MHS 6428

Multicultural Counseling and Development

Spring, 2016
Jean-Carlos Polanco Lopez, Ph.D. Candidate
University of Florida
Counselor Education Program
School of Human Development and Organizational Studies
1204 Norman Hall
P. O. Box 117046
Gainesville, FL 32611-7046
jcpl@ufl.edu

Tuesdays.
Periods 2-4 (8:30a.m. 11:30a.m.)
Room 260 Norman Hall

Instructors Office Hours:

Tuesdays 12:00 noon
2:00p.m (and by appointment)

Date

Reading Assignment
Syllabus,
Chapter 1 Culture and
Diversity Defined

Topics and Activities

Introduction to course
objectives; multicultural
terminology

Assignments Due
Initial Cultural Biography

Chapter 2 Culture:
Clarifications and
Complications
Chapters 3 Equity,
Advocacy, and Social
Justice
Chapters 5
Conceptualizing Race
and Racism
Chapter 6 Culturally
Alert Counseling with
African Americans
Chapter 7 Culturally
Alert Counseling with
East and Southeast
Asian Americans

First multicultural
counseling group

Weekly journal 1

Second multicultural
counseling group

Weekly journal 2

Third Multicultural
counseling group

Client Issue Paper #1

Weekly Journal 3

Group Presenting:

Weekly Journal 4

Group Presenting:

Weekly Journal 5

2/16

Chapter 8 - Culturally Alert

Counseling with Native
Americans

Group Presenting:

Client Issue Paper #2

Weekly Journal 6

2/23

Chapter 9- Culturally Alert

Counseling with European
Americans

Group Presenting:

Weekly Journal 7

HAPPY SPRING BREAK

Chapter 10 Culturally
Alert Counseling with
Middle Eastern
Americans
Chapter 11 Culturally
Alert Counseling with
Latino/Latina Americans
Chapter 12- Culturally Alert
Counseling with South Asian
Americans
The Context of Social Class
Counseling Men and Women:
Considering Gender and Sex
Counseling Lesbian, Gay,
Bisexual, and Transgendered
Clients
Religion and Spirituality

PLEASE HAVE FUN

Group Presenting:

PLEASE BE SAFE
Client Issue Paper #3
Weekly Journal 8

Group Presenting:

Weekly Journal 9

Group Presenting:

Weekly Journal 10

Group Presenting:
Group Presenting:

Weekly Journal 11
Weekly Journal 12

Group Presenting:

Final Research Paper

Group Presenting:

Extra Weekly Journal

1/5

1/12
1/19
1/26
2/2
2/9

3/1
3/8

3/15
3/22
3/29
4/5
4/12
4/19

Course Prerequisites
A course in basic theories of counseling (e.g., MHS 6401 Counseling Theories and
Applications) is a prerequisite to this course because students are expected to be able to use
basic or core counseling skills with individuals across various ethno-cultural groups. Students
who have not successfully completed a course in counseling theories should consult with the
instructor prior to official registration for this course.
Course Resources
The following textbook is required, and has been ordered for the course, and is also
available from local bookstores:
McAuliffe, G. (Eds). (2013). Culturally alert counseling: A comprehensive introduction.

Thousand Oaks, CA: Sage Publications, Inc.

Course Goals and Objectives Purposes

The main purpose of the course is to yield culturally competent counselors who are a well
informed about how to best help others within their cultural context. In order to achieve this
overarching goal the following attitudes, perceptions, or behaviors must be present:
Students are aware of their own cultural heritage.
Students value and respect cultural differences.
Students are knowledgeable about culturally diverse clients
Students appreciate the life conditions and circumstances in which ethnic minorities
find themselves within.
Students have had significant positive relationships with culturally diverse individuals.
Students are willing to share their resources for the well being of others.
Students take some measure of responsibility for the advancement of cross-cultural
and intracultural relations.
Students are willing to expand their circle of friends and significant others to include members of
culturally diverse groups.
Students see themselves neither superior nor inferior to individuals different from themselves.
Students strive to achieve a non-racist identity.
It should not be surprising that many counselors do not have these qualities for several
reasons: First, many counselors come from homogenous groups where there have been
limited opportunities for cross-cultural communication and interaction. Second, other
counselors and counselors in training may have reached adulthood without having had
significant personal relations with persons different from themselves. Third, counselors and
counselors in training often do not develop culturally sensitive behaviors due to a lack of
training and consciousness-raising about multicultural issues that promote personal growth
and development regarding cultural diversity. Like individuals in the society at large, such
individuals are not fully prepared to function in an increasingly multicultural world nor are
they are prepared to provide effective counseling services for culturally diverse clients.
For these reasons this course is designed to facilitate the development of culturally skilled
counselors who are open to self-examination, are flexible, are knowledgeable about
diverse cultures and are constantly seeking ways to promote cross-cultural understanding
and action.
Objectives
The objectives of the multicultural counseling course based on multicultural
competencies enable students to:

