THE UNIVERSITY OF TEXAS AT BROWNSVILLE
Course Syllabus
Fall 2011
COURSE:
COUN 6361: Introduction to Marriage and Family Therapy
CLASS TIME:
Tuesdays 4:25 p.m. – 7:15 p.m.
LOCATION:
MRC North 212
INSTRUCTOR:
Selma d. Yznaga, PhD
EDBC 1.108
(956) 882-7855
selma.yznaga@utb.edu
OFFICE HOURS:
M 12:00 – 2:30 p.m.; TH 12:00-2:30 p.m.
Or By Appointment
Catalog Course Description: This course introduces students to the study of individual and family
development, family dynamics, interpersonal relationships and marriage and family systems. The course will
include selected theories, methods, and techniques of marriage and family therapy with
particular emphasis on multicultural, legal and ethical issues in the practice of marriage and family counseling.
Prerequisite: COUN 6327, 6328, or approval of instructor.
Required Texts:
Nichols, M.P. (2011). Family therapy: Concepts and methods (9th ed.).
Boston, MA: Allyn & Bacon.
Methods of Instruction:
Content will be delivered via lecture, in-class and on-line threaded discussions, interactive class activities, and
assigned course readings.
Student Academic Outcomes:
Meets CACREP Standard(s)
Core
1. Students will demonstrate proficiency in integrating
ethical, legal, and multicultural perspectives and
concerns in the context of marriage and family therapy.
2. Students will analyze and evaluate established and
current theories of marriage and family therapy through
reflective and dialogical activities.
3. Students will develop and apply systemic interventions
through role play and case studies.
4. Students will identify and analyze varying family
structures including the interpersonal dynamics and
characteristics of these structures.
School
Couns
Community
Couns
K.1.h; K.2.c;
K.5.d
A.5; C.3.c
A.5
K.5.d; K.3.a
C.2.g; C.3.c
C.7
K.1.h; K.2.c
K.3.a; K.5.d
K.1.h; K.2.c
K.3.a; K.5.d
A.5; C.2.g;
C.2.h; C.3.c
A.5; C.3.c
A.1; A.5; B.1
C.7
A.5
CACREP Core Standards Addressed
II.K.1.h Ethical standards of ACA and related entities, and applications of ethical and legal considerations in
professional counseling.
II.K.2.c Individual, couple, family, group, and community strategies for working with diverse populations
and ethnic groups.
II.K.3.a Theories of individual and family development and transitions across the lifespan.
II.K.5.d 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.
CACREP School Counseling Standards Addressed
A.5 The role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure,
age, gender, sexual orientation, religious and spiritual beliefs, occupation, and physical and mental
status, and equity issues in school counseling.
C.2.g Systems theories and relationships among and between community systems, family systems, and
school systems, and how they interact to influence the students and affect each system.
C.2.h Approaches to recognizing and assisting children and adolescents who may use alcohol or other
drugs or who may reside in a home where substance abuse occurs.
C.3.c Strategies and methods of working with parents, guardians, families, and communities to empower
them to act on behalf of their children.
CACREP Community Counseling Standards Addressed
A.1 Historical, philosophical, societal, cultural, economic, and political dimensions of and current trends
in the community human service/mental health movement.
A.5 The role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure,
age, gender, sexual orientation, religious and spiritual beliefs, occupation, and physical and mental
status, and equity issues in community counseling.
B.1 The roles of community counselors in various practice settings and the relationships between
counselors and other professionals in these settings.
C.7 Application of appropriate individual, couple, family, group, and systems modalities for initiating,
maintaining, and terminating counseling, including the use of crisis intervention, and brief,
intermediate, and long-term approaches.
Requirements
1. Family Genogram Analysis: Each student will submit a personal family genogram in which she or he
demonstrates an understanding of the family development framework and family structure and process by
applying the concepts from class to an analysis of one’s own family of origin.
A copy of McGoldrick and Gerson’s genogram model can be purchased from
http://www.multiculturalfamily.org/index.php?option=com_content&view=article&id=61&Itemid=64
The genogram must include three generations. For example, one generation would include you (the
student), your siblings, and all spouses/significant others. Additional generations can include children,
grandchildren, parents, or grandparents.
At least eight (8) concepts from the course lectures and readings should be explained and used in
assessing the students’ family system structure, function and dynamics. Examples of possible concepts
include a) Triangling, b) Enmeshment, c) Coalitions, d) Disengagement, e) Diffuse, Clear, or Rigid
Boundaries, etc.
The genogram must also include three levels of information which will consist of:
a. Family Structure: Index person, family members for at least three generations. Indicate those living
in the immediate household and include the date the genogram was constructed.
b. Family Information: Add demographic information (ages, dates of birth, death, location,
occupations, education level, ethnicity, and religious affliction), functioning information (medical,
emotional, behavioral), and critical family events (transitions, relationships, losses, successes).
