CE622 Family Systems Counseling 2 - A Community of ... 622 Syllabus...persons at all developmental levels and in multicultural contexts, ... relations on local, ... CE622 Family Systems

CE622 Family Systems Counseling 1

Winona State University

Counselor Education Department

CE622: Family Systems Counseling

Spring 2016

Instructor: Masa Sato, Assistant Professor, Ed.D., LMFT, LADC

Office Location: WSU-Rochester EA 209, 859 30th Ave. SE, Rochester, MN 55904

Phone: (507) 285-7481, Fax: (507) 285-7170

E-mail: [email protected]

Office Hours: Mondays, Tuesdays, & Wednesdays (Rochester), 2 to 5 PM, or by appointment

GENERAL COURSE INFORMATION

Course Information: Mondays, 5:00 to 8:00 PM, WSU-Winona, Gildemeister Hall 302

Course Description: The purpose of the course is to introduce students to the theory, assessment

techniques and intervention strategies used in the practice of family systems counseling. The focus of the

course will be on building a theoretical base for understanding and applying family systems counseling

strategies and techniques. Didactic and experiential learning will provide students with the opportunity to

apply and integrate knowledge and skills gained through reading, lectures and videos.

Prerequisites: CE 601; Admission to WSU Counselor Education program

Text: Nichols, M. (2014). The Essentials of Family Therapy (6th ed.). Boston: Pearson.

ISBN-10: 0205922449, ISBN-13: 978-0205922444

Course Objectives: 1. Build a knowledge base for understanding the theory & practice of systems counseling.

2. Develop an understanding of the role of the family in the development of the individual.

3. Become familiar with the role of the therapist in family systems counseling.

4. Increase knowledge of one’s own family of origin.

5. Become aware of the developmental process involve in the “normal” family life cycle.

6. Become knowledgeable in ethical practice in practicing family systems counseling.

7. Become familiar with strategies and techniques for working with families from a variety

of ethnic and/or cultural backgrounds.

8. Learn techniques for working with family strengths.

CACREP Standards Section II-G-1-Professional Orientation and Ethical Practice—studies that provide an understanding of all of the

following aspects of professional functioning:

a. history and philosophy of the counseling profession;

b. professional roles, functions and relationship with other human service providers, including strategies for

interagency/interorganization collaboration and communications;

f. professional organizations, including membership benefits, activities, services to members and current

issues;

g. professional credentialing, including certification, licensure, and accreditation practices and standards,

and the effects of public policy on these issues;

j. ethical standards of professional organizations and credentialing bodies, and applications of ethical and

legal considerations in professional counseling.

Section II-G-2—Social and Cultural Diversity—studies that provide an understanding of the cultural context of

relationships, issues, and trends in a multicultural society, including all of the following:

mailto:[email protected]


a. multicultural and pluralistic trends, including characteristics and concerns within and among diverse

groups nationally and internationally;

d. individual, couple, family, group, and community strategies for working with and advocating for diverse

populations, including multicultural competencies.

Section II-G-3-Human Growth and Development—studies that provide an understanding of the nature and needs of

persons at all developmental levels and in multicultural contexts, including all of the following:

a. theories of individual and family development and transitions across the life span;

h. theories for facilitating optimal development and wellness over the life span.

Section II-G-5-Helping Relationships

e. a systems perspective that provides an understanding of family and other systems theories and major

models of family and related interventions.

Section III – CMH COUNSELING

FOUNDATIONS

A. Knowledge

1. Understands the roles and functions of clinical mental health counselors in various practice settings and the

importance of relationships between counselors and other professionals, including interdisciplinary

treatment teams.

2. Understands a variety of models and theories related to clinical mental health counseling, including the

methods, models, and principles of clinical supervision.

COUNSELING, PREVENTION, AND INTERVENTION

C. Knowledge

1. Describes the principles of mental health, including prevention, intervention, consultation, education, and

advocacy, as well as the operation of programs and networks that promote mental health in a multicultural

society.

