SPCL 7922 Multicultural Counseling & Consultation (Elizalde-Utnick): HOME

Students will be participating in the learning process via a combination of facilitated class dialogue, small-group discussion, discussion board posts, case  application activities, short lecture, individual journaling, written assignments, reading assignments, quizzes, and experiential activities. Students are responsible to be prepared to express their perspective and insights as well as voicing their questions for material assigned for each class period. 

Please note: Because it will assist you in becoming an effective school psychologist, it is important for you to be open about your own experiences and relationships during this course. It is also essential for school psychologists to be aware of their own attitudes, beliefs, biases, and personal challenges. Awareness is key to developing insight and assisting the school psychologist-in-training to achieve the course objectives; yet, reflecting on your own experiences can sometimes cause challenging experiences to occur. The School Psychology Program encourages you to practice self-compassion and care for yourself during this time and to seek professional assistance from others, if needed.

Courageous Conversations within a Brave Space and Community of Respect

Multicultural competence is built on personal awareness. Gaining awareness of our own cultural lenses (and how they influence what we see and how we respond) requires that each of us step outside our typical ways of understanding the world and the people in it. Often this can be more challenging than we first imagine. It is important that the classroom environment be one of respect and of honesty, honesty not only with others but with ourselves. Though it is not necessary for all of us to agree with one another on every topic, it is important that we are able to share our differing perspectives, first so that others can learn from our ideas and second so that we can learn from others. The intent of this course is for the classroom to be a brave space, which acknowledges that it can be difficult for both students and faculty to engage in courageous conversations about privilege and oppression. Learning requires vulnerability, openness to feedback, engagement with experiential learning, cultural awareness and humility, awareness of personal triggers and bias, and a lack of defensiveness.

Confidentiality and Equanimity

As a courtesy to one another and to add to the atmosphere of respect, students are asked to keep their peers’ comments, opinions, and personal experiences in confidence. We work to create an environment in which we hold our own and one another’s feelings and experiences gently and with compassion.

These are SPCL students in a TBL course with Prof. Elizalde-Utnick. They are discussing and deciding on the best seating arrangement when conducting a counseling session with a parent and interpreter.

This course will be using aspects of Team-Based Learning (TBL) pedagogy (www.teambasedlearning.org) that can be incorporated into online teaching formats. TBL increases students’ understanding of course concepts by using them to solve authentic, real-world problems and help them develop their workplace learning skills.

The Rhythm of TBL

TBL courses have a recurring pattern of instruction that is typical of many flipped classrooms. Students prepare before class and then spend the bulk of class time solving problems together. Each session has a similar rhythm, opening with the Readiness Assurance Process that prepares the students for the activities that follow, and then moving to Application Activities that explore real-life case scenarios and apply concepts described in the readings.

Phase 1 - Pre-Class Preparation: Students are assigned preparatory materials to review before start of each module. The preparatory materials can be articles, videos, blogs, podcasts, or PowerPoint slides. The preparatory materials highlight foundational concepts the students need to begin problem solving, but not everything they need to know by module end.

Phase 2 - Readiness Assurance Test (RAT): Each session will begin with a five-multiple-choice question quiz (RAT) taken on Blackboard. The RATs hold students accountable for acquiring important foundational knowledge from the assigned readings that will prepare them to begin problem-solving during the class sessions.

Phase 3 - In-Class Activities: Students and their teams use the foundational knowledge, acquired in the first two phases, to make decisions that will be reported during the whole-class discussions and subject to cross-team discussion and critique. The class will use a variety of methods to have students report their team’s decision at the end of each activity. Sometimes students will report their decisions in Zoom's chat, sometimes they will display their work gallery style for the other teams to comment, and other times they will complete short worksheets or surveys, which will be randomly reported to the rest of the class.

Credits: TBL in-class activity image is a TBL cartoon from Sibley and Spiridonoff at the Centre for Instructional Support, University of British Columbia.

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