842.01 Fall 2010 1
THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER: SOWO 842 (Section 001)
Tuesday: 2-4:50 PM
COURSE TITLE, SEMESTER AND YEAR: FAMILIES: THEORY AND PRACTICE, FALL ‘10
INSTRUCTOR:
Joanne S. Caye, MSW
School of Social Work
Tate-Turner-Kuralt, Room 419
Phone: 919-962-3598 (O), 919-933-9883 (H)
Email: jscaye@email.unc.edu
OFFICE HOURS:
Monday, 1-2:00pm/ Tuesday 1-2:00pm or by Appointment)
UNC-CH Safe Zone Ally
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
family-centered 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.
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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.
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
for understanding variation in couple and family interaction and practice theories
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—factors that function as
leverage points in the design of social interventions. Students will review and
present a specific couple or family-level practice intervention for promoting strong
and adaptive functioning.
REQUIRED TEXTS/READINGS:
Smith, S. R., Hamon, R. R., Ingoldsby, B. B., & Miller, J. E. (2009). Exploring family
theories. New York: Oxford Press. (ISBN 9780195377712)
Lipper, J. (2003). Growing up fast. New York: Picador. (ISBN 0-312-42223-9).
[Paperback]
Other readings will be uploaded into Blackboard or the URL will be provided.
TEACHING METHODS:
The success of this class depends on the development of a supportive learning
environment, reflecting the values of the social work profession.
OUR CLASSROOM IS A COMMUNITY OF LEARNING. IT IS A CONVERSATION WHICH AT
ITS BEST INCREASES YOUR UNDERSTANDING AND CELEBRATES THE RICHNESS OF
EVERYONE’S LIFE EXPERIENCE.
A supportive learning environment is fostered by listening to the ideas and views of
others, appreciating a point of view which is different from your own, and making it
safe for learning and growth.
The course will be taught using a variety of teaching methods including: lecture,
discussion, student presentation, individual and group work, role play, and
reflection. Student involvement is critical, and students work with the instructor as
full partners in assuming responsibility for the success of the course.
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EXPECTATIONS FOR WRITTEN ASSIGNMENTS
Students are expected to use good academic English; grades will be lowered for poor
grammar, syntax, or spelling. Those who have difficulty writing are STRONGLY
encouraged to use online resources of the campus Writing Center
(http://www.unc.edu/depts/wcweb/) and/or seek assistance from Diane Wyant or
Susan White in the School of Social Work.
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. A summary was distributed at orientation. The web
sites listed below provide additional information, though students are strongly
encouraged to purchase the following text:
American Psychological Association. (2001). Publication manual of the American
Psychological Association, 5th Edition. Washington, D.C.: American
Psychological Association.
 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)
 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)
 http://www.unc.edu/depts/wcweb/ (The UNC writing center—on-line and tutorial
help at Phillips Annex 962-7710)
GRADING SYSTEM:
The core assignments and their relative weights in the grading system are listed
below:
Group Program Review & Evaluation
Field Placement Case Study and Family Intervention
Final Integrative Thought Paper
Peer Review/Class Participation
Periodic Electronic Posting
30%
30%
15%
15%
10%
Each assignment/requirement will be graded using the following numeric system:
H = 94-100
P = 80-93
L = 70-79
F = 69 and below
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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). Assignments submitted past the due date will lose 2
points per day, including holidays and weekends. Incompletes are only offered in
extraordinary circumstances, and not as a result of time management issues on the
part of the student. The sooner you speak with me about any difficulties you have
having, the more likely we can reach a mutually successful conclusion. If you have
having trouble, let me know!!
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:
Technology is a world opening experience. It can also be disrespectful and
distracting. Respect for each other includes turning cell phones off or to Vibrate (an
option only if there is a seriously important phone call you MUST attend to). If this
is the rare case (eg. Sick child) let me know ahead of time. Otherwise there is no
reason for you to be walking out of class to make/receive a phone call. NO texting
during class. This is our time to learn together. What you bring to the classroom
can make it better for the rest of us, or decrease the value of our time together. This
is not the time for multi-tasking. This is a time for focus and engagement.
We may have occasions when the useof laptops could be helpful. They may be used
for taking notes, or looking up information which is part of an assigned activity.
