Texas A&M University – Central Texas
CPSY 510
Family Relationships and Development
Summer 2013
INSTRUCTOR AND CONTACT INFORMATION
Instructor: Jeffrey W. White, Ph.D. LMFT-S
Office: TAMUCT North Campus – Room 301
Phone:
Email:
254.519.5769
j.white@ct.tamus.edu
Office Hours:
(preferred)
In Office: 301 North Campus, By Appointment
By Phone : (254) 519-5769, By Appointment
Virtual: By Appointment
Method of Instruction and Course Access:
This course is a 100% online course and uses TAMUCT/Tarleton State University’s
Blackboard system ( http://blackboard.tarleton.edu
). You will use your University ID
(UID) and the 6-digit University PIN to logon to this system. You will also need to create a YouTube account to submit a class presentation if you do not already have one
( www.youtube.com
).
Student-Instructor Interaction:
I will check and reply to emails during all office hours. During Virtual Office Hours, I may or may not be in my school office, but I will have access to email and Blackboard and will be checking them periodically to respond to any issues.
UNILERT:
UNILERT is an emergency notification service that gives Texas A&M University-
Central Texas the ability to communicate health and safety emergency information quickly via email and text message. By enrolling in UNILERT, university officials can quickly pass on safety-related information, regardless of your location. Please enroll today at TAMUCT.org/UNILERT
COURSE INFORMATION
Course Overview and Description:
This course studies family systems in relation to life-cycle stages, cultural issues and influences, gender issues, family functions and structural changes. Divorced, post- divorce, remarried, single- parent and other alternative family systems are examined in relation to assessment/intervention.

Course Objectives:
Student Outcomes
Demonstrate understanding of models of normal family development.
Articulate how family life cycle transitions relate to marital and family problems.
Demonstrate understanding of genograms and their application.
Demonstrate awareness of current research on developmental concepts.
Demonstrate awareness for family developmental patterns which diverge from the traditional middle-class life cycle.
Competency Goals Standard:
This course addresses Section 10.01 of the MFT Educational
Guidelines, stating, “Programs are expected to infuse their curriculum with content that addresses issues related to diversity, power and privilege as they relate to age, culture, environment, ethnicity, gender, health/ability, nationality, race, religion, sexual orientation, spirituality, and socioeconomic status.” This course addresses section 103.01 of the
MFT Educational Guidelines, stating, “Area III will include content on individual and family development across the lifespan.”
Required Reading and Textbook(s):
Madsen, W. C. (2006). Collaborative Therapy with Multi-Stressed Families . (2 nd ed.).
Guilford Press: New York
McGoldrick, M., Gerson, R., & Petry, S. (2008) . Genograms Assessment and rd Intervention . (3 ed.). Norton: New York.
McGoldrick, M. & Girdano, J. (2005) Ethnicity and Family Therapy . (3 rd ed.). Guilford: New
York
Walsh, F. (Ed.) (2003). Normal Family Processes: Growing Diversity and Complexity.
(3 rd ed.). Guildford Press: New York

COURSE REQUIREMENTS
Readings:
Week
June 4-
June 8
June 9-
June 15
Topic
Modern Family
Development
Modern Family
Development
Required Reading
Walsh – Part 1 & 2
June 16-
June 22
June 23-
June 29
June 30-
July 6
July 7 –
July 13
July 14 –
July 20
Family Relationships
Family Relationships
Family Relationships
Working with Multi-
Stressed Families
Working with Multi-
Stressed Families
Walsh – Part 3 & 4
McGoldrick (Ethnicity) –
Chapter 1
MoGoldrick (Genograms) –
Chapters 1 & 2
MoGoldrick (Genograms) –
Chapters 3 & 4
MoGoldrick (Genograms) –
Chapters 5, 6 & 7
Madsen – Chapters 1, 2 & 3
Madsen – Chapters 4 - 7
Madsen – Chapters 8-10 July 21-
July 24
Working with Multi-
Stressed Families

