EVIDENCE OF LEARNING OUTCOMES: Students will demonstrate knowledge and application of School Counseling Standards

Transcription

1 UNIVERSITY OF LA VERNE College of Education and Organizational Leadership Counseling Diverse Populations EDUC. 573 COURSE OUTLINE Education 573 Fall, 2009 On Campus Counseling Diverse Populations 3 units (Graduate Credit Only) Pre-requisites: Education 546, 549, 571, 572 (Concurrent enrollment in supervised field work) INSTRUCTOR Adonay A. Montes, Ph.D. School Counselor Preparation Program (909) , Ext amontes@laverne.edu COURSE DESCRIPTION This course is an examination of diversity in a school setting from the culture-general to the culture-specific. Emphasis is placed on the previously learned counseling skills as applied to culturally diverse populations including, but not limited to, racial/ethnic, socioeconomic status, environmental factors, religious, sexual orientation, differently-abled, educationally handicapped, and children in non-traditional homes. (THIS COURSE CANNOT BE CHALLENGED). NOTE: Since the demographics of California public schools are continually changing, it is the policy of the School Counselor Preparation Program that socio-cultural competence be appropriately addressed in all courses. Socio-cultural competence is defined as involving counselor trainees in the continual development of attitudes and beliefs, knowledge and skills related to: (a) awareness of one s own assumptions, values and biases; (b) understanding the worldview of the culturally different client; (c) culturally appropriate intervention strategies and techniques and (d) sociopolitical influences that impinge upon the life of racial/ethnic minorities [based on Sue 2001]. EVIDENCE OF LEARNING OUTCOMES: Students will demonstrate knowledge and application of School Counseling Standards 1

2 1. Personal/Social (CA Standards 3, 8, 14, 21, 25, and 26) 2. Assessment, Research, Program Design, Evaluation and Technology (CA Standards 1, 4, 15, 27,28, 29 and 30) 3. Advocacy, Ethics, and Mandates (CA Standards 6, 18, and 23) EMLO s document for Education 573 is found on the ULV PPS Professional School Counseling Program Site - COURSE CONTENT 1. Dimensions of personal identity and definitions of culture. 2. Components of cultural competency and communication skills. 3. Effective strategies for effecting educational equity and advocating school success for all students. 4. Specific skills for counseling diverse populations to be gained through research, reading, class participation, videos, guest speakers and interviews. 5. Particular characteristics of various diverse cultures represented in the California schools. ACTIVITIES OF PARTICIPANTS Participants in this course shall actively seek to become a multiculturally competent school counselor by: 1. purposefully engaging in all class discussions and activities. 2. actively listening to presentations of instructors and visiting speakers. 3. completing and presenting a project, which will evidence the student s familiarization with the various components of a diverse population of their choosing. Each member of the class will be concurrently involved in field work or planning for a career in school counseling. The project will consist of completing **30 hours of field work at a k-12 school working with culturally diverse students. Students will select to complete their hours at the elementary, middle or high school level. It is the hope of the instructor that the student will choose a diverse population with whom they either are interacting currently, or with whom they hope to engage, thus using the duration of the semester to gain knowledge about this population. 4. completing all assignments and projects by the due dates given, including a one-to-two page reaction paper each week exploring personal feelings and insights resulting from class discussions, activities and reading assignments. 5. engage in a field trip designed to emphasize a cross-cultural experience and to provide an interactive opportunity which focuses on the theme of multiculturalism, racism, and/or prejudice. The Museum of Tolerance, located at 9786 West Pico Blvd. in L.A. is an example of a location which will meet this requirement. Clear all activities with the instructor. This assignment is meant to take the place of one class session. Students should return prepared to share their experience with the class; handouts should be part of this sharing. They may take any form which the student thinks will best convey their experience. 6. actively participate in role-playing and simulations and engage in consciousness raising activities. 2

