PP 8050 (8106 & 8107) Family & Couples Therapy Summer 2008

INSTRUCTOR:

David Usndek

PHONE: 773 450-8049

EMAIL: [email protected]

FAX:

ALT PHONE:

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.

1 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

2 PP 8050 C2 (8107) – Family & Couples Therapy The American School of Professional Psychology at Argosy University, Chicago Campus Summer 2008 Tuesdays and Thursdays, 9:30 AM – 12:00 PM, Rm. TBA

Faculty: David Usndek, Psy.D. E-mail: [email protected] Office Phone: 773 450-8049 Home Phone: Office Hours: By appointment Short faculty bio: Dr. Usndek, a graduate of the clinical psychology program at the Chicago School of Professional Psychology has a history of work in community psychology. He has trained with the City of Chicago Department of Public Health. He has worked in the western suburbs for Pillars where he worked with chronically mentally ill adults and MISA, or dual diagnosed individuals. He currently maintains a clinical practice as a Clinical Psychologist at InSight Counseling in Chicago. His specialties include dual diagnosis clients, LGBT, couples therapy, and medically impacted clients.

TA: E-mail: Phone:

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: 15 Sessions, 7.5 Weeks

Contact Hours: 45 Hours

Credit Value : 3.0

Program Outcomes for the Doctoral and Master’s Programs in Clinical Psychology

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:

3  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.

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.

4 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.

5 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

6 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 many 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, and (2) helping you to further develop 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, 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. It is my goal to have ample class participation and support each of you to share.

Finally, I expect for each of you to make an effort throughout the course to make your needs, concerns, and other feedback 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. I also, have borrowed or STOLEN many ideas and materials from Dr. Ben Gorvine’s previous syllabus and planning. As we get to know each other, there may be adjustments made to the syllabus to more accurately reflect where we are going as a class. 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. As I am not typically on campus, I do not know about office availability, however I will try to be available after classes both days on Tuesdays and Thursdays. .I am always happy to make other times to meet with you, as my schedule allows, and

7 I am more than happy to speak with you by phone or answer questions via e-mail. It is fine to call me on my cell phone. I am difficult to reach but I am almost always able to call back the same day, as long as it is 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.

I must confess that I have never taught a class at the Argosy campus or any other University. 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. I bring much experience to my work but I will be new to the experience as an academic. I am looking forward to sharing my experiences and knowledge with you as well as learning from all of you.

Course Requirements and Assignments

Please note: A syllabus is a work in progress and is subject to revisions and changes. However, any changes that I make will not be arbitrary or a surprise to you, but rather will be discussed and explained.

1. Attendance/class participation – Regular attendance and class participation is expected of everyone in the class. You should come to class prepared to discuss the assigned readings in a thoughtful, considered manner. You will notice that participation comprises a significant portion of your course grade. This is because your active participation in discussions and activities (especially role-plays; see #2 below) will help you to get the most out of this class. You will be evaluated on the quality of your class participation AND your capacity and willingness to try different interventions linked to the theory in the role plays.

I do also expect everyone to actively participate to the best of their ability. For those of you who know that you are uncomfortable with talking in class, please make a point of making some time to come and meet with me so we can work together on ways for you to become more involved in our group discussions. I do consider active listening to be a component of participation as well, so even when you are not actively talking in class, you are expected to be actively engaged in listening to the comments and thoughts of others.

Due to the experiential nature of this class absences will lower your grade. Please contact me in advance if you must miss a class. Absences require you to submit a 2-page reaction paper the following week on the content covered that week. More than two absences for any reason will jeopardize your ability to pass the course.

(Assesses course objectives 2 & 3.)

2. Role Play & written reflections – “Doing Family Therapy” – Each student is required to “be the therapist” in class role-plays on two occasions. Over the first couple of classes, we will work as a group to design a “family” that will be the basis of the role plays for the length of the course. You will be divided into three groups of 4-5 students. We will have role plays nine times over the course of the semester (each time using our “family”), so each group will go 3 times; you will serve as therapist on two of those three occasions for a 15-minute

8 stretch, and will also play the part of family members on other occasions. The ten or so students who are not role-playing during a particular class will serve as the “observing team,” assigned to give feedback and suggestions to the therapists “in vivo”. (This is a traditional supervision model in family therapy training.). Role plays will typically happen during the second part of class (usually for the last hour or so).

