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CPY 671: Multicultural Counseling
Thursdays 1:30-4:15pm
444 Payne Hall
Spring 2015 Instructor:
Lisa B. Spanierman, PhD
446H Payne Hall
480.727.2605
[email protected] (best chance of reaching me)
Office hours: Wednesdays 1:30-2:30pm and by appointment
Course Description and Objectives:
It is my hope that we will establish a collegial, scholarly community in which to investigate and discuss
cutting-edge issues in multicultural psychology. Also, we will explore our own development as
persons-in-culture. Each student will have the opportunity to acquire foundational knowledge about
relevant conceptual literature and empirical research. Drawing from this foundational knowledge base
and a variety of experiential activities, students ultimately will develop multicultural portfolios to
document their enhanced multicultural competence.
Objectives and evaluation methods are linked closely to APA and ACA Guidelines and CACREP’s
1
Common Standards . Utilizing the tripartite model of multicultural counseling competence (Sue et al.,
1982), the course has three broad objectives:
•
To foster cultural self-awareness. You will engage in experiential exercises, writing
assignments, and class discussions to learn more about your own values, biases, and
assumptions. I hope that each of you strengthens your self-understanding as a person-in-culture.
CACREP: Learn activities to foster students’ self understanding of the impact of their heritage,
attitudes, beliefs, understandings, and acculturative experiences on their views of others’
behavior.
Evaluation: Autobiographical multicultural life story, cultural genogram, self-assessment survey
packet, weekly journals, immersion project, course participation, multicultural portfolio.
•
To increase multicultural knowledge. This refers broadly to: (a) understanding the nature of
power, privilege, and oppression, (b) knowing prominent constructs and theories in multicultural
psychology, and (c) attending to within- and between-group similarities and differences.
CACREP: Learn activities that foster understanding help-seeking behaviors among clients from
diverse backgrounds; Learn activities that foster understanding of the impact of clients’ spiritual
beliefs on their worldview; Review theories and models of multicultural counseling, identity
development, and social justice advocacy.
Evaluation: Weekly journals, person-in-culture interview, Skin Deep reflection paper, course
participation, immersion project, guest lectures, multicultural portfolio.
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CACREP Standards are based on the 2016 draft version #2 retrieved on December 27, 2014 from http://www.cacrep.org/wp-
Multicultural Counseling
Spring 2015
Page 1
•
To develop and enhance culturally competent practice skills. Consistent with APA’s
Multicultural Guidelines (2003) and ACA/AMCD’s Multicultural Counseling Competencies
(Arredondo et al., 1996), you will learn the fundamentals of culturally appropriate assessment,
diagnosis, and treatment interventions.
CACREP: Develop strategies for identifying and eliminating barriers, prejudices, and processes of
intentional and unintentional oppression and discrimination; cultivate multicultural competencies
for working with and advocating optimum wellness for clients from diverse populations.
Evaluation: Weekly journals, course participation, guest lectures, in-class demonstrations,
multicultural portfolio.
2
Required readings are available on Blackboard accessible through My ASU.
Recommended texts:
Ponterotto, J. G., Casas, J. M., Suzuki, L. A. & Alexander, C. M. (Eds.). (2010).
rd
Handbook of multicultural counseling (3 ed.). Thousand Oaks, CA: Sage.
• See Appendix for additional recommended readings.
UNIT I INTRODUCTION TO MULTICULTURAL COUNSELING COMPETENCE
Week 1 (Jan 15): Introduction to Course
• Watch Orientation Video on Blackboard
• Review syllabus
• Complete self-assessment survey packet (see video)
• Complete “Getting to Know Leading Multicultural Scholars” assignment (see video)
Week 2 (Jan 22): What is Multicultural Counseling Competence?
Arredondo, P., Tovar-Blank, Z. G., & Parham, T. (2008). Challenges and
promises of becoming a culturally competent counselor in a sociopolitical
era of change and empowerment. Journal of Counseling & Development,
86, 265-268.
American Psychological Association (2003). Guidelines on multicultural
education, training, research, practice, and organizational change for
psychologists (read article on Blackboard; URL links to complete version)
http://www.apa.org/pi/oema/resources/policy/multicultural-guidelines.aspx#
Special Issue on Ethics and Multiculturalism (2009). Professional Psychology:
Research and Practice.
