PITTSBURG STATE UNIVERSITY
College of Education
Department of Psychology & Counseling
Spring 2010
PSYCH 817 Theories & Techniques of Family Counseling
Mon. 6:30-9:20pm
INSTRUCTOR: Harriet A. Bachner, Ph.D.
hbachner@pittstate.edu
Office: WH 205F
620 235-4633
Office Hours: M 1-3pm, T 11am-12:30pm, W 11am-2pm, Th 1-3:30pm, F 10am-12N & by
appointment
CATALOG DESCRIPTION OF COURSE: The study of the full scope of marriage & family
therapy including its history in the field of psychology/counseling, classic schools of
thought, & latest developments in practice
COURSE PURPOSE: The purpose of this course is to provide the student with a survey in
marriage & family therapy that provides a sound basis in theory & exposure to practical
practice applications.
COURSE OBJECTIVES: After completion of this course the students will be able to:
1.
Identify & practice the principles & strategies of the major theories in relationship
& family counseling.
2. Apply the theories in understanding their own family of origin & procreation
dynamics, values, beliefs, emotional display, & behaviors.
3. Apply the theories & associated techniques, understanding of family dynamics, to
counseling couples, individuals, & families
4. Begin to develop a personal theory of relationship & family counseling.
5. Select the appropriate theory & strategies congruent with the family theory and
apply to the variety of relationship & family situations that people present in family
or relationship counseling.
CACREP Standards: Students will engage in course activities that address the following
competencies and standards:
3. HUMAN GROWTH AND DEVELOPMENT—studies that provide an understanding of
the nature and needs of persons at all developmental levels and in multicultural
contexts, including the following:
3a. theories of individual and family development and transitions across the life span
3d. theories and models of individual, cultural, couple, family, and community resilience
5. HELPING RELATIONSHIPS—studies that provide an understanding of the counseling
process in a multicultural society, including the following:
5d. counseling theories that provide the student with models to conceptualize client
presentation and that help the student select appropriate counseling interventions.
Students will be exposed to models of counseling that are consistent with current
professional research and practice in the field so they begin to develop a personal model of
counseling
5e. a systems perspective that provides an understanding of family and other systems
theories and major models of family and related interventions
REQUIRED TEXT:
Gladding, S. T. (2007). Family therapy: History, theory, and practice. Upper Saddle River,
NJ: Pearson, Merrill Prentice Hall.
Selected readings as assigned, resources, class notes, & documents posted on ANGEL
Videos & DVDs are in the IRC in Hughes Hall
Optional text: Perrin, R. (2010). Pocket Guide to APA Style 2010, Update Edition (Spiralbound) Boston: Houghton Mifflin Company.
You can go to this site for assessment of your learning style:
http://www.ldpride.net/learning_style.html
INSTRUCTIONAL PROCEDURES: The expected course outcomes are accomplished
through a variety of instructional strategies to complement your personal discussion &
experiences. Those strategies include, but are not limited to, the following: lecture,
experiential activities, small group discussion, case role play, student presentations of
research, theory models, review of the literature, & use of multi-media technology.
INCOMPLETE POLICY: The grade of incomplete in normally not given. If you are unable to attend
a substantial portion of the course, then you should withdraw or drop from the course. Incomplete
is considered only if some urgent unforeseen event prevents you from completing one of the
assignments or the final exam & you notify your instructor before the final exam. See pp. 43 & 62
of the PSU Catalog for additional explanation of the incomplete policy.
The last day to drop with a grade of W is April 10, 2009.
REMINDER TO CHECK CATALOG for information on withdrawals, incompletes, & academic
honesty. See the PSU catalog for more information regarding academic honesty.
Academic dishonesty includes cheating, plagiarism, collusion, & falsifying academic records.
When quoting or paraphrasing you must give credit (reference) to your source using APA style.
Plagiarism is quoting 5 or more words in sequence without giving credit to the source. If you
have been found to have plagiarized an assignment, at the very least, 0 point is given for that
assignment.
STUDENT PERFORMANCE ACTIVITIES: Satisfactory completion of this course depends
upon regular attendance & participation. If for some reason, you cannot attend &
participate regularly, then perhaps you need to drop the course. Participation includes not
only attendance, but also contributing to the discussions & class activities. You are
responsible for the work even if you are not in attendance for a particular class session.
STUDENT EVALUATION: The course grade is based upon the following learning activities:
1.
Attendance: You are expected to attend class & participate in class discussion &
activities. After 3 or more absences, your grade is lowered by one letter grade.
