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GORDON CONWELL THEOLOGICAL SEMINARY-CHARLOTTE
MASTERS OF ARTS IN COUNSELING PROGRAM
CO/WM 712 CROSSCULTURAL COUNSELING
SUMMER:2016
Instructor: Rodney L. Cooper, Ph.D.
Course Dates: June 17-18, July 15-16, and
Aug. 5-6, 2016
Course Times: Fri: 6:30-9:00 p.m.;
Saturday: 9:00-4:00 p.m.
Contact Information:
Phone Number: 704-940-5832 Email address: [email protected] Office Hours: By Appointment Office Location: 215
Course Description: The purpose of this course is to provide an overview of cross-cultural considerations in the
conduction of counseling with families and individuals of different cultural backgrounds.
Emphasis is given to family roles, structures, functions and systems, and to the context in which
individuals relate. It is the instructor’s hope that each student will develop a counseling ministry,
which will be sensitive and helpful to various cultural groups. Counseling, whether it be in the
USA or overseas, requires a basic understanding not only of how various ethnics live life, but
also one’s own possible stereotypes which may hinder effectiveness in the therapy process. The
course provides an opportunity to develop sensitivity and insight as well as strategies needed to
work effectively among people in cross-cultural settings. The main focus of this course will be
upon working with American minorities.
Gordon Conwell Mission:
Article 2: To maintain academic excellence in the highest tradition of Christian scholarship in the
teaching of the biblical, historical and theological disciplines. Theological education, which is
properly done within and for the Church, ought to function with rigor and academic integrity.
The seminary, therefore, must provide an environment within which teaching and learning can
best occur and encourage high levels of scholarly competence and research in its faculty.
Article 3: To train and encourage students, in cooperation with the Church, to become skilled in
ministry. The Church and the seminary share the goal of seeing knowledge, skills and
experience integrated in the person who ministers. Through the courses and the
practica/internships, a combination of careful training and supervised experience in counseling
ministries are pedagogical practices essential to achieving that goal.
Course Objectives: Knowledge and Skill Outcomes (CACREP II.D.2): This section contains
specific CACREP 2009 Standards that will be addressed in the course.
Students will:
General: Develop or enhance (1) a knowledge and understanding of the major
issues surrounding multicultural counseling and (2) the ability to diagnose and
treat effectively those of a different ethnic background. Consideration of world-
views, values and micro, macro and ecosystems will be explored.
Educational: (1) Develop a competence in understanding the historical,
sociological, familial, and societal influences placed upon each ethnic or minority
group; (2) understand the various theories concerning each ethnic group’s
attitude toward society and counseling; (3) gain an understanding of one’s own
possible prejudices or stereotypes toward certain ethnic populations and develop a
plan in dealing with them; and (4) develop a biblical framework for race relations
which will, in turn, affect cross-cultural counseling. The integration of
psychological, anthropological and theological perspectives is a must to develop
insights necessary in ministry or delivery of services in different cultural settings.
Performance:
a. Cognitively: (1) Articulate the different issues a therapist faces in forming
a therapeutic alliance with clients of a different ethnic origin; (2) to
explain the different approaches to bring about an effective counseling
relationship with clients of a different ethnic background; (3) to identify
the salient features of American culture and how it varies from those
around it; (4) to understand the major subcultures with American life; (5)
to recognize the ramifications of poverty, urban life, and ghettoization on
emotional functioning; (6) to be able to apply effective counseling
strategies with missionaries and the children of missionaries; and (7) to
evaluate my own adaptability to cross-culture and then work on those
areas that require change.
b. Affectively: (1) Develop a greater appreciation for cultures that see the world
in a different framework than I do; (2) develop a greater appreciation
concerning the struggles ethnics face in living in America; (3) rejoice in a
God who loves variety -- especially in people groups; and (4) to thank God
for the cross - through which the “wall” has been removed making
reconciliation possible.
CACREP Section II, G
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:
2-a. multicultural and pluralistic trends, including characteristics and concerns within and among
diverse groups nationally and internationally;
2-b. attitudes, beliefs, understandings, and acculturative experiences, including specific
experiential learning activities designed to foster students’ understanding of self and culturally
diverse clients;
2-c. theories of multicultural counseling, identity development, and social justice;
2-d. individual, couple, family, group, and community strategies for working with and
advocating for diverse populations, including multicultural competencies
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
2-f. counselors’ roles in eliminating biases, prejudices, and processes of intentional and
unintentional oppression and discrimination.
CMHC Section II-G
D-2. Applies multicultural competencies to clinical mental health counseling involving case
conceptualization, diagnosis, treatment, referral, and prevention of mental and emotional
disorders.
D-5. Demonstrates appropriate use of culturally responsive individual, couple, family, group, and
systems modalities for initiating, maintaining, and terminating 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-3. Understands current literature that outlines theories, approaches, strategies, and techniques
shown to be effective when working with specific populations of clients with mental and
emotional disorders.
