2023 Spring 3330 Syllabus

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Simon Fraser University *

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323

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Psychology

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Dec 6, 2023

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1 KWANTLEN POLYTECHNIC UNIVERSITY CNPS 3330: CULTURAL CONSIDERATIONS IN COUNSELLING 2023 Spring Semester We work and study in a region south of the Fraser River which overlaps with the unceded traditional and ancestral lands of the Kwantlen, Musqueam, Katzie, Semiahmoo, Tsawwassen, Qayqayt and Kwikwetlem peoples. The word 'Kwantlen' means Tireless Runner, and is reflected in the university's motto: "through tireless effort, knowledge, and understanding." Instructor: Dr. Alicia Spidel Oﬃce Hours: By appointment Email: alicia.spidel@kpu.ca REQUIRED COURSE MATERIAL: Collins, S. (2018). Embracing cultural responsivity and social justice: Re-shaping professional identity in counselling psychology [Epub version]. Victoria, BC: Counselling Concepts. Victoria, BC: Counselling Concepts . https://counsellingconcepts.ca/featured-e-book/ You will need this book just for the chapter you choose to present on – there is a direct link to the ebook below as well Sue, D. W., Gallardo, M. E., & Neville, H. A. (2013). Case studies in multicultural counseling and therapy . John Wiley & Sons. https://ezproxy.kpu.ca:2443/login?url=https://ebookcentral.proquest.com/lib/kwantlen- ebooks/detail.action?docID=7103775 Other required readings (see list below) are available online, either through the KPU library or searchable on the web. It is recommended that students download all of the material in the first week of the semester so they have everything on hand. COURSE DESCRIPTION: Students will be introduced to issues of diversity as they pertain to the helping professions in contemporary multicultural societies. They will develop an understanding of the situated nature of identity, examine the relationship between cultural assumptions and the counselling process, and explore Western and non- Western conceptions of psychological health and healing. Students will also examine issues of cultural competence and engage in reflection regarding their own assumptions, strengths, and challenges in relation to living and working in a pluralist society. COURSE OBJECTIVES:

2 Upon successful completion of this course, students will be better able to:  Demonstrate critical self-awareness of our assumptions, beliefs, values, and behaviours with regard to various diversity factors, such as race, class, gender, sexual orientation, ethnicity, ability, age, and religion;  Understand and respect multiple identities and intersecting diversities within ourselves and in the larger society;  Understand how the dynamics of difference and dominance affect human behaviour and social relations among culturally diverse populations;  Recognize the interconnections among different forms of oppression;  Understand microaggression in counselling and psychotherapy with culturally diverse populations;  Refine skills for working with culturally diverse groups;  Develop and appreciation for the concepts of power and privilege;  Develop and refine a framework for continued learning about different groups within our society; and  Develop and understand the elements of providing culturally competent mental health services and the eﬃcacy of these services. ASSIGNMENTS AND EVALUATION Assignment Description Due Date Percent of class total Moodle Posts 10 posts of ~ 250 words Throughout the term; see calendar below 10 x 2 = 20 Assignments 5 * 7% Various assignments on topics throughout the class Throughout the term; see calendar below 35 Self-Awareness Paper 5 page (max) June 21st 20 Case Studies - Course Conference Submission Choose a chapter from the Case studies text- this is an American focused book so if you want to use another case study you can but please talk to me. Pre- recorded video, poster or pod cast. Submit as a Moodle Assignment and post to Moodle Forum – one per group. July 12th 21

3 Peer/self evaluation 4 marks are from average of evaluations 4 Moodle Posts (2% x 10 = 20%) Throughout the course, students are required to write and post a short (~250 words) comment on something in the assigned readings that they found to be interesting, surprising, confusing, disquieting, disturbing, etc. These posts are due the Tuesday of the posted weeks (see schedule below). They are based on completion and will be marked at the end of the term as complete or not. Self-Awareness Paper (20%) In this assignment, students will write about themselves as cultural beings, a prerequisite for multicultural competence in counselling. This 5-page (max) paper will require students to connect their personal experience to concepts covered in the first half of the course: ethnocentrism, privilege/marginalization, intersectionality, and social justice. Marks will be deducted for writing errors that interfere with the clear expression of ideas. Marking rubric is on Moodle. Case Study Analysis (25%) Students will prepare either a poster or a pre-recorded video for a course conference. Note, video files must be recorded as mp4s and you will need to either compress the file to put it onto Moodle or post to YouTube and share a private link. The presentation will be a group one and students will read case studies pertaining to different cultural groups. The text is very American (I tried to find another one) so if you want to find another case study that is a more Canadian one that is great just check with me. In this students will: 1) discuss issues of privilege/marginalization and countertransference that might arise if they were the counsellor working with this client, 2) give at least one example of intersectionality in the client’s life, 3) based on the definition of social justice (i.e., ability to participate equally in society with one’s peers), explain how the counsellor could support or advocate on behalf of this client, and 4) connect the case to the assigned course material from at least one week of class (i.e., show me that you have completed and understand the assigned readings/videos). 4 out of the 25 marks for the video/poster submission will be an average of self/peer evaluations. The case studies are in this text which s available online (see above): Sue, D. W., Gallardo, M. E., & Neville, H. A. (2013). Case studies in multicultural counseling and therapy . John Wiley & Sons. COURSE POLICIES: Late Assignments Assignments should be submitted in person or on Moodle by the time and date indicated. Late assignments will receive a deduction of 15% per day, unless an extension has been negotiated in advance or there are extenuating

