MHS 6430 Spring 2014 UF/RCU - University of Florida...Jan 14, 2014 · MHS 6430 Intro to Family...

MHS 6430 Spring 2014 UF/RCU

1 | MHS 6430 Intro to Family Counseling-Spring 2014-UF/RCU

MHS 6430 Introduction to Family Counseling

Spring 2014 Instructor: Rosaria C. Upchurch, Ph.D., LMFT

Adjunct Lecturer, Department of Counselor Education College of Education/University of Florida Private Practice (Daytona Beach Area—Full time)

Teaching Assistant: Christopher Chweng: [email protected] Relevant Credentials of Instructor:

Florida Licensed Marriage and Family Therapist Florida Qualified Supervisor (LMFT, LMHC) Clinical Member, American Association for Marriage and Family Therapy Clinical Member of American Counseling Association

Member of American Association for Sex Educators, Counselors, and Therapists

Certified IMAGO Relationship Therapist Certified Moral Reconition Therapist and Trainer

Address: 1207 Norman Hall

University of Florida Gainesville, Florida 32611 [email protected]

Phone: 352‐273‐4323 Office Hours: By Appointment Please* * I will almost always be in the classroom by 9:00 am on class days. If you want to meet with me at that time, please e‐mail me by 8:00 AM on that day and I will try to accommodate you or will set up an alternative time to meet with you (perhaps, after class on that day). I. COURSE PRE‐ and CO‐REQUISITES: MHS 6401 Counseling Theories and Applications (Pre‐Requisite); MHS 7800 Practicum I in Counseling is recommended as Co‐Requisite – taken before or during same semester. II. COURSE DESCRIPTION: This course is an introduction to family, systemic, and relational therapies, and presents an overview of theoretical concepts and intervention strategies associated with systemic and postmodern theories of family therapy. To understand and practice family therapy concepts requires that you make room for an

MHS 6430 Intro to Family Counseling/Spring 2014/UF‐RCU

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“epistemological” shift from individual to relational thinking. Therefore, the focus of this course will be on examining how we “construct reality” and think in ways that facilitate relational interventions with couples, families, and organizational systems. To do this, an examination of how family therapy has been shaped by contributions from the disciplines of cybernetics, communication, anthropology, and postmodern philosophy will be an important part of this course. Self‐reflection is an essential ingredient in applying systemic ideas in our therapy practice. Thus our relational stance within a therapeutic system and our influence on the client systems we work with will be discussed and examined in the course. A special effort will be made to make the course relevant to school counselors and mental health counselors as well as marriage and family counselors and in terms of different delivery systems (e.g. schools, state or community‐based mental health agencies, family service agencies, hospitals, etc.). As the course instructor, I will regularly invite you to discuss and articulate your thinking and reactions to course material /experiences. Although some degree of lecturing is required on my part, it is through our conversation and interaction, as well as your presentations and written work that I can determine your level of comprehension. It is my responsibility to teach family therapy, but it is yours to shape your learning so that together we can engage in a mutually influential process. Without your involvement and participation, this will not be possible. Methods of instruction will include lectures, presentations, class discussions, audiovisual examples, experiential learning activities, role‐playing, written assignments, & two exams. III. COURSE OBJECTIVES:

A. To gain a basic theoretical understanding of systems thinking as it applies to families, relationships, and organizations B. To develop an informed view of the historical development and foundations of family therapy with particular emphasis on traditional and postmodern views and approaches in family therapy. C. To develop a beginning understanding of family process, family development, and life‐cycle perspectives that contribute to family functioning. D. To gain an appreciation for the impact that social context has on families and individuals and the impact of family systems on individuals that makes relational intervention pertinent and applicable. E. To develop beginning level skills in interviewing and assessing families in order to plan interventions.


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F. To apply selected theoretical principles and intervention strategies related to several family therapy models (including foundational and postmodern approaches). G. To explore and gain an understanding of family‐of‐origin and self of the therapist issues pertinent to one’s development as a counselor or therapist.

IV. TEXTS A. REQUIRED

Becvar, D. S., & Becvar, R. J. (2012). Family therapy: A systemic integration, 8th Edition. Boston: Allyn & Bacon/Pearson.

