PSY-6011-6012

Course Title: Intercultural Awareness Development Course Number: PSY 6121 Course Units: 1.5 Course Website: N/A School: California School of Professional Psychology, AIU Term and Year: Fall 2009 Day and Time: Thursday, 9:00am-12:00pm. Meeting Dates: September 3rd through December 10th, 2009, meeting every other week Instructors: Nina Ghiselli, Psy.D. & Frank Davis, Ph.D.  Contact: 510-538-4222; drghiselli@yahoo.com & 510-390-4025; frankd_1972@yahoo.com Office hours: Flexible (in person, on phone, or online); office 116 Grading: Credit/ No Credit Video website: http://www.youtube.com/FrankandNinaIAD; Some videos are linked from class or movies that you might want to view. E-mail instructor for recommendations of videos to post. The Psy.D. and Ph.D. clinical psychology programs are organized to enable students to build sequentially on knowledge and skills. This course is part of the Psy.D./Ph.D. shared curriculum. Each course in the Psy.D. and Ph.D. program is designed to accomplish program specific learning outcomes (or training goals and objectives). For a complete copy of each program's learning outcomes, goals and objectives see program manual. In the Ph.D. program, this course helps in the fulfillment of the following Ph.D. program learning outcomes, e.g., goals and objectives: Goal: To Prepare Students to be effective professional psychologists who are skilled at evaluating psychological functioning and providing effective interventions with diverse clients across a range of settings. 1. Objective: To develop broad theoretical and scientific knowledge in foundational areas that provides the basis for the effective practice of clinical psychology. 2. Objective: To develop an understanding of psychopathology and psychological assessment, and to apply such knowledge in the evaluation of psychological functioning in a variety of settings with diverse population a. Identify, and distinguish between, different forms of psychopathology using DSM-IV criteria b. Demonstrate proficiency in applying methods of psychological assessment, including tests of intelligence, and objective and projective measures of personality c. Interpret and synthesize findings from psychological tests in the evaluation of psychological functioning d. Demonstrate understanding of, and sensitivity to, the role of cultural factors in the diagnostic and evaluation process. 3. Objective: To develop and understanding of the efficacy, and modes of application of, psychological interventions in a variety of settings with diverse populations a. Demonstrate comprehension of effective intervention techniques b. Apply psychological interventions and evaluate effectiveness in clinical practice c. Demonstrate cultural knowledge and competence in implementing psychological interventions for culturally diverse populations This course helps in the fulfillment of the following Psy.D. program learning outcomes: 1. Objective: To develop student/graduates who have the knowledge, skills and attitudes necessary to function professionally in a multicultural society. Students demonstrate mastery in: a. The ability to recognize their own attitudes about age, gender and ethnically, culturally, sexually diverse, or disabled populations and to understand concepts of power and privilege as they apply to interventions with these populations. b. The ability to understand clinical phenomenon within social and cultural context. c. The ability to plan and carry out a course of treatment that is responsive to the clients gender, sexual orientation, ethnicity, culture, physical and mental capacities and age. d. The ability to recognize the limits of their own clinical competence and to identify appropriate referral resources and or case consultation resources when needed. 2. Objective: To develop students/graduates who are able to intervene, using multiple methods, with diverse populations, across many settings and in changing and evolving context. Students develop mastery in: a. The ability to practice in diverse clinical settings. b. The ability to practice with a breadth of clients. c. The ability to apply more than one major theory of intervention/development to practice. d. The ability to modify treatment interventions based on ongoing assessments of outcomes. e. The ability to appropriately consider time limitations, resources constraints and community resources in the choice of interventions. f. The ability to integrate patients' expectations into interventions when appropriate. This year long course is designated to facilitate understanding of cultural identities, differences, and the impact of oppression on the individual. Through self-examination students will examine their personal biases and attitudes. Students will learn how race, ethnicity, sexual orientation, disability, and gender intersect in psychology and the roles psychologists play. Students will develop their role as a psychologist who is oriented in social justice and culturally responsive. Students will develop knowledge about the history of oppression and the impact on the individual. Students will develop a social justice perspective that intersects with the profession of psychology. Students will begin to develop and revisit self-analysis of biases, attitudes and ways they have benefit from privilege. Students will learn how to become culturally responsive psychologists. Students will demonstrate an understanding of, and sensitivity to, the role of cultural factors in the diagnostic and evaluation process. Class activities consist primarily of activities, lectures, class discussion and field trips as well as assigned readings, assignments and other student experiences throughout the class. Discussion will take place in pairs, small groups, and group seminars. The entire class provides a focus on issues related to diversity. 