SOCW 6311-001: Direct Methods in Couples Counseling

UNIVERSITY OF TEXAS AT ARLINGTON SCHOOL OF SOCIAL WORK

SOCW 6311-001: Direct Methods in Couples Counseling Spring 2010

Name: Dr. Kenneth J. Fallin, LCSW, LMFT Adjunct Assistant Professor Office Telephone Number: (817) 253-4773 Email Address: [email protected] www.mycounselcare.com Course Number, Section Number, and Course Title: SOCW 6311-001, Direct Methods in Couples Counseling Time and Place of Class Meetings: Tuesday, 9:00 – 11:50 a.m., SWC A Recycling and sustainability: Please help our fragile environment by recycling this paper when finished, as well as plastic bottles, cans, etc., in the many recycling stations available in the building. Thanks. Council on Social Work Educational Policy, Section 4.5, Social Work Practice: “Social work practice is anchored in the purposes of the social work profession and focuses on strengths, capacities, and resources of client systems in relation to their broader environments. Students learn practice content that encompasses knowledge and skills to work with individuals, families, groups, organizations, and communities. This content includes engaging clients in an appropriate working relationship, identifying issues, problems, needs, resources, and assets; collecting and assessing information; and planning for service delivery. It includes using communication skills, supervision, and consultation. Practice content also includes identifying, analyzing, and implementing empirically based interventions designed to achieve client goals; applying empirical knowledge and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice.” Graduate Catalog Course Description: Examination of various psychological, social, and cognitive-behavioral treatment approaches to problems in intimate coupling. Emphasis is placed on the assessment of the sources and patterns of dissatisfaction and conflict, the selection and ordering of treatment strategies, and application of treatment techniques consistent with determined goals. I. EXPANDED COURSE DESCRIPTION This seminar addresses cognitive, behavioral, and constructivist perspectives in the treatment of problems of couple relationship functioning. Assessment and interventions taught in this course are drawn from evidence-based practice knowledge and informed practice wisdom. A primary objective of this seminar is to familiarize the student with several models for use independently or in combination with others. Emphasis will be placed on developing criteria for assessing the sources and patterns of imbalance and conflict, the selection and ordering of treatment strategies and intervention techniques consistent with determined goals. Client strengths and individual and couple empowerment are emphasized in the formulation of intervention strategies. Teaching-learning formats will include didactic instruction, class discussion, experiential learning, videotape and written assignments/exams. The field of couple counseling is an emerging practice concentration. General learning objectives of this course include development of knowledge in (1) the theory of couple functioning/treatment; (2) research findings relevant to couple intervention techniques, and (3) clinical applications. The latter part of this course will address the assessment and treatment of divorce. Relationship dissolution and divorce decision-making, problems of transition, and post-divorce adjustment problems will be considered; treatment implications identified; and intervention methodologies explored. In addition to the development of this knowledge, students are expected to develop and display skill competencies requisite to direct intervention with committed dyads. 2

The methods of intervention covered in this course have been applied effectively with various racial and ethnic group members and same gendered couples. Throughout the course, discussion and specific examples will focus on racial minority couples, non-married heterosexual couples, and gay and lesbian couples. Content in required reading assignments addresses women's issues in relation to coupling. Feminist views of marriage and equalitarian role relationships will be presented and discussed. Therapist bias and sexism and racism in mental health will also receive attention. II.COURSE OBJECTIVES A.To introduce cognitive, behavioral, and systems theory perspectives in the assessment and treatment of couple distress. B.To identify the process of marital intervention and to delineate specific practitioner behaviors to meet process requirements. C.To identify, operationalize and demonstrate the application of cognitive-behavioral treatment methods to specific couple problems/change targets. D.To introduce the student to the process of dissolution and divorce: decision-making, transition and postdivorce recovery. E.To identify, operationalize and demonstrate the assessment and treatment of divorce utilizing cognitive- behavioral methods. F.To sensitize students to the relevance of ethnicity, race, gender, social class, sexual orientation, and disabilities in the treatment of couples and in the treatment of divorce/coming apart. III.STUDENT LEARNING OUTCOMES The following outcomes will be achieved through class discussion, role plays, classroom examinations or research papers: 1.Students will demonstrate understanding of cognitive, behavioral and systems theory perspectives in the assessment and treatment of couple distress. 2.Students will demonstrate an understanding of social exchange theory as it relates to couples treatment and the divorce process. 3.Students will demonstrate the role induction of clients in couple treatment. 4.Students will demonstrate the ability to design a cognitive/behavioral assessment of intimately committed partners. 5.Students will demonstrate behavioral intervention procedures with selected couple problems. 6. Students will demonstrate the cognitive restructuring of information processing errors, faulty beliefs and problematic expectations of intimately committed partners. 7. Students will demonstrate an understanding of the similarities and unique differences that characterize same gendered couples seeking couple counseling. 8.Students will demonstrate the ability to design and implement a couples (marital) separation contract. 9.Students will demonstrate the ability to design the cognitive behavioral treatment of divorce problems. 10.Students will demonstrate awareness of specific practice considerations in couple and divorce treatment relevant to ethnicity, race, gender, social class, sexual orientation, and disabilities. IV. Requirements: Prerequisite SOCW 6325 V.Required Textbooks and Other Required Reading: Epstein, N., & Baucom, D. (2002). Enhanced cognitive-behavioral therapy for couples. Washington, DC: American Psychological Association. Wetchler, Joseph L., Ph.D. Editor. (2007) Handbook of clinical issues in couple therapy. The Haworth Press, Inc. Readings on line. Required reading articles will be available on line. Students will be given a password to access the articles electronically. Course Outline/Topics and Readings Jan. 19 Introduction to the Course; Historical Perspective and Emerging Trends in Couples Counseling. READING ASSIGNMENT: Epstein & Baucom (E & B) Ch. 1 . Student Learning Outcomes Number(s): # 1 & 2. Jan. 26 Role Structuring in Couple Treatment Assessment of Couple Dysfunction/Couple Satisfaction READING ASSIGNMENT: E & B, Chs. 2, 7, & 8; Wetchler Ch. 1, 15 Student Learning Outcomes Number(s): # 3 & 4. 3

