Updated: 3/15/2016
North Carolina State University
College of Humanities and Social Science
Department of Social Work
SW 583: Advanced Practice with Family Systems
Days/Times: Monday, 1:30 – 4:15 PM
Location: Room 353, Daniels Hall
Instructor: Dr. W. J. Casstevens, LCSW
Instructor’s Office: Room 214, 1911 Building
Office Hours: Monday, 4:30 – 6:30 PM
& by appointment; walk-ins welcome!
E-mail: wjcasste@ncsu.edu (best contact method)
Phone: office 919.513.7959; cellular
919.449.5394, for emergencies only
[Note: no voicemail]
Fax: 919.515.4403
Course Description
This course presents theories, concepts and skills needed for practice with diverse, at-risk family
populations. It includes an overview of historical and current social work approaches to family
intervention, as well as skill development in contemporary intervention methods. The course
focuses on understanding families within their cultural and community contexts and presents
several family intervention models useful for helping families build on their strengths to cope
with a variety of family constellations, changes, and challenges experienced throughout their
lifespan.
Course Rationale
The underlying principle of this course is that social workers in most direct-practice positions
must be prepared to work with diverse family groups from an ecological perspective. This course
provides students with the knowledge base and skills needed to develop a family-centered
practice model. It emphasizes culturally appropriate, strengths-based, empowerment-oriented
interventions that focus on utilizing diverse families’ strengths and resources to address
presenting issues. An expected outcome is a more complete integration of knowledge, values,
and skills for practice with families in various types of public and private settings
Department of Social Work Mission Statement
The mission of the Department of Social Work is to promote a socially responsible society
through education, research, and extension/ community service. Social responsibility is
defined as an ethical commitment to advance social and economic justice. Within a
framework emphasizing professional values and ethics, cultural competence, strengths,
and partnerships, the Social Work Program prepares undergraduate students for generalist
practice and graduate-level academic work and prepares graduate students for advanced
practice and leadership roles.
MSW Program Mission Statement
Consistent with the requirements for the Council on Social Work Education, the Graduate Social
Work Program’s mission is to prepare students for advanced generalist practice with diverse
populations in urban and rural areas of North Carolina and beyond. The program provides
students with the knowledge, values, and skills to respond competently to (1) the aspirations and
service needs of diverse client populations and (2) the contexts that shape the needs of clients
and service delivery systems throughout the state. The program prepares graduates to assume a
range of advanced generalist practice roles in direct and indirect service provision, including
leadership in the planning, development, management, and evaluation of culturally competent
services to individuals, families, groups, organizations, and communities.
Student Learning Outcomes (SLOs)
Upon completion of the course, the student will be able to:
1. Identify personal and structural family-of-origin issues that could result in bias in work
with families. (EPAS 2.1.1, 2.1.2)
2. Analyze ethical issues specific to working with families. (EPAS 2.1.2, 2.1.3)
3. Apply major concepts used in understanding family interaction and a family-centered
approach to social work practice from an ecological perspective. (EPAS 2.1.7, 2.1.9,
2.1.10b-d)
4. Apply selected models of contemporary interventions with families. (EPAS 2.1.7, 2.1.9,
2.1.10a-d)
5. Explain the importance of viewing the family within the context of the community and
social environment, with special emphasis on social justice. (EPAS 2.1.4, 2.1.7, 2.1.9)
6. Assess, plan, and intervene with families in a way that reflects sensitivity and respect for
cultural and social diversity, strengths, and values. (EPAS 2.1.4, 2.1.7, 2.1.9, 2.1.10a-d)
7. Develop and implement a detailed plan for assessing the effectiveness of change efforts
with families. (EPAS 2.1.7, 2.1.9, 2.1.10c-d)
Advanced Practice Behaviors & Assessment Measures
By the end of the course, students are expected to have acquired the following competencies:
Core Competency 2.1.1 – Identify as a professional social worker and conduct oneself
accordingly.
 Distinguish the social work perspective from the perspectives of other professional
approaches. (Assessment measures: class practice activities, family assessments)
Core Competency 2.1.2 – Apply social work ethical principles to guide professional practice.
 Support the rights of others to act on perspectives and positions different from one’s own.
(Assessment measures: family therapy model and intervention plan)
Core Competency 2.1.3 – Apply critical thinking to inform and communicate professional
judgments.
 Evaluate and integrate evidence from multiple sources to inform practice. (Assessment
measures: family assessments, family therapy model and intervention plan)
Core Competency 2.1.4 – Engage diversity and difference in practice.
 Practice effectively across differences of race, ethnicity, socioeconomic status, gender,
age, sexual orientation or ability. (Assessment measures: class practice activities, family
assessments, family therapy model and intervention plan)
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
Recognize affective content, underlying messages and themes embedded in client and
collegial presentation and behavior. (Assessment measures: class practice activities,
family therapy model and intervention plan)
Core Competency 2.1.7 – Apply knowledge of human behavior and the social environment.
 Select and apply an appropriate theoretical framework and model(s) to guide
interventions with complex systems. (Assessment measures: family assessments, family
therapy model and intervention plan)
Core Competency 2.1.9 – Respond to contexts that shape practice.
 Design and implement assessments that identify familial, agency, community and societal
needs, resources and trends. (Assessment measures: class practice activities, family
assessments, family therapy model and intervention plan)
Core Competency 2.1.10a-d - Engage, assess, intervene, and evaluate with individuals,
families, groups, organizations, and communities.
 Continue to engage complex client systems throughout all phases of social work
intervention. (Assessment measures: class practice activities, family assessments)
Competency 2.1.10b – Assessment
 Use evidence-informed and culturally sensitive approaches to plan interventions and
monitor practice effectiveness. (Assessment measures: class practice activities, family
assessments, family therapy model and intervention plan)
 Conduct comprehensive assessment of complex client systems. (Assessment measures:
