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Indiana University-Purdue University
Course Syllabus
EDUC G504 Counseling Theories and Techniques II
Spring 2010
Instructor: Dr. Jim Burg
Office:
250-H Neff Hall
Phone:
(260) 481-5406
E-mail:
burgj@ipfw.edu
Office Hours: by appointment
Class Schedule & Location: Monday 4:30-7:15, Dolnick 185
Course Description From The IPFW Graduate Bulletin:
Analysis of major behavior and family counseling theories emphasizing didactic and experiential
activities designed to model application of processes, procedures and techniques of behavior
and family approaches to professional practice. This course presents a survey of major family
counseling theories. Didactic and experiential activities are designed to model the application of
process, procedure, and technique. Diverse family structures and cultures will be presented
within a development context.
Required Texts:
Becvar, D.S. & Becvar, R.J., (2008). Family Therapy: A Systemic Integration. 7th Edition.
Boston, MA: Allyn & Bacon. ISBN-10: 0205609236
Gehart, D.R. & Tuttle, A.R., (2003). Theory-Based Treatment Planning for Marriage and Family
Therapists. Pacific Grove, CA: Brooks/Cole-Thompson Learning. ISBN-10: 0534536166
Recommended for MFT’s
Gehart, D. R. (2010). Mastering Competencies in Family Therapy: A practical approach to
theories and clinical case documentation. Belmont, CA: Brooks/Cole-Cengage Learning. ISBN10: 0495597244
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Course Objectives:
MFT Course Objectives
1.1.1 Conceptual: Understand systems concepts, theories, and techniques that are foundational to the
practice of marriage and family therapy
Assessed by: Foundations exam
1.1.2 Conceptual: Understand theories and techniques of individual, marital, couple, family, and group
psychotherapy
Assessed by: Theories exam, clinical observations
1.1.3 Conceptual: Understand the risks and benefits of individual, marital, couple, family, and group
psychotherapy.
Assessed by: Theory paper
4.1.1 Conceptual: Comprehend a variety of individual and systemic therapeutic models and their
application, including evidence-based therapies and culturally sensitive approaches.
Assessed by: Theory exam, theory paper
4.1.2 Conceptual: Recognize strengths, limitations, and contraindications of specific therapy models,
including the risk of harm associated with models that incorporate assumptions of family
dysfunction, pathogenesis, or cultural deficit.
Assessed by: Application paper
4.2.1 Perceptual: Recognize how different techniques may impact the treatment process.
Assessed by: Theory video, clinical observations
4.3.3 Executive: Reframe problems and recursive interaction patterns.
Assessed by: Theory video
4.4.2 Evaluative: Evaluate ability to deliver interventions effectively.
Assessed by: Theory video
5.3.8 Executive: Obtain knowledge of advances and theory regarding effective clinical practice.
Assessed by: Theory exam
School Counseling Objectives
SC 2.3 Knowledge: Current counseling theories and techniques and their appropriate application
Assessed by: Foundations and theory exams
SC 2.7 Performance: Utilize systemic approaches to recruit family, school, cultural, and community
support for student wellness and achievement
Assessed by: Theory paper
SSP 3.1 Knowledge: Family systems and how they impact student growth
Assessed by: Theory paper, clinical observations
SSP 3.1 Performance: Empower families to be involved in collaborative approaches to their children’s
development.
Assessed by: Theory paper
SSP 5.1 Knowledge: A variety of theoretical approaches to intervention and have mastered at least one
theoretical orientation within which student problems may be conceptualized and interventions
may be developed and implemented
Assessed by: Theory exam, Theory paper
SSP 5.1 Performance: Develop and implement intervention strategies for individuals, groups, and
Systems
Assessed by: Application video
SSP 5.2 Performance: Evaluate interventions before, during, and following implementation with
individuals, groups, and systems
Assessed by: Application video, clinical observation
NOTE: Material from this course is on the comprehensive examination.
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Grading
Final course grades in are assigned as delineated in the chart below, based on the total
points for the course.
