Argosy University, Chicago COURSE SYLLABUS PP7341 Issues in the Assessment and Treatment of Ethnically and Racially Diverse Populations Fall 2011 September 11, 12; October 9, 10; November 13

Faculty Information Faculty name: Sue H. Bae, Ph.D. Campus: Chicago Contact information: Office phone number: (312) 777-7682 E-mail: [email protected]

Faculty name: Rahul Sharma, Psy.D. Campus: Chicago Contact information: Office phone number: (312) 777-7707 E-mail: [email protected] Teaching Assistants: TBA

Course Description: This course is designed to sensitize students to the presence of cultural and racial stereotypes that interfere with optimal understanding and treatment of racial and ethnic populations in American society. Special emphasis is placed on facilitating student awareness of biased attitudes as such attitudes may negatively impact relations with individuals and groups who are sensitized to issues of discrimination. Information is provided concerning the unique mental health needs of African-Americans, Asians, Latinos and Native Americans.

Course Prerequisites: PP8185 - Social Psychology and Difference PP7080 - Personal and Professional Development PP8300/8301 - Diagnostic Practicum and Seminar and/or PP6201/6202 - Masters Therapy Practicum and Seminar

Course Length: Five meetings which span three weekends

Contact Hours: 43 Hours

Credit Value: 3.0

Required Textbooks: Altman, N. (2009). The Analyst in the Inner City: Race, Class and Culture Through a Psychoanalytic Lens. (2nd Ed.). Analytic Press. ISBN: 978-0-88163-500-3

Berry, Wendell (2010) The Hidden Wound. San Francisco: North Point Press. ISBN: 0865473587

Kovel, J. (1984) White Racism: A Psychohistory (Chs. 2,3,4,7,8). New York: Columbia University Press. ISBN: 0231057962

Pinderhughes, E. (1989). Understanding Race, Ethnicity, and Power: The key to efficacy in clinical practice. NY: Free Press. ISBN: 0-02-925341-1

Sue, D. W. (2003) Overcoming Our Racism: The Journey to Liberation, John Wiley & Sons. ISBN: 0787967440

Course Packet.

Course objectives: Course Objective Program Goal Method of Assessment Increase awareness of and sensitivity to one's Goal 2 - Completion of cultural and own cultural heritage. Intervention racial identity class Goal 3 – exercises Diversity Demonstrate a fuller awareness and Goal 2 - Midterm paper and class understanding of assumptions and stereotypes and Intervention presentation, final paper the factors influencing stereotypical perceptions Goal 3 - and case presentation of people of color and become more fully aware Diversity of the potential interpersonal impact of stereotypical views on individuals of color of how they may affect their clinical work. Demonstrate an increased self awareness and Goal 2 - Midterm paper and class ability to be self reflective and to discuss the Intervention presentation, racial impact of cross-cultural interactions, and an Goal 3 - identity class exercise, and increased capacity for developing interpersonal Diversity case presentation skills in cross-cultural interactions. Demonstrate knowledge of socio-political Goal 3 - Final paper systems and the impact on people of color. Diversity Demonstrate increased comfort with ethnic and Goal 2 - Final paper and case racial differences. Intervention presentation Goal 3 - Diversity Demonstrate a basic knowledge of how the Goal 2 - Final paper, racial identity therapist and client can explore issues together Intervention class exercise, and case within the cross-cultural interaction, including an Goal 3 - presentation understanding of the reality of oppression, and Diversity the ability to perceive other within the context of their psychohistory and culture.

Evidence Based Practice: This course addresses evidence based practice issues among course topics, readings, films, experiential exercises, critical thought reflections, discussions, case presentations, and midterm and final papers. For example, students are required to utilize one of the most current and empirically supported racial ethnic identity models (Helms, 1995) to assess their own racial identity development and that of a client. This will assist them in understanding the clinical implications of the psychological services that they provide to their ethnically and racially diverse clients. Finally, students are required to integrate multicultural literature in their final and midterm papers. In order to support and encourage further growth and development, students are required to continue to explore different cross-cultural resources including empirical studies, research models, or conferences sponsored by APA’s Divison 45 (Cultural Diversity and Ethnic Minority Psychology).

Instructional Contact Hours/Credit Students can expect 15 hours of instructional engagement for every 1 semester credit hour of a course. Instructional engagement activities include lectures, presentations, discussions, group- work, and other activities that would normally occur during class time. Instructional engagement activities may occur in a face-to-face meeting, or in the eclassroom.

In addition to instructional engagement, students can expect to complete 30 hours of outside work for every 1 semester credit hour of a course. Outside work includes preparing for and completing readings and assignments. Such outside work includes, but is not limited to, all research associated with completing assignments, work with others to complete a group project, participation in tutorials, labs, simulations and other electronic activities that are not a part of the instructional engagement, as well as any activities related to preparation for instructional engagement.