In designing the families during the first few classes, you and your group will develop a family history and presenting problem (the rest will be improv!). In these role plays we will practice systematic interventions and conceptualization of theories addressed in class and in the readings. The instructor as well as your fellow students will serve as the “observing team” and will provide consultation throughout the role play time.

You will need to audiotape all your practice work during the time when you are serving as therapist and review your tapes. Based on your review, you will provide a brief synopsis of your strengths and growth areas in working with your family, as well as how you are able to stay congruent with your theory (approximately 2 pages); the theory that you use during a particular role play will be linked to the calendar of the course (so, for example, the first role plays will use Minuchin’s Structural Family Therapy). See addendum #1 for the format of this assignment. You will submit these reflections for each role play where you serve as a therapist (two times during the semester), and they will be due one week after the class in which you serve as the therapist in the role play.

While I recognize that role playing in front of the entire class, particularly being “on the spot” as after all, this will all be new to many of you!), but rather to facilitate your clinical development and provide you with opportunities to put into practice the theory we will be discussing, as well as to have the experience of consulting with others as you watch them practice this unique form of clinical work.

(Assesses course objectives 1, 2, 3 & 4.)

GROUP #1 ROLE PLAYS ON 5/13, 6/3, AND 6/17. GROUP #2 ROLE PLAYS ON 5/15, 6/5, AND 6/12. GROUP #3 ROLE PLAYS ON 5/20, 5/29, AND 6/10. ROLE PLAY REFLECTIONS DUE ONE WEEK FROM DATE OF ROLE PLAY.

3. Family Genogram and Reflection Paper – Complete an accurate genogram of your family. Include at these 3 generations (i.e., you, your parents, your grandparents).

Please identify the following on your genogram:  Names, dates of marriage/births/deaths/separations/divorces (month & year) cultural/ethnic/religious affiliations for all significant family members.  Other information like immigration, occupation, education, city/state of residence, illnesses, substance abuse, mental health. Add descriptive information that clarifies relationships as needed (e.g., drug use, in jail, etc.). Use a couple of descriptive adjectives for key family members (e.g., smart, cynical). You may create a “legend’ if additional explanation is warranted.  Show schematically the nature of key relationships (e.g., closeness, distance, conflicts).  Previous students have found that having interviews/conversations with family members around these areas provide new insight. I encourage you to contact siblings,

9 parents, uncles/aunts, grandparents for corroborating information. Even responses to such requests can be very informative.  You may use a sheet of paper larger than 8.5” x 11” – most likely you will have to (posterboard is often helpful). The use of different colors for relational lines, etc. may enhance the presentation of the information. Please do not use pencil (smears too easily).

Additionally, you will be required to submit a paper of 6-8 double-spaced pages (APA style) describing the structure and culture of your family-of-origin from a Bowenian perspective. The paper should illustrate at least two of Bowen’s 8 intergenerational principles as applied to your family. The goal of the paper is to demonstrate an understanding of Bowenian theory of how family relationship patterns exist across generations. The paper should include a self-critique and identify “interface issues” from your family intergenerational history that you might have as a therapist working with families and couples. Issues related to gender, ethnicity, religion, sexual orientation, as well as specific types of presenting problems that interface with your family of origin should be addressed. In your paper, be especially sure to address patterns that stand out to you, and family strength and resilience (as well as problematic areas). Also, be sure to discuss what you learned/gained from the assignment. Remember that you are submitting a genogram as well, so you do not need to spend too much space discussing information already included on the genogram. We will discuss more specifics, i.e., the “how to” of genograms, in class.

References for this assignment available in the library:  McGoldrick & Gerson (1985). Genograms in family assessment.  Carter & McGoldrick (1999). The changing family life cycle.  Hall (1991). The Bowen family theory and its uses.

** This assignment is intended for both academic mastery of one form of family assessment and self-reflection. Please disclose only information that you feel comfortable sharing. If you do not wish to create a genogram of your family, please talk to me about an alternate assignment at least two weeks prior to the deadline.

DUE MONDAY, 6/3. See addendum #2 for grading criteria for this assignment.

(Assesses course objectives 1, 2 & 4).

