Argosy University, Chicago
COURSE SYLLABUS
Family and Couples Therapy
PP8050
SUMMER 1 2012
Faculty Information:
Faculty Name: Adam Froerer, Ph.D.
Campus: Chicago
Contact Information:
Office Phone Number: 312-777-7709
E-mail:
Office Hours: By appointment
Course Description:
This course introduces the student to systemic concepts as applied to families. Both theory and basic intervention skills are emphasized. Ethics in family treatment and tailoring treatment to the needs of the family, particularly as it applies to culturally-based values and issues, is also addressed. Treatment models covered include structural-strategic, Bowenian, solution-focused, and constructivist approaches, and may include others, as time permits.
Course Prerequisites: None.
Required Texts:
Gilbert, R. M. (2006). The eight concepts of Bowen theory: A new way of thinking about the individual and that group. ISBN 978-0976345510
Johnson, S. M. (2004) Practice of emotionally focused couple therapy: Creating connection (2nd
ed.). ISBN 9780415945684
McGoldrick, M. & Hardy, K. (2008). Re-visioning family therapy: Race, culture and gender in clinical practice (2nd ed.). ISBN: 1593854277
Minuchin, S., & Fishman, C. (1981). Family therapy techniques. ISBN 0674294106
Nichols, M. (2009). Family therapy: Concepts and methods (9th ed.). ISBN 9780205768936
Course length: 15 Weeks
Contact Hours: 45 Hours
Credit Value: 3.0
Course Objectives:
Course Objective / Program Goal / Method of AssessmentStudents will be able to conceptualize human health, problems and resolutions from a systemic perspective. / Goal 2 – Intervention / Content/Process Papers, Role play reflections, Genogram and reflection, Group presentation, and Final Exam
Students will demonstrate both theoretical and clinical knowledge of three schools of family therapy. They will be able to relate these models to the family life cycle with consideration for diverse ethnicity, religious, social class, disability, and sexual orientation. / Goal 3 – Diversity / Role play reflections, Genogram and reflection, Final Exam
Students will demonstrate clinical interventions and skills with couples and families within therapeutic settings / Goal 2 –
Intervention / Role Play reflections, Group presentation, Final Exam
Students will be able to identify the interface between family of origin issues and client family issues / Goal 3 –
Diversity / Genogram and Reflection Paper, Content/Process Papers
Students will be exposed to and critically evaluate an empirically supported treatment approach for couples therapy. / Goal 2 –
Intervention / Role Play reflections, Class Participation, Final Exam
Evidence Based Practice:
This course addresses evidence based practice (EBP) issues among course topics, readings, experiential exercises, critical thought reflections, discussions, case presentations, and final exam. For example, students are required to utilize one of the most well known empirically-supported couples treatment approaches, Emotionally-Focused Therapy, within their role-plays. Students are then asked to reflect on their experience using this model. In addition, readings about each of the theoretical models will be included and highlighted through in class discussions. The value of using EBP within couple and family therapy is considered.
Instructional Contact Hours/Credit
Students can expect 15 hours of instructional engagement for every 1 semester credit hour of a course. Instructional engagement activities include lectures, presentations, discussions, group-work, and other activities that would normally occur during class time. Instructional engagement activities may occur in a face-to-face meeting, or in the eclassroom.
In addition to instructional engagement, students can expect to complete 30 hours of outside work for every 1 semester credit hour of a course. Outside work includes preparing for and completing readings and assignments. Such outside work includes, but is not limited to, all research associated with completing assignments, work with others to complete a group project, participation in tutorials, labs, simulations and other electronic activities that are not a part of the instructional engagement, as well as any activities related to preparation for instructional engagement.
At least an equivalent amount of work as required in paragraph above shall be applied for other academic activities as established by the institution, including laboratory work, internships, practica, studio work, and other academic work leading to the award of credit hours.
Assignments/Evaluation:
1. Class Participation
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.
