Texas A & M University--Central Texas Psychology and Counseling PSY 511.110 Cultural, Minority & Gender Issues Fall2013 Instructor: Dr. Pauline S. Moseley Office: Texas A & M University- Central Texas- Fairway Building- A Conference Phone: (254) 519-5465 Email: pmoseley@ct.tamus.edu (best way to contact me) Office Hours Monday, Tuesday and Wednesday 2:00-5:00 pm and Thursday 3:00-5:00 PM Class Time: Saturday 9:00am-5:00pm Class Room: Texas A & M University- Central Texas Fairway Building 103 1.0 Overview: The study of the interaction of social/cultural groups in America, problems of minorities and ethnic groups, problems related to gender and age, problems within family systems and contemporary sources of positive change. 2.0 Objectives: By the end of the course, the student will have had the opportunity to understand how thoughts, feelings, and behaviors are influenced by culture, gender, and social status; be aware of how one's own culture, race, gender, and social status influence relationships with others; explore the similarities and within-group differences of ethnic minority groups and special populations; explore the impact of myths, ethnocentrism, bias, stereotypes, prejudice, and racism; and recognize institutional and individual barriers to full contribution and participation in a culturally, pluralistic nation. 3.0 Text: Sue, D. W. & Sue. D. (2013). Counseling the culturally diverse: Theory and practice. (6th ed.). New York: John Wiley & Son Inc. American Psychological Association.(20 10). Publication manual of the American psychological Association. 6th ed.: Washington, D.C. NOTE: A student at this institution is not under obligation to purchase a textbook from a university affiliated book store. The same textbook may be available from an independent retailer, including an online retailer. 4.00 Disability Support Service: If you have or believe you have a disability and wish to self-identify, you can do so by providing documentation to the Disability Support Coordinator. Students are encouraged to seek information about accommodations to help assure success in their courses. Please contact Gail Johnson at (254) 519-5831 or visit Founder's Hall 114. Additional information can be found at www.dt.tamus.edu/academicsupport.
5.0 Drop Policy If you discover that you need to drop this class, you must go to the Records Office and ask for the necessary paperwork. Professors cannot drop students; this is always the responsibility of the student. The record's office will give a deadline for which the form must be returned, completely signed. Once you return the signed form to the records office and wait 24 hours, you must go into Duck Trax and confirm that you are no longer enrolled. If you are still enrolled, FOLLOW-UP with the records office immediately. You are to attend class until the procedure is complete to avoid penalty for absence. Should you miss the deadline or fail to follow the procedure, you will receive an F in the course. 6.0 Academic Honesty & Integrity: Texas A&M University-Central Texas expects all student to maintain high standards of personal and scholarly conduct. Students guilty of academic dishonesty are subject to disciplinary action. Academic dishonesty includes, but is not limited to, cheating on an examination or other academic work, plagiarism, collusion, and the abuse of resource materials. The faculty member is responsible for initiating action for each case of academic dishonestly. 7.0. Library Services INFORMATION LITERACY focuses on research skills that prepare individuals to live and work in an information-centered society. Librarians will work with students in the development of critical reasoning, ethical use of information, and the appropriate use ofsecondary research techniques including: exploring information resources such as library collections and services, Identify sources such as subject databases and scholarly journals, executing effective search strategies, retrieving, recording, and citing relevant results correctly, and interpreting search results and deciding whether to expand the search. Library Resources are outlined and accessed through the web page. http://www.tarleton.edu/centraltexas/departments/librarv/ 8.0 Electronic Devices in the Classroom The classroom is a learning laboratory which must be free from interruption or interference. As a result, all electronic devices capable of generating noise such as cellular phones, pagers, palm pilots, beepers, watches, etc., are considered a distraction from the learning process and will be turned off prior to entering the classroom. Such devices will also be kept out of sight and not accessed during the class period. Students will not interact with these devices at any time during classroom instruction. Additionally, laptop computers and flash drives may not be used in the classroom without instructor permission. 9.0 Course Structure and requirements 9.1 Students are expected to study and participate. Students are responsible for all text and lecture material. Exercises will be presented in class and as homework. Attendance is expected to be regular and punctual and for students to stay until class is completed.. If you are not present, you cannot participate in class. (20 points) 9.2 A Cultural Self-Awareness homework form will be provided to assist the student become more aware of cultural attitudes provided by family member.. Due September 9,2013. 9.3. Major Examinations: There will be two examinations. The material covered will
