Course: FX 630 Collaborative Therapy with Multi-Stressed Families
Applicant’s Name: ________________________________ Date: ________________
Key Course Objectives:
1. To acquire knowledge of theories and interventions useful in identifying strength and intervention opportunities in working with multi-stressed families
2.
To develop professional skills to engage reluctant families in positive change efforts.
3.
To develop professional skills to conduct interventions that respect and reflect the specific narrative-histories and perceptions of the individuals and families involved.
Program Competencies:

Competency 1.1.1 - Interact with colleagues, supervisors, instructors, clients, and consumers in a respectful, professional manner.

Competency 1.1.2 - Demonstrate effective communication skills required for effective practice.

Competency 1.2.2 - Demonstrate knowledge and skills that enhance the capacity to work effectively with diverse individuals, groups, and communities.

Competency 3.1.1 - Demonstrate general knowledge of evidence based interventions for educational disabilities and difficulties.

Competency 3.1.2
- Demonstrate knowledge of behavioral principles and theoretical models for addressing behavioral and emotional problems.

Competency 3.3.1 – Demonstrate the ability to apply evidence-based knowledge and techniques to the practice of individual counseling.

Competency 3.5.1 – Demonstrate the ability to apply evidence-based knowledge and techniques in identifying strengths and intervention opportunities in working with families.
Requirement Documentation Submitted
Course:
Please indicate course title, name, institution, date.
Documentation provided:
(check all that apply)
___ Syllabus
___ Catalog description
___ Other (specify):

Faculty Determination
____ Advanced standing credit
____ Advanced standing credit, conditional upon meeting course requirements
____ Course waiver
____ No advanced standing credit or course waiver
____ Further information required
Course credited, if applicable: ____________ Advanced standing credits allowed: ____
Faculty signature: ____________________________
Program director approval:_____________________
Date: __________
Date: __________
Coursework requirements to address relevant program competencies (applies to conditional
advanced standing only):
1.
2.
3.
4.
Signatures below confirm that the applicant has satisfactorily met the course requirements identified above to qualify for advanced standing credit.
Faculty signature: ____________________________
Program director approval:_____________________
Date: __________

SCHOOL PSYCHOLOGY DEPARTMENT
FX 630-E1: Collaborative Therapy with Multi-Stressed Families
Fall 2015
3 Credits
Course Begins:
Course Ends:
Course Day/Time:
September 3, 2015
December 17, 2015
Thursdays 6:00-8:50 pm
Course Delivery Format: Traditional
Course length: 15 weeks Contact Hours: 42 hours
Faculty Information:
Name: Daniel B. Jacobs, Psy.D., M.B.A.
Contact Information: Daniel_Jacobs@WilliamJames.edu
(978) 985-5532
Office Hours: By appointment
Dr. Dan Jacobs is a clinical psychologist with extensive clinical and consulting experience working with children, adults, and families with mental health, substance abuse and behavioral concerns in hospital, school, and community-based settings. He is on the Core Faculty in WJC’s
School Psychology Department, and is adjunct faculty in WJC’s Organizational Leadership and
Clinical Psychology Departments. He was formerly the Director of Adolescent and Adult Partial
Hospital Programs at NSMC/Salem Hospital in Salem, MA, programs that helped adolescents and adults (and their families) with mental health and dual diagnosis concerns. He developed the program curriculum and integrated behavioral, cognitive behavioral, and strength-based theories and interventions into the assessment stage and into the daily workings of the program to help participants achieve positive behavioral change. Dr. Jacobs also works in private practice (individual, couples, and family therapy) at Jacobs Psychological and Consulting
Services in Andover, MA and leads professional trainings and consults nationally around issues of behavioral change relevant to children, adolescents and their families. Dr. Jacobs also conducts pre-screening and Fitness for Duty (FFD) clinical interviews for police officers and police department applicants. He is a member of the American Psychological Association (APA), the National Association of School Psychologists (NASP), the Massachusetts School
Psychologists Association (MSPA), APA—Division 18: Psychologists in Public Service, Police and
Public Safety, and The Society for Police and Criminal Psychology.
Course Pre-requisites: COU CX 510 or SCH CX 610, and FX 510 or SCH FX 515, or by permission of the instructor.

