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CPY 555: Family and Relationship Counseling: Theory and Therapeutic Modalities

Course Description: This course is designed to develop specific therapeutic competencies regarding inter- and intra-personal dynamics of family systems and relationships. Communication patterns, the role of children, origin of family interaction patterns, conflict resolution styles, impact of treatment issues, and specific modalities of therapeutic intervention are explored. Prerequisite: CPY 550

Course Goals/Objectives: At the conclusion of this course, each student will be able to:

1. Apply the theoretical and pragmatic components of the major theories of family and relationship theory to the counseling setting through therapeutic intervention.

2. Conceptualize therapeutic interventions for a range of family situations. 3. Demonstrate a variety of methods of family and relationship assessment. 4. Demonstrate a variety of techniques of family and relationship counseling. 5. Manage and maintain a comprehensive and accurate case file. 6. Evaluate and apply counseling techniques that are relevant for families and couples with racial/ethnic, cultural, and

compositional diversity. 7. Examine ethical and legal concerns that emerge during family and relationship counseling.

Expected Student Learning Outcomes for this Course

The student will demonstrate knowledge, skills, and practices necessary for success as a professional counselor via his or her participation in key learning activities in this course. Content covered includes:

Learning activities that facilitate development of knowledge, skills, and/or practices of this

content:

II.F.5.a. Theories and models of effective counseling and wellness programs.

Complete Couple Power demonstration assignments; Participate in reflecting team activities; Complete Parenting Session demonstration assignments; Complete Theory-Based Critical Incident demonstration assignments. Complete video-discussion assignment; Assigned Readings;

Spring 2016 Mondays, January 25 – April 23

4:00 to 6:30 pm or 6:45 to 9:15 pm

Professor:

Office: Office Phone: Office Email: Office Hours:

Alicia M. Homrich, Ph.D., LPY, LMFT Cornell Social Sciences 237 (407) 646-2307 ahomrich@rollins.edu Mondays 2:00 pm – 4:00 pm Thursdays 2:00 pm – 4:00 pm or by appointment

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Class discussions. CMHC.1.B. Theories and models related to clinical mental health counseling.

Complete Couple Power demonstration assignments; Participate in reflecting team activities; Complete Parenting Session demonstration assignments; Complete Theory-Based Critical Incident demonstration assignments. Complete video-discussion assignment; Assigned Readings; Class discussions.

CMHC.2.S. Record keeping in family therapy and clinical mental health counseling.

Complete Record-Keeping Assignments; Assigned Readings; Class discussions.

Course Structure: The instructional format of this course on theories and therapeutic modalities will include guided discussion, demonstration, and experiential learning that emphasizes skills training and practice. Case material will be presented to assist students in fine-tuning their skill in theory application and in treatment development. Be sure to complete the assigned reading before each class; otherwise, you will be unable to fully grasp the concepts presented in the demonstrations. Class discussions are an important part of CPY 555. You are encouraged not only to ask questions, but also to add your own experiences and perspectives to the class dialogue. Your class participation will affect your grade. Because of the laboratory nature of this course, it is imperative that students attend every class.

Required Reading: Dinkmeyer, D., & McKay, G. D. (1997). The parent’s handbook: Systematic Training for Effective Parenting.

STEP Publishers. $16.99; ISBN: 978-0979554209

Napier, A. Y., & Whitaker, C. A. (1978). The family crucible. New York: Harper & Row. $14.99; ISBN: 978-0060914899 (readily available online for less)

Nichols, M. P. (2014). Essentials of family therapy (6th Ed.). Boston: Pearson Education. $100.60; ISBN: 978-0205249008 (This book was required for CPY 550).

Sheras, P.L. & Koch-Sheras, P.R. (2006). Couple power therapy: Building commitment, cooperation, communication, and community in relationships. Washington, D.C.: APA. $19.95; ISBN: 978-1591472353

>>Additional articles required for this course as listed in this syllabus are available on BlackBoard.

Required Video Recording Viewing: See list in assignment. Optional Reading: Dinkmeyer, D., Sr., McKay, G. D., & Dinkmeyer, J. S. (1989). Parenting young children. STEP Publishers.

