Sie sind auf Seite 1von 15

CMHC 6355: 1 of 15

The University of St. Thomas


Clinical Mental Health Counseling Programs
CMHC 6355 Counseling & Social Justice
Fall Semester 2017

Instructor: Isabelle Ait-Chalalet, Ed.D, LPC, LMFT

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:

SECTION 2: PROFESSIONAL COUNSELING IDENTITY


COUNSELING CURRICULUM (F)

2. SOCIAL AND CULTURAL DIVERSITY


h. strategies for identifying and eliminating barriers, prejudices, and processes of intentional
and unintentional oppression and discrimination

5. COUNSELING AND HELPING RELATIONSHIPS


b. a systems approach to conceptualizing clients
n. processes for aiding students in developing a personal model of counseling

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.
CMHC 6355: 2 of 15

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

Mindfulness resources for therapist: https://kspope.com/memory/mindful.php#clinician


Patient bill of rights. Retrieved from: http://file.scirp.org/pdf/IJCM20110400027_56883245.pdf
CMHC 6355: 3 of 15

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
CMHC 6355: 4 of 15

The American Counseling Advocacy Competencies. Retrieved from:


https://www.counseling.org/docs/default-
source/competencies/advocacy_competencies.pdf?sfvrsn=9
United Nation. (2015). Universal Declaration of Human Rights. Retrieved from:
http://www.un.org/en/udhrbook/pdf/udhr_booklet_en_web.pdf
Methods of Instructions and Conduct of the Course:

This course supports student mastery of material through lecture, discussion, case study, and
experiential learning. The modality of learning will be face-to-face.

My approach to teaching is relational and constructivist that emphasizes collaborationwe are


active participants, we share knowledge, we learn from each other in a spirit of inquiry,
discovery, respect, and dialogue. My responsibility is to foster a safe atmosphere in which you
feel free to learn and share with others. I will use a combination of lectures, blackboard,
discussions, assignments, and in-class activities. (This list is not exhaustive and I welcome your
ideas.). And, I will assess your learning through assignments and in-class activities. In addition,
you will have a great deal of flexibility in the direction, scope, and purpose of course projects to
adjust to your learning style. This syllabus starts a conversation!

Final Grade Distribution:

Participation 10%
Discussion Board Participation: 15%
Weekly NCE Questions: 10%
Reflection papers: 20%
Presentation: 10%
Advocacy project: 35%

Percentage Grade Grade Points


94% - 100% A 4.0
90% - 93% A- 3.7
87% - 89% B+ 3.3
84% - 86% B 3.0
80% - 83% B- 2.7
77% - 79% C+ 2.3
74% - 76% C 2.0
70% - 73% C- 1.7
67% - 69% D+ 1.3
60% - 66% D 1.0
0% - 59% F 0
CMHC 6355: 5 of 15

Grading:

Identifies each assignment/examination, the CACREP learning outcomes addressed by the


assignment, and provides a grading rubric/grading criteria for the assignment.

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.
CMHC 6355: 6 of 15

Participation is designed to address CACREP competencies 2. F. 2. h, 2.F.5.b and 2.F.5.n.

Content Rating Criteria Points


Assigned
Participation Complete assignments and participate in class activities
Leading Integrate social justice topics in discussion 5
Include multiple perspectives in the dialogue to construct new
meanings
Transform theories and concepts into a lively dialogue
Personalize the material to lived experience
Reflecting Engage in a value-free reflection by using a tentative language 5
team Practice listening skills
Provide different perspectives
Integrate the theoretical concepts in your reflection

Discussion Board 15%

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.

Content Rating Criteria Points


Assigned
Discussion Engage in conversation with peers about what is meaningful to 15
board you and your peers

Weekly NCE Questions 10%

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
CMHC 6355: 7 of 15

focuses on the NCE exam (weeks 2 through 6). NCE Questions are designed to address CACREP
competencies 2.F.5.n.

Content Rating Criteria Points


Assigned
Weekly NCE Come prepare to discuss material and the multiple-choice items 10
Questions from the course text (2 points)

Reflection Papers 20%

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.

