Assumption University Graduate School of Psychology. Course Syllabus Semester 1/2015. Course Description. Course Objectives

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1 Assumption University Graduate School of Psychology Course Syllabus Semester 1/2015 Programs: Course Code/ Title: Lecturer Venue: Masters of Science in Counseling Psychology PS 5001 Multicultural Psychology Dr. Reggie Pawle C92 Course Description This is a graduate course that provides a broad view of multicultural influences on human thoughts and behaviors, personal cultural history and ethnic/cultural identity development, assumptions, beliefs, morals, and behaviors of various cultures throughout the world, including a focus on spiritual and religious influences, with a particular focus on the influences of Buddhism. Course Objectives Upon successful Students will be able to: 1) Understand and analyze the key terms and theories in multicultural psychology 2) Understand core and advanced research paradigms in multicultural psychology 3) Outline the ethno-cultural identity development models of key pioneers 4) Appreciate ethical and professional issues regarding the provision of multicultural counseling 5) Understand the limitations of research across cultures, how to address the measurement of multicultural theoretical constructs, and appropriate research methods in this field 6) Appreciate the impact of culture (and subculture) on the person 7) Understand and explain the socio-cultural bases of human behavior 8) Be able to make connections between the theories studied and one s own personal cultural experience 1

2 Course Methodology 1) Student-led session facilitation using a variety of in class activities and learning interventions (e.g. slide presentation, video clip show, and role-playing). 2) Lecturer s input and clarification as well as supervised recitation, group, and class discussion. 3) Student comparison of cultural experience with other classmates 4) Library research, internet search, home readings, and assignments. 5) Field work/ Interview. 6) Examination (Final). N.B. - Students are expected to study the learning material developed by lecturer prior to the class session and to be ready to answer the class. - All assignment submitted must follow APA format. Mark Allocation 1) Attendance 12% 2) Experiential Activities (including Discussion Reports) 23% 3) Weekly Homework 15% 4) Master of the week: students are required to make presentation in class 20% and write a 900 word paper explaining the topic - the topic chosen is related to the study theme of one of Weeks ) Poster Presentation (based on Experiential Activities & Interview) 15% Weeks 11 & 12 6) Final examination 15% Grading System S (satisfactory) refers to grades A TO B (75-100%) US (unsatisfactory) refers to grade B- and lower (74% and below) Active Participation Your participation is essential to the success of this class. Full participation consists of demonstrating that you are prepared for class (i.e., that you have read the assignment, completed other work as assigned, and thought about the issues raised) asking thoughtful questions, responding respectfully to your peers, and engaging productively in all class activities (including exercises and group discussions). Note that talking is not the same as participating. In fact, excessive talking without offering useful ideas or perspectives may be considered disruptive. 2

3 Academic Integrity I am ethically obligated to treat academic integrity issues very seriously. Academic dishonesty in any form will not be tolerated, especially plagiarism in written work. (Turnitin.com has an excellent discussion of this: Plagiarism will be grounds for a failing grade in the class. The most common problem I have seen in this regard is a failure to adequately cite sources and use quotation marks. One example of this is copying materials from the internet without acknowledging the source. If you have questions about expectations regarding academic integrity, please ask me. Requirements 1) Students are required to make two presentations in class. The first presentation (master of the week) is a joint presentation with another classmate. It is to be 90 minutes in length including time for class discussions. Each student must write individually a short paper (900 words) explaining the theme of their presentation. The second presentation is to be minutes in length including time for class discussions. Both soft and hard copy of the presentations must be given to the instructor, which will contribute to a grade. 2) Students are required to distribute handout to their classmates and lecturer before their presentations. 3) Students are required to do Discussion Reports short papers about discussions with classmates about self, values, communication, and relationships. 4) Students are required to submit example stories on development, psychopathology, cognition, and emotion. 5) Students are required to do one interview with a person who is from a culture different from their own about the subjects of study in this course. 6) Students are required to take a final examination. 7) Students are required to submit all assignments before the final examination. 8) Students are required to attend every class punctually, where each full 15 minutes of tardiness counts toward ¼ of an absence. 9) Students who lack 80% of attendance are not allowed to take the final examination. 10) Student without the submission of assignments and / or absent from the examination will get the grade of I (incomplete). If there is no submission of assignments and / or without the make-up examination in one month after the final examination, the grade of I will be automatically transformed into grade US. Final Examination Details The final examination will include multiple-choice fill-in-the-blank questions and short essay questions. Material from student presentations may be included on the final exam. The examination will be conducted on 2 December

