Social Justice, Advocacy and Diversity for Counselors
UNIVERSITY OF NEVADA, LAS VEGAS
College of Education: Department of Counselor Education
CED 731
~ Social Justice, Advocacy, and Diversity for Counselors ~
Spring Session, 2011
Instructor: Shannon D. Smith, Ph.D., PCC, NCC, DAPA, NSC
Phone: (702) 895-5095, Fax: (702) 895-5055
Course Location: Online Instruction/distance education and face-to-face (Room TBA)
UNLV WebCampus:
Friday Feb 4 from 5 pm until 9pm & Sat Feb 5 from 9am to 1pm,
Friday April 8 from 5 pm until 9pm & Sat April 9 from 9am to 1pm
E-mail: WebCampus course e-mail only (no exceptions), responses occur within 24 – 48 hours
Office Hours: Online and by appointment, CEB 247
CATALOGUE DESCRIPTION:
A hybrid course, both online and experiential/lecture seminar designed for counselors and teachers to learn about issues and trends in counseling with multicultural and diverse populations. Topics include culture, ethnicity, nationality, age, gender, sexual orientation, mental and physical characteristics, education, family values, religious and spiritual values, and socioeconomic status.
COURSE DESCRIPTION:
This course is designed to provide students with an understanding of issues and trends in counseling with multicultural and diverse student populations. Topics include culture, ethnicity, nationality, race, age, gender, sexual orientation, mental and physical characteristics, education, family values, religious and spiritual values, socioeconomic status, etc. This class has an experiential component imbedded in the overall design. One goal is to challenge students to examine personal biases, prejudices, discriminatory and pathological belief systems, and subsequently invite students to change attitudes, beliefs, and behaviors that may be deemed oppressive in nature – How else could one become a good counselor? Another goal is to heighten student’s critical consciousness, and foster a social justice orientation. Students may experience interpersonal challenges throughout this course in the process of self-examination which may result in uncomfortable feelings such as anxiety, guilt, shame, etc. All students are encouraged to participate in their own personal therapy or growth counseling throughout this course.
REQUIRED READING:
Text Books –
• Adams, M., Blumenfeld, W.J., Castaneda, R., Hackman, H.W., Peters, M.L., Zuniga, X. (2010). Readings for diversity and social justice, 2nd edition. New York, NY: Routledge. (ISBN: 9780415991407)
• Allport, G. W. (1979). The nature of prejudice: 25th anniversary edition. Addison-Wesley Publishing Company, Inc. (ISBN: 0-201-00179-9)
• Freire, P. (2000). Pedagogy of the oppressed: 30th anniversary edition. (M. Bergman Ramos, Trans.). New York: Continuum International Publishing Group. (Original work published in 1970, that text will suffice as well). (ISBN: 0826412769)
Competencies –
• Advocacy Competencies: Lewis, Arnold, House & Toporek. Located at:
• Competencies for Counseling with Transgender Clients. Located at:
• Competencies for Counseling with Gay, Lesbian, Bisexual, and Transgendered (LGBT) Clients. Located at:
• Cross-Cultural Competencies and Objectives. Located at:
Journal Articles –
• Carr, D., & Friedman, M. A. (2005). Is obesity stigmatizing? Body weight, perceived discrimination, and psychological well-being in the United States. Journal of Health and Social Behavior, 46(3), 244-259.
• Chavis, A. Z., & Hill, M. S. (2009). Integrating multiple intersecting identities: A multicultural conceptualization of the power and control wheel. Women & Therapy, 32(1), 121-149.
• Chen-H ayes, S. (2001). Social justice advocacy readiness questionnaire. Journal of Gay & Lesbian Social Services, 13(1), 191-204.
• Estrada, D., & Rutter, P. (2006). Counselors as social advocates: Connecting a lesbian client to social justice. Journal of LGBT Issues in Counseling, 1(4), 121-134.
• Foster, M. (2009). The dynamic nature of coping with gender discrimination: Appraisals, strategies and well-being over time. Sex Roles, 60(9-10), 694-707.
• Garstka, T. A., Schmitt, M. T., Branscombe, N. R., & Hummert, M. L. (2004). How young and older adults differ in their responses to perceived age discrimination. Psychology and Aging, 19(2), 326-335.
• Johnstone, M., & Kanitsaki, O. (2008). Ethnic aged discrimination and disparities in health and social care: A question of social justice. Australasian Journal on Ageing, 27(3), 110-115.
• Martínez, C., Paterna, C., Roux, P., & Falomir, J. M. (2010). Predicting gender awareness: The relevance of neo-sexism. Journal of Gender Studies, 19(1), 1-12.
• McIntosh, P. (1990). White Privilege: Unpacking the Invisible Knapsack.
• McGuire, J. K., Anderson, C. R., Toomey, R. B., & Russell, S. T. (2010). School climate for transgender youth: A mixed method investigation of student experiences and school responses. Journal of Youth and Adolescence, 39(10), 1175-1188.
• Miller, R. L., Jr. (2007). Legacy denied: African American gay men, AIDS, and the black church. Social Work, 52(1), 51-61.
• Ratts, M. J., DeKruyf, L., & Chen-Hayes, S. (2007). The ACA advocacy competencies: A social justice advocacy framework for professional school counselors. Professional School Counseling, 11(2), 90-97.
