PP 8102 Advanced Family & Couple Therapy
TERM: Spring 2009--Reiner
Please note: This is a working draft and will be updated. The
assigned textbooks will not be changed, however.
INSTRUCTOR:
Reiner, P.
PHONE:
312.822.7277; please leave all messages at this number
EMAIL:
preiner@argosy.edu
FAX:
312.822.0377
REQUIRED TEXTS:
Title
Author(s)
Copyright
Publisher
ISBN
Edition
Handbook of family therapy
Sexton, T., Weeks, G., & Robbins, M. (Eds.)
2003
Brunner-Routledge
1-58391-325-4
Title
Integrative problem centered therapy: A synthesis of family, individual,
and biological therapies
Pinsof, W.
1995
Basic Books
978-0465033287
Author(s)
Copyright
Publisher
ISBN
Edition
Title
Author(s)
Copyright
Publisher
ISBN
Edition
If only I had known: Avoiding common mistakes in couples therapy
Weeks, G., Odell, M., & Methven, S.
2005
W.W. Norton & Co.
978-0393704457
This Course Requires the Purchase of a Course Packet:
YES
NO
Argosy University
COURSE SYLLABUS
PP 8102 Advanced Family & Couple Therapy--Reiner
Mondays, Spring 2009, 12:30-3:15 p.m.
Faculty Name:
Peter Reiner
Campus:
Chicago
Contact Information: tel. 312.822.7277
preiner@argosy.edu
Office Hours:
by appointment
Short Faculty Biography:
Peter A. Reiner, Ph.D. is Associate Professor of Clinical Psychology and is licensed both as a
clinical psychologist and as a marriage and family therapist. He also serves on the faculties of the
Feinberg School of Medicine at Northwestern University and The Family Institute at Northwestern
University.
Dr. Reiner was Coordinator of Clinical Training at The Family Institute and is an award-winning
teacher who has taught graduate psychotherapy courses or seminars at Northwestern University Medical
School, Michael Reese Hospital, Loyola University of Chicago, The University of Illinois—Chicago Circle,
and DePaul University.
His interests include long-term psychodynamically-oriented psychotherapy and systemicallyoriented psychotherapy (especially with couples).
Dr. Reiner maintains a private practice in downtown Chicago of psychoanalytically- and
systemically-informed individual, couple, and family therapy.
Teaching Assistant:
Contact Information:
Ms. Kristin Davisson
tel. 773-678-4622 krae583@gmail.com
Course Catalog Description
The emphasis is on an integration of assessment and therapeutic theory and technique through ongoing
couple and family simulations. Supervision skills in family and couples treatment are a second major
emphasis of this course.
Course Prerequisite
PP 8050 (Family and Couple Therapy)
Course Objectives
This course addresses the following programmatic goals (domains) for students in the clinical psychology
doctoral program:
► Demonstrate ability to apply appropriate and effective therapeutic interventions according to a
theoretical orientation. This goal is comprised of these three objectives: 1) Students will demonstrate a
conceptual understanding of various therapy models and will ethically and effectively use these models
to guide interventions. 2) Students will demonstrate familiarity with the research findings on empirically
supported treatments, and will select appropriate interventions based on the research findings and with
sensitivity to the needs of a diverse population. 3) Students will demonstrate self-reflective capacity,
understanding of interpersonal processes and the development and maintenance of therapeutic
relationships.
► Demonstrate competence in diversity. This goal is comprised of these two objectives. 1) Students
will demonstrate necessary knowledge and skills for working with clinical populations defined as, but not
limited to, race, ethnicity, disability, social class, gender, sexual orientation, religion, and age. 2)
Students will acquire an appreciation for the relevance and individual and cultural differences and
diversity to the profession, and develop the value of promoting awareness and respect for many forms of
diversity.
Therefore, specific objectives for this class are that students will do the following:
1. extend and refine their knowledge of key systemically-oriented theoretical models of couple and
family therapy (including their associated intervention techniques);
2. identify and summarize the nature and degree of the empirical support, if any, for these key
theoretical models;
3. develop and articulate (explain) their understanding of an overarching integrative systemic theoretical
model, Integrative Problem-Centered Therapy, and implement this model in constructing systemicallyoriented case formulations and treatment plans;
4. discuss videotaped clinical material and participate in clinical simulations (role plays) in ways that
reflect both self-awareness and awareness of issues of diversity, as well as the implementation of
appropriately-selected technical interventions;
5. develop and discuss their awareness of systemic processes within the class, itself, in ways that reflect
increasing self-awareness and awareness of issues of diversity.
