University of Calgary Werklund School of Education

Office of Graduate Programs in Education

EDPS 624 L01 Cultural and Social Justice Issues in Professional Practice

Winter 2019

Instructor: Tanya Mudry, Ph.D., R. Psych Office: Virtual Phone: 403.210.6995 Email: mudryt@ucalgary.ca Office Hours / Virtual Office Hours: By appointment Communicating with the Instructor: Instructor commits to respond emails with 24 hrs. However, please allow two business days for a response to your emails. We can also arrange time to meet in person by phone or online as mutually agreed. Academic Coordinator: Dr. Erica Makarenko (embacken@ucalgary.ca) Term Dates: January 10th- April 12th, 2019. Mid-Term Break: February 17th – 23rd, 2019 Course Week: Please note: for the MC program, the course week begins on Wednesdays and ends on Tuesdays. As such, week 1 of this course begins Wednesday, January 16th. Synchronous Session Dates (Zoom):

• January 16, 2019, 6:00pm – 7:30pm MDT • January 30, 2019, 6:00pm – 7:30pm MDT • March 20, 2019, 6:00pm – 7:30pm MDT

Course Description: A critical examination of cultural and equity issues related to the lives of clients and the psychological professionals serving them. Extended Course Description: Cultural Influences on Professional Practice is designed to enhance students’ professional competencies in working with individuals or groups from non-dominating populations. The course will facilitate development of self-awareness, ethical awareness, theoretical knowledge, and skill acquisition.Students will become familiar with theories of cultural identity development, acculturation and psychological impact of oppression; within group and between group differences; the role of cultural differences in psychosocial development based on multicultural and multiethnic diversity (e.g., racial/ethnic minorities, gender, age, disability, sexual orientation, religious groups).Students will learn to conceptualize clients as culturally situated within and interacting with multiple systems and organizational structures (school, work, home, community), various environments, and relationships (community groups, families, colleagues, social networks). A focus of the course is on enhancing understanding of, and effectiveness in addressing client issues and multiple identities related to age, (dis)ability, gender, affectional orientation and identity, race, ethnicity, nationality, religion, spirituality, socioeconomic status, and other intersecting aspects of identity. The course also emphasizes counselling psychologists' roles

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and responsibilities for social justice and advocacy in alignment with the CPA Code of Ethics. Professional practice considerations are addressed through course readings, experiential learning, interactions with peers, and learning assignments. Students are expected to examine their own attitudes, behaviours, perceptions, and biases in this course as part of increasing self-awareness as a foundation domain of professional competence. Learner Outcomes: Upon completion of this course students are expected to be able to:

1. Demonstrate critical analysis of traditional models of cultural identity development, acculturation, the role of cultural differences in psychosocial development based on multicultural and multiethnic diversity (e.g., racial/ethnic minorities, gender, age, disability, sexual orientation, religious groups).

2. Demonstrate an awareness of personal values, worldviews, and multiple intersecting identities and their relationships to privilege/oppression in the Canadian context.

3. Demonstrate an awareness of the existence and impact of personal values and biases, focusing on issues of age, ability, gender, sexual orientation and identity, race, ethnicity, nationality, religion, spirituality, socioeconomic status, and other aspects of cultural identity.

4. Demonstrate an understanding of prejudice, oppression, discrimination, and stereotyping, such as racism, sexism, ageism, ableism, classism, and ethnocentrism.

5. Describe contextual and systemic values and biases and illustrate their impacts on individuals and groups from non-dominating populations.

6. Develop a conceptual framework for adapting personal counselling practice to reflect sensitivity to issues of equity and diversity.

7. Explore professional roles and responsibilities associated with social justice. Course Design and Delivery: EDPS 624 Cultural and Social Justice Issues in Professional Practice is designed to provide a dynamic online learning process. Students will be expected to use a variety of technologies for ongoing engagement in course activities and learning tasks. Desire2Learn (D2L) will be used to post class resources, including links to readings and recommended videos, and as a site for ongoing dialogue. To access the course in D2L, you are required to enter your IT username and password. An active University of Calgary email address is also required. There are three scheduled synchronous sessions for this course. In addition to Desire2Learn (D2L), Students will use the University’s online Learning Management System (Zoom). For the Zoom sessions, you may need to have a head set with a microphone. On D2L the instructor will post class resources, forum discussion instructions, grades, among other. D2L will serve as the primarily way to communicate with Students. Following the sections “News” is strongly recommended. The structure and process of the weekly online lessons require that all students progress at a similar rate throughout this portion of the course. During each week, students will be expected to respond to the thought- provoking sparkling moments that will be posted in the weekly discussion forum by the group members. Once the comments have been posted, you are encouraged to contribute with your ideas during the early, middle, and latter parts of each week. Participating several times during the week will enhance the discussion among the participants. Participations will be monitored by the instructor. Required Readings: Text Books: EagleSpeaker, J. (2014). UNeducation: A residential school graphic novel. Volume 1 (Uncut). Calgary, AB: The

Connection.

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Sue, D. W., & Sue, D. (2016). Counseling the culturally diverse: Theory and practice [electronic resource]. John Wiley & Sons. ProQuest Ebook Central. Retrieved from: https://ebookcentral-proquest-com.ezproxy.lib.ucalgary.ca/lib/ucalgary-ebooks/detail.action?docID=4189578#

Required Chapters and Articles: Almeida, R., Hernandez-Wolfe, P., & Tubbs, C. Y. (2011). Cultural equity: Bridging the complexity of social

identities with therapeutic practices. The International Journal of Narrative Therapy and Community Work, 3, 43-56. http://ezproxy.lib.ucalgary.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=72529880&site=ehost-live

Bezanson, B. J., & James, S. (2007). Culture-general and culture-specific approaches to counselling:

Complementary stances. International Journal of Advanced Counselling, 29(3-4),159-171. doi: 10.1007/s10447-007-9036-7 https://link-springer-com.ezproxy.lib.ucalgary.ca/article/10.1007/s10447-007-9036-7

Canadian Psychological Association. (2000). Principle IV: Responsibility to society. In Canadian Code of Ethics for

Psychologists (3rd. Ed.; pp. 27-30). Ottawa, ON: Author. Retrieved from http://www.cpa.ca/aboutcpa/committees/ethics/codeofethics/

D’Arrigo-Patrick, J., Hoff, C., Knudson-Martin, C., & Tuttle, A. R. (2016). Navigating critical theory and

postmodernism: Social justice and therapist power in family therapy. Family Process, 56(3). doi: 10.1111/famp.12236 https://onlinelibrary-wiley-com.ezproxy.lib.ucalgary.ca/doi/full/10.1111/famp.12236

Demmit, A., & Oldenski, T. (1999). The diagnostic process from a Freirean perspective. Journal of Humanistic

Counseling, Education, & Development, 37(4), 232-240. https://onlinelibrary-wiley-com.ezproxy.lib.ucalgary.ca/doi/epdf/10.1002/j.2164-490X.1999.tb00152.x

Enns, C. Z. (2010). Locational feminisms and feminist social identity analysis. Professional Psychology: Research

and Practice, 41(4), 333-339. doi: 10.1037/a0020260 http://ovidsp.ovid.com.ezproxy.lib.ucalgary.ca/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00001326-201008000-00013&LSLINK=80&D=ovft

Fellner, K., John, R., & Cottell, S. (2017). Counselling Indigenous Peoples in Canada. In N. Gazzola, M. Buchanan,

O. Sutherland, & S. Nuttgens (Eds.) Handbook of Counselling and Psychotherapy in Canada (pp. 123-147). (available on D2L) Gove, W. R. (2004). The career of the mentally ill: An integration of Psychiatric, labeling/social construction, and

lay perspectives. Journal of Health and Social Behavior, 45(4), 357-375. Doi:10.1177/002214650404500401 http://journals.sagepub.com.ezproxy.lib.ucalgary.ca/doi/abs/10.1177/002214650404500401

Hernandez-Wolfe, P. (2011). Decolonization and “mental” health: A Mestiza's journey in the Borderlands.