• Sibley, C. G., Overall, N. C., Duckitt, J., Perry, R., Milfont, T. L., Khan, S. S., Fischer, R., & Robertson, A. (2009). Your sexism predicts my sexism: Perceptions of men’s (but not women’s) sexism affects one’s own sexism over time. Sex Roles, 60(9-10), 682-693.
• Smith, L. (2008). Positioning classism within counseling psychology’s social justice agenda. The Counseling Psychologist, 36(6), 895-924.
• Smith, S. D., Ng, K., Brinson, J., & Mityagin, E. (2008). Multiculturalism, diversity, and social advocacy: A 17-year content analysis of counselor education and supervision. Counselor Education and Supervision, 47(4), 249-263.
• Smith, S. D., Reynolds, C. A., & Rovnak, A. (2009). A critical analysis of the social advocacy movement in counseling. Journal of Counseling & Development, 87(4), 483-491.
• Swami, V., Pietschnig, J., Stieger, S., Tovée, M. J., & Voracek, M. (2010). An investigation of weight bias against women and its associations with individual difference factors. Body Image, 7(3), 194-199.
• Wester, S. R., McDonough, T. A., White, M., Vogel, D. L., & Taylor, L. (2010). Using gender role conflict theory in counseling male-to-female transgender individuals. Journal of Counseling & Development, 88(2), 214-219.
• Whitehead, A. L. (2010). Sacred rites and civil rights: Religion's effect on attitudes toward same-sex unions and the perceived cause of homosexuality. Social Science Quarterly, 91(1), 63-79.
Book Chapters –
• Chen-Hayes, S. F. (2001). Systemic anti-oppression strategies for school counselors as allies advocating for queer children, youth, and families of multiracial experience. In K. K. Kumashiro (Ed.), Troubling intersections of race and sexuality: Queer students of color and anti-oppressive education (pp. 163-178). New York: Rowman & Littlefield.
• Smith, S. D. (2004). Sexual underrepresented youth: Understanding gay, lesbian, bisexual, transgendered and questioning youth. In J. L. Chin (Ed.) The Psychology of Prejudice and Discrimination (Vol 3): Gender and Sexual Orientation, 151-199. Praeger Press.
Other Documents & Videos –
• Universal Declaration of Human Rights (United Nations, 1948). Located at: rights
• Amnesty International’s Campaign for International Justice. Located at:
• Human Rights Watch: Dear Obama: A Message from the Victims of the LRA. Located at:
• IWGIA's Mission Statement. Located at:
• Amazonia For Sale. Located at:
COURSE OBJECTIVES:
Note: The course knowledge and understanding are designed to meet the most recent CACREP Standards, NCATE standards, and the UNLV College of Education’s Conceptual Framework.
The CACREP web site is located at: , the NCATE web site is located at , the UNLV College of Education’s Conceptual Framework is located at:
The CACREP standards include the eight common core curricular experiences outlined in Section II.G (Professional Orientation and Ethical Practice, Social and Cultural Diversity, Human Growth and Development, Career Development, Helping Relationships, Group Work, Assessment, and Research and Program Evaluation) as well as the Standards for School Counseling Programs (Foundations, Counseling, Prevention, and Intervention, Diversity and Advocacy, Assessment, Research and Evaluation, and Academic Development, Collaboration and Consultation, and Leadership)and Clinical Mental Health Counselors (Foundations, Counseling, Prevention, and Intervention, Diversity and Advocacy, Assessment, Research and Evaluation, and Diagnosis).
Parentheses ( ) refer to objectives found in Section II: Program Objectives and Curriculum (the eight common-core areas), and brackets [ ] refer to Section VI: Evaluations in the Program the Specialized Curricular Experiences, Curricular Experiences for School Counseling Programs, and {} for Clinical Mental Health Counseling.
I. KNOWLEDGE & UNDERSTANDING
Upon completion of the course, students will gain knowledge and understanding of the following:
• Historical perspectives concerning the nature and meaning of multicultural counseling, and social justice and advocacy (G.1.a.i.) [A.1]{A.1}
• Multicultural and pluralistic trends, including characteristics and concerns between and within diverse groups (G.2.a.) {C.1}
• Theories of multicultural counseling, theories of identity development, and multicultural and social justice competencies (G.2.c.) [E.3.]{A.5.6., C.1., D.2., E.4.}
• The nature of biases, prejudices, processes of intentional and unintentional oppression and discrimination (G.2.b.e.f.) [E.3.5]{ E.1.2.3.4.5.6., F.1.3.}
• Culturally supported behaviors that are detrimental to the growth of the human spirit, mind, or body (G.3.c.f.) [C.1.2.4.7., D.3.]
