Social and Cultural Foundations of Counseling

Social and Cultural Foundations of Counseling

Social and Cultural Foundations of Counseling

Key Performance Indicator (KPI)

Faculty systematically assesses each student’s progress by examining a combination of knowledge and skills. Key performance indicators are course tasks, activities, or assignments selected by faculty to assess student learning in core content areas of the counseling curriculum. Key Performance Indicators are measured multiple times and at different points in time during the student’s master’s program.

This course has been identified as partially fulfilling one of the eight core content areas of the counseling curriculum, Social and Cultural Diversity. The following content area objectives are addressed within this course via the designated Key Performance Indicator task described below.

3. Understand the ways in which advocacy and legislative policies, barriers, programs, and practices can be developed, adapted, and modified to identify and eliminate barriers, prejudices, and processes of intentional and unintentional oppression and discrimination.

5. Explore attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities that are designed to foster understanding of self and culturally diverse clients.

6. Describe individual, couple, family, group, school, and community strategies for working with and advocating for diverse populations, including multicultural competencies.

Course Objective CACREP Standard*
3. 2. F. 1. e.; 2. F. 2. h.
5. 2. F. 2. d.
6. CMHC 5. C. 2. j

Relevant Accreditation Standards Met by KPI:

* Clinical Mental Health Counseling Concentration only

Students will demonstrate competency via successful completion of the following key performance indicator required task: Ethnographic Interview Paper. This task will be further described below in the Description of Assignments.

Key Performance Indicator Assignment: Ethnographic Interview Paper PYCL 632 Required KPI Assignment: Ethnographic Interview Paper (20 points)

For the ethnographic interview students are asked to interview a person who is culturally different from you (e.g., age, race/ethnic background, socioeconomic and/or occupational status, ability, etc.).

The interview will be conducted in a specific format.

Students are to prepare a set of questions that would fall under the broad content areas stated below prior to meeting with the interviewee.

During the interview, keep notes that will be useful in writing the final 7 to 10-page paper about the interviewing experience.

The paper must be written in APA style and format (i.e., title page, abstract, etc.)? and have at least 3 scholarly sources (no older than 10 years) to support your writing. Scholarly sources are journals and books, no websites or brochures.

The following broad content areas must be addressed during the interview. In writing your paper, please organize it using these broad content areas as major headings and using your interview questions as subheadings under these areas. The broad content areas to cover are:

1. Demographic information of the interviewee (e.g., age, gender, SES, ethnicity, etc.)

2. Background (e.g., place of birth, childhood and experiences growing up, education, work, marriage, children, religion, etc.)

3. Cultural identity [e.g., with which culture interviewee identifies, what are the characteristics of his/her culture, norms, worldview (from the perspective of your interviewee); when and why cultural identity became important – or not]

4. Positive and damaging lived experiences from belonging to this group (from the interviewee’s point of view, including stereotypes, cultural pride, etc.)

5. Benefits and barriers of belonging to this group in relation to the dominant culture.

6. Other (areas and questions that student interviewer may deem important to cover).

In writing the final paper, in addition to summarizing the information gathered during the interview by addressing the broad content areas above, reflect on the following 4 areas and create headings in the paper to address them. Also don’t forget to add a formal introduction and conclusion to the final paper.

1. Reflect on what you learned as a result of interviewing this individual. Specifically, what are the differences in acculturation and values between you (the counselor) and the? interviewee (the client)?

2. Reflect on your own biases, prejudices, and racist attitudes existing before the interview and how they might have or have not changed as a result of interviewing this individual. What challenges would you face in counseling this individual?

3. Discuss your plan to advocate for and support this individual/group of individuals given what you learned about the interviewee’s challenges, damaging experiences, and limitations within our society.

4. Discuss specific culturally adaptive interventions that are recommended when working with this group of individuals (support this with scholarly findings in the literature).

A rubric for this assignment can be found at the end of the syllabus. Students must receive at least a 70% to receive a passing grade. A student who scores a ‘Not Met’ on any criterion of KPI assignment must complete an Individual Remediation Plan with the instructor. Failure to successfully remediate the KPI assignment will result in a F (Fail) grade in the course.

Appendix/Appendices Required Ethnographic Interview Paper Key Performance Indicator Assignment Rubric

The “Ethnographic Interview Paper” assignment is used as a Key Performance Indicator for the common core area of “Social and Cultural Diversity

RUBIC – PLEASE include the below 8 in PAPER

A. Student included all required information about the interviewee, including demographic, background, and cultural identity information.

B. Student discussed benefits and barriers faced by the interviewee due to belonging to his/her cultural group. Student asked additional questions related to this content area to gain a broader understanding of the benefits and barriers faced by the interviewee.

C. Student discussed benefits and barriers faced by the interviewee due to belonging to his/her cultural group. Student asked additional questions related to this content area to gain a broader understanding of the benefits and barriers faced by the interviewee

D. Student discussed lessons learned as a result of this interview. Student reflected on the differences in acculturation and values between self and the interviewee.

E. Student reflected on his/her own biases, prejudices, and racist attitudes existing before the interview, and on how they might have (or not) changed as a result of interviewing this individual. Student reflected on the challenges he/she might encounter if counseling this individual.

F. Student included a plan to advocate for and support both the interviewee and their cultural group.

G. Student discussed culturally adaptive interventions that are appropriate to use when working with the interviewee’s cultural group. Student used at least three scholarly references from the literature to support the use of these interventions

H. Student’s paper included proper APA style. More than 5 additional current and relevant scholarly sources were cited.

Students must pass the KPI to pass the course.

 
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