Instructors:  Monir Atta-alla, Ph.D.
          Email: monir.attaalla@gmail.conm
          Tel # : 412-251-3701

I. Course Description
This course aims to expose students to issues of race, ethnicity, culture, gender, sexual orientation, physical/psychological ability, religion and age as they relate to the counselor, client and counseling process. Throughout the course, the concept of culture will be used as an over-arching term inclusive of the above categories. Emphasis will be placed on increasing our ability to be aware of our own culture and how that awareness impacts our ministry with someone from another culture. Attention will be paid to understanding key components (values, beliefs, and identity formation) in a person’s culture that are necessary in understanding and responding to that person. Focus will be on (re)learning skills in a way that is appropriate to multicultural counseling. Culturally sensitive counseling and advocacy strategies will be introduced to provide students with a conceptual and practical framework for working with diverse populations in a respectful way.

II. Course Objectives/Learning Outcomes
It is expected that by the end of this course, students will:
1. Demonstrate an insight of self and others in relation to cultural differences.
2. Demonstrate an awareness of family culture and how that influences their views of what constitutes a “good” family;
3. Be more attentive to the diversity of family cultures, becoming better able to understand family cultures different from their own;
4. Demonstrate an understanding of the construction of the dynamics of power and domination in race, ethnicity and gender as these relate to the counseling process in our unjust global society.
5. Use some counseling strategies that acknowledge, show respect for and address issues of equity and diversity in the counseling process.
6. Gain knowledge and skills to provide a foundation for competent, equitable and ethical practice in working with diverse clients and populations

III. Course Structure and Methods of Instruction
You shall no longer take things at second or third hand…nor look through the eyes of the dead…nor shall feed on the specters in books.
You not look through my eyes either, nor take things from me.
You shall listen to all sides and filter them from yourself.
                       - Walt Whitman, Leaves of Grass

This is not a lecture course. The course is designed as a laboratory experience, using multiple methods of instruction. The course content is delivered via direct instruction, modeling/ demonstration, online group discussions, various technology, interactive modules, experiential learning, and supervised practical application where applicable. Students’ participation is essential. Students will find that they learn far more by doing than by merely observing.

IV. Required Text
The Convergence of Race, Ethnicity, and Gender: Multiple Identities in Counseling", Second Edition, by Tracy L. Robinson. ISBN: 0-13-118610-8

V. Course Requirements:
1. Active participation in class: Students are expected to attend the first class and participate actively, responsively and respectfully in online discussions and exercises, and in a way that demonstrates completion and integration of reading and assignments. (10 % )

2. Genogram:
Create at least a 3 generation genogram of your family.
Use your own definition of family
See Chpts 1 & 2 in McGoldrick & Gerson (1985) Genograms in family assessment.
a) Identify important events in your family's history
b) Identify ethnically relevant historical events
c) Identify intergenerational patterns
d) Examine your family as a subset of your ethnic group
e) Identify five family values
f) Compare to the class list of major American Values (created in Session #2)
 

3. Family Analysis
Analyze your family by asking yourself these main questions:
A) How did your family's ethnicity affect the values, beliefs, and practices in your family-of-origin?
More Specifically:
How did adults/children/males/females handle anger in your family-of-origin?
What happened when various individuals expressed anger in your household?
What happened when adults/children/males/females cried in your household? Were they nurtured or shamed or punished?
Who was respected by whom in your family-of-origin?
Who was feared by whom in your family-of-origin?
Who was nurtured by whom in your family-of-origin?
Who was loved by whom in your family-of-origin? How was love expressed, if at all?
Who held power and how was power and authority used in your family-of-origin?
Was it safe to be vulnerable in your family-of-origin? Did family members communicate at a feeling level? Was it safe to share one's feelings.


B) How were the values in your family different from and the same as the list of "American values?"
More Specifically:
What was your role in your family-of-origin?
What was your script in your family-of-origin? (What/who were you supposed to grow up to be?)
Who were the people you looked up to and admired (heroes, heroines, role models) when you were a child and adolescent?

How will your learning history and socialization affect working with particular clients?
More Specifically:
Why did you choose this profession? How does it answer your needs?
What is the type(s) of girl and boy with whom you will have difficulty working as a counselor?
With what type(s) of child/adolescent might you identify?
With what type(s) of parents will you have difficulty working?
What type(s) of clients will you be tempted to rescue?
What type(s) of client issues will be difficult for you to address?
What type(s) of client behaviors and attitudes will be difficult for you to tolerate?



4. Learning Goals
Establish a set of learning goals for yourself about doing counseling in general and family therapy in particular. Consider cultural factors such as gender, class, ethnicity, and ability as you develop these goals.

VI. GRADING
Grades will be assigned according to points earned in graded assignments.
 

Assignment	Points
1.Active Participation	20
2. Genogram	30
3. Family Analysis	30
4. Learning Goals	20
Total	100

Grading Scale:
A = 90-100
B = 80-89
C = 70-79
D = 60-69
F = below 60
 

VII. COURSE SCHEDULE ( Subject to Minor Changes)
 

 

Week #	Topic	Readings
On-Site Lesson	¨   Introduction ¨    Overview of course material ¨   Genograms	Come prepared to discuss differences between Egyptian and American cultures.
Distance Learning Lesson Schedule Week 1	¨   Overview: Ethnicity and family therapy	¨   McGoldrick, Chapter 1 (This chapter will be provided by the instructor) ¨   Handouts
Week 2	Multiple identities Defined	¨   Robinson, Chapter 1 ¨   Handouts
Week 3	Multicultural competencies and skills	¨   Robinson, Chapter 2 ¨   Handouts
Week 4	Statused identities	¨   Robinson, Chapter 3 ¨   Handouts
Week 5	Converging race	¨   Robinson, Chapter 8 ¨   Handouts
Week 6	Converging gender	¨   Robinson, Chapter 9 ¨   Handouts
Week 7	Converging sexual orientation	¨   Robinson, Chapter 11 ¨   Handouts
Week 8	Converging physical attractiveness, ability and disability	¨   Robinson, Chapter 12 ¨   Handouts
Week 9	Diversity in relationships	¨   Robinson, Chapter 13 ¨   Handouts
Week 10	Mutuality, empathy, and empowerment in therapy	¨   Robinson, Chapter 14 ¨   Handouts
Week 11	Diverse counseling and healing strategies	¨   Robinson, Chapter 15 ¨   Handouts