COUN 603– PRE-MARITAL/MARITAL COUNSELING
Anita M. Knight, Ph.D.
E-mail: AKnight7@liberty.edu
Office Hours: By Appointment
Office Location: NC1837 (AC)
Phone: 434-592-3115
I. Course Description:
This course introduces students to a variety of approaches that have been developed for
thorough premarital counseling. The course also teaches students a conceptual model for
understanding the variety of ways marriages can become dysfunctional, and introduces
them to short-term methods that can be used when those kinds of problems develop.
II. Prerequisites: None.
III. Rationale:
Christian and Secular experts agree that marriages are failing at a 50% or higher rate in
the United States of America. This course provides the student with the requisite skills
and knowledge to assist couples through crises and develop healthy, vibrant marriages.
IV. Required Materials:
A. Required Textbooks
Gottman, J. M. (1988). The Seven Principles for Making Marriage Work: A Practical
Guide for Making Marriage Work from the Country’s Foremost Relationship
Expert. New York, New York: Wiley and Sons. ISBN: 0609805797.
Hawkins, Ronald E. (1991). Strengthening Marital Intimacy. Grand Rapids,
Michigan: Baker Book House. ISBN: 0-8010-4355-7.
Worthington, E. (2005). Hope-focused marriage counseling (expanded paperback
edition). Downers Grove: InterVarsity Press. ISBN: 0-8308-2764-1.
Disclaimer: The above resources provide information consistent with that
required by state licensing boards in the class subject area. Liberty University
does not necessarily endorse specific religious, philosophical, or political
positions found in these resources.
B. Required Resources
Mastin, G. (2006) The PAIR2 test. www.pairtest.com. For complete purchase instructions
see Course Content.
C. Recommended (not required) Textbooks & Software:
Parrott, Les. and Parrott, Leslie. (1995). Saving your Marriage Before it Starts.
Grand Rapids, MI.: Zondervan. ISBN: 0-310-49240-8.
Eggerichs, E. (2004). Love and Respect: The Love She Most Desires and The
Respect He Desperately Needs. Brentwood, TN: Integrity Publishers. ISBN: 159145-187-6.
RefWorks is an on-line research organizational tool that students may use to
reference and manage materials for research papers.
http://www.refworks.com/
Disclaimer: The above texts provide information consistent with that required by state
licensing boards in the subject area. Liberty University does not necessarily endorse
specific religious, philosophical, or political positions found in these texts.
V. Professional Counselor, LMFT, and Academic Requirements:
COUN 603/PACO 603 partially fulfills the following requirements:
A. The Virginia Department of Health Professions requirement: 18VAC115-50-55
indicates course work requirements, including Marriage and Family Therapy
(systemic therapeutic interventions and application of major theoretical
approaches).
B. This course provides students with an understanding of:
1. The marital processes and family life cycle by reviewing some of the research in
this area.
2. Marital & premarital assessment, marital therapy theories, and different formats for
intervening with pre-marital and married couples.
3. How to develop their unique approach, including Christian integration, for both
pre-marital and marital therapy, rooted in empirically validated and theoretically
sound approaches.
VI. Measurable Learning Outcomes
A.
Liberty University and the CCFS required learning objectives state that
students will:
1. Apply the knowledge, values, and skills necessary for effective
professional service in pre-marital and marital counseling as
evidenced through the pre-marital/marital counseling skills labs.
2. Evaluate pre-marital and marital curriculums and integrate
Christian faith and values with pre-marital and marital
counseling theories and practice in an ethical and appropriate
manner.
3. Apply pre-marital and marital counseling interventions and
assessment tools in appropriate ways and at appropriate times.
4. Analyze personal responses and personal issues that might
impact their counseling practice.
5. Apply and explain both their approach to pre-marital counseling
and the specific intervention being implemented and the
appropriate context for application (LU Graduate Catalog, p. 39).
6. Synthesize the ability to identify risk factors for dysfunctional
patterns that may emerge in pre-marital and marital relationships
and intervene using short-term methods (LU Graduate Catalo, p.
39).
7. Evaluate one’s own counseling work/personal development
through appropriate and insightful self-reflection as evidenced by
the satisfactory completion of the two personal awareness
projects.
