurturing queer youth. New York: W. W. Norton.

RECOMMENDED TEXTS: Bigner, J., & Wetchler, J. (2004). Relationship therapy with same-sex couples. New York: Haworth. Breunlin, D.C., Schwartz, R.C., Kune-Karrer, B. M. (1997). Metframeworks: Transcending the models of family therapy. San Francisco, CA:Jossey-Bass. Harvey, T. D., & Midori Hanna, S. (1997). The aging family. New York: Brunner/Mazel. Heldke, L., & O’Connor, P. (2004). Oppression, privilege, & resistance: Theoretical perspectives on racism, sexism, and heterosexism. City: McGraw Hill. Minuchin, P., Colapinto, G., & Minuching, S. (2006). Working with families of the poor, (2nd ed.). New York: Guilford. McGoldrick, M., Giordano, J., & Garcia-Preto, N. (2008). Ethnicity and family therapy (3rd ed.). New York: Guilford. Ng, K. S. (1998). Counseling Asian families from a systems perspective. City: American Counseling Association. Walsh, F. (1999). Spiritual resources in family therapy. New York: Guilford.

CLASS ATTENDANCE AND PARTICIPATION: Students are expected to attend class and do the readings prior to class in order to participate in discussions. Effective learning is an active process. While you do not have to comment on every issue discussed, no class period should be dominated by the comments of two or three students. Not hearing your voice for an entire class period should be the exception, not the rule. We are engaged in the learning process together. We have all had different experiences and have acquired varied knowledge bases, therefore, we will approach issues from different perspectives. Everyone has something to contribute. Missing more than one class during the semester, except for documented medical reasons, extreme weather conditions or religious observances will mean you cannot earn full participation credit for the course (see http://academicaffairs.appstate.edu/syllabi). If you feel you have a legitimate reason to miss more than one class, you must notify me at least one week in advance of your absence. I will decide whether to allow you to miss the class without losing a grade. My decision is final. In order to facilitate discussion each of you are expected to generate one discussion question for each class that evolves from the reading for that day. These questions are to be TYPED and handed in to me at the beginning of each class. If it is not typed, it does not count.

OVERVIEW OF TEACHING METHODS: Small and large group discussions of readings; video review and discussion; academic papers, class presentations.

ACADEMIC DISHONESTY AND PLAGIARISM http://academicaffairs.appstate.edu/syllabi I. Introduction Appalachian State University’s Academic Integrity Code is designed to create an atmosphere of trust, respect, fairness, honesty, and responsibility. The Academic Integrity

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Code outlines “user-friendly” procedures and mechanisms for resolving alleged violations of academic integrity. The Academic Integrity Code is the result of cooperation among Appalachian’s faculty, students, and administrators, and promotes a campus dialogue about academic integrity. All members of the Appalachian State University community are responsible for promoting an ethical learning environment. II. The Academic Integrity Code Students attending Appalachian State University agree to abide by the following Code:

o Students will not lie, cheat, or steal to gain academic advantage. o Students will oppose every instance of academic dishonesty.

Students shall agree to abide by the Academic Integrity Code when submitting the admission application.

DISCLOSURE OF PERSONAL INFORMATION The Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) requires the program to have established policies for informing applicants and students regarding disclosure of their personal information (COAMFTE Standard 140.02, 2003). With this standard in mind, I would like to highlight that in this course personal disclosures may occur. Each student should decide for him/herself what information to disclose. Students are advised to be prudent when making self- disclosures. The program cannot guarantee confidentiality of student disclosures given the group environment, although personal comments should be considered private and confidential and remain only in the classroom unless an exception to confidentiality applies.

The AAMFT Code of Ethics states in standard 4.7 (2001) that Marriage and family therapists do not disclose supervisee confidences except by written authorization or waiver, or when mandated or permitted by law. In educational or training settings where there are multiple supervisors, disclosures are permitted only to other professional colleagues, administrators, or employers who share responsibility for training of the supervisee. Verbal authorization will not be sufficient except in emergency situations, unless prohibited by law. With this in mind, the department would like to highlight that clinical supervisors who share responsibility for supervisees will share relevant information without a written waiver in an effort to provide a quality standard of supervision, maintain coherent training throughout the program, and ensure client care.

