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UW COLLEGE OF EDUCATION
Developing Competent and Democratic Professionals
COURSE SYLLABUS
CNSL 5610-50 – Advanced Practice in Group & Family
UW Casper College-Spring 2011
Instructor:
Jane Warren, Ph.D., LPC, LAT, LMFT
Education Building- Room 338
University of Wyoming
Laramie, Wyoming, 82071
Phone: 766-3417
E-mail: jwarren4@uwyo.edu
Co-Instructor: Christin Covello: M.A.E., PPC
E-mail: covello@uwyo.edu
Office: 339 Education
Office Hours: Contact as needed during class or per email and/or phone
Meeting Times
Friday: 5-10PM
Jan 21; Feb 18 and March 25
Saturday: 8-6PM
Jan 22; Feb 19 and March 26
Location: UW/CC Outreach Building
Prerequisites: Graduate standing in Counselor Education, CNSL 5310 and 5320, consent of
program faculty. Proof of Professional Liability Insurance.
Course Description: Designed to provide a theoretical framework for understanding group
dynamics and family systems, as well as offer intervention guidelines, best practices, and supervised experience in group leadership and family counseling. The advanced practicum course
focuses on current research-based literature on counseling practice with couples, families and
groups, including new and emerging interventions and strategies to be applied to practice. This
experience serves as a requisite to enhancing clinical expertise.
Instructors’ Roles/Responsibilities:
1. Be available during posted office hours and by appointment
2. Return assignments, emails, and phone calls in a timely manner
3. Create a classroom climate that encourages dialogue, Check-In, safe self-exploration,
constructive feedback exchange and learning
4. Encourage students to explore their thoughts, reactions, beliefs, skills, and continue a process
of self-knowledge as well as compassionately assist others to know thy self.
5. Evaluate mindfully and compassionately student work/performance as described in this
syllabus.
6. Evaluate student work/performance as described in this syllabus
7. Be a role model to demonstrate safety, ethical practice, respect and regard of each person and
of tasks undertaken in this class
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Students’ Roles/Expectations:
1. Attend classes punctually and consistently.
2. Return assignments and emails in a timely manner.
3. Contribute to a classroom environment that encourages dialogue, safety, creative thinking,
safe self-exploration, constructive feedback and learning.
4. Explore beliefs, experiences, attitudes, reactions, concerns and skill challenges and continue
a process of self-knowledge as well as compassionately assist others to know thy self.
5. Evaluate mindfully and compassionately all work/performance efforts as described in this
syllabus.
6. Be a role model to demonstrate safety, ethics, respect, and regard of each person and of tasks
undertaken in this class.
Disability Statement: If you have a physical, sensory, cognitive/learning, or psychological
disability and require accommodations, please let the instructor know as soon as possible. You
must register with, and provide documentation of your disability to University Disability Support
Services (UDSS) in SEO, room 330 Knight Hall. You may also reach them at 766-6189, TTY:
766-3073.
Standards:
The University of Wyoming Counselor Education Program is a CACREP-Certified
Program.
Content Areas: Topics include (but are not limited to):
Self-Assessment: Who I am? My beliefs and values about couples and families.
Theories and Techniques used in couples, family and group work--. 3. d .theories and models
of individual, cultural, couple, family, and community resilience; 5. e. a systems perspective that
provides an understanding of family and other systems theories and major models of family and
related interventions;
Multicultural and Diversity Perspectives in couple, family and group work.
The Counseling Relationship and unique issues in couples ,family and group work such as
client welfare; records/plans; informed consent; values; boundaries/multiple relationships;
confidentiality.
Professional Responsibilities in couples, family and group work competence; staying current on
evidenced based counseling practices; continuing education; professional membership; public
presentations.
Relationships with Other Professionals in couples, family and group work such as teamwork;
confidentiality; negative conditions; consultation.
Evaluation, Assessment and Interpretation in couples, family and group work addressing
client welfare; adequacy, purpose and competence in using assessments; information release;
diagnosis.
