Wake Forest University Department of Counseling

CNS 747: Cultures and Counseling
Summer-1 2025


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Syllabus Contents

Course Faculty

Lead Faculty: Dr. Michelle Ghoston

Email: ghostonm@wfu.edu

Lead Faculty: Dr. Sharon Jones

Email: joneshar@wfu.edu

Lead Faculty: Dr. Saundra Penn

Email: spenn@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 students' currently held beliefs and thoughts about those different than themselves. This might feel uncomfortable at times, but students will push themselves 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:

  1. Increase understanding of U.S. multicultural and societal trends, including concerns, characteristics, and social mores between and within diverse groups, to facilitate the elimination of oppression and biases while modeling effective dialog between and about different social groups. (CACREP 3.B.4,5)
  2. Examine attitudes, beliefs, biases, perceptions, and acculturation (i.e., self-awareness) to increase self-understanding and, by default, understanding of those different from oneself to facilitate the wellness of potential clients through the development of culturally relevant interventions and advocacy, in addition to understanding the effects of racism, discrimination, sexism, power, privilege, and oppression on one’s own life and career and those of the client. (CACREP 3.B.2,3)
  3. Identify theories of multicultural counseling, social justice, and identity development, the multicultural nature of traditional counseling and psychological theories, and the importance and attainment of multicultural competence. (CACREP 3.B.1 & MSJCC)
  4. Increase understanding of counselors’ roles in social justice, advocacy, cultural awareness, conflict resolution, as well as the nature of prejudice, biases, privilege, and discrimination in social systems as well as the counseling relationship. (CACREP 3.B.2,3,4,5)
  5. Increase awareness of the ethical and legal considerations when working with diverse populations. (CACREP 3.A.10; 3.B.10)
  6. Discuss, understand, and apply the social implications of personal and contextual factors, such as internalized oppression, spirituality, institutional racism, and the historical and current political climate regarding immigration, poverty, and welfare, to work with culturally diverse clients. (CACREP 3.B.7,9,10,11)

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 Modules section:

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, university supervisors interact with students primarily through individual/triadic and group supervision sessions. University supervisors 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 Prompt Responses throughout the course, ensuring that they remain engaged with the material. Students are expected to respond to their peers to the following discussions in a manner that neither attacks nor demeans their peers' perspectives.

Discussion 1.1: Prompt Response: The Danger of a Single Story

For this assignment, students will watch a video and respond to prompts.

Discussion 2.1: Prompt Response: Theories of Prejudice and Bias Reading

For this assignment, students will respond to a list of prompts for their initial and response posts.

Discussion 3.1: Prompt Response: Racial Identity Development and Microaggression Readings

For this assignment, students will respond to a list of prompts.

Discussion 5.1: Prompt Response: Poverty, Social Class, and Diversity Reading

For this assignment, students will respond to a list of prompts for their initial and response posts.

Discussion 7.1: Help-Seeking Behaviors Among Culturally Diverse Population

For this assignment, students will read a peer-reviewed journal article and respond to prompts.

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 the final grade.

Assignment 7.2: Professional Dispositions and Behavior Rating (PDBR) Process Initiation (CACREP 2.C.2.a, 2.C.2.b, 2.C.2.c, 2.E.1.c)

Students direct instructors to complete a PDBR form by completing this assignment. Instructors then complete a professional dispositions and behavior review (PDBR) form (Student Handbook, 2024, pp. 48-51) on the student regarding their achievement, professional dispositions, and behaviors that relate to their competence as counseling practitioners.

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 Percentage
Assignment 4.1: Gender Galaxy 100 5%
Assignment 4.2: Personal-Cultural Analysis and Identity Development Paper 100 15%
Assignment 6.1: Journal Entries 100 40%
Assignment 7.1: Culturally Competent SOAP Note and Literature Review 100 30%
Discussions 500 10%
Total 900 100%

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

AI Policy

The use of generative artificial intelligence (AI) tools (e.g., ChatGPT) is permitted for the following activities:

The use of generative AI tools is not permitted for the following activities:

Using AI in a way that is not permitted is a violation of the Graduate Student Academic Honor Code (PDF) If you are uncertain about whether you can use AI in any other instance, please ask your instructor.

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 (PDF).

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 (May 12 – May 18)

Week 1 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

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

Course Objectives: 1, 2, & 4

CACREP Standards: 3.B.4,5, 3.B.2,3, 3.B.2,3,4,5

None

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

None

None

Lesson 2: Multicultural Social Justice Counseling Competence

Course Objectives: 2, 3, 4 & 6

CACREP Standards: 3.B.2,3, 3.B.1 & MSJCC, 3.B.2,3,4,5, 3.B.7,9,10,11
  • Arredondo, P., & Toprek, R. (2004). Multicultural counseling competencies = ethical practice. Journal of Mental Health Counseling, 26(1), 44–55.
  • Patterson, C. H. (2004). Do we need multicultural competencies? Journal of Mental Health Counseling, 26(1), 67–73.
  • 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(1), 28–48.