2. Knows the models, methods, and principles of program development and service delivery (e.g., support

groups, peer facilitation training, parent education, self-help).

3. Knows the principles, models, and documentation formats of biopsychosocial case conceptualization and

treatment planning.

4. Recognizes the importance of family, social networks, and community systems in the treatment of mental

and emotional disorders.

D. Skills and Practices

2. Applies multicultural competencies to clinical mental health counseling involving case conceptualization,

diagnosis, treatment, referral, and prevention of mental and emotional disorders.

3. Demonstrates appropriate use of culturally responsive individual, couple, family, group, and systems

modalities for initiating, maintaining, and terminating counseling.

DIVERSITY AND ADVOCACY

E. Knowledge

1. Understands how living in a multicultural society affects clients who are seeking clinical mental health

counseling services.

2. Understands the effects of racism, discrimination, sexism, power, privilege, and oppression on one’s own

life and career and those of the client.

3. Understands current literature that outlines theories, approaches, strategies, and techniques shown to be

effective when working with specific populations of clients with mental and emotional disorders.

4. Understands effective strategies to support client advocacy and influence public policy and government

relations on local, state, and national levels to enhance equity, increase funding, and promote programs that

affect the practice of clinical mental health counseling.

5. Understands the implications of concepts such as internalized oppression and institutional racism, as well

as the historical and current political climate regarding immigration, poverty, and welfare.

6. Knows public policies on the local, state, and national levels that affect the quality and accessibility of

mental health services.

F. Skills and Practices

1. Maintains information regarding community resources to make appropriate referrals.


2. Advocates for policies, programs, and services that are equitable and responsive to the unique needs of

clients.

3. Demonstrates the ability to modify counseling systems, theories, techniques, and interventions to make

them culturally appropriate for diverse populations.

ASSESSMENT

G. Knowledge

1. Knows the principles and models of assessment, case conceptualization, theories of human development,

and concepts of normalcy and psychopathology leading to diagnoses and appropriate counseling treatment

plans.

H. Skills and Practices

1. Selects appropriate comprehensive assessment interventions to assist in diagnosis and treatment planning, with

an awareness of cultural bias in the implementation and interpretation of assessment protocols.

RESEARCH AND EVALUATION

I. Knowledge

1. Understands how to critically evaluate research relevant to the practice of clinical mental health counseling.

2. Knows models of program evaluation for clinical mental health programs.

3. Knows evidence-based treatments and basic strategies for evaluating counseling outcomes in clinical mental

health counseling.

J. Skills and Practices

4. Applies relevant research findings to inform the practice of clinical mental health counseling.

5. Develops measurable outcomes for clinical mental health counseling programs, interventions, and treatments.

6. Analyzes and uses data to increase the effectiveness of clinical mental health counseling interventions and

programs.

DIAGNOSIS

K. Knowledge

3. Understands the relevance and potential biases of commonly used diagnostic tools with multicultural

populations.

Section III - SCHOOL COUNSELING

FOUNDATIONS

A. Knowledge

6. Understands the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d)

ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development.

COUNSELING, PREVENTION, AND INTERVENTION

C. Knowledge

3. Knows strategies for helping students identify strengths and cope with environmental and developmental

problems.

D. Skills and Practices

1. Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals,

groups, and classrooms.

3. Designs and implements prevention and intervention plans related to the effects of (a) atypical growth and

development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of

resiliency on student learning and development.

DIVERSITY AND ADVOCACY

E. Knowledge

1. Understands the cultural, ethical, economic, legal, and political issues surrounding diversity, equity, and

excellence in terms of student learning.

2. Identifies community, environmental, and institutional opportunities that enhance—as well as barriers that

impede—the academic, career, and personal/social development of students.

3. Understands the ways in which educational policies, programs, and practices can be developed, adapted, and

modified to be culturally congruent with the needs of students and their families.

4. Understands multicultural counseling issues, as well as the impact of ability levels, stereotyping, family,

socioeconomic status, gender, and sexual identity, and their effects on student achievement.

