Culture and Mental Health PSYCH 285 (Fall 2012) Tuesday & Thursday 11:00am-12:25pm Room: Graff 307

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1 Culture and Mental Health PSYCH 285 (Fall 2012) Tuesday & Thursday 11:00am-12:25pm Room: Graff 307 Course Instructor: Prof. Jennifer Wang, PhD, Office hours: M-Th 12:30-1:30pm Graff 341-A or by appointment Course description: This survey course examines the relationship between culture and mental health. The first portion of the course focuses on major mental health concepts. In the second portion, specific attention is given to the impact of racism, prejudice, and minority status among various American minority groups and how the effects of these factors reveal themselves within a mental health framework. This course incorporates perspectives from clinical psychology, social psychology, sociology, public health, and ethnic studies. Required Book: Eshun, S. & Gurung, R. (2009). Culture and Mental Health: Sociocultural Influences, Theory, and Practice (First Edition). Oxford: Wiley-Blackwell. Additional Required Readings: Available on D2L. The quality of this course depends on students attending class, participating in discussion and activities, and doing the readings. For this reason, all students must complete the assigned readings before class (plus, many of the examples from readings are usually quite interesting and personally relevant). Learning goals: By the end of this class, you should be able to: (1) Content a. Demonstrate understanding of how U.S. and international cultural contexts impact mental health b. Demonstrate understanding of how systems of oppression, such as racism, contribute to racial health disparities (2) Methods a. Understand basic survey, experimental, and interview design, interpret data and results, and draw appropriate conclusions (3) Critical thinking a. Reflect on cultural psychology information and studies and apply it to your own life b. Demonstrate scientific fluency by summarizing and evaluating information from both scientific and popular sources (4) Awareness a. Understand how psychologists to understand cultural diversity through race/ethnicity b. Demonstrate tolerance of multiple individual and cultural perspectives beyond personal anecdotes Student Learning Outcomes General Education: Explain the rationales for cultural behaviors different from one s own APA Goal 8. Sociocultural and International Awareness: Students will recognize, understand, and respect the complexity of sociocultural and international diversity 1

2 Evaluations: Evaluations of the course will be based on (1) exams, (2) in-class assignments, and (3) two papers. Exams (40% of total grade): There is one in-class exam and one take-home exam, as indicated on the syllabus. Students must complete exams on scheduled days. The in-class exam will consist of multiple choice and short answer essays from the textbook and lecture. The take-home exam will consist of essays requiring appropriate citation of sources. Some questions will require application of the concepts discussed in class. In-class assignments (30% of total grade) You will have a number of in-class activity assignments, such as small-group discussion, individual or group reaction questions to a topic, homework reading, or video, or another type of brief assignment. Please include your full name on your assignment. If you miss a class in which you miss an in-class activity, you will not receive credit. You cannot make up in-class assignments but can drop your lowest score. Paper 1: Home Cultural Analysis (15%) 3 pages min, double-spaced, size 12 font The objective is to get an idea of one s own home culture so that you are more aware of facets in other cultures than your own. A firm understanding is important to reduce ethnocentric biases. There are several components to this analysis. Please address all points thoroughly and write in complete sentences (include not applicable if needed). Providing examples is helpful. There are no right or wrong answers. 1. Ethnic origins. This can be done by asking family members or doing a family tree. You should state when (approximate) and where (from what county or countries) your ancestors came from. Was there a preference for which ethnic origins your family focused on? If so, why. 2. Family beliefs. Did your family have any specific cultural beliefs, attitudes, values, and/or behaviors? Describe some examples. Try to capture the essence of what you learned was appropriate from your family s point of view. 3. Messages from family. Growing up, what were your experiences with different ethnic/racial groups as a child? What messages did you receive from your family members? Consider the following items. You do not have to address all of them: a. Messages I got growing up from my mother about different ethnic/racial groups b. Messages I got growing up from my father about different ethnic/racial groups c. Messages I got growing up from my extended family about socializing with different ethnic/racial groups d. Messages I got growing up about dating or marrying outside of my ethnic/racial group 4. Messages outside of the family. What messages or experiences did you receive about different ethnic/racial groups outside your family (e.g., school, with friends, at work, etc.)? 5. Mental health attitudes. Growing up, what were your family s attitudes about mental health? Mental illness? Treatment and support? Paper 2: Personal Reflection (15%) 3 pages min, double-spaced, size 12 font The purpose is for you to reflect on your experiences in this course and integrate your learning from all aspects of this course, including readings, lectures, discussions, and videos. Please address all points thoroughly and write in complete sentences (include not applicable if needed). Providing examples is helpful. There are no right or wrong answers. 1. Your ethnic identity. What were your hopes and fears for this class? How were these hopes and fears met or not? Describe your understanding of your own ethnic/racial identity before you entered the class, and how you understand it now. 2