McGoldrick, M., Gerson, R., & Petry, S. (2008). Genograms: Assessment

and intervention. Third Edition. New York: Norton. Walsh, F. (2013). Normal Family Processes, 4th Edition. New York: Guilford Press. ISBN 57230‐816‐8

E‐Reserve Articles – Accessed Online through UF Library Course Reserves under my name and course number B. STRONGLY RECOMMENDED DeMaria, R., Weeks, G., & Hof, L. (1999). Focused genograms: Intergenerational assessment of individuals, couples, and Families. New York: Routledge.

. FYI ‐ Recommended List of Family and Systemic Journals (in alphabetical order): American Journal of Family Therapy Australian and New Zealand Family Therapy Journal Contemporary Family Therapy Journal of Couple and Relationship Therapy Journal of Family Therapy Family Process Family Systems & Health Journal of Family Psychology Journal of Family Psychotherapy Journal of Family Therapy Journal of Feminist Family Therapy Journal of Marital and Family Therapy (AAMFT) Journal of Systemic Therapies


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The Family Journal: Counseling and Therapy for Couples and Families (IAMFC‐ ACA) FYI – Resources for Preparing for Florida MFT Licensing Exam http://quizlet.com/5979748/mft‐national‐exam‐study‐guide‐flash‐cards/ V. COURSE POLICIES

A. CONFIDENTIALITY During class activities, students may share personal information about

themselves and their families. Please respect the privacy and confidentiality of other students in this class, and adhere to professional confidentiality standards. Likewise, all materials submitted to me will be treated as confidential information.

B. CELL PHONES/Electronic Devices

Please silence your cell phones/beepers before class starts.

C. GRADE‐RELATED

1. Class Attendance and Absences: An integral part of learning in this course will take place through discussions and interactive activities, which require your participation. Therefore, class attendance (and participation) is essential. Please call me re: necessary absences. Excessive (more than 2) or unexcused absences will result in point reduction of participation grade. Extenuating circumstances will be considered on an individual basis.

2. Written Assignments‐ Use APA Form (6th Edition of APA Publication

Manual) in all written assignments; a cover page is not necessary on the papers, but put your name on the upper right hand corn of each page along with the page number. (Several resources about the APA Style manual such as http://owl.english.purdue.edu/owl/resource/560/01/ are available online.) Be sure to proof read your papers for spelling and grammatical errors.

3. Group Grades. The evaluation earned on group projects will apply to

all group members.

4. Late Assignments ‐ For each day that a written assignment is late including weekend days, there will be 5 points taken off from the earned grade.


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5. Incompletes will only be submitted in cases of serious extenuating circumstances (e.g. prolonged illness, immediate personal/family crises, etc.) and appropriate documentation will need to be provided.

D. FAIRNESS & ACCOMODATION POLICY: Any individual needing specialized assistance due to a disability should inform the instructor within the first week of the semester to plan for specific accommodations. Please bring your letter from the Dean of Students’ Office with you when we meet. Every effort will be made to ensure that appropriate accommodations are made.

E. UF HONESTY POLICY: As a result of completing the registration form at UF, every student has signed the following statement: “I understand that the University of Florida expects its students to be honest in all their academic work. I agree to adhere to this commitment to academic honesty and understand that my failure to comply with this commitment may result in disciplinary action up to and including expulsion from the University” (see Student Handbook).

VI. Applicable Professional Standards This course is designed to meet the professional standards listed below: Council for the Accreditation of Counseling and Related Educational Programs (CACREP) 2009 Standards for Marital, Couple, and Family Counseling/Therapy Programs – (See Table A for standards and related knowledge and skill assessments) 2009 Standards for Mental Health Counseling Programs – (see Appendix B for standards and related knowledge and skill assessments)

Program Area Specialty: Marriage & Family Counseling

Course: MHS 6430‐Introduction to Family Counseling (Fall 2011)

Standard Addressed(√)

Assignments Assessing Student Knowledge/Skills

Evaluation Criteria provided in Syllabus (√)

Standard met if:

FOUNDATIONS

Standard A: Knowledge

1. Knows the history, philosophy, and trends in marriage, couple, and family counseling.

√ Midterm Examination

√ Student receives score of 80% or better

2. Understands the √ Final Examination √ Student receives


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ethical and legal considerations specifically related to the practice of marriage, couple, and family counseling.

score of 80% or better

3. Knows the roles and functions of marriage, couple, and family counselors in a variety of practice settings and in relation to other helping professionals.