$16.99; ISBN: 978-0979554230

Dinkmeyer, D., Sr., McKay, G. D., McKay, J. L., & Dinkmeyer, D, Jr. (1998). Parenting teenagers. STEP Publishers. $16.99; ISBN: 978-0-97955-42-1-6

Gehart, D. R., & Tuttle, A. R. (2003). Theory-based treatment planning for marriage and family therapists. Pacific Grove, CA: Brooks/Cole. $98.75; ISBN: 978-0534536169

Kabat-Zinn, M. & Kabat-Zinn, J. (1997). Everyday blessings: The inner work of mindful parenting. New York: Hyperion. $14.95; ISBN: 978-0786883141

Nelson, T. S., & Trepper, T. S. (Eds.). (1993). 101 interventions in family therapy. New York: The Haworth Press. $59.95; ISBN: 978-0866569026

Required Assignments and Learning Experiences: (Possible Points)

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1. Couples Therapy Demonstration (20) – Every student will serve as a co-therapist for a simulation couple’s counseling session. Each student will also prepare assigned written materials for the demonstration and write a self-evaluation of the session using a prearranged format (see explanation in syllabus).

2. Case Documentation (15) – Every student will document the couples counseling case by constructing clinical records following each couples’ therapy demonstration (intake report, treatment plan, weekly case notes, and a summary of treatment).

3. Parent Training Demonstration (20) – Every student will serve as a co-leader for the content of one chapter from the Systematic Training for Effective Parenting (STEP) program. Each student will also prepare assigned written materials for the demonstration and write a self-evaluation of his or her work as a leader (see explanation in the syllabus).

4. Theory-based Critical Incident Demonstration (20) – Every student will develop a critical counseling incident, based on a selected theoretical perspective, illustrating a situation that might arise while counseling a family. The student co-therapists will arrange a role-play for a critical incident demonstration to include demonstration of intervention techniques unique to the selected theory. Each student will also prepare assigned written materials for the demonstration and write a self-evaluation of her or his work (see explanation in the syllabus).

5. Family Therapy Video Reflections (8) – Every student will view eight videotapes on family and relationship therapy and will write a one-page reaction paper for each video.

6. Family Crucible Written Assignment (7) – Every student will read The Family Crucible and complete a written assignment.

7. Participation (10) - Students will be expected to come to class evidencing that have read the assigned material and PREPARED for their role in simulations (counselor, client, reflection-team member, observer). Evidence of participation will also be demonstrated by contributions to class discussions and feedback to peers post-simulation. Points will only be earned for engaged participation.

Course Policies and Expectations of Graduate Students This is the “fine print” for which you are fully responsible for knowing and following. Please read this section of the syllabus carefully!

Academic and Professional Integrity By accepting this syllabus, you pledge to uphold the principles of Academic Honesty and student conduct guidelines published in the Rollins College Graduate Studies Catalog, and the policies published in the current edition of the Graduate Studies in Counseling Student Handbook (both available online on the Rollins Graduate Counseling website. You also agree to abide by the current version of the American Counseling Association Ethics Code (available at www.counseling.org.). Students who are unable to perform in a reliable, competent, and ethical manner, or exhibits performance that results in being terminated by and internship or other field site, will necessitate a review by the faculty and may result in student remediation, suspension, or dismissal from the Graduate Studies in Counseling program.

Please consult the documents named above to refresh your understanding of the expectations, policies, and procedures required of students throughout their enrollment in the graduate counseling program. Students will be held to these published standards and failure to fulfill these standards may be grounds for remediation and/or dismissal from the Graduate Studies program.

Academic Honesty and Professional Conduct – The Philosophy of the Rollins Academic Honor Code: Integrity and honor are central to the Rollins College mission to educate its students for responsible citizenship and ethical leadership. Rollins College requires adherence to a code of behavior that is essential for building an academic community committed to excellence and scholarship with integrity and honor. Students, faculty, staff, and administration share the responsibility for building and sustaining this community.

Membership in the student body of Rollins College carries with it an obligation, and requires a commitment, to act with honor in all things. The student commitment to uphold the values of honor - honesty, trust, respect, fairness, and responsibility - particularly manifests itself in public aspects of student life. The Rollins College Academic Honor Code is

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consistent, in philosophy, with the Code of Ethics of the American Counseling Association as well as other expectations of the profession. Therefore, as a student of Rollins College, graduate students are expected to show their commitment to these virtues by abstaining from any lying, cheating, or plagiarism in their academic endeavors and by behaving responsibly, respectfully and honorably in their social life and in relationships with others.

