PSYCH 310 - Processes of Intergroup Dialogues Facilitation
Section: 001
Term: WN 2009
Subject: Psychology (PSYCH)
Department: LSA Psychology
Requirements & Distribution:
With permission of instructor.
Advisory Prerequisites:
Admission by application. At least junior standing and PSYCH 122 or SOC 122.
Other Course Info:
May be used as an experiential lab in the Psychology concentration. A total of six credits of Psychology letter-graded experiential courses may be counted for the Psychology concentration.
May not be repeated for credit.
Primary Instructor:

This course is designed to give students a foundation in awareness, knowledge, understanding, and skills needed to effectively facilitate multicultural group interactions including structured intergroup dialogues. The topics of this course include social identity group development; prejudice and stereotyping and their effects on groups; difference and dominance and the nature of social oppression; culture, cultural cues and judgments; basic group facilitation skills and their applications in multicultural setting. There is a weekend retreat that is required for this course.

PSYCH 310 - Processes of Intergroup Dialogues Facilitation
Schedule Listing
001 (SEM)
M 2:00PM - 5:00PM
002 (SEM)
M 2:00PM - 5:00PM
NOTE: Data maintained by department in Wolverine Access. If no textbooks are listed below, check with the department.

ISBN: 9780415926331
Readings for diversity and social justice : an anthology on racism, sexism, anti-Semitism, heterosexism classism, and ableism, Publisher: Routledge 2000
ISBN: 9780072874891
Privilege, power, and difference, Author: Johnson, Allan G., Publisher: McGraw-Hill 2006
ISBN: 0787995797
Intergroup dialogue in higher education : meaningful learning about social justice, Publisher: Wiley Subscription Services at 2007
Syllabi are available to current LSA students. IMPORTANT: These syllabi are provided to give students a general idea about the courses, as offered by LSA departments and programs in prior academic terms. The syllabi do not necessarily reflect the assignments, sequence of course materials, and/or course expectations that the faculty and departments/programs have for these same courses in the current and/or future terms.

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