• In class: Panel of Former Students
• Submit Week #2 Journal
Week 3 (Jan 29): Multicultural Counseling and Social Justice
Constantine, M. G., Hage, S. M., Kindaichi, M. M., & Bryant, R. M. (2007). Social justice and multicultural
issues: Implications for the practice and training of counselors and counseling psychologists. Journal
of Counseling & Development, 85, 24-29.
Mallinckrodt, B., Miles, J. R., & Levy, J. J. (2014). The scientist-practitioner-advocate model: Addressing
contemporary training needs for social justice advocacy. Training and Education in Professional
Psychology, 8(4), 303-3011.
Vera, E. M. & Speight, S. L. (2003). Multicultural competence, social justice, and counseling psychology:
Expanding our roles. The Counseling Psychologist, 31, 253-272.
•
Submit Week #3 Journal
2
Some references are abbreviated and thus do not adhere to APA style.
Multicultural Counseling
Spring 2015
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UNIT II MULTICULTURAL AWARENESS
Week 4 (Feb 05): Developing Multicultural Awareness
Collins, N. M. & Pieterse, A. L. (2007). Critical incident analysis based training: An approach for
developing active racial/cultural awareness. Journal of Counseling & Development, 37, 14-23.
Hardy, K. V. & Laszloffy, T. A. (1995). The cultural genogram: The key to training culturally competent
family therapists. Journal of Marital and Family Therapy, 21, 227-237.
Hays, P. A. (2001). Addressing cultural complexities in practice: A framework for clinicians and
counselors. Washington, DC: American Psychological Association.
o Chapter 3: Looking into the clinician’s mirror: Cultural self-assessment
• In class exercise: Cultural Genogram
• Submit Week #4 Journal
Week 5 (Feb 12): Developing Multicultural Awareness
Megivern, D. (2005). Supposed to know better: On accepting privilege. In S. K. Anderson & V. A.
Middleton (Eds.), Explorations in privilege, oppression, and diversity (pp. 17-23). Pacific Grove, CA:
Brooks Cole.
Watt, S. K. (2007). Difficult dialogues, privilege and social justice: Uses of the privileged identity
exploration (PIE) model in student affairs practice. College Student Affairs Journal, 26, 114-126.
•
In class exercise: Person-In-Culture Interview
•
Submit Autobiographical Multicultural Life Story (No Journal Due)
UNIT III MULTICULTURAL KNOWLEDGE
Week 6 (Feb 19): Racial and Ethnic Identity Development
Spanierman, L. B. (in press). White racial identity: Looking back and considering what is ahead. In L.
nd
Salett & D. Koslow (Eds.), Race, ethnicity and self: Identity in multicultural perspective (2 ed.). New
York: National Association of Social Workers.
Sue, D. W., & Sue, D. (2008). Racial/cultural identity development in people of color: Therapeutic
implications. In Counseling the culturally diverse (pp. 233-258). New York: Wiley.
[Optional] Kulis, S., Wagaman, M. A., Tso, C., & Brown, E. F. (2013). Exploring Indigenous Identities of
Urban American Indian Youth of the Southwest. Journal of adolescent research, 28(3), 271-298.
•
In class video: Skin Deep - include reflection paper in portfolio
•
Submit Week #6 Journal (be sure to place yourself in at least one model)
Week 7 (Feb 26): Racism
Speight, S. (2007). Internalized racism: One more piece of the puzzle. TCP, 35, 126-134.
Sue, D. W. (2003). What is racism? In Overcoming our racism: The journey to liberation (pp. 23-44). San
Francisco: John Wiley & Sons.
Sue et al. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American
Psychologist, 62, 271-286.
Terrell, F., Taylor, J., Menzise, J., & Barrett, R. K. (2009). Cultural mistrust: A core component of African
American consciousness. In Handbook of African American psychology (pp. 299-309). Thousand
Oaks, CA: Sage.
