Graduate School of Social Work
SWK610 Advanced Social Work
Practice with Families
Instructor
Office
Phone
Email
Office hours:
Class times:
Course Description
Building on the value of family centered focus begun in foundation courses, the students
learn to be leaders in working with families in the global context. The course identifies
elements that families universally share while simultaneously taking into account
differences. Student identifies how to create appropriate interventions with families in all
fields of practice. Students learn to apply solution focused, family systems, structural
family, and narrative therapy. Non dominant family theories will also be explored. This
course explores issues of diversity, social and economic justice and considers
intersectionality as it applies to the multiple roles and convergent stresses placed on
families.
Course Prerequisite(s)
Completion of SWK 510, SWK 550 and enrolled in SWK 611.
Dee Fink Model/Team Based Learning
Application in this Course
This course is based upon the Dee Fink Integrative Learning model and uses team-based learning
by integrating team activities. Assignments focus on application and integration of foundational
knowledge and skills.
Graduate School of Social Work
SWK610 Advanced Social Work
Practice with Families
CSWE Competency Outcomes
Addressed in the course
CSWE
Competencies
EP2.1.1
Identify as a
Professional
Social Worker
EP 2.1.2 Apply
Social Work
Ethical
Principles
EP 2.1.3 Apply
Critical
Thinking
Associated Practice Behaviors
Session
Covered
Critiques and analyzes interventions,
2–13
program implementation, and policy
formulation processes to ensure that
individual and community voices most 1–15
often missing will be heard (ADV)
Assignments
Measuring Practice
Behaviors
Exploration of
Personal Family Paper
Family Unit
Relationship Role-play
and Assessment Paper
an advanced
2, 3, 9
understanding of ethical principles and
incorporates them into action to
advance human rights, social justice
and well-being (ADV)
Families and Ethics
Case Study
Critically evaluates the strengths and
2-14
limitations of multiple practice
perspectives, theories, and models as
they apply to practice with individuals,
families, and communities in a global
context (ADV)
Comparative
Assessment of Family
Theories Paper
a. Demonstrate
Family Unit
Relationship Role-play
and Assessment Paper
Intervention Case
Study
Quizzes
EP 2.1.4
Engage
Diversity and
Difference in
Practice
Utilize social work practice that is
grounded in principles of inclusion,
collaboration, and participation and is
reflective of diversity and difference.
(ADV)
2, 3, 9
Families and Ethics
Case Study
Graduate School of Social Work
SWK610 Advanced Social Work
Practice with Families
CSWE
Competencies
EP 2.1.10 b, c
Assessment
Associated Practice Behaviors
Session
Covered
Assignments
Measuring Practice
Behaviors
Continue to learn about, recognize,
2–14
understand, communicate, and work
to change the structural and social
injustice that impacts the realities for
different people, families and
communities with whom they work as
informants and partners (ADV)
Diverse Population
Interviews and
Reflection Paper (inclass)
Collaborates with individuals,
2, 3, 9
families and community to assess
factors that may include political,
economic, and cultural influences
and embedded racial and gender
intolerance to better interpret existing
structural barriers and supports when
planning strategies to solve problems
(ADV)
Exploration of Personal
Family Paper
Assesses the impact of spirituality and 2–5
faith traditions as a historical and
cultural influence for individuals,
families, groups, and communities’
well-being (ADV).
Diverse Population
Interviews and
Reflection Paper (inclass)
Graduate School of Social Work
SWK610 Advanced Social Work
Practice with Families
Course Learning Objectives
Reflected in Significant Learning Types
Course Learning Objectives
Significant Learning Type
Students will explain key theories utilized for
practice with family
Conduct family-centered assessments and make
decisions about appropriate interventions.
Compare traditional with postmodern/indigenous family practice
models/theories
Foundational knowledge
Application
Integration
Relate the use of a particular theoretical or
practice approach to a particular client need.
Understand one’s own family and families of
others in the context of their unique history and
culture including experiences of oppression and
marginalization
Human Dimension
Be excited about the lived experiences of families,
as defined by its members
Caring
Create a plan for monitoring and addressing the
impact of one’s own family’s history on one’s
practice.
Learning How to Learn
Identify resources for information on the ethical
challenges of family practice.
Methods of Instruction
This course will be taught in the form of guided discussion, team activities and lectures.
Required Course Readings
Rasheed, J. M., Rasheed, M. N., & Marley, J. A. (2011) Family therapy: Models and techniques.
Thousand Oaks, CA: Sage.
Graduate School of Social Work
SWK610 Advanced Social Work
Practice with Families
McGoldrick, M., Giordano, J. & Pearce, J. (Eds.) (2005). Ethnicity and family therapy. New
York: Guilford Press.
Course Policies
A complete list of course policies can be found in the Student Handbook located online. Please
click on the link listed below:
http://dushare.dom.edu/gssw/students/
Grading Policy
Grading will follow the Dominican University Graduate School of Social Work grading system
(current MSW Student Handbook) with percentage marks associated with corresponding letter
grades.
Grade
A
AB+
B
BC+
C
CF
Grade Point Value
4.0 (96-100%)
3.67 (92-95%)
3.5 (88-91%)
3.0 (84-87%)
2.67 (80-83%)
2.5 (76-79%)
2.0 (72-75%)
1.67 (68-71%)
0 (below 68%)
Description
Excellent
Standard
Attendance Policy
Students are expected to attend and participate in all class meetings. One absence is acceptable.
Absences will affect the final grade as follows:


