Purchase Solved CEFS 504 Multicultural Counseling
This course focuses on the multiple dimensions related to competent multicultural counseling. Major ethnic groups are studied along with the counseling, social justice, and advocacy approaches appropriate to each. In a similar fashion, the overarching cultural context of relationships, including factors such as age, race, gender, sexual orientation, religious and spiritual values, mental and physical characteristics, education, family values, socioeconomic status, and within group as well as between-group cultural differences are examined. Theories of multicultural counseling, identity development, pluralistic trends, and systems-oriented intervention strategies (couple, family, group, and community) are considered. Counselor cultural self-awareness and the role of counseling in eliminating biases, prejudice, oppression, and discrimination are emphasized.
For information regarding the prerequisites for this course, please refer to the Academic Course Catalog.
The counseling program seeks to train students to evaluate diverse individual, group, and family populations in order to effectively determine appropriate treatments. In order to assess, diagnose, and treat individual, group, and family clients effectively, students must develop cultural self-awareness, appreciate client multicultural differences (including demographic and religious differences), learn principles of social justice, and seek to eliminate prejudice towards a variety of populations.
Method of Instruction: This 8-week course is delivered in an online format, with Canvas® as the primary instructional delivery method. Students complete one module per week over the duration of the course.
Measurable Learning Outcomes
Below are the program learning outcomes for Liberty University’s Counseling Department, followed by the student learning outcomes specifically designed for this course.
- The student will be able to illustrate appropriate knowledge in multicultural counseling in preparation for certification and/or procuring employment in the mental health field.
- The student will be able to demonstrate appropriate research and report-writing skills, including the use of the current APA format and computer technology.
- The student will be able to integrate biblical principles and secular theories in a responsible, eclectic manner as related to multicultural counseling.
- The student will be able to incorporate ethical and legal standards in counseling diverse cultural populations.
- The student will be able to assess, diagnose, and treat culturally diverse clients with a broad array of presenting problems and mental disorders using culturally appropriate counseling skills in established best practices.
- The student will be able to evaluate culturally diverse individual, group, and family populations in order to effectively determine treatment for clients.
CEFS 504 Student Learning Outcomes
This course is designed to meet licensure standards so that students in Clinical Mental Health Counseling programs demonstrate an understanding of social and cultural diversity. Upon completion of this course, students will demonstrate the required knowledge, behavioral skills, and professional development objectives pertaining to the cultural context of relationships, issues, and trends in a multicultural society.
The student will be able to apply:
|II.G.2 Social and Cultural Diversity|
|G.2.a. multicultural and pluralistic trends, including characteristics and concerns within and among diverse groups nationally and internationally;||Learning Outcomes 1, 2, 6;|
Assignments: A, B, C, D.
|G.2.b. attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities designed to foster students’ understanding of self and culturally diverse clients;||Learning Outcomes 1, 6;|
Assignments: A, C, D.
|G.2.c. theories of multicultural counseling, identity development, and social justice;||Learning Outcomes 1, 4;|
Assignments: A, C, D.
|G.2.d. individual, couple, family, group, and community strategies for working with and advocating for diverse populations, including multicultural competencies;||Learning Outcomes 1, 3, 5, 6;|
Assignments: A, B C, D.
|G.2.e. counselors’ roles in developing cultural self-awareness, promoting cultural social justice, advocacy and conflict resolution, and other culturally supported behaviors that promote optimal wellness and growth of the human spirit, mind, or body;||Learning Outcomes 1, 4, 6;|
Assignments: A, B, C, D.
|G.2.f. counselors’ roles in eliminating biases, prejudices, and processes of intentional and unintentional oppression and discrimination.||Learning Outcomes 4;|
Assignments: A, C, D.
In addition, the student will be able to:
Consider a biblical/theological perspective that promotes appreciation of diversity while maintaining a distinctively Christian viewpoint. This will be measured through the Discussions, Cultural Immersion Project, and Quizzes as well as acculturative experiences with those from other cultural groups.
Demonstrate appropriate graduate research and writing skills (current APA formatting, grammar, writing style, paper organization, etc.). This will be measured through the Cultural Immersion Project.
Textbook readings and lecture presentations
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.
After reviewing all the Learn material in the assigned module: week, the student will reflect upon what he/she has learned. The student must then create a thread in response to the provided prompt for each discussion. Each thread must be 350–450 words and include pertinent aspects of the course content. The student must also reply to at least 2 classmates’ threads. Each reply must be 200–300 words.
Cultural Immersion Project Assignment
This project involves 3 parts. The student will select a group of interest with whom he/she has little or no prior experience. This group may be a different ethnicity, religion, and/or culture or have other significantly different cultural features (e.g., the elderly in nursing homes, disabled children, disabled adults, the homeless, prisoners, etc.). The student must use current APA format, including a title page and a reference page if he/she cites sources (an abstract is not necessary).
Cultural Immersion Project: Research Paper
The student will read 3 scholarly sources on his/her cultural group of interest. The student must also examine 3 significant media resources related to the selected culture by using the Internet or media. The student must then complete a set of questions. The answers to these questions must be between 1,200–1,400 words.
Cultural Immersion Project: Events Paper
The student will attend and actively participate in 2 events related to his/her selected cultural group. These activities must be sponsored by or provided for the particular cultural group. The student must then complete a set of questions. The answers to these questions must be approximately 1,500 words.
Cultural Immersion Project: Interview Paper
The student will conduct an in-depth, 1-hour interview with an individual or married couple from his/her selected cultural group in order to develop an understanding of the cultural factors that helped to shape that individual’s (or couple’s) cultural identity. The student must then complete a set of questions. The answers to these questions must be approximately 2,000 words, and be supported by at least 2 scholarly sources, and at least 2 internet and/or media sources, in the Research Paper.
The student will complete 8 quizzes that are open-book/open-notes, consist of 15 multiple-choice and true/false questions, and have a time limit of 30 minutes. The quizzes are not cumulative; rather, each quiz focuses on the material from that particular module/week. The student will have 2 attempts to complete each quiz, and the highest grade will be recorded.
The student will also complete 2 quizzes that have 1 essay question and a time limit of 30 minutes. The student will have 2 attempts to complete the quiz and the highest grade will be recorded.
Quiz: Dispositions Reflection
This Dispositions Reflection quiz will ask you to rate yourself on the nine dispositions required for this program by our accrediting bodies using the following scale:
- Exceeds expectations – I believe I do this exceptionally well.
- Clearly meets expectations – I believe I am able to do this in an appropriate way as expected for graduate students at my current position in the program.
- Adequately meets expectations – I believe I do this but could use improvement and growth in this dispositional area.
- Does not meet expectations – I believe I do not do this well and could use improvement.
You can review the Dispositions material located in the Learn sections of Module 1: Week 1 and Module 8: Week 8. We ask that you answer these questions in an open and honest way. There are no “correct” answers for the rating questions quiz, simply answer them honestly and you will receive full credit.
The final question on the quiz is a self-reflection essay question, where you will specifically identify the following:
- One dispositional area in which you believe you need to improve
- One step you will take to improve in the above-mentioned area
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