Appalachian State University Department of Human Development and Psychological Counseling Marriage and Family Therapy Program

THEORIES OF MARRIAGE AND FAMILY THERAPY II – HPC 5271 101

Spring 2014 Meeting time: Tuesdays, 9:30am – 12:20 pm (RCOE 127) Professor: N. Jordan™, Ph.D., LMFT, AAMFT Approved Supervisor Office Telephone: 828.262.6049 Office Hours: Fridays 1:30pm – 5pm; by appointment Email: [email protected] PSN & Xbox Live Screen name: liquidjordan

COURSE DESCRIPTION This course briefly reviews the major foundations of the field of marriage and family therapy and then takes an in-depth look at the various theoretical frameworks in the MFT field. Students use their knowledge from Theories of Marriage and Family Therapy to further enable their ability to conceptualize and distinguish the critical, epistemological issues in Marriage and Family Therapy. Students apply this learning to clinical concerns through the reading of case studies and class role-plays. Theoretical foundations of social constructionism and constructivism will be covered, leading into in-depth coverage of several postmodern models of Marriage and Family Therapy. Issues of Diversity and Social Justice will be emphasized as a basis for critique of each model. Finally, students will begin outlining their personal model of family therapy.

COURSE OBJECTIVES For each general model of therapy, we will examine the following:  How does the model address the developmental flow of therapy (beginning, middle, end or termination)?  What interventions are suggested by the model?  What is the role of the client in this model?  What is the role of the therapist in this model?  How does this model fit with you as a therapist?  What are the implications of the model for Culture, Privilege and Power in relationships and intervention?

Other Objectives include:  To provide the foundations of a systemic orientation to family therapy.  To continue the socialization process into the profession of Marriage and Family Therapy. To achieve this objective, the course will be conducted as a seminar, drawing heavily on student participation and discussion.  To address a wide variety of presenting clinical problems with models of family therapy.  To provide opportunities for students to integrate theoretical perspectives into a personal model of therapy.  Assess and evaluate all theories, models and interventions from a multicultural and Social Justice perspective. REQUIRED TEXTS Coombs R. (2005). Family Therapy Review: Preparing for Comprehensive and Licensing Examinations. Mahwah, New Jersey: Laurence Erlbaum Associate. De Shazer, S. (2007). More than miracles: The state of the art in solution-focused brief therapy. Binghamton, NY: Haworth. Gergen, K. (2009). An invitation to social construction. (2nd edition) Thousand Oaks, CA: Sage. White, M. (2007). Maps of narrative practice. New York: Norton. Winek, J. (2010) Systemic Family Therapy: From Theory to Practice Newberry Park, California: Sage Publications.

RECOMMENDED TEXTS Bateson, G. (1972). Steps to an Ecology of Mind. Chicago: University of Chicago Press. Christiensen, A., Jacobson, N.S. (2002). Reconcilable Differences. NY: Guilford Press. Gottman, J. S., (2004). The Marriage Clinic Casebook. W. W. Norton & Company. Gurman, A. (2008). Clinical handbook of couple therapy. NY: Guilford Press. Johnson, S., Bradley, B., Furrow, J., Lee, A., Palmer, G., Tilley, D., & Wooley, S. (2005). Becoming and emotionally focused couple therapist: The workbook. New York: Brunner-Routledge. Keeney, B. (1983) Aesthetics of Change. New York: Guilford Press. Lipchik, E. (2002). Beyond technique in solution-focused therapy: Working with emotions and the therapeutic relationship. New York: Guilford.