•
Brief video clip: Michael D’Andrea, PhD
•
On your own: Complete Implicit Association Test (https://implicit.harvard.edu/implicit/demo/)
•
Submit Week #7 Journal
Multicultural Counseling
Spring 2015
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Week 8 (March 05): Color-blind Racial Ideology and Privilege
Gupta, A., Syzmanski, D. M., & Leong, F. T. L. (2011). The “Model Minority Myth”:
Internalized racialism of positive stereotypes as correlates of psychological distress
and attitudes toward help-seeking. Asian American Journal of Psychology, 2, 101114.
McIntosh, P. (1988). White privilege: Unpacking the invisible knapsack. In V. Cyrus
(Ed.), Experiencing race, class, and gender in the United States (pp. 209–213).
Mountain View, CA: Mayfield Publishing.
Neville, H. A., Awad, G. H., Brooks, J. E., Flores, M. P., & Bluemel, J. (2013). Colorblind racial ideology: Theory, training, and measurement implications in
psychology. American Psychologist, 68(6), 455- 466.
•
In class video: Color of Fear
•
Submit Week #8 Journal
Week 9 (March 12): SPRING BREAK- NO CLASS (WORK ON PORTFOLIO)
Week 10 (March 19): Sexism and Gender Identity Development
American Psychological Association (2007). Reports of the association: Guidelines for
psychological practice with girls and women. American Psychologist, 62, 949-979.
DeBlaere, C., & Bertsch, K. N. (2013). Perceived sexist events and psychological distress of
sexual minority women of color: The moderating role of womanism. Psychology of Women
Quarterly, 37(2), 167-178.
Edwards, K. E., & Jones, S. R. (2009). “Putting my man face on”: A grounded theory of college
men’s gender identity development. Journal of College Student Development, 50, 210-228.
• Submit Week #10 Journal
• In class video: For the Bible Tells Me So
Week 11 (March 26): Heterosexism and LGBT Identity Development
Anderson, S. C., & Holiday, M. (2008). How heterosexism plagues practitioners in services for
lesbians and their families: An exploratory study. Journal of Gay & Lesbian Social
Services: Issues in Practice, Policy & Research, 19, 81-100.
Bilodeau, B. L. & Renn, K. A. (2005). Analysis of LGBT identity development models and
implications for practice. New Directions for Student Services, 111, 25-39.
Diamond, L. M. Pardo, S. T., & Butterworth, M. R. (2011). Transgender experience and identity.
In Handbook of identity theory and research (pp. 629-647). New York: Springer.
Moradi et al. (2010). LGB of Color and White individuals' perceptions of heterosexist stigma,
internalized homophobia, and outness: Comparisons of levels and links. The Counseling
Psychologist, 38, 397-424.
• Guest Lecture: Dr. Holly Savoy (Review Trans 101 and Genderbread handouts)
• Submit Week #11 Journal
• Immersion Project Due
• [Optional]: View Christine Padesky, PhD video via ASU library
Week 12 (April 2): Immigrants, Refugees, Xenophobia, and Acculturation
Chung, R. C.-Y., Bemak, F., Ortiz, D. P., & Sandoval-Perez, P. A. (2008). Promoting
the mental health of immigrants: A multicultural/ social justice perspective.
Yakushko, O. (2009). Xenophobia: Understanding the roots and consequences of
negative attitudes toward immigrants. The Counseling Psychologist, 37, 36-66.
• Guest lecture: DREAMzone team
• Submit Week #12 Journal
Multicultural Counseling
Spring 2015
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Week 13 (April 9): Classism
hooks, B. (2000). Where we stand: Class matters (Ch 11: Solidarity with the poor). New York: Routledge.
Lui, M. (2005).The snowball and the treadmill. In J. Lardner & D. Smith (Eds.), Inequality matters: The
growing economic divide in America and its poisonous consequences (pp. 65-76). New York: The
New Press.
Smith, L. (2005). Classism, psychotherapy, and the poor: Conspicuous by their absence. American
Psychologist, 60, 687-696.
[Optional] Schnitzer, P. K. (1996). “They don’t come in!” Stories told, lessons taught about poor families in
therapy. American Journal of Orthopsychiatry, 66, 572-582.