Because academic integrity is fundamental to the pursuit of knowledge and truth and is the heart of the academic life of Rollins College, it is the responsibility of all members of the College community to practice it and to report apparent violations. The following pledge is a binding commitment by the students of Rollins College: The development of the virtues of Honor and Integrity are integral to a Rollins College education and to membership in the Rollins College community. Therefore, I, a student of Rollins College, pledge to show my commitment to these virtues by abstaining from any lying, cheating, or plagiarism in my academic endeavors and by behaving responsibly, respectfully and honorably in my social life and in my relationships with others. This pledge is reinforced every time a student submits work for academic credit as his/her own. Students shall add to the all work, including papers, quizzes, exams, etc., the following handwritten abbreviated pledge followed by their signature:

On my honor, I have not given, nor received, nor witnessed any unauthorized assistance on this work.

All material submitted electronically should also contain the pledge followed by the student’s name; submission implies signing the pledge.

Respect for Individual Differences – The Graduate Studies in Counseling program faculty endorses a learning climate that represents diversity and individual differences and encourages the open-minded exploration of distinctions among individuals. Students in the program are not expected to think the same way, but are expected to be accepting of differences and strive to understand how other peoples’ perspectives, behaviors, and worldviews are different from their own. Students’ ability to maintain an open mind and respectfully discuss and understand the values and opinions of others is a reflection of personal development and professionalism as a counselor. No person will be treated differently by faculty or student colleagues with regard to race, gender expression, color, national origin, ancestry, religion, sex, age, sexual orientation, marital and/or parental status, citizenship, military status, religion, political beliefs, height, weight, and/or mental or physical ability.

Self-Disclosure Expectations and Guidelines – During this and most courses in the Graduate Counseling program you will be asked to share thoughts and feelings that are personal in nature with your peer colleagues as part of a learning activity. Please remember that you are in charge of what you choose to disclose. Willingness to share concerns, reactions, fears and doubts will, most likely, assist you in gaining insight necessary to further your personal and professional development. AND, please remember that you do not have to share any information that you choose not to reveal. Generally, professors consider confidential any information that you disclose within your journals and papers or in private conversations; however, they may consult with other faculty if there are concerns about ethical, personal safety or functioning, or professional standards.

Confidentiality – To protect the confidentiality of clients, any case material discussed in class will be presented anonymously (without identifying information) to protect the right to privacy and maintain ethical and legal confidentiality standards. To provide a safe learning environment and create safety for student peers, guests, and professors in the class, personal information and/or reactions shared in class should be considered as confidential as client information and respected accordingly. Interns will maintain strict confidentially according the ACA Code of Ethics (2014) by refraining from discussing case material and the personal information of others outside of class.

Professionalism and Classroom Civility – Graduate students are expected to observe a level of professional conduct in the classroom reflective of practicing mental health professionals. This extends to the use of technology when it impedes the learning process.

Talking to or interrupting other students: Students are expected to refrain from talking while attention is expected for lecture instruction or student presentations.

Students failing to act professionally will be asked to leave the class. Your final grade will reflect an unarranged absence penalty described above in the Attendance and Participation Policy section. Please abide by the attire policy described in the student handbook. If you are unsure of your attire, please consult with a core faculty member to assure that you are meeting expectations.

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Professional Association Membership – All students are required to maintain membership in the American Counseling Association throughout their enrollment in the graduate program. The emphasis in the Rollins College Counseling program is that each student is a professional who is committed to the profession of counseling. Membership in ACA also include professional liability insurance coverage, which provides protection to you and the clientele with whom you come in contact during external course assignments, pre-practicum, practicum and internship.

Evaluation Criteria for this Course Method of Grading – Final grades will be based on a point accumulation basis described in the syllabus. Points will be converted into percentage scores. Grades will be assigned as follows for all Graduate Counseling courses:

A = 94-100% of total points B- = 80-83% of total points A- = 90-93% of total points C+ = 77-79% of total points B+ = 87-89% of total points C = 74-76% of total points

B = 84-86% of total points C- = 70-73% of total points

Course Requirement: Points Couples Therapy Demonstration and Self-Evaluation 20 Case Documentation 15 Parent Training Demonstration and Self-Evaluation 20 Theory-based Critical Incident Demo and Self-Evaluation 20 Videotape Reviews 8 Family Crucible Written Assignment 7 Participation 10

TOTAL 100

Incomplete Policy – Students that are unable to complete course requirements within the time limitations of this semester are responsible for initiating and proposing an arrangement for completing requirements with the professor prior to the end of this term in order to avoid failing this course. The plan for completion must be agreed upon by the professor and must be submitted in writing identifying a date when work will be completed. If the incomplete is not resolved by the end of the following semester, the incomplete grade will convert to an “F.”