EXTENSIONS: Papers and projects are due as assigned. Unavoidable extensions must be requested in advance. Timely completion of projects is a substantial component of evaluation. No late assignments will be accepted for a grade without prior approval from the instructor. Failure to complete all assignments will result in a grade of “F”.

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COURSE CHANGES: This syllabus is a good faith approximation of the requirements and schedule for this course. However, the instructor reserves the right to make reasonable changes (additions and deletions) as appropriate. ALTERNATIVE LEARNING NEEDS: Appalachian State University is committed to making reasonable accommodations for individuals with documented qualifying disabilities in accordance with the Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973. If you have a disability and may need reasonable accommodations in order to have equal access to the University’s courses, programs and activities, please inform your instructors and contact the Office of Disability Services (828.262.3056 or www.ods.appstate.edu). Once registration is complete, individuals will meet with ODS staff to discuss eligibility and appropriate accommodations.

ASSIGNMENTS:  Weekly Experientials - Each week a group of two will lead the class in an experiential exercise around the current week’s readings. These experientials must be creative and interactive with written handouts that outline the readings for that week. I leave group construction up to you. Experientials are to last no more than 45 minutes. Experientials lasting longer than 45 minutes will be penalized accordingly. Handouts are to be printed (by you) and given out in class. One experiential per class period. Each student must complete one experiential this semester. Experientials begin August 26th.

 Learning Through Engagement – Volunteer for 6 hours in a community setting that will expose you to a diverse population. Pick a population of which you are not a member. The goal is engagement in service as a way of learning. Find an experience that takes you out of your comfort zone. My hope is you will bring what you learn from this experience to class. Send me an e-mail or talk with me to get your site approved no later than September 2nd. Write a minimum four page paper (APA formatted) at the end of the semester summarizing ideas, thoughts and feelings that have arisen from this experience and how it will inform your future as a global citizen and family therapist or counselor. For example, how will you contribute to social justice in your communities, the state(s), or nationally? I suggest you keep a journal about your volunteer reflections to help you write your paper. Paper is due November 18th. Each student must prepare a 5 minute presentation based on their experience in class.

 Social Responsibility Project: You will register to vote. You will help three friends/coworkers/strangers register to vote. Students will take part in the political process on November 3rd and 4th. You will volunteer 3 hours of your time participating in the voting process. Students are NOT required to vote, however, you must spend 3 hours on November 3rd or 4th advocating in some way for what you believe or in support of others that share your beliefs. You will then write a 2-3 page reflection paper on this process. This paper will be graded for completion. You must inform the instructor when and where you will volunteer by September 2nd. Proof of voter registration (yours and those you helped register) is due October 21st. Paper is due November 18th.

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 Accountability Monitors – A central component to this course will be open discussion about difficult topics. There will be no shortage of intense conversations around power, privilege and oppression. Often in these moments, conversation moves to a more palatable subject. For example: When an individual is discussing personal privilege, conversation sometimes moves towards the areas in which they are oppressed or the tension of the moment is otherwise deflected. Or, to lower anxiety, an observer will say something that suppresses discussion and focuses conversation on themselves (or somewhere else entirely) rather having the conversation continue in its current form. The job of the Accountability Monitor is to respectfully challenge the individual, group of individuals or the class to stay focused in the moment on whatever difficult topic we may be discussing. While holding others accountable, the monitor is not exempt from being part of the conversation. The monitor must contribute in the same way as their classmates. As the instructor, I will support and “nudge” the accountability monitors as necessary. Everyone must be an Accountability Monitor no less than two times this semester and there can be more than one monitor at a time. Monitoring begins August 26th.

 Tasks and Reflection Papers: You will be assigned certain tasks to complete outside of class to approximate the experience of specific dimensions of diversity. You will write a reflection paper (APA formatted) after you complete each task. In each paper you will include a description and discussion of: a. What it was like to do the task and how you completed it (focus on your feelings and thoughts) b. Identify yourself according to this dimension of diversity c. When did you first become aware of this dimension of diversity and how does it currently fit with your overall identity? d. Describe your experiences with oppression and/or privilege around this dimension e. Describe the ways in which you contribute to oppression and the ways in which you contribute to challenging oppression around this dimension of diversity. f. Describe the impact you believe all of this will have on your work as a counselor or family therapist.

