Argosy University/Chicago Campus s3

PC 6700 Couple & Family Counseling Spring II 2008

INSTRUCTOR: Judy Skorek

PHONE: 815-970-1148

EMAIL: [email protected]

FAX:

ALT PHONE: 708-209-3148

REQUIRED TEXTS:

RECOMMENDED TEXTS:

Title Genograms: Assessment & Interventions Author(s) McGoldric, M., Gerson, R., & Shellenberger, S. Copyright Publisher ISBN 0-39370-294-4 Edition

This Course Requires the Purchase of a Course Packet: YES NO 3

Argosy University, Chicago Campus MA Community Counseling Program Spring II 2008 PC6700 Couple and Family Counseling

INSTRUCTOR: Judy Skorek E-mail: [email protected] Phone: 815-970-1148

MEETING DATES

First Weekend: Friday 3/14/08 (6:00 P.M. – 9:00 P.M.) Saturday 3/15/08 (9:00 A.M. – 5:00 P.M.) Sunday 3/16/08 (9:00 A.M. – 4:00 P.M.)

Second Weekend: Friday 4/4/08 (6:00 P.M. – 9:00 P.M.) Saturday 4/5/08 (9:00 A.M. – 5:00 P.M.) Sunday 4/6/08 (9:00 A.M. – 4:00 P.M.)

WEB –AUGMENTED ACTIVITIES

From 2/28/08 to 4/20/08 (see attached course outline and assignment schedule later in syllabus)

MISSION STATEMENT

The Master of Arts in Community Counseling Program has been designed to provide students with a sound foundation for eventual practice of professional counseling. The program introduces students to basic counseling skills that integrate individual and group theoretical foundations of professional psychology into appropriate client interaction and intervention skills. The program emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional counselors who are committed to the ethical provision of quality services.

COURSE DESCRIPTION

A broad theoretical and practical foundation for counseling couples and families is emphasized. It provides a survey of current approaches family and marital counseling with an emphasis on various systemic models of family function and therapeutic intervention.

COURSE DELIVERY FORMAT This course has class meetings scheduled on weekends and is web-augmented with a weekly online component. This online component is meant to supplement the content delivered in the face-to-face meetings and provides weekly instructional contact with the instructor of this 4 course. Students can expect weekly reading assignments and online discussion questions that offer opportunities to interact with course faculty. See course outline and assignment schedule later in syllabus for information.

REQUIRED TEXTS Goldenberg, I., & Goldenberg, H. (2004). Family Therapy An Overview (6th Ed.). Pacific Grove, CA: Brooks/Cole- Thomson Learning. ISBN: 0-534-55669-8

Young, M. E. & Long, L.L. (2007). Counseling and Therapy for Couples. Pacific Grove, CA: Brooks/Cole- Thomson Learning. ISBN-10: 0495005959

Websites: (May use if you want to)

Galvin, K. and Bylund, C. Understanding and Interpreting Genograms, http://faculty-web.at.northwestern.edu/commstud/galvin/Genograms/

RECOMMENDED TEXTS McGoldric, M., Gerson, R. and Shellenberger, S., Genograms: Assessment and Interventions, ISBN: 0393702944

Walsh, R (2003). Normal family process (3rd ed.). New York: Guilford Press. ISBN: 1-57230-816-8

PROGRAM OUTCOMES

The program outcomes of our Master of Arts in Community Counseling program are rooted in the CACREP standards. Each learning objective in this syllabus is tied to the program outcomes and each program outcome corresponds to a specific CACREP standard (the exact standard is delineated by numeric representation, i.e. CACREP Section II.K.2.a & II.K.5.b.c. & Community Counseling Section C.7, etc.).

Program Outcome One: Professional Identity Competency 1. Understand and value all aspects of professional functioning, including history, roles, organizational structures, ethics, legalities, standards, and credentialing.

Program Outcome Two: Social and Cultural Diversity Competency 1. Apply core theory and research regarding the cultural context of relationships, including current issues and trends in a multicultural and diverse society, to the practice of professional counseling.