Attendance and Participation Policies – Graduate students are training to be professional helpers responsible for the welfare of counseling clients. Attendance and participation in courses is required to evaluate the readiness and preparedness of each student to enter the profession. Success in this graduate program requires students to be fully present academically, physically, personally, and interpersonally during all learning experiences.

Attendance and participation constitute a portion of your final grade. Attendance means arriving for class on time and staying for the duration of the class. Participation means preparing for class by reading required texts/materials and engaging in class discussion.

The instructor will not make judgments or decisions regarding “allowing” student absences and will not evaluate which reasons are acceptable to qualify as an excused absence. If a student does not to attend class, he/she cannot earn the participation points for that class meeting or for activities that occur during the missed class. A student who misses two or more classes will be subject to action by the professor, which includes, but is not limited to:

Ø Recommendation to withdraw from the class. Ø Requiring additional assignments(s) to complete the class. Ø Reduction in the final grade per the percentage allotted to attendance and participation. Ø Any other action deemed appropriate by the professor in consultation with the full faculty.

Final grades will be lowered one-half of a letter grade for each absence after the first, regardless of the reason. Absence from more than two classes in a course may result in a failing grade.

If you are going to be late, absent, need to leave class early, etc. it is your responsibility to let the professor know in advance. Advance notification of anticipated absences is expected (phone call or e-mail) out of courtesy to the instructor and class peers. In the event of an unanticipated emergency or illness, students are responsible for notifying the instructor at the earliest opportunity via phone message or email. Students are responsible for the content of all assignments,

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lectures, announcements, and class discussions even when not present. Make-up tests or extra credit will not be given. If you have a conflict with an exam date, speak with the instructor at least seven days in advance.

Penalty for late work: Students will forfeit one letter grade (approximately 10% of the possible points) for any assignments turned in beyond the announced deadline.

Tardiness: Arriving late to or departing early from a working group on the part of one person disrupts the flow of learning for the professor and other students. Please be prepared to begin and/or resume class at the agreed upon times. Class will start on time and time agreements for class breaks are expected to be honored. Chronic tardiness or inattentiveness will also impact your final grade. Students arriving late to class will not be permitted to complete any assignment that has begun (such as a quiz) and will forfeit the points for the assignment.

Breaks during class meetings are at the discretion of the professor and may range from 0-15 minutes scheduled at times that the professor determines within the individual class session. Please return promptly from breaks.

Participation: Class participation in this course is very important as part of the learning process for all students, individually and as a group. You will be evaluated on the quality of your contributions and insights. Quality comments possess one or more of the following characteristics:

• Offers a different and unique, but relevant, perspective; • Contributes to moving the discussion and analysis of the topic forward; • Builds on the comments and contributions of other peer colleagues; • Transcends the “my opinion” syndrome; i.e., your contribution includes evidence (when appropriate), rationale,

and reflective thinking.

Students who rarely or never participate in class discussions or activities will receive a grade reduction despite attendance. In addition, students engaging in non-class related activities (e.g., sleeping in class, working on their laptop or phone, side conversations, working on material not related to course content, etc.) will lose participation points. The number of points will be at the discretion of the professor.

Technology Policies E-mail – All e-mail communication and dissemination of information from the professor will be via the Rollins e-mail account. This is the official means of communication used by Rollins College. Students are responsible for all information sent to their Rollins e-mail account. Students are also requested to communicate with faculty and staff using their Rollins email account to avoid losing important communications to SPAM filters. If you have problems, contact the IT Help Desk at 407-628-6363.

BlackBoard – This course instruction is accompanied by the online “BlackBoard” system. Students are responsible for checking Blackboard for information, assignments, reporting forms, reading materials, course updates and other information and resources prior to class.

