SOWO 852 SW Practice with Couples
THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
SYLLABUS
COURSE NUMBER: SOWO 852.001
COURSE TITLE: SOCIAL WORK PRACTICE WITH COUPLES, FALL SEMESTER 2015
INSTRUCTOR:
Anne Jones, LCSW, PhD
563 G Tate-Turner-Kuralt
962-6537 (O)
962-7557 (Fax)
(Email) annejone@email.unc.edu
OFFICE HOURS: Tuesdays 1:00 – 2:00 pm or by appointment
CLASS WEBSITE: Accessible through - https://sakai.unc.edu/. This will contain the syllabus,
assignment descriptions and grading criteria; lecture notes, cases, and external links.
Please check it periodically for announcements and make sure that you are listed for the
class.
COURSE DESCRIPTION: This course is a clinical seminar, which analyzes the operations and character
of couple therapy as a human service approach.
OBJECTIVES:
1. To develop an understanding of the dynamics of the couple/marital relationship.
2. To understand the professional social work roles, values, and ethics associated with social
work intervention specifically to couples and their families.
3. To become aware of your own values, feelings and attitudes about marriage/couple
conflict and dissolution.
4. To develop and deepen skills for diagnosis of and implementation of social intervention
strategies for marital or relationship difficulties or dysfunction.
5. To understand marital/relationship therapy from a variety of explanatory and practice
theoretical perspectives and to develop practice skills consistent with these perspectives.
6. To understand the implications and importance of race, gender, ethnicity, class, and
sexual orientation on practice with couples.
7. To understand the importance and relevance of the ecological environment and
community setting on assessment and intervention with couples.
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SOWO 852 SW Practice with Couples
REQUIRED TEXTBOOK:
Gurman, A.S., Lebow, J.S., & Snyder, D.K. (Eds.) (2014). Clinical handbook of couple therapy (5th
Ed.). New York: The Guilford Press.
Taibbi, R. (2009). Doing couple therapy: Craft and creativity in work with intimate partners. New
York: The Guilford Press.
RECOMMENDED TEXTBOOK:
Gottman, J. M. (1999). The marriage clinic: A scientifically based marital therapy. New
York: W.W. Norton & Company.
(Very inexpensive as it has been in print for some time. Anything from this book will be
on Sakai)
The Gurman 4th edition and the Tabbi text are available at the UNC Bookstore. The 5th edition of
the Gurman text and others are available at (e.g., www.amazon.com, or
www.textbooks.com)
OTHER TEXTS THAT MAY BE USEFUL:
Bobes, T. & Bobes, N.S. (2005). The couple is telling you what you need to know: Couple
directed therapy in a multicultural context. New York: W.W. Norton.
Donovan, J. M. (1999). Short-term couple therapy. New York: The Guilford Press.
Bent-Goodley, T. B. (2014). By Grace: The Challenges, Strengths, and Promises of African
American Marriages. Washington, D.C.: NASW Press.
Gurman, A.S. & Jacobson, N.S. (Eds.) (2002). Clinical handbook of couple therapy (3rd Ed.). New
York: Guilford Press.
Halford, W.K. & Markham, H. J. (Eds.) 1997). Clinical handbook of marriage and couples
interventions. NY: John Wiley & Sons.
Hecker, L. (2010). Ethics and professional issues in couple and family therapy. New York:
Routledge.
Leavitt, J.P. (2010). Common Dilemmas in Couple Therapy. New York: Routledge.
Peters, H.E. & Kamp Dush, C.M. (eds.) (2009). Marriage and family: Perspectives and
complexities. New York: Columbia University Press.
Weeks, G. R. & Treat S.R. (2001). Couples in Treatment: Techniques and Approaches for Effective
Practice. New York: Brunner/Mazel
Weeks R.G., Odell, M. & Methven, S. (2005). If only I had known…Avoiding common
mistakes in couples therapy. New York: W.W. Norton.
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OTHER RECOMMENDED BOOKS:
Belsky, J., & Kelly, J. (1994). The transition to parenthood: How a first child changes a
marriage. Why some couples grow closer and others apart. New York: Dell.
Chapman, G. (2004). The five love languages. Chicago: Northfield publishing.
DeRamus, B. (2005). Forbidden fruit: Love stories from the undgerground railroad. New York:
Atria Books.
Masling, B. (1994). The angry marriage. New York: Hyperion.
Prunty, M. (2006). Recipes for a perfect marriage. New York: Hyperion. (Fiction)
EXPANDED DESCRIPTION:
This class will examine the theory, practice and utilization of effective therapeutic interventions
with couple relationships across the developmental life cycle of dyads. A number of theoretical
approaches will be presented. The course will involve some lecture, videos of therapy sessions,
discussion, role-playing and analyzing cases. The course builds on knowledge and skills gained in
foundation classes.
