COUN 544 Introduction to Family Counseling (3)
Fall 2013
Mondays 4:00 – 6:50pm
University of San Diego, Counseling Program
School of Leadership and Education Sciences
Instructor:
Mariaimee Gonzalez, Ph.D.
Office: MRH 215
Course Description
This course is an introduction to marital and family counseling. An integrated model will be presented that
incorporates the common denominators of major family counseling theories. The course will cover the
intake, assessment, case conceptualization, goal formulation, treatment planning, interventions, and
termination in marital and family counseling. Students will review the major classical and postmodern
theoretical approaches to family counseling. They will critique the different theories from a philosophical
and diversity perspective. Systemic skills and techniques will be practiced in class. Students will also begin
to articulate their own approach to working with families. Watching videos of counseling sessions and
participating in, observing, and critiquing role-plays will simulate the primary learning experiences.
The global study portion of this course is offered partially at the Exuma Islands in the Bahamas with
Breakwater Expeditions (BWE). BWE is an adventure based therapeutic program that provides unique
wilderness experiences for families, schools, and community groups. BWE strives to create an
environment where strengths of each individual are exposed, and where the family members they work
with use their individual strengths to help form a stronger and better functioning whole. Students in this
course will learn about the dynamics of family counseling from licensed mental health practioners and
family counselors/therapist who lead family adventure therapy trips around the world. The adventure
based portion of the course will: a) provide students with the opportunity to counsel groups and examine
dynamics; b) learn about experiential based family therapy; c) test student’s comfort and challenge them to
examine their own family dynamics; and) learn how to utilize the power of nature to slow families down to
determine their hierarchical needs. The expeditions focus on breaking down barriers, building
relationships, which are essential in family counseling, and learning about adventure therapy through
experiential activities. Students will also have unique opportunity to do a service-learning project with
locals and visit schools/community agencies in the area.
About Exuma, Bahamas and the Expedition
The Exuma Cays are a string of over 350 islands that comprise the Exuma district of the Bahamas. These
islands stretch lazily across the Tropic of Cancer about 300 miles southeast of the coastal United
States. The Islands, formed of oolitic limestone, have been dramatically carved by wind and water to form
breathtaking cliffs and overhangs that merge seamlessly with white sand beaches and sapphire waters.
Students will participate in group/family activities on the island, kayak through quiet trails of mangrove
estuaries and the crystal-clear backcountry, and camp for 7 days in Exuma. The expeditions do not require
kayaking/camping experience.
Course Outcomes
By the end of the course, the students will be able to:
1. Recall the history of the development of systems theory and marital and family counseling.
2. Critique both systems theory and family counseling theories from their philosophical worldview
and diversity milieu.
3. Compare and contrast the assumptions and approaches of some of the foundational theories of
marital and family counseling.
4. Build therapeutic alliance with families as clients.
5. Assess the presenting and the systemic problems of families.
6. Formulate a treatment plan and therapeutic goals for each theory.
7. Intervene in the dysfunctional family dynamics using the techniques of each theory.
8. Write case notes from the different family counseling theoretical perspectives.
9. Indicate a beginning sense of their preference towards a theory of marital and family counseling
that is consistent with their values, beliefs, and personality styles.
The following CACREP standards are integrated into the COUN 544: Family Counseling course:
A. Foundations of Marital, Couple, & Family Counseling/Therapy
1. History of marital, couple, and family counseling/therapy including philosophical and etiological
premises that define the practice of marital, couple, and family counseling/therapy;
2. Structure and operations of professional organizations, preparation standards, and credentialing
bodies pertaining to the practice of marital, couple, and family counseling/therapy (e.g., the
International Association of Marriage and Family Counselors);
3. Ethical and legal considerations specifically related to the practice of marital, couple, and family
counseling/therapy (e.g., the ACA and IAMFC Code of Ethics);
4. Implications of professional issues unique to marital, couple, and family counseling/therapy
including recognition, reimbursement, and right to practice;
5. The role of marital, couple, and family counselors/therapists in a variety of practice settings and in
relation to other helping professionals; and
6. The role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure,
age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical and mental
status, and equity issues in marital, couple, and family counseling/therapy.