Course Description:
This course highlights a framework for school psychologists, counselors and agencies working with families and communities to help multi-stressed families envision their desired lives.
Drawing on theoretical concepts of Appreciative Inquiry, Collaborative, Solution-Focused and
Narrative therapies, this course will focus on interventions that will engage reluctant or resistant clients in addressing long-standing problems; and help students to develop practices to ground their work in a range of possibilities, collaboration and accountability. The importance of diversity and difference will be addressed throughout the course, such as gender and power issues, social class, and other socio-cultural factors.
Course Goal:
The goal of this course is to help students learn a collaborative framework that will allow them to work with multi-stressed families in a variety of difficult clinical situations.
COURSE OBJECTIVES:
Students will acquire significant knowledge and develop professional skills with and/or ability to:
1. Gain knowledge of theories and interventions useful in identifying strength and intervention opportunities in working with multi-stressed families
2. Demonstrate collaborative approaches to working with families and agencies
3. Engage reluctant families in positive change efforts
4. Construct collaborative assessments, therapy contracts and other therapeutic documents that reflect a person-centered, and family-centered, approach that elicits strength
5. Conduct interventions that respect and reflect the specific narrative-histories and perceptions of the individuals and families involved
6. Acknowledge and respect the family’s unique culture and needs in interventions
COURSE/CLASSROOM EXPECTATIONS
Class attendance is essential. Students are expected to attend every class. It is the responsibility of the student to notify the instructor in advance of any foreseeable absence.
You are still responsible for assignments due, material covered, and work assigned at classes you miss. Consult classmates or the instructor, as needed. Missing classes can result in loss of a portion of the course grade and may put the student in jeopardy of receiving a grade other than Credit.
The class participation component of the grade is based on attendance as well as the quantity and quality of questions and comments. Participation in classroom discussion should indicate thoughtful consideration of course material and be respectful of the views of others. Questions and alternative suggestions are encouraged. If speaking in public is difficult for you, please contact me at the start of the course to discuss this (and be aware that there will be a number of required role-play assignments during the course to help facilitate learning of the concepts being covered in this class). The Dean of Students is also a resource at your disposal.

Please refer to William James College Academic Policies and Student Services Policies (available
on the WJC website) regarding student conduct expectations and academic policy, including guidelines on professional behavior, academic integrity, and grading. In keeping with standards of professional behavior, students are expected to participate and be attentive in class, and to be respectful of classmates. Use of laptop computers during class should be consistent with this expectation, and limited to reasonable and respectful course-related purposes.
Additional Notes:

This syllabus is subject to change.

Occasionally assignments get lost or misplaced. Students are strongly advised to
 maintain copies of all work submitted.
Students are advised to keep a copy of this syllabus in their personal files for use
 when applying for certification or licensure, or for professional reference when needing information about topics covered in this course.
My goal is to help you learn and to have fun while doing so. Looking forward to working with you!
PC:
MAC:
Technology Recommendations:
Notebook Computer Requirements & Recommendations
The Information Technology (IT) department at William James College provides our campus network with WI-FI access. The following recommended notebook computer specifications should be considered when choosing a laptop for use during your graduate studies at the WJC. These recommendations will ensure the operating system and its application software meets the hardware requirements needed to effectively execute applications used by the majority of our students.
The IT Department recommends that systems meet or exceed the following specifications:
-Intel Dual Core Processor
-4 GB memory or higher
-250 GB hard drive
-Windows 7 Home Premium or higher (Windows 8)
-Microsoft Office 365 is provided by the school
-Encrypted USB device (optional)
-Ethernet port (optional) and WIFI (required) 802.11n or higher
-Anti-virus (free to enrolled students at the IT office)
-Intel Dual Core Processor
-4 GB memory or higher
-250 GB hard drive
-Operating system 10.7 or higher
-Microsoft Office 365 provided by the school
-Encrypted USB device (optional)
-Ethernet port (optional) and WIFI (required) 802.11n or higher
-Anti-virus (free to enrolled students at the IT office)