Become familiar with salient issues in cross-cultural counseling.

Explore and understand themselves as cultural beings (how their cultural identity
impact their and others lives).
Examine their own feelings, attitudes and beliefs concerning culturally diverse
individuals.
Scrutinize their own culture in order to understand their cultural assumptions (time,
language, work, etc.)
Challenge misconceptions they hold about culturally diverse individuals and groups.
Identify and break down stereotypes concerning culturally diverse groups, which set
limits on their potential.
Learn more effective ways to communicate across cultural lines.

Facilitate the construction of cultural knowledge about ethnic groups, to increase

sensitivity, and to decrease misinterpretation.
Take advantage of opportunities to break down barriers and to build cross-cultural
coalitions through cooperative group efforts.
Facilitate the exploration of their own ancestry through ethnic sharing.
Identify and practice culturally relevant counseling strategies and techniques.
Make a commitment to take action to advance the field of multicultural counseling.

Methods of Instruction
The methods of instruction for this course consist of any or all of the following:
interactive lectures, experiential learning activities, group projects, group counseling,
videotape demonstrations, movie presentations, small group discussions, and class
presentations.
Course Assignments and Evaluations
ASSIGNMENTS
Cultural Biographies-Initial, Midpoint, & Final (20 pts each)
Journal Entries (12 entries at 5 pts each)
Group Presentations
Client Issue Papers (3 papers at 30 pts each)
Research Paper
Participation
TOTAL POINTS

POINTS
60
60
60
90
80
50
400

CULTURAL BIOGRAPHIES
Students are to complete three (3) cultural biographies.
The Initial Cultural Biography is completed electronically, prior to the first day of
class.
The Midpoint Cultural Biography is to be completed outside of class and emailed
to the instructor for on-line submission.
The Final Cultural Biography is to be completed outside of class and emailed to
the instructor for on-line submission. Each cultural biography is expected to be
slightly different as students proceed through the course. Each cultural biography is
worth five (20) points.
Essential in the development of multicultural competencies, students are to, over the
duration of the course, construct a biographical statement regarding the various aspects,
foundations, and characteristics of their evolving cultural identity. This assignment is to
include concrete examples of self- knowledge relevant to ones cultural distinctiveness.
Many of these will be greater elucidated through group discussion.
JOURNAL ENTRIES (double-entry format)
The journal entries are designed to assist students in reflecting on their cognitive, affective
and skill-based growth and development over the course period. Students are to provide
one entry per week (2-3 pages doubled spaced, 12 in total). The journals should cover both:
the students personal thoughts, and feelings outside of the class, which they believe to be
relevant to the course and reflection of the courses weekly content (i.e key issues from class
discussions, group, and/or readings).
All journal entries are to be submitted via canvas by class time (8:30 am Tuesdays)

Journal entries will be evaluated based upon the following criteria:

Entries are made on a weekly basis
Entries follow the double entry format outlined above
Entries are reflective and link personal learning with course content
Entries are authentic in nature and demonstrate a developmental awareness
of ones own strengths and limitations when working with culturally
diverse clients*****
GROUP PRESENTATIONS (60 points, graded individually). ***SEE APPENDIX FOR RUBRIC

