San José State University
School of Social WorK
SCWK 222, Transcultural Multi-Systems Practice 1: Family Systems Focus,
Code ? – Section 1
Fall 2014
Instructor:
Dr. Migdalia Reyes
Office Location:
WSQ 211D
Telephone:
(408) 924-5868
Email:
migdalia.reyes@sjsu.edu
Office Hours:
Mondays & Weds from 3 to 5 PM, & Thursdays by appointment
Class Days/Time:
Mondays 12:00 to 2:45 PM
Classroom:
?
Catalog Description
Practice from a transcultural multi-systems perspective with an emphasis on family systems,
diverse cultural patterns, and varying family forms. Assessment of multi-system interactions of
communities and organizations with a focus on enhancing the health and well-being of
marginalized populations and populations-at-risk. (3 units. Prerequisite: ScWk 221. Must be
taken concurrently with ScWk 232)
Course Description
Social Work 222 is an advanced level practice course that builds on the skills and competencies
gained through the MSW foundation-year courses. The primary focus is on transcultural multisystems knowledge and skills in the areas of culturally competent assessment and intervention
with ethnically, racially, sexually diverse, and marginalized individuals and their families. As a
multi-systems social work practice course, it adopts the family systemic-interaction related to
life-stage theoretical orientation, while taking into consideration the impact of the larger
ecological context on individuals and their families. Various forms of families, such as singleparent (separated/divorced), blended and adopted families, are examined. Special attention is
given to the impact of socio-political-economic and ethnic-racial and cultural diversity of
families (e.g., immigrant, LGBT, homeless, families with violence in the home).
The course content introduces various theoretical frameworks. The overall family systems —
family development perspectives— and family life cycle perspectives are examined as part of the
knowledge and skills for conducting an assessment, formulating and carrying out an intervention
(treatment), and evaluating expected outcomes. Moreover, different therapeutic approaches and
clinical modalities are examined and adopted within the context of the strengths-based model,
and the need to advance human rights and promote social justice when delivering social work
services to families.
Competences
The following Competencies/Program Objectives (PO) are realized through this course:
PO 1. Demonstrate capacity to work effectively in the role of a professional social worker
within the context of a field of practice.
PO 2. Apply ethical principles, codes of ethics and professional social work values skillfully in
practice and in resolving ethical conflicts.
PO 3. Apply critical thinking skills using logic, scientific inquiry, and reasoned discernment in
order to synthesize information, communicate professional judgments, and practice effectively in
the context of specific fields of practice.
PO 4. Consistently demonstrate ability to work effectively with diverse populations and apply
the transcultural perspective in the context of a specific field of practice.
PO 5. Apply multi-systems knowledge and skills to advocate with, and on behalf of, diverse and
marginalized communities.
PO 9. Apply a multi-systems and transcultural perspective in analyzing and responding to
contexts that shape practice in specific social work fields.
PO 10. Differentially select and apply effective engagement, assessment, intervention and
evaluation skills in multi-systems practice with diverse populations.
Course Practice Behaviors (PB)
Student Learning Objectives (SLO)
Upon completion of ScWk 222 students will be able to:
1. Exhibit practice effectiveness regarding building professional relationships between
clients, colleagues, and institutions, and demonstrate awareness of potential biases, in
order to build on the type of professional conduct that guides social work practice. PB: 1
(a, b, c, d, e) (Professional Social Work)
2. Apply with integrity the values, ethics, and legal mandates of the National Association of
Social Workers Code of Ethics, in all phases of contacts with families, as well as
demonstrate awareness of personal biases, and the capacity to identify, manage, and
correct these. PB: 2 (a, b) (Ethics)
3. Display critical thinking skills, and effective oral and written communication in working
with individuals and their families. PB: 3 (a, b, c) (Critical Thinking)
4. Demonstrate knowledge and skills at intra and intersystemic levels, by integrating a
transcultural social work perspective, and strengths-based and empowerment approaches
to practice. PB: 4 (a) (Diversity and Transcultural Perspective)
5. Demonstrate knowledge of family systems in the context of factors that due to historical,
economic, political and social conditions, negatively impact families, and lead to
oppression, marginalization, poverty, and discrimination. This knowledge will provide
the foundation for promoting strategies that support social, economic and political justice
in social work delivery of services to families. PB: 5 (b, c) (Social and Economic
Justice).