Please note:
IPADs, netbooks, Android based tablets, Microsoft Surface RT, eReaders, IPhones, Android phones and other similar devices are not recommended as a student’s primary notebook computer due to the various limitations of these devices. However, a Microsoft Surface Pro (not RT) would be an exception given that you also purchase the external keyboard and would not mind its 4 hour battery life.
Additional technology questions or support can be directed via email to: support@WilliamJames.edu
or on the Web at: http://support.WilliiamJames.edu
READINGS :
Required Textbooks:
Dattilio, F. (2010). Cognitive-behavioral therapy with couples and families: A comprehensive
guide for clinicians. New York, NY: The Guilford Press.
Madsen, W. (2007). Collaborative therapy with multi-stressed families (2 nd edition) New York,
N.Y.: The Guilford Press.
Madigan, S. (2011). Narrative therapy. Washington, D.C.: The American Psychological
Association.
Patterson, J., Williams, L., Edwards, T., Chamow, L. & Grauf-Grounds, C. (2009). Essential
skills in family therapy: From the first interview to termination (Second Edition). New
York, NY: The Guilford Press.
Required Readings:
Amado, A.N. & McBride, M. (2001). Increasing person-centered thinking: improving the
quality of person-centered planning: a manual for person-centered planning facilitators.
Minneapolis, MN: University of Minnesota Press.
Amer, M. & Bagasra, A. (2013). Psychological research with muslim americans in the age of islamophobia: trends, challenges, and recommendations. American Psychologist, 68 (3), pp.134-144.
Baldino, R. & National Foster Parent Association. (2009). Training and ongoing support for foster parents. In Success as a foster parent: everything you need to know about
foster care (pp. 39-54, Ch.4). New York, NY: Penguin Group.
Freeman, J., Epston, D. & Lobovits, D. (1997). Playful communication in family therapy. In
Playful approaches to serious problems: narrative therapy with children and their
families (pp. 3-33, Ch.1). New York, NY: W.W. Norton & Company.
Freeman, J., Epston, D. & Lobovits, D. (1997). Building a narrative through letters. In
Playful approaches to serious problems: narrative therapy with children and their
families (pp. 112-124, Ch.6). New York, NY: W.W. Norton & Company.

Hutcheson, L., et al. (2010). Massachusetts Department of Mental Health (DMH) transformation transfer initiative (TTI) 2010 grantee: person centered planning-train the trainer project and shared decision making and medication reduction program
(SDMMRP). Boston, MA: The Massachusetts Department of Mental Health.
Landau-Stanton, J. (1985). Adolescents, families, and cultural transition: a treatment model.
In Mirkin, M.P. & Koman, S. (Eds.), Handbook of adolescents and family therapy (pp.
363-381). New York, NY: Gardner Press.
McGoldrick, M. (1982). Ethnicity and family therapy: an overview. In Ethnicity & family
therapy. (pp. 3-30, Ch.1). New York, NY: The Guilford Press.
Minuchin, S. (1974). A family model. In Families & family therapy (pp. 46-66, Ch. 3).
Cambridge, MA: Harvard University Press.
Minuchin, S. & Fishman, H.C. (1981). Boundaries. In Family therapy techniques (pp. 146-
160, Ch.11). Cambridge, MA: Harvard University Press.
Satir, V. (1967). Why family therapy? In Conjoint family therapy (pp. 1-7, Ch. 1). Palo
Alto, CA: Science and Behavior Books, Inc.
Schroeder, E. (1989). Therapy for the chemically dependent family. In Henry, P. (Ed.),
Practical approaches in treating adolescent chemical dependency (pp. 95-129). New
York, NY: The Haworth Press.
Smith, B.L. (2012). The case against spanking: physical discipline is slowly declining as some studies reveal lasting harms for children. Monitor on Psychology, April, pp. 60-63.
Yoshikawa, H., Aber, J.L. & Beardslee, W. (2012) The effects of poverty on the mental, emotional, and behavioral health of children and youth: implications for prevention.
American Psychologist, 67 (4), pp.272-284.
WEEKLY TOPICS and ASSIGNMENTS
Dates Topics
Week 1
9/3/15
Ways of Thinking About Families
*Introduction and Course
Readings
Madsen Ch. 1, 2
Overview
*Review of Syllabus
*History and Tenets of Family
Therapy
*Child in context of family system
*Family in context of community
Minuchin Ch. 3
Satir
Patterson, et al., Ch. 1,
2
Assignments
Reading and Participation in Class Discussion and
Exercises

