Course Syllabus

• Sue, Sue, Neville & Smith. (2019). Counseling the Culturally Diverse: Theory and Practice. John Wiley and Sons, Inc.
• American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000 (Available from the UCF Bookstore, the publisher’s website, or a retailer of your choice)

• Singh. (2019). The Racial Healing Handbook. The New Harbinger Publications, Inc.
• Sue, D.W., Gallardo, M.E., & Neville, H.A. (2013). Case studies in multicultural counseling and therapy. Wiley, Inc.

See Webcourses for List of Recommended Readings

Course objectives will be achieved through a variety of methods:

The objectives of this course will be achieved through a variety of methods, which will include didactic content through lectures, integration of field and classroom content discussions, role-plays and case studies. Learning will be facilitated by the creation of an inclusive and mutually supportive environment where all students are engaged, feel comfortable and are encouraged to discover different perspectives while being respectful of others. This course will also help students think critically and analyze how systematic and institutionalized racism, classism, sexism, ageism, ableism, heterosexism, cisgenderism, religious discrimination, xenophobia, transphobia and other types of discrimination and marginalization on the micro, mezzo and macro levels can serve as impediments to the success of social work with Diverse Client Populations. In addition, learning will be facilitated by infusing an inclusive, intersectional, multicultural, social justice perspective into all course material, assignments and discussions.

1. Introductory Discussion Board and Background Sheet (5 points): Students will be required to post an introduction to the class on the course discussion board and complete a demographic questionnaire related to their background. [Participation Requirement: each term, faculty members are required to document students’ academic activity at the beginning of each course. In order to meet this requirement, please complete the Introductory Discussion Post and Background Sheet in Module 1 by Friday 11:59 PM of Week 1, or as soon as possible after adding the course. Failure to do so may result in a delay the disbursement of your financial aid.]
2. Implicit Bias Reflection Paper (10 points): Paper Content and Format: 3 to 4 double-spaced pages, Times New Roman 12-point font with 1-inch margins. Paper and references should follow APA format. Paper should be written in 1st person.
   1. Visit Teaching Tolerance: Test Yourself for Hidden Bias. Read the information provided regarding “Stereotypes & Prejudices”. After reading the information, complete three (3) Project Implicit Social Attitudes Tests: Race IAT (required) and at least two (2) Additional Implicit Association Tests. The Project Implicit website can be found by clicking the Test Yourself for Hidden Bias button or by visiting https://implicit.harvard.edu/implicit/.
   2. After completing the tests, write a reflection paper that describes at least two new pieces of information you learned about hidden bias, prejudice, stereotyping, stigma, or discrimination as a result of reading the information, conducting and taking the tests. Write in your own words, how this new information helped you better understand an experience you have had personally or an experience someone else has encountered with hidden bias. Students must reference at least two (2) sources in addition to the textbooks and teaching tolerance website.
3. Reflection Papers (10 points/each): Paper Content and Format: 4 to 5 double-spaced pages, Times New Roman 12-point font with 1-inch margins. Students should reference at least two (2) course readings and one additional source to complete each reflection. Paper and references should follow APA format. Papers should be written in 1st person.
   1. Reflection on a Cross-Cultural Interaction: Write a paper reflecting on an experience you had interacting with a person or persons from a background other than yours. Discuss some of the preconceived notions, stereotypes or beliefs (positive or negative) you held regarding members of the group prior to the interaction and ways in which these beliefs may have altered the communication. Discuss some of the ways you would change the interaction if you could by using some of the information learned in this course.
   2. Reflection on Triggers, Beliefs and Values: Write a paper reflecting on your personal reaction to a specific course discussion and/or specific course content around an area that is a “trigger” for you. A “trigger” is an emotional reaction (and/or cognitive dissonance) based on the following: your values and beliefs, a past event or interaction, an issue that you are sensitive about and/or course content you disagree with. A “trigger” can result from a smell, a memory, a song, a word or phrase etc. In social work/clinical terms a “trigger” can also cause someone who is in recovery to relapse or trigger an emotional reaction. In your reflection, you should be specific about the content, the trigger and your reaction. Why do you think you reacted the way you did? How might this get in the way of working with particular clients/colleagues in the future? What changes do you need to make to address your reaction surrounding the trigger in the future?
4. Gen Silent Discussion Board (10 points) To complete this week's discussion, watch Gen Silent. After watching, answer the following questions:
   1. What are your initial feelings after watching the film?
   2. What was most surprising to you about the stories or people in the film?
   3. As social workers, how can we better serve this population?
   4. Once you have answered the questions, respond to at least two other members of your group.
5. Bio/Psycho/Social/Cultural Strengths Assessment (20 Points): Choose one of the following characters from the movie Moonlight: Chiron (Little); Chiron (Teenage); Chiron (Adult); Kevin (Teenage); Kevin (Adult); Paula; Theresa. Complete a brief (2 to 4 pages) bio/psycho/social/cultural strengths assessment by considering the following:
   1. Identifying information: Other than demographic information and inquiries about cultural groups to which the client feels connected, also ask about primary language use in the home. Describe class, gender, race, orientation, ability and age issues which are present in client.
   2. Presenting problem: Consider his/her perception of the problem and be sure to consider issues such as marginalization, prejudice or oppression.
   3. History of presenting problem: Get a chronological account of the problem and understand how cultural issues might be related to the problem.
   4. Psychosocial history: Be sure to assess social background, values, and belief.
   5. Abuse history: Consider physical, sexual, and emotional abuse history.
   6. Strengths: Identify culturally relevant strengths such as pride in one’s identity or culture.
   7. Medical history: Assess medical or physical conditions that may be related to psychological problems.
   8. Substance abuse history: Assess substance and alcohol use; assess family history as well.
   9. Risk of harm to self or others: Assess harm and clients’ emotional state.
   10. Other factors to consider: Discuss any additional sociocultural factors that should be considered in treatment.
6. Cultural Identity Digital Storyboard (10 Points): Using PowerPoint, you will create a Cultural Identity Digital Storyboard that will be audio narrated and approximately 5 to 10-minutes in duration.
   1. Using course readings, assignments, and reflections, this project will describe your experience in the course, your understanding of cultural competence; social justice issues of concern; and the ways in which this course has shaped your understanding of social work practice.
   2. Your submission should include audio narration, written text, video clip(s), pictures, printouts and/or drawings that display your identity, passion, and interest in social work.
   3. Your digital storyboard must answer these four (4) questions:
      1. Who am I?
      2. Social justice issue of concern and/or current event in society?
      3. What is culturally responsive social work practice?
      4. How you will use this class experience in social work practice?
7. Ethnography of Self Paper (25 points): We bring our background and personal views/values to the social work profession. This assignment is designed to help students explore their own racial/cultural identity formations. Reflect on own racial/ethnic cultural identity and intersectionality (race, class, ethnicity, gender, sexual orientation, ability, age, religion/spirituality). Apply information from your assigned readings, classroom activities and your understanding of prejudice, power and privilege. Paper Content and Format: minimum 8 double-spaced pages, Times New Roman 12-point font with 1-inch margins. Paper format and references should follow APA format. While students are encouraged to use course readings, at least five (5) additional peer-reviewed journal articles are required that were not used in class readings. Use UCF Libraries and/or Google Scholar to locate articles.

A final course grade will be based upon the total number of points accumulated by a student on the above evaluations.

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3. Austin, A. (2018). Transgender and gender diverse children: Considerations for affirmative social work practice. Child and Adolescent Social Work Journal, 35(1), 73-84.
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