J ACKSONVILLE S TATE U NIVERSITY
D EPARTMENT OF E DUCATIONAL R ESOURCES
C OUNSELOR E DUCATION P ROGRAM
C OURSE S YLLABUS
2015-2016 ACADEMIC YEAR
COURSE NAME AND NUMBER:
COUPLE/ MARRIAGE/ FAMILY COUNSELING ECG 530
COURSE CREDIT:
3 HOURS
PROFESSOR:
JERRY D. KISER, Ed.D, LPC, LCPC, LMFT, NCC, NCSC, MAC, EDMR-1 jkiser@jsu.edu
RWB D-6 dockiser@aol.com
HOME PHONE: 256.435.4596
OFFICE PHONE: 256.782.5855
COURSE DESCRIPTION:
The course provides an overview of the nature of family systems relationships and family development. Particular emphasis will be given to the theory and practice or marital and family therapy. Students will examine both theoretical and empirical elements of family counseling which can be applied to marriage and family systems
REQUIRED RESOURCES:
LiveText Course Delivery and Electronic Portfolio System http://college.livetext.com
Theory and Practice of Family Therapy and Counseling, (Second Edition, 2013), James Bitter
RECOMMENDED RESOURCES:
Theory and Practice of Counseling and Psychotherapy, 9 th
Edition (2013), Gerald Corey
METHOD OF INSTRUCTION
The course will be taught using lectures, a variety of audio-visual resources, class discussion within whole/small group settings, case study reports, thought papers, research paper, and the utilization of electronic learning resources that include the World Wide Web, BlackBoard, and
LiveText.

COURSE REQUIREMENTS/ EVALUATION:
Coup/Marr/Fam Student ID Sheets
Coup/Marr/Fam Learning Module Quizzes
20 to 0 points
30 to 0 points
Coup/Marr/Fam Theory Analysis 50 to 0 points
Coup/Marr/Fam Theory Comparison/Contrast 50 to 0 points
Coup/Marr/Fam Learning Module Study Guide 50 to 0 points
Coup/Marr/Fam Theory Research Paper 100 to 0 points
Coup/Marr/Fam Learning Module Mid-Term Exam 300to 0 points
Coup/Marr/Fam Learning Module Final Exam 300 to 0 points
Coup/Marr/Fam Learning Outcomes Reflections 100 to 0 points
Grading Scale:
92-100%
80-90%
70-79%
A
B
C
F 68% or below
PROFESSIONAL DISPOSITIONS
Please be aware that every semester, the faculty meets to discuss EACH student’s academic and dispositional status in the counselor education program. In addition to your academic standing, your personal dispositional characteristics are compared to the following professional dispositions
6.
4.
5.
3.
The student is expected to:
1. Exhibit and understand the importance of respectful, genuine and empathic attitudes toward clients; thereby, promoting client dignity, self-determination and welfare, while avoiding dependency in the counseling relationship.
2. Exhibit and understand the importance of the ability to engage clients, acknowledging the unique nature and needs of individuals at all developmental levels and across cultures.
Develop and value facilitative communication skills.
Be aware of the importance of non-verbal as well as verbal communication.
Demonstrate the ability to understand a client’s presenting problems/concerns.
Acknowledge the importance of themes presented by clients as they relate to presenting concerns.

7.
8.
Acknowledge the importance of conceptualizing client themes/problems within a theoretical framework, encouraging client growth and development to foster the the client’s interests.
Exhibit and understand the importance of the development and implementation of treatment goals.
9. Recognize the need to develop and articulate a personal theoretical approach for working with clients.
10. Recognize the importance of assessment of the counseling process/relationship, making appropriate modifications to benefit client progress.
11. Value knowledge of the organizational structure of counseling settings.
12. Appreciate the need for program development.
13. Exhibit professional dress and demeanor in accordance with practice settings.
14. Value self awareness and self-examination and take responsibility for seeking professional help for issues that might impede one’s counseling practice.
15. Understand, appreciate and adhere to professional standards of ethics and practice.
16. Recognize the importance of professional growth and development.

