Education | Multicultural Counseling and Psychotherapy
G575 | 0873 | Marlene Munn/Caroline Shin
In recent years, multiculturalism has been identified as the “fourth
force” in counseling, following the ideas of the psychodynamic,
behavioral, and humanistic movements of the past. This “fourth
force” originated within the civil rights and other social movements
of the 1960’s. It includes issues of race, ethnicity, culture, social
class, sexual orientation, gender, physical ability, age, and
religious preference. With growing acknowledgement of these issues,
mental health practitioners have begun to consider the integration of
culture, race, and other aspects of human socialization into mental
health assessment and delivery.
In order to integrate multicultural factors effectively, scholars
have advocated for the necessity of cultural competence. According
to Sue and Sue (2003), a culturally competent helping professional:
1-is actively in the process of becoming aware of his or her own
assumptions about human behavior, values, biases, preconceived
notions, personal limitations, and so forth; 2- actively attempts to
understand the worldview of his or her clients; and 3- actively
develops and practices appropriate, relevant, and sensitive
intervention strategies and skills in working with his or her
clients. Given this definition, this course has been designed to
foster awareness, build knowledge, and integrate skills in working
with multicultural populations.
Throughout the course, you will be provided with opportunities to
develop cultural competence. For example, in order to foster
awareness, ongoing opportunities to examine your personal biases and
or assumptions are included which allow for both written and oral
expression. As such, you will gain information relative to theories
and constructs which foster understanding of multiple worldviews via
lecture, discussion, and in class activities. To integrate such
awareness and knowledge, you will gain practice in developing
strategies and interventions in counseling through both simulations
and dyadic interactions. In sum, you are expected to challenge
yourselves, advance your critical thinking, and apply these
understandings in practice.
Cyrus, V. (1993). Experiencing race, class, and gender in the United
States (3rd ed.). Mountain View, CA: Mayfield.
Stalvey, L.M. (1989). The Education of a WASP. Madison, WI:
University of Wisconsin.
Sue, D.W. & Sue, D. (2003). Counseling the culturally diverse (4th
ed.). New York: John Wiley and Sons.
Class Evaluation and Assignment Descriptions:
In order to develop awareness, knowledge, and skill relative to the
concepts described, meaningful class participation is essential. To
participate fully, you will come to class with the readings and any
written assignments complete. Asking questions, making suggestions,
and reflecting aloud in thoughtful and respectful ways are
encouraged. Obviously, to participate you must be in attendance.
Therefore, you will be allotted one excused or unexcused absence,
after which the instructors reserve the right to deduct points from
Examining Your Resistance:
Analyzing Race, Gender, and Class in the Media:
Upon reading and discussing the impact of the media in the
formulation of perceptions of race, gender, and class you are asked
to critically analyze how the media represents these concepts for
specific populations. You may consider viewing specific television
programs, commercials, movies, music videos, advertisements, etc. in
order to analyze the portrayals of specific racial groups, sexual
minorities, gender, or persons with disabilities. You will be placed
in groups of 2-3 for presentations that are scheduled between June 5-
There is a required midterm examination on June 3, 2003. Questions
will originate from reading material, lecture, and in class
activities. You will have the entire class time to complete the
The final will be a take home exam distributed at least one week
prior to the due date of June 19, 2003. It will be focused upon
integrating both knowledge and awareness in terms of practice (skill)
within a given case scenario.
Participation: 25 points
Examining Your Resistance: 50 points
Analyzing Race, Gender, and Class in the Media: 25 points
Midterm: 50 points
Final: 50 points
Total: 200 points
Students with Disabilities: Students with visual, hearing, physical,
and/or learning disabilities that may require modification of
curriculum, instruction, or assessment should contact the instructor.
I wish to fully include persons with disabilities in this course.
Modifications and accommodations will be made after the student has
presented documentation indicating qualification for services from
DSS (Disabled Student Services). See the Handbook for Students with
Disabilities for eligibility requirements.
Academic Misconduct: Cheating, plagiarism, sexual harassment,
racial/ethnic discrimination and slurs, or any other student
misconduct that adversely affects the learning or safety of other
students will not be tolerated in my classroom or on this campus. If
any student becomes aware of any of these activities, or feels they
have been the victim of sexual harassment, racial/ethnic
discrimination, or any other act of malicious intent, please contact
me or Pam Freeman of the Student Ethics Division, IU’s Racial
Incidents Team, or the Gay, Lesbian, and Bisexual Anti-Harassment
Team. For more information about this refer to
Planned Schedule of the Course
*As the instructors of this course, we reserve the right to make
changes to this schedule as needed. We will inform each student of
any changes at the earliest date possible in class or via e-mail.
