THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
SOWO 842 (Section 01, Monday: 9-11:50 AM)
COURSE TITLE, SEMESTER AND YEAR: FAMILIES: THEORY AND PRACTICE, FALL ‘15
INSTRUCTOR:
Gary L. Bowen, Ph.D., ACSW
Kenan Distinguished Professor
School of Social Work
Tate-Turner-Kuralt, Room 438
Phone: 919-962-6542 (O), 919-377-2999 (H), 919-448-4058 (M)
Email: glbowen@email.unc.edu
OFFICE HOURS:
Monday, 1-3:30 PM (By Appointment)
UNC-CH Safe Zone
COURSE DESCRIPTION: A review of explanatory and practice theories for understanding
and intervening with families and couples.
COURSE OBJECTIVES:
By course end, students will:
1. Understand the development and role of explanatory and practice theory in familycentered social work practice.
2. Understand concepts, selected theory, and research concerning family functioning
and interaction.
3. Understand family functioning and interaction in the context of race, ethnicity,
gender, age, socioeconomic status, and culture and history.
4. Apply models of family functioning and interaction to frame and inform social
interventions with couples and families.
5. Gain awareness of the field of family life education and review specific programs
focused on promoting strong families and effective parenting.
6. Review major clinical and community intervention strategies for working with
couples and families experiencing relationship problems or facing adversity and
positive challenge.
7. Develop skills in engaging, assessing, intervening, measuring progress, and ending
relationships with families that are culturally sensitive and relevant.
8. Examine family-centered social work practice in a variety of direct practice settings,
including health, mental health, schools, the U.S. military, and settings particularly
focused on child welfare.
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9. Recognize ethical dilemmas and employ decision-making skills for ethical practice
with families in agency and community based settings.
EXPANDED DESCRIPTION: This course includes a focus on both explanatory theories
(theories of change) for understanding variation in couple and family interaction and
practice theories (theories of action) for intervening to improve family member and
family system functioning. Students will gain experience in identifying critical
explanatory factors associated with strong and adaptive couple and family functioning
(resilience)—factors that function as leverage points in the design of social interventions.
Students will have the opportunity to prepare an integrative review of a social problem
for which family-related interventions have shown promise.
REQUIRED TEXTS/READINGS:
Main Texts
Arditti, J. A. (2015). Family problems: Stress, risk, and resilience. Chichester, West
Sussex: John Wiley & Sons, Inc. (ISBN PB: 9781118348284)
Lipper, J. (2003). Growing up fast. New York: Picador. (ISBN 0-312-42223-9).
[Paperback]
Supplemental Texts (Not Required)
Smith, S. R. & Hamon, R. R. (2012). Exploring family theories (3rd Ed.). New York:
Oxford University Press. (ISBN 978-0-19-986001-2) (softcover=$57.95)
Becvar, D. S. (Ed.). (2013). Handbook of family resilience. New York: Springer. (ISNB
978-1-4614-3799-4) (ebook=$69.99, softcover=$89.99)
Darling, C. A., & Cassidy, D. (with Lane Powell). (2014). Family life education:
Working with families across the lifesplan (3rd Ed.). Long Grove, Il: Waveland Press, Inc.
(ISBN 978-1-4786-1143-1) (softcover=$47.95)
Boss, P. (2002). Family stress management: A Contextual Approach (2nd ed.). Thousand
Oaks, CA: Sage Publications. (ISBN 0-8039-7389-X) [Paperback]
Fine, M. A. & Fincham, F. D. (Eds.). (2013). Handbook of family theories: A contentbased approach. New York: Routledge (Taylor & Francis). (ISBN 978-0-415-65722-8,
Paperback).
RELATED READINGS:
Boss, P. (2006). Loss, trauma, and resilience: Therapeutic work with ambiguous loss.
New York: W. W. Norton and Company, Inc. (ISBN 0-393-70449-1) [Hardcover]
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Boss, P. (1999). Ambiguous loss: Learning to live with unresolved grief. Cambridge,
MA: Harvard University Press. (ISBN 0-674-01738-2) [Paperback]
Boss, P. (Ed.). (2003). Family stress: Classic and contemporary readings. Thousand
Oaks, CA: Sage. (ISBN 0-7619-2612-7) [Paperback]
Bredehoft, D. J., & Walcheski, M. J. (2009). Family life education: Integrating theory
and practice. St. Paul, MN: National Council on Family Relations. (ISBN 0-916174-697) [Paperback]
Revenson, T. A. Kayser, K., & Bodenmann, G. (2005). Couples coping with stress:
Emerging perspectives on dyadic coping. Washington, DC: APA.
Patterson, J., Williams, L., Grauf-Grounds, C., & Chamov, L. (1998). Essential skills in
family therapy: From the first interview to termination. New York: Guilford Press.
Piercy, F.P., Sprenkle, D.H., & Wetchler, J.L. (1996). Family therapy sourcebook (2nd
Ed.). New York: Guilford Press.
CLASS MEETINGS:
August 24, August 31, September 1, September 7 (no class), September 14, September
21, September 28, October 5, October 12, October 19, October 26, November 2,
November 9 (no class), November 16, November 23, November 30
TEACHING METHODS:
This course has been designed to maximize student involvement, and it will be facilitated
using a transformative learning model. From this model, students work with the instructor
as full partners in assuming responsibility for the success of the course. Students will
prepare lectures, lead class discussion, work in small groups, and provide peer review.
