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M
UNIVERSITY
ATALBANY
State University of New York
Senior Vice President for Academic Affairs & Provost
November 16, 2015
Dr, Alexander Cartwright
Provost and Executive Vice Chancellor
State University of New York
System Administration
State University Plaza
Albany, New York 12246
Dear Dr. Cartwright: :
On behalf of the faculty at the University at Albany, I am pleased to transmit the attached
proposal for modest update to our licensure qualifying Ph.D. program in Counseling
Psychology,
This proposal has been fully considered and approved through our campus governance
system. We ate appreciative for anticipated efforts by staff in your Office of Program
Review for the consideration of the proposal, Should there be any technical questions or
the need for additional materials, please have inquiries directed to Jonathan Bartow, Viee
Dean for Graduate Education (jbarlow@uamail.albany.edu) at our campus, As always,
we thank you for your on-going support.
Sincerely,
James R. Stellar
Senior Vice President for Academic Affairs and Provost
Enclosure
¢ Dean Kevin Williams
Dean Robert Bangert-Drowns
Vice Dean Jon Bartow
University Hill, 308
1400 Washington Avenue, Aibany, New York 12222
Pit 518-956-8030 Fx 548-956-8043
sewwalbanyeda
: 4
SUNY ARSE Program Revision Proposal:
Changes to an Existing Program
Form 3A
SUNY approval and SED registration ave required for many changes to registered programs, To request a change to a
rogistered program leading to an undergraduate degree, a graduate degree, or a certificate that does not involve the
creation of a new program,! a Chief Exeontive or Chief Academic Officer must submit a signed cover letter and this
completed form to the SUNY Provost at program.review@suny.cdu,
l, Tastifutton Name: University at Albany
2, Institution’s 6-digit SBD Instimtion Code: 210300
3. Institution’s Address; 1400 Washington Ave., Albany, NY 12922
4, Additional Information: Specify each campus and its 6-digit SED Institution Code where
the programs is registered and where the proposed changes would apply.
1. Program title: Counseling Psychology
2. Award (ag. B.A,, M.S.); PhD
. Number of Required Credits: Minimum [ 76 BY If tracks or options, largest miniraum [
3.
] .
4, HIBGIS Code: 2004
5, SED Inventory of Registered Programs (IRP) 5-digit Pi cosram Code: 81217
6. Anticipated effective date of fhe change in the program(s) (aum/ddéyyyy): 08/26/2015
7. Ifthe current program(s) must remain registered yatil enrolled students have graduated, the
anticipated effective date by which conthwuing students will haye completed the current
version of the program(s): 08/01/2022
Name and title; Myrna L., Friedlander, PhD, Professor and Director of Doctoral Training
Telephone; 518-442-5049
Ennai; mfriedlander@athany,edu
Signature affirms that the proposal hag niet all applicable campus admitistrative and
shared goyernauce procedures for-sonsultation, and the institutlon’s conunitment to
nt for Academic iliefis and Provost
Partner institution’s name: None
Nanie and title of partner instttution’s CRO:
Signature of partner institution's CEO (or appond a signed letter indicating approval of this
proposal):
Verston 2013-10-21
1 To proposs changes that would ereate a now program, the Program Revision Proposal fort for Coating New Program(s) from
Existing Program(s) is required,
2 ifthe partner Stinlon Js non-degree-granting, seo CEO Memo 94-04,
i
Section 2. Requested Changes,
Section 2.1. Changes in Program Content ]
a) Check all that apply. Describe each proposed change and why it is proposed.
[ ] Cumulative change from SED’s last approval of the registered program of one-third or more of the minimum credits
required for the award (e.g,, 20 credits for associate degree programs, 40 credits for bachelor’s degree programs)
[ ] Changes in a program’s focus or design
[ ] Adding or eliminating one or more options, concentrations or tracks
[x ]Adding or eliminating a requirement for program completion (such as an internship, clinical placement, cooperative
education, or other work or field-based experience)
Add Multicultural Counseling as a required course. At present, we have one elective within the Professional
Core cluster of courses. We would like to convert this elective to require ECPY 750 (Multicultural Counseling) in order
to be consistent with professional competency standards for health service psychologists. This course has been taught
for several years as an elective. The syllabus for this existing course is appended.
Add Multivariate Methods as a required course. A second elective course within the Measurement/Statistics
cluster of courses, Multivariate Methods for Research (currently taught under EPSY 751, but also taught as ECPY 725,
Multivariate Applications in Counseling Psychology), will now become a required course. In other words, students will
be able to take either EPSY 751 or ECPY 725 to fulfill this requirement. The syllabus for the 751 course is appended.
Require only one career theory/research course. Currently, students must take two career courses (ECPY 605
Advanced Career Development and ECPY 708 (Theories of Career Development in Counseling Psychology) for 3
credits each, total 6 credits. We propose to require only one of these courses. Specifically, students entering the PhD
program without advanced standing credits in career theory will take ECPY 605, which will have more introductory
material than ECPY 708, whereas students entering the PhD program with advanced standing credits in career theory
will take ECPY 708, which will have less introductory material.
Add Seminar in Social Psychology as an elective to meet the social psychology requirement. A new course,
Seminar in Social Psychology: From Basic Theory to Health-Related Applications (ECPY 760) will be included as
one of several possible courses within the social psychology cluster of Basic Psychology courses that satisfy this basic
psychology requirement. The syllabus for this course is appended.
Add two scholarship requirements. In addition, we would like to add two pre-candidacy scholarship
requirements, Addition of these requirements will enhance the research competencies of our PhD students and better
prepare them for completion of the dissertation, as follows: (1) students must present a first-authored paper or poster at a
regional, national, or international psychology conference, and (2) students must submit a first-authored scientific
manuscript to a refereed journal in psychology. Both scholarship requirements must be completed prior to achieving
doctoral candidacy.
[ ] Altering the liberal arts and science content in a way that changes the degree classification of an undergraduate
program, as defined in Section 3.47(c)(1-4) of Regents Rules
b) Provide a side-by-side comparison of all the courses in the existing and proposed revised program that clearly
indicates all new or significantly revised courses, and other changes. All changes are highlighted in grey.