• School and clinical mental health counselors’ roles in social justice, advocacy, conflict resolution, and cultural self-awareness (G.2.e.) [C.1., D.3., E.4., F.2]{A.2., D.3.}
• Strategies for school and clinical mental health counseling with diverse populations and ethnic groups (G.2.d.) [C.1., D.2.4.5]{A.2, B.1., C.1.8. E.1.2.3.4.5.6., F.1.3., K.4.}
• Age, gender, sexual orientation, ethnicity, language, disability, culture, spirituality, and other factors related to the multicultural counseling and social advocacy of individuals, groups, and specific populations, and organizations (G.2.a.b.c.d.e.f.) [A.8., E.1.2.3.4.5., F.2] {A.5.6., C.1., D.2., E.4.}
• The role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical and mental status, and equity issues in school and clinical mental health counseling (G.2.a.b.c.d.e.f.) [A.8., E.1.2.3.4.5., F.2] {A.2, B.1., C.1.8., E.1.2.3.4.5.6., F.1.3.}
• Ethical and legal considerations in multicultural counseling and social advocacy (G.1.i.j.) [A.2., B.1., K.4]{A.2., B.1}
• Use of research to improve multicultural and social advocacy counseling effectiveness (G.8.a.e) [I.1.5., J.1.2.3.]{I.1.2.3., J.1}
• Knowledge and application of current and emerging technology in education and school counseling to assist students, families, and educators in using resources that promote informed academic, career, and personal/social choices [A.10]
• Demonstrate an understanding of the ethical standards and practices involved in multicultural counseling and development (G.1.i.j.) [A.2.B.1]{A.2., B.1.}
• Ethical and legal considerations related specifically to the practice of school and clinical mental health counseling (e.g., the ACA Code of Ethics and the ASCA Ethical Standards for School Counselors) (G.1.i.j.) [A.2.B.1]{A.2, B.1}
• Advocacy for all students and for effective school counseling programs [B.1]
• Integration of the school counseling program into the total school curriculum by systematically providing information and skills training to assist pre-K—12 students in maximizing their academic, career, and personal/social development [B.2]
• Knowledge and skills in conducting program assessment and evaluation that are designed to enhance students’ academic, social, emotional, career, and other developmental needs [C.3.d]
II. ATTITUDES, VALUES, & DISPOSITIONS
Upon completion of the course, students will attain values, attitudes, and dispositions that enable them to recognize the need to demonstrate the following:
• A pro-social orientation that demonstrates the unity of human kind (aka, not “colorblindness”) as well as the unique characteristics that make humankind unique
• Acceptance of each person (student, client, educator, parent, etc.) as a unique, worthwhile human being; not simply an object to be measured
• Recognition of the dignity of each human being; that people are not simply objects or instruments to be persuaded or manipulated by counseling or assessment methods and techniques
• Tolerance and acceptance of individual differences, value systems, behaviors, practices, customs, ways of being and doing, etc.
• Sensitivity to the feelings of others
• Respect for confidentiality and the limits thereof
• Refrain from being judgmental based upon differences
• Recognition that help/care for people may come from many sources, counseling should be seen only as one potential source of assistance/support
• Principles of social advocacy (e.g., take a stand for people when appropriate and necessary) when necessary
• Appreciation for the complexities of race, sex, gender, culture, ethnicity, age, intellect, abilities, etc. in counseling, and the unique role of advocacy
• Respect for the role of diversity issues in relationship to assessment in counseling
• Value for the role of research in terms of its function of increasing the knowledge base of the profession and in terms of its relationship to practice, including modern technology (e.g., the World Wide Web (WWW) and the Internet)
III. SKILL DEVELOPMENT
Upon completion of the course, students will demonstrate the following skills:
• Students will demonstrate to the instructor and graduate student peers that they have read and understand the material in the textbooks and other reading material/resources
• Students will demonstrate their ability to think about, react to and make meaning out of their readings, course assignments, and apply such to their selves
• Students will demonstrate knowledge and skill of course content through examinations and course assignments
• Demonstrate an understanding of the multicultural and social advocacy competencies required of professional school counselors and clinical mental health counselors
• Demonstrate an understanding of, and sensitivity toward, minority and oppressed groups
• Demonstrate an understanding of the barriers to, and challenges of, personal, academic, and career success in minority status students and clients
• Demonstrate an understanding of advocacy and proactive social justice strategies for use with minority populations
• Students will demonstrate the ability to choose assessment methods appropriate for use in school-based and agency-based counseling practice that are culturally relevant and appropriate
• Students will demonstrate the ability to communicate to students, parents, and other school personnel in culturally relevant manner
• Students will demonstrate skill in applying course content to the counseling program
• Students will demonstrate an understanding of multicultural/cross-cultural issues in advocacy
• Students will explain the ethical implications related to multicultural/cross-cultural counseling
TEACHING STRATEGIES:
This course is hybrid; therefore, it incorporates traditional lecture and experiential activities as well as online delivery methods using the WebCampus format. This is a Distance Education (DE) course (hybrid model) and will utilize related mechanics and approaches for this type of delivery. Included in this delivery are specific mechanics supported by UNLV through WebCampus. Delivery approaches will include a variety of distance education approaches such as video lectures, discussion groups, and web-based activities designed to acquaint students with social justice and advocacy in counseling and related fields. During the face-to-face portion of this class, there will be opportunities for class discussions, group discussions, and group presentations.
ASSIGNMENTS, EVALUATION PROCEDURES, AND GRADING POLICY:
Graded Assignments: Students are to complete the following assignments:
1. Online Discussions & Activities: Participation and attendance in the discussions and activities are essential components of this class. Students are expected to actively participate in the online class discussions (in WebCampus) and related activities according to the class schedule. These discussions and activities will provide students with opportunities for online dialogue, questions, and interactions related to the class material. Grades will be assigned according to the “Discussion Rubric” (see the “Rubrics” folder on the course homepage in WebCampus for further information). There will be discussion topics and activities each week. Discussions are based on the readings, therefore, students must complete all assigned reading material during the course of this semester. 250 points total, due according to each module – see modules for due dates.