Women & Therapy, 34(3), 293-306. doi: 10.1080/02703149.2011.580687 https://doi-org.ezproxy.lib.ucalgary.ca/10.1080/02703149.2011.580687

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Hudak, J., & Giammattei, S. V. (2010). Doing family: Decentering heteronormativity in “marriage” and “family” therapy. Retrieved from https://www.psychologytoday.com/sites/default/files/attachments/45260/hudak-and-giammattei-doing-family-12-09.pdf

Jordan, L. S., & Seponski, D. (2018). Public participation: Moving beyond therapy’s four walls. Journal of Marital

and Family Therapy, 44(1), 5-18. doi: 10.1111/jmft.12240 https://onlinelibrary-wiley-com.ezproxy.lib.ucalgary.ca/doi/full/10.1111/jmft.12240

Jordan, L.S., & Seponski, D. (2018). “Being a therapist doesn’t exclude you from real life”: Family therapist’s

beliefs and barriers to political action. Journal of Marital and Family Therapy, 44(1), 19-31. doi: 10.1111/jmft.12244 https://onlinelibrary-wiley-com.ezproxy.lib.ucalgary.ca/doi/full/10.1111/jmft.12244

Keating, A. L. (2013). Beyond intersectionality: Theorizing interconnectivity with/in This bridge called my back:

writings by radical women of color, Transformation now: Towards a post-oppositional politics of change (pp. 29-59). Chicago: University of Illinois. https://ebookcentral-proquest-com.ezproxy.lib.ucalgary.ca/lib/ucalgary-ebooks/reader.action?ppg=46&docID=3414316&tm=1533843371159

Lee. C., & Rodgers, R. A. (2011). Counselor advocacy: Affecting systemic change in the public arena. Journal of

Counseling & Development, 87, 284-287. doi: 10.1002/j.1556-6678.2009.tb00108.x https://onlinelibrary-wiley-com.ezproxy.lib.ucalgary.ca/doi/epdf/10.1002/j.1556-6678.2009.tb00108.x

Lopez-Baez, S., & Paylo, M. (2009). Community collaboration and systems advocacy. Journal of Counseling &

Development, 87, 276-283. doi: 10.1002/j.1556-6678.2009.tb00107.x https://onlinelibrary-wiley-com.ezproxy.lib.ucalgary.ca/doi/epdf/10.1002/j.1556-6678.2009.tb00107.x

McCabe, G. H. (2007). The healing path: A culture and community-derived indigenous therapy model.

Psychotherapy: Theory, Research, Practice, Training, 44(2), 148-160. doi: 10.1037/0033-3204.44.2.148 http://ovidsp.ovid.com.ezproxy.lib.ucalgary.ca/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00011673-200704420-00005&LSLINK=80&D=ovft

McIntosh, P. (1990). White privilege: Unpacking the invisible knapsack. Independent School, 49(2), 31-35.

http://ezproxy.lib.ucalgary.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9604164115&site=ehost-live

Moodley, R. (2007). (Re)placing multiculturalism in counselling and psychotherapy. British Journal of Guidance &

Counselling, 35(1), 1-22. doi: 10.1080/03069880601106740 http://ezproxy.lib.ucalgary.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=24153917&site=ehost-live

Nutter, S., Russell-Mayhew, S., Alberga, A. S., Arthur, N., Kassan, A., Lund, D., Sesma-Vazquez, M., & Williams, E.

(2016). Positioning of weight bias: Moving towards social justice. Journal of Obesity, 2016, 10 pages. Retrieved from http://dx.doi.org/10.1155/2016/3753650 https://www.hindawi.com/journals/jobe/2016/3753650/

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Nock, S. (November 20, 2013). Notes on being Métis. Retrieved from http://www.terry.ubc.ca/2013/11/20/notes-on-being-metis/

Owen, J., Leach, M. M., Wampold, B., & Rodolfo, E. (2011). Client and therapist variability in clients' perceptions

of their therapists' multicultural competencies. Journal of Counseling Psychology, 58(1), 1-9. doi: 10.1037/a0021496 http://ovidsp.ovid.com.ezproxy.lib.ucalgary.ca/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00001192-201101000-00001&LSLINK=80&D=ovft

Paré, D. (2008). Discourse, positioning, and deconstruction. In G. Monk, J. Winslade, & S. Sinclair (Eds), New

Horizons in Multicultural Counseling (pp. 115-140). Thousand Oaks, CA: Sage. (available on D2L) Poonwassie, A., & Charter, A. (2001). An aboriginal worldview of helping: Empowering approaches. Canadian

Journal of Counselling, 35(1), 63-73. https://files.eric.ed.gov/fulltext/EJ622699.pdf

Smith, L., Chambers, D., & Bratini, L. (2009). When oppression is the pathogen: The participatory development

of socially just mental health practice. American Journal of Orthopsychiatry, 79(2), 159-168. doi: 10.1037/a0015353 https://onlinelibrary-wiley-com.ezproxy.lib.ucalgary.ca/doi/epdf/10.1037/a0015353

Smith, L., Foley, P. F., & Chaney, M. P. (2008). Addressing classism, ableism, and heterosexism in counsellor

education. Journal of Counseling & Development, 86, 303-309. doi: 10.1002/j.1556-6678.2008.tb00513.x https://onlinelibrary-wiley-com.ezproxy.lib.ucalgary.ca/doi/epdf/10.1002/j.1556-6678.2008.tb00513.x

Stewart, S. (2008). Promoting indigenous mental health: Cultural perspectives on healing from

Native counsellors in Canada. International Journal of Health Promotion & Education, 46(2), 49-56. Retrieved from http://ezproxy.lib.ucalgary.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=105782232&site=ehost-live

Truth and Reconciliation Commission of Canada. (2015). Truth and reconciliation commission of Canada: Calls to

action. Winnipeg, MB: Author. Retrieved from http://www.trc.ca/websites/trcinstitution/index.php?p=890

Van Vliet, K. J., Keats, P., & Kinzel, A. (2015). Health, wellness, and prevention. In A. L. Sinacore & F. Ginsberg

(Eds), Canadian Counselling and Counselling Psychology in the 21st Century (pp. 140-164). Online access: https://ebookcentral-proquest-com.ezproxy.lib.ucalgary.ca/lib/ucalgary-ebooks/reader.action?ppg=153&docID=3332849&tm=1542406872250

Volini, L. A. (2017). An introduction to global family therapy: Examining the empirical evidence of terror

management theory within the family and social system. The American Journal of Family Therapy, 45(2). 79-94. doi: 10.1080/01926187.2016.1275067 http://ezproxy.lib.ucalgary.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=122542939&site=ehost-live

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Zhang, N., & Burkard, A. W. (2008). Client and counselor discussions of racial and ethnic differences in counseling: An exploratory investigation. Journal of Multicultural Counseling and Development, 36(2), 77-87. https://onlinelibrary-wiley-com.ezproxy.lib.ucalgary.ca/doi/epdf/10.1002/j.2161-1912.2008.tb00072.x

Weekly Course Schedule: A detailed, suggested daily schedule of Course Topics / activities. This schedule may change to meet the emerging needs and dynamics of the participants in the course.

