HPC 6271 - 101 Jordan

Appalachian State University Department of Human Development and Psychological Counseling

HPC 6271-101: Theories of Marriage and Family Therapy III

1st Summer Session 2016 Credits: 3 Meeting time: MTWRF, June 15th to July 1st, 8:30am - 11:20am (RCOE 428) Professor: N. Jordan™, Ph.D., LMFT Office Telephone: 828.262.6049 Office Hours: by appointment Email: [email protected] PSN & Xbox Live Screen name: liquidjordan

COURSE DESCRIPTION: A comprehensive survey of major models of marriage and family therapy with emphasis on the relationship of theory to practice.

COURSE OBJECTIVES: Each student is expected to establish individual objectives at the beginning of the course and will be able to modify these as he/she gains experience. Each student is expected to become knowledgeable of his/her family therapy style and to be able to freely discuss their unique style. Understanding social issues and how they play out in the therapy room will be an integral part of this course.

REQUIRED TEXTS: Hooks, B. (2010). Teaching Critical Thinking. New York: Routledge. Jensen, R. (2013). Arguing for Our Lives: A Users Guide to Constructive Dialogue. San Francisco: City of Lights. Winek, J. L. (2010) Systemic Family Therapy: From Theory to Practice. Thousand Oaks, CA: Sage publications Wise, T. (2011). White Like Me. Berkeley, CA: Soft Skull Press

RECOMMENDED TEXTS: Coombs, R. (ed) Family Therapy Review: Preparing for Comprehensive and Licensing Examinations. Mahwah, New Jersey: Laurence Erlbaum Associate. Keeney, B. (2009) The Creative Therapist: The Art of Awakening a Session. New York: Routledge

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Walsh, F. (1999). Spiritual resources in family therapy. 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 an active process. While you do not have to comment on every issue discussed, no class period should be dominated by the comments 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 have all 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 summer, 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.

OVERVIEW OF TEACHING METHODS: The daily format of the class will vary. The course includes both didactic and experiential approaches to learning. Success in the course depends on each student’s involvement in the learning process. Each student is responsible for the development and the implementation of their own style of family therapy.

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.

ACADEMIC DISHONESTY 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.

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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. 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.

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.

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 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.

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:  Daily Experientials – Each day a group of two (occasionally more) will lead the class in an experiential exercise around the current week’s readings. These experientials must be creative and interactive with written handouts that outline the readings for that day. I leave group construction up to you. Experientials are to last no more than 45 minutes. Handouts are to be printed (by you) and given out in class. One experiential per class period. Each student must complete two experientials this summer. Experientials begin June 21st.

 Social Responsibility Project – You will register to vote. You will help three friends/coworkers/strangers register to vote. Students will take part in the political process. You will volunteer 3 hours of your time advocating (in a creative way) for a political position on King St. here in Boone. You can do this alone or with classmates. During this demonstration, you must have signage and information ready to handout to interested onlookers. Whatever you decide to do and whenever you decide to do it, you will let Dr. Jordan know the details so that he can observe your work in person. You will then write a 2-3 page reflection paper on this process. This paper will be graded for completion. You must inform the instructor when and where you will volunteer no later than June 24th. Proof of voter registration (yours and those you helped register) and the reflection paper is due July 1st.

 ASULearn Discussion – In order to facilitate discussion each of you are expected to generate one discussion question (based on that days readings) to post on the ASULearn discussion forum. Additionally, you will respond to two other ASULearn postings. This is my second time using ASULearn in class so, please, go easy on me. ASULearn discussion begin June 20th. You must complete this task every day (including weekends).

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 Research Poster for fall SAMFT Conference – At the end of this course, you will receive a grade of “Incomplete”. This incomplete will change after you present a research poster during the fall SAMFT Conference (date TBD). In groups of three, you will carry out a critical literature review (GOOGLE IT) on any aspect of marriage and family therapy you choose. This will be a peer review process so you will submit an abstract for review to the MFT faculty. Abstracts are due to me June 27th. Each group will meet with me at 3:15pm on specified class days for thirty minutes to discuss their project idea (see course schedule for meeting dates). I will review your posters and update your grade at the time of the conference. Additionally, you must turn in an annotated bibliography with your poster at the SAMFT conference. You must also submit this poster presentation proposal to the annual NCAMFT conference in order to receive your grade. An outstanding critical literature review will have between 25 and 30 sources.