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Supervision and Training in couples, family and group work including competence;
boundaries; informed consent; responsibilities.
Research and Publication in couples, family and group work such as informed consent.
Identifying Ethical Issues in couples, family and group work.
Unique Issues in Practice Settings in couples, family and group work.
Student Knowledge and Skills Outcomes:
By the successful completion of this Advanced Practice in Group & family class each
student will:
A. Increase proficiency in the use of basic and advanced counseling skills in couples, families
and groups that conceptually link counselor practice to current research, best practice
counseling, and supervision.
B. Be familiar with accessing and utilizing resources available to address specific counseling
issues, apply appropriate interventions, and advance their clinical knowledge utilizing current
literature.
C. Increase proficiency in developing ethical clinical assessments, treatment approaches, and
practices with couples, families, and groups evidenced in appropriate application of: (3. d)
.theories and models of individual, cultural, couple, family, and community resilience; (5. e).
a systems perspective that provides an understanding of family and other systems theories
and major models of family and related interventions
D. Increase proficiency in developing productive co-leader relationships.
E. Develop a deepened understanding of professional and ethical issues through the use of
reading, written assignments, experiential activities, case reviews, and class check-Ins.
F. Develop a habit of in-depth exploration of personal values and enhance self-awareness
through classroom dialogue, reading, activities, and journaling.
G. Understand the purpose and support offered by membership in professional organizations
and all students are required to join one of the following professional associations and obtain
professional liability insurance coverage from the association as appropriate:
American Counseling Association (ACA): https://www.counseling.org/
American School Counselor Association (ASCA): http://www.schoolcounselor.org/
Methods of Instruction:
The primary method of learning will be in the classroom with case studies. This class will also
include reading and writing assignments; classroom presentations, check-Ins, and interactions;
and activities and exercises (role-playing; journaling; small group decision-making; classroom
activities, and dialogue) all designed to enhance the practical application of knowledge to
making sound and appropriate treatment decisions commonly encountered in working with
groups and families.
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Required Text(s) and Readings:
Texts:
Golden, L. B. (2004). Case studies in marriage and family therapy, 2nd Edition. New Jersey:
Merrill Prentice Hall.
Nagao, T. & Saito, I. (2000) Kokology: The game of self discovery. New York, NY: Simon and
Shuster.
Walsh, W. & McGraw, J.A. (2002). Essentials of family therapy: A structured summary of nine
approaches. (2nd Ed) .Denver, Co: Love Publishing Company.
Articles:
La Torre, M. A. (2005). Self-reflection: An important process for the therapist. Perspectives in
Psychiatric Care, 41, 85-87. doi:10.1111/j.1744-6163.2005.00019.x
Lum, W. (2002). The use of self of the therapist. Contemporary Family Therapy. An
International Journal, 24, 181-197. doi:10.1023/A:1014385908625
Warren, J. & Bishop, M. (2010) A dream with an outline: Nine week model for couples. The
Family Journal:Counseling and Therapy for Couples and Families, 18, 55-61. doi:
10.1177/1066480709355276
Scheinkman, M. (2009) The multi-level approach: A road map for couples therapy. Family
Process 47, 197-213.
Useful Additional Readings:
Bobes, T., & Rothman, B. (2002). Doing couple therapy: Integrating theory with practice. New
York, NY:Norton.
Bowman, L., & Fine, M. (2000). Client perceptions of couple’s therapy: Helpful and unhelpful
aspects. The American Journal of Family Therapy, 28, 295-310.
Epstein, M. (2006). Open to Desire. New York: Gotham Books
Hanna, S. H. & Brown, J. H. (2004). The practice of family therapy: Key elements across models
(3rd ed.). Thomson Brooks/Cole.
Hendrix, H. (1988). Getting the love you want: A guide for couples. New York, NY: Henry Holt
Johnson, S. (2004). The Practice of Emotionally Focused Couple Therapy: Basic Principles into
Practice. Taylor & Francis.
