mhs 6430 fall 2016 - university of florida · 8/11/2016 · this syllabus is a living document....

MHS6430IntroductiontoFamilyCounseling

FALL2016Instructor: LesleyLucasHull,Ph.D.,LMFT,LMHC,NCC

AdjunctFaculty,SchoolofHumanDevelopment&OrganizationalStudiesinEducation

CollegeofEducation UniversityofFloridaTeachingAssistant:AddieMaieHull,RegisteredTherapyDog,PetPartnersID#105025RelevantCredentialsofInstructor:

FloridaLicensedMarriageandFamilyTherapist FloridaLicensedMentalHealthTherapist FloridaQualifiedSupervisor(LMFT&LMHC) AdjunctFacultyforUFsince2004

FAMFTPastSecretary(2013–2015)andPastStudentRepresentative(manymoonsago.And,no,I’mnottellingyouhowmanymoonsago.)

Addresses: 1215NormanHall,P.O.Box117046,Gainesville,FL32611 4191SanJuanAvenue,Suite1-A,Jacksonville,Florida32210Phone&Email:[email protected]:byappointment.Pleasefeelfreetocontactmeviaemail,textorcallattheabovelistedresources.Giving credit where it is rightfully due: It should be known that the vast majority of this syllabus comes from Dr. Silvia Doan. I am deeply indebted to her for helping (okay – creating) this syllabus. I have profound respect for her as a colleague and a friend and am greatly appreciative of her willingness to help. This syllabus is a living document. The instructor reserves the right to

make adjustments/changes as the semester progresses. I.COURSEPRE-andCO-REQUISITES:MHS6401CounselingTheoriesandApplications(Pre-Requisite);Thiscourse(MHS6430)isaPre-requisiteforMHS7431-AdvancedFamilyCounseling(whichalsorequiresthatMHS7800PracticumIbetakenbeforeAdvancedFamily).II.COURSEDESCRIPTION:Thepurposeofthiscourseistoprovideanintroductiontofamily,systems,andrelationaltherapies.Theintentistoprovideanoverviewoftheoreticalconceptsandinterventionstrategiesassociatedwithsystemicandpost-moderntheoriesoffamilytherapy.ItisfoundationaltoyourdevelopmentasacoupleandfamilytherapistORcounselorwhoworkswithfamilies.Tounderstandandpracticefamilytherapyconceptsrequiresthatyoumakeroomforan“epistemological”shiftfromindividualtorelational

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thinking.Therefore,thefocusofthiscoursewillbeonexamininghowwe“constructreality”andthinkinwaysthatfacilitaterelationalinterventionswithcouples,families,andorganizationalsystems.Todothis,anexaminationofhowfamilytherapyhasbeenshapedbycontributionsfromthedisciplinesofcybernetics,communication,anthropology,andpostmodernphilosophywillbeanimportantpartofthiscourse.Self-reflectionisanessentialingredientinapplyingsystemicideasinourtherapypractice.Thusourrelationalstancewithinatherapeuticsystemandourinfluenceontheclientsystemsweworkwithwillbediscussedandexaminedinthecourse.Aspecialeffortwillbemadetomakethecourserelevantintermsofdifferentdeliverysystems(e.g.schools,stateorcommunity-basedmentalhealthagencies,familyserviceagencies,hospitals,etc.).Asthecourseinstructor,Iwillregularlyinviteyoutodiscussandarticulateyourthinkingandreactionstocoursematerial/experiences.Althoughsomedegreeoflecturingisrequiredonmypart,itisthroughourconversationsandinteractions,aswellasyourpresentationsandwrittenworkthatIcandetermineyourlevelofcomprehension.Itismyresponsibilitytoteachfamilytherapy,butitisyourstoshapeyourlearningsothattogetherwecanengageinamutuallyinfluentialprocess.Withoutyourinvolvementandparticipation,thiswillnotbepossible.Methodsofinstructionwillincludepresentations,classdiscussions,audiovisualexamples,experientiallearningactivities,role-playing,writtenassignments,&oneexamandquiz.III.COURSEOBJECTIVES:

A.Todevelopabasictheoreticalunderstandingofsystemsthinking,familytheory,andaninformedviewofthehistoricaldevelopmentandfoundationsoffamilytherapy.

B.Tocompareandcontrasttraditionalandpostmodernviewsandapproachesinfamilytherapy.C.Todevelopabeginningunderstandingoffamilyprocess,familydevelopment,andlife-cycleperspectivesthatcontributetofamilyfunctioning.D.Togainanappreciationfortheimpactthatsocialcontexthasonfamiliesandindividualsandtheimpactoffamilysystemsonindividualsthatmakesfamilyinterventionpertinentandapplicable.E.Todevelopbeginninglevelskillsininterviewingandassessingfamiliesinordertoplaninterventions.F.Toapplyselectedtheoreticalprinciplesandinterventionstrategiesrelatedtoseveralfamilytherapymodels(includingfoundationalandpostmodernapproaches).G.Toexploreandgainanunderstandingoffamily-of-originandselfofthetherapistissuespertinenttoone’sdevelopmentasacounselorortherapist.

IV.TEXTS

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A.REQUIRED

Becvar,D.S.,&Becvar,R.J.(2012).Familytherapy:Asystemicintegration,8thEdition.Boston:Allyn&Bacon.(PaperbackORRental)

Patterson,Williams,Edwards,Chamow,Grauf-Grounds(2009).EssentialSkillsinFamilyTherapy,2ndEdition.NewYork:TheGuilfordPress(HardbackORRental)

Walsh,F.(2011).NormalFamilyProcesses,4thEdition.NewYork:Guilford

Press.(PaperbackORRental) McGoldrick,M.,Gerson,R.,Petry,S.(2008).Genograms:Assessmentandintervention,3rdEdition.NewYork:Norton.(PaperbackORRental).

OnlineJournalArticlesaccessedthroughUFOnlineJournalLibrary(WEBLUIS)oruploadedtoCanvasCoursepage.

B.Supplementalresources(notrequired):

Becvar,R.J.,&Becvar,D.S.(1999).SystemsTheoryandFamilyTherapy:APrimer(2nded.).Lanham,MD.:UniversityPressofAmerica.ISBN0-7618-1295-4.

