<p> Argosy University, Chicago COURSE SYLLABUS Family and Couples Therapy PP8050 Summer 1 2011</p><p>Faculty Information: Faculty name: Ammara Khalid, M.A, Psy.D Campus: Chicago Contact Information: Office Phone Number: 312-777-7733 Email: [email protected] Office Hours: By appointment</p><p>Catalogue Description: This course introduces the student to systemic concepts as applied to families. Both theory and basic intervention skills are emphasized. Ethics in family treatment and tailoring treatment to the needs of the family, particularly as it applies to culturally-based values and issues, is also addressed. Treatment models covered include structural-strategic, Bowenian, solution-focused, and constructivist approaches, and may include others, as time permits. </p><p>Course Pre-requisite: None</p><p>Required Readings:</p><p>Guerin, P., Fogarty, T. F., Fay, L. F., & Kautto, J. G. (1996). Working with Relationship Triangles: The One-Two-Three of Psychotherapy. New York: Guilford Press. ISBN: 1- 57230-143-0.</p><p>Johnson, S. M. (2004). The Practice of Emotionally Focused Couple Therapy (2nd ed.). New York: Brunner-Routledge. ISBN: 0-415-94568-2.</p><p>Minuchin, S., & Nichols, M. P. (1993). Family Healing: Strategies for Hope and Understanding. New York: The Free Press. ISBN: 0-684-85573-9.</p><p>Nichols, M. P., & Schwartz, R. C., (2005). Family Therapy: Concepts and Methods. New York: Allyn & Bacon. ISBN: 0-205-47809-3.</p><p>Technology: Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office: Acrobat (full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator 4.08; Norton Antivirus.</p><p>Course length: 7.5 Weeks</p><p>Contact Hours: 45 Credit Value: 3.0</p><p>Course Objectives: Course Objectives Program Goal Method of Assessment Students will be able to conceptualize human Goal 2 - Role play reflections, health, problems and resolutions from a Intervention Genogram and reflection, systemic perspective. Group presentation, and Final Exam Students will demonstrate both theoretical and Goal - Role play reflections, clinical knowledge of three schools of family Diversity Genogram and reflection, therapy. They will be able to relate these Final Exam models to the family life cycle with consideration for diverse ethnicity, religious, social class, disability, and sexual orientation. Students will demonstrate clinical Goal 2 - Role Play reflections, Group interventions and skills with couples and Intervention presentation, Final Exam families within therapeutic settings Students will be able to identify the interface Goal - Genogram and Reflection between family of origin issues and client Diversity Paper family issues. Students will be exposed toand critically Goal 2 - Role Play reflections, Class evaluate an empirically supported treatment Intervention Participation, Final Exam approach for couples therapy.</p><p>Evidence Based Practice: This course addresses evidence based practice (EBP) issues among course topics, readings, experiential exercises, critical thought reflections, discussions, case presentations, and final exam. For example, students are required to utilize one of the most well known empirically- supported couples treatment approaches, Emotionally-Focused Therapy, within their role-plays. Students are then asked to reflect on the their experience using this model. In addition, readings about this model as well as in class discussions highlight the supporting evidence and empirical foundations of the model. The value of using EBP within couple and family therapy is considered. </p><p>Assignments:</p><p>Attendance and Class Participation (Worth 75 Points) Given the nature of this course with its hands-on approach, attendance and participation are vital components. It is expected that each student will come prepared to class each week. Preparation includes having completed the assigned reading prior to the class period for which it is assigned, and coming with potential questions or reflections about the readings for in-class discussions.</p><p>In addition, role-playing will be a major aspect of this class and each student is expected to fully participate. In order to get the most out of this class students are expected to participate in each of the roles within a role-play (therapist and family member). Students will be graded on the quality of their in-class participation. </p><p>Five (5) points are available each week for attendance and participation for a total of 75 points. No make-up points will be available for this portion of the grade. </p><p>“Doing Family Therapy” (Worth 100 Points) Throughout the semester you will work in “families” and as therapists working with these “families.” During the first few class periods you will work to design a family that will be the basis for your role-plays throughout the semester. Each design will include a brief history and a presenting problem for the family. In addition, each student will be required to “be the therapist” a least five times throughout the semester. In these role-plays