Any electronic activity sould be related to the course. Excluded activities include but
are not limited to:
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•
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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
•
•
•
We have guest speakers
Presentation or role-play demonstration by classmates
viewing videotapes
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Out of respect, please do NOT use computers and other wireless devices when:
Please respect the request of a classmate to cease the use of any and all
electronic/wireless devices if they distract from another’s learning.
BAD WEATHER POLICY:
Please check your email 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.
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READINGS AND COURSE OUTLINE
Week One: August 24, 2010
Introduction:
Let’s practice! We’ll touch ground immediately.
What is family?
What is family theory?
What family theories do we already know?
What family theories will we study?
In Class Focus Questions:
What is the difference between doing social work one to one, and working
with families?
What does it mean to consider the family “in context”?
How will this class be structured?
Reading for today:
Smith, S. R., Hamon, R. R., Ingoldsby, B. B., & Miller, J. E. (2009). Exploring family
theories. New York: Oxford Press. (p. 1-6)
Week Two: August 31, 2010
Readings and Activities due today:
1. Posting to be completed by August 28th
Family Life Education
What is it?
Does it work?
Action: Do some brief research, and answer the questions above about Family Life
Education. There is tons of research out there. If you are having trouble, look for
things like National Council for Family Relations or Family Studies. Simply choose
an article or website that interests you and describe it in roughly three sentences
(no more!) in the Discussion Section of Blackboard. (Eg. The target audience, what
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was done, outcome) include citation. Glance over prior postings. Try not to
duplicate Due Aug 29
2. Read the syllabus—check assignment due dates in comparison with other
classes/ let me know if you see typos, etc. I try… but I’m far from perfect! I
might put a typo in here just to see if you are reeding carefully!! :.)
3. Lipper, J.(2003) Growing up fast. Chapter One: Pittsfield pp 1-52.
During class:
Topic area: Family Life Education
Discussion of postings
In Class Focus Questions:
1. Do you percieve your social work role more like a mechanic or a gardner?
What is the difference? How would either perspective change the way you
work?
2. Where do we as social workers see the role of preventive services,
education, enrichment and psychotherapy for our clients? What might we
miss if we are only focused on pathology? What might we miss if we only
focus on education?
3. What does it mean to consider your client “in context”? What would
context mean for the girls who live in Pittsfield?
Week Three: September 7, 2010
Readings and Activities due for today:
Discussion for each article to be led by assigned student. Discussion will include
being able to provide a BRIEF synopsis of the article, then ask one or two questions
which connect the article to the focus of this course/class.
Doherty, W. J. (1995). Boundaries between parent and family education and family
therapy: The levels of family involvement model. Family Relations, 44, 353358.
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Hawkins, A. J., Carroll, J. S., Doherty, W. J., & Willoughby, B. (2004). A
comprehensive framework for marriage education. Family Relations, 53, 547558.
Hawkins, D. N., & Booth, A. (2005). Unhappily ever after: Effects of long-term, lowquality marriages on well-being. Social Forces, 84, 445-465.
Bledsoe, S. E., et al. (2007). Empirically supported psychotherapy in social work
training programs: Does the definition of evidence matter? Research on Social
Work Practice, 17, 449-455.
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.
Carr, A. (2009) The effectiveness of family therapy and systemic interventions for
adult-focused problems. Journal of Family Therapy, 31, 46-74.
Carr, A. (2009) The effectiveness of family therapy and systemic interventions for
child-focused problems. Journal of Family Therapy, 31, 3-45.
During class:
Topic Areas:
•
Work with families: Assessing Level of Need-from both the family life
education and psychotherapy perspective
•
The importance of evidence and how evidence is involved here
In Class Focus Questions:
1. Reflect on the consumers you see in your field placements. Where are they on
the continuum of need?
2. What are the pros and cons of choosing a specific focus for your work? Are
there dangers involved in meshing the focii of family life education and
psychotherapy? What might be the ethical concerns?
3. What are some strengths and deficits one might hold in mind if you are
working as a social worker in Pittsfield, MA?
Week Four: September 14, 2010
Readings and Activities due for today:
Smith et al. Symbolic Interactionism Theory, pp 9-37.
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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., Rose, R.A., Powers, J.D., & Glennie, E.J. (2008) The joint effects of
neighborhoods, schools, peers, and families on changes in the school success
of middle school students. Family Relations, 57, 504-516.