FYI–FamilyTherapyModelsResourceforPreparingforFloridaMFTLicensingExam

http://quizlet.com/5979748/mft-national-exam-study-guide-flash-cards/

FYI-RecommendedListofFamilyandSystemicJournals(inalphabeticalorder):AmericanJournalofFamilyTherapyAustralianandNewZealandFamilyTherapyJournalContemporaryFamilyTherapyJournalofCoupleandRelationshipTherapyJournalofFamilyTherapyFamilyProcessFamilySystems&HealthJournalofFamilyPsychologyJournalofFamilyPsychotherapyJournalofFamilyTherapyJournalofFeministFamilyTherapyJournalofMaritalandFamilyTherapy(AAMFT)JournalofSystemicTherapiesTheFamilyJournal:CounselingandTherapyforCouplesandFamilies(IAMFC-ACA)V.COURSEPOLICIES

A. CONFIDENTIALITYDuringclassactivities,studentsmaysharepersonalinformationabout

themselvesandothers.Pleaserespecttheprivacyandconfidentialityofother

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studentsinthisclass,andadheretoprofessionalconfidentialitystandards.Likewise,allmaterialssubmittedtomewithprivateinformationwillbetreatedwiththesameconfidentiality.

B. CELLPHONES/ElectronicDevices

Pleaseturnoffandputawayallcellphoneswhenclassbegins(tobeusedonlyduringbreaksoremergencies).Ifanyotherdeviceisusedduringclass,itwillbestrictlyforthebenefitoftheentireclass,orasauthorizedbytheinstructor.Otherwise,studentswillreceiveanautomatic5-pointreduction(perincidentofinappropriateuse)fromtheirfinalgrade.

C. GRADE-RELATED

1.ClassAttendanceandAbsences:Anintegralpartoflearninginthis

coursewilltakeplacethroughdiscussionsandinteractiveactivities,whichrequireyourparticipation.Therefore,classattendance(andparticipation)isessential.Participationisparticularlycrucialinthisclass.Pleasecallmere:necessaryabsences.Excessive(morethan2)orunexcusedabsenceswillresultinpointreductionofparticipationgrade.Extenuatingcircumstanceswillbeconsideredonanindividualbasis.

2.WrittenAssignments-UseAPAForm(6thEditionofAPAPublication

Manual)inallwrittenassignments(exceptforlogsandanyothersexemptedperassignmentguidelines).Inyourheaderontheright,pleaseincludeyournameandpagenumbers.Besuretoproofreadyourpapersforspellingandgrammaticalerrorsbeforesubmitting.

3.GroupGrades.Theevaluationearnedongroupprojectswillapplytoall

groupmembers.Equitableparticipationin-groupassignmentsisexpected.

4.LateAssignments-Foreachdaythatanassignmentislatetherewillbe5pointstakenofffromtheearnedgrade.

5.Incompletesareonlyacceptableincasesofseriousextenuating

circumstances(e.g.prolongedillness,immediatepersonal/familycrises,etc.)andappropriatedocumentationwillneedtobeprovided.

D.FAIRNESS&ACCOMODATIONPOLICY:Anyindividualneedingspecializedassistanceduetoadisabilityshouldinformtheinstructorwithinthefirstweekofthesemestertoplanforspecificaccommodations.StudentsmustbringintheirletterfromtheDeanofStudents’Officeandeveryeffortwillbemadetoensurethatappropriateaccommodationsarearranged.

D. UFHONESTYPOLICY:AsaresultofcompletingtheregistrationformatUF,

everystudenthassignedthefollowingstatement:“IunderstandthattheUniversityofFloridaexpectsitsstudentstobehonestinalltheiracademicwork.IagreetoadheretothiscommitmenttoacademichonestyandunderstandthatmyfailuretocomplywiththiscommitmentmayresultindisciplinaryactionuptoandincludingexpulsionfromtheUniversity”(seeStudentHandbook).

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VI.ApplicableProfessionalStandardsThiscourseisdesignedtomeetprofessionalaccreditationstandardsundertheCouncilfortheAccreditationofCounselingandRelatedEducationalPrograms(CACREP,2009);SeeAppendixA-StandardsforMarital,Couple,andFamilyCounseling/TherapyPrograms(asenumeratedbyCACREPGuidelines).SeeAPPENDIXA.VII.COURSEEXPECTATIONS,GRADING,&ASSIGNMENTS:(EVALUATIONCRITERIAwillbebasedonyourdemonstratedabilitytomeetthefollowingaspectsofparticipation):A.ClassAttendance&Participation:Thiscourseisbasedonexperiential,interactive,andinstructivelearning.Merelyshowingupdoesnotconstituteparticipation.Attentiveandactiveparticipationisexpectedinclassdiscussionsandactivities.Youareexpectedtocompletetheassignedreadingsforeachclass.Pleasecomepreparedforclassdiscussionandparticipationinthewayofcomments,questions,observations,reactionstothereadings,etc.sothatwemayhaveusefulandstimulatingdiscussionthroughoutthesemester.Itismostproductivetocomepreparedwithsomeperspectiveand/orreactionstoreadings.Thiswillalsofacilitateyourunderstandingandparticipationinclassactivitiesthatwillbebasedonreadingsaswell.B.AdherencetoCoursePolicies(seeSectionVABOVE)C.GradingScale:

A= 934–1000 (4.00)

A- = 900–933 (3.67)B+= 867–899 (3.33)B= 834–866 (3.00)B-= 800–833 (2.67)C+= 767–799 (2.33)C= 734–766 (2.00)C-= 700–733 (1.67)D+= 667–699 (1.33)D= 634–666 (1.00)D-= 600–633 (0.67)E= Below600 (0.00)

Assignments(basedon1000pointscale)

a. Create-A-Family–GroupProject(100points)b. RolePlaywithaCreatedFamily–GroupProject(100points)c. Questionsbaseduponassignedreadings(100points)d. SystemsThinkingJournal–2entries(100points)e. FamilyNarrativeInterview–w/Partner(150points)f. FamilyGenogramPaper(200pts.)g. FamilyTreatmentPlan(150)OR

ComparativeAnalysisPaperof2FTModels(TakeHome)(150)h. Participation(100points)

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D.Descriptionof&EvaluationCriteriaforAssignments:1).Questionsbaseduponassignedreadings.(100)–DueClasses4,6,8,10&12For 5 reading assignments throughout the semester, you will be required to submit to me via email 2 – 5 questions directly related to the assigned readings. The due dates are when the questions are to be to me by 5:00 that day. As a class, we will pick 3 of all of the submitted questions to discuss in class. For the remaining questions not discussed in class, I will provide written answers. 2)SystemsThinkingJournals(100)-DueClass5and12Youwillturnintwojournalsabouttwoseparatepersonalexperiences/situations.Thepurposeofthesejournalsistogiveyoutheopportunitytoapplyprinciplesoffamilysystemstheorytoyourownlife.Ineachjournal,youwillconsideraneventorsituationinyourlife(e.g.,aconflictwithafamilymember,awork-relatedproject,miscommunicationwithafriendorcolleague)fromasystemsperspective(incontrasttoamorelinearorintrapsychic/individualperspective).Eachjournalshouldbeabout2pagesinlength(double-spaced).

