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Indiana University-Purdue University Fort Wayne
Course Syllabus
EDUC G580 Topical Seminar in Counseling and Guidance:
Divorce, Remarriage, and Stepfamily Counseling
Spring, 2009
Instructor: Nancy L. Williams
Office:
1400 W. Washington Ctr. Rd.
Phone:
(260) 490-8585
E-mail:
Office Hours: By Appointment Only
Class Schedule: Monday, 4:30 to 7:15, Neff 278
Course description from the IPFW Graduate Bulletin:
“An intensive study of theory and research of selected topics in counseling.”
Overview:
The purpose of this course is to introduce students to the process of integrating counseling
theories with practical application in the treatment and care of divorce, remarriage, and
stepfamilies. The emphasis will be on moving beyond the rote memorization of theory to an
understanding of specific counseling techniques and applications. Students will actively
participate in their integration and practice of these theories and applications by participating in
large and small groups, lectures, application papers, experiential exercises, exams, and APAstyle papers.
Required Texts/Reading:
Brown, Marc. (1988) Dinosaurs divorce. Little, Brown Young Readers. ISBN
0316109967.
Deal, Ron. (2006). The smart stepfamily: seven steps to a healthy family. Bethany
House Publishers. ISBN 076420159X.
Lee, Robert E. (2006) When marriages fail: systemic family therapy interventions and
issues. Routledge. ISBN: 078902862X
Rich, Phil (2002). Divorce counseling homework planner. John Wiley & Sons. ISBN:
0471433195
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Course Objectives:
1. To introduce students to the stages that exists in the process of divorce, remarriage,
and stepfamily adjustment.
2.
The student will be able to develop a cognitive-behavioral approach to addressing
the challenges that exist in each of the stages of divorce, remarriage, and stepfamily
adjustment.
3.
Students will integrate counseling theory with practical application into their case
planning and treatment implementation.
COURSE REQUIREMENTS:
Assignments
Total Possible Points
1. Personal Reflection and Response Papers (3 x 100 each)......300
2. Clinical Application Assignments (4 x 100 each)…...................400
3. Annotated Bibilography …………………………………………...100
Total points possible: 800
Grading
All final course grades in the Counselor Education Program are assigned as delineated
in the chart below.
Percentage
Equivalent
94+
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
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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Description of Assignments
1. Personal Reflection and Response Papers (300 points; 100 points for each of the
three papers)
Students are required to submit a Personal Reflection and Response Paper (PRAR) for
the following texts: Smart Stepfamily:The Seven Steps to a Healthy Family, Ron Deal
(2006); When Marriages Fail: Systemic Family Therapy Interventions and Issues,
Robert E. Lee (2006); Divorce Counseling Homework Planner, Phil Rich (2002).
The purpose of the personal reflection and response paper is to assist the student in
their synthesizing and application of the required reading material for the course.
Students should use the PRAR template provided below. Please note that you are to
include the grading matrix below in your response papers. Use each of the four areas of
the PRAR as section headings. Include the title of the section, the grading scale and the
grading criteria before each section of the PRAR. This will allow me to grade your
paper more efficiently, and will help you to see the grading criteria for each section.
Each PRAR should be a minimum of 3-4 pages single spaced, 11 point font.
[0] Bibliographic entry: (Include full bibliographic entry for the book to which you are responding)
[1] Personal list of ‘most important’ reading insights.
0-------1-------2-------3-------4-------5-------6-------7--------8-------9--------10
Criteria: coherent--full proof of engagement, incisive, clear, documented to page, covers all the
reading, urgency driven
[2] Your story--personal experience or description of a ‘case’ you have known well--which
illuminates or otherwise connects with a major point in your reading.
0-------1-------2-------3-------4-------5-------6-------7--------8-------9--------10
Criteria: Clear and explained connection to reading, cited to page, clear case story no
generalizations or ‘lessons.’ Story has people, places, actual words and feelings.
[3] Reflective questioning--personal reflecting on ‘most troublesome’ or ‘most challenging.’
0-------1-------2-------3-------4-------5-------6-------7--------8-------9--------10
Criteria: Cited to text, visibly energized and focused, convictional--not flat or fluff, exclusively
working in reflective questions which promise depths of wisdom for your life and vocation. No attack or
insult on the author. No questions of fact or clarification as if the author owed you an answer. No show-off
through cynicism.
[4] Action descriptions or decisions to act.
0-------1-------2-------3-------4-------5-------6-------7--------8-------9--------10
Criteria: Proof of engagement of concepts--now turned into action or planned and promised action,
specific, personal--not generalizations about what people should do.
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2. Application Assignments (group) (400 total points possible for this assignment;
100 points for each of the three papers and 100 points for the video.)