At least an equivalent amount of work as required in paragraph above shall be applied for other academic activities as established by the institution, including laboratory work, internships, practica, studio work, and other academic work leading to the award of credit hours.

Course Information: The class is scheduled to meet 9AM to 6PM on each of the Sundays and Mondays, and 9AM to 4PM on the designated fifth day of the course (Sunday). Due to the experiential format of the class, the 6PM and 4PM ending times are not firm ones. Class may sometimes need to extend beyond this time. Students should plan accordingly.

We live in a pluralistic and culturally heterogeneous world. In fact, people of color comprise the fastest growing group in the United States. According to the 2001 U.S. Bureau of the Census, people of color make up about 28% of the population. However, it is predicted that within the next century, European-Americans will become the minority. In order to be competent to deal with clients from this society, psychologists must have an understanding of and a sensitivity to diverse ethnic cultures, value systems and world views. It is important to understand people within the context of the systems in which they function (i.e., families, social, economic, social class, religious and political). There is a growing literature investigating the effects of these dimensions on the human condition (i.e., identity formation, psychotherapy, race relations).

The course focuses on helping students develop awareness of and sensitivity to racial and cultural factors in the service of developing a better understanding of self in relation to clients with different cultural experiences and world views. The course aims to raise the consciousness of the developing clinician, thereby aiding the student in the process of self-development. Optimal results from course participation include enhanced sensitivity, heightened awareness, and greater understanding of self and others. An essential element of this course is a focus on education through experiential learning and didactic presentations.

The course requires students to make progress on multiple levels. One level is experienced when the students view the required films. The class discussions will help students to initially reflect on thoughts, feelings, and attitudes and assumptions regarding these distant, non-interactive cross cultural experiences. A second level is experienced when students discuss and write about personal and professional cross cultural situations. A third level is experienced when students make their oral presentations and experience feedback and guided questions to explore underlying assumptions, self-examination of activities and conceptual thinking of theoretical material. The fourth level is experienced when the student presents the specified and approved case material, and incorporates and enhances the work from the previous level.

Assignments:

Critical Thoughts/Comments Papers: To facilitate critical reading of the required texts and to stimulate meaningful group discussions, you will be asked to turn in at the beginning of each class (Sunday) a typed list of critical thoughts/comments about the material in the readings that came to your mind while reading them. We ask that you submit one critical thought/comment per reading/chapter (one paper for The Hidden Wound). These are due at the beginning of each Sunday class. Each thought or comment should not be longer than a half page (a few sentences, a paragraph, but no longer than a half page per thought). These can be general, theoretical, philosophical, specific, personal, etc., but must address the reading for that particular class. These critical thoughts and comments will be helpful in generating more expressive and interesting discourse. Students may be required to rewrite these comment papers or to meet with members of the teaching team depending upon the content of their papers.

Mid-term Assignment: The Mid-term assignment is divided into two parts: the Mid-term paper and the oral Mid-term class presentation. The goal of the Mid-term is to help students reflect on what they have learned about issues related to racism, race relations, biases, stereotypes, prejudice, etc.

Mid-term Paper: The Mid-term paper should be 10 to 12 pages in length. It must be typed, and double-spaced. Within the paper the student must demonstrate an understanding of some racial stereotypes that they have been exposed to and/or have absorbed, and be able to articulate how these stereotypes influence their interactions and attitudes. Students must also address the following five questions in depth: 1) What function does the stereotype serve? 2) What happens when you are faced with data that is inconsistent with your stereotype? 3) What makes giving up the stereotype so difficult? 4) What would you lose by giving up the stereotype? 5) What happens if you do not give up the stereotype? Students must also discuss the clinical implications of having these stereotypes, and the steps they need to take toward remediation. Additional questions may be added to the assignment.

In-Class Mid-term Presentation: The presentation should be 20 to 30 minutes in length. The student should not read the paper, rather they should share the crux of what they talked about themselves within the paper and share what they learned about their own attitudes, stereotypes and beliefs from this exercise. Students are encouraged to be open to further explore their process and issues with the help of the professors and teaching assistants.

Final Paper: The goal of the final paper is to have the student analyze their roles and reactions in regards to their experience of/ participation in (or resistance to) institutional racism as it occurs within organizations with which they have had experience. Example institutions include, but are not limited to schools, colleges and universities, religious institutions, places of employment and training, and fraternities and sororities. The student should be able to demonstrate an understanding of their own relationship to racism, attitudes towards people of color and stereotypes. This inquiry will be reflected in the 8 to 10 page reference paper. The paper should be typed and double spaced (the page limit excludes the reference pages). The concepts and knowledge that the students have acquired during the course should be incorporated into the paper.