Week 2
9/10/15
Week 3
9/17/15
Week 4
9/24/15
Week 5
10/1/15
Week 6
10/8/15
Week 7
10/15/15
*Introduction to Collaborative
Therapy
Ways of Thinking About Families
*The Assessment Process
*Strength Based Interventions
*Person Centered Planning with
Regards to Family Interventions
Ways of Thinking About Families
*Ethnicity and Family Therapy
*Multicultural and Diversity Issues
*Relational Model
Ways of Thinking About Families
*Narrative Therapy
*Personal Narrative Exploration
*Perception of Caregivers
Madsen Ch. 3,
Appendix A
Amado & McBride
Hutcheson
Patterson, et al., Ch. 3,
4
Madsen Ch. 4, 5,
Appendix C
McGoldrick Ch. 1
Landau-Stanton
Amer & Bagasra
Madigan Ch. 1, 2
Madsen Ch. 6
Yoshikawa, et al.
Madsen Ch. 7,
Appendix B
Smith
Ways of Thinking About Families
*Engaging Multi-Stressed Families with Past Negative Experiences with Therapy
*Collaborative Therapy
Contracting and Implementation
*Externalizing “The Problem”
Clinical Practice
*Collaborative Inquiry
*Personal Narratives
*Boundary Setting
*Follow Through on Interventions
*Hope and “Pragmatic Optimism”
Clinical Practice
*Developing Communities to
Support New Lives and Positive
Change
*Being Present and Witnessing
*Interactions in school settings
Madigan Ch. 3
Minuchin & Fishman
Madsen Ch. 8
Madigan Ch. 4
Reading and Participation in Class Discussion and
Exercises
Reading and Participation in Class Discussion and
Exercises
Reading and Participation in Class Discussion and
Exercises
Reading and Participation in Class Discussion and
Exercises
Paper #1 Due
Individual-in-Context
Narrative Presentations
Reading and Participation in Class Discussion and
Exercises

Week 8
10/22/15
Week 9
10/29/15
Week 10
11/5/15
Week 11
11/12/15
Week 12
11/19/15
Break
11/26/15
Week 13
12/3/15
Week 14
12/10/15
Clinical Practice
*Solidifying New Lives Through
Therapeutic Documents
*Addiction and the Family
*Mental Illness and the Family
Systemic Interventions
*Sustaining a Collaborative
Practice in the “Real” World
*Consultation and Practice
*Alliance Building with Systems
*Interactions in school setting
Systemic Interventions
*Problematic Systems
*”Stuck” Problems and Working to Find Alternatives
Madsen Ch. 9
Madigan Ch. 5
Schroeder
Patterson, et al, Ch. 9
Madsen Ch. 10
Baldino
Reading and Participation in Class Discussion and
Exercises
Reading and Participation in Class Discussion and
Exercises
Systemic Interventions
*Alternative Journeys and Roles
*Therapeutic Letters and
Alternative Intervention
Development
CBT and Family Therapy:
*Cognitive-behavioral therapy in context of family therapy
*Relationship to other therapeutic interventions
NO CLASS:
THANKSGIVING HOLIDAY
CBT and Family Therapy:
*Cognitive-behavioral therapy and family therapy: alternative family systems, additional intervention options, and exploration of case examples
Presentations:
*Strength-Based Family Therapy
Group Presentations
Madsen Appendices D,
E
Madigan Ch. 6, 7
Patterson, et al., Ch. 10
Freeman, et al., Ch. 3,
6
N/A
N/A
Reading and Participation in Class Discussion and
Exercises
Reading and Participation in Class Discussion and
Exercises
Dattilio, Ch. 1, 2, 3, 5 Reading and Participation in Class Discussion and
Exercises
N/A
Dattilio, Ch. 6, 7, 8, 9 Family Narrative Journey
Paper #2 Due
Strength-Based Family
Therapy Group
Presentations

