Beruflich Dokumente
Kultur Dokumente
Course Description: This course addresses the counselors roles in cultivating self-awareness,
promoting social justice, advocacy and conflict resolution to promote the flourishing and dignity
of all persons.
Learning Outcomes: This course is designed to support the student in mastery of the following
CACREP (2016) competencies:
In addition to addressing the CACREP standards described above, this course is also designed to
assist the student in her or his preparation for the National Counselor Examination (NCE) and
licensure requirements for Licensed Professional Counselors (LPCs) in Texas (professional
orientation).
This course also addresses the following Catholic social justice dimensions:
The Principle of Human Dignity: Every human being is invaluable and worthy of respect as a
member of the human family.
The Principle of Solidarity: We are one human family; loving our neighbor has global
dimensions in an interdependent world.
The Principle of the Common Good: We promote the social conditions that allow people to
reach their full human potential and to realize their human dignity.
Required Texts:
Chung, R. C., & Bemak, F. (2012). Social justice counseling: The next steps beyond
multiculturalism. California, CA: Thousand Oaks, Sage Publications.
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Rosenthal, H. (2017). Encyclopedia of counseling (4th ed.). New York, NY: Routledge.
Recommended Texts:
American Psychological Association (2009). Publication manual of the American Psychological
Association. Washington, D.C: American Psychological Association. Retrieved from:
http://coral.wcupa.edu/other/APA6thEdition.pdf
Reserve Materials/Recommended Articles Posted on Blackboard:
Andersen, T. (1987). The Reflecting Team: dialogue and meta-dialogue in clinical Work. Family
process 26, 415-428. Retrieved from:
http://www.willhall.net/files/OpenDialogueReflectingTeamAndersenFamilyProcess1986
.pdf
Artson, B.S., & Silver, D. (2008). Walking with justice. The Ziegler School of Rabbinic Studies.
Retrieved from: http://www.aju.edu/media/pdf/walking_with_justice-social_justice_-
_an_introduction.pdf
Brown, P. (2013). Using reflecting role-plays in reflecting teams. Context, 27-30. Retrieved from:
http://oxleas.nhs.uk/site-media/cms-downloads/Using_reflecting_role-plays.pdf
Combs, G & Freedman, J. (2012). Narrative, postructuralism and social Justice: current
Practices in Narrative Therapy. The Counselling Psychologist, 40(7),1033. DOI:
10.1177/0011000012460662.
Shallcross, L, (2015). Counselors taking a stand. Counseling today. Retrieved from:
https://ct.counseling.org/2010/06/counselors-taking-a-stand/
Donald, E. J., & Moro, R.R. (2014). Engaging students and supervisees in achievable social
justice: The social justice toolbox. Vista online. Retrieved from: http://oxleas.nhs.uk/site-
media/cms-downloads/Using_reflecting_role-plays.pdf.
Freire, P. (2010). Pedagogy of the oppressed. New York, NY: Continuum. Retrieved from:
http://www.msu.ac.zw/elearning/material/1335344125freire_pedagogy_of_the_oppres
ed.pdf
Kolbs learning cycle. Retrieved from:
http://skillsforlearning.leedsbeckett.ac.uk/preview/content/models/02.shtml
Manivong J. Ratts. (2012). 5 "Forces" of Counseling and Psychotherapy. Alexandria,
VA: Microtraining Associates, 2012), 2 hours 11 mins
Pope, K., Vasquez, J.T. (2005). How to survive & thrive as a therapist: information, ideas &
resources for psychologists. Albany, NY: American Psychological Association.
Pope, K., Vasquez, J.T. (2016). Ethic in psychotherapy and counseling: a practical guide.
Hoboken, NJ: John Wiley & Son.
Ratts, M. J., & Pedersen, P. B. (2014). Counseling for multiculturalism and social justice: Theory,
integration, and application. Alexandria, VA: American Counseling Association.
Ratts, M. J., Singh, A. A., Nassar-McMillan, S. C., 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.
doi:10.1002/jmcd.12035. Retrieved from: https://www.counseling.org/docs/default-
source/competencies/multicultural-and-social-justice-counseling-
competencies.pdf?sfvrsn=20
Schein, E. H., On Dialogue, Culture, and Organizational Learning. Reflections: Society for
organizational learning 4(4), 27-38. Retrieved from:
http://www.ncl.ac.uk/staffdev/assets/documents/edgarshein.pdf
Schn, D. A. (1983). The reflective practitioner. New York, NY: Basic Books.