4 Highly Recommended Textbook Heine, S. (2012). Cultural psychology (2 nd ed.). New York: W. W. Norton and Co. AU Library H468c c.1 Additional recommended readings will be suggested according to each subject of study. Tentative Class Schedule (September December 2015) Week Chapter Date Topic/Activity 1 Ch. 1 2 Sep What is Culture? The Role of Interpretation Dozier, pp. 1-22; Marano: Our Brain s Negative Bias; Shermer, Free Won t; Cole: Is what you see what you get? Seelye - red flags; Pirazzi & Vasant Common sense; Student articles; Suzuki, Beginner s Mind. 2 Ch. 6 9 Sep Self and Identity Heine, pp , ; Roland, pp. xiv-xix, Ch Sep Values Hofstede Power, Identity, & Truth handouts 4 23 Sep Values II Heine, pp ; Hofstede Gender, Virtue, & Happiness handouts 5 Ch Sep Language and Communication in Culture Heine, Ch. 8 pp ; Storti, pp ; Toomey, pp ; Young, pp ; Pawle, pp Ch. 9 7 Oct Relationship styles Yalom, pp ; Doi, pp , 74-75; Young, pp Ch Oct Multicultural living Pirazzi & Vasant, pp , 82-92; Cooper, pp ; Wile, pp , Ch. 8 pp Oct Cognition & Perception Nisbett, pp , Ch Oct Emotion 10 Ch. 7 4 Nov Motivation 11 Ch Nov Development Winnicott, pp , ; Wei-ming, pp Ch Nov Research Methods 13 Ch Nov Mental health and treatment 14 2 Dec Final Examination Additional readings Atkinson, D.R. & Hackett, G. (2004). Counseling Diverse Populations (3 rd Edition). New York, NY: McGraw Hill Cooper, R. & N. (1982). Culture shock! Thailand. Singapore: Times Books. 4

5 Cole, K. (2012). Is what you see what you get? In Daily Yomiuri Newspaper, January 5, p. 10. Doi, T. (1971). The anatomy of dependence. Tokyo: Kodansha International. Dozier, R. (2003). Why we hate. New York: McGraw-Hill. Hofstede, G.; Hofstede, G.; & Minkov, M. (2010). Cultures and organizations: Software of the mind. New York: McGraw-Hill. Marano, H. (2003). Our Brain s Negative Bias. In Psychology Today, June 20. Matsumoto, D., & Juang, L. (2008). Culture and psychology (5th ed.). Belmont, CA: Thomson Wadsworth/Cengage Learning AU Library M434c c.1 Mio J.S., Barker-Kackett, L., & Tumambling, J. (2006). Multicultural Psychology: Understanding Our Diverse Communities. USA: McGraw Hill. Nisbett, R. (2003). The geography of thought: How Asians and Westerners think differently and why. New York: Free Press. Pirazzi, C. & Vasant, V. (2004). Thailand fever: A road map for Thai-Western relationships. Bangkok: Paiboon Poomsan Publishing. Pawle, R. (2009). Negotiating for a Life in a Buddhist Way: A Case of Cross-Cultural Communication and Ecology. In Japanese Religions, Vol. 34, No. 1 (January, 2009), pp Roland, Alan. (1988). In search of self in India and Japan: Toward a cross-cultural psychology. Princeton: Princeton University Press. Roland, A. (1996). Cultural pluralism and psychoanalysis: The Asian and North American experience. New York: Routledge. Seelye, H. (1996). Experiential activities for intercultural learning. Yarmouth, Maine, USA: Intercultural Press. Shermer, M. (2012). Free Won t. In Scientific American, August. Storti, Craig. (1999). Figuring Foreigners Out: A Practical Guide. Yarmouth, Maine, USA: Intercultural Press. Suzuki, S. (1970). Zen mind, beginner s mind. New York: Weatherhill. Ting-Toomey, S. (2003). Managing intercultural conflicts effectively. In Samovar, L., & Porter, R. (Eds.), Intercultural communication: A reader. Belmont, CA.: Thomson/Wadsworth, pp AU Library S c.1 Wei-ming, Tu. (1985). Selfhood and Otherness in Confucian Thought. In A. Marsella, G. Devos, & F. Hsu (Eds.), Culture and Self: Asian and Western Perspectives (pp ). New York: Tavistock Publications. Wideman, J. (2010). The Seat Not Taken. In New York Times, October 6. Wile, D. (1988). After the honeymoon: How conflict can improve your relationship. New York: John Wiley & Sons. Winnicott, D.W. (1965). The Maturational Processes and the Facilitating Environment: Studies in the Theory of Emotional Development. Karnac: London. Yalom, I. (1980). Existential psychotherapy. New York: Basic Books. 5

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