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CHD 615SOCIAL JUSTICE AND CULTURAL DIVERSITY IN COUNSELING

SUMMER 2016

Professor: Miranda Parries, Ph.D., ALC, NCC, ACS Office: 412 Stevens HallOffice Phone: 765-4767 E-mail: mparries@una.eduAddress: UNA, Box 5107, Florence, AL 35632Office Hours: M/W: 2:00 – 3:30p, T/R: By appointmentAdditional hours are available by appointment. Occasionally, other obligations (i.e., committee meetings) may impose upon stated office hours.

COURSE DESCRIPTIONStudy of the issues and trends in a socially and culturally diverse society and special counseling considerations for groups who differ on factors such as age, race, religious preference, physical ability, sexual orientation, ethnicity, culture, family patterns, gender, socioeconomic status and intellectual ability.

Conceptual Framework:1.  Have content and pedagogical knowledge to demonstrate professionalism through a set of beliefs, actions, dispositions and ethical standards that form the core of practice.2.  Have the knowledge and ability to incorporate a multicultural perspective, to value and plan for diversity and to promote social consciousness on a local, regional, national and global level.

REFERENCED STANDARDSKnowledgeAL-SDE.290.3.3.50(3)(b)1.(i) - Attitudes, values, and behaviors of multicultural groups and factors that influence these characteristics.AL-SDE.290.3.3.50(3)(b)1.(ii) – Theories of multicultural counseling and identity development.AL-SDE.290.3.3.50(3)(b)1.(iii) – Counselors’ roles in developing and promoting self-awareness.AL-SDE.290.3.3.50(3)(b)1.(iv) – Counselors’ roles in eliminating biases, prejudices, and processes of intentional and unintentional oppression and discrimination.

CACREP (COMMON CORE).2. - SOCIAL AND CULTURAL DIVERSITY- studies that provide an understanding of the cultural context of relationships, issues, and trends in a multicultural society.CACREP-2009.CACREP-2009.2.G.2.a. - multicultural and pluralistic trends, including characteristics and concerns within and among diverse groups nationally and internationallyCACREP-2009.2.G.2.b. - attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities designed to foster students’ understanding of self and culturally diverse clientsCACREP-2009.2.G.2.c. theories of multicultural counseling, identity development, and social justiceCACREP-2009.2.G.2.d. individual, couple, family, group, and community strategies for working with and advocating for diverse populations, including multicultural competenciesCACREP-2009.2.G.2.e. counselors’ roles in developing cultural self-awareness, promoting cultural social justice, advocacy and conflict resolution, and other culturally supported behaviors that promote optimal wellness and growth of the human spirit, mind, or bodyCACREP-2009.2.G.2.f. counselors’ roles in eliminating biases, prejudices, and processes of intentional and unintentional oppression and discrimination

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CACREP - CLINICAL MENTAL HEALTH COUNSELING – Students who are preparing to work as clinical mental health counselors will demonstrate the professional knowledge, skills, and practices necessary to address a wide variety of circumstances within the clinical mental health counseling context.CACREP-2009. CMHC E.1. – Understands how living in a multicultural society affects clients who are seeking clinical mental health counseling services.CACREP-2009. CMHC E.2. – Understands the effects of racism, discrimination, sexism, power, privilege, and oppression on one’s own life and career and those of the client.CACREP-2009. CMHC E.5. – Understands the implications of concepts such as internalized oppression and institutional racism, as well as the historical and current political climate regarding immigration, poverty, and welfare.CACREP-2009. CMHC F.2 – Advocates for policies, program, and services that are equitable and responsive to the unique needs of clients.CACREP-2009. CMHC F.3 – Demonstrates the ability to modify counseling systems, theories, techniques, and interventions to make them culturally appropriate for diverse populations.

CACREP - SCHOOL COUNSELING - Students who are preparing to work as school counselors will demonstrate the professional knowledge, skills, and practices necessary to promote the academic, career, and personal/social development of all K-12 students.CACREP-2009. SC E.1. - understands the cultural, ethical, economic, legal, and political issues surrounding diversity, equity and excellence in terms of student learning

PREREQUISITE COURSESNone

REQUIRED TEXTSHays, D. G., & Erford, B. T. (2013). Developing Multicultural Counseling Competence: A Systems

Approach (2nd ed.). Boston, MA: Pearson.Additional readings on CANVAS

Recommended TextAmerican Psychological Association. (2010). Publication manual of the American Psychological

Association (6th ed.). Washington, DC: Author.Sue, D.W., Gallardo, M.E. & Neville, H.A. (2014). Case Studies in Multicultural Counseling and Therapy.