6. Ability to seek and access information, scientific and technological resources, and
emerging societal trends to provide relevant services at all levels of practice with
families. PB: 9 (a) (Shape Practice)
7. Demonstrate knowledge and apply skills involving dynamic and interactive processes of
engagement, assessment, intervention, and evaluation at multiple levels with individuals
and families. PB: 10 (c-c) (Engagement and Assessment)
Required Texts/Readings
Textbook
McGoldrick, M., Carter, B., & García-Preto. N. (2011). The expanded family life cycle:
Individual, family, and social perspectives (4th ed.) Boston: Allyn and Bacon (1)
Other Readings
Becvar, D.S., & Becvar, R.J. (2009). Family therapy: A systemic integration
(7th Edition). Boston: Allyn and Bacon. (2)
Boyd-Franklin, N. & Bry, B.H. (2000). Reaching out in family therapy: Home-based,
school, and community interventions. New York: The Guilford Press (2)
American Psychiatric Association (2000). Diagnostic and statistical manual of
mental disorders (4th ed. Text Revised). Washington, DC: Author
Inc. (3)
I did not order this textbook through the bookstore. I suggest that in order for you to
save money (the price of the 2011- 4th edition is $146.80) you order the specific chapters
through coursesmart.com, or purchase the 3rd edition online. If you buy the old edition,
you need to be responsible for checking the reading topics and reconcile different page
numbers that are assigned on the syllabus. Through coursesmart.com, you need to
register with
http://www.coursesmart.com/the-expanded-family-life-cycle-individual/monicamcgoldrick-betty-carter-nydia-garcia/dp/9780205747979.
The etext is ISBN-10 0-205-74797-3 or ISBN-13 978-0-205-74797-9. The printed copy
is very expensive, but if you want to purchase it, the ISBN is
10 0-205-74796-5 or 13 978-0-205-74796-2.
(1)
There is no need for you to purchase these books. However, if you are interested, they
can do so through the Guilford Press, and Allyn and Bacon publication companies, online
(e.g., Amazon), or from a student who took the course during prior years.
(2)
The DSMIV or 5 is expensive. I suggest you obtain it from your agency or MLKing
Library.
(3)
Important Note: The assigned readings that do not appear in your textbook will be sent
to you electronically by the instructor. These are marked as “e-copy” on the Course
Outline. I use the roster to access your email address. Make sure it is listed correctly on
your university contact information.
Library Liaison
For assistance in the library go to the King Library Reference Desk (2nd floor; 808-2100) and/or
utilize the Social Work Research Guide available at http://libguides.sjsu.edu/scwk. The Social
Work Library Liaison is: Teresa Slobuski, who may be reached by phone (408.808.2015) or
email (Teresa.Slobuski@sjsu.edu).
Classroom Protocol
This course includes didactic lectures, interactive learning exercises, and seminar-style discussion. Please
note in order to save resources the School of Social Work is moving toward the distribution of class
syllabi and handouts via electronic means (e.g., email and Canvas).
Students are expected to maintain professionalism; this includes preserving the confidentiality of
clients/cases (discussed in class or written in assignments), and their professional peers (e.g., FFLs, FI,
and fellow students). Professional development includes consultation with fellow students. This includes
being respectful of opinions, perspectives and ideologies; refraining from disruptive behavior; and take
the opportunity to use one another as a resource. I ask you to consult with me when you do not understand
what is covered, open yourself to asking questions, and be engaged in your own learning process. Please
communicate with me regarding any concerns about the course and your progress in it.
I take very seriously the responsibility of grading your work and will always strive to be fair in my
evaluations. Please know that I provide a lot of feedback and often will edit in the spirit of helping
improve the quality of your work. If your work will result is less than a B-, I will on a one-time basis,
offer you the option of rewriting/resubmitting the paper. This will help you practice writing that specific
type of paper, as well as obtain a higher point grade. Note, however, that a rewrite does not qualify for the
full assignment points (and typically might mean only obtaining 2 or 3 more points).
My guidelines on contested grades are as follow:
 If you are unhappy with a grade, I require you to wait at least one day after receiving your work
before contacting me to discuss the matter. During this time, I ask that you read and consider my
comments carefully.
 I strongly recommend that you rewrite your paper or exam using the feedback and/or editing I
provided in order to see how it may improve. However, note that a rewrite (when applicable) is
your decision.

I also ask that you set up an appointment with me, and come with a reasonable explanation as to
why you believe the grade is inaccurate.
I will take your thoughts seriously and will listen earnestly to each request and judge it on its merits.