Percentage
Equivalent
99-100
94-98
90-93
87-89
83-86
80-82
77-79
73-76
70-72
67-69
63-66
60-62
< 60
Letter
Grade
A+
A
AB+
B
BC+
C
CD+
D
DF
Grade
Points
4.0
4.0
3.7
3.3
3.0
2.7
2.3
2.0
1.7
1.3
1.0
0.7
0.0
Course Requirements:
Foundations Exam
100 points
Theories Exam
200 points
Theory Application Paper
100 points
Intervention Video
50 points
Clinic Observation (2 @ 25 points)
50 points
Family of Origin Paper
50 points
TOTAL: 550 points
Foundation and Theories Exams
There will be two in-class essay exams. The first covers material from the first four
weeks of foundational material. The second covers the eight weeks of theories. There is
a 60 minute time limit from the start of class and no additional time will be given if you
are late to class. Makeup exams will only be allowed if arranged in advance or by
documented evidence of the absence from class.
Theory Application Paper
For one of the theories covered in this course you will produce an application paper (on
an individual basis). The purpose of this paper is to demonstrate your understanding of a
therapy model in action with a fictitious client family or couple. The paper may be written
or tailored to your context as a school counselor or MFT. While the writing style may
vary based on how you conceptualize this assignment, you must at least integrate/cover
the therapeutic issues listed below. This paper does not need to follow a strict APA
formatting style, but should use appropriate referencing when citing material. The paper
will be graded on comprehensiveness and effective, accurate, demonstration of the
model. There is a maximum of 10 pages of text. See the following outline:
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1. Describe how you would conduct an assessment:
o what would you be looking for and how would you gain access to this
information via the model?
o in the language of the model provide a descriptive summary of your
assessment of the client family/couple.
2. Describe your plan of treatment for at least two sessions beyond the assessment
(they do not need to be consecutive):
o what would be your goals, intended interventions, and anticipated
reactions/results?
o How would it look it if went right? What might go wrong?
o Describe what hurdles or resistances you might anticipate ahead of time
and how you would deal with these issues within the model.
3. Describe how you would know if your pacing was on track and both how and
when to terminate or change models.
4. On the bottom of the cover-page for this paper please list the peer-reviewer’s
name as well as the name of the student whose papers you reviewed.
Intervention Video (50 points)
Working with your peers, you will produce a role-played video demonstrating at least two
common interventions associated with the model you are highlighting. Each student
must submit their own vignette of themselves as the therapist/counselor demonstrating
the interventions. This may be tailored to your future work environment.
This assignment can be done using the clinic equipment and does not have to be edited.
The DVD should be “finalized” to allow playback on other DVD players (see instructions
below). The role-played video will be graded on the 1. accuracy of the intervention, 2.
how well it fit the given situation, 3. the quality of the delivery, 4. the clarity of the
explanation (at the beginning) and 5. the analysis (at the end). Please take your time
and elaborate on your explanation and analysis.
The video will focus on the application of specific interventions but please limit your total
vignette to about 15 minutes in total length. Please note that this role-play is not the
delivery of a single line, but instead must show enough of a session to put the two
interventions into context, and to show how the therapist followed up the interventions
through the session. While the clients do not have to be perfect responders to the
interventions, therapists should demonstrate the interventions to the best of their ability.
1. The video should start with the therapist explaining to the camera:
a. what the interventions are (define them)
b. why the interventions were chosen for this particular moment
c. what the intended results of the interventions are for this client
2. Proceed into the role-play:
a. Start with enough dialogue to place the interventions in context
b. Deliver the interventions or sequence of interventions
c. Continue with the role-play long enough to effectively demonstrate its
impact and the appropriate use of follow-up sequencing or
interventions.
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3. The video should end with the therapist explaining to the camera:
a. His/her opinion on how accurate the interventions were to their
definition, as well as how well the interventions were targeted and
delivered.
b. An analysis of what went well and what s/he would do differently.
c. A brief reflection on how the interventions would be adapted to meet
the needs of diverse clients. You do not need to do additional
research for this, but please be specific (“I would adapt the
interventions for people from different backgrounds” is not a sufficient
answer).
d. The role-players’ opinions on what was done well and what could be
done differently.