Week 15
12/17/15
Summary:
*Next Steps
*Course Synthesis and Wrap Up
Patterson, et al., Ch. 12
GRADING AND EVALUATION
Students who earn an “A” in this course fully meet the course expectations described by the assessment criteria (see Assessments table in syllabus), with strong performance in mastering the theoretical material, concepts, knowledge, skills, and/or attitudes set forth in course objectives. For this course, a grade of A corresponds to a total of 94-100 out of a possible 100 points, and a grade of A- corresponds to a total of 90-93
Students who earn a “B” in this course partially, and for the most part, meet the course expectations described by the assessment criteria (see Assessments table in syllabus), with satisfactory performance in mastering the theoretical material, concepts, knowledge, skills, and/or attitudes set forth in course objectives. For this course, a grade of B+ corresponds to a total of 87-89 out of a possible 100 points, a grade of B corresponds to a total of 84-86, and a grade of B- corresponds to a score of 80-83.
Students who earn a “C” in this course fail to adequately meet the course expectations described by the assessment criteria (see Assessments table in syllabus), with poor or substandard performance in various respects. For this course, a grade of C corresponds to a total of 70-79 out of a possible 100 points (A grade of C will not earn credit for this course.)
Students who earn a “D” in this course consistently fail to meet the course expectations described by the assessment criteria (see Assessments table in syllabus), with unacceptable performance in most respects. For this course, a grade of D corresponds to a total of less than 70 out of a possible 100 points.
(A grade of D will not earn credit for this course.)
Written assignments must meet the basic criteria described above. You may be asked to resubmit assignments as needed to reach criterion level. A maximum of one week is allotted for resubmitting returned work, with instructor approval. On some assignments, additional credit may be earned for improved work upon resubmission. Papers are expected when they are due. Late submission of an assignment will result in a reduced grade. Contact the instructor in advance if extenuating circumstances arise.
ASSESSMENTS DUE DATE ASSESSMENT CRITERIA
All class sessions
Class preparation and participation in class exercises
25% of grade
Everyone is expected to attend all class sessions and to be prepared to discuss the assigned readings.
Participation in classroom discussion that indicates thoughtful consideration of course materials, is respectful of the views of others, and demonstrates expected professional behavior.
In addition, much of this class is based around an interactive model designed to demonstrate and offer practice opportunity to experiment with

