Diversity in the Classroom

All students enrolled at the Hazelden Betty Ford Graduate School of Addiction Studies are expected to appreciate diversity as a clinical opportunity based on individual differences including social, cultural, physical, and psychological implications of recovery. Toward this end, all courses include diversity-related content. Students are also expected to integrate experience from coursework and clinical practice to improve their multicultural competencies.

Furthermore, all students are required to complete a multiculturalism course. Students enrolled in on-campus programs complete CPC-604 Counseling Strategies: Multicultural Approaches. Learning outcomes include:

• Analyzing the impact of individual differences and diversity on intervention and treatment planning
• Assessing the benefits and limitations of typology
• Understanding developmental models and stages, as impacted by unique cultural features, and integrating this knowledge into treatment planning
• Developing treatment planning and counseling approaches based upon minority development models
• Relating theoretical constructs and research in culture and ethnicity to clinical practice

Students enrolled in online programs complete IR-705 Culturally Responsive Co-Occurring Disorders Counseling. Learning outcomes include:

• Analyzing the interplay of culture, mental health, and chemical dependency
• Utilizing culturally appropriate, evidence-based approaches to counseling activities such as prevention, intervention, and assessment
• Integrating theoretical constructs and empirical findings into a strengths-based model of service for culturally diverse individuals, families, and communities.
• Appreciating the impact of racism, discrimination, sexism, privilege, political climate, and oppression on mental health and chemical dependency
• Promoting the availability of and access to culturally sensitive mental health and chemical dependency services through public advocacy