May 13 Introduction
May 15 The Conceptual Dimensions of Multicultural Counseling/Therapy
Sue & Sue- Chapter 1
May 20 The Political Dimensions of Mental Health Practice
Sue & Sue– Chapters 2-3
Cyrus- 356-362; 171-176
May 22 The Practice Dimensions of Multicultural Counseling/Therapy:
Sue & Sue– Chapter 4;
Assignment Due: Resistance Project Part 1
May 27 Worldviews in Multicultural Counseling/Therapy: IDENTITY
Sue & Sue- Chapter 8
Stalvey – Chapters
May 29 Worldviews In Multicultural
Counseling/Therapy: IDENTITY Cont.
Sue & Sue- Chapter 9
Stalvey – Chapters
June 3 MIDTERM EXAM
June 5 Counseling African Americans/ Counseling American Indians and
Sue & Sue- Chapters 11- 12
Cyrus -121-126; 479-484; 25-30
June 10 Counseling Asian Americans/ Counseling Hispanic/Latino
Sue &Sue- Chapters13-14;
Cyrus- 33-35; 216-225; 225-229; 30-33; 409-410
Assignment Due: Resistance Project- Part 2
June 12 Counseling Individuals of Multiracial Descent/ Counseling
Sue &Sue- Chapters 15-16;
Cyrus- 94; 302-303
June 17 Counseling and Gender/ Counseling Individuals with
Sue &Sue- Chapters 18-19;
Cyrus- 85-87; 194-197
June 19 Taking Action/Change Makers
Assignment Due: Final Exam
References Commonly Cited in Lecture
Atkinson, D.R. & Hackett, G. (1998). Oppression of People with
Disabilities: Past and Present. In Counseling diverse populations
(pp.29-50). Boston: McGraw Hill.
Atkinson, D.R. & Hackett, G. (1998). Oppression of Women: Past and
Present. In Counseling diverse populations (pp. 77-99). Boston:
Casa, J.M. & Pytluk, S.D. (1995). Hispanic identity development:
Implications for research and practice. In J.G. Ponterrotto, J.M.
Casas, L.A. Suzuki, & C.M. Alexander (Eds.). Handbook of
multicultural counseling (pp. 155-180). Thousand Oaks, CA: Sage.
Choney, S.K., Berryhill-Paapke, E., & Robbins, R.R. (1995). The
acculturation of American Indians: Developing frameworks for research
and practice. In J.G. Ponterrotto, J.M. Casas, L.A. Suzuki, & C.M.
Alexander (Eds.). Handbook of multicultural counseling (pp. 73-92).
Thousand Oaks, CA: Sage.
Fine, M. & Asch, A. (2000). Disability beyond stigma: Social
interaction, discrimination, and activism. In M. Adams, W.J.
Blumenfield, R. Casteneda, H.W. hackman, M.L. Peters, and X. Zuniga
(Eds). Readings for Diversity and Social Justice: An anthology on
racism, antisemitism, sexism, heterosexism, ableism, and classism.
New York: Routledge.
Helms, J.E. & Carter, D.A. (1999). Models of Racial Oppression and
Sociorace. In J.E. Helms, and D.A. Carter, Using race and culture in
counseling and psychotherapy. Theory and Process (pp.84-95).
Needham Heights, MA: Allyn and Bacon.
Martinez, E. (2000). Seeing more than Black and White. In M. Adams,
W.J. Blumenfield, R. Castenda, H.W. Hackman, M.L. Peters, X. Zuniga
(Eds.), Readings for diversity and social justice (pp. 93-99). New
Omi, M. & Winant, H. (1995). Racial formations. In P.S. Rothenberg
(Ed.), Race, class, and gender in the United States. An integrated
study (pp. 13-22). New York: St. Martin’s Press.
Pack-Brown, S.P., Whittington-Clark, L.E., & Parker, W.M. (1998).
Images of me: A guide to group work with African American women.
Needham Hieghts, MA: Allyn and Bacon.
Ridley, C.R. (1995). Overcoming unintentional racism in counseling
and therapy: A practitioner’s guide to intentional intervention.
Thousand Oaks: Sage.
Root, M.P.P. (2000). A bill of rights for racially mixed people. In
M. Adams, W.J. Blumenfield, R. Casteneda, H.W. Hackman, M.L. Peters,
and X. Zuniga (Eds). Readings for Diversity and Social Justice: An
anthology on racism, antisemitism, sexism, heterosexism, ableism, and
classism (pp.120-126). New York: Routledge.
Steere, D.E., Gregory, S.P, Heiny, R.W., & Buckworth, J. (1998).
Lifestyle planning: Considerations for use with people with
disabilities. In D.R. Atkinson & G. Hackett (Ed.), Counseling
diverse populations (pp. 155-170). Boston: McGraw Hill.
Tatum, B.D. (1997). Why are all the Black kids sitting together in
the cafeteria? And other conversations about race. New York: Basic
Thompson, C.E., & Carter, R.T. (1997). Racial identity theory:
Applications to individual, group, and organizational interventions.
Mahwah, NJ: Lawrence Erlbaum Associates.