B. Contextual Dimensions of Marital, Couple, and Family Counseling/Therapy
1. Marital, couple, and family life cycle dynamics, healthy family functioning, family structures, and
development in a multicultural society, family of origin and intergenerational influences, cultural
heritage, socioeconomic status, and belief systems;
2. Human sexuality issues and their impact on family and couple functioning, and strategies for their
resolution; and
3. Societal trends and treatment issues related to working with diverse family systems (e.g., families
in transition, dual-career couples, and blended families).
C. Knowledge and Skills Requirements for Marital, Couple, and Family Counselors/Therapists
1. Family systems theories and other relevant theories and their application in working with couples
and families, and other systems (e.g., legal, legislative, school and community systems) and with
individuals;
2. Interviewing, assessment, and case management skills for working with individuals, couples,
families, and other systems; and implementing appropriate skill in systemic interventions;
3. Preventive approaches for working with individuals, couples, families, and other systems such as
pre-marital counseling, parenting skills training, and relationship enhancement;
4. Specific problems that impede family functioning, including issues related to socioeconomic
disadvantage, discrimination and bias, addictive behaviors, person abuse, and interventions for
their resolution; and
5. Research and technology applications in marital, couple, and family counseling/therapy.
Required Readings
Nichols, M. P., & Schwartz, R. C. (2008). Family therapy: Concepts and methods (9th ed.). Boston: Allyn
and Bacon. (N&S)
Course Requirements
1.
Attendance and Participation (100 points).
a. Attendance. Students are expected to attend classes regularly. Unexcused absences, not to exceed
two weeks are allowed without penalty. Ten points per hour will be deducted for unexcused
absence or tardiness beyond the permissible six hours. Students who desire to surf in cyberspace,
play computer games, or answer mobile phones are welcome to do these activities outside the
classroom. 10 points per occurrence will be deducted for these distracting activities in the
classroom.
b.
Participation. The assigned texts are to be read before each class. Students are expected to interact
with the material by reflecting on their own marriages and families and to be ready to share them
in class discussions.
2.
“Mi Familia: How it all Started” (Family-of-Origin Paper) (100 points)
We are all products of our families. To learn how to work with individuals and their families it is
useful to examine the family you know best: your own family of origin, whether adopted or biological.
A good place to start this investigative process is to complete a three-generation genogram. Following
that, you will do a complete case study on your family as if you were a counselor conducting an initial
assessment. The final section will involve those interventions that would be most useful in working
with the family you describe. If this assignment poses a special problem for you and you wish to use a
substitute family, please see me ASAP. Be sure to use language consistent with what you have
learned this semester throughout the paper to describe your family.
This Paper will include (but is not limited to) the following:
A. A genogram of your family of origin, to include an exploration of the Five Rules (details below);
B. A complete case study. This will include an overview of your family life cycle, ethnic influences,
celebrations and rituals, rules, values, stories, and philosophy of life (details below);
C. An intervention section: As a family therapist, what interventions/theories would you recommend
to treat or strengthen your family-of-origin? (details below)
Each of the above sections should appear as different headers in your paper, using appropriate subheaders as needed (APA style). Be sure to include an introduction and conclusion. This assignment
will be graded on the criteria found in the Scoring Rubric for Family of Origin Paper (which is also
to be submitted with your final paper). The final product should be no less than 10 pages, typed,
doubled-spaced.
More information on Part A
 In the first part of your paper, you will complete and analyze a three-generation genogram
beginning with you and your siblings as the first generation. If you are, or have been, in a
significant relationship (married or other arrangement), include this information and indicate
children if present. Part A will have two parts: the actual genogram itself (with all the
accompanying information, as well as a “key” that describes the symbols that you used) and the
discussion (where you will analyze the patterns found in the genogram).
o The genogram
 Include immediate and extended family members on your genogram. This will
include your parents, siblings (and their partners if applicable), nieces/nephews,
aunt/uncles, cousins (1st cousins only), and grandparents. If you are
married/life-partnered, include your partner but not his/her family of origin. If
you have children, include them below you.
 You should include important identifying information for each individual on
the genogram (i.e. written/printed next to each individual). This information
will include his/her name, age, relation to you (e.g., mother, grandfather, etc.),
and relationship status (e.g., married, divorced, single, separated, etc.).
