SYLLABUS

MARYLAND IN EUROPE

GRADUATE PROGRAMS

COUNSELING AND PERSONNNEL SERVICES

COURSE: EDCP612 CROSS-CULTURAL COUNSELING

COURSE DATES: 19Aug/9Oct02 Mon & Wed 18:45 to 21:30.

COURSE LOCATION: HEIDELBERG

CREDIT: 3 semester hours credit.

INSTRUCTOR: DR. CLEMENT MARCANTONIO earned the Doctor of Education degree in Psychology, Marriage and Family at University of Northern Colorado; he is a clinical member and Approved Supervisor for the American Association of Marriage and Family Therapists, Licensed Marriage and Family Therapist and National Certified Counselor; has taught graduate courses in excess of 20 years for the University of Southern Cal, Boston University and University of Maryland.

EMAIL ADDRESS:clement.marcantonio@lnd.amedd.army.milIn addition, A Web Board will be used. Students will be enrolled in the Web Board.

OFFICE HOURS: Prior to class; after class on day one or by appointment.

REQUIRED TEXT:

Sue, D.W.& Sue, D. (1990). Counseling The Culturally Different, Theory and Practice, Second Edition, A Wiley-Interscience Publication.

RECOMMENDED TEXTS:

McGoldrick, M., Giordano, J., Pearce, J.K., (l996) Ethnicity & Family Therapy, Second Edition, The Guilford Press, New York.

McGoldrick, M. (l998), Re-Visioning Family Therapy, Race, Culture, and Gender in Clinical Practice, The GuilFord Press, New York.

Vacc, N., De Vaney, S., Wittmer, J., (1995) Experiencing and CounselingMulticultural and Diverse Populations. Third Edition. Accelerated Develoopment.

COURSE DESCRIPTION

The course will deal with the challenge of diversity in counseling. It will focus onrecent researchand examine institutional settings that tend to perpetuate suspicion and prejudice

toward clientswho have a different heritage and worldview than the counselor. Also, it will

address the relevance of thecounselor’sown personal cultural/ethnic background.

DEPARTMENT GOALS AND OBJECTIVES

1.To be knowledgeable about issues of culture, race, and ethnicity as they impact counseling

theories, and the practice of counseling and other helping professions.

2.To examine literature pertinent to social patterns and counseling issues of a spectrum of

primary visible racial ethnic groups in American society (e.g., Native Americans, Black

and African Americans, Latino and White Americans of various European ancestry.)

3.Toencourage students to recognize the manifestation of the Euro-American worldview

and to expose them to the world views of several other cultures through their“own voices”,

through readings, self-exploration, and discussion.

4.To aid students in their quest for a more culturally pluralistic stance as a counselor.

In order to partially fulfill the above objectives and goals, the students will undertake the following projects:

1.Students will research their ethnic background and share the uniqueness of their findings

(cont.) with the class.( Read Chapter 5 ,Sue & Sue) .Students will construct &

present a cultural genogram of their own ethnic/cultural origins.

2.In groups of two or three, students will develop a class project by choosing one of the 

minorities (Asians, Blacks, Hispanics, or Native Americans). The team project will focus

primarily on the relationship between ethnic factors and counseling outcomes. The project 

will be shared with the entire class. The format and the content of the presentation can 

include excerpts from films, videos, role-play, or any related material/visual aid for the

purpose of enhancing the scope of the class activity. Further details will be given 

on the first day of class.. 

3.Students will examine and assess theimpact ofthe cultural and ethnic diversity of the 

student population as perceived and experienced in DoDDs school system. Students will 

formulate a series of questions based on the assumption (as if) that the school counselor/

psychologist they are about to interview are well aware of the challenge of the 

multicultural dimensions in their place of work. Also, it is assumed that they will welcome

the opportunity to discuss the pros and the cons ofbilingual education. Of course, a 

pertinent question is: “How does the ethnic variety of the student population affect the

role of the counselor?” 

4.It’s a fact that the U.S. military establishment is a labyrinth of a wide cultural, ethnic mix

ofactive duty and civilian personnel which impacts directly on the military readiness as

well on the quality of the community life-styleof the organization. You are to develop a 

series of questions that can help you assess the challenges of the military culture by 

interviewing resource people(military or civilian) on the subject ofcultural ethnic

diversity.

All students will participate in presenting#1 & #2of the above class activities.They may

choose either #3or#4 and submita three page summary of their findings. If time 

permits, they will be invited to share it with the rest of the class.