Hoboken, NJ: Wiley.

INSTRUCTIONAL MODALITIESLecture, discussion, student research, experiential activities and self-reflection and class presentation

A SPECIAL NOTE ABOUT THIS COURSEThis course designed to foster awareness, knowledge, and skills for school and mental health counseling with diverse student/client populations with an emphasis on cross cultural awareness especially as it relates to social justice imperatives and client advocacy within all counseling settings. One goal is to challenge students to examine personal biases, prejudices, discriminatory and pathological belief systems, and subsequently invite students to change attitudes, beliefs, and behaviors that may be deemed oppressive in nature. Another goal is to heighten student’s critical consciousness, and foster a social justice orientation. This class has an experiential component imbedded in the overall design. In this process students may experience intrapersonal and interpersonal challenges throughout this course in the process of self-examination which may result in uncomfortable feelings such as anxiety, guilt, shame, etc. Students may want to consider engaging in their own personal therapy or growth counseling for support through this process.

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STUDENT KNOWLEDGE AND SKILL OUTCOMES AND COURSE COMPETENCIES: After successful course completion, students should be able to demonstrate an understanding of/ability to

1. Attitudes, values, and behaviors of multicultural groups and factors that influence these characteristics (AL-SDE.290.3.3.50(3)(b)1.(i))

2. Theories of multicultural counseling and identity development ( AL-SDE.290.3.3.50(3)(b)1.(ii))3. Counselors’ roles in developing and promoting self-awareness (AL-SDE.290.3.3.50(3)(b)1.(iii))4. Counselors’ roles in eliminating biases, prejudices, and processes of intentional and unintentional

oppression and discrimination (AL-SDE.290.3.3.50(3)(b)1.(iv))5. Multicultural and pluralistic trends, including characteristics and concerns within and among diverse

groups nationally and internationally (CACREP-2009.2.G.2.a.)6. Attitudes, beliefs, understandings, and acculturative experiences, including specific experiential

learning activities designed to foster students’ understanding of self and culturally diverse clients (CACREP-2009.2.G.2.b.)

7. Theories of multicultural counseling, identity development, and social justice (CACREP-2009.2.G.2.c.)

8. Individual, couple, family, group, and community strategies for working with and advocating for diverse populations, including multicultural competencies (CACREP-2009.2.G.2.d.)

9. Counselors’ roles in developing cultural self-awareness, promoting cultural social justice, advocacy and conflict resolution, and other culturally supported behaviors that promote optimal wellness and growth of the human spirit, mind, or body (CACREP-2009.2.G.2.e.)

10. Counselors’ roles in eliminating biases, prejudices, and processes of intentional and unintentional oppression and discrimination (CACREP-2009.2.G.2.f.)

11. The cultural, ethical, economic, legal, and political issues surrounding diversity, equity and excellence in terms of student learning (CACREP-2009. SC E.1.)

12. How living in a multicultural society affects clients who are seeking clinical mental health counseling services (CACREP CMHC E.1.)

13. The effects of racism, discrimination, sexism, power, privilege, and oppression on one’s own life and career and those of the client (CACREP CMHC E.2.)

14. The implications of concepts such as internalized oppression and institutional racism, as well as the historical and current political climate regarding immigration, poverty, and welfare (CACREP CMHC E.5.)

15. Advocates for policies, program, and services that are equitable and responsive to the unique needs of clients (CACREP CMHC F.2.)

16. Modify counseling systems, theories, techniques, and interventions to make them culturally appropriate for diverse populations (CACREP CMHC F.3.)

Evaluation: 

Course Requirements Outcomes & Competencies Grading Scale

Final exams – 20% 1, 2, 4, 7, 8, 11, 12 A = 90 to 100Quizzes (4) 10% 1, 2, 3, 4, 5, 6, 7, B = 80 to 89.99Cultural Interview – 15% 1, 4, 6, 7, 12, 14 C = 70 to 79.99Cultural Genogram & D = 60 to 69.99Self-Exploration Project -- 25% 5, 6, 7, 12, 14, 15 F = 59.99 andIntercultural Immersion Experience – 15% 1, 5, 6, 7 belowAdvocacy Project – 10% 1, 3, 8, 9, 10, 13, 16Popular Media Collage 5% 5, 11, 12, 15

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 Please note: For all course requirements, part of your grade will be a professional, subjective decision by

the instructor. Assignments for this course shall not contain any portion of materials submitted in another

course. Five points will be deducted for each day beyond the due date that late assignments are

submitted. If you cannot come to class when an assignment is due, you may e-mail it to the instructor and that will serve as the date it is turned in. If a hard copy is required, you will not receive a grade until you have turned in a paper copy. Assignments submitted via Canvas will be time/date stamped.

