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Indiana University-Purdue University Fort Wayne
Course Syllabus
G567 Introduction to Marriage and Family Counseling
Fall, 2010
Instructor: Dr. Jim Burg
Office:
250-H Neff Hall
Phone:
(260) 481-5406
E-mail:
burgj@ipfw.edu
Office Hours: Thursday, 2:00-4:00 p.m. (and by appointment)
Class Schedule: Thursday, 4:30 to 7:15, DN 183
Course description from the IPFW Graduate Bulletin:
“Analysis of historical context, theoretical formulations, counseling
techniques/strategies, research findings, treatment issues, and ethical/social
concerns in marriage and family counseling.”
Overview:
The purpose of this course is to introduce students to Structural, Strategic, Emotionallyfocused, and Contextual theories. The emphasis will be on moving beyond the rote
memorization of theory to an understanding of their specific applications. Students will actively
participate in the integration and practice of these theories and skills by participating in large
and small groups, lectures, application papers, experiential exercises, and video analysis.
Required Texts:
Required
Minuchin, S. (1974) Families and family therapy. Cambridge, MA: Harvard
ISBN 0674292367
Madanes, C. (1991). Strategic family therapy. Jossey-Bass ISBN: 1555423639.
Johnson, S. (2004). Creating connection: The practice of emotionally focused marital
therapy (2nd Ed). Philadelphia: Brunner/Ruttledge. ISBN 0415945682
Johnson, S., Bradley, B., Furrow, J., Lee, A., Palmer, G., Tilley, D., & Woolley, S.
(2005). Becoming an emotionally focused couple therapist: The workbook. NY:
Rutledge (Taylor & Francis). ISBN 0415947472
Hargrave, T. (2003). The new contextual therapy: Guiding the power of give and take.
Brunner Ruttledge. ISBN 0415934370
Recommended
Fishman, H.C. (1993). Intensive structural therapy: Treating families in their social context.
Basic Books. ISBN: 0465033504
Minuchin, S., & Fishman, H. C. (1981). Family therapy techniques. Cambridge, MA: Harvard.
ISBN 0674294106
Sells, S. (1998). Treating the tough adolescent: A family-based step-by-step guide.
New York: Guilford. ISBN 1593850999 (paperback)
Sells, S (2002). Parenting your out-of-control teenager: 7 steps to reestablish authority
and reclaim love. St. Martins Press. ISBN: 0312303017
Hargrave, T. (1994). Families and forgiveness. New York: Brunner/Mazel.
ISBN 0876307357
Hargrave, T. (2000). The essential humility of marriage : Honoring the third identity in
couple therapy. Zeig, Tucker & Theisen. ISBN: 1891944363
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Course Objectives:
(Based on the AAMFT Core Competencies related to this course.)
1.1.2 Conceptual: The student will understand theories and techniques of individual,
marital, couple, family, and group psychotherapy.
Assessed by: Application paper, Contextual reflection paper
4.2.1 Perceptual: The student will recognize how different techniques may impact the
treatment process.
Assessed by: Application paper
4.4.1 Evaluate: The student will evaluate interventions for consistency, congruency with
model of therapy and theory of change, cultural and contextual relevance, and
goals of the treatment plan.
Assessed by: Application reviewer paper, application video
4.4.2 Evaluate: The student will evaluate his/her ability to deliver interventions
effectively.
Assessed by: Application video
5.3.8 Executive: The student will obtain knowledge of advances and theory regarding
effective clinical practice.
Assessed by: Application paper
NOTE: Material from this course is on the comprehensive examination.
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
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COURSE REQUIREMENTS:
1. Application Assignment (175 points total for each of three units).
This assignment is comprised of three separate items: an application paper, a review of
another student’s application paper, and a video demonstration. This assignment is
completed for each of the first three units of the course.