Students will create a Power Point/Prezi presentation that includes an overview of up-to-date
research (last 10 years) on the cultural group being presented that week. The goal of the group
presentation is for 2-3 students to integrate topics discussed in class with the current research
regarding the practice/effectiveness of culturally competent care for a specific group. This
entails selecting at least five peerreviewed journals articles (not using the book or any
professional codes as reference) and creating a presentation to help further explore concepts
learned from material in the book.
Students must include a case presentation (cannot be from client issue papers). It will be
important for the group to identify the cultural considerations that practitioners must account
for when working with this population, along with their own biases. The presentation is to be a
concise, well-articulated presentation of the cultural nuances of a given minority group. Your
groups duty is to be the expert on the topic you have researched and design the presentation
in a way that reflects your understanding of the sociopolitical impact on your group; as well as
its relationship to our understanding of cultural sensitivity.
Group members SHOULD use class participation, videos, etc. to enhance your presentation.
The presentation is to be 60 minutes in length. Points will be deducted if you go over time
(or the presentation is too short), so please practice your presentation. Each group must
also meet with me, at minimum, one week prior to your presentation in order for me to provide
useful feedback on the content as well as giving me the opportunity to answer any and all
questions the group may have.
This project should be presented via PowerPoint or Prezi. The group must also distribute a list
of all your cited sources to the class at the end of your presentation. Be prepared to lead a
discussion referencing a case study that you created afterward about effective interventions to
utilize with your assigned cultural group. You may also wish to develop specific discussion
questions to help facilitate conversation that will be helpful to all.
This is also a public speaking assignment designed to enhance your ability to present facts
accurately and in a succinct manner. This presentation should be seamless in that you will work
together to produce a final product. Each person will earn their own individual score on their
presentation skills.
CLIENT ISSUE PAPERS

As practicing counselors in training, students will counsel clients who bring issues to
counseling sessions that are new to them. As a result, students will be required to research
and educate themselves regarding clients' issues in order to provide effective counseling
services. During
this semester, students will be required to identify three client issues that are new to them, or
that they feel they need to know more about. Students can use cases from their current or past
clinical experiences in the program. Other sources for cases can come from your lived
experiences or news articles.
Client issues should be as specific as possible. Some examples of potential client issues
are listed below. These are only examples. Students are to check with the instructor if
they are unsure whether the issue chosen to research is appropriate.
Client
Issue
Examples: Coping
with a Disability
Phobias
Same Sex
Relationships
Sexual Identity
Issues Learning
Disabilities
Alcohol/Drug
Abuse Autonomy
from Parents Grief
and Loss Issues
Marital Relations
Sexual Assault
Empowerment Issues related to Oppression (racism, sexism, classism, homophobia,
etc.) Self-esteem
Eating Disorders
Suicide
Effective Parenting
Students must read a minimum of three (3) professional articles related to each issue and
write a paper for each issue. A total of three (3) papers are to be submitted. Abstracts
obtained on the Internet are not acceptable as research articles. It is preferable that
students cite articles published in American Counseling Association (ACA) journals in
preparation for their papers. Students may use other journals (mental health and others), if
necessary. HOWEVER,
STUDENTS ARE NOT TO CITE ANY TEXTBOOKS FOR THIS COURSE OR ANY
OTHER
COURSE IN THE COUNSELING CURRICULUM.
The ACA journals include the following:
Journal of Counseling & Development
Counseling and Values
Counselor Education and Supervision
Elementary School Guidance &
Counseling Journal of Additions&
Offender Counseling
Journal of College Student Development (published by ACPA, a former ACA
division) Journal of Humanistic Education and Development
Journal of Employment Counseling
Journal of Multicultural Counseling and Development
Journal for Specialists in Group Work

Measurement and Evaluation in Counseling and Development

Rehabilitation Counseling Bulletin
The Career Development Quarterly
The Family Journal: Counseling and Therapy for Couples and Families
The School Counselor
th

Students are to use APA style (6 ed.) formatting in writing their papers. Papers are to be
approximately 5 typewritten pages (not including title and reference pages), double-spaced,
with one-inch margins.