EXPECTATIONS FOR WRITTEN ASSIGNMENTS:
Students are expected to use high quality academic English. Do proofread well! If
students have difficulty writing, they are strongly encouraged to use online resources of
the campus Writing Center (http://www.unc.edu/depts/wcweb/) and/or seek assistance
from our editors here in the School of Social Work. There are many useful resources on
the SSW website, under Writing Resources. A brief explanation of APA style is
contained there.
The School of Social Work faculty has adopted APA style as the preferred format for
papers and publications. All written assignments for this course should be submitted in
APA format. The web sites listed below provide additional information, though students
are encouraged to purchase the following text:
American Psychological Association. (2010). Publication manual of the American
Psychological Association, 6th Edition. Washington, D.C.: Author.
http://www.apastyle.org/elecref.html (APA Style for material in electronic formats)
http://owl.english.purdue.edu/handouts/research/r_apa.html (general information about
documentation using APA style)
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http://www.bartleby.com/141/ (electronic version of Strunk's The Elements of Style which
was originally published in 1918)
http://www.fas.harvard.edu/~wricntr/resources.html (The Writing Center, links to on-line
reference material and many other useful sites for authors)
q http://www.unc.edu/depts/wcweb/ (The UNC writing center—on-line and tutorial help
at Phillips Annex 962-7710)
CLASS ASSIGNMENTS:
Class Attendance
Students are expected to attend all class sessions, and classes will begin and end on time.
A roll sheet will be distributed at the beginning of each class. If there is some reason that
you cannot attend a class, please contact the instructor or leave a message for the
instructor at the School of Social Work. Students who miss two class sessions will be
penalized by one letter grade (special exceptions may apply). Students who miss three or
more class sessions will receive an "F" as their final grade for the class.
Email Accounts
All students are required to have a valid UNC email account. A valid UNC email address
has the following extension: @email.unc.edu.
Required Reading
To facilitate class involvement and discussion, students are expected to read all required
materials prior to class. The Professor will provide guidance to students in setting
priorities for classes with many reading assignments.
Class Participation
Students are expected to contribute "meaningfully" to class discussion. A peer evaluation
form may be used to evaluate team member performance in group exercises (see
Appendix B). The professor may call upon students to respond to assigned readings/class
discussion. Please let the professor know if you have particular concerns about being
called upon in class. At the beginning of each class session, time will be allocated to
address questions about readings and assignments.
Integrative Experience I (Due Date: August 31)
What social problems or issues are you most interested in addressing through planful,
purposeful, and effective family-based intervention strategies (1/2 page). Please describe
your perspective toward conceptualizing social problems to inform interventions, and
how your perspective is influenced by your family history, gender and
racial/ethnic/cultural heritage (2 pages). What particular theories, models, or empirical
findings have most influenced your perspective (1 page)? The same for people—what
theorists, researchers, or practitioners have had a particular impact on your perspective?
(1/2 page) What assumptions and concepts anchor your perspective and provide
coherence to your presentation of self and ideas in professional exchanges? (1 page)
What particular family-based intervention strategies are you most interested in learning
more about? (1/2 page) (5-6 total pages)
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Class Lecture (October 26, November 2, or November 16)
Students will have an opportunity to prepare and deliver a class lecture on a topic from
the main text, which should be approximately 65 minutes in duration. In most cases,
students will work together in groups of 3 to prepare the class lecture.1 Students will have
an opportunity to select topics and form small groups on a first-come basis. Please
develop questions to stimulate class discussion and integration.
Please identify what you found most instructive or helpful from the reading related to the
class topic at hand and for your social work practice with couples and families—
information that you would like to share with your class colleagues (PowerPoint
Presentation, 15 minutes). This could be organized as a set of main points with
supplemental explanatory text. Please provide students with an opportunity to work in
small groups to discuss “case examples” or “critical thinking questions” from the text or
complete another type of exercise or experience for purposes of integration, including
developing intervention strategies for dealing with challenges and adversities related to
the social problem (40 minutes, including any small group outbriefs). Students working
in small groups will be asked to evaluate each other’s contribution to the small group
activity, which will be used, in part, to determine their score for class participation (see
Appendix B). Allow the final 10 minutes for summarizing and discussing the learning
experience and the implications for social work practice with families.
Please plan to schedule a meeting with the Professor at least two weeks in advance of
your presentation to discuss your strategy for the presentation. In the past, I have found
this sharing of ideas and presentation strategies to be helpful for students.
Please submit an electronic copy (email attachment) of the PowerPoint slides (10-12
slides at most) to the professor at least 12 hours in advance of the presentation who will
post them on Sakai or sent them to students directly. Please bring the presentation to class
on a USB flash drive or memory stick or other portable drive. A computer/LCD will be
available for all presentations.
Feedback on the presentation will be requested from other class members via a structured
presentation evaluation form (See Appendix A) using the following scale: 60 = Poor
(60%), 70 = Fair (70%), 80 = Good (80%), 90 = Very Good (90%), and 100 = Clearly
Exceptional (100%) (see attached). The professor will prepare a summary critique,
including an assigned grade, which will be distributed to students in the class following
the presentation. Students’ critiques will be included. In most cases, students working
together will receive the same grade for the presentation. On some occasions, class
lecture grades are adjusted upward at the end of the semester in the context of other
lectures.
