COURSE NUMBER: PP 8050 C1 & C2

COURSE NAME: Family & Couples Therapy

TERM: Fall 2007

INSTRUCTOR:

Ben Gorvine

PHONE:

312-777-7708

EMAIL:


FAX:

ALT PHONE:

847-570-5661

REQUIRED TEXTS:

Guerin, P.J., Fogarty, T.F., Fay, L.F & Kautto, J.G. (1996). Working with Relationship Triangles: The one-two-three of psychotherapy. New York: Guilford Press. ISBN: 1-57230-143-0.

Johnson, S.M. (2004). The Practice of Emotionally Focused Couple Therapy (2nd ed.). New York: Brunner-Routledge. ISBN 0-415-94568-2.

Minuchin, S. (1974). Families & Family Therapy. Cambridge, MA: Harvard University Press. ISBN: 0-674-29236-7.

Minuchin, S. & Nichols, M.P. (1993). Family Healing: Strategies for hope and understanding. New York: The Free Press. ISBN: 0-684-85573-9.


RECOMMENDED READINGS

Bowen, M. (1985). Family Therapy in Clinical Practice. Lanham, MD: Rowman & Littlefield. ISBN: 1-56821-011-6.

Carter, B. & McGoldrick, M. (1999). The changing family life cycle: A framework for family therapy (2nd ed.). New York: Gardner Press. ISBN: 0-205-12063-6.

Haley, J. (1987). Problem-Solving Therapy. San Francisco: Jossey-Bass. ISBN: 1-55542-058-3.

McGoldrick, M. & Gerson, R. (1985). Genograms in family assessment. New York: Norton. ISBN: 0-393-70002-X.

McGoldrick, M., Girodano, J., & Pearce, J.K. (1996). Ethnicity & Family Therapy (2nd ed.). New York: Guilford Press. ISBN: 1-59385-020-4.

Piercy, F.P., Sprenkle, D.H. & Wetchler, J.L. (1996). Family Therapy Sourcebook (2nd ed.). New York: Guilford Press. ISBN: 1-57230-151-1.

This Course Requires the Purchase of a Course Packet: YES NO

PP 8050 C1 (1193) – Family & Couples Therapy

The Illinois School of Professional Psychology at Argosy University-Chicago

Fall 2007

Mondays, 12:30 PM – 3:15 PM, Rm. TBA

Faculty: Ben Gorvine, Ph.D.

E-mail:

Office Phone: 312-777-7708

Home Phone: 847-570-5661 (no calls after 10 PM, please!)

Office Hours: Rm. #1337 – Mondays, 10:00 AM – 12:30 PM; Thursdays, 12:30 PM – 4:30 PM,

and by appointment

Short faculty bio: Dr. Gorvine, a graduate of the clinical psychology program at the University of Michigan is a new assistant professor in the Clinical Psychology Program. Prior to coming to the Illinois School of Professional Psychology, he taught for two years in the Psychology department at Aurora University, and trained as a postdoctoral clinical fellow at the Family Institute at Northwestern University. He currently maintains a clinical practice as an affiliated psychotherapist at the Family Institute at Northwestern in Evanston. His research interests include fathers in poverty and young children's social development.

TA: TBA

E-mail: TBA

Course Description

Theory and skill training in the assessment and treatment of couples and families are emphasized. Theories considered may include several family systems models (e.g., EFT, Structural, Bowen).

Course Prerequisites: None.

Course length: 8 Weeks

Contact Hours: 45 Hours

Credit Value: 3.0

Mission Statement of the Doctoral Program in Clinical Psychology

Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC 20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of theory, training and practice. The Clinical Psychology program at Argosy University Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following:

·  Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select, administer, score, interpret, and communicate findings of appropriate assessment methods informed by accepted psychometric standards and sensitive to the diverse characteristics and needs of clients.

o  Objective 1a: Accurately and ethically administer and score various psychodiagnostic instruments.

o  Objective 1b: Accurately interpret and synthesize assessment data in the context of diversity factors, referral questions, and specific objectives of the assessment, and organize and communicate results in writing and orally.

o  Objective 1c: Examine psychometric properties of psychological assessment instruments, and use that knowledge to evaluate, select, administer, and interpret psychological tests and measures appropriate for the client, the referral question, and the objectives of the assessment.

·  Goal 2: Prepare professional psychologists to select, implement, and evaluate psychological interventions consistent with current ethical, evidence-based, and professional standards, within a theoretical framework, and with sensitivity to the interpersonal processes of the therapeutic relationship and the diverse characteristics and needs of clients.

o  Objective 2a: Synthesize the foundations of clinical psychology, including psychopathology, human development, diagnosis, diversity, ethics, and various therapeutic models in clinical applications.

o  Objective 2b: Select, plan, and implement ethical and evidence-based interventions with sensitivity to the diverse characteristics and needs of clients.

o  Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively implement and participate in psychological consultation and supervision.
Objective 2d: Demonstrate personal development and self-reflective capacity, including growth of interpersonal skills, and therapeutic relationships.

