University of Baltimore
APPL 626 – Family Therapy
Semester: Fall 2015
Classroom and Time: Academic Center, Room 215
Monday 11:00am - 1:30pm
Instructor: Tara Gogolinski, MS, LCMFT
Office: LC 402
Phone: 410-837-5889
Email: tgogolinski@ubalt.edu
Office Hours: By Appointment
Course Description, Learning Objectives, Competencies, & Methods
Student Learning Objectives:
This course presents an overview of various family therapy theories and techniques, including systems theory. An
integration of these techniques into the therapy process with couples and families is explored. Special attention is given to
specific issues such as the impact of gender and ethnicity on a family therapeutic intervention. Sexual issues in a
marriage/family context are examined.
Family systems theory and techniques are emphasized with the study of Bowen, Cognitive Behavioral, Strategic,
Structural, Experiential, Solution-Focused, Emotion-Focused, Narrative models, plus an introduction to “common factors”
and integrative approaches. In addition, the historical, conceptual, and contemporary contexts and trends of family
therapy are explored. A comparative analysis of theory and techniques is emphasized.
Each student will be expected to:
1. Know the major models of family therapy including information about: originators/practitioners, theoretical
assumptions and the consequences of the theory ( i.e., how does the theory view "change", who is seen in therapy,
how is assessment done, definition of normal/dysfunctional, role of therapist, goals of therapy, etc.). In addition,
key concepts, associated clinical techniques, classic books/articles, and the direction of research in particular
models.
2. Apply Bowen theory to one’s own family system, demonstrating understanding of one’s own system and the
Bowen concepts.
3. Read and critique four primary source books. (Required format for these reports will be discussed in class.)
4. Demonstrate knowledge of family therapy models by comparing and contrasting models based on the primary
contributors, the underlying assumptions about problems and solutions, the core concepts of each model, the
major interventions of each, how goals are set, the expected therapeutic outcomes, and contributions to
evidence-based research.
Methods:
This course will include a variety of didactic, experiential, and videotaped activities to explore the field of family therapy.
Included is the opportunity to view extra videos (before Monday’s class, available from instructor) of therapists who will be
discussed the following week in class.
A. * Required texts:
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Nichols, M. (2010). Family Therapy Concepts and Methods, (10th ed). Boston: Allyn & Bacon. (ISBN:
9780205827190)
Specific chapters are noted on the class schedule as “N, Chpt. x”
McGoldrick, M., Gerson, R., & Shellenberg, S. (2010). Genograms: Assessment and intervention, (3rd ed.). New York: W.W.
Norton & Co (ISBN: 9780393705096)
Strongly Recommended:
Griffin, W. A., & Greene, S. M. (1999). Models of family therapy. New York’s Brammer/Magee. (ISBN – 0-87630-886-8)
Specific chapters are noted on the class schedule as “G & G, Chpt. x”
B. Other recommended supplemental references: (later editions, if now available)
Galindo, I., Boomer, E., & Reagan, D. (2006). A family genogram workbook. Kearney, NE: Morris Publishing. (ISBN 10: 09715765-3-X)
Gilbert, R.M. (1992). Extraordinary relationships: A new way of thinking about human interactions. New York: Wiley.
(ISBN 978-0-393-70509-6)
Goldenberg, I., & Goldenberg, H. (2008). Family therapy: An overview (7th ed.). United States: Brooks/Cole.
Sexton, T.L.; Weeks, G.R.; & Robbins, M.S. (Eds.) (2003). Handbook of family therapy: The science and practice of working
with families and couples. New York: Brunner-Routledge. (ISBN - 1-58391-325-4)
Walsh, W.M., & McGraw, J.A. (2002). Essentials of family therapy: A structured summary of nine approaches, (2nd ed.).
Denver: Love Publishing.
**Most (if not all) handouts will be posted on Sakai and students are expected to print out the materials in advance
of class.**
To access Sakai: On UB's home page (www.ubalt.edu), click "MyUB" and login. On the right hand side of the
screen, click on the icon for UB Online Sakai.
Your Sakai username and password are identical to your MyUB (Peoplesoft) username.
For help with MyUB and Sakai, contact OTS at callcenter@ubalt.edu or 410-837-6262.
Course Requirements:
A. Prime Source Books (20 points total; 5 points per book critique)
From varied lists and references to the "classics", you will be required to select four books representing four different
family therapy models. You will be asked to submit your first and second choices, and a rationale for the selections
early in the semester (see Assignment Due Dates – you will send me a message via Sakai with what your top two
choices are for each family therapy model; I will let you know which four books you will read). The model for
reporting on these books is simple. You will write one page (for each book) that includes an accurate APA reference
citation, an Objective Summary (labeled Objective Summary, approximately ½ page), and a Subjective Response
(labeled Subjective Response, approximately ½ page). The first section is an objective, intellectual exercise; the
second section is your opportunity to respond at a subjective, personal, and evaluative level. It is essential for this
assignment to keep these two areas separate. You will rate the book A-F, with ‘A’ being a book that is essential and
well written and ‘F’ being one that is relatively useless and unclear. Make your selections early and get started on the
reading. For “Book Sharing” day, specific learnings about a model(s) will be shared in groups in class time.