Due: Day of Presentation.
Assignment: Integrative Review (Due: Exam Date, Saturday, December 5)
The major deliverable for the course is the preparation of a short but highly integrative
review of a social problem for which family-based interventions have shown promise
(approximately 12 double-spaced pages, excluding references, diagrams, and
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Please note. The number of students per group may vary due to class size.
appendices). Please note that the specific instructions for this assignment may evolve
slightly during the semester on the basis of students’ consultations and experiences.
Students are encouraged to work on this paper during the course of the semester. Please
use the following headings in preparation of the paper. Page number guidelines are
offered.
a. Introduction. Provide an opening that introduces the topic (social problem), identifies
the focus of your review (the specific social problem), including the population of
interest (e.g., adolescent females), and provides the reader with a roadmap (outline)
for your review. (1.5 pages)
b. Statement of the social problem. Describe/illustrate the social problem (its
epidemiology). Present what is known about the scope of the problem (e.g., the
incidence and prevalence of the problem), its distribution in the population, and its
short- and long-term effects or consequences. What relevance/implication does the
social problem have for social work and social intervention? (2.0 pages)
c. Explanatory theoretical perspective. A critical analysis of an explanatory theory or
conceptual perspective that has been applied to the study of the social problem. This
analysis may involve the use of a conceptual framework (e.g., life course theory) or a
substantive model (e.g., contextual model of family stress). Rather than review the
theory/model per se, apply the theory/model to your topic at hand, although it is
important to specify the central focus and key assumptions and concepts from the
theory/model that frames and informs your analysis. (2.0 pages)
d. Critical success variables. Identify at least two CSV (antecedents or correlates to the
resolution of the social problem or to the achievement of the desired result, which are
central and malleable factors or mediators ala Fraser & Galinsky, 2010) that are
consistent with your explanatory theoretical perspective. Please provide a brief
review of the research literature that associates each CSV with variation in the social
problem (directly or indirectly), including a discussion of the cultural and/or ethnic
relevance of these CSVs. (2.0 pages)
e. Practice theory perspective. Critical review of a family-based policy or program for
addressing the social problem through an intervention that is consistent with or targets
one or both of the critical success variables identified above. Please be specific,
including the name of the policy/program and its sponsors/developer(s). By what
means and to what extent has this intervention received support for its
efficacy/effectiveness? Please discuss the cultural and contextual relevance of this
intervention for your population of interest. (3 pages)
f. Conclusion. Discuss your experience in completing this assignment, and identify
what aspect of the assignment you found most difficult. What are implications of the
process of completing this assignment for your future work. (1.5 pages)
g. References. Format all references using APA guidelines.
h. Appendices/Tables/Figures
In week 14 (November 23), students will have an opportunity to provide a one-slide
overview of their work to the class (5 minutes). This slide will identify the social
problem, the desired outcome, at least two critical success variables, and the family-based
policy or program for addressing the social problem. Please place emphasis in this short
presentation on the social intervention, including support for its efficacy/effectiveness
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and cultural and contextual relevance. A model slide will be provided to inform this
work.
Integrative Collage (Due Date: November 30)
Please develop a collage (images and words from magazines) on an approximately 22”
by 28” poster board or heavy-duty card stock paper that describe your understanding of
and perspective toward working with couples and families in the context of our work this
semester (theory and practice). Reflect back on our discussion on the second class
session. Of all the concepts and assumptions that we have reviewed, which ones have
most influenced your perspective—try to represent this in developing your collage. The
same for people—which authors had a particular impact on your perspective? Please
attempt to represent how your family history, gender and racial/ethnic/cultural heritage
contributes to your integrative perspective. Please be prepared to explain your collage to
a colleague. Bring a “sticky pad” (2” x 2”) to class to attach comments on other collages.
You will be able to keep your collage.
Final Integrative Experience (Due Date: Exam Date, Saturday, December 5)
Prepare a 7-to-8 page, written essay that summarizes your integrative perspective for
understanding variation in family-related outcomes at the beginning of the course (1
page); your integrative perspective at this point (2-3 pages); a discussion of how your
perspective is influenced by your family history, gender and racial/ethnic/cultural
heritage (1 page); implications of your analysis for your social work practice with
families (2 page); and strengths and weaknesses in your integrative perspective for social
work practice and the implications of your analysis for informing your work next
semester (1 page). Please edit your papers carefully.
GRADING SYSTEM:
The core assignments and their relative weights in the grading system are listed below:
Integrative Experience I
Class Lecture
Integrative Review
Collage
Integrative Experience II
Peer Review/Class Participation
05.0%
25.0%
35.0%
10.0%
15.0%
10.0%
Each assignment/requirement will be graded using the following numeric system:
H = 94-100
P = 80-93
L = 70-79
F = 69 and below
To qualify for a grade of Clear Excellence (H), students will need to complete all
assignments with a grade of 70% or better, with an average grade of 94% or better.
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POLICY ON INCOMPLETES AND LATE ASSIGNMENTS:
Unless negotiated in advance with the professor, assignments are due on the date
specified in the syllabus. All assignments must be completed to receive a Passing Grade
for the course (H/P/L). Students will receive 0 credit for assignments submitted past the
due date.