·  Goal 3: Prepare professional psychologists to analyze the complexity and multidimensionality of human diversity, and demonstrate the knowledge, skills, and attitudes necessary to understand diverse worldviews and the potential meaning of social, cultural, and individual differences for professional psychological services.

·  Goal 4: Prepare professional psychologists to examine the historical context and the current body of knowledge of biological, cognitive, affective, developmental, and social bases of human functioning.

·  Goal 5: Prepare professional psychologists to critically evaluate the current and evolving body of scholarly literature in psychology to inform professional practice.

MA Program Outcomes:

The Master’s Program in Clinical Psychology has been designed to educate and train students to enter a professional career as MA level practitioners. Argosy University/Chicago Campus provides students an educational program with all the necessary theoretical and clinical elements that will allow them to be effective members of a mental health team. The program introduces students to basic clinical skills that integrate individual and group theoretical foundations of applied psychology into appropriate client interactions and intervention skills. In addition, the Program offers excellent preparation for those considering application to the Doctoral Program in Clinical Psychology.

Course Objectives

1. Students will be able to conceptualize human health and problems and resolutions from a systemic perspective. (Therapeutic Interventions)

2. Students will demonstrate both theory and clinical knowledge of 3 schools of family therapy. They will be able to relate them to family life cycle in diverse ethnicity, religious, social class, disability, and sexual orientation. (Therapeutic Interventions, Diversity)

3. The students will demonstrate clinical and assessment skills working with families in clinical setting. (Therapeutic Interventions, Relationships)

4.  Students will be able to identify the interface between family of origin issues and client family issues. (Therapeutic Interventions, Diversity)

Required Readings

Books:

Guerin, P.J., Fogarty, T.F., Fay, L.F & Kautto, J.G. (1996). Working with Relationship Triangles: The one-two-three of psychotherapy. New York: Guilford Press. ISBN: 1-57230-143-0.

Johnson, S.M. (2004). The Practice of Emotionally Focused Couple Therapy (2nd ed.). New York: Brunner-Routledge. ISBN 0-415-94568-2.

Minuchin, S. (1974). Families & Family Therapy. Cambridge, MA: Harvard University Press. ISBN: 0-674-29236-7.

Minuchin, S. & Nichols, M.P. (1993). Family Healing: Strategies for hope and understanding. New York: The Free Press. ISBN: 0-684-85573-9.

Readings to be distributed:

Arkowitz, H. & Lilenfeld, S. (2006). Psychotherapy on Trial. Scientific American Mind, 17(2), 42-49.

Bowen, M. (1985). Family Therapy in Clinical Practice. Lanham, MD: Rowman & Littlefield. ISBN: 1-56821-011-6 – selected chapters.

Brubacher, L. (2006). Integrating Emotion Focused Therapy with the Satir Model. Journal of Marital and Family Therapy, 32(2), 141-153.

Charles, R. (2001). Is There Any Empirical Support for Bowen’s Concepts of Differentiation of Self, Triangulation, and Fusion? The American Journal of Family Therapy, 29, 279-292.

Goldner, V. (1985). Feminism and Family Therapy. Family Process, 24, 31-47.

Hall, M. (1981). The Eight Processes. In: The Bowen Family Theory and Its Uses. New York: Aronson.

Kramer, C.H. (2000). Revealing Our Selves. In: The Use of Self in Therapy (2nd ed). New York: Haworth Press.

McDowell, T., Ingoglia, L., Serizawa, T., Holland, C., Dashiell, J.W. & Stevens, C. (2005). Raising Multiracial Awareness in Family Therapy Through Critical Conversations. Journal of Marital and Family Therapy, 31(4), 399-411.

Nelson, K.W. & Brendel, J.M. (2001). Therapist Perceptions of Ethnicity Issues in Family Therapy: A qualitative inquiry. Journal of Marital and Family Therapy, 27(3), 363-373.

Nichols, M.P. & Schwartz, R.C. (1995). The Conceptual Context of Family Therapy. In: Family Therapy: Concepts and Methods (3rd ed.). Boston: Allyn & Bacon.

Pinsof, W.M. (2002). The Death of ‘Till Death Us Do Part’: The transformation of pair-bonding in the 20th century. Family Process, 41(2), 135-157.

