Course Syllabus

HR 5593 - Multicultural Counseling

Faculty Contact Information

This table includes information about how to contact your instructor and other important details about your class

	Office Hours: 🚩 Phone: 🚩 Email: 🚩 Live Session: 🚩🚩 day/time (Central) 🚩🚩 Zoom link: 🚩 Meeting ID: 🚩 Passcode: 🚩
🚩Instructor Name 🚩 🚩Official Title 🚩 🚩Department 🚩

 

Course Details

For a list of course activities, scroll to the bottom of this page.

Course Description

Diversity, equity, inclusion, and justice are significant current topics in mental health and beyond. This online course emphasizes theory and methods for developing multicultural counseling competency and promoting social justice in clinical mental health counseling practice. The ethics of multicultural counseling and social justice will be addressed. Various social justice and multicultural counseling approaches will be explored, as will strategies for integrating these into mental health counseling. Concepts and skills will be studied through reading, online discussions, videos, and written assignments.

Course Prerequisites 

• HR 5533 - Counseling Theories in CMHC
• HR 5883 - Introduction to the Counseling Profession
• HR 5452 - Ethical Issues in Human Relations Counseling
• HR 5663 - Psychopathology

Course Materials

• Sue, D.W. & Sue, D. (2019). Counseling the culturally diverse: Theory and practice (8th ed.). Hoboken, NJ: Wiley. ISBN 978-1-119-44824-2
• Multicultural and Social Justice Counseling Competencies

Methods of Instruction

The following will be used in the delivery of this course:

• Independent readings
• Lecture
• Synchronous discussion (Live Sessions)
• Videos 
• Online content (Canvas)
• Asynchronous discussion

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Minimum Technology Requirements

Participating in OU Online programs requires specific technologies. To participate in class and navigate other technological requirements, you will need the following:

• Computer with webcam
• Microsoft Office
• Google Chrome/Firefox
• Reliable Internet
• OU Email

Consider the following tips:

• To be effective in your courses you will need regular access to a computer and a stable internet connection.
• Although mobile devices (i.e., smart phones) are great for checking your grades or watching a video, OU does not recommend relying on them as your primary method for taking a course online or face to face.
• Many times, professors will add course media and assignment drop boxes to Canvas and you need reliable access.
• Computer labs are available on campus in the OU library and rooms can be reserved for privacy.
  • Most town libraries will also have access to technology labs in your hometown.
• You can watch and participate in online courses on your smartphone, but it may make reading the PDFs provided more difficult. We recommend a larger device to access online course content.
• Weather, or shelter-in-place mandates may require at home access to technology. Weather may be unpredictable and can cause alternate sources of class time such as an online zoom meeting. Accessing a webcam and microphone is important.
• Online courses typically have opportunities for students to use audio/video to submit assignments or participate in activities. These accessories will increase course interactivity and can connect you to your instructors as well as your fellow classmates.

For more support contact the OU Instructional Technology Service Portal

You are expected to:

• Check your OU email daily and OU Canvas for updates on classes.
• Use word processing programs such as Microsoft Word or Google Docs for assignments.
• Send or receive email attachments and communicate with your instructor or advisor.
• Search databases for research in the library resources.

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Learning Outcomes & CACREP Standards

Multicultural Counseling

Course Learning Outcomes and CACREP standards are listed in the table below

Learning Outcome	CACREP Standard
theories and models of multicultural counseling, social justice, and advocacy	3.B.1
the influence of heritage, cultural identities, attitudes, values, beliefs, understandings, within-group differences, and acculturative experiences on individuals’ world views	3.B.2
the influence of heritage, cultural identities, attitudes, values, beliefs, understandings, within-group differences, and acculturative experiences on help-seeking and coping behaviors	3.B.3
the effects of historical events, multigenerational trauma, and current issues on diverse cultural groups in the U.S. and globally	3.B.4
the effects of stereotypes, overt and covert discrimination, racism, power, oppression, privilege, marginalization, microaggressions, and violence on counselors and clients	3.B.5
the effects of various socio-cultural influences, including public policies, social movements, and cultural values, on mental and physical health and wellness	3.B.6
disproportional effects of poverty, income disparities, and health disparities toward people with marginalized identities	3.B.7
principles of independence, inclusion, choice and self-empowerment, and access to services within and outside the counseling relationship	3.B.8
strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination	3.B.9
guidelines developed by professional counseling organizations related to social justice, advocacy, and working with individuals with diverse cultural identities	3.B.10
the role of religion and spirituality in clients’ and counselors’ psychological functioning	3.B.11