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B. Compare and Contrast Two Models of Family Therapy (15 points)
Choose two models in family therapy to compare and contrast (8-10 pages). You should include at least 5
additional references on each model beyond the course readings. Use these headings to answer the following
questions:
Who were/are the primary contributors?
What are the underlying assumptions about problems and solutions?
What are the core concepts of each model?
What are the major interventions of each?
How are goals set, and what are expected therapeutic outcomes?
What evidence-based research has been completed for each model? (at least 3 references)
Compare and contrast the following:
-From which social context(s) did each model emerge? How do you think their relative contexts of origin
influence their core assumptions?
-How does each model approach racial, cultural, gender, sexual orientation, class, nation of origin and
other differences? Power?
-What are some of the comparative strengths and limitations of each approach?
-What are your personal reactions? Are these models you might use? Why or why not?
C. Family Paper and Genogram (30 points)
Bowen uses a study of one’s own family of origin as a central notion in his therapy. Students will get experience in
this family of origin work by exploring their own family over a minimum of four generations. The family paper will
utilize the family information to demonstrate an understanding of the eight Bowen concepts (8-10 pages). Along with
the paper, a family diagram in the form of a genogram will be submitted. Further details will be given in class.
D. Class Reading and Pre-class Film Viewing/Talking Points (5 points)
Participation in experiential activities and seminar discussions that demonstrate completion of assigned readings
and pre-class film viewing is an essential part of the class, and therefore, attendance is required. Viewing of preclass videos provides an opportunity to see the therapy models in actual case examples. Each student is asked to
bring three talking points to class based on assigned chapter readings and pre-class film. A talking point is a
statement or query comprised of a sentence or two that summarizes, expands, reframes or questions reading or
film content. These will be collected and integrated into your overall grade.
E. Attendance and Class Participation (5 points)
Each student must sign in at the beginning of each class. This class is designed for interaction and participation.
Show up to class, add to the discussion and participate in role plays or small group discussions. If the student
does not attend class and participate actively an “A” grade cannot be earned.
F. Final Exam (25 points)
A comprehensive final exam will be given at the end of the semester. Students will be allowed to bring one
double-sided letter size sheet of notes with them to the test. This exam is a major assessment of your competency
and knowledge of family therapy theories and interventions.
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Grading Procedures:
Each course requirement listed above specifies the points the particular assignment will count for towards your final
grade. You will receive a rubric for each assignment, and this will accompany your returned, graded work. The
completed and graded final exam will be made available for your review.
The final course grade will be based on the following point scale:
100 – 90 points
89- 80 points
79-70 points
69 – 60 points
59 or less
A
B
C
D
Failure
There are a total of 100 points possible in the course. See "Course Requirements" section above for the break-down
of points. Your grade will be determined jointly through calculating the total points you have earned in the class
(dividing the total number of points you earned from the total number of possible points) AND through your
demonstration of interpersonal skills during class time. This means that not coming to class on time, being
disrespectful to other classmates and/ or the instructor, not being appropriately open to feedback, displaying an
inability or unwillingness to be vulnerable at some level, or other interpersonal deficiencies that are commonly
deemed as inappropriate in therapists-in-training, can result in a lower course grade.
Class Policies:
Regarding This Syllabus
The instructor reserves the right to make any changes to the course or this syllabus at any time, as appropriate. The
instructor will announce any changes either in class verbally or in writing via email.
Participation
As a graduate-level course, students are expected to be active participants in their learning (hint: you cannot be an active
participant if you are texting). This means that students should come to class prepared to discuss course readings and preclass films: a central component of class will be discussion of the readings and class activities. This class will be
conducted as a graduate seminar. Please bring three talking points for discussion from your readings and from your preclass film for the week, to every class meeting. Be prepared to be called on and asked to share yours.
Students are expected to be punctual in their arrival to class, and are expected to attend every class period. Remember, it
is seen as a part of your professionalism that you demonstrate respect for your classmates as well as the instructor. Two
late arrivals (more than 15 minutes) to class also constitute an absence. Students will be held responsible for what goes on
in class regardless of whether they are actually in class or not; hence, if you are absent, it is your responsibility to find out
what you missed. You should first ask another student or a few other students to update you about what you missed-the
instructor should be the person you go to SECOND should you have further questions after talking to your classmates.