Laptop Computers – Use of laptop computers in class is at the discretion of the professor and is only permitted for note taking or other class-related activities unless prior arrangements have been made with the professor. Please do not use laptops for any other reasons. Non-class use is distracting to others. Students found using laptops for other purposes, such as e-mailing, web-surfing, working on assignments, will not be permitted to use technology in class. If a student uses any electronic device not authorized as part of the classroom activity, they will be warned to turn off the device. Second offenses will result in loss of participation points without warning.

Other Technology Devices – Out of respect for the professor and your classmates, do not use cell phones or any other portable communications devices during class. Please silence or turn cell phones off to avoid disrupting others. There are times when emergencies arise and communication with family or others is necessary. In those events, please inform the professor prior to class and make provisions to leave the classroom when the situation arises. Emergency calls may be taken outside the class but frequent call interruptions will not be tolerated. If the vibrate setting becomes a nuisance, you will be asked to turn it off completely. Texting in class is unacceptable.

Professional Paper Formatting – All papers are required to be submitted in the formatting style detailed in the most recent edition of the Publication Manual of the American Psychological Association. This includes correctly formatted title page, abstract, headers, heading levels, citations for source and quoted material, and reference pages. Points will be

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deducted from the total grade if APA style format is not followed. Students should assume that these formatting components are expected for each and every written paper assignment unless stated otherwise in the syllabus.

Additional Policies Use of Student Work: Copies of student work in this course, including copies of any submitted papers or other written work, may be kept on file for institutional research, assessment, and accreditation purposes. All work used for these purposes will be submitted anonymously as example of aggregate data.

Students with Disabilities -- Rollins College is committed to equal access and does not discriminate unlawfully against persons with disabilities in its policies, procedures, programs, or employment processes. The College recognizes its obligations under the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 to provide an environment that does not discriminate against persons with disabilities. If you are a person with a disability on this campus and anticipate needing any type of academic accommodations in order to participate in your classes, please make timely arrangements by disclosing this disability in writing to the Disability Services Office at (Box 2764) 1000 Holt Ave., Winter Park, FL, 37289 or call the Director of Disability Services, Grace Moskola at 407-975-6463, gmoskola@rollins.edu. (8/22/2015)

Sex and Gender Discrimination -- Rollins College and Title IX makes it clear that violence and harassment based on sex and gender is a Civil Rights offense subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories such as race, national origin, etc. If you or someone you know has been harassed or assaulted, you can find the appropriate resources by contacting Oriana Jiménez, Title IX Coordinator, (Box 2776) 1000 Holt Ave., Winter Park, FL, 37289 or call 407-691-1773 or ojimenez@rollins.edu.

Instructor Availability – If, at anytime, you wish to discuss class-related concerns, particularly those may affect your performance in this course, please do not hesitate to contact me. Sometimes students are emotionally impacted by class experiences. Please feel free to consult with me along the way if you need further clarification or to process your experiences. I am very willing to set up an appointment with you at a time outside my posted office hours. Please don’t wait until it is too late to help make this course a successful and rewarding learning experience for you. Your suggestions and ideas are always welcome, both during class and outside of class.

The best way to contact this instructor is via her Rollins email address. If communication is urgent please email, text, and leave a voicemail message. Thank you.

Course And Instructor Evaluation – At the end of each semester, students are asked to evaluate the course and instructor. These evaluations are extremely valuable in the teaching and learning process on our campus. Student evaluations help assess student perceptions of classroom learning and often lead to improved teaching. Your feedback is important and Rollins students are encouraged to be honest, fair, and reflective in the evaluation process.

The online evaluative survey is anonymous. Students are never identified as the respondent. Instead, each student’s comments are assigned a random number. You will be asked to rate your course and instructor on a numerical scale and through narrative comments.

The online Course and Instructor Evaluation (CIE) process opens at 8:00 a.m. on the first scheduled date. It remains open for a period of 14 days (2 weeks) until 12:00 a.m. (midnight) on the final scheduled date. The evaluation period ends prior to the start of final examinations and faculty cannot access completed evaluations until 10 days after the end of final exams.

Students will receive one email at the start of the CIE period, one after the 15th day, and a final reminder the day before the CIE period ends. Students who complete evaluations for all classes will be able to view grades ten-days before students who do not complete an evaluation form.

