P. O.

Box 7062 Kampala Uganda Telephone: (+256-41-540739)

SCHOOL OF PSYCHOLOGY
DEPARTMENT OF MENTAL HEALTH AND COMMUNITY PSYCHOLOGY
CLIN 8207: Cultural Issues in Psychotherapy

Second Semester Feb-June 2023

Monday 4-7PM: Room: TBD

Faculty Instructor: Harriet Opondo, PhD, NCC, Certified CCPT-S, Certified CPRT-S

Email: drhattieopondo@gmail.com

Phone Numbers: 0788-082592

Office Hours: By Appointment (Zoom): Thursday 10AM-2PM

Office Location: Virtual

a) Class Description and Objectives

Theories in psychology typically aim for universality, yet many classic research findings do not replicate
when studies are conducted in different nations across the world. This course explores cross-cultural
research into a wide range of phenomena, including values, self-conceptions, person perception,
emotions, subjective well-being, interpersonal relationships, social influence, and group processes. An
additional focus is on the implications of individual mobility across cultures and of cultural change: what
happens when people encounter different cultures, and what is the future of cross-cultural differences in
our current historical context of modernization and globalization? The course is designed to encourage
and reward independent and critical thinking about these issues.
Class Learning outcomes
The successful student in this course should be able to demonstrate an understanding of:
1. Compare and contrast the theoretical and methodological emphases of cross-cultural
psychology, cultural psychology, intercultural psychology and indigenous psychologies
2. Evaluate the strengths and weaknesses of each of these traditions
3. Identify key methodological issues in the conduct of cross-cultural research

1
 4. Behavioral differences in individuals among various cultural groups (e.g., self-concept,
language, perception, gender, motivation, mental pathology, etc.)
5. Differences in social norms and the prevalence of normal and abnormal behaviors
6. culture-bound clinical syndromes in mental illness
7. Gain knowledge of various theoretical approaches in the field of culture, and psychology
8. Learn to adequately interpret specific complaints and experiences in relation to culture
9. Gain insight into the influence of culture on cognitive and emotional processes, as well as on
therapeutic practices
10. Reflect on the implications these insights have for therapeutic interventions and the structure of
care
Methods of Instruction

Instructional methods include readings, didactic lectures, reflective journals, discussion,

experiential activities, and case conceptualization learning assessments. This course is designed
to be interactive, and students will be invited to participate in numerous ways. Students are
expected to be active participants of learning.

Course Readings
Text: Courtland Lee (2013). Multicultural Issues in Counseling: New Approaches, 4 th ed.
(Relevant chapters)
Research Articles: Check class schedule

Course Assessments

Assignment Weight Due Date

Attendance & Participation 5 Ongoing
Intake/session in the local language 15 March 27th
Immersion Project and Advocacy 25 April 24th

Interview with Spiritual Leader/Traditional 15 May 22nd

Healer (Reflection Paper).
Final Project: Case Study & Treatment Plan 40 June 12th
TOTAL 100

Assignments

Attendance, Preparation, & Participation (5)

2
Enrollment in CLIN 8207 is intended for graduate students who are preparing for professional careers;
thus, attendance is required, and class participation is expected as just one component of professional
responsibility. At all times, students are expected to demonstrate personal characteristics consistent with
the characteristics of professional Clinical psychologists. As professionals, students also are responsible
for coming to class prepared to discuss readings, making productive contributions to class
discussions/activities, and attending respectfully to others when not contributing directly.

Please remember, professionalism includes using technology (e.g., laptops, tablets, smart phones)
appropriately in class. Part of being a counselor is the ability to disengage from technological distractions
to remain present in the moment.

INTAKE/CLINICAL SESSION IN A LOCAL LANGUAGE

Students will conduct an intake or clinical session in the local language, this can be with a role play
partner including peers. The goal of this assignment is to provide an opportunity for students to practice
providing services in a local language and share any challenges/awareness gained through this
experience. Student will submit a 2-page reflection paper indicating language used, type of session
(intake/clinical), client/role play and share their experiences including lessons learned, challenges,
awareness/insight gained, etc.

IMMERSION AND ADVOCACY Project (25: class presentation-15; Reflection paper: 10).

Students will engage in an intentional experience to confront personal biases and prejudices. This may
take the form of participating in or attending an event, organization, or setting of culturally unfamiliar
individuals. Examples include volunteering (at least spending 4-6 hours with organizations serving
particular groups (e.g., Teen mothers, refugees), visiting and interacting with communities of faith that
are different from your own (e.g. attending services/prayer), volunteering with organizations serving
populations of low social economic status, visiting a children’s home/babies’ home, organizations that
serve children facing homelessness etc.