All assignments should be typed using Times New Roman, 12 point font and double spaced. (APA style)

Students are expected to complete in-class exams on the scheduled date. The instructor will determine whether a student may make up a missed exam, depending on the extenuating circumstances and the student's ability to document it. Points may be deducted based on the professional, subjective decision of the instructor.

Cell phones and other electronic devices (laptops, tablets, iPads, etc.) are not permitted in class and should not be visible or audible. If a student needs cell phone access for a personal emergency or on-call work situation, the student may keep the phone visible and in vibrate or silent mode. Permission from the instructor must be obtained prior to class in these situations.

Description of Course Requirements:1. Class attendance and participation -- Students are expected to attend class regularly and to discuss and apply reading materials assigned for each class. Students should inform the professor when they will be unable to attend; each absence will result in a 10 point subtraction from the final grade total.

2. Final exam   – This exam will cover important concepts and methods presented, discussed and assigned for review during the entirety of the course. The format may include multiple choice, short answer and essay questions.

3. Quizzes - Quizzes will cover the assigned chapter(s), articles and may include discussion content.

4. Cultural Intervi ew- Interview an individual (face to face) in your community (teacher, student, professional, parent, friend, colleague, medical person, neighbor, counselor, etc.) who has a different cultural and/or ethnic background then your own. Interview them and explore their cultural differences. Report your findings in a two to three page paper. Ask your interview to tell you about their culture, their life, their way of being, what is most important to them and why. Gather as much information as you can, but do not jeopardize your opportunity to get to know someone of a different culture because you are too busy getting all the specific information. Lastly, be sure to include your personal reflection on the experience: Were you comfortable asking your interviewee about their culture? What did you learn? What made an impression on you? How will this assignment inspire you to be aware of Multicultural/Diversity concerns while counseling/ working with others? Remember, you can add to this list. Include comments on some of the following questions:

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What differences in culture and ethnicity were you able to identify? How does the interviewee self-identify? What customs or rituals are important to your interviewee? What language(s) are used? Communication styles? What Non-verbal communications were utilized? What customs of dress are used? What are their beliefs about Family? Religion? Gender Roles? Work? Education? Humor? What are their favorite foods? Hobbies? Entertainment? How have the “isms” affected their lives? Were there any surprises? Confirmations? Lessons?(Example of interview is included at the end of this syllabus).

5. Cultural Genogram & Self-exploration Project-- Write a nine to ten page double spaced paper exploring the following: (Self- exploration can be difficult, so I ask that you try your best to be candid; your grade is determined by thoroughness of your self-reflection rather than where you are regarding identity development or the particulars of your views.)1. Your ethnic and cultural background.

a. Draw your ethnic/cultural genogram (example is attached and also in textbook)b. Discuss what aspects/qualities of your ethnic/cultural background are prominent in your life

(e.g., language, religion, character traits) and the childhood experiences that reinforced themc. Describe the childhood and adolescent experiences or relationships that shaped your view of

people who are culturally different than you. What is your current view of people who are culturally different than you?

d. Discuss your worldview and philosophy of life – in other words, what guides (e.g., values, beliefs, practices, etc.) your decisions and behavior? Who were some of the important influences and how did you develop this set of guiding values, attitudes, and behaviors?

e. Discuss how biases, stereotypes, prejudices, discrimination, power, and privilege have impacted your development. How have you been impacted by various “isms” including – but not limited to – ethnicity, culture, race, appearance and body image, national origin, citizenship status, creed, religion, religious affiliation, age, sex, marital status, sexual orientation, gender identity, disability, veteran status, or any other protected status under applicable law and those opposed by law.

f. How has internalized oppression, institutionalized “isms,” and the political climate regarding immigration, social services, poverty, etc. affected your life so far?