Feb. 2 Cognitive-Behavioral Approaches to Couple Therapy (I) READING ASSIGNMENT: E & B, Chs. 3 4, & 9; Wetchler, Ch. 11, 12; Granvold, D. K., & Jordan, C. (1994). The cognitive-behavioral treatment of marital distress. In D. K. Granvold (Ed.), Cognitive and behavioral treatment: Methods and applications. Pacific Grove, CA: Brooks/Cole. Granvold, D.K. (1998), Brief cognitive-behavioral couples therapy. Crisis Intervention and Time-Limited Treatment, 4, (1), 23-48. Granvold, D.K. (2007). Working with couples. In T. Ronen & A. Freeman (Eds.),Cognitive behavior therapy in clinical social work practice. New York: Springer. Student Learning Outcomes Number(s): # 5 & 6. Feb. 9 Cognitive-Behavioral Approaches to Couple Therapy (II) READING ASSIGNMENT: E & B, Chs. 3 4, & 9; Wetchler, Ch. 11, 12; Student Learning Outcomes Number(s): # 5 & 6. Feb. 16 Assessment of Couple Dysfunction/Couple Satisfaction. READING ASSIGNMENT: Epstein & Baucom, Chs. 4 & 7; Leavitt, Ch. 3. Student Learning Outcomes Number(s): # 4. Feb. 23 Addressing Emotions Treatment of Couple Violence READING ASSIGNMENT: Epstein & Baucom, Chs. 11, 13 & 14; Wetchler, Ch. 6 Student Learning Outcomes Number(s): # 5 & 6. Mar. 2 Interpersonal Processes: Communication READING ASSIGNMENT: Epstein & Baucom, Ch. 5 Mar. 9 Exam I Mar. 16 Spring Vacation Mar. 23 Addressing Sexual Intimacy and the Treatment of Sexual Dissatisfaction/Dysfunction READING ASSIGNMENT: Epstein & Baucom, Ch. 12; Wetchler, Ch. 5 Granvold, D.K. (2001). Promoting long term sexual passion. Constructivism in the Human Sciences, 6, 73-83. Student Learning Outcomes Number(s): # 5 & 6. Mar. 30 Treatment of Extra-marital Sex READING ASSIGNMENT: Wetchler, Ch. 8 Student Learning Outcomes Number(s): # 5 & 6. April 6 Marital Separation/Treating Separated Couples READING ASSIGNMENT: Granvold, D.K., & Tarrant. (1983). Structured marital separation as a marital treatment method. Journal of Marital and Family Therapy, 9, 189-198. Granvold, D.K. (1983). Structured separation for marital treatment and decision-making. Journal of Marital and Family Therapy. 9, 403-412. Student Learning Outcomes Number(s): # 7 & 8. April 13 Exam II April 20 Divorce/ Intimate Partner Dissolution Treatment READING ASSIGNMENT: Wetchler, Ch. 9, 10 Granvold, D.K. (1994). Cognitive-behavioral divorce therapy. In D.K. Granvold (Ed.), Cognitive and behavioral treatment: Methods and applications (pp. 222-246). Pacific Grove, CA: Brooks-Cole. Granvold, D.K. (2000). Divorce. In F.M. Dattilio & A. Freeman (Eds.), Cognitive-behavioral strategies in crisis intervention. New York: Guilford; Granvold, D.K. (2002) Divorce therapy: The application of cognitive-behavioral and constructivist treatment methods. In A.R. Roberts & G.J. Greene (Eds.), Social Workers’ Desk Reference (pp. 587-590). New York: Oxford University Press. Granvold, D.K. (2005) The crisis of divorce: Cognitive-behavioral and constructivist assessment and treatment. In A. Roberts (Ed.), Crisis intervention handbook: Assessment, treatment and research (3rd edition), (pp. 650-681). New York: Oxford. 4

