1. Impact of colonization on psychological health
b. Residential schools
d. Indian Act
2. Counsellor roles and responsibilities with Indigenous Peoples
a. Cultural competency/safety
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
The course will involve a number of instructional methods, such as the following:
Small/large group discussions
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%
Test 2 20%
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
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.
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.
|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 -|