OKech, J. E. A., & Kline W. B. (2005) A qualitative exploration of group co-leader
relationships. The Journal for
Specialists in Group Work. 30, 173–190. doi: 10.1080/01933920590926048
Schnarch, D. (1997). Passionate marriage: keeping love and intimacy alive in committed
relationships. New York,
NY: Henry Holt.
Woody, R. H. (2008). The evolution and modern practice of interpersonal process family
therapy. The American Journal of Family Therapy, 36, 99-106.
Students will be expected to utilize current (peer-reviewed) literature regarding areas of needed
information and issues of interest to them regarding their work with group, couple, and family
clients.
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Student Performance Evaluation Criteria and Course Requirements/Assignments: This is
an advanced clinical practice seminar and you will be graded on your attendance, participation
and demonstration of group, couple and family practice competencies and skill development
within the confines of the classroom.
1. Attendance, class participation, and in-class activities (140 points-46 points
deducted for each class missed without justified reasons). Preparation and active
participation in class check-ins and experiential activities are necessary. Your participation both
as a presenter and active class member during our experiential group class time are critical
elements of this course. Weekly attendance and active participation are expected.
Evaluation Criteria for this assignment include: attending classes, active participation,
completion of documentation, and effective peer support.
2. Professionalism (80 Points) Becoming a professional counselor means assuming
responsibility for not only your clients' well-being, but for the well-being of the school or agency
where you work, as well as the reputation of the profession itself. As such, we expect you to
conduct yourself with the same level of professionalism that will be expected of you in a work
setting. This includes things like confidentiality and respect in your presentations and
management of clinical material; professional dress while working with clients; respect for
colleagues, clients, faculty and others in your conversation and behavior; timeliness,
attentiveness, and participation in all class meetings, assignments and activities (including
clinical documentation); timely and respectful communication with faculty and colleagues;
willingness to deepen your self-awareness and growth; responsibility for your own personal
wellness; and so forth.
Evaluation Criteria for this assignment include following the above items in a consistent
manner. If there were a problem your faculty class instructor would discuss the problem and
include your advisor and Department Head as helpful. A plan of action to address the problem
may be requested.
3. One Case Practice/Presentation (50 points). From class text (Golden) each student
shall work with co-counselor. The case will be briefly presented to the class and will include
appropriate information from the case presentation form (attached).
Evaluation Criteria for this assignment include the willingness to present and examine the
hypothetical case with co-counselor(s) and identify areas of challenge, case conceptualization,
ethical issues involved, and other factors as covered on the case presentation form. In the
presentations the co-counseling team will demonstrate:
a. Increased proficiency in the use of basic and advanced counseling skills in couples,
families and groups that conceptually link counselor practice to current research, best
practice counseling, and supervision.
b. Familiarity with accessing and utilizing resources available to address specific
counseling issues, apply appropriate interventions, and advance their clinical knowledge
utilizing current literature; and
c. Proficiency in developing ethical clinical assessments, treatment approaches, and
practices with couples, families, and groups as evidenced in appropriate application of
(3. d) .theories and models of individual, cultural, couple, family, and community
resilience; (5. e). a systems perspective that provides an understanding of family and
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other systems theories and major models of family and related interventions a systems
perspective that verifies an understanding of family and other systems theories and
major models of family and related interventions.
4. Three of Articles Reviewed (60 points). One page response to 3 articles listed (20
points for each article reviewed):
1. Why are my own family of origin experiences and congruence in this work important?
How can contribute enhancing positive self-worth in persons I am working with families,
couples or groups?
Refer to: Lum, W. (2002). The use of self of the therapist. Contemporary Family
Therapy. An International Journal, 24, 181- 197. Due: Feb 19--20- points
Evaluation Criteria for this assignment include: Completion of mindful reviews of article, on
time, and in response to the questions and application to skill and self development. The writing
will demonstrate:
a.. a deepened understanding of professional and ethical issues through the use of
reading, written assignments, experiential activities, case reviews, and class check-ins;
.and
b. a habit of in-depth exploration of personal values and enhanced self-awareness.
c. the ability to recognize his/ her own limitations and to seek supervision or refer clients
when appropriate.