CLASS ATTENDANCE AND PARTICIPATION: Students are expected to attend class and do the readings prior to class in order to participate in discussions. Effective learning is not a passive process. While you do not have to comment on every issue, no class period should be dominated by the voices of two or three students. Not hearing your voice for an entire class period should be the exception, not the rule. We are engaged in the learning process together. We all have had different experiences and have acquired varied knowledge bases, therefore, we will approach issues from different perspectives. Everyone has something to contribute. Missing more than one class during the semester, except for documented medical reasons, extreme weather conditions or religious observances will mean you cannot earn full participation credit for the course (see http://academicaffairs.appstate.edu/syllabi). If you feel you have a legitimate reason to miss more than one class, you must notify me at least one week in advance of your absence. I will decide whether to allow you to miss the class without losing a grade. My decision is final. In order to facilitate discussion each of you are expected to generate one discussion question for each class that evolves from the reading for that day. Questions are to be TYPED and handed in to me at the beginning of each class. If it is not typed, it does not count. Do not forget to turn in your discussion questions. This is how I keep attendance. If you do not turn in a question, you will not be counted present.

OVERVIEW OF TEACHING METHODS: Small and large group discussions of readings; video review and discussion; academic papers, class presentations. ACADEMIC DISHONEST AND PLAGIARISM http://academicaffairs.appstate.edu/syllabi I. Introduction Appalachian State University’s Academic Integrity Code is designed to create an atmosphere of trust, respect, fairness, honesty, and responsibility. The Academic Integrity Code outlines “user-friendly” procedures and mechanisms for resolving alleged violations of academic integrity. The Academic Integrity Code is the result of cooperation among Appalachian’s faculty, students, and administrators, and promotes a campus dialogue about academic integrity. All members of the Appalachian State University community are responsible for promoting an ethical learning environment. II. The Academic Integrity Code Students attending Appalachian State University agree to abide by the following Code:

o Students will not lie, cheat, or steal to gain academic advantage. o Students will oppose every instance of academic dishonesty.

Students shall agree to abide by the Academic Integrity Code when submitting the admission application.

DISCLOSURE OF PERSONAL INFORMATION: The Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) requires the program to have established policies for informing applicants and students regarding disclosure of their personal information (COAMFTE Standard 140.02, 2003). With this standard in mind, I would like to highlight that in this course personal disclosures may occur. Each student should decide for him/herself what information to disclose. Students are advised to be prudent when making self-disclosures. The program cannot guarantee confidentiality of student disclosures given the group environment, although personal comments should be considered private and confidential and remain only in the classroom unless an exception to confidentiality applies.

The AAMFT Code of Ethics states in standard 4.7 (2001) that Marriage and family therapists do not disclose supervisee confidences except by written authorization or waiver, or when mandated or permitted by law. In educational or training settings where there are multiple supervisors, disclosures are permitted only to other professional colleagues, administrators, or employers who share responsibility for training of the supervisee. Verbal authorization will not be sufficient except in emergency situations, unless prohibited by law. With this in mind, the department would like to highlight that clinical supervisors who share responsibility for supervisees will share relevant information without a written waiver in an effort to provide a quality standard of supervision, maintain coherent training throughout the program, and ensure client care.

EXTENSIONS: Papers and projects are due as assigned. Unavoidable extensions must be requested in advance. Timely completion of projects is a substantial component of evaluation. No late assignments will be accepted for a grade without prior approval from the instructor. That said, ALL work must be completed and turned in to my box on May 1st by 2pm. Failure to complete all assignments will result in a grade of “F”. COURSE CHANGES: This syllabus is a good faith approximation of the requirements and schedule for this course. However, the instructor reserves the right to make reasonable changes (additions and deletions) as appropriate.

ALTERNATIVE LEARNING NEEDS: Appalachian State University is committed to making reasonable accommodations for individuals with documented qualifying disabilities in accordance with the Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973. If you have a disability and may need reasonable accommodations in order to have equal access to the University’s courses, programs and activities, please inform your instructors and contact the Office of Disability Services (828.262.3056 or www.ods.appstate.edu). Once registration is complete, individuals will meet with ODS staff to discuss eligibility and appropriate accommodations.

ASSIGNMENTS  Experientials - Each week a group of two (sometimes three) will lead the class in an experiential exercise around the current week’s readings. These experientials must be creative and interactive. I leave group construction up to you. Experientials are to last no more than 45 minutes. Experientials lasting longer than 45 minutes will be penalized. One experiential per class period. Each student must do an experiential twice a semester. Experientials begin January 21st.

