Theories of Marriage and Family Counseling Ii
HPC 5271
THEORIES OF MARRIAGE AND FAMILY COUNSELING II
Jon L. Winek Ph.D.
Spring 2011
Texts
Required:
Keeney, B. (1983) Aesthetics of Change. New York: Guilford Press.
Coombs R. (ed) Family Therapy Review: Preparing for Comprehensive and Licensing Examinations. Mahwah, New Jersey: Laurence Erlbaum Associate.
Winek, J. (2010) Systemic Family Therapy: From Theory to Practice Newberry Park, California: Sage Publications.
Selected readings available from instructor.
Suggested:
Bateson, G. (1972). Steps to an Ecology of Mind. Chicago: University of Chicago Press.
II. Course Description
This course reviews the major foundations of the field of marriage and family therapy and then takes an in-depth look at the various theoretical frameworks in the MFT field. Students use their knowledge from Theories of Marriage and Family Counseling I to further enable their ability to conceptualize and distinguish the critical epistemological issues in marriage and family therapy. Students apply this learning to clinical concerns through the reading of case studies and class role-plays.
III. Objectives
A. To provide the foundations of a systemic orientation to family therapy.
B. To continue the socialization process into the profession of marriage and family therapy. To achieve this objective, the course will be conducted as a seminar, drawing heavily on student participation.
C. To provide a comprehensive survey and substantial understanding of major models of Therapeutic change.
D. To provide instruction in the practice of marriage and family therapy as approached by several different theoretical frameworks.
E. To address a wide variety of presenting clinical problems and provide role-playing experiences in addressing these problems in a therapeutic setting.
F. To provide opportunities for students to integrate theoretical perspectives into a personal model of therapy.
G. Provide a safe environment where students can study power and privilege structures and look at ways to approach a diverse population of clients.
IV. Course Requirements
All students will meet the personal and professional expectations of students as defined in the Department of Human Development and Psychological Counseling’s HANDBOOK OF SELECTED POLICIES/PROCEDURES.
A. Attendance and Participation
It is the instructor's expectation that students will be present (10%) and prepared
(10%) for each class and that they will be active participants (20%). If the
instructor senses that students are not current on the readings there will be two
quizzes, which will be reflected in this portion of the student’s grade. The quizzes
will be unannounced, and there will be no make-ups. During most class periods
several students will be given an opportunity to answer questions pertaining to the
course readings or to prior course sessions. Students who are late for the third time
will be considered absent. 30%
B. Term Paper 4/26
An 18-20 page (double-spaced) description of the theoretical foundation of your work as a systemic family therapist. This paper should draw on a significant body of literature so students will be able to ground their theory in the major schools of family therapy. 30%
C. Exams
Students will complete 3 one Question Take Home Exams 2/1, 3/1 and 3/22
Students will complete a 3-5 page (double spaced) response to a question provided by the instructor. 10% each
D. Presentation of Theoretical Model 4/19 or 4/26
During the last class students will make a 15-minute presentation of their theoretical model. -10% if you do not present
E. Observation of relational therapy session.
During the semester you will observe a family therapy session at the clinic. 10%
F. Students can take an optional final during the final exam period. Please contact me the last week of class if you are interested in this option. 10%
V. Competencies
Admission to Treatment
Conceptual skills
1.1.1. Understand systems concepts and theories and techniques that are foundational to the practice of marriage and family therapy
1.1.2. Understand theories and techniques of individual, marital, family, and group psychotherapy
1.1.3. Understand the mental health care delivery system
1.1.4. Understand the risks and benefits of individual, couple, family, and group psychotherapy
Perceptual skills
1.1.5. Recognize contextual and systemic issues (e.g., gender, age, socioeconomic status, culture/race/ethnicity, sexual orientation, spirituality, larger systems, social context)
1.1.6. Consider health status, mental status, other therapy, and systems involved in the clients’ lives (e.g., courts, social services)
1.1.7. Recognize issues that might suggest referral for evaluation, assessment, or specialized care beyond clinical competence
Therapeutic Interventions
Conceptual skills
4.1.1 Comprehend a variety of individual and systemic therapeutic models and their application, including evidence based therapies
1.1.8. Recognize strengths, limitations, and contraindications of specific therapy models
1.1.9. Distinguish differences between content and process issues and their impact on therapy
Executive skills
1.1.10. Match treatment to clients’ needs, goals, and values
1.1.11. Deliver interventions in a way that is sensitive to unique situations and dynamics (e.g., gender, age, socioeconomic status, culture/race/ethnicity, sexual orientation, disability, larger systems issues of the client)
1.1.12. Reframe problems and recursive interaction patterns
1.1.13. Generate relational questions and reflexive comments in the therapy room
1.1.14. Engage each family member in the treatment process as appropriate
1.1.15. Facilitate clients developing and integrating solutions to problems
1.1.16. Defuse intense and chaotic situations appropriately
1.1.17. Empower clients to establish effective familial organization, familial structures, and relationships with larger systems
1.1.18. Integrate supervisor/team communications into treatment
1.1.19. Respect multiple perspectives (e.g., clients, team, supervisor)
1.1.20. Set appropriate boundaries and manage issues of triangulation
1.1.21. Articulate rationales for interventions related to treatment goals and plan, assessment information, and systemic understanding of clients’ context and dynamics
VI. Tentative Course Schedule Revised
Week One (1/12) Intro to Course and Instructor/ Review
Week Two (1/19) Epistemology and a Systemic Understanding
Keeney, B. (1983). Aesthetics of Change. New York: Guilford Press. Forward, Preface, and Chapters 1 & 2.