In addition, students whose attendance or professionalism, or both, is in any way questionable will be referred to the appropriate committee (e.g., SPDC, SCC). Students’ transcripts, or materials maintained by the training department, or both, may indicate the recommendations and findings of such committees.
2. Content/Process Papers (Worth 100 Points)
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 pay 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.
3. “Doing Family Therapy” (Worth 100 Points)
Throughout the semester you will work in “families” and as therapists working with these “families.” During the first few class periods you will work to design a family that will be the basis for your role-plays throughout the semester. Each design will include a brief history and a presenting problem for the family. In addition, each student will be required to “be the therapist” a least four times throughout the semester. In these role-plays you will practice the systemic interventions for models we discuss, and you will practice conceptualizing the case from a family therapy perspective. The instructor will serve as the “observing team” and will provide feedback throughout the role-play.
Each student is responsible to audiotape all of your practice work each time you are a therapist. Four times you will be required to review your tape and present a brief synopsis of your work in a one-page reflection. This reflection should include a description of your strengths and growth-areas in working with the family. These reflections will be turned in during the class period the following week.
4. Family Genogram (Worth 150 Points)
a. Genogram diagram: Complete an accurate genogram of your family. Please include at least three generations (i.e., you, your parents, and your grandparents). This portion of the assignment is worth 50 points.
Please include the following information on your genogram.
· Names, dates of births, marriages, deaths, separations and divorces (month and year).
· Other information such as, immigration, occupation, education, city/state of residence, illnesses, substance abuse, and mental health. Add descriptive information that clarifies relationships as needed (e.g., drug use, in jail, etc.) You should create a ‘legend’ to explain additional information.
· Show schematically the nature of key relationships (e.g., closeness, distance, conflicts).
· Previous students have found that having interviews/conversations with family members around these areas provide new insight. I encourage you to contact siblings, parents, uncles/aunts, or grandparents for corroborating information. Even responses to such requests can be informative.
· You may use a sheet of paper larger than 8.5” x 11” (a poster board is often helpful). The use of different colors for relational lines, etc. may enhance the presentation of the information. Please do not use pencil, as it smears too easily.
b. Reflection Paper: Complete a 6-7 page, double-spaced paper (APA style) describing the structure and culture of your family-or-origin from a Bowenian perspective.
This paper should illustrate at least two of Bowen’s eight intergenerational principles as applied to your family. The goal of this paper is to demonstrate an understanding of Bowenian theory of how family relationship patterns exist across generations. The paper should include a self-critique and identify “interface issues” from your family intergenerational history that you might have as a therapist working with families and couples. Issues related to gender, ethnicity, religion, sexual orientation, as well as specific types of presenting problems that interface with you family-of-origin should be addressed. In your paper, you should identify areas of strength as well as areas that may be more problematic.
Please DO NOT simply repeat the information that is included on your genogram. Instead focus your attention on applying the Bowenian principles to your family.
This assignment is intended for both academic mastery of one form of family assessment and self-reflection. Please disclose only information that you feel comfortable sharing. If you do not wish to create a genogram of your family, please talk to me about an alternate assignment at least two weeks prior to the deadline for the assignment.
References for this assignment available in the library:
· McGoldrick & Gerson (1985). Genograms in family assessment.
· Carter & McGoldrick (1999). The changing family life cycle
· Hall (1991). The Bowen family theory and its uses.
5. Group Presentation (Worth 100 Points)
Groups of two to three students will provide a multi-media presentation on topics pertinent to Marital and Family Therapy as they relate to McGoldrick and Hardy’s book. A sign-up sheet will be available with potential topics listed.
Students will be asked to read the book chapters related to presentations the week prior to the presentation. The presentations should include handouts for each student on the topic with a list of references for further study. The presentation should be between 30-35 minutes in length.
Group members will be required to assign a point value (out of 50 possible points) to their own and their colleagues’ investment and participation in the project. The remaining 50 points will be assigned based on the content of the presentation, the reading provided, and the handouts.