 Reaction papers – You will write two, 3-5 page reaction papers. Topics for the response papers will be given two weeks prior to their due date. These papers are to be formally written and in APA format (minus the abstract). Reaction papers will be graded for completion. See course schedule for due dates.

 Theory Papers – For two of the theories we discuss in class (Solution Focused; Narrative), you will write a formal paper (APA format, minus the abstract) detailing your understanding of the theory. You will include discussion of the major components and interventions (what is a healthy family according to this model; what are the specific interventions used; how are problems in relationships defined in this theory; how does change occur; how do issues of Social Justice and Diversity fit in—or not fit in—with this model). Each paper can be no more than 7 pages in length. See course schedule for due dates.

 Structured Role Plays – For this assignment, you will have the opportunity to present a structured role-play highlighting current theory and interventions we are discussing in class (Solution Focused; Narrative). The class will split into halves. Each half will create and carry out a role-play and then engage the class in an analysis of the activity and accompanying theory. After, you will provide the class with the opportunity to practice in their own structured role-play. I have used the word “structured” to highlight the need to thoroughly plan and organize the role-plays to ensure that the presenting problem, interventions, dynamics and stages of the mock therapy actually teach principles and demonstrate effective practice. You will have the entire class period for both of your presentations. Each group should organize their time into three separate sections: doing the role-plays, analyzing the role-play, facilitating your classmates’ role- plays. Both presenting groups must include a comprehensive handout, outlining the theory. This handout should be emailed to me for distribution to the class 24 hours before your role-play. Structured Role Plays occur in class April 29th. Class will run over the normal time on this date so be prepared to stay up to ½ hour late.

 Theory of Family Therapy – An 18-20 page description of the theoretical foundation of your work as a systemic family therapist. This paper should draw on a significant body of literature so students will be able to ground their theory in the major schools of family therapy learned thus far (this course and beyond). This paper should represent a snapshot of your current understanding of theory and how you implement it in the therapy room. The paper is to be APA formatted (minus the abstract). Each of you will take 10 minutes of class time to present your theory of therapy to the class. These presentations are to be professional and organized. See attached rubric. Presentations occur in class April 15th. This paper is due in my box on Tuesday, April 29th by 5pm.

 Extra Credit – Attend the Soledad O’Brien Lecture on Tuesday, January 21st at 7pm in Schaefer Center for the Performing Arts. Write a maximum two page reflection paper on the experience and how you plan to incorporate it in your work as mental health professionals. This paper will be graded for completion. Stay tuned for more extra credit opportunities. All extra credit is due to my box Tuesday, April 15th.

 DON’T FORGET YOUR DISCUSSION QUESTIONS!

EVALUATION: Attendance and Participation 30% Experientials 10% Reaction Papers 10% Solution Focused and Narrative Papers 20% Theory of Therapy Paper 30%

EXPECTATIONS All work turned in is expected to be well thought out and of masters level quality. All written assignments will be evaluated in terms of the quality of thought and writing exhibited in the final piece of work submitted. All papers must be written in APA format. Unless otherwise noted, all readings for each week are to be completed for the class indicated in the course outline. Students should bring all current readings and reading notes to class with them each day. No assignments will be accepted electronically unless given permission and no late assignments will be accepted for a grade without prior consultation with the instructor. If you have need for flexibility, keep me posted well beforehand and not the day assignments are due. Remember to turn in your discussion questions each week. This is a relatively small course. That means attendance and participation will count heavily in your final grade.

RESPECT FOR DIVERSITY In order to thrive and excel, a culture must honor the rights, safety, dignity, and well being of all members no matter their race, gender, religion, sexual orientation, socioeconomic status, national origin, religious beliefs, or physical and cognitive ability. The concept of diversity encompasses acceptance and respect in understanding that each individual is unique. To every extent possible, this course will explore these differences. Many of the readings in this course do not adequately address diversity and social justice so we will discuss how we might be able to make clinical practices more culturally sensitive.

