Mercer
University
College
of Continuing and Professional Studies
Department
of Counseling and Human Sciences
Atlanta Campus
COUN
641.A33- Systems Theory in Counseling
Fall 2010
Wednesdays
5pm-7:30pm in ACC175
Barry Kicklighter, Ph.D., LPC678-359-5036 bkicklighter@gordonstate.edu
Purpose
The course is designed to provide
the student with a conceptual framework for dealing with marriage and family
problems. Students will be equipped with the skills necessary for working with
all members of the family.
Required
Reading
Nichols, Michael P. & Schwartz,
Richard C. (2004).
Family therapy: Concepts and
methods, (6th ed.) Boston: Allyn & Bacon. ISBN: 0-205-35905-1 $0.78 on Amazon.
Patterson, J.,
Williams, L., Grauf-Grounds, C., and Chamow, L. (1998) Essential Skills in Family Therapy: From
the First Interview to Termination.(2nd
Edition) New York, NY: The Guilford Press. ISBN 978-1-60623-305-4 $11-28 on Amazon.
Optional
Text
American Psychological
Association (2010).
Publication manual of the American
psychological association (6th ed.). Washington, DC: American Psychological
Association.
Carter, Betty & McGoldrick, Monica (2004). The Expanded Family Life Cycle: Individual,
Family, and Social Perspectives (3rd Ed). Boston: Allyn
& Bacon. ISBN: 0205409814
Goals
and Objectives of Course
Students will be able to:
1.
Understand the conceptual notions and terminology used in
discussing family relationships and interaction patterns systems and their
systemic impact upon individual family members in their social, educational,
and vocational spheres of life; C
II.K.5.d Met through reading
textbook and reading response assignments.
2.
Examine the concurrent processes of individual and
systemic change throughout the family life cycle with an emphasis on
distinctions between healthy and pathological outcomes of these developmental
processes; C II.K.3.a
Met through reading textbook, genogram and
reading response assignments.
3.
Orient students to the theoretical, empirical, and
applied elements of selected models of intervention with families; C II.K.2.c
Met through reading textbook and reading response assignments.
4.
Develop skills for assessing areas of strength/weakness
in family systems; and, C
II.K.7.f Met through
reading textbook and genogram assignments.
5.
Identify selected issues affecting families in
contemporary times. C CC C.7
Met through reading textbook, reading responses.
6.
Examine means by which counselors can function as
reflective practitioners and ethical decision makers via reflective practice
that supports respect for diversity, honors individual/group differences, and
promotes social justice. C II.K.6.g Met through reading textbook, reading
responses, genogram and family show and tell
assignments.
Legend:
C=CACREP, CC=Community Counseling standards, SC= School Counseling standards,
II.A.2= specific standard
Content:
This course
will cover the following theories: Structural Family Therapy, Strategic Family
Therapy, Bowenian Family Therapy, Psychodynamic
Family Therapy, Contextual Family therapy, Experiential Family Therapy,
Solution-Focused Family Therapy, Cognitive-Behavioral Family Therapy, Narrative
Family Therapy, and Integrative Christian Family Therapy. Additional theories and topics may be covered
through lecture and/or handouts.
1.
Family Genogram Project
The
Genogram Project will be an opportunity to explore yourself within a multigenerational, multicultural,
socio-political context. This project is a typical, traditional part of a
family therapy training program. One goal of this project is for you to learn, practice,
and understand the value of the genogram as a useful
assessment and therapeutic tool. Another goal is to provide you with an
opportunity to personally explore who you are as a counselor in relation to
your work with clients.
Index Person: In constructing the genogram, identify yourself as the index person and
complete the genogram on your family. This approach
is the preferred focus of your genogram project. As
an alternative, you may choose to ask someone else to be the index person and
construct the genogram on his or her family.
Focus: The focus of this genogram will be on family strengths and resilience, though
issues and concerns may be discovered and described. DO NOT make the genogram problem-focused.
