Cultural Issues with Children & Families



Cultural Issues with Children & Families

EDP 5393.01—Mini Mester 2009

Classroom: Costa Rica

INSTRUCTOR: Dr. Tamara Hodges

PHONE: (Office) 710-3978

E-MAIL: Tamara_Hodges@Baylor.edu

FAX: (254) 710-1766

TEXTBOOK:

Jones, J. (2009). The Psychology of Multiculturalism in the Schools: A Primer for Practice, Training, and Research. NASP

COURSE DESCRIPTION & OBJECTIVES:

This course discusses the impact of culture on the psychosocial and educational needs of ethnically and linguistically diverse children. There is an emphasis on the identification the learning styles and strengths of culturally diverse children, classroom strategies, methods of treatment, and policies available for empowering these diverse children and their families. Students will participate in class activities, service learning, research, and group work. This system is designed to help ensure that everyone is able to contribute meaningfully to class activities as well as demonstrate understanding and learning.

Upon completion of this course, students will be able to:

1. Define key concepts associated with inter-group relations (culture, ethnicity, race, gender, sexuality, minority group, social class, acculturation/adaptation, assimilation, multiculturalism, stratification, discrimination, racism, and oppression).

2. Identify similarities & differences in values, beliefs, needs, and experiences of diverse populations.

3. Analyze social systems in terms of equality, equity, social, and distributive justice.

4. Identify the impact of diversity on groups and organizations, including institutional racism and other forms of discrimination.

5. Describe the process for counseling services in Costa Rica vs US.

6. Develop a personal framework for diversity-informed practice, including an ability to articulate the key skills, values, and theoretical perspectives needed to practice with people from a particular diverse group.

7. Understand the assessment and diagnosis of learning difficulties in Costa Rica.

COURSE REQUIREMENTS and EVALUATION:

• Completion of reading assignments, projects, research, and presentations are expected to be timely and of high quality.

Grading Scale Points:

A= 91-100 B+= 88-90 B= 81-87 C+= 79-80 C= 71-78 D= 68-70 F=67 and below

A. Pre-Paper (20%)

Each student will write a 3-5 page paper that explores his/her understanding of cultural differences that they expect to encounter while in Costa Rica. We must first understand ourselves before we can begin to understand others…this is where we must begin. What I want you to do at this point, before we go to Costa Rica, is start by defining your assumptions about Costa Rica associated with what you expect to find in the following areas:

- family structure - education system - impact of religion

- their attitudes toward US - SES - geography

- special education in - social services - quality of living

- any other area that you can think of that might help define your assumptions.

B. Reflection Paper (20 %) - at least 3 and no more than 5 pages (double-spaced, 12pt.font)

This paper will allow you to reflect on what you learned and compare it to what you expected. Furthermore, it invites you to explore why you held these preconceived ideas and ultimately explore what other assumptions you may hold.

C. Daily Responses (20 %) – buy a journal to write in on a daily basis

Students will submit a hand-written reaction paper approximately one page in length each day. These reading responses should be a personal reaction to the assigned reading for that day, may be a personal reaction to something that happened to them personally, or may be a personal reaction to class discussions from the previous class meeting (new insights, how the readings relate to other topics in school psychology, implications for future research, etc.).

D. Photo Journal (20%) – at least 10 photos and no more than 20

Each student will record their “journey” of a particular area of the Costa Rican culture. For example, you might want to capture homes in CR, women in CR, children in CR, levels of disparity in CR, teachers in CR, kindergartens in CR, high schools in CR, etc. Surprise us (in other words, don’t tell what you are doing and when we return, we will enjoy a day to see each other’s slide show.) Due date is indicated on the class calendar. Be creative - - look and listen purposefully as you take this trip.

E. Multicultural Experiences (10%)

Each student will be responsible to work in a group to present a “workshop” in classes in the CR schools. The topics will be announced after the school psychologists determine their needs. Students will each be responsible for their own research and contributions and will be graded on their oral participation, outside research contributions, and creativity.

F. Participation (10%)

Participation and contribution to class discussions are imperative. Each student must engage in class discussions and participate actively.

TENTATIVE CALENDAR OF CLASS ACTIVITIES AND READING ASSIGNMENTS

Date Reading Assignment Assignment Due

May

17 -S Toward Multiculturalism Competence Readings: Ch 1 Guest Speaker on Sunday evening addressing social services in CR

18 -M Trip to Volcano and Coffee Plantation. Costa Rican lunch

19 -T Increasing Cultural Literacy Readings: Ch 2 Leave for Osa Peninsula

20 -W Osa Peninsula

21-Th Social Justice Readings: Ch 3 Osa Peninsula

22-F Osa Peninsula or La Playa

23-Sat La Playa or workshop in Osa Peninsula

24 -Su San Jose

25-M Understanding Privilege in America Readings: Ch 4 St. Anthony’s School

26-T Pathways on a Journey of Getting It Readings: Ch 5 S St. Anthony’s School

27-W Multicultural Practices and RTI Readings: Ch 6 S Visit San Jose schools

28-Th Multidimensional Approach to Assessment of Divers Students Readings: Ch 7 V Visit San Jose Schools

29-F Multicultural Considerations in School Consultation Readings: Ch 8-9

30-Sat Adventures in Costa Rica

31-Sun Adventures in Costa Rica

June

1 Seminar on the patio – reflections of Costa Rica and Readings from Ch 10

2 Travel Day back to the States

4 Multicultural Experience Presentations/Reports

5 Reflection Part II due today

References

Baruth, L. G. & Manning, M. L. (2007). Multicultural counseling & psychotherapy: A lifespan perspective (4th ed.). Saddle River, NJ: Pearson.

Gibbs, J. T., & Huang, L. N. (2003). Children of color: Psychological interventions with culturally diverse youth. San Francisco: Jossey-Bass.

Diller, J. (2004). Cultural diversity: A primer for the human services. Belmont, CA: Brooks/Cole.

Paniagua, F. A. (2005). Assessing and treating culturally diverse clients: A practical guide (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc.

Rhodes, R. L., Ochoa, S. H., & Ortiz, S. O. (2005). Assessing culturally & linguistically diverse students: A practical guide. New York: Guilford Press

Sue, D. W., & Sue, D. (2008a). Counseling the culturally diverse: Theory and practice (5th ed., pp. 359-372).

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