Client issue papers will be evaluated based upon the following criteria:

Issue presented by client

Questions the student had in conceptualizing the case, prior to reading the journal
articles
Summary of the journal articles read
Expanded case conceptualization regarding the issue based upon readings
How the student could apply (or did apply) what s/he learned in providing services for
the client
Ability to select appropriate client issues for research
Ability to summarize main points
Integration and appropriate usage of multicultural counseling literature
Staying within page and format guidelines
Clarity of expression, and
Organization of ideas
Reference list (APA style)
Grammar and writing skills will be commented upon. Additional information may be
provided in class.
RESEARCH PAPER
Students will be tasked with investigating a population that they have not previously worked
with nor presented in class. The suggested length of this paper is 10-15 pages. Shorter papers
are acceptable only if they are well written and you feel that you have covered the topic
appropriately. Students will write a research paper/formal literature review in APA format on
one specific problem faced by a culturally diverse population, followed by recommendations,
elucidated by the research, on how to better serve the different population, given their
limitations.
Research papers will be evaluated based upon the following criteria:

Research skills

Ability to accurately depict their population of interest

Ability to identify at least one limitation faced by this population

Ability to think critically about the topic and the sources necessary to study and limit
that topic

Ability to propose possible interventions to serve this population

Ability to combine information and ideas into a focused, organized, supported argument

Ability to write a grammatical, stylistic, mechanically correct essay

Ability to document and list sources accurately and usefully

Please include a tittle page, abstract, running header, citations, references section, and all other
requirements for APA formatting.
Attendance And Participation
Class attendance and participation is CRUCIAL to acquiring the content
information in the course. In the event that students must miss a class, they are to send
an electronic notification to the instructor and see a classmate regarding the information
presented in the class. It should be noted that student grades will be negatively affected
if they are not able to participate in discussions as well as other assignments due to a
missed class.

Specifically, acceptable attendance and participation involve the following:

Enthusiastic recitations in class (evidence of extensive reading).

Regular attendance - report to class on time.
Information sharing of multicultural events.
Timely submission of assignments
A spirit of cooperation, collaboration and sharing
Participation in the in-class experiences (i.e group counseling, presentations)

Multicultural Group Counseling

The first 4 weeks of the course will be used to present students with a solid foundation for
understanding multicultural issues. Farther, in order to create a greater level of cohesion and
connectivity among class members I will facilitate a 3-week multicultural counseling groups
where we will speak about the delicate topics surrounding multiculturalism always informed by
the assigned readings. It is pertinent for students to be active participants of group, as this will
not only be beneficial for setting the foundation for the work that will follow it, but also will
impact the participation grade.
Grading
Due to the relatively high admissions standards to the university and to the Counselor
Education Department, students are expected to perform relatively high academically.
Therefore, the grade of C is a reflection of minimum performance, the grade of B is a
reflection of average performance, and the grade of A is considered to reflect outstanding
academic performance.
In general, a very few students receive the grade of C, the majority earns the grade of B
and

a few students earn the grade of A. It is well known that the A grade is not easy to achieve
in
this course. The student who earns the letter grade A stands above all others in all
categories.
His/her level of class participation would be very high, characterized by sharing both
personally and interpersonally, and by immersion into the class process. In addition, factors
such as intensity of effort, complexity of thought and creative expression are considered for
higher earned grades.
Grade Assignments
A
B+
B
C+
C
CD+
D
DE

379-400
359378
340-358
320-339
300-319
280-299
260-279
240-259
220-239
0-219

Information on UF Grading Policies for Assigning Grade and Grade Points

For greater detail on the meaning of letter grades and university policies related to them, see
the Registrars Grade Policy regulations at http://www.registrar.ufl.edu/staff/grades.html and
for information on current UF grading policies for assigning grade points, see the following:
https://catalog.ufl.edu/ugrad/current/regulations/info/grades.aspx

Policy on Make-up Exams and Assignments

NO LATE ASSIGNMENTS WILL BE ACCEPTED (unless otherwise discussed with
instructor). Absence for permitted religious reasons, documented medical concerns, and
other reasons as documented in University policy will be handled accordingly. See this
website for more details: http://www.registrar.ufl.edu/catalogarchive/01-02catalog/academic_regulations/academic_regulations_013_.htm
Academic Integrity
All students registered at the University of Florida have agreed to comply with the following
statement: I understand that the University of Florida expects its students to be honest in all
their academic work. I agree to adhere to this commitment to academic honesty and
understand that my failure to comply with this commitment may result in disciplinary action
up to and including expulsion from the University. In addition, on all work submitted for
credit the following pledge is either required or implied: On my honor I have neither given
nor received unauthorized aid in doing this assignment. If you witness any instances of
academic dishonesty in this class, please notify the instructor or contact the Student Honor
Court (392-1631) or Cheating Hotline (392-6999). For additional information on Academic
Honesty, please refer to the University of Florida Academic Honesty Guidelines at
http://www.dso.ufl.edu/sccr/honorcodes/conductcode.php