be derived from material presented in lectures, presentations and the text. The exam will be given on September 24 and count 20 points. The final exam Will be given on December 10 and count 20 points. 9.4 Research Report: Each student will develop a research report with an abstract, 8 to 1 0 pages of text and a reference page. The research report is due on the date the presentation is assigned.(20 points). Students will be assigned the topic for the research report on August 26. 9.5 Presentations based on the research report will be a minimum of 60 minutes in length and must include the following: (15 points) Presentations times are assigned by topic on the syllabus. Use videos, assessments, handouts, group activities, multimedia, etc. as much as possible to make the presentation interactive; the textbook and research information; and a 15 multiple-choice exam questions with an answer key for the instructor (only) are required. Each member of the team must participate in the presentation. This is worth 15 points of the final grade. The instructor's rating of the presentation will be averaged with the students' ratings of the presentation. The presentation scale is attached. Students will be held accountable for the contents of the presentations on the final examination. 10.0. Course Evaluation: Major exams Presentation Report Evaluation Forms Participation 40 15 20 5 20 100 Points Grading System A=90-100 B=80-89+ C=70-79+ D= 60-69+ 11.0. Course Outline: August 26 Multicultural Counseling: Nature of Multicultural Counseling: Chapters 3 and 4 September 2 9 16 23 October 7 14 21 28 Labor Day Holiday Chapters 5, 6, and 7 Multicultural Counseling- Presentation Minority Group Therapist Chapters 8, 9. and 10 Chapters 11, 12, 13 and 14- Presentations- Chapter 12 Social Justice and Chapter 14 African Americans Chapters 15 &16- American Indians and Alaskan Natives & Asian Americans - Presentations Chapter 17 Hispanic Americans & Chapter 18 - Multiracial Descent - Presentations Chapter 19 Arab &Muslim Americans & Chapter 20 Counseling Jewish Americans- Presentations Chapter 21Counseling Immigrants and Refugees & Chapter 22 Counseling LBGT Individuals
November 4 11 18 25 December Chapter 23 Counseling Older Adults Veterans Holiday Chapter 24 Counseling and Women Chapter 25 Counseling and Poverty 2 Chapter 26 Individual with Disabilities 9 Final Exam 13 Commencement 7:00pm Bell County EXPO Center Belton Note: The instructor reserves to change the grading structure when deemed appropriate. All changes will be provided to currently enrolled students in writing. Research and Presentation Topics 1. African Americans 2. American Indians and Alaskan Natives 3. Asian Americans 4. Hispanic/Latino Americans 5. Individuals of Multiracial Descent 6. LGBT Individuals 7. Counseling Older Adults 8. Counseling Women 9. Counseling and Poverty 9. Individuals with Disabilities 10. Multicultural Family Counseling 11. Jewish Americans 12. Arab Americans 13. Immigrants 14. Refugees 15. Social Justice Counseling/Therapy 16. Minority Group Therapist 17. Muslim Americans
Topic Presenter Date 1. African Americans Pamela Johnson September 23 Tanya Bivens September 23 2. American Indians and Alaskan Natives Jennie Johnson October 7 3. Asian Americans Virginia Ewton October 7 Tondola Ivery October 7 4. Hispanic/Latina Americans James Delgado October 14 Sabrina Minor-Brown October 14 5. Individuals of Multiracial Descent Kriskeya Price October 14 6. LGBT Individuals Arthur Murphy October 28 7. Counseling Older Adults Paul Martin October 28 8. Minority Group Therapist Michael Stagar November4 9. Counseling Women Kenyatta Peoples November 18 10. Counseling and Poverty Kristen White November 25 11. Individuals with Disabilities James Harrison December2 12. Multicultural Counseling Julia West September 9 13. Jewish Sharrod Bridges November4 14. Arab Americans Francine Hoffman October 21 15. Muslim Americans Amy Trimm October 21 16. Immigrants Heather Hewitt October 28 17. Refugees Jennifer Powell October 28 18. Social Justice Counseling/Therapy Cynthia Bailey September 23 19. Minority Group Therapist Jennifer Kelley September 23
NAME OF RATER: PRESENTATION EVALUATION FORM GROUP: TOPIC: DATE: RATING CRITERIA POINTS POSSIBLE POINTS EXCEL/GOOD/FAIR/POOR RECEIVED A. Presentation - 45 points Was the ind/group prepared and dressed appropriately? 5 4 3 2 Was the presentation given without reading? 10 7 5 2 Was appropriate word choice and grammar used? 5 4 3 2 Was quality ofhandouts/av materials appropriate? 5 4 3 2 Did the audience relate well to the participation exercise? 5 4 3 2 Was the presentation time appropriate? Start Stop 5 4 3 2 Did the group maintain the interest of the class? 5 4 3 2 Was the presentation free of distractions including repetitive words? 5 4 3 2 B. Content/Logic & Organization - 40 Points Was the introduction/purpose/ objectives clearly defined? 5 4 3 2 Was the question and answer period handled effectively? 5 4 3 2 Was the presentation well organized? 10 7 5 2 Was the conclusion clear and effective? 10 7 5 2 How well did information covered contribute to better understanding of the topic? 5 4 3 2 Was research evidenced? 5 4 3 2 C. Objectives - 15 Points Were stated objectives met? 15 12 7 4 Total Points Possible - 100 Total Points Received Comments: (Strengths, weaknesses, suggestions, etc.)
Presentation Guidelines Group presentations are a minimum of 60 minutes in length and must include the following: ~videos, assessments, handouts, group activities, multimedia, etc. as much as possible to make the presentation interactive; ~ 15 multiple-choice exam questions with an answer key for the instructor (only); and ~ each member of the team must participate in the presentation. An evaluation form will be provided to each class member. Students will be held accountable for the contents of the presentations on the final examination. Hints for presentations. Look at the audience - not at the power point or slides projected on the screen. Check before class time to be sure your disk will play on the equipment. Practice before you present to the class. A void use of repetitive words - uh, ok, you know, etc. Connect your part of the presentation to the team presentation in a cohesive presentation. Stay with your team while everyone presents to appear as a cohesive group Dress appropriately for a formal presentation.
1. African Americans 2. American Indians and Alaskan Natives 3. Asian Americans 4. Latino Americans 5. Individuals of Multiracial Descent 6. LGBT Individuals 7. Counseling Older Adults 8. Counseling Women 9. Individuals with Disabilities 10. Multicultural Family Counseling 11. Jewish Americans 12. Arab Americans 13. Muslim Americans 14. Immigrants 15. Refugees 16. Social Justice Counseling/Therapy 17. Counseling and Poverty