2
Existing courses:
Proposed revision (changes in grey):
Area At Professional Core in Counseling Psychology (33 credits, mininuni)
ECPY 601 Introduction to Counseling
Theory & Practice (3)
ECPY 605 Advanced Career Development (3)
ECPY 708 Theories of Career Development
in Counseling Psychology (3)
ECPY 702 Ethics & Professional Issues
in Counseling Psychology (3)
ECPY 704 Theory, Research, & Practice
in Counseling Psychology 1 (3)
ECPY 705 Theory, Research, & Practice
in Counseling Psychology II (3)
ECPY 706 Assessment in Counseling
Psychology I (3)
ECPY 707 Assessment in Counseling
Psychology Il (3)
ECPY 718 Group Counseling
Research and Practice (3)
ECPY 820 Proseminar in Research
in Counseling Psychology (3)
ECPY 840 Supervision and Consultation (3)
Elective
ECPY 601 Introduction to Counseling
Theory & Practice (3)
ECPY 605 Advanced Career Development (3) OR
ECPY 708 Theories of Career Development
in Counseling Psychology (3)
ECPY 702 Ethics & Professional Issues
in Counseling Psychology (3)
ECPY 704 Theory, Research, & Practice
in Counseling Psychology 1-3)
ECPY 705 Theory, Research, & Practice
in Counseling Psychology II (3)
ECPY 706 Assessment in Counseling
Psychology I (3)
ECPY 707 Assessment in Counseling
Psychology II (3)
ECPY 718 Group Counseling
Research and Practice (3)
ECPY 820 Proseminar in Research
in Counseling Psychology (3)
ECPY 840 Supervision and Consultation (3)
ECPY 750 Multicultural Counseling (3)
Area B: Supervised Practice in Counseling Psychology (18 credits, mininuun)
ECPY 700 Pre-practicum in Counseling Psychology (3)
ECPY 805 Doctoral Practicum
in Counseling Psychology I (6)
ECPY 806 Doctoral Practicum
in Counseling Psychology II (6)
ECPY 808 Doctoral! Practicum
in Specialized Procedures (3)
ECPY 700 Pre-practicum in Counseling Psychology (3)
ECPY 805 Doctoral Practicum
in Counseling Psychology I (6)
ECPY 806 Doctoral Practicum
in Counseling Psychology II (6)
ECPY 808 Doctoral Practicum
in Specialized Procedures (3)
Area C: Statistics and Research Design (12 credits, minimum)
EPSY 630 Statistics II (3)
ECPY 767 Research Principles and
Methods in Counseling (3)
ECPY 724 Regression Analysis
for Counseling Research (3)
ECPY 725 Multivariate Analysis (3)
EPSY 630 Statistics IT (3)
ECPY 767 Research Principles and
Methods in Counseling (3)
ECPY 724 Regression Analysis
for Counseling Research (3)
ECPY 725 Multivariate Analysis (3) OR
EPSY 751 Multivariate Analysis (3)
Area D: Psychological Foundations (15 credits, minimum, 3 per area)
D1: Biological Bases of Behavior
Possible courses: APSY 514 Hormones, Brain
and Behavior (3); APSY Proseminar in
Biopsychology (3); APSY 745 or ECPY 730
Psychopharmacology (3); APSY 777 Clinical
Neuropsychology; and ESPY 672
(Developmental Neuropsychology)(3)
D2: Cognition/Affective Bases of Behavior
EPSY 610 Advanced Educational
Psychology: Learning & Instruction (3)
D3: Individual Bases of Behavior
Possible courses: APSY 604 Proseminar in
Developmental Psychology (3); APSY 623
Advanced Child Development (3); APSY
640 Psychopathology(3) ; EPSY 623 Advanced
Developmental Psychology (3); EPSY 721
Comparative Theories of Human
Development (3); EPSY 725 Seminar in
Human Development (3); ECPY 630
Behavior Disorders (3) plus auditing a
developmental course listed above
D4; Social Bases of Behavior
Possible courses: APSY 604 Proseminar
in Social Psychology (3); APSY 606 Social
Psychology Il (3); APSY 641 Survey of
Organizational Psychology (3); APSY 730
The Self (3); ESPY 673 Social Psychology
Foundations in Professional Psychology (3).
Students without a solid foundation course in
social psychology must take either APSY
605 or EPSY 798.
D5: History and Systems of Psychology
EPSY 750 or APSY 610
History of Psychology (3)
D1; Biological Bases of Behavior
Possible courses: APSY 514 Hormones, Brain
and Behavior (3); APSY Proseminar in
Biopsychology (3}; APSY 745 or ECPY 730
Psychopharmacology (3); APSY 777 Clinical
Neuropsychology; and ESPY 672
(Developmental Neuropsychology)(3)
D2: Cognition/Affective Bases of Behavior
EPSY 610 Advanced Educational
Psychology: Learning & Instruction (3)
D3: Individual Bases of Behavior
Possible courses: APSY 604 Proseminar in
Developmental Psychology (3); APSY 623
Advanced Child Development (3); APSY
640 Psychopathology (3); EPSY 623 Advanced
Developmental Psychology (3); EPSY 721
Comparative Theories of Human
Development (3); EPSY 725 Seminar in
Human Development (3); ECPY 630
Behavior Disorders (3) plus auditing a
developmental course listed above
D4; Social Bases of Behavior
Possible courses: APSY 604 Proseminar
in Social Psychology (3); APSY 606 Social
Psychology II (3); APSY 641 Survey of
Organizational Psychology (3); APSY 730
The Self (3); ESPY 673 Social Psychology
Foundations in Professional Psychology (3) OR
ECPY 760 Seminar in Sacial Psychology: From Basic
Theory to Health-Related Applications (3).
Students without a solid foundation course in
social psychology must take either APSY
605, ESPY 798, or ECPY 760.
DS: History and Systems of Psychology
EPSY 700 or APSY 610
History of Psychology (3)
Additional Coursework (3 credits, minimum)
ECPY 895 Doctoral Internship (2)
ECPY 899 Doctoral Dissertation (at least 1)
ECPY 895 Doctoral Internship (2)
ECPY 899 Doctoral Dissertation (at least 1)
a) For each new or significantly revised course, provide a syllabus at the end of this form, and, on the SUNY Faculty
Table provide the name, qualifications, and relevant experience of the faculty teaching each new or significantly revised
course. NOTE: Syllabi for all courses should be available upon request. Each syllabus should show that all work for
credit is college level and of the appropriate rigor. Syllabi generally include a course description, prerequisites and
corequisites, the number of lecture and/or other contact hours per week, credits allocated (consistent with SUNY
policy on credit/contact hours), general course requirements, and expected student learning outcomes.
Please see appended syllabi for EPSY 751, ECPY 750, and ECPY 760.
©) What are the additional costs of the change, if any? If there are no anticipated costs, explain why.
There will be no additional costs, as the course changes will not involve adding credits to the required number for
graduation. The scholarship requirements involve no tuition costs to students.
Section 2.2. Other Changes
Check all that apply. Describe each proposed change and why it is proposed.
[ ] Program tide
[ ] Program award
[ ] Mode of delivery
NOTES: (1) If the change in delivery enables stuclenis to complete 50% of more of the program via distance
education, submit a Distance Education Format Proposal as part of this proposal. (2) if the change involves adding
an accelerated version of the program that impacts fmancial aid eligibility or licensure qualification, SED may
register the version as a separate program.
[ ] Format change(s) (e.g, from full-time to part-time), based on SED definitions, for the entire program
4) State proposed format(s) and consider the consequences for financial aid
2) Describe availability of courses and any change in faculty, resources, or support services.
{ ] Achange in the total number of credits in a certificate or advanced certificate program
[x ] Any change to a registered licensure-qualifying program, or the addition of licensure qualification to an existing
program. Exception: Small changes in the required number of credits in a ficensure-qualifying program that do not
involve a course or courses that satisfy one of the required content areas in the profession.
As described above, the changes do not involve additional credits but (1) only substituting 2 elective courses within
the Professional Core (Area A) and Measurement/Statistics (Area C) clusters of courses for required courses (ECPY 750,
Multicultural Counseling; and EPSY 751, Multivariate Analysis), (2) adding ECPY 760, Seminar in Social Psychology,
a new course, as a potential course to satisfy a Basic Psychology requirement (Area D4); and (3) adding two pre-
candidacy scholarship requirements, which are not related to coursework but rather to the research competencies that all
PhD students must demonstrate in order to complete our doctoral program successfully.
These changes are necessary because our accrediting institution, the American Psychologica! Association, has
standards for accreditation that require training in (1) multicultural counseling, (3) research methodology/statistics and
(4) social psychology. In order to be certain that all students complete coursework relative to these accreditation
standards, we want to make the changes described earlier.
Additionally, since ours is a “scientist-practitioner” model of doctoral psychology training, it is essential that all
students demonstrate sufficient skills in advanced statistics to contribute original research to the field of counseling
psychology. For that reason, multivariate analysis (which has become an essential statistical skill for psychology
research) needs to be taught to all students rather than taught as an elective.
We added the new course, Seminar in Social Psychology: From Basic Theory to Health-Related Applications
(ECPY 760), in order to better prepare our doctoral students to apply basic social psychology theory and research to
health psychology. (Integrated medical care is likely to be the setting where many licensed psychologists will be
5)
working in the future. Indeed, all applied psychologists are now called “health service psychologists” by the
American Psychological Association.)