4. Knows the professional organizations, preparation standards, and credentials relevant to the practice of marriage, couple, and family counseling.



5. Understands a variety of models and theories of marriage, couple, and family counseling.

√ Final Examination √ Student receives score of 80% or better

6. Understands family development and the life cycle, sociology of the family, family phenomenology, contemporary families, family wellness, families and culture, aging and family issues, family violence, and related family concerns.



7. Understands family development and the life cycle, sociology of




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the family, family phenomenology, contemporary families, family wellness, families and culture, aging and family issues, family violence, and related family concerns.

Standard B: Skills and Practices

1. Demonstrates the ability to apply and adhere to ethical and legal standards in marriage, couple, and family counseling.

2. Demonstrates the ability to select models or techniques appropriate to couples’ or families’ presenting problems.

COUNSELING, PREVENTION, AND INTERVENTION

Standard C: Knowledge

1. Understands issues of marriage, couple, and family life‐cycle dynamics; healthy family functioning; family structures; and family of origin and intergenerational influences in a multicultural society.



Standard D. Skills and Practices

2. Uses systems theory to conceptualize issues in marriage, couple, and family counseling.

√ Final Examination Family Counseling Role‐plays/Case Write‐up/Class Handout/Treatment



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Plan Write‐up

3. Uses systems theories to implement treatment, planning, and intervention strategies.

Standard E: Knowledge

1. Understands how living in a multicultural society affects couples and families.



2. Recognizes societal trends and treatment issues related to working with multicultural and diverse family systems (e.g., families in transition, dual‐career couples, blended families, same‐sex couples).



3. Understands current literature that outlines theories, approaches, strategies, and techniques shown to be effective in working with diverse family systems.


4. Understands the effects of racism, discrimination, sexism, power, privilege, and oppression on one’s own life and that of the client(s).



Standard F: Skills and Practices

ASSESSMENT

Standard G. Knowledge

1. Knows principles and models of assessment

√ Midterm Examination and

√ Student receives score of 80% or


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and case conceptualization from a systems perspective, including diagnostic interviews, mental diagnostic status examinations, symptom inventories, and psychoeducational and personality assessments.

Final Examination better on each.

2. Understands marriage, couple, and family assessment tools and techniques appropriate to clients’ needs in a multicultural society.

√ Midterm Examination and Final Examination

√ Student receives score of 80% or better on each

3. Understands the impact of addiction, trauma, psychopharmacology, physical and mental health, wellness, and illness on marriage, couple, and family functioning.

Standard H. Skills and Practices

1. Applies skills in interviewing, assessment, and case management for working with individuals, couples, and families from a system’s perspective.

√ Family Counseling Role‐plays/Case Write‐up/


2. Uses systems assessment models and procedures to evaluate family functioning.

√ Family Counseling Role‐plays/Case Write‐up



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3. Determines which members of a family system should be involved in treatment.

RESEARCH AND EVALUATION

Standard I. Knowledge

Standard J. Skills and Practices

Program Area Specialty: Mental Health Counseling

Course: MHS 6430 Introduction to Family Counseling (Fall 2011)

Standard Addressed(√)

Assignments Assessing Student Knowledge/Skills

Evaluation Criteria provided in Syllabus (√)

Standard met if:

FOUNDATIONS

Standard A: Knowledge

2. Understands ethical and legal considerations specifically related to the practice of clinical mental health counseling.


5. Understands a variety of models and theories related to clinical mental health counseling, including the methods, models, and principles of clinical supervision.


Standard B: Skills and Practices

COUNSELING, PREVENTION, AND INTERVENTION

Standard C: Knowledge

7. Recognizes the importance of family, social networks, and community systems in the treatment of mental and emotional disorders.