Student Learning Outcomes Standards Assessments
A systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions.
Counseling theories that provide the student with models to conceptualize client presentation and that help the student select appropriate counseling interventions. Students will be exposed to models of counseling that are consistent with current professional research and practice in the field so they begin to develop a personal model of counseling.
The importance of research in advancing the counseling profession.
IIG5E
IIG5D
IIG8A
Ethical Standards of professional organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.
IIG1j

A
CADEMIC
H
ONESTY
Plagiarism and Academic Honesty Policy : To claim as one’s own the ideas and words of another is plagiarism. Plagiarism is defined as the following:
Using the exact words of another person’s work/writing without acknowledgement of your
• source through the use of quotation marks and correct citation/documentation.
•
•
•
Rephrasing a passage by another writer without giving proper credit.
Using someone else’s facts or ideas without acknowledgement
Using a piece of writing for one course that was already used in a previous course (or in courses in which you are simultaneously enrolled) without express permission from both instructors to do so.
Presenting fabricated or falsified citations or materials.
The pertinent section of the JSU Student Handbook on Academic Honesty is included below:
II. ACADEMIC HONESTY
In a University community, true knowledge can be gained only through honest means. All academic dishonesty is expressly prohibited. This policy is applicable for campus and distance learning activities. Violations include BUT ARE NOT LIMITED TO, the following:
A. The use of unauthorized materials or the receipt of unauthorized assistance during an examination or in the completion of any other assignment, exercise, experiment, or project for academic credit. Unauthorized materials may include, but are not limited to, notes, textbooks, previous examinations, exhibits, experiments, papers, or other supplementary items.
B. Copying or utilizing information from a paper of another student during an examination.
C. Rendering unauthorized assistance to another student by knowingly permitting him or her to copy an examination, project, paper, assignment, exhibit, exercise, or other material to be submitted for academic credit.
D. Illegally obtaining or attempting to obtain unauthorized prior knowledge of an examination or test materials.
E. Selling or giving to another student unauthorized copies of tests or examinations or research assignments.
F. The use of a commercially prepared term paper or research project or the submission of a paper, project, or experiment completed by someone other than the student submitting any of the

above for academic credit.
G. Falsifying class attendance.
H. Falsifying reasons why a student did not attend a required class or take a scheduled examination.
I. Taking an examination in the place of another student.
J. Making unauthorized change in any reported grade or on an official academic report form.
K. Unauthorized collaboration between two students on an examination, paper, or project.
L. Plagiarism, which is the deliberate act of copying, writing, or presenting as one's own the information, ideas, or phrasing of another person without proper acknowledgment of their true source.
M. Making use of computing facilities in an academically dishonest manner.
Note: Students may be found in violation of the Academic Honesty Policy through the academic grading procedure as long as notice and hearing are granted and appeal is available and/or through the University Judicial System (See Judicial Procedures, Section III, 1-4).
Please consult with the instructor of this course if you are unsure about how to document sources. Cheating on exams is also an affront to the principle of academic honesty. At the very least, an assignment on which plagiarism or cheating has occurred will receive no credit, and an
Academic Dishonesty Incident Form concerning the incident will be filed, and other appropriate measures will be taken.
College of Education & Professional Studies
Honesty Policy
Cheating
1.
Cheating: 1 st Offense A student who cheats or participates in the act of cheating on an examination (or any other graded work) will receive a failing grade (“F”) in the course.
2.
Cheating: 2 nd Offense A student who cheats or participates in the act of cheating on an examination (or any other graded work) will be dismissed from the program study, and will not be allowed to enroll in any other program of study in the
College of Education & Professional Studies at Jacksonville State University.
Plagiarism

of p
1. Plagiarism: 1 st Offense – A student who plagiarizes or participates in the act
Plagiarism will receive a failing grade (“F”) in the course. In addition, the student will be required to complete a remedial seminar on plagiarism. Failure to do so will result in an automatic 2 nd
Offense.
2.
Plagiarism: 2 nd Offense A student who plagiarizes or participates in the act of plagiarism a second time will be dismissed from the program of study, and will not be allow to enroll in any other program in the College of Education &
Professional Studies at Jacksonville State University.
Exhibiting Unethical Disposition
1.
Exhibiting Unethical Disposition: 1 st Offense – A student who exhibits an unethical disposition such as lying and/or falsifying documentation to anyone in a supervisory role during any school or school-related activity associated with coursework will receive a failing grade (“F”) in the course.
2.
Exhibiting Unethical Disposition: 2 nd Offense A student who exhibits an unethical disposition such as lying and/or falsifying documentation to anyone in a supervisory role a second time will be dismissed from the program of study, and will not be allow to enroll in any other program in the College of Education & Professional
Studies at Jacksonville State University.
NOTES:
It should be noted that the occurrence of cheating, plagiarizing, or exhibiting unethical dispositions is cumulative, i.e., it carries over to any other course taught in the College of
Education & Professional Studies.
If a student wishes to appeal at any level of the honesty policy, she (he) is to follow the
College of Education & Professional Studies’ grade appeal process.