class practice activities, family assessments, family therapy model and intervention plan)
Competency 2.1.10c – Intervention
 Develop clear, timely and appropriate goals and objectives with complex systems.
(Assessment measures: family assessments, family therapy model intervention plan)
Competency 2.1.10d – Evaluation
 Identify and apply outcome indicators which can reliably measure the effects of service
delivery variables on desired outcomes. (Assessment measures: family assessments,
family therapy model intervention plan)
Course Prerequisites and/or Co-requisites
Successful completion of all foundation courses is a prerequisite of this course. The co-requisite
is an advanced field placement in the student’s concentration method. This course is restricted to
MSW students.
Required Texts
Almeida, R., Parker, L., & Dolan-Del Vecchio (2008). Transformative family therapy: Just
families in a just society. Boston: Pearson Publishers, ISBN-13: 9780205470082. $57.60
McGoldrick, M. & Hardy, K. (2008). Re-visioning family therapy: Race, culture, and
gender in clinical practice, 2nd Ed. Guilford Press. ISBN 978-1-59385-427-0. $50.00
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Nichols, M.P. (2013). Family therapy: Concepts and Methods, 10th edition. Boston, MA: Allyn
& Bacon. ISBN 13:978-0-205-76893-6. $83.96
*American Psychiatric Association. (2014). Diagnostic and statistical manual of mental
disorders (5th ed.). Washington DC: American Psychiatric Association. ($102.94).
* Utilized in more than one course
Supplemental Reading: Readings will be available via Moodle or electronic reserve.
Course Expectations
All students are expected to:
1. Arrive on time, stay for the entire class, attend all classes, and be prepared to participate
by completing all reading/viewing assignments prior to class
1. Participate by joining in class discussions and activities, asking questions when things are
not clear, bringing illustrative case examples to class, providing peers with thoughtful,
appropriate feedback, and listening respectfully to others
2. Assume their fair share of group work, support others’ efforts, and promote a positive
learning environment
3. Complete their own work and submit all assignments on time, as specified on the
syllabus. Note that (a) all assignments must be completed to receive a grade in the course,
and (b) on the day that an assignment is due, the assignment must be handed in during the
first 10 minutes of class or it will be considered one day late. Assignments over one week
late will not be accepted. If you know you will be absent, notify the professor in advance
by e-mail.
2. Write papers according to APA format (American Psychological Association, 2001)
unless otherwise specified by the instructor. The following website may be helpful:
http://www.apastyle.org/elecref.html
A variety of instructional approaches will be used in this course, including PowerPoint
presentations, guest speakers, and class discussions.
Attendance Policy
Attendance is required. Ordinarily, no make-up is provided for missed in-class activities (e.g.,
exercises, exams, presentations). In the event of an excused absence, students may arrange with
the instructor for make-up work. Consult the following webpage for further information on
university attendance regulations: http://policies.ncsu.edu/regulation/reg-02-20-03
Classroom Etiquette
There will be a 15 minute break midway during the class. This is the time to use the rest room,
eat and make phone calls.
During class time, there will be no use of cell phones, ipods, ipads or any other electronic
devices except when used for note-taking. While the use of laptops, etc., is convenient for
students to take class notes, it is expected that students WILL NOT engage in other laptop, etc.,
activities during class time that may include: internet activities, reading and responding to email,
balancing a checkbook, etc. The instructor reserves the right to request that a student not use a
laptop or other electronic device for note-taking during class. Electronic devices, including
laptops, cannot be used during classroom role plays and exercises.
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When we have guest speakers, students will be expected to be on time and there will be no
talking in class except for class participation.
Late Assignments
Papers submitted any time after the due date will be assessed point reductions: 5 points if one
day late and an additional 5 points for each additional day. Written assignments will be accepted
via Moodle (http://moodlepilot.ncsu.edu) and in class, as specified in the syllabus. As previously
noted: (a) on the day that an assignment is due, the assignment must be handed in during the first
10 minutes of class or it will be considered one day late; (b) assignments over one week late will
not be accepted; and (c) with proper documentation provided, exceptions to this policy will be
afforded when absences fall within the excused absence policy.
Students with Disabilities Statement
Reasonable accommodations will be made for students with verifiable disabilities. In order to
take advantage of available accommodations, students must register with Disability Services for
Students at 1900 Student Health Center, Campus Box 7509, 919-515-7653.
For more information on NC State's policy on working with students with disabilities, please see
the Academic Accommodations for Students with Disabilities Regulation (REG02.20.01)
(http://policies.ncsu.edu/regulation/reg-02-20-01)
College of Humanities and Social Sciences (CHASS) Career Services
CHASS Career Services are available through the Career Development Center. Your career
contacts are: Jane Matthews and Woody Catoe. Make appointments through ePACK –
ncsu.edu/epack.
Confidentiality
Confidentiality is a hallmark of the social work profession. Students agree not to repeat personal
information shared in class discussion outside of the class. Standard accepted practices
(mandatory reporting when there is a threat of harm, etc.) are assumed to be ethical imperatives
and thus not subject to absolute confidentiality. Students who experience personal issues
throughout the course are encouraged to talk with the instructor about available support.
Confidentiality, within the above specified limitations, is guaranteed between the student and
faculty member.
Safety
As part of professional social work education, students may have assignments that involve
working in agency settings and/or the community. As such, these assignments may present some
risks. Sound choices and caution may lower risks inherent to the profession. The student is
responsible for being aware of and adhering to safety policies and practices related to their
agency and/or community settings. Students should also notify instructors regarding any safety
concerns.
Transportation
Transportation to and from agency and/or community setting is the responsibility of the student.
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Course Evaluation Online Schedule