4. Finalize the video before submitting it. On the remote, push Functions, Disk
Settings, Finalize, Yes, Start. When done, press Enter to escape back to
the menu.
Clinic observations (two at 25 points each)
Students will be required to observe two different one hour sessions anytime during the
semester. Clinic manager will be called at 481-5405 to obtain the contact information for
the clinical supervisor of the night the preferred observations will take place and to make
arrangements to sign a HIPPA form. The request is to be made and approved by the
clinical supervisor. The clinic is open Monday, Wednesday, and Thursday and clients
are seen from 5:30-9:00.
A paper will be turned in for both sessions with the: time, date, student therapist, session
number, goal of the session, theory being used, and intervention techniques. You should
provide an analysis of how well the session seemed to reflect the model identified as
well as a brief reflection over the experience. Do not include the client’s real names.
Family of Origin Paper (50 points)
Students will create a three generation genogram and submit it with a brief reflection
paper (5-7 pages of text) applying family systems concepts to your own family and
commenting on how this knowledge may guide you as a professional. You do not need
to include information you feel is private; the purpose of this paper is for you to
demonstrate your knowledge of concepts, genogram drawing, as well as to gain insights
into yourself as a professional. It will be graded on the genogram construction and
accurate application of concepts.
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SCORING RUBRIC FOR COUNSELOR EDUCATION PROGRAM
WRITTEN ASSIGNMENTS
Description
Percentage
The project meets all the major and minor project requirements.
The project contains no more than one or two grammatical or
spelling errors. The project design and organization is clear, coherent,
and easy to follow. Much critical thought and analysis is evident.
Strong evidence is present of scholarly research. The project topic
is highly relevant and material to the learning needs of counselors
and therapists.
100%
The project meets all the major project requirements, but may not
meet one minor requirement. The project contains very few grammatical
and/or spelling errors. The project design and organization is clear, coherent,
and easy to follow. Critical thought and analysis is evident. Some evidence
is present of scholarly research. The project topic is relevant and material to
the learning needs of counselors and therapists.
89%
The project substantially meets all of the major project requirements but
may not meet minor requirements. The project may contain some grammatical
and/or spelling errors. The project is designed well and organized well. Some
minimal critical thought and analysis is evident. Some, but not significant,
evidence is present of scholarly research. The project topic is somewhat
relevant and material to the learning needs of counselors and therapists.
79%
The project meets most, but not all, of the major project requirements. Only
minimal evidence of scholarly research is present. The project may contain
several grammatical and/or spelling errors. The project is not well designed
and organized. Minimal critical thought and analysis is evident. Little evidence
of scholarly research is present. The project topic is not in a significantly and
meaningful way relevant and material to the learning needs of counselors and
therapists.
69%
The project does not in a substantial way meet most of the major project
requirements. The project may contain numerous grammatical and/or spelling
errors. A lack of intelligent design and organization is evident. No critical
thought and analysis is evident. No evidence of scholarly research is present.
The project topic is not relevant and material to the learning needs of counselors
and therapists.
59%
90%
80%
70%
60%
0%
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Course Policies
The IPFW Student Handbook and the Counselor Education Orientation Handbook
describe policies regarding to matters of attendance, plagiarism and grade appeal.
Please familiarize yourself with these policies.
Attendance
This class covers a tremendous amount of complex material at a fast pace. It is
expected that you will be present at each class and arrive on time. As stated in the
program manual, more than two missed classes will result in reduction of your overall
grade by one letter grade. Coming to class late, answering cell phones, or leaving early
is a distraction to both you and your peers’ learning. Repeated problems in these areas
may result in a grade reduction at the discretion of the instructor.
Late Assignments
Assignments must be submitted at the beginning of class or they will be considered late.
