Appalachian State University College of Health Sciences Department of Social Work SW 2615: Cultural Competence in the Helping Professions,

3 credit hours Spring 2014 9:30 12:00; Tuesdays and Thursdays; Room 223 Name of Instructor: Della T. Marshall Office Location: 208A Edwin Duncan Hall Office Phone: 828-262-6477 Cell Phone 828-406-1194 Email Address: marshalldt@appstate.edu Office Hours: Before and after class at Burke campus PREREQUISITES None. UNDERGRADUATE BULLETIN DESCRIPTION This course offers an opportunity for students to examine both personal and professional issues related to practice in the helping professions. Focus is on sensitivity to, understanding of, and appreciation for people from diverse cultural backgrounds. It includes content related to vulnerable, underserved groups in the United States and examines culture and social class within the context of culturally proficient delivery of human services. COURSE DESCRIPTION This course is an introduction to the provision of services to underrepresented populations with a focus on theory and practice. There will be an emphasis on issues of power, privilege, and discrimination based on race and ethnicity, gender, age, mental and physical ability, religion and spirituality, sexual orientation, socio-economic status, political ideology, and culture. Students will examine the appropriate strategies for practice with underrepresented individuals, groups and communities, and also explore the impact of their own cultural heritage, values, and beliefs. Finally, the course will assist students in developing an appreciation for the complex issues involved in providing services to underserved populations, understanding the use of self in the professional helping role, and increasing knowledge of effective, ethical practice in a multicultural society. COURSE OBJECTIVES Upon completion of the course, students will be able to: 1. Reflect on their own identity, cultural background, biases, personal values, and misconceptions. 2. Understand diversity and identity as multi-faceted and fluid concepts. 3. Understand the discrete and interactional functions of values, knowledge, and skills as components of professional practice with diverse populations. 4. Understand how to communicate effectively with diverse individuals, families, groups, and communities, incorporating a strengths-based perspective.

5. Demonstrate an understanding of the importance of difference in shaping life experiences. 6. Recognize the impact of geography, culture, power, privilege, and the social environment on effective practice with diverse populations. 7. Become aware of and appreciate alternative helping systems. 8. Demonstrate an understanding that difference may result in poverty, marginalization, and alienation as well as privilege, power, and acclaim. 9. Critically examine the contemporary forces which impinge upon oppressed groups and impact social policy. 10. Advocate for human rights in organizations and communities. 11. Distinguish, appraise, and integrate multiple sources of empirical knowledge for practice with diverse populations. For information connecting course objectives to competencies and practice behaviors, please see Appendix C. POLICIES For the policies applicable to this course, please see Appendix A. TEXTS AND READINGS Required Texts: All readings are posted on AsULearn. Supplemental Readings: A list of supplemental readings is included at the end of the syllabus. TEACHING/LEARNING PHILOSOPHY Method of Instruction: This course combines lectures, reading and reflection on assigned text and handouts, group work, videos, writing and composition, class discussion, and participation in instructional exercises. A very high degree of student participation in class is critical to achieving success in course objectives. Please note that the course syllabus is a general plan for the course; deviations announced to the class by the instructor may be necessary. Classroom Climate: Many materials in the course will be learned experientially, and the class as a group will develop, maintain and adhere to norms of behavior, conduct and communication that are confirming, supportive, and respectful. To create and preserve a classroom atmosphere that optimizes teaching and learning, all participants will share a responsibility in building a civil forum. In this atmosphere, each individual will have the freedom of thought and expression. Finally, the course will promote the acceptance, respect, worth, and value of individuals and cultures.

COURSE REQUIREMENTS Assignment Participation Reflective Responses Personal Assessment Model for Change Portfolio Total Points 15 10 20 55 100** Due Date Ongoing Ongoing see weekly schedule February 11 Ongoing see weekly schedule Dates may change as needed.