1. //Attendance and Participation//: Attendance and Participation are an essential component of this class. If you miss more than two classes, you will be at risk for not receiving credit for the course. Much of the class cannot be "made up" because of the modes of delivery. If you do need to miss class, please meet with another student to find out what was discussed (including due dates for assignments) as well as with the instructor to find out what make up work can be assigned. Students are expected to participate in all activities and assignments (including reading) of the class. Because not all students are comfortable talking in front of large groups, there will be opportunities to share in smaller groups. The class will encourage self-disclosure, so attempts by the instructor will be made to create a safe environment. Students will be expected to attend all field trips which will be arranged so that they can get to their next class on time. There maybe a nominal fee for some field trips, so please budget accordingly. //Class activities//: Students will be expected to participate and contribute in classroom activities and readings that will be assigned in class. 2. //Individual assignments/student portfolio//: Students will be expected to complete 75 points of assignments (approximately 5-10 points a week). These are personal assignments where students will develop their own personal cultural awareness, understanding of other cultures, and the application to psychology. Because these are individual, students will be expected to pick assignments that meet their personal and professional needs as well as learning styles. At the end of this syllabus you will find a list of assignments. Students will track these assignments on the tracking sheet and present their assignments as a portfolio on the last day of the class in small groups. Students can complete the 75 points (or exceed) and hand in the assignments as early as possible, but there will be three check points where you will hand in assignments that are completed. Please hand in your individual assignments by the following dates: October 15th: Hand in at least 40 points of assignments November 12th: Hand in another 30 points of assignments December 10th: Hand in another 30 points of assignments Assignments can be handed in at anytime! In fact this is encouraged. Assignments can be emailed to the instructor as well as handed in. When you hand in assignments, please include your tracking sheet. You are responsible for tracking all assignments. All assignments should meet the standards for a B or an A. Grades will be based on quality of work, insight, ability to take a global view of issues, and if the assignment adds to the overall growth of the student. If the assignments do not meet this criteria, they will be handed back for improvement. This improvement may be academic or insight oriented. I may also make recommendations for future assignments and areas of personal focus. Students will bring their completed assignments on the last day of class and present their work in small groups. This will give students an opportunity to process their experience in the class. It will also give students an opportunity to check in with themselves on the direction their personal work should take. //Final Reflective Paper//: Students will write a 1-3 page paper about their experience in the class. Discussion will include how students have integrated their experiences and personal growth from the class into their development as a psychologist and what goals might be addressed in the second term. **Readings** **and Text:** Sue, DW (2007). Counseling the Culturally Diverse: Theory and Practice. New York: John Wiley & Sons. *Other readings (i.e., chapters from books and journal articles) will be assigned throughout the semester. 1. Policies Related To Class Attendance, Lateness, Missed Exams or Assignments. The University expects regular class attendance by all students. Each student is responsible for all academic work missed during absences. When an absence is necessary, students should contact the instructor as courtesy and to check for assignments. See the University Catalog for the complete policy on attendance (http://www2.alliant.edu/download/2005/catalog/3_Academic_Policies.pdf). 