VII. COURSE REQUIREMENTS AND ASSIGNMENTS:
A. Participation (10%): Active participation in this course enhances the ability to learn
through dialogue and appropriate inquiry and is an essential part of this study. Students
gain participation points through doing in class activities and out of class activities that
reinforce material covered (to be assigned at the discretion of the professor). Participation
should be respectful and professional in nature. Inattention, absenteeism, disrespectful
tone, and disruptive behaviors will be noted and progressive deductions will be made to
the student’s final grade. Active participation will also be noted and points will be added
positively to your final grade. (LU Graduate Catalogue, p. 39 and LO, #5).
B. Quiz (5%): Review the policies and procedures listed in the appendix and complete
the quiz regarding professional communication. This must be completed before the first
blog entry.
C. Tests (20%): Tests are opportunities for students to demonstrate their knowledge
regarding the course content. Tests will cover concepts covered in class, in the course
texts, and other assigned reading.
D. Book Review (4Mat Paper 5%): Students are expected to complete one 4Mat paper,
3-4 pages in length, during the course of their study. Students may choose any book or
curriculum with a strong premarital focus to review. Instructions for the completion of
these papers can be found in the Assignment Appendix (Popular choices include: Saving
Your Marriage Before It Starts, or The Premarital Counseling Handbook; LU Graduate
Catalogue, p. 39, and LO, #2).
E. Skills Lab One and Blog Reflection Post: (15%) Students will meet in groups of 34 for one lab. Each student should take a turn playing the role of pre-marital counselor
and working to intervene using an aspect of an approach covered in class. For each lab,
students should videotape their own session. After recording the session on DVD, check
the DVD on both a computer and DVD player to make sure it works. Then, respond to
the following in your blog: Describe, explain, and provide a citation for the skill being
performed. List both strengths and weakness in performing the skill. Share lessons
learned though performing the practice session. Include other reflections about the
experience.
F. Skills Lab Two with Pseudo Client (30%): Students will conduct two counseling
sessions with a couple that agrees to serve as “pseudo clients.” Students must obtain the
couple’s informed consent using a consent form (see appendix). Sessions are to be
scheduled on a once-per-week basis and should last approximately one hour. Students
will integrate the PAIR2 Test in their counseling sessions. The report will include the two
sessions. For specific details regarding this assignment and the due date see the appendix
and course chart, respectively.
G. PAIR Assessment Report (10%): Students will integrate the PAIR2 Test in their
counseling sessions with pseudo clients and then turn in a PAIR report. For specific
details regarding this assignment, including instructions, consent form, report template
and grading rubric see the appendix.
G. Self-Awareness Component (5%): Students may choose ONE of the two options
below for the self-awareness project (LO, #’s 4, & 7). 1. Success Analysis: Identify and
interview a couple that has been married for 25 or more years. As the questions
including: How do you deal with differences of opinion? What kinds of issues have you
found come up continually? How have you dealt with those persistent issues? What are
the strengths of your marriage? What types of activities do you engage in during your
free time together? Do you (have you) participate in individual activities or hobbies (that
do not include your spouse) on a regular basis? Do you take vacations together? How do
you express love for one another on a daily basis? What sources of social support have
you had (family? Church? Friends?)? What factors have strengthened your marriage?
How do you share your spiritual life? What do you wish you had known then that you
know now? What was (or were) the most important factor(s) in strengthening your
marriage. Turn in a recorded DVD of the interview in class and post the interview
information in narrative form on your blog.
2. Appreciation Project: Select a relationship to work on (parent/child, spouse, friend,
mentor, professor, church member…) For one week meditate on everything good about
your friend. Seek to capture on film every act of service or example of one of the
characteristics that you appreciate about this person. Create a collage (concrete or
digital), a photo album with captions, a scrap book, or something similar (be creative) to
showcase all of these instances that you appreciated involving this significant person in
your life. The purpose of this project is to take one week to magnify everything that you
appreciate about this person. During this week long project take a few moments to post
in a blog regarding your thoughts and feelings toward this person, and what you are
appreciating. Present your portfolio of appreciation and a brief summary of your
experience to the class. Presentations should be approximately five minutes. Journals
should be no more than seven pages.