**Review the policies in Appendix A for information regarding the overall decrease of your final due to absences. Also, students must turn in the Personal Assessment and each step of the Portfolio in order to earn a C in this course. For additional information on assignments, please see Appendix B. GRADING SCALE A AB+ B 94-100 90-93 87-89 84-86 BC+ C C80-83 77-79 74-76 70-73 D+ D DF 67-69 64-66 60-63 0-59

COURSE OUTLINE Date 1/14 Topics Review of the syllabus and assignments, Introduction to cultural competence Be More Critical Building a better world, personal challenges Identity development and socialization *Teaching and learning acceptance Power and privilege Readings/Assignments For Today

1/21 1/28

Jones, Haenfler, & Johnson chapter (Better World) 1 Reflective Response Due Adams: Reading 2 (Cycle of Socialization) 1 Reflective Response Due McIntosh Article (Privilege) Spencer Article (Social Workers Reflections) 2 Reflective Responses Due

2/4

2/11

2/18

Organizational change, strategies for advocacy and social justice Interpersonal communication with diverse populations Healing practices and complementary medicine

Cook Article (Complementary Medicine) 1 Reflective Response Due Personal Assessment Due 3

2/25

Immigrants and refugees

Mirkin & Kamya article (Immigrant Families) 1 Reflective Response Due Submit a portfolio topic by today (email to me) M. Anderson: Reading 4 (Katrina, Black Women) 1 Reflective Response Due Model for Change Portfolio STEP 1 Due

3/4

African Americans

3/11 3/18

No Class: Spring Break Asian Americans Native Americans Latinos

3/25

4/1

Multiracial populations and interracial relationships Mental illness Socio-economic status Gender and transgender

4/8

Talbot Article (Asian American Experience) Diller: Chapter 11 (Native American Clients) 2 Reflective Responses Due Diller: Chapter 10 (Latino/a Clients) Collins Article (Tolerance Wears Thin) 2 Reflective Responses Due M. Anderson: Reading 40 (Interracial Borders) Adams: Reading 67 (Labeled Mentally Ill) 2 Reflective Responses Due Burdge Article (Bending Gender) 1 Reflective Response Due Model for Change Portfolio STEP 2 Due Barret & Logan Chapter 2 (Gay and Lesbian Identity) Rochlins Article (Heterosexual Questionnaire) 2 Reflective Responses Due Hodge Article (House of Islam) Schlosser Article (Christian Privilege) 2 Reflective Responses Due Model for Change Portfolio STEP 3 Due S. Anderson: Reading 6 (Seeing Another Lens) 1 Reflective Response Due Model for Change Portfolio STEP 4 Due Model for Change Portfolio STEP 5 Presentations STEP 6 Due

4/15

Sexual orientation and identity

4/22

Spirituality and religion

4/29

Physical and intellectual (dis)abilities

5/6

Model for Change Portfolio presentations Final

Please note that the instructor reserves the right to make changes to the syllabus and course outline as needed throughout the semester.

APPENDIX A: POLICIES University Policies Please see http://academicaffairs.appstate.edu/syllabi for university policies regarding academic integrity, disability services, attendance (including missing courses for religious observances), and student engagement with courses that apply to all university courses. Please also review additional information on attendance in the most current editions of the Undergraduate and Graduate Bulletins (http://www.registrar.appstate.edu/catalogs/). Also, ASU has stated criteria for academic dismissal, which can be found in the Undergraduate and Graduate Bulletins (http://www.registrar.appstate.edu/catalogs/). Department of Social Work Policies Please see http://socialwork.appstate.edu/policies-social-work-students for departmental policies regarding grievances, professional behavior, electronic devices, snow/inclement weather, and confidentiality. Please also review the BSW and MSW Student Handbooks for additional information. Course Policies Attendance: Plan to attend all classes and to arrive on time; attendance will be taken at the beginning of class. Important information regarding assignments will be covered at the beginning of class. If you are late or absent, it is your responsibility to find out what you missed. Tardies: Students who miss less than 30 minutes of class will be considered tardy. An excused tardy can be granted with evidence of a doctors note, family emergency, religious holiday, academic trip, or note from the Office of Student Development. Three unexcused tardies of less than 30 minutes equals one unexcused absence. Excused Absences: An excused absence can be granted with evidence of a doctors note, family emergency, religious holiday, academic trip, or note from the Office of Student Development. Except in cases of emergency, students should contact the professor ahead of time (via e-mail or phone) in order to excuse their absence. If you would like to get an absence excused after the fact, you MUST provide documentation as described above. Students with an excessive amount of absences (even excused absences) will be asked to withdraw from the course. Because the course is experiential in nature, students with excessive excused absences will not earn a C. Unexcused Absences: Three unexcused absences will result in the decrease of the student's final letter grade by 10 points. Each subsequent unexcused absence will reflect an additional decrease of 5 points in the student's final letter grade for the course. For example, 3 unexcused absences results in a decrease of 10 points and 4 unexcused absences results in a decrease of 15 points.

