670 Foundations syllabus 1
I.
Course and Instructor Information
CEP 670: Foundations of Family Therapy I
Instructor: Thomas Harrison, Ph.D., MFT
University of Nevada, Reno
Office: WRB 3040 Phone: 775.682.7318 email: tch@unr.edu
Office Hours: Summer: After class and by appointment
II.
Time and Place: Summer, M-TR, 1010-1210; Room Raggio Ed Bldg 4050
III.
Texts: Hoffman, L. (1981). Foundations of family therapy. New York: Basic Books.
Suggested Text
Henggeler, S. W. & Borduin, C. M. (1990). Family therapy and beyond: A multisystemic approach to treating the behavior problems of children and adolescents.
Pacific Grove, CA: Brooks/Cole.
IV.
Course Description:
This course examines the principles of general systems theory as it applies to working with
multi-person client systems in therapy. This course aims to introduce the systemic
orientation to therapy and help transition counselors-in-training orientations from individual
to family systems treatment perspectives. This course will be a lecture-discussion format.
V.
Philosophy.
This course is designed to examine the history, philosophical principles, concepts, and
methods of working with diverse couples and families from a systems perspective. It has
been the experience of this instructor that shifting orientations from individual to systems
perspectives takes several weeks. Material will be presented from three perspectives:
personal, professional, and in vivo. It is the belief of this instructor that deepened learning
takes place when there is an atmosphere of trust, openness, commitment, and enthusiasm.
This course is taught only during the summer, and the main reason is that I believe total
emersion into family systems is a very good way to learn it. Thus, we will meet for an
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intensive two hours, four consecutive days of the week. I believe that you will really come
to see how systemic perspectives are powerful paradigms
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VI.
Goals and Objectives
A. Personal and Professional Growth
 Develop an awareness of your own strengths and challenges through reflective
practice as a counselor for learning ways to enhance your strengths and reduce your
challenges;
 Integrate your personal and professional knowledge base of counseling to become a
more democratic and effective counselor who can understand and address client
systems of differing age, gender, and personal characteristics, traits, capabilities and
life circumstances; and
 Develop ethical and professional standards that effectively address client systems of
diverse backgrounds.
B. Knowledge and Skills
 Enhance assessment and conceptualization skills using systems a perspective;
 Enhance skills in the application of concept to therapeutic situations and
interventions; and
 Enhance your understanding of the differences between an individual orientation and
a systems orientation to treating marital, couple, and family issues.
C. CACREP 2001 Standards for Marital, Couple, and Family Counseling/Therapy
addressed:
A.1
History of marital, couple, and family therapy including philosophical, etiological
premises that define that practice of marital, couple, and family therapy;
B1.
Marital, couple, and family life cycle dynamics, healthy family functioning, family
structures, and development in a multicultural society, family of origin and
intergenerational influences, cultural heritage, socioeconomic status, and belief
systems;
C.1
Family systems theories and other relevant theories and their application in working
with couples and families, and other systems (e. g. legal, legislative, school and
community systems and with individuals; and
C.5
Research and technology applications in marital, couple, and family
counseling/therapy.
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VII.
Course Content Areas
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Early research on family groups
Dynamics of social fields
Second cybernetics
Typologies of family structure
Family paradigms
Pathological triads
Rules for congruence in triads
Triads and the management of conflict
Simple binds and discontinuous change
Breaking the symptomatic cycle
Therapeutic binds
VIII. Student Expectations and Accommodations and Services for Students with Disabilities
“Students are expected to:
A.
B.
C.
D.
E.
Attend class and complete all assignments in accordance with the expectations
established by their instructors and programs of study to reflect a love of learning.
Conduct oneself in the classroom in a manner that contributes to a positive learning
environment for demonstrating democratic values and respect for diversity.
Familiarize themselves with all university policies and procedures to be a
knowledgeable student.
Ask questions and seek clarification, direction and guidance to 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 1997-98 General Catalog, 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, Thompson Student Services Center. 784-6000."
Academic Honesty
Specific to the academic pursuits of students, the University of Nevada, Reno, believes the
maintenance of academic standards is a joint responsibility of the students and faculty of the
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university. Freedom to teach and to learn are dependent upon individual and collective conduct to
permit the pursuit and exchange of knowledge and opinion. Faculty have the responsibility to create
an atmosphere in which students may display their knowledge. This atmosphere includes an orderly
testing room and sufficient safeguards to inhibit dishonesty. Students have the responsibility to rely
on their knowledge and resources in the evaluation process. The trust developed in the maintenance
of academic standards is necessary to the fair evaluation of all students.