2. Popular Media Collage: Students will create a popular media collage depicting various forms oppression (e.g., social, political, institutional, etc.) including the mechanics of oppression (e.g., stereotypes, biases, prejudices, etc) and discrimination – e.g., racism, sexism, heterosexism, homophobia, genderism, transgenderism, able-bodyism, ageism, classism, et cetera, and also various levels including the individual, family, and society as well the various types including strategic (e.g., strategic racism), structural (e.g., structural racism), institutional (e.g., institutional racism), and so forth. Students will conduct a brief in-class presentation of this collage – Feb 5th. Students may include examples of music, magazines, books, and other forms of media. Each student will discuss the collage in class on February 5th. Students may work in groups of 2 or 3 on this project. 25 points total, due Feb 5th (present Feb 5th).
3. “ISM” Impact Autobiographical Portrait: Students will write a autobiographical portrait of how they have been impacted by various “isms” including – but not limited to – ethnicity, culture, race, appearance and body image, national origin, citizenship status, creed, religion, religious affiliation, age, sex, marital status, sexual orientation, gender identity, disability, veteran status, or any other protected status under applicable law and those opposed by law. Discuss how biases, stereotypes, prejudices, discrimination, power, and privilege have impacted your development. Each student will reflect upon his/her life and discuss some of the most important influences on his/her development, including self-esteem, and self concept – such as who you are and how you became the person and professional that you are today. Discuss your worldview and philosophy of life – in other words, what guides (e.g., values, beliefs, practices, etc.) your decisions and behavior? Who were some of the important influences and how did you develop this set of guiding values, attitudes, and behaviors? What is your social location? Focus will be toward constructs such as self-concept, self-esteem, and identity development (e.g., intersection of multiple identities). Students may want to reflect on a theory of human development and include some thoughts about how you passed through these various stages of development and how you “mastered, managed, manipulated, mangled or bungled” associated tasks of development. Students are encouraged to incorporate personal photos, poetry, art, creative writing, favorite lyrics / music, et cetera. Creativity is encouraged here. Students will conduct an in-class presentation of the “ISM” Impact Autobiographical Portrait as outlined above (due April 8th – 9th). 100 points total, due April 9th.
4. Advocacy Projects: Because this is a class about advocacy, it encourages students to go beyond what a multicultural class might attempt to do in terms of immersion experiences – and thus, advocate. Therefore, students will participate in doing advocacy; rather than just being immersed into a different culture. So, with that rationale as the backdrop, students will conduct two advocacy projects:
a. the first project must involve advocacy for the homeless,
b. the second project must advocacy for either an underrepresented and oppressed group or a social justice topic or issue.
These projects can be done in groups or individually. Time allotment for each project is 10-15 hours. These are designed to be service-learning projects which are an important aspect of this course. Students have the option of engaging in partnerships with community organizations as a way to integrate course material with reflections on real-life experience. It is anticipated that students will compete the first advocacy project in the first half of the semester, and the second advocacy project during the last half of the semester (Week 13, Apr 11-17) – this expectation is based upon the rationale that students will incorporate knowledge learned and apply it accordingly to each project as a way to maximize and enhance the overall experience and development of advocacy skills. There will be an assignment page in WebCampus where students will report on the projects; details of the brief description will be outlined in WebCampus. The entire week 13 (April 11-17) is free of any assignments in order to give the student ample to complete the 2nd advocacy project. 100 points total, due last day of class.
5. Reflection Paper on the Advocacy Projects: Since reflection (self and other) is a major skill that students must develop in order to become effective counselors, students will self-reflect on their experiences of the Advocacy Projects. This reflection has a different focus than the report on the detail and outcome of the advocacy projects; this reflection paper requires students to self-reflect on the “meaning-making” of this experience and how they apply course material to their professional and personal development. Students should discuss what they have learned about themselves as a result of the Advocacy Projects, what conclusions can be drawn including reference to social justice theories, and what emotions are tied to the experiences (e.g., what feelings emerged, what you realized, any struggles you faced, etc.). Grades will be assigned according to a rubric (see rubric in WebCampus); in general grades will be assigned according to breadth of content engaged, analytical use of class material, and evidence of personal insight. There is no set page length; it will vary according to each student’s experience, depth of insight, etc. So, it is recommended that students make this paper about their own personal experience and growth as an advocate – and not simply for a grade. If there is any advice to give on this paper, it is “look into yourself,” rather than looking for a grade. 50 points total, due May 1st.
6. Training Outline or Guidance Lesson on Racism: Students will prepare either a training outline (mental health counselors) or a guidance lesson (school counselors) on racism (e.g., how to deal with racial conflict on the play-ground, resolution skills for racial conflict in couples’ therapy, healing the scars of microagressions). The training outline or guidance lesson should include the following components: 1) A title and outline; 2) Age or grade level of group; 3) Purpose of the activity (e.g., classroom management, developing group cohesion, conflict resolution, building self-esteem, anti-racism, anti-bullying, etc.); 4) Activity and instructions; and 5) Summary. A reference page and resource page should also be included. This paper should be about 100 pages … ok, just kidding, how about 3-5 (no more than 10 pages for the over-achievers – ok?). This paper will coincide with one of the online discussions, so it should be fairly straightforward. 50 points total, due May 1st.