Add x Midterm exam √ Student receives score of 80% or better


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8. Understands professional issues relevant to the practice of clinical mental health counseling.

√ Midterm exam √ Student receives score of 80% or better

Standard D. Skills and Practices

1. Uses the principles and practices of diagnosis, Treatment, referral, and prevention of mental and emotional disorders to initiate, maintain, and terminate counseling.

√ Family counseling Role‐plays/Case Write‐up


2. Applies multicultural competencies to clinical mental health counseling involving case conceptualization, diagnosis, treatment, referral, and prevention of mental and emotional disorders.

√ Family counseling role‐plays/Case Write‐up


5. Demonstrates appropriate use of culturally responsive individual, couple, family, group, and systems modalities for initiating, maintaining, and terminating counseling.

√ Family counseling role‐plays/Case Write‐up


DIVERSITY AND ADVOCACY

Standard E: Knowledge

1. Understands how living in a multicultural society affects clients who are seeking clinical mental health counseling services.

√ Midterm exam √ Student receives score of 80% or better

2. Understands the effects of racism, discrimination, sexism, power, privilege,

√ Final exam √ Student receives score of


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and oppression on one’s own life and career and those of the client.

80% or better

VII. COURSE EXPECTATIONS, ASSIGNMENTS, & GRADING: A. Readings: You are expected to read assigned material prior to each class and be ready to actively discuss readings and participate in class activities for that week. B. Class Attendance & Participation: This course is based on experiential, interactive, and instructive learning. Merely showing up does not constitute participation. Attentive and active participation is expected in class discussions and activities. C. Adherence to Course Policies (see above) D. Grading:

GRADE SCALE: A = 934 ‐ 1000 (4.00) A ‐ = 900‐933 (3.67) B = 834‐836 (3.00) B+ = 867‐899 (3.33) 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 = Below 600 (0.00)

Assignments (based on 1000 point scale)

a. Create‐A‐Family (10% or 100 points) b. Journal Assignment: Systems Thinking Exercises – (50 x2 or 100 points) c. MIDTERM (10% or 150 points) d. Family Narrative Interview (15% or 150 points) e. Process Reaction Logs (5x10 points or 50 points) f. Final Exam: Case Write/Treatment Plan/Role‐play/Class Handout – FT Models (200

points) g. Family Genogram Paper (150 points) h. Walsh Presentation (25 points) i. Role‐plays & Class Discussion (75 points)


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Description of Assignments: 1) Create‐A‐Family – Due Class 5 You will be “creating families” that we will “work with” throughout the semester. Your first assignment will be to become part of a group wherein each member will take roles within the family and together you will construct roles and develop a written case study of your family. These families will be used in role‐plays and other class assignments for greater experiential understanding of class material. The number of groups and family members within each group will depend on the number of students in class. Here again, you might want to consider family situations that are related to your practice setting or track. Caveat – Families involving relational violence and/or child abuse/neglect present special situations wherein the appropriateness of couple/family therapy requires further assessment. In most cases these situations require a thorough assessment of the violence/abuse before relational work is deemed appropriate. Oftentimes, family therapy can only take place when specific conditions are agreed to and met by clients. Therefore, keep in mind that any examples of families including violence/abuse will require further evaluation and/or modifications by instructor. 2) Journals: Systems Thinking Exercises ‐ Due Class 5 & 8 You will be asked to turn in two journals over the course of the semester. In these two assignments, you will have the opportunity to apply principles of family systems theory to your own life. ‐‐‐[In each of the 2 systems thinking exercises, you are to consider an event or situation in your life (e.g., a conflict with a family member, a work‐related project, miscommunication with a friend or colleague) from 2 different perspectives: (a) an intrapsychic/linear perspective and (b) a systems perspective. Each of these journals should be about 2‐3 pages in length (double‐spaced)].

1. Use the following questions as a guide for writing your journal:

a. Briefly describe the event/situation. b. How would this situation be understood from a linear/intrapsychic

perspective? c. How would the situation be understood from a systems perspective,

using systems principles discussed in class? Make sure to address recursion /circular causality in terms of mutual influence between those

involved in the system. d. How does viewing the situation from a systems perspective change your understanding of the situation?