STUDENT ID SHEET
Class:___________________________________________ Semester: ____________________
Name: ________________________________________________________________________
Address: ______________________________________________________________________
City/State/Zip: _________________________________________________________________
Phone: Home __________________ Work _________________ Message _________________
Email : ________________________________________________________________________
Graduate Program: ______________ M.S. _____________ Ed.S.
School Counseling ____ Clinical Mental Health ____
Other (List) _______________________
Driver’s License
Student ID Card
Student ID Sheet: _______________________________________________________
Quizzes: ______________________________________________________________
Theory Analysis: ________________________________________________________
Theory Comparison/Contrast: ______________________________________________
Study Guide ______________________________________________________
Research Paper: ___________________________________________________

Mid-Term Exam: _________________________________________________________
Final Exam: _____________________________________________________________
Learning Outcomes Reflections ________________________________
Course Outline (Tentative):
Week 1 Overview of Course/ Genogram
Week 2
Read Course Syllabus, Chapter 1, and Chapter 2
Multigenerational Family Therapy
Read Chapter 7
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Strategic Family Therapy
Read Chapter 11
Object Relations/ Adlerian Family Therapy
Read Chapter 5 and Chapter 6
Cognitive-Behavioral Family Therapy
Read Chapter 15
Solution Focused Therapy
Read Chapter 12
Postmodern (Narrative)/ Feminist Family Therapy
Read Chapter 13 and Chapter 14
Mid-Term Exam
Human Validation Process Model
Read Chapter 8
Structural Family Therapy
Read Chapter 10
Symbolic- Experiential Family Therapy
Parenting for the 21 st
Read Chapter 9 and Chapter 16
First-Second-Third Force Psychology and Marriage/Family Theory
Read Supplemental Information
Relationship/ Assessment/ Treatment

Week 14
Week 15:
Read Chapter 17 and Chapter 18
The Family Practitioner: Person and Professional
Family Practice: Ethical/ Legal Issues
Read Chapter 3 and Chapter 4
Final Exam
Policies and Procedures:
Note 1: Quizzes will be given at the beginning, before break, after break, and/or at the end of class. THERE IS NO MAKEUP OF QUIZZES THAT ARE MISSED.
Also, if a student is absent, it is the STUDENT'S responsibility to obtain any lecture notes, handouts, and other information covered in class from other students in the class. Each quiz missed is a -10 points.
Note 2: Exams will be scheduled throughout the semester. If the student is absent from a scheduled examination, arrangements MUST be made on or before the
Note 3:
Note 4:
Note 5: day of the scheduled exam. Exams taken before or after the scheduled examination WILL be different from the original exam in a variety of ways.
On the first day of class, students are given a Student Information Sheet. This sheet is due at the next class meeting, completely/accurately filled in. The student chooses to give up 10 points for each day the sheet is not turned in and/or completed.
If a student chooses not to turn the Thought Papers or Research Paper in on time, the student is also choosing to give up 10 points for each day the assignment is late (including Saturday and Sunday).
If a student chooses not to be present on the day he/she is scheduled to present the research paper, the student is also choosing to give up 50 of the points that the paper can earn them in the course.
Note 6: The student is responsible for registering for the course, scheduling time to attend class, and completing all course requirements. If a student is unable to fulfill his/her commitments to the course, then it is also the student's responsibility to withdraw from the course, and repeat the course when he/she is able to fulfill his/her commitments to the course.
Note 7: If a student who has attended class regularly needs additional time (beyond the end of the semester) to complete some of the course requirements, a B is
Note 8:
Note 9: the maximum grade that can be earned for the course.
Lecture notes have been typed and made into overheads because traditionally education has been geared primarily for the auditory learner and I want to balance the scales for visual learners. However, I believe individuals acquire/retain new information most efficiently when they see it, hear it, and write it. Therefore, course lectures are not available for photocopying.
Beepers, pagers, cellular phones, and watch alarms should be turned OFF before entering the classroom.