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Course Calendar # Date Topic Area/Reading Added Reading/Assignments Due JANUARY

1 1/25

Course overview and planning Systemic Therapy Family Assessment Sign up for simulation assignments

DUE: Thorough reading of Syllabus Debriefing Model & Feedback Guidelines Handout DUE: Videos #1, 2, 3, 4 Stop at 6:00pm for Internship Orientation CSS 226

FEBRUARY 2 2/01 Documentation for Families and Couples

Planning for couples therapy - Debriefing - Reflecting Teams - Couple construction

AAMFT Code of Ethics (2014); Documentation from a Systemic Perspective (2009); Seligman (1996); Nichols (2014) Chapter 3; Gehart & Tuttle (2003) Chapter 1 Reflecting Team Handout DUE: Videos #5, 6

3 2/08 Couples Session 1: Sheras & Koch-Sheras (2006), Chapters 1, 2, 7 & 8 Couples Session 2: Sheras, Ch 3

Minuchin (1981); Jacobson & Christensen (1998) DUE Friday: Intake, Treatment Plan & case note for Session 2

4 2/15 Couples Session 3: Sheras, Ch 4 Couples Session 4: Sheras, Ch 5

DUE Friday: Revisions of prior Documentation; Case notes for Sessions 3 & 4

5 2/22 Couples Session 5: Sheras, Ch 6 Debrief Couples series and plan for Parenting Group

DUE Friday: Case note for Sessions 5; Termination Report DUE: Napier & Whitaker (1978) Whole Book

2/29 NO CLASS: Spring Break MARCH

6 3/07 Family Crucible Discussion STEP Parenting Group I: Dinkmeyer & McKay (1989), Chapters 1 & 2

Gladding (2007); Sattler (1998); Ragg (2006) DUE: Family Crucible Written Assignment

7 3/14

STEP Parenting Group II: Dinkmeyer Ch 3 STEP Parenting Group III: Dinkmeyer Ch 4

DUE: Video #7, 8

8 3/21

STEP Parenting Group IV: Dinkmeyer Ch 5 STEP Parenting Group V: Dinkmeyer Ch 6&7

9 3/28

Critical Incident 1: Bowenian Critical Incident 2: Structural

Family Case Handout & Relevant Chapters in Nichols (2014); Gehart & Tuttle (2003), and information from relevant videos and resources

APRIL 10 4/04 Critical Incident 3: Object-Relations

Critical Incident 4: Cognitive Behavioral

11 4/11 Critical Incident 5: Experiential Critical Incident 6: Strategic

12 4/18 Critical Incident 7: Solution-Focused Critical Incident 8: Narrative

DUE: 3 remaining videos of your choice.

13 4/25 Critical Incident 9: Feminist Critical Incident 10: Internal Family Systems Debrief Critical Incidents & Course

*This schedule is tentative and changes may occur when deemed necessary by the professor.

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Couples Therapy Demonstration Each student will serve as a co-therapist, with a classmate, to conduct one therapy session from Couple power therapy: Building commitment, cooperation, communication, and community in relationships by Sheras & Koch-Sheras (2006). The outline for the sessions and content is included below.

• These sessions are to be conducted as a counseling session not as teaching/lecture meetings. • The first session will be used for an intake/assessment session. • Each counseling session will last 30-40 minutes. • Class members will take turns playing the role of a couple who is presenting for therapy, adopting a

relationship/role persona agreed upon during the first class that will be maintained throughout the series. Students Conducting Co-Therapy: Before your session: Read the assigned chapter and meet with your co-therapist to discuss the content and prepare a targeted intervention for your session. Write a one-page statement that includes: Goals for the session, what you plan to do during the session, including a list of the tenets/concepts/skills described in the assigned chapter you plan to demonstrate, and how you hope to go about accomplishing your goals. Hand this statement to the professor at the beginning of class. PRIOR TO CLASS, apprise your clients of what you need them to know to prepare for the session in-person or via email. During the Session: Co-therapists should plan and conduct the session so that co-therapy responsibilities are balanced. Both co-therapists should audiotape the session in order to write their self-evaluation.

After the Session: Individually, co-therapists should review their audiotape and write a self-evaluation of the session using the outline below (please include each question in your self-evaluation paper to make sure you respond fully). Your self-evaluation is DUE at noon on the Friday following the session. Submit your self-evaluation via BlackBoard. Please name your Word document: 555-CouplesPost-LastName before submitting so that your paper will not be saved over another student’s (ex: 555-CouplesPost-Homrich).