Online evaluations will be available for students to complete during the last two weeks of class.
Students will receive an email message directing them to a website where they can login using
their Unity ID and complete evaluations. All evaluations are confidential; instructors will not
know how any one student responded to any question, and students will not know the ratings for
any instructors.
Evaluation website: https://classeval.ncsu.edu/secure/prod/survey/index.cfm
Student help desk: classeval@ncsu.edu
More information about ClassEval: http://oirp.ncsu.edu/eval/clev
Academic Integrity
The university and department adhere to strict standards of academic honesty. In this course, a
student’s submission of an assignment means that he or she has neither given nor received
unauthorized aid.
Consult the following webpages for further details:
http://studentconduct.ncsu.edu/academic-integrity-an-overview
http://policies.ncsu.edu/policy/pol-11-35-01
Violations of academic integrity will result in an F for the assignment and may result in an F for
the course. All violations will be reported to the Office of Student Conduct. Violations include:
• plagiarism (which means representing another’s ideas, writings, words, and/or work as your
own without proper acknowledgment);
• obtaining another person’s assistance on academic work you are expected to complete
independently;
• assisting another student on work s/he is expected to complete independently;
• reporting false information on field work.
Supporting Fellow Students in Distress
As members of the NC State Wolfpack community, we each share a personal responsibility to
express concern for one another and to ensure that this classroom and the campus as a whole
remains a safe environment for learning. Occasionally, you may come across a fellow classmate
whose personal behavior concerns or worries you. When this is the case, I would encourage you
to report this behavior to the NC State Students of Concern website:
http://studentsofconcern.ncsu.edu/. Although you can report anonymously, it is preferred that
you share your contact information so they can follow-up with you personally.
ASSIGNMENTS
The Department of Social Work faculty has adopted APA style as the preferred format for papers
and publications. The best reference is the Publication Manual of the American Psychological
Association, second edition (APA, 2001). This is available at most bookstores [note: the second
edition corrected for errors present in the first edition]. The following web sites may also be
helpful:
http://www.apa.org/journals/webref.html (APA Style for material in electronic formats)
http://owl.english.purdue.edu/owl/resource/560/01/ (this is the Purdue Online Writing Lab, often
called the Purdue OWL)
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Grading Guidelines
 An “A” at the graduate level means a student is doing outstanding or excellent work.
S/he attends class regularly, hands in all course assignments on time, and demonstrates a
thorough grasp of course concepts. To receive an A, a student must go significantly
above and beyond the basic expectations for the course.
 A “B” at the graduate level means a student is doing satisfactory work, and meeting the
minimum requirements for the course. S/he attends class regularly, hands in all course
assignments on time, and demonstrates a basic level of understanding of course concepts.
 A “C” at the graduate level means a student is doing inconsistent work. The student does
not attend class regularly, fails to hand in some course assignments or does not submit
work on time, and/or does not demonstrate a basic level of understanding of course
concepts.
 A “D” or “F” at the graduate level means a student is doing unacceptable work and
demonstrates a complete lack of understanding of course concepts.
Grading Scale
Effective with the fall semester of 2014, to standardize grading, the following numerical scales
are approved as a general guideline for courses within the Department of Social Work:
A+
Letter Grade
Lower limit of Range
97
Upper Range Limit
100
A
94
96.999
A-
91
93.999
B+
88
90.999
B
85
87.999
B-
82
84.999
C+
79
81.999
C
76
78.999
C-
73
75.999
D+
70
72.999
D
67
69.999
D-
64
66.999
F
<64
<64
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ASSESSMENT MEASURES
The following formula* determines the final grade:
Assignments
Class Attendance & Participation in Class Practice Activities
Points
100
Percent
10%
Family Assessment & Class Presentation Assignment
200
20%
Family Therapy Assessment & Plan:
In this paper, students will (1) apply required assessment tools
appropriately, (2) describe the client system, (3) describe the
presenting problems, (4) suggest an intervention & evaluate it
using the necessary tools, and (5) include an evaluation of the
therapist/social worker in the system.
250
25%
Diverse Families & Therapy Models
200
20%
FINAL ASSIGNMENT – Family Therapy Model &
Intervention Plan: Final Paper, 6-10 pages, plus references;
note that only references that are listed using APA-style will earn
points on this assignment.
250
25%
1000
100%
TOTAL
*NOTE: All assignments must be completed in order to earn a grade in this course.
Assignment Guidelines
Class Attendance & Participation in Class Practice Activities
(10% of Total Grade)
Students earn points throughout the semester by attending class and participating in class
practice activities.
Family Assessment & Class Presentation Assignment
(20% of Total Grade)
Students will use the format provided by the instructor to complete a family assessment and
family system analysis on a family within their field placement. For additional assistance,
students are referred to: www.genopro.com, Thomlison Chapter 6, and Almeida et al. Chapter 1.
As part of this assignment, you will need to create & hand-in the following:
1. Genogram
2. EcoMap
3. Social Network Map
4. Family Hierarchy of Power, Privilege and Oppression Diagram
5. Social Worker/Therapist Hierarchy of Power, Privilege and Oppression Diagram
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Note:
 Use www.genopro.com to create your genogram
 Using Smart Draw (free for 7 days) is an option for your EcoMap:
http://www.smartdraw.com/specials/ppc/ecomap.htm?id=45440&gclid=CMblsqSJvpwC
FR2dnAodOh5Log
Class Presentation: Each student will provide the class with a brief description of his/her family
assessment and allow 5 minutes for questions/answers. PowerPoint and/or other presentation
tools are strongly encouraged.
Family Therapy Assessment & Plan
(25% of Total Grade)
For this assignment, present the assessment in narrative form with a title page and abstract, but
no reference page. Include an Appendix that contains: two Genograms, a Social Network Map,
an EcoMap, a Culture Circle diagram, and two Hierarchy of Power, Privilege and Oppression
Diagrams. Do use section headings. You may use adaptations to the headings selectively, as
appropriate to your own client family’s narrative.

