Wake Forest University Department of Counseling

CNS 747: Cultures and Counseling
Spring-1 2024


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Syllabus Contents

Course Faculty

Lead Instructor: Dr. Michelle Ghoston

Email: ghostonm@wfu.edu

Lead Instructor: Dr. Saundra Penn

Email: spenn@wfu.edu

Lead Instructor: Dr. Sharon Jones

Email: joneshar@wfu.edu

Course Description

In this course, we will examine the influence of culture in human development and counseling relationships. The areas of awareness, knowledge, and skills within the context of cultural diversity will be explored in depth. The course is meant to challenge your currently held beliefs and thoughts about those different than yourself. This might feel uncomfortable at times, push yourself to lean into it those feelings. The purpose of the course is to highlight areas of diversity that as a novice counselor area necessary to ensure ethical compliance in the field. Course objectives are in line with the CACREP (2024) Curriculum Standards.

Course Objectives

Upon successful completion of this course, students will be able to:

Course Materials

Course materials refer only to the textbook(s), Course Reserves, WFU library readings, or scholarly articles. Refer to the course space for all other instructional content (websites, lectures, videos, interactive activities, etc.)

Required Text(s)

Thomas, A. J., & Schwarzbaum, S. (2017). Culture and identity: Life stories for counselors and therapists (3rd ed.). Sage Publications. ISBN: 13: 978-1506305677

Required Readings

The following are available as links to articles on the course pages, WFU library readings, or through Course Reserves which is accessible from the course menu:

Additional Materials

Webcam.

Live Sessions

Students will find the day and time in the course:

Live Sessions are not mandatory, but student attendance is encouraged.

Methods of Instruction

Instructional methods in this course include lectures, discussions, case studies, experiential activities related to course content, and other interactive activities.

Instructor Interactions

Apart from clinical courses, WFU online courses are primarily asynchronous in nature, meaning students and instructors can engage with the learning materials at different times. There are a few notable exceptions, however, such as live sessions, office hours, and triad work (skills courses). For the asynchronous portions of our courses, students interact with instructors through virtual discussion boards, weekly video and/or written announcements, email communications, and formative and summative feedback on assignments. For the synchronous portions of our courses, students interact with lead instructors in weekly, recorded live sessions, and with practitioner instructors in office hours. Regarding live sessions, lead instructors meet virtually with students one hour per week in which they present on a topic related to the learning material for the week, as well as answer questions that students have about the course material or assignments. In office hours, practitioner instructors answer students’ questions about course content and assignments. They also, at times, present on topics related to that week’s lessons.

In clinical courses, instructors interact with students primarily through individual/triadic and group supervision sessions. Instructors also monitor students’ time logs, review required practicum and internship documents, evaluate their counseling session recordings and writeups, and submit midterm and final evaluations related to students’ counseling skills development, as well as their professional dispositions and behaviors development.

Assessments

This section provides an overview of the items due during this course. See the Course Schedule for additional details.

Discussions

Discussions serve as the main vehicle for communication between students in the class. Using the forums, information will be shared, concepts will be discussed, and opinions expressed in a culturally aware and sensitive manner.

Class Participation through Analytic Prompt Response:

Student participation is integral to the success of this course. As a result, students are expected to post their reactions to course content through Analytic Prompt Responses throughout the course, ensuring that they remain engaged with the material. There are a total of 4 analytic prompts and each one is worth 10% of the final grade. Reactions must be posted in the Discussion Forums by midnight P.T. on Day 6 of the week they are assigned.

Please note that students are expected to respond to their peers’ postings. When students respond to their peers, they should do so in a manner that neither attacks nor demeans their peers' perspectives.

Assignments

Assignment 4.1: Gender Galaxy

For this assignment students will respond to specific writing prompts regarding gender identity, gender expression, and assigned/biological sex in no more than 500 words.

Assignment 4.2: Personal-Cultural Analysis and Identity Development Paper (CACREP 3.B.1-2)

For this assignment, students will consider their own identity development as they analyze their cultural heritage. Students are expected to complete their cultural and identity development analysis within the context of specific writing prompts.