Construction: For
information concerning the components of the genogram
refer to
http://faculty-web.at.northwestern.edu/commstud/galvin/components.html. Please include
the following:
·
Two
previous generations (This means the genogram will
have at least three generations: The index person, his/her parents, and his/her
grandparents.) If the index person has children and grandchildren, they too
should be included in the genogram. If the index
person is married or in a significant relationship, the significant other and
his/her immediate family (parents, siblings, children) should also be included.
·
Symbols
to indicate the nature of many of the relationships among family members. Be
sure to draw a double circle or double square to represent you as the index
person. Do not forget to include the current date on your genogram.
·
Notes
on the genogram drawing about people, events, etc.
next to the relevant person or generation might be facilitated by reviewing for
yourself (or the index person you choose) the questions from the section on
“The Genogram Interview” as you construct the genogram. You (or the index person you are working with)
may wish to call, write, or interview other family members to obtain the information
necessary to complete this assignment; however, this is optional. Remember to
include notes (a label, a word or two) about the strengths of each family
member who is known to or has a connection with the index person.
Analysis: Once you have drawn your genogram, use the information in the book as a guide for
interpreting and understanding your family map. Thoroughly review these
chapters in light of the information already gathered about the family and
based on what you observe when you examine the completed genogram
and the information you have gathered.
Also,
analyze the genogram and who you are (or who the
index person is) in the context of the family based on the discussions on
race/ethnicity, class, gender, spiritual tradition, sexual orientation, family
life cycle, etc. as presented in the assigned readings and class discussion. (Objectives 2, 4 & 6)
2. Theory
Application Paper
Write
on a family you are working with or select one of the following movies about
families:
·
The
Great Santini
·
My
Family (Mi Familia)
·
Unstrung
Heroes
·
Marvin’s
Room
·
Eve’s
Bayou
·
The
Myth of Fingerprints
·
Affliction
·
Ma Vie en Rose
·
Other: you may make
suggestions
Draw a genogram of the family, showing what you
know about them from your work with them or from the movie.
Analyze
and assess the
family according to Table 7-1 on page 153 of the Glick et al. (2000) Marital and Family Therapy.* Use the
grading scheme below as your guideline for writing the paper. For points IIB
and IIE, you may make up a logical reason for seeking treatment and guess about
their expectations for treatment if you are using a movie family. You may also
make up past treatment attempts or say they never attempted treatment. You may
skip IIIB, because you will be expanding on family classification throughout
the paper, and a formal diagnosis is not needed for this paper. You may also
use pages 175 and 178-180 to help provide details for your assessment.
Define the concepts related to the dimensions of
family functioning to show that you understand the meaning. Use any of the
readings from the class to explain why these dimensions are important in
helping you understand why the family is having problems. The models of family
intervention discussed in the assigned readings describe the dynamics and importance
of the aspects of family functioning that are discussed in IIIA. Remember that
this paper is for you to show that you understand how the family is developing
problems. Your analysis must be based on viewing the family as a system, not on
an individual approach. Focus on understanding, assessment, and goal
development, not on therapeutic techniques. Which dimensions of the family are
the most important in relation to their current problems? Why?
The
paper should be 6-10 pages in length (excluding the genogram
and references). It should be in at least 10 point type, double-spaced, with
one inch margins all around. Any paper longer than 10 pages will receive a 5
point deduction in the grade. You must include ample references to assigned
readings, APA style. This means references to at least 5 different assigned chapters
or articles. Papers that cite only the Glick book without showing evidence of
thoughtful reading of other assigned readings will lose points. In other words,
you must demonstrate that you are reading and thinking about the assigned
readings. Papers that are not completed in APA style will be returned for
revision, and the grade will not be recorded until the references are in APA
style. Late papers will be lowered one half grade. (Objective
5)
Grading scheme for paper:
_____
(5 points) Prepare a detailed genogram showing as
many generations of the family as you can given the information you have.
Include significant patterns.