Therefore, your final grade would be no higher than a B. If you are absent, I
assume that you must have a good reason for not attending, otherwise you would be
in class. Therefore do not bring me any kind of written excuse. I am not going to
evaluate the quality of your absence: an absence is an absence, no matter what the
reason. Consistent & punctual class attendance is required since this is partially an
experiential class. Death, grave illness in the family, childbirth, & impassible
roads are, of course, beyond your control. Whereas, decisions to celebrate
anniversaries, for example, or attend concerts, go on hunting safaris, or participate
in a variety of extra-curricular activities are not.
If you miss 4 or more classes, it is recommended that you drop the course.
The last day to drop with a grade of W is April 9, 2009. Some class activities are
completed in class & these cannot be made up. If you are absent for any reason you
are still responsible for the assigned work, so therefore contact your instructor if
you have questions about assignments or check information on ANGEL.
2. All assignments are expected to have correct grammar, structure, spelling, &
style. After evaluating your 1st assignment, I may recommend that you use the
writing center to assist you in making corrections on any subsequent paper that
you submit.
Assignments submitted late are not accepted and will not be evaluated.
3. ANGEL on-line resource: The ANGEL system is used as a supplemental resource
for this course. Handouts, class notes, resources, & power point presentations are
available for the various topical areas discussed in the course. It is the your
responsibility to print notes & to have read the text chapters as indicated on the
course schedule prior to class. Class time is dedicated to discussion, presentations
by class members, experiential & group activities, in addition to lecture.
Course information, announcements, & emails are communicated through ANGEL, so
make sure your email address is correct in ANGEL personal information. The on-line
gradebook on ANGEL is used, so you can regularly check earned points.
4. Submission of 1 class activity assignment worth 30 points: There are a variety of
assignments from which to choose one. See attachment for list of possible activity
assignments. Detailed instruction is given during class as needed. . Meets CACREP
standards 5d and 5e.
5. 5 chapter & topical tests totaling 100 points: In order to assess that you are
staying current with the readings in the text, on-line tests will be completed before
class on the dates indicated. These are composed of multiple choice or true/false
questions. The time for the test to be completed closes before the class as
designated on the course syllabus. These tests cover information in the readings in
the textbook for the most part as well as material discussed in class and notes on
angel. These tests are taken using the angel assessment component and done outside
of class. If you have any difficulty accessing the test or some technical problem
with using the angel assessment, please contact Bachner immediately so as to find a
way to rectify the problem. Meets CACREP standards 3a, 3d, & 5e.
6. A final exam worth 40 points which consists of essay questions from the
designated text chapters in the course schedule & information discussed in class
7.
8.
9.
10.
11.
from lectures, activities, & videos. Your responses should demonstrate your
integration of the material rather than specific factual information. Meets CACREP
standards 5d & 5e.
A presentation to the class worth 20 points per student: Each student
contributes information from his/her above report. You may be placed with 1 or 2
other students based upon similarity of topic selected for report. Each person’s
class presentation is evaluated individually based upon his/her own contribution to
the group presentation in class. Meets CACREP standards 3a, 3d, & 5d.
A research paper/literature review worth 80 points based on the report that you
present to the class. Meets CACREP standards 3a, 5d, & 5e
An annotated log of at least 4 videos/DVDs worth 40 points that have been
viewed during the semester. It would be most helpful for you to watch those media
which are related to the topic of the report discussed in numbers 7 & 8 above & as
related to topics covered during the semester. Meets CACREP standards 3a, 3d,
& 5e.
Participation in a class role-play worth 10 points: You are to volunteer at least 1
time to participate in a role-play of a family session in which one of the family
therapy models is demonstrated. This will enhance your understanding of the
theory & techniques. Meets CACREP standards 5d & 5e.
Additional points may be earned for other activities: i.e., research, attending
professional conferences or workshops in the field of marriage & family therapy,
These activities for points are contingent upon approval from instructor.
A pupil from whom nothing is ever demanded which he cannot do, never does all he can.
John Stuart Mill
Below is a list of assignments & exams for this course. Assignments must be submitted on
time in order to receive full credit.
Assignment or exam
Point value
Points earned
Class activity assignment
Chapter & topical tests
completed on Angel
30
100
__________
__________
Class presentation with group
20
__________
Research paper
80
Participation in class role plays
Annotated log of videos viewed from IRC
Final essay exam
Total
10
40
40
320
__________
__________
__________
__________
320 – 288 = A
287 –256 = B
255 – 224 = C
223 – 192 = D
The above list of point values is an optimistic projection & the points available on the
tests & final may vary according to the extent that material is discussed in class.
ADA COMPLIANCE: Students with specific needs or a diagnosed disability should let the
instructor know as soon as possible. If additional arrangements are needed, the student may also
check with the Kelly Hieskell, Learning Center Director.