Content Rating Criteria Points


Assigned
Reflection Demonstrate an in-depth sense of self as a social justice 20
papers counselor. Personalize learning, theories, concepts, and/or
strategies learned to date. Viewpoints and interpretations are
insightful, and are well supported. (15 points)
Appropriate use of APA 2010 style. Writing is clear, concise,
and organized. (5 points)

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.
CMHC 6355: 8 of 15

Content Rating Criteria Points


Assigned
Presentation Thoughtful, engaging, creative, and comprehensive 10
presentation (7 points)
Minimum of 15 minutes (3 points)

Advocacy Project 35%

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

Client/student empowerment: Formulate an advocacy action plan


Competency: I assist my clients with developing self-advocacy plans
A. Consider an issue of interest to you
a) Determine why it is an issue
i) ex.: recognize the signs indicating that the behavior and concern reflect
responses to systemic or internalized oppression
b) Gather information about the issues
i) The potential barriers that affect human development
ii) Identify the contextual factors surrounding the issue
(1) Use the worksheet: Counseling and Advocacy Interventions [on Blackboard]
B. Determine what you will be doing to address the issues
a) Objectives are SMART + C: Specific; Measurable; Achievable; Relevant; Timed; and
Challenging

Client/student advocacy: Create a resource book


Competency: I have a working knowledge of the existing resource
Create a resource book that link resources to provide immediate and sustained support
services
Ex.: you could create a resource book collaboratively on Blackboard

Community collaboration: I move to the next level of intervention.


Competency: I act with community (system advocacy) or act on behalf of my client
A. Conduct a personal strengths chart
a) Take the StrenghFinder 2.0
b) Complete the Influential Style Audit
CMHC 6355: 9 of 15

c) Complete the SWOT analysis


B. Compile a list of advocacy and volunteer outlets
a) Include national and local groups
b) Include website and contact information

System advocacy: I identify supportive and non-supportive spheres of influence


Understand how oppression impacts the person from an ecological perspective:
Intrapersonal: the individual characteristics of a person such as knowledge,
attitudes, behavior, self-concept, skills, and developmental history
Interpersonal: the interpersonal processes and/or groups that provide individuals
with identity and support (i.e. family, friends, and peers).
Institutional: represents the social institutions in society such as schools, church,
community organizations.
Community: the hidden and unhidden values, norms, and regulations of a
community.
Public Policy: local, State, and Federal Laws & Policies
Global: international and global events, affairs, and policies.
Use the worksheet: Counseling and Advocacy Interventions [on blackboard].

Tools for Macro-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
CMHC 6355: 10 of 15

Content Rating Criteria Points


Assigned
Advocacy 35
projects
Micro level Identify and develop micro level interventions to engage in
advocacy
Formulate an advocacy action plan
Create a resource book
Conduct a personal strengths chart
Compile a list of advocacy and volunteer outlets
Identify supportive and non-supportive spheres of influence
Macro level Identify and develop macro-level interventions to engage in
advocacy
Create multimedia material to educate the public
Seek out allies
Seek out allies
Lobby legislators

Late Assignment Policy:

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.

Formatting and Submission of Assignments:

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
CMHC 6355: 11 of 15

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 and Standards of Conduct:

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.
CMHC 6355: 12 of 15

Blackboard
Course materials are placed on USTs content management system, Blackboard.

Recording Class Lectures


With the instructors permission, students may record class lectures for their private use only.
No clinical case presentations or case studies offered in class may be recorded. The materials
may not be given, loaned, or sold to others without the consent of the instructor. In addition,
class lectures must be appropriately cited when used (see APA Manual).

Weather-Related Cancellations or Changes to Schedule


When UST closes due to a weather event, the University will place this information on local
television and radio channels, and the universitys website. Missed classes will be made up,
either through the rescheduling of the class time, or through a supplemental academic activity.

Learning Disabilities or Differences


To request academic accommodations due to a disability or difference, contact Counseling and
Disability Services (713-525-2169). If you have a letter from Counseling and Disability Services
indicating that you are eligible for academic accommodations, please present the letter to the
instructor to arrange for the use of your accommodations. To ensure fairness to all students
and maintain appropriate professional boundaries, instructors follow the guidance of the
Counseling and Disability Services office in the provision of accommodations.

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.

Withdrawal from Course


To withdraw from the course with a grade of W, the student must withdraw by the date
reflected in the Universitys academic calendar. Please consult the graduate catalog for more
information.

