Middle Tennessee State University
Family Therapy: Evaluation and Treatment Planning – 87517 – COUN 6820 – 001
Instructor:
Office:
Office Hours
To Contact:
Class meets:
Catalog Description:
PSY/COUN 6820 – Family Therapy: Evaluation and Treatment Planning
This course will provide an examination of evaluation and intervention procedures of major models
of family therapy. Emphasis on ethical issues for practitioners of family therapy.
Textbooks:
Gehart, D. (2010) Mastering Competencies in Family Therapy: A Practical Approach to Theories
and Clinical Case Documentation, First Edition Brooks/Cole ISBN-13: 978-0-495-59724-7
ISBN-10: 0-495-59724-4
CACREP Standards Addressed in this course:
In addition to the common core CACREP curricular experiences, students who are
preparing to work as marriage, couple, and family counselors are expected to possess the
knowledge, skills, and practices necessary to address a wide variety of issues in the context of
relationships and families. Of the list of expected CACREP domains, the following Marriage,
Couple and Family Counseling Standards are addressed in this course (adapted from CACREP
Procedural Manual):
Item
Domain
FOUNDATIONS [A. Knowledge]
A.1.
Knows the history, philosophy, and trends of marriage, couple, and family counseling
A.6.
Understands family development and the life cycle, sociology of the family, family
phenomenology, contemporary families, family wellness, families and culture, aging and family
issues, family violence, and related family concerns.
A.7.
Understands the impact of crises, disasters and other trauma-causing events on marriage,
couples, families, and households.
COUNSELING, PREVENTION, AND INTERVENTION [C. Knowledge; D. Skills and practices]
C.1.
Understands issues of marriage, couple, and family life-cycle dynamics; healthy family
functioning; family structures; and family of origin and intergenerational influences in a
multicultural society.
D.1.
Uses preventative, developmental, and wellness approaches in working with individuals,
couples, families, and other systems such as premarital counseling, parenting skills training, and
relationship enhancement.
D.2.
Uses systems theory to conceptualize issues in marriage, couple, and family counseling.
DIVERSITY AND ACVOCACY [E. Knowledge]
E.2.
Recognizes societal trends and treatment issues related to working with multicultural and
diverse family systems (e.g., families in transition, dual-career couples, blended families, samesex couples).
ASSESSMENT [G. Knowledge; H. Skills and Practices]
G.1.
Knows principles and models of assessment and case conceptualization from a systems
perspective, including diagnostic interviews, mental diagnostic status examination, symptom
inventories, and psycho-educational and personality assessments.
G.2.
Understands marriage, couple, and family assessment tools and techniques appropriate to
clients’ needs in a multicultural society.
G.3.
Understands the impact of addiction, trauma, psychopharmacology, physical and mental health,
wellness, and illness on marriage, couple, and family functioning.
H.2.
Uses systems assessment models and procedures to evaluate family function.
Student Learning Outcomes:
As a result of being in this course, students will be able to…
Outcome and CACREP Standard(s)
Demonstrate knowledge of the basic principles of system dynamics,
including how families act as systems.
Differentiate the shift involved in internalizing systems thinking
(including new language and new understandings of how change
occurs) from current thinking.
Acquire information related to the dynamics of family systems that
foster family resilience and health.
Means of Assessment
Class Activities
Presentations
Class Activities
Presentations
4
Demonstrate understanding of student’s own experience and to the
assessment of client families.
Class Activities
Genograms
5
Demonstrate understanding of the theories behind each of the several
major approaches to family systems theory.
Class Activities
Presentations
Book Reviews
1
2
3
Class Activities
Articles
Course structure: The course is taught using a lecture/discussion format. Students are encouraged to
share their opinions and experiences with the class. When resources are located that may help the
class learn more about course-related issues, please share them via e-mail or bring the information to
class.
Course requirements/assignments:
1.
2.
3.
4.
5.