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4 circumstances that are supported by relevant documentation (e.g., note from a doctor). Passing the Course In order to pass the course, students must get a final grade of 50% or higher. Writing Expectations All papers should be double-spaced and have 12-inch font and 1-inch margins. This is an upper level course and I expect written submissions to be clear, concise, and cohesive. Paragraphs should begin with a topic sentence and focus on one main idea. Claims should be supported with theoretical, empirical, or logical evidence and references to other sources should be cited using APA citation guidelines. If you struggle with writing (everyone does!), please contact me early in the semester for help or book an appointment with the Writing Centre. https://www.kpu.ca/learningcentr es/ writing-support DO NOTE PLAGIARIZE!! You are better to hand in a weak paper/project than deal with the consequences of plagiarism. Assignments will be screened for AI content. APA Citation Style All sources should be cited according to the guidelines in the APA Publication Manual (7th Edition). The APA blog site provides many good resources that summarize the main points of this style guide. https://apastyle.apa.org/blog Class Norms As we move through the course material, you are likely to hear viewpoints that are similar to yours, and others that differ. In order to create a productive learning environment, we need to all commit to be respectful to one another in our communications. We can disagree, but these points of disagreement should be approached with humility, curiosity, and openness (e.g., “I notice that you and I think differently about this issue. I wonder if you can explain to me what you mean when you say ----.”). UNIVERSITY POLICIES KPU Grading System: https://calendar.kpu.ca/academic-regulations/grades/ Important KPU Dates for 2023 semester: https://www.kpu.ca/registration/dates Relevant KPU Policies: HR15 – Diversity and Inclusiveness: https://www.kpu.ca/sites/default/ fi les/Policies/ HR15%20Diversity%20and %20Inclusiveness%20Policy.pdf ST2 - Student Academic Integrity: https://www.kpu.ca/sites/default/ fi les/Policies/ ST2%20Student%20Academic

5 %20Integrity%20Policy.pdf and https://www .kpu.ca/ sites/default/files/Policies/ ST2%20Student%20Academic%20Integrity%20Procedure.pdf ST7 - Student Conduct (Non-Academic): https://www.kpu.ca/sites/default/ files/ Policies/ST7%20Student %20Conduct%20Non%20Academic%20Policy.pdf SR14 - Sexual Violence and Misconduct: https://www.kpu.ca/sites/default/ files/ Policies/SR14%20Sexual%20Violence%20and%20Misconduct %20Policy.pdf KPU STUDENT RESOURCES Writing Support: https://www.kpu.ca/learningcentres/writing- support Learning Centres: https://www.kpu.ca/learningcentr es Counselling Services: https://www.kpu.ca/counselling Arts Advising: https://www.kpu.ca/arts/advising Basic Student Supports: https://www.kpu.ca/sites/default/ fi les/Current %20Students/ Basic_Needs_Supports.pdf (financial hardship, food bank, wellness, etc.) Career Development Services: https://www.kpu.ca/car eers DETAILED DESCRIPTION OF COURSE TOPICS AND MATERIALS: Week 1: May 8 th - Intro to the Course Assignment on Privilege – due May 10 th Review the syllabus and download/purchase materials. Week 2: May 15 th - Problems in Psychology and Counselling Moodle post 1 due May 17 th Assignment on Values – due May 17 th Assigned Reading: Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people in the world? Behavioral and Brain Sciences, 33 (2-3), 61-83.