3 7. work individually and with small groups of classmates to research and develop a cultural genogram of his/her family of origin with the goal of better understanding his/her cultural identity. 8. preparing for and completing all quizzes and papers as assigned. 9. preparing for and completing the final examination. The final exam will consist of students presenting in class their experience working with culturally diverse students along with a ten page paper elaborating on their experience and reflections in working with diverse students. 10. completion of the attached document, Evidence of Meeting Learning Outcomes Contained in the Course Syllabus. These documents are to be placed in your Professional Growth Portfolio for School Counseling Candidates. ** The 30 hours students will complete in this class will be counted towards their 600 hours of field work required to complete in the counseling program. Assessment Plan Assessment of achievement in this class is dependent upon several factors. The University s grading policy for graduate students indicates that: To earn an A, the student must demonstrate insightful mastery of the subject matter and exceptional quality in written and oral communication. To earn a B, the student must exhibit professional competence in the subject matter in all written and oral communication. To earn a C, the student must complete course assignments and requirements with minimally acceptable proficiency in all written and oral communication. Grading Class attendance, verbal participation in discussions, full participation in activities, and respectful demeanor with classmates and professor (including reactions papers). 30 Experiential activities in the field (including sharing of field trip). 10 Cultural genograms (including class presentation). 10 Midterm 15 Development of counseling theory 10 Evidence of Learning. 5 Final exam (including completion of 30 hours of field work). 20 Incompletes are rarely given. They must be discussed with the instructor prior to the last day of class. 3

4 Notes: 1. Students are reminded of the University of La Verne policies on academic honesty, which appears in the ULV catalogue. Please familiarize yourself with them. Dishonesty will be viewed as a serious offense. 2. Because this course centers on discussion and presentations, class participation is given a high priority. Anticipated problems with attendance should be discussed in advance with the instructor. No more than three absences will allow for passing the class. With any more than two absences, a grade reduction will result. Because this course incorporates many experiential techniques and the expertise of certain guest speakers, regular and consistent attendance is imperative. My telephone numbers are (909) , (909) and is argensal@aol.com. Grading Scale: A = 95 to 100 A- = 92 to 94 B+ = 89 to 91 B = 84 to 88 B- = 81 to 83 C+ = 78 to 80 C = 73 to 77 C- = 70 to 72 D = 65 to 69 ** MODIFICATION OF THE SYLLABUS MAY BE MADE AT ANY TIME AT THE PROFESSOR S DISCRETION. ** REQUIRED TEXTS Charles R. Ridley. Overcoming Unintentional Racism in Counseling and Therapy: A Practitioner s Guide to Intentional Intervention. Thousand Oaks, California: SAGE Publications, Paul B. Pedersen and John C. Carey. Multicultural Counseling in Schools: A Practical Handbook. San Francisco: Allyn and Bacon, Nielsen, Lee Brattland. Brief Reference of student disabilities... With Strategies for the Classroom. Thousand Oaks, California: Corwin Press, Inc., SUPPLEMENTARY MATERIALS Glenn R. Allen. The Section 504 Guide. Horsham, PA: LRP Publications, SST Manual and Forms on CD ROM, California Dropout Prevention Network. Santa Cruz: Educational Alliance, RECOMMENDED JOURNALS 4

5 American Educational Research Journal American Psychologist Career Development Quarterly Counseling Psychologist Counselor Education and Supervision Developmental Psychology Education Educational Psychologist Elementary School Guidance and Counseling Gender and Society: Sex Roles: A Journal of Research Hispanic Journal of Behavioral Sciences Journal of Adolescence Journal of African History Journal of American Ethnic History Journal of Asian and African Studies Journal of Asian Studies Journal of Communication and Minority Issues Journal of Counseling and Development Psychology of Aging The ASCA Counselor The School Counselor Western Journal of Black Studies Youth and Society RECOMMENDED BOOKS Benjamin, A. (1987). The Helping Interview. Boston, MA: Houghton Mifflin Company. Conoley, C, J. and Conoley, W, C. (1992). School Consultation: Practice and Training (2 nd ed.). Needham Heights, MA: Allyn & Bacon. Corey, G. (1996). Theory and Practice of Counseling and Psychotherapy (5 th ed.). Pacific Grove, CA: Brooks/Cole Publishing Company. Corey, G. (1995). Theory and Practice of Group Counseling (4 th ed.). Pacific Grove, CA: Brooks/Cole Publishing Company. Frankl, E. V. (1959). Man s Search for Meaning: An Introduction to Logotherapy. New York, NY: Simon & Schuster, Inc. Freire, P. (1993). Pedagogy of the Oppressed. New York, NY: The Continuum Publishing Company. Gibson, A. M., Gandara, P., and Koyama, P. J. (2004). School Connections: U.S. Mexican Youth, Peers, and School Achievement. New York, NY: Teachers College Press. Goleman, D. (1995). Emotional Intelligence: Why it can matter more than IQ. New York, NY: Bantam Books Noguera, P. (2003). City Schools and the American Dream: Reclaiming the Promise of Public Education. New York, NY: Teachers College Press. Ponterotto, G. J., Casas, M, J., Suzuki, A. L., and Alexander, M. C. (1995). Handbook of Multicultural Counseling. Thousand Oaks, CA: SAGE Publications, Inc. Rodriguez, L. (2001). Hearts and Hands: Creating Community in Violent Times. New York, NY: Seven Stories Press. 5