1.Usethefollowingquestionsasaguideforwritingyourjournal:

a.Brieflydescribetheevent/situation.b.Howwouldthissituationbeunderstoodfromalinear/intrapsychicperspectivewhenthe“problem”isallbecauseoftheotherperson,orsomethingtheycausedordid?(mostlyviewedfromindividual’sperspective,basedoneither/orthinking,linearcausality,andgenerallyblame-oriented).

c.Howwouldthesituationbeunderstoodfromasystemsperspectiveusingsystemsprinciplesdiscussedinclass?(mostlyviewedfrombroader,morecontextualizedperspectivethatacknowledgesourowninfluenceinsituations,withanappreciationoftheviewthatchangeinonecaninfluencechangeintheother).Makesuretoaddressrecursionintermsofmutualinfluencebetweenthoseinvolvedinthesystemandsituationsyoudescribe.

d.Howdoesviewingthesituationfromasystemsperspectivechange yourunderstandingoftheevent/situation?EVALUATIONCRITERIA:Evaluationofyoursystemicjournalswillbebasedonadherencetoguidelines,abilitytodistinguishandunderstandthedifferencesbetweenlinearthinkingandsystemicthinking,appropriatenessofexamples,andapplicationofprinciplesassociatedwitheachofthe2perspectives.3)Create-A-Family(100)andRolePlay(100)GroupAssignment–DueClass7Youwillbe“creatingfamilies”thatwewill“workwith”laterinthesemester.Youwillbepartofagroupwhereineachmemberwilltakeroleswithinthefamilyyouconstruct

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together.Thesefamilieswillbeusedinrole-playsandclassactivitiesforgreaterexperientialunderstandingofclassmaterial.Thenumberofgroupsandfamilymemberswithineachgroupwilldependonthenumberofstudentsinclass.Youmightwanttoconsiderfamilysituationsthatarerelatedtoyourpracticesettingortrack(i.e.onesthatyoumayencounterinclinicalpractice).RolePlayWithadifferentCreatedFamily,youwilldoaroleplaysessionfromaparticularsystemicperspective.Thosewillbeconductedonthedateswhereweareslatedtodiscussthegiventheory.ThosedatesareOctober27;November3and10;December1and8.IreserveNovember17asanadditionalpossibledate.TheCreatedFamilywillprovidewithabriefsynopsisofwhatishappening.Theywillprovidethefollowing:

1) Presentingissue2) Whichnumbersessionyouareconducting3) Ifit’snotthefirstsession,whatinterventionshavebeendonetodatewithwhat

successornon-success.Caveat–Familiesinvolvingrelationalorsexualviolenceand/orchildabuse/neglectpresentspecialsituationswhereintheappropriatenessofcouple/familytherapyrequiresfurtherassessmentinthecaseofintervention.Thesameprinciplemaybetrueforfamiliesdealingwithseveresubstanceabuseissues.Inmostcasesthesesituationsrequireathoroughassessmentoftheviolenceorsubstanceabusebeforerelational(couple/family)workisdeemedappropriate.Oftentimes,familytherapycanonlytakeplacewhenspecificconditionsareagreedtoandmetbyclients.Therefore,keepinmindthatanyexamplesoffamiliesincludingtheseparticularissueswillrequirefurtherdiscussionwiththeinstructor. EVALUATIONCRITERIA:Create-A-FamilywillbeevaluatedbasedoncompletionofguidelinesprovidedonAppendixB.Thiswillincludethecompletionofafamilyeco-map(Becvar&Becvar,pp.119-121)andclassintroductiontotheCreatedFamily(duringClass7)

TheRolePlaywillbeevaluatedbaseduponattentivenesstotheparticulartheorybeingused;useofthattheory’sinterventionsand/orstrategies;languageusedbytheparticulartheory;accuratenessindemonstratingthetheoryandnotsimplyutilizingRogerianmethods.4)FamilyNarrativeInterview-150points(DueClass9)Thisisanopportunitytolearnaboutfamiliesbyinterviewingone.Youwillnotbedoingfamilytherapy.Youwillsimplybeassumingtheroleofaninterestedinterviewerofanon-clinicalfamily(i.e.familythatisnotintherapy)asyoulearnabouttheculture--ofanon-help-seekingfamily.Selectafamilythatyouarenotpersonallyconnectedto(e.g.chooseafamilythatafriendorclassmateknows,currentneighborsorafamilyinyourhometownyouarenottoofamiliarwith).YouwillbeaskedtoPairUpwithsomeoneelseinclassforthisassignment.Youwillturninonepaperforboth(makesurethisisanequitableprocessandendeavor).Whenwritingyourpaper,pleasenotecontrastingperspectives/experiencesbetweenyouandyourpartneraspartofyourreport.Selectionoffamiliesmayvaryintermsoffamilyformsandstructures(i.e.two-parent,single-parent,teenparent,multigenerationalhomes,blended/remarriedfamilies,

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gay/lesbian/transgenderedparents,adoptiveorfosterfamily,ethnically/raciallydiverseormixedfamilies,etc.)reflectiveoftoday’sdiversityandcompositionoffamilies.Youwillgainmorefromthisexperiencebyhavingallimmediatefamilymemberspresent(aminimumof2familymembersthatyoucanspeakwithduringyourinterviewisexpected).SEEPIERCY,ETALarticle(thatwillbepostedorsenttoyouasaPDFFile)forsuggestedinterviewquestions.Afteryouinterviewthefamilyyouwillwrite4-5page(double-spaced)paperthatdescribes:

(1)Howyouendedupselectingthefamily, (2)Thecompositionoffamilyyouinterviewed(keepidentitiesconfidential), (3)Somehighlightsoftheinterview, (4)Samplequestionsyouaskedalongwithfamily’sresponses,

(5)Basedonthefamily’sreminiscingandhowtheyco-constructedtheirsharedpastthroughstorytelling,describethisfamily’snarrativeorstory(i.e.Ifyouweretotelltheirstory,whatwouldthatsoundlike?).