6 http:// dx.doi.org.ezproxy.kpu.ca:2080/10.1017/S0140525X0999152X ** only read pages 61-83!! Hu ff , C. (2021, October). Psychology’s diversity problem. Monitor on psychology, 52 (7), 44-51. American Psychological Association (August, 2019). APA Style: Bias-free language . Retrieved from: https://apastyle.apa.org/style-grammar-guidelines/bias-free- language Supplemental Material: Christopher, J.C. & Hickinbottom, S. (2008). Positive psychology, ethnocentrism, and the disguised ideology of individualism. Theory & psychology, 18 (5), 563 – 589. Week 3 and 4: May 22 and 29 th - Multicultural Competencies and Social Justice for Counsellors Moodle post 2 due May 24 th Moodle post 3 due May 31 st Assigned Reading: Chapter 1. Culturally Responsive and Socially Just Counselling Chapter 3. The Cultural Embeddedness of Counselling Thrift, E., & Sugarman, J. (2019). What is social justice? Implications for psychology. Journal of theoretical and philosophical psychology , 39 (1), 1–17. https://doi-org.ezproxy.kpu.ca:2443/10.1037/teo0000097 Supplemental Material : Singh, A.A., Nassar, S.C., Arredondo, P. & Toporek, R. (2020), The past guides the future: Implementing the Multicultural and Social Justice Counseling Competencies. Journal of counseling & development, 98 : 238-252. https://doi- org.ezproxy.kpu.ca:2443/10.1002/jcad.12319 Ratts, M.J., Singh, A.A., Nassar ‐ McMillan, S., Butler, S.K. & McCullough, J.R. (2016), Multicultural and Social Justice Counseling Competencies: Guidelines for the counseling profession. Journal of multicultural counseling and development, 44 : 28-48. https://doi-org.ezproxy.kpu.ca:2443/10.1002/jmcd.12035 Week 5: June 5 th -Counsellor self- awareness Moodle post 4 due June 7 th

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7 Assigned Reading: Chapter 6. The Impact of Social Injustice Pieterse, A. L., Lee, M., Ritmeester, A., & Collins, N. M. (2013). Towards a model of self- awareness development for counselling and psychotherapy training. Counselling psychology quarterly, 26 (2), 190–207. https://doi- org.ezproxy.kpu.ca:2443/10.1080/09515070.2013.793451 Supplemental Material : Galliher, R. V., McLean, K. C., & Syed, M. (2017). An integrated developmental model for studying identity content in context. Developmental psychology , 53 (11), 2011– 2022. https://doi-org.ezproxy.kpu.ca:2443/10.1037/dev0000299 Week 6: June 12 th – Intersectionality Moodle post 5 due Jun 14 th Assignment on Intersectionality – due July 14 th Assigned Reading: Chapter 8. Barriers Can Be Stepladders Rosenthal, L. (2016). Incorporating intersectionality into psychology: An opportunity to promote social justice and equity. American psychologist , 71 (6), 474–485. https:// doi-org.ezproxy.kpu.ca:2443/10.1037/a0040323 Supplemental Material: Cole, E. R. (2008). Coalitions as a model for intersectionality: From practice to theory. Sex roles, 59 (5-6), 443-453. http:// dx.doi.org.ezproxy.kpu.ca:2080/10.1007/s11199-008-9419-1 Feminist Psychologists Talk About…Intersectionality . [video file] Retrieved from: https:// www.youtube.com/watch?v=x0lOZ4Q7YFY Week 7: June 19 th – Professional Identity Self awareness paper due June 21 st Chapter 9. Embracing Cultural Responsivity and Social Justice Chapter 10. Setting an Intention for Decolonizing Practice and Justice-Doing

8 Week 8: June 26 th - Doing the work Moodle post 6 due June 28 th Chapter 12. Culturally Responsive and Socially Just Relational Practices Chapter 15. Collaborative Case Conceptualization Chapter 22. Endings As Beginnings Week 9 – July 3 - Race & Ethnicity Moodle post 7 due July 5 th Assigned Reading: Chapter 21. Bearing Witness Internationally and Locally Comas-Díaz, L., Hall, G. N., & Neville, H. A. (2019). Racial trauma: Theory, research, and healing: Introduction to the special issue. American psychologist , 74 ( 1), 1–5. https://doi-org.ezproxy.kpu.ca:2443/10.1037/amp0000442 Deangelis, T. (2021, October). Reimagining mental health for BIPOC communities. Monitor on psychology, 52 (7), 66-69. Supplemental Material: Bartholomew, M. W., Harris, A. N., & Maglalang, D. D. (2018). A call to healing: Black Lives Matter movement as a framework for addressing the health and wellness of Black women. Community psychology in global perspective, 4 (2), 85-100. Karasz, A., Patel, V., Kabita, M., Shimu, P. (2013). “Tension” in South Asian Women: Developing a measure of common mental disorder using participatory methods. Progress in community health partnerships: Research, education, and action , 7(4), 429-441. Project MUSE , doi:10.1353/cpr.2013.0046 . Pappas, S. (2021, Nov/Dec). E ff ective therapy for black women. Monitor on psychology, 52 (8), 38-43. Week 10: July 10 th - Gender & Sexuality Moodle post 8 due July 12th Group case study due – July 12 th Assignment on Visualization due July 14 th (different day to give you more time after the larger project)