Final Grade Reduction: As noted throughout the syllabus, final grades may be reduced due to unexcused absences, excessive excused absences, or failure to complete the Personal Assessment and each step of the Portfolio. Late Assignments: Turning in an assignment late will result in the decrease of 10% of the points for that assignment. Each day the assignment is late will result in an addition decrease of 10%. See the chart below for decreased grades. Assignments more than one week late will not be accepted. Save your work in more than one place; computer problems will not excuse late work. Bottom line: turn your work in on time! Turned in % Reduced After class on due date 10% Next day 20% 2 days late 30% 3 days late 40% 4 days late 50% 5 days late 60% 6 days late 70% 7 days late 80%

APPENDIX B: ADDITIONAL INFORMATION ON ASSIGNMENTS Participation (15 points) Participation includes thoughtful questions and appropriate contributions to class. I expect you to complete reading assignments and participate in class discussions. You will receive the full 15 points for participation if you contribute to entire-class discussions on a regular basis and add to your small group activities and discussions. Such participation is necessary in order to explore diverse views and perspectives, which will enrich the class experience for all students. You must attend class in order to participate in class. See the sample participation rubric below for additional information. Participation Demonstration of Participation Grade 0 Misses many classes and does not participate in class at all 5 Misses many classes, sometimes participates in small group activities, never participates in entire-class discussions, has side conversations, texts in class, sleeps in class 10 Misses some classes, fully participates in small group activities, only occasionally participates in entire-class discussions, has an occasional side conversation 15 Attends and fully participates in all class meetings, participates in both small group activities and entire-class discussions

Reflective Responses (10 points total - 1/2 point per reflection / Ongoing) For each class period (beginning on 1/21), you will use the Be More Critical guide to help you critically examine the article. We will go over the guide the first day of class.

Personal Assessment (20 points) Write a 6-8 page reflective piece on your childhood experiences and influences that helped shape your identity and your ideas about identity categories. Please use correct grammar, headings, and formatting. This assignment should include double spacing, 1 inch margins, and 12 point, Times New Roman font. The final grade will be reduced if there are issues with grammar and formatting. Email your assessment to me. Include the following sections in your paper, organized and labeled by the provided headings: a) Introduction Give a very brief introduction to your identity and culture, identifying areas that are important to your current identity ( point, brief statement)

b) Gender (Female, Male, Transgender, Transsexual, Intersex, etc.) Name your gender identity and describe what it means to you to have this identity. ( point, brief statement) Describe what messages you received from significant individuals about your gender identity (as you defined above). Significant individuals refers to people who were a part of your life growing up such as family members, friends, teachers, religious leaders, etc. ( point, page) Describe what messages you received from significant individuals about people with other gender identities. ( point, page) Describe what messages you received from your environment / community about your gender identity (as you defined above). Environment or community refers to the town(s) / area(s) in which you grew up. ( point, page) Describe what messages you received from your environment / community about people with other gender identities ( point, page) Describe how you did and did not conform to messages you received (both about yourself and others) and what you believe today ( point, page) c) Race / Ethnicity (African American, White, Native American, Hmong, Mexican American, Bi-racial, etc.) Same items as b