F. Skills and Practices


1. Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning

and development.

2. Advocates for the learning and academic experiences necessary to promote the academic, career, and

personal/social development of students.

3. Advocates for school policies, programs, and services that enhance a positive school climate and are equitable

and responsive to multicultural student populations.

4. Engages parents, guardians, and families to promote the academic, career, and personal/social development of

students.

ASSESSMENT

G. Knowledge

1. Understands the influence of multiple factors (e.g., abuse, violence, eating disorders, attention deficit

hyperactivity disorder, childhood depression) that may affect the personal, social, and academic functioning of

students.

2. Knows the signs and symptoms of substance abuse in children and adolescents, as well as the signs and

symptoms of living in a home where substance abuse occurs.

H. Skills and Practices

1. Assesses and interprets students’ strengths and needs, recognizing uniqueness in cultures, languages, values,

backgrounds, and abilities.

3. Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of

individual students and assessing the effectiveness of educational programs.

4. Makes appropriate referrals to school and/or community resources.

5. Assesses barriers that impede students’ academic, career, and personal/social development.

COLLABORATION AND CONSULTATION

M. Knowledge

1. Understands the ways in which student development, well-being, and learning are enhanced by family-school-

community collaboration.

2. Knows strategies to promote, develop, and enhance effective teamwork within the school and the larger

community.

3. Knows how to build effective working teams of school staff, parents, and community members to promote the

academic, career, and personal/social development of students.

4. Understands systems theories, models, and processes of consultation in school system settings.

5. Knows strategies and methods for working with parents, guardians, families, and communities to empower

them to act on behalf of their children.

6. Understands the various peer programming interventions (e.g., peer meditation, peer mentoring, peer tutoring)

and how to coordinate them.

7. Knows school and community collaboration models for crisis/disaster preparedness and response.

N. Skills and Practices

1. Works with parents, guardians, and families to act on behalf of their children to address problems that affect

student success in school.

2. Locates resources in the community that can be used in the school to improve student achievement and

success.

3. Consults with teachers, staff, and community-based organizations to promote student academic, career, and

personal/social development.

4. Uses peer helping strategies in the school counseling program.

5. Uses referral procedures with helping agents in the community (e.g., mental health centers, businesses, service

groups) to secure assistance for students and their families.

LEADERSHIP

O. Knowledge

1. Knows the qualities, principles, skills, and styles of effective leadership.

2. Knows strategies of leadership designed to enhance the learning environment of schools.

4. Understands the important role of the school counselor as a system change agent.

P. Skills and Practices

2. Plans and presents school-counseling-related educational programs for use with parents and teachers (e.g.,

parent education programs, materials used in classroom guidance and advisor/advisee programs for teachers).


Course Requirements and Grading:

1. Attendance/participation (25 points): Attendance in class is critical to benefit from the course.

Students are expected to attend and contribute to the class by presenting their ideas, reactions, questions

and concerns in relation to class discussions. Students are required to attend all class sessions. If a

student is going to miss a class based on an emergency, it is expected that the student will contact the

instructor prior to the class or ASAP. The materials of a missed week need to be made up if a student does

not wish to lose up to 20 points. Please ask the instructor for more information. If it is necessary to miss

more than one class for any reason, the student should withdraw from this course.

Weather could interfere with class at times. Make smart decisions about the weather and travel

and consult instructor before class time if possible regarding absences. In addition to the WSU homepage

and local TV alerts, the instructor will provide updates about cancellations via e-mail by 3 p.m. on the day

of class. Absences due to extreme weather conditions will not result in points taken off the final grade.

Participation in classroom activities is essential for learning the concepts in this course. Small

group activities, assigned readings and class discussions will serve as the foundation for achieving course

learning outcomes. Students are expected to prepare for class by completing all readings and exercises

assigned as scheduled prior to the class meeting. Students are expected to bring the main textbook to

each class meeting.