Cheating, lying, misrepresentation, or plagiarism in any form is unacceptable and

inexcusable behavior and may result in a reduction of course grade and a report to
university officials.
Accommodations for Students with Disabilities
If you require classroom accommodation because of a disability, you must first register with
the Dean of Students Office (http://www.dso.ufl.edu/drc). The Dean of Students Office will
provide documentation to you, which you then give to the instructor when requesting
accommodation. The College is committed to providing reasonable accommodations to
assist students in their coursework. You must contact the instructor to discuss appropriate
accommodations for you no later than the beginning of the third class meeting.
Counseling and Student Health
Students with academic concerns related to this course should contact the instructor in
person or via email. Students also may occasionally have personal issues that arise in the
course of pursuing higher education or that may interfere with their academic performance.
If you find yourself facing problems affecting your coursework, you are encouraged to talk
with an instructor and to seek confidential assistance at the UF Counseling & Wellness
Center, 352-3921575. Visit their web site for more information: http://www.counseling.ufl.edu/. Also,
crisis intervention is always available 24/7 from the Alachua County Crisis Center: (352)
264-6789.
Office Hours
My office hours are Tuesdays, 12:00noon 2:00p.m. and by appointment.
Instructors Teaching Philosophy
My teaching philosophy focuses on connection. I see connection as a powerful tool that
affords a deeper understanding of the self and others.

Applicable Professional Standards Addressed

This course is designed to meet the following professional standards.
(Florida) Sunshine State Standards
These standards do not apply (directly) to this course.
(Florida) Institutional Program Evaluation Plan (IPEP): Accomplished Practices.
ACCOMPLISHED PRACTICE #5 DIVERSITY
Indicator: 5.1 (Knowledge) Knows how race, ethnicity, gender, socio-economic status, language,
and special need variables affect all PK-12 students development, learning, and/or behavior
change.
Indicator: 5.3 (Disposition) Shows sensitivity, acceptance, and valuing of all PreK-12 students,
including those from diverse backgrounds based on race, ethnicity, gender, socio-economic status,
language, and/or special need.
Council for the Accreditation of Counseling and Related Educational Programs (CACREP)
(2009) Standards
Section II, Professional Identity
FOUNDA TION
Subsection B-1: Reflect current knowledge and projected needs concerning counseling practice in a
multicultural and pluralistic society.
KNOWLEDGE
Subsection G-2: SOCIAL AND CULTURAL DIVERSITYstudies that provide an understanding
of the cultural context of relationships, issues, and trends in a
multicultural society, including all of the following:
a. multicultural and pluralistic trends, including characteristics and concerns within and among
diverse groups nationally and internationally;
b. attitudes, beliefs, understandings, and acculturative experiences, including specific experiential
learning activities designed to foster students understanding of self and culturally diverse clients;
c. theories of multicultural counseling, identity development, and social justice; d. individual,
couple, family, group, and community strategies for working with and advocating for diverse
populations, including multicultural competencies; e. counselors roles in developing cultural selfawareness, promoting cultural social justice, advocacy and conflict resolution, and other culturally
supported behaviors that promote optimal wellness and growth of the human spirit, mind, or body;
and
f. counselors roles in eliminating biases, prejudices, and processes of intentional and unintentional
oppression and discrimination.
Section III Professional Practice
CLINICAL MENTAL HEALTH- DIVERSITY AND ADVOCACY Section E. Knowledge
E. Knowledge
1. Understands how living in a multicultural society affects clients who are seeking clinical mental
health counseling services.
2. Understands the effects of racism, discrimination, sexism, power, privilege, and oppression on
ones own life and career and those of the client.