One Absence: make up the work (Work assigned in class on that day will need to be
made up within 2 weeks.)
Two Absences: 5% will be deducted from the final grade (After the second absence you
should make an appointment with the professor to discuss your progress in the course and
any difficulties you may be having.)
Graduate School of Social Work
SWK610 Advanced Social Work
Practice with Families


Three Absences: 10% will be deducted from the final grade (The student should consider
withdrawing from the class.)
Four Absences: The student will receive an F for the course. (If a student misses 4 or
more classes per semester, it is recommended that the student withdraw from the course).
Attendance Means: The student is present at the beginning of the class. Professional
behavior is expected of all students in the classroom. When students leave class during the class
it disrupts the learning process. We will have a 15-minute break midway through the class.
Excessive Lateness: (more than 15 minutes late)



Arriving late for class 1-2 times will be overlooked.
Please be on time. Students who arrive late unintentionally disrupt the learning process.
Excessive lateness will have an impact on the attendance and participation portion of the
grade.
Academic Dishonesty and Integrity
All students of the GSSW are expected to observe high standards of academic honesty and
integrity. Any student whose conduct violates such standards may be subject to disciplinary
action as determined by due process.
Plagiarism



Students are expected to follow the guidelines of the American Psychological
Association Publication (APA) Manual 6th Ed. All major assignments are to be
uploaded to SafeAssign or Turn-It-In via Canvas to check for Plagiarism. Plagiarism
is presenting material from any source as one’s own without proper attribution, which is
to include the use of quotation marks when another’s exact wording is used and proper
citation when another’s ideas are used but exact wording is not used. Any material other
than one’s own that is used in a paper must be properly cited in order to avoid the
plagiarism of another’s work. Plagiarism is grounds for a grade of F on the assignment
and will be referred to the Dean or Assistant Dean for further disciplinary action.
A student suspected of cheating or plagiarism will receive an automatic F for that
particular paper, assignment or exam. A written incident report will be sent to the
Dean/Assistant Dean. A Student is given a waiver to one offense of Plagiarism. He or she
must meet with their academic advisor and develop a plan for resolution. If the student
offends a second time they will be referred to the Dean for further disciplinary action and
possible dismissal. If the student is dismissed he or she will wait two years for re
application to Dominican GSSW.
Student must sign Plagiarism Pledge in order to graduate.
Graduate School of Social Work
SWK610 Advanced Social Work
Practice with Families
ADA Compliance
Students with disabilities may request special accommodation. Students with special disabilities
must provide the professor with a copy of the verification of the disability from the Office of the
Dean of Students, Trudy Goggin, by the second week of class in order to receive special
accommodations. The Writing Center also provides services to students who need additional
reading, writing or computer skills: 708-524-6682. For more information click on the following
link: Disability Support Services
Course Requirements
#
Assignments
Associated
Practice Behavior
Possible
Points
Due Date
1
Families and Ethics Case
Study
2.1.2b, e (ADV)
5
Session 3
2
Diverse Population
Interviews and
Reflection Paper (inclass)
2.1.4 (ADV)
10
Session 6
3
Quizzes (3)
2.1.3 (ADV)
5 each
Session 3
Session 8
Session 11
4
Family Unit Relationship 2.1.1 (ADV)
Role-play
2.1.3 (ADV)
5
Exploration of Personal
Family Paper
2.1.10b (ADV)
20
Session 10
6
2.1.3 (ADV)
20
Session 13
7
Comparative
Assessment of Family
Theories Papers
Intervention Case Study
2.1.3 (ADV)
2.1.10 (ADV)
10
Session 14
8
Peer Evaluations
N/A
Sessions 8 - 10
Session 7
Session 14
Graduate School of Social Work
SWK610 Advanced Social Work
Practice with Families
Total
100
Description of Assignments
1. Families and Ethics Case Study
This team activity will ask students to read a family case study and assess the ethical
challenges of the case. Each team will integrate course readings and, a) define the ethical
challenges; b) present a minimum of two interventions to address the ethical challenge.
Each team will present their work during class and explain their rationale for their
completed work.
2. Diverse Population Interviews and Reflection Paper (in-Class)
Students will meet with “class guests” and spend 15 – 20 minutes learning about different
family experiences. The interviews may be completed one-to-one or have one “guest”
interviewed by 2 or 3 students. Each student will participate in a minimum of 2
interviews. After the interviews students will write a reflection on the lived experience of
different family compositions, focusing on a range of cultural expressions, including
relationship style, communication style, approach to spirituality, etc.. This 3-page
reflection will demonstrate an understanding of “self” and how the interviews impacted
the student’s understanding of their own family and also what was learned about different
families.
3. Quizzes
Students will complete 3 quizzes over the semester demonstrating an understanding of
the concepts and theories utilized for practice with families. The quizzes will strongly
incorporate information from the readings.
4. Family Unit Relationship Role-Play