_____
(5 points) Write one or two pages describing the family members and the nature
of their relationships. (Section I from the table)
_____
(10 points) Section II: Thorough and thoughtful description of presenting
problem and background of problem
_____
(25 points) A thorough and thoughtful, in-depth analysis and assessment of the
family’s functioning focusing on one aspect of IIIA from the Table 7-1. Select
an aspect that you view as essential to the present problem. Show that you
understand the concepts you use. Show that you can analyze and assess the
family using several assigned readings that discuss that concept.
(Include strengths of the family as well as real or potential difficulties).
You must include ample references (APA style) to the assigned readings
showing evidence that you have grasped the meaning of the readings.
_____
(10 points) Given your analysis of the family using
the aspect of IIIA that you selected, mention 2 long-term goals for
intervention. Based on your assessment of the family and on the assigned
literature on this aspect of family functioning, why are these goals
appropriate?
_____
(25 points) A thorough and thoughtful, in-depth analysis and assessment of the
family’s functioning focusing on a second aspect of IIIA from the Table 7-1.
Select another aspect that you view as essential to the present problem. Show
that you understand the concepts you use. Show that you can analyze and assess
the family using several assigned readings that discuss that concept.
(Include strengths of the family as well as real or potential difficulties).
You must include ample references (APA style) to the assigned readings
showing evidence that you have grasped the meaning of the readings.
_____
(10 points) Given your analysis of the family using
the second aspect of IIIA that you selected, mention 2 long-term goals for
intervention. Based on your assessment of the family and on the assigned
literature on this aspect of family functioning, why are these goals
appropriate?
_____ (10 points) Clarity in
communicating your ideas, including grammar, spelling, etc.
*(http://books.google.com/books?id=E7mUv2Wqr_IC&pg=PA152&lpg=PA152&dq=Glick+marital+and+family+therapy+Table+7-1&source=bl&ots=mDwe_Z_44P&sig=ECNu8lCi0JCbMT4TI4p6RhwAmlI&hl=en&ei=_kJ1TIW6K4L58Ab_1YWZCA&sa=X&oi=book_result&ct=result&resnum=1&ved=0CBYQ6AEwAA#)
3.
Family Culture Show and Tell:
This project
serves to demonstrate the various differences in cultural heritage that are
represented in families today. We are often not aware that we have a “culture”
that we come from as we are so used to it.
Each student will create a cultural heritage “poster presentation” for
his or her own family. The poster
presentation may include pictures, clothing, artifacts, music, etc… and will
also need to include one article (not necessarily a journal article, but
hopefully) that focuses on the student’s particular cultural heritage (i.e.,
military families, Jewish families, Families with adopted members, Families
with disabled members, families from various ethnic backgrounds, etc.).
(Objective 6)
4.
Take-Home Essay Exam:
The exams for this course is
designed to test students' knowledge of the fundamental concepts, classical
theoretical models, and related research data pertaining to the field of family
counseling. Some answers will require research form professional literature,
and at least one question will ask about theoretical perspectives, so attend to
what fits your own beliefs as we discuss the various approaches to marriage and
family counseling. The final exam
information is attached to this syllabus.
5. Reading Responses: Due on dates listed on schedule
Throughout
the class, Dr. Kicklighter will hand out reading assignments (or give
references to web addresses with articles).
Students will read the article, and then the following week will write a
one-two page response. Responses are due one week from the day
they are given. Responses
should give a brief summary of the article, as well as some reflection on how
helpful this information might be as you work with clients as well as a
personal reaction. (Objectives 1,
2, 3, 5 & 6)
*-Do
not just rephrase the article, do a critical analysis of the pros & cons,
as well as how you might be able to use the info.
There
may be additional reading responses other than those listed already.
*-students
should save electronic copies of all papers in the event of there being
uncertainty if the assignment was done or not.