 Systems Work Reflection Paper – This assignment is a reflective learning paper focused on looking back on the lenses/concepts/frames/perspectives presented in MFT Theories I, II, and III. Use these questions as a basis for preparing your reflection:

 What aspects of systems theory have you found to be particularly interesting? What concepts excite or intrigue you? Are there concepts you wish to know more about? What concepts frustrate you most? Discuss and be thorough.  In what ways do these concepts fit your family of origin? Your friendships? Your intimate partnerships? In what ways have you already started using what you’ve learned in relationships? Was it successful? How so?  What kind of systemic therapist do you imagine yourself to be going forward?  How have you synthesized the theory course material into your own concepts of diversity and social justice? How do you integrate these understandings?  What do you see as your own personal next steps to increase your knowledge of sys- tems theory and clinical practice? Where are you strong (in terms of theory and clini- cal practice)? Where are you deficient?  The word “counselor” should not appear in this paper

Each of you will take 10 minutes of class time to present your reflection paper to the class (see schedule for date). These presentations are to be professional and organized. This paper should be approximately 6-7 pages and is due July 1st.

 Updated Theory of Therapy Paper – You will write 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). Clearly state the ontological and/or epistemological assumptions you make. This paper should represent a snapshot of your current understanding of systems theory and how you implement it in the therapy room. Theory, model, and interventions should be clearly delineated. The paper is to be APA formatted (minus the abstract). See attached rubric. It would be unwise for you to simply resubmit your MFT Theories II paper without

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rethinking and updating your work. This paper is due in my box on Friday, July 8th by noon. Be sure to attach a copy of the rubric to your submitted paper.

EVALUATION:

Attendance and Participation 25% ASULearn Discussion 10% Daily Experientials 10% Theory of Therapy Paper 10% SAMFT Research Poster Presentation 25% Social Responsibility Project 5% Systems Work Reflection paper 15%

Grading Scale: A = 95-100 A- = 90-94 B+ = 86-89 B = 83-85 B- = 80-82 C+ = 76-79 C = 73-75 C- = 70-72 F = below 70

EXPECTATIONS: All work turned in is expected to be well thought out and of masters level quality. For each written assignment you will have your work reviewed and edited by the writing center before turning it in to me (does not include social responsibility project, ASULearn discussion). Writing Center review must be documented in some way. 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 (minus the abstract). Unless otherwise noted, all readings for each day 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.

COURSE SCHEDULE:

June 20 th Introductions. Course overview. Apology and recommitment. Group constructions. COAMFTE ACCREDITATION COMING. Supervision, Class, Internship (in that order). Opening movie.

(Make up day, 2:30pm to 5:20pm) June 20 th Safety and Comfort; Thoughts and Feelings; Grand Overview of MFT Theory, Model, and Intervention Readings: Hooks, Intro – 10

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June 21 st The Critical Thought Process Readings: Hooks, 11 – 21 Experiential: ______

(Make up day, 2:30pm to 5:20pm) June 21 st Social Construction Revisited Readings: Hooks, 22 – End Experiential: ______

June 22 nd Theory and model in Practice – Gotta love those role plays Readings: Wise, preface – 4 Experiential: ______Research Poster Meeting: ______

June 23 rd Positionality and Family Therapy Readings: Wise, 5 – 7 Experiential: ______Research Poster Meeting: ______

June 24 th What lens do we use most as family therapist? Readings: Wise, 8 – End Experiential: ______Research Poster Meeting: ______What and where of social responsibility project DUE TODAY

June 27 th Debate Class Readings: Jensen, Intro – 5 Experiential: ______Research Poster Abstract DUE TODAY

June 28 th Debate Class Readings: Jensen, 6 – End Experiential: ______Research Poster Meeting: ______

June 29 th Current Social Issues in Family Therapy Readings: Winek, 3 Experiential: ______

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June 30 th Current Social Issues and Family Therapy, Part II; Video Production (if necessary) Readings: TBD Experiential: ______

July 1 st Relationship Repair and Closure Paper Presentations today! Systems Work Reflection Paper DUE TODAY! Social Responsibility Project Paper DUE TODAY

July 8 th Theory of Therapy Paper Due to My Box (noon)!