Clinical Mental Health Counseling Track

Course Learning Outcomes and CACREP standards are listed in the table below

Learning Outcome	CACREP Standard
etiology, nomenclature, diagnosis, treatment, referral, and prevention of mental, behavioral, and neurodevelopmental disorders	5.C.1
mental health service delivery modalities and networks within the continuum of care, such as primary care, outpatient, partial treatment, inpatient, integrated behavioral healthcare, and aftercare	5.C.2
strategies to advocate for people with mental, behavioral, and neurodevelopmental conditions	5.C.8

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Grades

Breakdown

Course activities and grades listed for each activity

Activity	CACREP Standards	Description	Percentage of Points
Participation	3.B.2, 3.B.3, 3.B.4, 3.B.5, 3.B.6, 3.B.7, 3.B.8, 3.B.9, 3.B.10, 3.B.11, & 5.C.8	Synchronous Live Sessions	10%
Discussions	3.B.1, 3.B.2, 3.B.3, 3.B.4, 3.B.5, 3.B.6, 3.B.8, 3.B.10, 3.B.11, 5.C.1,, 5.C.2 and 5.C.8	Asynchronous weekly discussion topics	40%
*Cultural Immersion Project	3.B.2, 3.B.3, 3.B.4, 3.B.5, 3.B.6, & 3.B.11	Cultural Experience and reflection based on exploring a culture different from your own and clinical implications	20%
Final Exam	3.B1, 3.B.2, 3.B.3, 3.B.4, 3.B.5, & 3.B.6	Multiple Choice and Essay Exam	30%
		Total	100%

*Indicates Key Performance Indicator (KPI). This is an intentional formative assessment to assure you take away the core information necessary to be a successful professional counselor.

Scale

Grade Scale

Percentage	Letter Grade
90–100%	A
80–89%	B
70–79%	C
60–69%	D
Below 60%	F

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Course Components

Participation

Participation points will be given each week for attending the Live Sessions.

Attendance/participation in the Live Session is part of the grade mix. If you are unable to attend in real-time, be sure to watch the recording, summarize it, and turn that summary in on the Live Session page. 

Discussions

Every week, you will have a discussion board assignment to complete. You will respond to the post by 11:59 p.m. Central on Friday and respond to two of your classmates' posts by 11:59 p.m. Central on Sunday of that Module week.

Note: As always, be respectful of others' reflections and ideas. A respectful debate can be an avenue for deeper reflection and learning. However, this can also be accomplished through staying focused on your own experience, speaking your "truth," and maintaining a conversational tone versus an adversarial one. That is, this is an exercise in sharing your experience/ideas and learning from others' reactions and perspectives. It is a practice of seeing the multiple perspectives and "truths" that exist in others, not proving which version of "truth" is the right one. Disrespectful or inappropriate discussion posts may result in grade penalties, removal from the course, or academic discipline.

*Cultural Immersion Project

Final Exam

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Course Policies

Communication 

 🚩🚩 This content aligns with QM Specific Review Standards: Recommended (1.3). How do you want students to contact you? Do you prefer to be contacted through Canvas or by email? Give students an estimate of when you will reply, usually 24 hours M-F. Give students an estimate of how to communicate with you over the weekend (e.g., "Emails received during the weekend will receive a response within 48 hours).

How do you prefer to be addressed (Professor, Dr., by your first name, etc.)? Clearly explain your role and expectations for how you would like students to interact with you and others. This may be especially helpful for learners needing encouragement to "speak up." 🚩🚩

Feedback 

 🚩🚩 This content aligns with QM Specific Review Standards: Essential (5.3) and Recommended (3.5). Please tell students when they can expect feedback and grades on their activities and assignments. You should aim for a one-week turnaround on most assignments.  🚩🚩

Late Policy

 🚩🚩 This content aligns with QM Specific Review Standards: Recommended (3.5). Add information about your late policy or missed work. Will you accept late work? If so, will there be a penalty? 🚩🚩

Plagiarism 

 🚩🚩 This content aligns with QM Specific Review Standards: Recommended (3.6). Plagiarism is the most common form of academic misconduct at OU. There is no college-level assignment that can be satisfactorily completed by copying. OU's basic assumption about writing is that all written assignments show the student's own understanding in the student's own words. That means all writing assignments, in class or out, are assumed to be composed entirely of words generated (not simply found) by the student, except where words written by someone else are specifically marked as such with proper citation. Including other people's words in your paper is helpful when you do it honestly and correctly. When you don't, it's plagiarism. 

For more information about plagiarism, watch this video and then take this short course offered by University Libraries. 🚩🚩

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University Academic Policies and Student Support

Access the University Academic Policies Document.