Date

Topic

Readings and Tasks

Assignment Due Dates

Week 1 Jan 16-22

Introduction Culture-infused counselling & multiculturalism

Sue & Sue (2016). Ch 2–3 Moodley (2007). (Re)placing multiculturalism in counselling and psychotherapy. Bezanson & James (2007). Culture-general and culture-specific approaches to counselling: Complementary stances. Optional: Sue & Sue (2016). Ch 1 APA multicultural competencies

Synchronous session Jan 16, 2019. 6-7:30

Week 2 Jan 23-29

Social justice, privilege, systemic oppression, & microaggressios in counselling

Sue & Sue (2016). Ch 4-6 McIntosh (1990). White privilege: Unpacking the invisible knapsack. Hernandez et al. (2010). Mental health professionals’ adaptive responses to racial microaggressions: An exploratory study. Watch one of the following: Evangelicka Diakonie. (2011, May 18). Old age is worth more than you think… Ageism awareness [Video file]. Retrieved from http://www.youtube.com/watch?v=ARItXAnw21Q Globalgirlmedia. (2012, August 16). Understanding classism [Video file]. Retrieved from http://www.youtube.com/watch?v=UXQGsMRgfJY NakeNulaWaun4. (2013, October 24). Frank Waln – AbOriginal [Video file]. Retrieved from http://www.youtube.com/watch?v=5_1fmbKCMmY

Week 3 Jan 30-Feb 5

Barriers to multicultural counseling, communication styles

Sue & Sue (2016). Ch 7, 8

Synchronous session Jan 30, 6-7:30 Guest speaker:

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Date

Topic

Readings and Tasks

Assignment Due Dates

Ines Sametband

Week 4 Feb 6-12

Multicultural conceptualization and assessment: Contextual, systemic, environmental, relational considerations

Sue & Sue (2016), Ch 13 Pare (2008). Discourse, positioning, and deconstruction. Read one of the following: Owen et al. (2011). Client and therapist variability in clients' perceptions of their therapists' multicultural competencies. Volini (2017). An introduction to global family therapy: Examining the empirical evidence of terror management theory within the family and social system. Zhang & Burkard (2008). Client and counselor discussions of racial and ethnic differences in counseling: An exploratory investigation.

Week 5 Feb 13-26

Theories of cultural & racial identity: Intersectionality and multiple identities

Sue & Sue (2016). Chapter 11 & 12 Almeida et al. (2011). Cultural equity: Bridging the complexity of social identities with therapeutic practices. Watch this video: TEDx Talks. (2013, November 4). Intersectionality matters: Aisha Fukushima at TEDxWhitmanCollege [Video file]. Retrieved from http://www.youtube.com/watch?v=Iwp5rQTJi84 Read one of the following: Enns (2010). Locational feminisms and feminist social identity analysis. Hernandez-Wolfe (2011). Decolonization and “mental” health: A Mestiza's journey in the Borderlands. Nock (November 20, 2013). Notes on being Métis. No expectation to post Feb 17-23rd (reading week)

LT 1: Genogram due Feb 26

Week 6 Feb 27-Mar 5

Truth & Reconciliation: Self-Locating in the Canadian context

EagleSpeaker (2014). UNeducation: A residential school graphic novel (Uncut). Truth and Reconciliation Commission of Canada. (2015). Truth and reconciliation commission of Canada: Calls to action. Watch these videos

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Date

Topic

Readings and Tasks

Assignment Due Dates

CBC reconciliation video: http://main.mp4.cbc.ca/prodVideo/news/CBC_News_VMS/643/875/in-trc_2500kbps.mp4 CBC Secret Path and discussion https://youtu.be/yGd764YU9yc Websites (optional): Legacy of Hope Foundation. (n.d.). Stories. Retrieved from http://wherearethechildren.ca/en/stories/ Beyond 94: https://newsinteractives.cbc.ca/longform-single/beyond-94?&cta=1

Week 7 Mar 6-12

Non-western Indigenous methods of healing

Sue Ch 10 Fellner et al. (2017). Counselling Indigenous Peoples in Canada. Watch this video: Fellner (2017). Returning to our medicines https://www.youtube.com/watch?v=uLeFpf0btfc&feature=youtu.be Read two of the following: McCabe (2007). The healing path: A culture and community-derived indigenous therapy model. Poonwassie & Charter (2001). An aboriginal worldview of helping: Empowering approaches. Stewart (2008). Promoting indigenous mental health: Cultural perspectives on healing from Native counsellors in Canada. Fellner (n.d.). Iskotew & Crow: (Re) Igniting narratives of Indigenous survivance and honouring trauma wisdom in the classroom Watch two of the following: CBC/Radio-Canada (2015). Aboriginal 101: The relationship in 3 minutes [Video file]. Retrieved from http://www.cbc.ca/8thfire/2012/01/the-relationship-in-3-minutes.html CBC/Radio-Canada (2015). Aboriginal 101: Aboriginal 101 [Video file]. Retrieved from http://www.cbc.ca/8thfire/2012/01/aboriginal-101.html

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Date

Topic

Readings and Tasks

Assignment Due Dates

CBC/Radio-Canada (2015). Aboriginal 101: Wab Kinew’s walk through history [Video file]. Retrieved from http://www.cbc.ca/8thfire/2012/01/wab-kinews-walk-through-history.html http://curio.ca.ezproxy.lib.ucalgary.ca/en/video/wab-kinews-walk-through-history-15043/ Or another video from this collection: http://curio.ca.ezproxy.lib.ucalgary.ca/en/show/8th-fire-2419/

Week 8 Mar 13-19

Psychological impact of oppression and counselling

Enns (2010). Locational feminisms and feminist social identity analysis. Smith et al. (2009). When oppression in the pathogen: The participatory development of socially just mental health practice. Smith et al. (2008). Addressing classism, ableism, and heterosexism in counsellor education. Yakushko (2009). Xenophobia: Understanding the roots and consequences of negative attitudes toward immigrants.

LT 2: Cultural interview due March 19

Week 9 Mar 20-26

Culturally humble practice with queer clients & diverse relationships

Sue & Sue (2016), Chapter 23 Hudak & Giammattei. (2010). Doing family: Decentering heteronormativity in “marriage” and “family” therapy. Watch this video: Stu Maddox. (2009, October 16). Gen silent [Video file]. Retrieved from https://ucalgary.kanopy.com/video/gen-silent Read one of the following: Carroll et al. (2002). Counseling transgendered, transsexual, and gender-variant clients. Jordan et al. (2017). Polyamory: Experiences of power from without, from within, and in between.