Student Learning Outcomes

HPC 6271 Theories of Marriage and Family Therapy III is designed to meet the following Student Learning Outcomes:

1. Development and Pathology: Students will comprehend and apply knowledge of development and pathology from a multicultural perspective. 2. Family Life Cycle Development: Students will comprehend, articulate, and apply various systemic theories of marriage and family therapy to individuals, couples, and families from a multicultural perspective. 3. 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. 4. Practice: Students will develop and sustain a working therapeutic relationship with individuals, couples, and families from a multicultural perspective. 5. Technique: Students will demonstrate competent skills in interviewing techniques and techniques of marriage and family theory. 6. Ethics: Students will comprehend and demonstrate a commitment to professional ethics and legal requirements in the practice of marriage and family therapy. 7. 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 6271 Theories of Marriage and Family Therapy III 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,

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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.

Core Competencies HPC 6271 meet the MFT Core Competencies in Domain One: Admission to Treatment, Domain Three: Treatment Planning and Case Management, Domain Four: Therapeutic Interventions, and Domain Five: Legal Issues, Ethics, and Standards.

Students will demonstrate achievement of the following core competencies through course activities: Core Competency Rationale for how addressed How assessed 1.1.1 Understand systems concepts, theories, and Structured Role Plays, Role Play Rubric techniques that are participation Participation Rubric foundational to the practice of marriage and family therapy 1.3.2 Determine who should Role Play Rubric attend therapy and in what Structured Role Plays, Participation Rubric configuration (e.g., individual, participation couple, family, extrafamilial resources). 1.3.9 Manage session Structured Role Plays, Role Play Rubric interactions with individuals, participation Participation Rubric couples, families, and groups. 3.4.5 Monitor personal Structured Role Plays, Role Play Rubric reactions to clients and participation Participation Rubric treatment process, especially in terms of therapeutic behavior, relationship with clients, process for explaining procedures, and outcomes. 4.2.2 Distinguish differences between content and process Structured Role Play, Role Play Rubric

9 HPC 6271 - 101 Jordan issues, their role in therapy, and Participation, Theory of Participation Rubric their potential impact on Therapy Paper therapeutic outcomes. 4.3.3 Reframe problems and Structured Role Plays, Role Play Rubric recursive interaction patterns. Participation Participation Rubric 4.3.4 Generate relational Structured Role Plays, Role Play Rubric questions and reflexive Participation Participation Rubric comments in the therapy room. 4.3.5 Engage each family Structured Role Plays, Role Play Rubric member in the treatment Participation Participation Rubric process as appropriate. 4.3.6 Facilitate clients Structured Role Plays, Role Play Rubric developing and integrating Participation Participation Rubric solutions to problems. 4.3.8 Empower clients and their Structured Role Plays, Role Play Rubric relational systems to establish Participation Participation Rubric effective relationships with each other and larger systems. 4.3.12 Integrate Structured Role Plays, Role Play Rubric supervisor/team Participation Participation Rubric communications into treatment. 4.5.2 Set appropriate Structured Role Plays, Role Play Rubric boundaries, manage issues of Participation Participation Rubric triangulation, and develop collaborative working relationships. 5.3.10 Implement a personal Participation Participation Rubric program to maintain professional competence. 5.4.2 Monitor attitudes, Structured Role Plays, Role Play Rubric personal well-being, personal Participation Participation Rubric issues, and personal problems to insure they do not impact the therapy process adversely or create vulnerability for misconduct. 5.5.2 Consult with peers and/or supervisors if personal issues, Participation Participation Rubric attitudes, or beliefs threaten to adversely impact clinical work. 5.5.3 Pursue professional Participation Rubric, Theory of development through self- Theory of Therapy Paper, Therapy Rubric supervision, collegial Participation consultation, professional reading, and continuing educational activities.

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***Rubrics Available Upon Request***

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. North Carolina Marriage and Family Therapy 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.

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HPC 6271

Evaluation Rubric for Theory of Therapy 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 insight reasoning

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 to elements of writing; errors, or a very few syntax, punctuation, express ideas is The student has not minor errors in spelling; the paper

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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.

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