d) Socio-economic Status (Middle class, Working class, Wealthy, etc.) Same items as b e) Religion, Spirituality, and Secular Beliefs (Christian, Methodist, Baptist, Pagan, Jewish, Muslim, Buddhist, Atheist, Agnostic, etc.) Same items as b f) Sexual Identity (Gay, Lesbian, Bisexual, Heterosexual, Asexual, etc.) Same items as b Please note that sometimes students get gender identity and sexual identity confused. Please review the example categories under each section for additional information and refer to future course readings if necessary. g) Looking forward (How will your own identity and background affect your provision of social services to diverse populations?) What aspects of your identity have led to experiences of privilege or oppression? How do you think clients might view you based on these areas (and based on their own experiences of privilege and oppression)? (2 points, page) Based on your experiences and worldview, what biases do you have? In other words, what groups do you have little experience with or exposure to and what groups are very different from you (in beliefs or values)? (2 points, page) What will you do to ensure that you develop appropriate helping relationships with all people, treat clients ethically, and treat all people with respect (even if you personally disagree with their choices or beliefs)? Be specific. (2 points, page) 8

Model for Change Portfolio (55 points total) Your major project for the semester is an adaptation of a Model for Change taken from The SelfAwareness Workbook for Social Workers by Juliet Rothman. This project involves taking incremental steps toward learning about a group that is different from you. In order to receive full credit for this assignment, you must approach it with sincerity and self-reflection. The depth of your experiences and insights will weigh heavily into your final grade. Prior to completing STEP 1, students will select a topic and email it to me on the due date. The portfolio is divided into six steps. For the written components, please use correct grammar, headings, and formatting. This assignment should include double spacing, 1 inch margins, and 12 point, Times New Roman font. The final grade for each step will be reduced if there are issues with grammar and formatting. Upload your written assignments to AsULearn using doc or docx formats only.

STEP 1: SELECT A POPULATION (5 points) First, choose a group and approve it with the instructor. You must select a different group for this portfolio than you do for your special population paper for SW 2010 unless you obtain permission from both instructors. In selecting your group, remember that this assignment is designed to stretch your personal biases and beliefs and you should select a group that is very different from you. Students often learn more from this assignment if they select a population that they feel unprepared to serve professionally. Once you complete STEP 1, you cannot change your selected group. Please see the note above about grammar and formatting. Write a 1-2 page paper including the following points, labeled by the underlined headings: a) Reasons: Explain why you chose this particular group (i.e. why it is important for you to learn about this particular group and why selecting this specific group over other groups will provide a challenge for you personally and professionally). ( page, 3 points) b) Plans: Describe your specific plan for steps 3 and 4 of the portfolio. Provide specific information for both steps along with the specific location/date/time for step 3. ( page, 1 point) c) Past Experiences: Describe any past experiences (in person or through the media/others) you have had related to this group and how you felt about these experiences. Be specific. ( page, 1 point)

STEP 2: INTELLECTUAL LEARNING (20 points) Research the history and demographics of the group and write a 4-6 page summary of your pertinent findings. Your paper should be a critique, synthesis and summary of the information 9

that you find rather than just a collection of quotes; this means that you should only include quotes when necessary. Please see the note above about grammar and formatting. You should have at least eight scholarly references in this section of the portfolio. Scholarly references should be either historical/important documents or current (published within the last 10 years) and may include: Information from well-known newspapers and magazines such as TIME or USA Today Websites for well-known, reputable, national organizations such as the American Psychological Association, Alcoholics Anonymous, the PEW Forum, and the National Alliance on Mental Illness (please note that most websites are NOT scholarly and that there are many organizations with websites that are not appropriate for this paper; for example, even hate groups have .org websites) Federal and state government websites (including census data) Peer-reviewed journal articles Dissertations and theses Textbooks and scholarly reference books such as the APAs Diagnostic and Statistical Manual of Mental Disorders (DSM)