E-4. Understands effective strategies to support client advocacy and influence public policy and
government relations on local, state, and national levels to enhance equity, increase funding, and
promote programs that affect the practice of clinical mental health counseling.
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.
E-6. Knows public policies on the local, state, and national levels that affect the quality and
accessibility of mental health services.
F-1. Maintains information regarding community resources to make appropriate referrals.
F-2. Advocates for policies, programs, and services that are equitable and responsive to the
unique needs of clients.
F-3. Demonstrates the ability to modify counseling systems, theories, techniques, and
interventions to make them culturally appropriate for diverse populations.
Class Structure and Instruction: Method of instruction (CACREP II.D.3): Lectures, guest
speakers, films, and a cross-cultural inventory will be utilized to present techniques and
approaches in working in a multicultural context
Required Texts and/or Readings* (CACREP II.D.4): This section includes all required and
recommended textbooks and/or readings for the course.
Sue, W.S. and Sue, D. (2014) Counseling the Culturally Diverse: Theory and Practice,
7th Edition. New York: John Wiley and Sons.
Rah, Soon-Chang. (2005) The Next Evangelicalism: Freeing the Church from Western Cultural Captivity. Downers Grove, ILL: IVP Press. ISBN: 9780830833603
Robles, Leondar-Wright, Brewer and Adamson (editors). (2006) The Color of
Wealth. New York, New York: The New Press. ISBN: 9781595580047
Course Requirements and Expectations Student Performance Evaluation Criteria and
Procedures (CACREP II.D.5): This section includes information regarding student evaluation
and should include: (a) course requirements, (b) assignments, (c) grading scale, and (d) any
additional expectations of students during the course
Achievement of the course objectives will be measured through a variety of assignments
and activities as described below.
Full attendance and participation is expected in this course. The course is compact,
accelerated and challenging, demanding attention, concentration and ‘being there.’
Students participate in small group discussions focusing on multi-cultural cases so as to
learn from concrete examples
No Late Papers Accepted
Document Formatting and Citation Style Requirements (All APA, except reflection paper)
Assessment Instrument
The student will be required to take the Intercultural Development Inventory. The inventory is
developmental in nature and shows where the student is in regards to their cross-cultural
competency as well as the next steps in growing in their cross-cultural competencies by
implementing elements of the personal plan that accompanies the inventory. The cost is $25.00
to take the assessment or $75.00 for the assessment and an appointment to go over the results
in a private session with Dr. Cooper. [CACREP II.G.2e, 2d, 2f; 5 D5, E5, E2]
Assignments:
Reading Log:
The purpose of the course is to acquire a broad knowledge of the subject. Thus the
student is expected to read, along with the required texts, an additional 300 pages.
Recommended Resources:
Atkinson, David R. (2004). Counseling American Minorities (6th
Ed.) New York:
McGraw Hill. ISBN: 9780697361851
McGoldrick, M. Giordano, J. and Garcia-Preto, N. (eds.) (2005) Ethnicity and
Family Therapy. (3rd ed.) New York: Guilford Press. ISBN: 9781593850203
Due: August 31, 2016. (250 points)
1. Term Paper:
Write a research paper that focuses on how counseling will vary with a certain ethnic
group because of cultural variations. This paper is to cover issues the counselor should
be aware of in counseling the particular ethnic group chosen for the paper. Issues in
delivery of services, possible barriers, innovative methods, at an individual and family
level, represent possible topics for discussion. [CACREP II.G.2a, 2c; CMHC E.1, E.3]
Due: August 31, 2016 (20 pages in length plus bibliography). (250 points)
2. Self-Exploration Project:
1. Your Ethnic and Cultural background:
a. Discuss what aspects/qualities of your ethnic/cultural background are
prominent in your life (e.g. language, religion, character traits) and the
childhood experiences that reinforced them.
b. Describe the childhood and adolescent experiences or relationships that
shaped your view of people who are culturally different from you
2. The Cultural Values You currently Hold
a. What cultural values do you currently hold (address time, activity,
relational, basic human nature, religious)?
b. Which of these values would be different from common values of African
Americans, Asian Americans, Hispanic Americans, or Native Americans?
c. How do you plan to manage values conflicts with your clients?
3. Describe Your Process in Racial Identity Development?
a. What stage are you currently experiencing? Give Examples?
b. What factors/experiences influenced your progression?
c. How do you plan to facilitate your racial identity development? Or do you?