Synchronous session Mar 20, 6-7:30 Guest Speaker: Konstantinos Chondros

Week 10 Mar 27-Apr 2

Health, weightism, ableism, and counselling individuals with disabilities

Sue & Sue (2016). Ch 22 Van Vliet et al. (2015). Health, wellness, and prevention. Nutter et al. (2016). Positioning of weight bias: Moving towards social justice.

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Date

Topic

Readings and Tasks

Assignment Due Dates

Henry et al. (2010). Gay with disability: A college student's multiple cultural journey.

Week 11 Apr 3-9

Social Justice, Ethics, and Advocacy

Canadian Psychological Association. (2000). Principle IV: Responsibility to society. D’Arrigo-Patrick et al. (2016). Navigating critical theory and postmodernism: Social justice and therapist power in family therapy. Jordan & Seponski (2017). Public participation: Moving beyond therapy’s four walls. Keating (2013). Beyond intersectionality: Theorizing interconnectivity with/in This bridge called my back: writings by radical women of color. Read one of the following: Demmit & Oldenski (1999). The diagnostic process from a Freirean perspective. Gove (2004). The career of the mentally ill: An integration of Psychiatric, labeling/social construction, and lay perspectives Jordan & Seponski (2017). “Being a therapist doesn’t exclude you from real life”: Family therapist’s beliefs and barriers to political action. Lee & Rodgers (2009). Counselor advocacy: Affecting systemic change in the public arena. Lopez-Baez & Paylo (2009). Community collaboration and systems advocacy.

Week 12 Apr 9-12

LT 4 & 5 Group project Participation Due Apr 12

Changes to Schedule: Please note that changes to the schedule may occur in response to student questions and conversations. Learning Tasks and Assessment There are 4 required Learning Tasks for this course. The assessment structure for EDPS 624 is based on the course activities, with the percentage weighting of each activity as indicated. Your final grade for the course will be a composite mark based on your performance in these course activities. To receive credit for EDPS 624, students must submit all the course assignments. The weighting of assignments is as indicated on the table.

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Submission and Extensions: All assignments must be submitted via Dropbox on D2L on the due date. Unless the student arranges an extension in advance with the instructor, assignments must be submitted as indicated in the outline. Drafts: The instructor will not review any drafts of your assignments in advance of submission, but you can email or meet with instructor to answer any questions you may have about the assignments. APA Style: APA 6th Edition referencing is required and APA 6th Edition will also be the basis of assessing style, grammar, and citations. You may consider purchasing this style guide from the book store or borrowing it from the library. Forum discussion should use APA style for citations and references.

• American Psychological Association (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Note: The APA website (http://www.apastyle.org) offers information about the citation styles of the American Psychological Association.

LEARNING TASK NUMBER

DESCRIPTION OF LEARNING TASK PERCENT OF FINAL GRADE

GROUPING FOR TASK

Learning Task #1 Family (Multi)Cultural genogram Due: February 26th 25% Individual

Learning Task #2 Cultural interview Due: March 19th 25% Individual

Learning Task #3 Group Project/presentation Due: April 12th 25% Group

Learning Task #4 Participation Due: April 12th 25% Individual

Late Bank A 5 day ‘Late Bank’ will be available to all students, and they can use these days at their own discretion and without explanation. Students can use the Late Bank on Learning Task 1, 2, 3, or 4. Students may split the 5 days up and use some for one task and some for another task, or use all 5 days for one of these tasks. This is designed to provide students with some flexibility with regard to personal situations, illness, workload management, etc. during this course. You do not need to let the instructor know ahead of time that you are using days in your Late Bank for a task – rather, simply make a note in Dropbox when you submit the task that you are using your late bank days when you submit. Once you have used up your 5 Late Bank days, a penalty of 10% per day will apply for unexcused late submissions of assignments. ___________________________________________________________________________________________ Learning Task 1 – Relational (multi)cultural genogram, Due: Feb 26th, 25% of course mark In order to understand your personal (multi)cultural life story (including, but not limited to, your multiple and intersecting cultural identities and social locations), you will develop a family genogram. Required readings and class discussions will be helpful in explaining the process for developing your genogram. Examples will be posted on D2L The following article can be helpful in understanding learning task 1: Thomas, A. J. (1998). Understanding culture and worldview: Use of the multicultural genogram.

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The Family Journal, 6, 24-32. doi: 10.1177/1066480798061005 Shellenberger, S., Dent, M. M., Davis-Smith, M., Seale, J. P., Weintraut, R., & Wright, T.

(2007). Cultural genogram: A tool for teaching and practice. Families, Systems, & Health, 25(4), 367-381. doi: 10.1037/1091-7527.25.4.367

Part 1: Genogram depiction Your relational (multi)cultural genogram should outline 3 generations of the (multi)cultural history in your family/other relationships. Your genogram should be depicted visually and note the multiple and intersecting cultural identities and social locations of the key individuals in each generation. Part 2: Analysis of history After completing the (multi)cultural genogram, you will write a 4 to 5 page analysis of the familial, cultural, social, environmental, and political influences in your life. This analysis should describe your understanding of diversity and inclusion, including the manner in which power, privilege, and oppression have operated (either consciously or unconsciously) within your family and throughout your life. Part 3: Influence on practice Finally, you will write a 2 to 3 page analysis of how your (multi)cultural family history might influence your cultural and social responsiveness as a clinician as well as the theoretical inclinations are developing.

Criteria for assessment of learning task 1

Criteria Weighting

Part 1 (genogram depiction) - Depth of information provided (e.g., cultural identities and social locations

for each person represented on the relational genogram) - Description of 3 generations - Ability to provide information beyond a “traditional genogram” - Clearly depicted and easy to follow

/10 = /5

/3 /1 /1

Part 2 (analysis of history) - Depth of analysis - Consideration of factors such as power, privilege, and oppression - Evidence of self-reflection - Clarity of writing

/10 = /5 /3 /1 /1

Part 3 (influence on practice) - Links between part 2 and analysis of cultural and social responsiveness - Links between part 2 and theoretical inclinations - Evidence of self-reflection - Clarity of writing

/10 = /5 /3 /1 /1

Total /30

___________________________________________________________________________________________ Learning Task 2: Cultural Interview – Due: Mar 19th, 25% of course mark The Cultural Interview will be based on an information interview held with an adult from a cultural background(s) that is different from the student. The purpose of the paper is to facilitate student understanding

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of how theory and processes related to multicultural experience and counselling might be applied in practice. However, this project is not a counselling interview or intervention. Students' purpose in the interview is simply to gather information about the individual's worldviews, value systems, cultural experiences and beliefs, experiences of multicultural identity(ies), and so on. Students are expected to discuss the nature of the course assignment with the person they are interviewing and to have that person complete the consent form prior to participating in the exercise. They are required to submit a signed copy of the completed consent form along with the paper for grading. The consent form must be received in order for the instructor to assign a grade. Students are also required to show the completed assignment to the participant before handing it in. No identifying information should be included in paper submission, apart from the cultural identity(ies) of the participant. The paper should be double-spaced, APA format (6th ed.), and not exceed 14 pages in length (excluding title page and references). Students are expected to address both the broad multicultural competencies and literature explored in the course and reflection on their sense of awareness and competency in relation to the salient aspects of cultural identity(ies) that are relevant for the individual interviewed. Students are expected to include at least 4 academic references in addition to the course text(s). At least 2 of these references must be sources obtained outside of assigned course readings.