Finally, With respect to the proposed new, pre-candidacy scholarship requirements, although every PhD student
must complete an empirical dissertation, for some students research is a daunting task because the dissertation is their
first independently run research study. By adding the two requirements (that students present at a scientific conference
and submit a research study for publication), we hope to more adequately prepare students for the dissertation and for
lifelong contributions to our professional knowledge base.
Section 3. Sample Program Schedule "]
a) For undergraduate programs, complete the SUNY Undergraduate Sample Program Schedule to show the
sequencing and scheduling of courses in the program. If the program has separate tracks or concentrations, complete a
Sample Program Schedule for each one.
NOT APPLICABLE
NOTE: The Undergraduate Schedule must show all curricular requirements and demonstrate that the program:
conforms to SUNY's and SED’s policies,
«It must show how a student can complete all program requirements within SUNY credit limits, unless a longer
period is selected as a format in Item 2.1(¢): two years of full-time study (or the equivalent) and 64 credits for an
associate degree, or four years of full-time study (or the equivalent) and 126 credits for a bachelor's degree.
Bachelor’s degree programs should have at least 45 credits of upper division study, with 24 in the major.
© It must show how students in A.A., A.S. and bachelor’s programs can complete, within the first hvo years of full-
time study (or 60 credits), no fewer than 30 credits in approved SUNY GER courses, with at least 3 credits each in
Basie Communication and Mathematics, plus no fewer than three credits each in at least 5 of the following 8
categories: Natural Science, Social Science, American History, Western Civilization, Other World Civilizations,
Humanities, the Arts and Foreign Languages.
© it must show how students can complete Liberal Arts and Sciences (LAS) credits appropriate for the degree.
e = When a SUNY Transfer Path applies to the program, it must show how students can complete an appropriate
number of SUNY Transfer Path (TPath) courses (from the Transfer Path Requirement Summary) within the first hvo
years of full-time study (or 60 credits), consistent with SUNY's Student Seamless Transfer policy.
© Requests for a program-level waiver of SUNY credit limits, SUNY GER and/or a SUNY Transfer Path require the
campus to submit a Waiver Request — a different form — with compelling justification(s).
EXAMPLE FOR ONE TERM: Undergraduate Sample Program Schedule
Term 2; Fall 20xx
Course Number & Title Cr GER, LAS. Maj TPath New Prerequisite(s)
ACC 101 Principles of Accounting 4 4 4
MAT 114 College Mathematics 3 M 3 3 MAT 110
CMP 101 Introduction to Computers 3
HUM 110 Speech 3 BC 3 x
ENG 113 Engiish 102 3 BC 3
Term credit total: 16 6 9 7 4
b) For graduate programs, complete the SUNY Graduate Sample Program Schedule. \f the program has separate
tracks or concentrations, complete a Sample Program Schedule for each one.
NOTE: The Graduate Schedule must include all curriculum requirements and demonstrate that expectations fron
Part 52.2(¢)(8) through (10) of the Regulations of the Commissioner of Education are met.
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Seminar in Social Psychology: From Basic Theory to Health-Related Applications
Lisa McAndrew, Ph.D.
Imcandrew@aibany.edu
3 credits
W 01:15-04:05
Office Hours: W 12:15-1:15
Social Psychology is a basic science that underlies much of professional and health psychology.
Social psychologists use innovative experimental and descriptive methods to understand the human
condition. This seminar will focus on modern social psychology topics, particularly those relevant to
improving health behaviors. These include: the self, motivation, social cognition and persuasion.
Learning objectives:
1. Describe relevant modern social psychology theory.
2. Extend knowledge of social psychology research methods.
3. Apply social psychological theory and methods to
professional and health psychological research. w
4. Apply social psychology theary and methods to teaching (tr {
and clinical practice.
"Sure, 1 feller the herdl—not ont of bnainiless obedience,
mind you, bur out of a deep and abiding respect for
Grading: the concept of comunity,”
The grading scale is provided below. Your grade is made up of
the total of your assessments which are listed below:
A= (93-100%)
A-=(90-92%)
B+=(87-89%)
B=(83-86%)
C=(73-76%)
D=(63-66%)
E=(Less than 60%)
Class Organization and Assessment
1. Readiness Assessment 12%
The course will be split into 5 units. The beginning of each unit will be a short readiness assessment
to ensure basic understanding of the content. This basic knowledge will be built upon in the rest of
the unit to develop an in-depth understanding of focused topics and competencies in applying the
content to research and clinical practice. The assessment will first be taken individually and then as a
group. Your grade will be the average of the two assessments. As a group you may choose to
challenge any of the answers you believe are wrong. You will be asked to submit a written challenge
citing the readings.
2, Journal Club 13% of Grade:
We will spend about 1/3 of the class on one empirical research article. Each of you will lead a ‘journal
club’ discussion on the article. Journal clubs are regularly used in academic and practice settings to
keep abreast of the literature, hone critical thinking skills and come together as a team. Leading the
journal club requires you to lead a discussion that will position the article within the context of social
psychology, discussing research design, the writing, and discussions of applying this study to the
practice of counseling and educational psychology. The goal of facilitation is to provide structure and
direction not be the discussion.
3. Class Work 10% of Grade:
About 1/3 of the class will be spent on developing competencies in conducting social psychology
research. We will cover topics such as identifying your program of research, identifying a social
psychology theory that will enhance your research, asking a concise and relevant research question,
writing a literature review, and designing a study.
The last third of class will be spent on experiential activities that help build competencies in applying
social psychology theory to everyday life and educational and counseling practice. You will be
spending a substantial portion of your class time working in teams, this work will be graded.
4. Team Grade 5%:
You will each evaluate your teammates three times during the class. The last 5% of your grade will
be based on your teammates’ last evaluation of you.
§. Grant Research Proposal (40% of overall grade)
A. Writing (30%): You will write a 5 page single spaced research proposal, 1 page specific aims
page, approximately 2 pages should be a review of the literature and approximately 2 pages should
be the proposed research design. We will spend class time learning skills to write a concise research
proposal.
B. Presentation (10%): You will develop a 10 minute presentation (leave 5 minutes for questions for a total of
415 minutes). You will present your research proposal to the entire class on one of the last two class days.
6. Clinical Application (20% of overall grade):
The ultimate goal of social psychology is fo improve the human condition. We will apply our
knowledge of social psychology research to develop a clinical application. During class | will present
one or two problems of community partners in need of being solved. You will present the intervention
as a poster during our class poster session. These interventions may be implemented and actually
improve community care!
My role — Office Hours
{am available one hour before class and other times upon request. My goal is to help you succeed!
Please contact me with help, advice, comments or concerns about this course or other topics. Email
is the best way to reach me. | typically can check my email once every business day and can answer
within 2 business days.
Absences
| will drop the lowest readiness assessment score and lowest class work score.
Since one absence will not affect your grade, | do not need any documentation. If you choose to miss
additional classes you will miss being able to complete course work or readiness assessments on
that day. The exception to this is on the class presentation day. In order to support each other — we
all need to be present to listen to our classmates! The remainder of the assignments must be turned
in on the day they are due for credit.
Reasonable Accommodations Policy: Reasonable accommodations will be provided for students
with documented physical, sensory, systemic, cognitive, learning and psychiatric disabilities. If you
believe you have a disability requiring accommodation in this class, please notify the Director of the
Disability Resource Center (Campus Center 137, 442-5490). That office will provide me with
verification of your disability, and will recommend appropriate accommodations. Accommodations
are individualized and in accordance with Section 504 of the Rehabilitation Act of 1973 and the
Americans with Disabilities Act of 1992.