2. What are the theories I feel most comfortable with in working with couples and why?
Can couples work be developmental paralleling the couple’s relationship development?
Refer to: Warren, J. & Bishop, M. (2010) A dream with an outline: Nine week model for
couples. The Family Journal, Counseling and Therapy for Couples and Families, 18, 5561. doi: 10.1177/1066480709355276 Due: Feb 19--20- points
Evaluation Criteria for this assignment include: Completion of mindful reviews of article, on
time, and in response to the questions and application to skill and self development. The writing
will demonstrate:
a.. a deepened understanding of professional and ethical issues through the use of
reading, written assignments, experiential activities, case reviews, and class check-ins;
.and
b. a habit of in-depth exploration of personal values and enhanced self-awareness.
c. the ability to recognize his/ her own limitations and to seek supervision or refer clients
when appropriate.
3. Design a roadmap that you might use to work with a couple or a family. Be creative!
Refer to: Scheinkman, M. (2009) The multi-level approach: A road map for couples
therapy. Family Process 47, 197-213.Due: Feb 19--20- points
Evaluation Criteria for this assignment include: Completion of mindful reviews of article, on
time, and in response to the questions and application to skill and self development. The writing
will demonstrate:
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a.. a deepened understanding of professional and ethical issues through the use of
reading, written
assignments, experiential activities, case reviews, and class checkins; .and
b. a habit of in-depth exploration of personal values and enhanced self-awareness.
c. the ability to recognize his/ her own limitations and to seek supervision or refer clients
when appropriate.
5. Freedom to Learn Assignment (70 points): This assignment gives you the freedom to
choose a topic of personal interest/passion as it relates to counseling couples and families.
This assignment may be completed individually or with a partner. Each individual or pair
will complete an independent learning contract outlining your proposal and rationale for your
project (see attached). We encourage you to combine your creativity, passion, inner-wisdom
with academic rigor. The core requirements for this assignment are:
1. Provide a 20 min. presentation to the class if done individually. A 40 min.
presentation will be required for pairs.
2. Provide appropriate handouts and materials. Note: Each individual/pair is required
to prepare at least one handout for the class which highlights the information
covered in the presentation.
Freedom to learn contracts will be due (via email to both instructors) on Friday, February
11th, by midnight.
Presentations will be scheduled to occur on March 25th and 26th (our last class together)
Grading Standards: The grade for this course is based substantially on your participation in the
weekly class work and sessions; supervision efforts and feedback; timely and correct
documentation; live supervision and your investment in your own skill development evidenced
in reaction papers and follow through with assignments.
Attendance & Professional Participation
Professionalism
One Case Practice/Presentation
Three Articles Reviewed (2/19))
Freedom to Learn Presentation
Maximum total
140 points (46 points per class missed)
80 points
50 points
60 points (20 points each)
70 points
400 points
Grading Scale A = 360-400 B = 320-359 C = 280-319 D = 240-279 F= below
239. A curve for grading will not be used and extra credit assignments may be used for
grading in this course.
Clarifying Grading Scale: A=90-100% B=80-89%; C=70-79% D=60-69% F= 59% or below
You may ask any of the instructors about your grade/standing in the class at any time.
Policies for late and make-up work: Late assignments (when accepted) will result in a grade
reduction for the assignment (10 points per day) and may reflect upon Professional
Behavior (being on time; taking responsibility; follow through; etc.).
Policies for incompletes: A grade of I (incomplete) is a temporary grade assigned in those rare
instances when, in the judgment of the faculty member, no other grade will insure justice to the
student. To request an incomplete, the student must submit this form prior to the end of the final
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exam period (please note that some instructors may require that the request be submitted prior to
the final exam). It is the decision of the Instructor whether or not an Incomplete will be assigned.
