dr. ann marie yaros
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HUMS A321 (3 CREDITS) DIVERSITY ISSUES IN HUMAN SERVICE PRACTICE
COURSE OUTLINE SPRING 2008
PREREQUISITE: HUMS A101, HUMS A 223, or instructor permission
Course Description: Intercultural communication skills used in Human Service management and practice, focusing on the following techniques: communications as a cultural unit, thought, behavioral patterns as expressions of various world views, assessing personal cultural orientations and interactional styles. Techniques for effectively making contact with individuals with differing cultural characteristics will be stressed in the context of advanced Human Service practice.
OBJECTIVE: Upon successful completion, students demonstrate ability to:
Gain a broad spectrum of knowledge in the areas of diversity and difference in the United States;
Appreciate the importance of understanding the institutionalized perspective of group and/or personal history as it relates to historical eras of colonization, immigration, dominance, oppression, and how these manifest in social policy;
Respect cultural expression with all its variables between and within cultures and lifestyles;
To
examine diversity in the United States and how a solid understanding of this
issue is imperative for human service practice; and To gain a strong personal understanding of diversity, and the issues inherent in and encompassing diversity, in order to critically assess printed and visual media content, academic material, practice focus and trends, program delivery, policy and research issues and methodologies.
Conceptual Framework: This course focuses on the richness of a wide variety of family systems. Students develop a knowledge base of the psycho cultural experience of a variety of minority families through the study of cultural values, life style, and family structure of each group. Additionally, special emphasis is placed on the study of non-traditional family constellations, including gay and lesbian families. Families with special needs, including adoptive families and families experiencing violence are also examined. Specifically, the following assumptions are offered:
* An ecological framework is valuable in understanding the uniqueness of the interaction of each individual and his or her environment. * Evaluation and application of theories as they apply to working with families, especially those who have experienced oppression are valuable tools in understanding diversity and discrimination. * An awareness of the range of social systems that interact with a variety of family formations is of value. * It is important to appreciate the integrity, self-determination and cultural heritage for a wide variety of ethnic minority and gender populations. * An appreciation for the extant diversity within all ethnic, minority and gender populations is critical for effective social work and human service practice. * An appreciation for the integrity and self-determination of a variety of non-traditional family constellations and families with special needs. * It is crucial for social work and human service practitioners to build an awareness and appreciation of strengths and resources within a variety of family settings. * It is crucial for social work and human service practitioners to understand variations in culture, traditions, life styles, values, family structure, and histories of oppression of the clients they serve. * Social work and human service practitioners need to be aware of how personal and professional values and ethics impact the helping process and the potential for value conflicts when working with diverse populations. * There are no "proper" gender roles that fit all family systems. * Social and economic forces may deter families in maintenance or attainment of optimal health and well-being.
Course Design: Teaching methods will include lecture, group discussion and collaboration. Media presentations and guest speakers will be used depending on availability.
Attendance Policy: This is a lecture-discussion class. Attendance is important and will be taken at each class. Each time you are absent, one point will be deducted. Because of the highly integrative methods of learning used in this course, class attendance is essential. If you are not in the classroom a minimum of 90% of class time on a given day, you will be considered absent. Students who are absent five or more times during the semester will receive a letter grade of "F" for the course, regardless of grades received on assignments. Three or more absences will result in a lower grade regardless of grades received on assignments. Students are expected to have read the text chapters before each class in order to participate in class discussions. In the event of an absence, students are responsible for all in-class information presented, including announcements regarding assignments.
Cell Phone Policy: Put simply, the use of cellular phones in class is not allowed. Not only is it inappropriate and rude, it may lead the instructor to tossing your phone on the floor and bludgeoning it to death with a sledgehammer.
GRADING POLICY: Each student is expected to do the work required or to withdraw. Grades are determined by points earned.
A: Honors - Comprehensive mastery of the required work 92 - 100 points B: High level of performance - 82 - 91 points C: Satisfactory Performance - 72 - 81 points D: Lowest passing grade - 62 - 71 points F: Failure - 0 - 61 points
MSC and UAA's Policy on an Incomplete Grade Incompletes may be granted at the discretion of the instructor only if the student has a C average and is able to demonstrate extenuating circumstances.
CHEATING Cheating is not tolerated at Matanuska-Susitna College. It constitutes grounds for dismissal from the University. Cheating is defined as any means by which a student uses unauthorized assistance to prepare materials submitted as his/her own.
Refer to the “Student Code of Conduct” section of the MSC Bulletin for student etiquette in the classroom, and to the MSC Bulletin for policies in general.
If you need disability related accommodations, notify Student Support Services 745-9762. Learning Resources Center is also available for your assistance 745-9706.
Course Requirements and Assignments:
All
assignments are due on dates specified on the schedule. Any assignment turned
in late regardless of reason will receive half credit. Assignment #1: Understanding Your Own Family of Origin (35 points) The suggested length is 12 double-spaced typed pages. This paper will be due at the beginning of class on the date specified on the weekly schedule.