Criteria for assessment of learning task 2

Criteria Weighting

Student reported on interviewee’s: -worldviews, value systems -beliefs -cultural, political, environmental experiences -relational experiences -experiences of multicultural identity(ies)

/5

Situating interview in theory -Student articulated central multicultural theoretical considerations (constructs or processes described in class) that students see as relevant to the interviewee’s experience. -Student discussed how these theoretical perspectives lend an understanding to the experience of the person being interviewed or how the theories from class did not fit with the interviewee’s experience.

/5

/5

Student described professional practice considerations in working with a client from this particular background or culture, with particular attention to the application of the multicultural competencies. -ways of practicing (communication, relational ways of being, counselling theories) -particular considerations -counsellor positioning -ethical considerations -power and privilege

/5

Reflection on personal learning through the experience of completing this cultural interview. -new knowledge -personal positioning and location -areas of comfort and discomfort

/5

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-power and privilege -areas of growth APA Style -Formatting -Spelling, grammar, punctuation, -Style (active voice, clarity, concise) -References -in-text citation

/5

Total /30

__________________________________________________________________________________________ Learning Task 3: Group Project/Presentation – Due: April 12th, 25% of course mark In groups of two-three, students will create a mock case example picking three intersectionalities (e.g., from textbook Part VI, VII, VIII). You will create a mock case example addressing the intersectionality, examining and critiquing the literature (textbook, course readings, and at least 3 outside sources). You will outline considerations for practice including ethical considerations, cultural considerations, counsellor positioning, theories and interventions etc. The case example must be substantially different from your cultural interview and your own cultural location. You may present this in the form of a power point presentation, visual presentation, paper, or other means (consult with instructor if you have other ideas).

Criteria for assessment of learning task 3

Criteria Weighting

Students described their mock case example: -Reason for coming to counselling (presenting concerns) -Current situation (work, school, environment, family, relationships, other systems) -Strengths and resources -Cultural/diversity Intersectionalities

/5

Critique of Theory and Literature-Students identified central multicultural theoretical considerations (constructs or processes described in class) that students see as relevant to the case. Students must address potential cultural considerations based on multicultural and multiethnic diversity (e.g., racial/ethnic minorities, gender, age, disability, sexual orientation, religious groups). Students may consider the following: - Stereotypes, racism, biases - Social and relational interactions - Theories of cultural identity development, acculturation, intersectionality - Psychological impact of oppression - Within group and between group differences

/5

/5

Students examined and critiqued theory and literature - Strengths and weaknesses - Complexity - Considerations for particular cases - Theoretical models and interventions - Ethics and social justice

/10 Clarity of presentation/paper

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-Relevant information is included, including 3 references/sources additional to course readings -Easy to read to follow

/2

APA Style -Spelling, grammar, punctuation, -Style (active voice, clarity, concise) -References and in-text citation

/3

Total /30

___________________________________________________________________________________________ Learning Task 4: Class Participation Assignment – Due: April 12th, 25% of course mark Each Wednesday, the instructor will post several topics related to the week’s material. You are expected to post a substantive response to two of these topics as well as responses to two or more classmates. It is expected that you will post substantive posts early in the posting week, to contribute to dialogue. Responses to classmates should be provided throughout the week. Monday and Tuesday should be reserved for concluding comments. Substantive posts: Substantive posts are based on weekly readings, they should contribute meaningfully to the emerging dialogue and should reflect critical analysis of course material, involve synthesis of information from a variety of sources, and make use of relevant examples to illustrate points. Posts should be no more than 150 to 200 words. Responses: You will contribute a minimum of two thoughtful responses to other students. These responses should support ongoing dialogue and make a meaningful contribution to the discussion. Discussion forum marks will be based on the number and timing of posts and by their quality. High quality posts are characterized by the following:

1. Comprehension of and application of course material. 2. Consideration of personal perceptions, attitudes, and values. 3. Sensitivity to other perspectives. 4. Commitment to personal and professional development. 5. Introduction of new and related perceptions of topic under consideration. 6. Synthesis and application of information from a variety of sources. 7. Sources are cited and references are provided.

You are required to complete a Discussion Forum Self-Evaluation, to be submitted by April 12th. The self-evaluation form includes two components.

• You will track the quantity and timing of discussion forum contributions; your instructor will verify these numbers. You will provide a qualitative evaluation and recommend grade for the quantity and timing of postings.

• You will be asked to select four unedited substantive posts from four different weeks, randomly selected by the instructor. You will provide a qualitative evaluation and recommend grade for both the quality of posts made.

The Self Evaluation Form is included below. It will also be posted on D2L. The course instructor is responsible for assigning the final grade for discussion forum contributions.

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Self-Evaluation Discussion Form

I. Quantity and Timing of Discussion Forum Posts and Responses. Week Tues.

# of posts

Wed.

# of posts

Thurs.

# of posts

Fri.

# of posts

Sat.

# of posts

Sun.

# of posts

Mon.

# of posts

Total # of Posts

(Substantive)

1 2 3 4 5 6 7 8 9 10 11 12 13

Note: Please distinguish between initial posts and responses to other students (e.g., by using bold font to indicate initial posts and regular font to indicate responses or indicate “S” for substantive posts, and “R” for responses).

Student recommended grade: /10

Student rationale for recommended grade (i.e., how did your quantity of posts compare to grading criteria?):

Instructor assigned grade: /10

Instructor comments:

II. Tracking of Quality for Discussion Forum Posts

The instructor will identify four weeks. Please copy the question you responded to and provide samples of unedited substantive posts for each of these weeks. Please include a screen shot of each post.

Student recommended grade: /10

Student rationale for recommended grade (i.e., how did your quality of posts compare to grading criteria?):

Instructor assigned grade: /10

Instructor comments:

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Graduate Programs in Education: Grading Scale Distribution of Grades*

Grade GP Value

Percent Graduate Description

A+ 4.0 95 - 100 Outstanding

A 4.0 90 - 94 Excellent - superior performance showing comprehensive understanding of the subject matter

A- 3.7 85 - 89 Very good performance B+ 3.3 80 - 84 Good performance B 3.0 75 - 79 Satisfactory performance.

Note: The grade point value (3.0) associated with this grade is the minimum acceptable average that a graduate student must maintain throughout the program as computed at the end of each year of the program.

B- 2.7 70 - 74 Minimum pass for students in the Faculty of Graduate Studies

C+ 2.3 65 - 69

All grades below B- are indicative of failure at the graduate level and cannot be counted toward Faculty of Graduate Studies course requirements.