ETHICAL STANDARDS OF PRACTICE Each student is expected to maintain the highest ethical standards of clinical practice, including strict adherence to the maintenance of client confidentiality. Specifically, students agree to the following:

 Familiarity with and behavior in accordance with the AAMFT Code of Ethics at all times.  Maintaining client confidentiality by never disclosing client names, identifying information, or discussing cases outside of clinical settings or supervision areas.  Removing oneself from any involvement (observation of sessions, team participation, any inquiry about treatment or progress, etc.) in a case in which the student knows one or more of the clients.  Maintaining a professional and respectful manner when observing or interacting with clients.

COURSE SCHEDULE:

January 14 th Course overview. Introductions. Safety and comfort. Points of emphasis for the instructor. Group constructions. And of course…the opening movie…

January 21 st Social Construction, Part I Readings: Invitation to Social Construction, 1-3 (Chapter 4 is optional) Experiential: ______

January 28 th Social Construction, Part II Readings: Invitation to Social Construction, 5-7. Experiential: ______

February 4 th Theories, Models and Interventions; Solution-Focused Therapy, Part I Readings: More than Miracles, 1-4; Coombs 6 Experiential: ______Reaction Paper #1 DUE February 11 th Solution-Focused Therapy, Part II Readings: More than Miracles, 5, 6, 9 Experiential: ______

February 18 th Collaborative Language Systems Readings: Winek, Chapter 11; Other readings TBA Experiential: ______

February 25 th NO CLASS. NCAMFT Conference

March 4 th Narrative Family Therapy, Part I Readings: White, Intro – 2; Winek, Chapter 12; (See me if you do not have this book) Coombs 7; Other readings TBA Experiential: ______Theory Paper #1 DUE

March 11 th SPRING BREAK! NO CLASS. BE SAFE

March 18 th Narrative Family Therapy, Part II Readings: White, 3 – 4 Experiential: ______

March 25 th Narrative Family Therapy, Part III Readings: White, 5 – End Experiential: ______Reaction Paper #2 DUE

April 1 st Attachment Theory, Part I Readings: Coombs 11, 12, 14; Adult Attachment and Cargiving; The Attuned Therapist; General Theory of Love, Chapter 4; The Verdict is In Experiential: ______Theory Paper #2 DUE

April 8 th Attachment Theory, Part II BRING AN ATTACHMENT FIGURE TO CLASS TODAY!!!!!!!!!! April 15 th THEORY OF THERAPY PRESENTATIONS ALL EXTRA CREDIT ASSIGNMENTS DUE

April 22 nd NO CLASS. BE SAFE

April 29 th STRUCTURED ROLEPLAYS THEORY OF THERAPY PAPERS DUE TO MY BOX AT 5PM

May 6 th Flex Day HPC 5271 Theories of Marriage and Family Therapy II is designed to meet the following Student Learning Outcomes: 1. Systematic Theories: Students will comprehend, articulate, and apply various systemic theories of marriage and family therapy to individuals, couples, and families from a multicultural perspective.

2. Practice: Students will develop and sustain a working therapeutic relationship with individuals, couples, and families from a multicultural perspective.

3. Technique: Students will demonstrate competent skills in interviewing techniques and techniques of marriage and family theory.

4. Reflective Practice: Students will develop the ability to evaluate their own strengths and limitations as a clinician and use this reflective process to promote personal and professional growth and development.

HPC 5271 Theories of Marriage and Family Therapy II meets the following Professional Marriage and Family Therapy Principles:

1. This course meets all of the COAMFTE Marriage and Family Therapy Educational Guidelines in Area II: Clinical Knowledge and Area 10: Standard Curriculum Didactic Area Requirements.

10.01: This course is taught from a multicultural perspective and is infused with content that addresses issues related to diversity, power and privilege as they relate to age, culture, environment, ethnicity, gender, health/ability, nationality, race, religion, sexual orientation, spirituality, and socioeconomic status.

10.02: The curriculum of this course will address appropriate collaboration with other disciplines.

102.01: The content in this course will address, from a relational/systemic perspective, psychopharmacology, physical health and illness, traditional psychodiagnostic categories, and the assessment, diagnosis and treatment of major mental health issues.