WRITTEN ASSIGNMENT: PROJECT/TERM PAPER

You have been identified as the resource person in the field of multicultural counseling. Lately, because of serious racial incidents in the military community you live, both theHospital Commander and the High School Principal have asked you to submit a training program for helping their staff and personnel in their daily interactions with patients/students who come from diverse ethnic backgrounds. Of course, becauseof the time constraints, you areonly able to respond to oneof the requests. Yourproposalshould reflect the latest information on the following major components of the training:a.Knowledge ofdiverse populations; b. Attitude Awareness;c. Experiential Activities;d. Skill Development. Theformat of your program will be written in APA style and will reflect excellence both in style and content. The length of the paper is not to exceed more than fifteen pages.

CLASS SCHEDULE

Aug. 19

INTRODUCTION

Why a Course in Multicultural Counseling?

Historical Influences

(Cultural Genogram, Journal of MFT, l995 July,Hardy,K.)

Aug. 21

Politics of Counseling

(Sue & Sue, Chapter 1,2)

Aug. 26

Culture Bound Values

Class Bound Values

( Sue & Sue,Chapter 3)

Students Presentations

Aug. 28

Sociopolitical Facets of Nonverbal Communication

Counselingas Communication Style

Case Study 

Students Presentations

( Sue & Sue,Chapter 4)

Sept. 4

Family Systems Approach

A Conceptual Model

Students Presentations

Guest Speaker

( Sue & Sue, Chapter 5)

( McGoldrick, Ethnicity & Family Therapy Preface & Chapter 1,

& Revisioning Family Therapy Througha Cultural Lens provided

by instructor)

Sept. 6

Conceptual Model (cont.)

Students Presentations

Training Video

Sept. 9

Mid-TermExam

Students Presentations

Review: Q & A

Sept. 11

Case Studies

( Sue & Sue,Chapter 6)

Sept. 16

Models of White Racial Identity

Students Presentations

( Sue & Sue, Chapter 7)

Sept. 18

ValueOrientation Model of Worldviews

Formation of Worldviews

Students Presentations

Guest Speaker

(Sue & Sue, Chapter 8)

Sept. 23 

What does Cultural Competency Mean?

StepsToward Becoming Culturally Competent

Students Presentations

( Sue & Sue, Chapter 10)

Sep. 25 

Group Presentations: Counselingwith Specific Populations

(Sue & Sue , Chapter 11,12)

Sep. 30

(Sue & Sue, chapters 13,14)

Oct. 2

Counseling Other Diverse Populations

( Sue & Sue, Chapter 15)

Oct. 7

Learning About Language and Culture: A Group Experience.

Oct. 9

Class Evaluations

GRADES

· Mid-Term and Final Exams on the readings and lectures

·Written Assignment50pts.

·Presentation of Cultural Genogram50pts.

·Summary of#3 or #4 Class Assignment50pts.

·Group Presentation50pts. 

 

A : 265-300 pts.

C :Less than 230pts.

GUIDELINES FOR ASSIGNED READINGS AND PAPERS

·Assigned readings should be carefully read and studied before the class during which they will be discussed.

·Papers are to be typed, double-spaced, in proper APA format. Grammar, punctuation, and spelling should be excellent. Your writing style should make your meaning clear. Poorly written papers will be returned for revision or will receive a lowered grade. Papers are expected on time, so plan your work accordingly. Extensions will be granted upon request only for circumstances beyond the student’s control. To guard against loss, always make a second copy of your paper before giving the original to the instructor

WEB BOARD ASSIGMENTS

There will be assignments to be posted on 612 Web Board. As part of their class participation, students will give feedback in the form of personal reflection on class activities, experiences and learning that werepersonally and professionally beneficial.

Generally, the Web Board is designed as a tool of communication and mutual support among class members. 

CONFIDENTIALITY

As in other counseling classes, there will be a great deal of self-disclosure in presentations prepared for EDCP612. Students will please remember the importance of confidentialityand respectthe privacy of their fellow students. Share life experiences of other students should not be discussed outside the classroom with anyone not in class in such a way that the identity of the student would disclosed or guessed.

SUPPLEMENTAL TEXTS (optional reading)

DeMaria, R., Weeks, G., Hof, L. (1999),Focused genograms, Intergenerational assessment ofindividuals, couples, and families Brunner/Mazel.

Hardy, K.V., Laszloffy,T. (1995), The Cultural Genogram: Key To Training Culturally Competent Family Therapists. Journal of Marital & Family Therapy Vol.21.

Halevy, J. AGenogram With An Attitude, Journal of Marital and Family Therapy, 1998, Vol.24

WELCOME TO EDCP 612 CROSS-CULTURAL ISSUES IN COUNSELING AND PERSONNEL SERVICES !