The paper should be divided into two parts: the first part of the paper should be approximately 6 to 8 pages long and focused on the interaction between institutionalized racism and the student's personal experience of racism. The following points must be addressed: - Analysis of the institutional racism - Analysis of the students "participation" in the same institutional racism - The impact of the above on people of color - The student's emotional response to all of the above

The second part of the paper should be 2 to 3 pages long and focused on the student's emotional reactions to the course-as-a-whole (i.e., the course, the assignments, the topic, etc.). This part of the paper is designed to help students integrate their new knowledge and their affective experience. The following points must be addressed: - How the student perceptions have expanded or shifted as a result of the course - Changes in awareness, thoughts, attitudes, and behavior - Future growth directions

Case Presentation: These assignments will take place on the fifth day of class, and are designed to allow students to reflect on a clinical experience and from case material presented by the course instructors, and then make an evaluation their assessment and intervention within the context of this course. Students are to attend to the case material both internally (heightened awareness and sensitivity) and externally (observed behavior and the meaning of that behavior). Students should attend to their activity in the process and reflect on personal assumptions and biases, power differential, use/misuse of power, empathy, focus on therapeutic goals, and management of personal feelings. Students will be asked to work individually and in small groups.

Students will generally be asked to identify their own stage of ethnic racial identity development and that of a client of color they have worked with in the past. Students will then discuss how the identity development impacted the clinical interaction. Students who only have a current clinical case or who have had no relevant clinical experience with a person of color may be required to use a prior work or social situation. The Professors must give individual approval for this to be an option.

Students will then be given case material that will be used for a case presentation. This is generally a small group activity. The presentation should be approximately 20-30 minutes in length. The instructors will use additional time to help students further explore the relevant issues. Presentations will take place on the designated fifth day.

Culture Swap: At the end of the last day of class, students are to share significant cultural connections that they are aware of or have experienced that other students in class can also experience. This might include poetry and readings you have read, movies you have seen, or museums and festivals you have attended. We strongly encourage you to share a significant piece of your own culture. This could again be a poem, reading, song, food, video or anything which you feel reflects your own culture. Students may also share personal stories and histories that reflect their cultural experience.

Assignment Table: Week Readings Assignment September The reading assignments that must be completed before the Critical Thoughts/ 11 & 12 first class are: Comments Paper (Due Sunday) Kovel: Chs. 2 (Reflections on the History of American Racism), 3 (On History and Psychology), 4 (Fantasies of Race), 7 (The Psychohistorical Matrix), 8 (Psychohistory of Racism in the US)

Pinderhughes: Chs. 3 (Understanding Difference), 4 (Understanding ethnicity), 5 (Understanding Race), 6 (Understanding Power)

Course Packet: Sollars, Hall, Gaines October The reading assignments that must be completed before the Midterm Paper 9 & 10 second weekend are: (Due Sunday) Berry: The Hidden Wound (1 page critical thought paper) Critical Thoughts/ Sue: Overcoming Our Racism (1 page critical thought Comments Paper paper) (Due Sunday) Course Packet: Grey, Root, Smart, Pope, Longman Paper for “The Movies/Films Hidden Wound” & “Overcoming Our Racism” November The reading assignments that must be completed before the Final Paper DUE 13 fifth day are: Critical Thoughts/ The Analyst in the Inner City (1 page critical thought paper) Comments Paper The applicable chapters in the Handbook of Multicultural Counseling, and the Tatum article if appropriate. Case Presentation Culture Swap

Grading Criteria: Your performance in this course will be based upon the assignments described above and class particiapation.

Attendance is mandatory for all classes. Failure to attend anyone of the five sessions will result in a no credit for the course. The following tasks will be used to evaluate student's performance in this course: - In Class Participation - Critical Thoughts/Comments Papers - Mid-Term Paper - Oral Presentation - Term Paper - Final Case Presentation

PP7341 will be graded as credit or no credit. If a student’s performance on any of the course assignments is deemed as not meeting the satisfactory requirements for passing, the teaching team may require the student to meet with one or more members of the team, and/or require that parts or all of a paper be rewritten, and/or require some other remediation task.

Additional Readings (Books on Reserve): *REQUIRED READINGS

Abdullah, S. (1993) A Cultural Competency Guide: Competency Guidelines Competency Scale Jones, J. (1997). Prejudice and Racism, Chapter 15, "Under-standing Racism II: Institutional Racism". Senge, P. (2006). The Fifth Discipline, Chapter 10, "Mental Models". *Ponterotto, J.G., Casas, J.M., Suzuki, L.A. and Alexander, C.M. (Eds.) (2009), Handbook of Multicultural Counseling, Chapter 9, “An Updated of Helm’s White and People of Color Racial Identity Models”- J. Helms; Chapter 10, “BiRacial Identity Development: Theory and Research”- C. Kerwin and J.G. Ponterotto; Chapters 6-8 may also be of interest. Tatum, B.D., Teaching White Students about Racism: The Search for White Allies and the Restoration of Hope, In Teachers College Record, Volume 95, No. 4, Summer 1994.