Granvold, D.K. (2008). Constructivist treatment of divorce. In J.D.Raskin & S.K. Bridges (Eds.), Studies in meaning 3: Constructivist therapy in the “real” world. New York: Pace University Press. Student Learning Outcomes Number(s): # 9 & 10. April 27 Issues of Termination and Course Evaluation TERM PAPER DUE While no formal credit is given for class participation, it is expected that you actively participate in class discussions. All reading assignments are to be completed by class time in order that you be prepared to discuss the topic as a well-informed scholar/practitioner. Description of Major Assignments There will be 2 examinations accounting for 60% of your final grade. The exams will be closed book. Specific information about the examinations will be provided in class the week before each exam. A required paper will comprise the remaining 40% of your grade. A separate handout details the written assignment. The examination date and written assignment due dates are noted on the course outline. The grade scale is as follows: 90 - 100 A 80-89 B 70-79 C 60-69 D 0-59 F TERM PAPER ASSIGNMENT Due Date: April 27 Describe a couple, couple separation, or divorce therapy assessment or intervention. 1. Briefly describe the problem or procedure including relevant empirical findings. 2. Delineate assessment methodology including assessment measures/instruments. 3. Describe the intervention. 4. Identify methods to evaluate treatment efficacy. 5. Document your paper extensively (a minimum of 10 references with a minimum of 6 peer- reviewed journal articles is required). Required readings may be used in addition to the 10 required references. Utilize in APA format in text and reference list. 6. Limit your paper to 8-10 double-spaced typewritten pages excluding title page and bibliographical references. 7. Submit TWO copies of your paper; one copy will be returned to you. The due date is the LAST date upon which your paper can be submitted. If your paper is received after that date, the likelihood is that you will receive an "I" for the course. Ultimately, there will be a penalty for turning your paper in late. This assignment satisfies Student Learning Objective 1 – 10 variably (consistent with the specific topic selected). VI. CLASS PARTICIPATION Students are expected to participate actively in the teaching/learning process by asking questions, participating in discussions and actively voicing their views and opinions. Methods to be used include lectures, presentation, class exercises, videotaped role plays and live interview demonstrations, and exchange of ideas. VII. ATTENDANCE POLICY Each class missed is equivalent to 3 periods of instruction. Consequently, one missed class is a significant loss of instruction. Two absences will go un-penalized. However, each class session missed past 2 will result in a 5% grade drop. You will be considered “present” for a class period if you are in attendance for the duration of the class period. Departing after the break is an absence. VIII. TEACHING/LEARNING METHODS Teaching/learning methods to be used include lectures, class discussions, examinations, videotape demonstrations, and term paper. IX. DROP POLICY If you choose to drop the class, it is your responsibility to complete the paperwork according to the University’s schedule. Not doing so may result in a failing grade. X. AMERICANS WITH DISABILITIES ACT 5