Note 10:
Note 11:
Note 12:
A student who chooses to engage in Plagiarism or any other form of
Academic Dishonesty will also be choosing to receive an F in the course.
I have scheduled Office Hours immediately before and/or immediately after class for the convenience of students. If these Office Hours are not convenient for you, please call to schedule an appointment that is convenient.
Students that have a disability that requires special accommodations, please discuss these with me as soon as possible.
DISABILITY ACCOMODATIONS STATEMENT. Any individual who qualifies for reasonable accommodations under The Americans with Disabilities Act or Section 504 of the Rehabilitation Act of 1973 should contact the Instructor immediately.
ECG 530 Marriage/Family: Research Paper (Artifact)
1.
Review the textbook as well as other books/articles that will facilitate the exploration of the various theories utilized within professional counseling.
Select a theory you would like to devote time and energy to researching and writing about as the topic for your research paper in this course.
2.
By the third week of the semester, the student should have submitted the topic of his/her research paper to the instructor for approval.
3.
The research paper needs to be a minimum of 8 to 10 pages in length (not including Title Page, Abstract Page, or Reference Page).
4.
The research paper needs to be typed, double spaced, maximum of 10 cpi (12 pts), 1 inch margins (top, bottom, and sides), and no less than 24 – 26 inches per line.
5.
The research paper needs to written using APA Style , with at least five references. Three of the five references need to be books and/or journal articles. Two of the five references can come from the World Wide Web.
6.
The research paper is due on the 10 th
week of the semester. It is the responsibility of the student to have all assignments in on time. Note: After identifying 5 mistakes, the paper will be returned to the student for a rewrite.
7.
Two copies of the research paper need to be turned in. If the student chooses to turn in only one copy of the paper, the student is also choosing to give up 50 of the points that the paper can earn them in the course. (Note: Do not put the paper in any kind of binder! Staple once in the upper left corner of the research paper.)
8.
If a student chooses not to turn in the research paper on time, the student is also choosing to give up 10 points for each day the research paper is late (including
Saturday and Sunday).

9. You should conclude your paper by listing and briefly describing seven to fifteen techniques that are associated with the theory you have selected as your research topic.

THEORY AND PRACTICE OF FAMILY THERAPY AND COUNSELING
JAMES BITTER
PART 1: BASIC ISSUES IN THE PRACTICE OF FAMILY THERAPY AND
COUNSELING
Chapter 1
Introduction and Overview
Learning Module 1.1
Introduction
Learning Module 1.2
Why I Became a Family Counselor and Therapist
Learning Module 1.3
Overview of This Book
Learning Module 1.4
Suggestions for Using the Book
Learning Module 1.5
The Family Systems Perspective: Bio-Ecological Systems Theory
Learning Module 1.6
The Family and Macro-Systems: Normal Family Processes, Diversity, and Resiliency
Learning Module 1.7
Differences Between Systemic and Individual Approaches
Chapter 2
The Genograms of Family Therapy
Learning Module 2.1
The Genograms of Family Therapy
Learning Module 2.2
The History of Family Therapy I: Systemic Pioneers and Their Offspring
Learning Module 2.3
The History of Family Therapy II: From Structure to Strategy to Solutions
Learning Module 2.4
The History of Family III: From Postmodern, Social Constructionism to Feminism
Learning Module 2.5
The History of Family Therapy IV: Cognitive-Behavioral Family Therapy and Parenting
Learning Module 2.6
Summary
Chapter 3
The Family Practitioner as Person and Professional
Learning Module 3.1
Introduction
Learning Module 3.2
The Family of the Family Practitioner: “Hanging Hats” and Clearing the Mind and Heart to
Focus
Learning Module 3.3
Personal Characteristics and Orientations of Effective Family Practitioners
Learning Module 3.4
The Process of change and Therapeutic Process
Learning Module 3.5

Beginning Your Work as Family Practitioners
Learning Module 3.6
The Scholar-Practitioner in Family Counseling and Therapy
Learning Module 3.7
Toward a Foundation for Integration
Learning Module 3.8
Gender and Multicultural Lenses
Learning Module 3.9
Summary
Chapter 4
Virtue, Ethics, and Legality in Family Practice
Learning 4.1
Introduction
Learning 4.2
A Consideration of Virtue
Learning 4.3
Ethical Codes and Standards of Professional Practice
Learning 4.4
Ethical Decision Making: Models of Ethical Decision Making
Learning 4.5
Commonly Discussed Ethical Dilemmas in Family Practice
Learning 4.6
Professional Regulations and Legal Requirements
Learning 4.7
Conclusion
Learning 4.8
Where to Go from Here
Learning 4.9
Recommended Readings
PART 2: THEORIES AND TECHNIQUES OF FAMILY THERAPY AND
COUNSELING
INTRODUCTION TO THE CASE OF THE QUEST FAMILY
Chapter 5
Object Relations Family Therapy
Learning Module 5.1
Introduction
Learning Module 5.2
Key Concepts
Learning Module 5.3
Therapy Goals
Learning Module 5.4
The Therapist’s Role and Function
Learning Module 5.5
Techniques
Learning Module 5.6
An Object Relations Therapist with the Quest Family