Course Evaluation at the End of the Semester


Students are asked to evaluate the course and instructor at the end of each semester. This
evaluation is extremely helpful in the improvement of our courses. Please participate in this
important process.
CMHC 6355: 13 of 15

IDEA Course Evaluation Dimensions (Discipline Code 5115 Mental Health Services)
CMHC 6355 Counseling & Social Justice

Item Minor Important Essential Dimension


1 X Gaining a basic understanding of the subject (factual
knowledge, methods, principles, generalizations,
theories)
2 X Developing knowledge and understanding of diverse
perspectives, global awareness, or other cultures
3 X Learning to apply course material (to improve thinking,
problem solving , and decisions)
4 X Developing specific skills, competencies, and points of
view needed by professionals in the field
5 X Acquiring skills in working with others as a member of a
team
6 X Developing creative capacities
7 X Gaining a broader understanding and appreciation of
intellectual/cultural activity
8 X Developing skill in expressing oneself orally or in writing
9 X Learning how to find and use resources to explore a
topic in depth
10 X Developing ethical reasoning and/or ethical decision
making
11 X Learning to analyze and critically evaluate ideas,
arguments, and points of view
12 X Learning to apply knowledge and skills to benefit others
or serve the public good
13 X Learning appropriate methods for collecting, analyzing,
and interpreting numerical information
CMHC 6355: 14 of 15

Schedule of Class Sessions:

Week Class Session Topic Required Reading Assignment Compe-


tencies
1 Aug. Review the Social justice: a moral None 2. F.5n
24 course, imperative for counselors
syllabus, your Universal Declaration of
goal and hope Human Rights
for this class
Social justice: A catholic view
The American Counseling
Association Advocacy
Competencies
Ratts, et al.s article
2 Aug. NCE exam Chapters 2 & 3 [Rosenthal] -Bring 5 questions 2. F.5b
31 review & Social justice: an ecumenical from chapters 2 2. F.5n
Ecumenical perspective: A Muslim view / & 3 (Rosenthal)
perspective to -Identify areas of
A Buddhist view/ A Jewish
social justice concern/strength
view
s in chapter 12
(Rosenthal)
3 Sept. 7 NCE Exam & Chapters 4 & 5 [Rosenthal]. Bring 5 questions 2. F.2h
social justice Chapter 3 [Chung & Bemak] from both 2. F.5n
theories chapters
(Rosenthal
4 Sept. NCE exam & a Chapters 6 & 7 [Rosenthal] Bring 5 questions 2. F.2b
14 social justice Chapter 5 [Chung & Bemak] from both 2. F.2h
psychotherape chapters 2. F.5n
utic model (Rosenthal)
5 Sept. NCE exam & Chapters 8 & 9 [Rosenthal] -Bring 5 questions 2. F.5n
21 advocacy and Chapter 11 [Chung & Bemak] from chapters 8 2. F.2b
social justice & 9 (Rosenthal) 2. F.2h
-Reflection 1 due
6 Sept. NCE exam: Read, chapters 10 & 11 & 12 Bring 5 questions 2. F.5n
28 final review [Rosenthal] from chapters 10,
11, 12
7 Oct. 05 The myth and Chapter 12 [Chung & Bemak] 2.F.2h
reality of A critical analysis of the 2. F.5n
empower- social advocacy movement
ment in counseling
8 Oct. 12 Narratives of Chapters 6 & 7 Bring the reports 2. F.5n
social justice [Chung & Bemak] of your strengths, 2. F.2b
CMHC 6355: 15 of 15

SWOT analysis 2. F.2h


and influential
style
9 Oct. 19 Inter- chapters 13 2. F.2h
disciplinary [Chung & Bemak] 2. F.5b
collaboration 2. F.5n
10 Nov. Social change Chapter 9 [Chung & Bemak Reflection 2 due 2. F.2h
26. & social 2. F.5b
justice 2. F.5n
11 Nov. National & Chapter 16 [Chung & Bemak] 2.F.2b
02 global social 2.F.5b
issues 2.F.5n
12 Nov. Barriers Chapters 17 Watch Dr. Bitter: 2. F.5n
08. challenges to [Chung & Bemak] https://youtu.be/ 2. F.2b
social justice Combs & Freedmans article gYaDrVp_DyI 2. F.2h
work
13 Nov. Self-care Chapter 3 [Pope & Vasquez] Self-advocacy 2. F.5n
16 strategies: an action plan due
Chapter 13
ethical [Pope & Vasquez]
imperative

14 Nov No class: Thanksgiving


23.
15 Nov. Presentation 2. F.5n
30 Last day of
class
Content of the course is subject to change based on the unique characteristics of the class and
course content.

Das könnte Ihnen auch gefallen