Failure to address each of the above mentioned items will result in a substantial reduction of your grade. Reflection papers should be no more than 4 pages in length. Save your entries and collate them in a folder so that you have a complete collection at the end of the semester.

Social Class: Get task on August 26th; Due in class on September 9th Race: Get task on September 9th; Due in class on September 23rd Gender: Get task on September 23rd; Due in class on October 7th Sexual Orientation: Get task on October 7th; Due in Class on October 28th Religion: Get task on October 28th; Due in class on November 11th

 Don’t forget your discussion questions!

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EVALUATION:

Attendance and Participation 30% Social Responsibility Project 10% Experientials and Accountability Monitoring 15% Engagement Project 15% Tasks 30%

Grading Scale: A = 95-100 A- = 90-94 B+ = 86-89 B = 83-85 B- = 80-82 C+ = 76-79 C = 73-75 C- = 70-72 F = below 70

EXPECTATIONS: All work turned in is expected to be well thought out and of masters level quality. All written assignments will be evaluated in terms of the quality of thought and writing exhibited in the final piece of work submitted. All papers must be written in APA format. Unless otherwise noted, all readings for each week are to be completed for the class indicated in the course outline. Students should bring all current readings and reading notes to class with them each day. No assignments will be accepted electronically unless given permission and no late assignments will be accepted for a grade without prior consultation with the instructor. If you have need for flexibility, keep me posted well beforehand and not the day assignments are due. Please understand this is a relatively large class while still being writing intensive. It may take extended time to grade and return papers to you. Your patience in this matter is appreciated.

COURSE SCHEDULE:

August 19 th Introductions. Course overview. Safety and comfort. Group constructions. Opening movie.

August 26 th What is diversity? What is social justice? What is power and privilege? Social Class Readings: Hooks, Intro-4 Experiential: ______Accountability Monitor(s): ______First Task Assigned

September 2 nd Social Class continued Readings: Hooks, 5-9 Experiential: ______

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Accountability Monitor(s): ______Volunteer Sites (both projects) must be approved by TODAY

September 9 th Social Class continued Readings: Hooks, 10-End Experiential: ______Accountability Monitor(s): ______First Task Due; Second Task Assigned

September 16 th Learning the Multicultural perspective in the therapy room and at home Readings: McGoldrick & Hardy, 1, 4, 6-9. Experiential: ______Accountability Monitor(s): ______

September 23 rd Intense stuff, right? Readings: McGoldrick & Hardy, 11, 15, 16, 17, 20, 21 Experiential: ______Accountability Monitor(s): ______Second Task Due; Third Task Assigned

September 30 th Power and Privilege and relationships Readings: McGoldrick & Hardy, 22, 25, 32, 33, 35, 37, 38 Experiential: ______Accountability Monitor(s): ______

October 7 th Sexual Orientation and Relationships Readings: Stone Fish & Harvey, 1-2 Experiential: ______Accountability Monitor(s): ______Third Task Due; Fourth Task Assigned

October 14 th NO CLASS. BE SAFE.

October 21 st Sexual Orientation and Relationships continued Readings: Stone Fish & Harvey, 3-4 Experiential: ______Accountability Monitor(s): ______Voter Registration Materials Due

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October 28 th Sexual Orientation and Relationships continued Readings: Stone Fish & Harvey, 5-6 Experiential: ______Accountability Monitor(s): ______Fourth Task Due; Final Task Assigned

November 4 th Social Responsibility Project

November 11 th Contextual Family Therapy, Part I Readings: Contextual Therapy, 1-5 Experiential: ______Accountability Monitor(s): ______Final Task Due

November 18 th Contextual Family Therapy, Part II Readings: Contextual Therapy, 6-End Experiential: ______Accountability Monitor(s): ______Social Responsibility Project Paper Due

November 25 th NO CLASS. BE SAFE.

December 2 nd Volunteer Experience Presentations Volunteer Experience Papers and Presentations Due

December 9 th Flex Day - Closure; Relationship Repair; Whatever is necessary. ______

HPC 5110 Multicultural Counseling is designed to meet the following Student Learning Outcomes:

1. Family Life Cycle Development: Students will comprehend and apply family life cycle development to families from a multicultural perspective.