Lectures/discussions/participation
Class Presentation
Book Review
Article Discussions
Genogram
TOTAL
50 points
100 points
100 points
100 points
50 points
400 points
Grading scale:
Distribution of Student Learning Hours
A
B
C
D.
F
Activity
Class Hours & Participation
Textbook Reading
Class Presentations
Book Reviews
Article Reading/Discussions
Genograms
TOTAL
92 – 100%
84 – 91%
74 – 83%
64 – 73%
Below 64%
Study Hours
40
30
20
25
15
15
145
Professional Counseling Program Dispositions. Students in the Professional Counseling Program are
required to demonstrate program Dispositions (being collaborative, ethical, professional, reflective, selfdirected, and critical-thinking students) in this class and in all other academic and professional endeavors.
Information regarding demonstration of these dispositions may be communicated to program faculty to be
used as a component of the faculty’s continuous evaluation of student progress. (See Professional
Counseling Program Handbook for details.
Course Requirements:
1.
2.
3.
4.
Attend and be punctual for class sessions (see attendance policy).
Complete reading and all other assignments by designated time.
Presentation of one topic or family therapy model.
Participate in class* discussions, activities and role-plays.
*Class participation is defined as (1) emotional investment and attentiveness in class,
(2) active involvement in class discussions and activities, (3) timely completion of required activities (reading,
films, etc), and (4) punctuality to class schedule.
Accommodations for students with disabilities:
If you have a documented disability as described by Section 504 of the Rehabilitation Act of 1973 and the
Americans with Disabilities Act (ADA) and would like to request academic and/or physical accommodations,
please contact John Harris, Director, Disabled Student Services (898-2783) as soon as possible. Course
requirements will not be waived, but reasonable accommodations may be provided as appropriate.
Evaluation:
1. Graded Assignments
A.
Article Discussions: You will co-lead a discussion on one of the listed articles and will
participate in discussion of article discussions led by colleagues.
B.
Book Review: You will submit a review on a book selected from the class reading list.
C.
Class Presentation: You will co-present a topic or systemic therapy model to the class.
Topics are listed.
D. Genogram: You will complete your own genogram and write a three-five-page reflection
on your process.
2. Class participation
You will be expected to participate in class discussions and role-play exercises.
Class Schedule
Date
Content Areas
Text / Articles
Assignment Due
Date
Class Organization
Case Conceptualization
Date
Clinical Assessment
Treatment Planning
Chapters 1-4
Articles 1,2
Date
Case Evaluation & Documentation
Marriage & Family Theories: Foundation
Chapters 3-8
Articles 3,4
Date
Intergenerational Theory
Chapter 12
Articles 5,6
Presentation
Date
Intergenerational Theory (D2L)
Chapter 12
Article 7
D2L
Date
Structural Theory
Chapter 10
Articles 8,9
Genograms Due
Presentation
Date
Structural Theory (D2L)
Chapter 10
Article 10
D2L
Date
Strategic Theory
Chapter 9
Articles 11,12
Presentation
Date
Strategic Theory (D2L)
Chapter 9
Article 13
D2L
Date
Experiential Theory
Chapter 11
Articles 14,15
Presentation
Date
Experiential Theory (D2L)
Chapter 16
D2L
Date
Solution-Focused Theory
Chapter 14
Articles 17,18
Presentation
Date
Solution-Focused Theory (D2L)
Chapter 14
Article 19
D2L
Date
Narrative Theory
Chapter 15
Presentation
Date
Summary, wrap-up
ASSIGNMENTS
Class Presentation
•
•
•
•
•
OR
You will do a 30 minute presentation with one of you classmates (groups of 2)
Choose a presentation topic from the list provided below or one systemic approach
presented in chapters 9-15 from your text (Gehart)
Each presentation will include a handout (1-2 pages). Please either print for each
person in the class and the instructor.
A power point presentation is required
Presentation Overview
 You are teaching this topic to the class
 Give an overview of the topic
 Explain the strength areas of the families presented
 Also explain the challenges these families may experience
 Include a specific example of the concept
 Include interesting things you learned from preparation of the topic
 How has topic changed or enhanced your perspective?