4. Group presentation – Groups of 3-4 will provide a multi-media, multi-method presentation (i.e., make use of film clips, PowerPoint, role plays, fake newscasts, improvisation, etc.). Each group will focus on important issues and topics pertinent to Family and Couples therapy. You will form your groups on the first day of class and have some opportunity to begin consider topic possibilities. Possible presentation topics might include (but are not limited to): sexuality, affairs, family violence, divorce/remarriage, and problems of school-age children. Presentation groups will be asked to provide a seminal article/chapter for the class to review the week prior to the presentation. Presentations should include handouts for the class (a summary of key points for people to “take away” with them, as well as references on the topic – this is in addition to the article/reading that you will distribute beforehand), and should be about 50-60 minutes in length.

10 Presentations should consider the topic from a cross-cultural perspective using a broad definition of culture that includes (but is not limited to) such factors as race, ethnicity, gender, and socioeconomic status. In addressing this requirement, a source like the Ethnicity and Family Therapy text (on the list of recommended readings), or other references that specifically reference issues of diversity, should be used in preparing the presentation.

To earn presentation points you must fulfill the following criteria:

• Take an active role in planning and presenting the activity. • Design a presentation that is interactive. Try to avoid exclusively lecturing (providing some background is fine but talking “at” the class should not be the majority of the presentation); get the class involved! Be creative in coming up with ways to present your topic in an interesting and informative format. Ultimately, your presentation should be both substantive in terms of content (and include diversity issues), and creative in terms of format. • The presentation should take about 50-60 minutes of class time, • Be well-prepared and organized. • Prepare an informative handout for the class that can serve as a useful resource and that is a “digest” of the critical elements of your presentation.

Your grade for the group presentation will be comprised of two components – an individual component which reflects your specific contribution to the group, and a group component, which is an overall group grade based on the overall presentation, where every member of the group gets the same grade.

I am available to groups to meet before their presentations to discuss their plans and ideas, and I encourage you to make use of me as a resource in designing your presentation,

GROUP PRESENTATION TOPIC DUE MONDAY, 5/27. PRESENTATIONS IN CLASS ON TUESDAY, 6/17 AND THURSDAY 6/19. See addendum #3 for presentation tips and addendum #4 for grading criteria.

(Assesses course objective 2).

5. Take-home case conceptualization final & multi-theory case conference – On the final day of class, we will have a “multi-theory case conference.” This is an opportunity to engage in a similar type of task to what you will have to do for comps, as well as what you will need to do in your clinical work with families.

The week before the case conference (on Thursday, 6/19), you will be presented with a case example, and will be assigned to use one of the theories presented in class (structural, Bowenian, etc.) to write a case conceptualization and treatment plan. You will have the ensuing week to work on your case conceptualization & treatment plan which needs to be brought to class, formatted and typed, on the final day (Tuesday, 6/24). The following are the sections that need to be included: presenting problem and history of family interactions, family functioning, statement of problem from your theoretical position, critique of theory (i.e., where it falls short), how it addresses issues of diversity, goals of treatment, initial session, interventions/phases of treatment, and termination.

You will receive a grade for your case conceptualization. See addendum #5 for grading criteria for this assignment.

11 During our last class, with your written individual conceptualization, you will meet with the others who have been assigned the same theory, combine/integrate your ideas, and engage in a discussion/debate with groups assigned to the other theoretical perspectives.

CASE EXAMPLE DISTRIBUTED ON Thursday, 6/19. CASE CONCEPTUALIZATION DUE & MULTI-THEORY CASE CONFERENCE ON MONDAY, 6/24. See addendum #5 for grading criteria.

(Assesses course objectives 1 & 2).

Grading

Attendance/participation is worth 60 points. The role plays/”Doing Family Therapy” are worth 100 points – 40 points for each of the two reflection papers, and 20 points overall for your participation/engagement in the role plays. The genogram/ reflection paper is worth 120 points. The group presentation is worth 100 points, and the case conference conceptualization is worth 120 points. There are a total of 500 possible points for the course (see breakdown below). Your final grade is determined by the total accumulated points using the grading scale indicated below.

