HSL

821: Informational Counseling and Multicultural Issues

Gallaudet University
Department of Hearing, Speech, and Language Sciences
Spring 2016
Thursdays 6:00-8:50 p.m.
Class Location: SLCC 1303

Instructor: Karen Garrido-Nag, Ph.D., CCC-SLP
Email: karen.garrido-nag@gallaudet.edu
Office: SLCC 2223, X6964
Office Hours: By appointment

Course Description:

The course is designed to help audiologists and speech-language pathologists work

more effectively with their clients in addressing the biopsychosocial effects of hearing
loss and other communication disorders. Students will learn about the impact of hearing
loss and communication disorders on infants, children, adults, older adults, and
significant others. Students will develop interviewing and specific counseling skills to
help clients address their hearing loss and communication-related needs. This course
will serve to provide a theoretical framework, practical strategies and personal
reflection for working and providing services with cultural and linguistic awareness,
knowledge, competency and proficiency.

Guest lecturers: I have invited several guest lecturers professionals in their own field
to give us a sketch of counseling and/or multicultural issues from their perspective. I
hope that their contributions will generate a number of discussions.

Learner Objectives:

1. Identify the aspects of counseling appropriate to the professional scope of

practice for AUDs/SLPs.
2. Describe counseling considerations across the life span.
3. Describe counseling considerations for a variety of cultural/linguistic variables.
4. Describe selected counseling and interviewing approaches and techniques for
working with the significant others/family members of persons with
communication disorders.
5. Define culture and cultural competence as it relates to the practice of AUD/SLP.
6. Recognize cultural and linguistic variables that potentially impact service delivery
and generate strategies for addressing relevant variables within the clinical
setting.
7. Acquire multicultural transformation resources relevant to future practices of
AUDs/SLPs.
Course Materials:

Required Text:
Battle, D. (2012). Communication Disorders in Multicultural and International
Populations. St. Louis, Missouri: Elsevier Inc.

Luterman, D. (2008). Counseling Persons with Communication Disorders and Their

Families Fifth Edition. Austin, Texas: Pro-Ed.

Required Readings:
Several readings in addition to the text will be assigned and posted on Blackboard.

Course Policies:

Attendance and Participation:

Attendance to class will increase the likelihood of success in this course. If you are
unable to attend class, you are responsible for getting the materials presented from a
classmate.All students should read the Required Readings (Textbook and peer
reviewed articles and class lectures) prior to class. It is recommended that students
read from the Additional & Recommended Readings and be prepared to relate the
lecture material to information in the readings. Participation in discussions by
responding to assigned topics/questions as well as participation in-group activities is
expected. Every Student is required & responsible for checking blackboard and e-mail
everyday.

Late assignments:
Please submit your homework via email by the due dates listed on your syllabus. If you
have an emergency and know you will not be able to hand in an assignment on time, it is
your responsibility to contact your instructor in advance so we can agree on an
alternative plan. Otherwise, I will expect you to hand in assignments on time. If you've
finished the material early, you can turn your HW in earlier, of course. Please label your
work as 821_last name and initial of first name_title of homework (i.e. 821_Garrido-
NagK_Reflection1). Late papers & projects are subject to a reduction in the final grade.


Redos on assignments:
Students are only allowed to redo a B- HW assignment. If you decide to redo an
assignment, you must hand it in within a week of getting it back from your instructor
(initial grading). Your final grade on the assignment will be the average of your original
grade and the grade on your redo.

Academic Integrity:
A fundamental principle for any educational institution, academic integrity is highly
valued and seriously regarded at Gallaudet University. This course will adhere to all
University Academic Integrity policies at outlined in the Graduate Catalog. Information
regarding these policies can be found at
http://catalog.gallaudet.edu/Documents/Grad/Gallaudet-Graduate-Catalog-2013-
2014.pdf

Students with Disabilities (Academic Accommodation Policy)
Students needing accommodations to succeed in class or clinic must formally request
them through the Office for Students with Disabilities (OSWD) at the beginning of the
semester or as soon as the disability is documented. Detailed information is available in
the printed Graduate Catalog.