12
Note: Students are expected to comply with the University at Albany's Community rights and
responsibilities. An incident of unethical conduct (e.g., cheating, plagiarism) or classroom disruption will result
in a Failing grade in this course and referral to the appropriate Departmental and University Committees.
Below is the tentative schedule. The readings and assignments may change during the course
Date Topic Competency Other
Week 1 The Field Research Readiness
Questions Assessment
Week 2 Social Relationships: Theory Readiness
Social Support Assessment
Week 3 Coping Applied
Social
Psychology
Week 4 Coping Specific 18' Peer
Aims Page Evaluation
Week 5 Social Cognition: Writing an Readiness
Common-Sense Model Article Assessment
Week 6 Social Cognition:
Common-Sense Model
Week 7 Persuasion: Doctor POSTER POSTER
Patient PRESENTATIONS!
Communication
Week 8 Motivation: Habit Review of Readiness
the Assessment
Literature
Week 9 Motivation: Goals Study 2nd Peer
Design Evaluation
Week 10 The Self: Self- Writing Well Readiness
Determination Theory and Often Assessment
Week 11 The Self: Self- Peer Review
Determination Theory
Week 12 Presentations
Week 13 Presentations All PAPERS 34 Peer
DUE Evaluation
13
Week 1
Topic: The Field of Social Psychology
Richard, F. D., Bond, C. F., Jr., & Stokes-Zoota, J. J. (2003). One hundred years of social
psychology quantitatively described. Review of General Psychology, 7, 331-363.
Tugade, M. M., & Fredrickson, B. L. (2004). Resilient individuals use positive emotions to bounce
back from negative emotional experiences. J Pers Soe Psychol, 86(2), 320-333. doi: 10.1037/0022-
3514.86.2.320
Competencies: How to ask a research question
Nisbett, R. E. (1990). The anticreativity letters: Advice from a senior tempter to a junior tempter.
American Psychologist, 45(9), 1078-1082.
Week 2
Topic: Social Relationships: Social Support
Taylor, S. E., Sherman, D. K., Kim, H. S., Jarcho, J., Takagi, K., & Dunagan, M. S. (2004), Culture and social
support: who seeks it and why? J Pers Soc Psychol, 87(3), 354-362. dol: 10.1037/0022-3514.87.3.354
Cacioppo, J. T., Fowler, J. H., & Christakis, N. A. (2009). Alone in the crowd: the structure and
spread of loneliness in a large social network. J Pers Soc Psychol, 97(6), 977-991. doi:
40.1037/a0016076
Competencies: Theory
McGuire, W. J. (1997). Creative hypothesis generating in psychology: some useful heuristics. Annu Rev
Psychol, 48, 1-30. doi: 10.1146/annurev.psych.48.1.4
Week 3
Topic: Coping
Coifman, K. G., Bonanno, G. A., Ray, R. D., & Gross, J. J. (2007). Does repressive coping promote
resilience? Affective-autonomic response discrepancy during bereavement. J Pers Soc Psychol, 92(4), 745-
758. dol: 10.1037/0022-3514.92.4.745
Sullivan, K. T., Pasch, L. A., Johnson, M. D., & Bradbury, T. N. (2010). Social support, problem solving, and
the longitudinal course of newlywed marriage. J Pers Soc Psychol, 98(4), 631-644. doi: 10.1037/a0017578
Todd, M., Tennen, H., Carney, M. A., Armeli, S., & Affleck, G. (2004). Do we know how we cope? Relating
daily coping reports to global and time-limited retrospective assessments. J Pers Soc Psychol, 86(2), 310-319.
doi: 10.1037/0022-3514.86.2.310
Competencies: Applied social psychology
Mook, D.G. (1983). In defense of external invalidity. American Psychologist, 38, 379-387.
Week 4
Topic: Coping
Shallcross, A. J., Ford, B. Q., Floerke, V. A., & Mauss, |, B. (2013). Getting better with age: the relationship
between age, acceptance, and negative affect. J Pers Soc Psychol, 104(4), 734-749. doi: 10.1037/a0031180
Wrosch, C., Amir, E., & Miller, G. E. (2011). Goal adjustment capacities, coping, and subjective well-being: the
sample case of caregiving for a family member with mental illness. J Pers Soc Psychol, 100(5), 934-946. doi:
10.1037/a0022873
14
Competencies: Specific Aims
https://depts.washington.edu/anesth/research/grantsmanship/session3_WritingEffectiveSpecificAims
pdf
Week 5
Topic: Social Cognition: Common-Sense Model of Self-Regulation
Hagger, Orbell (2003). A meta-analytic review of the common-sense model of illness
representations. Psychology and Health, 18(2), 141-184.
Hale, E. D., Treharne, G. J., & Kitas, G. D. (2007). The common-sense model of self-regulation of
health and illness: how can we use it to understand and respond to our patients’ needs?
Rheumatology (Oxford), 46(6), 904-906. doi: 10.1093/rheumatology/kem06
Competencies
Bem, D. (2004). Writing the Empirical Research Article. In J. M. Darley, Zanna, M.P., Roediger, H.L.
(Ed.), The Complete Academic: A Career Guide (pp. 185-220). Washington DC: American
Psychological Association
Week 6
Topic: Social Cognition: Common-Sense Model of Self-Regulation
Adler, J. M. (2012). Living into the story: agency and coherence in a longitudinal study of narrative identity
development and mental health over the course of psychotherapy. J Pers Soc Psychol, 102(2), 367-389, doi:
10.1037/a0025289
Breland, J. Y., Fox, A. M., Horowitz, C. R., & Leventhal, H. (2012). Applying a common-sense approach to
fighting obesity. J Obes, 2012, 710427. doi: 10.1155/2012/7 10427
Kaptein, A. A., Bijsterbosch, J., Scharloo, M., Hampson, S. E., Kroon, H. M., & Kloppenburg, M. (2010). Using
the common sense model of illness perceptions to examine osteoarthritis change: a 6-year longitudinal study.
Health Psychol, 29(1), 56-64. doi: 10.1037/a0017787
Week 7 — Poster Presentations!
Topic: Persuasion/Communication: Common-Sense Model of Self-Regulation
Philips, A.L, Leventhal, E., Leventhal, H. (2012). Physicians’ communication of the common-sense
self-regulation model results in greater reported adherence than physicians’ use of interpersonal
skills. British Journal of Health Psychology, 17, 244.
Week 8
Topics: Motivation: Habit
Dunlop, W. L., & Tracy, J. L. (2013). Sobering stories: narratives of self-redemption predict behavioral change
and improved health among recovering alcoholics. J Pers Soc Psychol, 104(3), 576-590. doi:
10.1037/a0031185
Neal, D. T., Wood, W., & Drolet, A. (2013). How do people achere to goals when willpower is low? The profits
(and pitfalls) of strong habits. / Pers Soc Psychal, 104(6), 959-975. dof: 10.1037/a0032626
Competency: Reviewing the Literature
Bem, D. (1995). Writing a review article for Psychological Bulletin. Psychological Bulletin, 118, 172-177.
Week 9
Topic: Motivation: Goals
Fishbach, A., Dhar, R., Zhang, Y., (2006). Subgoals as substitutes or complements; The role of goal
accessibility. Journal of Personality and Social Psychology, 91(2), 232-242.
Oettingen, G., Pak, H-j, Schnetter, K. (2001). Self-regulation of goal-setting: Turning free fantasies
about the future into binding goals. Journal of Personality and Social Psychology, 80(5), 736-753.
Competencies: Designing a study
Nisbett, R. E., & Wilson, T. D. (1977). Telling more than we can know: Verbal reports on mental
processes. Psychological Review, 84, 231-259.
Berkowitz, L., & Donnerstein, E. (1982). External validity is more than skin deep: Some answers to
criticisms of laboratory experiments. American Psychologist, 37(3), 245-257.