Program Outcome Three: Human Growth and Development 5

Competency 1. Apply core theory and research regarding the nature and needs of individuals at all developmental levels to their work as professional counselors.

Program Outcome Four: Career Development Competency 1. Apply core theory and research pertaining to career development, the psychology of work, and related life factors to the practice of professional counseling.

Program Outcome Five: Helping Relationships Competency 1. Exhibit the knowledge base and skills needed to ethically and effectively deliver a range of professional counseling and consultation services.

Program Outcome Six: Group Work Competency 1. Understand the theoretical and experiential foundations of group purpose, development, and dynamics and will apply group counseling methods and skills to the practice of professional counseling.

Program Outcome Seven: Assessment Competency 1. Understand principles of testing and measurement and will apply both individual and group methods of assessment and evaluation to their work as professional counselors.

Program Outcome Eight: Research and Program Evaluation Competency 1. Understand how research methods, statistical analysis, needs assessment, and program evaluation are conducted and the role of these practices in the counseling profession.

Program Outcome Nine: Communication Skills Competency 1. Communicate clearly and effectively, both orally and in writing. Program Outcome Ten: Interpersonal Effectiveness (IE) Competency 1. Develop and improve positive relationship skills via effective communication, respect for others, appreciation of diversity and cultural sensitivity, and awareness of their impact on others.

OBJECTIVES

This course supports students in achieving the following end-of-program learning outcomes: 1. Analyze individuals, couples, families from a resilience based perspective, demonstrating understanding of their strengths and problems within a multicultural social milieu. (CACREP II, 2: a, c, f; Program outcome IE) 6

2. Demonstrate foundational knowledge about the current major theoretical models used to understand and treat families and be able to critically assess these models in terms of their multicultural utility and word view. (CACREP II, 2: a, c, f; 5: d, g; Program outcome IE) 3. Demonstrate knowledge of the various ways that multicultural contexts and forces mediate family/couple interactions and therapy itself, according to ethical principles and guidelines. (CACREP II, 2: a, c, f; 5: b, c, d, g; Program outcome IE) 4. Develop and write a systemic assessment and treatment plan that includes specific strategies for change. (CACREP II: 7: g; 5, b, d) 5. Have an increased awareness of the interface between their family of origin and their work with different client systems from intergenerational and multicultural perspectives. (CACREP II: 5, d; Program outcome IE)

CLASS POLICIES AND EXPECTATIONS

1. Attendance and Participation Students’ active participation is integral and essential to the success of this class; thus attendance and participation, in both class meetings and online, are influential factors in the determination of your final grade. For foreseeable or necessary absence for class meetings, or inability to complete online assignments and activities, students are required to notify the instructor prior to class meetings, or the due dates of online assignments. Only with my consent can you make up missing assignments after the absence. Students who miss more than 3 hours of the total class meeting time will need to retake the course automatically. Students who miss 2-3 hours of the class time will automatically get a grade reduction from the final grade unless the student can successfully negotiate and complete a remediation plan to make up the deficit in class attendance.

3. Preparation for Class Meetings All students should complete the assigned reading prior to each class meeting. You are expected to come to class prepared to discuss the assigned reading materials.

4. Assignments Assignments should be submitted to the instructor before or on the announced due date. Late assignments without proper explanation and extension agreement with the instructor will receive a 10% grade reduction for each day they are late. With the exception of in- class writing exercises, quizzes, tests, and online activities, all assignments should be typed with reference to the APA style and submitted to Judy Skorek via e-mail ([email protected]), or in person within class time.

COURSE REQUIREMENTS AND EVALUATION

A. Class participation 60 points You will be assessed through various aspects of your participation in the class: enthusiasm in taking part in class discussion, sharing of your experience, and providing 7

constructive feedback to your fellow classmates, sincerity in self-exploration exercises, and other in-class activities.