•
Submit Week #13 Journal
UNIT IV MULTICULTURAL COUNSELING SKILLS
Week 14 (April 16): The Effects of Colonization and Working Effectively with Native Peoples
Brave Heart, M. Y. H., Elkins, J., Tafoya, G., Bird, D., & Salvador, M. (2012). Wicasa was' aka: Restoring
the traditional strength of American Indian boys and men. American journal of public health, 102(S2),
S177-S183.
Gone, J. P. (2010). Psychotherapy and traditional healing for American Indians: Exploring the prospects
for therapeutic integration. The Counseling Psychologist, 38(2), 166-235.
Goodkind, J. R., Hess, J. M., Gorman, B., & Parker, D. P. (2012). “We’re Still in a Struggle” Diné
Resilience, Survival, Historical Trauma, and Healing. Qualitative Health Research, 22(8), 1019-1036.
Trimble, J. E. (2010). The virtues of cultural resonance, competence, and relational collaboration with
Native American Indian communities: A synthesis of the counseling and psychotherapy literature. The
Counseling Psychologist, 38(2), 243-256.
•
Guest Lecture: Jacque John, MSW, LMSW, Clinical Supervisor, Native American Connections
•
Submit Week #14 Journal
Week 15 (April 23): Culturally Responsive Therapy
Bartoli, E. & Pyati, A. (2009). Addressing clients’ racism and racial prejudice in individual psychotherapy:
Therapeutic considerations. Psychotherapy Theory, Research, Practice, Training, 46, 145-157.
Cardemil, E. V. & Battle, C. L. (2003). Guess who’s coming to therapy?: Getting comfortable with
conversations about race and ethnicity in psychotherapy. Professional Psychology: Research and
Practice, 34, 278-286.
Chang, D. F. & Berk, A. (2009). Making cross-racial therapy work: A phenomenological study of clients’
experiences of cross-racial therapy. Journal of Counseling Psychology, 56, 521-536.
Speight, S. L. (2012). An exploration of boundaries and solidarity in counseling relationships. The
Counseling Psychologist, 40, 133-157.
•
Submit Week #15 Journal
Week 16 (April 30): Enhancing Your Skills
American Psychiatric Association (2013). Cultural formulation interview (and supplementary modules).
Available on Blackboard.
Hays, P. A. (2009). Integrating evidence-based practice, cognitive-behavior therapy, and multicultural
therapy: Ten steps for culturally competent practice. Professional Psychology: Research and
Practice, 40, 354-360.
Paniagua, F. (2005). Assessing and treating culturally diverse clients: A practical guide. Thousand
Oaks, CA: Sage.
o Chapter 9: Using culturally biased instruments.
Schwartz et al. (2010). Cultural and linguistic competence: Welcome challenges from successful
diversification. Professional Psychology: Research and Practice, 41, 210-220.
•
[Optional] View Janet Helms’ (2002) Solving the mystery of racial bias in testing: How much
does it cost to think about being Black? Copy link into your browser.
http://search.alexanderstreet.com.ezproxy1.lib.asu.edu/view/work/536298
• Submit Multicultural Portfolio (Incorporate Week #16 Journal)
Multicultural Counseling
Spring 2015
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Course Evaluation:
Participation
Journals
Autobiographical Multicultural Life Story Draft
Immersion Project
Multicultural Portfolio
Total
=
=
=
=
=
10 points
20 points
10 points
20 points
40 points
=
100 points
Class Participation and Journals
Because we are co-creating an intellectual community in which to develop as multiculturally competent
scholars and clinicians, regular attendance is mandatory. Completing the readings before each class
is essential. Pop quizzes might be used to assess this aspect of participation. Your participation in class
discussions is vital. You must inform me if you plan to miss class. You will lose a full letter grade if you
have more than two absences.
Your journal will consist of on-going entries throughout the course of the semester, each of which will
be 2-3 double-spaced typed pages. You will upload your journal entry before each class period, which
should include some combination of the following: (a) brief summary of key points in reading, (b)
reactions to reading material, class lectures, discussions, or additional media (e.g., video) presented
during class, (c) insights regarding awareness of yourself as a person-in-culture, (d) thoughts or feelings
that you wanted to share in class (but were unable to disclose for whatever reason), (e) your current
triumphs and struggles related to the course material, and (f) anything else that you want me to know. It
is essential that you demonstrate understanding of the key concepts in the readings. A winning
formula includes a brief summary of the key point(s) plus your reaction/critique.