ASSESSMENTS DUE DATE
Paper #1: Individual-in-
Context Narrative Paper and case presentation
30% of grade
10/8/15
Paper #2: Family Narrative
Journey Paper
30% of grade
12/3/15
ASSESSMENT CRITERIA concepts being covered (e.g., via individual and group role plays, boundary and resistance exercises, analysis of case material) and all students are expected to bring their perspectives to the classes and engage and share in activities. Questions and alternative suggestions are encouraged.
Timely completion of 7-8 page paper, planning and presentation of an individual-in-context narrative case presentation. 10-15 minute presentation to colleagues in class. Relevant theory from course is to be discussed in context of case. (See below for further information)
Timely completion of 10-11 page paper, addressing different theory/intervention concepts regarding multi-stressed family intervention. Relevant theory from course is to be discussed in context of family case. (See below for further information)
Strength-Based Family
Therapy Group
Presentations
15% of grade
12/10/15 Group presentations of “before” and “after” assessment of multi-stressed family system, identification of clinical concerns, appropriate discussion of theories discussed in class and explanation of how said theories were/are utilized to help family system. Emphasis on strength-based interventions is expected. (See below for further information)
ADDITIONAL ASSESSMENT INFORMATION:
PAPER #1: INDIVIDUAL-IN-CONTEXT NARRATIVE and CASE PRESENTATION (30% of total course grade):
Each student will be responsible for writing up a paper (to be handed in, 7-8 pages in length, and the cover page and reference pages are not to be included in this count), and then planning and presenting a brief (10-15 minutes in length) individual-in-context narrative case presentation (which focuses on one key individual in a family-system, in the context of that system) to the rest of the class. The focus of the assignment is to focus on addressing the assessment stage and identification process of an example of a particular challenge or clinical problem that illustrates family dynamics issues explained by Collaborative, Narrative or
Strength-Based therapy concepts discussed in class. There should be consideration of how the individual’s concerns are worsened or helped by interactions with the family and an emphasis

on strength-based concerns is encouraged. Issues of cultural and individual diversity should be addressed in the context of the intervention as well. At least 6 references from course readings are expected and APA format is also expected. This paper will be discussed in more detail in the first class session.
PAPER #2: FAMILY NARRATIVE JOURNEY PAPER #2 (30% of total course grade):
Each student is expected to write a paper about the “Family Narrative Journey” of a real or an imagined multi-stressed family system illustrating a “before” and an “after” analysis of how they were assessed, treated and responded to traditional systems and then how implementation of strength-based and collaborative therapy initiatives would help the family system address the problems they have been facing in a more effective and positive manner.
The paper is expected to demonstrate understanding of specific theories, therapeutic tools and interventions covered in the course. The paper should focus on describing the multi-stressed family presented, the interventions put in place, relevant individual and family diversity and empowerment concerns, and possible alternative or “next steps” utilizing a different concept covered in the course. Relevant possible interventions in the school setting should be considered and incorporated into the discussion as well. The paper is expected to be 10-11 pages in length (the cover page and reference pages are not to be included in this count) and at least 9 references from different readings from the course are expected. Expectations for the paper will also be discussed in more detail in the first class session.
STRENGTH-BASED FAMILY THERAPY GROUP PRESENTATIONS (15% of total grade):
Each student is expected to work in a small group (the configuration of is to be determined once the course begins, based on enrollment figures) to develop a Presentation of the “Family
Narrative Journey” of a real or an imagined multi-stressed family system illustrating a “before” and an “after” analysis of how they were assessed, treated and responded to traditional systemic interventions and then should consider how implementation of strength-based and collaborative therapy initiatives would help the family system address the problems they have been facing in a more effective and positive manner. Presentations are encouraged to be creative and are expected to demonstrate understanding of specific tools and interventions covered in the course. Presentations should also address how the family therapy interventions would impact academic and behavioral concerns and patterns related to multi-stressed families exhibiting challenging behaviors in school settings in particular (e.g., anger directed towards school staff, resistance to considering alternative interventions, disruption in planning meetings). Power Point presentations (or some similar presentation type) are strongly encouraged. These presentation expectations will be discussed in more detail as the course begins.

