Educ 515, 2011
EDUC 515: Theories of Marriage and Family TherapySpring 2011, Wednesdays, 7:00-9:40 PM
Room # WPH 103Instructor: Dr. Hiroshi M. Sasaki E-mail:
Office: WPH 1005 Phone: 562.756.6211 Office Hours: By appt.
Masters Office: WPH 602 Phone: 213.740.3255 Hours: M-F 9-5.
Rossier School of Education Theme:
“The Rossier School of Education focuses on redefining excellence in urban education through research, teaching and service in the areas of leadership, learning, accountability and diversity.”Course Overview
This course is designed to introduce students to the major theoretical approaches to family counseling. A significant focus of this course will be on the practical counseling skills and techniques that have emerged from each theory. Additional focus will be on interviewing, assessment, and clinical practice issues central to a systemic approach to family counseling. Students will have the opportunity to role play in class and be in the role of therapist, family member, and consulting team members incorporating the lectures and reading into practiced skills. Additionally, this course will challenge students to look closely at their own family of origin. Students will be expected to draw on their previous experiences, coursework, and knowledge to integrate and apply course material to their clinical workCourse Objectives
Students should be able to demonstrate understanding of the major family counseling theories and should be able to apply family counseling theories, skills and techniques within a clinical setting:1. To be exposed to and become familiar with different types of family counseling models.
2. Differentiate between the major theories of family counseling by their unique features, goals, techniques and strategies.
3. To learn family counseling and family education techniques and skills.
4. Assess family interactions in reading, videotapes, and role-plays.
5. To look at one’s family role and assess the potential implications that role has on one’s work as a family counselor.
Course Requirements
· Class discussion and participation: (10 points) Active participation in class & small group discussions is expected. This involvement is in order raise questions, identify issues, clarify issues, clarify thinking, develop competencies, and to grow in the understanding of self and others.· Attendance & professional behavior: Students are expected to come to each class meeting. Missing a class means you will miss important content and experiences. You are also expected to come to class punctually. This norm is consistent with professional standards related to managing time effectively. Being late for an appointment with a client is unacceptable, especially for those who already have poor self-esteem. It is, therefore expected that even with problems of traffic and parking congestion, you will make arrangements to come to class on time and be ready to begin at 4:15 PM. This conduct is consistent with what is expected from graduate students and professional counselors. If there is an emergency or you will be late, please contact the instructor. Each missed class
will result in a loss of 3 points per missed class. If you miss more than 3 classes, regardless of the reason or situation, you will not pass this course. Missing more than 30 minutes (i.e., leaving early, showing up late, or a combination) in any one class will be considered an absence. One of most important requirements of this course is confidentially among students. You may not discuss outside of class any personal information that you learn about anyone.
· Class readings: Students are expected to complete the assigned readings for each class period in which they are assigned. Be prepared to actively discuss the material.
· Blackboard Quizzes (5 points): 24 hours before each class when there is reading due, a quiz will be available on Blackboard. Each open book / open notes quiz will consist of five multiple choice questions directly from the reading: you will have 30 minutes to complete each quiz from the moment you begin.
· Genogram (25 points): We will discuss this assignment in more detail in class. Construct a three-generation genogram of your family in order to assess your family system and family culture. Your genogram is expected to be correct & professionally completed. Identify the patterns and significant themes in your own family of origin using your knowledge of the family models discussed in class. Discuss how these patterns influence or potentially could influence you as a counselor, parent and partner. In what way do you think your cultural background influences your work with families? Examine the ways your culture and family patterns may be a barrier or strength in working with families. Your genogram and discussion should be 5-6 pages (double spaced) and is due on 3/9/11.
· The Legacy Journal. (10 points) Each week you will be given a few questions. Answer these before the next class either in a Word Document or handwritten journal that you bring to class. Your responses to these questions are for your own benefit and you will be asked to share some of what you are recollecting, but will not need to disclose anything you would prefer to keep private.
· Video family assessment (25 points): Watch one of the following videos: i) The Ice Storm, ii) My Family (Mi Familia), iii) Spanglish, iv) Pieces of April, v) Saving Face, vi) Winter Solstice, vii)Thirteen, viii) Imaginary Heroes. (You can evaluate another movie with prior approval from the instructor.) In a 6-page paper, analyze the family interactions and design a pseudo-intervention plan using a specific model of family therapy under the assumption that this is a family in therapy with you. This paper is due 4/20/10 and should include the following:
· Describe the family’s interactive patterns using the terms and models covered in this class to date (e.g. triangulations, scapegoating, coalition, boundaries, roles, etc.). The terminology you use should reflect the type of counseling intervention you would be using (e.g. if you are using the Bowenian model then your description would include triangulation).
· Outline treatment goals and devise a treatment plan using specific strategies and techniques.
· Describe the treatment plan and strategies in detail and explain your reasons for choosing the strategies used and why these will help reach therapy goal(s).
· Explain how you believe your experience within your family of origin would have an impact on how you would work with this family.