Assignments and Evaluation:
Course assignments are as follows:
1.
Class Participation (Objectives 3, 4, & 1) [25% of class grade]
This class is heavily based on experiential learning. Students are expected to attend all
classes and to have completed the required readings for each meeting by class time.
Students who miss more than one class may not be able to pass this class; missing one
class will negatively affect your course grade. All students are expected to have
completed all readings on schedule and to participate in class discussions, ideally in ways
that illuminate and clarify the issues being considered (including analyses of videotaped
sessions). In addition, all students are expected to participate fully in simulations of
clinical situations (“role plays”) throughout the course as well as in various other in-class
experiential exercises that illustrate key systemically-based concepts or intervention
techniques. Professional deportment is expected at all times and is a component of “class
participation.” Such deportment includes showing respect for one another and the
instructor by arriving on time, refraining from using cellular telephones or PDAs during
class time, and so on.
2.
In-class Presentation of a Treatment Approach or Selected Topic (Objectives 1 & 2) [20% of
class grade]
Working in pairs, students will review either a specific treatment model or other agreedupon topic and will lead the class for 45 minutes in a discussion of the chosen material.
Presenters will provide handouts containing summaries of key points, a synopsis of the
empirical research on the treatment model or topic at hand, as well as an annotated
bibliography. (Additional details of this assignment will be provided in class.)
3.
Treatment Plan (and Hypothetical Course of Treatment) (“Final Exam”) (Objectives 3 & 1)
[25% of class grade]
Students will be provided with clinical material to be used as a basis for developing a
clinical formulation, treatment plan, and “expected course” of treatment for a family.
Students will decide by anonymous vote whether the final exam is an in-class or “take
home” exam. (The exam will be one or the other but not both, and depends solely on the
preference of the majority of students. Further details will be provided.)
4.
Reaction Papers (Objectives 5, 1, 2 & 3) [30% of class grade]
By noon on Saturday (at the latest), prior to each class meeting (with the exception of
the first meeting), students are required to submit a brief paper that includes the following: a)
at least one question or comment about the content of the previous class, b) at least one
question or comment about the process of the previous class, and c) at least two questions
or comments about the assigned readings for the upcoming class.
These should demonstrate that you have been thoughtful about the class content and
process, and that you have thoroughly read the assigned readings. These items need not
be woven together into a coherent paper; they may be presented individually, in separate
sections.
Papers must be typed and double-spaced, with standard margins and font, of professional
quality (meaning that you show attention to grammar, punctuation, spelling, etc.), and should
not be longer than three pages. Please put your name on the first page: A cover sheet is
not necessary. Papers must be sent both to the professor and to the teaching assistant by
e-mail no later than noon on Saturday for you to receive credit for this assignment. (Other
methods of delivering these reaction papers may be negotiated, of course.)
Please use the e-mail addresses for Dr. Reiner and for Ms. Davisson listed at the
beginning of this syllabus to submit your papers.
Letter grades will be assigned on the basis of weighted percentages of credit earned on each of the
course requirements, using the weightings listed above:
A = 100 – 94%
A- = 93 – 89%
B+ = 88 – 86%
B = 85 – 83%
B- = 82 – 79%
C+= 78 – 76%
C = 75 – 73%
C- = 72 – 69%
Please note: All late assignments and missed classes will significantly affect your grade. Missed
classes will affect your overall course grade in addition to having consequences for related class
participation and reaction paper scores. Missed classes cannot be “made up.”
Required Readings
→Textbooks (listed above):
Pinsof’s book (abbreviated henceforth as IPCT)
Sexton, et al. (abbreviated henceforth as HFT)
Weeks, et al. (abbreviated henceforth as Common Mistakes)
→Journal Articles & Book Chapters (others may be added at a later date)
Lansky, M. (1986). Marital therapy for narcissistic disorders. In N. Jacobson & A. Gurman (Eds.),
Clinical Handbook of Marital Therapy. NY: Guilford.
Pinsof, W. (1999). Choosing the right door. Family therapy networker, January/February (pp 48-66).
Reiner, P. (1997). Psychoanalytic approaches to supervising marital and family therapy. In T. Todd & C.