Week 10
Topic: The Self: Motivation
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social
development, and well-being. Am Psychol, 55(1), 68-78.
Williams, G. C., McGregor, H. A., Zeldman, A., Freedman, Z. R., & Deci, E. L. (2004). Testing a self-
determination theory process model for promoting glycemic control through diabetes self-
management. Health Psychol, 23(1), 58-66. doi: 10.1037/0278-6133.23.1.5
Competencies: Writing well and often
Oppenheimer, D. M. (2006). Consequences of erudite vernacular utilized irrespective of necessity:
problems with using long words needlessly. Applied Cagnitive Psychology, 20(2), 139.
Silvia, P. J. (2007). How to write a lot: A practical guide to productive academic writing. Washington,
DC: American Psychological Association. (Chapters 2 and 6)
Week 11
Topic: The Self: Motivation
Chirkov, V., Ryan, R. M., Kim, Y., & Kaplan, U. (2003). Differentiating autonomy from individualism
and independence: a self-determination theory perspective on internalization of cultural orientations
and well-being. J Pers Soc Psychol, 84(1), 97-110.
Legault, L., Inzlicht, M. Self-determination, self-regulation and the brain; Autonomy improves
performance by enhancing neuroaffective responsive to self-regulation failure. Journal of Personality
and Social Psychology, 105(1), 123-138.
Competencies: Peer reviews
Oleson, K. G. & Arkin, R. M. (1996). Reviewing and evaluating a research article. In: F. T. Leong & T.
A. James (Eds.), The psychology research handbook: A guide for graduate students and research
assistants (2nd ed., pp. 40-55). Thousand Oaks, CA, US: Sage.
EPSY 751: Multivariate Methods for Research |
AS 015, Mondays 4:15 — 7:05 PM.
Spring 2015
Dr. Kimberly Colvin
ED 244
518.442.3077
keolvin@albany.edu
Office Hours for Spring 2015
Wednesdays: 2:30-4:30 PM.
other times by appointment
Textbook ;
Tabachnick, B. G. & Fidell, L. S. (2007). Using multivariate statistics (5" Ed.). Boston: Pearson,
E Psy 751 Multivariate Methods for Applied Researchers and Evaluators (3 credits)
Selected topics dealing with the selection, interpretation, and communication of findings that result from using
multivariate methods in applied research and evaluation. Emphasis on determining appropriate methods of analysis,
documenting and communication these needs, and interpreting the analyses in client/lay language. Pre-requisite: E Psy
630 or equivalent; and E Psy 750 (either prior to or concurrently) or equivalent, (Source: UAlbany Graduate Bulletin)
Course Learning Objectives
The goal of this course is to provide students with applied experience in several multivariate data analysis
techniques, such as MANOVA, Repeated Measures designs, discriminant function analysis, principal
components analysis, factor analysis, and logistic regression. Additionally, students will learn to critique
research that utilizes these techniques, as well as the proper way to present the results in a research report.
Course Requirements and Grading
Homework Assignments (30%): Homework will be given on an almost weekly basis. Most assignments will include
computer exercises, Unless otherwise stated, homework can be submitted on paper or via Blackboard.
Exams (35% each): There will be a midterm and a final. Both exams will have a take-home and in-class
portion.
Computer Programs
SPSS will be the program used in the course for instruction. Other statistical programs (SAS, SPLUS, R, etc.)
may be used, although instruction and help using them will not be available.
Written Assignments
A goal of the course is to learn how to report statistical results. For this reason portions of homework
assignments that require written responses should conform to APA style (6" edition). More details will be
provided about write-up requirements with relevant assignments.
Tentative Schedule — schedule will be updated on Blackboard throughout the semester
Jan 26 Matrix Algebra, Review of Regression
Feb 2 Regression and ANOVA in Matrix Notation, MANOVA
Feb 9 MANOVA Part 2
Feb 16 MANOVA & Confidence Intervals
Feb 23 Repeated Measures MANOVA
Mar 2 Repeated Measures MANOVA & Confidence Intervals
Mar 9 Discriminant Analysis
Mar Spring Break —No Class
16
Mar Midterm
23
Mar Principal Components Analysis
30
Apr 6 Exploratory Factor Analysis
Apr 13 Logistic Regression
Apr 20 Logistic Regression Part 2
Apr 27 If time: ANCOVA and MANCOVA
May 4 If time: Eigenvalues and Eigenvectors
May ? Final Exam ~ to be scheduled
Late Assignments
The grade for a late assignment will be lowered by one letter grade for each day late (A- to B-, for example). If
you need to miss a class, submit your assignment before class to avoid any late penalties. Exceptions will be
considered on an individual basis for unforeseen emergencies. Exams that are not submitted by the due date
(and time) will NOT be accepted.
Academie Integrity
While you are encouraged to discuss assignments and content with your fellow students, all work that you
write and submit must be your own. UAlbany expects all students to familiarize themselves with the standards
of academic integrity. Examples of academic dishonesty include, but are not limited to: plagiarism, cheating on
examinations, and multiple submission, According to University policy, such infractions could result in a
failing grade for the work in question, a failing grade for the course, and/or dismissal from the University. For
more information see the standards of academic integrity and subsequent sections for more information:
http://www.albany.edu/graduatebulletin/requirements_degree.htm#standards_integrity
Academic Accommodations
Reasonable accommodations will be provided for students with documented physical, sensory, systemic,
cognitive, learning and psychiatric disabilities, If you believe you have a disability requiring accommodation in
this class, please notify the Director of the Disability Resource Center (Campus Center 137, 442-5490), That
office will provide me with verification of your disability, and will recommend appropriate accommodations.
For more information: http://www.albany.edu/disability/index.shtml
18
ECPY 750: Multicultural Counseling
Fall 2014
Instructor: Hung-Bin Sheu, Ph.D. Office: ED 223
Phone: (518) 442-5051 Email: hsheu@albany.edu
Credit hours: 3 credits Classroom: ED 120
Meeting Time: Thursdays 1:15 - Office Hours: Thursdays noon — 1pm or by
4:05pm appointment (8/25/2014 to 12/9/2014)
Meeting Dates: 8/25/2014 to 12/9/2014
Course Description:
This 3-credit doctoral seminar is designed: to explore selected theories and research in the area of
multicultural counseling. Topics emphasized include research on the influences of race/ethnicity,
gender, sexual orientation, and social class on the counseling relationship. Prerequisites: Doctoral
student in counseling psychology or consent of instructor.
Learning Objectives:
1. Familiarize students with different theories and content areas of multicultural counseling
literatures.
2. Familiarize students with different research methodologies in multicultural counseling research.
3. Improve students’ abilities to critique existing multicultural counseling literatures.
4. Improve students’ abilities to design and conduct multicultural research.
5. Increase students’ awareness of how different dimensions (e.g., race/ethnicity, gender, sexual
orientation) of diversity may influence their research and practice.
6. Increase students’ abilities to apply empirical findings to counseling services and promote social
justice for individuals who have different racial, ethnic, or cultural backgrounds.
Course Structure:
This course will be taught in a seminar-style, meaning that a set of readings will be assigned for each
week, and class will largely consist of a semi-structured discussion of those readings. Students are
expected to come to class having read and reflected upon the readings as well as been ready to
share your perspectives and experiences. The curriculum will engage students in theoretical,
research-oriented, and experiential experiences in order to develop a comprehensive understanding
19
that will lead to culturally responsive and ethical research and practice. Given the personal and
sensitive nature of the topics that we may discuss, this course will require students to reflect upon
their experiences and involve themselves perscnally in the learning process. It is important that we
all feel comfortable expressing our ideas, opinions, stereotypes, etc., regardless of the degree to
which they are popular or “politically correct.” Learning and growth only occur as we allow ourselves
to take risks and voice many of the unspoken ideas we have internalized. As such, on the first day of
class we will discuss particular ground rules for this class that we find important to maintain an
atmosphere of openness and respect for a diversity of opinions.