Double-space the assessment narrative. Use APA style for the running head and page
numbers, title page, and abstract.

The length (not including the title page/abstract/Appendix) is between 6 and 10 pages,
size 12-font.

Section headings are required and need to be in bold size 12-font. All headings will be at
the left margin in this assignment. Double-space once between each section/Roman
numeral/alphabet heading.
Begin with a brief introductory paragraph that describes the presenting problem/crisis point that
you are focusing on, and identifies when in the past this presenting problem or other crisis
point(s) occurred for this family system.
Then continue to:
I.
Describe the Client System
A. Names, ages, and your story about the developmental stages and other relevant
information about individual members and the system as a whole up to that point
in time.
B. Strengths and resources of members/system, as they were during the presenting
problem/crisis event.
C. Genogram (do not use actual information – instead use pseudonyms and change
other information appropriately, so as to maintain a similar family system
framework; place completed Genogram in Appendix)
i. On the genogram, include names, DOB, and information about marriages,
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divorces, remarriages, deaths, education, ethnicity, geographic location,
health and illness, occupations, religion/spirituality
ii. In the narrative, discuss the trends/patterns you infer from the genogram.
II.
Describe the Client Context
A. Power, Privilege and Oppression
i. Construct an Hierarchy of Power, Privilege and Oppression diagram for
the Family (place completed Hierarchy in Appendix)
ii. In the narrative, describe the hierarchy that exists for members within the
family system
iii. In the narrative, describe the trends and patterns that exist within the
hierarchy.
B. Patterns of interaction
i. Discuss individual roles and system rules and boundaries inferred from
family interactions
ii. How open or closed are these boundaries (give examples)
iii. Describe your story about the ways in which communication occurs.
C. Other Systems Involved
i. Construct a Social Network Map and describe the larger network of the
system as a whole (place completed Social Network Map in Appendix)
ii. EcoMap: Draw an ecomap for the relevant time presented for the family as
it was during the crisis event (place completed EcoMap in Appendix)
iii. In the narrative, discuss the trends and patterns that can be inferred from
the ecomap.
III.
Describe the Presenting Problem/Transition/Stressor
A. Problem as defined by each member
i. State the problem as defined by the original contact member of the family
ii. Describe the problem as each person described it during the course of the
first meeting
iii. Describe reactions of members to one another’s interpretation of the
problem (only choose 2 members of the family)
B. Attempted Solutions
i. When the problem has been experienced, describe the ways in which other
members say they responded to the identified client
IV.
Implementing Interventions
A. Describe your intervention plan (what will/did you do) for this family.
B. Provide justification for your plan.
V.
Intervention Evaluation
A. Describe what happened when the interventions were implemented.
B. Use the Hierarchy of Power, Privilege, and Oppression used earlier (II A) to
construct a hierarchy and community culture circle (see Almeida et al., Chapter 5;
place completed Circle diagram in the Appendix). How would this community
culture circle impact your intervention and advocacy for this family?
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VI.
Therapist/Social Worker Evaluation
A. Construct Hierarchy of Power, Privilege and Oppression for you, the
therapist/social worker (place completed Hierarchy in Appendix)
B. In the narrative, describe the differences/similarities between your hierarchy and
your clients especially in terms of power, privilege, oppression, class, race,
gender, sexual orientation etc.
C. In the narrative, discuss: What affected your ability to work with this family the
most? What types of critical consciousness came up for you during your work
with this family? How would you level the power and privilege with this family?
D. Develop your own family genogram using www.genopro.com (place completed
Genogram in Appendix)
i. In the narrative, detail the impact of this assignment on your “selfawareness”
ii. In the narrative, discuss: What areas do you need to monitor so that your
early family experience does not get in the way of what your client
families need?
iii. In the narrative, discuss: What experiences and insights did you have that
could be useful to understanding client families. Do a self-evaluation here
and do not just summarize broadly. Be reflective!
This assignment is sometimes difficult to complete. Issues may arise that cause thoughtfulness
or pain or questioning. Please remember that all families have strengths, needs, and problems.
This is central to our human condition. The goal of this assignment is to give you greater insight
into your own family dynamics and its emotional system so you can better use and monitor your
family experience in your clinical practice.
Diverse Families & Therapy Models
(20% of Total Grade)
This assignment consists of three parts, each with its own due date:
Part 1 (7% of Total Grade):
Each student will select a family therapy intervention model from the Nichols text that will be
used in the FINAL ASSIGNMENT (see p. 12, below). Once the family therapy model is
approved by instructor, create and submit a one-page handout/study guide of “Key Points” for
the selected Therapy Model by WEEK 11 (see below, Schedule of Classes). Note: this handout/study guide must be the student’s own work—do not base this on copy/paste material from
other sources.
Submit this assignment on Moodle.
Part 2 (7% of Total Grade):
Each student will also select a specific client population from the list below, from which she/he
will need to create a made-up case scenario depicting presenting problems and interventions in