Paper (100 points for each paper)
For each of the major elements of this course (divorce, remarriage, and stepfamily
counseling) you will produce an application paper, which must be done in a group of
about four students. The purpose of these papers is to demonstrate your understanding
of the systemic challenges and therapeutic approaches to divorce, remarriage, and
stepfamily counseling with a case study of an individual client, couple, or family. While
the format or writing style may vary based on how you conceptualize this assignment,
you must at least integrate/cover each of the three aspects of therapy listed below. This
paper does not need to follow a strict APA formatting style. The paper needs to be at
least 15 pages and no more than 20 pages will be read. The paper will be graded on
comprehensiveness and effective demonstration of the model in application.
 Describe how you would conduct an assessment (what would you be looking for and
how would you gain access to this information) to determine what issue related to
divorce, remarriage, or stepfamily you would begin addressing in a particular client’s
case.
 Describe your plan of treatment for at least five sessions: what would be your goals,
intended interventions, and anticipated reactions/results? How would it look it if went
right? What might go wrong? Describe what hurdles or resistances you might
anticipate ahead of time and how you would deal with these issues within that
treatment plan.
 Describe how you would know if your pacing was on track and both how and when
to terminate or change models.
Video (100 points)
Working with your group you will produce a role-played video demonstrating the
application of a homework assignment (using a different assignment for each student)
to a particular issue related to divorce, remarriage, or stepfamily counseling. Each
student must have at least one turn as the therapist. This can be done using the clinic
equipment and does not have to be specially edited. The DVD should be “finalized” to
allow playback on other DVD players. The 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).
The video will focus on the application of specific homework assignments and therefore
each vignette may be about 20 minutes in length but no longer than 30 minutes.
1. The video should start with the therapist explaining to the camera:
a. what the homework assignment is (define it)
b. why the assignment was chosen for this particular moment
c. what the intended result of the assignment is for this client
2. Proceed immediately into the role-play:
a. Start with enough dialogue to place the assignment in context
b. Deliver the assignment to or debrief the assignment with the client(s)
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c. Continue with the role-play long enough to demonstrate its impact or followup sequencing of assignments.
3. The video should end with the therapist explaining to the camera:
a. His/her opinion on how appropriate the assignment was to the identified
issue, as well as how well the issue was targeted and the assignment was
chosen.
b. An analysis of what went well and what s/he would do differently.
c. A brief reflection on how the assignment would be adapted to meet the needs
of diverse clients.
4. Finalize the video. On the remote for the DVD recorder in the clinic, push
Functions, Disk Settings, Finalize, Yes, Start. When done, press Enter to escape back
to the menu.
3. Annotated Bibliography (100 points)
Students should prepare an annotated bibliography of at least thirty resources pertinent
to divorce, remarriage, and stepfamily counseling. Each resource should contain a twothree sentence description that provides the reader with an indication of what type of
resource it is (therapeutic, application, research, etc.), which area(s) for which the
resource provides the best help (divorce, remarriage, or stepfamilies), and a brief
statement highlighting a strength of the resource. Students should plan to have an equal
number of resources (10) in each of the three areas (divorce, remarriage, and
stepfamily counseling). The resources should demonstrate a breadth of the types of
resources available (e.g., journal articles, websites, digital resources, and printed text).
The bibliography should be presented in APA format.
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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%
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%
90%
80%
70%
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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Student Name: _____________________________ Course: __________
Instructor: _________
Counselor Education Presentation Rubric
Subject
Knowledge
0
3
6
Student has very
limited grasp of
information; cannot
answer questions
about subject.
Student has
superficial
understanding and is
able to answer only
rudimentary
questions, may fail
to elaborate.
Student understands
most information
and answers most
questions with
explanations and
some elaboration.
Student demonstrates
full knowledge (more
than required) and
answers class
questions with
explanations and
elaboration.
Student provides
limited analysis,
synthesis,
evaluation, or
application of the
material through
his/her perspective
Student provides
some analysis,
synthesis,
evaluation, or
application of the
material through
his/her perspective
Student provides a
professional and
complex analysis,
synthesis, evaluation,
or application of the
material through
his/her perspective
Student only repeats
source material, no
analysis, synthesis,
Critical Analysis/
evaluation, or
Application
application of the
material through
his/her perspective
0
1
9
2
3
Student presents
information in
logical sequence
which audience can
follow.
Student presents
information in logical,
interesting sequence
which audience can
follow.
Organization
Audience cannot
understand
presentation
because there is no
sequence of
information.
Audience has
difficulty following
presentation due to
limited sequencing.
Visual Aids
Student uses
superfluous visual
aids or no visual
aids.