 Do you anticipate you’ll encounter this topic in your practice?
•
Choose a topic below:
o Circular causality
o Metaphors
o Reframing
o Feedback Loops
o Homeostasis
o General Systems Theory
•
Presentation Overview
 You are teaching this topic to the class
 Give an overview of the topic
 Present a creative example of the topic
 Discuss examples of the topic that may emerge in therapy
 Include interesting things you learned about this topic
 How has learning this concept changed or enhanced your perspective?
Presentation Grading Rubric
Topic area presented accurately
15 Points
Knowledge of Topic
15 Points
Length of presentation
10 Points
Application to therapy
20 Points
Personal insights
20 Points
Creativity
20 Points
Total:
100 Points
Book Review
Book reviews will be approximately 1,000 words (roughly 3-4 pages) in length. An essential feature of a
good book review is the reviewer's ability to write concisely so that a comprehensive evaluation of the
book can be obtained from a brief reading. So, do not write more, write more concisely -- find creative
ways to communicate your critical evaluation of the book in a short essay.
The point of a scholarly book review is not to summarize the content of the book, but to situate the
theoretical merit of the book and to evaluate critically the author's purpose, theoretical underpinnings,
assessment method, and intervention strategies. Therefore, the majority of the body of one's review
essay will be an evaluation of how convincing was the author's presentation of his/her theoretical
approach, and a commentary on the book's contribution to one's understanding of systemic family
therapy.
Among the features you will want to include in a strong review are:
•
•
•
•
A discussion of the author's main contentions.
An explanation of the author’s theory and the underpinnings of the theory.
An assessment of the strong points or shortcomings of the book.
How does this book change the way one should conceptualize systemic family therapy?
Finally, you will want to make references to specific portions of the book to illustrate your evaluation.
The challenge will be to do as much of this as possible and yet not let it interfere with the restricted
length of the essay. In other words, find creative ways to give examples from the book in a limited
space. Obviously, quotations should be kept to a minimum, and should rarely exceed one sentence.
Books listed below are available in the MTSU or instructor has a copy. The instructor will facilitate the
selection process so that all students have access to a book. Student may select a book not listed with
instructor approval.
Book Review Grading Rubric
Topic area presented accurately
20 Points
Knowledge of Topic
20 Points
Presentation of theory
20 Points
Assessment of strengths & shortcomings of book
10 Points
How does book change one’s conceptualization of
family / marital therapy?
20 Points
Personal evaluation of book’s contribution to
family / marital therapy
10 Points
Total:
100 Points
Book List:
Minuchin, S. & Nichols, M.P. (2008). Family therapy: Concepts and methods. Boston: Pearson / Allyn and
Bacon [ ISBN 978-0-205-54320-5] MTSU Library
Minuchin, S. & Nichols, M. P. (1993). Family healing: Tales of hope and renewal from family therapy. New
York, NY: The Free Press [ ISBN 0-02-021295-2] Instructor has copy.
Framo, J. L. ( ). Family-of-origin therapy: An intergenerational approach. New York, NY: Brunner/Mazel, Inc.
[ISBN 0-87630-590-7] Instructor has copy.
Napier, A. Y. & Whitaker, C. (1978). The family crucible: The intense experience of family therapy. New
York, NY: Harper & Row Publishers, Inc. [ ISBN 0-06-091489-0] MTSU library
Satir, V. (1978). Conjoint family therapy. Palo Alto, CA: Science and Behavior Books [ ISBN 0-8314-00633] Instructor has copy.
Imber-Black, E. Roberts, J. & Whiting, R. A. (1988). Rituals in families and family therapy. New York, NY:
Norton [ISBN 978-0-39370064-0] MTSU library & Instructor has copy
Johnson, S. M. & Whiffen, V. E. (2003). Attachment processes in couple and family therapy. New York,
NY: Guildford Press. MTSU library
Haley, J. & Hoffman, L. (1967). Techniques of family therapy: Five leading therapists reveal their working
styles, strategies, and approaches. New York, NY: Basic Books, Inc. [ISBN 978-1568213293]
MTSU library & Instructor has copy.