the FINAL ASSIGNMENT (see pp. 12-13, below). This case scenario (i.e., the presenting case
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situation and problems) will be based on families with whom students are currently working in
their field placements.
Once the client population is approved by instructor, each student will submit a brief, one-page
summary about the family type/population he/she selected by WEEK 13 (see below, Schedule of
Classes).
Submit this assignment on Moodle
1)
2)
3)
4)
5)
6)
7)
8)
Family Intervention with older adults
Family Intervention with gay and lesbian families
Family Intervention with single parents
Family Intervention with stepfamilies and/or divorcing/separating
Family Intervention with a family experiencing death
Family Intervention with disabilities
Family Intervention with mental disorders
Family Intervention with substance abuse and/or domestic violence
Part 3 (6% of Total Grade):
By WEEK 14 (see below, Schedule of Classes), students will also submit two peer-reviewed
journal articles on Moodle that pertain to their selected theory, intervention, type of family
situation and diagnosis. Journal articles must have been published within the last 8 years.
Submit this assignment on Moodle
FINAL ASSIGNMENT: Family Therapy Model and Intervention Plan
(25% of Total Grade)
This assignment requires research on the theory, diagnosis, family situation, intervention, etc.
The purpose of this final assignment is to examine the culturally appropriate case application of a
family intervention model, as well as to evaluate knowledge and practice behaviors related to
competencies in: (1) family assessment, (2) intervention planning, (3) identification of
model/theory for intervention, including evidence-based research to justify theory/model for
practice, (4) intervention model fit with NASW Code Of Ethics and (5) evaluation of the
effectiveness of intervention.
You must use at least five scholarly, peer-reviewed journal references to complete this
assignment. Ideally, you will be able to use the references you submitted on Moodle.
Follow the outline below to complete the assignment, which will be a paper in APA style that
includes a title page, abstract, and reference page.
Begin the paper’s narrative with a paragraph that identifies the therapy model and client
population that your paper will address.
Then continue the narrative to include the following:
I.
Key Points for the Therapy Model (this is the therapy model you selected in the
Diverse Families & Therapy Models assignment)
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A.
B.
C.
D.
E.
II.
Evolution of the Model
Basic Model Principles
Therapy Assessment and Techniques
Current Status of the Model
Social Justice Implications (i.e., how does the model consider race, class,
sexuality, gender, power, privilege and oppression)
Case Assessment
A. Begin this section with a brief description of the family based on the specific
family type/population, which you selected in the Diverse Families & Therapy
Models assignment. You may derive your family situation from a combination of
field experiences, textbooks, etc. Your detailed family assessment should follow
the outline closely.
B. Provide a description and discussion of your family assessment tools (genogram,
ecomap or social network map, and hierarchy diagram). Discuss the interaction
within the family to include trends and patterns based on assessment tools. Be
sure to discuss the impact of relevant ethnic, cultural, social, economic, etc.,
factors on family functioning and treatment planning.
Note: for this assignment, do not submit the completed assessment tools
themselves.
III.
Skill Assessment
A. Discuss the skill set necessary to work effectively with this family and why.
B. Discuss the five phases/stages of family therapy (refer to Chapter 2 of Nichols) as
these relate to the type of therapy you are utilizing.
IV.
Family Therapy Model Intervention Plan
A. Identify a complete family treatment plan and intervention based on the model
(be sure to clearly identify goals, time, individuals, etc.)
B. Justify why this plan would be effective/ineffective
C. Identify concerns regarding this plan and what would you do if the plan failed and
if the family was resistant to this plan.
V.
Cultural Context Model Assessment and Intervention Plan
A. Identify a complete cultural context model assessment based on the Cultural
Context Model (be sure to clearly identify goals, time, diagrams, culture circles
etc.)
B. Identify a complete treatment plan and intervention according to the model.
VI.
Therapist/Social Worker and Client Family Dynamics
A. Each student must discuss her/his own hierarchy of power, privilege, and
oppression diagram.
B. Compare/contrast the relation between this type of client family hierarchy and
your own.
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C. Describe concerns you have working with this family in relation to your own
family history/experiences, previous work experiences, and in relation to power,
privilege, oppression, gender, sexual orientation and culture/ethnicity.
VII.
Conclusions/Critique
A. Compare/contrast your selected Family Therapy Model from Nichols, and the
Cultural Context Model from Almeida et al.
B. Provide your professional critique of both models and their effectiveness with
your client group
C. If either model does not apply to your client family indicate why, and identify a
type of family for which it would be more appropriate.
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Schedule of Classes
Week / Date
Week 1
January 12th
Topics
Role Plays & Class Exercises
(all Speaker scheduling is tentative)
Introduction
 Review of Syllabus & Course
Overview
 The Foundations of Family
Practice
 The Evolution of Family
Practice
 Critical Overview of the
Family Practice Movement’s
relationship to Social Justice
 Cultural Context Model of
Family Practice
 Critical Consciousness:
Recognizing the Social and
Political Context of Daily Life
Required Readings/Homework
(items listed are required unless otherwise noted)
Please print-out the complete course Syllabus and
bring it with you to class.