If human service and social workers are secure in their own cultural/ethnic identity they are more likely to act with greater freedom, flexibility, and openness to those of different and diverse backgrounds. Toward this end your assignment is to explore your own family of origin. You may include an ecomap and genogram of your family system to enhance clarity if desired.. A brief review (2-3 pages) of literature relevant to your cultural/ethnic background must be included. The following is a list of issues to be addressed. It is offered as a menu of possibilities. You may focus on other pertinent issues as needed, but you are expected to include at least 10 of the following items.
1. What characteristics of your ethnic/cultural group do you like most? Least? Explain. 2. Describe traditions/rituals in your family, e.g., the celebration of holidays, funerals, weddings, births, etc. 3. Describe the accepted roles for men and women in your family. 4. What signs of ethnic/cultural identity are in your home e.g. art, books, toys, clothing, language, cooking. 5. Describe the people who lived in your neighborhood while growing up and your relationship toward them. 6. Describe the role that religion/spirituality plays in your family. 7. What constitutes a stressful situation or problem in your family? 8. How do the individual and group components of your family respond to or cope with problematic situations? 9. Describe any intrafamilial support systems or lack of these systems. 10. How might your family respond to the prospect of going into family therapy? What are the prevailing attitudes toward seeking help? What therapeutic approach would be best-suited? 11. What family values and behaviors are influenced by your ethnicity/cultural heritage? How are they influenced? Describe any "cultural camouflage" that exists. 12. Who in your family experience influenced your sense of ethnic/cultural identity? How? 13. Describe any experiences of prejudice or discrimination you have experienced. 14. What are your family's attitudes toward education, work, upward mobility, physical appearance, politics, expressing emotions, marital intimacy, children expressing their feelings. 15. What role has your ethnic group played in the molding of social policy in this country?
Assignment #2: Understanding a Family With A Different Cultural Heritage; or Understanding a Non-Traditional Family System; or Understanding A Family With Special Needs. (35 points)
A written assignment: suggested length: 12 pages. This paper will be due at the beginning of class on the date specified on the weekly course schedule. Content must parallel that of assignment #1, including the literature review. Additionally, you are asked to briefly compare and contrast your family of origin with the family you choose to write about (creating a visual matrix may help you). You may either go into the home of a family (to see firsthand how they live) or meet at a place that is identifiable as their turf (such as a community center so that you are in their world (e.g., you become the minority). You will need to conduct a qualitative interview with family members. Your safety is primary. Do not do this interview if you are in any way uncomfortable with it. If possible, interview an acquaintance or colleague who is from a different ethnic group. If an interview with a family is not practical or possible, you may do a comprehensive literature review of the chosen ethnic group and write a formal term paper addressing the questions in assignment #1 and compare and contrast them with your own family of origin.
There will be a general class discussion and sharing of information following both Assignments 1 & 2
MIDTERM AND FINAL EXAM (15 points each, 30 points total)
There will be a take home midterm exam and a take home final exam worth 15 points each. They are due on the date specified on the weekly course schedule
All assignments are due on dates specified on the schedule. Any assignment turned in late regardless of reason will receive half credit.
Students are responsible for following rules and regulations in the Matanuska-Susitna Catalog, the University of Alaska Anchorage Catalog, and the Student Handbook.
HUMS A321 TENTATIVE SCHEDULE
Class 1 Chapters 1, 2, 3, 4 Ethnicity & Diller Ch. 10
Class 2 Chapters 5, 6, 7, 8, 9, 10 Ethnicity & Diller Ch. 11
Class 3 Chapters 11, 12, 13 Ethnicity & Diller Ch. 9
Class 4 Chapters 14, 15, 16 Ethnicity & Diller Ch. 1
Class 5 Chapters 17, 18, 19 Ethnicity & Diller Ch. 2
Class 6 Chapters 20, 21, 22, 23 Ethnicity & Diller Ch. 12
Class 7 Chapters 24, 25, 26, 27 Ethnicity and Diller Ch 3 ASSIGNMENT #1 DUE
Class 8 Chapters 28, 29, 30 Ethnicity & Diller Ch. 4 MIDTERM EXAM DUE
Class 9 Chapters 31, 32, 33, 34, 35 Ethnicity & Diller Ch. 5
Class 10 Chapters 36, 37, 38 Ethnicity & Diller Ch. 13
Class 11 Chapters 39, 40, 41 Ethnicity & Diller Ch. 6
Class 12 Chapters 42, 43, 44 Ethnicity & Diller Ch. 7
Class 13 Chapters 45, 46, 47 Ethnicity & Diller Ch. 8 ASSIGNMENT #2 DUE
Class 14 Chapters 48, 49, 50, 51 Ethnicity & Diller Ch. 14 FINAL EXAM DUE
Class 15 Chapters 52, 53, 54 Ethnicity |