CLASSROOM ENVIRONMENT:
The development of a supportive learning environment, reflecting the values of the social work
profession, is essential for the success of this class. A supportive learning environment is
fostered by listening to the ideas and views of others, being able to understand and appreciate a
point of view which is different from your own, articulating clearly your point of view, and linking
experience to readings and assignments. I will appreciate your contributions to making this a
safe and respectful class for learning and growth
ASSIGNMENTS:
Please see the end of the syllabus for all assignment descriptions.
BASIS FOR EVALUATION:
Attendance & participation
Journal s (10% each)
Best Practice Presentation
Application of Model Paper
15%
30%
25%
30%
GRADING SYSTEM:
H = 94 and above
P = 80 to 93
L = 70 to 79
F = 69 and below
POLICY ON INCOMPLETES AND LATE ASSIGNMENTS
It is expected that assignments will be completed at times noted in the syllabus. If additional
time is needed please contact me 24 hours in advance of when the assignment is due. When
delays are granted they will not affect the grade. Any unapproved delays or assignments
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completed after an approved delay date will begin to accrue a 2 point reduction every 24 hours
that the assignment is late. I prefer not to give a grade of an Incomplete. I will give one only in
cases of unusual circumstance such as illness.
ATTENDANCE AND CLASS PARTICIPATION:
Attendance and participation is worth 10 points. Attendance and participation is required and
the class will rely heavily on discussion. It is expected that students will read the material and
apply and discuss readings and field experiences in class. Active listening, respect and tolerance
for the views of others and a stance of curiosity will all contribute to a safe and stimulating
learning environment.
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 which affect
their participation in the course may notify the instructor if they wish to have special
accommodations in instructional format, examination format, etc., considered. I take these
seriously and will do everything I can to support your learning needs.
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SOWO 852 SW Practice with Couples
CLASS SCHEDULE
SOWO 852.01 PRACTICE WITH COUPLES
Class 1: 8/18 Overview of Course and Course Requirements
 Introductions
 Brief historical perspective of marital and couple therapy
 The landscape of couples and families today
 Rationale for working with couples and parents
Class 2: 8/25 The Role of Culture, Beliefs, Values and Gender in Relationship Programs and
Practice
 Gender issues in couple relationships and practice
 The changing beliefs and expectations on marriage
 Practitioner held values and impact on practice
Gender Differences in Depression: A Marital Therapy Approach - Peggy Papp, MSW
Required Readings for Class 2:
(S) Amato, P. R. (2009). Institutional, companionate, and individualistic marriage: A social
psychological perspective on marital change. In Marriage and family: Perspectives and
complexities. H. E. Peters & C. M. Kamp Dush. New York: Columbia University Press.
Knudson-Martin, C. (2008). Gender issues in the practice of couple therapy. In A.S. Gurman (Ed.).
Handbook of couple therapy (4th Ed.) (pp. 641-659). New York: The Guilford Press.
(S) Doherty, W. (2002). Bad couples therapy: How to avoid it. Psychotherapy Networker,
December.
Taibbi, R. (2009). Doing couple therapy: Craft and creativity in work with intimate partners. New
York: The Guilford Press.
Chapter 1
Reading prompts - Please consider as you read:
 What is your perspective on the ways in which cultural expectation about marriage have
changed? How might these changing paradigms effect relationships?
 Why, according to Amato, has marriage/couple relationships become a public issue?
 In your view, does the high rate of divorce, cohabitation, and non-marital births
constitute a social problem that should be of concern to social workers?
 What gendered expectations and beliefs might you bring to the case illustration of Dave
and Sonja (in Knudson-Martin article)?
 What are some common therapist mistakes and how can we avoid them?
Class 3: 9/1 Partner Formation, Developmental Transitions, and Factors Associated with
Successful Relationships – What the Research Shows
 Factors associated with partner formation across the life span
 Life course changes for couples with children and those without
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
Predictors for marital success and risk factors for dissolution in heterosexual and samesex relationships
Required Readings for Class 3:
(S) Sassier, S. (2010). Partnering across the life course: Sex, relationships and mate selection.
Journal of Marriage and Family, 72, 557 – 575.
(S) Umberson, D., Williams, K., Powers, D.A., Chen, M.D., & Campbell, A.M. (2005). As good as it
gets? A life course perspective on marital quality. Social Forces, 84(1), 493-511.