 Off to the side of each individual’s name, include his/her (a) primary
occupation and (b) the presence of any known psychological and/or physical
distress (addictions, mental illnesses, etc.). These may be hand-written.
o Discussion/Exploration of the genogram – Explore and discuss the significance of the
“Five Clues” that can be determined through your genogram:
 Significant dates – identify all important dates (e.g., historical, familial, and
relationship dates), discuss what information exists about these events, and
what this information adds to your understanding of the patterns in your
genogram.
 Gender beliefs and values – discuss how these beliefs/values have thread
through your genogram (or not) and what impact this may have had on your
development.


Secrets – identify where secrets exist in the make-up of the genogram. If there
are no clear secrets, identify where (if anywhere) unknown or unspoken facets
of people’s lives exist. Discuss what impact these secrets (or lack thereof) have
had on the boundaries and communication patterns in your genogram.
 Losses – discuss how the experience(s) of loss (remember how broad that term
can be) has impacted the relationship patterns in your genogram. Explore how
these events may have been perceived differently by different individuals.
 Themes – identify the themes that run through your genogram that answer the
questions "Who are we?” and “How do we behave?" What do these themes
reveal about your family’s belief structure and how have they guided the family
in making decisions about their current and future behaviors?
Free software is available from http://www.smartdraw.com/specials/ecomap.htm or
http://www.genopro.com/genogram/ that you can use to create and print your genogram. Be
aware that these are time-limited downloads (i.e. you should create your genogram soon after
downloading and not wait until a month has passed to begin your work).
More information on Part B
 In this section, you will complete a case study where you thoroughly explore some of this
course’s main concepts as they apply to your Family of Origin.
 Family life cycle: Compare and contrast your current life cycle stage with how your
parents (or grandparents) experienced it. What issues are pertinent to you that were/were
not pertinent to your parents? How do you account for these differences?
 Ethnic influences: What is your ethnic identity? (Define what you mean by "ethnic").
What is the nature of your current family relationships, habits, attitudes, values, and life
style that are a reflection of your ethnic background? How are these the same or different
than when you were growing up in your family of origin? How did your family of origin
interact with other ethnic/racial groups? How does this differ in your current family
situation? How do you account for the changes?
 Celebrations & rituals: How are special occasions (e.g., birthdays, anniversaries, and
holidays) celebrated in your family? What daily/weekly rituals are important to your
family? How do your current traditions compare with those of your family of origin?
How do you account for the changes?
 Rules & values: What were some of the common rules found in your family? Which of
these rules have you incorporated into your current family situation? Which rules have
you discarded? What overt and covert values were played out within your family system?
Which of these values have you incorporated/discarded?
 Stories: What are some of your family’s stories that are told? What are the underlying
messages? What influence do these stories have?
 Philosophy of life: How did your family “make meaning” of the world in which it lived?
How have you implemented/discarded this philosophy as it applies to your current
situation?
More information on Part C
 In this last section, you will explore those interventions that would be most useful in working with
a family like the one you’ve described. These interventions can be directed at treating any deficits
noted and/or to strengthen positive attributes. Be sure to answer such things as:
o What are some of the needs of this family?
o What are the strengths of this family?
o Which theory or blend of theories would be most beneficial to this family (and why)?
o What goals would you set if you were to work with this family?
o What would success “look like” if the goals are reached?
3.
Simulated Family Group Project (100 points)
This is a complex project that requires cooperation in small groups. The class will be divided into
“families” based on suggestions by the professor. Each individual will play a specific role in one of
these families and it is suggested that each person choose a role at least slightly different from the one
they play in their own family of origin. Families are expected to go on two family outings (at least one
hour in duration) and participate in “family” activities while abroad during which they stay in role.
These outings should involve doing something that the family would normally do together (such as
shopping for groceries, eating dinner, etc.). Each family will also have the opportunity to meet in class
at least three times during the semester and abroad.

Each family member will write an individual reflection paper that summarize your experience of
the course, including the seminar experience, the lab group, and abroad experience. This section
should include reflections on the abroad activities and its application to family counseling.
Typical questions addressed include: What came up for you, what did you notice, question,
observe, and/or fear as the activities developed? What did you learn and how might you apply it
in the setting in which you plan to work? The paper is not to be a recap of “what we did today” or
“what I did during the week.”