Required Textbook:
Ponterotto, J. G., Casas. J. M., Suzuki, L. A., & Alexander, C. M. (2010). Handbook of multicultural counseling
(3 ed.). Thousand Oaks, CA: Sage.
Required Readings:
American Psychological Association (2012a). Guidelines for psychological practice with Lesbian, Gay, and
Bisexual clients. American Psychologist, 67, 10-42.
American Psychological Association (2012b). Guidelines for assessment of and intervention with persons with
disabilities. American Psychologist, 67, 43-62.
American Psychological Association (2007). Guidelines for psychological practice with girls and women.
American Psychologist, 62, 949-979.
American Psychological Association (2004). Guidelines for psychological practice with older adults. American
Psychologist, 59, 236-260.
American Psychological Association (2003). Guidelines on multicultural education, training, research, practice,
and organizational change for psychologists. American Psychologist, 58, 377-402.
Bauman, S. (2005). The reliability and validity of the Brief Acculturation Rating Scale for Mexican Americans-Il
for children and adolescents. Hispanic Journal of Behavioral Sciences, 27, 426-441
Berry, J. W. (2003). Conceptual approaches to acculturation. In K. M. Chun, P. B. Organista, G. Marin (Eds.),
Acculturation: Advances in theory, measurement, and applied research (pp. 17-37). Washington, DC: APA.
Burrow-Sanchez, J. J., & Wrona, M. (2012). Comparing culturally accommodated versus standard group CBT
for Latino adolescents with substance use disorders: A pilot study. Cultural Diversity and Ethnic Minority
Psychology, 18, 373-383.
Chang, D. F., & Yoon, P. (2011). Ethnic minority clients’ perceptions of the significance of race in cross-racial
therapy relationships. Psychotherapy Research, 21, 567-582.
Constantine, M. G. (2007). Racism microaggressions against African American clients in cross-racial
counseling relationships. Journal of Counseling Psychology, 54, 1-16.
Constantine, M. G., Miville, M. L., & Kindaichi, M. M. (2008). Multicultural competence in counseling
psychology practice and training. In S. D. Brown & R. W. Lent (Eds.), Handbook of counseling psychology
(4th, pp. 141-158). New York: Wiley.
Cragun, C. L., & Friedlander, M. L. (2012). Experiences of Christian clients in secular psychotherapy: A
mixed-methods investigation. Journal of Counseling Psychology, 59, 379-391.
D'Andrea, M., Daniels, J., & Heck, R. (1991). Evaluating the impact of multicultural counseling training.
20
Journal of Counseling and Development, 70, 143-150.
Dillon, F. R., & Worthington, R. L. (2003). The Lesbian, Gay, and Bisexual Affirmative Counseling Seif-
Efficacy Inventory (LGB-CSI): Development, validation, and training implications. Journal of Counseling
Psychology, 50, 235-251.
Farsimadan, F., Draghi-Lorenz, R., & Ellis, J. (2007). Process and outcome of therapy in ethnically similar and
dissimilar therapeutic dyads. Psychotherapy Research, 17, 567-575.
Foynes, M. M., Shipherd, J. C., & Harrington, E. F. (2013). Race and gender discrimination in the Marines.
Cultural Diversity and Ethnic Minority Psychology, 19, 111-119.
Giamo, L. S., Schmitt, M. T., & Outten, H. R. (2012). Perceived discrimination, group identification, and life
satisfaction among multiracial people: A test of the Rejection-Identification Model. Cultural Diversity and
Ethnic Minority Psychology, 18, 319-328.
Graham, S. (2011). School racial/ethnic diversity and disparities in mental health and academic outcomes. In
G. Carlo, L. J. Crockett, & M. A. Carranza (Eds.), Health disparities in youth and families: Research and
applications (pp. 73-96). New York: Springer.
Graham, J. R., & Roemer, L. (2012). A preliminary study of the moderating role of church-based social
support in the relationship between racist experiences and general anxiety symptoms. Cultural Diversity and
Ethnic Minority Psychology, 18, 268-276.
Hunter, C. D. (2008). Individualistic and collectivistic worldviews: Implications for understanding perceptions of
racism discrimination in African Americans and British Caribbean Americans. Journal of Counseling
Psychology, 55, 321-332.
Jackson, K. F., Yoo, H. C., Guevarra, R., & Harrington, B. A. (2012). Role of identity integration on the
relationship between perceived racial discrimination and psychological adjustment of multiracial people.
Journal of Counseling Psychology, 59, 240-250.
Jacobsen, J., & Wright, R. (2014). Mental health implications in Mormon women’s experiences with same-sex
attraction: A qualitative study. The Counseling Psychologist, 42, 664-696.
Kim, B. S. K. (2007). Adherence to Asian and European American cultural values and attitudes toward
seeking professional psychological help among Asian American college students. Journal of Counseling
Psychology, 54, 474-480.
Kim, B. S. K., Cartwright, B. Y., Asay, P. A., & D'Andrea, M. (2003). A revision of the Multicultural Awareness,
Knowledge, and Skills Survey-Counselor Edition. Measurement and Evaluation in Counseling and
Development, 36, 161-180.
Kim, J. (2011). Socioeconomic inequalities in self-rated health among middle-aged and older adults. Social
Work in Health Care, 50, 124-142.
LaFromboise, T. D., Coleman, H. L. K., & Hernandez, A. (1991). Development and factor structure of the
Cross-Cultural Counseling Inventory-Revised. Professional Psychology: Research and Practice, 22, 380-388.
Lapour, A. S., & Heppner, M. J. (2009). Social class privilege and adolescent women’s perceived career
options. Journal of Counseling Psychology, 56, 477-494.
Lin, Y. J., & Israel, T. (2012). A computer-based intervention to reduce internalized heterosexism in men.
Journal of Counseling Psychology, 59, 458-464.
Liu, W. M., Ali, S. R., Soleck, G., Hopps, J., Dunston, K., & Pickett, T., Jr. (2004). Using social class in
counseling psychology research. Journal of Counseling Psychology, 51, 3-18.
Mahalik, J. R., Good, G. E., Tager, D., Levant, R. F., & Mackowiak, C. (2012). Developing a taxonomy of
helpful and harmful practices for clinical work with boys and men. Journal of Counseling Psychology, 59, 591-
603,
Morgan Consoli, M. L., & Llamas, J. D. (2013). The relationship between Mexican American cultural values
and resilience among Mexican American college students: A mixed methods study. Journal of Counseling
Psychology, 60, 617-624.
Neville, H. A., Poteat, P. V., Lewis, J. A., & Spanierman, L. B, (2014). Changes in White college students’
color-blind racial ideology over 4 years: Do diversity experiences make a difference? Journal of Counseling
Psychology, 61, 179-190.
Nutt, R. L., & Brooks, G. R. (2008). Psychology of gender. In S. D, Brown & R. W. Lent (Eds.), Handbook of
counseling psychology (4th, pp. 176-193). New York: Wiley.
Pileterse, A. L., Todd, N. R., Neville, H. A., & Carter, R. T. (2012). Perceived racism and mental health among
Black American adults: A meta-analytic review. Journal of Counseling Psychology, 59, 1-9.
21
Reynolds, A. L., Sodano, S. M., Ecklund, T. R., & Guyker, W. (2012). Dimensions of acculturation in Native
American college students. Measurement and Evaluation in Counseling and Development, 45, 101-112.
Rogers, L. O., Zosuls, K. M., Halim, M. L., Ruble, D., Hughes, D. & Fuligni, A. (2012). Meaning making in
middle childhood: An exploration of the meaning of ethnic identity. Cultural Diversity and Ethnic Minority
Psychology, 18, 99-108.