** Professionalism Statement: It is of utmost importance that students are professional
and maintain integrity in all course work and interactions. Students are training to
become counselors and leaders within the profession. It is important that you understand
all types of plagiarism and avoid plagiarism. Student interaction and publications on
blogspot.com (as well as other course activities) should be conducted in a professional
manner. Professionalism includes, but is not limited to: citing references within the body
of your blog, including the reference list at the bottom of your blog, giving credit
whenever quotes or information is gathered from another source including personal
communication, avoiding plagiarism, commenting on classmates’ blogs in a positive and
respectful manner… As the author of your blog you are responsible for what is posted
there please review the ACA code of ethics, use proper netiquette, the AACC code of
ethics, LU’s copyright policies and procedures, and confirm that your posts follow those
guidelines. Remember to assume the information and/or picture is copyrighted when in
doubt.
PLEASE REVIEW THE LIBERTY POLICIES AND PROCEDURES BELOW BEFORE PUBLISHING
ON YOUR BLOGSPOT.COM ACCOUNT:
Academic Computing Policy
As a Liberty student, you have certain rights and responsibilities that you should be
aware of as you use the University’s technological resources.
Plagiarism & Academic Dishonesty
Liberty University Code of Honor for Online Undergraduate and Graduate
Students
All assignments for this course are to be completed by the student enrolled in the
course. As a student, you are responsible for knowing and adhering to the code of
honor. Any violation of this code will result in a grade of “F” for the course and
possible further discipline as indicated in the above document.
Course Communications
While email may be utilized for casual communication, graded class discussions
and group collaboration are conducted inside the discussion board tool of your
Blackboard course. Since this also is the primary place for making impressions
both socially and academically, create messages that convey you at your
best. Proper netiquette can help you be successful. Netiquette, or network etiquette,
refers to the generally accepted rules for considerate behavior in online
communications. Some tips to keep in mind:
1. Spend time crafting your message. This is not a text-messaging
environment for quick, abbreviated conversation; it is a place for the
exchange of academic knowledge. Use words that contribute to this purpose
in a professional, concise manner.
2. Be sure to check your words for correct spelling and grammar. Do not
write in all capital letters: it’s rude. Be sparing with your use of font weights
like bold, italics, and underline.
3. Basic courtesy goes a long way to a good online experience. Respond
politely and promptly, be patient, and appreciate differences. No vulgar,
sexist, racist, biased, or other objectionable language will be tolerated.
4. Valid criticism is acceptably expressed in the form of thoughtful
alternatives. Do not insult or “flame” others.
5. Respect one another’s privacy. Do not share e-mail addresses without
permission. Do not allow anyone from outside the course to access the
discussions without the previous permission of the instructor and all other
group members.
6. Be careful about sharing your own personal information, especially
usernames and passwords.
EVALUATION AND GRADING:
Weight:
Participation (blogs, etc.)
Book Review
Quiz
Test 1
Test 2
Skills Lab1
Skills Lab w. Pseudo Clients
PAIR Assessment Report
Self-Awareness Project & Blog
B.
Points:
100
50
50
100
100
150
300
100
50
Total
Points
1000
Scale:
C. A = 960–1000 A- = 940–959 B+ = 920–939 B = 900–919 B- = 880–899
D. C+ = 860–879 C = 840–859 C- = 820–839 D+ = 800–819 D = 780–799
E. D- = 760–779 F = 759 and below
Attendance Policy: Attendance is required for this course. Attendance is a necessary
but not sufficient component of students’ participation grade. Students must be present to
participate, but attendance does not constitute participation. Missing class will result in
deductions from your participation grade. Only extreme emergencies will be considered
as a possible exception at faculty discretion.
Late Assignments: If an assignment is turned in late, points will be deducted. For each
week the assignment is late 10 percent of the grade will be deducted. So, if an assignment
is one week late the highest possible grade on that assignment will be a 90% which is a
B. This is a graduate level course and a professional work ethic is expected which
includes the ability to meet deadlines. If you struggle to make deadlines consider making
an appointment at the writing center to get help on your paper. This will help you set a
self-imposed early deadline to complete your paper so that you may obtain feedback.
Another option may be to make an agreement with a classmate to provide peer
review/feedback on one another’s papers at an appointed time which precedes the class
deadline. Students are encouraged to begin on projects as soon as possible in order to
allow ample time to complete projects.
8. Other Policies
A.
Academic Misconduct
Academic misconduct is strictly prohibited. See The Graduate Catalog for
specific definitions, penalties, and processes for reporting.
B.
Disability Statement
Online students with a documented disability may contact the DLP Office
of Disability Academic Support (ODAS) at dlpodas@liberty.edu to make
arrangements for academic accommodations. Residential students with a
documented disability may contact the Office of Disability Academic
Support (ODAS) in TE 127 for arrangements for academic
accommodations.