Should you be unable to attend class, be sure to inform the instructor before class that day. To take into account illness
and emergencies, students are allowed to miss class twice; after the second absence, your total course grade will be
reduced by 10% for every missed class period OR you may be administratively dropped from the course, at the
instructor's discretion.
Assignment Expectations
All assignments are due at the beginning of class on the date stated on the syllabus or announced in class. Unexcused late
papers will be subjected to a 10% grade reduction per day. Turning in a paper on the same day it is due but after the class
start time is considered to be one day late. In cases of excused late assignments, you must communicate with me prior to
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the due date to set up a date by which the assignment will be turned in. Extensions to due dates will be granted only for
dire unforeseen situations. Papers will be vetted for originality using Turn It In (www.turnitin.com). You must
submit your papers via Sakai by 8pm the day it is due (you will have already turned in a hard copy at the start of
class).
Papers must meet graduate-level standards for quality of writing, including grammar, spelling, sentence structure, and
paragraph construction. All papers must be in appropriate APA format. Achievement and Leaming Center (ALC) staff
members are available in AC 113 daily, 9-5, to assist you with improving your writing skills and with any of your papers
(call 410-837-5383 or email arc@ubalt.edu).
Students with Disabilities
If you need special accommodations as a result of a disability, please inform your instructor immediately after the first
meeting of the class so that every effort to accommodate your disability can be made. Documentation of your disability
and the resources required must be provided before accommodations will be made.
University Policies
Academic integrity
Academic integrity is essential. As such, students are expected to perform their own work (except when collaboration is
expressly permitted by the course instructor). When practiced, academic integrity ensures that all students are fairly
graded. Violating ‘Academic Integrity’ undermines the educational process and will not be tolerated. It also demonstrates
a lack of respect for oneself, fellow students, and the course instructor and can ruin the university’s reputation and the
value of the degrees it offers. We all share the obligation to maintain an environment that practices academic integrity.
Students should know that the University’s Academic Integrity Policy http://www.ubalt.edu/campus-life/studenthandbook.cfm#Academic_Integrity. Your own commitment to learning, as evidenced by your enrollment at University of
Baltimore and the University’s integrity policy, require you to be honest in all your academic course work. Faculty
members are required to report all infractions to the office of Student Conduct and Ethical Development. The website for
Student Code of Conduct is available at http://www.ubalt.edu/campus-life/student-handbook.cfm#Code_of_Conduct.
Instances of academic dishonesty will not be tolerated.
 Cheating is the act of obtaining or attempting to obtain credit for academic work through the use of any dishonest,
deceptive, or fraudulent means. It includes but is not limited to:
o Copying in part or in whole, from another’s test or other evaluation instrument;
o Submitting work previously graded in another course unless this has been approved by the course
instructor or by departmental policy;
o Submitting work simultaneously presented in two courses, unless this has been approved by both course
instructors or by departmental policy;
o Altering or interfering with grading or grading instructions;
o Sitting for an examination by a surrogate, or as a surrogate;
o Any other act committed by a student in the course of his or her academic work that defrauds or
misrepresents, including aiding or abetting in any of the actions defined above.
 Plagiarism is the act of representing the work of another as one’s own (without giving appropriate credit)
regardless of how that work was obtained, and submitting it to fulfill academic requirements. Plagiarism includes
but is not limited to:
o The act of incorporating the ideas, words, sentences, paragraphs, or parts thereof, or the specific
substances of another’s work, without giving appropriate credit, and representing the product as one’s
own work; and representing another’s artistic/scholarly works such as musical compositions, computer
programs, photographs, painting, drawing, sculptures, or similar works as one’s own.
Cheating or plagiarism will result in a failing grade and sanctions by the University.
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University Policy on Turnitin
As a part of an institution-wide effort to ensure the originality of student work, the University of Baltimore licenses
Turnitin, a commercial text matching service that analyzes students’ submissions against its own archive of student
papers, articles, and web sites to report on student originality and identify possible plagiarism[1]. Incorrect use of other
individuals’ work will likely result in plagiarism charges, which can lead to a failing grade on an assignment, a failing
grade in the course, or even suspension from UB. All UB faculty members reserve the right to use this or other measures
to evaluate your work for originality and proper attribution. Not understanding the definition of plagiarism or improper
attribution are not excuses for failure to abide by originality requirements in this or any other course.
[1] “Plagiarism is the improper use, or failure to attribute, another person’s writing or ideas (intellectual property). It can
be as subtle as the inadvertent neglect to include quotes or references when citing another source or as blatantly unethical
as knowingly copying an entire paper verbatim and claiming it as your own work” (http://www.plagiarism.org/faq.html).