Assignment 6.1: Journal Entries (CACREP 3.B.1-11)
Cultural Immersion Activities and Journal

Students are expected to keep a written log of their experiences in an extracurricular experiences journal for this course. Students will write a total of five entries in their journal. The first journal entry is in response to accompanying article. Journal entries 2-5 have specific cultural immersion experience prompts that students are expected to answer. All cultural immersion experiences must be pre-approved by the PI prior to completion.

Assignment 7.1: Culturally Competent SOAP Note and Literature Review (CACREP 3.B.1-11)

This assignment consists of two interrelated parts. For the first part, students will create a modified, culturally sensitive SOAP note for one of the life stories in the Thomas and Schwarzbaum (2017) textbook. The practitioner instructor will assign students to a life story from the textbook. Students will then use Cameron and Turtle-Song’s (2002) article as a guide for writing the SOAP note. For each of the four sections of the SOAP note (i.e., subjective, objective, assessment, and plan), students will write a culturally focused note. The culturally focused content of the SOAP note should be grounded in the extant multicultural literature. For example, if, in the plan segment of the SOAP note, a student recommends a systemic treatment approach to working with the assigned client, then they should be able to back up that contention with literature.

To that end, for the second part of this assignment, students will be expected to write a four to six-page literature review supporting the culturally focused segments of the SOAP note. This paper should follow APA (7th edition) format and should include no fewer than five sources. The literature reviewed in this paper could include both broad theories associated with culturally competent treatment, as well as literature on cultural factors of and treatment for particular cultural groups (e.g., working with women, African Americans, or sexual minorities). As with the Analytic Prompt Responses, students are expected to post this assignment in the discussion board once they are done with it so that others in their section can gain from their experiences and perspectives.

A rubric for scoring each segment of this assignment is included at the end of the syllabus. This activity is worth 25% of your grade.

Student Learning Outcomes/Key Performance Indicators

There is one signature assignment for this course, the culturally response SOAP Note assignment, that is to be submitted in Anthology Portfolio, an e-Portfolio, data storage, and data management program. The SOAP Note assignment will be used for course grade calculations (using the grading rubric), program evaluation reporting, and student learning outcomes (SLO) / key performance indicator (KPI) monitoring. For program evaluation reporting and SLO/KPI monitoring, we use a CACREP rubric that measures student learning on a scale from 1 (harmful) to 5 (exceeds expectations). The student learning outcome on which you will be evaluated for the SOAP Note assignment is III.E.2: Students using critical thinking and reasoning strategies for clinical judgement in the counseling process and documentation skills.

Based on the 2024 CACREP standards (2.E.1.a., 2.C.1.a.), our counseling program is required to report aggregated SLO/KPI ratings, as well as monitor individual student SLO/KPI progress. The expectation is that students, on average and individually, will receive average CACREP rubric ratings of 4 (meets expectations) on each SLO/KPI measure. Student ratings on SLO/KPI measures that fall below a 3 (near expectations) may result in remediation.

Late Work

Students are encouraged to make the same effort to submit all assignments on time that they would use in the workplace. It is, however, understood that sometimes circumstances arise that are beyond our control. To request an extension, students should contact their Lead Faculty as soon as a problem is identified to provide details and determine a realistic deadline. Assignments submitted late without prior approval will not be eligible for full credit.

Unless arrangements have been made, students who submit late assignments will receive a 10% grade deduction for each day beyond the due date.

Grading Policies

This table details the grade points and/or percentages of each assignment.

Grading
Assessment Points Possible
Assignments 100
Discussions 50
Total 150

Grading Scale

This table lists the letter grade corresponding to ranges of points.

Final grading is at the discretion of the faculty.

Grading Scale
Letter Grade Percentage
A 93–100
A− 90–92
B+ 87–89
B 83–86
B− 80–82
C+ 77–79
C 70–76
F 0–69

Academic Policies

Every student is required to practice and adhere to the principle of academic integrity while undertaking studies with Wake Forest University. Maintaining academic integrity is considered an essential academic standard of every graduate course and program. The University does not tolerate academic dishonesty.

The graduate faculty at Wake Forest has adopted a formal honor code to provide guidance for student conduct with respect to academic pursuits. Read the Graduate Student Academic Honor Code (PDF).

Academic dishonesty may be an academic issue or a disciplinary issue, or both, depending on its pervasiveness and/or severity. Any student engaged in academic dishonesty may face reprimand, disciplinary warning, a lowered or failing grade(s), and/or probation or suspension from the course, academic program, or University; or expulsion from the University.