Late assignments will receive a one-letter grade reduction (10%). An assignment will
lose an additional 5% for each additional day it is late. Exceptions may be granted on a
very limited basis for extenuating circumstances.
Writing Quality
As a professional counselor or therapist, much of your communication with other
professionals will be in writing. Students are encouraged to visit the Writing Center at
Kettler G35 if the quality of their writing assignments does not meet the standards
expected of a graduate student. Students may sign up for an appointment or walk-in for
help (priority is given to those with appointments). The Writing Center staff will not
revise, edit, or proofread your papers for you, but will help you learn how to better do
this on your own. You can get free help brainstorming, developing, and organizing ideas
and learning how to revise and edit final drafts by visiting the Writing Center.
Weather Cancellations- 481-5770 or 481-6050
Disabilities
If you have or acquire a disability and would like to find out what special services and
accommodations may be available to you, contact services for students with disabilities
in Wu 118 & 218, voice/tty.
Issues Related to Diversity and Multiculturalism
Issues related to student diversity will be addressed in each of the courses in the
Counselor Education Program. This means that differences in individuals and groups
will be discussed. It is our understanding that different contexts result in different
worldviews. Counselors must always be sensitive to the possible differences in
perceptions and beliefs that exist outside of their own.
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Professor Biography
Dr. Burg is an associate professor of Counselor Education, Chair of the
Department of Professional Studies, and Director of the Counselor Education Program.
Dr. Burg is a Clinical Member and Approved Supervisor of the American Association for
Marriage and Family Therapy, and is a past-president of the Indiana Association for
Marriage and Family Therapy. He is chair of the Marriage and Family Enrichment Focus
Group for the National Council on Family Relations. His professional and research
interests are in the area of building stronger marriages, and he developed and directs
the Healthy Marriages of Allen County and Healthy Marriages Sturgis programs, two
community-wide marriage enrichment initiatives. Dr. Burg received his B.A. in
psychology and sociology, and his M.A. in marriage and family therapy from Michigan
State University. His Ph.D. in marriage and family therapy is from Purdue University.
He is a Licensed Marriage and Family Therapist and a Licensed Mental Health
Counselor and has 18 years of experience as a therapist, working in private practice,
mental health agencies, and a psychiatric hospital.
IPFW SCHOOL OF EDUCATION MISSION STATEMENT
(adopted January 10, 1996)
To prepare professionals in teaching, counseling, and leadership who demonstrate the capacity and
willingness to continuously improve schools and related entities so that they become more effective with
their clients by:
·
Becoming more caring, humane, and functional citizens in a global, multicultural,
democratic society;
·
Improving the human condition by creating positive learning environments;
·
Becoming change agents by demonstrating reflective professional practice;
·
Solving client problems through clear, creative analyses;
·
Assessing client performance and creating and executing effective teaching,
counseling, and educational leadership by utilizing a variety of methodologies
reflecting current related research;
·
Utilizing interdisciplinary scholarship, demonstrating technological and critical
literacy, and effectively communicating with all stakeholders.
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IPFW SCHOOL OF EDUCATION CONCEPTUAL FRAMEWORK:
A LEARNING AND LEADERSHIP MODEL
We in the School of Education are committed to the following conceptual framework for our program:
1.
Democracy and Community
Effective educators, such as teachers, counselors, and administrators need to be part of a dynamic
educational community as a model for the climate of community they hope to create. To do this, these
educators need an understanding of the moral, cultural, social, political, and economic foundations of our
society. Consequently, the SOE should foster a democratic, just, inclusive learning community
among its students, faculty, and staff, and with all other stakeholders in the educational
enterprise.
2.
Habits of Mind
Effective educators realize that knowledge alone is not sufficient. They practice critical reflection in all
endeavors. Within the context of a compassionate, caring community, educators foster habits of mind
necessary to engage learners, such as investigating, inquiring, challenging, critiquing, questioning, and
evaluating. Consequently, the SOE must integrate critical habits of mind in all aspects of the
teaching/learning process.
3.