POLICY ON ACADEMIC DISHONESTY:
Please refer to the APA Style Guide, The SSW Manual, and the SSW Writing Guide for
information on attribution of quotes, plagiarism and appropriate use of assistance in
preparing assignments. All written assignments should contain a signed pledge from you
stating that, "I have not given or received unauthorized aid in preparing this written
work".
In keeping with the UNC Honor Code, if reason exists to believe that academic
dishonesty has occurred, a referral will be made to the Office of the Student Attorney
General for investigation and further action as required."
POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES:
Students with disabilities that affect their participation in the course and who wish to
have special accommodations should contact the University’s Disabilities Services and
provide documentation of their disability. Disabilities Services will notify the instructor
that the student has a documented disability and may require accommodations, Students
should discuss the specific accommodations they require (e.g. changes in instructional
format, examination format) directly with the instructor.
POLICIES ON THE USE OF ELECTRONIC DEVICES IN THE CLASSROOM:
Do not engage in activities unrelated to the course including, but not limited to:
• completing assignments for other courses
• checking email during class
• communication unrelated to in-class activities (i.e., voice, email, text messaging,
etc.)
• surfing the web or visiting websites unrelated to in-class activities
• playing games, listening to music or watching videos
Do not distract others
• Set all devices including all sound alerts to “vibrate” or “mute” during class
• Do not place or accept calls or text messages during class
• Arrive with sufficient time to set up laptops, etc., before class begins. Set-up must
be completed before class begins.
• Be aware of potentially distracting typing or clicking
Prohibited use of computers and other wireless devices includes:
• Special events or guest speakers
• Presentation or role-play demonstration by classmates
• While viewing videotapes
• Any other time designated by the instructor
ALWAYS respect the request of a classmate or the instructor to cease the use of any and
all electronic/wireless devices.
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BAD WEATHER POLICY:
Please check your email by 7:00 a.m. on the day of class in case of snow, ice or other
threatening and/or unsafe conditions. Use your best judgment about travel safety if you
are driving to Chapel Hill from surrounding areas that have snow, ice or other threatening
and/or unsafe conditions.
READINGS AND COURSE OUTLINE
Week 1: August 24
Introductions and Course Overview
Introductions
Course Review
Logistics
Model Example of Integrative Review from the Literature
Saltzman, W. R., Pynoos, R. S., Lester, P., Layne, C. M., & Beardslee, W. R. (2013).
Enhancing family resilience through family narrative co-construction. Clinical Child and
Family Psychology Review, 16, 294-310.
Assignment 1: Integrative Perspective I (Due Week 2, August 31)
Week 2: August 31
Introductions and Course Overview
Definitions2
Family Demographics
Class Discussion: This course is titled Families: Theory and Practice. What is your
working definition of a family?
Class Discussion: What are current trends in family formation and dissolution in the
United States?
Integrative Experience I/Class Discussion/Small Group Exercise: What social problems
or issues are you most interested in addressing through planful, purposeful, and effective
family-based intervention strategies (1/2 page). Please describe your perspective toward
conceptualizing social problems to inform interventions, and how your perspective is
influenced by your family history, gender and racial/ethnic/cultural heritage (2 pages).
What particular theories, models, or empirical findings have most influenced your
perspective (1 page)? The same for people—what theorists, researchers, or practitioners
have had a particular impact on your perspective? (1/2 page) What assumptions and
concepts anchor your perspective and provide coherence to your presentation of self and
2
How do you define a family? Please draft a short descriptive statement about what constitutes a family.
Bring your written definition to class on August 31. Thanks.
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ideas in professional exchanges? (1 page) What particular family-based intervention
strategies are you most interested in learning more about? (1/2 page) (5-6 total pages)
Family Demographics
Cherlin, A. (2010). Demographic trends in the United States: A review of research in the
2000s. Journal of Marriage and Family, 72, 403-419.
Brown, S. L., & Lin, I.-F. (2012). The gray divorce revolution: Rising divorce among
middle-aged and older adults, 1990-2010. Journals of Gerontology Series B:
Psychological Sciences and Social Sciences, 67(6), 731-741.
The Annie E. Casey Foundation (2015). Kids count: 2015 data book (state trends in child
well-being). Baltimore, MD: Author.
Week 3: September 7
No Class: Labor Day
Week 4: September 14
An Intervention Research Perspective
Intervention Research
Fraser, M. W., & Galinsky, M. J. (2010). Steps in intervention research: Designing and
developing social programs. Research on Social Work Practice, 20, 459-466.
A Theory of Change: Example 1
Center on the Developing Child at Harvard University
Building Adult Capabilities to Improve Child Outcomes: A Theory of Change
https://www.youtube.com/watch?v=urU-a_FsS5Y#t=302
A Theory of Change: Example 2
Bowen, G. L., Jensen, T. M., & Williams, B. (2015). The prevention of family
maltreatment in the U.S. Air Force: A systematic review (Technical Report). Chapel hill,
NC: The University of North Carolina at Chapel Hill.
Class Assignment and Supplemental Readings (Small Group Exercise)
The first two articles examine the influence of specific interventions. For each, please
identify what is considered to be the central mediators of change? The last article reports
the results from a research study examining the association between social support
networks and several measures of resiliency. On the basis of these results, what particular
variables may be targeted as central mediators for planful interventions? Note: One-third
of the class will be assigned to review each article in advance of class.
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Fraser, M. W., Day, S. H., Galinsky, M. J., Hodges, V. G., & Smokowski, P. R. (2004).