Learning Module 5.7
Summary and Multicultural Evaluation: Contributions to Multicultural Counseling and Gender
Issues
Learning Module 5.8
Exercises for Personal and Professional Growth
Learning Module 5.9
Where to Go from Here
Recommended Readings
Chapter 6
Adlerian Family Therapy
Learning Module 6.1
Introduction
Learning Module 6.2
Key Concepts:
Family Atmosphere,
The Family Constellation, and
Mistaken Goals: An Interactional View
Learning Module 6.3
Therapy Goals
Learning Module 6.4
The Therapist’s Role and Function
Learning Module 6.5
Techniques
Learning Module 6.6
An Adlerian Therapist with the Quest Family
Learning Module 6.7
Summary and Multicultural Evaluation: Contributions to Multicultural Counseling and Gender
Issues
Learning Module 6.8
Exercises for Personal and Professional Growth
Learning Module 6.9
Where to Go from Here
Recommended Readings
Chapter 7
Multigenerational Family Therapy
Learning Module 7.1
Introduction
Learning Module 7.2
Key Concepts:
Differentiation of the Self and Emotional Cutoff,
Triangulation and the Nuclear Family Emotional System,
The Family Projection Process and Multigenerational Transmission,
Sibling Position, and
The Societal Projection Process or Societal Regression
Learning Module 7.3
Therapy Goals

Learning Module 7.4
The Therapist’s Role and Function:
Therapist Self-Awareness
Implications for Training of Family Therapists
Learning Module 7.5
Techniques
Learning Module 7.6
A Bowen Therapist with the Quest Family
Learning Module 7.7
Summary and Multicultural Evaluation: Contributions to Multicultural Counseling and Gender
Issues
Learning Module 7.8
Exercises for Personal and Professional Growth
Learning Module 7.9
Where to Go from Here
Recommended Readings
Chapter 8
Human Validation Process Model
Learning Module 8.1
Introduction
Learning Module 8.2
Key Concepts:
Family Life,
Functional Versus Dysfunctional Communication in Families,
Defensive Communication Stance in Coping with Stress, and
Family Roles and Family Triads
Learning Module 8.3
Therapy Goals
Learning Module 8.4
The Therapist’s Role and Function
Learning Module 8.5
Techniques
Learning Module 8.6
A Satir Therapist with the Quest Family
Learning Module 8.7
Summary and Multicultural Evaluation: Contributions to Multicultural Counseling and Gender
Issues
Learning Module 8.8
Exercises for Personal and Professional Growth
Learning Module 8.9
Where to Go from Here
Recommended Readings
Chapter 9
Symbolic-Experiential Family Therapy
Learning Module 9.1
Introduction

Learning Module 9.2
Key Concepts:
Subjective Focus,
An Almost Atheoretical Stance,
Being Is Becoming,
Intimacy: The Desired Outcome
The Dialectics of a Healthy Family
Learning Module 9.3
Therapy Goals
Learning Module 9.4
The Therapist’s Role and Function
Learning Module 9.5
Techniques
Learning Module 9.6
A Symbolic-Experiential Therapist with the Quest Family
Learning Module 9.7
Summary and Multicultural Evaluation: Contributions to Multicultural Counseling and Gender
Issues
Learning Module 9.8
Exercises for Personal and Professional Growth
Learning Module 9.9
Where to Go from Here
Recommended Readings
Chapter 10
Structural Family Therapy
Learning Module 10.1
Introduction
Learning Module 10.2
Key Concepts:
Family Structure,
Family Subsystems, and
Boundaries
Learning Module 10.3
Therapy Goals
Learning Module 10.4
The Therapist’s Role and Function
Learning Module 10.5
Techniques
Learning Module 10.6
A Structural Family Therapist with the Quest Family
Learning Module 10.7
Summary and Multicultural Evaluation: Contributions to Multicultural Counseling and Gender
Issues
Learning Module 10.8
Exercises for Personal and Professional Growth
Learning Module 10.9