STUDENT EVALUATION OF COURSE & INSTRUCTOR: At the conclusion of the
semester, you will have an opportunity to evaluate the instructor & course PSYCH 817. This
is done anonymously & used as a means to improve instruction, course content, & the PSU
Counseling program. Your suggestions & comments are taken seriously & hopefully
contribute to the improvement of the course & the program.
INCLEMENT WEATHER / DISASTER POLICY:
The following are basic premises for the inclement weather policy at Pittsburg State
University:
1. Classes are to be held if at all possible.
2. It is the student's responsibility to seek the information when weather conditions
are questionable.
3. Neither students nor faculty are expected to risk life or limb. Your instructor will
notify you by email if class is cancelled due to weather conditions.
What would life be if we had no courage to attempt anything?
V. Van Gogh
Course Schedule: Check ANGEL for additional information about course topics, lecture
notes, updates on assignments or tests. Regularly check your email for messages that
are sent about class activities.
Date
Topic
Assignment/Reading
1/25
Introductions, identify family life cycle
Select topic for research
Discuss course requirements, problems/situations,
MFT publications & professional organizations
Chap. 1
2/1
Foundations & leading figures in MFT,
Evolution of family therapy, early models
Intro. for research paper due
Chap. 2, 3
2/8
Concepts in family therapy, systems theory
Adler & birth order theory
Psychoanalytic family therapy, case analysis
2/15
Bowenian & transgenerational family therapies,
genogram discussion
2/22
Structural family therapy; draw family map
Chap.9 Test on Angel
3/1
Strategic family therapy, role plays
Milan systemic therapies & collaborative
models
Chap. 10
Chap. 4 Test on Angel
Chap. 6
3/8
Experiential family therapy, role plays,
Chap. 7
3/15
SPRING BREAK
3/22
Cognitive behavioral family therapy
Solution focused & narrative family therapies
3/29
Sexual dysfunction & sex therapy
4/5
Emotionally focused therapy
Couple therapy, infidelity
Marriage enrichment, premarital counseling
Chap. 5
PP. 355-357
Test on Angel
4/12
Special populations in family therapy
Single parent & remarried families
Chap. 12 & 13
Research paper due
4/19
Culturally diverse families
Chap 14 Test on Angel
4/26
Domestic violence, substance abuse
RELAX & CELEBRATE SPRING
Chap. 8 & 11
Test on Angel
notes on angel
Class activity assignment due
Chap. 15
Annotated media log due
5/03
Outcome research in family therapy
Chap. 16 & 17
Ethical & professional issues
Take-home final given
5/10
Final due
Student presentations are scheduled throughout the semester as each report relates to
the topics on the above schedule. Since there many students enrolled in this class, each
individual’s presentation should be no longer than 15 minutes.
Videos that demonstrate various styles of MFT are shown throughout the semester or
assigned for students to view on their own time in preparation for discussion.
Please note: This course schedule is an optimistic projection of what I would like to
cover during the semester. Because we may spend more or less time on a particular topic,
this schedule & the assignments may be changed to fit the needs & interests of the class
members & time constraints. Please contact me or email hbachner@pittstate.edu if you
have any questions or concerns about course schedule or requirements or if you are
experiencing some unexpected event that may interfere with you turning in an assignment
on time.
Since this course is about marriage & family therapy, this is your opportunity to gain insight into
your family life. Class discussion is vital to the enjoyment of the class. Your sharing of
anecdotal examples helps makes this class experience lively & memorable. Come to class prepared
to be active in discussing the readings, your ideas, & experiences that are relevant to the readings.
Appendices
EVALUATION FORM FOR RESEARCH PAPER AND CLASS PRESENTATION
NAME_________________________________
DATE_____________________
Unsatisfactory
Satisfactory
Excellent
10 points
1. Organization
______
Introduction that clearly states the purpose of the report and identifies the
topics to be discussed within the body of the paper.
______
Summary that adeptly ties together the points made in the paper and includes
your opinions and ideas related to the research reported
______
Graphs, headings (if applicable)
50 points
2. Content
______
Topic
______
Adequate length for topic
______
Ideas & info reported
______
At least 4 sources, not including the text
(Refrain from citing your text, go the source.)
10 points
3. Mechanics of Writing
______
Sentence/paragraph structure
______
Grammar & spelling
______
Spacing & style
10 points
4.
______
______
______
Documentation & APA Style
Internal references
Appropriate citations (no plagiarism)
Reference page with all sources listed using APA style
20 points
5.