9 Read the material from at least one of the following sub-units: Women: CHAPTER 1: Counseling women and girls: Introduction to empowerment feminist therapy, pp. 1– 20. Schwarz, J. (2017). Counseling Women Across the Life Span : Empowerment, Advocacy, and Intervention . Springer Publishing Company. Men: Evans, M.P., Du ff ey, T. & Englar ‐ Carlson, M. (2013). Introduction to the special issue: Men in counseling . Journal of counseling & development, 91 , 387-389. https:// doi-org.ezproxy.kpu.ca:2443/10.1002/j.1556-6676.2013.00108.x Shen ‐ Miller, D.S., Isacco, A., Davies, J.A., St. Jean, M. & Phan, J.L. (2013). The Men's Center approach: Ecological interventions for college men's health. Journal of counseling & development, 91 , 499-507. https://doi- org.ezproxy.kpu.ca:2443/10.1002/j.1556-6676.2013.00123.x Review the website Heads Up Guys : https://headsupguys.org Transgender and Gender Nonconforming People: Guidelines for psychological practice with transgender and gender nonconforming people (2015). American psychologist, 70 (9), 832–864. DOI: http://dx.doi.org/ 10.1037/a0039906 Week 11: July 17 th - Intergenerational Distress/Trauma: E ff ects of Colonialism and Genocide Moodle post 9 due July 19 th Assignment on Colonization due July 19th Assigned Material : Chapter 7. Indigenous Historical Trauma Menzies, P. (2020). Intergenerational trauma and residential schools. In The Canadian Encyclopedia . Retrieved from: https://www.thecanadianencyclopedia.ca/en/ article/intergenerational-trauma- and-residential-schools DeAngelis, T. (2019, February). The legacy of trauma. Monitor on psychology , 50 (2). http://www.apa.org/monitor/2019/02/legacy-trauma Galloway, M. (2022, May 2). The Current: How intergenerational trauma a ff ects the children of Holocaust survivors [Radio broadcast]. CBC. https://www .cbc.ca/

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10 radio/thecurrent/the-current-for-may-2-2022-1.6438078/author-explores-how- intergenerational-trauma-a ff ects-children-of-holocaust-survivors-like- herself- 1.6438426 Supplemental Material : The introduction (or, better yet, all!) of the Truth and Reconciliation Report : Available at: http://www.trc.ca/assets/pdf/ Honouring_the_Truth_Reconciling_for_the_Future_July_23_2015.pdf Hartmann, W. E., & Gone, J. P. (2014). American indian historical trauma: Community perspectives from two great plains medicine men. American journal of community psychology, 54 (3-4), 274-288. DOI: http:// dx.doi.org.ezproxy.kpu.ca:2080/10.1007/s10464-014-9671-1 Heart, M. Y. H. B., Chase, J., Elkins, J., & Altschul, D. B. (2011). Historical trauma among Indigenous Peoples of the Americas: concepts, research, and clinical considerations. Journal of psychoactive drugs , 43 (4), 282–290. https://doi- org.ezproxy.kpu.ca:2443/10.1080/02791072.2011.628913 Gone, J. P. (2009). A community-based treatment for Native American historical trauma: Prospects for evidence-based practice. Journal of consulting and clinical psychology , 77 (4), 751–762. https://doi-org.ezproxy.kpu.ca:2443/10.1037/ a0015390 Week 12: July 24 th - Disability, Age, Class/Poverty Moodle post 10 due July 25th Read the material from at least one of the following sub-units: Disability: Chapter 14. Extraordinary Challenges to Live Ordinary Lives Hu ff , C. (2021, Nov/Dec). Working with adults with developmental disabilities. Monitor on psychology, 52 (8), 54-61. Age: Chapter 13. Navigating the Power of Ageism Abi-Jaoude, E., Treurnicht Naylor, K. & Pignatiello, A. (2020, Feb). Smartphones, social media use and youth mental health. Canadian medical association journal, 192 (6), E136-E141. https://www.cmaj.ca/content/192/6/E136.short Novotney, A. (2018, Dec). Working with older adults. Monitor on psychology, 49 (11). https://www .apa.or g/monitor/2018/12/working-older-adults

11 Ch 17 – Clinical Applications with Older Adults from Sue, Gallardo & Neville (2016) Class/Poverty: Chapter 5. Storying the Lives of the Working Class Meyers, L. (2016, May). Stepping across the poverty line. Counseling today . https:// ct.counseling.org/2016/05/stepping-across-poverty-line/ Ch 15 – Clinical Applications with People in Poverty from Sue, Gallardo & Neville (2016) Week 13: July 31 st - No class

2023 Spring 3330 Syllabus

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