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3) Midterm Exam ‐ Class 9 The midterm examination will consist of multiple choice, matching, fill‐in‐the‐blanks, and short essay items and will cover material from Class 1 through Class 8. 4) Family Narrative Interview ‐ Due Class 10 This is an opportunity to learn about families by interviewing one. You will not be doing family therapy. You will simply be assuming the role of an interested interviewer of a non‐clinical family (i.e. family that is not in therapy) as you learn about the culture ‐‐of a non‐help‐seeking family. Select a family that you are not personally connected to (e.g. choose a family that a friend or classmate knows, current neighbors or a family in your hometown you are not too familiar with). You will be asked to pair up with someone else in class for this assignment. You will turn in one paper from both persons (make sure this is an equitable process and endeavor). However, when jointly writing your paper, please note contrasting perspectives/experiences as part of your report. Selection of families may vary in terms of family forms and structures (i.e. two‐parent, single‐parent, teen parent, multigenerational homes, blended/remarried families, gay/lesbian, adoptive or foster family, ethnically/racially diverse or mixed families, etc.) reflective of today’s diversity and composition of families. You will gain more from this experience by having all immediate family members present (a minimum of 3 family members that you can speak with during your interview is expected). SEE PIERCY, ET AL article in Course Reserves for sample interview questions. After you interview the family you will write a 6‐7 page (double‐spaced) paper that describes: (1) How you ended up selecting the family, (2) The composition of family you interviewed (keep identities confidential), including ages of members, how long married, who was present at the interview) (3) Some highlights of the interview, (e.g., how did the family members interact with each other in telling their story? What were their verbal and nonverbal communication patterns?) (4) Sample questions you asked along with the family’s responses, (5) Based on the family’s reminiscing and how they co‐constructed their shared past through storytelling, describe this family’s narrative or story (i.e. If you were to tell their story, what would that sound like?). (6) How do you think you affected the family and did this effect change over the course of the interview? (7) What this experience was like for you (ideas, thoughts, reactions, etc.), and anything else that was relevant (e.g. how this might contribute to your professional development, what this experience was like for the family, etc.).


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5) Process logs: You will write 5 process logs that will reflect your growth as a result of this class. Please use Appendix A as a blueprint for the format. 6) Final Exam: Take Home Case Write‐up/Treatment Plan/Role Play/Class Handout. Due: Written Portions are due on the last day of class. Presentations are due on final exam Day. Your case write‐up will include assessment, diagnosis, and planned interventions using the framework of a specific family/couple therapy model. You will prepare a handout for the class of your model’s tenets, and a copy of your treatment plan. I will provide you with a case study or we will watch a movie and use the characters in the movie as our client family. You will work in groups and submit one report. A separate document with guidelines will be provided with specific requirements. 7) Family Genogram Paper – Due CLASS 13

A. Genogram: Provide a three‐generation genogram of your family of origin (paper‐clipped to stapled copy of write‐up) based on McGoldrick et al. (2006) guidelines.

B. Incorporate aspects of the Cultural Genogram (Hardy & Lasloffy, 1995) by color coding specific ethnic/cultural factors noted in your family. Cultural aspects can also be provided on a separate genogram, if you prefer

C. Create a comprehensive and thorough list of Nodal Events/ Critical Events pertaining to your family system (at least 3 generations).

D. On separate paper, provide a brief description of significant relationships and patterns among family members noted on your Genogram. ALSO, describe some of the connections you have made of patterns noted in your Family of Origin (as depicted on your Genogram) and your current significant relationships and behaviors with others? For example, are there patterns you observe in your current relationships that are connected to the background/context presented in your genogram.

E. No family is perfect or problem‐free – all families struggle with issues and concerns, especially in today’s complex world. Given what you have presented in your genogram and family description, discuss one area of concern that could be (or could have been) addressed in therapy? Make use of theoretical principles and interventions from a particular model(s) that you think might be most helpful, and explain why? It is your chance to envision your family in therapy (regardless of how unlikely that would be).

F. Knowing what you have come to know about your family, would you like to interact differently with them? In other words, what behaviors might you change in terms of what you have come to know about your family of origin? What impact do you predict this change in your behavior will have on your family system?