2. Clinical Application Paper (160 points: 20x8): In class, students will review the video, “Aftermeth.”

You will individually draw genogram of the family portrayed in the film. You will then work with your

partner to complete the genogram. This genogram will be the basis for your clinical application papers

(CAPs) in class. You will apply each family systems theory to the “Aftermeth” family and complete CAP

in an assigned week.

3. Relationship Interaction Analysis and Paper (75 points: 10/15/50): In class, you and your partner

will identify, describe patterns of relationship interactions of two video clips, and submit them in class

(10/15). For the paper, you are to identify a relationship or communication challenge between yourself

and another person in your life. You will observe the sequential pattern of relationship interactions from

family systems perspective. The instructor is most interested in the students’ analytical process, including

your observation and understanding of the interactions, your hunch about the other person’s perspective

on the challenge, and your perspective on your part in this feedback loop (i.e. your contribution to the

challenge). Based on your understanding of the way you contribute to the feedback loop, you are to find a

way to step aside of the old pattern or try a new way of interacting with the person regardless of the way

the other person talks and acts. You may apply some of the counseling skills you have learned in the past

such as active listening and/or family therapy strategies you learn in this class. Please be aware that you

are not to provide therapy and that the established pattern may not change quickly when you try a new

way of interacting. Plan ahead since you will practice the new way for a few weeks at least. Based on all

the information you gained, you will write a paper to describe the history and nature of the relationship,

analyze the pattern of interactions, and reflect the experience with a new way of interacting and its result.

A body of the paper needs to be double-spaced and 5-page long (50).

4. Genogram Project (100 points): It is important for a counselor to develop an awareness of your self-

of-counselor in relation to your family of origin. In order to be an effective counselor, you are to

interview your own family members in order to know their childhood stories and current perspectives on

their relationships with their children, parents, siblings, and extended family. You are encouraged to

interview as many family members as possible. Based on the information and perspectives you gain, you

are to draw a comprehensive genogram of your family including at least three generations. If you have a

child(ren), it will be four generations. This genogram will include all the crucial information such as the

family members, the qualities of their relationships, education, career, race/culture/ethnicity, religion,


mental health, addiction, medical issues, and any significant life events (50). You are then to write an

autobiographical reflection paper that discusses how your family has influenced and shaped you as a

family member and a future counselor. The discussion will include any intergenerational patterns or

family events that impacted you profoundly. The body of your paper needs to be double-spaced 6-7 pages

long (50).

5. Mock Family Counseling (65 points): Students will identify a family whom they know well and

whose life is impacted by a challenge. They write a case scenario based on the family’s life story. They

will first construct a family genogram and write a case scenario based on their knowledge. Please be

mindful of confidentiality and alter identifiable information when you write a case scenario. However,

they may make up information if they do not have sufficient information. The case scenario will be 1-2

pages long to give enough information for each role. You are then to recruit students in class and inform

them of roles of the family members they are to play (15).

Another student counselor will counsel this family without the knowledge of the family history

and challenge. One student will have one 40-minute session with the family. This will be recorded for

your review. Once the session is completed, you will write a reflection paper that describes family

dynamics such as a presenting problem, identified client, and family dynamics such as interactional

patterns, roles, rules, boundaries, hierarches, attempted solutions, and dominant discourses. You then

analyze the dynamics, conceptualize the case, hypothesize the problem, and formulate interventions in

(mock family counseling session if possible and) the paper based on any of family therapy theory, in

addition to reflecting your experience as a family counselor. The body of this paper needs to be at least

double-spaced 5-page long. This paper is due a week from the day you complete your family session (50).

6. Journal Article Critique (25 points): Students are responsible for identifying a topic of your interest

related to client or student population you plan to work with and locating one scholarly article that

discusses a family systems approach to the issue of your choice. Students will read the article and write a

paper that is a 4-5 page (including a title page, a reference page, and 2-3 pages of body), double-spaced

critique which should contain the following: One or more paragraph summarizing the article, one or more

paragraph describing the advantages and disadvantages of the article, and one or more paragraph

discussing your opinion of the article. This paper needs to be written in the APA format. Be careful of

plagiarizing which is basically not citing information you borrowed. The paper must be submitted via the

Drop Box in D2L. You are required to have your paper reviewed by a writing tutor before submission.