C 2.0 60 - 64 C- 1.7 55 - 59 D+ 1.3 50 - 54 D 1.0 45 - 49 F 0.0 < 45

*Based upon Faculty of Graduate Studies 2018/2019 Calendar It is at the instructor's discretion to round off either upward or downward to determine a final grade when the average of term work and final examinations is between two letter grades. ---------------------------- Werklund School of Education Appeals Policy and Process

• http://werklund.ucalgary.ca/gpe/werklund-school-education-appeals-policy-amp-process Graduate Programs in Education Deferral of Term Work Policy

• URL: https://werklund.ucalgary.ca/gpe/files/gpe/deferral-of-term-work-for-instructors-students_final_0.pdf

Universal Student Ratings of Instruction (USRIs) Students are strongly encouraged to complete course evaluations for each course taken in their program. Student feedback on their experience in a course is taken very seriously by the Werklund School of Education in timetabling and staffing courses. Student feedback via the Course Evaluation is used to monitor the quality of teaching, the quality of students’ learning experiences and the quality of course design in Graduate Programs in Education. Student Mental Health The University of Calgary recognizes the pivotal role that student mental health plays in physical health, social connectedness and academic success, and aspires to create a caring and supportive campus community where

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individuals can freely talk about mental health and receive supports when needed. We encourage you to explore the excellent mental health resources available throughout the university community, such as counselling, self-help resources, peer support or skills-building available through the SU Wellness Centre (Room 370, MacEwan Student Centre, ucalgary.ca/wellnesscentre/counselling/personal/) and the Campus Mental Health Strategy website (ucalgary.ca/mentalhealth). Students are advised to become familiar with the Faculty of Graduate Studies policies and the University of Calgary support services in these areas: intellectual property, academic integrity, plagiarism, research ethics, effective writing, and English language proficiency. Information about these topics is available through the following web addresses: • Plagiarism + academic misconduct: http://www.ucalgary.ca/pubs/calendar/grad/current/gs-o.html • Intellectual Honesty: http://www.ucalgary.ca/pubs/calendar/grad/current/gs-m.html • Integrity: http://www.ucalgary.ca/pubs/calendar/grad/current/gs-r.html • Research Ethics: http://www.ucalgary.ca/research/researchers/ethics-compliance • My Grad Skills: http://grad.ucalgary.ca/mygradskills • Intellectual Property: http://grad.ucalgary.ca/current/managing-my-program/academic-

integrity/intellectual-property • Student Success: http://www.ucalgary.ca/ssc/ • Graduate Students’ Association: https://gsa.ucalgary.ca • Student Ombuds Office: https://www.ucalgary.ca/ombuds/ • Campus Mental Health resources & SU Wellness Centre:

https://www.ucalgary.ca/wellnesscentre/services/mental-health-services • Campus Mental Health Strategy: http://ucalgary.ca/mentalhealth/ Graduate Studies Calendar, Excerpts on Plagiarism: O.1.a) Definitions 1. Plagiarism - Plagiarism involves submitting or presenting work as if it were the student’s own work when it is not. Any ideas or materials taken from another source written, electronic, or oral must be fully and formally acknowledged. (b) Parts of the work are taken from another source without reference to the original author. (c) The whole work (e.g., an essay) is copied from another source, and/or, (d) A student submits or presents work in one course which has also been submitted in another course (although it may be completely original with that student) without the knowledge of or prior agreement of the instructor involved. O.1.b) Penalties, can include and are not limited to: 1. Failing Grade - A student may be given a failing grade in either an exercise or course in which that student is found guilty of plagiarism, cheating or other academic misconduct. A student may not avoid a failing grade by withdrawing from the course. 2. Disciplinary probation. 3. Suspension. 4. Expulsion. Copyright: All material used in the course is for the sole use of the individual and should not be recopied in either print or digital format. For copyright guidelines, including those relating to photocopying and electronic copies, please refer to the Association of Universities and Colleges of Canada (AUCC) fair dealing guidelines: http://library.ucalgary.ca/copyright

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Academic Accommodations – The student accommodation policy can be found at: ucalgary.ca/access/accommodations/policy. Students needing an Accommodation because of a Disability or medical condition should communicate this need to Student Accessibility Services in accordance with the Procedure for Accommodations for Students with Disabilities ucalgary.ca/policies/files/policies/student-accommodation-policy.pdf.

Accommodations on Protected Grounds other than Disability Students who require an accommodation in relation to their coursework or to fulfill requirements for a graduate degree, based on a protected ground other than disability, should communicate this need, preferably in writing, to their Instructor or the appropriate Associate Dean, Department Head or the department/faculty designated contact person. Students who require an accommodation unrelated to their coursework or the requirements for a graduate degree, based on a protected ground other than disability, should communicate this need, preferably in writing, to the Vice-Provost (Student Experience). For additional information on support services and accommodations for students with disabilities, visit www.ucalgary.ca/access/. Campus Security provides a range of services intended to promote and facilitate a safe and secure learning and living environment, e.g. the SafeWalk program for students attending classes on campus. For more information please visit http://www.ucalgary.ca/security/ or telephone 403-220-5333. The Freedom of Information Protection of Privacy Act (FOIPP) prevents instructors from placing assignments or examinations in a public place for pickup and prevents students from access to exams or assignments other than their own. Students and instructors may use one of the following options: return/collect assignments during class time or during instructors' office hours, students provide instructors with a self-addressed stamped envelope, or submit assignments, or submit/return assignments as electronic files attached to private e-mail message.

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APPENDIX A. RECOMMENDED READINGS STRONGLY RECOMMENDED TEXTS:

• American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

• Zinsser, W. (2016). On writing well: The classic guide to writing nonfiction. New York: Harper Perennial. RECOMMENDED READINGS: Alderson, K. (2004). A different kind of outing: Training counsellors to work with sexual minority clients.

Canadian Journal of Counselling and Psychotherapy /Revue canadienne de Counselling et de psychothérapie, 38(3), 193-210. Retrieved from http://cjc-rcc.ucalgary.ca/cjc/index.php/rcc/article/view/256/570

Alderson, K. G., & Oxenbury, J. M. (2015). Lesbian, gay, bisexual, transgender, and intersex individuals. In A. L.

Sinacore & F. Ginsberg (Eds), Canadian Counselling and Counselling Psychology in the 21st Century (pp. 90-116). Online access: https://ebookcentral-proquest-com.ezproxy.lib.ucalgary.ca/lib/ucalgary-ebooks/detail.action?docID=3332849

American Counselling Association (2014). ACA Code of Ethics. Alexandria, VA. Retrieved from

https://www.counseling.org/resources/aca-code-of-ethics.pdf American Psychological Association (2015). Guidelines for psychological practice with transgender and gender

nonconforming people. Washington, DC. Retrieved from http://www.apa.org/practice/guidelines/transgender.pdf

American Psychological Association (2013). Guidelines for psychological practice with older adults. Washington,

DC. Retrieved from http://www.apa.org/practice/guidelines/older-adults.aspx American Psychological Association (2011). Guidelines for psychotherapy with lesbian, gay, and bisexual Clients.

Washington, DC. Retrieved from http://www.apa.org/pi/lgbt/resources/guidelines.aspx American Psychological Association (2007). Guidelines for psychological practice with girls and women.

Washington, DC. Retrieved from http://www.apa.org/practice/guidelines/girls-and-women.aspx American Psychological Association (2002). Guidelines on multicultural education, training, research, practice,

and organizational change for psychologists. Washington, DC. Retrieved from http://www.apa.org/pi/oema/resources/policy/multicultural-guidelines.aspx

American Psychological Association, Presidential Task Force on Immigration (2012). Crossroads: The psychology

of immigration in the new century. Retrieved from http://www.apa.org/topics/immigration/report.aspx Arredondo, P., & Perez, P. (2003). Expanding multicultural competence through social justice leadership.