B. Online Activities and Participation 60 points (10 points for each week, excluding the weeks of class meetings) Each week during the term (see page one of syllabus for dates), students will complete an online assignment that corresponds to that week’s readings. Online participation of the class begins 2/28/08 and ends 4/20/08. The format of these online assignments and activities varies. Basically, students will be asked to respond to activities or discussion questions each week. As a general rule, week cycles begin on Mondays and end on Sundays, midnight. Within the cycle, students have to post their responses to the online assignments by Sundays, midnight. Please email online assignments to [email protected].

LATE POSTINGS WILL RECEIVE ZERO POINTS. To receive full credit for that week’s assignment, students will provide one thoughtful posting of their own. Students’ online performance will be assessed according to the qualities of their responses to both the activities and to discussion questions. Some of the characteristics of quality communication and feedback include: meaningful statements with context and content, constructive and respectful criticism or arguments, and clear expression relevant to the issue under discussion.

***Online participation in a timely manner is a form of class attendance. Student financial aid may be affected by when you last participated online.

C. Family Genogram and Reflection Paper 60 points ***Due on Saturday, 3/15/08, in class This is a two-part assignment. 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. The genogram will be presented to the class. Part A Complete an accurate genogram of your family. Include at least 3 generations (i.e., you, your parents, and your grandparents).

Include the following information on your genogram:  Names, dates of marriage/births/deaths/separations/divorces (month & year), and cultural/ethnic/religious affiliations for all significant family members, etc.  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.) 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, 8

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”, but no bigger than 11” x17”. If you really have a very large family, you can extend the length of the paper, but keep the height at 11”. You can also different colors for relational lines, etc. may enhance the presentation of the information. Please do not use pencil (smears too easily).

Part B Submit a paper of no more than 6 double-spaced pages (APA style) describing the structure and culture of your family-of-origin from a Bowenian perspective. The paper should: a. Illustrate two of Bowen’s 8 intergenerational principles as applied to your family. The goal of the paper is to demonstrate your understanding of Bowenian theory of how family relationship patterns exist across generations. b. Include an identification of therapeutic issues related to gender, ethnicity, religion, sexual orientation, as well as specific types of presenting problems that interface with your family of origin; c. Address patterns that stand out to you, and discuss family strength and resilience (as well as problematic areas). d. State what you have learned/gained from the assignment about yourself as well as members of your family, and your family as a whole.

*****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 *****

******For further help students can refer to Genograms: Assessment & Intervention, as well as websites, www.smartdraw.com, www.familysearch.org and www.genopro.com., and http://faculty-web.at.nwu.edu/commstud/galvin/genograms/Welcome.htm#welcome

D. Anatomy of a Family and Role Play 120 points ***Presentations and role-plays are due on the days of the Second class meeting: weekend – April 4,5, &6 ****The concluding paper is due on April 16, Wednesday, by midnight, via e-mail to Judy Skorek*****

For this assignment, you will work with two or three other classmates who share a similar interest in knowing more about one of the following categories of families from different theoretical approaches. The approach used by a specific team for this presentation will be decided at the end of the first class meeting. 1. Contemporary two-parent families 2. Single-parent families 3. Blended couples and families 4. Couples and Families with divorce issues 5. Interracial marriages 6. Same sex couples 9

Presentation Requirements: Each group will have 1 hour and 15 minutes of in-class time to complete this assignment.

Part I – Literature Review A. The first part should be a summary based on what the text and literature (at least three additional academic publications) say about this type of family in the following areas. You can use a movie or a case study to illustrate some of the characteristics and issues that you are going to discuss in this part of the presentation.  How do you define this type of family? What are some of its characteristics?  Are there any distinguishing cycles or stages of development in this type of family?  What are some of the strengths of this type of family?  What are some of the challenges that this type of family may face? How may some of these challenges transfer into clinical issues for family therapists?  What cultural or other demographic factors may vary the kind of challenges and mental health concerns this type of family faces? B. Provide your classmates with a 2-3 page handout which summarizes the information you discussed above. You can present the information in bullet points.