In addition to being a member of a family, you will also become a member of an Interview Team
(2 individuals) or a Counseling Team (2 individuals).
o After returning from the Bahamas, the Interview Team will use the Sequential Family
Counseling Assessment Model to interview and assess another family. The Interview
Team will write a two-to-three page summary of the interview results (which will include
suggestions for a possible treatment plan). This paper will serve as intake information for
the Counseling Team who will be seeing the family for the first time at the end of the
semester. This write-up will be submitted with the Interviewer Team members’
logbook.
o For two nights at the end of the semester, the Counseling Team will conduct a cofacilitated therapy with another class “family” based on the interview data that was
collected. The entire group (i.e. the Interview and Counseling Teams) should have input
into the general approach and treatment plan – intentionality within a theoretical
framework is expected. The Counseling Team will write a two-to-three page session
summary of the interview results (which will follow the Session Summary outline – to be
provided). This write-up will be submitted with the Counseling Team members’
reflection paper.
o This assignment is due the week following your Family Therapy session.
Grades
Assignments
Attendance and participation
Family-of-Origin Paper
Simulated Family Group Project and Logbook
Maximum points for the course
Points
50
100
150
300
Grading Scale
A
AB+
B
BC+
C
CD
F
94-100
90-93
87-89
83-86
80-82
77-79
73-76
70-72
60-69
< 60
Tentative Class Schedule
Readings are required to be completed by the date assigned
Class
01
Date
9/9
Topics
Introductions, Review syllabus, and Overview of course
Readings
N&S Chapter 1, 2, & 3
“Been There, Experienced That”
(History & process of family therapy, Intro to theories, Basic techniques of Family
Counseling, Beginning sessions, and treatment plans)
**“Families” Established**
02
9/16
“Learning the Lingo”
N&S Chapter 4
(Definitions of family, individual & family development, family system, healthy &
dysfunctional families)
03
9/23
“What’s the Main Issue Here?”
N&S Chapter 5 & 9
(Assessment & Family Theories: Psychoanalytic & Bowenian, Intro to genograms)
04
9/30
“Understanding Families: Thoughts, Behaviors, & Feelings”
N&S Chapter 8 & 10
(Family Theories: Experiential & Cognitive-Behavioral)
05
10/7
“Joining, Reframing, & Hypothesizing”
N&S Chapter 6 & 7
(Family Theories: Structural & Strategic)
06
10/14
“The Ultimate Reframe: Solutions & Stories”
(Solution-Focused & Narrative Family Therapies)
07
10/21
“Putting it all Together: The Sequential Family Counseling Model”
N&S Chapter 12 & 13
N&S Chapter 14
(Integrative Models)
**Family Assessment Interviews**
08
10/28
“Families that Fall Apart” & “When Things go Really Wrong”
N&S Chapter 11
(Divorce, Single-parent families & Remarried families)
(Addiction, Domestic violence, & Child abuse)
09
11/4
“Putting it all Together: The Sequential Family Counseling Model”
N&S Chapter 14
(Integrative Models)
**Family Assessment Interviews**
10
12/2
11
12/9
Global Study: 11/7 – 11/18
Exuma Islands, Bahamas
9 days (5hours of instruction and group processing)
**Family Presentations**
Course Evaluations and Class Celebration
Family Group Logbook
Due
COUN 544 Appendices
Academic Dishonesty Policy: Academic dishonesty is a basis for disciplinary action. Academic
dishonesty includes, but is not limited to, activities such as cheating, using or purchasing “ghost-written”
papers, and plagiarism (presenting as one’s own the intellectual or creative accomplishments of another
without giving credit to the source[s]). The faculty member, in whose course or under whose tutelage an
act of academic dishonesty occurs, have the option of failing the students for the academic hours in
question and may refer the case to other academic personnel for further action. Penalties for academic
dishonesty may include expulsion from the university.
Attendance Policy: This course emphasizes participatory learning through small and large group activities,
and discussions of outside readings and assignments. In order to meet learning objectives for this course,
you will be expected to arrive on time, and attend all classes (in case of emergency, please notify me in
advance or as soon as possible). If you are unable to fully commit to these requirements, you may choose to
take the course at another time. If you continue in the course without adequate attendance and participation
you may be asked to withdraw and repeat the course at another time. Your performance and
professionalism in this course is considered to be indicative of your potential for successfully completing
this program. Thus, absence from three or more class meetings will result in a drop of one letter grade;
absence from four or more class meetings will result in administrative withdrawal from this course, and
receipt of an “F” grade.