After the immersion experience, students will develop an advocacy plan, highlighting key needs/issues
that need further action for example increased public sensitization, services that meet specific needs,
additional training for professionals that serve the specific group etc.

Any project requires time dedicated to planning and preparation, the engagement/advocacy experiences,
and reflection. Therefore, students are encouraged to begin preparing for this project early in the
semester.

The instructions for this assignment are intentionally vague. Students are encouraged to engage in self-
reflection and awareness to identify biases and areas for growth in terms of multicultural competence.
Next, students are tasked with constructing an advocacy act or engagement experience to assist in
development within this particular area.

1) Students must submit a proposal describing their engagement/advocacy plan to be approved by

the instructor by April 3rd, 2023 (1-2 paragraphs) via email. All students will share their
engagement/advocacy experience with the class on the date specified on the course schedule (15-

3
 20 minutes presentation) as well as turn in a 2-page reflection paper describing their experience
and resulting self-awareness.

INTERVIEW WITH A SPIRITUAL LEADER/TRADITIONAL HEALER

Goal: Gain awareness on alternative mental health/healing interventions.

Students will identify and interview a spiritual/religious leader (Sheikh, Reverend, pastor, Priest etc.) or
traditional healer. Potential questions include: What are your perspectives on mental health? What do
you think “causes”/contributes to mental health concerns? What are the common mental health conditions
that you have handled? What are your thoughts about modern mental health interventions? Do you
sometimes refer cases to mental health providers? (You can add other questions).

Students will write a 2–3-page reflection paper sharing their experience of conducting the interview.
Students must also submit questions and responses from the interview. Students will also indicate whether
they interviewed a spiritual leader/traditional healer and must include the institution/affiliation of the
individual.

Case Study & Treatment Plan (FINAL PROJECT): 40 points

Students will apply their understanding of multicultural competence by writing a 5–7-page (not including
title page or references) case conceptualization and treatment plan of a client from a former or current
client. Students can also choose hypothetical client. If using a hypothetical client, take time to think about
their cultural identities and presenting concerns, etc.). Students will describe how the client finds his/her
way to therapy and provide both a conceptualization of the client as well as a treatment plan.
Conceptualizations should include specific examples from the movie as well as citations from academic
sources.

Students are to respond to the following items in their conceptualization and treatment plan:

1. Describe your client’s unique cultural identities (all factors including age, ethnic background, social
economic status, religion/spiritual beliefs etc.) and their experience of systemic oppression or
privilege.

2. Identify and describe how your client’s unique cultural identity affects their help-seeking behaviors
and perceptions of the mental health system.

3. Identify at least 3 multicultural therapy competencies relevant to your work with this client and
provide examples of how to implement the competencies.

4. Describe how the degree of the client’s privilege/power and therapist’s privilege/power impact the
counseling relationship and personal worldview.

5. Formulate a therapy plan realistic for work in your intended therapy setting

a. Identify at least two specific, measurable therapy goals as your client is likely to describe
them.

4
 b. Outline a therapy plan for working with the client in your setting. Support your response with
citations from readings.  Be sure to include

 type of service (individual, group, family) and anticipated number of sessions

 Therapy strategies (theory, interventions)

 specific ways in which you will build a culturally responsive therapeutic relationship
with your client and make your clinical approach responsive to client’s reality 

 adjunct services/ referrals   

Final papers are to be submitted to the instructor on the date specified on the course schedule.

Class Policies

Communication with the Instructor

Communication regarding assignments, due dates, absences, or any other queries should be conducted
via the email address provided in the syllabus. Text/message communication is not encouraged. The
instructor will endeavor to respond to students within 48 working hours excluding weekends or public
holidays. For any changes in the course schedule including meeting times, the instructor will liaise with
the class representative as soon as possible.

Absences
Prompt attendance at all class meetings is a professional responsibility. The rigors of graduate training
involve more than simply the ability to earn an “A” or “B” in course material. It is recognized that adult
learners have busy, complex lives and that setting priorities is often challenging. Learning to balance
responsibilities within the context of one’s life is an essential part of developing into a competent and
trustworthy clinician. If necessary, students may miss one class with a valid excuse (such as illness or
family emergency) and not face penalties related to their grade. Students must let the instructor know as
soon as possible via email if they will be missing class. It is the students’ responsibility to obtain all notes
and handouts missed during their absence. If a student misses more than 1 hour of class, it is considered
an absence. Chronic tardiness or early departure (arriving 15 minutes late or leaving 15 prior to the end of
class) will impact attendance grade.