Include a family chronology of significant historical events.
c. Family Relationships: Indicate characteristics of relationships between and among family members.
I will use the associated rubric located under Grading Rubrics on Blackboard to assess your Family
Genogram Analysis.
2. MFT Theory Research Paper: Students will write a research paper on an MFT theory that best reflects
their personal orientation toward family therapy. The body of the paper must be at least 7 pages and not
to exceed 10 pages (not including title page and references). The paper must include the following
elements, denoted by headings in the paper:
a. Theory Proponent(s)
b. Brief Historical Context Influencing Theoretical Orientation
c. Premises of the Theory
1) Normal Family Development
2) Development of Behavior Disorders
d. Treatment Techniques
e. Role of the Therapist
f. Unique Aspects of the Theory
g. Process and Outcomes of Therapy
1) Goals of Therapy
2) Assessment
3) Ethical and Multicultural Concerns
4) Limitations of the Approach
3. Role Plays: Throughout the course, students will be asked to engage in role plays of various MFT
techniques. Students will participate in three role plays at the instructor’s discretion; students must be
prepared to practice any techniques which have been presented and reviewed in class.
4. Faculty Seminar Series: Students must attend one seminar from the C & G Faculty Seminar Series
offerings for this semester. Students may attend more than one seminar; however, only one is required
per semester regardless of the number of hours they are enrolled in. Students must turn in a reflection
paper based on their seminar experience.
5. Reading List: Students must read one book from the UTB Counseling and Guidance Program approved
reading list. Students may read more than one book on the list each semester; however, only one is
required per semester regardless of the number of hours they are enrolled in. Students must turn in a
reflection paper based on the book they read.
6. Evaluations: Students will demonstrate comprehensive understanding through midterm and final
examinations. The midterm will include material covered to that point, and the final examination will
include all material covered after the midterm.
Evaluation and Grading
Grades will be determined according to the student’s performance on the requirements listed for this course.
The grading system will be based on the following weight distribution.
Activity
Family Genogram Analysis
Research Paper
Role Play: Application of Systems Theory
Reading List Reflection
Seminar Reflection
Midterm Exam
Final Exam
Outcome Assessed
1, 2, 4
1, 2
3, 4
Program Requirement
Program Requirement
1, 2, 3, 4
1, 2, 3, 4
Weight
25%
25%
10%
5%
5%
15%
15%
Grading Scale
A = 90 – 100
B = 80 - 89
C = 70 – 79
Any grade below a C is a failing grade.
Attendance Policy
Prompt and regular attendance is expected. The student may be asked to drop the class after one absence.
Tardiness of fifteen (15) minutes will also be considered an absence. Students leaving early before class is
dismissed will also be considered an absence.
Due to the nature of the course, should the student be allowed to remain in class after one absence because of
extenuating circumstances, five (5) points will be taken off the final course grade for each additional absence
after the first absence (includes leaving early before class is dismissed). Two (2) points will be taken off for
each tardy less than 15 minutes and five (5) points for tardiness 15 minutes or more.
Make-Up Policy
The student should, if possible, make arrangements in advance for make-up work. If advance notice is not
possible, arrangements can be made with the instructor for make-up work, provided the absence is explained
and legitimate, i.e. sickness, death in family, etc. Late submissions without legitimate excuses will not receive
full credit; each assignment will drop one letter grade for each week that it is late.
Work Format
All work submitted must be typed. Work should be double-spaced, with a 12-point Times New Roman font.
The APA Publication Manual (5th ed.) is a required text for this class. APA format is required. Graduate-level
written expression is expected, and grammatical errors and misspellings are subject to a decrease in grade.
Americans with Disabilities Act (ADA)
Students with disabilities, including learning disabilities, who wish to request accommodations in this class
should notify the Disability Services Office early in the semester so that the appropriate arrangements may be
made. In accordance with federal law, a student requesting accommodations must provide documentation of
his/her disability to the Disability Services counselor. For more information, visit Disability Services in the
Lightner Center, call 956-882-7374 or e-mail steve.wilder@utb.edu.
Scholastic Dishonesty
Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of
failure in the course and expulsion from the University. Scholastic dishonesty includes but is not limited to
cheating, plagiarism, collusion, submission for credit of any work or materials that are attributable in whole or
in part to another person, taking an examination for another person, any act designed to give unfair advantage to
a student, or the attempt to commit such acts. Since scholastic dishonesty harms the individual, all students and
the integrity of the University, policies on scholastic dishonesty will be strictly enforced. (Board of Regents
Rules and Regulations)
All scholastic dishonesty incidents will be reported to the Dean of Students. Do not allow your peers to
pressure you to cheat. Your grade, academic standing and personal reputation are at stake. For a brief
informative video on cheating and its consequences click on “Academic Integrity at UTB/TSC” at this link:
(http://www.utb.edu/sa/studentlife).