Dropping and Adding
Students are responsible for understanding the policies and procedures about add/drops,
academic renewal, etc. Refer to the current semester’s Catalog Policies section at
http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current
academic calendar web page located at
http://www.sjsu.edu/academic_programs/calendars/academic_calendar/. The Late Drop Policy
is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of
the current deadlines and penalties for dropping classes.
Assignments and Grading Policy
Your grade in this course will be based on your presentations, written work, tests and
participation as follows:
Assignment
Points
Mid-Term Exam
Family Observation Paper
Family Assessment &
Treatment plan (group
project)
Group Presentation
Participation
Total
15
20
30
20
15
100
Course Student Learning
Objective/Competency (SLO)
PB: 1-3, 7
PB: 3, 4, 6, 7
PB: 2, 4, 5, 6, 7
PB: 4-6, 7
PB: 1-6, 7
Penalty for Late Work
All assignments will be turned at the start of class by the due date. Assignments turned in after
the due date could be subject to an automatic 5% deduction.
Assignment 1
Mid-Term Exam
15 Points
This is a take-home exam that presents the student with a number of questions related to what
was covered in class and in the readings. Content includes areas of ethical standards of practice,
transcultural social work, history of family practice, and content on assessment and intervention.
The exam will emailed to you on 9/15
Due Date: 10/13
Assignment 2
Family Observation Paper
20 points
Students will view a film (see suggested listing below) on their own that depicts various family
types, structures, situations, dynamics, etc. Although you do not have to cite the literature for this
paper, it is highly recommended that you complete the McGoldrick, M., & Carter, B. (2011).
Coaching at various stages of the life-cycle. (Chapter 27, pp. 412-428) reading to guide your
understanding of some of the concepts used in this assignment.
A) Reflect on, and write observations about areas highlighted in the film that relate to what has
been discussed in class and in the McGoldrick readings. Include a thorough and thoughtful
description of one presenting problem and background of that problem; an in-depth
analysis of the family’s functioning by focusing on aspects that you view as essential to the
presenting problem; and address the following concepts:
1) Family system roles
2) Characteristics of the various subsystems
3) Cultural elements that impact the family
4) Rules and traditions (could include also cultural traditions)
5) Family stress, dysfunction, and risk factors
6) Boundary issues (e.g., clear, rigid, and/or diffuse), and relational distance issues
(e. g., disengaged-enmeshed continuum), projections, emotional cutoffs, alliances,
coalitions, conflicts, triangles, collusive relationships
7) Hierarchies of power
8) Family life cycle and individual developmental issues
9) Major transitions
10) Strengths of members of the family
Note: You should use italic to highlight these concepts on your paper. Note that not all of them
may apply, however you should show evidence of use of most.
(10 Points)
B) Pretend you are working with the family observed in the movie, and taking into account
cultural, linguistic (if applicable), social, economic and political factors related to the reality of
the family observed, use the School of Social Work’s transcultural social work model in order to
demonstrate critical thinking skills in your analysis. Make sure you address your role as a social
worker (e.g., your level of awareness and consciousness) if working with the family you
observed in the movie.
(10 points)
Suggested movies:
Adrift (2008)
Biutiful (2010)
My Life as a Dog (1985)
Nina’s Tragedies (2005)
Only Human (2004)
Pan’s Labyrinth – El Laberinto de Fauno (2006)
Precious (2009)
Southern Comfort (2001) documentary
The Color Purple (1985)
The Namesake (2006)
The Scent of Green Papaya (1994)
The Separation (2011)
Tokyo Sonata (2009)
Note: Other suggested films on families are welcomed. If you would like to choose a film not
listed, please speak with me for approval. I recommend that you look up these films online and
read about them before you make your selection. Some are foreign films and have subtitles, and
some are non-traditional, such in the case of Pan’s Labyrinth, which is a fantasy film, but shows
very important elements related to family dynamics, and challenges to a child. Only Human is a
comedy, but there is also important information that can be drawn from due to the JewishPalestinian conflict that takes place among the family. Most of these films you can access
through Netflix.
Length of paper: 4 pages (not to exceed 5 pages) double-spaced 11 pt. font. No cover page
required. You can print in two-sided.