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2. Reflective Practice: Students will develop the ability to evaluate their own strengths and limitations as a clinician and use this reflective process to promote personal and professional growth and development.

HPC 5110 Multicultural Counseling meets the following Professional Marriage and Family Therapy Principles:

1. This course meets the Marriage and Family Therapy Educational Guidelines in Area III: Individual and Family Relations and Area 10: Standard Curriculum Didactic Area Requirements.

10.01: This course is taught from a multicultural perspective and is infused with content that addresses issues related to diversity, power and privilege as they relate to age, culture, environment, ethnicity, gender, health/ability, nationality, race, religion, sexual orientation, spirituality, and socioeconomic status.

10.02: The curriculum in this course will address appropriate collaboration with other disciplines.

103.01: This course includes content on individual and family development across the lifespan.

2. This course meets MFT Core Competencies

Students will demonstrate achievement of the following core competencies through course activities:

Course Objectives and Linked MFT Core Competencies

9 Course Objectives Competency AEB Measurement # (Type) ToHPC explore 5110 -the 101 2.1.1, 4.1.1, Lecture, facilitated Discussion, Tasks, Experientials,Jordan dynamics of 4.3.2, 4.5.1 facilitated role plays Volunteer Project oppression, power and privilege, and domination of subjugation as they relate to cultural diversity

To think critically 4.2.1, 4.3.3, Lecture, facilitated Discussion, Tasks, Experientials, and analytically 4.2.1, 4.3.2, facilitated role plays Volunteer Project about topics 4.5.1 related to diversity and their clinical implications

To increase 4.1.2, 4.3.2, Lecture, facilitated Discussion, Tasks, Experientials, awareness about 4.5.1 facilitated role plays Volunteer Project one’s ethnicity, race, culture and other aspects of life that impact the perception of the world

To become 4.3.2, 4.5.1 Lecture, facilitated Discussion, Tasks, Experientials, knowledgeable facilitated role plays Volunteer Project about historical and current manifestations of “isms” in society from socio- political, economic, and psychological perspectives in United States and world wide

To develop 2.4.3, 4.1.1, Lecture, facilitated Discussion, Tasks, Experientials, understanding of 4.3.1 facilitated role plays Volunteer Project family therapy from a multicultural perspective

To learn about 4.3.1, 4.3.2 Lecture, facilitated Discussion, Tasks, Experientials, families and facilitated role plays Volunteer Project societies worldwide and become aware of our interconnectedness 10 and social responsibility HPC 5110 - 101 Jordan

3. AAMFT Code of Ethics

MFT Faculty and students enrolled in the MFT Program must adhere to AAMFT standards of ethical professional behavior in their therapy, training, teaching, and research. Professional conduct with clients other students, MFT faculty, and other agencies is an absolute requirement of the MFT Program. MFT faculty members are expected to demonstrate appropriate models of professional conduct, and students are expected to follow appropriate models of professional behavior.

4. AAMFT Licensure Board

This course meets the educational guidelines of the North Carolina Marriage and Family Therapy Licensure Board for coursework in General Family Studies.

CACREP Curricular Experiences Common Core G.2.a. multicultural and pluralistic trends, including characteristics and concerns within and among diverse groups nationally and internationally G.2.b. attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities designed to foster students’ understanding of self and culturally diverse clients G.2.c. theories of multicultural counseling, identity development, and social justice G.2.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 G.2.f. counselors’ roles in eliminating biases, prejudices, and processes of intentional and unintentional oppression and discrimination Clinical Mental Health Counseling E.1. Understands how living in a multicultural society affects clients who are seeking clinical mental health counseling services. E.2. Understands the effects of racism, discrimination, sexism, power, privilege, and oppression on one’s own life and career and those of the client. E.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.

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School Counseling E.1. Understands the cultural, ethical, economic, legal, and political issues surrounding diversity, equity, and excellence in terms of student learning. E.2. Identifies community, environmental, and institutional opportunities that enhance—as well as barriers that impede—the academic, career, and personal/social development of students. E.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. E.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.