TH663I: Family of Origin
Fall 2012
Friday, 1:00 – 4:15 pm
Instructor:
Ms. Gloria Taylor
Phone: 519 742 4039
Email: gtaylor@wlu.ca
Office hours: n/a
COURSE DESCRIPTION:
Utilizing one’s own family of origin, the student will be introduced to the Bowen theory
of family systems and the skills of Virginia Satir. As well, the students will develop
family genograms and explore two or three generations of their family of origin
through the experiential means of family reconstruction. The theories presented will be
articulated in a family of origin research paper.
COURSE FORMAT:
This course will meet once each week for three hours for seminar discussions of
readings. After three weeks, the format will become strictly experiential with plenty of
time for feedback at the beginning of every class. These sessions can be intense and the
students are invited to participate and also have the option to decline.
REQUIRED READING:
Genograms, Monica McGoldrick
Politics of the Family, R.D. Laing
The Satir Model, Banmen, Gomori, Gerber
Anonymous Paper, Bowen
ASSIGNMENTS:
Master’s students:
The 1st assignment is a genogram due on week 3, a family of origin paper due week 10,
participation in class every week. Each assignment is worth 1/3rd of the final mark.
Doctoral students:
The 1st assignment is a genogram due on week 3, a family of origin paper due week 10,
participation in class every week, clinical case study due week 11. Each assignment is
worth 1/4 of the final mark.
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FINAL EXAMINATION:
There is no final examination
RELATIONSHIP TO CURRICULUM:
This course is an elective
PREREQUISITES:
None
COURSE OUTCOMES
By the end of this course, the student will be expected to have an awareness of the
family of origin dynamics that determined the ‘atmosphere’, rules, roles etc. into which
the student was born and raised. This awareness gives choices that were not previously
evident. The goal of this course is to provide the student with the means to become
more compassionate, aware and present in order to serve others with whom they live
and work.
This course meets the following proposed competencies for the Transitional Council of
the College of Registered Psychotherapists of Ontario:
1.1.b Integrate knowledge of contextual and systemic factors that facilitate or impair
human functioning
1.2.a Integrate the theory or theories upon which the therapist’s practice is based
1.2.b Integrate knowledge of how human problems develop, from the viewpoint of the
therapist’s theoretical orientation
1.2.e Establish a therapeutic relationship informed by the theoretical framework
1.4.a Integrate knowledge of the impact of the therapist’s self on the therapeutic process
1.5.a Integrate knowledge of human diversity
3.4.1 Undertake critical self-reflection
4.2.a Employ empathy, respect, and authenticity
4.2.b Establish rapport
4.2.c Demonstrate awareness of the impact of the client’s context on the therapeutic
process
4.2.d Demonstrate sensitivity to the setting in which therapy takes place
4.2.e Assume non-judgmental stance
4.2.g Foster client autonomy
4.2.h Maintain appropriate therapeutic boundaries
4.2.j Take all reasonable measures to safeguard physical and emotional safety of client
during clinical work
4.2.k Employ effective skills in observation of self, the client and the therapeutic process
4.5.b Identify and respond appropriately to client’s strengths, vulnerabilities, resilience
and resources
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This course has traditionally met AAMFT requirements. Direct inquiries to AAMFT
and submit syllabus for approval. Speak to the instructor for further information.
COURSE PHILOSOPHY
As Virginia Satir stated, “we can all become more fully human.” This course is primarily
experiential and trusts that the body, in concert with the new information, provides access to
transformation.
READING ASSIGNMENTS
Students are expected to read Genograms by Monica McGoldrick to prepare for the first
assignment due on week four. The Satir Model by Banmen, Gomori and Gerber is the
main text which will provide detailed information on the philosophy of the course and
many of the experiential exercises. “The Anonymous paper” by Murray Bowen will be
available at the WLU Bookstore and provides the substance of family of origin theory.
Politics of the Family by R.D.Laing will be explored by the students prior to the visiting
professor who will take the class through some of the family of origin puzzles. All
books will be available at Words Worth Books on King St. across from the Waterloo
Square. A representative from Words Worth Books will be at the first class to sell texts.
WRITTEN ASSIGNMENTS
The first assignment is the creation of a family map (genogram) that explores three
generations of the student’s family of origin. Details such as birth order, descriptive
adjectives, crises, emotional cut-offs expectations, rules, roles, similarities and
differences, illnesses and causes of death as well as family secrets are to be included.
There will be useful strategies provided in class time. This assignment is due on week
four of class and is worth 1/3 of the mark for master’s students and 1/4 of the mark for
doctoral students. The family of origin paper is due on the 10th week of class. It will
articulate the theories, experiential exercises and readings of this course as they apply to
each student’s family of origin. Both papers may involve asking family members for
information although that is not always possible. Marks for this assignment are based
on the particulars of the exploration and the insights that are acquired. The family of
origin paper is worth 1/3 of the mark for master’s students and 1/4 of the mark for
doctoral students. Doctoral students are also required to write a clinical case study
using themselves as the case subject and applying the ideas of Satir, Bowen, Laing and
any other systems therapist to the case. The student will figure out their age as client
and identify the presenting problem this client brings to therapy. The student will then
assess the client’s therapeutic needs and address how to work with the client over the
course of therapy. The case study is worth 1/4 of the mark for doctoral students.
Participation in the exercises, feedback opportunities and attention to theory as it
applies to the reconstruction are the remaining 1/3 of the mark for master’s students or
1/4 of the mark for doctoral students.
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Students are invited to maintain contact with the instructor for any issues or surprises
that emerge during this term.
There is a strict policy of confidentiality. What emerges in this class will be addressed in
this class.
Students may apply for extensions when the circumstances present problems.
Late assignments will be discussed with the instructor and all assignments are to be
returned to the student by the last class.
Assignments must be handed in in paper copy in class on the assigned due date.
GRADING
WLU and WLS use a letter-grade system. For students in all programs, the lowest
passing final grade for master’s students is B-. The lowest passing grade for doctoral
students is B.
Summary of WLS Expectations and Guidelines:
1. Please read the guidelines for inclusive language at:
http://www.wlu.ca/~wwwpa/styleguide.pdf
2. Please read the WLS / WLU policies on academic and research ethics at:
http://www.wlu.ca/~wwwgrads.gradcalendar/policies.htm
3. Please refer to the Seminary website for information on grade disputation.
4. Use of social media is discouraged during class as it is counterproductive to group and
individual learning.
5. Please contact the Accessible Learning Centre before the start of term to arrange any
necessary accommodations.
COURSE SCHEDULE
Week one will introduce students to the main expectations of the instructor. There will
be time for discussion and questions and answers. Weeks two to four will be expanded
information on the genogram and exercises to warm the class to a space of trust and
familiarity among the group members. On week five there will be a demonstration of a
family reconstruction during which students will be invited to sign up for this
transformational experience. Weeks six to ten will begin with feedback and explorations
of the theories from the reconstruction the previous week. Instructions on the form and
usefulness of feedback will be a constant part of this process. At all times, respect for
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the participating students will be valued. Presence in each class is important and the
instructor must be notified if this will not be possible.
READING AND ASSIGNMENT DUE DATES
Week 1: Introduction
Week 2: Readings—Laing and McGoldrick
Week 3: Readings—Laing
Week 4: Readings—Bowen and Satir, GENOGRAM DUE
Weeks 5—11: Reconstructions
Week 10: FAMILY OF ORIGIN PAPER DUE
Week 11: CLINICAL CASE STUDY DUE (doctoral students only)
Week 12: Wrap-up