EVALUATION OF PROGRAM OBJECTIVES
1.1 Students will engage in professional behavior, communication and relationships that ensure their effectiveness as practitioners.
ASSESSMENT Unsatisfactory
Class attendance; assignment completion
Significant issues with class attendance or with timely and attentive completion of assignments.
Needs Improvement Expected
Minor issues with class attendance or promptness, or assignments completed late or without due
Regular attendance in class. Completes
Exemplary assignments in a timely fashion.
Perfect attendance and strong preparation for class.
Completes assignments in a timely fashion.
Class engagement
Uninvolved in class activities and discussions; rarely provides feedback to colleagues in class, or does do in a disruptive or non-supportive manner. attention to expectations.
Minimal participation in and contribution to class activities. Sometimes provides feedback to colleagues, occasionally in a disruptive or nonsupportive manner.
Actively participates in and productively contributes to class discussions.
Sometimes provides feedback to colleagues, and does so in a supportive and constructive manner.
Actively participates in and makes valuable contributions to class. References appropriate readings to support points.
Regularly provides feedback to colleagues in a supportive and constructive manner.
1.2: Students will develop knowledge, skills, and awareness that respect cultural and
individual diversity, and demonstrate it in their professional activities.
ASSESSMENT Unsatisfactory
Papers (#1 and #2) and Class
Presentations
Needs Improvement Expected
Papers and class presentation assignments show no understanding of cultural and individual diversity factors.
Papers and class presentation assignments show limited understanding of cultural and individual diversity factors.
Exemplary
Papers and class presentation assignments show good understanding of cultural and individual diversity factors; able to synthesize concepts and apply to case example provided in class.
Class Activities
(Role plays, Case
Analysis &
Discussion)
Inability to demonstrate knowledge, skills, and awareness that respects cultural and individual diversity (1:1, group, and family
Initial inability to demonstrate knowledge, skills, and awareness that respects cultural and individual diversity (1:1, group, and family scenarios) and/or
Demonstrates knowledge, skills, and awareness that respects cultural and individual diversity (1:1, group, and family scenarios) and actively
Papers and class presentation assignments show excellent understanding of cultural and individual diversity factors; able to synthesize concepts and demonstrate application in selfgenerated case examples.
Demonstrates knowledge, skills, and awareness, as well as demonstrate additional understanding of how to teach these

scenarios) and/or actively demonstrating insensitivity or disrespect of same by word or action in class discussions regarding case material or in response to comments of instructor or other students, and unable to or declines to acknowledge deficits in this area. actively demonstrating insensitivity or disrespect of same by word or action in class discussions regarding case material or in response to comments of instructor or other students. Open to feedback, willing to acknowledge deficits in this area, and attempts to make improvements in this area. demonstrate sensitivity of it by word or action in class discussions regarding case material or in response to comments of instructor or other students.
Gives helpful feedback to others regarding these issues as demonstrated by performance in roleplay, case analysis and discussion. concepts to others
(e.g., students, parents, colleagues) and gives useful feedback to others with less awareness in this area which helps in the understanding and adoption of these concepts as demonstrated by role play, case analysis and discussion.
3.1 Students will attain the requisite knowledge and skills in academic and behavioral
intervention to deliver school psychological services.
ASSESSMENT Unsatisfactory Needs Improvement Expected Exemplary
Strength-Based
Family Therapy
Presentations
Delivers presentation with no demonstration of theories or concepts from course regarding interventions to deliver services and support multi-stressed families in school settings; makes judgmental or derogatory comments regarding students or families exhibiting challenging behaviors in school settings.
Delivers presentation with limited demonstration of relevant theories and concepts covered in course regarding delivery of services and support to multistressed families in school settings; limited understanding of challenging behaviors exhibited by these families in school settings.
Delivers presentation with good use of theory and concepts from course related to service delivery and support of multistressed families in school settings; shows insight, patience, and willingness to try to engage with families exhibiting challenging behaviors in school settings.
Delivers presentation demonstrating clear integration of theory and practice regarding service delivery and support of multi-stressed families in school settings; shows insight, patience, understanding of underlying motivations, and creativity in ways to identify strengths and engage with families exhibiting challenging behaviors in school settings.
A grade of B or B+ A grade of A- or higher Paper #1 and
Presentation
A grade lower than
B-
A grade of B-
3.3 Students will attain the requisite knowledge, skills, and attitudes in individual and group
counseling to deliver school psychological services.
ASSESSMENT Unsatisfactory Needs Improvement Expected Exemplary
Class
Assignments
(Role Plays,
Exercises)
Refusal to participate in role-plays; lack of engagement in other class exercises; lack of
Inability to participate in role-plays in a serious and respectful manner; engagement in class
Participates willingly in role-plays in a serious and respectful manner;
Volunteers to engage in, and develop, role-plays related to individual,