Conduct problems and peer rejection in childhood: A randomized trial of the making
choices and strong families programs. Research on Social Work Practice, 14, 313-324.
Woolley, M. E., Rose, R. A., Orthner, D. K., Akos, P. T., & Jones-Sanpei, H. (2013).
Advancing academic achievement through career relevance in the middle grades: A
longitudinal evaluation of CareerStart. American Education Research Journal, 50, 13091335.
Farrell, A., Bowen, G. L., & Swick, D. (2014). Network supports and resiliency among
US military spouses with children with special health care needs. Family Relations, 63,
55-70.
Week 5: September 21
Explanatory Family Theories
Class Preparation
In the context of adversity or positive challenge (risk), what distinguishes those families
who are able to demonstrate resilience – they maintain, regain, or establish successful
role performance over time (i.e., they get the job done)—from those that do not?
Introduction and Overview
Arditti, J. A. (2015). Family problems: Stress, risk, and resilience. (Chapter 1:
Introduction and Conceptual Overview)
Contextual Model of Family Stress
Weins, T. W. & Boss, P. (2006). Maintaining family resiliency before, during and after
military separation. In Castro, C.A., Adler, A.B. & Britt, C. A. (Eds.), Military Life: The
psychology of serving in peace and combat (pp. 13-38). Bridgeport, CT: Praeger Security
International. (Focus attention on pages 24-30 for overview of contextual model of
family stress)
Sullivan, K. S. (2015). An application of family stress theory to clinical work with
military families and other vulnerable populations. Clinical Social Work Journal, 43(1),
89-97.
Circumplex Model
Olson, D. H., & Gorall, D. (2003). Circumplex model of marital and family systems. In
F. Walsh (Ed.), Normal family processes (3rd ed., 514-544). New York: Guilford.
The MEES Model: Recognizing Racial/Cultural Diversity
Peters, M. F., & Massey, G. (1983). Mundane extreme environmental stress in family
stress theories: The case of black families in white America. In H. I. McCubbin, M. B.
Sussman, & J. M. Patterson (Eds.), Social stress and the family: Advances and
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developments in family stress theory and research (pp. 193-218). New York: The
Haworth Press.
Relationship Cohesion and Stability
Previti, D., & Amato, P. R. (2003). Why stay married? Rewards, barriers, and marital
stability. Journal of Marriage and Family, 65, 561-573.
Week 6: September 28
Explanatory Family Theories
Social Organization Theory of Action and Change
Arditti, J. A. (2015). Family problems: Stress, risk, and resilience. (Chapter 17:
Strengthening Family Resilience: A Community Capacity Approach, pp. 273-289)
ABCD Model of Human Development
Arditti, J. A. (2015). Family problems: Stress, risk, and resilience. (Chapter 12: Family
Resilience to Promote Positive Child Development, Strong and Flexible Families, and
Intergenerational Vitality, pp. 185-199)
Center on the Developing Child at Harvard University
Health and Development Across the Lifespan
http://developingchild.harvard.edu/index.php/resources/multimedia/interactive_features/a
_logic_model_to_drive_science_based_innovation/
Center on the Developing Child at Harvard University
The Science of Resilience
http://developingchild.harvard.edu/resources/multimedia/videos/inbrief_series/resilience/
science_of_resilience/
Week 7: October 5
Integrative Experience
Lipper, J. (2003). Growing up fast. New York: Picador.3
Week 8: October 12
Family-based Interventions
Introduction
Arditti, J. A. (2015). Family problems: Stress, risk, and resilience. (Chapter 22:
Responding to Family Problems, pp. 357-370)
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A video will be shown in class. Dr. Bowen will not be in class on October 5. He will be attending the
National Council on Family Relations Annual Conference in Vancouver, BC. Questions will be prepared in
advanced for small group discussions, which will focus on the application of explanatory theories to the
social problem of teenage parenthood.
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Arditti, J. A. (2015). Family problems: Stress, risk, and resilience. (Chapter 21: Harm
Reduction as a Model for Families Responding to Substance Abuse, pp. 337-354)
An Intervention Continuum
Family Check-Up, Child and Family Center, University of Oregon. (Service Menu:
Parent groups, Family therapy, Child interventions, School-based interventions,
Ecological management and advocacy)
https://fcu.cfc.uoregon.edu/About/Overview.aspx
Education/Enrichment versus Therapy/Counseling
Doherty, W. J. (1995). Boundaries between parent and family education and family
therapy: The levels of family involvement model. Family Relations, 44, 353-358.
Ooms, T. (2010). Marriage and relationship education and couples and marriage
therapy/counseling: What’s the difference? Oklahoma City, Ok: National Healthy
Marriage Resource Center.
Multisystematic Therapy
Arditti, J. A. (2015). Family problems: Stress, risk, and resilience. (Chapter 19:
Multisystemic Therapy as a Strengths-Based Model for Working with Multiproblem
Families, pp. 305-319)
Family Policy
Arditti, J. A. (2015). Family problems: Stress, risk, and resilience. (Chapter 18: Family
Policy through a Human Rights Lens, pp. 290-304)
Moodie, S., & Ramos, M. (2014). Culture counts: Engaging Black and Latino parents of
young children in family support programs. Washington, DC: Child Trends.
