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AZUSA PACIFIC UNIVERSITY
DEPARTMENT OF GRADUATE PSYCHOLOGY
PPSY 711 Psychology and Systems Theory (3 Units)
Mark Stanton, Ph.D., Professor
Department of Graduate Psychology
Phone: 626/815-5008
e-mail: mstanton@apu.edu
Office Hours: Monday 2:30-4PM, Tuesdays 2-4PM
Fall 2003
Office #124
Cell/Voice Mail: 626/278-2111
FAX: 626/815-5015
Course Description:
This course provides an introduction to the discipline of Family Psychology and the theoretical
orientation of the PsyD curriculum. An in-depth analysis of the tenets of systems theory and their
application to psychotherapy is provided. Philosophical, theological, and psychological
ramifications of systems theory are considered. Students are challenged to adopt an ecological
systems epistemology and to think critically regarding the integration of psychological theories
within a systemic framework.
Course Purpose:
This course is intended to introduce the specialty orientation of the Psy.D. program and to serve as a
theoretical introduction to the program.
Course Goals:
Consistent with the APA Guidelines and Principles for Accreditation, this course will seek to
develop and enhance outcome competencies which are important in professional psychology. The
National Council of Schools and Programs of Professional Psychology has identified seven core
competency areas; this course will provide content for the development of competencies in these
areas:
1) Research and evaluation: this course will provide education in an epistemological approach to
psychology which recognizes the complex, interactive nature of living systems. The value of
systems theory as an organizing approach to psychology and psychological service provision will be
presented. It will be stressed that systems theory provides a new paradigm for research,
understanding, assessment, and treatment interventions in psychology that is capable of dealing with
the complexity of life experiences in our world.
2) Assessment: a systemic model of assessment will be presented as an organizing schema for the
use of particular assessment procedures (individual, couples, family, and systemic devices). The
value of a systems orientation in assessment for appropriate sensitivity to issues of diversity will be
stressed.
Mark Stanton, Ph.D. - PSY 711 Psychology and Systems Theory - Fall, 2002
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3) Intervention: the application of systemic conceptualization to treatment interventions will be
stressed. Students will be encouraged to think of the role of the psychologist in ways which extend
to address the systemic needs of patients. This course will set the systemic context for other courses
in the curriculum that will specifically target certain clinical populations.
4) Consultation: systemic concepts will be applied to organizational functioning and the
implementation of change in larger systems so that students may begin to explore the extension of
the role of the psychologist beyond the traditional domain of psychotherapy with individuals and
families.
5) Diversity: the epistemological approach presented in this course provides a framework for the
inclusion of diversity factors in psychological conceptualization. Theoretical models examined will
include an analysis of the role of diversity, broadly defined to include ethnicity, culture, gender, age,
religion, sexual orientation, socioeconomic status, and other diversity factors in theoretical
orientation.
Course Objectives:
Students will have the opportunity to demonstrate the following outcome competencies:
1) Research and evaluation: Students will have the opportunity to analyze the tenets of systems
theory, to identify assumptions and key concepts in the theory, and to evaluate the usefulness of
systems theory in contemporary psychology. In addition, students will begin to design a personal
model for the integration of salient theoretical orientations into the discipline of Family Psychology
and to assess the value of their construct.
2) Assessment: Students will have the opportunity to recognize the importance of assessment of
the relationship between patient dynamics and their systemic context and to conceptualize the
systemic model of assessment in planning psychological treatment.
3) Intervention: Students will have the opportunity to apply their knowledge of systems theory to
case studies and to employ systemic conceptualization in treatment planning. Students will develop
systemic intervention strategies and evaluate the potential effectiveness of those strategies.
4) Consultation: Students will have the opportunity to develop applications of systems theory to
groups and organizations beyond the traditional clinical domain.
5) Diversity: Students will have the opportunity to recognize individual and group differences in
systemic interactions and to include awareness of diversity factors in the examinations and paper
presented in this course.
Required Texts (Required reading in parenthesis):
*Mikesell, R., Lusterman, D., & McDaniel, S. (Eds.). (1995). Integrating family therapy:
Handbook of family psychology and systems theory. Washington D.C.: APA. ISBN 1-55798-280-5
(Chap:2,5,9,11,26,27)
Mark Stanton, Ph.D. - PSY 711 Psychology and Systems Theory - Fall, 2002
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Klein, D. & White, J. (1996). Family theories. Thousand Oaks: Sage. ISBN 0-8039-5853-6
(1-241)
Stanton, M. (2000) Psychology and systems theory: Interactive class notes. APU.