Note: You are asked to share personal information during the course. Please share only what you
feel comfortable sharing. I will treat all personal information as confidential and will urge your peers to do
the same. Although I cannot guarantee that everyone will treat information in a confidential manner, I will
remind students of the importance of maintaining confidentiality throughout the term.
Autobiographical Multicultural Life Story Draft (due February 12)
Each of you will develop a personal multicultural life story that provides an account of your life as a
person-in-culture. In particular, please focus on the development of your various social group identities
(e.g., race, ethnicity, gender, sexual orientation, social class, and so forth). Please identify critical
incidents or influences (positive or negative) that might have contributed to your cultural self-awareness,
such as the media, family members, or something at school. Articulate your biases, assumptions, and/or
stereotypes. Be sure to include your understanding of the ways in which power, privilege, and
oppression have operated either consciously or unconsciously throughout your life. Finally, please
explain how your “multicultural life story” might influence your cultural competence as a clinician and
researcher (if you are a doctoral student or completing a master’s thesis). Approximate length is 6-9
pages, double-spaced, APA style (not including references). I refer to this assignment as a “draft,”
because I will provide feedback to guide your revision of a final version to include in your portfolio.
Immersion Project (due on or before March 26)
You will attend an activity or event that relates to a social identity group with which you are unfamiliar or
have negative biases. If you already identify with a minority group, please choose a group different from
your own. This opportunity allows you to experience a new “minority status.” You may choose an activity
that feels difficult and/or uncomfortable, but this is not the most critical aspect of the assignment. Instead,
please ensure that the activity enhances your understanding of power, privilege, and societal oppression.
Once you have completed the activity, you will write and submit a double-spaced paper in APA style,
6 pages maximum including title page and abstract (references not included in page limit). In this paper,
please: (a) address your reason(s) for selecting this particular event/activity/setting, (b) clearly articulate
your negative (and perhaps positive) assumptions, biases, and stereotypes regarding the social identity
group, (c) describe how your experience was similar to and/or different from your initial expectations, and
(d) explain what you learned from the experience—consider both multicultural awareness and knowledge.
Whenever possible, please incorporate concepts from course readings. I have exemplars for your review.
Multicultural Counseling
Spring 2015
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Multicultural Portfolio (due on the last day of class, April 30)
The capstone project for the course consists of completing a multicultural portfolio in a thorough and
committed fashion. You will record all experiential, didactic, and introspective engagement with the
various elements that comprise multicultural competence. Please see the Multicultural Counseling
Competence Portfolio tips sheet and grading rubric on My ASU for more information.
Important:
• Requests for individual consultation meetings during the last two weeks of class must be made at
least one week in advance.
• Portfolios are due on the last day of class. Because these projects take a long time to grade, late
work will not be accepted.
Online Course Evaluations:
I urge each of you to complete the online evaluation for this course at the end of term. You can access
your course evaluations via My ASU or by going to http://asu.edu/evaluate.
Accommodations for Religious Practices
If you need accommodations for religious practices, please notify the instructor at the beginning of the
semester to make arrangements. See the following URL for information about ASU’s policy:
http://www.asu.edu/aad/manuals/acd/acd304-04.html
Disabilities Accommodations
If you have a disability, please contact the instructor to discuss your situation. It would be helpful if you
first contact the Disability Resource Center (480.965.1234). See the following URL for more information:
http://www.asu.edu/studentaffairs/ed/drc/.
Academic Integrity:
Ø I am committed to the education of each student in this course. If you find yourself having difficulty,
please contact me immediately. Do not wait until assignments are due or until the end of the
semester. I encourage you to attend office hours, make an appointment, or contact me via email.
Ø ASU values academic integrity. Therefore, all students must understand the meaning and
consequences of cheating, plagiarism, and other academic offenses under the ASU Student
Academic Integrity Policy: https://provost.asu.edu/sites/default/files/AcademicIntegrityPolicyPDF.pdf
Ø You are responsible for knowing your rights, potential infractions, and penalties. For more
information, consult the Arizona Board of Regents Policy Manual Chapter V – Campus and Student
Affairs: Code of Conduct http://azregents.asu.edu/rrc/Policy%20Manual/5-308Student%20Code%20of%20Conduct.pdf
Ø In the event of extraordinary circumstances beyond the University’s control, the content and/or
evaluation scheme in this course is subject to change.