Student occasionally Student's visual aids Student's visual aids
uses visual aids that relate to the
explain and reinforce
offer limited support. presentation.
the presentation.
Mechanics
Student's
presentation has
Presentation has two
three or more
misspellings and/or
spelling and/or
grammatical errors.
grammatical errors.
Eye Contact
Student maintains
Student occasionally
Student makes no
eye contact most of
uses eye contact, but
eye contact and only
the time but
still reads mostly
reads from notes.
frequently returns to
from notes.
notes.
Verbal
Techniques
Student mumbles,
incorrectly
pronounces terms,
or speaks too quietly
for audience in the
back of class to
hear.
Student's voice is
low. Student
incorrectly
pronounces terms.
Audience members
have difficulty
hearing
presentation.
Presentation has no
Presentation has no
more than one
misspellings or
misspelling and/or
grammatical errors.
grammatical errors.
Student's voice is
clear. Student
pronounces most
words correctly.
Most audience
members can hear
presentation.
Student maintains eye
contact with audience,
with limited
dependence on notes.
Student uses a clear
voice and correct,
precise pronunciation
of terms so that all
audience members can
hear presentation.
TOTAL POINTS
Scoring: A= 30-33 B= 26-29 C= 23-26 D=20-22
Adopted: 4/08
Total
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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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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
1/12
Overview & Syllabus Review
Mini History of Divorce Recovery
Intro Remarriage/Stepfamily Counseling
2
1/19
Martian Luther King Holiday: NO CLASS
3
1/26
Divorce Overview
Stages of Divorce
Divorce Counseling Homework Planner (DCHP)
Section 1 and Section 2
When Marriages Fail
Ch.1,2,3,
4
2/2
Decision of Choosing Divorce
Before You Divorce Options
Recovery Group Options
DCHP Section 3, Section 7
5
2/9
Marital Conflicts, Assessments,
DCHP Section 7, Section 11
When Marriages Fail Ch.4,5,
DUE: PRAR for The Smart Stepfamily, When Marriages
Fail AND DCHP
6
2/16
Same-sex Disclosure, Domestic Violence
When Marriage Fail Ch 6, 7
DCHP Section 5 Section 6
7
2/23
Effects of Divorce on Children/other relationships
When marriages Fail 8, 9, 10
DCHP Section 8 Section 9
Dinosaurs Divorce
DUE: Application Assignment/Divorce
8
3/2
Systematic Interventions Overview
When Marriage Fail 11,12
DCHP Section 4
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3/9
Spring Recess NO CLASS
9
3/16
Systematic Family Interventions
When Marriages Fail 13, 14, 15
DCHP Section 9 Section 12
10
3/23
Focus on Post Divorce Issues
When Marriage Fail 16, 17,
DCHP Section 5 Section 10
DUE: Application Assignment/ Remarriage
11
3/30
Moving on to the New Normal
Grief, Reinventing Self, Remarriage
DCHP Section 13, Section 14
Section 15
When Marriages Fail Ch 18, 19, 20
12
4/6
Remarriage Assessments
Stepfamily Overview
13
4/13
Stepfamily Counseling
The journey begins/expectations
The Smart Stepfamily
Ch. 1, 2, 3, 4
DUE: Application Assignment/ Stepfamily
14
4/20
Stepfamily Counseling
Marital role vs. Parenting role
The Smart Stepfamily
Ch. 5, 6, 7
15
4/27
Stepfamily Counseling
Pitfalls and Special Challenges
The Smart Stepfamily
Ch. 8,9
DUE: Application Assignment/Video Project
16
5/4
Redefining the Divorced Single
Remarriage Tools for Couples
Step Family Tools
Family Map/Leading From Your Strengths
DUE: Annotated Bibliography
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Professor Biography
Nancy Williams is the Director of Renew Counseling Center, Fort Wayne, IN. She
has been a Licensed Mental Health Counselor with the state of Indiana for 15 years,
and has extensive experience as a therapist working in private practice, and as an
educator teaching marriage and family courses, psychology, and counseling in the U.S.,
Bulgaria, and South Africa. Nancy is a member of the American Association of Christian
Counselors, and is certified Critical Stress Management counselor. Nancy is also a
licensed minister with the General Council of the Assemblies of God. Nancy received
her B.A. degree in biblical studies from Central Bible College in Springfield, MO, and her
M.A. degree in counseling from the Assemblies of God Theological Seminary. Her
professional interests are in preparing and coaching couples in the skills necessary for
having healthy marriages. In her private practice, Nancy also has a broad range of
experience helping individuals address a wide variety of mental, emotional, spiritual,
and relational health issues in their lives. She has been married for 23 years, and has
three teen age children.
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.