University of Central Missouri
Coun 6540 – Parent and Family Counseling
(Insert Semester and Year)
3 semester credits
Instructor:
Nancy L.A. Forth, Ph.D., LPC, NCC
Office:
Lovinger 1338, 660.543.8093, nforth@ucmo.edu
Office Hours: Available most days by appointment
Course Description
This course is an introduction to parent education and family counseling theories as applied in
school and community settings. Prerequisite: advanced standing
Instructional Procedures
Instructional procedures consist of lectures, demonstrations, videos, guest speakers, class discussion,
and small group exercises.
Belief Statement
The Central educator is a competent, caring, reflective practitioner committed to the
premise that all can learn.
Mission
As a cornerstone of the institution for over 130 years, the University of Central Missouri's
Teacher Education Program develops teachers and other school professionals who are
well grounded in theory, display competence in content knowledge and instructional
strategies, and possess the dispositions to ensure success for all learners. The Teacher
Education Program prepares individuals as professional educators for an ever-changing,
culturally diverse population. Faculty and candidates provide support and service to
schools in meeting their present and future challenges by developing communities that
learn through research and scholarly activities. Educator preparation is a campus-wide
responsibility, a commitment that reflects the honor and worth of serving a vital
profession.
Course Objectives
Upon successful completion of this course, students will have an understanding of (CACREP
Standards):
1. Helping Relationships
a. a systems perspective that provides an understanding of family and other systems theories
and major models of family and related interventions. Students will be exposed to a rationale
for selecting family and other systems theories as appropriate modalities for family
assessment and counseling;
b. g. ethical and legal considerations.
2. In addition, upon successful completion of this course, school counseling students will have
an understanding of (MoSTEP Standards): 1.4.3 The school counselor candidate develops
and promotes professional relationships in the school, family, and community Quality
Indicators: 1.4.3.1 The school counselor candidate understands, develops, and uses
professional relationships in the school, family and community, through consultation and
collaboration, to promote development of all students. 1.4.4 The school counselor candidate
knows, understands, and adheres to ethical, legal, and professional standards. Quality
Indicators: 1.4.4.1 Ethical: The school counselor candidate knows, understands and practices
in accord with the ethical principles of the school counseling profession. 1.4.4.2 Legal: The
school counselor candidate knows, understands and adheres to the legal aspects of the role of
the school counselor
Texts
1. Kaplan, D.M. (2003). Family counseling for all counselors. Austin, TX: PRO-ED, Inc.
2. Other readings as assigned.
Course Requirements
1. Class Attendance/Participation and Professional Behavior: Students are expected to attend all
lectures, seminars, laboratories, and fieldwork for each registered class and to complete all work
assigned by the instructor for the course. Advance arrangements for unavoidable absences should
be made with the instructor whenever possible. Neither absence nor notification of absences
relieves the student of the responsibility for meeting all course requirements. Make-up of course
requirements missed because of extenuating circumstances shall be worked out between the
instructor and the student upon the student’s initiative. When your peers depend upon you to
contribute and you choose to be absent, everyone loses out. Attendance is taken each class and
recorded. Being present in class is essential since considerable work will be completed in total
discussion and in small work groups. (See attendance policy UCM General Catalog.) Absences
will result in a lower grade earned in this class. Students are expected to participate in a
professional, constructive manner during class discussion and the group activities. Participation
will be based on attendance, professional bearing/attitudes, and participation in discussion.
2.
Family Genogram: Each student will create and present to the class her/his own family
genogram that includes a minimum of 3 generations. The purpose of this assignment is for
students to actively engage in self-exploration and examination while gaining the knowledge
of systems theory. The student may use the medium of her/his own choosing (poster,
electronic, document viewer).
3. PhotoTherapy Project – Family Portraits: This project has two purposes: 1) to introduce students
to the creative use of photography in counseling; and 2) to provide students the opportunity to utilize
photography as a means of personal and professional exploration. PhotoTherapy techniques utilize
photos taken by clients as “catalysts for therapeutic communication and healing.” Clients not only
explore information, memories and stories behind their photos, but also reflect their thoughts and
feelings associated with them. Photography in this project is used “as communication rather than
photography as art” (“PhotoTherapy”); therefore, focus is understanding of memories, stories and
emotions in a particular picture rather than artistic side of the creation. Interpretations and meanings
emerged from photography are constructed by each student. More detailed information of
PhotoTherapy can be found at: http:www.phototherapy-centre.com. Take a series of photos (12-36
maximum) that speak to a) the challenges and barriers of your family; and b) your hopes and wishes
for your family. Submit your selected photos (4-6 photos) with brief interpretations of each
photograph and a 4 to 6 page reflection paper (double-spaced).