[CACREP II.G.2b, 2c, 2e, 2f; CMHC E.2, E.5]
Due: August 6th, 2016 (5-8 pages) (200 points)
4. Ephesians 2:11-17 Paper: Write a paper dealing with the issues of Jewish and Gentile reconciliation. What is the context of this passage? What is Paul’s purpose in writing this passage? What does he mean when he talks about the “wall of hostility” being broken down? What are the implications in this passage about racial reconciliation? How does it apply today? In counseling? [CACREP II.G.2b, 2e, 2f; CMHC E.2, E.5]
Due date: July 16, 2016 (8-10 pages) (150 points)
5. The Diverse Experience of Culturally Diverse People: An Investigation Project
Interview from any of the following groups: African Americans, Asian Americans, Hispanic Americans or Native Americans. (Example of interview is in Sakai under Resources) Due: August 6th, 2016 (150 points)
Grading:
Grading criteria for written work:
Promptness
Organization
Comprehensiveness and content concerning the topic
Writing style
Practicality and evidence of personal impact of the information
APA format
Evaluation:
Term Paper: 25% (250 points)
Reading and Log: 25% (250 points)
Self-Exploration: 20% (200 points)
Interview: 15% (150 points)
Ephesians 2:11-17: 15% (150 points)
TOTAL (1,000 points)
Grading Rubric: Final letter grades will be assigned based on the following distribution:
A+ 980-1000 C+ 770-799
A 940-979 C 740-769
A- 900-939 C- 700-739
B+ 870-899 D+ 670-699
B 840-869 D 640-669
B- 800-839 D- 600-639
Course Schedule:
Date Topics Reading Due Assignments Due
June
17-18 Introduction to topics
Trends concerning
Multiculturalism and Pluralism
Cultural issues in counseling
Western and Non-Western
Worldviews (Values)
Psychopathology in cross-
Sue and Sue ch.1-9
cultural perspective (Norms)
The Culturally Skilled
Counselor
[CACREP II.G.2a, 2c, 2e, 2f; CMHC E.1, E.4]
July
15-16
Movie: The Color of Fear
Discussion
Sociopolitical Considerations of
Mistrust in Counseling
Racial/Cultural Identity
Development
Intercultural Identity Inventory
Results [CACREP II.G.2b, 2c, 2d, 2e, 2f;
CMHC E.2, E.4, E.5, E.6]
Sue and Sue ch.10-13
Color of Wealth
Ephesians paper
Aug. 5-6
Counseling
Black Americans
Native Americans
Mexican Americans, Latinos,
Hispanics
Asian Americans
Review and Conclusions
[CACREP II.G.2a, 2c, 2d; CMHC D.2,
D.5, E.1, E.5]
Sue and Sue ch.14-17 Self-Exploration
paper
Investigation
Project
Aug. 31 READING AND
READING LOG
Academic Standards/Policy:
Cheating and plagiarism are considered serious breaches of personal and academic integrity.
Cheating involves, but is not necessarily limited to, the use of unauthorized sources of
information during an examination or the submission of the same (or substantially same) work
for credit in two or more courses without the knowledge and consent of the instructors.
Plagiarism involves the use of another person’s distinctive ideas or words, whether published or
unpublished, and representing them as one’s own instead of giving proper credit to the source.
Plagiarism can also involve over dependence on other source material for the scope and
substance of one’s writing. Such breaches in academic standards often result in a failing grade
as well as other corrective measures. For more information, please consult the Student
Handbook.
ADA Policy
The seminary complies with the provisions of the Americans with Disabilities Act. A student
with a qualifying and authenticated disability who is in need of accommodations should petition
the seminary in accordance with the stated guidelines in the Student Handbook.
Cancellation of Class
In the event the seminary has to cancel a class meeting (impending storm, professor illness, etc.),
the Registration Office will send out an email (via the GCTS email account) notification to all
students registered in the respective course. If the cancelation occurs the day of the scheduled
meeting, the Registration Office will also attempt to contact students via their primary phone
contact on record. The professor will contact the students (via GCTS account) regarding make-
up. If a weekend class is cancelled, the class will be made up during the scheduled Make-Up
weekend (see the academic calendar for the designated dates). For more info, consult your
Student Handbook.
Extension Policy
Arrangements for submission of late work at a date on or before the “last day to submit written
work”, as noted on the seminary’s Academic Calendar, are made between the student and
professor. Formal petition to the Registration Office is not required at this time. This includes
arrangements for the rescheduling of final exams.
However, course work (reading and written) to be submitted after the publicized calendar due
date, must be approved by the Registration Office. An extension form, available online, must be
submitted to the Registration Office prior to the “last day to submit written work.” Requests
received after this date will either be denied or incur additional penalty. For a full discussion of
this policy, please consult the Student Handbook.
Grades
Grades are posted on line within twenty-four hours of receipt from the professor. Students are
expected to check their CAMS student portal in order to access posted grades. Those individuals
who need an official grade report issued to a third party should put their request in writing to the
Registration Office. Faculty have six weeks from the course work due date to submit a final
grade.
Returned Work
Work submitted through Sakai will be returned via Sakai since no hard copies will be turned in.
Enclose a self-addressed, stamped envelope with any hard copy work submitted if you wish to
have it returned.
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