Assignment Possible points

Attendance/participation 60 Role plays/”Doing Family Therapy” 100 (40 points for each of 2 reflection papers + 20 points for participation/engagement) Genogram & reflection paper 120 Group presentation 100 Final case conceptualization 120 Total 500

The grading scale is as follows:

A = 93 – 100% 465 – 500 A- = 90 – 92% 450 – 464 B+ = 87 – 89% 435 – 449 B = 83 – 86% 415 – 434 B- = 80 – 82% 400 – 414 C+ = 77 – 79% 385 – 399 C = 73 – 76% 365 – 384 C- = 70 – 72% 350 – 364 D = 60 – 69% 300 – 349 F= <60% 299 and below

12 Attendance Policy

As noted above, because a significant portion of this class is experiential, class attendance is mandatory.

If you have more than 2 absences, you are seriously jeopardizing your chances of passing the course. Absences require you to submit a 2-page reaction paper the following week on the content covered that week. If you have extraordinary personal circumstances that necessitate that you miss more than 2 class sessions, please come and speak to me ahead of time so that we can plan accordingly.

Formatting Guidelines for Written Assignments All papers must be TYPED, DOUBLE-SPACED, in a font that is 12-point, with margins that reasonably approximate 1”.

Late Assignments All written assignments (papers, discussion questions…..) should be turned in at the beginning of class on the posted due date. Please note that for each day that a paper is late, you will automatically be marked down 10 points unless you have spoken to me before the due date and are given an extension.

Purpose of Assignments

I am aware that sometimes for you, as students, it may seem that faculty construct courses without regard to the reality of the many other demands that you all face, both academic and otherwise. While I do not think that this is ever the faculty intent (i.e., we do try to weigh constructing a rigorous and meaningful course experience with the realities of not being able to ask you for unlimited time and effort), I do think that you have a right to understand the rationale behind each of the major assignments for the course. The explanations I provide here are intended to give you some insight into the specific purposes (i.e., the “why”) of each assignment. Please feel free to ask questions about these and give me feedback on your sense of how well (or not) each of these assignments fulfill their purported goals:

Role plays & written reflections – Although it may seem stilted, I think the experience of “trying out” some of the many concepts and techniques that we will discuss in class is invaluable. Also, being able to reflect honestly on your strengths and growth areas, as well as how well you are able to utilize theory, are skills that you will carry forth into your careers. Serving as a consultant while others act in the role as therapist is also a critical skill. Do not worry about your ability to “be the perfect therapist”, this is a learning experience.

Genogram assignment – this is a pretty standard assignment in a family therapy class. It's a good way to really think about your own family clinically and get some insights that may be useful to you as clinicians. It's also a good way to see how theory & practice can connect, and to learn how to do a specific “skill” (the genogram) that you can use with clients. You will be surprised how often this may come back to you in practice.

Group presentation – I have sometimes been told that this is the one assignment that people would most like eliminated because of the difficulty of coordinating with other group members. However, I feel strongly that this is an essential assignment. I believe that it's important in a core area of practice like family and couple therapy for you to read the research literature, and also to

13 explicitly consider issues of culture. It will be helpful to consider how research can inform your clinical practice. I also think it’s valuable for you to think about how to work effectively in groups, and how to present useful information to your colleagues.

Case conceptualization and conference— This is an opportunity to engage in a similar type of task to what you will have to do for comps, as well as what you will need to do in your clinical work with families. You’ll find that a well-conceptualized case with clear goals supports sound clinical work.

Having multiple assignments (rather than just one “high stakes” paper or exam) also takes the pressure off of having only a single large assignment or exam that determines your grade, and gives you multiple opportunities to succeed. My bottom line goal for all of you is to help you succeed in this class. If these assignments make you feel more, not less, anxious, please be sure to come and talk to me so that we can work on a strategy to best help you to succeed in this class.

Library

Library Resources: Argosy University’s core online collection features more than 21,000 full- text journals, 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. All electronic resources can be accessed through the library’s website at www.auchicagolib.org. User IDs and passwords are distributed during orientation, but can also be obtained at the circulation desk, calling 312-777-7653, or by e-mail at [email protected].

In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Library Online Catalog. Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.

Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach fundamental and transferable research skills, including selecting sources appropriate for academic-level research, searching periodical indexes and search engines, and evaluating and citing information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosyu.edu/infolit/

University Academic Policies

Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the

14 Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.

Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.

Americans with Disabilities Act Policy

It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request.

Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.

The Argosy University Statement Regarding Diversity

Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.

Technology Statement

Argosy University encourages the use of technology throughout the curriculum.