NOTE: It is important to undertake this assignment with a degree of openness to learning about the subject matter and about you as a person in context. This paper


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will be graded on your degree of openness to learning about yourself in relation to your family, the accuracy of course concepts used in your genogram and paper, writing style, and systemic orientation. The instructor will be the only one to read your paper and its contents will be held in strict confidence. VII. COURSE OUTLINE & CALENDAR (This is a tentative schedule. Dates and assigned readings are subject to change.) ______________________________________________________________________ Week 1: Class 1 (Jan 6, 2014) Topics: Introductions and Course Overview Getting to know each other family style _____________________________________________________________________ Week 2: Class 2 (Jan 13, 2014) Topics: Family therapy: An Introduction Individual Psychology & Family Therapy Historical & Contemporary Perspectives in FT Readings: Becvar & Becvar, Chps. 1 & 2 DUE: Process Reaction Log # 1 ______________________________________________________________________ Week 3: No Class (Jan 20, 2014) Martin Luther King Jr. Holiday ______________________________________________________________________ Week 4: Class 3 (Jan 27, 2014) Topics: Family Forms Presentations (Froma Walsh Chapters 4, 5, 6, 7, 8, 9, 10,

11,12,& 13) Systems Theory/Cybernetics Introduction

Create‐A‐Family Guidelines & Assignment Readings: Becvar & Becvar, Chp. 3

Assignment‐Related: Some time in class will be devoted to begin developing ideas for Create‐A‐Family in assigned groups. Written description of Family created by each group will be due in 2 weeks. Supplemental References – that will assist you in the application of cybernetic concepts Becvar, R. J., & Becvar, D. S. (1999). Systems Theory and Family Therapy: A Primer. Lanham, MD.: University Press of America. (Most useful are Ch. 2, 3, 4, 7*, 8). – Listed as Optional Text. Web sites: (examples of supplementary material on systems/cybernetics)


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http://www.neiu.edu/~jkedward/systems.htm and http://www.n4bz.org/gst/gst1.htm

_____________________________________________________________________ Week 5: Class 4 (Jan 27, 2014) Topics: Systems Theory/Cybernetics Revisited Readings: Becvar & Becvar Ch. 4. & 15

Amatea, E. & Sherrard, P. (1994). The ecosystemic view: A choice of lenses. Journal of Mental Health Counseling, 16, 6‐19 (Course reserve item)

DUE: Journal First Systems Thinking Exercise ________________________________________________________________________ Week 6: Class 5 (Feb 10, 2014) Topic: The Family in Today’s Changing Diverse World Normal Family Processes Family Life Cycle

Natural Systems (Bowen) Normative Transitions Readings:

Walsh (2003) – Ch. 1, 14, 16 Becvar & Becvar Ch 5 & 7 DUE: CREATE‐A‐FAMILY – Introduction of each Family (with written summary of family description (1 PER FAMILY GROUP – with all group members’ names listed) DUE: Process Reaction Log # 2 _____________________________________________________________________ Week 7: Class 6 (Feb 17, 2014) Topic: Interviewing and assessing families – Assessing problematic patterns Family Structure First contact and first interview Readings: Becvar, Chp. 9

Wetchler, J. & Gutenkunst, G. (2005) Chapter (Course Reserve item) – First contact and preconditions for the initial interview.

_____________________________________________________________________


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________________________________________________________________________ Week 8: Class 7 (Feb 24, 2014) Topic: Interviewing and assessing families – Assessing strengths Readings: Madsen, W. (2007) Collaboration is a two‐way street. Chapter in

Collaborative therapy with multi stressed family’s pp. 87‐124 (Reserve) Piercy, et. al. (1992). Families training therapists: The voluntary family exploration interview. Journal of Family Psychotherapy 3(3), 41‐51 (Course Reserve item) Fivush et al, (2003) Chapter (Course Reserve item) – Family Narratives and the Emotional Well‐Being of Children Walsh, Chps 3 & 17