Haley, J. (1987). Problem-solving therapy. San Francisco, CA: Jossey-Bass. [ISBN 978-1-555423629] MTSU
library
Goldenthal, P. (1996). Doing contextual therapy: An integrated model for working with individuals,
couples, and families. New York, NY: W.W. Norton & Company [ ISBN 978-0393702088]
Instructor has copy.
White, M. (2007). Maps of narrative practice. New York, NY: W.W. Norton & Company, Inc. [ ISBN 978-0393-70516-4] MTSU library
Anderson, H. & Gehart, D. (2006). Collaborative therapy: Relationships and conversations that make a
difference. New York, NY: Routledge [ ISBN 978-0415953276] Instructor has copy
Everstine, D. S. & Everstine, L. (1983). People in crisis: Strategic therapeutic interventions.
New York, NY: Brunner / Mazel [ ISBN 0-87630-286-X] Instructor has copy
Winek, J. L. (2010). Systemic family therapy: From theory to practice. Thousand Oaks, CA: Sage
[ ISBN 978-1412936965] MTSU library
O’Connell, B. (2005). Solution-focused therapy. Thousand Oaks, CA: Sage [ ISBN 978-0857024145]
MTSU library
Boscolo, L., Cecchin, G., Hoffman, L. & Penn, P. (1987). Milan systemic family therapy: Conversations in
theory and practice. New York, NY: Basic Books [ISBN 0-465-04596-0 Instructor has copy
Walter, J. L. & Peller, J. E. (1992). Becoming solution-focused in brief therapy. New York, NY:
Brunner / Mazel [ISBN 0-87630-653-9] MTSU library
Madanes, C. (1981). Strategic family therapy. San Francisco, CA: Jossey-Bass [ ISBN 978-1555423636]
MTSU library
Quick, E. K. (2008). Doing what works in brief therapy: A strategic solution focused approach.
Boston, MA: Academic Press [ ISBN 978-80123741752] MTSU library
Glat, L. (1992). Transgenerational family therapies. New York, NY: Guilford Press [ ISBN 0896621070]
MTSU library
Zuk, G. H. & Boszormenyi-Nagy, I. (1967). Family therapy and disturbed families. Palo Alto, CA:
Science and Behavior Books [ISBN 0677054304] MTSU library
Atwood, J.D. (1992). Family therapy: A systemic behavioral approach. Chicago, IL: Nelson-Hall
[ ISBN 9780830413003] MTSU library
Nichols, W. C. & Everett, C. A. (1986). Systemic family therapy: An integrative approach. New York, NY:
Guildford Press [ ISBN 978-0896620665]
MTSU library
Dallos, R. (2006). Attachment narrative therapy: Integrating systemic, narrative, and attachment
approaches. New York, NY: Open University Press [ ISBN 978-0335214174] MTSU library
Walsh, F. (2006) Strengthening family resilience. New York, NY: Guildford Publications, Inc.
[ ISBN 978-1-59385-186-6] MTSU library & Instructor has copy
McGoldrick, M. (2011). The genogram journey: Reconnecting with your family. New York, NY: W. W.
Norton [ ISBN 978-0-393706277] MTSU library
Genogram
You will construct your own genogram (11 x 17) (three generations: you, parents, grandparents). Write
a three - five page reflection to include:
Thoughts, insights, or realizations as a result of constructing your own genogram
What family-of-origin dynamics impact your relationships outside of the family?
Consider triangulation that my currently occur or that has occurred in the past
What family rituals have been healthy in your family?
Are there certain expectations that you have learned in your family that you would expect other
families to include (parenting, religion, traditions, etc.)?
How could your own family dynamics and boundaries impact your own work?
What could you start doing differently that might make a positive impact on your own functioning
within your family-of-origin?