3 2. Learning about race and racism. What insights have you gained about ethnic/racial identity in general and/or for other groups? About how racism and privilege impact ethnic/racial relations? 3. Readings and documentaries. What sources in class played an influential role in how you thought about race and mental health? Why? 4. Future. Do you think this course has encouraged you to think more about race, diversity, and mental health in general? Why or why not? Do you anticipate being involved more in diversity and in diverse groups (e.g., taking other diversity courses, joining an organization, etc.)? Extra credit: There may be extra credit opportunities offered on exams. Grading rubric Letter Grade % (approx.) A 93+ A/B 92.9 to 88 B 87.9 to 83 B/C 82.9 to 78 C 77.9 to 70 D 66.9 to 60 F <59% Other Information: Getting Help I am available during office hours, by appointment, and by . For responses that may take more than five minutes to respond, please schedule an appointment with me to discuss in person or stop by my office hours. Missing Classes You are responsible for information covered in class. Powerpoint lecture notes will be posted online within 48 hours after class and it is recommended that you arrange to get additional notes from a classmate. If an emergency will prevent you from coming to class or taking an exam, make every effort to contact me before the due date. Student Ethics Academic misconduct is a violation of the student honor code. You are expected to comply with the highest academic standards such as not cheating on exams and written assignments, turning in your own completed work, and adequately referencing other research. If academic dishonesty occurs, you will receive a 0 on the exam, assignment, or the class and you will be referred to the College Dean s Office and Student Life Office to be considered for Disciplinary Action (http://www.uwlax.edu/records/pdf/ug0709.pdf, page 52). Don t be a cheater! Accommodations Any student with a documented disability (e.g., physical, sensory, psychological, learning disability, AD/HD, or are a current or prior military service member with wounded warrior status) who needs to arrange reasonable academic accommodations must contact Disability Resource Services [165 Murphy Library, (608) )] at the beginning of the semester. In addition to registering with Disability Resource Services, it is the student s responsibility to discuss their needs with the instructor in a timely manner. 3

4 Student Evaluation of Instruction (SEI) Administration The Psychology Department conducts student evaluations electronically. Approximately 2 weeks prior to the conclusion of a course, you will receive an at your EagleApps address directing you to login to WINGS and complete an evaluation for each of your PSY/SPY or CYC courses. The evaluation will include numerical ratings and comment prompts. The department takes student feedback and commentary very seriously - please be especially mindful to complete the survey(s). Writing to Learn Psychology is a writing-in-the-major program, but the department does not specify particular courses as "writing emphasis." Every psychology course includes informal and/or formal papers; however, the type of writing and extent to which writing style comprises a component of the grade varies by instructor and course content. By completing the Psychology major, students fulfill the writing emphasis component of the UW-L general education requirements. Strong communication skills in writing and oral presentation represent key hallmarks of a liberally educated person and comprise one of the American Psychological Associations' goals for the undergraduate major. In order to promote development of these skills, students receive feedback on formal writing and presentations based on three major components: ideas, organization and conventions. Visit for more information on the components, rubrics for writing and presentation skills, and the APA style elements required by all psychology faculty who indicate that a paper must be in APA style. Psych 282 Formal & Graded Informal (Graded) Writing in the Major - Psychology Research Papers Application Papers Writing-to-Learn activities (graded or not) Approx. papers Approx. pages

5 Tentative Schedule of Topics & Readings You are required to complete reading BEFORE class! Tuesday Thursday Week 1 Overview 9/4 First Day of Class 9/6 Read Ch. 1 Week 2 Assessment/ International Perspectives 9/11 Read Ch. 2 9/13 Home Culture Analysis Due Read Ch. 8 Week 3 Stress 9/18 Read Ch. 3 (p ) 9/20 Show: Black.White. (Episode 1) Week 4 Health- Seeking Behaviors/Coping Week 5 Counseling/ Competence Week 6 Week 7 Race Relations and Privilege Week 8 African Americans Week 9 American Indians 9/25 Read Ch. 3 (p ) D2L Reading: Miller & Kaiser (2001) Coping and Stigma 10/2 Read Ch. 7 Guest Speaker: Prof. Ryan McKelley 10/9 Exam 1 (In Class) 10/16 D2L Reading: Smith et al. (2008) Spinning Racism 10/23 D2L Reading: SAMHSA (2001) African Americans Movie: The Color of Fear 1 (56:52) 10/30 D2L Reading: SAMHSA (2001) American Indians 9/27 Show: Black.White. (Episode 3) 10/4 D2L Reading: Sue et al. (2007) Racial Microaggressions 10/11 No Class (Fall Psych Study Day) 10/18 D2L Reading: Bonilla-Silva & Forman (2000) I m Not a Racist Movie: The Color of Fear 1 (43:00) 10/25 D2L Reading: Blascovich et al (2001) Stereotype Threat Movie: Ethnic Notions 11/1 D2L Reading: Fryberg et al. (2008) Warrior Chiefs Week 10 Latino Americans Week 11 Asian Americans 11/6 D2L Reading: SAMHSA (2001) Latino Americans 11/13 D2L Reading: SAMHSA (2001) Asian Americans 11/8 D2L Readings: (1) Abraido- Lanza et al. (2005) Latino Acculturation Paradox (2) Massey (2005) 5 Myths 11/15 D2L Reading: Wang et al. (2011) Racial Discrimination Movie: Vincent Who? Week 12 11/20 11/22 No Class (Thanksgiving Break) Week 13 Arab Americans/ Multiracial 11/27 D2L Readings: Moradi & Hasan (2004) Arab American Discrimination 11/29 D2L Reading: Shih & Sanchez (2005) Multiple Racial Identities 5

6 Week 14 Benefits of Multiculturalism and Health Week 15 12/4 D2L Reading: Plaut et al. (2009) Multiculturalism or Color Blindness? Movie: The Color of Fear 1 (Finish) 12/11 Last Day of Class Reflection Paper Due 12/6 D2L Reading: Mendes et al. (2007) Egalitarianism Good? Movie: The Color of Fear 2 (37:30 to finish) FRIDAY 12/14 Exam 2 Due (Take-Home) 6

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