Part II -- The Analysis of a Family  Introduce a family that belongs to the family type that you are presenting to the class. The family can come from a movie or a case study;  Brief history of the family up to the point when they came to therapy;  Challenges and clinical issues that this family may have, e.g. communication patterns, structures, triangulation, unspoken rules, etc.;  Life cycle stages, cultural/gender/environmental issues as they relate to the functioning of the family;  Use a theoretical orientation and its related concepts to explain some problems and clinical issues in this family; and  Based on your chosen theoretical approach, discuss the general treatment goals of the family.

Part III - Role Play Assume that the family in the movie or in the case study was attending therapy. One of you is to be the therapist, and the rest of the teammates will play the characters of the family. If you need more people, you can invite other classmates to role play additional family members. The therapist will conduct a family/couple counseling session for about 20 minutes. In this session, the therapist needs to conduct the session according to the chosen theoretical approach in terms of the way that you work with the family, techniques, and intervention suggested by the theory. Although the “therapist” is the one to conduct the session, the team members have to help stage the situation and help the 10 therapist in advance to figure out how the whole team would like the session to take place.

Part IV – Discussion with the Class & Feedback Solicit feedback from the class with respect to your conceptualization of the family issues, the process of the counseling sessions, treatment goals, suggestions for improvement, etc.

Part V - Concluding Paper Incorporating feedback from the class, as a team, submit an 8 - 10 page paper on the following:  Brief history of the family up to the point when they came to therapy;  Challenges and clinical issues that this family may have, e.g. communication patterns, structures, triangulation, unspoken rules, etc.;  Life cycle stages, cultural/gender/environmental issues as they relate to the functioning of the family;  Conceptualization - Use a theoretical orientation and its related concepts to explain some problems and clinical issues in this family;  Deploying treatment goals and strategies based on your chosen theoretical approach, discuss the same with respect to your family’s central issues; and  A critique on the therapy session – e.g. the “therapist” (remember this is not necessarily a critique of the “therapist” personally, because he or she was acting upon what the team decided to do; the therapist in the role play is a group- determined figure), the overall direction of the session, use of intervention, etc.

Assessment and Grading Your grades for this assignment will be determined based on: 1. The group’s ability to successfully identify and integrate relevant material for the topics that your are presenting; 2. Full and visible participation of all group members; 3. Demonstration of your understanding and application of the chosen theory; and 4. The group’s overall ability to elicit meaningful class discussion & responses.

Grading Scale

100 to 93% = A 92 to 90% = A- 89 to 88% = B+ 87 to 83% = B 82 to 80% = B- 79 to 78% = C+ 77 to 73 = C 72 to 70 = C- 69 & below = F

Course Outline and Assignment Schedule

Date: Topics: Assignments:

Week 1 - Introduction Reading: 2/28-3/2 - Adopting a Family Relationship Framework  Goldenberg & Goldenberg, - Family Development: Continuity and Change Chapters 1, 2, 3, & 4 - Gender, cultural, and ethnicity factors in family  Long & Young, Chapter 1 functioning - Interlocking Systems: The Individual, the Family, Online Assignment: and the Community  Introduce yourself - Couple as a unique system  Was there a story or expectation in your family that encouraged or discouraged you from achieving (college is a must for girls in our family). Elaborate on its impact on your self concept today.

Week 2 - Origins and Growth of Family Therapy  Reading: 3/3-3/9 - Psychodynamic Models  Goldenberg & Goldenberg, Chapters -- Transgenerational Models 5, 7, 8 & 9 - Experiential Models  Galvin & Bylund, Genogram website

Online Assignment:  Questions, comments, or concerns about your genogram assignment.

Week 3 - The Structural Model  Goldenberg & Goldenberg, Chapter 3/10-3/16 -- The Milan Systemic Model 10 & 11  3/14,15,&1 No online assignment 6 Topic for class lectures and discussion will follow the  Class sequence of reading assignments as listed in week Genogram Assignment Due on Meeting 1, 2, & 3 3/15/08, Saturday, in class.