None

None

None

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

Course Objectives: 1-6

CACREP Standards: 3.B.4,5, 3.B.2,3, 3.B.1 & MSJCC, 3.B.2,3,4,5, 3.A.10; 3.B.10, 3.B.7,9,10,11

None

None

None

None

Week 2: Prejudice, Discrimination and Worldview (May 19 – May 25)

Week 2 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Theories of Prejudice and Implicit Bias

Course Objectives: 2, 4 & 6

CACREP Standards: 3.B.2,3, 3.B.2,3,4,5, 3.B.7,9,10,11
  • Bartlett, T. (2017). Can We Really Measure Implicit Bias? Maybe Not. Available through the WFU library.
  • Wagstaff, G. (2005). Understanding prejudice. Psychology Review, 11(4), 20–23.

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

None

None

Lesson 2: The Relationship Between Worldviews and Discrimination

Course Objectives: 1&6

CACREP Standards: 3.B.4,5, 3.B.7,9,10,11
  • McCarthy, J. (2005). Individualism and collectivism: What do they have to do with counseling? Journal of Multicultural Counseling and Development, 33(2), 108–117.
  • Williams, B. (2003). The worldview dimensions of individualism and collectivism: Implications for counseling. Journal of Counseling and Development, 81(3), 370–374.

None

None

None

Week 3: Cultural Identity Development, Intersectionality, and Microaggressions (May 26 – June 1)

Week 3 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Cultural Identity Development and Intersectionality

Course Objectives: 1to6

CACREP Standards: 3.B.4,5, 3.B.2,3, 3.B.1 & MSJCC, 3.B.2,3,4,5, 3.A.10; 3.B.10, 3.B.7,9,10,11

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: 2, 3, 4 & 6

CACREP Standards: 3.B.2,3, 3.B.1 & MSJCC, 3.B.2,3,4,5, 3.B.7,9,10,11
  • Thomas, K. R. (2008). Macrononsense in Multiculturalism. American Psychologist, 63(4), 274–275.
  • Sue, D. W., Capodilupo, C. M., Torina, G. C., Bucceri, J. M, Holder, A. M. B., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271–286.
  • Sue, D. W., Alsaidi, S., Awad, M. N., Glaeser, E., Calle, C.Z., and Mendez, N. (2019) Disarming racial microaggressions: Microintervention strategies for targets, White allies, and bystanders. American Psychologist, 74(1). 128-142.

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

None

None

Week 4: Gender Identity, Historical Oppression and Privilege, and Disability Status (June 2 – June 8)

Week 4 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: The Complexities of Gender Identity in Counseling

Course Objectives: 1 to 6

CACREP Standards: 3.B.4,5, 3.B.2,3, 3.B.1 & MSJCC, 3.B.2,3,4,5, 3.A.10; 3.B.10, 3.B.7,9,10,11

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 to 6

CACREP Standards: 3.B.4,5, 3.B.2,3, 3.B.1 & MSJCC, 3.B.2,3,4,5, 3.A.10; 3.B.10, 3.B.7,9,10,11
  • 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.
  • 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: 1,2 & 6

CACREP Standards: 3.B.4,5, 3.B.2,3, 3.B.7,9,10,11

  1. 1. pt .

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 (June 9 – June 15)

Week 5 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

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

Course Objectives: 1, 2 & 6

CACREP Standards: 3.B.4,5, 3.B.2,3, 3.B.7,9,10,11

  1. n

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, 2, 3,4 & 6

CACREP Standards: 3.B.2,3, 3.B.1 & MSJCC, 3.B.2,3,4,5, 3.B.7,9,10,11

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

None

None

Lesson 3: Writing Case Notes Using the SOAP Format

Course Objectives: 2,3,4 & 6

CACREP Standards: 3.B.2,3, 3.B.1 & MSJCC, 3.B.2,3,4,5, 3.B.7,9,10,11

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 (June 16 – June 22)

Week 6 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

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

Course Objectives: 1 to 6

CACREP Standards: 3.B.4,5, 3.B.2,3, 3.B.1 & MSJCC, 3.B.2,3,4,5, 3.A.10; 3.B.10, 3.B.7,9,10,11

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 to 6

CACREP Standards: 3.B.4,5, 3.B.2,3, 3.B.1 & MSJCC, 3.B.2,3,4,5, 3.A.10; 3.B.10, 3.B.7,9,10,11

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 (June 23 – June 29)

Week 7 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Help-Seeking Behaviors of Culturally Diverse Groups

Course Objectives: 2 to 6

CACREP Standards: 3.B.2,3, 3.B.1 & MSJCC, 3.B.2,3,4,5, 3.A.10; 3.B.10, 3.B.7,9,10,11

None

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

None

None

Lesson 2: Culturally Responsive SOAP Note and Literature Review

Course Objectives: 1 to 6

CACREP Standards: 3.B.4,5, 3.B.2,3, 3.B.1 & MSJCC, 3.B.2,3,4,5, 3.A.10; 3.B.10, 3.B.7,9,10,11

None

None

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

Assignment 7.2: Professional Dispositions and Behavior Rating (PDBR) Process Initiation

None

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