Cultural Competency and Counselling with Canada's Indigenous Peoples

Faculty
Humanities & Social Sciences
Department
Psychology
Course Code
PSYC 3333
Credits
3.00
Semester Length
15
Max Class Size
35
Method Of Instruction
Lecture
Typically Offered
To be determined
Campus
Coquitlam

Overview

Course Description
Cultural awareness, cultural competence and cultural safety are important components in understanding the psychological health and wellness of Canada's Indigenous peoples. This course is designed to enhance students' competencies in understanding and working with Indigenous individuals and communities. The course will facilitate development of self-awareness, theoretical knowledge, and Indigenous knowledge of colonization and its impact on Indigenous peoples. It will introduce the social, historical, political, spiritual, and philosophical contexts that inform the psychological experiences of many Indigenous peoples and communities in Canada. The course will review concepts and principles of counselling psychology that enhance our understanding of and effectiveness in addressing client issues and multiple identities. The course also emphasizes counsellor roles and responsibilities for social justice and advocacy and provides learners with a foundation of knowledge and skills required to provide culturally appropriate counselling services to Indigenous families and individuals.
Course Content

1. Impact of colonization on psychological health

   a. Epidemics

   b. Residential schools

   c. Laws

   d. Indian Act

2. Counsellor roles and responsibilities with Indigenous Peoples

   a. Cultural competency/safety

      i. Definitions

      ii. Utility

      iii. Action

   b. Ethical principles and professional practice

3. Social justice issues in Counselling Indigenous Peoples

   a. Intersectionality: Multiple identities related to age, ability, gender, sexual orientation and identity, race, ethnicity, nationality, religion, spirituality, socioeconomic status, and other intersecting aspects of identity

   b. Advocacy and ally work with Indigenous Clients

Methods Of Instruction

The course will involve a number of instructional methods, such as the following:

Lectures

Small/large group discussions

Personal reflections/activities

Presentations

Video content

Guest lectures

Means of Assessment

Evaluation will be carried out in accordance with Douglas College policy. Evaluation will be based on the course objectives and includes some of the following:

1. Multiple choice, short answer, or essay exams

2. Term paper, research project, or written assignments

3. Group activities/work

The specific evaluation criteria will be provided by the instructor at the beginning of the semester.

An example of a possible evaluation scheme would be:

Test 1           20%

Term Paper    25%

Presentation   25%

Participation   10%

Test 2            20%

Total            100%

Learning Outcomes

At the conclusion of the course the successful student will be able to:

1. Describe and explain the history of colonization and its biopsychosocial impact on Indigenous peoples in Canada

2. Describe and explain cultural awareness, cultural competency and cultural safety

3. Analyze personal values that could impact cultural competency

4. Describe and explain concepts and principles of counselling psychology that enhance our understanding of addressing clients' "intersectionality"

5. Describe and explain counsellors' roles and responsibilities for social justice advocacy

6. Describe and explain what knowledge and skills are required for cultural competence with Indigenous peoples and families

7. Outline ethical and professional principles that guide social justice, cultural competence and advocacy work within counselling psychology

Textbook Materials

Textbooks and materials to be purchased by students:

Textbooks will be updated periodically. Typical examples of textbooks are:

France, H., Rodriguez, & Hett. (2012). Diversity, culture and counselling: A Canadian perspective. Calgary, Canada: Detselig Enterprises LTD.

Hart, S. (2003). Seeking Mino-Pimatisiwin: An Aboriginal approach to helping. Halifax, Canada: Fernwood Publishing.

Lane, P., Bopp, M., Bopp, J., & Brown, L. (1984). The sacred tree. Lotius Press.

Waldram, J., Herring, A., & Young, T. (2006). Aboriginal health in Canada: Historical, cultural, and epidemiological perspectives. Toronto, Canada: University of Toronto Press.

Requisites

Prerequisites

Corequisites

Courses listed here must be completed either prior to or simultaneously with this course:

  • No corequisite courses

Equivalencies

Courses listed here are equivalent to this course and cannot be taken for further credit:

  • No equivalency courses

Requisite for

This course is not required for any other course.

Course Guidelines

Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.

Course Transfers

Institution Transfer Details Effective Dates
Athabasca University (AU) AU INST 2XX (3) 2016/01/01 to -
Capilano University (CAPU) CAPU PSYC 3XX (3) 2016/01/01 to -
College of the Rockies (COTR) COTR PSYC 2XX (3) 2016/01/01 to -
Columbia College (COLU) COLU PSYC 2nd (3) 2016/01/01 to -
Kwantlen Polytechnic University (KPU) KPU CNPS 3330 (3) 2016/01/01 to -
Langara College (LANG) LANG PSYC 2XXX (3) 2016/01/01 to -
Simon Fraser University (SFU) SFU PSYC 2XX (3) 2016/01/01 to -
Thompson Rivers University (TRU) TRU PSYC 2XXX (3) 2016/01/01 to -
University Canada West (UCW) UCW PSYC 2XX (3) 2016/01/01 to -
University of Northern BC (UNBC) UNBC PSYC 3XX (3) 2016/01/01 to -
University of the Fraser Valley (UFV) UFV FNST 2XX (3) 2016/01/01 to -
University of Victoria (UVIC) UVIC CYC 1XX (1.5) 2016/01/01 to -

Course Offerings

Winter 2021

CRN
Days
Dates
Start Date
End Date
Instructor
Status
Location
15052
Thu
04-Jan-2021
- 12-Apr-2021
04-Jan-2021
12-Apr-2021
Howell
Teresa
Open
Online
This course will include some synchronous on-line activities. Students should plan to be available on-line at scheduled course times. Synchronous on-line activities may include lecture, or they may not. In some courses, synchronous class time may be used instead for active learning components (e.g. discussions, labs).
Max
Enrolled
Remaining
Waitlist
35
0
35
0
Days
Building
Room
Time
Thu
11:30 - 14:20