COURSE REQUIREMENTS

# Assignment Related Scoring Rubric Points Possible

1 Attendance/Participation 1 25

2 CAP (x8) 2 160 (20 x8)

3 Relationship Interaction Analysis 3 75 (10/15/50)

4 Genogram Project 4 100

5 Mock family Counseling 5 65 (15/50)

6 Journal Article Critique 25

Total 450

Policy on Late or Unfinished Assignments:

Late work will NOT be accepted except in extreme circumstances and with prior permission of instructor.

Even if it is accepted, points will be deducted. IMPORTANT: A grade of incomplete (IP) will not be

awarded except under extraordinary circumstances such as prolonged illness. If such circumstances arise,

it is the student’s responsibility to notify the instructor immediately.


Scoring Rubrics

1. Attendance and Participation

Criteria

Extinguished

25-22.5

Proficient

22.5-20

Basic

20-17.5

Non-Performance

17.5-0

Individual

Participation

Regularly asks

questions or gives

responses that indicate

reflection and

knowledge of class

material.

Occasionally asks questions or

gives responses that indication

reflection, some knowledge of

class material.

Rarely asks questions or gives

responses that indicate

familiarity with class material.

Does not ask questions or give

responses that indicate familiarity

with topics for class.

Group

Participation

Usually actively

participates in small

group activities.

Reluctantly participates in

small group activities.

Rarely participates in small

group activities.

Does not participate in small

group activities.

Attendance

Attends every class. Is

always on time and

stays until the end of

class.

Misses one class, turns in

make up paper that reflects

analysis, synthesis and

evaluation of subject matter.

Is usually on time and usually

stays until the end of class.

Misses more than one class;

makes up classes by writing a

paper with an analysis,

synthesis and evaluation of

subject matter. Occasionally

comes late or leaves early.

Misses more than one class; does

not make up missed classes with

a paper that indicates analysis,

synthesis and evaluation of

subject matter. Frequently comes

late or leaves class early.

3. Relationship Interaction Analysis

Content of

Paper

Level 4

50-45points

Level 3

45-40 points

Level 2

40-35 points

Level 1

35-0 points

Statements of

interactions

Statements of

interactions are clear

and concise

Interactions are clear but

excessively wordy

Statements of interactions are

vague.

Statements of interactions are

not present.

Integration of

information

Information is well

integrated; easy to

follow

Information is somewhat

integrated, and difficult to

follow

Information is minimally

integrated and difficult to

follow

Information is not integrated

Family

Systems

perspective

Basic family systems

perspective is utilized

and evident


perspective is present

Family systems perspective is

minimally present and difficult

to find


not present

Writing Style

Paper flows; is

interesting and easy to

read and understand

Flow of paper is good but

difficult to follow.

Flow of paper is poor and

difficult to follow

Flow of paper is vague and

disconnected.

Grammar &

Spelling

No grammatical or

spelling errors

Less than 5 grammatical and/or

spelling errors.

Less than 10 grammatical

and/or spelling errors.

More than 10 grammatical


Length and

timeliness

Within approximate

page limitation;

handed in on time

More than 2 page longer or

shorter than approximate page

limitation and/or less than 1

days late.

More than 3 pages longer or



days late.



limitation and/or more than 4

days late.

4. Genogram Project

Genogram

Level 4

46-50 points

Level 3

40-45 points

Level 2

36-35 points

Level 1

35 or less points

Genogram Accuracy Totally accurate Fewer than 5 errors Fewer than 10 errors. More than 10 errors

Genogram Notes/

Family Introduction

Excellent notes and/or

complete family

introduction with

complete details

Very good notes and

or/family introduction very

good with some details

Incomplete notes and/or

incomplete family

introduction with few details.

Notes missing and/or

incomplete family

introduction with very

few or no details.