Blogs, open-access sites, online encyclopedias, and social magazines are not acceptable sources, and all of your sources must be scholarly. STEP 2 will not be accepted without the STEP 2 cover sheet attached. Any information in your paper that is not cited or that comes from non-scholarly sources will not be accepted. Include the following sections in your paper, organized and labeled by the provided headings: a) Definitions ( page, 3 points) a. The scholarly definition of this population and the description and definition of subpopulations b. The terms used by this population to identify themselves and terms they may find offensive based on scholarly literature c. (if applicable to your population) values or beliefs of this population and holidays or cultural events celebrated by this population b) History (1 page, 4 points) Important events throughout time related to this population Discrimination or privilege faced by this population throughout history Changes in treatment of the group by society over time c) Successes ( page, 3 points) Laws and policies passed Organizations created Individual successes d) Overall Demographics ( page, point) The current national and regional demographics of the population based on 2010 census data, other national surveys such as the American Community Survey and the 10

Pew Forum research, or scholarly, empirical research. This should include, at a minimum, prevalence of the population nationally and regionally. e) Specific Demographics ( page, 1 point) The information and specific figures/numbers on diversity within your chosen group based on several relevant categories. These might include subgroups, race/ethnicity, age, sexual orientation, gender identity, religion or spirituality, SES, political affiliation, etc. f) Current Issues (1 pages, 5 points) A comprehensive review of the major current issues and concerns faced by this group according to scholarly literature. I suggest discussing at least 3 major issues, if not more, based on your population. g) Solutions (1 page, 3 points) A list of possible solutions to the current issues and concerns faced by this group with some details about how to carry out these ideas. This can include your own ideas as well as ideas from your research.

STEP 3: LEARNING FROM IMMERSION (10 points) Attend an event where the group you have chosen is in the majority. For this event, it is best if you attend by yourself as this facilitates the experience of being an outsider. However, if you elect to attend with a classmate or friend, you will not be penalized. If you do decide to attend an event with a classmate or friend, please do not sit together or socialize with each other during the event. Also, please do not discuss it afterwards. This will allow for you to be able to experience the immersion piece in a unique and individual way and provide your own reflections in your paper. If there are any safety concerns, then definitely do not go alone (and please speak with me about your concerns ahead of time). Please see the note above about grammar and formatting. Write a 2-3 page response to your experience. In the response, include the following points labeled by the underlined headings: a) Description: Briefly describe of the event ( page, 2 points) b) What I Learned: Describe the details of what you learned about this group by attending the event (1 page, 4 points) c) Reflection: Reflect on your experience as the other or outsider at the event and on ways your population may experience this otherness in their ever yday lives (1 page, 4 points)

STEP 4: LEARNING FROM INDIVIDUALS (10 points)

11

Spend time with an individual that is part of this population. Get to know more about his/her personal story and experiences based on his/her identification with this group. You may interview someone you already know such as a friend or family member. You do not have to record the interview. The interview may be completed via phone, video conferencing, or in person. Interviews over email are not acceptable because you will need to utilize your interpersonal skills. Please see the note above about grammar and formatting. Write a 3-4 page response detailing what you learned. Use a pseudonym for your interviewee. Be sure to minimally provide the following elements, labeled by the underlined headings: a) Description: Describe the individual and his/her life story including aspects relevant to your portfolio topic and other important details of his/her life ( page, 2 points) b) Struggles: Explain what struggles the individual experiences based on his or her identification with this group (1 page, 2 points) c) Meaning: Explain what it means to the individual to be a part of this group and the positive aspects of being a part of this community (1 page, 2 points) d) Skills Used: Explain what interpersonal skills you utilized in your interview and how you used the information you learned prior to the interview to construct your interview questions appropriately (1 page, 3 points) STEP 5: PRESENTATION OF FINDINGS (5 points) Students will present the poignant moments of their experiences to the class, including information about each step of the process. This should act as a summary of what you learned from your initial thoughts to final step, including how this project has enhanced your learning and what you learned that will be helpful to your eventual employment. Please provide a creative element to your presentation that can be displayed or passed around the class (poster, poem, visual display, artwork, etc.). A PowerPoint presentation does NOT count as a creative element. Length of presentation depends on class size and will be announced in class (typically about 10 minutes).