______
______
______
______
______
______
______
100
______
Presentation of Report or Findings to Class
Made eye contact with class and did not read from notes – talked to the class
Organized method of presenting info
Included research about chosen topic
Discussed info with ease & appeared to be knowledgeable about topic
Used some audio or visual aide or involved the class in discussion or an activity
Spoke in clear & audible tone of voice
Used humor &/or appeared enthusiastic about the information
Total possible points
FORMAT FOR CLASS ACTIVITY ASSIGNMENT REPORT
The report for your assignment should include the following:
1. An introduction explaining the topic & the method you used to gather your data, observation,
or information about what cover in your report
2. The body of the report includes specific & descriptive examples of your findings
If you have completed observations make sure that you report objective behavioral observations
& not your opinion of what you observed. For example, to say “the child was angry” is your
judgment. It would be better to report what behaviors lead you to believe that the child was
“angry”.
3. A summary/conclusion which includes not only the main points or findings of your assignment, but
also your opinion, critique, or any other ideas you may have about the assignment.
4. Use direct quotes very sparingly & if you do so, use APA style to cite your source both within the
text of the report & on a separate reference page.
5. All assignments should be at least 3 full pages in length plus the reference & title pages,
typed, font 12.
The following are suggestions for class assignment topics from which you may select 1
to do this semester.
1. Interview at least 4 people about what strategies, successful & unsuccessful, that
they have used to improve their relationships with significant others & family
members.
a. Report your findings & relate each strategy to one or more of the types of
MFT interventions.
2. Look up 3 web sites that feature the field of family therapy.
a. Write a reaction paper outlining the purpose, nature, & activities of the
national organizations in MFT or major MFT training institutions.
b. Discuss your opinions about these organizations & not just merely copy the
info from the web sites.
3. Explore the research on birth order effects & Adlerian family therapy
a. Compare to your family of origin or family of procreation.
b. Briefly discuss your findings.
c. Include your sources on a reference page.
4. Interview both of your parents about the family history & note key family dynamics,
relationship triangles, cut offs, etc.
a. Ask your parents how they met & about their courtship.
b. Discuss your experience conducting this interview.
c. Relate this information to any of the information discussed in systems
theory, & report your findings.
5. Prepare your own family genogram showing at least 3 generations by consulting
various members of your nuclear & extended family.
a. Trace at least 2 dynamics or health conditions
b. Discuss in at least 1 full page the patterns that you see & ways to change
the dysfunctional patterns.
6. Read a novel or biography & prepare a genogram of the protagonist’s family
a. Discuss the relationship patterns across the generations.
7. Select a movie that shows family interactions & dynamics.
a. Discuss & relate to any of the MFT theories.
b. Show a scene in class that demonstrates the dynamics in your report.
8. Conduct a family observation & take extensive notes on your observation.
a. You will need to obtain consent & also clear this with me before proceeding.
This is not to be your family.
b. You may need to spend a few hours with the family members.
c.
9.
10.
11.
12.
13.
14.
Be sure to obtain written permission from the family to observe, take
notes, & report on their interactions.
d. One suggestion is to divide your note taking paper into 3 sections: speaker,
content, process observations.
e. Be alert for expression, body movements, note interruptions, topic changes,
& times that one family member disconfirms another by ignoring, changing
the topic, disparaging the speaker, or bringing in a 3 rd party. Who sits close
to whom? Who’s farthest away from whom? Does this proximity & distance
reflect the level of verbal involvement between members or not? Who talks
to whom? How would you describe the emotional climate in the family, what
they talk about & the way they interact during periods of clam versus
periods of higher tension? What evidence did you observe for the existence
of homeostatic mechanisms, negative feedback loops, complementary roles?
What family rules did you observe? Were there paradoxical
communications?
Interview a LCMFT in private practice or who works for an agency.
a. This person needs to be licensed to practice MFT.
b. Develop a set of questions that you would like to have more information on.
c. Report on your interview & your impression of the responses.
Keep a journal about any of your own family interactions during the 1st 2 months of
this semester.
a. Record these at least 3 times per week.
b. Relate the process to any of the concepts that you learned about MFT.
c. Summarize your impressions.
View one of the following movies or a movie of your choice that deals with family
dynamics: When Nietzsche Wept, The Thing about My Folks, Prince of Tides,
Breaking Away, The Great Santini, War of the Roses, Ordinary People, Terms of
Endearment, A Bronx Tale, Household Saints, Home for the Holidays, One True
Thing, My Family, or Best Intentions, or the several other recommendations that I
have as well.
a. Analyze the protagonist, his/her intimate relationships & relations with
family of origin with respect to the following: degree of separationindividuation, healthy attachment, object relations, family roles, or any
systemic dynamic that has been discussed in class related to any of the
family systems theories.