The list that follows includes examples, although not all-inclusive, of academic dishonesty:

For the complete academic honesty policy and tips to avoid plagiarism, as well as further information on all academic policies, including the policies for adding and dropping a course, requesting a grade of incomplete, academic probation, termination of enrollment, reinstatement, and student and faculty expectations, see the Wake Forest University Student Handbook.

Synchronous Class Recording Notice

In accordance with Wake Forest University's policy regarding class recordings, be mindful of this information:

Academic Engagement and Monitoring

It is very important that students actively engage in class discussions, and that students communicate in a timely manner with their instructors if unforeseen circumstances negatively affect their academic engagement. WFU monitors student academic engagement through student activity in the course, much of which can be monitored automatically in Canvas (e.g., logging into the course in Canvas, participating in discussion boards, submitting assignments, reviewing learning materials in the modules); attending live sessions, office hours, and individual/triadic/group supervision sessions; and communicating by phone or email with instructors. If an entire week passes without a student submission of an assignment and/or no contact is made with instructors, the following will occur:

Technical Requirements

Identify the minimum device configuration requirements for this institution.

Help Desk Support

Assistance to resolve technical problems is available 24/7, 365 days a year.

Students can access the Help Desk at: Wake Forest Help Desk.

Help Desk services are restricted primarily to problems associated with the functionality of the course delivery platform. Responsibilities include:

Sometimes students may not be sure whether a problem they are having is caused by their computer system or the online learning management system. The Help Desk will help students figure out where the problem lies and attempt to resolve issues immediately. However, some highly advanced hardware issues may require additional assistance. If this is the case, the Help Desk may suggest seeking assistance from a local computer repair establishment.

Canvas Support

Call a Canvas Expert: 833.383.5792

For Canvas technical support, select the Help icon in the navigation bar, where students will find several options including:

When submitting a ticket, be as specific as possible in the description of the issue. Include the name of the course and the date the issue occurred, the browser being used and, if possible, screenshots to help Canvas support personnel troubleshoot the issue and expedite service.

Note: Lead Faculty and PIs do not provide Canvas support.

AskDeac Help Desk

AskDeac services include most technology issues outside of the scope of course delivery. Common requests include assistance setting up a VPN, setting up a WFU Zoom account, using Google Drive, and resetting WFU email passwords.

Assistance to resolve technical issues is available through Email or Live Chat from 8:00 a.m. to 9:00 p.m. EST, Monday through Friday. Phone support is available from 8:00 a.m. to 5:00 p.m. EST, Monday through Friday.

Access AskDeac at: AskDeac.

Diversity, Equity, and Inclusion

Wake Forest University is committed to supporting diversity, equity, and inclusion. The Office of Diversity and Inclusion provides campus resources such as the Intercultural Center, LGBTQ Center, Women’s Center, and more. Locate these on the webpage under Affinity & Support.

To learn more about WFU’s commitment to diversity, equity, inclusion read the Non-Discrimination Statement and policy on Non-Discrimination on the Basis of Disability.

Pro Humanitate—As a part of the Wake Forest community, the faculty and staff of the Department of Counseling fully embrace the concept of Pro Humanitate. In each of our classes (graduate, undergraduate, face-to-face and virtual), we strive to affirm every person and every identity including but not limited to gender identity, affectional orientation, language, national origin, color, race, disability, sex, religion, creed, and ancestry. We embrace the development of critical thinkers that consistently aspire to become culturally responsive and encourage you to challenge your own biases while developing the necessary skills to enter your chosen profession. Further, the faculty and staff will promote the Realizing Inclusion, Diversity, and Equity (R.I.D.E.) framework in our teaching, research, supervision and advising. We hope that you will join us along this journey, with a commitment to advocacy and social justice in both your personal and professional lives. Pro Humanitate, to better the lives of all humans!

Accessibility and Special Accommodations

Wake Forest strives to provide equal access for all learners. Learning content contained within the Canvas Learning Management System is designed to meet the Web Content Accessibility Guidelines (WCAG) 2.1 AA developed by the World Wide Web Consortium (W3C) and Section 508 of the Rehabilitation Act. Throughout our course development process, we test the capabilities of our learning content against these standards.