Bartoli, E. and Gillem, A.R. (2008) Continuing to depolarize the debate on sexual
orientation and religion: Identity and the therapeutic process. Professional
Psychology: Research and Practice. 39(2) 202-209.
During class:
Topic Areas:
Symbolic Interactionism Theory
Meaning in everyday life
Clashes of understanding of meaning
In Class Focus Questions:
1. As a social worker, how do you stay aware of your own core beliefs/meaning
and that of your consumer? Would you ever hold yours over theirs?
2. In working with families, how do you deal with different meaning making
within the family unit? [immigrant families; military families; rules about
education, choice of partner]
Week Five: September 21, 2010
Readings and Activities due for today:
Lipper, J. (2003) Growing up fast, Colleen. pp135-164.
During class:
Practice!
842.01 Fall 2010 10
Week Six: September 28, 2010
Readings and Activities due for today:
Smith, S. Chapter 4: Family Stress Theory pp 94-111
Boss, P. (2004) Ambiguous loss research, theory, and practice: Reflections after 9/11.
Journal of Mariage and Family, 66, 551-566.
Carroll, J.S., Olson, C.D. & Buckmiller, N. (2007) Family boundary ambiguity: A 30year review of theory, research, and measurement. Family Relations, 56, 210230.
Patterson, J.M. (2002) Integrating family resilience and family stress theory.
Journal of Marriage and Family, 64, 349-360.
Posting #2: quick research into studies that describe and/or suggest how stressors
can affect a family, and what interventions might assist. Be sure to consider all
levels of need. Posting #2 is due on Bb by midnight September 25. Briefly describe
two items that answer the questions suggested above. Short citations re sufficient
(like in text citation rules). Bullets work/ short statements. Read over the other
posts, try not to duplicate, and respond to ONE of the postings , comparing your
view with your student colleagues view. Ten words or LESS.
During class:
Topic areas:
Family Stress Theory
Stress as the basis for intervention
Understanding ambiguous loss
In Class Focus Questions:
1. How do we begin to sort of the difference between whining and making
excuses to avoid responsibility, and the effects of stress and ambiguous loss?
2. How to begin to help a family move toward a focus on resilience? What would
Pauline Boss have to say about that?
842.01 Fall 2010 11
Week Seven: October 5, 2010
Readings and Activities due for today:
Lipper, J (2004) Growing up fast. Liz & Peter, pp.105-134
During class:
#1/ Review and Presentation of Marital/Family Life Education Program (40
minutes)
Discussion of course direction/ mini evaluation
Practice!
Week Eight: October 12, 2010
Readings and Activities due for today:
Smith, S. et al, (2009) Chapter 7,Social Exchange Theory pp. 201-229.
Welch, K.(2007) Uncoupling: Relationship deterioration and divorce. In Family Life
Now: A conversation about marriages, families and relationships. Boston:
Pearson. (pp.434-455)
Shore,L.M., Coyle-Shapiro, J.A.M., Chen, X.P. and Tetrick L.T. (2009) Social
Exchange in Work Settings: Content, Process, and Mixed Models.
Management and Organization Review, 5 (3) 289-302. doi: 10.1111/j.17408784.2009.00158.x
During class:
Social Exchange Theory
Family life programs that deal with couple support and prevention of divorce
Gottman’s studies about couples
In Class Focus Questions:
1.
How as ethical practitioners, do we work with families who may be
considering divorce, or attempting to prevent divorce, when our
perspectives about the right course of action may legitimately (or not)
be opposed to the plans of the client? (eg. Prevention of divorce when
there is abuse in the home; or when a partner in the relationship has
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2.
been unfaithful; couples who from the practitioner’s percpective have
not tried very hard).
How do practitioners remain focused on their clients when personal life
situations change significantly?
Week Nine: October 19, 2010
Readings and Activities due for today:
Lipper, J. (2003) Growing up fast. Amy & Bernard, 53-104.
During class:
#2/ Review and Presentation of Marital/Family Life Education Program (40
minutes)
Practice!
October 26, 2010 NO CLASS/ AAACE Conference
Week Ten: November 2, 2010
Readings and Activities due for today:
Smith, S. (2009) Exploring famioy theories. Conflict Theory, pp 161-177
Smith, S. (2009) Feminist Theory, pp230-259
Carroll, G. (Summer 1998) Mundane extreme environmental stress and African
American families: A case for recognizing different realities. Journal of
Comparative Family Studies 29. 271-285.