Counselling Psychologist, 31(3), 282-289. doi:10.1177/0011000003031003003 http://journals.sagepub.com.ezproxy.lib.ucalgary.ca/doi/abs/10.1177/0011000003031003003 Arthur, N., & Popadiuk, N. (2010). A cultural formulation approach to Counselling International students. Journal

of Career Development, 37(1). 423-440. doi: 10.1177/0894845309345845 http://journals.sagepub.com.ezproxy.lib.ucalgary.ca/doi/abs/10.1177/0894845309345845

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Beharry, P., & Crozier, S. (2008). Using phenomenology to understand experiences of racism for second-

generation South Asian women. Canadian Journal of Counselling and Psychotherapy / Revue canadienne de Counselling et de psychothérapie, 42(4), 262-277. Retrieved from http://cjc-rcc.ucalgary.ca/cjc/index.php/rcc/article/view/471

http://ezproxy.lib.ucalgary.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=35898751&site=ehost-live

Berry, J. W. (2013). Research on multiculturalism in Canada. International Journal of Intercultural Relations, 37(6), 663-675. Retrieved from https://doi.org/10.1016/j.ijintrel.2013.09.005 https://www-sciencedirect-com.ezproxy.lib.ucalgary.ca/science/article/pii/S0147176713001077 Bhatt, G., Tonks, R. G., & Berry, J. W. (2013). Culture in the History of Psychology of Canada. Canadian

Psychology, 54(2), 115-123. Retrieved from http://dx.doi.org/10.1037/a0032645 http://ezproxy.lib.ucalgary.ca/login?url=https://search-proquest-com.ezproxy.lib.ucalgary.ca/docview/1394237966?accountid=9838

Coleman, E., Bockting, W., Botzer, M., Cohen-Kettenis, P., Decuypere, G., Feldman, J., . . . Lev, A. I. (2011).

Standards of care of the health of transsexual, transgender, and gender-non-conforming people, version 7. International Journal of Transgenderism, 131, 165-232. Retrieved from http://ezproxy.lib.ucalgary.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=qth&AN=86038414&site=ehost-live

Canadian Counselling and Psychotherapy Association (2007). Code of ethics. Ottawa, ON. Retrieved from

https://www.ccpa-accp.ca/wp-content/uploads/2014/10/CodeofEthics_en.pdf Canadian Counselling and Psychotherapy Association (2015). Standards of practice for counsellors (5th ed.).

Ottawa, ON. Retrieved from https://www.ccpa-accp.ca/wp-content/uploads/2015/07/StandardsOfPractice_en_June2015.pdf

Canadian Psychological Association (2017). Canadian code of ethics for psychologists (4th ed.). Ottawa, ON.

Retrieved from https://www.cpa.ca/docs/File/Ethics/CPA_Code_2017_4thEd.pdf Canadian Psychological Association (2012). CPA’s definition of evidence-based practice of Psychological

treatments. Ottawa, ON. Retrieved from http://www.cpa.ca/researchers/sciencedirectorate/defebp/ College of Alberta Psychologists (2013). Standards of practice. Retrieved from

https://www.cap.ab.ca/Portals/0/pdfs/StandardsOfPractice.pdf Collins, N. M. & Pieterse, A. L. (2007). Critical incident analysis based training: An approach for developing active

racial/cultural awareness. Journal of Counselling and Development, 37, 14-23. doi: 10.1002/j.1556-6678.2007.tb00439.x

https://onlinelibrary-wiley-com.ezproxy.lib.ucalgary.ca/doi/epdf/10.1002/j.1556-6678.2007.tb00439.x Cook, A. L., Krell, M. M., Hayden, L. A., Gracia, A., & Denitzio, K. (2016). Fieldwork using the professional

development schools model: Developing a social justice orientation and multicultural competency. Journal of Multicultural Counselling and Development, 44(3), 176-188. doi: 10.1002/jmcd.12045

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https://onlinelibrary-wiley-com.ezproxy.lib.ucalgary.ca/doi/full/10.1002/jmcd.12045 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. doi: 10.1353/csd.0.0063 https://muse-jhu-edu.ezproxy.lib.ucalgary.ca/article/260883

Heck, N. C., Flentje, A., & Cochran, B. N. (2012). Intake interviewing with lesbian, gay. bisexual, and transgender clients: Starting from a place of affirmation. Journal of Contemporary

Psychotherapy, 43(1), 23-32. Retrieved from https://link-springer-com.ezproxy.lib.ucalgary.ca/article/10.1007/s10879-012-9220-x

Ibrahim, F. A., & Heuer, J. R. (2016). Cultural and social justice counselling: Client-specific interventions. New

York, NY: Springer. Joshee, R., & Johnson, L. (2005). Unites States and Canada: The importance of national policies. In N. Bascia, A.

Cumming, A. Datnow, K. Leithwood, & D. Livingstone (Eds.), International Handbook of Educational Policy (pp. 53-74). London: Springer. https://link-springer-com.ezproxy.lib.ucalgary.ca/chapter/10.1007/1-4020-3201-3_3

Gustafson, D. (2007). White on whiteness: Becoming radicalized about race. Nursing Inquiry, 14(2), 153-161. doi:

10.1111/j.1440-1800.2007.00365.x https://onlinelibrary-wiley-com.ezproxy.lib.ucalgary.ca/doi/full/10.1111/j.1440-1800.2007.00365.x

Kirmayer, L. J., Simpson, C., & Cargo, M. (2003). Healing traditions: Culture, community and mental health promotion with Canadian Aboriginal peoples. Australian Psychiatry, 11, Supplement 15-23.

Retrieved from http://journals.sagepub.com.ezproxy.lib.ucalgary.ca/doi/abs/10.1046/j.1038-5282.2003.02010.x La Roche, M. J., & Maxie, A. (2003). Ten considerations in addressing cultural differences in psychotherapy.

Professional Psychology: Research and Practice, 34, 180-186. doi: 10.1037/0735-7028.34.2.180 http://ovidsp.ovid.com.ezproxy.lib.ucalgary.ca/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=0

0001326-200304000-00010&LSLINK=80&D=ovft Lavell, F. E. (2014). Beyond charity, Social class and classism in counselling. Canadian Journal of Counselling and Psychotherapy / Revue canadienne de Counselling et de psychothérapie, 48(3), 231-

250. Retrieved from http://cjc-rcc.ucalgary.ca/cjc/index.php/rcc/article/view/2718 Liu, W. M., & Clay, D. L. (2002). Multicultural Counselling competencies: Guidelines in working with children and

adolescents. Journal of Mental Health Counselling, 24, 177-188. Retrieved from http://ezproxy.lib.ucalgary.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=6635431&site=ehost-live

McIntyre, J., Daley, A., Rutherford, K., & Ross, L. E. (2011). Systems-level barriers in accessing supportive mental health services for sexual and gender minorities: Insights from the provider’s

perspectives. Canadian Journal of Community Mental Health, 30(2), 173-186. Retrieved from http://www.cjcmh.com/doi/pdf/10.7870/cjcmh-2011-0023

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http://ezproxy.lib.ucalgary.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=73760814&site=ehost-live