Wake Forest University recognizes its responsibility for creating an institutional climate in which students with differing needs and abilities can thrive.

Along with the mission of the Division of Student Life, Disability Services exists to enable students with disabilities to experience equal access to the academic, social, and recreational activities and programs at Wake Forest University. To achieve this goal, the Center for Learning, Access, and Student Success (CLASS) is available to offer academic support for all Wake Forest Students. CLASS staff works with students, faculty, and staff to implement services and accommodations that are in accordance with both state and federal laws and our own commitment to this goal.

If a student has a disability that may require an accommodation for taking this course, use the Student Portal Login located on the Center for Learning, Access, and Student Success (CLASS) website. Alternatively, contact the Center for Learning, Access, and Student Success at the contact information provided.

Contact Information:

118 Reynolda Hall, WFU
Winston-Salem, NC, 27109
Phone: 336-758-5929
Email: class@wfu.edu

Emergency Contingency Plan

Disaster Planning/Catastrophic Event Policy: In the event the University calendar is disrupted by disaster or catastrophic event, please continue with the assigned lessons and adhere to the due dates of assignments and discussions. The instructor will be available by email or by phone, unless the internet or phone is inaccessible.

Course Schedule

The course week runs from Monday (Day 1) to Sunday (Day 7). Due dates for assignments and discussions are stated in day numbers. Unless otherwise noted, all assessments are due by 11:59 p.m. E.T. on the designated day.

There will be Live Sessions and Office Hours each week unless otherwise communicated. Students will find the day and time in the course:

Please Note: Readings refer to course materials, which are only the textbook(s), Course Reserves, WFU library readings, or scholarly articles. Refer to the course space for all other instructional content (websites, lectures, videos, interactive activities, etc.)

Week 1: Culture and Diversity (January 15 – January 21)

Week 1 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Exploring Multicultural Complexity and the Role of Preconceived Notions

Course Objectives:

  1. Increase your awareness of the many layers to one's cultural identity.
  2. Increase your awareness of the role that multicultural competence plays in the counseling profession.

None

Discussion 1.1: Analytic Prompt Response: The Danger of a Single Story (Initial Post Due Day 4, Response Posts Due Day 7) - Responses should be spread out between multiple peers across multiple days to earn full credit.

None

None

Lesson 2: Multicultural Social Justice Counseling Competence

Course Objectives:

  1. Review a basic history of multicultural counseling, multicultural competence, and why it has become a central point in counseling and psychology.
  2. Explain the relationship between developing one’s multicultural counseling competence and becoming a more effective counselor.
  3. Differentiate between the four equally important, yet uniquely focused facets of the MSJCC model.

None

None

None

Lesson 3: Making Meaning of “Culture: and “Diversity: in Our Society

Course Objectives:

  1. Examine the relationships between the terms “culture” and “diversity.”
  2. Explore how these nuances can impact not only the counseling profession, but also the counseling relationship.

None

None

None

None

Week 2: Prejudice, Discrimination and Worldview (January 22 – January 28)

Week 2 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Theories of Prejudice and Implicit Bias

Course Objectives:

  1. Identify how an individual develops the ability/tendency to prejudge and hold prejudice.
  2. Analyze the argument for and against notions of implicit bias and gain self-awareness along these lines.
  3. Consider the application of increased mindfulness and how it relates to multicultural counseling competence.

Discussion 2.1: Analytic Prompt Response: Theories of Prejudice and Bias Reading (Initial Post Due Day 4, Response Posts Due Day 7) - Responses should be spread out between multiple peers across multiple days to earn full credit.

None

None

Lesson 2: The Relationship Between Worldviews and Discrimination

Course Objectives:

  1. Define notions of prejudice, racism, and discrimination, and identify the relationship between these terms and worldview development.
  2. Synthesize personal worldview development.
  3. Examine your own worldview development and how the opposing client’s worldview will affect the counseling relationship.

None

None

None

Week 3: Cultural Identity Development, Intersectionality, and Microaggressions (January 29 – February 4)

Week 3 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Cultural Identity Development and Intersectionality

Course Objectives:

  1. Identify how an individual’s cultural identity development is a sequential, though not linear, process.
  2. Define the different statuses/stages of Racial/Cultural Identity Development (RCID) Models.