(S) Gottman, J. (1999). The marriage clinic. A scientifically based marital therapy. New York:
W.W. Norton & Company.
Pages 37- top of 56) and (pgs. 87 – 96 top)
(S) Roy, K.M, Buckmiller, N. McDowell, A. (2008). Together but not “together”: Trajectories for
relationship suspension for low-income parents. Family Relations, 57(2), 198-210.
Reading prompts - Please consider as you read:
 What are some of the differences in partnering issues and reasons for cohabitation
between younger adults and older adults?
 What are some of the most important factors identified in the last three articles
associated with marital duration and quality?
 What stood out for you? Did anything surprised you?
Optional Readings:
(S) Bradbury, T. N. & Karney, B. R. (2004). Understanding and altering the longitudinal course of
marriage. Journal of Marriage and Family, 66, 862-879.
(S) Marks, L.D. Hopkins, K., Chaney, C., Monroe, P.A., Nesteruk, O. & Sasser, D.D. (2008).
"Together, We Are Strong": A Qualitative Study of Happy, Enduring African American
Marriages. Family Relations, 57(2), 172-185.
(S) Kluwer, E.S. (2010). From Partnership to Parenthood: A Review of Marital Change across the
transition to parenthood. Journal of Family Theory & Review, 2, 105-125.
(S) Umberson, D., Tetyana, P., & Reczek, C. (2010). Parenthood, Childlessness, & Well-being: A
life course perspective. Journal of Marriage and Family, 72, 612-629.
(S) Gottman, J.M., Levenson, R.W., Gross, J., Fredrickson, B., McCoy, K., Rosenthal, L., Ruel, A.,
and Yoshimoto, D., (2003). Correlates of Gay and Lesbian Couples' Relationship
Satisfaction and Relationship Dissolution, Journal of Homosexuality, 45(1), 23-43.
(S) Henry, N. J., Berg, C.A., Smith, T. W. & Forsheim, P. (2007). Positive and negative
characteristics of marital Interaction and their association with marital satisfaction in
middle-aged and older couples. Psychology and Aging, 22(3), 428–441.
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Class 4: 9/8 Assessing the Couple System
 The transition to working systemically
 Guidelines on what to ask and how to ask it
 Standardized assessments
 Practice and reflection
Required Readings for Class 4:
Taibbi, R. (2009). Doing couple therapy: Craft and creativity in work with intimate partners. New
York: The Guilford Press.
Chapter 2 – The Basics: Clinical Goals and Tasks
Chapter 3 – Presentations, Assessments, and Goals
Chapter 4 – Beginnings in Action
(S) O’Leary. K. D. (2008). Couple therapy and Physical Aggression. In A.S. Gurman (Ed.).
Handbook of couple therapy (4th Ed.) (pp. 485-486). New York: The Guilford Press.
Please note: Aggression will be dealt with in more detail in a later class.
Reading prompts - Please consider as you read:
 How does working with a couple differ from working with an individual?
 What are some of the beginning tasks for a practitioner working with a couple?
 What are some important first questions?
 What are some important steps for wrapping up a first session?
Optional Readings:
(S) Ro, Hye-Sun & Wampler, R.S. (2009). What’s wrong with these people? Clinicians’ views of
clinical couples. Journal of Marital and Family Therapy, 35(1), 3-15.
Class 5: 9/15 Cognitive Behavioral Couples Therapy (CBCT)
 Theoretical assumptions
 Perspective on healthy and dysfunctional relationship
 Assessment using a CBCT lens
 Therapeutic goals
 Applications to communication issues
Cognitive Behavioral Couples Therapy - Arthur Freeman, EdD
Required Readings for Class 5:
Baucom, D.H., Epstein, N. B. & LaTaillaide, J.J. & Kirby, J.S. (2008). Cognitive-behavioral couple
therapy. In A.S. Gurman (Ed.). Handbook of couple therapy (4th Ed.) (pp. 31-72). New
York: The Guilford Press.
(S) Weeks, G.R. & Treat, S.R. (2001). Couples in Treatment: Techniques and Approaches for
Effective Practice. New York: Brunner-Routledge.
Chapter 13 Cognitive Techniques (pgs. 175 -192).
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SOWO 852 SW Practice with Couples
Reading prompts - Please consider as you read:
 What are some of the basic premises that underlie this approach?
 How do therapists that use CBCT view dysfunctional and functional relationships?
 Using a CBCT lens, what are the primary things to assess for?
 What are the important therapeutic aims of a therapist working from a cognitivebehavioral lens?