Rogers-Sirin, L., & Gupta, T. (2012). Cultural identity and mental health: Differing trajectories among Asian
and Latino youth. Journal of Counseling Psychology, 59, 555-566.
Sabina, C., Cuevas, C. A., & Schally, J. L. (2013). The effect of immigration and acculturation on victimization
among a national sample of Latino women. Cultural Diversity and Ethnic Minority Psychology, 19, 13-26.
Sheu, H. (2014). Affective well-being viewed through a lens of race and ethnicity. In J. T. Pedrotti, & L. M.
Edwards (Eds.), Perspectives on the intersection of multiculturalism and positive psychology (pp. 61-74). New
York: Springer. (empirical book chapter).
Sheu, H., Chong, S. S., Chen, H., & Lin, W. (2014). Well-being of Taiwanese and Singaporean college
students: Cross-cultural validity of a modified social cognitive model. Journal of Counseling Psychology, 61,
447-460.
Sheu, H., & Lent, R. W. (2007). Development and initial validation of the Multicultural Counseling Self-Efficacy
Scale — Racial Diversity Form. Psychotherapy: Theory, Research, Practice, Training, 44, 30-45.
Sheu, H., Rigali-Oiler, M., & Lent, R. W. (2012). Multicultural Counseling Self-Efficacy Scale — Racial Diversity
Form: Factor structure and test of a social cognitive model. Psychotherapy Research, 22, 527-542.
Smith, L. (2005). Psychotherapy, classism, and the poor: Conspicuous by their absence. American
Psychologist, 60, 687-696.
Spitzer, R. L. (2003a). Can some gay men and lesbians change their sexual orientation? 200 participants
reporting a change from homosexual to heterosexual orientation. Archives of Sexual Behavior, 32, 403-417.
Spitzer, R. L. (2003b). Reply: Study results should not be dismissed and justify further research on the
efficacy of sexual reorientation therapy. Archives of Sexual Behavior, 32, 469-472.
Street, J. C., Taha, F., Jones, A. D., Jones, K. A., Carr, E., Woods, A., Woodall, S., & Kaslow, N. J. (2012).
Racial identity and reasons for living in African American female suicide attempters. Cultural Diversity and
Ethnic Minority Psychology, 18, 416-423.
Sue, D. W., Arredondo, P., & McDavis, R. J. (1992). Multicultural counseling competencies and standards: A
call to the professor. Journal of Counseling and Development, 70, 477-486.
Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A. B. M., Nadal, K. L., et al. (2007).
Racial microaggressions in everyday life: Implication for clinical practice. American Psychologist, 62, 271-286.
Sue, D. W., & Sue, D. (2003). Counseling the culturally diverse: Theory and Practice (4th ed.). New York:
Wiley. Chapters 10.
Szymanski, D. M., & Kashubeck-West, S. (2008a). Relationship between internalized oppressions and !esbian
and bisexual women's psychological distress. The Counseling Psychologist, 36, 575-594.
Szymanski, D. M., Moffitt, L. B., & Carr, E.R. (2011). Sexual objectification of women: Advances to theory
and research. The Counseling Psychologist, 39, 6-38.
Tebbe, E. N., & Moradi, B. (2012). Anti-transgender prejudice: A structural equation model of associated
constructs. Journal of Counseling Psychology, 59, 251-261.
Thomas, K. R. (2008), Macrononsense in multiculturalism. American Psychologist, 63, 274-275.
Thompson, M. N., Cole, O, D., & Nitzarim, R. S. (2012). Recognizing social class in the psychotherapy
relationship: A grounded theory exploration of low-income clients. Journal of Counseling Psychology, 59, 208-
221.
Torres, L., Driscoll, M. W., & Voell, M. (2012). Discrimination, acculturation, acculturative stress, and Latino
psychological distress: A moderated mediational model. Cultural Diversity and Ethnic Minority Psychology, 18,
17-25.
Umana-Taylor, A. J., O'Donnell, M., Knight, G. P., Roosa, M. W., Berkel, C. & Nair, Rajni, R. (2014). Mexican-
origin early adolescents’ ethnic socialization, ethnic identity, and psychosocial functioning. The Counseling
Psychologist, 42, 170-200,
Valdez, C. R., Lewis Valentine, J., & Padilla, B. (2013). ‘Why we stay’: Immigrants’ motivations for remaining
in communities impacted by anti-immigration policy. Cultural Diversity and Ethnic Minority Psychology, 19,
279-287.
22
Barriers to help-seeking among American Indians with alcohol dependence. Cultural Diversity and Ethnic
Minority Psychology, 18, 352-362.
Wang, K. T., Heppner, P. P., Fu, C. C., Zhao, R., Li, F., & Chuang, C. C. (2012). profiles of acculturative
adjustment patterns among Chinese international students. Journal of Counseling Psychology, 59, 424-436.
Venner, K. L., Greenfield, B. L., Vicuna, B., Munoz, R., Bhatt, S., & O’Keefe, V. (2012). “I’m not one of them”: |
|
*“Additional readings may be handed out in class or made available on the Blackboard***
Assignments & Grading Procedures:
Journals (16 points for each of the two journals, 2 pages, double-spaced). Two journal topics will be assigned
to cover the concepts and films discussed in class. This assignment will be graded according to the criteria of
(a) showing your understanding of the film (4 points); (b) demonstrating your knowledge of the topic and
materials (e.g., readings, discussion) (4 points); (c) integrating what you learn from the film and class
materials with your personal experiences and/or clinical work (8 points).
Journal 1: Racism, discrimination, white privilege. Film: Last Chance for Eden (Race). due: 9/18/14
Journal 2: Gender and sexual orientation issues. Film: Last Chance for Eden (Gender). due: 10/9/14
In-class research critique (18 points for each of the two critiques). Each student will select empirical articles
on two assigned topics and lead two 40-minute discussions on critiquing the articles. See class schedule for
available topics. The discussion should cover the following areas: (a) purposes and findings of the study (6
points), (b) strengths and weaknesses of the study (6 points), and (c) ways to improve the study (6 points).
Research critique paper (21 points, 3 pages, double-spaced). Each student is required to conduct review on
one published empirical article, which is not covered in the class. The article should be related to the field of
multicultural counseling and research (broadly defined). Students are encouraged to consult with the
instructor before making the decision on which article to review. This assignment will be graded according to !
the criteria of (a) summarizing the purposes and findings of the study (5 points); (b) identifying strengths and |
weaknesses of the study (8 points); (c) outlining an alternative research design that you think can be used to
improve the quality of the study (8 points). due: 11/6/14
Class Presentation (30 points). Each student will deliver a 50-minute presentation on a research topic in a
muiticulturally related area (broadly defined) of his/her choice. The presentation should consist of three parts:
(a) a brief literature review, (b) purpose of the study, research questions, and hypotheses derived from the
literature review, (c) design of a study for answering the research questions and/or testing the hypotheses.
For part (a), you will find and review at least 4-5 articles, which should be chosen based on theories, existing
empirical evidence, or strong logic or clinical wisdom. The majority of the articles reviewed should be
empirical studies. Students are free to seek out articles in other disciplines as well as book chapters.
Literature review should focus on synthesizing and integrating the findings from the studies/literature on the
chosen topic and should not simply report the results of each study in succession. For part (b), the purpose
of the study and research questions should be clearly articulated, and specific hypotheses should be stated in
a way that is statistically testable for quantitative designs. For qualitative designs, the phenomenon of interest
should be clearly defined. Part (c) should include brief descriptions of the sample, instruments chosen to
measure the variables or tools for data collection, procedures, and data analysis (quantitative or qualitative).