Thomas and Schwarzbaum text:

  • Chapter 1, Self in Context
  • Chapter 2, Julie’s Story

Helms, J. E. (1984). Toward a theoretical explanation of the effects of race on counseling: A Black and White model. The Counseling Psychologist, 12(4), 153–165.

None

None

None

Lesson 2: Microaggressions in the Counseling Field

Course Objectives:

  1. Develop a working understanding and set of definitions for the types of microaggressions as presented in the Sue et al. (2007) article.
  2. Analyze the controversy in the field of whether or not microaggressions are a valid form of aggression or discrimination.
  3. Articulate one’s personal beliefs on the impact of microaggressions in the face of a client’s opposing perspective on the topic.

Discussion 3.1: Analytic Prompt Response: Racial Identity Development and Microaggression Readings (Initial Post Due Day 4, Response Posts Due Day 7) - Responses should be spread out between multiple peers across multiple days to earn full credit.

None

None

Week 4: Gender Identity, Historical Oppression and Privilege, and Disability Status (February 5 – February 11)

Week 4 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: The Complexities of Gender Identity in Counseling

Course Objectives:

  1. Compare and contrast the following terms: gender identity, gender expression, and assigned/biological sex.
  2. Describe your response to the combinations of masculinity and femininity illustrated in the gender galaxy.

Chapter 15: Counseling Queer and Genderqueer. Ginicola, M. M., Smith, C., & Filmore, J. M. (Eds.). (2017). Affirmative counseling with LGBTQI+ people. John Wiley & Sons.

None

Assignment 4.1: Gender Galaxy (Due Day 4)

None

Lesson 2: The Historical Nature of Racism and Privilege in the United States

Course Objectives:

  1. Distinguish the impact that history, society, economics, and politics have on potential clients.
  2. Explore how to cope with reading and hearing opposing ideas and opinions when expressed by future clients.
  • Coates, T. (2014). The case for reparations: Two hundred fifty years of slavery. Ninety years of Jim Crow. Sixty years of separate but equal. Thirty-five of racist housing policy. Until we reckon with our compounding moral debts, America will never be whole. The Atlantic.

    Reading the entire article is required in order to see the full and systemic impact of discrimination and oppression. The article’s contents might push you to question your own effectiveness when working with future clients who might espouse beliefs with which you disagree.
  • Shin, R. Q., Smith, L. C., Welch, J. C., & Ezeofor, I. (2016). Is Allison more likely than Lakisha to receive a callback from counseling professionals? A racism audit study (PDF). The Counseling Psychologist, 44(8), 1187–1211.

None

None

None

Lesson 3: Disability Status and Counseling

Course Objectives:

  1. Distinguish why the counseling and human services professions consider "individuals with disabilities" a diverse group.
  2. Explore your worldview in dealing with disabilities and limitations and compare it with that of others.

Thomas and Schwarzbaum text:

  • Chapter 18, David’s Story
  • Section VII prologue (pp. 373–394)

None

Assignment 4.2: Personal-Cultural Analysis and Identity Development Paper (Due Day 7)

None

Week 5: Religious/Spiritual Identity, Class Identity, and a SOAP Notes (February 12 – February 18)

Week 5 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: The Influence of Religion/Spirituality on Identity Development and Counseling

Course Objectives:

  1. Review how religion, spirituality, and faith influence clients’ identity development and decision-making processes.
  2. Identify issues of possible countertransference with future clients based on religious differences between the counselor and the client.

Thomas and Schwarzbaum text:

  • Chapter 4, Betsie's Story
  • Chapter 10, Frank's Story
  • Chapter 13, Malia's Story

Young, J. S., & Cashwell, C. S. (2010). Integrating spirituality and religion into counseling: An introduction. American Counseling Association.

None

None

None

Lesson 2: Poverty, Social Class, and Diversity

Course Objectives:

  1. Differentiate between various types of poverty.
  2. Analyze class-bound values and how they influence the counseling relationship.
  3. Review the link between educational options and socioeconomic status.

Thomas and Schwarzbaum text:

  • Chapter 14, Carla's Story
  • Chapter 15, Anthony's Story

Smith, L. (2008). Positioning classism within counseling psychology’s social justice agenda. The Counseling Psychologist, 36(6), 895–924.