Due Date: 11/3
Assignment 3 and 4
Family Assessment & Treatment-Intervention Plan (FATIP), and Class Presentation
Group Project
30 points for FATIP, and 20 points for class presentation
This assignment is two-fold. It includes: (1) writing a paper based on completing a case
formulation assessment, proposing a treatment-intervention plan and family therapy theory
approach or treatment modality; and (2) making a group class presentation in the format of a case
consultation social work team meeting. During Session II, 9/3, the members of the class will be
divided into working groups of 4 students. Group-member selection will be based on a chosen
family therapy theory approach or treatment modality perspective (see attached guidelines for
list). The members of your group will work collaboratively, analyzing the chosen family case,
carrying out the (mock) assessment and proposing a treatment-intervention plan, which includes
explaining the application of a family treatment theory approach and/or treatment modality. In
the later part of the class sessions, the groups will have a portion of class time to work on the
assignment. The group presentations will be scheduled for 30 minutes and will take place on
11/17 & 12/1. This two-part assignment is a group grade and every member is expected to make
the same type of time and work commitment. The assignment is designed to help students
integrate lecture/readings and practice experiences. See attached detailed guidelines for
completing assignment and breakdown for points.
Due Date of Paper: due 12/1 (bring a self-addressed and stamped envelope of one of the
members of your group for return)
Class Participation:
15 Points
Professional development includes class attendance since it is the main form for acquiring new
knowledge and skills, and consulting with class members (especially the members of the group
assignment). As part of class participation students are expected to critically analyze information
that is presented/discussed, bring examples and applications of the concepts being covered, be
prepared to discuss readings, and provide additional insights on issues from their own special
knowledge, professional expertise and internship/social service agency experience. It is
expected that the student assume responsibility for her/his learning, and the quality and success
of this course. With this in mind, please note that cell phones and laptop computers can only be
used for class-related activities. Please let me know if you are “on call” and required to check
your cell calls. The use of laptops and cell phones (including texting) for personal purposes,
chronic tardiness, absence from the group assignment meetings, and disruptive behavior and/or
inattentiveness will be reflected in the participation grade. To minimize class disruptions please
arrive on time. Class attendance will be usually taken and recorded during the first part of class
sessions. Students should notify the instructor in advance via email if not able to attend class or
if there is a need to leave class early. Also, you must contact your team group if not in class
during sessions when groups will meet to discuss the Family Assessment & TreatmentIntervention Plan assignment.
APA Format and Writing Requirements:
The Publication Manual of the American Psychological Association (APA) 6th edition, is the
style manual adopted by the Masters in Social Work Program. All papers must follow current
APA format guidelines with the following exceptions: the use of running heads is not necessary.
All papers must use standard, 11 or 12-point fonts (e.g., Times Roman) and be free of
typographical, formatting, spelling, and content errors, as the quality of the writing will be
evaluated as part of the grade for all written assignments. All papers should be written in
standard/formal English; avoid slang and refrain from overuse of jargon. It is strongly
recommended that you make use of WORD tools for edit your work (spell check and grammar
check). Be sure to carefully review and edit all drafts prior to submission. All ideas, quotes, and
information taken or derived from other sources must be appropriately cited and referenced in
accordance with APA rules. Make sure to add a reference if using a website. See School of
Social Work Writing Policy for more information.
All papers, including exams and the group exercise papers will be graded according to the
following criteria:
1) Addressing the topic that is relevant to the assignment.
2) Clarity and flow of written discussion.
3) Answering questions completely and thoughtfully.
4) Demonstrate understanding and using critical analysis.
5) Obvious effort and attention to the material required for the assignment.
6) Organization.
7) Appropriate citing of sources used (APA). When adding a review of the literature (a
piece of information from an author other than yourself), make sure to separate what you
are writing about your own experience (e.g., with a case), and what an author writes
(whether using the author’s quote or paraphrasing what s/he wrote).
Submitting Papers
It is important that papers are submitted on time. Please note that I am unable to accept papers
online. If you are not in class when an assignment is due, you must bring it directly to my office,
or give it to a front-office staff person at the School of Social Work’s main office (WSQ Hall
Suite 215) by 5:00 PM. The date of receipt must be stamped on the front page by the staff
person. It is your responsibility to confirm that I have received your paper.
Grading
The grading and evaluation distribution for the class is outlined below.
Percentage.
97-100%.
93-96%.
90-92%.
87-89%.
83-86%.
80-82%.
77-79%.
73-76%.
70-72%.
67-69%.
63-66%.
60-62%.
Below 60%.
Grade.
A+
A.
AB+
B.
BC+
C.
CD+
D.
DF..