Application Paper (100 points)
The purpose of this paper is to demonstrate your understanding of the model in action
with a client family or couple. While the format or writing style may vary based on how
you conceptualize the assignment, you must, at a minimum, integrate/cover the
therapeutic issues listed below. This paper does not need to follow a strict APA
formatting style, but should use appropriate referencing/citation and integrate scholarly
readings into the paper. The paper will be graded on comprehensiveness and effective,
accurate, demonstration of the model. Overall, you are attempting to demonstrate in
writing what you see (assessment via the model), where you want to move the client
(goals/plan via the model), and your method for creating change (sequencing of
interventions via the model). This application should demonstrate a sophisticated
understanding of the model and points will be reduced for simply following a published
treatment-planner outline.
1. Describe how you would conduct an assessment:
o what would you be looking for and how would you gain access to this
information
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 five sessions (these do not need to
be concurrent):
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.
o Be sure to describe how or why you are making the choices you are for
this particular client.
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.
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Peer-review (25 points to the reviewer)
The Application Paper must be read and commented on by another student in the class
prior to submission. For each unit, a different reviewer should be used. The peerreviews should address:
 The accuracy of paper’s identification of clinical issues via the model
 The correct application of the model
 The bulk of the comments should be specific in nature (e.g., “The paradox on
page 4 was (or was not) effectively chosen and implemented due to…” or “The
intervention identified on page 3 as a reflection was actually an example of
empathy; in this case an example of a reflection would be…”).
 The reviewer should comment from a “meta-level” concerning if the author
clearly articulated the model as well as their thinking/choices.
 Do not comment on the writing quality of the paper
 Comments should be based on the model and demonstrate the reviewer’s
knowledge of the model.
Feedback to the Application Paper author may be done verbally, but a written
document of comments must be included with the paper that was reviewed. The total
length of comments is expected to be two, double-spaced pages.
Peer-reviewers will not be responsible for making comments on papers that were given
to them with less than 48 hours before the due date (e.g., by Tuesday at 4:30 pm
before the due date). If there was not sufficient time to complete the comments,
documentation will need to be provided demonstrating the timeline, and the author of
the paper should contact the instructor to explain why the reviewer was not given the
paper in a timely manner.
Video (50 points)
Working with a group of no more than five students, you will produce a role-played
video demonstrating at least two common interventions associated with the model. Both
interventions should be used in one vignette. If desired, groups may use the same
client/situation for each student therapist.
The role-played video will be graded on the accuracy of the intervention, how well it fit
the given situation, the quality of the delivery, and the clarity of the explanation (at the
beginning) and 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 and therefore each
vignette may be about 15-20 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
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.
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This assignment can be done using the clinic equipment and does not have to be
edited. On the clinic equipment, the DVD should be “finalized” to allow playback on
other DVD players (see step #4 below).
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 sequence of interventions
c. Continue with the role-play long enough to effectively demonstrate the impact
and the appropriate use of follow-up sequencing or interventions.
3. The video should end with the therapist explaining to the camera:
a. His/her opinion on how accurate the interventions were to their definitions, 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 (please be specific- no “People of diversity would
benefit from modifying this interevention”).
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.
2. Contextual Reflection Paper (100 points).
You will write a reflection paper pertaining to contextual therapy and issues in your
own life. You DO NOT have to disclose deeply personal details, but instead may
write in generalities. There are two parts to this paper. This paper does not need to
follow a strict APA style, but appropriate references should be used. The genogram
will be submitted with the paper.
Part 1: Contextual Family-of-Origin (FOO) task1. Construct a three-generation genogram (you through your grandparents’
generation, including their sibling’s families)
2. What was the life situation like of you, your parents, and your
grandparents?
3. How were love, trust, and worthiness shown to your parents? You?
4. What actions characterized your parents’ childhood re: power & roles?
5. Was the “ledger” appropriately balanced for your parents? You?
6. How does this information link to who you are as a therapist?
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Part 2- Hargrave Forgiveness TaskPick a relationship that has caused you pain or hurt, it can be familial or a recent
relationship. With this relationship in mind, please complete the following tasks.