Ø Please make an appointment with me to check in and discuss your progress in the course J.
This course is offered by the College of Letters and Sciences. For more information about the college,
visit our website: https://cls.asu.edu/. If you have questions or concerns, please send your inquiry to
[email protected].
Multicultural Counseling
Spring 2015
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APPENDIX
Suggested Readings for Units I & II:
American Psychological Association. (2011) Practice Guidelines for LGB Clients: Guidelines for
psychological Practice with lesbian, gay, and bisexual clients.
http://www.apa.org/pi/lgbt/resources/guidelines.aspx
Anderson, S. K. & Middleton, V. A. (2004). Explorations in diversity: Examining privilege and oppression
nd
in a multicultural society (2 ed.). Florence, KY: Cengage Learning.
Arredondo, P. & Perez, P. (2006). Historical perspectives on the multicultural guidelines and
contemporary applications. Professional Psychology: Research and Practice, 37, 1-5.
Berg-Cross, L. & Chinen, R. T. (1995). Multicultural training models and the person-in-culture interview.
In J. G. Ponterotto, J. M. Casas, L. A. Suzuki, & C. M. Alexander (Eds.), Handbook of multicultural
counseling (pp. 333-356). Thousand Oaks, CA: Sage.
Boyd-Franklin (2003). The therapist’s use of self and value conflicts. In Black families in therapy:
Understanding the African American experience (pp. 177-203). New York: Guilford Press.
Constantine, M. G. and Sue, D. W. (2005). The APA Guidelines. In Strategies for building multicultural
competence in mental health and educational settings (pp. 3-15). Hoboken, NJ: John Wiley & Sons.
Hays, P. A. (2001). Addressing cultural complexities in practice: A framework for clinicians and
counselors. Washington, DC: American Psychological Association.
rd
Pedersen, P. (2000). A handbook for developing multicultural self-awareness (3 ed.). Alexandria, VA:
American Counseling Association.
Speight, S. L., & Vera, E. M. (2004). A social justice agenda: Ready, or not? The Counseling
Psychologist, 32, 109-118.
Sue et al. (1982). Position paper: Cross-cultural counseling competencies. The Counseling Psychologist,
10, 45-52.
Sue, D. W. & Torino, G. C. (2005). Racial cultural competence: Awareness, knowledge, and skills. In R.
T. Carter (Ed.), Handbook of racial-cultural psychology and counseling, Vol. 2: Training and practice
(pp. 3-18). Hoboken, NJ: John Wiley & Sons.
Suggested Readings for Unit III:
Cokley, K. & Chapman, C. (2009). Racial identity theory: Adults. In H. Neville, B. Tynes, & S. O. Utsey
(Eds.), Handbook of African American Psychology (pp. 283-297). Thousand Oaks, CA: Sage.
Croteau, J. M., Lark, J. S., Lidderdale, M. A., & Chung, Y. B. (2005). Deconstructing heterosexism in the
counseling professions: A narrative approach. Thousand Oaks, CA: Sage.
Good, G. & Mintz, L. (2001). Integrative therapy with men. In G. R. Brooks & G. E. Good (Eds.), The new
handbook of psychotherapy and counseling with men (pp. 582-602). San Francisco: Jossey-Bass
Herek, G. M. & Garnets, L. D. (2007). Sexual orientation and mental health. Annual Review of Clinical
Psychology, 3, 353-375.
Kirmayer et al. (Appendix 10 CCIRH): Depression: Evidence review for newly arriving immigrants.
http://www.cmaj.ca/content/suppl/2010/06/07/cmaj.090313.DC1/
Kirmayer, L. J., Simpson, C., & Cargo, M. (2003). Healing traditions: Culture, community and mental
health promotion with Canadian Aboriginal peoples. Australian Psychiatry, 11(Supp.), 15-23.