Genogram

Level 4

Level 3

Level 2

Level 1


Narrative/Analysis 41-45 points 36-40 points 31-35 points 30 or less points

Self-understanding Clearly stated Briefly stated. Vaguely stated. Not present.

Impact on self-

of-counselor Clearly stated Briefly stated. Vaguely stated. Not present.

Life-style issues Clearly stated Briefly stated. Vaguely stated. Not present.

Influence of

intergenerational

patterns

Clearly stated Briefly stated. Vaguely stated. Not present.

Additional

information

Present and clearly

stated Present and briefly stated. Present and vaguely stated. Not present.

Synthesis of

information

Information completely

integrated. Information well integrated. Information fairly integrated. No integration evident.

Personal meaning Clearly stated Briefly stated. Vaguely stated. Not present.

Personal learning Clearly stated Briefly stated. Vaguely stated. Not present.

Writing Skills

Level 3

5 points

Level 2

4 point

Level 1

0-3 points

Sentence structure

Excellent sentence

structure throughout

paper.

Good sentence structure

throughout the paper.

Fair sentence structure

throughout the paper.

Thought patterns Thoughts consistently

easy to understand.

Thoughts mostly easy to

understand.

Thoughts are frequently

difficult to understand

Grammar Fewer than 5 grammar

and spelling errors.

Fewer than 10 grammatical

and spelling errors.

More than 10 grammar and

spelling errors.

Length 6-7 page limitation;

handed in on time


shorter than approximate

page limitation and/or less

than 1 days late.


shorter than approximate

page limitation and/or less

than 2 days late.

5. Mock Family Counseling

Criteria

Level 4

25-22.5 points

Level 3

22.5-20 points

Level 2

20-17.5 points

Level 1

17.5-0 points

Basic

microskills Competent Sufficient

Adequate, but need more

practice Inadequate or incompetent

Managing

complexity

Stay calm and focused

Gets a little anxious and

overwhelmed with info, but stay

grounded

Gets rather anxious and

overwhelmed

Gets anxious and

overwhelmed, so not present

with a family

Systems

counseling

Systems approaches are

evident and correctly

used.


somewhat evident and used

correctly.


barely evident and used

correctly.

Systems approaches are not

evident and not used correctly.

flow and

structure

Session flows smoothly

and is well structured

Session flows okay and is

somewhat structured

Session is disjointed and

disorganized.

No flow and structure are

evident.

Time

keeping 20-30 minute Less than 20 minutes Less than 15 minutes Less than10 minutes

Content of

Paper

Level 4

25-22.5 points

Level 3

22.5-20 points

Level 2

20-17.5 points

Level 1

17.5-0 points

Integration of

information

Information is well

integrated; easy to

follow

Information is somewhat

integrated, and difficult to

follow

Information is minimally

integrated and difficult to

follow

Information is not integrated

Family

Systems

perspective


perspective is utilized

and evident


perspective is present


minimally present and difficult

to find


not present

Writing Style Paper flows; is

interesting and easy to

Flow of paper is good but

difficult to follow.

Flow of paper is poor and

difficult to follow

Flow of paper is vague and

disconnected.


read and understand

Grammar &

Spelling

No grammatical or

spelling errors

Less than 5 grammatical and/or

spelling errors.

Less than 10 grammatical


More than 10 grammatical


Length and

timeliness

Within approximate

page limitation;

handed in on time




days late.




days late.



limitation and/or more than 4

days late.

2. Journal Article Critiques

Criteria

Extinguished

25-22.5 points

Proficient

22.5-20 points

Basic

20-17.5 point

Non-Performance

17.5-0 points

Relevance to

Class Clearly relevant. Somewhat relevant Vaguely relevant. Not relevant.

Article

Summary

Well articulated in

student's own words.

Fairly well articulated in

student's own words.

Somewhat well articulated;

some "foreign" vocabulary.

Extensive vocabulary repeated

from article; student's words

not evident.