If an incomplete is assigned by the instructor, it must be removed by assignment of a
final grade normally within a period of time not to exceed 120 days from the end of the semester
in which the incomplete was received. If a grade is not assigned and received in the Office of the
Registrar within the time established, a grade of F will be recorded to replace the temporary
grade of I. If, in the judgment of the instructor, a student has suffered a problem that has
precluded timely completion of required work, the 120-day limit for completing the course may
be extended with the approval of the instructor (please use the Extension of Incomplete form).
All existing grades of I must be removed with a grade prior to the desired date of graduation
unless the course involved is not required for graduation. (UNIREG 720). Forms are available:
http://uwadmnweb.uwyo.edu/registrar/forms.asp
Policies final examination: The final paper in this class is the Freedom to learn presentations,
which be due during the last class weekend meeting.
Attendance/Participation Policy: University sponsored absences are cleared through the Office
of Student Life. If you have a compelling reason for which you must miss class, please discuss
your situation with the faculty instructor. More than one unapproved absence will result in a
lowered final course grade. You are responsible to contact your classmates regarding notes and
activities that you miss.
Academic Honesty: The University of Wyoming is built upon a strong foundation of integrity,
respect and trust. All members of the university community have a responsibility to be
honest and the right to expect honesty from others. Any form of academic dishonesty is
unacceptable to our community and will not be tolerated (from the UW General Bulletin).
Teachers and students should report suspected violations of standards of academic honesty
to the instructor, department head, or dean. Other University regulations can be found at:
http://uwadmnweb.uwyo.edu/legal/universityregulations.htm
Course Overview
Content Presentations: At the beginning of each class we will engage in check-ins of how you
are doing and what is happening at your training sites regarding group, couples and family work.
Meeting with your co-leader(s): Please check-in appropriately with your co-leader to plan and
prepare your case presentation that you will be presenting to the class. You are strongly
encouraged to meet/discuss your class co-leader and process how you want to facilitate the
presentation in order to facilitate the success with the counseling experience.
Case Assignments: You and your co-leaders will be assigned cases from the Golden book You
provide the class with the information on the case presentation form. Following the case
presentation, you and your class members will process the case and facilitate feedback regarding
the information provided and possible future direction for the case. Creating that safe and
supportive environment where we can challenge and support one is a priority for this class.
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CNSL 5610-50 – Advanced Practice in Group & Family
UW Casper College-Spring 2011-Class Schedule
Reading to be completed prior to Friday Jan. 21st Class: be ready to discuss the
following questions related to the article
1. Why is self awareness so important in couples, family and group work? How will I
keep self-awareness?
Refer to: La Torre, M. A. (2005). Self-reflection: An important process for the therapist.
Perspectives in Psychiatric Care 41, 85-87.
Evaluation Criteria for this assignment include: Discussion in class on the impact of selfawareness and why it is so important in this work.
Class One:
Friday: 5-10PM--- Jan 21;
Overview of Course structure and syllabus
Introduction to work with couples, families, and groups/Theory Overview.
Choose and get to know your co-counselor and select the hypothetical case from
Golden text.
Knowing your co-leader: Back to back drawing/Inside Outside CollageCheck-In: Group family and couple cases in internship
Group Experience
Saturday: 8-6PM--- Jan 22
Check-In: Group family and couple cases in internship
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Viewing and Discussion
The Angry couple DVD-a structured approach with an intense couple
Anger as a want—your own experience this week. Discuss anger in families
EFT DVD-A couple’s session with Greenberg-Emotion focused therapy (EFT)
Class Two:
Friday: 5-10PM--- Feb 18
Check-In: Group, family, and couple cases in internship
Group Experience
Viewing and Discussion
DVD – Jon Carlson with a couple that is stuck-Adlerian approach
Saturday: 8-6PM---Feb 19
Class Experience-Case Presentations- (Assigned in 1st class)
Due: Three Articles—Three Papers (60 points)
Class Three:
Friday: 5-10PM--- March 25
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Check-In: Group, family, and couple cases in internship
Group Experience
Freedom to Learn Presentations
Saturday: 8-6PM --- March 26
Freedom to Learn Presentations
Group Experience-Class closure
The instructors may make changes to the syllabus as the course proceeds.