Mohr, J. J. (2002). Heterosexual identity and the heterosexual therapist: An identity perspective on
sexual orientation dynamics in psychotherapy. The Counseling Psychologist, 30(4), 532-566.
Moradi, B. & Hasan, N. (2004). Arab American persons’ reported experiences of discrimination and
mental health: Mediating role of personal control. Journal of Counseling Psychology, 51, 418-428.
Neville et al. (2000). Construction and initial validation of the Color-blind Racial Attitudes Scale
(CoBRAS). Journal of Counseling Psychology, 47, 59-70.
Neville, H. A., Worthington, R. L., & Spanierman, L. B. (2001). Race, power, and multicultural counseling
psychology: Understanding white privilege and color-blind racial attitudes. In J. G. Ponterotto, J. M.
nd
Casas, L. A. Suzuki, & C. M. Alexander (Eds.), Handbook of multicultural counseling (2 ed., pp.
257-288). Thousand Oaks, CA: Sage.
Pyke, K. D. (2010). What is internalized racial oppression and why don’t we study it? Acknowledging
racism’s hidden injuries. Sociological Perspectives, 53, 551-572.
Multicultural Counseling
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Ramos-Sanchez, L. & Atkinson, D. R. (2009). The relationships between Mexican American
acculturation, cultural values, gender, and help-seeking intentions. Journal of Counseling &
Development, 87, 62-71.
Schlosser, L. Z. (2003). Christian privilege: Breaking a sacred taboo. Journal of Multicultural Counseling
and Development, 31, 44-51.
Szymanski, D. M. & Kashubeck-West, S. (2008). Mediators of the relationship between internalized
oppressions and lesbian and bisexual women's psychological distress. The Counseling
Psychologist, 36, 575-594.
Tappan, M. B. (2006). Reframing internalized oppression and internalized domination: From the
psychological to the sociocultural. Teachers College Record, 108, 2115-2144.
Thompson, C. E., & Neville, H. A. (1999). Racism, mental health, and mental health practice. The
Counseling Psychologist, 27, 155-223.
Vera, E. M., Buhin, L., & Shin, R. Q. (2006). The pursuit of social justice and the elimination of racism. In
D. W. Sue & M. G. Constantine (Eds.), Addressing Racism (pp. 271-287). Hoboken, NJ: Wiley.
Utsey, S. O., Ponterotto, J. G., & Porter, J. S. (2008). Prejudice and racism, year 2008—still going
strong: Research on reducing prejudice with recommended methodological advances. Journal of
Counseling & Development, 86, 339-347.
U. S. Surgeon General (2001). Mental health: Culture, race, ethnicity (Supplement). Retrieved from
http://www.surgeongeneral.gov/library/mentalhealth/cre/
Suggested Readings for Unit IV:
Brown, L. S. (2006). Still subversive after all these years: The relevance of feminist-therapy in the age of
evidence-based practice. Psychology of Women Quarterly, 30, 15-24.
Burkard et al. (2006). European American therapists’ self-disclosure in cross cultural counseling. Journal
of Counseling Psychology, 53, 15-25.
Chatters et al. (2008). Religious coping among African Americans, Caribbean Blacks, and non-Hispanic
Whites. Journal of Community Psychology, 36, 371-386.
Constantine, M. G. & Ladany, N. (2001). New visions for defining and assessing multicultural counseling
nd
competence. In HMC (2 ed.).
Cross, T. L. et al. (2011). Defining youth success using culturally appropriate community-based
participatory research methods. Best Practice in Mental Health, 7, 94-114.
Dillon, F. R., Worthington, R. L., Savoy, H. B., Rooney, S. C., Becker-Schutte, A. & Guerra, R. M. (2004).
On becoming allies: A qualitative study of lesbian-, gay-, and bisexual-affirmative counselor training.
Counselor Education and Supervision, 43, 162-178.
Gone, J.P. (2009). A community-based treatment for Native American historical trauma: Prospects for
evidence-based practice. Journal of Consulting & Clinical Psychology, 77, 751-762.
Gone, J. P. & Alcántara, C. (2007). Identifying effective mental health interventions for American Indians
and Alaska Natives: A review of the literature. Cultural Diversity and Ethnic Minority Psychology, 13,
356-363.
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