University Policies
Academic integrity
Your commitment as a student to learning is evidenced by your enrollment at San Jose State
University. The University’s Academic Integrity policy, located at
http://www.sjsu.edu/senate/S07-2.htm, requires you to be honest in all your academic course
work. Faculty members are required to report all infractions to the office of Student Conduct and
Ethical Development. The Student Conduct and Ethical Development website is available at
http://www.sa.sjsu.edu/judicial_affairs/index.html.
Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism
(presenting the work of another as your own, or the use of another person’s ideas without giving
proper credit) will result in a failing grade and sanctions by the University. For this class, all
assignments are to be completed by the individual student unless otherwise specified. If you
would like to include your assignment or any material you have submitted, or plan to submit for
another class, please note that SJSU’s Academic Policy S07-2 requires approval of instructors.
Campus Policy in Compliance with the American Disabilities Act
If you need course adaptations or accommodations because of a disability, or if you need to
make special arrangements in case the building must be evacuated, please make an appointment
with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires
that students with disabilities requesting accommodations must register with the Disability
Resource Center (DRC) at http://www.drc.sjsu.edu/ to establish a record of their disability.
School of Social Work Policies
School of Social Work Writing Policy
The Instructor will return selected assignments (as specified elsewhere in the syllabus) ungraded
if at least five unique errors are found in grammar, punctuation, sentence structure, spelling,
typos, APA style, or other basic writing errors. Late penalty points may apply, as specified in the
syllabus.
A unique error is an error that will be counted 1 time. For example, if a possessive
apostrophe is left off of a word 5 times in a paper, it will be counted as 1 error (i.e. a possessive
apostrophe error). It is the student’s responsibility to make corrections throughout the paper and
ensure there are no additional instances of the error in the paper before re-submitting the paper
and submitting next assignments.
University Resources
Student Technology Resources
Computer labs for student use are available in the Academic Success Center located on the 1st
floor of Clark Hall and on the 2nd floor of the Student Union. Additional computer labs may be
available in your department/college. Computers are also available in the Martin Luther King
Library. A wide variety of audio-visual equipment is available for student checkout from Media
Services located in IRC 112. These items include digital and VHS camcorders, VHS and Beta
video players, 16 mm, slide, overhead, DVD, CD, and audiotape players, sound systems,
wireless microphones, projection screens and monitors.
Learning Assistance Resource Center
The Learning Assistance Resource Center (LARC) is located in Room 600 in the Student
Services Center. It is designed to assist students in the development of their full academic
potential and to inspire them to become independent learners. The Center's tutors are trained and
nationally certified by the College Reading and Learning Association (CRLA). They provide
content-based tutoring in many lower division courses (some upper division) as well as writing
and study skills assistance. Small group, individual, and drop-in tutoring are available. Please
visit the LARC website for more information at http://www.sjsu.edu/larc/.
SJSU Writing Center
The SJSU Writing Center is located in Room 126 in Clark Hall. It is staffed by professional
instructors and upper-division or graduate-level writing specialists from each of the seven SJSU
colleges. Our writing specialists have met a rigorous GPA requirement, and they are well trained
to assist all students at all levels within all disciplines to become better writers. The Writing
Center website is located at http://www.sjsu.edu/writingcenter/about/staff/.
Peer Mentor Center (Optional)
The Peer Mentor Center is located on the 1st floor of Clark Hall in the Academic Success Center.
The Peer Mentor Center is staffed with Peer Mentors who excel in helping students manage
university life, tackling problems that range from academic challenges to interpersonal struggles.
On the road to graduation, Peer Mentors are navigators, offering “roadside assistance” to peers
who feel a bit lost or simply need help mapping out the locations of campus resources. Peer
Mentor services are free and available on a drop –in basis, no reservation required. The Peer
Mentor Center website is located at http://www.sjsu.edu/muse/peermentor/
TOPIC OUTLINE AND ASSIGNMENTS
Session
Date
Topics, Readings, Assignments, Deadlines
SLO
1
8/25
Topics: Introduction of course content
What is family therapy? Professionalism in social work and PB:1-4
the code of ethics.
2
9/1
Topic: The Family Life Cycle: A general understanding of
the family life-cycle theory to contemporary family
structures.
Required Reading
McGoldrick, M., Carter, B., & García-Preto. N. (2011).
Overview: The life cycle in its changing context: Individuals,
families and social perspectives. Chapter 1, pp. 1-19.
Recommended Reading
McGoldrick, M., Carter, B., & García-Preto. N. (2011). Self
in context: Human development and the individual life cycle
in systemic perspective. Chapter 2, pp. 20-41.