This course may use the following: videotapes/DVD’s, online syllabus, PowerPoint.

15 Tentative Course Schedule

Assignments due are in bold text.

Week Date Topic Readings and Assignments Due 1. Review syllabus, intro to Family Systems  Develop families for role 5/6/08 plays

2. General Systems Theory & Cybernetics  “The Conceptual Context 5/8/08 of Family Therapy” [Nichols & Schwartz, chapter 2] – to be distributed  “Revealing Our Selves” – to be distributed  Continue to develop family for role plays

3. Structural Family Therapy  Role PLAY #1 5/13/08 (Structural Therapy) – Group #1  Family Healing, pp. 1-59

4. Structural Family Therapy  Families & Family 5/15/08 Therapy, pp. 1-88; 206- 239  ROLE PLAY #2 (Structural therapy) – GROUP #2  Family Healing, pp. 111- 192

5. Structural Family Therapy  Families & Family 5/20/08 Therapy, pp. 89-188  “Feminism and Family Therapy” – to be distributed  ROLE PLAY #3 (Structural/ Strategic therapy) – GROUP #3

6. Structural Family Therapy  Family Healing, pp. 63- 5/22/08 Strategic Family Therapy 107; 195-282  Families & Family Therapy, pp. 189-205; 240-258  “Raising Multiracial Awareness in Family Therapy” – to be

16 distributed

7. Bowenian Family Therapy  GROUP 5/27/08 The construction and use of genograms PRESENTATION TOPIC DUE  Relationship Triangles, pp. 1-74; 222-235  “An Interview with Murray Bowen” (chp. 17) – to be distributed  “The Eight Processes” – to be distributed

8. Bowenian Family Therapy  ROLE PLAY #4 5/29/08 (Bowenian therapy) – GROUP #3  Relationship Triangles, pp. 75-168  “A Family Concept of Schizophrenia” (chp. 4) – to be distributed  “Societal Regression as Viewed Through Family Systems Theory” (chp. 13) – to be distributed

9. Bowenian Family Therapy  ROLE PLAY #5 6/3/08 (Bowenian therapy) – GROUP #1  GENOGRAM AND REFLECTION PAPER DUE  Relationship Triangles, pp. 169-221  “Toward the Differentiation of Self in One’s Family of Origin” (chp. 22) – to be distributed  “Is There Any Empricial Support for Bowen’s Concepts…” – to be distributed

10. Experiential Family Therapy: Satir and  ROLE PLAY #6 6/5/08 Johnson (Bowenian and/or Satir Emotionally Focused Therapy therapy) – GROUP #2  Emotionally Focused Couple Therapy, pp. 1- 112

17  “The Death of ‘Till Death Us Do Part’”– to be distributed  “The Satir Model” – chps. 1-2 – to be distributed

11. Emotionally Focused Therapy  ROLE PLAY #7 (EFT) 6/10/08 – GROUP #3  Emotionally Focused Couple Therapy, pp. 113- 186  “Psychotherapy on Trial” – to be distributed  “Integrating Emotion Focused Therapy with the Satir Model” – to be distributed

12. Emotionally Focused Therapy  ROLE PLAY #8 (EFT) 6/12/08 – GROUP #2  Emotionally Focused Couple Therapy, pp. 187- 317  “Therapist Perceptions of Ethnicity Issues in Family Therapy” – to be distributed

13. GROUP PRESENTATIONS  Readings TBD (will be 6/17/08 FINAL ROLE PLAY distributed by presenting groups)  ROLE PLAY #9 (EFT) – GROUP #1

14. GROUP PRESENTATIONS  Readings TBD (will be 6/19/08 distributed by presenting groups)  CASE FOR CONCEPTUALIZA- TION DISTRIBUTED

15. Multi-theory case conference  CASE CONCEPTUAL- 6/24/08 IZATION DUE; CASE CONFERENCE

18 Addendum #1: Role Play Reflections

Review your 15-20 minutes of tape (the portion where you served as therapist) after class. After listening to your tape, reflect upon and answer the questions below for the particular sessions.

Number of current session (e.g., 3rd & 4th)

Family constellation (all relevant members of the system)

Who attended the session

Family’s presenting problem (include identifying information referral source, duration of problems, and symptoms needing treatment)

Therapist’s conceptualization of the problem (theory drives the conceptualization: what is maintaining the symptoms? Make specific references to theoretical concepts. Also address issues of diversity here.)

