Fall 2021 - EDUC 324 E100

Foundations of Multicultural Counselling (3)

Class Number: 5242

Delivery Method: In Person

Overview

  • Course Times + Location:

    Sep 8 – Dec 7, 2021: Wed, 4:30–7:20 p.m.
    Vancouver

  • Prerequisites:

    EDUC 220 or PSYC 250 and 60 units.

Description

CALENDAR DESCRIPTION:

Provides an introduction to multicultural counselling and human diversity with an emphasis on culture, gender, ethnicity, socioeconomic status, religion, age, and abilities.

COURSE DETAILS:

This course introduces students to Multicultural Counselling and Social Justice scholarship and practice with a focus on application in a Canadian context. Multicultural counselling emphasizes the centrality of human cultural diversity to mental health and counselling practice. As a field, it strives to attend to the multiple cultural and social group memberships that comprise human diversity across the life-span including: age/generation, dis/ability, Indigeneity, race/ethnicity, gender, sexuality, language/culture, class/socio-economic status, religion/faith. A critical social justice perspective will be introduced in order to examine the historical and sociocultural processes and practices, including colonization, oppression, stigma, and social exclusion, that construct difference as disadvantage or deficit. Students will be introduced to frameworks and scholarship useful for developing their multicultural and social justice counselling capacities: Decolonizing, Indigenous holism & Cultural Safety, Racial Justice, Multicultural Core Competencies & Orientation, Culturally Responsive & Social Justice Counselling, Feminist & Gender Equity lenses, Dis/Ability Justice, Anti-Poverty, Class & Economic Justice, Human Rights. Students will critically reflect on possibilities for enhancing equity, fostering social justice, empowerment, and social transformation in and through the helping professions (as school counsellors, educators, counsellors, counselling psychologists).

This course uses readings, class discussion and lecture, online, participatory and experiential learning strategies designed to meet course educational goals. Because culturally informed self-awareness is foundational to skillful multicultural social justice counselling practice, students will be asked to reflect on their own social positionalities, and engage in learning that expands and deepens this awareness. Course materials and activities will engage students in examining the implicit and explicit effects of privilege, oppression, and power at personal, relational, and societal levels.

COURSE-LEVEL EDUCATIONAL GOALS:

To successfully complete EDUC 324, students will:

Demonstrate self-reflexivity and constructive participation in a diverse learning community

  • Consistently practice respectful communication with all members of the class, online and in person, while critically engaging in self-reflexive inquiry into human diversity, power, privilege and oppression
  • Reflect on, explore and evaluate our own social locations, cultural beliefs and values, and how these may impact counselling relationships and process
  • Assess their current capacities and develop goals for on-going development.

 

Deepen understanding of relationships among human diversity, social justice and mental health

  • Enhance awareness of social and cultural context of helping interactions
  • Define and apply concepts of privilege, power, oppression, socialization, and intersectionality
  • Explain and analyse ways that culture constitutes, influences, or acts as a determinative of mental health and helping relationships
  • Identify examples of social inequality and social exclusion, and articulate the impacts on mental health
  • Identify significant events, policies, practices and discourses associated with settler-colonialism and state multiculturalism in Canada, articulate the impacts of these in relationship to mental health 1) for Indigenous, First Nations, Metis, Inuit people/populations 2) Immigrant, refugee and diasporic populations,
  • Identify significant events, policies, practices and discourses associated with sex and gender based oppressions, for 1) girls and women 2) Lesbian, Gay and Bisexual Transgender,Two-Spirit, Queer, Intersex (LGBT2QI+) people/populations 3) boys and men and articulate the impacts of these in relationship to mental health.
  • identify and critique social discources or narratives that reinforce oppression or exclusion
  • analyse their own social position, client's presenting concerns and therapeutic alliance using intersectionality lens
  • Critique the calendar description for the course and suggest alternatives

Understand and critique strategies for enhancing the cultural safety, cultural responsiveness, social justice and effectiveness in helping relationships
  • Describe, compare and critique strategies for building a culturally safe or culturally responsive therapeutic working alliance
  • Apply scholarship on how to adapt counselling practice to achieve culturally responsive and socially just aims for example, using models of Indigenous cultural safety and wellbeing, culturally responsive social justice counselling, feminist, queer or trans and responsive and lenses
  • Analyse counselling interactions from multicultural / social justice orientation
  • Identify culturally relevant resources in the community
  • Recognize barriers to mental health services and critique strategies for addressing these barriers
  • Explore practices and competencies beyond 1:1 counselling for their social justice impacts
  • Review and distinguish micro, meso and macro level strategies used by counselling professionals to achieve social justice aims

 

EDUC 324 is an introductory course that serves as a foundation and prerequisite for later professional training. Completion of this course does not indicate competency to practice as a counsellor.

Grading

  • Class Participation (Online and In Person) 15%
  • Learning Portfolio 15%
  • Client Case Formulation Group Project 70%

NOTES:

There is no final exam for this course.

Materials

MATERIALS + SUPPLIES:

Access to an APA 7th edition style guide

REQUIRED READING:

Collins, S. (2018). Embracing Cultural Responsivity and Social Justice: Re-Shaping Professional Identity in Counselling Psychology.Counselling Concepts, Victoria, BC. Ebook available at https://counsellingconcepts.ca/blog/ebook/embracing-cultural-responsivity-and-social-justice/

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Collins, S. (2018). Culturally Responsive and Socially Just Counselling: Teaching and Learning Guide. Counselling Concepts, Victoria, BC. Free access online through Creative Commons Attribution Noncommercial Sharealike https://crsjguide.pressbooks.com/

RECOMMENDED READING:

Sensoy, O., & DiAngelo, R. (2017). Is everyone really equal? : An introduction to key concepts in social justice education. (Second ed., Multicultural education series (New York, NY).

Available as etext through SFU library or Vital Source or paperback
ISBN: 9780807758618

Registrar Notes:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

TEACHING AT SFU IN FALL 2021

Teaching at SFU in fall 2021 will involve primarily in-person instruction, with approximately 70 to 80 per cent of classes in person/on campus, with safety plans in place.  Whether your course will be in-person or through remote methods will be clearly identified in the schedule of classes.  You will also know at enrollment whether remote course components will be “live” (synchronous) or at your own pace (asynchronous).

Enrolling in a course acknowledges that you are able to attend in whatever format is required.  You should not enroll in a course that is in-person if you are not able to return to campus, and should be aware that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes.

Students with hidden or visible disabilities who may need class or exam accommodations, including in the context of remote learning, are advised to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112) as early as possible in order to prepare for the fall 2021 term.