7. Quizzes over Readings: Five (5) quizzes will cover all required readings from class, lecture notes, and handouts. 25 points total, quiz dates are located in WebCampus.
Evaluation Procedures: Students will be evaluated according assignment rubrics, and should utilize the following as an additional guide to their work quality:
Material content, including accuracy of response, depth of thought, integration of supporting literature and research, and overall reflection and creativity; technical content, including the most recent publication of APA style, graduate level (professional) presentation, grammar, and spelling.
1. 250 points = Online Discussions & Activities
2. 25 points = Popular Media Collage
3. 100 points = “ISM” Impact Autobiographical Portrait
4. 100 points = Advocacy Projects
5. 50 points = Reflection Paper on the Advocacy Projects
6. 50 points = Training Outline or Guidance Lesson on Racism
7. 25 points = Quizzes
Total = 600 points
All written assignments MUST be submitted electronically as an MicroSoft-Word document in PC format (No files in other formats, including Macintosh files, WordPerfect, or Microsoft Works files will be accepted). You have full access to Microsoft Office applications at computer labs and campus libraries.
Grading Policy: Grades will be assigned based on the following scale:
|A = 90% - 100% |(+) = 97%-99% |(–) = 90%-93% |600 - 540 points |
|B = 80% - 89% |(+) = 87%-89% |(–) = 80%-83% |539 - 480 points |
|C = 70% - 79% |(+) = 77%-79% |(–) = 70%-73% |479 - 420 points |
|D = 60% - 69% |(+) = 67%-69% |(–) = 60%-63% |419 - 360 points |
|F = 59% & below |(+) = 57%-59% |(–) = 50%-53% |359 - & below |
Note: All course work must be completed on time. If there are extenuating circumstances affecting performance in class, please negotiate with the instructor in writing PRIOR to assignment deadlines. Otherwise, late course work will not be accepted. In accordance with the department policy, incomplete grades ("I") are given only in circumstances that meet university criteria (i.e., death in family, severe illness). For an incomplete assignment, a "B" grade is the highest grade that may be issued.
ACADEMIC DISHONESTY, INTEGRITY & COPYRIGHT POLICY:
Academic dishonesty is a basis for disciplinary action. Academic dishonesty includes, but is not limited to, activities such as cheating and plagiarism (presenting as ones’ own intellectual or creative accomplishments of another without giving credit to the source(s)). The faculty member, in whose course or under whose tutelage an act of academic dishonesty occurs, has the option of failing the student for the academic hours in question and may refer the case to other academic personnel for further action. Penalties for academic dishonesty may include expulsion from the university. Please see the Student Code of Conduct for further information.
UNLV and its College of Education demand a high level of scholarly behavior and academic honesty on the part of students. Violations by students exhibiting dishonesty while carrying out academic assignments and procedural steps for dealing with academic integrity are delineated within the Regulations Governing Probation and Suspension within the College of Education. This publication may be found in the Office of the Dean of the College of Education (CEB 301).
The University requires all members of the University Community to familiarize themselves with copyright and fair use requirements. You are individually and solely responsible for violations of copyright and fair use laws. The University will neither protect nor defend you nor assume any responsibility for employee or student violations and fair use laws. Violations of copyright laws could subject you to federal and state civil penalties and criminal liability as well as disciplinary action under University policies. To help familiarize yourself with copyright and fair use policies, the University encourages you to visit its copyright web page at: . Also, students should be prepared to submit research papers and other written work electronically so that the instructor can use anti-plagiarism software to validate the originality of the student’s work.
Consistent with the goals of UNLV and the College of Education, students are expected to develop values and ethics to guide personal and professional decisions and behavior. These dispositions are founded on the concepts of caring, fairness, honesty, responsibility, and social justice. Accordingly, students are expected to respect individual differences, work cooperatively, explore alternative theories and viewpoints, appreciate the unique abilities of self and others, respect various forms of self expression, and accept responsibility for one’s choices. Students are furthermore expected to exhibit personal management behaviors valued by the professional education community; believe all students can learn; know and respect the influence of race, ethnicity, gender, religion, and other aspects of culture on a child’s development and personality; and respect the accepted ethical norms, legal requirements, and values of education.
DISABILITY SERVICES:
The UNLV Disability Resource Center (DRC) houses the resources for students with disabilities. If you have a documented disability that may require assistance, you will need to contact the DRC for coordination of services. The DRC is located in the Student Services Complex (SSC), Room 137. Their phone numbers are (702) 895-0866, or TTD (702) 895-0652, and (702) 895-0651 fax. For additional information please visit: unlv.edu/studentlife/drc.
RESEARCH SKILL DEVELOPMENT:
The University Libraries offer free, brief clinics and workshops to help you increase your research skills and save time searching. Bring your topic to a Research Clinic for in-depth, one-on-one consultation with a research expert, or attend one of our more structured workshops on topics such as finding books and articles, successful search strategies, or Internet research. Check out the schedule at library.unlv.edu/inst/events.html or call 895-2123 for more information.