Pros and

Cons of Article

Pros and cons present;

well stated and well

thought out.

Pros and cons present; fairly

well stated and fairly well

thought out.

Either pros or cons missing;

fairly well stated and fairly

well thought out.

Either pros or cons missing;

poorly stated.

Student

Opinion of

Article

Thoughtful and well

articulated.

Somewhat thought out or

poorly articulated.

Either poorly thought out or

poorly articulated.

Poorly thought out and poorly

articulated; or completely

missing.

Grade Scale

A=450-406 (90-100%)

B=405-361 (80-90%)

C=360-316 (70-80%)

F=below 270 (<60%)


Tentative Course Schedule

Session: Topic Readings/Assignment Due

1/11/16 Syllabus, The Foundations of Family Therapy Chapter 1

Week 1 RIA#1

1/18/16 No Class - Martin Luther King Day

Week 2

1/25/16 The Evolution of Family Therapy Chapter 2

Week 3 RIA#2

2/1/16 Basic Techniques and Structure of Family Therapy Chapter 3

Week 4 Aftermeth (video) CAP 1 Genogram/discussion.

2/8/16 The Fundamental Concepts of Family Therapy Chapter 4

Week 5 CAP 1 Genogram and family mobile start RIA project

2/15/16 Bowen Family Systems Therapy Chapter 5

Week 6 CAP 2

2/22/16 Strategic Family Therapy Chapter 6

Week 7 CAP 3

2/29/16 Structural Family Therapy Chapter 7

Week 8 CAP 4

3/7/16 No Class - Spring Break

Week 9

3/14/16 Experiential Family Therapy Chapter 8

Week 10 CAP 5 RIA Paper

3/21/16 Psychoanalytic Family Therapy, CAP 6 Chapter 9

Week 11 Mock family counseling 1:

3/28/16 Cognitive-Behavior Family Therapy, CAP 7 Chapter 10

Week 12 Mock family counseling 2: Genogram Project

4/4/16 Family Therapy in the Twenty-First Century, CAP 8 Chapter 11

Week 13 Solution-Focused Therapy Chapter 12

Mock family counseling 3:

4/11/16 Narrative Therapy Chapter 13

Week 14 Mock family counseling 4:

4/18/16 Integrative Models Chapter 14

Week 15 Comparative Analysis Chapter 15

Mock family counseling 5: , 6: Journal Article Critique

4/25/16 Research on Family Intervention Chapter 16

Week 16 Mock family counseling 7: , 8:

5/2/16 No class – Finals Week

Week 17

Note: This schedule is tentative and subject to change based on the needs of the class.


University Expectations and Resources:

Academic Integrity: The collegiate policy on plagiarism and cheating is outlined in the Student Handbook. It is your

responsibility to be aware of this policy. You can also find it online at:

http://www.winona.edu/sld/academicintegrity.asp.

Accommodations: According to Section 504 of the Rehabilitation Act of 1973, students with disabilities have

the right to receive necessary reasonable accommodations and support services to allow equal access at

Winona State University. If you have a disability that requires accommodations, you are eligible for

support through access services, found at http://www.winona.edu/accessservices/gettingstarted.asp.

Commitment To Inclusive Excellence: WSU recognizes that our individual differences can deepen our

understanding of one another and the world around us, rather than divide us. In this class, people of all

ethnicities, genders and gender identities, religions, ages, sexual orientations, disabilities, socioeconomic

backgrounds, regions, and nationalities are strongly encouraged to share their rich array of perspectives

and experiences. If you feel your differences may in some way isolate you from WSU’s community or if

you have a need of any specific accommodations, please speak with the instructor early in the semester

about your concerns and what we can do together to help you become an active and engaged member of

our class and community. Campus resources for students:

http://www.winona.edu/diversity/estatement.asp.