If necessary, these changes will be announced in class.
The Council for the Accreditation of Counseling and Related Educational Program (CACREP) is
the major accrediting body for the counseling profession. The 2009 CACREP Standards (CACREP,
2009) state that training programs need “to ensure that students develop a professional counselor identity
and master the knowledge and skills to practice effectively. Students can expect to engage in clinical
experiences consistent with the activities of regularly employed group, family, and couple counselors.
Experiences will also be supplemented by Check-Ins and case presentations designed to help integrate
knowledge base with clinical application. Specific goals established by CACREP in each of the eight
common core curricular areas and as related to work with couples, families and groups include but are
not limited to:
CACREP Standard
3. HUMAN GROWTH AND DEVELOPMENT
d. theories and models of individual, cultural,
couple, family, and community resilience;
Course Activities
Case Practice/Presentation
Group, family, and couple cases in internship
Articles Reviewed
Freedom to Learn Activity
5. HELPING RELATIONSHIPS:
a. a systems perspective that provides an
understanding of family and other systems
theories and major models of family and related
interventions;
Case Practice/Presentation
Group, family, and couple cases in internship
Articles Reviewed
Freedom to Learn Activity
Clinical Mental Health-Prevention & Intervention
C. Knowledge
8. Recognizes the importance of family, social
networks, and community systems in the
treatment and recovery process and in the
treatment of mental and emotional disorders.
Case Practice/Presentation
Group, family, and couple cases in internship
Freedom to Learn Activity
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CNSL 5610-50 – Advanced Practice in Group & Family
UW Casper College-Spring 2011
Case Presentation Form
Counselors/Case Number____________________________________________________
Case Documentation (To be completed following sessions/updated after each
session/written/simple/focused)
a. Referral Information (Information you have been given/previous counseling based on
the case in the book):
b. Client’s presenting problem (what brought the client(s) into counseling?):
c. Relevant History (what led to the current problem?):
d. Case Conceptualization (What’s going on here?):
e. Diagnosis (Is there a diagnosis? /Ethics):
f. Counseling Goals (What looked different as a result of counseling?/Changes in
goals):
g. Approaches used (Theory/Techniques used in the case):
h. Unique issues in this case for you (multicultural; values; boundaries; competence;
etc.):
i. Ethical issues related to this case (if you were to work with this couple/family)
j. Over all plan for future work (if you were to work with this couple/family or a similar
case):
k. Questions you have related to this case:
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Freedom to Learn Independent Learning Contract
(10 points of the total 70 points for turning it in on time)
Names:
Presentation Title:
Rationale for Proposed Project: Explain in this section the need for this project. Include a
rationale for the importance of this topic as it relates to counseling couple and/or families.
Please cite relevant and current literature as needed. (maximum of 1 page).
Learning Objectives (minimum of 3): Succinctly state what you hope to learn and share with
others as a result of this project.
1.
2.
3.
Proposed Method of Completing Project: Provide a detailed explanation of your project and
how will you gain the information needed to complete this project.
How does this project align with your professional counseling goals?
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Instructor Presentation Evaluation: Freedom to Learn
Presentations
Presenter(s):
Date:
Title of Presentation:
Points:
/60 (10 points for turning in proposal on time)
1. Comprehensive presentation of all proposed learning objectives.
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2. Planning and Organization
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3. Visual Aids & Handouts
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4. Presenting Skills (eye contact/voice projection/clarity of expression)
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5. Relevance to and rationale for counseling couples and families
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6. Handout for instructors and peers (highlights the key points of the presentation &
relevant references)
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Areas of Competence:
Areas to improve:
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