(6)Whatthisexperiencewaslikeforyou(ideas,thoughts,reactions,etc.),and (7)Anythingelsethatwasrelevant(e.g.howthismightcontributetoyour

professionaldevelopment,whatthisexperiencewaslikeforthefamily,etc.).EVALUATIONCRITERIA:TheFamilyNarrativeInterviewwillbeevaluatedbasedonthecompletionoftheassignmentwithyourpartner(asspecifiedinguidelines).Bepreparedtosharesomeinformationaboutyourexperiencesonduedate.6)FamilyGenogramPaper(200points);6-8pages,plusgenogramonseparatesheet)DUECLASS11

A.Genogram:Provideathree-generationgenogramofyourfamilyoforigin(paper-clippedtostapledcopyofwrite-up)basedonMcGoldricketal.(2008)guidelines.ALSO,incorporateaspectsoftheCulturalGenogram(Hardy&Lasloffy,1995)bycolor-codingspecificethnic/culturalfactorsnotedinyourfamily.Culturalaspectscanalsobeprovidedonaseparategenogram,ifyouprefer. B.Onseparatepaper,provideabriefdescriptionofsignificantrelationshipsandpatternsamongfamilymembersnotedonyourGenogram.ALSO,describesomeoftheconnectionsyouhavemadeofpatternsnotedinyourFamilyofOrigin(asdepictedonyourGenogram)andyourcurrentsignificantrelationshipsandbehaviorswithothers?Forexample,aretherepatternsyouobserveinyourcurrentrelationshipsthatareconnectedtothebackground/contextpresentedinyourgenogram.

C.Givensomeoftherelationalpatterns,events,stressors,anddescriptorsnotedinyourgenogram,pleasedescribeanypotential“blinders”or“blindspots”thatmaygetinthewayofyourpracticewithclients.Inotherwords,aretherecertainissues(healthyorunhealthy,resolvedorunresolved,functionalordysfunctional)thatwouldimpactyourworkwithclientsinwaysthatyouneedtobeawareof?

D.Nofamilyisperfectorproblem-free–allfamiliesstrugglewithissues,concerns

andtransitionsthroughtime.Givenwhatyouhavepresentedinyourgenogramandhowyouhavedescribedyourfamily,discussoneareaofconcernthatcouldbe(orcouldhavebeen)addressedintherapy?HowwouldaBowenianNaturalFamilySystemstherapistgo

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aboutaddressingthisissueintherapy?Makeuseoftheoreticalprinciplesandinterventionsconsistentwithtransgenerationalthinkingandpractice.

E.Nowthatyouhaveabroaderunderstandingofyourfamilybywayofyour

genogram,yourplacewithinit,doyouseeyourselfdoinganythingdifferentlyinrelationtoanyoneormoremembersinyourfamily?Wouldyouliketointeractdifferentlyorchangeyourbehaviorinanyway?Whatimpactmightthischangeinyourbehaviorhaveonyourfamilysystem?NOTE:Itisimportanttoundertakethisassignmentwithadegreeofopennesstolearningaboutthesubjectmatterandaboutyouasapersonincontext.Thispaperwillbegradedonyourdegreeofopennesstolearningaboutyourselfinrelationtoyourfamily,theaccuracyofcourseconceptsusedinyourgenogramandpaper,writingstyle,andsystemicorientation.Theinstructorwillbetheonlyonetoreadyourpaperanditscontentswillbeheldinstrictconfidence.EVALUATIONCRITERIA:TheFamilyGenogramPaperwillbegradedonthoroughnessofinformation(i.e.collectionofdataforgenogram),discernmentofrelational/family/transgenerationalpatternsandinfluentialevents,coverageofmainpointsofpaper(seeA-E),writing/grammar,andconsistencybetweenyourgenogramandpaper(i.e.keepingtextconsistentwithgenograminformationandvice-versa).7)FamilyTherapyModels–Create-A-QUIZ(100points)---DUEClass13 A.Youwillcreatetestquestionsfora100pointquizcoveringthe5Theories/FamilyTherapyModelsfromClass10-12(Bowen,Structural,Strategic/Communication/MilanSystemic,Behavioral,&Experiential).Questionformatcaninclude:multiplechoice,fill-intheblanks,matching,andbriefessayquestions(nomorethan2)foratotalof100points.EVALUATIONCRITERIA:Youwillbegradedforcreativity/originality,adherencetoguidelines,coverageofalltheories,accuracy,&finalcompositionofquiz(i.e.grammar,writing,spelling).8)FamilyAssessment&TreatmentPlanOR---ComparativeFamilyTherapyModelPaper–(150points)DUEClass14;ChoiceofOPTIONS:

A. OPTION1-YouwillcompleteaFamilyAssessment/TreatmentPlan(separateguidelinessheetwillbegivenout)ofyour“Create-a-Family.”TheTreatmentPlanSectionofthepaperwillrequireyoutoselectTWOoftheFamilyTherapyModelscoveredbetweenClasses10-14(e.g.Bowenian,Structural,Strategic,Experiential,Post-ModernApproaches).Youwillthenwriteup2differenttreatmentplansections,oneforeachofyourchosenmodels.

B.OPTION2-ComparativeAnalysisofTwoTheory-basedModelsofFamilyTherapyUsingaCaseStudyYouwillselect2familytherapytheoriesofinteresttoyouasyour“lenses”fromwhichtoanalyzeacaseexample.Youwillthenwriteupacomparativeanalysisofhowpractitionersfromeachof2models/approachesyouselectedwouldviewandinterveneinthecase.Youranalysis

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shouldbebasedonthetheoreticalprinciples&assumptions,conceptsorconstructs,goals&objectives,andinterventionsconsistentwitheachofthe2theories.Yourcasestudy(of6-8pages)mustfirstincludeadescriptionofyourclientsystemfollowedby:(1)yourdescriptionoftheproblem/situation/strugglethattheidentifiedclientsystem(i.e.family)willhypotheticallypresentintherapy;(2)yourconceptualizationandassessmentofthecase(includinggoals)usingtheoretically-basedlanguageandtermsconsistentwiththe2modelsyou’vechosen,(3)theinterventionsthatmightbeutilizedintherapytoaddressyourclient-family’sissues,and(4)anoverallsummaryofhoweachofthesetheoreticalapproachescompareintermsofdifferences&similarities.