Optional Readings:
(S) Dattilio, F.M. (2005). The restructuring of family schemas: A cognitive-behavior perspective,
Journal of Marital and Family Therapy, 31(1), 15-30.
(S) Sher, T.G. & Baucom, D.H. (2001). Mending a broken heart: a couples approach to cardiac risk
reduction. Applied and preventive, 10,125-133.
Class 6: 9/22 Cognitive Behavioral Couples Therapy (CBCT) Continued
 Common interventions
 Creating homework assignments
 Applications to problems of alcohol dependency and depression
 Strengths and limitations
 Practice and reflection
Required Readings for Class 6:
Taibbi, R. (2009). Doing couple therapy: Craft and creativity in work with intimate partners. New
York: The Guilford Press.
.
Chapter 5, Clearing the Clutter: Improving Communication, (pgs. 77 -95).
(S) Weeks, G.R. & Treat, S.R. (2001). Couples in Treatment: Techniques and Approaches for
Effective Practice. New York: Brunner-Routledge.
Chapter 11 Communication Techniques (pgs. 136-48)
Optional Readings:
(S) Kirby, J. S., & Baucom, D. H. (2007). Integrating dialectical behavior therapy and cognitivebehavioral couple therapy: A couples skills group for emotion dysregulation. Cognitive
and Behavioral Practice, 14, 394-305.
Reading prompts - Please consider as you read:
 What are the main interventions used by a CBCT couple therapist?
 What is the role of the therapist?
 What do you see as the strengths and weaknesses of CBCT?
 What are the specific mechanisms of CBT that make it so effective in work with couples
with problems of alcohol and depression?
Class 7: 9/29 Emotionally Focused Therapy
 Theoretical Assumptions
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SOWO 852 SW Practice with Couples
 Perspective on healthy and dysfunctional relationship
 Assessment through an EFT lens
 Application to trauma and illness
Emotionally focused therapy with Susan M. Johnson
Required Readings for Class 7:
Johnson, S. M. (2008). Emotionally focused couple therapy. In A.S. Gurman (Ed.). Handbook of
couple therapy (4th Ed.) (pp. 107- bottom of 115). New York: The Guilford Press.
(S) Johnson, S. M. (1998). Creating healing relationships for couples dealing with trauma: the use
of emotionally focused marital therapy. Journal of Marital and Family Therapy, 24(1), 2540.
(S) Johnson, S. M., Makinen, J. & Millikin, J. (2001). Attachment injuries in couple relationships: A
new perspective on impasses in couple therapy. Journal of Marital and Family Therapy,
27, 145-155.
Reading prompts - Please consider as you read:
 What are some of the basic premises that underlie this approach?
 How do therapists that use EFT view dysfunctional and functional relationships?
 What are the important therapeutic aims of a therapist working from an EFT lens?
 How is a history of trauma associated with couple distress?
Optional Readings:
(S) Johnson, S. M. (2003). Attachment theory: A guide for couples therapy. In S. M. Johnson & V.
Whiffen (Eds.), Attachment processes in couples and families (pp. 103-123). New York:
Guilford Press.
Class 8: 10/6
Emotionally Focused Therapy Continued
 Stages and associated interventions
 Application to medical problems post-partum depression
 Strengths and limitations
Required Readings for Class 8:
Johnson, S. M. (2008). Emotionally focused couple therapy. In A.S. Gurman (Ed.). Handbook of
couple therapy (4th Ed.) (pp. 115-134). New York: The Guilford Press.
(S) Kowal, J. & Johnson, S. M. (2003). Chronic illness in couples: A case for emotionally focused
therapy. Journal of Marital and Family Therapy, 29(3), 299-309.
Taibbi, R. (2009). Doing couple therapy: Craft and creativity in work with intimate partners. New
York: The Guilford Press.
Chapter 6 - Drilling Down: Core Issues (pp. 96-119).
Chapter 9 – The Early Years (pp. 160-174)
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SOWO 852 SW Practice with Couples
Reading prompts - Please consider as you read:
 What are the three stages of EFT and the interventions associated with each phase?
 In what ways can illness affect a relationship?
 What does Taibbi mean when he talks about “core dynamics” and how might these fit
with the EFT approach?
 How are the “early years” relevant to attachment issues and formation of relational
patterns?
 What do you see as the strengths and weaknesses of this approach?
Optional Readings:
(S) Wiffen, B. & Johnson, S.M. (1998). An attachment theory framework for the treatment of
childbearing depression. Clinical Psychology: Science and Practice, 5,478-492.
(S) Johnson, S.M. & Whiffen, V. (1999). Made to measure: adapting emotionally focused couple
therapy to partners attachment style. Clinical Psychology: Science and Practice, 6, 366381.