Couples Therapy Demonstration Self-Evaluation 1. What were you (and your co-therapist) trying to accomplish during this counseling session?

2. Describe the specific theoretical principles and tenets/concepts/skills you used from the assigned chapter. What led you to use the techniques you selected?

3. Describe what occurred during the counseling session and your perspective of what you actually did as the therapist in the session: What were the processes, techniques, and skills that you used during the session? How did you facilitate the session?

4. How did you see the client “couple” respond over the course of the session?

5. What diversity dimensions emerged during the session? How did you handle these dynamics?

6. What did you do that you thought went well? What skills did you demonstrate that you believed were effective with this couple and in this session?

7. What would you have done differently? What would you change to improve the session if you were to do it again?

8. Where is your growth or learning edge? In other words, what skills do you want to expand based on your experience as a co-therapist working with a couple?

9. How will you incorporate the feedback you received during the debriefing period in your future counseling practice?

10. What do you believe are the next steps in therapy for this couple? What techniques would you use to address these therapeutic issues?

11. Do you have any other thoughts, observations, or reflections about your learning experience?

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Students Role-Playing Couple: Students who role-play the couple should:

A) Maintain your assigned roles and continuity of the couple relationship and the therapeutic relationship that has emerged in previous sessions, and continue addressing the issues and dynamics that have been established in the previous simulations in order to create stability for the case details.

B) Carefully review the topic material in Sheras & Koch-Sheras (2006) that will be covered by the therapists during the session in which you are role playing so you can gear your presenting issues/concerns for the topics intended to be addressed in the forthcoming session (e.g., communication). Do not present problems in session that are extremely serious in nature. Please present issues that real couples face in their everyday lives (if you are not sure what those may be, interview a couple you know for background information).

Student Observers/Reflecting Team Members:

Students who are not co-therapists or role-playing the couple should, in advance of the class, read the assigned chapters in Sheras & Koch-Sheras (2006) to prepare for the content that will be covered in the session. You will be expected to write case notes for each session. In addition, you will serve as a reflecting team member during the therapy session and will be expected to contribute insights at the appropriate moments during the session. Additional information about the role of reflecting teams in family therapy will be addressed in class and are included in this syllabus. Please pay close attention to the demonstration and do not take notes during the session.

Schedule for couple’s sessions and corresponding chapter content to be addressed:

Session # Topic Content Couple Power Chapters

1

Intake: Address demographic data, family history and other details that fulfill the intake report guidelines so students can construct an intake and treatment plan); Clarify values, co-construct and achieve agreement for the goals of counseling, and, if possible, develop an initial vision statement.

1, 2, 7 & 8 & Documentation from a

Systemic Perspective

2 Commitment (revisit vision statement if unfinished) 3 3 Cooperation 4

4 Communication and problem solving within the context of the couple’s issues and concerns.

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5 Community and Closing and termination 6 & 7 Couples Session Demonstration Grading Rubric

Components Points Goals / Action Plan for session (submitted in advance) 3

Session Demonstration: Session structured/planned well; Good flow; Client role-players properly “briefed” prior to class

3

Attention to diversity (ethnicity, class, race, etc.) 1 Basic skills (i.e., listening, reflecting, acknowledging) 1 Strategies / techniques demonstrated 1 Coverage of topics in assigned chapters 2 Systemic focus throughout session 1 Professional demeanor throughout session 1

Self-Evaluation Paper (insightful, reflective, addressed all questions) 7 TOTAL 20

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Case Documentation for Couples Therapy During the couple’s therapy demonstrations, all class members will maintain a routine clinical case file that will include an intake report, a treatment plan, progress notes for each therapy session, and a termination report that includes a summary of treatment. Use the documentation guidelines posted on BlackBoard to write these reports. Please do not take any notes during the therapy sessions other than the intake session. Case Documentation Grading Rubric

Documentation Components Points (Intake) Report 4 (Treatment) Plan: Do A Client Map 4 Progress (Note 2) for Session 2 1 Progress (Note 3) for Session 3 1 Progress (Note 4) for Session 4 1 Progress (Note 5) for Session 5 1 (Termination) Report 3 TOTAL 15

Each documentation component is DUE AT NOON ON FRIDAY following the couples’ therapy session. Submit all assignments for this course electronically through the BlackBoard Assignments link. Please name your Word document: 555-(see parentheses above)-LastName before submitting so that your paper will not be saved over another student’s (ex: 555-Intake-Homrich; 555-Treatment-Homrich; 555-Note1-Homrich, etc.). If the professor requests that you revise and resubmit a piece of documentation, the revised documents are due within one week following the time they are originally returned to the student. A missed class will result in zero points for the documentation required for that session, and cannot be made up.