Students will complete a 10-minute role-play in the social worker role with their assigned
team. Each student is responsible for presenting the specific setting for their family
meeting. Team members will role-play different family members for each student roleplay. Focus of this role-play is on relationship development with the family unit. Team
members will offer feedback on the student’s skills during the role-play. Each student
will complete a two-page reflection paper on their assessment of their strengths in the
role-play. Student will also discuss areas where further development is needed in work
with families.
5. Exploration of Personal Family Paper
Graduate School of Social Work
SWK610 Advanced Social Work
Practice with Families
The purpose of this paper is for the student to gain insight and to critically assess their
strengths and potential biases in working with individuals and families based on their
own family dynamics and to develop a plan for dealing with the challenges.
This narrative paper consists of two parts: 1) assessment, and 2) analysis and discussion:
Part 1: Assessment
Part 1 includes a family genogram (minimum of 3 generations), ecomap and answers to
instructor provided questions.
Part 2: Processing, Discussion and Analysis
In this section of the paper, use critical thinking and reflective thinking skills by 1)
raising and formulating important questions and concerns clearly and precisely; 2)
gathering and assessing important information, using and interpreting abstract ideas
effectively; 3) drawing rational conclusions and solutions and testing them to ensure
appropriateness 4) and thinking open-mindedly about alternative systems recognizing,
assessing the assumptions, implications and practical consequences 5) communicating
effectively by finding solutions to complex problems. In other words, what does the
assessment (genogram and ecomap), family background and history mean for you as a
future social worker? Through critically reflecting on your own events and situations, you
also learn about families. You will learn about family dynamics, belief systems,
behaviors and relationships and the diversity of ideas and outcomes when applying the
family assessment process. It is intended to help you examine yourself and reflect on
how values, beliefs, rules, rituals and traditions in your own family shape your behavior
and thinking as a social worker.
Continue to process and evaluate your increased awareness gained by this assignment.
Identify your level of self-awareness and its role in helping you to be a better social
worker. With this awareness, identify and describe the 3 biggest challenges that family
work may present for you. What do you envision as the most difficult aspect of working
with families? Why? What problems or ethical dilemmas are you worried about
encountering? What strengths will you bring to your work based upon your own family
experiences? What is your plan as a social worker for dealing with these areas that are a
challenge to you? This section is crucial to your paper as it involves a level of critical
thinking that is important to your practice. Be sure to take the time to evaluate in depth
the challenges and issues of counter transference that you will have for you as a social
worker.
Part 3: Application of Theory
End your paper with 1-2 pages describing how one of the Family Therapy approaches
helps you to understand your own family dynamics. Make sure you cite and quote the
reading in your analysis
Graduate School of Social Work
SWK610 Advanced Social Work
Practice with Families
6. Comparative Assessment of Family Theories Paper
Students will complete a paper comparing a psychodynamic theory (attachment theory,
object relations family therapy) and post-modern approach (narrative family therapy,
solution focused therapy, oppression theory).
Part I: Description of theories
Part II: Selection of a specific stressful event, crisis or trauma experienced by a family.
Part III: Integration of the two family model interventions and approach to the event
chosen in Part II. The student will include discussion of oppression and privilege on the
family.
7. Intervention Case Study
This team activity will comprises a case study to each team. Teams will review the case
and discuss the different family therapy models presented in class and the readings. The
team will then choose which therapy model is most appropriate for the family in the case
study. Teams will then present and offer their rationale for this decision to the full class.
8. Peer Evaluations
At two times during the semester (midterm and final week) students will evaluate
the other students in their team. This evaluation be completed on a structured
evaluation form and include both quantitative and qualitative feedback. Students
will be asked to offer both positive feedback as well as suggestions on how to grow
in team activities.
Graduate School of Social Work
SWK610 Advanced Social Work
Practice with Families
Course Outline
Sequence of Learning Activities
Session Date
In Class Topics and Activities
1
Topics:
 Overview of course goals
 Introduction to team based learning
 Creation of teams
TBL Activities:
Team project: Team “rules”
View first sessions of “The Legacy of Unresolved Loss”
Out of Class Work/Readings:
Rasheed, Rasheed, & Marley (2011). Chapter 1: The History of
Family Therapy: Conceptual and Clinical Influences
Prosky, P. (2003). Family therapy east and west. American
Journal of Orthopsychiatry, 73(2), 230-234.
Beels, C.C. (2002). Notes for a cultural history of family therapy.
Family Process, 41(1), 67-82.
Assignments Due:
None
2
Topics:



Family Assessment
Review of using Ecomaps and Genograms
Ethnicity and Family Therapy
TBL Activities:
Continue viewing “Unresolved Loss”
Graduate School of Social Work
SWK610 Advanced Social Work
Practice with Families
Out of Class Work/Readings:
Rasheed, Rasheed, & Marley (2011). Chapter 3: Ethnicity and
Family Life
McGoldrick, Giordano, & Garcia-Preto (2011). Chapter 1:
Overview: Ethnicity and Family Therapy
Butler, J. F. (2008). The family diagram and genogram:
Comparisons and contrasts. American Journal of Family
Therapy, 36(3), 169-180.
doi:10.1080/01926180701291055
Kosutic, I., Garcia, M., Graves, T., Barnett, F., Hall, J., Haley, E., & ...
Kaiser, B. (2009). The critical genogram: A tool for
promoting critical consciousness. Journal of Feminist
Family Therapy, 21(3), 151-176.
doi:10.1080/08952830903079037
Assignments Due:
None
3
Topics:



Systems Theory and Family Therapy
The Family Life Cycle
Families of African Origin
TBL Activities:
Quiz 1
Families and Ethics Case Study
Out of Class Work/Readings:
Rasheed, Rasheed, & Marley (2011). Chapter 2: The Ecology of
Families: A Systems/Developmental Perspective
Barsky, A. (2010). Chap 6: Practice, Values, and Ethics – Social
Work with Families, pp 119 – 130.
Graduate School of Social Work
SWK610 Advanced Social Work
Practice with Families
McGoldrick, Giordano, Garcia-Preto (2011). Chapter 5: Families
of African Origin: An Overview
Recommended:
Chapter 6: African American Families
Chapter 7: African Immigrant Families
Assignments Due:
*See TBL Activities
4
Topics:




Psychodynamic Models
Object Relations Theory and Self Psychology
Historical Trauma
Native American Families
TBL Activities:
Out of Class Work/Readings:
McGoldrick, Giordano, Garcia-Preto (2011). Chapter 2: American
Indian Families: An Overview
Sussal, C. M. (1992). Object relations family therapy as a model
for practice. Clinical Social Work Journal, 20(3), 313-321.
Retrieved from EBSCOhost
Brodiea, F., & Wright, J. (2002). Minding the gap not bridging the
gap: Family therapy from a psychoanalytic perspective.
Journal of Family Therapy, 24(2), 205. Retrieved from
EBSCOhost.
Van Hook, M.P. (2014). Chapter 12: Object Relations Family
Therapy (pp 305 – 318) in Social Work Practice with
Families: A Reliliency-Based Approach (2nd ed). Chicago:
Graduate School of Social Work
SWK610 Advanced Social Work
Practice with Families
Lyceum Books, Co.
Recommended:
Chapter 3: Back to the Future: An Examination of the Native
American Holocaust Experience
Chapter 4: Na ‘Obana: Native Hawaiian Families
Assignments Due:
None
NO CLASS – Caritas Veritas Symposium
5
Topics:
Functional Family Therapy
Community Implementation of Functional Family Therapy
Latino Families
TBL Activities:
Each team will invite a “family historian” (an older adult) who
agrees to discuss family history. The team will interview this
guest and then discuss how the guest’s history integrates family
concepts discussed in class.
Out of Class Work/Readings:
Estrada, A. L. (2009). Mexican Americans and historical trauma
theory: A theoretical perspective. Journal of Ethnicity in
Substance Abuse, 8(3), 330-340.
doi:10.1080/15332640903110500
McGoldrick, Giordano, Garcia-Preto (2005)
Chapter 11: Latino Families: An Overview
Recommended:
Chapter 13: Central American Families
Chapter 16: Dominican Families
Chapter 17: Mexican Families
Chapter 18: Puerto Rican Families
Graduate School of Social Work
SWK610 Advanced Social Work
Practice with Families
Assignments Due:
None
6
Topics:



Structural Family Therapy
Applications of Structural Family Therapy
Jewish Families
TBL Activities:
Out of Class Work/Readings:
Rasheed, Rasheed, & Marley (2011).
Chapter 6: Structural Family Therapy
McGoldrick, Giordano, & Garcia-Preto (2005)
Chapter 48: Jewish Families: An Overview
Chapter 49: Israeli Families
Chapter 50: Orthodox Jewish Families
Chapter 51: Russian Jewish Families
Assignments Due:
Diverse Population Interviews and Reflection Paper (in-class)
7
Topics:




Intergenerational Approaches for Family Treatment
Bowenian Family Therapy
Genograms & Ecomaps-Review
Families of European Origin
TBL Activities:
Peer Evaluation
Role-playing
Graduate School of Social Work
SWK610 Advanced Social Work
Practice with Families
Out of Class Work/Readings:
Rasheed, Rasheed, & Marley (2011)
Chapter 5: Family of Origin Family Therapy
Cress & Cress Peterson. (2009). Working with Adult Aging
Siblings. In Cress, C. (ed) Care Managers: Working with the Aging
Family (pp. 199 – 228). Boston: Jones and Bartlett Publishers. (on
Canvas)
McGoldrick, Giordano, & Garcia-Preto (2005). Chapter 16:
Families of European Origin: An Overview
Recommended:
Chapter 37: American Families with English Ancestors from the
Colonial Era: Anglo Americans
Chapter 41: Greek Families
Chapter 42: Irish Families
Chapter 44: Italian Families
Assignments Due:
*See TBL Activities
8
Topics:


Cognitive-Behavioral Family Therapy
Slavic Families
TBL Activities:
Quiz 2
Family Unit Relationship Role-play and Assessment Paper
Out of Class Work/Readings:
Rasheed, Rasheed, & Marley (2011). Chapter 9: CognitiveBehavioral Family Therapy
Miller, AL, Glinski, J, Woodberry, KA, Mitchell, A, Indik, J (2002).
Family Therapy and Dialectical Behavior Therapy with
Graduate School of Social Work
SWK610 Advanced Social Work
Practice with Families
Adolescents, American Journal of Psychotherapy, 56 (4), 568-584
McGoldrick, Giordano, & Garcia-Preto (2011). Chapter 52: Slavic
Families: An Overview
Recommended:
Chapter 53: Czech and Slovak Families
Chapter 54: Polish Families
Assignments Due:
*See TBL Activities
9
Topics:


Strategic Family Therapy
Asian Families
TBL Activities:
Role-playing
Out of Class Work/Readings:
Santisteban, DA (2003). Efficacy of Brief Strategic Family
Therapy in Modifying Hispanic Adolescent Behavior Problems
and Substance Use, Journal of Family Psychology, 17 (1), 121-133
Rasheed, Rasheed, & Marley (2011)
Chapter 7: Strategic Family Therapy
McGoldrick, Giordano, & Garcia-Preto (2005)
Chapter 20: Asian Families: An Overview
Recommended:
Chapter 23: Filipino Families
Chapter 26: Korean Families
Assignments Due:
None
Graduate School of Social Work
SWK610 Advanced Social Work
Practice with Families
10
Topics:


Solution Focused Interventions
Asian Indian Families
TBL Activities:
Role-playing
Out of Class Work/Readings:
Bott, D. (2001). Towards a family-centered therapy. Postmodern
developments in family therapy and the person-centered
contribution, Counseling Psychology Quarterly, 14 (2), 111118.
Rasheed, Rasheed, & Marley (2011)
Chapter 8: Solution-Focused Family Therapy
McGoldrick, Giordano, & Garcia-Preto (2005)
Chapter 28: Asian Indian Families: An Overview
Recommended:
Chapter 29: Indian Hindu Families
Chapter 30: Pakistani Families
Assignments Due:
Exploration of Personal Family Paper
11
Topics:



Communications Approaches
Open Dialogue Approach
Recovery Model
TBL Activities:
Quiz 3
Graduate School of Social Work
SWK610 Advanced Social Work
Practice with Families
Out of Class Work/Readings:
Rasheed, Rasheed, & Marley (2011). Chapter 4:
Communication/Humanistic Family Therapy
Poore M. J. (2011). Chicken wing: a patient’s journey from
depression to fulfillment. Journal of Participatory
Medicine, 3(e19).
Seikkula, J. (2008). Inner and outer voices in the present moment
of family and network therapy. Journal of Family Therapy,
30, 478–491.
Seikkula, J. & Olson, M. (2003). The open dialogue approach to
acute psychosis: its poetics and micropolotics. Family
Process. 42(3), 403-418.
Adame, A. L., & Knudson, R. M. (2007). Beyond the counternarrative: Exploring alternative narratives of recovery
from the psychiatric survivor movement. Narrative
Inquiry, 17(2), 157-178. Retrieved from EBSCOhost.
Carpenter, J. (2002). MENTAL HEALTH RECOVERY PARADIGM:
Implications for Social Work. Health & Social Work, 27(2),
86. Retrieved from EBSCOhost.
Assignments Due:
*See TBL Activities
12
Topics:


Narrative Family Interventions
Middle Eastern Families
TBL Activities:
Graduate School of Social Work
SWK610 Advanced Social Work
Practice with Families
Out of class work/readings:
Rasheed, Rasheed, & Marley (2011)
Chapter 10: Narrative Family Therapy
Miller, B. J., Parra Cardona, J.R., & Hardin, M. (2006). The use of
narrative therapy and internal family systems with
survivors of childhood sexual abuse: Examining issues
related to loss and oppression. Journal of Feminist Family
Therapy, 18(4).
McGoldrick, Giordano, & Garcia-Preto (2005)
Chapter 31: Arab Families: An Overview
Recommended:
Chapter 32: Armenian Families
Chapter 33: Iranian Families
Chapter 34: Lebanese and Syrian Families
Chapter 35: Palestinian Families
Assignments Due:
None
13
Topics:


Clinical Issues in Family Therapy
Grandparents raising grandchildren
TBL Activities:
Graduate School of Social Work
SWK610 Advanced Social Work
Practice with Families
Out of Class Work/Readings:
Rasheed, Rasheed, & Marley (2011). Chapter 11: Phases of Family
Therapy
Kropf, N. & Yoon, N. (2006). Grandparents Raising grandchildren:
Who are they? In Berkman, B. (ed). Handbook of Social
Work in Health and Aging (pp. 355 – 362). Oxford: Oxford
University Press.
Linares, J.L. (2001). Does history end with postmodernism?
Toward an ultramodern family therapy, Family Process, 40
(4), 401-412.
Assignments Due:
Comparative Assessment of Family Theories Paper
14
Topics:


Special Issues in Family Therapy
The Changing Family
TBL Activities:
Intervention Case Study
Out of Class Work/Readings:
Rasheed, Rasheed, & Marley (2011). Chapter 11: Phases of Family
Therapy
Kropf, N. & Yoon, N. (2006). Grandparents Raising grandchildren:
Who are they? In Berkman, B. (ed). Handbook of Social
Work in Health and Aging (pp. 355 – 362). Oxford: Oxford
University Press.
Linares, J.L. (2001). Does history end with postmodernism?
Toward an ultramodern family therapy, Family Process, 40 (4),
401-412.
Assignments Due:
Graduate School of Social Work
SWK610 Advanced Social Work
Practice with Families
*See TBL Activities
15
Topics:


Review course goals
Course wrap-up
TBL Activities:
Final Peer Evaluation
Out of Class Work/Readings:
Rasheed, Rasheed, & Marley (2011). Chapter 14: Family Therapy
Research: Implications for the Practicing Family Therapist
Assignments Due:
*See TBL Activities
Graduate School of Social Work
SWK610 Advanced Social Work
Practice with Families
Grading Rubric
Graduate School of Social Work
SWK610 Advanced Social Work
Practice with Families
Recommended Readings