Class 9: 10/13 Gottman Method Couple Therapy
 Theoretical Assumptions
 Perspective on healthy and dysfunctional relationship
 Assessment from SRH lens
 Therapeutic goals
Live Sessions with Julie Gottman
Required Readings for Class 9
Gottman, J.M. & Gottman, J.S. (2008). Gottman method couple therapy. In A.S. Gurman (Ed.).
Handbook of couple therapy (4th Ed.) (pp. 138-162). New York: The Guilford Press.
(S) Gottman, J.M. (1999). The marriage clinic: A scientifically based marital therapy. New York:
W.W. Norton & Company.
Chapter 4, The Assessment of Marriage
Chapter 5, The Disasters and Masters of Marriage
Optional Readings:
www.gottman.com
http://www.psychpage.com/family/library/gottman.html
Reading prompts - Please consider as you read:
 What are some of the basic premises that underlie this approach?
 What are the components of the Sound Relationship House?
 How does GMCT view dysfunctional and functional relationships?
 What are the important therapeutic aims of a therapist working from a GMCT lens?
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Class 10: 10/20 Gottman Method Couple Therapy (The Sound Relationship House) Cont’d
 Key interventions
 Strengths and limitations
 Applications to male arousal and aggression
Required Readings for Class 10:
(S) Gottman, J.M. (1999). The marriage clinic: A scientifically based marital therapy. New York:
W.W. Norton & Company.
Chapter 6 – Assumptions and Intervention Overview
Chapter 8 – Solving what is Solvable
Chapter 10 – Life Dreams and Shared Meaning (Only 3 pages!)
Taibbi, R. (2009). Doing couple therapy: Craft and creativity in work with intimate partners. New
York: The Guilford Press.
Chapter 10 – Re-creating the vision
Reading prompts - Please consider as you read:
 What are some Gottman key interventions and which ones might you use in your
practice?
 How does Taibbi’s chapter on re-creating the vision reflect Gottman’s focus on life
dreams?
 What do you see as the strengths and weaknesses of this approach?
Optional Readings:
(S) Gottman, J.M. (1999). The marriage clinic: A scientifically based marital therapy. New York:
W.W. Norton & Company.
Chapter 11 – Resistance to change
Class 11: 10/27 Approaches to Partner Aggression and Alcohol Abuse
 Types of aggression
 Risk factors for aggression
 Relationship between aggression and alcohol abuse
 Kinds of iinterventions
Required Readings for Class 11:
(S) Epstein, N.B, Werlinich, C.A. & LaTaillade, J.J. (2014). In A.S. Gurman, J.L. Lebow & D.K.
Dnyder (Eds.). Handbook of couple therapy (5th Ed.) (pp. 389-411). New York: The Guilford
Press.
(S) McCrady, B.S. & Epstein, E.E. (2014) Couple therapy and Alcohol Problems. ). In A.S. Gurman,
J.L. Lebow & D.K. Snyder (Eds.). Handbook of couple therapy (5th Ed.) (pp. 555-585). New
York: The Guilford Press.
Reading prompts - Please consider as you read:
 What are the two types of partner physical aggression described in the Epstein article?
 What are the main risk factors for aggression in relationships
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 How might issues of gender, culture and oppression factor into aggressive behavior?
 What are your feelings about treating a couple together when there has been some
instances of aggression?
 What is the relationship between partner aggression and heavy drinking?
Optional Reading:
(S) Straus, M.A. (2009). Why the overwhelming evidence on couple physical violence by women
has not been perceived and is often denied. Journal of Aggression, Maltreatment and
Trauma, 18, 552-572.
Class 12: 11/3 Working with Couples around Infidelity
 Changing forms and patterns of infidelity
 Practice recommendations
 Therapeutic dilemmas
Required Readings for Class 12:
Gordon, K. C., Baucom, D.H. Snyder, Dixon, L. J. (2008). Couple therapy and the Treatment of
Affairs. In A.S. Gurman (Ed.). Handbook of couple therapy (4th Ed.) (pp. 429-456). New
York: The Guilford Press.
(S) Wysocki, D. K., & Childers, C. D. (2011). “Let my fingers do the talking”: Sexting and infidelity
in cyberspace. Sexuality & Culture, 15(3), 217-239.
(S) Hertlein, K. M., & Piercy, F. P. (2012). Essential elements of Internet infidelity treatment.
Journal of marital and family therapy, 38(s1), 257-270.
Reading prompts - Please consider as you reflect on ending this course
 Why do you think working with couples around infidelity is challenging for many
therapists?