Conflict theory utilized in the study of criminology: Study the conflict website:
Retrieved January 9, 2008/ rechecked August 11, 2010
http://www.criminology.fsu.edu/crimtheory/conflict.htm
Posting #3: Our current society moves very quickly to adversarial positions in all
areas of life: schools and parents; within Congress; in the criminal system,
among family members who are ideologically in different places. What are
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positive and negative effects of this confrontational culture? THREE
sentences. Due: October 31.
During class:
Theories and Interventions that focus on POWER issues within a family:
Conflict Theory
Feminist theory
Mundane extreme environmental stress (MEES)
In Class Focus Questions:
1. Currently, professional social workers tend to avoid conflict, compared to our
iconic predesessors like Jane Adams, and Dorothea Dix. Has the profession
grown up, or has it lost something over time?
2. Where does social work (non-judgemental attitudes, etc) fit with conflict
theory and especially feminist theory?
3. What is a social worker’s role in the face of descrimination?
4. How do we as professionals balance a perception of descrimination versus a
holding of one’s values? [corporal punishment; GLBT issues; women
submissive to their husbands; lack of services for the poor versus fiscal
responsibility]
Week Eleven: November 9, 2010
Readings and Activities due for today:
Lipper, J. (2003) Growing up fast , Shayla & C.J. (167-216)
During class:
#3/ Review and Presentation of Marital/Family Life Education Program (40
minutes)
Practice!
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Week Twelve: November 16, 2010
Readings and Activities due for today:
Wetchler, J.L. and Piercy, F.P. (1996) Experiential family therapies. In Piercy, F.P.,
Sprenkle, D.H.,and Wetchler, J.L.(Eds.) Family therapy Sourcebook. New
York: Guilford Press. Pp79-105.
Ellison, J.A., Greenberg, L.S.,Goldman, R.N. and Angus, L. (2009) Maintenance of Gains
Following Experiential Therapies for Depression. Journal of Counseling and
Clinical Psychology, 77(1). 103-112.
Klontz, B.T., Bivens, A., Leinart, D., and Klontz, T. (2007) The Effectiveness of
Equine-Assisted Experiential Therapy: Results of an Open Clinical Trial.
Society & Animals, 15, 257-267. Experiential Theory
Posting #4 (last one!): One hears fairly constantly that, as a society in the U.S. we
seem less able to have a serious conversation about issues that are important in our
lives. The emergence of texting, especially Twitter, facebook comments, and some
way AM talk radio support short sound bite, often sarcastic, judgemental
statements, rather than conversations. Three questions: Reactions to this
statement? How often do you find yourself having profound/ meaningful
conversations? How does this current sound bite climate affect your ability to
engage with a consumer? Post by midnight, November 14.
During class:
Experiential therapies
Communication
Social Styles Inventory
In Class Focus Questions:
1. How do you balance experience with mind in your practice? In your own life?
When making a decision, what gets emphasis? (Hint: What common
expressions do you find yourself using in self talk, or when considering a
consumer’s behavior?—‘Talk is cheap/ actions are what count” “What do you
mean you couldn’t control yourself?”)
2. What is the role of emotion in your work with consumers?
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Week Thirteen: November 23, 2010
Readings and Activities due for today:
Lipper, J. (2003) Growing up fast , Jessica p 267-316
During class:
#4/ Review and Presentation of Marital/Family Life Education Program (40
minutes)
Practice!
Week Fourteen: November 30, 2010
Lipper, J. (2003) Growing up fast. 317-367.
#5,6,7 Complete Program Presentations
Time permitting: practice!
Week Fifteen:December 7, 2010
Wrap Up and Evaluations
Discussion of Personal Intervention Perspective papers
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CLASS ASSIGNMENTS:
1. Class Attendance and Participation 15% of grade
Students are expected to attend all class sessions. If there is some reason that you
cannot attend a class, please contact the instructor by email or phone. Students are
expected to contribute "meaningfully" to class discussion—that includes completing
the necessary readings and actively engage in conversations either with the whole
class or in small group activities. This course focuses on theory and practice, so
simulations are part of our learning. We are all learners, and mistakes are a sign of
learning. If you have particular, specific issues about speaking or role playing in
class, please let me know. That said, I am a clear supporter of simulations and
practice. Your future clients deserve an experienced family practitioner, and this is
a good place to try out that role.