Due Dates

Late papers are not accepted in this course. Students in need of an extension must contact the instructor to
make arrangements before the assignment due date. Extensions will result in a reduction of points on
the assignment equal to 10% of the total assignment grade per calendar day late.

Writing Style and Citations

All sources used for all assignments must be cited in APA style (7th edition). Excellent papers will
reference scholarly sources and reflect a depth of critical thought and a writing style commensurate with
graduate-level work.

Tentative Class Schedule

5
Note: The Instructor reserves the right to modify the schedule as needed.

Date Topic Reading/assignment Due date

Week 1 Introduction Class and Syllabus N/A

overview
27/Feb/2023

Week 2  The Therapist as a Lee (2013), Chapters 1 & 2

Cultural Being
6/Mar/2023
 Elements of multi-
cultural therapy
Competencies

Week 3  Decolonization of Madu (2016) Psychotherapy Training in Nigeria

psychotherapy
13/Mar/2023 Koc & Kafta (2016): Cross-cultural Research on
 Indigenous “mental
psychotherapy.
health’ practices
 Culture-bound
syndromes and Cultural
relativism

Week 4  Oppression & Privilege: Reading: TBD

Ugandan Context
20/Mar/2023
 Social Justice and
Advocacy
 Intersection of culture
and the therapeutic
process

Week 5  Psychotherapy with  Intake/clinical Session in the local language

diverse ethnic groups Assignment Due by 4PM
27/Mar/2023
 Biases, assumptions, and  Class reading TBD
microaggressions.

Week 6  Psychotherapy with Men  Brief description/proposal plan for Immersion

 Women. and Advocacy Project Due by 4PM
3/Aprl/2023
 Discussion and
Lee (2013) Chapters 9 &10
conversation on working
with gender diverse
populations

Week 7 NO CLASS Easter Monday

10/Aprl/2023

Week 8 Psychotherapy with: Morof, D. F., Sami, S., Mangeni, M., Blanton, C.,
6
 Date Topic Reading/assignment Due date

Cardozo, B. L., & Tomczyk, B. (2014). A cross-

sectional survey on gender-based violence and
17/Aprl/2023  Refugees
mental health among female urban refugees and
 Individuals with
asylum seekers in Kampala,
disabilities
Uganda. International Journal of Gynecology &
 Older persons
Obstetrics, 127(2), 138-143.

Adaku, A., Okello, J., Lowry, B., Kane, J. C.,

Alderman, S., Musisi, S., & Tol, W. A. (2016).
Mental health and psychosocial support for South
Sudanese refugees in northern Uganda: a needs
and resource assessment. Conflict and Health, 10,
1-10.

Lee (2013). Chapter 11

Week 9  Spiritual/religious Immersion and Advocacy Project Assignment

aspects in counseling
24/Apr/2023
 Alternative medicine and
psychotherapy
(Reflection Paper & Power Point Presentation) Due
by 4PM
Simon Dein (2020) Religious healing and mental
health, Mental Health, Religion &
Culture, 23:8, 657-665, DOI: 10.1080/13674676.
2020.1834220

Week 10 No Class: Labour Day

1/May/2023

Week 11  Discussion on Ethics,
personal values, and
8/May/2023 multi-cultural issues
 Class presentations
(3people) 5:30-7PM
Mosher, D. K., Hook, J. N., Captari, L. E., Davis,
D. E., DeBlaere, C., & Owen, J. (2017). Cultural
humility: A therapeutic framework for engaging
diverse clients. Practice Innovations, 2(4), 221–
233. https://doi.org/10.1037/pri0000055

Week 12  Discussion on Culture Class reading: TBD

7
 Date Topic Reading/assignment Due date

and Research: How can

we foster participant and
community engagement?
 Class Presentations (3)
5:30-7PM

15/May/2023  Cultural humility and Reading: TBD

inter-disciplinary work
 Class Presentations (3)
5:30-7PM

Week 13  Discussion topic to be Interview with Spiritual/religious leader or Traditional

determined by students healer Reflection Paper Due by 4PM
22/May/2023
 Class Presentations (3)
5:30-7PM

Week 14  Discussion topic to be

determined by students
29/May/2023
 Class Presentations 5:30
-7PM (4)

Week 15 FINAL Class: Wrap up and

Reflections.
5/June/2023

Week 16 No Class Final Project Due by 4PM.

12/June/2023