Important DUE DATES
June 15: Class Participation (CP) Assignment #1
June 29: CP Assignment #2
June 30: TV Family Genogram
July 10: Personal Family Genogram
July 14: CP Assignment #3
July 17: Family Autobiography
July 23: Nontraditional Family Paper
July 25: Final Exam (Covers All Course Readings)
Assignments
TV Family Genogram (15 pts). Choose a family from TV, movie or a real historical family and create a genogram for them. The family must include three generations and have enough information to complete a basic genogram. This includes some basic relationship information that can be depicted on the genogram. Make sure to include the name of the family and what they are from.
This genogram will be submitted as a recorded presentation that will be viewable by the rest of the class.
In order to create the presentation you can choose from one of three options:
1) Record a video with a big enough physical genogram that viewers can see and send me the link when you submit your assignment. You have the option to post it as an unlisted video if you so desire, so that only those who receive the link can view the video.
2) Create a presentation with screen captures and voiceovers using any recording and editing technology that you are already familiar with that will allow the finished product to be posted to YouTube. Post it to YouTube and send me the link when you submit your assignment. You have the option to post it as an unlisted video if you so desire, so that only those who receive the link can view the video.
3) Use free screen-capture and voiceover technology called Camstudio (available at ( www.camstudio.org
) so that you can record your voice over a PowerPoint presentation or whatever else you might put on your computer screen. Some helpful settings: “Options>Program Options>Save Settings on Exit” allows you to determine where the video will be saved so it will be easy to find later.
“Options>Record audio from microphone” will allow you to use your computer’s microphone to record your voice during the presentation. Post the finished video to YouTube and send me the link when you submit your assignment. You have the option to post it as an unlisted video if you so desire, so that only those who receive the link can view the video.
I will publish the links to all presentations. You will be able to view classmates’ presentations under the “Published” tab on the Assignments page. Part of your grade will include making meaningful observations on at least three classmates’ presentations.

***NOTE*** This is the first time I am trying this particular assignment in this way. I am confident there will be some bugs and other setbacks. We will deal with these accordingly and I promise that your grade will not depend on technical issues. That said, I recommend you become familiar with the software you plan to use earlier rather than later to ensure that you turn it in on time.
Personal Family Genogram (15%). Develop your personal family genogram. Your genogram must demonstrate your understanding of your family development across 3 generations, including relevant relationship lines that illustrate the dynamics in your family. This assignment is designed to allow you to demonstrate your skills in conducting genograms.
Family Autobiography (20%). This assignment should be based upon your findings of the Personal Family Genogram. Students must compose an essay about your personal experience of your family. Mention experiences that influenced your views such as your family of origin, race, religion, socio-economic status, and traumatic/pleasurable events. Your positions, definitions, values, beliefs, preferences, etc. will have an important impact on the way you do therapy. This assignment provides you the opportunity to research your family of origin and your biases regarding what is marriage and family. Your paper will only be read by the professor and will be treated as confidential.
The length should be sufficient to cover the topic. (NOTE: All papers are to be typed, double-spaced, using Times New Roman (12 point) with one inch margins written in
Microsoft Word or saved in rich text format (.rtf). One page is composed of print on the entire page. Consideration should be given to neatness, grammatical correctness, style and readability, content and promptness. Late papers will result in a 2-point-per-day grade reduction. Each of these is a component of your evaluation on every project. Use the APA Manual 6th edition for guidance.)
Nontraditional Family Paper (20%). Write a research paper discussing a specific type of nontraditional type of family in-depth. It can be one of the types of families covered in class (e.g. stepfamilies, single-parent, ethnic minority, low SES, etc.) or one not covered in class that you submit for approval the week before. Discuss specific problems that this family would be vulnerable to and how they can best solve these problems. You should cite at least 10 sources (you will not be penalized for citing more), and the paper should be 12-15 pages in length (not including title page, abstract, and references). Be sure to demonstrate synthesis of your sources and use the APA Manual 6 th edition.
Class Participation (15%). Students’ participation in 3 Blackboard discussion boards must be of a quality and quantity to reflect knowledge of the assigned readings. You should check Bb regularly to see when a new discussion board assignment has been posted. The Discussion Board assignments will be heavily based on chapters assigned from the Ethnicity and Family Therapy (McGoldrick) textbook.
Final exam (15%). The final exam will be a comprehensive essay and short answer- style exam.

A:
B:
C:
D:
F:
TV Genogram:
Personal Family Genogram
Personal Family Autobiography
Nontraditional Family Paper
Class Participation:
Final Exam
Total:
900-1000
800-899
700-799
600-699
< 599 pts.
150 pts
150 pts
200 pts
200 pts
150 pts
150 pts
1000pts
Posting of Grades
All student grades will be posted on the Blackboard Gradebook. Students should monitor their grade status through this tool.
In general, assignments submitted via Blackboard should take 7-10 days to grade. They will be returned to the student with comments from the professor.