Grade of Incomplete: The grade of Incomplete (“I”) may be recorded to indicate (1) that the requirements
of a course have been substantially completed but, for a legitimate reason, a small fraction of the work
remains to be completed, and, (2) that the record of the student in the course justifies the expectation that he
or she will complete the work and obtain the passing grade by the deadline. It is the student’s responsibility
to explain to the instructor the reasons for non-completion of work and to request an incomplete grade prior
to the posting of final grades. Students who receive a grade of incomplete must submit all missing work no
later than the end of the tenth week of the next regular semester; otherwise the “I” grade will become a
permanent “F.”
A Petition for a grade of incomplete must accompany all requests for an incomplete at the end of the course
term. Criteria for changing a grade of incomplete to a letter grade must be negotiated with the instructor
before the final class. The criteria must be outlined on the signed Incomplete Request Form. A completed
form with both the instructor and student signature must be turned in by the last session of the class.
Without a student signed form the registrar requires assignment of a grade of F. A student must complete
an incomplete by the 10th week of the next session or a grade of F is permanently calculated in the overall
grade point average. Any attempts to complete an incomplete after the 10-week deadline requires the
approval of the Associate Dean of the School of Education.
Request of Accommodations:
Reasonable accommodations in accordance with the Americans with Disabilities Act will be made for
course participants with disabilities who require specific instructional and testing modifications. Students
with such requirements must identify themselves to the University of San Diego Disability Services Office
(619.260.4655) before the beginning of the course. Every effort will be made to accommodate students’
needs, however, performance standards for the course will not be modified in considering specific
accommodations.
Statement on Plagiarism: The complete plagiarism policy is available for your review at:
http://www.sandiego.edu/associatedstudents/branches/vice_president/academics/honor_council/integrity_p
olicy.php
All members of the University community share the responsibility for maintaining an environment of
academic integrity since academic dishonesty is a threat to the University.
Acts of academic dishonesty include: a) unauthorized assistance on an examination; b) falsification or
invention of data; c) unauthorized collaboration on an academic exercise; d) plagiarism; e)
misappropriation of resource materials; f) any unauthorized access of an instructor’s files or computer
account; or g) any other serious violation of academic integrity as established by the instructor.
It is the responsibility of the instructor to determine whether a violation has occurred. An act of academic
dishonesty may be either a serious violation, or, if unintentional, an infraction (a non-serious violation of
course rules). If the instructor determines that an infraction (as opposed to a serious violation) has occurred,
the instructor can impose penalties that may include: a) reduction in grade; b) withdrawal from the course;
c) requirement that all or part of the course be retaken; and d) a requirement that additional work be
undertaken in connection with the course or exercise. Students may formally challenge the instructor’s
determination of infraction (see below).
Instructors shall report all violations, whether, infractions or serious violations, both to the Dean’s office
and the student using the Academic Integrity Violation Preliminary Worksheet. The Associate Dean will
contact the student and ensure she or he is aware of the Academic Integrity policy. The Associate Dean will
appoint a hearing committee only when: 1) the instructor reports that a serious violation occurred, or 2) the
instructor reports that an infraction occurred and the student wishes to appeal the determination of
infraction.
The hearing committee will include, in addition to the Associate Dean, a faculty member and two students
from the School of Leadership and Education Sciences, and a faculty member from outside the School of
Leadership and Education Sciences. If the hearing committee determines that a serious violation has
occurred it also will determine sanctions to be applied which may include: a) expulsion from the
University; b) suspension from the University for up to one year; c) a letter of censure; and d) imposition of
a period of probation. If the hearing committee determines an infraction has occurred the penalty imposed
by the faculty member will be upheld. If the hearing committee determines that no serious violation or
infraction has occurred, it will request the instructor to take action consistent with that determination. If the
hearing committee determines that expulsion is the appropriate sanction the student may appeal to the
Provost.
SOLES On-line Course Evaluation: Student evaluations in SOLES are collected via an on-line system
that maintains student anonymity. SOLES uses these evaluations for continuous improvement of course
content and instruction and as a component of its regular performance review of faculty members, so please
take them seriously. Course evaluations are available to students in their MySanDiego accounts via the
Active Registration link on the One-Stop Services tab. Your instructor will provide you with instructions
on how to access the evaluations once they are activated near the scheduled conclusion of your course.