CATALOGUE DESCRIPTION
This course will discuss treatment approaches with culturally diverse families,
Students will learn the impact of worldview and cultural factors on life
cycle development, family functioning, dynamics, roles, expectations, and
lifestyle choices, and the relation to presenting problems. Culturally
appropriate skills will be included, as well as indigenous healing methods.
Finally, students will become aware of their own families cultural backgrounds.
COURSE PREREQUISITE
Graduate standing, COUN 420
REQUIRED TEXTS:
Saba, G. W., Karrer, B.M., & Hardy, K.V. (Eds.) (1990). Minorities
and family therapy. New York: Haworth Press.
Hansen, J.C., & Falicov, C.F. (Eds.) (1983). Cultural perspectives
in family therapy: The family therapy collections. Rockville, MD:
Aspen.
Recommended Texts:
Breunlin, D. C., Schwartz, R.C., & Kune-Karrer, B.M. (1992).
Metaframeworks: Transcending the models of family therapy. San Francisco:
Jossey-Bass.
Boyd-Franklin, N. (1989). Black families in therapy: A multisystems
approach.
New York: Guilford.
MODE OF INSTRUCTION
The course will include didactic material and experiential components.
Students will be required to participate in class discussions and in-class
role plays. Although not required, students are strongly encouraged to
discuss personal reactions to the course material, particularly countertransference
issues that may be triggered. Weekly attendance is expected.
COURSE OBJECTIVES
The objectives of the course are to help students
acquire:
1. knowledge of the impact of worldview
and cultural factors (ethnicity, social class, gender, spirituality, sexual
orientation, immigration status) on family functioning as well as individual
behaviors.
2. awareness of the influence of one's
own cultural factors on development as well as the role of family therapist.
3. skills and tools for working with
culturally diverse clients.
COURSE CONTENT
The means by which the course objectives will be attained include a process
of gaining knowledge and experiential components to promote self-awareness.
The course will include, but not be limited to, the following:
1. Multicultural counseling issues:
a. existential philosophical orientation
of worldview, including relationships with people, nature, and things;
b. relationship between worldview and
valued systems, lifestyle, behavior, beliefs;
c. issues of diversity, specifically
race/ethnicity, gender, socioeconomic status, spirituality, sexual orientation;
d. cultural identity models,
including differing stages within families;
e. impact of immigration
and acculturation rates among and within families;
f. impact of power
and privilege issues on family functioning and dynamics;
g. dynamics of cross-cultural
therapeutic relationships.
2. Multicultural family therapy assessment:
a. use of the multicultural genogram;
b. use of the cultural story and metaphor
in families;
3. Multicultural family therapy skills:
a. indigenous healing methods and use
of rituals, rites of passage, cultural traditions;
b. verbal intervention and nonverbal
behaviors effective for cross-cultural therapy;
c. mutisystems approach
for working with African American families.
EVALUATION
Students will be evaluated on the quality of work completed (assessing
both content and writing skills), and participation and a cooperative attitude
in class.
1. Students will be required to keep
weekly journals reflecting on reactions or questions to the readings and
to course discussions or activities. Journals will be graded on completion
rather than content, and the grades will be used to determine borderline
grades at the end of the course.
2. Students will be required to complete
a multicultural genogram on their current family and family of origin.
Students will also complete an accompanying paper that describes the impact
of worldview and cultural factors that impact family functioning
(40% of grade)
3. Students will participate in a "family
activity" with a culturally diverse family. This could include but
is not limited to attending a worship service, family dinner, a family
outing, or a family reunion. Students will write a reaction paper
to the activity, including assessment of family functioning, the role of
culture within the family, and personal reactions to the experience (30%
of grade).
4. Students will complete a family assessment
with a culturally diverse family. The assessment should include family
functioning, dally routines, family adaptability and cohesion, and
the impact of culture and worldview. The multicultural genogram could
be used with the family as part of the assessment. Students will
write the assessment
according to the format given in class.
Students may also elect to audiotape the assessment to be handed
in for feedback (30% of grade).
Grading Policy
100-90 A
89-80 B
79-70 C
69-60 D
Date Topic Assignment
Week 1 Introduction/Importance of cultural issues
Week 2 Multicultural frameworks Karrer, in Saba
Week 3 Multicultural frameworks Hansen, ch. 8, 9
Week 4 Assessment
Gushue article
Hansen, ch. 10
Week 5 Impact of race/ethnicity
Montalvo & Gutierez, in Saba
Week 6 African American families Boyd-Franklyn, in Saba
Week 7 Native American families Tafoya, in Saba
Week 8 Asian families Lee, in Saba
Week 9 Latino families Oritz & Bernal, in Saba
Week 10 Social class
Hines, et. al, in Saba
Saba & Rodgers, in Saba
Week 11 Gender Rampage article
Week 12 Culturally competent skills Handouts
Week 13 Skills Handouts
Week 14 Stages of therapy Handouts
Week 15 Termination