6 Roy, M. J. (2002). Love to Hate: America s Obsession with Hatred and Violence. New York, NY: Columbia Univeristy Press. Scott, T. M., and Davis, R. S. (1997). The Elements of Counseling (3 rd ed.). Pacific Grove, CA: Brooks/Cole Publishing Company. Suarez-Orozco, C., and Suarez-Orozco, M. M. (2001). Children of Immigration. Harvard University Press. Yalom, D. I. (1989). Love s Executioner and Other Tales of Psychotherapy. New York, NY: Harper Perennial. Course Schedule and Reading Assignments ** Additional articles and handouts will be given in class to supplement course readings** **Late work will not be accepted, hard copies of reflections are due weekly** Date Topic Assignment Wed. Sept. 2 Ourselves and the class: What is Counseling? Review Texts Introduction to concepts of diversity and multiculturalism Wed. Sept. 9 Role of the counselor P&C Theories of Multiculturalism Ch. 1 & 10 Cultural Genograms Handouts Wed. Sept. 16 Examining the counselor s unintentional Ridley racism: minority clients as victims, fifteen Ch. 1, 2, 3 propositions, and concepts of racisms Wed. Sept. 23 Wed. Sept. 30 Cultural Genogram presentations and class discussions Cultural Genogram presentations and class discussions (3-5 paper due) Wed. Oct. 7 Developing cultural competency Ridley Ch. 4 and communication skills P&C Ch. 8,9,14 Wed. Oct. 14 Overcoming the counselor s unintentional Ridley racism: importance of race and culture, setting Ch. 7, 8, 9, culturally relevant goals, counselor s decision- 10, 11 making, managing resistance, and terminating relationships effectively (Take home midterm and counseling theory due) Wed. Oct. 21 Racial, class, gender and cultural identity P&C development: introduction to 40 Chapter 3 developmental assets DA handout 6

7 Wed. Oct. 28 Educational equality for students of color; Articles and development of specific skills and intervention handouts strategies to meet the counseling needs to be given of specified diverse populations in class Wed. Nov. 4 Personal biases and values: how they impact Ridley our work with pupils with different Ch. 5 & 6 values and beliefs; gay, lesbian, and bisexual identity Wed. Nov. 11 Museum of Tolerance presentations and class discussions (5 7 page paper due) Wed. Nov. 18 Multicultural counseling with immigrant P&C students: understanding their worldview Ch. 4,5,12 and value conflicts Wed. Nov. 25 Counseling diverse populations high risk: looking at populations with disabilities P&C Chapter 11 Wed. Dec. 2 Increasing parent participation in P&C public schools (Final exam due 7 10 paper) Ch. 6 & 7 Wed. Dec. 9 Special education and the school counselor: P&C SST s, IEP s, and section 504 of the Chapter 13 Rehabilitation ACT Wed. Dec. 16 Final presentations on 30 hours of field work experience; wrapping it all up (30 hours completion log and Learning Outcomes due) ** MODIFICATION OF THE SYLLABUS MAY BE MADE AT ANY TIME AT THE PROFESSOR S DISCRETION. ** 7