2. Responsibility to Keep Copies Remember - it is good practice to keep copies of ALL major assignments/papers you turn in. On rare occasions, work may be lost because of computer failure or other mishaps. 3. Respectful Speech and Actions Alliant International University, by mission and practice, is committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us. All members of the University must treat one another as they would wish to be treated themselves, with dignity and concern. As an institution of higher education, Alliant International University has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or actions that, when considered objectively, are abusive and insulting. 4. Academic Code of Conduct and Ethics The University is committed to principles of scholastic honesty. Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community. Each student's conduct is expected to be in accordance with the standards of the University. The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, may be found in the University Catalog. The University reserves the right to use plagiarism detection software. 5. Evaluation of Students' Professional Development and Functioning In CSPP, multiple aspects of students' professional development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) will be evaluated throughout the process of education and training in our professional psychology and MFT programs. This kind of comprehensive evaluation is necessary in order for faculty, staff, and supervisors to appraise the professional development and competence of their students. See the University Catalog for the complete CSPP policy on "Evaluation of Student Competence: A. Student Disclosure of Personal Information" (Appendix B). 6. Disability Accommodations Request If you need disability-related accommodations in this class, please see me privately. All accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of support for Alliant's Office of Disability Services. If you have questions about accommodations, please contact the Office of Disability Services. 7. Policy on Course Requirements During Religious Holidays Alliant International University does not officially observe any religious holidays. However, in keeping with the institution's commitment to issues of cultural diversity as well as humanitarian considerations, faculty are encouraged to appreciate students' religious observances by not penalizing them when they are absent from classes on holy days. Alliant International University faculty will be sensitive to these matters. Students should be similarly respectful of faculty members' right to observe religious days. 8. Resources for Obtaining Tutoring or Other Student Support Services Tutors are available to help students with course-based or exam-based needs. Contact the Director of Student Support Services for information on obtaining tutoring - or other student support services - on your campus. 9. Problem Solving Resources If problems arise with faculty, other students, staff, or student support services, students should use the University Problem Solving Procedures located on the web at: http://www.alliant.edu/academic/studentproblemsolving/ Student_Grievance_Policy.pdf. **I.** **3 point** **A.** **Read a scholarly article or book chapter, not assigned in class, on diversity. Write a one page reflection.** **B.** **Find 5 community resources** **C.** **Find 5 toys that are culturally responsive for diverse children (submit pictures/indicate why you chose each)** **D.** **Find 5 websites on diversity issues. Indicate why you chose each.** **E.** **Reflect on media (1 page). This might include a TV show, a movie that you have seen in the past, [|Youtube.com] or news segment.** **F.** **VOTE! Bring in your ticket stub as proof.** **G.** **Reflect on a song that relates to a topic discussed in class. 1 page reflection.** **H.** **Create your own assignment. Requires instructor approval.** **II.** **5 point** **A.** **Watch a movie you have never seen before related to diversity. Write a one page reflection. ** **B.** **Research something related to your own culture/family. Report or record (pictures, artifacts, etc...) your findings. This might include examining issues such as life transitions, education, and other life experiences.** **C.** **Write a 2 page journal on the class. This can be done up to 7 times during the term. ** **D.** **Create a collage on a particular issue or topic related to the class. ** **E.** **Write a poem about what you are experiencing in this class or a related topic.** **F.** **If you are at a practicum or similar setting, write a journal entry about your experience related to diversity.** **G.** **Reflect on past experiences in the context of this class. Write as a journal entry.** **H.** **Create an album of 5-9 songs or video snippets that represent concepts discussed in class. Include a CD/DVD and description of why you chose these clips. Create a cover for additional points** **I.** **Create your own assignment. Requires instructor approval.** **III.** **10 point** **A.** **Attend an involved cultural event and write a 2 page reflection.