Couples & Family Dynamics

CED 6317 Syllabus 1 of 4

The University of Houston – Victoria CED 6317: Couples & Family Dynamics Fall 2008

Instructor: Jeffry L. Moe, Ph.D., L.P.C. (OH) Course Time and Location: Mondays 4:15-6:45, Room 203. Office location: UH Sugar Land, Rooms 107 or 110 Office hours: Monday through Thursday 3-4pm and by appointment Phone: Messages can be left with the department secretary Kathi Rich at (281) 275-3370. For emergencies, you may call my cell at (281) 224-5603. E-mail: [email protected]

Required Text(s): Gladding, S. (2007). Family Therapy: History, Theory, & Practice (4th Ed.). Upper Saddle River, NJ: Pearson.

Gottman, J., & Silver, N. (1999). The Seven Principles for Making Marriage Work. New York: Three Rivers Press.

American Counseling Association (2005). Code of Ethics. West Alexandria, VA: Author

*Available on-line from www.counseling.org

Recommended Texts:

Carter, B., & McGoldrick, M. (Eds). (2005). The Expanded Family Life Cycle: Individual, Family, & Social Perspectives (3rd Ed.). New York: Person.

Gottman, J. (1999). The Marriage Clinic: A Scientifically Based Marital Therapy. New York: W.W. Norton & Company.

Zeigler, P., & Hiller, T. (2001). Recreating Partnership. New York: W.W. Norton & Company.

Course Description: Students will receive an introduction to the theories and techniques of couples and family counseling.

Course Objectives: As a result of taking this course, students will be able to:

1. Identify and describe the basic tenets of couples and family counseling from a systems perspective, [CACREP II.K.5.d.]. 2. Identify and describe therapeutic skills and strategies for working with couples and families grounded in the frameworks of various couples and family counseling theorists [CACREP II.K.3.a., 5.c.]. 3. Identify and describe major couples and family counseling frameworks, including leading figures and historical developments [CACREP II.K.3.a., 5.c., 5.d.]. 4. Identify and describe socio-cultural (e.g., gender, religion, sexuality, etc.) factors and historical contexts as they relate to couples and family counseling practice [CACREP II.K.2.c.]. 5. Demonstrate the ability to conceptualize and apply selected couples and family counseling frameworks to specific case examples [CACREP II.K.2.c., 3.d., 5.c., 5.d.]. 6. Identify and describe professional, ethical, and legal issues salient to the practice of couples and family counseling including licensure requirements [CACREP II.K.3.e.]. CED 6317 Syllabus 2 of 4

7. Identify and describe a personal framework for providing couples and family counseling, and to apply this framework to assessment, diagnosis, and treatment planning [CACREP II.K.2.c., 3.a., 3.c., 3.d., 5.b., 5.c., 5.d.].

Requirements:

1) Family of Origin Reflection Paper: Students will complete a short (4-6 pages) reflection on their family of origin. Students should discuss their family configuration and present a description of how their family of origin dynamics have affected and influenced their personality. No names need to be included in the composition of this paper. This assignment is worth 20 points.

2) Attendance: Students must attend at least 10 full class periods. For every class beyond 4 that the student misses (barring exceptions as outlined in the UHV Student Catalogue), 1 point will be deducted from the 10 points total assigned to attendance.

3) Case Presentation and Role-play exercises: Students will be assigned to an experiential group and will collectively create a couple or family to use in role-play exercises. Each group will be responsible for role-playing their couple or family for the benefit of the class once during the semester. Members of the group will conceptualize their case study using one of the theories discussed in class: Bowenian, Experiential, Strategic, Structural, Gottman Method, Cognitive-Behavioral, or Social Constructionist. Students will grade each other on a ten point scale with the following rubric:

a. Role-play as counselor: 2 points b. Role-play as couple or family member: 2 points c. Provision of constructive feedback: 2 points d. Performance during class presentation: 2 points e. Responsibility and Cooperation: 2 points

4) Cinematic Case Study and Personal Theory Paper: Students will compose a case study analysis of the couple and family dynamics identified in a film of their choice. Students will conceptualize these identified dynamics through the lens of an integrated theoretical framework based on the Couple & Family Counseling Systems presented in class. This paper needs to be APA formatted, and to include: a) description of the presenting problem, history of the presenting problems, and interventions designed to address the presenting problem. This assignment will count for 40 points.

5) Mid-term Review Project I: An exam consisting of multiple choice and short answer questions will be administered for the mid-term. This exam will count for 25 points.