Where to Go from Here
Recommended Readings
Chapter 11
Strategic Family Therapy
Learning Module 11.1
Introduction:
The MRI Model
The Milan Model
Learning Module 11.2
Key Concepts
Learning Module 11.3
Therapy Goals:
The MRI Model
The Washington School
The Milan Model
Learning Module 11.4
The Therapist’s Role and Function
Learning Module 11.5
Techniques:
Process and Techniques at the MRI
Process and Techniques at the Washington School
Process and Techniques in Milan
Learning Module 11.6
A Strategic Family Therapist with the Quest Family
Learning Module 11.7
Summary and Multicultural Evaluation: Contributions to Multicultural Counseling and Gender
Issues
Learning Module 11.8
Exercises for Personal and Professional Growth
Learning Module 11.9
Where to Go from Here
Recommended Readings
Chapter 12
Solution-focused and Solution-Oriented Therapy
Learning Module 12.1
Introduction
Learning Module 12.2
Key Concepts
Learning Module 12.3
Therapy Goals
Learning Module 12.4
The Therapist’s Role and Function
Learning Module 12.5
Techniques
Learning Module 12.6
A Solution-Oriented Therapist with the Quest Family

Learning Module 12.7
Summary and Multicultural Evaluation: Contributions to Multicultural Counseling and Gender
Issues
Learning Module 12.8
Exercises for Personal and Professional Growth
Learning Module 12.9
Where to Go from Here
Recommended Readings
Chapter 13
Postmodernism, Social Construction, and Narratives in Family Therapy
Learning Module 13.1
Introduction
Learning Module 13.2
Key Concepts:
The Linguistic Approach: Harlene Anderson and Harold Goolishian,
The Reflecting Team: Tom Andersen, and
The Narrative Approach: Michael White and David Epston
Learning Module 13.3
Therapy Goals
Learning Module 13.4
The Therapist’s Role and Function
Learning Module 13.5
Techniques
Learning Module 13.6
A Narrative Therapist with the Quest Family
Learning Module 13.7
Summary and Multicultural Evaluation: Contributions to Multicultural Counseling and Gender
Issues
Learning Module 13.8
Exercises for Personal and Professional Growth
Learning Module 13.9
Where to Go from Here
Recommended Readings
Chapter 14
Feminist Family Therapy
Learning Module 14.1
Introduction
Learning Module 14.2
Key Concepts:
Honoring the Experiences and Perceptions of Women,
The Personal Is Political, and
Social Transformation and Advocacy
Learning Module 14.3
Therapy Goals
Learning Module 14.4
The Therapist’s Role and Function

Learning Module 14.5
Techniques
Learning Module 14.6
A Feminist Therapist with the Quest Family
Learning Module 14.7
Summary and Multicultural Evaluation: Contributions to Multicultural Counseling and Gender
Issues
Learning Module 14.8
Exercises for Personal and Professional Growth
Learning Module 14.9
Where to Go from Here
Recommended Readings
Chapter 15
Cognitive-Behavioral Family Therapy
Learning Module 15.1
Introduction
Learning Module 15.2
Key Concepts
Learning Module 15.3
Therapy Goals
Learning Module 15.4
The Therapist’s Role and Function
Learning Module 15.5
Techniques
Learning Module 15.6
A Cognitive-Behavioral Family Therapist with the Quest Family
Learning Module 15.7
Summary and Multicultural Evaluation: Contributions to Multicultural Counseling and Gender
Issues
Learning Module 15.8
Exercises for Personal and Professional Growth
Learning Module 15.9
Where to Go from Here
Recommended Readings
Chapter 16
Parenting for the 21 st Century
Learning Module 16.1
Introduction
Learning Module 16.2
A Short History of Parenting
Learning Module 16.3
Key Concepts
Learning Module 16.4
Techniques:
Positive Parenting for Functional Families,
A Word or Two About Blended Families and Stepfamilies, and

Parenting Difficult Children
Learning Module 16.5
Summary and Multicultural Evaluation: Contributions to Multicultural Counseling and Gender
Issues
Learning Module 16.6
Where to Go from Here
Recommended Readings
PART 3: INTEGRATION AND APPLICATION
Chapter 17:
Integration 1: From Self-Discovery to Family Practice—Forming a Relationship and
Family Assessment
Learning Module 17.1
Discovering a Model or Set of Models for Professional Use
Learning Module 17.2
Videotaping Your Work and Taking Time for Reflection
Learning Module 17.3
A Process for Family Therapy across Models:
Common Factors in Family Therapy,
Forming a Relationship
Conducting an Assessment
Eight Lenses
Formal Assessments
Case Conceptualization
Learning Module 17.4
Summary
Chapter 18
Integration II: Shared Meaning, Facilitating Change, and Tailoring Interventions
Learning Module 18.1
Hypothesizing and Shared Meaning: Describing the System and Integrative Models
Learning Module 18.2
Facilitating Change: Resilience
Learning Module 18.3
Tailoring Treatment
Learning Module 18.4
Ensuring Therapeutic Efficacy: Treatment Adherence and Relapse Prevention
Learning Module 18.5
An Integrative Therapist with the Quest Family
Learning Module 18.6
Core Competencies, Accreditation Standards, and Training
Learning Module 18.7
Some Final Thoughts

