EDUC 582: Couples Counseling

EDUC 582: Couples Counseling

Spring 2009,Wednesdays, 4:15PM

WPH 102

Instructor: Mary Andres, Psy.D., CADC E-mail:

Office: WPH 1001A Office Hours: by appt.

Phone: 213.740-8521

Masters Office: WPH 600

Phone: 213.740-3259 Hours: 8:30 AM-5 PM M-F

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 examines theoretical and empirical aspects of couple intervention and therapy. There is an emphasis on relational development and change, strategies for intervention with couples, and selected issues in relationship functioning. The curriculum is attuned to our multicultural community and addresses dating, marital, cohabitating, and gay and lesbian partnering.

Course Objectives

By the completion of this course, students will have:
1. developed a preliminary integrated framework for assessing couples’ structure,
development and dynamics
2. examined several theoretical, empirical, and applied elements of selected models of
intervention with couples
3. developed skills in conducting couples’ interviews and gathering and organizing marital
case formation
4. examined common relationship issues and counseling techniques
5. developed skills in assessing couples using a variety of evaluation tools
6. examined counseling techniques that are relevant for couples with racial/ethnic, cultural,
and compositional diversity
7. learned how religious/spiritual issues, addictions, domestic violence, infidelity, divorce, interracial pairings and past sexual abuse uniquely affect couples
8. examined ethical and legal concerns that may emerge during couples counseling

1

Course Requirements

Assignments
1. PERSONAL ESSAY: Write an essay in response to “What is a couple?” This work is expected to be a baseline of what you know and believe at the beginning of this semester. Include in your essay, answers to questions such as “What characterizes a healthy relationship functioning? And What are some common relationship dynamics that lead to couples’ distress? Reflect and brainstorm on the theories discussed in past courses, and upon your own direct experiences in relationships, through family, friends, or your own romantic relationships, as well as film and literature as relevant. Analyze your beliefs based on what you know, and support your beliefs with appropriate documentation. This statement becomes an examined foundation that we will build upon as the course progresses. Essay should not exceed 5 pages and is due 1/28/09. (20 points total)
Your essay will be graded based on the following criteria:
·  Relevance and Coherence-As you plan, write, re-read or revise your essay, ask yourself whether each point is clearly relevant and whether you have omitted any relevant points. Sometimes you may merely need to make the relevance of a point clearer.
·  Knowledge and Understanding-Map out key points regarding the main issues. Synthesize where appropriate and summarize the views of particular theorists and researchers in your own words. Relate these closely to the specific focus of this assignment. Provide appropriately detailed examples.
·  Evidence and Coherent Argument- Organize your materials as effectively as you can to support the development of an orderly argument. Take nothing for granted. Support your assertions with the best evidence you can find. Evidence is provided by drawing upon the analysis and interpretation of findings. Conclusions must follow coherently from the evidence; do not be tempted into speculation, prediction or moralizing.
·  Critical Thinking-Demonstrate your ability to integrate various ideas and experiences and communicate what insights, conclusions, and questions you have as a result of your current standing with this subject. Address what limitations you have at this stage, and would hope to gain from both this course and further study and life experience. You should have at least three questions that you hope to answer through the curriculum of this semester.
2. PARTNERSHIP PROJECT. You will be assigned to a classmate who will be your fictitious partner for the duration of the semester. The purpose of this pairing serves numerous learning objectives. Besides spending a dedicated amount of time weekly as part of the class developing a relationship with additional developmental opportunities, you will complete the following: 1) Co-write the video assessment paper; 2) function as a couple for classmates’ role plays, and 3) co-facilitate couples therapy in your own role play assignment.
3. VIDEO COUPLE’S ASSESSMENT. You and your partner will select a video with a couple in distress. (Get prior approval from the instructor regarding your selection.) In an 8-10 page co-written paper, analyze the couple’s interactions and design an intervention plan using a specific model of therapy under the assumption that this is a couple who is in therapy with you. This paper is due 3/22/09 and should include the following:
·  Describe the interactive patterns using the terms and models covered in this class to date. 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, with your co-facilitator, or current relationships would have an impact on how you would work with this couple. (15 points)
4. BOOK REVIEW. Select any book concerned with relationship enhancement that is designed for a lay audience. Write a short 3-4-page book review due 4/1/09 highlighting the strengths and weaknesses of the book. In addition, provide information regarding the book’s target audience and treatment populations for whom it may be useful. The purpose of the review is to generate a resource list that may be used to recommend readings in your clinical work. (15 points)
5.  CLASSROOM ROLE PLAY. Every student will serve as a tag-team therapist in a couples therapy role play. The therapist will devise intervention strategies form their selected theories and address the couple’s specific concerns. Each student will also write a self-critique if the session using the format provided. You are encouraged to incorporate feedback from your peers in this paper. This session will be 45 minutes and the 2-3 page self-critique is due the following class session. (25 points)
6.  FINAL PAPER. Write an essay responding to the question, “How does couples therapy work?” Review your initial “What is a couple?” paper and course notes. Critique your initial impressions, bringing forth what principles hold true, and add in whatever new information is relevant to your conceptualization of what makes a couple work. Were you able to answer your questions? (refer to critical thinking) How was your experience of being in a classroom partnership relevant to this consolidation of ideas related to couples? Refer to the same criteria as in the Personal Essay to complete this paper. Consider your earlier assignments asking about theoretical orientation and update your personal statement of how you will be able to help individuals, couples, and families as a result of your Masters training. Paper not to exceed 10 pages. (20 points)
EVALUATION :
Personal Essay 20%
Classroom participation and attendance 5%
Video Analysis 15%
Book Review 15%
Role Play and Self-Critique 25%
Final Paper 20%

