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Foundations of Family Therapy I
Summer, 2004
I.
Course and Instructor Information
CEP 790, Family Systems Theory
(Prerequisites: 650, 651, and instructor permission)
Tom Harrison, Ph.D., MFT
Office: College of Education 3038
Office Phone: 784-6637-2062
Phone: 784-1990 (475-0669 Home) E-mail: tch@unr.edu
Office Hours: Tuesdays, 1-230 and Ad Hoc. (Appointment is recommended)
Homepage: http//:www.unr.edu/homepage/harrisonindex.html
II.
Time and Place: Tuesdays, 4-7pm
III.
Texts:
Hoffman, L. (1981). Foundations of Family Therapy. New York: Basic
Books.
Broderick, C. (1993). Understanding family process: Basics of family
systems theory. Thousand Oaks, CA: Sage Publications.
IV.
Course Description
Introduction to the study of family systems and an overview of therapeutic
intervention systems over the life span of developing families.
V.
Philosophy
It is the belief of this instructor that it is important for marriage and family
clinicians need to be able to conceptualize before they can effectively help
families change. So, there will be a heavy emphasis upon systemic
conceptualization skills. It is also imperative that clinicians have a broad and
incisive understanding of systems theory and the various models of intervention.
Thus, we will continue our exploration of various helping strategies for families.
This course will punctuate both theory and application.
VI.
Goals and Objectives
A. Personal and Professional Growth
B. Professional Knowledge, Skills, and Strategies
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Enhance conceptualization skills of issues surrounding families
Enhance skills in application of concept to operations
Enhance therapist’s skills in applying operational concepts to actual therapy
Enhance understanding of ethics as they relate to families and family therapy
C. Course Content Areas
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Early research into family groups
Dynamics of social fields
Second cybernetics
Typologies of family structures
Concept of family paradigms
Pathological triads
Congruence in triads
Triads and conflict management
Simple binds and discontinuous change
Symptomatic cycles
Family therapy and the great originals
Historically oriented family therapy approaches
Ecological, structural, and strategic approaches
Systemic models
Therapeutic binds
VII. Student Expectations and Accommodations and Services for Student with
Disabilities
“Students are expected to:
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Attend class and complete all assignments with the expectations established by the
instructors and programs of study to reflect a love of learning.
Conduct themselves in the classroom in a manner that contributes to a positive
learning environment for demonstrating democratic values and respect for
diversity.
Familiarize themselves with the Syllabus and with all university policy and
procedures to be a knowledgeable student.
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Ask questions and seek clarification for any class assignment, university policy or
procedure that is unclear. Students may be expected to complete class requirements
beyond the published meeting times. This varies by course and instructor.”
(University of Nevada, Reno 1997-1998 General Catalogue, p. 8).
“The Disability Resource Center (DRC) offers a wide range of support services and
accommodations for students with specific documented disabilities. The DRC believes
that you will find the students, staff, and faculty at the University of Nevada, Reno to be
sensitive to your needs and eager to make every reasonable accommodation to assist
you in attaining your academic goals. Sometimes, however, you may encounter a
situation or concern that requires assistance. FEEL FREE TO CONTACT OUR OFFICE.
YOUR NEEDS ARE OUR CONCERN. The DRC is located in room 107 of the Thompson
Student Services Center. 784-6000.”
VIII. Student Performance Assessments (see below)
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IX.
Read Text
Participate in group discussions
Family Systems Paper
Mid-term
Final examination
Student Performance Criteria
A. Knowledge base for Counselor Education: Students are to possess a love of learning,
develop a strong fund of knowledge, value democratic and multiculturalism and
engage in reflective practice.
B. Overall:
270 – 300 points = A
240 – 269 points = B
210 – 239 points = C
Student Performance Assessments
Family Systems Paper
You will need to write a family systems paper that is comprised of the following:
Describe the demographic data of your family of origin. This will include
descriptions of :
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those both living and those deceased
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those living at home
geographic distribution of the family
Describe and discuss the various family subsystems of your family of origin. This will
include descriptions of:
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marital subsystems
sibling subsystems
parent-child subsystem
Describe and discuss the various family rules operating in your family of origin. This will
include descriptions of:
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who plans the fun
who feels the feelings for the family
who may speak to whom about what under what circumstances
which rooms are considered to be open to all, and which rooms are relegated to
certain people (which ones, when, and under what conditions)
Describe and discuss the various family themes operating in your family of origin. This
will include descriptions of:
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family mottos (e. g. “keep this in the family”; do not let others know about this;
know yourself; be nice to everyone, etc, etc.)
family rituals (how are events celebrated; favorite meals, etc
Course Schedule
1/20
Early research on family groups
1/27
Dynamics of social fields
2/3
Second cybernetics
2/10
Typologies of family structure
2/17
Family paradigms
2/24
Pathological triads
3/2
Rules for congruence in triads and conflict management
3/9
Midterm examination
3/16
SPRING BREAK
3/23
The simple bind and discontinuous change
3/30
Symptomatic cycles
4/6
Family therapy and the great originals
4/13
Historically oriented family therapy approaches
4/20
Ecological, structural, and strategic approaches
4/27
The systemic model
5/4
Therapeutic binds
5/11
Final Examination