The University of Texas at Arlington is on record as being committed to both the spirit and letter of federal equal opportunity legislation; reference Public Law 93-112 - The Rehabilitation Act of 1973 as amended. With the passage of new federal legislation entitled Americans with Disabilities Act - (ADA), pursuant to section 504 to The Rehabilitation Act, there is renewed focus on providing this population with the same opportunities enjoyed by all citizens. As a faculty member, I am required by law to provide "reasonable accommodation" to students with disabilities, so as not to discriminate on the basis of that disability. Student responsibility primarily rests with informing faculty at the beginning of the semester and in providing authorized documentation through designated administrative channels. XI. SPECIAL NEEDS STUDENTS If you require an accommodation based on disability, I would like to meet with you in the privacy of my office, during the first week of the semester, to make sure you are appropriately accommodated. XII. ACADEMY INTEGRITY It is the philosophy of The University of Texas at Arlington that academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University. "Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts." (Regents' Rules and Regulations, Part One, chapter VI, Section 3, Subsection 3.2, Subdivision 3.22) XIII. STUDENT SUPPORT SERVICES The University supports a variety of student success programs to help you connect with the University and achieve academic success. They include learning assistance, developmental education, advising and mentoring, admission and transition, and federally funded programs. Students requiring assistance academically, personally, or socially should contact the Office of Student Success Programs at 817-272-6107 for more information and appropriate referrals. XIV. GRADE GRIEVANCE POLICY Information may be found in the catalog. XV. BIBLIOGRAPHY Bagarozzi, D.A. (2001). Enhancing intimacy in marriage. New York: Brunner Routledge. Baucom, D. H., & Epstein, N. (1989). Cognitive-behavioral marital therapy. New York: Brunner/Mazel. Beach, S. R. H., Sandeen, E. E., & O'Leary, K. D. (1990). Depression in marriage. New York: Guilford. Beck, A. T. (1989). Love is never enough. New York: Guilford. Bedrosian, R.C., & Bozicas, G.D. (1994). Treating family of origin problems. New York: Guilford. Berg-Cross, L. (2001). Couples therapy (2nd Ed.). New York: Haworth Brock, G.W., & Barnard, C.P. (1992). Procedures in marriage and family therapy. Boston: Allyn & Bacon. Chiriboga, D.A., Catron, L.S., & Associates. (1991). Divorce: Crisis, challenge or relief? New York: New York University Press. Dattilio, F.M. (Ed.). (1998). Case studies in couple and family therapy. New York: Guilford. Dattilio, F. M., & Bevilacqua, L. J. (Eds.). (2000). Comparative treatments for relationship dysfunction. New York: Springer Dattilio, F.M., & Padesky, C.A. (1990). Cognitive therapy with couples. Sarasota, FL: Professional Resource Exchange. Doherty, W.J. (2001). Take back your marriage. New York: Guilford. Ellis, A., Sichel, J. L., Yeager, R. J., DiMattia, D. J., & Digiuseppe, R. (1980). Rational-emotive couples therapy. New York: Pergamon (Prentice-Hall). Figley, C. R. (1989). Helping traumatized families. San Francisco: Jossey-Bass. Fredman, N., & Sherman, R. (1987). Handbook of measurements for marriage and family therapy. New York: Brunner/Mazel. Geffner, R., & Mantooth, C. (2000). Ending spouse/partner abuse. New York: Springer. Gottman, J.M. (1999). The marriage clinic: A scientifically based marital therapy. New York: Norton. 6

Gottman, J. M., & Silver, N. (1999). The seven principles for making marriage work. New York: Three Rivers Press. Gurman, A.S. & Jacobson, N.S. (2002). Clinical handbook of couple therapy (3rd Edition). New York: Guilford. Gurman, A. S., & Rice, D. G. (Eds.). (1975). Couples in conflict. New York: Jason Aronson. Halford, W.K. (2001). Brief therapy for couples. New York: Guilford. Jacobson, N.S., & Christensen, A. (1996). Acceptance and change in couple therapy. New York: Norton. Jacobson, N. S., & Margolin, G. (1979). Marital therapy. New York: Brunner/Mazel. Johnston, J. R., & Campbell, L. E. G. (1988). Impasses of divorce: The dynamics and resolution of family conflict. New York: Free Press. Kaslow, F. W., & Schwartz, L. L. (1987). The dynamics of divorce: A life cycle perspective. New York: Brunner/Mazel. Kitson, G.C. (1992). Portrait of divorce. New York: Guilford. L’Abate, L. (1994). Family evaluation. Thousand Oaks, CA: Sage. Myers, M. F. (1989). Men and divorce. New York: Guilford. Newman, M. (1994). Stepfamily realities. Oakland, CA: New Harbinger. Olsen, D. H. L. (Ed.). (1976). Treating relationships. Lake Mills, IA: Graphic. Revenson, T.A., Kayser, K. & Bodenmann, G. (Eds.) (2006). Couples coping with stress. Washington, DC: APA. Rice, J. K., & Rice, D. G. (1985). Living through divorce. New York: Guilford. Sperry, L., Carlson, J., & Peluso, P.R. (2006). Couples therapy: Integrating theory and technique (2nd Edition). Denver, CO: Love Publishing Company. Stuart, R. B. (1980). Helping couples change. New York: Guilford. Textor, M. (Ed.). (1989). The divorce and divorce therapy handbook. New York: Aronson. Wanderer, Z., & Cabot, T. (1978). Letting go. Warner. Weiss, R. S. (1975). Marital separation. New York: Basic. Wetchler, J.L. (Ed.) (2007). Handbook of clinical issues in couple therapy. New York: Haworth.