STEP 6: FINAL THOUGHTS (5 points) The final section of the portfolio includes a 2 page (double spaced) reflection to be posted on AsULearn using the underlined headings below. Please see the note above about grammar and formatting. This paper should include: a) What I Learned: Your overall assessment of what you learned through the portfolio project. Rather than just restating information from STEPS 2-4, your reflection should include links between STEPS. ( page, 2 points) b) Connections I Made: Connections between your population and other populations that you learned about through your classmates presentations. ( page, 1 point)

12

c) Considerations for the Future: Your assessment of your continued/new biases (including those that are positive) about your population and your additional considerations for the future. ( page, 2 points)

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APPENDIX C: LINKING COMPETENCIES AND PRACTICE BEHAVIORS TO COURSE OBJECTIVES AND CLASS ASSIGNMENTS OR ACTIVITIES
Competency Practice Behavior Course Obj. Assignments (Measures)

Apply critical thinking to inform and communicate professional judgments Engage diversity and difference in practice

Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom Recognize the extent to which a cultures structures and values may oppress, marginalize, alienate, or create or enhance privilege and power Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups Recognize and communicate their understanding of the importance of difference in shaping life experiences

11

6, 8

1, 3

2, 5, 7

View themselves as learners and engage those with whom they work as informants

Advance human rights and social and economic justice

Understand the forms and mechanisms of oppression and discrimination

9, 10

Portfolio In-class exercises In-class discussions Reading responses Personal Assessment Portfolio In-class exercises In-class discussions Reading responses Personal Assessment Portfolio In-class exercises In-class discussions Reading responses Personal Assessment Portfolio In-class exercises In-class discussions Reading responses Personal Assessment Portfolio In-class exercises In-class discussions Reading responses Portfolio In-class exercises In-class discussions Reading responses