2. The cultural values you currently hold.a. What cultural values do you currently hold (address time, activity, relational, basic human

nature, religion)?b. Discuss your worldview and philosophy of life – in other words, what guides (e.g., values,

beliefs, practices, etc.) your decisions and behavior?c. Which of these values will be different from common values of African Americans, Asian

Americans, Hispanic Americans, or Native Americans? d. How do you plan to manage values conflicts with your clients? How can you adapt current

techniques and interventions to make them culturally appropriate?3. Describe your process in racial identity development.

a. What stage are you currently experiencing? Give examples.b. What factors/experiences influenced your progression?c. How do you plan to further facilitate your racial identity development?

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6. Intercultural Immersion Experience- For this assignment you are asked to participate in a cultural experience of a group unrelated to your own cultures. These may include religious ceremonies, traditional events, programming specific and related to a cause supported by another group, a family gathering, an artistic production (the aim of this is a by group/for group production rather than simply about the group), or other experiences to be approved by the instructor. You will summarize this experience and reflect on what you saw, felt and learned about yourself and the group that you spent time with. Discuss what current techniques you can adapt to work with this group in the future. This experience should be a minimum of four hours in length.

7. Advocacy Project- Advocacy is an important part of being culturally competent that requires students to go beyond what a multicultural class might attempt to do in terms of immersion experiences – and thus, advocate. Therefore, students will practice generating advocacy interventions/ programming, in addition to being immersed into a different culture. So, with that rationale as the backdrop, students will design an advocacy project for either an underrepresented and oppressed group or a social justice topic or issue. These projects can be done in groups or individually. Students have the option of engaging in partnerships with community organizations as a way of integrating course material and the authentic needs of the organization or group of focus. These may possibly result in the creation of (or proposal to): flyers, charity events, public service announcement, intervention programs, volunteer drives, grant proposals, etc. The expectation is that students will incorporate knowledge learned and apply it accordingly to each project as a way to maximize and enhance the overall experience and development of advocacy skills.

8. Popular Media Collage- Students will create a popular media collage depicting various forms oppression (e.g., social, political, institutional, etc.) including the mechanics of oppression (e.g., stereotypes, biases, prejudices, etc.) and discrimination – e.g., racism, sexism, heterosexism, homophobia, genderism, transgenderism, able-bodyism, ageism, classism, et cetera, and also various levels including the individual, family, and society as well the various types including strategic (e.g., strategic racism), structural (e.g., structural racism), institutional (e.g., institutional racism), and so forth. Students will conduct a brief in-class presentation of this collage on the due date listed on the schedule. Students may work in groups of 2 or 3 on this project.

Academic Honesty -- Students of the university academic community are expected to adhere to commonly accepted standards of academic honesty. Allegations of academic dishonesty can reflect poorly on the scholarly reputation of the University including students, faculty and graduates. Individuals who elect to commit acts of academic dishonesty such as cheating, plagiarism, or misrepresentation will be subject to appropriate disciplinary action in accordance with university policy.Incidents of possible student academic dishonesty will be addressed in accordance with the following guidelines:1. The instructor is responsible for investigating and documenting any incident of alleged

academic dishonesty that occurs under the instructor’s purview. 2. If the instructor finds the allegation of academic dishonesty to have merit, then the

instructor, after a documented conference with the student, will develop a plan for disciplinary action. If the student agrees to this plan, then both instructor and student will sign the agreement. The faculty member will forward a copy of the signed agreement to the Office of Student Conduct for record-keeping purposes.

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3. If the student disagrees with the instructor’s proposed plan for disciplinary action and wishes to take further action, he/she is responsible for scheduling a meeting with the chair of the department where the course is housed to appeal the proposed disciplinary plan. The department chair shall mediate the matter and seek a satisfactory judgment acceptable to the faculty member based on meetings with all parties. If a resolution is reached, the disposition of the case will be forwarded to the Office of Student Conduct. If a resolution at the departmental level is not reached and the student wishes to take further action, he/she is responsible for scheduling a meeting with the dean of the college where the course is housed to appeal the proposed disciplinary plan. The college dean shall mediate the matter and seek a satisfactory judgment acceptable to the faculty member based on meetings with all parties. If a resolution is reached, the disposition of the case will be forwarded to the Office of Student Conduct. If a resolution at the college level is not reached and the student wishes to take further action, he/she is responsible for scheduling a meeting with the Vice President for Academic Affairs and Provost (VPAA/P) to appeal the proposed disciplinary plan. The VPAA/P shall mediate the matter and seek a satisfactory judgment acceptable to the faculty member based on meetings with all parties. After reviewing all documentation, the VPAA/P may, at his/her discretion, choose either to affirm the proposed action, to refer the case to the Office of Student Conduct for further review, or to dismiss the matter depending on the merits of the case. The final disposition of the case will be disseminated to appropriate parties, including the Office of Student Conduct.