you will practice the systemic interventions for models we discuss, and you will practice conceptualizing the case from a family therapy perspective. The instructor will serve as the “observing team” and will provide feedback throughout the role-play. </p><p>Each student is responsible to audiotape all of your practice work each time you are a therapist. Five times you will be required to review your tape and present a brief synopsis of your work in a one-page reflection. This reflection should include a description of your strengths and growth- areas in working with the family. These reflections will be turned in during the class period the following week. </p><p>Family Genogram (Worth 150 Points) 1. Genogram diagram: Complete an accurate genogram of your family. Please include at least three generations (i.e., you, your parents, and your grandparents). This portion of the assignment is worth 50 points.</p><p>Please include the following information on your genogram. </p><p> Names, dates of births, marriages, deaths, separations and divorces (month and year).  Other information such as, immigration, occupation, education, city/state of residence, illnesses, substance abuse, and mental health. Add descriptive information that clarifies relationships as needed (e.g., drug use, in jail, etc.) You should create a ‘legend’ to explain additional information.  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, parents, uncles/aunts, or grandparents for corroborating information. Even responses to such requests can be informative.  You may use a sheet of paper larger than 8.5” x 11” (a poster board is often helpful). The use of different colors for relational lines, etc. may enhance the presentation of the information. Please do not use pencil, as it smears too easily. </p><p>2. Reflection Paper: Complete a 6-7 page, double-spaced paper (APA style) describing the structure and culture of your family-or-origin from a Bowenian perspective. This paper should illustrate at least two of Bowen’s eight intergenerational principles as applied to your family. The goal of this paper is to demonstrate an understanding of Bowenian theory of how family relationship patterns exist across generations. The paper should include a self- critique and identify “interface issues” from your family intergenerational history that you might have as a therapist working with families and couples. Issues related to gender, ethnicity, religion, sexual orientation, as well as specific types of presenting problems that interface with you family-of-origin should be addressed. In your paper, you should identify areas of strength as well as areas that may be more problematic. </p><p>Please DO NOT simply repeat the information that is included on your genogram. Instead focus your attention on applying the Bowenian principles to your family. </p><p>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. If you do not wish to create a genogram of your family, please talk to me about an alternate assignment at least weeks prior to the deadline for the assignment. </p><p>References for this assignment available in the library:  McGoldrick & Gerson (1985). Genograms in family assessment.  Carter & McGoldrick (1999). The changing family life cycle  Hall (1991). The Bowen family theory and its uses. </p><p>Group Presentation (Worth 100 Points) Groups of two to three students will provide a multi-media presentation on topics pertinent to Marital and Family Therapy. A sign-up sheet will be available with potential topics listed. However, students may also propose their own topic for approval to the instructor. Example topics might include, sexuality, affairs, violence, divorce/remarriage, problems of school-age children, etc. </p><p>Presenters will be asked to provide a seminal article/book chapter for classmates to review the week prior to their presentation. The presentation should include handouts for each student on the topic with a list of references for further study. The presentation should be between 30-45 minutes in length. </p><p>Group members will be required to assign a point value (out of 50 possible points) to their own and their colleagues’ investment and participation in the project. The remaining 50 points will be assigned based on the content of the presentation, the reading provided, and the handouts. </p><p>Final Exam (Worth 100 Points) The final is take-home written assignment. You will be presented with a case example and will be asked to develop a response based on one of the theories covered during this course. A presenting problem will be provided for this assignment. The following are examples of sections to included: assessment technique (i.e., Bowen—genogram), presenting problem and history of family interactions, family functioning, statement of the problem from your theoretical position, critique of the theory—limitations as you see them, how the theory addresses issues of diversity, goals of the initial session, goals of overall treatment, interventions/phases of treatment, and termination. You will have one week for this assignment. </p><p>Late Assignments: All assignments should be turned in at the beginning of the class period in which they are due. Please note that for each weekday the assignment is late a 10% deduction of the total points possible will be applied to the assignment.