Shannon D. Smith, S. D., Reynolds, C. A., Rovnak, A. (2009). A critical analysis of the social
advocacy movement in counseling. Journal of Counseling & Development, 87(4), 483-
491. Retrieved from: http://www.uwyo.edu/education/_files/documents/diversity-
articles/smith_2009.pdf
Social Justice: A Buddhist perspective. Retrieved from:
https://www.dalailama.com/messages/world-peace/human-rights-democracy-and-
freedom
Social Justice: A Catholic perspective. Retrieved from:
http://www.vatican.va/archive/ccc_css/archive/catechism/p3s1c2a3.htm
Social justice: A Jewish perspective. Retrieved from: The History of the Jewish Social Justice
Field. A Prezi presentation from Roundtable.
Social Justice: A Moral Imperative for Counselors. American Counseling Association. Retrieved
from: https://www.counseling.org/resources/library/ACA%20Digests/ACAPCD-07.pdf
Social Justice: A Muslim perspective. Retrieved from: http://icnacsj.org/wp-
content/uploads/2015/02/Social-Justice-Booklet.pdf
Test taking strategies. Retrieved from:
http://www.gcu.edu/documents/legacy/Education/Test-Taking-Strategies.pdf
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This course supports student mastery of material through lecture, discussion, case study, and
experiential learning. The modality of learning will be face-to-face.
Participation 10%
Discussion Board Participation: 15%
Weekly NCE Questions: 10%
Reflection papers: 20%
Presentation: 10%
Advocacy project: 35%
Grading:
Participation 10 %
Leading the class: Throughout the term, you will co-facilitate half of the class period in a
circle dialogue to discuss the topic of the day. Half of the class will be in your circle while
the rest of us will observe your thoughts as participants in the Reflecting team (see
following). After your talk, we will reflect-back on your talk. Your goal is to: (a) transform
theories and concepts into a lively dialogue, (b) personalize the material to your lived
experience, (c) construct meaning with others, (d) obtain feedback from the reflective
team, and (e) reflect at the end of the activity using Kolbs learning cycle. This activity
will give you an opportunity to practice your advocacy, communication and clinical skills
for interdisciplinary collaboration.
Reflective team: You will participate in a reflecting team activity throughout the
semester. The team will observe the class discussion, and then reflect-back on what you
heard from the discussion. During the term, you will have an opportunity to be both a
co-leader and a member of the reflecting team. The intent of this activity is to create
new meaning out of the class materials; leading to new possibilities about ways to act as
social justice agents. This will also give you the opportunity to: (a) engage in a value-free
reflection by using a tentative language, (b) practice your listening skills, (b) provide
different perspectives, and, (c) integrate the theoretical concepts in conversation. At the
end of the activity, you will reflect on your experience using Kolbs learning cycle.
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Throughout the course, you will participate in online discussions and provide peer feedback
through Blackboard. Each week I will post a question. You will post at least ONE comment
based on the weekly prompt and respond to at least TWO peer comments. Each original
comment must be at least 8 sentences and each response to peer comments must be at least 3
sentences. Post your original comments by Sunday night before class, and responses to peers
must be posted by Wednesday night before class. Late submissions will result in a deduction in
your grade. Your goal is to participate in weekly online discussions posting comments before
class. Discussion board is designed to address CACREP competencies 2.F.5.b and 2.F.5.n.
For each class until chapter 12 [Rosenthals book] I invite you to bring 5 questions from each
chapter assigned for that week. These questions should be those to which you were stumped
and did not know the correct answer. We will use those questions for group discussions and to
make sure that the class understands the concepts covered in those questions. To prepare for
the class discussions, please review AT LEAST 10 questions from each assigned chapter.
Practicing these questions will assist you in your preparation for the NCE. Due at each class that
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focuses on the NCE exam (weeks 2 through 6). NCE Questions are designed to address CACREP
competencies 2.F.5.n.
You will complete 2 reflections throughout the semester on specific talking points. I want to
connect with that part of you that thinks beyond theories regarding social justice as a way-of-
being. Each reflection will be 5 pages, typed, double-space, and indicates Reflection 1 and
Reflection 2. The grading focuses on your ability to demonstrate an in-depth reflection on, and
personalization of, the theories, concepts, and/or advocacy strategies presented in the course
materials covered to date. Reflection papers are designed to address CACREP competencies 2.
F. 2. h, 2.F.5.b and 2.F.5.n.
Presentation 10 %
The final presentation is an opportunity to share your advocacy work project with the class. You
will present in collaboration with your class partners. You will also reflect on your time during
the class and outline events that have facilitated your growth as social advocacy counselor. I
will provide guidance and suggestion, but feel free to present the way you want. Have fun!
Presentation is designed to address CACREP competencies 2.F.5.n.
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You will work in collaboration with classmates to develop this project. This project builds upon
the work of Donald and Moro who developed a framework from the American Counseling
Association Advocacy Competencieswhich coheres with our educational goals and the CACREP
standards: to act as social justice change agents. The following is the advocacy tool, which you
will use to develop the project. The advocacy project is designed to address CACREP
competencies 2. F. 2. h, 2.F.5.b and 2.F.5.n.