2. Electronic Posting—joint learning 10% of grade
Four times throughout the you will be asked to do some brief research or thinking
and post short reactions onto the Discussion Board of Blackboard. Postings should
be written in clear English, with short in text/type citations where appropriate.
Most postings would be two or three sentences max. You may respond to other’s
postings, but you are not required to, unless specifically directed to do so. Due Dates
listed in syllabus.
3. Group Review and Presentation of Marital/Family Life Education
Program 30% of grade
Purpose: This assignment asks the student to understand and evaluate the use of
theoretical constructs that support actual working programs. It also integrates the
perspective of empirical research (in addition to authority based expertise) in the
program review. In real life, there is seldom an unlimited supply of time for a
presentation. Thus the timing for this presentation is tight, and will be held strictly.
If your group decides that it is unlikely to be able to answer all questions on the list
below, a BRIEF handout can supplement what is provided during the stand-up
presentation.
Activity: Working in pairs or alone, students will select a marital/family
education/enrichment/enhancement program in consultation with the professor for
review and evaluation and present it to the class. One interview with a practitioner,
developer, or consumer (with attendant protections!!) is required to ground your
academic reading in real world experience. If the presenters want to be innovative,
the interview (with written permission) can be uploaded to You Tube and used in
the presentation. This is NOT required.
The review/presentation will cover the following points:
• Name of program and developer(s)
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Name and involvement of interviewee-very short statements about what was
gained from this interview.
Content—What is taught? (see Hawkins et al., 2004)
Timing—When does it occur in the life cycle? (see Hawkins et al., 2004)
Target—Who receives it?
Setting—Where does it take place?
Trainers/Leaders—What are the qualifications and requirements for those
who train or lead the program? What is the role of the social worker involved
in this program?
Methods—How is content presented and learned?
o Time/duration—How much investment in time does the program
participation require from a consumer?
Engagement—How are participants recruited and engaged in the program?
Is social media utilized by this program? IF so, in what ways?
Ending—How is termination handled with participants? What is the
percentage of completion?
Outcomes—What are the intended results from participation? How are these
results measured? How long are participants tracked to monitor results?
Theoretical orientation—What explanatory theories anchor the program? (see
Bowen, 1991) What models are used, as a result of the theoretical basis?
Empirical research base—How is program content informed by the empirical
research base? If possible, develop a logic model, including outcomes and
antecedents. (see Adler-Baeder et al., 2004)
Assessment tools—What, if any, types of tools are used for
assessment/evaluation? How is progress monitored and measured during the
course of program implementation?
Inclusiveness—To what extent is the program sensitive to gender, class,
race/ethnicity, sexual orientation, and contextual differences? (see Leslie,
1995)
Empirical support—By what means and to what extent has the program
received empirical support for its efficacy? (Jakubowski et al., 2004)
Comparison of interviewee’s reactions with written information and research
outcomes.
Ethical issues or dilemmas—Do you have ethical concerns about the program
as described?
You are free to vary the order of these points. A rubric with a grading point spread
will be provided on Blackboard. Be creative! You may use PowerPoint, Prezi, charts
and diagrams, posters, written handouts, brochures, or applicable You Tube or Ustream videos for your presentation. You will have specifically 30 minutes to
present your summary in class and an additional 10 minutes for class discussion
and questions. Once I have your selections, I will be able to develop logical order for
presentation. Feedback on the presentation will be requested from other class
members via a structured presentation evaluation form (see Appendix B).
842.01 Fall 2010 18
Products:
• Copies of PPT or handouts for class. (If copying is a significant problem, let
me know)
• Reference List in APA format with at least eight scholarly sources, as well as
other sources.
• A presentation that is well structured, answers the questions listed,keeps the
audience’s attention , uses time wisely, and utilizes the skills of all members
of the group
Due Date: Variable depending on student’s choice
4. Field Placement Case study and plan, using a specific Family
Intervention Model--30% of grade
Purpose: Too often, when practitioners are asked what models or interventions
they use in their agency, their answers are vague, “I don’t know” or the ever present
“I’m eclectic” which usually means I use whatever I think of at the moment. As
professional social workers, it is incumbent on you to reflect on what models make
sense with which populations of consumers. This assignment is an exercise in that
process.