 How do you think you would be most comfortable handling secrets?
 Do you think that online “only” activity constitutes infidelity?
Class 13: 11/10 Working with Repartnered Couples and Stepfamilies
 Stepfamily life cycle and structural characteristics
 Common stepfamily dilemmas
 Recognizing our transference
 Best Practices
Required Readings:
Bray, J. (2008). Couple Therapy with Remarried Partners. In A.S. Gurman (Ed.). Handbook of
couple therapy (4th Ed.) (pp. 499-516). New York: The Guilford Press.
Taibbi, R. (2009). Doing couple therapy: Craft and creativity in work with intimate partners. New
York: The Guilford Press.
Chapter 11, Battle and Loss: Managing the Teenage Years (pp. 209-222)
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Chapter 12, One Big Happy Family: Working with Stepfamilies.
(S) Jones, A. (2003). Reconstructing the Stepfamily: Old Myths, New Stories. Social Work, 48(2),
228-236.
Optional Readings:
(S) Skogrand, L., Torres, E., & Higginbotham, B.J. (2010). Stepfamily education: Benefits of a
group formatted intervention. The Family Journal, 18, 234-240.
Reading prompts - Please consider as you read:
 How do stepfamilies differ developmentally from the biological nuclear family?
 What are some of the most common challenges that repartnered parents face?
 What are the best practices for therapists?
 What comes to your mind when you think about stepfamilies and stepparents?
Class 14: 11/17 Working with Gay, Lesbian and Inter-cultural Couples JOURNAL #3 DUE
 Common stressors and unique strengths
 Therapeutic interventions
 Reflections on our own culture
 Externalizing issues of culture and race with our clients
Required Readings:
Green, R. & Mitchell, B. (2008). Gay and Lesbian Couples in Therapy: Minority Stress, Relational
Ambiguity, and Families of Choice. In A.S. Gurman (Ed.). Handbook of couple therapy (4th
Ed.) (pp. 662-680). New York: The Guilford Press.
(S) Markowitz, L. (1997). The cultural context of intimacy. Family Therapy Networker, 21(5), 5158.
(S) Killian, K. D. (2014). Couple therapy and intercultural relationships. In A.S. Gurman, J.L. Lebow
& D.K. Snyder (Eds.). Handbook of couple therapy (5th Ed.) (pp. 512-528). New York: The
Guilford Press.
Optional Reading:
Boyd-Franklin, N., Kelly, S. & Durham, J. (2008). African-American couples in therapy. In A.S.
Gurman (Ed.). Handbook of couple therapy (4th Ed.) (pp. 681-697). New York: The Guilford
Press.
Reading prompts - Please consider as you read:
 Both intercultural couples of and same-sex couples experience additional challenges
including discrimination. How are these external stressors similar and different?
 Why is it important for therapists to recognize and be able to externalize about these
stressors?
 What was the mistake that the therapist made in the Markowitz article?
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Optional Readings:
Josephson G. (2003). Using an attachment-based intervention with same-sex couples. In S. M.
Johnson & V. Whiffen (Eds.), Attachment processes in couples and families. (pp. 300-320).
New York: Guilford Press.
No Class – 11/24 No Class Happy Thanksgiving!
Class 15: 12/1 Ethical Issues & Wrap-up
 Practice recommendations
 Components of ethical practice
 Reflections and Wrap-up
Required Readings:
(T) Gottlieb, M. C., Lasser, J., & Simpson, G.L. (2008). Legal & ethical issues in couple therapy. In
A.S. Gurman (Ed.). Handbook of couple therapy (4th Ed.) (pp. 698-714). New York: The
Guilford Press.
Reading prompts - Please consider as you reflect on ending this course
 What do you see as the most important components of ethical practice with couples?
 Feedback -- What did you like best or least about the course?
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Assignment Descriptions
Three Journals: Due Anytime During the Semester
Description and Purpose:
The journal assignment is a 2-3 page reaction paper in which you reflect on some aspect of class
lecture, discussion, reading, or class activity. The purpose of the journal is to convey familiarity
with class material and to then communicate how it is informing your thinking about either
professional or personal experiences. As such, the goal is not just to summarize a reading (for
instance) but to react to it or show how it might apply to real life experiences. The journal is an
opportunity to think more deeply about some aspect of the class and for me to hear and learn
from you about how you are experiencing it. The topics for the journals are optional.
Evaluation Criteria – Journals
Possible Points
Focus of journal is germane to material presented in class and/or
assigned reading and conveys a basic understanding of it.
Journal discussion is thoughtful and demonstrates the ability to link
and integrate with practice or personal experience.