Micro-Level Intervention
Public information: I create multimedia material to educate the public and foster awareness of
issues
Competencies: I share knowledge in human development and expertise in communication
Ex: poster board
Social/political advocacy: I act as a change agent in the system that affect clients
Competencies: I act as a change agent in the system that affect myself and my clients
A. I seek out allies
a) Make an inventory of allies from the list of agencies you identified earlier
b) Identify individuals that have the ability to bring about change.
c) Gather information about this person to understand what could be their interest in
the issue. This way you will know whether they are allies of the change you want to
see happening
B. I practice dialogue
a) Design a dialogue circle around a topic of your choice
b) Apply the principles of dialogue
read Scheins article on dialogue
c) Reflect on your work process using Kolbs learning cycle
this activity connects with leading the class activity
C. I lobby legislators and other policy makers
a) Write a letter to a legislator using the sample letter [blackboard]
b) Create web site and legislative advocacy resource cards
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All assignments are due at the beginning of class on the date identified in the Schedule of Class
Sessions section. Ten percent (10%) of your grade for the assignment will be deducted for
handing in the assignment past the beginning of class on the due date. Ten percent (10%) of
your grade for the assignment will be deducted for each calendar day that an assignment is
late. Exceptions to this policy will be made at the instructors discretion based on extenuating
factors reported by the student, and are not guaranteed. Requests for extra time on an
assignment should be made at least one week prior to the assignment due date or immediately
after the due date in the case of a documented emergency that could not be anticipated. All
extension requests must be made in writing and approved in writing.
All assignments required for this course are your personal and professional responsibility, and
should reflect your highest effort and finest work. Correct spelling, proper grammar, and proper
formatting are expected. Unless otherwise noted, all assignments should include a cover page
and should be formatted in 12-point font with 1-inch margins following APA Style. The page
count required for each assignment does not include Title Page and References.
Unless otherwise indicated, please submit all assignments electronically on Blackboard in Word
format. Please do not hand in assignments/documents in any other format unless you have
secured prior approval from the instructor. Additionally, no assignments will be accepted
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through email or by hard copy unless specified by the instructor. All assignments should be
submitted by the due date, by class meeting time.
Attendance Requirements:
This course covers crucial material that directly influences your future as a counselor. Class
attendance and punctuality are necessary for you to gain maximum benefit. Students are
expected to attend all classes. Please contact the instructor before an absence, or in case of an
emergency, as soon after the absence as possible. Students are responsible for making up any
missed work and for obtaining information presented in a missed class.
You are permitted to miss one class during the semester. Each absence thereafter will result in
a two-percent (2%) deduction from your final grade. Two percent will also be deducted for
students who consistently arrive to class late or leave class early (by 5 or more minutes). Two
late arrivals or early departures will constitute one unexcused absence, i.e., a two-percent
deduction.
Student Responsibilities:
1. Complete the assigned readings indicated on the Schedule of Class Sessions prior to
each class meeting.
2. Complete and submit all assignments prior to class meeting by the deadline date.
3. Attend class regularly and participate actively, on a graduate student level, in all
classroom activities (presentations, discussions, etc.). Your regular attendance and
active participation in the class are critical to your own learning and to that of your
peers, as well as to the overall success of the course.
4. Bring course textbooks and other required readings to each class meeting.
5. Check university email regularly for information and updates, etc. University email will
be the instructors primary mode of communication with all students.
6. Communicate effectively and respectfully with instructor and with peers.
Academic Integrity
As a Catholic, Basilian university, integrity and honesty are integral components of USTs core values.
We support open, civil discourse and careful, respectful listening where freedom of thought and
expression are valued and protected. The University also supports honesty and integrity by striving in
various ways to foster respect for oneself and ones own work, as well as respect for others, their
work, and their basic human rights.
Students are expected to conduct themselves honestly on all academic assignments. University-wide
information about academic integrity as well as procedures for addressing alleged violations can be
found in the Graduate Catalog. Violations of academic integrity include, but are not limited to
cheating, stealing, lying, forgery, and plagiarism. Ignorance of any of these offenses is not a valid
reason for committing an act of academic dishonesty.
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Blackboard
Course materials are placed on USTs content management system, Blackboard.
Writing Center
To request assistance with writing papers, contact USTs Tutorial Services office, located on the
second floor of Crooker Center.
Communication Devices
To avoid distracting the instructor and other students from their class work, please turn off all
cell phones or other communication devices during class time. Please refrain from text
messaging, e-mailing, or surfing the web in class.
Incomplete Grades
Incomplete grades will only be given for extreme emergencies, at the discretion of the
instructor. A death in your family, extreme illness (not colds and flu), military activation, or
other significant events outside of your control may be grounds for an Incomplete grade.
IDEA Course Evaluation Dimensions (Discipline Code 5115 Mental Health Services)
CMHC 6355 Counseling & Social Justice