Activity: Students will choose a family based intervention that they would like to
use with consumers in the context of their field placement. Research that supports
the use of this model with a similar and the same population will be required. With
their field instructor’s permission, the student may use a real case study from his or
her placement, or may develop a composite. It is wise to include your field instructor
in the development of this case study to help you stay true to the population served
by your organization/agency. Using the case study and the research about similar
interventions, the student will EITHER write up a synopses (a step by step process
of joining/ assessment questions/ focus of the process/ methods of goal setting and
monitoring progress/ expected or allowed length of intervention/ and outcomes, with
suggested wording) OR may use a series of short video clips (with the student as
practitioner and volunteers as the family) to demonstrate what he or she would do.
In between the clips the student may explain what he or she wants to accomplish in
the next section, and why, based on the model being presented.
*Note: choose volunteers wisely. Make sure they take this assignment seriously,
because they can hurt your grade by grandstanding, making it impossible for you to
accomplish what you are supposed to be doing, or being so cooperative that you
cannot demonstrate your skills.
Products:
• Case study (2 pages maximum)
• Synopses or videos (7-10 pages)
• Research of chosen model (3-5 pages) 8 scholarly references minimum, NOT
counting the texts.
• Reference list in APA format
842.01 Fall 2010 19
Due Date November 8, 2010
5. Integrative Thought Paper 15% of grade
Prepare a relatively brief thought paper, reflecting on what has been learned about
family interventions in the course. This is NOT a research paper, but instead asks
the student to consider what specific interventions fit most effectively with the
student’s own background and personality, as well as the student’s areas of interest.
How is the choice of models one might use in actual social work, affected by one’s
family history, gender, cultural background and core beliefs, spirituality, political
perspective, and life experiences? Has that perspective changed?
It is important to stop and reflect about one’s therapeutic voice. This is the
opportunity to do that.
Product:
•
Thought paper (6-8 pages maximum)
•
No references are necessary unless there are direct quotes to support
one’s perspective.
Due Date: December 7, 2010
842.01 Fall 2010 20
RELATED READINGS: (NOT REQUIRED, BUT PROVIDE A FOUNDATION FOR CLASS CONTENT)
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 0-916174-69-7) [Paperback]
Harris, M. B., & Franklin, C. (2007). Taking charge: A school-based life skills group
curriculum for adolescent mothers. New York: Oxford University Press.
(ISBN 978-0-19-517294-2, Paperback, $24.95)
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.
Family Life Programs/ Therapeutic Interventions
Gentry, Q.M., Elifson, K. and Sterk, C. (2005) Aiming for more relevant HIV risk
reduction: A Black feminist perspective for enhancing HIV intervention for
low-income African American women. AIDS Education and Prevention, 17(3),
238-252.
Lawson, D.M., Dawson, T.E., Kieffer, K.M., Perez, L.M., Burke, J., and Kier, F.J.
(2001) An integrated feminist/Cognitive-behavioral and psychodynamic group
treatment model for men who abuse their partners. Psychology of Men and
Masculinity. 2(2) 86-99.
Ledermann, T, Bodenmann, G and Cina, A. (2007) The efficacy of the couples coping
enhancement training (CCET) in improving relationship quality. Journal of
Social and Clinical Psychology 26(8). 940-959.
Pincus, D.B. and Friedman, A.G. (2004) Improving children’s coping with everyday
stress: Transporting treatment interventions to the school setting. Clinical
Child and Family Psychology Review 7(4) 223-240.
842.01 Fall 2010 21
Powers, J. D., Bowen, G. L., & Rose, R. (2005). Using social environment assets to
identify intervention strategies for promoting school success. Children &
Schools, 27, 177-187.
Ortega, S., Beauchemin, A. and Kaniskan, R. B. (2008) Building resilience in
families with young children exposed to violence: The Safe Start Initiative
pilot study. Best Practices in Mental Health 4(1) 48-64.
Due Dates at a Glance
August 29
Postings-due midnight the Sunday
September 26 before class
October 31
November 14
10%
Whole
class
October 5
October 19
November 9
November 23
November 30
November 30
November 30
Group Review and Presentation of
Marital/Family Life Education
Program
30%
Pairs or
singles/
one date
11/9/2010
Field Placement Case study and
plan, using a specific Family
Intervention Model
30%
all
12/07/2010
Integrative Thought Paper
15%
all
Ongoing
Participation
15%
all