Almeida et al.
Chapters 1, 2
Nichols
Introduction & Chapters 1 & 2
Discussion of Assignments
Week 2
January 19th
Week 3
January 26th
Martin Luther King, Jr. Day
Holiday
NC State University Closed – No Class
Basic Techniques of Family
Therapy
 Phases of Family Therapy
 Basic Family Assessment
 Assessing Your Family
 Genogram, EcoMap, Social
Network Map, Hierarchy of
Privilege and Power
 Ethical Dimension
 Gender Issues
 Cultural Factors
 Critical Consciousness

Almeida et al.
Chapters 3 & 4
(also review Chapters 1 & 2, if you were
unable to read them Week 1)
 Bullock
Chapter 6
 Nichols
Chapter 3
(also review the Introduction & Chapters 1 &
2, if you were unable to read them Week 1)
Fundamental Concepts of Family
Therapy


Identifying Strengths
Family Life Cycle
15
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Week 4
February 2nd
Family as a System
Families as Subsystems
Intergenerational Families
Multicultural Families
Cybernetics
Attachment Theory
Bowen Family Systems &
Strategic Therapy Models
 Evolution of the Models
 Theoretical Formulations
 Re-visioning Family Therapy
 Definitions of Family
 Assessment




Nichols
Chapters 4 & 5
McGoldrick & Hardy
Chapter1
Steiner
Thomlison
Chapters 1, 2 & 3
DSM & Diagnosis
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
Week 5
February 9th
Week 6
February 16th
Ethical Dilemmas and Family
Therapy
When and How to Use the
DSM
Current Models/Theories of
Family Therapy used in Field
Agencies
 Transformative Family
Therapy
 Family System
 Re-visioning Family Therapy
 From Problem to Treatment
 Culture Circles
 Multicultural Perspective
 Transnational Journeys
 Social Class
 Spirituality, Healing &
Resilience
 Key Concepts in Family
Therapy