6. Final Exam (Worth 100 Points)
The final is a take home written assignment. You will be presented with a case example and will be asked to develop a response based on one of the theories covered during this course. A presenting problem will be provided for this assignment. The following are examples of sections to included: assessment technique (i.e., Bowen—genogram), presenting problem and history of family interactions, family functioning, statement of the problem from your theoretical position, critique of the theory—limitations as you see them, how the theory addresses issues of diversity, goals of the initial session, goals of overall treatment, interventions/phases of treatment, and termination. You will have one week to complete this assignment.
Late Assignments:
All assignments should be turned in at the beginning of the class period in which they are due. Please note that for each weekday the assignment is late a 10% deduction of the total points possible will be applied to the assignment.
Course Schedule
Week/Class Period / Topic / Reading / Assignment1
May 8 / Review Syllabus
Intro to family systems / · Nichols, Ch. 1: The foundations of family therapy
· Ch. 2: The evolution of family therapy
· McGoldrick & Hardy, Ch. 1: Re-visioning family therapy from a multicultural perspective
2
May 10 / Systems Theory, Cybernetics, and Family Therapy / · Nichols, Ch. 4: The fundamental concepts of family therapy
· McGoldrick & Hardy, Ch. 7: understanding families in the context of cultural adaptations to oppression
· Ch. 35: Teaching white students about racism and its implications in practice
· Ch. 36: Visioning Social Justice: Narratives of diversity, social location, and personal compassion
3
May 15 / Bowenian Theory / · Nichols, Ch. 5: Bowen Family Systems Therapy
· Gilbert, Introduction
· Ch. 1: Nuclear family emotional system
· Ch. 2: The differentiation of self scale
· Ch. 3: Triangles
4
May 17 / Bowenian Theory / · Gilbert, Ch. 4: Cut-off
· Ch. 5: Family projection process
· Ch. 6: Multigenerational transmission process
5
May 22 / Bowenian Theory / · Gilbert, Ch. 7: Sibling position
· Ch. 8, Emotional process in society
· Epilogue
6
May 24 / Structural Theory / · Nichols, Ch. 7: Structural Family Therapy
· Minuchin & Fishman Ch. 1, Spontaneity
· Ch. 2, Families
· Ch. 3, Joining
· Ch. 4, Planning
· Ch. 5, Change
· Ch. 6, Reframing
7
May 29 / Structural Theory / · Minuchin & Fishman, Ch. 7, Enactment
· Ch. 8, Focus
· Ch. 9, Intensity
· Ch. 10, Restructuring
· Ch 11, Boundaries
· Ch. 12, Unbalancing / Genogram and Reflection Paper Due
8
May 31 / Structural/Strategic / · Minuchin & Fishman, Ch. 13, Complementarity
· Ch. 14, Realities
· Ch. 15. Constructions
· Ch. 16, Paradoxes
· Ch. 17, Strengths
· Ch. 18, Beyond Technique
9
June 5 / EFT / · Nichols, Ch. 8: Experiential family therapy
· Johnson, Ch. 1: The field of couple therapy and EFT
· Ch. 2, An attachment view of love
· Ch. 3, The EFT theory of change
· Ch. 4, The basics of EFT
10
June 7 / EFT / · Johnson Ch. 5, Assessment
· Ch. 6, Changing the music
· Ch. 7, Deepening engagement
· Ch. 8, Emotional engagement
· Ch. 9, The consolidation of a secure base
11
June 12 / EFT / · Johnson Ch. 10, Key clinical issues and solutions
· Ch. 11, EFFT
· Ch. 12, Relationship traumas
· Ch. 13, The peanut butter incident
· Ch. 14 A stage to EFT season
12
June 14 / Family Life Cycle and Multiculturalism / · McGoldrick & Hardy Chapters: TBA
13
June 19 / Multicultural Presentations / · McGoldrick & Hardy Chapters: TBA
14
June 21 / Multicultural Presentations / · McGoldrick & Hardy Chapters: TBA
15
June 26 / **Final Exam Due**
***Additional Readings may be distributed throughout the course.