Course assignments will be submitted for confirmation of originality using Blackboard’s SafeAssign tool. For
more information on SafeAssign, please visit
http://wiki.safeassign.com/display/SAFE/How+Does+SafeAssign+Work.
Students’ Academic Responsibilities
Students are expected to be diligent in their studies and attend class regularly and on time. Students are
responsible for all class work and assignments. On recommendation of the instructor concerned and with the
approval of the Dean, students may, at any time, be dropped from courses. This may result in a “W” or “F” on
the student’s permanent record.
Emergency Policy Statement
In compliance with the Emergency UTB/TSC Academic Continuity Program, academic courses, partially or
entirely, will be made available on the MyUTBTSC Blackboard course management system. This allows
faculty members and students to continue their teaching and learning via MyUTBTSC Blackboard
http://myutbtsc.blackboard.com, in case the university shuts down as a result of a hurricane or any other natural
disaster.
The university will use MyUTBTSC Blackboard to post announcements notifying faculty members and
students of their responsibilities as a hurricane approaches our region. If the university is forced to shut down,
faculty will notify their course(s). To receive credit for a course, it is the student’s responsibility to complete all
the requirements for that course. Failure to access course materials once reasonably possible can result in a
reduction of your overall grade in the class.
To facilitate the completion of class, most or all of the communication between students and the institution, the
instructor, and fellow classmates will take place using the features in your MyUTBTSC Blackboard and UTB
email system. Therefore, all students must use Scorpion Online to provide a current email address. Students
may update their email address by following the link titled “Validate your e-Mail Account” in MyUTBTSC
Blackboard Portal. In the event of a disaster, that disrupts normal operations, all students and faculty must
make every effort to access an internet-enabled computer as often as possible to continue the learning process.
Syllabus Disclaimer
While the provisions of this syllabus are as accurate and complete as possible, the instructor reserves the right
to change any provisions herein, not covered by the UTB/TSC HOOP or UT Regent Rules, with notice if
circumstances so warrant. Every effort will be made to keep students advised of such changes and information
about such changes will be available at all times from the instructor. It is the responsibility of each student to
know what changes, if any, have been made to the provisions of this syllabus and to successfully complete the
requirements of this course. Questions regarding information on the syllabus and course requirements should be
addressed by students when the syllabus is received.
Family Genogram Analysis Grading Rubric
Points
Symbols
Concepts
Family
Structure
Family
Information
Family
Relationships
Amount of
Information
90 - 100
80 - < 90
70 - < 80
All symbols are used
appropriately and can be
clearly identified. A legend is
included describing each
symbol.
The genogram contains very
relevant information
regarding at least eight (8)
concepts discussed in this
course.
Includes information clearly
related to ideas presented and
at least three (3) generations.
Demographics, functioning,
and chronological family and
historical events are included
with several supporting
details and/or examples.
Several characteristics of
relationships between and
among family members are
clearly indicated.
Information is very well
organized and clearly
presented.
Most symbols are used
appropriately and can be
identified. A legend is
included describing symbols.
Some symbols are used
appropriately and can be
identified. A legend is
included describing a few
symbols.
The genogram contains some
relevant information
regarding at least six (6)
concepts discussed in this
course.
Includes information about at
least two (2) generations.
Symbols are used
inappropriately or cannot be
identified. A legend of
symbols is not included.
Demographics, functioning,
and chronological family and
historical events are included
with few supporting details
and/or examples.
Few characteristics of
relationships between and
among family members are
indicated.
The information appears to
be generally disorganized and
presentation lacks clarity.
Demographics, functioning,
and/or chronological family
and historical events are not
included with supporting
details and/or examples.
Characteristics of
relationships between and
among family members are
not indicated.
Information is clearly
disorganized and
demonstrates no clarity.
The genogram contains
somewhat relevant
information regarding at least
seven (7) concepts discussed
in this course.
Includes information related
to ideas presented and at least
three (3) generations.
Demographics, functioning,
and chronological family and
historical events are included
with some supporting details
and/or examples.
Characteristics of
relationships between and
among family members are
clearly indicated.
Information is generally
organized and presented with
some clarity.
< 70
The genogram does not
contain relevant information
or has describes less than six
(6) concepts discussed in this
course.
Includes information about
only one (1) generation.
Family Therapy Research Paper Grading Rubric
Points
90 - 100
80 - < 90
70 - < 80
Organization
Information is very organized
with well constructed
paragraphs and appropriate
use of subheadings. All work
is in the current APA format.