Academic Success Resources
Langsdale Library, Psychology library liaison: Lucy Holman, lholman@ubalt.edu
Reference & Instruction Librarians: langref@ubalt.edu, (410) 837-4274 or (888) LANGREF
Langsdale Library online chat service: http://langsdale.ubalt.edu/research-help
Reference and Instruction Librarians help students develop core information literacy skills, improving their ability to
locate, evaluate, and use information as independent, life-long learners. In addition, librarians meet regularly with students
in one-on-one and small group settings to provide guidance as students work through various aspects of the research and
writing process, such as topic formulation, search strategies, and the evaluation of sources. You can contact the Reference
& Instruction Librarian “on call” at the Reference Desk at Langsdale Library by phone, email, instant messaging, and in
person. In addition, you can get reference assistance even when the library is closed through Langsdale’s partnership with
Maryland AskUsNow!’s chat service. Follow the links from the Langsdale Research Help page:
http://langsdale.ubalt.edu/research-help.
The Achievement and Learning Center, Academic Center 113, www.ubalt.edu/alc, (410) 837-5383
The ALC is a free resource for all UB students and offers support in three ways:
· A tutor or study facilitator may be available for this course, either on-campus or online. Assistance in a variety
of computer skills may also be available. Visit www.ubalt.edu/tutoring to learn more, or stop by AC113.
· Writing consultants can work with you one-on-one to improve your papers and provide suggestions for
revisions. Writing consultants provide feedback on anything you're writing for UB courses at any point in the writing
process, from getting started to final editing. You can also submit to the Online Writing Link through the MyUB portal to
receive audio MP3 feedback; look for the OWL icon.
·To gain a competitive edge in the classroom or the workplace, make an appointment with Learning Consultant
Cydney Delia. Cydney works with students on goal-setting, time management, efficient learning strategies, working in
teams, oral presentations, and exam taking. She can help you develop a personalized "master plan" for accomplishing your
goals.
To make an appointment, visit mywco.com/ubalt.
Center for Educational Access, Academic Center 139, cea@ubalt.edu, (410) 837-4775
The University of Baltimore’s Center for Educational Access (CEA) ensures that all UB students can achieve their
academic potential unhindered by any disabilities. If you have a documented disability that requires accommodations, or
if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as
soon as possible, or see me during office hours. Students with disabilities requesting accommodations must register with
the CEA to establish a record of their disability. The CEA provides reasonable and appropriate accommodations for
students with documented disabilities. Even students with short-term disabilities, such as a broken arm, can take
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advantage of certain services if appropriate medical documentation is provided. For documentations guidelines, visit the
CEA website at www.ubalt.edu/cea.
Dropping and Adding
Students are responsible for understanding the policies and procedures about add/drops, academic renewal, etc. See
information on add/drops at http://www.ubalt.edu/academics/academic-calendar.cfm. Students should be aware of the
current deadlines and penalties for adding and dropping classes. Last day to drop without a “W” is August 24, 2015
and last day to drop with “W” is October 19, 2015.
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Date
Topic &
Associated Videos
Required
Reading
8/31/15
9/7/15
Introduction to Family Therapy
Labor Day: No Class
N., Ch. 1, 2
9/14/15
Historical & Conceptual Context:
Early Models
9/21/15
Bowen
Bowenian Family Therapy
N., Ch. 3, 4
McGoldrick, Ch. 2
&5
G & G, Ch. 7
N., Ch. 4
G & G, Ch. 8
9/28/15
Psychoanalytic
Object-Relations Family Therapy
N., Ch. 8
10/5/15
Cognitive Behavioral
Cognitive-Behavioral Child Therapy
Strategic
Strategic Couples Therapy
N, Ch. 9
G & G, Ch. 4
N., Ch. 5
*SWR, Ch. 9
G & G, Ch. 3
N., Ch. 6
G & G, Ch. 2
Book 2 due
Book 4 due
Book sharing day
10/12/15
10/19/15
Prime Source
Selections due
*See assignment in Sakai to
submit 1st and 2nd choices
10/26/15
Structural
Structural Family Therapy
Structural, continued----
11/2/15
Experiential
Satir Family Therapy
N., Ch. 7
G. & G. Ch. 9
11/9/15
Emotionally Focused Therapy
*SWR Ch. 12
G. & G. p. 106
Emotionally Focused Couple
Therapy for Clients Dealing with
Infidelity
11/16/15
Post Modern, Narrative
Narrative Family Therapy
N., Ch, 10, 12
*SWR, Ch. 7
11/23/15
Solution-Focused Therapy
Solution-Oriented Family Therapy
Recent Developments,
Integrative Models
Integrative Family Therapy
Research on Family Intervention
Common Factors
Exam Review
N., Chpt, 11
11/30/15
12/7/15
12/14/15
*= Posted on Sakai
Final Exam
Assignments Due
&
Exam Dates
N., Ch. 13
Book 1 due
Book 3 due
Compare and Contrast Two
Models of Family Therapy
due
Family paper & Genogram
due
N. Ch. 14
Final Exam