102.02: The content in this course will address contemporary issues from a multicultural perspective, which include but are not limited to gender, sexual functioning, sexual orientation, sex therapy, violence, addictions, and abuse, in the treatment of individuals, couples, and families from a relational/ systemic perspective.

102.03: The material in this course will address a wide variety of presenting clinical problems.

2. This course meets the following MFT Core Competencies in Domain One: Admission to Treatment and Domain Four: Therapeutic Interventions .

Students will demonstrate achievement of the following core competencies through course activities: Core Competency Teaching Methods How competence is demonstrated in this course 1.1.1. Understand systems Lecture; Facilitated discussion; Presentations; Experientials; concepts and theories and Facilitated role plays Theory Papers; Theory of techniques that are Therapy paper; Structured Role foundational to the practice of Play marriage and family therapy.

1.1.2. Understand Lecture; Facilitated discussion; Presentations; Experientials; theories and techniques of Facilitated role plays Theory Papers; Theory of individual, marital, family, Therapy paper; Structured Role and group psychotherapy. Play

1.1.3. Understand the mental Lecture; Facilitated discussion; Presentations; Structured Role health care delivery system. Facilitated role plays Play

1.1.4. Understand the risks and Lecture; Facilitated discussion; Presentations; Experientials; benefits of individual, couple, Facilitated role plays Theory Papers; Theory of family, and group Therapy paper; Structured Role psychotherapy. Play 1.1.5. Recognize contextual Lecture; Facilitated discussion; Presentations; Experientials; and systemic issues (e.g., Facilitated role plays Theory Papers; Theory of gender, age, socioeconomic Therapy paper; Structured Role status, culture/race/ethnicity, Play sexual orientation, spirituality, larger systems, social context).

1.1.6. Consider health status, Lecture; Facilitated discussion; Presentations; Experientials; mental status, other therapy, Facilitated role plays Theory Papers; Theory of and systems involved in the Therapy paper; Structured Role clients’ lives (e.g., courts, Play social services).

1.1.7. Recognize issues Lecture; Facilitated discussion; Presentations; Experientials; that might suggest Facilitated role plays Theory Papers; Theory of referral for evaluation, Therapy paper; Structured Role assessment, or Play specialized care beyond clinical competence.

4.1.1 Comprehend a Lecture; Facilitated discussion; Presentations; Experientials; variety of individual and Facilitated role plays Theory Papers; Theory of systemic therapeutic Therapy paper; Structured Role models and their Play application, including evidence based therapies. 1.1.8. Recognize strengths, Lecture; Facilitated discussion; Presentations; Experientials; limitations, and contraindications Facilitated role plays Theory Papers; Theory of of specific therapy models. Therapy paper; Structured Role Play 1.1.9. Distinguish Lecture; Facilitated discussion; Presentations; Experientials; differences between content Facilitated role plays Theory Papers; Theory of and process issues and their Therapy paper; Structured Role impact on therapy. Play

1.1.10. Match treatment to Lecture; Facilitated discussion; Presentations; Experientials; clients’ needs, goals, and values. Facilitated role plays Theory Papers; Theory of Therapy paper; Structured Role Play 1.1.11. Deliver interventions in Lecture; Facilitated discussion; Presentations; Experientials; a way that is sensitive to Facilitated role plays Theory Papers; Theory of unique situations and Therapy paper; Structured Role dynamics (e.g., gender, age, Play socioeconomic status,culture/race/ethnicity, sexual orientation, disability, larger systems issues of the client).