Information is organized but
paragraphs are not well
constructed. Most work is in
the current APA format.
The information appears to
be disorganized. Some work
is in the current APA format.
Information is clearly
disorganized. The paper is
not written in the current
APA format.
Amount of
Information
The body of the paper is 8 –
10 pages in length and the
Case Study is 6 – 8 pages in
length.
Information clearly relates to
ideas presented. It includes
several supporting details
and/or examples.
Almost no grammatical,
spelling, or punctuation
errors.
The body of the paper and/or
Case Study is 2 pages outside
the limits.
The body of the paper and/or
Case Study is 3 pages outside
the limits.
The body of the paper and/or
Case Study is 4 pages outside
the limits.
Information relates to the
ideas presented. It includes
some details and/or
examples.
A few grammatical, spelling,
or punctuation errors.
Information is somewhat
related to ideas presented.
Few details and/or examples
are given.
Many grammatical, spelling,
or punctuation errors.
All supportive facts are
reported accurately and
appropriately cited or
paraphrased.
Sources are clearly related to
ideas presented and
published within the last 10
years. The article is included
with the paper.
Accurately cited in the
current APA format.
Almost all supportive facts
are reported accurately and
appropriately cited or
paraphrased.
Sources are somewhat related
to ideas presented and
published within the last 10
years. The article is included
with the paper.
Accurately cited, but not in
the current APA format.
Most supportive facts are
reported accurately and
appropriately cited or
paraphrased.
Sources are not related to the
topic, not published within
the last 10 years, or not
appropriate. The article is
included with the review.
Incorrectly cited.
Information has little or
nothing to do with the ideas
presented. No details and/or
examples are given.
Far too many errors for a
graduate student preparing
for a career in the counseling
profession.
No facts are reported or most
are inaccurately reported or
not appropriately cited or
paraphrased.
The article is not included or
is not within time frame
outlines as per the directions.
Quality of
Information
Mechanics
Accuracy of
Facts
Scholarly
Sources
Citations
< 70
No citations as per directions.
Role Play: Counseling Application of Family Systems Theory
Points
16 - 20
Role play is very
organized and
demonstrates
continuity throughout.
Member roles/
interactions clearly
identifiable and
realistic.
11 - 10
Role play is
somewhat organized
with some
continuity.
Some roles/
interactions clearly
identifiable and
realistic.
6 - 10
Role play is mainly
disorganized with
little continuity.
0-5
Role play is completely
disorganized with no
continuity evidenced.
Few roles/
interactions
identifiable or
realistic.
Roles/interactions neither
identifiable nor realistic.
Technique
Implementation
Technique
exceptionally wellimplemented.
Technique wellimplemented.
Some clarity needed
for identification of
technique.
Technique not identifiable.
Length of Role Play
in Minutes
Min = 4
Max = 6
Min = 3
Max=7
Min = 2
Max = 8
Min < 2
Max > 8
Continuity
Clarity of Member
Roles/ Interactions
COUN 6361 Introduction to Marriage and Family Therapy
TENTATIVE COURSE SCHEDULE
WEEK
#
1
08/23/11
2
08/30/11
3
09/06/11
4
09/13/11
5
09/20/11
6
09/27/11
7
10/04/11
8
10/11/11
9
10/18/11
10
10/25/11
11
11/08/11
12
11/15/11
13
11/22/11
14
11/29/11
15
12/06/11
16
12/13/11
CLASS DISCUSSION
DUE TODAY
 Introductions
 Syllabus Review
 Blackboard Orientation
 Ch. 1 The Evolution of Family Therapy
 Ch. 2 Lessons from the Early Models: Group Processes and Communications Analysis
 Ch. 3 Basic Techniques of Family Therapy
 Ch. 4 The Fundamental Concepts of Family Therapy
 Ch. 5 Bowen Family Systems Therapy
 Ch. 6 Strategic Family Therapy
 Ch. 7 Structural Family Therapy
 Genogram “Poster”
Presentations
MIDTERM EXAM CH. 1-7
 Ch. 8 Experiential Family Therapy
 Ch. 9 Psychoanalytic Family Therapy
 Ch. 10 Cognitive Behavioral Family Therapy
 CH. 11 Family Therapy in the Twenty-First Century
TEXAS COUNSELING ASSOCIATION PROFESSIONAL GROWTH CONFERENCE
 Ch.12 Solution-Focused Therapy
 Reading List Reflection
 Ch. 13 Narrative Therapy
 Seminar Reflection
 Ch. 14 Integrative Models
 Research Paper
 Ch. 15 Comparative Analysis
 CH. 16 Research on Family Intervention
FINAL EXAM 8-16