***-
We do NOT use LIVETEXT in COUN 641 Family Systems Course- ***
Assessment
Procedure
Family Genogram 15
percent
Theory
Application Paper 25
percent
Family Culture
Show and Tell 10 percent
Take Home Essay
Exam 25 percent
Reading
Responses 15 percent
Attendance/Participation 10 percent
Evaluation:
Candidates must
satisfactorily meet all goals or objectives used to assess AL SDE rules.
A = 90-100 %
B = 80-89 %
C = 70-79 %
D = 60-69 %
F = less than 60%
All assignments and examinations
should be completed on the announced due date.
Any assignment turned in after
date due will have 10 points per day deducted from the score on that
assignment. If you are unable to meet due date for assignments or
examinations, you must contact the professor in advance. The
policy for make-up work will include emergency situations to include death of
family members and other unforeseen circumstances beyond the student’s control.
Policy
for make-up exams
For good
and valid reasons, a make-up examination will be given. An alternative test of increased difficulty
may be anticipated. The test make-up
process must be initiated by the student. Failure to initiate a make-up exam,
or any other assignment, will result in a score of zero.
Formatting for Written Work All written work must be typed using the formatting style outlined in the Publication Manual of the American Psychological Association (APA, 2009). You will need to purchase a current APA style manual (see page one of the syllabus) and become familiar with the formatting procedures for font, margins, citations, references, punctuation, grammar, etc. Grades on all written work prepared outside of class will be reduced as a result of incorrect grammar, sentence structure, organization, and frequent typos or misspellings. It is recommended that you have someone proofread your papers before turning them in. The Writing Lab, which is located in Room 138 on the 1st floor of Swilley Library, is highly recommended to anyone who has trouble creating a well organized, error-free paper.
Absence
Policy
University
Policy – In registering for classes at the university students accept
responsibility for attending scheduled classes and completing assignments on
time, and for contributing to class discussion and exploration of ideas.
In
severe cases of inclement weather or other emergency conditions, the Mercer administration
will announce cancellation of classes through the local and regional media as
well as through the University’s website.
Two unexcused absences will be
allowed, but no more. Unexcused absences beyond the two will lower
your course grade to a “C”. If you do not have time to be here for class,
then drop the course and find another that better fits your schedule. If
unavoidable officially excusable absences occur such as a death in the family
or student illness, documentation of these things will excuse the student. Showing up late for class will lower your
course grade- I just make a note to myself how late you were and keep on
teaching if you come in late.
Two tardies of more than fifteen minutes will equal one absence. Students should notify the professor in advance when they know that they will be absent or as soon as possible after an absence. Leaving class early (more than ten minutes) will be treated the same as a tardy. Students who miss class, who are late to class, or must leave class early are expected to get notes from the class lecture and discussion from another student in the class.
Disability Statement
Students
with a documented disability should inform the instructor at the close of the
first class meeting or as soon as possible. If you are not registered with
Disability Services, the instructor will refer you to the Disability support
Services for consultation regarding documentation of your disability and
eligibility for accommodations under the ADA/504. To receive accommodations,
eligible students must provide each instructor with a “Faculty Accommodation
Form” from Disability Services. Students must return the completed and signed
form to the appropriate office. Students with a documented disability who do
not wish to use academic accommodations are also strongly encouraged to
register with Disability Services and complete a Faculty Accommodation Form
each semester. For more information, contact:
_For
Macon and Eastman_: Carole Burrowbridge, Disability
Services Coordinator, at 478 301 2778 or by email at Burrowbridge_C@Mercer.edu
or visit the Web site at www.mercer.edu/stu_support/swd.htm.
_For
Atlanta, Douglas, and Henry_: Rich Stilley, Assistant
Dean for Campus Life, at 678 547-6823 or by email at Stilley_R@Mercer.edu.