Week Three (1/26) Cybernetics Exam One Due
Keeney, B. (1983). Aesthetics of Change. New York: Guilford Press. Chapters 3 & 4.
Week Four (2/1) Change
Keeney, B. (1983). Aesthetics of Change. New York: Guilford Press. Chapters 5 & 6.
Simon, G. (1992) Having a second order-mind while doing first order work. Journal of Marital and Family Therapy 18(4) 377-387.
Week Five (2/9) Meta-theoretical
Lebow J. (1997) The integrative revolution in couple and family therapy. Family Process 36 (1)1-17.
Grunebaum, H. (1997) Commentary: Why integration may be a misguided goal for family therapy. . Family Process 36 (1) 19-21.
Lebow J. (1997) Rejoinder: Why integration is so important in couple and family therapy. Family Process 36 (1) 23-24.
Winek. J. (1998). A Qualitative Study of the Co-Construction of Therapeutic Reality, Chapter 3
Winek, J. & Finch, S. (1997) Constructions of Therapy, Race, Ethnicity and Gender: An Anthropological Metaphor. Contemporary Family Therapy. 19(4), 523-535.
Week Six (2/16) Strategic
Winek, J. (2010) Systemic Family Therapy: Chapter 9
Week Seven (2/23) Solution Focused Exam Two Due
Winek, J. (2010) Chapter 10.
Coombs R. (ed) Family Therapy Review: Preparing for Comprehensive and Licensing Examinations. Mahwah, New Jersey: Laurence Erlbaum Associate. Chapter 6
Week Eight (3/1) Collaborative
Winek, J. (2009) Systemic Family Therapy: Chapter 11
Anderson, T. (1991) The Reflecting Team: Dialogues about Dialogues About the Dialogues. New York Norton. Chapter 1-3.
Week Nine (3/16) Narrative Exam Three Due
Winek, J. (2009) Systemic Family Therapy: Chapter12
Coombs R. (ed) Family Therapy Review: Preparing for Comprehensive and Licensing Examinations. Mahwah, New Jersey: Laurence Erlbaum Associate. Chapter 7
Week Ten (3/23) Couples Therapy
Coombs R. (ed) Family Therapy Review: Preparing for Comprehensive and Licensing Examinations. Mahwah, New Jersey: Laurence Erlbaum Associate. Chapters 11 &12
Week Eleven (3/30) Couples Therapy
Coombs R. (ed) Family Therapy Review: Preparing for Comprehensive and Licensing Examinations. Mahwah, New Jersey: Laurence Erlbaum Associate. Chapters 13 & 14
Week Twelve (4/6) Theoretical Model Presentations.
Week Thirteen (4/13) Theoretical Model Presentations. Term Paper Due
Alturnative Day (4/13 & 4/27)
Snow Policy
I will email you by 12:00 if class will be canceled so please check you e-mail before starting towards campus. Only come to class if you can travel safely.
Academic Integrity Code
Appalachian’s policy on academic integrity allows a student and faculty member to work out sanctions for a first offense without a formal referral to the Office of Student Conduct. However, this policy works only if the process outlined in the Code is followed, which includes a record of the sanction submitted to the Office of Student Conduct on the appropriate form.
As a community of learners at Appalachian State University, we must create an atmosphere of honesty, fairness, and responsibility, without which we cannot earn the trust and respect of each other. Furthermore, we recognize that academic dishonesty detracts from the value of an Appalachian degree. Therefore, we shall not tolerate lying, cheating, or stealing in any form and will oppose any instance of academic dishonesty. This course will follow the provisions of the Academic Integrity Code, which can be found on the Office of Student Conduct Web Site: www.studentconduct.appstate.edu.
Accommodations for Students with Disabilities
Appalachian State University is committed to making reasonable accommodations for individuals with documented qualifying disabilities in accordance with the Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973. Those seeking accommodations based on a substantially limiting disability must contact and register with The Office of Disability Services (ODS) at http://www.ods.appstate.edu/ or 828-262-3056. Once registration is complete, individuals will meet with ODS staff to discuss eligibility and appropriate accommodations.
Office Hours by appointment only
9:00-12:00 Mondays
9:00-12:00 Fridays
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