http://www.gallaudet.edu/oswd-the-office-for-students-with-disabilities.html

Compliance with ADA:

Gallaudet University is in compliance with the Americans with Disabilities Act

http://www.gallaudet.edu/oswd-the-office-for-students-with-disabilities.html

Grading Policies

Grading Scale
A+ 97-100 Exemplary
A 94-96 Outstanding
A- 90-93 Commendable
B+ 87-89 Exceeds Course Requirements
B 84-86 Satisfactory Achievement
B- 80-83 Marginal Satisfactory Achievement
C 79 Unsatisfactory

Important Dates:

March 12th: In-service assignment Due

March 17th: No Class SPRING BREAK

Assignments:

1. In-service Assignment (30% of grade)

a. This is a group assignment (groups of 3). Plan a 30 minute in-service educating

others about the communication characteristics and needs of those from other
cultures. Contrast language differences, language learning, and language disorders.
Prepare a handout that your classmates can use for further information including
summary of information presented, strategies, and/or sources of information.
 b. Journal Article Review (10% of grade): Each person in the group should also
individually review and submit a written article brief (1page) using the template
provided below. Students should incorporate the research articles into the in-service
talk. Reviews will include the following components:

Article citation
Bottom line (summary of findings)
Brief description of methods /design
Implications/Tips for Families
Implications/Tips for Professionals
Implications for Future Research
Compare and contrast findings to previous research

2. Pre- readings: You will be assigned 1-2 articles each week in preparation for the
presenters/lectures. Based on these reading, prepare at least 3-5 questions and
bring to class.

3. Reflection papers (30% of grade): Pick from 3 presentations from the entire
semester to write a 1-2 page reflection paper. Please follow the rubric as your
guideline in writing your papers:

Categories Exemplary Intermediate Beginning

Self-disclosure Seeks to understand Seeks to understand Little self-
concepts by examining concepts by examining disclosure,
openly your own somewhat cautiously minimal risk in
experiences in the past your own experiences in connecting
as they relate to the the past as they relate concepts from
topic, to illustrate to the topic. Sometimes class to personal
points you are making. defensive or one-sided experiences. Self-
Demonstrates an open, in your analysis. Asks disclosure tends
non-defensive ability to some probing questions to be superficial
self appraise, about self, but do not and factual,
discussing both growth engage in seeking to without self-
and frustrations as they answer these. reflection
related to learning in
class. Risks asking
probing questions
about self and seeks to
answer these.
Connection to outside In depth synthesis of Goes into some detail Identify some
experiences thoughtfully selected explaining some specific general ideas or
aspects of experiences ideas or issues from issues from
related to the topic. outside experiences outside
Makes clear related to the topic. experiences
connections between Makes general related to the
what is learned from connections between topic.
outside experiences what is learned from
and the topic outside experiences and
 the topic
Connection to reading In-depth synthesis of Goes into more detail Identify some
(assigned and one you have thoughtfully selected explaining some specific general ideas or
sought on your own aspects of related to ideas or susses from issues from
the topic. Makes clear reading related to the readings related
connections between topic. Makes general to the topic.
what is learned from connections between Readings are only
reading and the topic. what is learned from those assigned
Demonstrate further readings and the topic. for the topic.
analysis and insight Includes reference to at
resulting from what least one reading other
you have learned from than those assigned for
reading. Includes class
reference to at least
two readings other
than those assigned for
class
Connection to class discussions Synthesize, analyze and Synthesize clearly some Restate some
and course objectives evaluate thoughtfully directly appropriate general ideas or
selected aspects of ideas or issues from the issues from the
ideas or issues from the class class discussion
class as they relate to
this topic.

Spelling and Grammar errors No spelling or grammar Few spelling and Many spelling
errors. grammar errors and grammar
errors, use of
incomplete
sentences,
inadequate
proofreading.

3. Pre- and post-quiz multicultural checklist (10% of grade)

A short in-class quiz will be given to assess student knowledge of multicultural issues in
the field of speech-language pathology/audiology.