4. If a student is allowed academic progression but demonstrates a repeated pattern of academic dishonesty, the VPAA/P may, after consultation with the Office of Student Conduct, assign additional penalties to the student, including removal from the University.

Attendance -- UNA’s attendance policy states: “Graduate work is based on levels of maturity and seriousness of purpose which assume regular and punctual class attendance. In order to protect academic status, circumstances necessitating extended absences should be the basis for conferral with the appropriate college dean. Each student is directly responsible to the individual professor for absences and for making up work missed. Particular policies and procedures on absences and makeup work are established in writing for each class, are announced by the professor at the beginning of the term, and for excessive absences, may provide for appropriate penalties including reduction in grades or professor-initiated withdrawal from class. Official written excuses for absences are issued only for absences incurred in connection with university-sponsored activities. For all other types of group or individual absences, including illness, authorization or excuse is the province of the individual professor.” (p.33)

All faculty in the Counselor Education department have adopted the following policy: If a student misses more than four classes, that student will be required to withdraw from the course. If the fifth absence occurs after the withdrawal deadline, the student will receive a failing grade.

Accommodation Statement -- In accordance with the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973, the University offers reasonable accommodations to students with eligible documented learning, physical and/or psychological disabilities. Under Title II of the Americans with Disabilities Act (ADA) of 1990, Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Amendment Act of 2008, a disability is defined as a

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physical or mental impairment that substantially limits one or more major life activities as compared to an average person in the population. It is the responsibility of the student to contact Disability Support Services to initiate the process to develop an accommodation plan. This accommodation plan will not be applied retroactively. Appropriate, reasonable accommodations will be made to allow each student to meet course requirements, but no fundamental or substantial alteration of academic standards will be made. Students needing assistance should contact Disability Support Services (256-765-4214).

Title IX -- The University of North Alabama has an expectation of mutual respect. Students, staff, administrators, and faculty are entitled to a working environment and educational environment free of discriminatory harassment. This includes sexual violence, sexual harassment, domestic and intimate partner violence, stalking, gender-based discrimination, discrimination against pregnant and parenting students, and gender-based bullying and hazing.

Faculty and staff are required by federal law to report any observations of harassment (including online harassment) as well as any notice given by students or colleagues of any of the behaviors noted above. Retaliation against any person who reports discrimination or harassment is also prohibited. UNA’s policies and regulations covering discrimination and harassment may be accessed at www.una.edu/titleix. If you have experienced or observed discrimination or harassment, confidential reporting resources can be found on the website or you may make a formal complaint by contacting the Title IX Coordinator at 256-765-4223.

Emergency Procedures -- Upon hearing the fire/emergency alarm, or when instructed by the building coordinator to do so, students will evacuate the building under the supervision of the faculty and staff. While evacuating, please keep in mind the following:

Assist persons with physical disabilities, if needed. Do not use the elevators. Time permitting, close all doors and windows. Alert others in the building as you exit.

Faculty, staff and students will stay in a designated assembly area until notified otherwise by authorized personnel, including UNA facilities staff, UNA Police Officers, UNA Administrators, or Fire Department personnel.

Class Agreement:In order for our class to best support each member in learning about mental disorders, course participants’ adhere to the following norms/rules:

Attendance and Continuity: the same class members will participate throughout the semester (it is a closed group).

Participation: each class member will proactively participate in learning about mental health, diagnosis, treatment planning, and best practices in the treatment of mental disorders, and support group peers in achieving these goals.

Confidentiality: The class members agreed to maintain the dignity of the participants by not talking about what is discussed in class outside of the class. The class agreed it is okay for class members to turn to each other for support to address questions outside the context

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of class and to bring those outside discussions to the class meeting. The class stated the terms in which confidentiality had to be broken due to State, University, and College of Education laws and regulations (homocidality, suicidality, child/elderly abuse, academic concerns).

Respect: The above mentioned agreements will be a foundation for a safe class environment for class members to explore their multicultural experiences and learn about mental health counseling.