McCormick, R., & Gerlitz, J. (2009). Nature as healer: Aboriginal ways of healing through nature. Counselling and Spirituality, 28(1), 55-72. Retrieved from http://cat.inist.fr/?aModele=afficheN&cpsidt=21816989 Mental Health Commission of Canada (2016). The case for diversity: Building the case to improve mental health

services for immigrant, refugee, ethno-cultural and racialized populations. Ottawa, ON: Mental Health Commission of Canada. https://www.mentalhealthcommission.ca/sites/default/files/2016-10/case_for_diversity_oct_2016_eng.pdf

Moodley, R. (2007). Matrices in black and white: Implications of cultural multiplicity for research in counselling

and psychotherapy. Counselling & Psychotherapy Research, 3, 115-121. doi: 10.1080/14733140312331384482 https://onlinelibrary-wiley-com.ezproxy.lib.ucalgary.ca/doi/epdf/10.1080/14733140312331384482

Mullen, G., & Moane, G. (2013). A Qualitative Exploration of Transgender Identity Affirmation at the Personal,

Interpersonal, and Sociocultural Levels. International Journal of Transgenderism, 14(3), 140-154. doi: 10.1080/15532739.2013.824847 http://ezproxy.lib.ucalgary.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=qth&AN=90215688&site=ehost-live

Neegan. E. (2005). Excuse me: Who are the first peoples of Canada? A historical analysis of Aboriginal education

in Canada then and now. International Journal of Inclusive Education, 9(1), 3-15. Retrieved from http://dx.doi.org/10.1080/1360311042000299757 (available online)

Nuttgens, S. A., & Campbell, A. J. (2010). Multicultural considerations for counselling First Nations clients.

Canadian Journal of Counsellin and Psychotherapy / Revue canadienne de Counselling et de psychothérapie, 44(2), 115-129. Retrieved from http://cjc-rcc.ucalgary.ca/cjc/index.php/rcc/article/view/525/750

O'Neil, M. E., McWhirter, E. H., & Cerezo, A. (2008). Transgender identities and gender variance in vocational psychology. Journal of Career Development, 34(3), 286-308. doi: 10.1177/0894845307311251 http://journals.sagepub.com.ezproxy.lib.ucalgary.ca/doi/abs/10.1177/0894845307311251 Palmer, A., & Parish, J. (2008). Social justice and counselling psychology: Situating the role of graduate student

research, education, and training. Canadian Journal of Counselling and Psychotherapy / Revue canadienne de Counselling et de psychothérapie, 42, 278–292. Retrieved from http://cjc-rcc.ucalgary.ca/cjc/index.php/rcc/article/view/472 http://ezproxy.lib.ucalgary.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=35898752&site=ehost-live

Pope, J., & Arthur, N. (2009). Socioeconomic status and class: A challenge for the practice of Psychology in

Canada. Canadian Psychology, 50(2), 55-65. Retrieved from http://dx.doi.org/10.1037/a0014222 http://ezproxy.lib.ucalgary.ca/login?url=https://search-proquest-com.ezproxy.lib.ucalgary.ca/docview/220820536?accountid=9838

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Risman, B. J. (2004). Gender as a social structure: Theory wrestling with activism. Gender & Society, 18(4), 429-450. doi: 10.1177/0891243204265349 http://journals.sagepub.com.ezproxy.lib.ucalgary.ca/doi/abs/10.1177/0891243204265349

Sinacore, A. L., Kassan, A., Lerner, A (S). (2015). The changing Canadian landscape: Immigration in Canada. In A.

L. Sinacore & F. Ginsberg (Eds), Canadian Counselling and Counselling Psychology in the 21st Century (pp. 117-139). Online access: https://ebookcentral-proquest-com.ezproxy.lib.ucalgary.ca/lib/ucalgary-ebooks/detail.action?docID=3332849

Sinacore, A. L., Park, J., Mikhail, A. & Wada, K. (2011). Falling through the cracks: Analysis of the academic and career challenges faced by immigrant graduate students in Canada. Canadian Journal of

Counselling and Psychotherapy / Revue canadienne de Counselling et de psychothérapie, 45(2), 168-187. Retrieved from http://cjc-rcc.ucalgary.ca/cjc/index.php/rcc/article/view/963/983

Shepard, B., O’Neill, L., & Guenette, F. (2006). Counselling with First Nations women: Considerations of oppression and renewal. International Journal for the Advancement of Counselling,

28(3), 227-240. Retrieved from https://link-springer-com.ezproxy.lib.ucalgary.ca/article/10.1007/s10447-005-9008-8

Smith, L. (2005). Psychotherapy, classism, and the poor: Conspicuous by their absence. American Psychologist,

60, 687-696. Retrieved from http://dx.doi.org/10.1037/0003-066X.60.7.687 http://ovidsp.ovid.com.ezproxy.lib.ucalgary.ca/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00000487-200510000-00002&LSLINK=80&D=ovft

Speight, S. (2007). Internalized racism: One more piece of the puzzle. The Counselling Psychologist, 35, 126-134.

doi: 10.1177/0011000006295119 http://journals.sagepub.com.ezproxy.lib.ucalgary.ca/doi/abs/10.1177/0011000006295119

Stewart, S. L., & Marshall, A. (2015). Counselling Indigenous people in Canada. In A. L. Sinacore & F. Ginsberg

(Eds), Canadian Counselling and Counselling Psychology in the 21st Century (pp. 68-89). Online access: https://ebookcentral-proquest-com.ezproxy.lib.ucalgary.ca/lib/ucalgary-ebooks/detail.action?docID=3332849

Stewart, A. J., & McDermott, C. (2004). Gender in psychology. Annual Review of Psychology, 55, 519-544. doi:

10.1146/annurev.psych.55.090902.141537 http://ezproxy.lib.ucalgary.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=12005156&site=ehost-live

Sue et al. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American

Psychologist, 62, 271-286. Retrieved from http://dx.doi.org/10.1037/0003-066X.62.4.271 http://ovidsp.ovid.com.ezproxy.lib.ucalgary.ca/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00000487-200705000-00001&LSLINK=80&D=ovft

Sue, D. W. (2001). Multidimensional facets of cultural competence. The Counselling Psychologist, 29, 790-821.

doi: 10.1177/0011000001296002 http://journals.sagepub.com.ezproxy.lib.ucalgary.ca/doi/abs/10.1177/0011000001296002

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Sue, D. W., & Sue, D. (2016). Counselling the culturally different: Theory and practice (7th ed.). New York, NY: Wiley.

https://ebookcentral-proquest-com.ezproxy.lib.ucalgary.ca/lib/ucalgary-ebooks/detail.action?docID=4189578#

Thompson, M. H. Cole, C. D. & Nitzarim, R. S. (2012). Recognizing social class in the psychotherapy relationship:

A grounded theory exploration of low-income clients. Journal of Counselling Psychology, 57(2), 208-221. Retrieved from http://dx.doi.org/10.1037/a0027534

http://ovidsp.ovid.com.ezproxy.lib.ucalgary.ca/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00001192-201204000-00004&LSLINK=80&D=ovft

Yakushko, O. (2009). Xenophobia: Understanding the roots and consequences of negative attitudes toward

immigrants. The Counselling Psychologist, 37, 36-66. doi: 10.1177/0011000008316034 http://journals.sagepub.com.ezproxy.lib.ucalgary.ca/doi/abs/10.1177/0011000008316034