Spring Session, 2011
EPC 731 – 001
~ Class Outline ~
|DATE |TOPIC |WEEKLY READING ASSIGNMENTS |CACREP Standards |
| | | | |
|Week 1 |Introduction to Social Advocacy & Multiculturalism: |Adams, et al. (2010) Section 1: Conceptual Frameworks, chapters 1-7 (pages 1-58) |G.1.H., G.1.I., G.2.B., G.2.C., G.2.E., G.2.F.,|
| |Syllabus review |Allport, (1979) chapters 1-3, and 12 |{C.1., E.1.,2.,4.,5., F.2.} [A.6., B.2., |
|Jan 17-23 |Textbook review |Freire, (2000) chapter 1 and 2 |D.1.3., E.1.2.3.4, F.1.2.3.4., H.1.2.5., K.2., |
| |Assignment review |Chavis, A. Z., & Hill, M. S. (2009). Integrating multiple intersecting identities:|M.1., O.4.] |
| |Topic: CONCEPTUAL FRAMEWORKS |A multicultural conceptualization of the power and control wheel. Women & Therapy,| |
| |Identity & Social Categories |32(1), 121-149. | |
| |Social Advocacy |Smith, S. D., Reynolds, C. A., & Rovnak, A. (2009). A critical analysis of the | |
| |Multiculturalism |social advocacy movement in counseling. Journal of Counseling & Development, | |
| |Prejudice & Discrimination |87(4), 483-491. | |
| |Privilege & Oppression |Advocacy Competencies. | |
| |Exploitation & Marginalization |Competencies for Counseling with Transgender Clients. | |
| |Status (minority vs. majority) |Competencies for Counseling with Gay, Lesbian, Bisexual, and Transgendered (LGBT) | |
| |Victim – competitive victim stance |Clients. | |
| |Violence |Cross-Cultural Competencies and Objectives. | |
| |Multicultural Counseling | | |
| |Social Justice Counseling | | |
|Week 2 |Topic: RACISM |Adams, et al. (2010) Section 2: Racism, chapters 8-25 (pages 59-139) | G.2.E., G.2.F., {C.1., E.1.,2.,4.,5., F.2.} |
| |Types of racism |Allport, (1979) chapters 4-7, and 13 |[A.6., B.2., D.1.3., E.1.2.3.4, F.1.2.3.4., |
|Jan 24-30 |Whiteness |Freire, (2000) chapter 3 |H.1.2.5., K.2., M.1., O.4.] |
| |White Identity |Brown, C. (2009). Www.: White supremacist discourse on the internet and | |
| |White Supremacy |the construction of whiteness ideology. Howard Journal of Communications, 20(2), | |
| |Racial Identity – development |189-208. | |
| |Prejudice |McIntosh, P. (1990). White Privilege: Unpacking the Invisible Knapsack. | |
| |Ethnic Cleansing |Sellers, R. M., Smith, M. A., Shelton, J. N., Rowley, S. A. J., & Chavous, T. M. | |
| |Ethnocide |(1998). Multidimensional model of racial identity: A reconceptualization of | |
| | |African American racial identity. Personality and Social Psychology Review, 2(1), | |
| | |18-39. | |
|Week 3 |Topic: CLASS & SOCIAL STATUS |Adams, et al. (2010) Section 3: Classism, chapters 26-43 (pages 141-226) |G.2.E., G.2.F., {C.1., E.1.,2.,4.,5., F.2.} |
| |Classism |Allport, (1979) chapters 8-9, and 14 |[A.6., B.2., D.1.3., E.1.2.3.4, F.1.2.3.4., |
|Jan 31-Feb 6 |Acculturation |Freire, (2000) chapter 4 |H.1.2.5., K.2., M.1., O.4.] |
| |Identity Concerns & Issues |Smith, L. (2008). Positioning classism within counseling psychology’s social | |
|Weekend |Identity - Cultural, ethnic, nationality |justice agenda. The Counseling Psychologist, 36(6), 895-924. | |
|Face-2-Face |Place of origin | | |
|Class |Political Affiliation | | |
| |Immigrant Concerns & Issues | | |
| |Hispanic/Latino/a Concerns & Issues | | |
| | | | |
| | | | |
| |Reminder: Weekend Face-2-Face Class (4-5) | | |
|Week 4 |Topic: RELIGION & SPRITUALITY |Adams, et al. (2010) Section 4: Religious Oppression, chapters 44-51 (pages |G.2.E., G.2.F., {C.1., E.1.,2.,4.,5., F.2.} |
| |Religious Oppression |227-278) |[A.6., B.2., D.1.3., E.1.2.3.4, F.1.2.3.4., |
|Feb 7-13 |Anti-Semitism |Allport, (1979) chapters 10-11, and 28 |H.1.2.5., K.2., M.1., O.4.] |
| |Anti-Muslimism - Islam | | |
| |Nativism |Miller, R. L., Jr. (2007). Legacy denied: African American gay men, AIDS, and the | |
| |Anti-immigration |black church. Social Work, 52(1), 51-61. | |
| |Pluralism | | |
| |Christian Privilege | | |
| |Cultural Imperialism | | |
|Week 5 |Topic: RELIGION & SPRITUALITY |Adams, et al. (2010) Section 4: Religious Oppression, chapters 52-60 (pages |G.2.E., G.2.F., {C.1., E.1.,2.,4.,5., F.2.} |
| |Native American Religion |141-226) |[A.6., B.2., D.1.3., E.1.2.3.4, F.1.2.3.4., |
