PP 8102 Advanced Family & Couple Therapy
TERM: Spring 2009--Reiner
Please note: This is a working draft and will be updated. The assigned textbooks will not be changed, however.
INSTRUCTOR:
Reiner, P.PHONE:
312.822.7277; please leave all messages at this numberEMAIL:
FAX:
312.822.0377REQUIRED TEXTS:
Title / Handbook of family therapyAuthor(s) / Sexton, T., Weeks, G., & Robbins, M. (Eds.)
Copyright / 2003
Publisher / Brunner-Routledge
ISBN / 1-58391-325-4
Edition
Title / Integrative problem centered therapy: A synthesis of family, individual, and biological therapies
Author(s) / Pinsof, W.
Copyright / 1995
Publisher / Basic Books
ISBN / 978-0465033287
Edition
Title / If only I had known: Avoiding common mistakes in couples therapy
Author(s) / Weeks, G., Odell, M., & Methven, S.
Copyright / 2005
Publisher / W.W. Norton & Co.
ISBN / 978-0393704457
Edition
This Course Requires the Purchase of a Course Packet: YES NO
Argosy University
COURSE SYLLABUS
PP 8102 Advanced Family & Couple Therapy--Reiner
Mondays, Spring 2009, 12:30-3:15 p.m.
Faculty Name: Peter Reiner
Campus: Chicago
Contact Information: tel. 312.822.7277
Office Hours: by appointment
Short Faculty Biography:
Peter A. Reiner, Ph.D. is Associate Professor of Clinical Psychology and is licensed both as a clinical psychologist and as a marriage and family therapist. He also serves on the faculties of the Feinberg School of Medicine at Northwestern University and The Family Institute at Northwestern University.
Dr. Reiner was Coordinator of Clinical Training at The Family Institute and is an award-winning teacher who has taught graduate psychotherapy courses or seminars at Northwestern University Medical School, Michael Reese Hospital, Loyola University of Chicago, The University of Illinois—Chicago Circle, and DePaul University.
His interests include long-term psychodynamically-oriented psychotherapy and systemically-oriented psychotherapy (especially with couples).
Dr. Reiner maintains a private practice in downtown Chicago of psychoanalytically- and systemically-informed individual, couple, and family therapy.
Teaching Assistant: Ms. Kristin Davisson
Contact Information: tel. 773-678-4622
Course Catalog Description
The emphasis is on an integration of assessment and therapeutic theory and technique through ongoing couple and family simulations. Supervision skills in family and couples treatment are a second major emphasis of this course.
Course Prerequisite
PP 8050 (Family and Couple Therapy)
Course Objectives
This course addresses the following programmatic goals (domains) for students in the clinical psychology doctoral program:
► Demonstrate ability to apply appropriate and effective therapeutic interventions according to a theoretical orientation. This goal is comprised of these three objectives: 1) Students will demonstrate a conceptual understanding of various therapy models and will ethically and effectively use these models to guide interventions. 2) Students will demonstrate familiarity with the research findings on empirically supported treatments, and will select appropriate interventions based on the research findings and with sensitivity to the needs of a diverse population. 3) Students will demonstrate self-reflective capacity, understanding of interpersonal processes and the development and maintenance of therapeutic relationships.
► Demonstrate competence in diversity. This goal is comprised of these two objectives. 1) Students will demonstrate necessary knowledge and skills for working with clinical populations defined as, but not limited to, race, ethnicity, disability, social class, gender, sexual orientation, religion, and age. 2) Students will acquire an appreciation for the relevance and individual and cultural differences and diversity to the profession, and develop the value of promoting awareness and respect for many forms of diversity.
Therefore, specific objectives for this class are that students will do the following:
1. extend and refine their knowledge of key systemically-oriented theoretical models of couple and family therapy (including their associated intervention techniques);
2. identify and summarize the nature and degree of the empirical support, if any, for these key theoretical models;
3. develop and articulate (explain) their understanding of an overarching integrative systemic theoretical model, Integrative Problem-Centered Therapy, and implement this model in constructing systemically-oriented case formulations and treatment plans;
4. discuss videotaped clinical material and participate in clinical simulations (role plays) in ways that reflect both self-awareness and awareness of issues of diversity, as well as the implementation of appropriately-selected technical interventions;
5. develop and discuss their awareness of systemic processes within the class, itself, in ways that reflect increasing self-awareness and awareness of issues of diversity.
