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SPCL 7922 Multicultural Counseling & Consultation in Schools: COURSE INFORMATION

Open Educational Resource (OER) created for Professor Elizalde-Utnick's SPCL 7922 course.

GENERAL INFORMATION

Course: SPCL 7922T
Sections M1 (8708) & M4 (8709)
Credits: 3
Semester: Fall 2021
Instructor: Graciela Elizalde-Utnick, Ph.D.
Class Time: Section M1: Mondays 1:00 – 3:30 p.m.
                     Section M4: Mondays 4:30 – 7:00 p.m.
Class will meet synchronously via Zoom; links will be posted on Blackboard.

COURSE OBJECTIVES AND LEARNING OUTCOMES

This course represents an in-depth study of the clinical skills necessary for school psychologists to work effectively with multilingual, multiracial, and culturally diverse populations. This experience-based course will develop multicultural competence, specifically awareness, knowledge, and skill related to cultural, racial, linguistic, ethnic, gender, sexual identity, age, ability, and socioeconomic factors that influence and shape behavior and development, including privilege and oppression in each of these areas. There is an emphasis on intersectionality. Personal history, literature, and films will be analyzed in the contexts of acculturation, identity, and systemic oppression. Current research and theoretical and applied knowledge in this field will be reviewed. Students will integrate theoretical and applied knowledge in written assignments and discussions.

Students completing this course will be able to:

1. Demonstrate multicultural counseling competencies (awareness, knowledge, and skill) and recognize this as a life-long developmental process.

2. Demonstrate knowledge of multiple racial, ethnic, and cultural populations in the U.S.

3. Demonstrate knowledge of power, privilege, oppression, and intersectionality in society and its related school psychology and advocacy implications.

4. Apply multicultural counseling and consultation skills in a multicultural context appropriate to specific client situations and school environment, considering their own social locations and intersectionality at school.

5. Critically reflect on the course material, including readings, films, discussions, and project experiences.

6. Recognize student diversity as a valued and respected strength, and the role of the school psychologist as advocate/leader/consultant/change agent.

7. Demonstrate self-awareness regarding their own social status and cultural identity development and implications for counseling and consultation, as well as how their personal attitudes and values may interfere with effective counseling of clients who are racially and culturally different from themselves.

8. Demonstrate improved ability to work productively on a team.

COURSE EVALUATION

POLICY ON LATE SUBMISSIONS / INCOMPLETES

Timely submission of work is an important professional attribute. All assignments are due on the dates indicated on the course calendar. Work submitted late will be marked down accordingly at the discretion of the instructor. The only exception is when the student contacts the instructor before the assignment is due, and the instructor agrees to provide an exception to the due date based on the student’s extenuating circumstances. Assignments not submitted on the due date with no advance notice to the instructor will be penalized as specified in the assignment instructions (see individual rubrics). Grades on assignments will be lowered the designated number of points per week/day late, as measured by the beginning of the class period in which the assignment was due. If an assignment is not submitted by the end of the course, an additional five points will be deducted per assignment, on top of the late penalty.

Faculty Council has determined the following policy for Incomplete Grades:  A grade of Incomplete (INC) may be given at the discretion of the instructor when 1) a student has satisfactorily completed most, but not all, course requirements, and 2) a student provides to the instructor evidence documenting the extenuating circumstances that prevent the completion of course requirements by the end of the semester. Candidates receive grades of incomplete (INC) only when a situation beyond their control prevents them from completing course work.  It is important to note that grades of INC will only be given if the instructor determines the grade is appropriate given the unusual extenuating circumstances and such circumstances are documented by the student.   An incomplete grade in a course that is a prerequisite for another course must be cleared before the candidate can enter the next course. Final assignments not submitted on the due date at the end of the semester are given a grade of zero.

CLASS ATTENDANCE AND PARTICIPATION

Students are required to keep up-to-date on class readings and assignments, and to be active team members. Active participation includes both synchronous Zoom sessions (in breakout rooms and in the main room with the whole class) and asynchronous activities (discussion boards). If students miss a class, they miss whatever their team did. The team process is critical to learning, and the content of each session will be reflected on the midterm and final exams. Most teams, in real life and here, will forgive a single absence for which students have a really good reason, and be less forgiving of multiple or casual absences. More than one absence and/or tardiness will affect the course grade (two points per absence and one point for lateness). Attendance is taken at the beginning of class and it is expected that all students will be present at the start of class.  Brooklyn College abides to the state law regarding non-attendance because of religious beliefs. If you are unable to attend class in any occasion for religious reasons, please notify the professor in advance to make the necessary arrangements.

Audio and Video during Zoom Sessions: This course, which requires intense introspection, trains future clinicians who need to develop their observation skills. Class time will be used for clinical observation for supportive feedback. To this end, it is necessary for the video and audio technology to be turned on during the Zoom sessions in order to observe and analyze nonverbal communication. If in a given session a student cannot attend with the video on, please discuss this with the professor before the Zoom session.

NETIQUETTE FOR ONLINE STUDENTS

Students are expected to exhibit netiquette, which refers to etiquette on the internet. Students should follow the following guidelines:

1. Think before you post.

  • Consider others’ thoughts and feelings.
  • Would you say what you wrote in person?

2. Post messages that are relevant, scholarly, and civil, and not just “I agree.”

3. Stay on topic.

4. Do not dominate any discussion.

5. Keep an “open-mind” and be willing to express even your minority opinion.

6. Don’t double-post – edit your post rather than adding another post by yourself.

7. Use correct spelling, grammar, and plain English.

8. Use italics to emphasize important points; don’t use all caps.

9. Don’t use texting abbreviations.

10. Do not plagiarize.

Sources:

http://www.brooklyn.cuny.edu/web/academics/centers/ctl/supporting-students/netiquette-for-remote-instruction.php

http://catalog.sps.cuny.edu/content.php?catoid=2&navoid=205

https://canvas.ucdavis.edu/courses/34528/pages/communicating-with-your-students