The Family Assessment & Treatment-Intervention Plan
PB: 3, 4, 6
groups will be formed
3
9/8
Topic: Transcultural social work; Multi-systems social work
practice; practice with culturally diverse and marginalized,
oppressed, and disenfranchised families.
PB: 4, 5, 6
Movie viewing: Raising Victor Vargas (2003)
Required Readings
Boyd-Franklin, N. & Bry, B.H. (2000). Cultural, racial and
socioeconomic issues. Reaching out in family therapy:
Home-based, school, and community interventions (pp. 1133). New York: The Guilford Press. (e-copy)
4
9/15
Topic: Families at-risk (family dysfunction) and family
resilience (strengths-based model); systemic interactions
related to health, and mental health challenges, including
parent, and child emotional and behavioral problems.
PB: 2, 6, 7
Required Reading
Berman, E, & Heru, A. (2011). Psychiatric illness and the
life cycle. In M. McGoldrick, B. Carter, & N. García-Preto.
Chapter 26, pp. 398-411.
Mid-Term Exam will be sent out
6
9/22
Topic: The bio-psycho-social assessment as tool for working
with families; use of the DSMIV or 5, genogram, and
ecomap.
PB: 2, 6, 7
Assignment: Bring to class a genogram of a family (it can be
of a client family system you are working with, or of your
own family). A sample of the genogram is found in the
McGoldrick, M., Carter, B., & García-Preto. N. (2011):
Family chronology or time line (p. 454-455).
Required Reading
McGoldrick, M., Carter, B., & García-Preto. N. (2011). A
multicontextual life-cycle framework for clinical assessment.
Appendix, pp. 447-455.
Recommended Reading
Boyd-Franklin, N. & Bry, B.H. (2000). A multisystems case
example. Reaching out in family therapy: Home-based,
school, and community interventions (pp. 163-177). New
York: The Guilford Press. (e-copy).
7
9/29
Topic: Theories and approaches to family practice, and
interventions; discussion and utilization of family therapy
interventions with an emphasis on behavioral/cognitive
PB: 2, 6, 7
approaches.
Required Readings
McGoldrick, M., & Carter, B. (2011). Coaching at various
stages of the life-cycle. In M. McGoldrick, B. Carter, & N.
García-Preto. Chapter 27, pp. 412-428.
Becvar, D.S., & Becvar, R.J. (2009). Behavioral/cognitive
approaches. Family therapy: A systemic integration (pp. 227248). Boston: Allyn and Bacon. (e-copy)
8
10/6
Topic: Family intervention from a transcultural multisystems practice (part I): Discussion and utilization of
techniques for delivering services to families utilizing
culturally competent methodologies. The use of the
culturegram.
PB: 3-5, 7
Assignment: Bring a culturegram to class (it could be of a
client family system, or your own family). It may include the
following:










Reasons for relocation
Legal status
Time in community
Language spoken at home and in the community
Health beliefs
Crisis events
Holidays and special events
Contact with cultural and religious institutions
Values about education and work
Values about family - structure, power, myths, and
rules
Required Reading
Moore-Hines, P. (2011). The life-cycle of African American
families living in poverty. In M. McGoldrick, B. Carter, &
N. García-Preto. Chapter 6, pp. 89-102.
Recommended Reading
Kliman, J. (2011). Social Class and the life-cycle. In M.
McGoldrick, B. Carter, & N. García-Preto. Chapter 5, pp.
75-88.
9
10/13
Topic: Family intervention from a transcultural multisystems practice (part II): Discussion and utilization of
techniques for delivering services from a feminist
perspective.
Required Reading
PB: 1, 2, 4,
5, 7
McGoldrick, M. (2011). Women and the family life-cycle. In
M. McGoldrick, B. Carter, & N. García-Preto. Chapter 3, pp.
42-58.
Recommended Reading
Mock, M. R. (2011). Men and the family life-cycle:
Diversity and complexity. In M. McGoldrick, B. Carter, &
N. García-Preto. Chapter 4, pp. 59-74.
Mid-Term Exam Due
10/20
Topic: Family intervention from a transcultural multisystems practice (part III): Discussion and utilization of
techniques for delivering services to lesbian, gay, bisexual
and transgender families.
Required Reading
PB: 1, 4, 5,
7
Ashton, D. (2011). Lesbian, gay, bisexual and transgender
individuals and the family life-cycle. In M. McGoldrick, B.