Using one of the above movies, design a couple of family therapy treatment
strategies for the protagonist.
a. What would be the goals of treatment?
b. What would be successful treatment?
Explore the requirements for Clinical membership in the American Association for
Marriage & Family Therapy & the requirements for licensure as a Marriage & Family
Therapist in Kansas, Missouri, or Oklahoma.
a. Discuss & compare the above requirements & not merely report the info on
the web sites.
Attend a professional conference or workshop in MFT.
a.
15.
16.
17.
18.
19.
20.
Write 2 summaries of at least 2 hrs. of workshops or 2 different workshops
that you attended.
Pick up a copy of a local gay or lesbian publication/newspaper & carry it around with
you for a day.
a. Read some of the articles.
b. Take it with you to lunch, lay it out in a visible way & pay attention to your
own internal response.
c. Do you feel vulnerable, self-conscious, ashamed, or fearful?
d. Report on your experience, what you have read, & some of the types of
articles & ads that relate to relationships & family.
View any of the following movies or any other movie that deals with gay or lesbian
relationships: Maurice, Desert Hearts, Before Stonewall, or Torch Song Trilogy,
Boys in the Band, The Wedding Banquet, Longtime Companion, or Home for the
Holidays, Brokeback Mountain.
a. Discuss the issues involving gay & lesbian relationships as they may relate to
family therapy.
Contact at least 3 managed care companies or employee assistance program (EAP) &
inquire about the type of insurance coverage that is provided for individual
psychotherapy, family therapy, or marriage counseling.
a. Ask about the coverage for DSM IV -TR codes which involve parent/child &
relationship diagnoses.
b. Report your findings.
Read & critique a journal article about research in the field of marriage & family
therapy from the past 7 yrs. using the article review format provided below.
a. Your instructor has many relevant journals if you would like to borrow some.
You will be completing some self-assessments related to relationship & family
functioning.
a. You can write a summary of the findings from these assessments relate to
your future work as a family therapist.
b. Your instructor will provide you a format.
If you have another idea for a family therapy related assignment, please discuss it
with your instructor to develop it as an assignment.
Format for Journal Article Review (see #18)
Professional journal article review: An important aspect of professional development is
the ability to locate, read, & analyze journal articles related to topics within the scope of
the course. This 3 page review is to be typed, double-spaced, in a 10-12 font with proper
grammar, structure, & spelling & is worth 40 points. Use a title page & begin the review on
the top of the 2nd page.
1. In your own words, state the main idea of the article.
2. Discuss 3 important issues or findings that support the main idea of this article.
a.
b.
c
3. What flaws or omissions in the content, hypotheses, or ideas do you find in this article?
4. What is your opinion of this article? What points do you agree or disagree with?
5. List & define/discuss any new information, terms, or concepts that you learned that may
help you better relate to the field.
6. Use APA style in citing the reference: Author(s) (year of publication). Title of article.
Name of journal, Volume (Number), pages.
7. In order for your review to adequately cover all of the above criteria, it should be at least
3 pages, typed, font 10 to 12, not including a title page.
PSU Academic Schedule
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January 2010
o Jan 14 Classwork begins
o Jan 18 Martin Luther King, Jr. Holiday
o Jan 21 Last day for full tuition and fee refund
o Jan 21 Tuition and fees due by 3:30 p.m.
o Jan 21 Last day to enroll or add classes without instructor permission
o Jan 22 On-line enrollment no longer available
o Jan 28 Final day for dropping course without transcript notation
o Jan 29 Grade of W recorded for dropped courses
February 2010
o Feb 11 Last day for one-half tuition and fee refund
March 2010
o Mar 04 Commemoration Day
o Mar 15-19 Spring Break
o Mar 15 Last day to apply for Fall 2010 Professional Education Semester
o Mar 15 Midsemester D and F grades due from faculty
o Mar 22 Classwork resumes
o Mar 23 Grad Finale
o Mar 24 Grad Finale
o Mar 26 Final day for first draft of thesis and Ed.S. project
o Mar 26 Final day to apply for degrees/Spring or Summer graduation
April 2010
o Apr 09 Final day for dropping course unless student withdraws from entire term
o Apr 12-16 Early Enrollment for summer and fall 2010 for current PSU students
o Apr 23 Final day for submission of thesis and Ed.S. project
May 2010
o May 06 Final day to withdraw from entire term
o May 10-14 Final examinations
o May 14 Commencement 7:30 p.m. College of Education and College of Technology
o May 15 Commencement 10:00 a.m. College of Arts and Sciences and College of
Business