· Final Paper (25 points): The purpose of this paper is to assess and advance your ability to design treatment approaches using family therapy interventions. This paper will be discussed near mid-term. A scenario will be provided on and you are to choose a specific approach (e.g. psychodynamic, cognitive-behavioral, Bowenian, narrative etc.) and develop a pseudo-treatment plan.You will develop an 8-10 page (double spaced) written response for the scenario using the outline. This paper is due by 5/4/10. Your paper must be referenced, written in APA style, and needs to include the following elements:
I) Assessment: Describe the core theory and concepts of the specific family therapy approach you would use with this family. You may reference your textbook, but it is recommended that you also use other sources when describing the therapy model you will be using. Use the theoretical core ideas to explain the family's primary presenting problem, with an emphasis on the interpersonal pattern(s) of interaction within which the problem is nested.In addition to your explanation of the family’s presenting difficulty, use an assessment tool (e.g. genogram, sociogram, strength assessment, ecogram etc.) to identify the family’s interactive patterns. (Note: Not all of the case data is relevant to your report. Use only that which fits your theoretical model.)
II) Goals and Intervention: Describe what will be different with this family when the therapy you are using is successful (goals).Provide examples of specific interventions from the approach you choose and how you will use them to achieve the desired outcome. Give consideration to the sequencing and timing of interventions.
Textbooks
Dattilio, F. M. (1998). Case Studies in Couple and Family Therapy. New York: GuilfordGehart, D. (2010). Mastering Competencies in Family Therapy.
Napier, A.Y., & Whitaker, C. (1978). The family crucible. New York: Quill.
Nichols, M. P., & Schwartz, R. C. (2010). Family therapy concepts and methods (9th
ed.). Needham Heights, MA: Allyn & Bacon..
Worden, M. (2003). Family therapy basics (3rd ed.). Pacific Grove, CA: Brooks/Cole
Optional:
McGoldrick, M., Gerson, R., & Shellenberger, S. (2008). Genograms: Assessment and intervention (3rd ed). New York: Norton
Expectations & Additional Notes:
1. For written papers, I expect each paper to be typed in APA format. I expect each student to demonstrate graduate level writing skills. Papers should be handed in at the beginning of the class period for which they are due. Legacy journals do not need a cover sheet, but please spell-check your work.
2. If you have questions about a paper or would like assistance in preparing your paper, please schedule time to meet with me. I will look at any assignment and give you feedback if you schedule time at least one week before the assignment is due. Do not email me papers and expect me to edit them; give me time to look at your paper and schedule a time to meet so we can both discuss your work.
3. For additional help with your writing, please consult the Writing Center.
4. For each paper, the rubric outlining the criteria for grading is as follows: Knowledge, Organization, Critical Thinking, Creativity, and Proof Reading.
5. Learning about family counseling and systems is at times exciting, confusing, and sometimes emotionally painful. In this course we will take the time to review concepts and learn the basics that you will need to work effectively with families. Along with the theories of family counseling, this course asks you to take a careful look at your own family of origin. It is my hope to establish a safe and supportive environment in which you can take the journey towards exploring your own family. As the course progresses, feel free to schedule time to talk with me about this exercise and ways in which the course can be more supportive to you. If you are experiencing difficulty with the course material in terms of your family of origin, please speak with me.
Grading
Grading Criteria and Process Percentage Class discussion and participation: ………………………………………10%Blackboard Quizzes ……………………… .……………………………..5%
Genogram ……………………………………..……….……...... 25%
The Legacy Journal ……………………………………………………… 10%
Video family assessment ……………………………………………… 25%
Final Paper ………………………………………………...……………. 25%
100%
A = 94%-100% A- = 90%-93% B+ = 87%-89% B = 84%-86%
B- = 80%-83% C+ = 77%-79% C = 74%-76% C- = 70%-73% D = 60%-69%
The difference between a grade of B and A is really best summarized in the question: Did you do what would be expected of a graduate student, or did you go beyond the call of duty? The grade of B is given to those students who do above average work, the grade of A is reserved for students who clearly display superior work. The following criteria are used to evaluate your work:
· How much time, work, and effort did you appear to put into your projects?
· How well did you organize your paper including setting the stage, synthesis, and integration?
· How much detail and comprehensiveness is included?
· Did you support your points with examples?
· Did you integrate readings and class materials to apply what you’ve learned? Did you add additional support and resources from outside class materials?
· What is the depth of your analysis of your written presentation?
· What is the overall quality of your written presentation?
Writing Skills
Papers should be professional documents, written in scholarly language. They should be type-written, in APA format, with sub-headings. Make sure you address all parts of the assignment. Please have a colleague give you feedback on writing errors and clarity before you turn it in. Your grade will be affected by your demonstration of writing skills (e.g., clarity, grammar, syntax, insight, mastery of course content, use of APA style, etc.). If you know writing is a challenge for you, please use the writing center on campus to help you develop this skill early in your program and before you submit your papers. You can also use online writing centers found at http://owl.english.purdue.edu/internet/owls/writing-labs.html. If your paper does not meet the appropriate standards for graduate level writing, you will be docked 10% of the total points for the assignment, and may be required to provide proof of use of the writing center for all future papers in this course.Journal assignments can be less formal; however, it is vital that you proofread for spelling and clarity.
Notes in regards to written assignments:
1. For all written work, please use the class readings, relevant professional journals (e.g., Journal of Counseling and Development, The Family Journal, Family Process, The Journal of Systemic Therapies, etc.), and other professional materials for references. All written work must be typed in APA format.
2. Papers must be in 12 point New Times Roman font and be double spaced with one-inch margins.
3. For your papers, include a brief title page with your name; do not put your name on any other part of the paper. (not required for Legacy journals)
4. Do not include an abstract or running head.
5. I expect each student to demonstrate graduate level writing skills.
6. Papers should be handed in at the beginning of the class period for which they are due.