C.
Drop/Add Policy
Consult the Graduate Catalog for drop/add policies.
D.
Dress Code (applies to classes meeting on campus)
Students are expected to maintain a neat, professional appearance while in
class. Consult your department for additional guidelines.
E.
Classroom Policies (applies to classes meeting on campus)
Students may not “multi-task” during class time. Usage of technological
resources is restricted to activities specifically related to class assignments.
F.
Email Correspondence: Students are expected to communicate in a
professional manner at all times whenever emailing classmates,
professors, or any employee of Liberty University. Because there is no
accompanying tone of voice, facial expressions or body language, email
communication is more easily misinterpreted than face-to-face. Your
emails should be courteous and well thought out to avoid knee-jerk
responses that will be interpreted as “flaming” or sarcasm. Communicate
complaints directly to the individual involved. Do not send a blanket
email to everyone in the class or to administrative personnel until you
have communicated your concerns directly to the person involved and
allowed them time to respond. Do not post a message to the class on
Blackboard that is more appropriate for an individual. Avoid offensive
language of any kind.
G.
Dual Relationships: The faculty is responsible to interact with counseling
students in a supervisory capacity/role. As such, faculty may provide
students professional principles, guidance, and recommendations as it
relates to the context of the student-client setting. The faculty are
responsible to avoid dual relationships with students such as entering a
student-counselor or student-pastor relationship. Thus, the faculty do not
provide personal counseling addressing student personal problems. If a
faculty member perceives that a student is in need of personal or
professional counseling then that faculty member will recommend that the
student pursue either pastoral or professional assistance from a counselor
in their community.
H.
Limits of Confidentiality: In the event of a student’s disclosure, either
verbally, or in writing, of either threat of serious or foreseeable harm to
self or others, abuse or neglect of a minor, elderly or disabled person, or
current involvement in criminal activity, the faculty, staff, administrator or
supervisor, will take immediate action. This action may include, but is not
limited to, immediate notification of appropriate state law enforcement or
social services personnel, emergency contacts, and notification of the
appropriate program chair or distance learning dean. The incident and
action taken will become part of the student’s permanent record.
9. CALENDAR (See next page) Course Calendar is subject to change at any time at
the discretion of the instructor. Check Bb and Liberty email frequently for
updates.
Week One:
8/23
Course Syllabus – Introduction to and need for Premarital/Marital Counseling; Introduction to
Blogging Assignment: Quiz; Setup Blog on Blogspot.com; Invite classmates to read blog.
Week Two:
8/30
Introduction continued – Family of Origin & The Sound Marital House
Participation Assignment Due: Blog introduction (see appendix).Comment on two
classmates’ blogs.
Week Three:
9/6
Marriage as a Covenant – God’s Design; The role of Gender in Marriage
Assignment: Skills Lab One & Blog Reflection
Week Four:
9/13
Parenting
ASSIGNMENT: SET UP 2 SESSIONS & BEGIN WORK WITH PSEUDO-CLIENTS ADMINISTER THE
PAIR AND COMPLETE THE BLOG REFLECTION.
Week 5:
9/20
intensive
Week 6
9/27 (AACC)
Week 7
10/04
intensive
Ryan Neace; Student Blog Presentations; Assessments
Dr. Gene Mastin – The PAIR Test and Pre-marital application.
Finances/Career/the checkbook
Test
Week 8
10/12 – 10/13
PROTECTIVE FACTORS
Week 9
10/19 – 10/20
Religious Beliefs/becoming Soul mates
Assignment: DVDs due.
Week 10
10/26 – 10/27
Intimacy/Passion/Commitment
Love Styles – “Happily ever after” Assignment: Blog reflection due.
Week 11
11/02 – 11/03
Assignment: PAIR report due.
Week 12
11/09 – 11/10
Addictions/Infidelity/Dysfunction
Week 13
11/16 – 11/17
Attachments; Hope-Focused Marriage Counseling * ASSIGNMENT DUE: PERSONAL
AWARENESS PROJECT DUE
NO CLASS: THANKSGIVING BREAK
11/23 – 11/24
Week 14
11/30 – 12/1
Hope-Focused Marriage Counseling
TEST 2
Week 15
12/7
Blog reflection presentation 5 min or less;
Last Day of Class; Review
Week 16
12/14 – 12/15
Final Exams Week (NO EXAM; No Class)