Discussion 5.1: Analytic Prompt Response: Poverty, Social Class, and Diversity Reading (Initial Post Due Day 4, Response Posts Due Day 7) - Responses should be spread out between multiple peers across multiple days to earn full credit.

None

None

Lesson 3: Writing Case Notes Using the SOAP Format

Course Objectives:

  1. Review how to use the SOAP notes method when recording session notes at the conclusion of a client meeting.Consider the strengths and limitations of the SOAP notes format, particularly from a multicultural competence perspective.
  2. Consider the strengths and limitations of the SOAP notes format, particularly from a multicultural competence perspective.

Cameron, S., & Turtle-Song, I. (2002). Learning to write case notes using the SOAP format. Journal of Counseling & Development, 80(3), 286–292.

None

None

None

Week 6: Immigrant/Refugee Considerations and LGBTQQ+ Identity (February 19 – February 25)

Week 6 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Acculturation, Immigrant and Refugee, and Language Concerns in Multicultural Counseling

Course Objectives:

  1. Identify the interaction between RCID and acculturation.
  2. Describe the importance of assessing acculturative stress for clients presenting with difficulty in adjusting to a new cultural experience.
  3. Identify the issues that immigrants may share in the counseling relationship.
  4. Recognize the role of countertransference with regards to how one’s opinions of the immigrant debate might manifest in their work with immigrants.

Thomas and Schwarzbaum text:

  • Section III Introduction
  • Chapter 6, Vu’s Story
  • Chapter 7, Esteban's Story
  • Chapter 8, Maria Luz’s Story

Villalba, J. A. (2009). Addressing immigrant and refugee issues in multicultural counselor education. Journal of Professional Counseling, Practice, Theory, and Research, 37(1), 1–12.

Bemak, F. & Chung, R. C. (2017). Refugee trauma: Culturally responsive counseling interventions. Journal of Counseling & Development, 95(3), 299-308.

None

Assignment 6.1: Journal Entries (Due Day 7)

None

Lesson 2: LGBTQQ+ Concerns in Counseling

Course Objectives:

  1. Review the role that sexual orientation plays on an individual’s identity development.
  2. Analyze the ethical considerations placed on counselors and human services providers as they relate to LGBTQQ+ populations.

Thomas and Schwarzbaum text:

  • Section VI Introduction
  • Chapter 16, Karen’s Story
  • Chapter 17, Rachel's Story

ALGBTIC LGBQQIA Competencies Taskforce (2013). Association for Lesbian, Gay, Bisexual, and Transgender Issues in Counseling Competencies for Counseling Lesbian, Gay, Bisexual, Queer, Questioning, Intersex, and Ally Individuals. Journal of LGBT Issues in Counseling, 7(1), 2–43.

American Counseling Association Competencies for Counseling with Transgender Clients. (2010). Journal of LGBT Issues in Counseling, 4(3), 135–159.

None

None

None

Week 7: Helping-Seeking Behaviors and SOAP Note Assignment (February 26 – March 3)

Week 7 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Help-Seeking Behaviors of Culturally Diverse Groups

Course Objectives:

  1. Synthesize the findings of a peer-reviewed journal article on help-seeking behaviors of a culturally diverse population.
  2. Increase knowledge of help-seeking behaviors of culturally diverse populations by reading and responding to peers’ summaries of help-seeking behaviors.

None

Discussion 7.1: Help-Seeking Behaviors Among Culturally Diverse Populations (Initial Post Due Day 4, Response Posts Due Day 7) - Responses should be spread out between multiple peers across multiple days to earn full credit.

None

None

Lesson 2: Culturally Responsive SOAP Note and Literature Review

Course Objectives:

  1. Discuss the importance of articulating your clinical goals and comprehension of a client’s presenting concerns using an accepted format.
  2. Analyze the role the cultural/societal group membership plays in articulating a client’s presenting concerns and personal goals.
  3. Synthesize a body of work to support your case conceptualization with the added emphasis on cultural/societal group membership of a potential client.

None

None

Assignment 7.1: Culturally Competent SOAP Note and Literature Review (Due Day 6)

None

For a list of image credits for this course, visit the CNS747 Credits Page.