--EVALUATIONCRITERIA(100points):1.Construction&descriptionofcaseexample– 20points2.Demonstratedconceptualknowledgeandapplicationoftheories 30points3.Comparisonofmodels(demonstratingsynthesis&proficiencyinuseoftheoreticalconcepts&interventions)- 30points4.Organization/structure;flowofideas;grammar/syntax- 20points

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VIII.COURSEOUTLINE&CALENDAR Class1–Aug25Topics: Introductions&CourseOverview_____________________________________________________________________Class2-Sept1Topics: Familytherapy:AnIntroduction IndividualPsychology&FamilyTherapy Historical&ContemporaryPerspectivesinFT Readings: Becvar&Becvar,Ch.1&2_____________________________________________________________________ Class3–Sept8Topics: SystemsTheory/CyberneticsReadings: Becvar&Becvar,Ch.3&5

NEXTWEEK’SREADING:LetDr.HullknowwhichONEoftheFAMILY

TYPES/FORMScoveredinWalsh’sNormalFamilyProcessesText(thatyouwilldiscussinclassintwoweeks–Class#5).

n CHAPTERSTOCHOOSEFROMARE:o ContemporaryTwoParentFamilies-Ch.4o DivorcedFamilies-Ch.5o SingleParentHouseholds–Ch.6o Remarriage&StepFamilies–Ch.7o Gay&LesbianFamilies–Ch.8o KinshipCare–Ch.9o AdoptiveFamilies–Ch.10o AfricanAmericanFamilies–Ch.12o ImmigrantFamilies–Ch.13o GenderNormsinFamilies–Ch.14

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o SpiritualityinFamilies–Ch.15Bringasamplefromthemedia(visual,audio,art,socialmedia)toillustrateyourselectedFamilyForm._____________________________________________________________________Class4–Sept15Topics: GuestSpeaker:Dr.BlissWargovich

AttachmentTheoryandWorkingWithFamiliesorWhateverSheWantstoDiscuss

Readings: BecvarCh.15;

Walsh(2011,2ndEd)–Ch.1-2,11,16,18DUE:FIRSTBATCHOFQUESTIONS

_____________________________________________________________________Class5–Sept22Topics: Interviewingandassessingfamilies–PartI SystemsTheory/Cybernetics–Revisited;

TheFamilyinToday’sChangingDiverseWorld NormalFamilyProcesses FamilyLifeCycle–Normative&Non-NormativeTransitions

Create-A-FamilyConception Readings: Pattersonetal(Text)–Ch.1-3

Assignment-Related:SomeclasstimewillbedevotedtobegindevelopingideasforCreate-A-Familyinassignedgroups.WrittendescriptionofFamilycreatedbyeachgroupwillbeduein2weeks.

DUE:1STJOURNALENTRYANDSECONDBATCHOFQUESTIONS

_____________________________________________________________________Class6–Sept29Topic: Interviewingandassessingfamilies–PartII(Strength-basedPerspectives)Readings: Walsh–Ch.17

Echevarria-Doan,S.(2001).Resource-BasedCollaborativeConsultation:

Accessingclientresourcesthroughinterviewsanddialogue.JournalofMaritalandFamilyTherapy,27(2),201-212.(UFOnlineJournal)

Walsh,F.(2003).Familyresilience:Aframeworkforclinicalpractice.Family

Process,42,1-18.(UFOnlineJournal)

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_____________________________________________________________________Class7–Oct6Topic: IntroductionofCreate-A-Families(presentedbyeachgroup)

TreatmentPlans&BeginningInterventions Readings: Pattersonetal–Ch.4-5DUE:CREATE-A-FAMILYSUMMARIES–IntroductionofeachFamily(withwrittensummaryoffamilydescriptionforclass-listingallgroupmembers,familynames,andinfoaboutfamilyperguidelines).ALSODUE:3RDBATCHOFQUESTIONS______________________________________________________________________ Class8–Oct13Topic: UsingResearch-basedAssessmentInstruments

(Olson’sCircumplexModel-FACESIV&Beaver’sFamilySystemsModel) PROCESSREFLECTION1

Readings: Becvar&Becvar,Ch.14;

Walsh–Ch.19(Olson)&Ch.20(Beavers)

NOTE:BelowisthewebsitefortheCircumplexModel(FACES)ScalesalongwithanemailaddresswhereyoucaninquireaboutinstrumentsderivedfromtheCircumplexModel:http://www.prepare-enrich.com/about_us.cfm?id=147http://www.facesiv.com/Email:[email protected] DUE:FAMILYNARRATIVEINTERVIEW ______________________________________________________________________Class9–Oct20Topic: Constructingandinterpretinggenograms Readings: McGoldrick,Gerson,&Petry(2008)Text—Chapters1-7CulturalGenograms-LINKTOONLINEJOURNAL

Hardy,KennethV.;Laszloffy,TraceyA.Theculturalgenogram:Keytotrainingculturallycompetentfamilytherapists.JournalofMaritalandFamilyTherapy,Vol21(3),Jul1995,227-237.doi:10.1111/j.1752-0606.1995.tb00158.x

DUE: 4TH BATCH OF QUESTIONS

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______________________________________________________________________FAMILYTHERAPYMODELS-WEEKS10-14Class10–Oct27Topics: PracticeofFamilyTherapy AAMFTCodeofEthics(B&B–pp.308-316) Bowen’sNaturalFamilySystemsTheoryReadings: Becvar&Becvar,PartIIIntro(pp.125-128),Ch.7,&Ch.15 McGoldrick,Gerson,&Petry-Ch.9Topics: StructuralFamilyTherapy Readings: Becvar&BecvarCh.9 DUE: FAMILYGENOGRAMPAPER ______________________________________________________________________Class11–Nov3 Topics: Strategic,Communication(MRI),&MilanApproaches