Week 9: October 19
Family-based Interventions (continued from Week 8)
Guest Lecture (10:30 – 11:50)
Evidence-Informed Program Improvement
Small, S. A., Cooney, S. M., & O’Connor, C. (2009). Evidence-informed program
improvement: Using principles of effectiveness to enhance the quality and impact of
family-based prevention programs. Family Relations, 58, 1-13.
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Strong Couples – Strong Children (SC-SC) Program
Dr. Anne Jones
Arditti, J. A. (2015). Family problems: Stress, risk, and resilience. (Chapter 6: LowIncome Fathers as Resilient Caregivers, pp. 84-98)
Jones, A., Charles, P., & Benson, K. (2013). A model for supporting at-risk couples
during the transition to parenthood. Families in Society, 94(3),163- 177.
Week 10: October 26
Student Presentations
Family Problems (2 of 4)
Arditti, J. A. (2015). Family problems: Stress, risk, and resilience. (Chapter 2: We’re
Here, We’re Queer, and We Count, pp. 17-32)
Arditti, J. A. (2015). Family problems: Stress, risk, and resilience. (Chapter 3: The
Stigma of Families with Mental Illness, pp. 33-49)
Arditti, J. A. (2015). Family problems: Stress, risk, and resilience. (Chapter 4: Inside and
Out: Family Life for Parents in Prison, pp. 50-67)
Arditti, J. A. (2015). Family problems: Stress, risk, and resilience. (Chapter 5: Social
Disparities in Family Health, pp. 68-82)
Week 11: November 2
Student Presentations
Family Problems (2 of 4)
Arditti, J. A. (2015). Family problems: Stress, risk, and resilience. (Chapter 7: “Do What
You Gotta’ Do”: How Low-Income African American Mothers Manage Food Insecurity,
pp. 101-116)
Arditti, J. A. (2015). Family problems: Stress, risk, and resilience. (Chapter 8: The
Diverse Family Contexts of Youth in Foster Care, pp. 118-132)
Arditti, J. A. (2015). Family problems: Stress, risk, and resilience. (Chapter 9:
Grandparents Raising Grandchildren, pp. 133-149)
Arditti, J. A. (2015). Family problems: Stress, risk, and resilience. (Chapter 10: Caring
for Older Adults, pp. 150-166)
Week 12: November 94
No Class
(NCFR Conference)
4
Please go to the National Council on Family Relations website (http://www.ncfr.org) and review the
conference program. What topics are receiving significant focus and discussion by family scientists and
practitioners.
14
Week 13: November 16
Student Presentations
Family Problems (2 of 4)
Arditti, J. A. (2015). Family problems: Stress, risk, and resilience. (Chapter 13:
Challenges and Changes: Stress and Resilience among Military Families, pp. 200-212)
Arditti, J. A. (2015). Family problems: Stress, risk, and resilience. (Chapter 14: Intimate
Partner Violence, pp. 213-227)
Arditti, J. A. (2015). Family problems: Stress, risk, and resilience. (Chapter 15: Abuse in
Late Life, pp. 228-248)
Arditti, J. A. (2015). Family problems: Stress, risk, and resilience. (Chapter 16:
Adolescent Development and Romantic Relations, pp. 249-270)
Week 14: November 23
Integrative Review Models
Class Assignment
Students will have an opportunity to provide a one-slide overview of their work on the
integrative review (5 minutes). This slide will identify the social problem, the desired
outcome, at least two critical success variables, and the family-based policy or program
for addressing the social problem. Please place emphasis in this short presentation on the
social intervention, including support for its efficacy/effectiveness and cultural and
contextual relevance. A model slide will be provided to inform this work.
Week 15: November 30
Bringing it all Together: I Hope
A Personal Integrative Perspective (Collage)
Final Integrative Experience Discussion
Final Exam
Final Integrative Review Due (Saturday, December 5)
Final Integrative Experience Due (Saturday, December 5)
15
Supplemental Readings
Adler-Baeder, F., Higginbothan, B., & Lamke, L. (2004). Putting empirical knowledge to
work: Linking research and programming on marital quality. Family Relations, 53, 537546.
Bermudez, J. M., & Mancini, J. A. (2013). Familias fuertes: Family resilience among
Latinos. In D. S. Becvar (Ed.), Handbook of family resilience (pp. 215-227). New York:
Springer. (Note: Modifies/Expands Walsh’s Family Resilience Framework)
Biblarz, T. J., & Stacey, J. (2010). How does the gender of parents matter? Journal of
Marriage and Family, 72, 3-22.
Boss, P. (2013). Resilience as tolerance for ambiguity. In D. S. Becvar (Ed.), Handbook
of family resilience (pp. 285-297). New York: Springer.
Bowen, G. L. (1992). Navigating the marital journey. New York: Praeger. (Chapters
2/3).
Bowen, G. L. (2009). Preventing school dropout: The Eco-Interactional Developmental
Model of School Success. The Prevention Research, 16(3), 3-8.
Bowen, G. L., & Jensen, T. (in press). Late-life divorce and post-divorce adult subjective
well-being.
Bowen, G. L., & Kilpatrick, A. (1995). Marriage/partners. In R. L. Edwards (Ed.),
Encyclopedia of Social Work (pp. 1663-1674). Washington, DC: National Association of
Social Workers.
