SYLLABUS HMSV 346 Diversity Issues in Human Services

SYLLABUS HMSV 346 Diversity Issues in Human Services Instructor: Dr. Tammi Milliken Contact Information: Office: Education Building, 165-2 Office Hours: Monday through Thursday by appointment Office Phone: 757-683-3850 E-mail: tmillike@odu.edu Course Number: HMSV 346 Course Title: Diversity Issues in Human Services Course Sequencing and Prerequisites: Junior standing or permission from the instructor and HMSV 341 (Introduction to Human Services). Course Description: Serves as an introduction to multicultural helping. The influence of socio-identities (e.g., race, ethnicity, religion, gender, socioeconomic status, sexual orientation, disability) on individuals functioning, concerns, and the helping process will be explored. Purpose of Course: Diversity issues in human services aims to challenge students to begin the process of becoming culturally competent helpers. Three dimensions of multicultural competence infuse the course: (1) awareness of one s own cultures, beliefs, and values, (2) knowledge of others cultures, beliefs, customs and values and (3) skills in utilizing culturally appropriate interventions with diverse clients, including techniques, education, empowerment and advocacy. Course Objectives/Competencies: At the end of this course, students will: Have greater self-awareness about one's personal cultural identity, values, beliefs and customs and how these factors may impact the helping relationship Have increased awareness about racism, prejudice, oppression, and privilege, and the effects of these factors on themselves and their clients Have increased knowledge about the eight major social identities which every person possesses (race, ethnicity, class, gender, sexual orientation, physical abilities, age, and religion/spirituality) and the impact of these identities on the helping process and relationship Have enhanced ability to consider diverse others with sensitivity and flexibility Have learned skills and techniques for ethically and effectively meeting the needs of diverse clients Make a commitment to ongoing professional development in multicultural competence Course Requirements: 1. Complete ALL assigned reading prior to each class. As students read the assigned chapters and articles, they should reflect on their reactions to the readings, note issues or topics that are unclear, be aware of points that challenge one's current beliefs, note disagreements, and note particularly interesting or relevant information. Extra Credit: For each required article found under Additional Reading on Bb, bring to class a thoughtful and constructive comment or question related to the reading assignment (Students may earn up to 10 additional points added to their second exam

score if ALL additional readings are completed and reflections are deep and thoughtful. Comments/questions should be posed that illicit discussion in class and assist in enhancing students' multicultural awareness, knowledge and skill. Possible stems could include, but are not limited to the following: While reading the material I felt I was most surprised by challenged my current beliefs the most. I wonder how applies to How would a helper address 2. Attend class and take part in discussions, experiential and self-development activities. Students are expected to complete all readings, attend classes, participate in class discussions and activities, and complete all homework assignments. Attendance will be documented for each class. Students are expected to be in class at the start of class and remain until the end of class. Students who come in late or leave early may receive partial attendance credit dependant on the quality and quantity of material missed. Students are entitled to two absences without penalty. Beyond this, each missed class (regardless of reason) will not earn points, on the assumption that you need to be present to learn and practice the skills introduced in the course. There is no need to contact the instructor regarding missed classes. Points are also impacted by participation. A person who clearly does not participate in discussions and activities may lose participation points. A person s grade will be based on how much the individual misses class (either actively misses class or misses class by not participating). 3. Cultural immersion experience, reflection and report. Each student will choose a non-dominant cultural group of which you are not a member. The experience will involve: participation in a cultural event approved by the instructor and an interview with a member of the cultural group. A 4-page paper will summarize the experience. Additional instructions will be provided. 4. Advocacy Project. Students (either individually or in groups) will select a non-dominant cultural group or diversity related topic for which to advocate. The project will require research to substantiate the need for advocacy, the development of a plan, implementation of the plan, and an assessment of the intervention s efficacy. A paper describing your personal reaction to the experience will be submitted. Additional instructions will be provided. 5. Presentation on racial/cultural group (Asian, Gay/Lesbian, Islamic, Latino/a, Poverty). In small groups, students will select a cultural/ethnic about which to conduct a one-hour presentation to the rest of the class. The group members will rate participation. The instructor will assign individual grades based on her assessment of the presentation's quality and consideration of peer ratings. Each group will be expected to study the chosen cultural group and present the following: 1) its characteristics, 2) critical historical or current experiences that contribute to your group's identity/experience in society 3) educational or counseling issues, 4) strategies for working with members. Reputable resources (current journal articles from professional human services and related journals and multicultural text book chapters) should be utilized in obtaining this information (a minimum of six resources). Information should also be obtained through in-person visits, observation, participation, and interviews with members and activities of this group as well as through examination of popular and documentary-style films on the topic, and autobiography, fiction, and creative non-fiction work that evokes the culture and issues of this group. The presentation on this group to the class will be graded on creativity and innovative format. Do not simply just present factual information, but use alternative ways