19 Brief narrative of the process (include comments on your strengths & growth areas in working with your family, as well as how well you are able to stay congruent with your theory/techniques that you are trying to implement)

20 Addendum #2: Grading Rubric for genogram & paper PP 8050 – Family & Couples Therapy

Total possible points = 120 (40 for genogram; 80 for reflective paper)

1. Genogram. A readable, legible genogram is included that has at least 3 generations. Genogram includes appropriate identifying/descriptive information as outlined in assignment requirements (at minimum, names, dates of marriage/births/deaths/separations/divorces [month & year], cultural/ethnic/religious affiliations for all significant family members; other information such as occupation, education, illness, mental health when relevant.) Genogram includes a legend (as needed) to explain additional symbols. Genogram shows schematically the nature of key relationships (closeness, distance, cut-offs, etc.).

40 possible points Points earned: ______

Comments: ______

2. Description and application of Bowenian principles; inclusion of strengths/resilience. Paper describes the structure and culture of the family-of-origin from a Bowenian perspective. Paper clearly illustrates at least two of Bowen’s 8 intergenerational principles as applied to the family. This means that the principle is both clearly described/ defined, and appropriate examples from the family are used to illustrate the principle “in action.” In illustrating these principles, the paper demonstrates an understanding of Bowenian theory of how family relationship patterns exist across generations. Paper addresses patterns that stand out, and discusses family strength and resilience (as well as problematic area) – don’t over- pathologize!

35 possible points Points earned: ______

Comments: ______

21 3. Self-critique/discussion of “interface issues.” Paper includes a clear self-critique and identifies “interface issues” from the family’s intergenerational history that the author might have as a therapist working with families and couples (i.e., discussion of particular “triggers” from family history that might present particular difficulties when working with cases clinically). Issues related to gender, ethnicity, religion, sexual orientation, as well as specific types of presenting problems that interface with your family of origin should be addressed as possible “interface issues.”

20 possible points Points earned: ______

Comments: ______

4. Reflection on “what was learned”. Paper briefly addresses what the author learned about him/herself through completion of the assignment.

10 possible points Points earned: ______

Comments: ______

5. Cohesion / organization / flow / language. Paper is cohesive and flows, has a clear introduction and conclusion, and a clear direction and focus. Paper has well-organized evidence/examples that support the claims and opinions stated in the paper. Paper is free of grammatical errors; vocabulary is tailored for an academic audience.

15 possible points Points earned: ______

Comments: ______

22

Addendum #3: Presentation tips

The following are not intended as a rigid formula, but rather as suggestions.

1. Establish eye contact with your audience, avoid jargon, explain new terms, speak slowly and loud enough to be heard at the back of the room.

2. Smile occasionally - this helps to make you look relaxed. Audiences become edgy and tense when a speaker appears very nervous.

3. Bear in mind as you prepare the presentation- what is the purpose of the talk? Think about your audience, what they already know, how many there will be.

4. Cue cards may help you stay on track and stop you from being anxious, but just put a few words on each and avoid simply reading your talk from notes.

5. Think about how long you have to deliver the presentation. It is IMPORTANT to stick to the set time. Many employers ask short-listed candidates to deliver a presentation as part of their selection process, and in this situation your ability to stick to a set timetable would be important. So regard this as a useful exercise for your future career needs.

6. Practice in front of the mirror so that you get a feel for what it is like. Apart from the rapid improvements that practice can bring, practice will also allow you to check your timing. It is important to try hard to stick to your timing schedule.

7. Consider the purpose of the talk. Are you trying to INFORM, INFLUENCE, PERSUADE or ENTERTAIN? Most good presentations do a bit of all 4, so you could aim to incorporate an element of each. Get class involvement when possible and BE CREATIVE!

8. Concentrate on a good introduction and a good conclusion. It is important to tell your audience roughly what your talk is about in the introduction so they know 'where they are going'.

9. PowerPoints, if you choose to use them, should support a good talk, not act as crutches for a bad one.

If you do opt to use PowerPoint: When preparing the PowerPoints make sure: 1. You do not try to put too much information on each slide and avoid the edges. 2. Use contrasting colors. White backgrounds rather than dark ones are more readable. 3. The odd bit of clipart or pictures can be interesting (if not overdone or pointless).