Structural Family Therapy
 Evolution of the Model
 Basic Model
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

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
Almeida et al.
Chapters 5 & 6
Hanna
Chapters 2 & 6
McGoldrick & Hardy
Chapters 2-5
Thomlison
Chapter 4
Almeida, et al.
Chapters 7, 8 & 9
McGoldrick & Hardy
16
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
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Cultural Implications
Using Symbols in Assessment
Children
Domestic Violence &
Substance Abuse

Chapters 6-9
Nichols
Chapter 6
Linking Assessments to
Interventions
 Case Studies: Power, Privilege,
and Oppression in Family Life
 Developing Treatment and
Intervention Plan
 Cultural Implications
Week 7
February 23rd
Student
presentations in
class as
scheduled.
Multicultural Identity in
Families
 Discovery of Multicultural
Identity
 Voluntary Childlessness and
Motherhood
 Grieving in Network and
Community
 Going Home: One Orphan’s
Journey
 Legacies of White Privilege

McGoldrick & Hardy
Chapters 10-15
In-Class Presentations
Family Assessment and
Class Presentation
Assignment
Presentations
Week 8
March 2nd
Student
presentations in
class as
scheduled.
Additional Multicultural Issues
 Transforming a Racist Legacy
 Semitism Schism
 Arab to Palestinian to Muslim
 Biracial Legitimacy

Family Assessment and
Class Presentation
Assignment
Presentations
In-Class Presentations
McGoldrick & Hardy
Chapters 16-19
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Week 9
March 9th
Week 10
March 16th
Student
presentations in
class as
scheduled.
Spring Break
No Class
Experiential Family Therapy
 Evolution of the Model
 Basic Model
 Cultural Implications
 Assessment
 Techniques

Nichols
Chapter 7
In-Class Presentations
Family Assessment and
Class Presentation
Assignment
Presentations
Week 11
March 23rd
Psychoanalytic Family Therapy
 Evolution of the Model
Assignment due
 Assessment
on Moodle before
 Cultural Implications
class today.
 Dynamics of Pro-Racist
Ideology
 White Privilege
 Male Privilege
 Latinas in the United States
 Therapy with Mixed-Race
Families
Week 12
March 30th
Cognitive Behavioral Family
Therapy
 Evolution of the Model
 Basic Model
 Cultural Implications of the
Model
 Assessment
 Techniques


McGoldrick & Hardy
Chapters 20-24
Nichols
Chapter 8
Due 3/23/15 at 11:59AM on Moodle:
Submit one-page handout/study guide of “Key Points”
for selected & approved Family Therapy Model


Nichols
Chapter 9
Pennell
Section 1: Conferencing, & Chapter 2
Presentation on the Family Group
Decision-Making Model by the
Center for Family & Community
Engagement
18
Week 13
April 6th
Solution Focused Family
Therapy
Assignment due
 Evolution of the Model
on Moodle before
 Basic Model
class today.
 Cultural Implications of the
Model
 Assessment & Techniques
 Working with LGBT Families
 Gay and Lesbian Couples
 Working with Immigrant &
Refugee Families
 Intra-cultural Issues in an Irish
Context
 African Americans and
Trauma
Week 14
April 13th
Narrative Family Therapy
 Evolution of the Model
Assignment due
 Basic Model
on Moodle before
 Cultural Implications of the
class today.
Model
 Assessment
 Techniques
Week 15
April 20th
Last day of class
before Reading
Days & Final
Examinations
FINAL EXAM
PERIOD
April 29-May 7


McGoldrick & Hardy
Chapters 25-29
Nichols
Chapter 10 & 11
Due 4/06/15 at 11:59AM on Moodle:
Submit one-page summary of instructor-approved
family type/population