Bowen, G. L., Martin, J. A., & Mancini, J. A. (2013). The resilience of military families:
Theoretical perspectives. In M. A. Fine & F. D. Fincham (Eds.), Family theories: A
content-based approach (pp. 417-436). New York: Routlege (Taylor & Francis).
Carr, A. (2009). The effectiveness of family therapy and systemic interventions for adultfocused problems. Journal of Family Therapy, 31, 46-74.
Carr, A. (2009). The effectiveness of family therapy and systemic interventions for childfocused problems. Journal of Family Therapy, 31, 3-45.
Chenail, R. J., St. George, S., Wulff, D., Duffy, M., Scott, K. W., & Tomm, K. (2012).
Clients’ relational conceptions of conjoint couple and family therapy quality: A grounded
formal theory. Journal of Marital and Family Therapy, 38, 241-264.
Demo, D. H., & Buehler, C. (2013). Theoretical approaches to studying divorce. In M. A.
Fine & F. D. Fincham (Eds.), Family theories: A content-based approach (pp. 263-279).
New York: Routlege (Taylor & Francis).
Ellis, B. J., & Boyce, W. T. (2008). Biological sensitivity to context. Current Directions
in Psychological Science, 17, 183-187.
16
Galinsky, M. J., Fraser, M. W., Day, S. H., & Richman, J. M. (2012). A primer for the
design of practice manuals: Four stages of development. Research on Social Work
Practice, 23, 219-228.
George, J., & Stith, S. M. (2014). An updated feminist view of intimate partner violence.
Family Process, 53, 179-193.
Gordon, K. C., Baucom, D. H., & Snyder, D. K. (2008). Optimal strategies in couple
therapy: Treating couples dealing with the trauma of infidelity. Journal of Contemporary
Psychotherapy, 38, 151-160.
Hawkins, A. J., Carroll, J. S., Doherty, W. J., & Willoughby, B. (2004). A comprehensive
framework for marriage education. Family Relations, 53, 547-558.5
Hawkins, D. N., & Booth, A. (2005). Unhappily ever after: Effects of long-term, lowquality marriages on well-being. Social Forces, 84, 445-465.
Halford, W. K., Markman, H. J., & Stanley, S. (2008). Strengthening couples’
relationships with education: Social policy and public health perspectives. Journal of
Family Psychology, 22, 497-505.
Henggeler, S. W., & Sheidow, A. J. (2012). Empirically supported family-based
treatments for conduct disorders and delinquency in adolescents. Journal of Marital and
Family Therapy, 38, 30-58.
Jakubowski, S. F., Milne, E. P., Brunner, H., & Miller, R. B. (2004). A review of
empirically supported marital enrichment programs. Family Relations, 53, 528-536.
Hollingsworth, L. D. (2013). Resilience in Black families. In D. S. Becvar (Ed.),
Handbook of family resilience (pp. 229-243). New York: Springer. (Note: Modifies
/Expands Walsh’s Family Resilience Framework)
Hollingsworth, W. G. (2011). Community family therapy with military families
experiencing deployment. Contemporary Family Therapy, 32, 215-228.
Institute of Medicine (IOM) and National Research Council (NRC). 2014.
Strategies for scaling effective family-focused preventive interventions to promote
children’s cognitive, affective, and behavioral health: Workshop summary. Washington,
DC: The NationalAcademies Press. (Pre-Release Version) 6
5
The National Council on Family Relations (NCFR) sponsors a Certification for Family Life Educators
(CFLE). For more information, (see http://www.ncfr.org/cert/)
6 “The Forum on Promoting Children’s Cognitive, Affective, and Behavioral Health convened its first
workshop on Strategies for Scaling Tested and Effective Family-Focused Preventive Interventions to
Promote Children’s Cognitive, Affective, and Behavioral Health on April 1-2, 2014 in Washington, DC.
The workshop featured presentations on and discussion of successes and challenges experienced by
developers and implementers of family-focused preventive interventions that have been successfully
17
Kazdin, A. E. (1997). A model for developing effective treatments: Progression and
interplay of theory, research, and practice. Journal of Clinical Child Psychology, 26, 114129. (Optional Reading)
Kazdin, A. E. (2007). Mediators and mechanisms of change in psychotherapy research.
Annual Review of Clinical Psychology, 3, 1-27.
*Lebow, J. L., Chambers, A. L., Christensen, A., & Johnson, S. M. (2012). Research on
the treatment of couple distress. Journal of Marital and Family Therapy, 38, 145-168.
*Markman, H. J., & Rhoades, G. K. (2012). Relationship education research: Current
status and future directions. Journal of Marital and Family Therapy, 38, 169-200.
McCollum, E. E., & Gehart, D. R. (2010). Using mindfulness to teach beginning
therapists therapeutic presence: A qualitative study. Journal of Marital and Family
Therapy, 36, 347-360.
McCubbin, L. D., & McCubbin, H. I. (2013). Resilience in ethnic family systems: A
relational theory for research and practice. In D. S. Becvar (Ed.), Handbook of family
resilience (pp. 175-195). New York: Springer.
Montenegro, X. P. (2004). The divorce experience: A study of divorce at midlife and
beyond. Washington, DC: AARP.
Nichols, W. C. (2013). Roads to understanding family resilience: 1920s to the twentyfirst century. In D. S. Becvar (Ed.), Handbook of family resilience (pp. 3-16). New York:
Springer.