Journal is well written and clearly organized
Total Points
40
40
20
100
Alternative to One Journal: Standardized Assessment, Due Class 6
Objective: Standardized measurements are often used in work with couples, especially among
therapists who use CBT. The purpose of this assignment is to gain experience looking for a
standardized measure that would help you evaluate some aspect of a couple’s functioning.
Some possibilities include:
Relationship satisfaction
Relationship quality
Communication
Conflict resolution
Intimate partner violence
Sexual intimacy and general intimacy
Trust
Parenting
Social Support
To complete this assignment:
(1) Choose an issue that interests you and using our library resources, seek out a standardized
measurement. Some excellent resources include:
 HAPI – an online database to identify measurements used in health and psychosocial
settings
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SOWO 852 SW Practice with Couples

Encyclopedia of Psychological Assessment – an extensive online guide to psychological
scales and measures
 PsychTESTS - an online database in the UNC library electronic database
 Mental Measurements Yearbook with Tests in Print in the UNC library electronic
database
(2) Complete the form (on Sakai under resources)
(3) During the next week I will post the information and share on Sakai so that everyone has
access to what you found.
Evaluation Criteria for Journal Alternative – Standardized Assessment for
Work with Couples
Purpose of the measure and source where it was retrieved.
Strengths of the measurement are accurately and clearly identified.
Possible limitations (e.g. cultural biases) are accurately and clearly identified.
What you learned from this assignment.
Total Points
Possible
Points
10
30
30
30
100
Assignment Two: Best Practice Presentation
Due: To be Scheduled (Last 1/3 of class)
Description and Purpose:
The purpose of this assignment is to explore a couple’s problem or issue that is of interest to you
and then to consult the literature on the most effective ways to work with it. Possible topics are
listed below. You will be responsible for researching the current clinical and research literature
and then: (1) present information on the issue/problem and key findings on best practices; (2)
lead a discussion relevant to the issue and (3) prepare a brief (1-2 pages) hand-out to be shared
with your classmates which they can then use in the future.
The hand-out should contain:
(1) Background information about the problem or issue and its significance, e.g. why is it
important, how many are affected or are a part of this group;
(2) A summary of the recommended treatment protocol, methods or interventions and
(3) A list of references (including any bibliotherapy or websites you may have found)
particularly ones that you think may be most helpful to your classmates when they
encounter this kind of issue in their practice.
Your presentation should include the answer to these two questions:
1) What should I do if I get a couple who exhibit this set of characteristics or issue and
2) How might the issues of diversity, difference, class, race, gender etc. affect my practice?
If possible I would like a rough draft of the summary and/or slides a couple days ahead of the
presentation. This will allow me to plan other content for the class and to give you the possibility
of some feedback ahead of time. Please keep to the specified time limit. Evaluation criteria will
be handed out later in the class.
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SOWO 852 SW Practice with Couples
We will take some class time to schedule the presentations. They will take place in the last third
of the course. Please do some thinking about what topics may interest you. Also please note that
if you choose a topic that is already on the schedule, that you will present on that date. Other
presentations will be scheduled to fit most closely with what is already being covered.
THESE ARE EXAMPLES OF TOPICS--THEY ARE NOT MEANT TO RESTRICT YOUR CHOICES
1. Addiction, e.g. substances, gambling, Internet
2. Medical problem
3. Separation and Divorce
4. Stepfamilies
5. Inter-cultural, inter-racial, or inter-faith marriage
6. Infertility or childless or child-free couples
7. Death, illness of child
8. Gay, lesbian, bi-sexual, or transgendered couples
9. Spouse who is GLBT and “comes out” to family
10. Infidelity including Online
11. Sexual dysfunction (e.g. decreased libido)
12. Marital enrichment/preparation
13. Developmental Issues - adolescent marriage, “empty nest” syndrome, elderly
14. Partner aggression
15. Home-based services-family preservation with emphasis on couple
16. Depression, personality disorder or other mental health problem
17. Anger, conflict management
18. Trauma history
19. In-law or family-of-origin problem
20. Work problem, unemployment, workaholism, retirement
Evaluation Criteria for Assignment Two – Best Practice Presentation
Handout is well organized, clearly written, and free of errors.
Handout contains well researched and useful information on current best practice(s)
for the issue being discussed.
Handout provides well selected references (e.g. professional, bibliotherapy, and
websites) for future use.
Presentation content informs our knowledge and understanding of the overall
significance of the topic (e.g. background information, demographics, etc.).
Presentation content contains solid information on current evidence-based
methods, models, interventions to be used with the specific issue or problems.