4. Class participation and in-class exercises and assignments (20% of grade)

This course requires that you are an active participant in discussions and learning
activities. This course is designed to build your awareness of your personal views and
values and how they affect the therapy process as well as build your ability to listen and
talk with others. It is always your right and responsibility to determine how much or
what kind of information you want to share with me, the speaker and your peers, but it
is expected that you contribute to discussions and participate in all exercises.
Rubric for participation:

5 4 3 2 1
Attendance Student attends Student rarely Student Student Student always is
class misses class or occasionally regularly late and/or
consistently and arrives late arrives late and arrives late demonstrates
is on time misses class and misses poor attendance
class
consistently
Quality always sometimes rarely contributes Student is never contributes
contributes to contributes to the to the discussion often off task to the discussion
the discussion discussion in the in the and does not in the
by raising aforementioned aforementioned contribute to aforementioned
thoughtful ways. ways. class very ways.
questions, often
analyzing
relevant issues,
building on
others ideas,
synthesizing
across readings
and discussions,
expanding the
class
perspective,
and
appropriately
challenging
assumptions
and
perspectives

Professionalism- Student actively Student attends to Student Student does Student does not
peer relations attends to peers. Works as a inconsistently not attend to attend to others
peers and partner during attends to peers. peers. Does and disrupts their
actively team activities. Passive little in small comments.
responds to contributor during group. Disrupts team
them during team activities. activities.
whole class and
team activities.
Preparation/ Always Usually prepared Occasionally Rarely Never prepared
Assignments prepared for for class prepared for class prepared for for class
class. class

Date TOPIC/ASSIGNMENTS READINGS
Introduction/Course Overview; Syllabus review (group assignment):

Safe space
Luterman
Video on counseling (Fundamentals of Counseling, Caveats o Chapter
1/21
Counseling, Listening, Responsiveness) 1,2,6

Multicultural checklist

Multicultural checklist (ASHA)

Presenter: Counseling for Diagnostics/Bilingualism (Ms. Christi Assigned
1/28
Donoso) Readings
2/3(W Presenter: Counseling (Clinical Applications): Deaf/HH/low-socio- Assigned
) economic/school system (Mr. Jim McCann) Readings
Assigned
2/11 Presenter: Counseling: EI (Ms. Cortney Lohta)
Readings
Assigned
2/18 Presenter: Counseling: private practice (Ms. Elizabeth McKenzie)
Readings
Assigned
2/25 Presenter: Counseling: medical (Ms. Eliza Peoples)
Readings
Assigned
3/3 Presenter: Counseling: SNF/Long term care: Ms. Bethany Garner
Readings
Presenter: Counseling: Deaf Culture - Dr. Patrick Boudreault (ASL Assigned
3/10
Deaf Studies) Readings
3/17 Spring Break
Battle
Cultural Awareness: Multicultural Issues in Communication
Chapters 8-
Disorders
11

Multicultural Transformation: Self and clinical practice
Battle
Cultural Competence: Speech and Language Development,
Chapters 13-
Neurogenic Disorders, Fluency Disorders, Voice Disorders, &
14
3/24 Hearing Loss

Cultural Competence: Assessment and Intervention of MCI
Battle
populations
Chapters 2-7

Cultural Diversity: African American, Asian and pacific American
languages, & Middle east and Arab American, Native American and

worldwide indigenous cultures & Hispanic and Latino cultures


3/31 In-service assignment presentation

Assigned
4/7 Gender and Sexuality issues (GWU: Dr. Adrienne Hancock Lab)
readings
4/18 Aphasia and Bi- multi-linguasm and bi- multi- culturalism (Dr. Hia Assigned
(M) Datta) readings
4/21 NO CLASS
4/28 In-service assignment presentation

Group 1: Jordan, Alyssa, Alicia Deaf Culture

Group 2: Jasmine, Tina, Christine Southeast Asia

Group 3: Kristi, Krystin, Rema Middle Eastern

Group 4: Lauren, Ayanna, Rachael Central America and Carribean/Spanish

Group 5: Roni, Irene African American

Group 6: Ally, Irene, Victoria, Carrie LGBT