Supplemental Information
Learning Module SI1.1
Treatment Planning:
DO A CLIENT MAP: D iagnosis
O bjectives
A ssessment
C linician
L ocation
I nterventions
E mphasis
N ature
T iming
M edication
A djunct Services
P rognosis
Learning Module SI2.1
Summary / Review of Family Models:
Key Figures
Key Concepts
Therapy Goals
Therapist Role / Function
Multicultural Perspectives
Gender Perspectives
Perspectives
Pages 477-498
SUPPLEMENTAL INFORMATION:
Ethical Decision Making Model ( Corey, 2015, Issues and Ethics, page 21-24)
1) Identify the problem or dilemma.
2) Identify the potential issues involved.
3) Review the relevant ethics codes.
4) Know the applicable laws and regulations.
5) Obtain consultation.
6) Consider possible and probable courses of action.
7) Enumerate the consequences of various decisions.
8) Choose what appears to be the best course of action.

by Jerry Kiser
Discuss/Describe/Explain how the Couple/Marriage/Family Learning Modules (LM) facilitate the acquisition of knowledge, understanding, insight, regarding the CACREP Learning
Outcomes (CLO).
CACREP-
2009.2.G.1.j
CACREP-
2009.2.G.5.d
CACREP-
2009.2.G.5.e
CACREP-
2009.2.G.8.a ethical standards of professional organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling. counseling theories that provide the student with models to conceptualize client presentation and that help the student select appropriate counseling interventions. Students will be exposed to models of counseling that are consistent with current professi a systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions; the importance of research in advancing the counseling profession;
Couple/Marriage/Family Learning Outcome Reflection Rubric
Exemplary
(4.000 pts)
Proficient
(3.000 pts)
Partially
Proficient
(2.000 pts)
Incomplete
(1.000 pt)
LM and CLO The reflection
(90.000, 90%) indicates that the
The reflection indicates that the
The reflection indicates that the
The reflection indicates that the
CACREP-
2009.2.G.1.j
CACREPcounselor in a significant counselor in an adequate amount counselor in a minimal amount counselor in training (CIT) spent training (CIT) spent training (CIT) spent training (CIT) spent virtually no time
2009.2.G.5.d amount of time
CACREPreading and of time reading and of time reading and reading and reflecting on the reflecting on the reflecting on the

2009.2.G.5.e reflecting on the
CACREPLM and the CLO
2009.2.G.8.a before engaging in before engaging in the writing process. The CIT utilizes before engaging in the writing process. the writing process. the writing process.
The CIT utilizes a before engaging in
The CIT utilizes no
The CIT utilizes
LM and the CLO LM and the CLO several examples of few (if any)
LM and the CLO numerous examples of how the LM how the LM clarify and illustrate the examples of how the LM clarify and examples of how the LM clarify and illustrate the CLO so as to promote clarify and illustrate CLO so as to the CLO so as to promote knowledge, promote knowledge, understanding, and illustrate the CLO so as to promote knowledge, understanding, and knowledge, understanding, and insight regarding understanding, and insight regarding theory development insight regarding insight regarding theory development theory development theory development
CLO not in
LM (10.000,
The reflection indicates that the
The reflection indicates that the
The reflection indicates that the
The reflection indicates that the
10%)
CACREP-
2009.2.G.1.j counselor in a significant counselor in an adequate amount counselor in a minimal amount counselor in training (CIT) spent training (CIT) spent training (CIT) spent training (CIT) spent virtually no time
CACREP-
2009.2.G.5.d reading and
CACREPamount of time reflecting on the
2009.2.G.5.e LM and the CLO of time reading and of time reading and reading and reflecting on the
LM and the CLO before engaging in reflecting on the
LM and the CLO before engaging in reflecting on the
LM and the CLO before engaging in
CACREP-
2009.2.G.8.a before engaging in the writing process. the writing process. the writing process. the writing process.
The CIT utilizes The CIT utilizes The CIT utilizes no
The CIT utilizes several examples to numerous examples support the few (if any) examples to support examples to support the conclusion, and to support the conclusion, and conclusion, and provides several of the conclusion, and provides few (if provides no suggestions on how provides a wide variety of suggestions on how to correct the suggestions on how deficiencies. any) suggestions on to correct the how to correct the deficiencies. deficiencies. to correct the deficiencies.