Nichols
Chapter 12
Due 4/13/15 at 11:59AM on Moodle:
Submit two journal articles published within the last 8
years that pertain to your selected/approved theory,
intervention, type of family situation and diagnosis
Family Therapy in the 21st
Century
 Post-modernism
 Social Constructionism
 Integrating Models
 Comparative Analysis
 Various Role Play Scenarios
Utilizing Models
Date/time/location of Final Exam as
per NC State schedule
DUE in hard copy, in-person, at date/time/location of
Final Exam for course:
FINAL ASSIGNMENT: Family Therapy Model and
Intervention Plan
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Reading List – Note that Not All Readings Listed Are Required!
Available either on electronic reserve at the D. H. Hill Library, or posted on Moodle:
Becvar, D. S., & Becvar, R. J. (2006). Family therapy: A systemic integration (6th ed.). Boston:
Allyn & Bacon. ISBN 0-205-44694-9
**Bullock, K. (2004). Family social support. In P. J. Bomar (Ed.) Promoting Health in Families:
Applying Family Research and Theory to Nursing Practice (3rd ed.), pp. 142-161.
Philadelphia: Saunders/Elsevier Publisher.
Burford, G., & Hudson, J. (eds.) (2000). Family group conferencing: New directions in
community-centered child and family practice. Hawthorne, NY: Walter de Gruyter.
Brunette, M., & Drake, R. E. (Eds.) (2007 distribution). Integrated dual disorders treatment
implementation resource kit: Practitioners and clinical supervisors workbook.
Washington, DC: DHHS SAMHSA CMHS.
Carey, K. B., Leontieva, L., Dimmock, J., Maisto, S. A., Bakti, S. L. (2007). Adapting
motivational interventions for comorbid schizophrenia and alcohol use disorders. Clinical
Psychology: Science and Practice, 14(1), 39-57.
Doan, R. E. – training material – Narrathings: Guidelines for narrative therapy (pp. 1-32).
Duval, J.D., & Beier, J. M. (1995). Passion, commitment, and common sense: A unique
discussion with Insoo Kim Berg and Michael White, Journal of Systemic Therapies,
14(3), 57-80.
Ely, E. (July 24, 2007). Medicine, constantly redefined and redefining lives. The New York
Times, nytimes.com. Retrieved July 29, 2007 from
http://www.nytimes.com/2007/07/24/health/24case.html?_r=l&adxnnl=1&oref=slogin&a
Falicov, C. J. (2007). Working with transnational immigrants: Expanding meanings of family,
community, and culture. Family Process, 46(2), 157-171.
Fausel, D. F. (1998). Collaborative conversations for change: A solution-focused approach to
family centered practice. Family Preservation Journal, 3, 59-74.
Freeman, J. C., & Lobovits, D. (1993) The turtle with wings. In S. Friedman (Ed.), The new
language of change: Constructive collaboration in psychotherapy, Chapter 9, pp. 188225. New York: The Guilford Press.
Goldenberg, H., & Goldenberg, I. (2008) Family therapy: An overview. (7th ed). Belmont, CA:
Brooks/Cole
Greif, G. L. (2005). Group work with urban African-American Parents in their neighborhood
schools. In G. L. Greif & P. H. Ephross (Eds.), Group work with populations at risk, 2nd
edition, 349-360. New York: Oxford University Press.
Haight, W. (1998) A gathering the spirit at First Baptist Church: Spirituality as a protective
factor in the lives of African American children. Social Work, 43(3), 213-221.
**Hanna, S. M. (2007). Practice of family therapy – key elements across models, 4th edition.
Belmont, CA: Brooks/Cole.
Hunter, S., & Hickerson, J. (2003). Affirmative practice: Understanding and working with
Lesbian, Gay, Bisexual and Transgender persons. Washington, DC: NASW.
Kirmayer, L. J. (2008). Cultural variations in the clinical presentation of depression and anxiety:
Implications for diagnosis and treatment. Journal of Clinical Psychiatry, 62(suppl 13),
22-30
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McCullough-Chavis, A., & Waites, C. (2004). Using genograms with African American
families: Identifying culturally linked strengths for assessment and action. Journal of
Family Social Work, 8(2), 1-19.
McGoldrick, M., Gerson, R., Shellenberger, S. (1999) Genograms :Assessment and intervention.
New York: Norton
Miller, S. D., & Berg, I. K. (1995). The miracle method: A radically new approach to problem
drinking. New York: W. W. Norton.
**Pennell, J., & Anderson, G. (eds.) (2005). Widening the circle: The practice and evaluation of
family group conferencing. Baltimore, MD: NASW Press.
Petr, C. G. (2004). Social work with children and their families: Pragmatic foundations (2nd ed.).
New York: Oxford UP.
Springer, D. W., Lynch, C., & Rubin, A. (2000). Effects of a solution-focused mutual aid group
for Hispanic children of incarcerated parents. Child and Adolescent Social Work Journal,
17(6), 431-442.
**Steiner, K. (2014). Time for a paradigm change: Pervasiveness and dangers of the Medical
model in adolescent psychology. Ethical Human Psychology and Psychiatry, 16(2), 99113.
**Thomlison, B. (2007). Family assessment handbook. Pacific Grove, CA: Brooks/Cole.
Van Wormer, K., Wells, J., & Boes, M. (2000). Social work with Lesbians, Gays, and Bisexuals.
Boston: Allyn & Bacon.
** indicates a required reading selection within the reference.
The following video recordings not discussed in class, but are available on reserve at the D.
H. Hill Library for students who are interested:
 The Battle for Therapeutic Structure, Parts 1 & 2 [videorecording] by Carl A Whitaker;
Stuart Sugarman
 Strategic Approaches to Marital Therapy (The MRI Model) [videorecording] by James
Coyne
 Narrative approaches to working with children and adolescents [videorecording] by David
Nylund
 Treating Borderline Personality Disorder [videorecording] by producer/writer Kevin
Dawkins
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