Textbooks and other materials

Atkins, D.C. & Kessel, D.E. (2008). Religiousness and infidelity: Attendance, but not faith and prayer, predict marital fidelity. Journal of Marriage and Family, 70, 407-418.
Elliott, S. & Umberson, D. (2008). The performance of desire: Gender and sexual negotiation in long-term marriages. Journal of Marriage and Family, 70, 391-406.
Harway, M. (2005). Handbook of couples therapy. Hoboken, NJ: John Wiley & Sons, Inc.
Johnson, S. M. (2004). The practice of emotionally focused couple therapy: Creating connection (2nd
edition). New York, NY: Taylor & Francis, Inc.

Class Participation

Students are expected to attend all class sessions. Students with more than two unexcused absences may risk failure. This policy exists because the MFT program is one of professional preparation. In addition to acquiring theoretical knowledge, students are expected to acquire professional values, to integrate knowledge from a range of courses, to develop professional skills and be socialized into the profession. The faculty of the School of Education are convinced that this cannot be accomplished through independent study alone. Thus, attendance at classes is required unless legitimate and special reasons exist for absences or tardiness. Any such absences or tardiness should be discussed directly with the course instructor. In some circumstances, extra credit can be completed to help the student not lose points. These arrangements should be made prior to absences whenever possible.
University of Southern California policy permits students to be excused from class, without penalty, for the observance of religious holy days. This policy also covers scheduled final examinations that conflict with students’ observance of a holy day. Students must make arrangements in advance to complete class work which will be missed, or to reschedule an examination, due to holy days observance.