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The Diverse Experience of Culturally Diverse People: An Investigation Project

Name of interviewer: ______________________________

Cultural or Ethnic Background of Interviewee: ______________________ Age: _________

Gender: _________ Education: ______________________ Occupation: _________________

1. Please describe the most important values and beliefs of your culture.

2. Please describe important cultural events, celebrations, and practices in your culture.

3. What reading materials, films, or videos can help us learn about your culture?

4. How do you think others outside your culture view your culture?

5. What are the fondest memories you have from your childhood?

6. Have you ever experienced prejudice or discrimination? Please elaborate.

7. How people you know from your culture perceive counseling and counselors?

8. What issues or concerns do you think people from your culture would bring to counseling?

9. When it comes to counseling, what approach or interventions do you think would help people from your cultural group the most?

10. Is there anything else that you would like to add to help me understand your culture better?

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Cultural Genogram Example(Additional notations can be made, i.e. religion (practicing/nonpracticing), involved in culture, not involved in culture)

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Possible Groups/Issues for Advocacy Project

AMERICAN INDIANS AFRICAN AMERICANS-People of the Far North -African Americans and Discrimination-Tribes of the Eastern Woodlands -Contemporary African American Culture-Tribes of the American West-Native Hawaiians

ANGLO-SAXON AMERICANS LATINO (HISPANIC) AMERICANS-Anglo-Saxon American Origins and Cultures -Mexican Americans-People of the Appalachian Mountains -Puerto Rican Americans

-Cuban Americans-Other Latino Groups

WHITE ETHNIC AMERICANS ASIAN & MIDDLE EASTERN AMERICANS-Italian Americans -Chinese Americans-Polish Americans -Japanese Americans-Jewish Americans -Korean Americans

-Filipino Americans-Indochinese Americans (Vietnamese, etc.)-Arab Americans

SOCIOECONOMIC DIFFERNECES RELIGIOUS PREFERENCES-Homelessness in America -Catholics in America-Poverty in America -Islam in America

-Christian Evangelicals in America-Religious Cults, New Age, Satanism, etc.

AGE/GENERATION SEXUAL ORIENTATION-Elderly -Lesbian-Middle Aged/Baby Boomers -Gay-Youth Culture -Bisexual-College Students -Transgender-Military Personnel

GENDER DISABILITY-Women in America -Auditory Impairment (deafness)-Men in America -Visual Impairment (blindness)

-Mobility Challenged (use wheelchair)-Learning Disabled (ADHD, etc.)

OTHER SOURCES OF DIVERSITY OF AMERICA ____________________________________________ ____________________________________________

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COURSE SCHEDULE – CHD 615Summer 2015

DATE TOPIC READING Assignment DUE

June 6 Introduction to the course;

What is multicultural counseling?

Chapter 1

8 Cultural Identity Development Chapter 2

13 Social Justice Counseling;

What is Advocacy?

Chapter 3 Quiz 1

15 Racism & White Privilege Chapter 4

20 Gender & Sexism Chapter 5

22 Sexual Orientation & Heterosexism Chapter 6 Quiz 2

27 Social Class & Classism Chapter 7 Cultural

Genogram/ Self

Exploration

Project

29 Disability, Ableism, & Ageism Chapter 8

July 6 Counseling Multicultural Populations

Guest Panel

Chapters 9-14 will

be covered

Cultural Interview

11 Individuals & Families of Multicultural Descent Chapter 15

13 Spiritual Diversity Chapter 16 Quiz 3

18 Alternative Approaches to Counseling Theories Chapter 17 Intercultural

immersion

20 Multicultural Diagnosis & Conceptualization Chapter 18 Quiz 4

25 Themes & Future Directions in Multicultural

Counseling

Chapter 19 Advocacy Project

27 Pop Media

Collages

31 FINAL EXAM Open from 7/29-

7/31

**Schedule above may change without notice based upon the needs of the class, instructor and/or university.

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SIGNATURE

I have received a copy of the syllabus for CHD 615. I have read the syllabus and have been offered an opportunity to ask questions about it. I understand and agree to the requirements in this syllabus.

Name (please print) __________________________________________________________

Signature ______________________________________ Date _______________________

Detach here-------------------------------------------------------------------------------------------------------------------------------

SIGNATURE

I have received a copy of the syllabus for CHD 615. I have read the syllabus and have been offered an opportunity to ask questions about it. I understand and agree to the requirements in this syllabus.

Name (please print) __________________________________________________________

Signature ______________________________________ Date _______________________

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