DUE: Process Reaction Log # 3 ________________________________________________________________________Week 8: NO CLASS March 3, 2014 (Spring Break)‐‐‐‐Have Fun!!!!!!! ________________________________________________________________________ Week 9: Class 8 (March 10, 2014) Topic: Family Assessment – Research‐based Models & Instruments

Midterm Review Readings: Becvar & Becvar, Ch. 14;

Walsh – Ch. 21 NOTE: Below is the website for the Circumplex Model (FACES) Scales along with an email address where you can inquire about instruments derived from the Circumplex Model: http://www.prepare‐enrich.com/about_us.cfm?id=147 http://www.facesiv.com/ Email: [email protected] DUE: Journal 2nd Systems Thinking Exercise ______________________________________________________________________


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________________________________________________________________________ Week 10: Class 9 (March 17, 2014) – MIDTERM EXAM Topic: Constructing and interpreting genograms Readings: McGoldrick, Gerson, & Petry (2008) Text — Chapters 1‐7

Walsh Chp 11 Culture Hardy, K. V., & Laszloffy, T.A. (1995). The cultural genogram: Key to training culturally competent therapists. Journal of Marital and Family Therapy, 21, 227‐237. (COURSE RESERVE)

______________________________________________________________________ Week 11: Class 10 (March 24, 2014)

Topics: Psychodynamic Family Therapies (Imago Relationship Therapy‐IRT) Bowen’s Natural Family Systems Theory (Continued) Readings: Becvar & Becvar, Part II Intro, Chps. 6 & 7 Walsh Ch. 2 McGoldrick, Gerson, & Petry ‐ Ch. 9 DUE: Family Narrative Interview and ________________________________________________________________________ Week 12: Class 11 (March 31, 2014) Topics: Structural Family Therapy Readings: Minuchin, Families & Family Therapy, pp. 123‐137 (Course reserve item)

Becvar & Becvar, Ch.9 Walsh, Chp 6 & 12

DUE: Process Log # 4 _________________________________________________________________ Week 13: Class 12 (April 7, 2014) Topics: MRI, Strategic, & Milan Approaches Readings: Becvar & Becvar pp189‐195 & chp11 and Walsh Chp 7 Remarriage _________________________________________________________________


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________________________________________________________________________ Week 14: Class 13 (April 14, 2014) Topics: Experiential Family Therapy (Whitaker + Satir)

Sculpting in Family Therapy Readings: Becvar & Becvar, Ch. 8 & pp 196‐200 and Walsh Chp 8 DUE: FAMILY GENOGRAM PAPER _________________________________________________________________ Week 15: Class 14 (April 21, 2014) Topics: Postmodernism, Postmodern Approaches & Epistemological Challenges Readings: Becvar & Becvar, Ch. 4, 13, & 18 and Walsh Chp 13 Minuchin, S. (1998). Where is the family in narrative family therapy?

Journal of Marital and Family Therapy, 24 (4) 397‐403. (Course Reserve item)

DUE: Case Write‐up/Treatment Plan/Class Handout ________________________________________________________________________ Week 16 Class 15 (April 28, 2014) Final Exam Night Topics: Professional Development as a Family Therapist AAMFT Code of Ethics

Supervision Issues CLOSURE (Structured Activity)

DUE: Case Write‐up Presentations/Role Plays/Etc. Process Reflection Log # 5: Exploring Your Learning and Development Closure Exercise Preparation

________________________________________________________________________


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Appendix A Process Reflection Log

UNIVERSITY OF FLORIDA MHS 6430: Introduction to Family Counseling I, spring 2014 Due dates: Jan 13, Feb 10, Feb 24, March 31, and April 28

NAME: __________________________________________________DATE: ________ Pages Read For this Log: Articles: ________________________________ Becvar/Becvar (text):______________________:__Genogram Book: ___________________ Walsh Book: __________________________________________ What is your response (+ and -) to the class-related reading you are doing? What ideas stand out: How is your thinking about family theory and therapy changing in light of these ideas/experiences? (2-3 paragraphs) What is your response (+ and -) to the ongoing class process, members of the class, etc. (Pay special attention to what is happening inside of you, what positive and negative feelings are awakened in you and what thoughts you are not expressing, etc.)? (This should be the bulk of your log…)

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