Storm (Eds.), The complete systemic supervisor: Context, philosophy, and methods. Needham Heights,
MA: Allyn & Bacon.
Scarf, M. (1986a, Nov.). "Intimate partners: Patterns in love and marriage," (Part I). Atlantic Monthly.
Scarf, M. (1986b, Dec.). "Intimate partners: Patterns in love and marriage," (Part II). Atlantic Monthly.
Shadish, W. & Baldwin, S. (2003). Meta-analysis of MFT interventions. Journal of Marital and Family
Therapy, 29 (4), 547-570.
Slipp, S. (1995). Object relations marital therapy of personality disorders. In N. Jacobson & A. Gurman
(Eds.), Clinical Handbook of Couple Therapy. NY: Guilford.
Unpublished Required Readings:
Assessment schemata:
Feldman and Pinsof
Pinsof, Breunlin, & Rampage
Reiner
Therapist Operations: Pinsof
Technology: Argosy University encourages the use of technology throughout the curriculum. This
course uses some or all of the following: videotapes, CD’s, DVD’s, overheads, an so on. Examples of
hardware/software you might need access to for the course include: Pentium III CPU/ Windows 98;
128MB RAM printer; Microsoft Office: Acrobat (full version); Microsoft Internet Explorer 5.5 (PC), 5.0
(MAC), or Netscape Navigator 4.08; Norton Antivirus.
Course length: 15 Weeks
Contact Hours: 3.0
Credit Value: 3.0
Course Schedule:
Please note the following:
1)
It is mandatory to complete the required readings by the date listed, thank you.
2)
The schedule may well be modified at the discretion of the professor, depending on matter such
as the “pace” and the needs of the class, and so on. Such modification might include changes
in reading assignments by date.
3)
A substantial amount of time during almost every class period will be spent analyzing
videotaped consultation interviews, participating in clinical simulations (“role plays”), or both.
DATE
TOPICS
January 12
Introduction to Course
Introduction to Integrative Problem-Centered Therapy
Video Example
January 19
No Class (MLK, Jr. Day)
January 26
Integrative Problem-Centered Therapy, continued
Video Example, continued
Introduction to Therapist Operations (time permitting)
Readings: HFT, chap. 10, Integrative Approaches to Couple and Family Therapy
(Lebow)
IPCT, chap. 1, The Problem-Centered Approach, the Patient
System, and the Problem-Maintenance Structure;
IPCT, chap. 2, The Integration of Specific Psychotherapies: Contexts,
Orientations, and Concepts
February 2
Video example or clinical simulation
Readings: Pinsof, 1999
IPCT, chap. 4, Assessment and Intervention: Premises and Roles
Unpublished assessment schemata
February 9
Student Presentation: Cognitive Behavioral Couple and Family Therapy
Video example or clinical simulation
Readings: HFT, chap. 8, Cognitive-Behavioral Couple and Family Therapy (Dattilio
& Epstein);
HFT, chap. 13, Behavioral Couple Therapy: Past, Present, and Future (Atkins,
Dimidjian, & Christensen)
February 16
Student Presentation: Structural-Strategic Couple and Family Therapy
Video example or clinical simulation
Readings: HFT, chap. 6, Interactional and Solution-Focused Brief Therapies:
Evolving Concepts of Change (Duncan, Miller, & Sparks)
HFT, chap. 9, Structural-Strategic Approaches to Couple and Family Therapy
(Mitrani & Perez)
February 23
Student Presentation: Emotion-Focused Couple Therapy (and applications of
Attachment Theory)
Video example or clinical simulation
Readings: HFT, chap. 12, Emotionally Focused Couples Therapy: Empiricism and
Art (Johnson)
IPCT, chap. 3, The Therapeutic Alliance
Common Mistakes, chap. 3., Alliances and Coalitions
March 2
“Guest” Presenter: Ms. Kristin Davisson
Topic to be announced
Readings: Common Mistakes, Introduction: Mistakes?! What Mistakes?