ARTICLES (Packet Available):

Grey, C. (1993). Culture, Character and the Analytic Engagement. Contemporary Psychoanalysis, 29/3, pp. 487-505. In Post-Colonial Studies Reader (eds. Ashcroft, B., Griffiths, G., and Tiffin, H.). New York: Routledge, Z. Sollors, W. (1995). “Who is Ethnic?” In Beyond ethinicity: Consent and descent in american culture. (1986). New York: Oxford University Press. Hall, S. (1995). “New Ethnicities - Post Colonial Study.” In New ethnicities: Black film, British cinema ICA documents 7. (1989). London: Institute of Contemporary Arts. Root, M. P. P. (1994). Mixed Race Women, in Women of Color: Integrating Ethnic and Gender Identities in Psychotherapy. eds. Comaz-Diaz and Greene. Gaines, Stanley (1995). Prejudice from Allport to Qubois. American Psychologist, 50, 2, 96- 103. Smart (1995). Acculturative Stress of Hispanics. Journal of Counseling and Development, 73, Mar-Apr, 390-395. Pope (1995). The Salad Bowl is Big Enough For Us. Journal of Counseling and Development, 73, Jan-Feb, 301-304. Longman (1995). Including Jews in Multiculturalism. Journal of Multicultural Counseling, 23, Oct, 223-235. American Psychological Association (2003). Guidelines on multicultural education, training, research, practice and organizational change for psychologists. American Psychologist 58, 377-402. Comas-Diaz, L. (2006). Cultural variation in the therapeutic relationship. In C.D. Goodheart, A.E. Dovidio, J. F., Gaertner, S.L., Kawakami, K. & Hodson, G. (2002). Why can’t we just get along? Interpersonal biases and interracial distrust. Cultural Diversity & Ethnic Minority Psychology, 8, 88-102. Eberhardt, J. L. (2005). Imaging race. American Psychologist, 60, 181-190. Nelson, D. W. & Baumgarte, R. (2004). Cross cultural misunderstandings reduce empathic responding. Journal of Applied Social Psychology, 34, 391-401. Ponterotto, J. G., Fuertes, J. N. &Chen, E. C. (2008). Models of multicultural counseling. In S.D. Brown & R.W. Lent (Eds.). Handbook of counseling psychology (4th ed.). New York: John Wiley, pp 639-669. Seigel, D. J. (1999). The Developing Mind: Toward a neurobiology of interpersonal experience. New York: Guildford Press. Sue, S. & Zane, N. (2006). How well do both evidence-based practice and treatment as usual satisfactorily address the various dimensions of diversity? In L.E. Beutler, & R.F. Levant (Eds.) Evidence-based practice in mental health. Washington, DC: American Psychological Association, pp.329-374. Vasquez, M.J.T. (2007). Cultural difference and the therapeutic alliance. An evidence-based analysis. American Psychologist, 62, 878-885. Whaley, A.L. & Davis, K.E. (2007). Cultural competence and evidence-based practice in mental helath services: A complementary perspective. American Psychologist, 62, 563-574.

In addition to the required readings you are required to view four of the following movies, in preparation for the class. You will be informed of which movies prior to the first class. These movies will be discussed during the second weekend of the course. Students may be asked to lead the class discussion on any of the movies assigned. The movies are available in the Argosy Library. The older movies may be available through NetFlix. - “Bamboozled”, Spike Lee, Director - “Crash”, Paul Haggis, Director - “American History X”, Tony Kaye, Director - “Smoke Signals”, Chris Eyre, Director - "Do the Right Thing", Spike Lee, Director - "Q & A", Sidney Lumet, Director - "Thunderheart", Michael Apted, Director - "The Joy Luck Club", Wayne Wan, Director: based on the novel by Amy Tan. - “Saving Face”, Alice Wu, Director

It is important that you prepare for the first class by completing the reading assignments. Prior to or during class time, you may view and discuss several movies, including: ETHNIC NOTIONS AND THE COLOR OF FEAR 1and 2, ON COMMON GROUND, AND IN WHOSE HONOR.

Library Resources

Argosy University’s core online collection features more than 21,000 full-text journals, 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. All electronic resources can be accessed through the library’s website at www.auchicagolib.org. User IDs and passwords are distributed during orientation, but can also be obtained at the circulation desk, calling 312-777-7653, or by e-mail at [email protected].

In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Library Online Catalog. Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.

Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach fundamental and transferable research skills, including selecting sources appropriate for academic-level research, searching periodical indexes and search engines, and evaluating and citing information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosy.edu/infolit/

Academic Policies

Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.

Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.

Americans with Disabilities Act Policy

It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request.

Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.

The Argosy University Statement Regarding Diversity

Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.