Seattle Central Community College
Social and Human Services Department
Spring, 2006

Text:  Counseling the Culturally Diverse:  Theory and Practice, 4th ed.  Sue, Derald Wing and Sue, David.  John Wiley & Sons, Inc., 2003 

 Disability Notation:  If you need course adaptations or accommodation because of a disability, if you have emergency medical information to share with me or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible.

Course Description:  In this course we will examine our society and the diversity within it as well as the effect of the structure of our society on clients.  We will explore client differences and ourselves in an effort to develop effective counseling skills which take into account client differences in cultural identification, including gender, ethnicity, socioeconomic status, sexual orientation and physical abilities.

 Course Objectives:  Upon completion of this course, the student will be able to…

• Define culture and identify the various factors that contribute to cultural identity.

• Identify various issues related to the cultural identity of the client or the counselor that may arise in the counseling context.

• Recognize ways in which the dominant culture and "minority" cultures interact and/or clash.

• Recognize elements of their cultural identity and how it affects their interactions with others.

• Become aware of culturally relevant counseling practices.

Educational Philosophy

 I believe that students learn best when they are actively involved with the course content.  I am also certain that all students can learn; there are barriers to learning that occur, however, and it is the responsibility of both the teacher and the student to overcome these barriers.  Below I have listed the responsibilities of each of us; by fulfilling these we can maximize your learning potential.  I also believe that developing your ability to critically think through problems and information is an important part of your education.  In this class I will ask you to be aware of your thinking processes; for example, are you considering all the relevant information?  Are you clear about your understanding of the material?  Are your ideas logical?  When presented with a situation can you draw on the knowledge you have to figure out the best possible response?

Instructor Responsibilities

1.  To create a safe learning environment that allows for an  exchange of ideas  and  exploration of the concepts and issues we encounter in this course.
2.  To make clear my expectations of you in regard to preparation for class, class activities and assignments.
3.  To maintain reasonable and high expectations and to hold you accountable to these.
4.  To be available to help you individually and to provide referrals to other services that may be of help to you.
5.  To give you feedback on your work so that you can increase your skills and knowledge throughout the quarter and beyond.

Student Responsibilities

1.  To arrive in class on time and be prepared to actively participate in the class session.
2.  To complete assignments on time and consistent with the guidelines provided.
3.  To stay in contact with me throughout the quarter, especially if you are having difficulty, i.e. absences, not understanding the material, etc.  Contact can be by telephone, email, in person or in writing.  Your reflection papers are a good place to ask questions, offer answers or keep me informed of how you're doing in the class.
4.  To be aware of how your behavior affects your classmates, me and the learning atmosphere.  Behave in a way that facilitates a positive learning environment.
5.  To develop professionalism in the following ways:

• Through the use of appropriate language.

• Maintaining confidentiality of information shared in the classroom.

• Monitoring your self-disclosure and ensuring it's relevant to course content.  Self-disclosure of a personal nature can lead to feelings of vulnerability for all involved and can detract from the learning that is happening.

• Practicing listening skills.  It takes effort to hear and understand what others are saying.  Class discussions are a good time to practice active listening.

• Respecting diverse points of view and being willing to accept that there is often more than one acceptable anser.

• Accepting the fact that there are also plenty of wrong answers.

Comments on plagiarism

Plagiarism is defined as "taking and using another person's ideas and/or writing as one's own"  (Oxford American Dictionary).  It may be interpreted as the result of misunderstanding or of cheating.  It's becoming a greater problem as information is so readily available on the internet.  The forms of plagiarism I run into include quoting material from a source without identifying it as a quote and citing it and cutting and pasting material from other sources, as if written by the student.  Sometimes a student will cut and paste an entire paper and pass it off as their own work.  All of these examples are unacceptable.  If I notice that it looks like you include a quote in a paper without acknowledging it, I'll make a note on your paper and ask that you use your own words to explain the concept.  If I find that paragraphs or the entire paper are plagiarized I will return it to you and give you a chance to re-do the assignment.

Late Policy

Do everything you can to turn your work in on time. I have planned the assignments to coincide with the content we are covering in class and they are designed to enhance your understanding of the material. Therefore, if you don't do the assignment when it is due you are not going to get the full benefit of it. If you have an emergency and cannot complete an assignment on time, let me know ahead of time. .5 grade points will be deducted for work turned in up to one week late.