*This text will also be required in PSY 716 Family Psychology
Required Reading (On Reserve in DGP Office):
Selected readings from Bateson, Bertalanffy, Bronfenbrenner, Capra, Freixas, Moltmann, Nichols,
and others are on reserve in the DGP office. You may read them there or make one copy for your
personal use (multiple copies are not permitted according to copyright law).
Course Requirements:
1. Students will be expected to read the required readings noted below (Lecture schedule) and
additional recommended or referenced texts in this syllabus to total at least 900 pages during the
semester. Journal articles read to satisfy the term project will count toward this requirement.
Other materials which the student may wish to count toward this requirement must be cleared
with the professor. As in all classes in the APU Psy.D., students are expected to complete
required reading prior to the relevant class session; students who do not complete the reading are
expected to refrain from participation in that class discussion. Failure to complete assigned
reading in advance may lower the class participation portion of your grade. Student
understanding of the required reading will be examined in the course final examination.
2. Students will be expected to attend class regularly and participate in class discussion, based on
knowledge and understanding gained from prior reading.
3. Students will complete mid-term and final examinations on the lectures and required reading.
The examinations are intended to assess student outcome competency in systems theory.
Questions will be both objective and essay in format. In addition, students are expected to
schedule a brief oral examination with Dr. Stanton as part of the final examination; in this
interview students will be asked to demonstrate the ability to briefly explain a systemic approach
to psychology.
4. Students will complete a 15-20 page term paper on psychology and systems theory. Several
options will be provided for this paper and students will be encouraged to develop a proposal for
a paper that will enhance their own area of interest and specialty. The paper should be prepared
in APA style, using 12-point font. Consistent with the policy of the Department of Graduate
Psychology, grades will be reduced on late work.
Grading:
Preparatory Reading & Class Participation................. 10%
Mid-Term Examination……………………………
25% (October 21, 2001)
Final Examination ……………................................ 25% (December 9, 2001)
Term Paper..............................….............................. 40% (December 2, 2001)
Mark Stanton, Ph.D. - PSY 711 Psychology and Systems Theory - Fall, 2002
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Course Lectures (NOT by week, but in order over the semester)
1. Introduction to Psychology and Systems Theory: Reciprocity in Living Systems
2. A Definition of the Emerging Discipline of Family Psychology: An Individual, Interpersonal,
and Environmental Matrix
(Pre-Read: Stanton (1999) in Interactive Notes; Klein & White, 1-57; Mikesell et al., xiii-xvii)
3. Epistemological Paradigm Shifts: From Modern to Post-Modern
(Pre-Read: Bateson, 3-8 or 14-20; Capra, 56-62 & 164-187; Leshan & Margenau, 139-153)
4. Foundational Theories: Symbolic Interactionism & Social Exchange Theory
(Pre-Read: Klein & White, 59-118)
5. Introduction to Systems Theory: Systemic Concepts & Clinical Applications of Systems Theory
(Pre-Read: Bertalanffy, 23-29; Klein & White, 149-178; in Mikesell et al., 3-26)
6. An Ecological Systems Approach: Family Psychologists as Ecologists
(Pre-Read: Bronfenbrenner, 3-42; Klein & White, 211-241)
7. Ecological Systems Theory and Theology: The Meaning of Ecological Stewardship for
Contemporary Role Definitions & Structure of Social Systems
(Pre-Read: Stanton & Guernsey in Interactive Notes; Moltmann, 20-32)
8. The Self in the System: Theoretical Arguments and Clinical Ramifications
(Pre-Read: Nichols, 1-37; Nichols & Schwartz, 343-345)
9. The Social Constructivist Approach to Psychology: An Explanation of Prejudice and Bias from
the Feedforward Mechanism; Systemic & Narrative Models of Social Construction
(Pre-Read: In Mikesell et al., 27-44; In Neimeyer & Mahoney, 305-337)
10. An Introduction to Systemic Assessment in Clinical Psychology: Seeing the Whole and the Parts
(Pre-Read: L’Abate, 1-169; In Mikesell et al., 161-182)
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