Grading

A = 94%-100% A- = 90%-93% B+ = 87%-89% B = 84%-86%
B- = 80%-83% C+ = 77%-79% C = 74%-76% C- = 70%-73%
All Master’s degree students should be submitting B, B+ or A- work. Students receiving a C, should consult with their professors immediately for feedback about making significant changes in their approach to their courses. Students receiving a D or below are not working at the graduate level, and should seriously consider whether their current life circumstances are conducive to successfully completing a Master’s degree at this time. Master’s level students should not expect to get an A as a matter of course. A’s are reserved for outstanding achievement, reflecting advanced level understanding, insight, and writing (i.e., profound command of the course content with an exceptionally high level of scholarship and excellence). Very few students will receive A’s at this level because you have not reached the doctoral level yet, and there is always room to improve. We want you to continue to improve and grow, so you should consider an A- an A for Master’s degree students. If you receive an A in a class, you know you have gone far above and beyond what we expect from you. If you receive a B, you have met our expectations.
It is expected that students will attend class regularly, participate in class discussions, and submit work promptly. Failure to meet these expectations may result in reduction in grades.
(NOTE: Please refer to the Student Handbook and the University Catalogue for additional discussion of grades and grading procedures.)

Writing Skills

All 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.

Late Assignments

In order to be fair to everyone in class, assignments should be turned in within the first 10 minutes of class on the date they are due. Any assignments turned in after that point will lose one full letter grade (10%), and an additional 10% for every week they are late, unless the student has been excused by the instructor. Please inform the instructor before class if you must miss class or if an assignment will be late, due to an emergency. Whenever possible, students should arrange to have their work turned in on time by one of their colleagues or via e-mail. If this is not possible, in the case of documented excusable absence, students may make arrangements with the instructor to make up missed work or turn in late assignments. If an emergency situation prevents students from completing all requirements in the course, students should see the instructor about how to proceed with retaking the course at a better time. Students should provide written documentation to validate emergencies (e.g., doctor’s note).
Students must hand in all assignments by the end of the final exam time in order to receive a passing grade for this course. If all assignments are not handed in, students will receive a failing grade for the course regardless of how they well they did on other assignments.

Academic Accommodations

Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to me as early in the semester as possible. DSP is located in STU 301 and is open 8:30 a.m. - 5:00 p.m., Monday through Friday. The phone number for DSP is (213) 740-7766.

Incompletes

IN – incomplete (work not completed because of documented illness or some other emergency occurring after the twelfth week of the semester; arrangements for the IN and its removal should be initiated by the student and agreed to by the instructor prior to the final exam); IX – lapsed incomplete.
Conditions for Removing a Grade of Incomplete. If an IN is assigned as the student’s grade, the instructor will fill out the Incomplete (IN) Completion form which will specify to the student and to the department the work remaining to be done, the procedures for its completion, the grade in the course to date and the weight to be assigned to the work remaining to be done when computing the final grade. A student may remove the IN by completing only the portion of required work not finished as a result of documented illness or emergency occurring after the twelfth week of the semester. Previously graded work may not be repeated for credit. It is not possible to remove an IN by re-registering for the course, even within the designated time.
Time Limit for Removal of an Incomplete. One calendar year is allowed to remove an IN. Individual academic units may have more stringent policies regarding these time limits. If the IN is not removed within the designated time, the course is considered “lapsed,” the grade is changed to an “IX” and it will be calculated into the grade point average as 0 points. Courses offered on a Credit/No Credit basis or taken on a Pass/No Pass basis for which a mark of Incomplete is assigned will be lapsed with a mark of NC or NP and will not be calculated into the grade point average.

Academic Dishonesty (http://www.usc.edu/student-affairs/SJACS/acadresources.html)

Plagiarism is the use of others’ ideas, writings, research, drawings, etc. in a paper without appropriate acknowledgment. Paraphrasing (putting the material in your own words, etc.) is usually acceptable as long as the original reference is cited, and you do not imply that the ideas or thoughts are your own. You must always use quotation marks and a citation when using someone else’s words verbatim.
Cheating is defined as the act of obtaining or attempting to obtain academic credit for work by the use of any dishonest, deceptive, or fraudulent means. Action will be taken if an instructor suspects a student of cheating.
When working with other students, be sure you turn in your own original work with your own original thoughts. Each student’s work should be unique and reflect his/her own thought processes.

Course Schedule