Genogram & Reflection Grading Rubric:
Genogram construction
10 Points
Writing style
10 Points
Appropriate length
5 Points
Obvious depth and thought
25 Points
Total:
50 Points
Articles
Read all of the following articles per the calendar and be prepared to discuss. Each student will co-lead a
short class discussion on two articles. You will be graded in two parts. One part will consist of a maximum of
50 points for co-leading the two articles you choose and the other part will consist of a maximum of 50
points for participating in article discussions led by your colleagues. Instructor will facilitate article selection
process so that all students co-lead two articles and all articles are assigned.
Article 1:
Haddock, S. A. (2002). Training family therapists to assess for and intervene in partner abuse: A curriculum
for graduate courses, professional workshops, and self-study. Journal of Marital and Family
Therapy, 28 (2), 193-202.
Article 2:
Yapko, D. (2008). A spectrum of possibilities: Strategies for working flexibly with ASD clients. Family Therapy
Magazine, 7 (3), 14-17.
Article 3:
Meyerstein, I. (1996).Systemic approach to in-law dilemmas. Journal of Marital and Family Therapy, 22 (4),
469-480.
Article 4:
Burns, G.W. (2008). A therapy of ecology: Extending a systemic approach to depression .Family Therapy
Magazine, 7 (6), 34-37.
Article 5:
Davey, M., Gulish, L., Askew, J., Godette, K., & Childs, N. (2005). Adolescents coping with Mom’s breast
cancer: Developing family intervention programs. Journal of Marital and Family Therapy, 31 (2),
247-258.
Article 6:
Fauchier, A. & Margolin, G. (2004). Affection and conflict in marital and parent-child relationships. Journal
of Marital and Family Therapy, 30 (2), 197-211.
Article 7:
O’Farrell, T.J. & Fals-Stewart, W. (2003). Alcohol Abuse. Journal of Marital and Family Therapy, 29 (1), 121146.
Article 8:
Shaham, O. (2005). An illustration of contextual family therapy. Family Therapy Magazine. 4 (5), 34-37.
Article 9:
Linville, D. & O’Neil, M. (2008). Clinical update: Family therapy with same-sex parents and their children.
Family Therapy Magazine, 7 (4), 36-43.
Article 10:
Gordon, K. C., Baucom, D. H., & Snyder, D. K. (2004). An integrative intervention for promoting recovery
from extramarital affairs. Journal of Marital and Family Therapy, 30 (2), 231-231.
Article 11:
Romberg, B. V.D. (2009). An opportunity to prevent a national tragedy: Give an hour. Family Therapy
Magazine. 8 (2), 42-44.
Article 12:
Kesling, G. (2006). Antidepressants, teen suicide and “black box warnings”. Family Therapy Magazine, 5 (4),
24-30.
Article 13:
Northey, Jr., W.F. (2005). Are you competent to practice marriage and family therapy? Family Therapy
Magazine, 4 (4), 10-13.
Article 14:
Shi, L. (2006). Attachment in cultural contexts: Ponderings and implications. Family Therapy Magazine, 5
(5), 28-34.
Article 15:
Diamond, G. M. Diamond, G. S., & Hogue, A. (2007). Attachment-based family therapy: Adherence and
differentiation. Journal of Marital and Family Therapy, 33 (2), 177-191.
Article 16:
Halford, W. K., Markman, H.J., Kline, G. H., & Stanley, S. M. (2003). Best practice in couple relationship
education. Journal of Marital and Family Therapy, 29 (3), 385-406.
Article 17:
Sexton, T. L, Ridley, C. R., and Kleiner, A. J. (2004). Beyond common factors: Multilevel-process models of
therapeutic change in marriage and family therapy. Journal of Marital and Family Therapy, 30 (2),
131-149.
Article 18:
Reiter, A. (2010). Brave launching: A therapist’s thoughts on helping today’s family. Family Therapy
Magazine. 9 (3), 20-23.
Article 19:
Robbins, M. & Szapocznik, J. (2005). Brief strategic family therapy. Family Therapy Magazine. 4 (5), 18-21.