Academic dishonesty is against university as well as the system community standards. Academic
dishonesty is defined as: cheating, plagiarism or otherwise obtaining grades under false pretenses.
Plagiarism is defined as submitting the language, ideas, thoughts or work of another as one's own;
or assisting in the act of plagiarism by allowing one's work to be used in this fashion. Cheating is
defined as (l) obtaining or providing unauthorized information during an examination through
verbal, visual or unauthorized use of books, notes, text and other materials; (2) obtaining or
providing information concerning all or part of an examination prior to that examination; (3) taking
an examination for another student, or arranging for another person to take an exam in one's place;
(4) altering or changing test answers after submittal for grading, grades after grades have been
awarded, or other academic records once these are official
IV.
Student Performance Assessments
A. Submit a GRID at the end of the course focused on identifying salient issues in systemic
approaches to therapy versus individual orientations. Write an 8 page essay in which you
describe what you included in your grid and its significance to your learning.
X.
Student Performance Criteria
Final Paper GRID
This paper should identify and explicate differences and similarities between individual and
systemic approaches to therapy, and how you have begun to change your perspectives. The
most important element of the assignment is “how you have begun to change your
perspectives from individual to systems. You may choose the dimensions along which this
analysis can be made. So, I am expecting to receive a grid and a paper. The paper should not
be any shorter than 8 pages (12 is the maximum). The paper needs to be submitted in APA
style format and includes a Reference list, if appropriate. DUE on the TUESDAY, July 8.
Course Grade
Your grade for the course will be comprised of your grade on the GRID and accompanying
paper.
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GRID and Paper = 100 points
(20 points) Presentation of the Grid (typed v. computer generated, for e.g.;
attractiveness, etc.)
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(30 points) The relevancy and appropriate articulation of dimensions
for analysis
1. Example #1: you might want to include a topic on “handling of
family relationships” in counseling. Individual approaches would
deal with these one way, a systems approach would deal with
these another way. I would like to see you describe both ways.
2. Example #2: You might want to include a topic on “the issue of
personal responsibility in families. Individual approaches would
suggest responsibility is considered this way, while systems
approaches consider responsibility this way.
Paper:
1. (30 points) Describe in more detail the dimensions identified in
your grid
2. (20 points) Discussion of your process in embracing a systems
perspective. This includes identifying your struggles and
challenges, etc.
In an effort to be clear, use these points to guide the amount of effort in your work. For
example, there are two dimensions that are worth 30 points, and two dimensions that
are worth 20 points. Be sure to allocate effort across and within each dimension. In
other words, your paper should reflect “equal” time, (number of words?) across
dimensions. Therefore, I would expect a bit more on “the relevancy of dimensions” in
your grid and equal effort/time/words in your paper descriptions. There should be a
tad more effort on the 30 points than on the 20 pointers.
Thus, there is a total of 100 points available for this course. Your FINAL COURSE
GRADES will be assigned along the following structure:
A = 90-100
B = 80-89
C= 70-79
<70 points, we need to talk
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Course Schedule
Week One (June, 9-June 12)
Monday and Tuesday
Introductions and Overview
Seeing Connections:
Object Relations, Cognitive Dissonance, Community-Making
Wednesday
Early research on family groups (A.1; C.5)
READ: Hoffman 1
Dynamics of social fields (B.1; C.1)
READ: Hoffman 2
Thursday
Second cybernetics (B.1; C.1)
READ: Hoffman 3
Week Two (June 16-June19)
Monday and Tuesday
Typologies of family structure (B.1; C.1)
READ: Hoffman 4
Wednesday and Thursday
Family paradigms (B.1; C.1)
READ: Hoffman 5
Week Three (June 23-June26)
Monday and Tuesday
Pathological triads (B.1; C.1)
READ: Hoffman 6
Wednesday and Thursday
Rules for congruence in triads and Triads and the management of conflict (B.1; C.1)
READ: Hoffman 7
Week Four (June 30-July3)
Monday
Triads and the Management of Conflict
READ: Hoffman 8
Tuesday
Simple binds and discontinuous change and breaking the symptomatic cycle (B.1; C.1)
READ: Hoffman 9
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Wednesday and Thursday
The Thing in the Bushes
Dialectical and Binary Thinking
READ: Hoffman 10
Week Five (July7-July 10)
Monday and Tuesday
Breaking the Symptomatic cycle (C.1)
READ: Hoffman 11
PAPER AND GRID DUE
Wednesday and Thursday
Summary
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