Week 4 - Strategic Models  Goldenberg & Goldenberg, Chapters - Behavioral and Cognitive Models 12, 13 ,14 & 15 3/17-3/23 - Social Construction Models I & II Online Assignment:  Describe an incident where you heard one side of a story, then were startled later by hearing the other side. How did 12

you dissolve the disparity?

Week 5 - A Comparative View of Family Therapy  Goldenberg & Goldenberg, Chapter 3/24-3/30 - Theories of Couple Therapy - Part I & II 18 - An Integrative Model for Couple Therapy  Long & Young, Chapters. 2, 3 & 4

Online Assignment Questions, comments, or concerns about the Family and Role Play assignment Week 6 - Assessment of Couples and their problems.  Long & Young, Ch. 5, 6 & 7 3/31-4/6 - Diagnosis, Goal Setting and Treatment Planning with couples Anatomy of a Family and Role Play 4/4,5, & 6 - Treatment Strategies Assignment Due in class, 4/4,5, &6 Class Meeting Topic for class lectures and discussion will follow the NO ONLINE ASSIGNMENT sequence of reading assignments as listed in week 4, 5, & 6

Week 7 - Professional Issues and Ethical Practices  Goldenberg & Goldenberg, Chapters 4/7-4/13 - Psychoeducational Models: Teaching Skills to 6, & 16 Specific populations  Long & Young, Ch. 8, 9, 10 - Communication and Relationship Education - Intimacy and Sexuality Online Assignment: - Conflict: Negotiation and Resolution  Would you describe your role in your family of origin as more of a therapist (actively intervening in family functioning) Or a researcher (observing, classifying, & evaluating)? How did that earlier role influence you current interests?

Week 8 Research on Family Assessment and Therapeutic  Goldenberg & Goldenberg, Chapters 4/14-4/20 Outcomes 17

Anatomy of a Family and Role Play- Concluding paper due, April 16, Wednesday, mid-night, via e-mail to [email protected]

ARGOSY UNIVERSITY/CHICAGO POLICY STATEMETS

Disability Statement It is the policy of Argosy University / Chicago to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with a disability needs accommodations to complete the instructor’s course requirements, the student must notify the Director of Student Services. Procedures for documenting the student’s disability and the development of reasonable accommodations will be provided to students upon request. 13

The Director of Student Services will notify students when each request for accommodation is approved or denied in writing via a designated form. It is the student’s responsibility to present the form (at his or her discretion) to the instructor in order to receive the requested accommodations in class. In an effort to protect student privacy, Student Services will not discuss the accommodation needs of any students with instructors.

Academic Honesty Argosy University seeks to foster a spirit of honesty and integrity. Any work submitted by a student must represent original work produced by that student. Any source used by a student must be documented through normal scholarly references and citations, and the extent to which any sources have been used must be apparent to the reader. Argosy University further considers resubmission of a work produced for one course in a subsequent course or the submission of work done partially or entirely by another to be academic dishonesty. It is the student’s responsibility to seek clarification from the course instructor about how much help may be received in completing an assignment or exam or project and what sources may be used.

Students found guilty of academic dishonesty or plagiarism shall be subject to disciplinary action up to and including dismissal from Argosy University.

Technology Statement Argosy University encourages the use of technology through the curriculum. This course uses the following forms of technology: online syllabus, e-mail queries to instructor, and videotapes.

Argosy University, Chicago Campus MA Community Counseling Program

Statement of Acknowledgement

My Signature below indicates that I, ______(name of student in print) have read, reviewed, and understand the syllabus and course requirements for PC 6700, Couple and Family Counseling (Spring 2008).

Additionally, I understand that all personal material discussed in this class will be held in strict confidence.

This signed statement will be kept on file until the allotted time for grade appeal has passed.

Moreover, the instructor has indicated to me that she reserves the right to change or modify any portion of this syllabus, including due dates, required reading, assignments, and grading system, as the class progresses.

DISCLAIMER

The instructor has indicated to me that she reserves the right to change or modify any portion of this syllabus, including due dates, required reading, assignments, and grading system, as the class progresses.

Student Signature______Date______