by Jerry Kiser
Knowledge of the Couple/Marriage/Family Learning Modules (LM) and the CACREP Learning
Outcomes (CLO) is demonstrated through the use of quizzes, study guide learning activities, and exam.
CACREP-
2009.2.G.1.j
CACREP-
2009.2.G.5.d
CACREP-
2009.2.G.5.e
CACREP-
2009.2.G.8.a ethical standards of professional organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling. counseling theories that provide the student with models to conceptualize client presentation and that help the student select appropriate counseling interventions. Students will be exposed to models of counseling that are consistent with current professi a systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions; the importance of research in advancing the counseling profession;
Couple/Marriage/Family Quiz (Q), Study Guide (SG), and Exam (E) Rubric
Exemplary
(4.000 pts)
Proficient
(3.000 pts)
Partially
Proficient
(2.000 pts)
Incomplete
(1.000 pt)
Knowledge of
LM and CLO
The CIT demonstrates an through Q, SG, exceptional and E (1.000, knowledge of the
100%) LM and CLO
The CIT demonstrates a proficient knowledge of the
LM and CLO
The CIT demonstrates a partially proficient knowledge of the
LM and CLO
The CIT demonstrates an incomplete knowledge of the
LM and CLO

CACREP-
2009.2.G.1.j
CACREP-
2009.2.G.5.d
CACREP-
2009.2.G.5.e
CACREP-
2009.2.G.8.a based upon performance on quizzes, study guide learning activities, and exams. based upon performance on quizzes, study guide learning activities, and exams. based upon performance on quizzes, study guide learning activities, and exams. based upon performance on quizzes, study guide learning activities, and exams.

by Jerry Kiser
Knowledge of the Couple/Marriage/Family Learning Modules (LM) and the CACREP Learning
Outcomes (LO) is demonstrated through the Counselor in Training (CIT) research paper.
CACREP-
2009.2.G.5.d
CACREP-
2009.2.G.8.a counseling theories that provide the student with models to conceptualize client presentation and that help the student select appropriate counseling interventions. Students will be exposed to models of counseling that are consistent with current professi the importance of research in advancing the counseling profession;
Couple/Marriage/Family Research Paper Rubric
Exemplary
(4.000 pts)
Proficient
(3.000 pts)
Partially
Proficient
(2.000 pts)
Incomplete
(1.000 pt)
Paper
CACREP-
The written work effectively
2009.2.G.5.d organized.
The written work
Development reveals a topic that
Organization is clearly evident, reveals a topic that is evident,
(25.000, 25%) well developed, and developed, and organized.
CACREP-
2009.2.G.8.a
Paper The written work
Reading
Reflection indicates that the writer spent
(25.000, 25%) significant
CACREP-
CACREPtime/energy in
2009.2.G.5.d reading/reflecting upon the topic
The written work indicates that the writer spent adequate time/energy in reading/reflecting upon the topic
The written work reveals a topic that is ambiguous, not
The written work reveals a topic that is mysterious, well developed, and lacking in that is evolving in terms of organization. development, and poorly organized
The written work indicates that the writer spent very reading/reflecting upon the topic before engaging in
The written work indicates that the writer spent little time/energy in virtually no time/energy in reading/reflecting upon the topic

2009.2.G.8.a before engaging in before engaging in the writing process. the writing process. the writing process. before engaging in the writing process.
Paper
Grammar
The written work is The written work free of errors in
Punctuation syntax, grammar,
(25.000, 25%) and punctuation. has a few minor errors in syntax, grammar, and/or punctuation. CACREP-
2009.2.G.5.d
CACREP-
2009.2.G.8.a
The written work syntax, grammar, and punctuation.
The written work has several errors in has numerous errors in syntax, grammar, and punctuation.
Paper APA
Format
The written work indicates that the
(25.000, 25%) writer is very
CACREP-
2009.2.G.5.d and able to
CACREPknowledgeable of effectively utilize
2009.2.G.8.a APA format in his/her writing.
The written work indicates that the writer is knowledgeable of and able to utilize
APA format in his/her writing.
The written work indicates that the
The written work indicates that the writer is evolving in writer is unable to his/her knowledge/ability to utilize APA utilize APA format in his/her writing. format in his/her writing.