Behavioral/CognitiveApproachesReadings: Becvar&Becvar,Ch.10-12 DUE: JOURNAL ENTRY #2 AND 5TH BATCH OF QUESTIONS _________________________________________________ Class12–Nov10Topics: ExperientialFamilyTherapy(Whitaker+Satir)

SculptinginFamilyTherapyReadings: Becvar&Becvarpp.200-204(Satir);Ch.8(Whitaker)FAMILYSCULPTINGREFERENCES:

Costa,Luann,Familysculptinginthetrainingofmarriageandfamilycounselors.CounselorEducationandSupervision,Vol31(2),Dec,1991.pp.121-131.

http://search.ebscohost.com.lp.hscl.ufl.edu/login.aspx?direct=true&AuthType=ip,uid&db=psyh&AN=1992-17619-001&site=ehost-live

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Papp,P.etal(2013).BreakingtheMold:SculptingImpassesinCouples'Therapy.FamilyProcess,Vol52(1),Mar,2013.pp.33-45.

http://search.ebscohost.com.lp.hscl.ufl.edu/login.aspx?direct=true&AuthType=ip,uid&db=psyh&AN=2013-08956-004&site=ehost-liveFYI:FamilySculpting-SupplementalReference(notprovided)-Duhl,B.(1983).Fromtheinsideoutandothermetaphors:Creativeandintegrativeapproachestotraininginsystemsthinking.NewYork:Bruner/Mazel(pp.213-266).CLASS13–NOV17Topics: TBADUE:FamilyTherapyModels–Create-A-QUIZQUESTIONScoveringFTModels(fromClass10-12)_________________________________________________________________NOVEMBER24–THANKSGIVINGHOLIDAY_________________________________________________________________Class14-Dec1Topics: PostmodernisminFamilyTherapy

PostmodernApproachesinFamilyTherapy(e.g.Narrative,Solution-focused,Solution-oriented,ReflectiveTeams,etc.).

Readings: Becvar&Becvar,Ch.4,13,16,&18 Minuchin,S.(1998).Whereisthefamilyinnarrativefamilytherapy,

JournalofMaritalandFamilyTherapy,24(4)397-403(Oct.'98).(UFLibraryOnlineJournals)

_________________________________________________________________Class15–Dec8(LastClass)

Topics: PostmodernApproaches–Part2

Wrap-upPROCESSREFLECTION2

LiveSupervisionSimulation(CulminatingClassExperience)DUE:FAMILYTREATMENTPLANORFAMILYTHERAPYMODELSCOMPARATIVEPAPER_________________________________________________________________

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ALERT:Thiscoursemayincludeclientinformationandothersensitivematerialintheformofdialogues,discussions,interviews,livedemonstrations,readings,slides,supervision,andvideos.Enrollmentindicatesawillingnesstoactivelyparticipateandtohonortheprivacyofthosewhosharetheirstoriessowecanlearn.Shouldtherebeparticularconcerns,pleasetalkwiththeinstructor.

ADDENDUMA–CACREPSTANDARDS(2009)COVEREDINCOURSE

ProgramAreaSpecialty:Marriage&FamilyCounseling

Course:MHS6430-IntroductiontoFamilyCounseling(Spring2011)

StandardAddressed(√)

AssignmentsAssessingStudentKnowledge/Skills

EvaluationCriteriaprovidedinSyllabus(√)

Standardmetif:

FOUNDATIONSStandardA:Knowledge

1.Knowsthehistory,philosophy,andtrendsinmarriage,couple,andfamilycounseling.

√ • Quiz• FamilyTherapy

Models(RolePlay)Interviews

• Participation

Studentfulfillsan80%orgreateroneachassignmentlisted

2.Understandstheethicalandlegalconsiderationsspecificallyrelatedtothepracticeofmarriage,couple,

√ • RolePlays• Class

Readings• Discussion

Studentfulfillsan80%orgreateroneachassignmen

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andfamilycounseling.

tlisted

3.Knowstherolesandfunctionsofmarriage,couple,andfamilycounselorsinavarietyofpracticesettingsandinrelationtootherhelpingprofessionals.

4.Knowstheprofessionalorganizations,preparationstandards,andcredentialsrelevanttothepracticeofmarriage,couple,andfamilycounseling.

√ • ClassReadings

• Discussion


5.Understandsavarietyofmodelsandtheoriesofmarriage,couple,andfamilycounseling.

√ • FamilyTherapyQuiz

• FamilyTherapyComparativeAnalysis

• ClassLectures&Discussion

• RolePlays• Genogram

Paper


6.Understandsfamilydevelopmentandthelifecycle,sociologyofthefamily,familyphenomenology,contemporaryfamilies,familywellness,familiesandculture,agingandfamilyissues,

√ • AssignedReadings

• Create-A-FamilyAssignment

• ClassDiscussion

• RolePlays


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familyviolence,andrelatedfamilyconcerns.StandardB:SkillsandPractices

1.Demonstratestheabilitytoapplyandadheretoethicalandlegalstandardsinmarriage,couple,andfamilycounseling.

2.Demonstratestheabilitytoselectmodelsortechniquesappropriatetocouples’orfamilies’presentingproblems.

COUNSELING,PREVENTION,ANDINTERVENTIONStandardC:Knowledge

1.Understandsissuesofmarriage,couple,andfamilylife-cycledynamics;healthyfamilyfunctioning;familystructures;andfamilyoforiginandintergenerationalinfluencesinamulticulturalsociety.

√ • Create-A-FamilyAssignment

• RolePlays


2.Recognizesspecificproblems(e.g.,addictivebehaviors,domesticviolence,suiciderisk,immigration)andinterventionsthatcanenhancefamilyfunctioning.

3.Understands

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humansexuality(e.g.,gender,sexualfunctioning,sexualorientation)anditsimpactonfamilyandcouplefunctioning.4.Understandsprofessionalissuesrelevanttothepracticeofmarriage,couple,andfamilycounseling,includingrecognition,reimbursement,andrighttopractice.

StandardD.SkillsandPractices

1.Usespreventive,developmental,andwellnessapproachesinworkingwithindividuals,couples,families,andothersystemssuchaspremaritalcounseling,parentingskillstraining,andrelationshipenhancement.

2.Usessystemstheorytoconceptualizeissuesinmarriage,couple,andfamilycounseling.

√

3.Usessystemstheoriestoimplementtreatment,planning,andinterventionstrategies.

