Spring 2022 - EDUC 324 E100
Foundations of Multicultural Counselling (3)
Class Number: 7238
Delivery Method: In Person
Provides an introduction to multicultural counselling and human diversity with an emphasis on culture, gender, ethnicity, socioeconomic status, religion, age, and abilities.
- This course is designed to strengthen students' multicultural and social justice counselling competencies (MSJCC) by way of increasing awareness of their own as well as clients' cultural attitudes, beliefs, biases, knowledge, skills, and values.
- Students will be given ample instructional opportunities to acquire MSJCC through different modes of teaching and learning. This will be accomplished through lectures, readings, in-class and online discussions, reflection tasks, inquiry, and assessments in which students explore their growth in relation to the course educational goals.
- Reflection and self-assessment are fundamental methods of assessment as well as evaluation in this course. It is the intent of this course to assist students who would like to work as counsellors/psychotherapists in acquiring the pedagogical contents, so that students will be able to show an increased awareness of clients' worldviews and understand how to work with clients to explore their presenting challenges.
COURSE-LEVEL EDUCATIONAL GOALS:
Over the 13 weeks, students will be asked to have a candid dialogue and evaluation about constructs such as culture, identity, gender, sexism, sexual orientation, social class, etc. The goals of this course are:
- To explore multicultural and pluralistic characteristics within and among diverse groups.
- To facilitate students' own awareness of the perceived or actual cultural bias in relation to other ethnic, racial and cultural backgrounds.
- To learn about the concept of therapies and alternative interventions across cultural boundaries.
- To learn ways to articulate presenting problems from different cultural points of view.
- To increase students' own awareness of the complexity of culture-related issues in counselling.
- Learning Portfolio 10%
- Participation 10%
- Presentation (in small groups) 20%
- Assignments 35%
- Final Exam 25%
Grading breakdown subject to change.
Hays, D. G., & Erford, B. T. (Eds.). (2018). Developing multicultural counseling competence: A systems approach (3rd ed.). Boston, MA: Pearson.
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS
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TEACHING AT SFU IN SPRING 2022
Teaching at SFU in spring 2022 will involve primarily in-person instruction, with safety plans in place. Some courses will still be offered through remote methods, and if so, this 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 (email@example.com or 778-782-3112) as early as possible in order to prepare for the spring 2022 term.