Assignments and Evaluation:
Course assignments are as follows:
1. Class Participation (Objectives 3, 4, & 1) [25% of class grade]
This class is heavily based on experiential learning. Students are expected to attend all classes and to have completed the required readings for each meeting by class time. Students who miss more than one class may not be able to pass this class; missing one class will negatively affect your course grade. All students are expected to have completed all readings on schedule and to participate in class discussions, ideally in ways that illuminate and clarify the issues being considered (including analyses of videotaped sessions). In addition, all students are expected to participate fully in simulations of clinical situations (“role plays”) throughout the course as well as in various other in-class experiential exercises that illustrate key systemically-based concepts or intervention techniques. Professional deportment is expected at all times and is a component of “class participation.” Such deportment includes showing respect for one another and the instructor by arriving on time, refraining from using cellular telephones or PDAs during class time, and so on.
2. In-class Presentation of a Treatment Approach or Selected Topic (Objectives 1 & 2) [20% of class grade]
Working in pairs, students will review either a specific treatment model or other agreed- upon topic and will lead the class for 45 minutes in a discussion of the chosen material. Presenters will provide handouts containing summaries of key points, a synopsis of the empirical research on the treatment model or topic at hand, as well as an annotated bibliography. (Additional details of this assignment will be provided in class.)
3. Treatment Plan (and Hypothetical Course of Treatment) (“Final Exam”) (Objectives 3 & 1) [25% of class grade]
Students will be provided with clinical material to be used as a basis for developing a clinical formulation, treatment plan, and “expected course” of treatment for a family. Students will decide by anonymous vote whether the final exam is an in-class or “take home” exam. (The exam will be one or the other but not both, and depends solely on the preference of the majority of students. Further details will be provided.)
4. Reaction Papers (Objectives 5, 1, 2 & 3) [30% of class grade]
By noon on Saturday (at the latest), prior to each class meeting (with the exception of the first meeting), students are required to submit a brief paper that includes the following: a) at least one question or comment about the content of the previous class, b) at least one question or comment about the process of the previous class, and c) at least two questions or comments about the assigned readings for the upcoming class.
These should demonstrate that you have been thoughtful about the class content and process, and that you have thoroughly read the assigned readings. These items need not be woven together into a coherent paper; they may be presented individually, in separate sections.
Papers must be typed and double-spaced, with standard margins and font, of professional quality (meaning that you show attention to grammar, punctuation, spelling, etc.), and should not be longer than three pages. Please put your name on the first page: A cover sheet is not necessary. Papers must be sent both to the professor and to the teaching assistant by e-mail no later than noon on Saturday for you to receive credit for this assignment. (Other methods of delivering these reaction papers may be negotiated, of course.)
Please use the e-mail addresses for Dr. Reiner and for Ms. Davisson listed at the beginning of this syllabus to submit your papers.
Letter grades will be assigned on the basis of weighted percentages of credit earned on each of the course requirements, using the weightings listed above:
A = 100 – 94%
A- = 93 – 89%
B+ = 88 – 86%
B = 85 – 83%
B- = 82 – 79%
C+ = 78 – 76%
C = 75 – 73%
C-= 72 – 69%
Please note: All late assignments and missed classes will significantly affect your grade. Missed classes will affect your overall course grade in addition to having consequences for related class participation and reaction paper scores. Missed classes cannot be “made up.”
Required Readings
→Textbooks (listed above): Pinsof’s book (abbreviated henceforth as IPCT)
Sexton, et al. (abbreviated henceforth as HFT)
Weeks, et al. (abbreviated henceforth as Common Mistakes)
→Journal Articles & Book Chapters (others may be added at a later date)
Lansky, M. (1986). Marital therapy for narcissistic disorders. In N. Jacobson & A. Gurman (Eds.), Clinical Handbook of Marital Therapy. NY: Guilford.
Pinsof, W. (1999). Choosing the right door. Family therapy networker, January/February (pp 48-66).
Reiner, P. (1997). Psychoanalytic approaches to supervising marital and family therapy. In T. Todd & C. Storm (Eds.), The complete systemic supervisor: Context, philosophy, and methods. Needham Heights, MA: Allyn & Bacon.
Scarf, M. (1986a, Nov.). "Intimate partners: Patterns in love and marriage," (Part I). Atlantic Monthly.
Scarf, M. (1986b, Dec.). "Intimate partners: Patterns in love and marriage," (Part II). Atlantic Monthly.
Shadish, W. & Baldwin, S. (2003). Meta-analysis of MFT interventions. Journal of Marital and Family Therapy, 29 (4), 547-570.
Slipp, S. (1995). Object relations marital therapy of personality disorders. In N. Jacobson & A. Gurman (Eds.), Clinical Handbook of Couple Therapy. NY: Guilford.