|Feb 14-20 |Buddhism |Allport, (1979) chapters 15-16 |H.1.2.5., K.2., M.1., O.4.] |
| |Jews – race or religion? |Whitehead, A. L. (2010). Sacred rites and civil rights: Religion's effect on | |
| |Muslim freedom |attitudes toward same-sex unions and the perceived cause of homosexuality. Social | |
| |Spirituality |Science Quarterly, 91(1), 63-79. | |
|Week 6 |Topic: SEXISM |Adams, et al. (2010) Section 5: Sexism, chapters 61-77 (pages 315-370) | G.2.E., G.2.F., {C.1., E.1.,2.,4.,5., F.2.} |
|Feb 21-27 |Sexuality |Allport, (1979) chapters 17-20 |[A.6., B.2., D.1.3., E.1.2.3.4, F.1.2.3.4., |
| |Feminism |Foster, M. (2009). The dynamic nature of coping with gender discrimination: |H.1.2.5., K.2., M.1., O.4.] |
| |Gender roles, socialization, & identity |Appraisals, strategies and well-being over time. Sex Roles, 60(9-10), 694-707. | |
| |Gender stratification |Martínez, C., Paterna, C., Roux, P., & Falomir, J. M. (2010). Predicting gender | |
| |Masculinity |awareness: The relevance of neo-sexism. Journal of Gender Studies, 19(1), 1-12. | |
| |Homophobia | | |
| |Power | | |
| |Patriarchy | | |
| |Violence | | |
| |Gender discrimination | | |
| |Health care | | |
|Week 7 |Topic: SEX & GENDER |Adams, et al. (2010) Section 6: Heterosexism, chapters 78-86 (pages 371-422) |G.2.E., G.2.F., {C.1., E.1.,2.,4.,5., F.2.} |
| |Heterosexism |Allport, (1979) chapters 21-24 |[A.6., B.2., D.1.3., E.1.2.3.4, F.1.2.3.4., |
|Feb 28 – Mar 6 |GLBT Identity & Development |Smith, S. D. (2004). Sexual underrepresented youth: Understanding gay, lesbian, |H.1.2.5., K.2., M.1., O.4.] |
| |Gender Identity & Development |bisexual, transgendered and questioning youth. In J. L. Chin (Ed.) The Psychology | |
| |GLBT Concerns & Issues |of Prejudice and Discrimination (Vol 3): Gender and Sexual Orientation, 151-199. | |
| |Family Concerns & Issues |Praeger Press. | |
| |Biphobia | | |
| |Queer |Sibley, C. G., Overall, N. C., Duckitt, J., Perry, R., Milfont, T. L., Khan, S. | |
| |Ally & Advocacy |S., Fischer, R., & Robertson, A. (2009). Your sexism predicts my sexism: | |
| | |Perceptions of men’s (but not women’s) sexism affects one’s own sexism over time. | |
| | |Sex Roles, 60(9-10), 682-693. | |
|Week 8 |Topic: SEX & GENDER |Adams, et al. (2010) Section 7: Transgender Oppression, chapters 87-95 (pages | |
| |Transgender |423-456) |G.2.E., G.2.F., {C.1., E.1.,2.,4.,5., F.2.} |
|Mar 7-13 |Transexuality |Allport, (1979) chapters 25-27 |[A.6., B.2., D.1.3., E.1.2.3.4, F.1.2.3.4., |
| |Heterosexual & Gender Privilege |McGuire, J. K., Anderson, C. R., Toomey, R. B., & Russell, S. T. (2010). School |H.1.2.5., K.2., M.1., O.4.] |
| |Heterosexual & Gender Blindness |climate for transgender youth: A mixed method investigation of student experiences| |
| |Discrimination |and school responses. Journal of Youth and Adolescence, 39(10), 1175-1188. | |
| | |Wester, S. R., McDonough, T. A., White, M., Vogel, D. L., & Taylor, L. (2010). | |
| | |Using gender role conflict theory in counseling male-to-female transgender | |
| | |individuals. Journal of Counseling & Development, 88(2), 214-219. | |
|Week 9 |SPRING BREAK |SPRING BREAK |SPRING BREAK |
| | | | |
|Mar 14-20 | | | |
|Week 10 |Topic: BODY & APPEARANCE |Adams, et al. (2010) Section 8: Ableism, chapters 96-114 (pages 457-532) |G.2.E., G.2.F., {C.1., E.1.,2.,4.,5., F.2.} |
| |Ableism |Allport, (1979) chapters 29-31 |[A.6., B.2., D.1.3., E.1.2.3.4, F.1.2.3.4., |
|Mar 21-27 | |Carr, D., & Friedman, M. A. (2005). Is obesity stigmatizing? Body weight, |H.1.2.5., K.2., M.1., O.4.] |
| | |perceived discrimination, and psychological well-being in the united states. | |
| | |Journal of Health and Social Behavior, 46(3), 244-259. | |
|Week 11 |Topic: BODY & APPEARANCE |Adams, et al. (2010) Section 8: Ableism, chapters 96-114 (pages 457-532) | G.2.E., G.2.F., {C.1., E.1.,2.,4.,5., F.2.} |
| |Ableism |Swami, V., Pietschnig, J., Stieger, S., Tovée, M. J., & Voracek, M. (2010). An |[A.6., B.2., D.1.3., E.1.2.3.4, F.1.2.3.4., |
|Mar 28 – |Disability |investigation of weight bias against women and its associations with individual |H.1.2.5., K.2., M.1., O.4.] |