Patterson, J. M. (2002). Integrating family resilience and family stress theory. Journal of
Marriage and Family, 64, 349-360. (Optional Reading)
Previti, D., & Amato, P. R. (2003). Why stay married? Rewards, barriers, and marital
stability. Journal of Marriage and Family, 65, 561-573.
Samek, D., Koh, B. D., & Rueter, M. A. (2013). Overview of behavioral genetics
research for family researchers. Journal of Family Theory & Review, 5, 214-233.
Sheras, P. L., & Koch-Sheras, P. R. (2008). Commitment first, communication later:
Dealing with barriers to effective couples therapy. Journal of Contemporary
Psychotherapy, 38, 109-117.
brought to scale; considerations related to the implementation of preventive programs in settings—such as
pediatric practices and schools—that are emerging as important points of intervention; and the role of
intermediary organizations in scale-up, among other topics. This document summarizes the workshop.”
(From the Website)
18
Sprenkle, D. H. (2012). Intervention research in couple and family therapy: A
methodological and sustantive review and an introduction to the special issue. Journal of
Marital and Family Therapy, 38, 3-29.
Stith, S. M., Amanor-Boadu, Y., Smith D. (2012). Systemic perspectives on intimate
partner violence treatment. Journal of Marital and Family Therapy, 38, 220-240.
Szapocznik, J., Schwartz, S. J., Muir, J. A., & Brown, C. H. (2012). Brief strategic family
therapy: An intervention to reduce adolescent risk behavior. Couple and Family
Psychology: Research and Practice, 1, 134-145.
Walsh, F. (2003). Family resilience: A framework for clinical practice. Family Process,
42, 1-18.
or
Walsh, F. (2002). A family resilience framework: Innovative practice applications.
Family Relations, 51, 130-137.
Walsh, F. (2013). Community-based practice: Applications of a family resilience
framework. In D. S. Becvar (Ed.), Handbook of family resilience (pp. 65-82). New York:
Springer.
Healthy Relationship and Marriage Education Training (HRMET)
WWW.hrmet.org
The Healthy Relationship and Marriage Education Training (HRMET) project was
a multi-state partnership established through a 5-year cooperative agreement (2009 2013) with the Administration on Children, Youth and Families Children's Bureau.
Project partners included Cooperative Extension Specialists in Human Development
and Family Studies from land-grant universities in Missouri, Georgia, North Carolina,
Iowa, and Arkansas. Each project partner was also a member of the National Extension
Relationship and Marriage Education Network (NERMEN), which promotes
research- and evidence-based relationship and marriage enrichment programming.
Project Goal: Equip current and future child welfare professionals with information and
strategies to strengthen couple and family relationships, which will help meet the safety,
permanency, and well-being needs of vulnerable children in the child welfare system. To
learn more about our success in achieving our project goal, click here to view our
evaluation reports.
Free Online Training! To learn more about ways you can teach relationship
strengthening skills to clients, check out these free training materials and teaching
resources. New resources continue to be developed so come back regularly for more!
For more information about the project and resources, contact Dr. David Schramm at
the University of Missouri or Dr. Ted Futris at the University of Georgia.
Funding for this project was provided by the United States Department of Health and
Human Services, Administration for Children and Families, Grant: 90CT0151. Any
opinions, findings, and conclusions or recommendations expressed in this material are
those of the author(s) and do not necessarily reflect the views of the U.S. Department of
Health and Human Services, Administration for Children and Families.
19
Appendix A
Presentation Evaluation Form
Presentation:___________________________________________________________________
Presenter(s):__________________________________________________________________
Please rate the group presentation in the following areas with:
60 = Poor, 70 = Fair, 80 = Good, 90 = Very Good, and 100 = Clearly Exceptional.
Content:
Overall review/integration of assigned reading
60
70
80
90
100
Use of examples to clarify presentation material
60
70
80
90
100
Effectiveness of small group exercise as learning experience
60
70
80
90
100
60
70
80
90
100
Organization—Use of transitions, flow of content in a logical
manner, and good use of time
60
70
80
90
100
Visual aids—PowerPoint Slides (informative)
60
70
80
90
100
Interaction with class—Answering questions, requests for class
participation, receiving feedback from class members
60
70
80
90
100
Enthusiasm—Communicated ideas with fervor
60
70
80
90
100
Team work, if more than one presenter
60
70
80
90
100
Style/Delivery:
Creativity—Use of innovative ways to convey information
Please identify two strengths of the presentation:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Please provide at least one recommendation for improvement:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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Appendix B7
Peer Evaluation for Group/Team Exercises
Team Name:
Your Name:
Complete the following statements about each of your team mates. Choose the ONE best
response to each statement.
1. Team member’s name:
a. Preparation. On the basis of his/her input to group process/discussion, this team
member . . .
Had reviewed all assigned materials before class.
Had reviewed most or all assigned materials before class.
Was NOT familiar with all of the assigned materials.
b. Participation. Overall, this team member . . .
Contributed appropriately to team activities and discussions.
Contributed too much to team activities and discussions.
Contributed too little to team activities and discussions.
Participated but contributions were often not of high substantive quality.
c. Team work. This team member . . .
Consistently contributed to a positive team spirit and functioning.
Often contributed to a positive team spirit and functioning.
Neither contributed to nor detracted from positive team spirit and functioning.
At times inhibited positive team spirit and functioning.
7
Adapted from SOWO 916: Natasha K Bowen
21