Unpublished Required Readings:
Assessment schemata:
Feldman and Pinsof
Pinsof, Breunlin, & Rampage
Reiner
Therapist Operations: Pinsof
Technology: Argosy University encourages the use of technology throughout the curriculum. This course uses some or all of the following: videotapes, CD’s, DVD’s, overheads, an so on. Examples of hardware/software you might need access to for the course include: Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office: Acrobat (full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator 4.08; Norton Antivirus.
Course length: 15 Weeks
Contact Hours: 3.0
Credit Value: 3.0
Course Schedule:
Please note the following:
1) It is mandatory to complete the required readings by the date listed, thank you.
2) The schedule may well be modified at the discretion of the professor, depending on matter such as the “pace” and the needs of the class, and so on. Such modification might include changes in reading assignments by date.
3) A substantial amount of time during almost every class period will be spent analyzing videotaped consultation interviews, participating in clinical simulations (“role plays”), or both.
DATE TOPICS
January 12 Introduction to Course
Introduction to Integrative Problem-Centered Therapy
Video Example
January 19 No Class (MLK, Jr. Day)
January 26 Integrative Problem-Centered Therapy, continued
Video Example, continued
Introduction to Therapist Operations (time permitting)
Readings: HFT, chap. 10, Integrative Approaches to Couple and Family Therapy (Lebow)
IPCT, chap. 1, The Problem-Centered Approach, the Patient System, and the Problem-Maintenance Structure;
IPCT, chap. 2, The Integration of Specific Psychotherapies: Contexts, Orientations, and Concepts
February 2 Video example or clinical simulation
Readings: Pinsof, 1999
IPCT, chap. 4, Assessment and Intervention: Premises and Roles
Unpublished assessment schemata
February 9 Student Presentation: Cognitive Behavioral Couple and Family Therapy
Video example or clinical simulation
Readings: HFT, chap. 8, Cognitive-Behavioral Couple and Family Therapy (Dattilio & Epstein);
HFT, chap. 13, Behavioral Couple Therapy: Past, Present, and Future (Atkins, Dimidjian, & Christensen)
February 16 Student Presentation: Structural-Strategic Couple and Family Therapy
Video example or clinical simulation
Readings: HFT, chap. 6, Interactional and Solution-Focused Brief Therapies: Evolving Concepts of Change (Duncan, Miller, & Sparks)
HFT, chap. 9, Structural-Strategic Approaches to Couple and Family Therapy (Mitrani & Perez)
February 23 Student Presentation: Emotion-Focused Couple Therapy (and applications of Attachment Theory)
Video example or clinical simulation
Readings: HFT, chap. 12, Emotionally Focused Couples Therapy: Empiricism and Art (Johnson)
IPCT, chap. 3, The Therapeutic Alliance
Common Mistakes, chap. 3., Alliances and Coalitions
March 2 “Guest” Presenter: Ms. Kristin Davisson
Topic to be announced
Readings: Common Mistakes, Introduction: Mistakes?! What Mistakes?
Chap. 1, The “Battle for Structure”
Chap. 2, Confidentiality Traps
March 9 Student Presentation: Narrative Couple and Family Therapy
Video example or clinical simulation
Readings: HFT, chap. 7, Postmodern Social Construction Theories (Anderson)
IPCT, chap. 5, Defining the Direct System: The Interpersonal Context of Therapy
March 16 Student Presentation: Family of Origin Couple and Family Therapy (including Bowen)
Video example or clinical simulation
Readings: HFT, chap. 5, Family-of-Origin Treatment (Nichols)
IPCT, chap. 6, Identifying the Problem Cycle
March 23 Student Presentation: Object Relations Couple and Family Therapy
Video example or clinical simulation
Readings: HFT, chap. 4, Object-Relations and Psychodynamic Approaches to Couple and Family Therapy (Scharff & Scharff)
Scarf, 1986a and 1986b
March 30 Dr. Reiner presents: Treatment of “Characterological” Couples
Video example or clinical simulation
Readings: Lansky, 1986
Slipp, 1995
Reiner, 1997
Common Mistakes, chap. 9, Mistakes in Deal with Partners’ Different Perceptions
April 6 Student Presentation: Treatment of Sexual Dysfunction
Video example or clinical simulation
Readings: HFT, chap. 16, Evaluation and Treatment of Sexual Dysfunction (Plaut & Donahey)
IPCT, chap. 7, Modifying the Problem Cycle-I: Implementing an Adaptive Solution
IPCT, chap. 8, Modifying the Problem Cycle-II: Exploring Constraints and Resolving Blocks
April 13 Student Presentation: Evidence-Based Couple and Family Therapy
Video example or clinical simulation
Readings: HFT, chap. 11, Efficacy, Effectiveness, and Change Mechanisms in Couple and Family Therapy (Sexton, Robbins, Hollimon, Mease, & Mayorga)