Chap. 1, The “Battle for Structure”
Chap. 2, Confidentiality Traps
March 9
Student Presentation: Narrative Couple and Family Therapy
Video example or clinical simulation
Readings: HFT, chap. 7, Postmodern Social Construction Theories (Anderson)
IPCT, chap. 5, Defining the Direct System: The Interpersonal Context of
Therapy
March 16
Student Presentation: Family of Origin Couple and Family Therapy
(including Bowen)
Video example or clinical simulation
Readings: HFT, chap. 5, Family-of-Origin Treatment (Nichols)
IPCT, chap. 6, Identifying the Problem Cycle
March 23
Student Presentation: Object Relations Couple and Family Therapy
Video example or clinical simulation
Readings: HFT, chap. 4, Object-Relations and Psychodynamic Approaches to
Couple and Family Therapy (Scharff & Scharff)
Scarf, 1986a and 1986b
March 30
Dr. Reiner presents: Treatment of “Characterological” Couples
Video example or clinical simulation
Readings: Lansky, 1986
Slipp, 1995
Reiner, 1997
Common Mistakes, chap. 9, Mistakes in Deal with Partners’ Different Perceptions
April 6
Student Presentation: Treatment of Sexual Dysfunction
Video example or clinical simulation
Readings: HFT, chap. 16, Evaluation and Treatment of Sexual Dysfunction (Plaut
& Donahey)
IPCT, chap. 7, Modifying the Problem Cycle-I: Implementing an Adaptive Solution
IPCT, chap. 8, Modifying the Problem Cycle-II: Exploring Constraints and Resolving
Blocks
April 13
Student Presentation: Evidence-Based Couple and Family Therapy
Video example or clinical simulation
Readings: HFT, chap. 11, Efficacy, Effectiveness, and Change Mechanisms in
Couple and Family Therapy (Sexton, Robbins, Hollimon, Mease, & Mayorga)
Shadish and Baldwin, 2003
April 20
Ending
Theoretical and conceptual issues in couples treatment (time permitting)
Video Example
Readings: Common Mistakes, chap. 4, Overemphasizing the Past or the Present
Common Mistakes, chap. 5, Lapses in Careful Listening
Common Mistakes, chap. 7, Overlooked Process Considerations
Common Mistakes, chap. 10, Faulty Interpretations and Reframes
Library Resources
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books and other content covering all academic subject areas including Business & Economics, Career &
General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied
Health, and Social & Behavior Sciences. All electronic resources can be accessed through the library’s
website at www.auchicagolib.org. User IDs and passwords are distributed during orientation, but can
also be obtained at the circulation desk, calling 312-777-7653, or by e-mail at auchilibrary@argosy.edu.
In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific
research materials searchable in the Library Online Catalog. Catalog searching is easily limited to
individual campus collections. Alternatively, students can search combined collections of all Argosy
University Libraries. Students are encouraged to seek research and reference assistance from campus
librarians.
Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach
fundamental and transferable research skills, including selecting sources appropriate for academic-level
research, searching periodical indexes and search engines, and evaluating and citing information. In the
tutorial, students study concepts and practice them through interactions. At the conclusion of each
module, they can test their comprehension and receive immediate feedback. Each module takes less
than 20 minutes to complete. Please view the tutorial at http://library.argosy.edu/infolit/
Academic Policies
Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning
process, Argosy University requires that the submission of all course assignments represent the original
work produced by that student.
All sources must be documented through normal scholarly
references/citations and all work must be submitted using the Publication Manual of the American
Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association
(APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological
Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual
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catalog for further information regarding academic dishonesty and plagiarism.
Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that
supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the
proper and appropriate referencing of all sources. You may be asked to submit your course assignments
through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop
writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted
papers to billions of pages of content and provides a comparison report to your instructor. This
comparison detects papers that share common information and duplicative language.
Americans with Disabilities Act Policy
It is the policy of Argosy University to make reasonable accommodations for qualified students with
disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities
needs accommodations, the student must notify the Director of Student Services. Procedures for
documenting student disability and the development of reasonable accommodations will be provided to
the student upon request.
Students will be notified by the Director of Student Services when each request for accommodation is
approved or denied in writing via a designated form. To receive accommodation in class, it is the
student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to
protect student privacy, the Department of Student Services will not discuss the accommodation needs
of any student with instructors. Faculty may not make accommodations for individuals who have not
been approved in this manner.
If a student chooses not to request accommodations, then the student is taking full responsibility for any
related consequences that may occur. Students who present such requests at the “last minute” will be
subject to the same late assignment policy that applies to other students.
The Argosy University Statement Regarding Diversity
Argosy University prepares students to serve populations with diverse social, ethnic, economic, and
educational experiences. Both the academic and training curricula are designed to provide an
environment in which students can develop the skills and attitudes essential to working with people from
a wide range of backgrounds.