|Apr 3 |Social constructs |difference factors. Body Image, 7(3), 194-199. | |
| |Discrimination | | |
| |Hate crimes | | |
| |Intersexed | | |
| |Sizism | | |
|Week 12 |Topic: AGE |Adams, et al. Section 9:Ageism & Adultism, chapters 115-127 (pages 533-586) |G.2.E., G.2.F., {C.1., E.1.,2.,4.,5., F.2.} |
| |Ageism |Garstka, T. A., Schmitt, M. T., Branscombe, N. R., & Hummert, M. L. (2004). How |[A.6., B.2., D.1.3., E.1.2.3.4, F.1.2.3.4., |
|Apr 4-10 |Adultism |young and older adults differ in their responses to perceived age discrimination. |H.1.2.5., K.2., M.1., O.4.] |
| |Criminalization |Psychology and Aging, 19(2), 326-335. | |
|Weekend |Health-Care |Johnstone, M., & Kanitsaki, O. (2008). Ethnic aged discrimination and disparities | |
|Face-2-Face | |in health and social care: A question of social justice. Australasian Journal on | |
|Class |Reminder: Weekend Face-2-Face Class (8-9) |Ageing, 27(3), 110-115. | |
|Week 13 |ADVOCACY PROJECT # 2 |ADVOCACY PROJECT # 2 | |
| | | | |
|Apr 11-17 |NOTE: This entire week is free of any assignments in order to give |NOTE: This entire week is free of any assignments in order to give the student | |
| |the student ample to complete the 2nd advocacy project. |ample to complete the 2nd advocacy project. | |
|Week 14 |Topic: SOCIAL ACTION |Adams, et al. Section 10: Working for Social Justice, chapters 128-133 (pages |G.2.E., G.2.F., {C.1., E.1.,2.,4.,5., F.2.} |
| |Social Action |587-619) |[A.6., B.2., D.1.3., E.1.2.3.4, F.1.2.3.4., |
|Apr 18-24 |Counselor Role |Chen-H ayes, S. (2001). Social justice advocacy readiness questionnaire. Journal |H.1.2.5., K.2., M.1., O.4.] |
| |School Counselor Accountability |of Gay & Lesbian Social Services, 13(1), 191-204. | |
| |Standards |Daum, C. W., & Ishiwata, E. (2010). From the myth of formal equality to the | |
| |Ethics |politics of social justice: Race and the legal attack on native entitlements. Law | |
| |Liberation Psychology |& Society Review, 44(3-4), 843-876. | |
| |Critical Consciousness |Estrada, D., & Rutter, P. (2006). Counselors as social advocates: Connecting a | |
| |Allies & action |lesbian client to social justice. Journal of LGBT Issues in Counseling, 1(4), | |
| |Environmentalism |121-134. | |
| | | | |
| | | | |
|Week 15 |Topic: SOCIAL ACTION |Adams, et al. Section 10: Working for Social Justice, chapters 134-138 (pages |G.2.E., G.2.F., {C.1., E.1.,2.,4.,5., F.2.} |
| |Professional Organizations |620-640) |[A.6., B.2., D.1.3., E.1.2.3.4, F.1.2.3.4., |
|Apr 25 – May 1 |Education Reform |Ratts, M. J., DeKruyf, L., & Chen-Hayes, S. (2007). The ACA advocacy competencies:|H.1.2.5., K.2., M.1., O.4.] |
| |Liaison Concerns & Issues |A social justice advocacy framework for professional school counselors. | |
| |Social Advocacy & Multicultural Education |Professional School Counseling, 11(2), 90-97. | |
| | |Chen-Hayes, S. F. (2001). Systemic anti-oppression strategies for school | |
| | |counselors as allies advocating for queer children, youth, and families of | |
| | |multiracial experience. In K. K. Kumashiro (Ed.), Troubling intersections of race | |
| | |and sexuality: Queer students of color and anti-oppressive education (pp. | |
| | |163-178). New York: Rowman & Littlefield. | |
| | | | |
|Week 16 |Study Week |Study Week |Study Week |
| | | | |
|May 2-8 | | | |
|Week 16 |Final Exam |Final Exam |Final Exam |
| | | | |
|May 9-14 | | | |
NOTE: Adams et al, (2010) refers to: Adams, M., Blumenfeld, W.J., Castaneda, R., Hackman, H.W., Peters, M.L., Zuniga, X. (2010). Readings for diversity and social justice, 2nd edition. New York, NY: Routledge. (ISBN: 9780415991407)
Allport, (1979) refers to: Allport, G. W. (1979). The nature of prejudice: 25th anniversary edition. Addison-Wesley Publishing Company, Inc.
Freire, (2000) refers to: Freire, P. (2000). Pedagogy of the oppressed: 30th anniversary edition. (M. Bergman Ramos, Trans.). New York: Continuum International Publishing Group. (Original work published in 1970, that text will suffice as well). (ISBN: 0826412769)
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