5. Understands the implications of concepts such as internalized oppression and institutional

racism, as well as the historical and current political climate regarding immigration, poverty, and
welfare.
MARRIAGE, COUPLE, & FAMILY COUNSELING DIVERSITY AND ADVOCACY
Subsection E. Knowledge
4. Understands the effects of racism, discrimination, sexism, power, privilege, and oppression on
ones own life and that of the client(s).
5. Understands the effect of local, state, and national policies, programs, and services on diverse
family systems.
SCHOOL COUNSELING DIVERSITY AND ADVOCACY Subsection E. Knowledge
1. Understands the cultural, ethical, economic, legal, and political issues surrounding diversity,
equity, and excellence in terms of student learning.
2. Identifies community, environmental, and institutional opportunities that enhanceas well as
barriers that impedethe academic, career, and personal/social development of students.
3. Understands the ways in which educational policies, programs, and practices can be developed,
adapted, and modified to be culturally congruent with the needs of students and their families.
4. Understands multicultural counseling issues, as well as the impact of ability levels, stereotyping,
family, socioeconomic status, gender, and sexual identity,
and their effects on student achievement.
Supplementary Resources
Read selected articles on multicultural counseling available electronically through the Smathers
Library Course eReserves Service (https://ares-uflib-ufl-edu.lp.hscl.ufl.edu).
Clay, L., Frazier, K. N., & West-Olatunji, C. (2010). Use of an ecosystemic lens to conceptualize
the counseling needs of students with behavioral problems in an urban charter school
setting. Graduate Research Journal, http://www.grjsite.com/current-issue/14-use-of-anecosystemic-lens-to-conceptualize-the-counseling-needs-of-students-with-behavioralproblems-in-an-urban-charter-school-setting.html.
Croteau, J. M., Talbot, D. M., Lance, T. S., & Evans, N. J (2002). A qualitative study of the
interplay between privilege and oppression. Journal of Multicultural Counseling and
Development, 30(4), 239-258.
Delgado-Romero, E. A. (2001). Counseling a Hispanic/ Latino client- Mr. X. Journal of Mental
Health Counseling, 23(3), 207-221.
Garrett, M., Torres, E., Portman, T., Brotherton, D., Brubaker, M., West-Olatunji, C., & Conwill,
W. (2011). Crying for a vision: The Native American sweat lodge ceremony as therapeutic
intervention. Journal of Counseling & Development, 89, 318 - 325.
Goodman, R., & West-Olatunji, C. (2009). Cultural competency and disaster response. Journal
of Counseling & Development, 87, 458-465.
Goodman, R. D., & West-Olatunji, C. A. (2010). Educational hegemony, traumatic stress, and
African American and Latino American students. Journal of Multicultural Counseling and
Development, 38, 176-186
Leach, M. M.; Behrens, J. T., & LaFleur, N. K. (2002). White racial identity and white racial
consciousness: Similarities, differences, and recommendations. Journal of Multicultural
Counseling and Development, 30( 2), 66-80.
Olson, M. J. (2003). Counselor understanding of Native American spiritual loss. Counseling &
Values, 47(2), 109-117.
Tillman, L. C. (2002). Culturally sensitive research approaches: An African-American
perspective. Educational Researcher, 31, (9) 3-12.

Torres Rivera, E., West-Olatunji, C., Conwill, W., Garrett, M.T., & Phan, L.T. (2008). Language
as a form of subtle oppression among linguistically different people in the United States of
America. Revista Perspectivas Sociales,10(1), 11-28.
West-Olatunji, C., Frazier, K. N., & Kelley, E. (2011). Wraparound counseling as a systemic
intervention tool in school communities with non- symptomatic and symptomatic children.
Journal of Humanistic Counseling, 50, 222-237.
West-Olatunji, C., Shure, L., Pringle, R., Adams, T. L., Lewis, D. R., & Cholewa, B. (2010).
Exploring how school counselors position low-income African American girls as
mathematics and science learners. Professional School Counseling, 13, 184-195.
West-Olatunji, C., Watson, Z., Nelson, M., Frazier, K., & St. Juste, S. (2008). Encouraging
advocacy and multicultural competence among counselor trainees through service
learning. Louisiana Journal of Counseling, 15, 1-18.
Wingfield, R., Reese, R., West-Olatunji, C. (2010). Counselors as leaders. Florida Journal of
Educational Administration and Policy, 4(1), 114-130.
http://education.ufl.edu/Leadership/FJEAP/v4-1.html.
Wynn, R., & West-Olatunji, C. (2009). Use of Culture-Centered Counseling Theory with
Ethnically Diverse LGBT Clients. The Journal of LGBT Issues in Counseling, 3, 198.

Appendix
Group Presentation Rubric

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