4. Developing Family Systems Presentation/Paper: This project measures the student’s
ability to construct his/her own theoretical foundations based on his/her understanding of
various systems theories which reflects his/her current working approach to providing
couples/family counseling. Each student is expected to 1) describe one’s current theoretical
orientation in his/her work with couples and families, 2) develop a case study, and 3) apply
this theoretical approach into the case study. Each student will also give a presentation to the
class describing the paper. Refer to Chapter 12 in text. Please follow APA guidelines.
5. Journal: Each student will submit 1 journal paper. This paper will be reflective of what has
occurred during the entire course. Include the following in your journal:
a. What have you learned as a result of this course?
b. How have you changed in your beliefs or behaviors as a result of these learnings?
c. How will you use these learnings for your work as a counselor?
d. How will you continue to grow and develop these ideas in the future?
6. Reflective statement: Students will write one reflective statement that follows the program’s
reflective statement format and relates the course work to the following CACREP core areas as
stated under “Course Objectives” page 1 of the course syllabus. For those in the school
counseling program, students will include the MoStep standards. The reflective statement is a
method of considering the experiences in a course, (e.g. any changes in knowledge, dispositions,
and skills); and relating the learning to CACREP (and MoStep) standards, content in other
courses and future practice. The purpose of the reflection is to provide an evaluation of the
educational experience and assist in projecting what the individual’s next step is for continued
professional growth and development. To evaluate the reflective statement, one asks, “Does this
statement demonstrate to the reader that the student did meet specified program standards and its
indicators?” If you have difficulty writing or expressing ideas in writing, you may want to
seek assistance from a friend who writes well or consider visiting the writing lab in
Humphreys Building.
7. Notebook: Each student will prepare a notebook, containing all of the journals, and assignments. It
will be professional in appearance and organization and presented in the creative manner of your
choice. The notebook will use an outside cover page and spine showing in large letters the course
name, date and student name. The name on the spine will be positioned like a book spine. An inside
title page, table of contents, and dividers will be used to facilitate locating each assignment. Each
student will organize all class materials (class notes, handouts, papers, exams, journals and other
materials in a loose-leaf binder. Be sure to prepare your notebook using a manner that represents
you. Be sure to have an outside cover page, and inside cover page, and the name on the spine in
large letters in the style as shown on a book. The following outline will be utilized:
A. Title page (In addition to the outside notebook cover sheet)
B. Table of contents
C. Section 1 – Course syllabus, Class activity sheets, Handouts, Notes
D. Section 2 – Family Genogram
E. Section 3 – Phototherapy Project / Reflection Paper
F. Section 4 – Family Systems Paper / Presentation
G. Section 5 – Journal & Reflective Statement
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Other assignments as assigned
All work is to be written in APA style
Save your money…Please do not use plastic document covers/pockets
Late work is accepted, but will receive a lower grade
Evaluation
Class Attendance/Participation/Professional Behavior
Family Genogram
Phototherapy Project
50
50
50
A = 94 – 100%
B = 87 – 93%
C = 80 – 86%
Journal
Family Systems Paper/Presentation
Reflective Statement
Notebook
Total
30
100
10
10
300
D = 73 – 79%
Academic Honesty Policy: Honesty in all endeavors is essential to the function of society. Honesty
in the classroom among students and between students and faculty is a matter that should concern
everyone in the University Community. Indeed, academic honesty is one of the most important
qualities influencing the character and image of an educational institution. As higher education is
challenged to improve the quality of its programs, there is great value in emphasizing academic
standards and integrity. It is the University’s responsibility to provide an educational process that
informs both students and faculty of their rights and responsibilities regarding such important matters
as cheating, plagiarism, and professional ethics. Most of what is considered unethical or dishonest
behavior can be avoided if faculty and students clearly understand both what constitutes these
practices and their consequences. The university community should also be aware of the procedures
to be followed should a breach of academic honesty occur. (http://www.ucmo.edu/access/7.htm)
Accessibility Services: This course works in concert with the Office of Accessibility Services
and the Office of Equity in meeting ADA requirements. Students with documented disabilities
who are seeking academic accommodations should contact the Office of Accessibility Services,
Union 220, (V) (TTY) 660/543-4421
Get help @ your library! You may access your library account, the online catalog, and electronic
databases from James C. Kirkpatrick Library's website at http://library.ucmo.edu. For research
assistance, you may contact the Reference Desk: Phone: 543-4154Email: reference@libserv.ucmo.edu