1.1.12. Reframe problems and Lecture; Facilitated discussion; Presentations; Experientials; recursive interaction patterns. Facilitated role plays Theory Papers; Theory of Therapy paper; Structured Role Play 1.1.13. Generate relational Lecture; Facilitated discussion; Presentations; Experientials; questions and reflexive Facilitated role plays Theory Papers; Theory of comments in the therapy room. Therapy paper; Structured Role Play 1.1.14. Engage each family Lecture; Facilitated discussion; Presentations; Experientials; member in the treatment Facilitated role plays Theory Papers; Theory of process as appropriate. Therapy paper; Structured Role Play 1.1.15. Facilitate clients Lecture; Facilitated discussion; Presentations; Experientials; developing and integrating Facilitated role plays Theory Papers; Theory of solutions to problems. Therapy paper; Structured Role Play 1.1.16. Defuse intense and Lecture; Facilitated discussion; Presentations; Experientials; chaotic situations appropriately. Facilitated role plays Theory Papers; Theory of Therapy paper; Structured Role Play 1.1.17. Empower clients to Lecture; Facilitated discussion; Presentations; Experientials; establish effective familial Facilitated role plays Theory Papers; Theory of organization, familial Therapy paper; Structured Role structures, and relationships Play with larger systems.

1.1.18. Integrate Lecture; Facilitated discussion Presentations; Experientials; supervisor/team Theory Papers; Theory of communications into treatment. Therapy paper; Structured Role Play 1.1.19. Respect multiple Lecture; Facilitated discussion; Presentations; Experientials; perspectives (e.g., clients, team, Facilitated role plays Theory Papers; Theory of supervisor). Therapy paper; Structured Role Play 1.1.20. Set appropriate Lecture; Facilitated discussion; Presentations; Experientials; boundaries and manage issues of Facilitated role plays Theory Papers; Theory of triangulation. Therapy paper; Structured Role Play 1.1.21. Articulate rationales for Lecture; Facilitated discussion; Presentations; Experientials; interventions related to Facilitated role plays Theory Papers; Theory of treatment goals and plan, Therapy paper; Structured Role assessment information, and Play systemic understanding of clients’ context.

3. AAMFT Code of Ethics

MFT Faculty and students enrolled in the MFT Program must adhere to AAMFT standards of ethical professional behavior in their therapy, training, teaching, and research. Professional conduct with clients other students, MFT faculty, and other agencies is an absolute requirement of the MFT Program. MFT faculty members are expected to demonstrate appropriate models of professional conduct, and students are expected to follow appropriate models of professional behavior.

4. AAMFT Licensure Board

This course meets the educational guidelines of the North Carolina Marriage and Family Therapy Licensure Board for coursework in: Marriage and Family Therapy Theory, specific and extensive content in systems theory or other theoretical approaches in MFT.

HPC 5271 Evaluation Rubric for term Paper

Assessment Criteria 1 2 3 4 5 Ethical Dangerous Misunderstanding Shallow view of Rigid or limited Deep understanding understanding misunderstanding of of ethical principles ethical principles view of ethical of ethical principles ethical issues principles

Clarity of The theory is poorly The theory is poorly The theory The theory is well The theory is well theoretical model stated and has major stated and with underdeveloped and articulated with articulated and errors in reasoning flawed reasoning with flawed some minor flaws provide good reasoning insight

Depth of analysis Shallow flawed Several flaws in Few logical flaws Well-articulated Deep logical reason logic with one or two reasoning. flaws in logic

Evidence of Serious and Flawed knowledge Limited knowledge Systemic Deep understanding systemic thinking consistent problems in systems thinking of systems theory understanding and of systemic theory. are evident in thinking understanding of systemic thinking

Understanding of Much confusion and Several Basic understanding Clarity of ideas Sound deep theoretical models invalid statements misunderstandings understanding

Writing quality Unreadable Serious and The paper exhibits Occasional Writing is elegant consistent problems typographical errors uncorrected and cogent, using in basic writing and in basic typographical proper grammar, skills. The ability elements of writing; errors, or a very few syntax, punctuation, to express ideas is The student has not minor errors in spelling; the paper compromised by the expressed ideas spelling, grammar, is neat in poor writing quality with clarity and syntax, or appearance and free precision; punctuation; of typographical Transition between however, errors do errors; wording is paragraphs are not detract from the appropriate to the awkward; wording overall ability to context; paragraphs of sentences tends convey meaning; are well- to be simplistic in the paper is not as constructed; paper style and content elegant as in 4. exhibits a logical “flow” from section to section; student used proper voice for the paper.