Graduate Student Resources:

General Information: Academic calendar, forms and other procedures for graduate students can be found

at http://www.winona.edu/gradstudies/currentstudents.asp

WSU-Rochester Student & Campus Services, UCR Room SS128, 285-7100, (www.winona.edu/rochester/) :

RCTC Counseling Center, UCR Room SS133; 285-7260 (www.rctc.edu/counseling_career_center/ )

UCR Learning Center, UCR Room AT306; 285-7182

Counseling Services : Graduate school can be very stressful. Counselors are available in Winona and through

partnership with RCTC on the UCR campus to help you with a wide range of difficulties. WSU counselors in Winona

are located in the Integrated Wellness Complex 222 and they can be reached at 457-5330. The RCTC Counseling

Center is located in SS 133 and can be reached at 285-7260.

Other Support Services: WSU-Rochester Student & Campus Services Office and the WSU Inclusion and Diversity

Office are dedicated to helping students of all races, ethnicities, economic backgrounds, nationalities, and sexual

orientations. They offer tutoring and a wide range of other resources. The WSU-R Student & Campus Services Office

is located in Room SS128 on the UCR campus and can be reached at 285-7100. The WSU Inclusion and Diversity

Office is in Kryzsko Commons Room 122, and they can be reached at 457-5595. Information about the KEAP Center,

dedicated to supporting diversity on campus, can be found here: http://www.winona.edu/diversity/22.asp.

UCR Learning Center - Rochester - For help with writing and the development of papers on the WSU-

Rochester campus, contact personnel in AT306 or call 285-7182.

http://www.winona.edu/sld/academicintegrity.asp

http://www.winona.edu/accessservices/gettingstarted.asp

http://www.winona.edu/diversity/estatement.asp

http://www.winona.edu/gradstudies/currentstudents.asp

http://www.winona.edu/rochester/

http://www.rctc.edu/counseling_career_center/


Writing Center - Winona: The Writing Center offers free, individualized instruction in all forms and

disciplines during any stage of writing, reading, or research. Call 507.457.5505 for an

appointment. Walk-ins also welcome.

Student Grievances: Students are encouraged to speak directly with instructors when concerns arise. When issues cannot

be resolved between the student and the instructor, students have the right to due process. Such complaint procedures

are available online at: http://www.winona.edu/sld/studentgrievance.asp

List of References and Bibliography

Becvar, D. (2006). Families that flourish: Facilitating resilience in clinical practice. New

York: W. W. Norton & Company.

Brock, G. W. & Barnard, C. P. (2009). Procedures in marriage and family therapy (4th ed.). Boston, MA:

Ally and Bacon.

Cox, F. (2006). Human intimacy: Marriage, the family, and its meaning (10th ed.). Belmont,

CA: Wadsworth/Thomas Learning.

Golden, L. (2004). Case studies in marriage and family therapy (2nd ed.) Upper Saddle

River, NJ: Pearson/Merrill/Prentice Hall.

McGoldrick, M., & Gerson, R. (1999). Genograms in family assessment (2nd ed.). New York:

W.W. Norton & Company.

McGoldrick, M., Giordano, J., & Garcia-Preto, N. (2005). Ethnicity & family therapy (3rd

ed.). New York, NY: Guilford Press.

McGoldrick, M., Hardy, K. (2008). Re-visioning family therapy: race, culture, and gender in clinical

practice (2nd ed.). New York, NY: Guilford Press

Midori Hanna, S. (2007). The practice of family therapy: Key elements across models (4th

ed.). Belmont, CA: Thomson Brooks/Cole.

Olson, D. H., DeFrain, J., & Skogrand, L. (2014). Marriage and the family: Intimacy, diversity and

strengths (8th ed.). New York, NY: McGraw-Hill.

Patterson, J., Williams, L, Edwards, T. M., Chamow, L., & Grauf-Grounds, C. (2009). Essential skills in

family therapy: From the first interview to termination (2nd ed.). New York, NY: Guilford Press.

http://www.winona.edu/sld/studentgrievance.asp

Documents

CE622 Family Systems Counseling 2 - A Community of ... 622 Syllabus...persons at all developmental levels and in multicultural contexts, ... relations on local, ... CE622 Family Systems