Carter, & N. García-Preto. Chapter 8, pp. 115-132.
10
10/27
Topic: Violence in the home, child abuse, ritual abuse, and
intergenerational violence. Alcohol and other drugs; the
challenges of co-dependency, and cultural considerations of
family rescuing.
Required Readings
1, 4, 5, 7
McGoldrick, M. & Ross, M.A. (2011). Violence and the
family life-cycle. In M. McGoldrick, B. Carter, & N. GarcíaPreto. Chapter 25, pp. 384-397.
Laszloffy, T.A. (2011). Alcohol problems and the family
life-cycle. In M. McGoldrick, B. Carter, & N. García-Preto.
Chapter 24, pp. 368-383.
11
11/3
Spiritual notions in service delivery of families.
Groups will meet to work on the Family Assessment &
Treatment-Intervention Plan paper and prepare for
presentation.
PB: 4, 5, 7
Required Reading
Petry, S. (2011). Spirituality and the family life-cycle. In M.
McGoldrick, B. Carter, & N. García-Preto. Chapter 9, pp.
133-148.
Family Observation Paper Due
12
11/10
Topic: Grief and loss; challenges resulting from aging
families, and death and dying.
Groups will meet to work on the Family Assessment &
Treatment-Intervention Plan paper and prepare for
PB: 4, 5, 7
presentation.
13
11/17
Family Assessment & Treatment-Intervention Plan Group
Presentations
14
11/24
Groups will meet to work on the Family Assessment &
Treatment-Intervention Plan paper due next week.
15
12/1
Family Assessment & Treatment-Intervention Plan Group
Presentations
Family Assessment & Treatment-Intervention Plan paper
due (bring a self-addressed and stamped envelope of one of
the members of your group for return)
16
12/8
Wrap-up
PB: 7
PB: 1-4, 6,
7
Family Assessment & Treatment-Intervention Plan (FATIP) Group Assignment Guidelines
(30 Points - Group Grade)
I- Selection of the Group
Four or five members will be selected for each group. The number of members is based on
course enrollment. The selection of members will be determined by the chosen theory approach
or treatment modality perspective listed below (one group per approach).
a)
Feminist Models (or gender-sensitive including working with non-passing
transgender and other gender non-conforming clients)
b)
Natural Systems Theory Approach
c)
Experiential Approach
d)
Structural Approach
e)
Strategic/Systemic Approach and the Milan Influence
f)
Postmodern Approach
g)
Internal Family Systems Model
h)
The Gottman Couples Counseling Approach
This assignment relies on the strengths of your group to formulate a case with the use of an assessment
and a proposed intervention on a family client system. This includes: problem identification,
assessment, and evaluation (as well as termination, if applicable). The family chosen can be selected
from a case from one of the members of the group (either from her/his internship or the social service
agency where employed), or created as a case-vignette by the group. Communication and democratic
collaboration between group members is key to the success of this project. Your group will work as a task
group to achieve the completion of this assignment. This will require teamwork, and collective (collegial)
decision-making. I will be available for group consultation. When meeting in class, your group may
request in-class consultation, or can make an appointment during my office hours (see syllabus for office
hours).
Guidelines for the FATIP project and writing the group paper
A) Provide a one-page summary of the case based on a bio-psycho-social assessment of your chosen
family (not to exceed one page). Add a DSMIV diagnosis if there is one. Define the problem or challenge
in a clear way by providing background information. Although you do not have to cite this source in the
text of your write up of the case, the required readings for this section are: (1) the McGoldrick, M.,
Carter, B., & García-Preto. N. (2011). A multicontextual life-cycle framework for clinical assessment
(pp. 447-455), and (2) the Boyd-Franklin, N. & Bry, B.H. (2000): A multisystems case example
(pp. 163-177) since they serve as a model and provide examples to help your group complete the
assessment of your chosen family. Make sure to include all of the relevant background information that a
social worker, which is not familiarized with the case, will need in order to follow the case and
understand your group’s proposed intervention. This includes: the problem/challenge (e.g., substance
abuse, marital infidelity, domestic violence, adolescent delinquency, gang involvement, etc.), a
diagnosis (if there is one), diverse family forms, risk factors, and implications of family
dynamics. Also, weave in content related to the transcultural perspective. Attach a genogram and, if
applicable, add a culturegram (both as an appendix to the paper). The culturegram includes the following:

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Reasons for relocation.