Satir, V., Banmen, J., Gerber, J. & Gomori, M. (1991). The Satir Model: Family therapy and beyond. Palo Alto, CA: Science and Behavior Books, Inc. – selected chapters

Other readings may be distributed throughout the course of the semester.

Recommended Readings

Bowen, M. (1985). Family Therapy in Clinical Practice. Lanham, MD: Rowman & Littlefield. ISBN: 1-56821-011-6.

Carter, B. & McGoldrick, M. (1998). The Expanded Family Life Cycle: Individual, Family, and Social Perspectives (3rd ed.). New York: Allyn & Bacon. ISBN: 0-205-20009-5.

Haley, J. (1987). Problem-Solving Therapy. San Francisco: Jossey-Bass. ISBN: 1-55542-058-3.

McGoldrick, M., Gerson, R. & Shellenberger, S. (1999). Genograms: Assessment and Intervention. New York: Norton. ISBN: 0-393-70294-4.

McGoldrick, M., Girodano, J., & Pearce, J.K. (1996). Ethnicity & Family Therapy (2nd ed.). New York: Guilford Press. ISBN: 1-59385-020-4.

Piercy, F.P., Sprenkle, D.H. & Wetchler, J.L. (1996). Family Therapy Sourcebook (2nd ed.). New York: Guilford Press. ISBN: 1-57230-151-1.

Additional Resources suggested:

American Psychological Association (2001). Publication manual of the American Psychological Association (5th ed). Washington, DC: American Psychological Association.

General Goals and Expectations

My goals and expectations for you:

My goal for all of you taking this course is for you to, at the end of this course, acquire skill and knowledge in the area of family and couples therapy, know what it means to “think systemically,” and have an understanding of the breadth of theories and approaches that fall under the umbrella of family and couples therapy. This course will not and cannot be an exhaustive review of the entire field of family and couples therapy, but it will give you a good beginning sense of the range, content, and methodology of this area of practice. I am particularly interested in two things: (1) conveying to you my love for and excitement about the field of family and couples therapy and, consequently, sparking your interest in learning more about this area of clinical practice, above and beyond this course, and (2) helping you to further hone your critical thinking skills, and seeing each of you apply these skills to the area of family and couples therapy.

To best achieve these goals I expect that you will come to class prepared to critique and analyze the class material and readings. I would like you to consider the possibility that no assumption is beyond question, that no theory should escape critical scrutiny. I think that you will find that as we view the course material with a critical eye, it will be fun, intellectually fulfilling, and beneficial to your training as clinicians. While there will be times during the courses where I will lecture on the material to provide you with background, this is, first and foremost, a graduate seminar. As such, I encourage and expect active engagement during class. The experiential nature of the class and the role-plays will require you to be an active participant (even when you are just observing the role plays of others) to fulfill the course requirements. Given the length of time for each class session, we will never have a class where you will just be sitting and listening to me talk for the entire time.

My ground rule for those times that we are engaged in class discussion is that we all respect each other and each other’s point of view. I hope that we can all make an effort to listen to each other’s comments courteously without interrupting, and to respond to each other in a mature and thoughtful manner. This will help us all get the most out of the course.

Finally, I expect for each of you to make an effort throughout the course to make your needs, concerns, and any other feedback that you might have known to me. This course, like many things in life, is a work in progress, and I am open to your thoughts and suggestions about what is and is not working for you and your learning. Most importantly, I need to know if you have special needs or circumstances that are impacting your performance or completion of work for the course. I am willing to be flexible and accommodating of special circumstances, but can only reasonably do so if you keep me informed about what it is that you need.

What you can expect of me:

I am committed to making this course not only educational and a good training experience, but a fun and positive experience as well. To that end, just as I expect for each of you to make efforts over the course of the semester to communicate your needs and concerns to me. In addition to the time that we spend together in class, I do my best to make myself available to you for help and consultation outside of class time. In addition to my regularly scheduled office hours (posted above), I am always happy to make other times to meet with you, as my schedule allows, and I am more than happy to speak with you by phone or answer questions via e-mail. It is fine to call me at home, but please limit calls to before 10 PM.

Besides my availability and interest in getting to know each of you, you can expect that I am interested in your feedback and input about the course, and I am open to comments, both positive and negative, about how your experience is going. I cannot guarantee that I will be able to resolve every complaint in the way that you might hope, but I can guarantee that I will listen to your concerns and make every effort to find a satisfactory resolution.

Finally, you can expect that I am deeply committed to your learning here at the Illinois School. You may find there are times in class when you have a question that I cannot answer on the spot, but you can expect that when I do not know the answers, I will do my best to work with you to find the answers. It is not just a cliché to say that, as your instructor, I will also be learning from each of you throughout the course.

Course Requirements and Assignments