6) Mid-Term Review Project II: An exam consisting of multiple choice and short answer questions will be administered for the final. This exam will count for 25 points.

Total: 130 points

92-100% A 60-69% D 82-91& B 59% or below F 70-81% C

Class policies: CED 6317 Syllabus 3 of 4 Teaching methods: Students are expected and encouraged to actively participate in this learning experience. My goal is to utilize lecture, class discussion, group activities, and a combination of academic and experiential learning to facilitate students’ active learning.

On-line technical support: For technical support and all issues related to WebCT, students may contact Mr. Lawrence Nelson (361) 570-4253, [email protected].

Plagiarism Any student who represents the written work of another person as his or her own for an assignment will receive a grade of zero (0) for said assignment and may face disciplinary action through the University.

Attendance/Participation: Students are expected to complete and submit all assignments by the due dates outlined in the course schedule. As per University policy, exigent and dire circumstances may excuse students from adhering to the posted due dates for assignments. Should such exigent and dire circumstances arise, students must contact Dr. Moe or leave word with Ms. Kathi Rich (department secretary) at the contact information provided above.

Extra credit: Students will have the chance to earn extra credit for attendance and participation at the Texas Counselor’s Association annual conference this November in Houston. Students may earn 5 points per workshop attended (as evidenced by handouts available at the workshop) up to 25 points. Barring this, no other extra credit assignments will be approved.

Incompletes: Incompletes will only be given under extreme circumstance. An incomplete represents that a student was able to complete almost all of the course requirements, but was not able to finish the remaining requirements due to exigent circumstances. In accordance with University policy, all incompletes must be completed in the semester following the one in which they are received. If this is not done, the grade reverts to Failure.

Professionalism and Diversity: Acting within the bounds of professionalism and the student code of conduct is required. Encountering new ideas, new ways of knowing, and interacting with people different from us are pillars of the college and professional training experience. Intimidating (e.g., Racist, sexist, anti-Semitic, homophobic, etc.,) language will be challenged in this classroom. I encourage and expect to be mindful of this and other diversity related issues.

Accommodations: Students requiring personalized arrangements for test taking, classroom access, or other accessibility concerns should notify the Office of Student Relations so that the University may provide appropriate support services to facilitate your learning. Additional information is provided in the Student Handbook.

Electronic devices: Ringing and beeping devices are expected to be set on vibrate or non-audio during class time in order to reduce disruption.

Course changes: I reserve the right to modify assignment structure, re-arrange topic discussion, and to make as needed changes to the course. Students will always be notified in advance of said changes. Students will be asked to contribute feedback and input to changes instituted by the instructor.

TENTATIVE SCHEDULE

* Class will not be held on September 1st in observance of Labor Day CED 6317 Syllabus 4 of 4 Class One: First Class: Course Overview, Review of Syllabus, August 25th Assignment to Experiential Groups, Introduction to Couple & Family Dynamics; Gladding 1, Gottman 1 Class Two: Introduction to Family Dynamics Cont., History of September 8th Family Therapy; Gladding 2, 3, Gottman 2 Class Three: *Class canceled due to Hurricane Ike related shut- September 15th down of Sugar Land campus Class Four: *Class canceled due to Hurricane Ike related shut- September 22nd down of Sugar Land campus Class Five: Couples & Family Counseling Processes; Gottman September 29th Method; Gladding 4 & 5, Gottman 3 & 4 Class Six: Psychodynamic and Bowenian Family Therapy; October 6th Gladding 6, Gottman 5

Class Seven: Experiential Models; Gladding 7, Gottman 6 October 13th Class Eight: Cognitive-Behavioral Models; Gladding 8, Gottman 7; October 20th DUE: Mid-term Review Project I Class Nine: The Structural Method of Couples & Family October 27th Counseling; Gladding 9, Gottman 8

Class Ten: Strategic Family Therapy; Gladding 10, Gottman 9, 10 November 3rd Class Eleven: Social Constructionist Models; Gladding 11, Gottman November 10th 10, 11; Begin: Case Study Presentations

Class Twelve: Single-Parent and Remarried Families; Gladding 12, November 17th 13,

Class Thirteen: Socio-cultural diversity and Family Counseling; November 24th Gladding 14; DUE: Mid-Term Review Project II

Class Fourteen: Research and Assessment; Gladding 17, December 1st

Class Fifteen: Ethical and Legal Issues; Gladding 15, 16; DUE: December 8th Cinematic Case Analysis and Personal Theory Paper

December 13th Grades will be posted