Be sure to summarize what you have learned about yourself and the process of
change using the forgiveness model in this activity.
Contextually Understanding Your Pain
1. Make a ledger that reflects a relationship that caused you pain.
Take
||
Give
(what you are entitled to take) || ( what you are expected to give)
||
||
2. Is the ledger accurate (based on some distance from the pain)?
3. How would you like the ledger to change?
4. What would have to happen to make the relationship trustworthy once
more?
5. If it could change, are you willing for a change to happen?
Choosing a Forgiveness Strategy
1. How does the pain you experienced continue to cause you grief?
(How is it perpetuated?)
2. How does the pain make you feel about yourself? About your
victimizer?
3. Is there anything that the victimizer could do right now that could
“make it up” to you?
4. Is there is a realistic chance for you to talk about the pain (with the
victimizer) in an open and honest conversation?
Conclusions/Evaluation
1. Having walked through these steps, in what situations do you see this
model working? When would you not use this model? Justify your
conclusions.
2. Provide at least two examples of how might you tailor this model to
meet the needs of diverse client?
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SCORING RUBRIC FOR COUNSELOR EDUCATION PROGRAM
WRITTEN ASSIGNMENTS
Description
Percentage
of Points
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%
90%
80%
The project substantially meets all of the major project requirements but
79%
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.
70%
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%
60%
The project does not in a substantial way meet most of the major project
59%
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.
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.
Confidentiality
Across the course of the semester, I will share stories and clinical vignettes drawn from my experience. All
such stories are anonymous – they are disguised in such a way that the details are either obscured or recreated in such a way that the individuals involved cannot be identified. If you hear a story and think
“That’s [fill in a name],” you should hold this information in confidence, or if you have concerns, share
them with me. Nevertheless, as counselors-in-training, the practice of confidentiality is always good to
remember. All stories shared in class by me or your peers should remain confidential.
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Tentative 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. Canceled classes will not be
made up.
Session
Date
Topic and Assignments
1
8/26
Overview & Syllabus Review
Mini-History of MFT
Intro to Structural Therapy
2
9/2
Structural Therapy
Minuchin 1, 2, 3, 4, 5
3
9/9
Structural Therapy
Minuchin 6, 7, 8, 9
4
9/16
6
9/30
7
10/7
9
10/21
Johnson 4-5 (Interventions, Steps 1 & 2)
Workbook 3-4
10
10/28
Johnson 6-7 (Steps 3, 4, 5, & 6)
Workbook 5-6
11
11/4
Johnson 8-9 (Steps 7, 8, & 9)
Workbook 7-8
12
11/11
Structural Therapy
Minuchin 10, 11,12
-------------------------------------------------------------------------------------------5
9/23
Strategic Therapy
Madones: Prefaces, 1, 2, 3
Structural Application Assignment Due
Strategic Therapy
Madones: 4, 5, 6
Strategic Therapy
Madones: 7, 8, 9
-------------------------------------------------------------------------------------------8
10/14
Johnson 1-3
Workbook 1-2
Strategic Application Assignment Due
Johnson 10-14 (EFT in application)
Workbook 9-12
--------------------------------------------------------------------------------------------
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13
11/18
Contextual Therapy
Hargrave- 1-4
EFT Application Assignment Due
11/25
Thanksgiving- No Class
14
12/2
Contextual Therapy/Hargrave version
Hargrave- 5-7
15
12/9
Contextual Therapy/Hargrave version
Families and Forgiveness- highly recommend optional text
Contextual Reflection Paper
16
12/16
Contextual Therapy in application discussion
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Professor Biography
Dr. Burg is an associate professor of Counselor Education and Chair of the
Department of Professional Studies. Dr. Burg is a Clinical Member and Approved
Supervisor of the American Association for Marriage and Family Therapy, and is a pastpresident 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 with 20 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.