4.Demonstratestheabilitytouse

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proceduresforassessingandmanagingsuiciderisk.5.Adherestoconfidentialityresponsibilities,thelegalresponsibilitiesandliabilitiesofclinicalpracticeandresearch,familylaw,recordkeeping,reimbursement,andthebusinessaspectsofpractice.

6.Demonstratestheabilitytorecognizehisorherownlimitationsasamarriage,couple,andfamilycounselorandtoseeksupervisionorreferclientswhenappropriate.

√ • ClassRolePlays&Discussion


DIVERSITYANDADVOCACYStandardE:Knowledge

1.Understandshowlivinginamulticulturalsocietyaffectscouplesandfamilies.


• Readings&Discussion

• ClassRolePlays


2.Recognizessocietaltrendsandtreatmentissuesrelatedtoworkingwithmulticulturalanddiversefamilysystems(e.g.,familiesintransition,dual-careercouples,blendedfamilies,

√

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same-sexcouples).3.Understandscurrentliteraturethatoutlinestheories,approaches,strategies,andtechniquesshowntobeeffectiveinworkingwithdiversefamilysystems.



• ClassRolePlays


4.Understandstheeffectsofracism,discrimination,sexism,power,privilege,andoppressiononone’sownlifeandthatoftheclient(s).



• ClassRolePlays


5.Understandstheeffectoflocal,state,andnationalpolicies,programs,andservicesondiversefamilysystems.

StandardF:SkillsandPractices

1.Demonstratestheabilitytoprovideeffectiveservicestoclientsinamulticulturalsociety.

2.Maintainsinformationregardingcommunityresourcestomakeappropriatereferrals.

3.Advocatesforpolicies,programs,andservicesthatareequitableand

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responsivetotheuniqueneedsofcouplesandfamilies.4.Demonstratestheabilitytomodifycounselingsystems,theories,techniques,andinterventionstomakethemculturallyappropriatefordiversecouplesandfamilies.

ASSESSMENTStandardG.Knowledge

1.Knowsprinciplesandmodelsofassessmentandcaseconceptualizationfromasystemsperspective,includingdiagnosticinterviews,mentaldiagnosticstatusexaminations,symptominventories,andpsychoeducationalandpersonalityassessments.

√ • Quiz1• Family

TreatmentPlan

• FamilyTherapyModelsAnalysis

• ClassRolePlays


2.Understandsmarriage,couple,andfamilyassessmenttoolsandtechniquesappropriatetoclients’needsinamulticulturalsociety.

• FamilyTreatmentPlan


• ClassRolePlays


3.Understandstheimpactofaddiction,trauma,psychopharmacology,physicaland

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mentalhealth,wellness,andillnessonmarriage,couple,andfamilyfunctioning.StandardH.SkillsandPractices

1.Appliesskillsininterviewing,assessment,andcasemanagementforworkingwithindividuals,couples,andfamiliesfromasystem’sperspective.

√ • SystemsTheoryJournals

• FamilyTreatmentPlan


• ClassRolePlays


2.Usessystemsassessmentmodelsandprocedurestoevaluatefamilyfunctioning.

√ • FamilyTreatmentPlan


• ClassRolePlays


3.Determineswhichmembersofafamilysystemshouldbeinvolvedintreatment.

RESEARCHANDEVALUATIONStandardI.Knowledge

1.Understandshowtocriticallyevaluateresearchrelevanttothepracticeofmarriage,couple,andfamilycounseling.

2.Knowsmodelsofprogramevaluation

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relevantforthepracticeofmarriage,couple,andfamilycounseling.3.Knowsevidence-basedtreatmentsandbasicstrategiesforevaluatingcounselingoutcomesinmarriage,couple,andfamilycounseling.

StandardJ.SkillsandPractices

1.Appliesrelevantresearchfindingstoinformthepracticeofmarriage,couple,andfamilycounseling.

2.Developsmeasurableoutcomesformarriage,couple,andfamilycounselingprograms,interventions,andtreatments.

3.Analyzesandusesdatatoincreasetheeffectivenessofmarriage,couple,andfamilycounselinginterventionsandprograms.

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ADDENDUMB–CREATE-A-FAMILYGUIDELINESBasedonthefollowingguidelinesputtogetheraprofileofafamilyyoumightbeworkingwithinyourcurrentorprospectivesettings.Youcancreatethisfamilybasedonpersonalandprofessionalexperiences.Beasauthenticaspossiblebecausewewillbeutilizingthisfamilyasacaseexampletoworkwithinclassthroughoutthesemester.Theideahereistoconceptualizethetypesoffamilysituationsyouwillbeencounteringinyourpracticesettings.Youmayalsowanttoconsiderfamilysituationsyouarefamiliarwith(personallyorprofessionally)orfamilyissuesofinteresttoyouasagroup.YourgroupisresponsibleformakingsurethateachstudentinclassreceivesacopyoftheCreate-A-Familypaperthatyouturnintotheinstructor.Youmaysendtheseelectronicallybeforeclassonduedateorbringhardcopiesonduedate.Courseinstructorwouldliketohaveboth(electronic&hardcopy).Pleasemakesureyouincludeallgroupmembers’namesinyourwrite-up.Yourpaperneedstoinclude:

A)DescriptionoftheFamily1.Familymembers(names,ages,gender,grades/occupation)2.Ethnicity/Race3.Socio-EconomicStatus4.Educationallevelofparents/guardians;children’sschoolstatus5.Family’scurrentlifecyclestage6.PertinentVerticalorHorizontalStressorsinFamily(Walsh,p.379in3E;p.139in2E)7.Religion/SpiritualOrientation

8.SexualOrientation9.PertinentHistoryrelatedtomedicalproblems,addiction,orviolence/abuse

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10.Anyprevioustherapyorschoolrelatedassistance?Ifso,explain.11.Otherpertinentinformation

B)Describethefamily’ssituation(i.e.reasonforseekingtherapyorbeingreferredforservices).Beclearaboutthepatternsthatoccurthatusuallyleadtoproblematicordifficultmomentsinthisfamily.

C)Howhasthefamilyattemptedtosolvetheirproblematicsituation?–Both

withinthefamilyand/orwithoutsidehelp?Ifoutsidehelpwassought,describetheservicesand/orprofessionalassistancetheyreceived(includinglengthoftime,andtypeofassistance/interventionthatwasprovided).