Pedagogy
Effective educators need to understand multiple approaches to pedagogy as well as the multiple roles of
the teacher, such as facilitator, guide, role model, scholar, and motivator. Educators appreciate and are
receptive to the diverse perspectives, modes of understanding, and social circumstances that they and
their students bring to the educational setting. Consequently, the SOE needs to prepare educators to
understand and use pedagogy creatively and thereby ensure active learning, conceptual
understanding, and meaningful growth.
4.
Knowledge
Effective educators need to be well-grounded in the content which they expect to teach. Educators need
to understand how knowledge is constructed, how the processes of inquiry are applied, how domains of
knowledge are established, how disciplines can be integrated and most effectively communicated to their
students. Educators also need understanding of themselves, of communities in which they intend to
teach and of students. Consequently, the SOE should immerse educators in nurturing learning
communities that deepen knowledge, and encourage on-going intellectual, emotional, and
personal growth.
5.
Experience
Effective educators learn their craft through experiences in actual educational settings. Through on-site
campus activities and field-based experiences, students will observe and emulate exemplary teaching
and learning. These educators will practice, collaborate, and interact with practitioners and their students.
Consequently, the SOE must integrate field and/or clinical experiences that reflect the diversity of
educators, students, and schools into all aspects of the curriculum, and help educators to assess
and reflect on those experiences.
6.
Leadership
Effective educators are leaders. They have developed educational and social visions informed by
historical and cultural perspectives. They strive to set the highest goals for themselves and inspire
students to do likewise. Educators are enriched by the convergence of knowledge, theory and practice
as they optimistically face the educational challenges of the twenty-first century. Consequently, the SOE
must provide opportunities for educators to develop as leaders in their procession and in their
communities.
* “Educator” is broadly defined as pre-service teachers, administrators, and counselors.
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Class Schedule
The instructor reserves the right to modify and/or change the course syllabus as needed during the
course. In case of the cancellation of a class session, the professor will modify the course syllabus to
cover relevant topics. Cancelled classs will not be made up.
Session
Date
Topic and Assignments
Foundations to MFT: The Systemic Framework
1
1/11
Syllabus overview/Introduction to MFT
1/18
MLK Holiday No Class
2
1/25
B&B Ch.1 Two Different World View
B&B Ch 2 History and Basic Concepts of Systems Theory
B&B Ch 3 The Paradigmatic Shift of Systems Theory
3
2/1
B&B Ch 4 Postmodernism & Family Therapy
B&B Ch 15 Therapeutic Intervention/Perturbation
G&T Ch. 1
4
2/8
B&B Ch 5 The Family: Process, Development, and Context
B&B Ch. 14 Family Assessment
Genograms
Introduction to MFT Models
4
2/15
Foundations Exam
B&B Ch. 6 Psychodynamic
5
2/22
B&B Ch. 7 Natural Systems Theory
G&T Ch. 8
6
3/1
Family of Origin Paper due
B&B Ch. 8 Experiential Approaches:Whitaker,Kempler
G&T Ch. 7
3/8
Spring Break- No Class
7
3/15
First Clinic Observation Due
B&B Ch. 9 Structural family therapy
G&T Ch. 2
8
3/22
B&B Ch.10 Communications
G&T Ch. 5, 6
9
3/29
B&B Ch. 11 Strategic Approaches and the Milan Influence
G&T Ch. 3, 4
10
4/5
B&B Ch 12 Behavioral/Cognitive Approaches
G&T Ch. 9
11
11
4/12
Second Clinic Observation due (may be turned in earlier)
B&B Ch. 13 Post Modern Approaches
G&T Ch. 10, 11, 12
MFT Issues and Trends
12
4/19
Theories Exam
Application discussions
14
4/26
Theory Application Paper Due (may be turned in earlier)
Intervention Video Due (may be turned in earlier)
B&B Ch. 18 Epistemological Challenges: Thinking About Thinking
B&B Ch. 16 Training and Supervision
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5/3
B&B Ch. 17 Research in Family Therapy
Common Factors conceptual framework