Student Conduct The University expects students to conduct themselves in a manner, which reflects their maturity and their awareness that matriculation at the University is a privilege accorded only to those who share the ideals of an academic community. Any conduct determined as having an adverse effect on the University community may result in disciplinary action, including dismissal. The Code of Conduct is enforced both on University premises and at University sponsored events held off campus. Please refer to the Mercer catalog for examples and other information. All cell phones must be turned off during class. If there is an expected emergency and you need to be accessible, you must notify the professor and have your phone in vibrate/silent mode. If you must leave class to respond to an emergency call, please do so quietly and return promptly. Please be courteous to the class and refrain from talking during instruction or when others are speaking. You are also asked to return promptly from breaks so that instruction can begin and end on time.
The aforementioned requirements,
assignments, policies, evaluation procedures, etc. are subject to change.
Students' experiences and needs, as well as emerging knowledge, will be
considered in modifying this course syllabus.
Tentative Schedule
of Classes and Assignments:
|
# |
Date |
Topic |
Reading/Assignments |
|
1 |
8/25 |
Go over syllabus and Intro to
Course |
Read about
Complexity Theory Read the two
Military Divorce Rate articles |
|
2 |
9/1 |
Genogram Introduction |
Response due-
Complexity Theory Response
due-Military Divorce |
|
3 |
9/8 |
Foundation,
Evolution & Early Models of Family Therapy |
Nichols &
Schwartz: Ch.1-3 Patterson, et al:
Ch.1 |
|
4 |
9/15 |
Concepts of
Family Therapy Bowen Family
Systems Therapy |
Nichols &
Schwartz: Ch.4 Nichols &
Schwartz: Ch.5 Patterson, et al:
Ch.2 |
|
5 |
6/22 |
Cultural Show & Tell night. |
Genogram Due |
|
6 |
9/29 |
Bowen Family
Systems Therapy (contd.) |
Nichols &
Schwartz: Ch.5 Patterson, et al:
Ch.3 Read “Evil: what
makes people go wrong” |
|
7 |
10/6 |
Strategic Family
Therapy |
Nichols &
Schwartz: Ch.6 Patterson, et al:
Ch.4 Response
due-“Evil: what makes people go wrong” |
|
8 |
10/13 |
Structural Family
Therapy |
Nichols &
Schwartz: Ch.7 Patterson, et al:
Ch.5 |
|
9 |
10/20 |
Experiential
Family Therapy |
Nichols &
Schwartz: Ch.8 Patterson, et al:
Ch.6 Read-Counseling Children of Deployed Family Member |
|
10 |
10/27 |
Psychoanalytic Family
Therapy |
Nichols &
Schwartz: Ch.9 Patterson, et al:
Ch.7 Response due-Counseling
Children… |
|
11 |
11/3 |
Cognitive-Behavioral
Therapy |
Nichols &
Schwartz: Ch.10 Patterson, et al:
Ch.8 |
|
12 |
11/10 |
Solution-Focused
Therapy |
Nichols &
Schwartz: Ch.12 Patterson, et al:
Ch.9 Read-Predicting Marital
Satisfaction using PREPARE |
|
13 |
11/17 |
Narrative Therapy |
Nichols &
Schwartz: Ch.13 Patterson, et al:
Ch.10 Response due- Predicting Marital Satisfaction… |
|
14 |
12/1 |
Intergrative Models |
Nichols &
Schwartz: Ch.14 Patterson, et al:
Ch.11 Read- Fathering articles |
|
15 |
12/8 |
Postmodernism
& Advances in Family Therapy |
Nichols &
Schwartz: Ch.11&16 Patterson, et al:
Ch.12 Response due-Fathering articles |
|
|
12/15 |
Final
Exam Due |
Final
Exam Due |
ALL Counseling Candidates must
purchase and use LiveText:
LiveText
Requirements:
Assessment Measures
Failure to comply with the LiveText requirements of this course will result in a grade
of “IC” for the course. A grade of “IC” will change to a grade of “F” if your
artifact is not uploaded in a timely manner. Should your GPA fall below 3.0 as
a result of this, you will be placed on academic probation and you will be
unable to continue in the program until you repeat this course successfully
(grade of B or better).