preparation (course readings) necessary in class exercises addressing individual, group and family counseling dynamics. exercises with sporadic preparation (course readings) necessary in class exercises addressing individual, group and family counseling dynamics; limited constructive contribution to class activities. willingness to engage in class exercises addressing individual, group and family counseling dynamics with positive intent and result. group and family counseling; helps to actively propel class exercises forward; develops additional relevant exercises to help foster further discussion.
3.5 Students will attain the requisite knowledge, skills and attitudes in working with families to deliver school psychological services.
ASSESSMENT Unsatisfactory Needs Improvement Expected Exemplary
Family Narrative
Journey Paper
(Paper #2); Class discussions.
Does not demonstrate understanding of delivery of school psychological services regarding family intervention concepts
(not covered at all in paper or discussions).
Demonstrates limited understanding of delivery of school psychological services regarding family intervention concepts
(does not address well in paper or discussions).
Demonstrates good understanding of delivery of school psychological services regarding family intervention concepts
(written and verbal comments clearly demonstrate understanding).
A grade of B or B+
Demonstrates excellent understanding of delivery of school psychological services regarding family intervention concepts
(addresses clearly in writing and verbally and able to integrate new concepts in constructive manner).
A grade of A- or higher Paper #2 A grade lower than
B-
A grade of B-
INSTITUTIONAL RESOURCES AND POLICIES
ADA STATEMENT
Accommodations for students with documented disabilities: It is the policy of the School that no
William James College (WJC) student be denied educational benefits because of a recognized disability.
Students who seek instructional accommodations must consult with the Dean of Students or Associate
Dean of Students and must furnish acceptable documentary evidence of said condition prior to the development/implementation of specific accommodation strategies. A complete copy of the School’s policy on ADA accommodations may be obtained from the Dean of Student’s office.
LIBRARY AND MEDIA SERVICES
All resources at the WJC online collection are available through the Internet. The campus librarian will provide students with links, user IDs, and passwords. If you have any questions, please contact the librarian, Mr. Matt Kramer, at Matt_Kramer@WilliamJames.edu.
ACADEMIC RESOURCE CENTER
If you experience difficulty organizing your ideas in preparation for writing; expressing yourself clearly in writing; meeting imposed expectations for assignments; or, organizing and rehearsing for class presentations, you are encouraged to seek the services of the Academic Resource Center (ARC). For

more information, please contact the Coordinator of the ARC, Ms. Joan Axelrod, at
Joan_axelrod@WilliamJames.edu
.
POLICIES
Please make sure you are familiar with the Student Services Policies
( http://www.williamjames.edu/student-life/policy-procedures/index.cfm
) and the Student Academic
Policies (included in the “Course Catalog” section of the Registrar’s page:( http://www.williamjames.edu/academics/registrar/index.cfm
). Please make sure you are also familiar with your specific program handbook.
The WJC Equal Opportunity and Affirmative Action Philosophy Statement
William James College shall make efforts to assure that its students receive preparation to function in a multicultural, multi-racial society. This can best be accomplished by having a curriculum and field placement opportunities that demonstrate a respect for cultural and individual differences and impart knowledge and skills relevant to human diversity. The institution must also have Trustees, faculty members, students, administrators, and staff who are sensitive and knowledgeable in these areas and who are representative of these cultural differences.
The major purpose of William James College is to improve the quality of life by training and educating psychology practitioners to be capable of providing high quality human services.
The College must seek to train practitioners who are sensitive to underserved populations, and an essential first step in that training is an awareness of one's own cultural biases. The College must be committed to the development of education and training experiences that provide students with competence in providing psychological services within a framework that acknowledges and respects cultural diversity.
Last Revised/DBJ: 8/24/15