</p><p>Course Schedule: Week Topic Reading Assignment 1 Review Syllabus Nichols & Schwartz Ch. 1 (The May 9 Intro to family systems foundations of family therapy) Ch2 (The evolution of family therapy) May 12 Systems Theory Nichols & Schwartz Ch. 4 (The fundamental concepts of family therapy) 2 Structural Theory  Nichols & Schwartz Ch. 7 May 16 (Structural Family Therapy)  Minuchin & Nicbols Ch. 1 (Family Healing)  Ch 2 (From Individual to Family Therapist)  Ch 3 (Families and Family Therapy)  Ch 4 (The Formation of a Couple)  Ch 5 (The wife Beater) Ch 6 (The Unspoken Contract) May 19 Structural Theory  Minuchin & Nicbols Ch.7 (A Crunch to Move Away)  Ch 8 (Parents as Prisoners or Jailers?) Ch 9 (A Fathers Rage) 3 Structural/Strategic  Minuchin & Nicbols Ch.10 (The May 23 second time around)  Ch 11 (The Stepdaughters Habit)  Ch 12 (The hypochondriac and His Understanding Wife)  Ch 13 (Death and the Gorilla Mask) Nichols & Schwartz Ch. 6 (Strategic Family Therapy) May 26 Bowenian Theory  Nichols & Schwartz Ch. 5 (Bowen Family Systems Therapy)  Guerin, et al. Ch. 1 (Relationship Triangles: Evolution of the Concept)  Ch 2 (Relevance of Trangles in Clinical Context)  Ch 3 (Addressing Triangles in Therapy) Ch 4 (The Structure of Relationship Triangles) 4 No Class: Memorial Day May 30 June 2 Bowenian Theory  Guerin, et al. Ch. 5 (Emotional Process within Triangular Structure)  Ch 6 (The Interaction of Structure, Process, and Function)  Ch 7 (Introducing Triangles in Individual Therapy) Ch 8 (Coaching and Direct Intervention with Triangles in Individual Therapy) 5 Bowenian Theory  Guerin, et al. Ch. 9 (Extra-familial Genogram and June 6 Triangles in Marital Conflict) Reflection  Ch 10 (Marital Triangles within the Paper Due Family)  Ch 11 (Child and Adolescent Triangles)  Ch 12 (Symptomatic Child and Adolescent Triangles within the Family) Ch 13 (Conclusion: Becoming a Triangle Doctor) June 9 EFT/Evidence-Based  Nichols and Schwartz Ch. 8 Practice (Experiential Family Therapy)  Johnson Ch 1 (The Field of Couple Therapy and EFT)  Ch 2 (An Attachment View of Love)  Ch 3 (The EFT Theory of Change) Ch 4 (The Basics of EFT) 6 EFT  Johnson Ch 5 (Assessment) June 13  Ch 6 (Changing the Music)  Ch 7 Deepening Engagement)  Ch 8 (Emotional Engagement) Ch 9 (The Consolidation of a Secure Base) June 16 EFT  Johnson Ch 10 (key clinical Issues and Solutions)  Ch 11 (EFFT)  Ch 12 (Relationship Traumas)  Ch 13 (The Peanut Butter Incident) Ch 14 (A Stage to EFT Season) 7 Presentations Presentation Articles June 20 June 23 Presentations Presentation Articles 8 No Class: Work on Final Exam June 27 June 30 **Final Exam DUE** ***Additional Readings may be distributed throughout the course. </p><p>Grading Criteria:</p><p>Grading Scale Grading Requirements</p><p>A 100 – 93 Attendance/Participation 14.3 A- 92 – 90 % B+ 89 – 88 “Doing Family Therapy” 19.5 B 87 – 83 % Genogram and Reflection Paper 28.6 B- 82 – 80 % C+ 79 – 78 Group Presentation 19.5 C 77 - 73 % C- 72 – 70 Final Exam 19.5 F 69 and below % 100%</p><p>Library Resources</p><p>Argosy University’s core online collection features more than 21,000 full-text journals, 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. All electronic resources can be accessed through the library’s website at www.auchicagolib.org. User IDs and passwords are distributed during orientation, but can also be obtained at the circulation desk, calling 312-777-7653, or by e-mail at [email protected].</p><p>In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Library Online Catalog. Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.</p><p>Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach fundamental and transferable research skills, including selecting sources appropriate for academic-level research, searching periodical indexes and search engines, and evaluating and citing information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosyu.edu/infolit/ Academic Policies Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism. </p><p>Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language. </p><p>Americans with Disabilities Act Policy</p><p>It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request. </p><p>Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.</p><p>The Argosy University Statement Regarding Diversity</p><p>Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds. Student Agreement Form:</p><p>I ______have received a copy of the syllabus for PP 8050: Family and Couples Therapy. I have read the syllabus and understand the course requirements, and agree to abide by these guidelines and expectations. </p><p>Name (Printed): ______</p><p>Signature: ______</p><p>Date: ______</p>