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REFERENCES Adams, M., Blumenfeld, W. J., Castaneda, R., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2000). Readings for diversity and social justice: An anthology on racism, antiSemitism, sexism, heterosexism, ableism, and classism. New York: Routledge. Alexander Street Counseling. (2011). Counseling and Privilege: Video series. Retrieved from http://0-ctiv.alexanderstreet.com.wncln.wncln.org/search/seriesid/150/sortby/title Anderson, J., & Carter, R. W. (Eds.). (2003). Diversity perspectives for social work practice. New York: Allyn & Bacon. Anderson, M. L., & Collins, P. H. (Eds.). (2010). Race, class, and gender: An anthology (7th ed.). Belmont, CA: Wadsworth. Anderson, S. K., & Middleton, V. A. (2005). Explorations in privilege, oppression, & diversity. Pacific Grove, CA: Brooks / Cole. Barret, B., & Logan, C. (2002). Counseling gay men and lesbians: A practice primer. Pacific Grove, CA: Brooks / Cole. Burdge, B. J. (2007). Bending gender, ending gender: Theoretical foundations for social work practice with the transgender community. Social Work 52(3), 243-250. Butler, R. N. (2005). Ageism: Looking back over my shoulder. Generations 29(3), 84-86. Collins, K. (2008, September 7). Tolerance wears thin. The News & Observer, p. A1. Congress, E. P., & Gonzalez, M. J. (Eds.). (1997). Multicultural perspectives in working with families (2nd ed.). New York: Springer. Constantine, M. G., & Sue, D. W. (Eds.). (2005). Strategies for building multicultural competence in mental health and educational settings. Hoboken, NJ: John Wiley & Sons. Diller, J. V. (2007). Cultural diversity: A primer for human services (3rd ed.). Belmont, CA: Cengage. Gitterman, A. (2001). Handbook of social work practice with vulnerable and resilient populations (2nd ed.). New York: Columbia University. Harper, K. (2000). Appalachian womens ways of living: Within and beyond their cultural heritage. In M. Julia (Ed.), Constructing gender: Multicultural perspectives in working with women (pp. 69-88). Belmont, CA: Wadsworth. Healy, L. M. (2008). Exploring the history of social work as a human rights profession. International Social Work, 51(6), 735-748. Henderson, L. (2000). The knowledge and use of alternative therapeutic techniques by social work practitioners: A descriptive study. Social Work in Health Care, 30(3), 55-71. Hodge, D. R. (2005). Social work and the house of Islam: Orienting practitioners to the beliefs and values of Muslims in the United States. Social Work, 50(2), 162-173. Jones, E., Haenfler, R., & Johnson, B. (2007). The better world handbook? Small changes that make a big difference. BC, Canada: New Society. Mirkin, M., & Kamya, H. (2008). Working with immigrant and refugee families. In Monica McGoldrick and Kenneth Hardy (Eds.). Revisioning family therapy: Race, culture and gender in clinical practice (2nd ed.), (pp. 311-326). New York: Guilford Press. Lum, D. (2003). Culturally competent practice: A framework for understanding diverse groups and justice issues (2nd ed.). Pacific Grove, CA: Brooks / Cole. McGuire, S. L., Klein, D. A., & Chen, S. (2008). Ageism revisited: A study measuring ageism in East Tennessee, USA. Nursing and Health Sciences, 10, 11-16. McIntosh, P. (1989). White privilege: Unpacking the invisible knapsack. Peace and Freedom, July/August, 10-12. 15

McAuliffe, G., & Associates. (2008). Culturally alert counseling: A comprehensive introduction. Thousand Oaks, CA: SAGE. Ponterotto, J. G., Casas, J. M., Suzuki, L. A., & Alexander, C. M. (Eds.). (2010). Handbook of multicultural counseling (3rd ed.). Thousand Oaks, CA: SAGE. Rotherman, J. C. (2008). Cultural competence in process and practice: Building bridges. Boston: Pearson Education. Salyers, K. M., & Ritchie, M. H. (2006). Multicultural counseling: An Appalachian perspective. Journal of Multicultural Counseling and Development, 34, 130-142. Schlosser, L. Z. (2003). Christian privilege: Breaking a sacred taboo. Journal of Multicultural Counseling and Development, 31, 44-51. Spencer, M. S. (2008). A social workers reflections on power, privilege, and oppression. Social Work, 53(2), 99-101. Steen, J. A. (2006). The roots of human rights advocacy and a call to action. Social Work, 51(2), 101-105. Sue, D. W. (2006). Multicultural social work practice. Hoboken, NJ: John Wiley and Sons. Sue, D. W., & Sue, D. (2008). Counseling the culturally diverse: Theory and practice (5th ed.). Hoboken, NJ: John Wiley & Sons. Talbot, D. M. (1999). Personal narrative of an Asian Americans experience with racism. Journal of Counseling and Development, 77(1), 42-44. Taylor, V. (2003). Female genital mutilation: Cultural practice or child abuse? Pediatric Nursing, 15(1), 31-33. Thomas, A. J., & Schwarzbaum, S. E. (2011). Culture & identity: Life stories for counselors and therapists (2nd ed.). Thousand Oaks, CA: SAGE. Van Soest, D., & Garcia, B. (2003). Diversity education for social justice: Mastering teaching skills. Alexandria, VA: CSWE. Yan, M. C. (2008). Exploring cultural tensions in cross-cultural social work practice. Social Work, 53(4), 317-238.

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