of presenting the information to your colleagues (games, skits, role-plays, music, video, food, etc.). Presentation materials (i.e. PowerPoint presentation, key facts and statistics, additional resources, and references) must be provided to the class and instructor. In addition, the group will need to develop interview questions (approved by the instructor) and facilitate a class interview with guest representatives of the cultural group you have chosen. Presentations will be conducted during one class session and Interviews will be conducted during the following class session. More detailed instructions will be provided. 6. Reflection on Personal Culture Applying the aspects of culture learned throughout the semester, students will reflect upon their own identity as a cultural being. Reflections will address students awareness of their ethnicity, gender, sexual orientation, socioeconomic status, spirituality, ability, level of identity development, and positions of privilege and underrepresentation. Submissions will also address students reflections on areas of needed continual development and ways yo engage in this ongoing development. More detailed instructions will be provided. 7. Two exams Students will be asked to complete two comprehensive exams based on the text, additional readings as assigned, and class discussions and activities. The exams will consist of multiple choice, matching, and true-false related to recall, knowledge, comprehension, synthesis, and analysis of subject matter. 8. Optional Final Exam At the end of the course, students desiring to have an additional grade to calculate into their final grade for the class will have the option to take a final exam. It will require essay responses related to recall, knowledge, comprehension, synthesis, and analysis of subject matter covered throughout the semester. Submissions All materials submitted for evaluation will be assessed on their adherence to assignment guidelines, grammar, style, clarity, and depth of reflectiveness. Grammar, spelling, and use of APA style are mandatory. Poor grammar usage, lack of APA style, or misspelled words will seriously detract from your grade. Submissions must adhere to APA style guidelines (exception: no abstract page is needed) including the following: 1) A title page 2) 1 inch margins 3) 12-point font (Times New Roman) 4) Double space 5) Referencing throughout and at the end of the paper as applicable For guidance, refer to the APA manual (reference below), the resources available on Blackboard under course documents, and The OWL at Purdue,- APA Formatting and Style Guide (http://owl.english.purdue.edu/owl/resource/560/01/) No late submissions will be accepted. *** IMPORTANT: As 30% of each assignment submitted is based on grammar and mechanics, students are VERY STRONGLY encouraged to utilize Writing Tutorial Services (WTS) at Old Dominion University OR a writing/english tutor prior to submitting their papers (cultural immersion and advocacy project). Please see the handout posted on Blackboard for contact information and submission instructions for WTS. The average wait for an appointment is 2-3 weeks. Be sure to plan accordingly. Do not wait until the last minute to begin working on your assignments and assignment papers. Note that students may schedule their consultations well in advance of submitting their papers to WTS to ensure an appointment is reserved prior to the assignment s due date.

Grading: Grades will be based on mastery of the course objectives as demonstrated by the completion of all course requirements/assignments. Late assignments will not be accepted. Examinations must be taken on the assigned dates unless prior arrangements have been made with the instructor. Point Spread for Grade Determination 92.1 to 100 = A 90 to 92 = A- 85 to 89.9 = B+ 80 to 84.9 = B 78 to 79.9 = B- 75 to 77.9 = C+ 70 to 74.9 = C 68 to 69.9 = C- % Value of Assignments for Course Grade- No Final Exam: 5% for attendance and participation 10% for advocacy project 10% for reflection on personal culture 20% for cultural immersion experience and report 25% for presentation 30% for exams (15% for 1 st and 15% for second) % Value of Assignments for Course Grade- Final Exam: 5% for attendance and participation 10% for advocacy project 10% for reflection on personal culture 20% for cultural immersion experience and report 25% for presentation 20% for exams (10% for 1 st and 10% for second) 10% for final exam Accommodating Students with Special Learning Needs: In accordance with university policy, a student who wishes to receive some instructional accommodation, because of a documented sensory and/or learning disability, should meet with the instructor to discuss this accommodation. Honors Pledge: I pledge to support the honor system of Old Dominion University. I will refrain from any form of academic dishonesty or deception, such as cheating or plagiarism. I am aware that as a member of the academic community, it is my responsibility to turn in all suspected violators of the honor system. I will report to Honor Council hearings if summoned. By attending Old Dominion University you have accepted the responsibility to abide by this code. This is an institutional policy approved by the Board of Visitors. Class Texts and Readings: Required Schmidt, J. J. (2006). Social and cultural foundations of counseling and human services: Multiple influences on self-concept development. Boston, MA: Allyn & Bacon.

