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FOUNDATIONS OF MULTICULTURAL

COUNSELLING

Simon Fraser University

Instructor: ?

Natalee Popadiuk, PhD., R.Psych. ?

Assistant Professor, Counselling Psychology Program

Office: ?

Rm.

8556

Phone:

604-291-3167

Email:

popadiuk@sfu.ca

Office Hrs:

By appointment

Tuesday 4:30-7:20 AQ 2002

PREREQUISITE

EDUC 220 or PSYC

250

COURSE OUTLINE

This course is designed to provide an introduction to multicultural counselling and human

diversity with an emphasis on culture, gender, ethnicity, socioeconomic status, religion,

age, and abilities. Students will be encouraged to reflect upon, examine, and discuss their

own attitudes, beliefs, and group membership statuses, and how these may impact the

counselling process. A critical theory perspective will be introduced in order to examine

the effects of privilege, oppression, and power implicitly and explicitly associated with

diverse social statuses from the personal, relational, and societal levels. Students will be

introduced to the multicultural counselling competencies, which encompass the

knowledge, skills, and attitudes required to become a culturally-competent counsellor.

OBJECTIVES

Upon completion of this course, students should be able to:

Articulate an understanding of common group identities and differences that may

impact the counselling relationship

Reflect upon, explore, and evaluate their own cultural beliefs, values, and biases

and these intersect with the beliefs, values, and biases of their clients

Demonstrate an understanding of complex concepts such as ethnicity, gender,

socioeconomic class, age and religion in themselves and in their clients

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• Articulate personal biases and blind spots that may facilitate or impede the

counseling relationship and counselling process

• Demonstrate the fundamental knowledge, skills, and attitudes of the multicultural

counselling competencies

• Define, compare and contrast emic and etic multicultural counselling perspectives

• Demonstrate an in-depth understanding of cultural norms, beliefs and values of at

least one population that is significantly different from their own culture of origin

• Apply a decision-making model to culturally-sensitive ethical dilemmas

EVALUATION

1.

Learning Journal

? 20%

2.

Mid-term Exam

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20%

3.

Immersion Group Presentation20%

4.

Multicultural Counselling Paper ?

20%

5.

Final Exam ?

20%

Learning Journal (20%)

Students will be required to keep a journal throughout the duration of the course. Journals

may include reflection on classroom reading materials, classroom discussions, immersion

project experiences, relevant current events, media, and other informal learning

opportunities.

Immersion Project & Class Presentation (20%)

In groups of three, students will be responsible for actively investigating multicultural

issues and learning about other cultures outside of the classroom. Students will be

responsible for presenting their experiences and the learning gained in an engaging

classroom presentation. Each student will hand in a 2 - 3 page self-reflection paper.

Multicultural Counselling Paper (20%)

Each student will write a

5 -

6 page academic paper drawing from the literature on

counselling issues related to a particular cultural group. Students will be expected to

demonstrate their own critical thinking skills and make relevant personal comments and

observations as part of the paper.

Mid-term Exam (20%) and Final Exam (20%)

Students will be required to demonstrate part of their learning through a mid-term and

final exam based on the readings and in-class discussions.

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REQUIRED READINGS

Textbook

Robinson, T. L. (2005). The convergence of race, ethnicity, and gender: Multiple identities

in counseling. Upper Saddle River, New Jersey: Pearson Education.

Examples of On-line Journal Articles

Arredondo, P. & Toporek, R. (2004). Multicultural counseling competencies = ethical

practice. Journal of Mental Health Counseling, 26(l),

44-55.

Burr, J. & Chapman, T. (2004). Contextualizing experiences of depression in women from

South Asian communities: A discursive approach. Sociology of Health & Illness,

26(4),433-452.

Constantine, M. G. (2002). The intersection of race, ethnicity, gender, and social class in

counseling: Examining selves in cultural contexts. Journal of Multicultural

Counseling and Development, 30, 210-215.

Croteau, J. M., Talbot, D. M., Lance, T. S., Evans, N. J. (2002). A qualitative study on the

interplay between privilege and oppression. Journal of Multicultural Counseling and

Development, 30,239-258.

Liu, W. M., Solek, G., Hopps, J., Dunsten, K., & Picket, T. (2004). A new framework to

understand social class in counseling: The social class worldview model and modern

classism theory. Journal of Multicultural Counseling and Development, 32,

95-122.

Popadiuk, N. E. & Arthur, N. (2004). Counseling international students in Canadian

schools. International Journal for the Advancement of Counseling, 26(2), 125-145.

COURSE TOPICS

• Multicultural Competencies -- knowledge, skills & attitudes

• Multicultural Counselling Theories

• Collectivist - Individualistic Continuum

• Intersection of Diversity: Ethnicity, Gender, Social Class

• Stereotyping, Privilege, & Oppression

• Counselling People from Asian/Chinese-Canadian Communities

• Counselling People from Southasianllndo-Canadian Communities

• Counselling People from First Nations/Aboriginal Communities

• Counselling International Students

• Social Justice/Advocacy

• Ethical Dilemmas in Multicultural Counselling