Texas A&M University – Central Texas
CPSY 510
Family Relationships and Development
Fall 2013
INSTRUCTOR AND CONTACT INFORMATION
Instructor:
Office:
Phone:
Email:
Dr. Maria Medina, LMFT-S, LPC-S, LCDC, BCC
TAMUCT North Campus – Room 103
254.247.4705
maria.medina98@yahoo.com
(preferred)
Office Hours: No office hours; however, I am available by appointment
Phone: (254) 247-4705
Method of Instruction and Course Access:
This course is a 15% 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 within 24 to 48hours. 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 UniversityCentral 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, postdivorce, 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):
McGoldrick, M., Gerson, R., & Petry, S. (2008). Genograms Assessment and
Intervention. (3rd ed.). Norton: New York.
Walsh, F. (Ed.) (2003). Normal Family Processes: Growing Diversity and Complexity.
(3rd ed.). Guildford Press: New York
Recommended Reading and Textbook(s):
Madsen, W. C. (2006). Collaborative Therapy with Multi-Stressed Families. (2nd ed.).
Guilford Press: New York
McGoldrick, M. & Girdano, J. (2005) Ethnicity and Family Therapy. (3rd ed.). Guilford: New
York
COURSE REQUIREMENTS
Readings:
Week
Topic
Required Reading
Aug 29
Modern Family Development
Walsh – Part 1
Sept 05
Modern Family Development
Walsh – Part 2
Sept 12
Modern Family Development
Walsh – Part 3
McGoldrick (Ethnicity) – Chapter 1
Sept 19
Modern Family Development
Walsh – Part 4
McGoldrick (Ethnicity) – Chapter 1
Sept 26
Family Relationships
MoGoldrick (Genograms) – Chapters 1
Oct 03
Family Relationships
MoGoldrick (Genograms) – Chapters 2
Oct 10
Family Relationships
MoGoldrick (Genograms) – Chapters 3
Oct 17
Family Relationships
MoGoldrick (Genograms) – Chapters 4
Oct 24
Family Relationships
MoGoldrick (Genograms) – Chapters 5 & 6
Oct 31
Family Relationships
MoGoldrick (Genograms) – Chapters 7
Nov 7
Working with Multi-Stressed Families
Madsen – Chapters 1 & 2
Nov 14
Working with Multi-Stressed Families
Madsen – Chapters 3 & 4
Nov 21
Working with Multi-Stressed Families
Madsen – Chapters 7, 8 & 10
Nov 28
No class (Thanksgiving Day)
No class (Thanksgiving Day)
Dec 05
Review for Final Exam
Review for Final Exam
Dec 12
Final Exam
Final Exam
Important DUE DATES
Sept 12: Class Participation (CP) Assignment #1 (online discussion)
Sept 26: CP Assignment #2 (online discussion)
Oct 17: TV Family Genogram
Oct 31: Personal Family Genogram
Nov 07: CP Assignment #3 (online discussion)
Nov 21: Family Autobiography
Dec 05: Nontraditional Family Paper
Dec 12: 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 show they are from.
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 6th edition.
Class Participation (15%). In class participation as well as 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.
TV Genogram:
Personal Family Genogram
Personal Family Autobiography
Nontraditional Family Paper
Class Participation:
Final Exam
Total:
A:
B:
C:
D:
F:
150 pts
150 pts
200 pts
200 pts
150 pts
150 pts
1000pts
900-1000
800-899
700-799
600-699
< 599 pts.
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 selfidentify. 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
CRITERION
POINTS
POSSIBLE
POINTS
EARNED
Summary
Strong synthesis of at least 10 full-text, scholarly articles
submitted in PDF format on Blackboard
Appropriate Use of Subheadings
6
0
2
0
Grammar
Grammatically correct and clear.
4
0
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.
3
0
1
0
1
0
1
0
2
0
200
TOTAL POINTS:
INSTRUCTOR COMMENTS