Legal status
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Time in community
Language spoken at home and in the community
Health beliefs
Crisis events
Holidays and special events
Contact with cultural and religious institutions
Values about education and work
Values about family - structure, power, myths, and rules
(7 points)
B) Define the type of family you are working with, and discuss and illustrate the family lifecycle theory in relation to your chosen family’s experience. Make sure to show evidence of use
of the literature by weaving salient concepts of the reading with illustrations from the family. Of
particular importance is McGoldrick, M., Carter, B., & García-Preto. N. (2011): Overview: The
life cycle in its changing context: Individuals, families and social perspectives (pp. 1-19).
(5 points)
C) Propose a family social work intervention (treatment plan) based on your assessment and
DSMIV or 5 diagnosis (if there is one). Some of the information required includes: goals and
objectives, recommended counseling or therapy sessions (e.g., number of sessions), collateral
information being sought, advocacy skills required, and proposed case management activities
(e.g., wrap around services at: name agency ___). Attach an ecomap as an appendix. Make sure
to include information on expected outcomes that suggest the members of your group and the
family are meeting the goals and objectives set out.
(10 points)
D) You will need to research and describe in detail the topic of the therapy approach (theory) or
treatment modality perspective your group has signed up for. Use the literature (must show
evidence of use) to describe the chosen approach, and be clear when illustrating its application to
your group’s family case (e.g., provide a couple of examples on how the family therapy
approach, or the treatment modality is used). The Becvar, D.S., & Becvar, R.J. (2009) Family
therapy: A systemic integration. Boston: Allyn and Bacon, is an excellent source for literature on
some of the approaches. I will make the textbook available to the groups.
(7 points)
E) Suggest how you are going to evaluate the outcomes (success) of your intervention
(1 points).
Note: Show appropriate use of APA skills (see APA guideline on syllabus), and graduate level &
professional writing (See School of Social Work Writing Policy)
II. Writing the Group Paper
The members of the group must together write and submit a 6-page paper (excluding cover page,
reference page and appendix). It is not to exceed 7 pages. The paper must respond to the
questions presented above, and those that emerge during the working-groups’ progress. It is up
to the group members to decide how to divide up the work for writing the paper. However,
remember that this is a group grade and every member is expected to make the same type of time
and work commitment. I suggest that you meet as a group to write the paper, and limit the use of
email to complete it (I have always received negative feedback from students about the use of
email as the sole method for writing a group paper because one or two students end up with the
bulk of the writing, and resentment is generated). On November 26 we will not meet in class and
the session will be reserved for your group to write the paper and prepare for the presentation. I
will be available for consultation by appointment.
III. Class Group Presentation (20 points - Group grade)
It is up to the group members to decide how to organize the presentation. Of course the family’s
challenge or problem, treatment-intervention plan, and family therapy approach or
treatment modality perspective must be part of the presentation. The main format is that of a
case consultation to a team of social workers. However, you can be creative by using a short
simulated session (a role-play scenario with your mock family that illustrates techniques and
strategies derived from your group’s chosen therapy practice approach). Some ideas to consider
while putting your presentation together are as follow:
a. What do your peers (social work colleagues) need to know about your group’s
chosen family, the assessment information, your proposed intervention plan, and
expected outcomes?
b. What do your colleagues need to know about your group’s chosen family therapy
approach or treatment modality perspective? Show illustrations of its application.
c. What resources are necessary to deliver effective services to the family?
d. How will the proposed intervention benefit the family?
e. What are some of the challenges that this case pose for your team (e.g.,
countertransference, immigration status of family), and what do you suggest be
done to overcome these?
f. How will the intervention be supported and sustained?
g. How is the team going to evaluate the outcomes and success of the intervention?
Because this is a group grade, every member needs to participate in the presentation. Those
members, who are uncomfortable with public speaking, need to be supported through coaching
and mentoring by the members of the group.
Make sure to provide the students (it could be via email to save paper) with a brief information
‘hand out’ related to the topic. Also, please email me a copy of the Power-Point transparencies.
Presentation Grading Matrix for Group Presentation

Content Information related to the topic, assessment and intervention proposal, and family
therapy theory approaches or treatment modality perspective. (10 points)

Organization, flow, professional delivery and expression, including appropriate interaction with
other presenters and professional projection toward audience. This includes the use of a short
simulation activity (e.g., role play). (5 points)

Creativity, clarity, good use of time, and appropriateness of information displays (e.g., Visual
Aids, handouts). (5 points)
Dates of Family Assessment & Treatment Plan Group Presentations: 11/17 & 12/1