When showing PowerPoints: 1. Make sure you know how to use PowerPoint - it's not too difficult.. It's a good idea to check that it's in working order and focused about 5 minutes before you're due to start. 2. Obvious though it seems, avoid standing in the way of the projector!

23 Addendum #4: Group presentation grading rubric

Grading Rubric for group presentation PP 8040: Family & Couples Therapy

Note: the first three items are points received by the whole group (i.e., each group member receives the same number of points), while the last item is points received for individual work / contributions to the group. Total points = 120.

1. Cohesion / flow / integration / teamwork & time management. How much does the group’s presentation hang together in a coherent way? Is there evidence that group members coordinated their efforts to present a thorough coverage of the topic and different perspectives and facets that are not overly redundant? Was an effort made to have all group members participate and make a significant contribution? Does the presentation roughly fit in the 50-60 minute time frame?

30 possible points Points earned: ______

Comments: ______

2. Presentation style & content; attention to diversity – The presentation is through, thoughtful & creative. (a) The group both provides useful and practical clinical information for the class, and fosters discussion/class engagement on the issues of importance. [Did the activities/discussion engage the class in understanding and appreciating the importance and controversies (if applicable) regarding the topic? Was the topic thoroughly debated/presented/discussed? Does the presentation go beyond simple “lecture”?]; (b) The group addresses important issues of diversity with regard to the topic (diversity may be addressed in a variety of ways and includes, but is not limited to, consideration of issues around race, ethnicity, gender, religion/spirituality, sexual orientation, and socioeconomic status).

40 possible points Points earned: ______

Comments: ______

24 3. Class handout. Was an informative handout prepared for the class that can serve as a practical and useful resource? Does the handout capture the critical information and issues as raised in the presentation?

20 possible points Points earned: ______

Comments: ______

4. Individual contribution to group effort. Was there a good level of individual participation and a substantive contribution by the particular group member during the presentation? Did the group member take an active role in the facilitation of the group’s activity/discussion, as well as the presentation of substantive content?

30 possible points Points earned: ______

Comments: ______

25 Addendum #5: CASE CONCEPUTALIZATION GRADING RUBRIC – 120 possible points

[Note that the 10, 15, 20 & 25 point descriptions are “anchors”; it is possible to get a score in between those numbers, e.g., 12 points.]

Presenting Problem & Etiology/Maintenance:

15 points – describes the actual problems the family reports about the identified patient but demonstrates a conceptual misunderstanding or fails to provide evidence from the case for the assertions re: etiology

20 points – describes the family’s presenting problem from a systemic perspective; clearly links the theory to the case and demonstrates a correct understanding of the theory

25 points – provides a new way of looking at the problem that demonstrates a rich understanding of the complexities of the problem; makes the theoretical linkage obvious and demonstrates a keen understanding of the theory

Comments: ______

Goals: 10 points – only talks about general goals for the theory; goals not well applied to the family

15 points – explicitly links goals to the conceptualization and has goals that are theoretically appropriate and specifically relevant to the case at hand

20 points – has highly personalized goals that do a good job of remaining true to the theory while approaching theory in an innovative way

Comments: ______

Intervention:

15 points – lacks detail, demonstrates a misunderstanding of theory, doesn’t give concrete examples or interventions, or fails to link interventions to goals

20 points – has sufficient detail and shows good understanding of theory; provides concrete examples and interventions, and links interventions to goals

25 points – has outstanding detail and shows good understanding of theory; provides concrete examples and interventions, and links interventions to goals with considerable clarity and insight

26 Comments: ______

Diversity:

15 points – only speaks towards diversity issues in general, fails to link diversity issues to theory, or fails to apply the information to the case

20 points – speaks towards diversity issues with specific reference to the case and theory

25 points – speaks towards diversity issues with specific reference to the case and theory, and does so with significant clarity and insight

Comments: ______

Critique:

15 points – doesn’t apply the limitations to the case or provides a weak, circumstantial critique

20 points – discusses limitations of the theory as they apply to this specific case

25 points – points out flaws in the theory that go beyond the specific case and were previously unknown

Comments: ______

TOTAL POINTS (out of 120 possible): ______

27