Additionally, the research paradigm of choice should be clearly described for qualitative designs. Eight points
are assigned to each of part (a), (b), and (c), and six points are assigned to the level of consistency across
these three parts. See class schedule for dates for this assignment.
Classroom Participation (16 points). Students are required to actively participate in discussion relevant to the
topics designated in each class. Unusual quietness will draw the attention from the instructor and may result
in further discussion between the instructor and the student and a lower participation grade.
Attendance. Zero point is assigned to attendance. However, more than one absence, with or without
23
notification of instructor, will incur negative class attendance grade. After the first absence, 7 points will be
deducted for each absence from the total points.
This course is graded S/U, and you must obtain at least 108 points (80% of total available points) or better to
attain a Satisfactory grade. Your grade in the course will be based on the following activities and
assignments:
Assignments Points
Journal 1 16
points
Journal 2 16
points
In-class research critique 1 18
points
In-class research critique 2 18
point
Research critique paper 21
points
Class Presentation 30
points
Participation 16
points
Attendance :
TOTAL 135
points
Course Policy:
Academic integrity. It is expected that all students will abide by the Standards of Academic Integrity
(http://www. albany.edu/reading/academic_integrity.php).
Make-up policy. No late work is accepted unless the student can demonstrate that near catastrophic events
have ted to a case of extreme hardship. Assignments are due at the beginning of the class as specified in the
class schedule.
Mutual respect. It is important for class members to engage in the learning process in a rigorous yet sensitive
manner that demonstrates respect for different viewpoints and peoples. Over the course of the semester,
there may be “difficult discussions” about cultural issues. Individuals will have a variety of responses,
emotions, opinions, and perspectives. It is not required that you share anyone else’s views, but respect for all
views and individuals is mandatory. Thoughtfully discussing ideas without attacking individuals is the
paradigm from which this course will operate.
Grades of “Incomplete”. Unless the student can demonstrate that near catastrophic events have led to a case
of extreme hardship, grades of “Incomplete” will not be provided.
24
Students with documented disabilities. If you have need for reasonable academic accommodations by virtue
of documented disabilities, please contact your instructor within the first two classes to discuss your needs,
You should notify the Disability Resource Center (DRC; Campus Center 137, 442-5490). DRC will provide the
course instructor with verification of your disability and recommend appropriate accommodations, Students
with documented needs for such accommodation are required to meet the same achievement standards for
this class as all students; accommodations may be made in terms of how such achievement is demonstrated.
Students without documentation will not receive accommodation. Also, please do not come at the end of the
course, after it looks as though you'll be receiving grade or other circumstance you don't like, and mention a
disability.
Students requiring religious accommodation. If you have need for academic accommodation by virtue of your
religion, please contact your instructor within the first two classes to discuss your needs.
Nofe. Please turn off cell phones during class so your ringing phone does not disrupt class.
Note. Whatever you produce for this course should be your own work and unique to this course. You cannot
present work produced by others, nor offer any work that you presented or will present in another course.
These are serious infractions of University regulations and could result in a failing grade for the work in
question, a failing grade in this course, or dismissal from the University. If you have any questions about
whether your work duplicates something you or someone else has done elsewhere, please talk to the
instructor about it.
25
** Assignments and
CLASS SCHEDULE
resentations are indicated in bold text. **
Class Date Topic Readings &
Assignments
1 8/28/14 Introduction to the Course APA Guidelines
(syllabus, assignments, ground (2003, 2004, 2007,
rules) 2012a, 2012b)
2 9/4/14 a. Defining “race,” Sue, Arredondo &
“ethnicity,” “cultural,” McDavis (1992)
“multicultural” Constantine, Miville, &
b. Multicultural counseling Kindaichi (2008)
competences (MCC) and LaFromboise,
training in counseling and Coleman, &
applied psychology Hernandez (1991)
c. In-class research D’Andrea, Daniels, &
critique (instructor): D'Andrea, Heck (1991)
Daniels, & Heck (1991); Kim, Kim, Cartwright, Asay,
Cartwright, Asay, & D’Andrea & D'Andrea (2003)
(2003) Dillon & Worthington
(2003)
Sheu & Lent (2007)
Sheu, Rigali-Oiler, &
Lent (2012)
3 9/11/14 a. Film: Last Chance for Sue, Capodilupo,
Eden-Part 1 (90 min) Torino et al. (2007)
b. Power dynamics, Constantine (2007)
discrimination, racism and Thomas (2008)
privilege Pieterse, Todd et al.
c. In-class research (2012)
critique (instructor): Jackson, Yoo et al.
Constantine (2007) (2012)
Neville, Poteat, Lewis,
& Spanierman (2014)
4 9/18/14 a. Racial/ethnic identity Journal 1 (race) due
development HMC-20 to 26
b. Exercise: Racial script Street, Taha, Jones et
questionnaire al. (2012)
Giamo, Schmitt,
Outten (2012)
Rogers, Zosuls, Halim
et al. (2012)
Umana-Taylor et al.
(2014)
5 9/25/14 Class suspended — Rosh
Hashanah
6 10/2/14 a. Gender issues HMC-41
b. Film: Last Chance for Nutt & Brooks (2008)
Eden-Part 2 (70 min)
Syzmanski, Moffitt, &
26
G In-class research
critique | (student 1, 2):
Carr (2011)
Mahalik, Good, Tager,
Levant (2012)
Foynes, Shipherd, &
Harrington (2013)
10/9/14
a. Sexual orientation
b. In-class research
critique | (student 3, 4):
Journal 2 (gender &
sexual orientation)
due
HMC-27, 42
Spitzer (2003a) &
Spitzer (2003b)
Szymanski &
Kashubeck-West
(2008a)
Lin & Israel (2012)
Tebbe & Moradi
(2012)
Jacobsen & Wright
(2014)
10/46/14
a. Social class
b. Film: People like us:
Social class in America
Smith (2005)
Liu, Ali et al. (2004)
Lapour & Heppner
(2009)
Thompson, Cole, &
Nitzarim (2012)
10/23/14
a. Worldview, cultural
values, acculturation/
enculturation and cross-cultural
adjustment - |
b, In-class research
critique Il (student 1, 2):
HMC-28, 29
Berry (2003)
Bauman (2005)
Morgan-Consoli &
Llamas (2013)
Torres, Driscoll, &
Voell (2012)
Valdez, Valentine, &
Padilla (2013)
10
10/30/14
a. Worldview, cultural
values, acculturation/
enculturation and cross-cultural
adjustment - II
b. In-class research
critique II (student 3, 4):
Sue & Sue (2003),
chapter 10
Hunter (2008)
Kim (2007)
Sabina, Cuevas, &
Schally (2013)
Reynolds, Sodano,
Ecklund, & Guyker
(2012)
Wang, Heppner, Fu,
Zhao, Li, & Chuang
(2012)
11
11/6/14
a. Well-being and health
disparities among different
cultural/racial groups
Research critique
paper due
HMC-16, 40
27
Rogers-Sirin & Gupta
(2012)
Graham (2041)
Kim (2011)
Sheu (2014)
Sheu, Chong, Chen,
& Lin (2014)
12 14/13/14 a Spiritual and Religious HMC 36-39
Issues in Counseling Cragun & Friedlander
b. Film: For the bible tells (2012)
me so Graham & Roemer
(2012)
13 11/20/14 a. Multicultural process Burrow-Sanchez &
and outcome research & Wrona (2012)
helping-seeking Farsimadan, Draghi-
b. Class presentations Lorenz & Ellis (2007)
(student 1, 2): Chang & Yoon (2011)
Venner, Greenfield,
Vicuna et al. (2012)
14 41/27/14 Thanksgiving — No class
15 12/4/14 a Class presentations
(student 3, 4):
End-of-the-semester evaluation
28