D)Strength-basedquestions

1.Someofthemostpleasantmemoriesyouhavesharedtogetherasafamily.2.Hardship(s)thatyourfamilyovercameandhowyourfamilywasabletodothis.3.Timesyouhavefeltclosesttoeachother.4.Someofthemosthumoroustimesyouhaveshared.5.Whenyouthinkaboutyourfamily’sfuture,whatwouldyouliketoseehappeninginthenext5,10,15years?6.Anyotheraspectsofindividual&familylifethatstrengthensyourfamily?

E)ECO-MAP(SeeBecvar&Becvarpp.119-121)

1.ProvideanORGANIZATIONALECOMAPofthemembersofthisfamily(in

thecenter)inrelationtoalltherelevantpartiestheyareconnectedto(outsideofcenter)becauseoftheproblemstheyarefacing(e.g.educational,spiritual/religious,communityagencies/services,extendedfamily,friends,neighbors,job/career-related,financial,etc.).

2.Identifythekindofflowofinteractionorcommunicationbetweenthefamilymembersinthecenterandeachoftheothergroupsthatsurroundsthemusingthedescriptivesymbolslistedbelow–anexamplebyHartman&Laird(1983)willbesharedwiththeclass.Thesesymbolscharacterizesignificantinclusive/supportiveorconflict-ladenconnectionsbetweeneachofthesesubsystems/groupsofindividuals.

Key: _________ Strong/HealthyRelationship

…………….. DistantRelationship ~~~~~~~~~~ Conflictual/StressfulRelationship

Flowofinteractionbetweeneachofthesegroups(onewayormutual)

Youshouldhaveonelinedepictingthetypeofrelationshipandoneor2othersshowingtheflowofinteractionbetweenthoseinthecenterand

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theexternalsystems.Inthemarginsoronseparatesheet,provideabriefexplanationforeachofthetypesofrelationshipsdepictedinyourEco-Map(i.e.whatmakesarelationshipstrong,distant,orconflictual,etc.,andwhatconstitutestheindicatedflowofinteraction).

3.HowdoestheinformationdepictedintheEco-Maps,influencethefamilysituationandtheirresponse(i.e.theirwayofdealingwiththeproblem)?

1.ECO-MAPINSTRUCTIONSTheecomapisavisualrepresentationofthefamilyinrelationtothecommunity.Itshowstherelationshipsbetweenfamilymembersandexternalsystemssuchastheschool,healthsystem,work,andspiritualcommunity.Informationsuchastimespentingettingtohealthcare,buyingfoodandothergoodsforthefamily,accesstotransportationandsafetyoffamilymembersislearnedthroughanecomap.Theecomapaddstoinformationlearnedfromthegenogramandfamilycircles.Familyresourcesinpersonsandsystemsmaybecomeapparent.Theecomapisapaperandpencilsimulationdevelopedasafamilyassessment,planning,andinterventiontool. A.Directions

1 Drawthefamilysystemorhousehold(asdefinedbythefamilymember[s])inalargecircleatthemap'scenter.

2 Usethegenogramsymbolstodepictfamilymembers.Indicaterelationshipsasinthetraditionalfamilytreeorgeneticchart.Inserttheperson'sageinthecenterofthegenogramsymbol(male-femalecouple–maleonleft,femaleonright;siblings–olderonlefttoyoungeronright).

3 Fillinordrawcirclesfortheothersystemsofthefamilyenvironment.Incontrast

totheFamilyCircles,thecirclescanbeanysizeanddonotreflectsignificancebytheirsize.Someofthemostcommonsystemsforfamiliesareextendedfamily,recreation,healthcare,andschool.Somecirclesareleftundesignatedsothatthemapcanbeindividualizedforeachfamily.

4 Addtheconnectionsbetweenthefamilyandthedifferentsystemsoftheirenvironment.Indicatethenatureoftheconnectionsbythetypeoflinedrawn.Asolidorthicklinerepresentsanimportantorstrongconnectionandadottedlineatenuousconnection;jaggedmarksacrossthelinerepresentastressfulorconflictedrelationship.

5 Indicatethedirectionoftheflowofresources,energy,orinterestbydrawingarrows

alongtheconnectinglines.

6 Connectionscanbedrawntothefamilyasawholeiftheyareintendedtoportraythetotalfamilysystem'srelationshipwithsomesystemintheenvironment.Otherconnectionscanbedrawnbetweenaparticularindividualinthefamilyandanoutsidesystemwherethatpersonistheonlyoneinvolvedordifferentfamilymembersareinvolvedwithanoutsidesystemindifferentways.Thisenablesthemaptohighlightthecontrastinthewayvariousfamilymembersareconnectedtotheothersystems.

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Eco-mapcharacteristicsTheecomapshowstheecologicalsystemwiththeboundarieswhichencompassthepersonorfamilyintheirlifespace,and1)includesthemajorsystemsthatareapartofthefamily'slife;2)showsthenatureofthefamily'srelationshipwiththevarioussystems;3)portraysanoverviewofthefamilyintheirsituationby,picturingtheimportantnurturantorconflictualconnectionsbetweenthefamilyandtheirworld;4)demonstratestheflowofresourcesorthelackanddeprivations;and5)highlightsthenatureoftheinterfacesandindicatesconflictformediationandresourcestobeidentifiedandmobilized.References Hartman,A.,&Laird,J.(1983).Family-centeredsocialworkpractice.NY:FreePress. Hartman,A.(1978)Diagrammaticassessmentoffamilyrelationships.SocialCasework,59,465-476. Hanson,S.M.H.(2001)Familyassessmentandintervention-EcomapFamilyHealthCareNursing2ndEdition.pp181-184. McPhatter,A.R.(1991)Assessmentrevisited:Acomprehensiveapproachtounderstandingfamilydynamics.FamiliesinSociety:TheJournalofContemporaryHumanServices,January.11-20. Wright,L.M.&Leahey,M.(2000).NursesandFamilies:AguidetoFamilyAssessmentandIntervention.3rddEdition.Philadelphia:F.A.Davis.http://www.uic.edu/nursing/genetics/Lecture/Family/ecomap.htmWISHINGYOUHAPPYHOLIDAYSANDANAMAZINGNEWYEAR!

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SED,August,2015

mhs 6430 fall 2016 - university of florida · 8/11/2016 · this syllabus is a living document....

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