Journal articles and book chapters as indicated on the topical outline and posted on Blackboard under Additional Readings. Suggested American Psychological Association (2001). Publication manual of the American Psychological Association (5 th ed.). Washington, D.C.: Author. Class Alerts: CELL PHONES MUST BE TURNED OFF DURING CLASS No texting or use of computers for anything other than taking notes during class All students are required to have an active Blackboard account. Students must contact OCCS at occshelp@odu.edu regarding problems accessing Blackboard. Students are responsible for checking Blackboard several times a week for materials, announcements and assignments: http://blackboard.odu.edu Students must activate their ODU e-mail account. This is our program s policy. Students must use their ODU e-mail account when corresponding with the instructor. You will be responsible for checking your ODU account regularly during the semester. Students must contact OCCS at occshelp@odu.edu regarding problems with e-mail accounts. Internship application deadlines - January 15 for a fall internship in the same year; May 15 for a spring internship during the following year; and September 15 for a summer internship during the following year. These deadlines are not flexible, so plan accordingly. Students missing the aforementioned application deadlines (even within a day) will delay their internship an entire semester. Please note, there are no exceptions to this policy. If a student decides to change his or her semester of internship, the student needs to e-mail this change to the Internship Coordinator as soon as possible and apply for a subsequent semester of internship, in accordance with application deadlines. Students are required to attend the internship seminar at the same site which the student states on his/her internship application Class Conduct Students do not have the right to engage in behavior which is disruptive or annoying in the classroom. Faculty do have the right to immediately confront any student causing disruptive or annoying behavior, and request cessation of the disturbing behavior. Should any student choose not to respond to a request to cease disruptive or annoying behavior, the faculty member can request that the student leave the classroom to prevent further disruption to the class. Disruptive students are reported to the vice president for student services and to the university hearing officer for disciplinary action under the Code of Student Conduct. Students are expected to maintain appropriate conduct during class. Examples of classroom disruption include: Conversing during a lecture; Passing notes; Answering a cell phone or pager; Interrupting lectures and talking without being called upon; Leaving and/or entering the classroom without permission; Arriving late and departing early; Making threats or verbally insulting the professor or other students Students who are alleged to be disruptive may be charged with a violation under the Student Disciplinary Policies and Procedures. Sanctions may include a grade penalty or: An Administrative Warning - (May be in writing or given verbally);

Disciplinary Probation that may include community service, a grade sanction, or withdrawal from the class; Disciplinary Suspension; Disciplinary Dismissal; or Summary Disciplinary Dismissal. For additional information please contact the Office of Student Judicial Affairs at 757-683-3442 and refer to the Faculty Handbook. The syllabus, scheduled topics, formats for assignments, and readings may be adjusted over the course of the semester. Professional Background Statement Dr. Tammi Milliken is Assistant Professor of Human Services in the Department of Counseling and Human Services at Old Dominion University. Dr. Milliken received her Doctor of Philosophy in Counselor Education with an emphasis in family-school collaboration from the College of William and Mary, and her Master s of Science in Education from Old Dominion University. Dr. Milliken has worked as both a Visiting Professor and an Adjunct Instructor in the School of Education at Old Dominion University. Her work experience includes serving as Director of Project EMPOWER, a school-based prevention program, as an Elementary School Counselor in Norfolk Public Schools, and as a family counselor for New Horizons at the College of William and Mary. She is an endorsed Harvard Mind/Body Stress Management Education Initiative facilitator and trainer, a National Certified Counselor, and a Human Services Board Certified Practitioner. Dr. Milliken's research interests include critical issues in human services, developmental theory and application, adult development and learning, ethics, and multicultural competence in human services.

Topical Outline HMSV 346 Spring 10 Date Class Content Reading Due Assignment Due 1/11 Introduction and Overview 1/13 The Emerging Self and Social Learning Text Ch 2 Society, Culture, Counseling, and Human Services Text Ch 1 & Ch 3 (pp 60-67) 1/18 Individuals of European Descent Bb Article: Individuals of European Descent 1/20 Individuals of African Descent < Bb Article: Counseling African Americans 1/25 Prejudice and Privilege McIntosh, P. White privilege: Unpacking the invisible knapsack. (Bb) Miller, J. & Garran, A.M. Why is it so difficult for people with privilege to see racism? (Bb). 1/27 Prejudice and Privilege 2/1 Film: White Privilege 101 2/3 Cultural, Racial and Ethnic Identity Models Text Ch 4 2/8 Advocacy and Social Justice 2/10 Advocacy and Social Justice/ Family, Text Ch 6 Culture and Self-Concept Development 2/15 Exam 1 Exam 1 2/17 Ability and Self Image Text Ch 7 2/22 Attractiveness, Aging, and Self-Image Text Ch 7 2/24 Sex, Gender and Sexual Orientation Identity Text Ch 5 3/1 Sex, Gender and Sexual Orientation Identity 3/3 Spirituality, Religion, and Self-Concept Development Text Ch 8 < Conservative Religious Clients (Bb) 3/8 NO CLASS- SPRING BREAK 3/10 NO CLASS- SPRING BREAK 3/15 Social Class and Economic Considerations Text Ch 9 < Clients of Poverty SES (Bb) 3/17 Counseling and Cultural Diversity Skills; Ethical and Legal issues; Research Issues and Future Considerations for Counseling Diverse Populations Text Ch 10-12 3/22 Exam 2 Exam 2 3/24 Group Pres Related article on 3/29 Guest Interviewee 3/31 Group Pres Related article on 4/5 Guest Interviewee Cultural Immersion Paper

4/7 Group Pres Related article on 4/12 Guest Interviewee 4/14 Group Pres Related article on 4/19 Guest Interviewee 4/21 Group Pres Related article on 4/26 Guest Interviewee 4/28 Final Exam Must Attend even if not completing exam!!! Advocacy Project Reflection Exam time = 12:30-3:30 Reflection on Personal Culture Class Evaluation Syllabus content and topical outline subject to change