Diversity issues (e.g. age, sexual orientation, race, class, religion) are addressed by
discussing how one or more areas of diversity may influence practice.
Presentation is clear and flows in a logical manner.
Presentation sparks and contributes to an engaged and meaningful class discussion
as a result of some thoughtfully posed questions.
Presentation is interesting, engaging, and adheres to time guidelines
Total Points
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Points
5
10
10
10
20
15
10
10
10
100
SOWO 852 SW Practice with Couples
Assignment Three - Application of a Model to a Case,
Due 12/8, 5:00 PM
Due Tuesday 12/9
The purpose of this assignment is to become better acquainted with an intervention model that
is used with couples. To that end, you are asked to select one theoretical framework that you
feel is most consistent with your philosophy about social intervention and human behavior and
why and how people change. You can chose from any of the three frameworks covered in this
class or some other framework that you are interested in learning more about. If you choose a
model that was not covered in class, please clear the topic with me first. (Note: Any of the
frameworks from class can be used with this case)
Part 1 – Introduction: In this introduction briefly summarize the framework that you have
chosen to apply to the case. Assume that you are writing this section for someone who is
unfamiliar with this model. Introduce the reader, to the most distinguishing characteristics of
this model. Some things to consider in writing this introduction include the following. What
aspects, premises, or characteristics make it unique or different from other models? How does
it work? Is it structured, unstructured; are there stages of interventions? What is the role of the
therapist? How does this framework view functional or dysfunctional relationships; does it have
a theory of change?
(About ¾ - 1 page)
Part 2 – Case Formulation: In this section, describe and summarize the main issues involved in
the case and how you would intervene with this couple if they were your clients. Using
the lens and language of the framework, please discuss the following:
a. Assessment -- what factors stand out for you/concern you? What kinds of questions
might you ask this couple? The more specific you can be the better. Again, you should be
thinking in terms of your framework. For instance, if you were using a Transgenerational
Systems lens you would be taking note of things like entrenched triangles (e.g. who do
you turn to when you are under stress), lack of differentiation etc.
b. Given your framework, what goals would be appropriate to establish with this couple?
c. What interventions would you likely use with this couple and how would you explain
them? Please do not just answer with a list of interventions. Try to be as specific as
possible.
d. Given that we very rarely obtain all needed information in a first interview, what kinds of
additional information do you want to obtain? What information is missing for you and
what additional questions would you ask?
e. What other developmental or diversity issues should be taken into consideration?
(3-4 pages)
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SOWO 852 SW Practice with Couples
Part 3 – Self-reflection: Explain why you chose the framework and why it is or could be a good
match for you. Some things to consider as you write this are: How does the model fit with your:
- Philosophy about therapy
- Values
- Personality/personal history
- Stage of professional development
(About ¾ - 1 page)
Part 4 – Strengths and Weaknesses of Model
- What do you see as the major strengths and weaknesses of this model?
- How well do you think that this framework addresses issues of diversity? Can you see it working
for the many or the few? Do you have any concerns about its applicability to any
particular groups?
- What if any ethical concerns do you have about this model?
About 1 page)
Other guidelines:
The paper should: (1) reflect an integration of material throughout the course. Therefore, you
should pull from more than just the course content relating to the model you have chosen and
(2) comply with APA guidelines. Please also (1) number the pages; (2) use clearly labeled section
headings. The paper should be submitted within a week of our last class. The due date is 5:00
pm Tuesday, December 8th.
What does an (H) paper look like?
A paper that receives a grade of H (high pass) is thoughtful and well written. The content is only
specific and accurate and shows critical thinking. It is informed by and integrates content
covered throughout the course. It meets if not exceeds the criteria listed on the evaluation grid.
Evaluation Criteria for Assignment Three – Application of a Model to a Case
Introduction to paper is clearly and accurately laid out. It is well written and
provides a solid foundation for the rest of the paper.
The framework is accurately applied to the case. Foci of attention, goals,
interventions and other factors affecting the case are consistent with the main
tenets of model and are supported by the course readings.
Developmental and diversity issues are convey accuracy and understanding of
their role in couple relationships.
Discussion of reasons for choosing theory and how it fits with own values,
beliefs, personality etc. is clearly written and shows insight and a high level of
self-reflection.
Strengths and weaknesses of model show solid understanding of it as well as
critical thinking.
The paper is well informed by class readings.
The paper is clearly written, lucid, and free of errors. Instructions for the paper
have been followed.
APA style for in text citations and references is consistently and correctly used.
Total
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Possible
Points
15
30
10
10
15
10
5
5
100
SOWO 852 SW Practice with Couples
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