** **B.** **Interview someone about a topic related to issues discussed in class. This might include someone in your family and in a community that is similar or different from your own. Please do not interview a student in the same year as you. ** **C.** **Write a 3 page research paper on a topic related to diversity that you are interested in. Remember that plagiarism includes using papers from past classes!!!** **D.** **Read a book (scholarly or novel) related to diversity. Write a reflection on how reading this book impacted you. Please __do not__ do a book report.** **E.** **Attend a political event (speaker, protest, etc...). Reflect on the event and yourself as a political person.** **F.** **Create a 20 page PowerPoint on a topic related to diversity that you are interested in.** **G.** **Create your own assignment. Requires instructor approval.** Having trouble knowing which assignments to do? Make an appointment with the instructor to discuss how your can meet your goals with these assignments. Please track your assignments on the tracking sheet provided. Hand this sheet in when you hand in assignments. **Keeping Track of Disability Assignments **  Assignment: || Date approved: || Points awarded: || Instructor’s signature ||   ||  ||  ||  ||   ||  ||  ||  || <span style="font-family: 'Arial Rounded MT Bold','sans-serif';"> || <span style="font-family: 'Arial Rounded MT Bold','sans-serif';"> <span style="font-family: 'Arial Rounded MT Bold','sans-serif';"> || <span style="font-family: 'Arial Rounded MT Bold','sans-serif';"> || <span style="font-family: 'Arial Rounded MT Bold','sans-serif';"> || <span style="font-family: 'Arial Rounded MT Bold','sans-serif';"> <span style="font-family: 'Arial Rounded MT Bold','sans-serif';"> || <span style="font-family: 'Arial Rounded MT Bold','sans-serif';"> || <span style="font-family: 'Arial Rounded MT Bold','sans-serif';"> || <span style="font-family: 'Arial Rounded MT Bold','sans-serif';"> || <span style="font-family: 'Arial Rounded MT Bold','sans-serif';"> <span style="font-family: 'Arial Rounded MT 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style="font-family: 'Arial Rounded MT Bold','sans-serif';"> || <span style="font-family: 'Arial Rounded MT Bold','sans-serif';"> <span style="font-family: 'Arial Rounded MT Bold','sans-serif';"> || <span style="font-family: 'Arial Rounded MT Bold','sans-serif';"> || <span style="font-family: 'Arial Rounded MT Bold','sans-serif';"> || <span style="font-family: 'Arial Rounded MT Bold','sans-serif';"> || <span style="font-family: 'Arial Rounded MT Bold','sans-serif';"> <span style="font-family: 'Arial Rounded MT Bold','sans-serif';"> || <span style="font-family: 'Arial Rounded MT Bold','sans-serif';"> || <span style="font-family: 'Arial Rounded MT Bold','sans-serif';"> || <span style="font-family: 'Arial Rounded MT Bold','sans-serif';"> || <span style="font-family: 'Arial Rounded MT Bold','sans-serif'; font-size: 16pt;"> <span style="font-family: 'Arial Rounded MT Bold','sans-serif';"> **I.** **In order to know your cultural biases and the prejudices you hold, you need to look at your own stories.** **A.** **The objective of this assignment is to analyze your background and how your attitudes about culture were constructed.** **II.** **Guidelines:** **A.** **Bring pictures, videos, artifacts, or food to express your story of culture and understanding how your constructs of race, ethnicity, gender, sexual orientation, class, and disability have been built. This discussion will be in the context of your personal experiences.** **B.** **Discuss your cultural identity. Remember that culture goes beyond national origin, race, etc... Include all aspects that you identify with. ** **C.** **What experiences and people influenced your construction of culture and oppression? This might include attitudes of your family, exposure to different communities, interests you have, etc...** **D.** **Discuss benefits and challenges that you have in being culturally responsive. ** **E.** **What areas might you need to work on to increase your comfort and confront your own prejudices?**
 * COURSE INFORMATION: **
 * Open to year level: G1 **
 * I. Rationale: **
 * Course Description: **
 * Objectives: **
 * Instructional Strategy: **
 * Class Component on Multicultural and International Issues: **
 * Description of Course Requirements: **
 * Policies and Procedures: **
 * In order to receive full credit for this class, you are required to do 75 points of mini-homework assignments. You can do any number of homework assignments, as long as they add up to at least 75 points. You will receive credit when you prove that you have accomplished the assignment. You should choose assignments that are consistent with your academic, professional, and personal goals. These are likely to change as your progress through the class. You may choose from the following assignments: **
 * Mid-term Activity **
 * I would like you to be honest and comfortable in small groups but realize that this may not always be feasible. If you have any concerns, please talk to me. **