TECHNOLOGY
Technology Requirements and Support
Requirements
Access to a computer with an internet connection to access Blackboard is required.
• For a guide to use Blackboard, refer to http://online.tarleton.edu/fac_dev/applications/student_blackboard . If this is the first time you are taking a course that uses Blackboard, I recommend you complete all topics in this tutorial. Your ability to function within
Blackboard system will facilitate your success in this course.
• Upon first logon to Blackboard, run a browser check http://online.tarleton.edu/Dual/computersettings.htm to be sure that your computer and browser settings are correct for Blackboard to function well.
This is a CRITICAL step as these settings are important for when you take an exam or submit an assignment. Technology issues are not an excuse for missing a course requirement – make sure your computer is configured correctly and address issues before deadlines.
The software program Genopro is recommended but not required for creating your genograms. You can download Genopro at no cost by using my academic referral key, “jeff.white”. For full instructions, see http://www.genopro.com/academic/ . If you decide not to use Genopro , you may create genograms using any other software program capable of creating shapes, lines, and annotations such as Microsoft Word,
PowerPoint, Paint, etc.
Support
For technological or computer issues, students should contact the Online
Instructional Support Desk:
Email: support.citde@tarleton.edu
Phone: 254-968-1960 or
Toll Free: 866-744-8900 - Option 3
For issues related to course content and requirements, contact your professor.
Course Calendar
Assignments are due as follows. There is no penalty for turning work in early. It may not be graded until later, though. Also, it is understood and assumed that in addition to the assignments due each week you will be participating in class discussions and accessing
Learning Modules related to the topic each week via Blackboard.

Drop Policy
If you discover that you need to drop this class, you must go to the Records Office and ask for the necessary paperwork. Professors cannot drop students; this is always the responsibility of the student. The record’s office will provide a deadline for which the form must be returned, completed and signed. Once you return the signed form to the records office and wait 24 hours, you must go into Duck Trax and confirm that you are no longer enrolled. Should you still be enrolled, FOLLOW-UP with the records office immediately. You are to attend class until the procedure is complete to avoid penalty for absence. Should you miss the deadline or fail to follow the procedure, you will receive an
F in the course.
Academic Integrity
Texas A&M University - Central Texas expects all students to maintain high standards of personal and scholarly conduct. Students guilty of academic dishonestly are subject to disciplinary action. Academic dishonesty includes, but is not limited to, cheating on an examination or other academic work, plagiarism, collusion, and the abuse of resource materials. The faculty member is responsible for initiating action for each case of academic dishonestly. More information can be found at www.tamuct.org/studentconduct .
Disability Services
It is the policy of Texas A&M University-Central Texas to comply with the Americans with Disability Act. If you have or believe you have a disability, may wish to self- identify. You can do so by providing documentation to the Academic Support Programs
Coordinator. Students are encouraged to seek information about accommodations to help

CPSY 510—SUMMER 2012 assure success in this class. Please contact Ryan Thompson at (254) 519-5796 or Main
Building Room 114. Additional information can be found at http://www.TAMUCT.org/StudentAffairs .
Library Services
Information literacy focuses on research skills which prepare individuals to live and work in an information-centered society. Librarians will work with students in the development of critical reasoning, ethical use of information, and the appropriate use of secondary research techniques. Help may include, yet is not limited to: exploration of information resources such as library collections and services, identification of subject databases and scholarly journals, and execution of effective search strategies. Library Resources are outlined and accessed at. http://www.tarleton.edu/centraltexas/departments/library/ .
The Operation of the Online Course and Being an Online Student
Online learning requires students to be very self-disciplined. Be sure you understand and are prepared to comply with all required class assignments and deadlines.

Literature Review Grading Rubric
C RITERION
Summary
Strong synthesis of at least 10 full-text, scholarly articles submitted in PDF format on Blackboard
Appropriate Use of Subheadings
Grammar
Grammatically correct and clear.
APA Style
At least 12 pages in length, double-spaced, 12-pt. Times
New Roman font with 1” margins, written in third person.
Title page and Abstract page follow APA format.
The paper follows APA format (header, headings (if needed), margins, etc.)
APA citations are cited correctly and used appropriately throughout the paper.
The Reference Page follows APA format and includes a complete reference for each citation used in the paper.
P OINTS
P OSSIBLE
6
0
2
0
4
0
P OINTS
E ARNED
3
0
1
0
1
0
1
0
2
0
200 T OTAL P OINTS :
I NSTRUCTOR C OMMENTS