Parent Training Demonstration Each student will serve as a group co-leader for one group session covering a chapter from the Systematic Training for Effective Parenting (STEP) program by Dinkmeyer, McKay, and Dinkmeyer (1997).

• Each class member will adopt roles as a parent (couples or singles) that will serve as the “clients” or group members for the series. Class members will maintain the same parent roles throughout the STEP program series and will be assumed “unable to attend” during their respective week of co-leadership.

• The group leaders will conduct their selected parent-training session as if they were working with actual clients. • Each group session will last 40 minutes. • After the group session, feedback will be provided to the co-leaders by the professor and by the peers who played

the roles of parents. Student Co-Leaders: As co-leaders, you are to design a group session for the “parents” who are attending the STEP parenting group. Before your session: Thoroughly review the chapter(s) in the STEP Leader’s Guide Notebook that you have selected for your session (the notebook is be available in the Department from Sandy during her regular working hours or from Dr. Homrich) and the accompanying chapter(s) in your copy of The Parent’s Handbook. Meet with your co-leader to discuss the content and prepare targeted intervention(s) for your session. Do not try to cover the entire chapter. Narrow down what you plan to address during the group meeting so that the group can comfortably conclude within 40 minutes. You must include an experiential component in your work with the group (i.e., do not construct a session that is only educational or didactic). Rely on your counseling skills in focusing on process in addition to content, while decentralizing the leadership of

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the group. PRIOR TO CLASS, apprise the group member “parents” of what you need them to know to prepare for the session. Write a one-page plan that includes: Goals for the session, what you plan to do during the session, including a list of the tenets/concepts/skills described in the assigned chapter(s) you plan to demonstrate, and how you hope to go about accomplishing your goals. Hand this statement to the professor at the beginning of class. During the Session: Co-leaders should plan and conduct the session so that co-leadership responsibilities are balanced. Both co-leaders should audiotape the session in order to write their self-evaluations.

After the Session: Individually, co-leaders should review their audiotape and write a self-evaluation of the session using the outline below (please include each question in your self-evaluation paper to make sure you respond fully). Your self-evaluation is DUE at noon on the Friday following the session. Submit your self-evaluation to BlackBoard. Please name your Word document: 555-ParentingPost-LastName before submitting so that your paper will not be saved over another student’s.

Parent Training Group Demonstration Self-Evaluation 1. What were you (and your co-leader) trying to accomplish during this parenting group session?

2. Describe the specific theoretical principles and tenets/concepts/skills you used from the assigned chapter(s). What led you to use the techniques you selected? Briefly describe the link between your experiential component and the overall goals of the group session.

3. Describe the processes that occurred during the group and your perspective of what you actually did as the co-leader in the session: What were the group dynamics, techniques you applied, and skills that you used during the session? How did you facilitate the session?

4. How did you see the group’s parents respond over the course of the session? Describe the leader-member dynamics during the session.

5. What diversity dimensions emerged during the session? How did you handle these dynamics?

6. What did you do that you thought went well? What skills did you demonstrate that you believed were effective?

7. What would you have done differently? What would you do to improve the session if you were to do it again?

8. Where is your growth or learning edge? In other words, what skills do you want to expand based on your experience as a therapist working with families/parents?

9. How will you incorporate the feedback you received during the debriefing period in your counseling your practice?

10. Do you have any other thoughts, observations, or reflections about your learning experience? Schedule for parenting group sessions and corresponding chapter content to be addressed:

Session # Topic Parent’s Handbook Chapter

1 Understanding Yourself and Your Child Understanding Beliefs and Feelings

1 2

2 Encouraging your Child and Yourself 3 3 Listening and Talking to Your Child 4 4 Helping Children Cooperate 5 5 Discipline that Makes Sense

Choosing your Approach & Termination 6 7

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Parent Training Group Demonstration Grading Rubric

Components Points Written Plan: Goals for session (submitted in advance) 3 Session Evaluation:

Session structured/planned well; Good flow; preparation of client parents in advance 3 Attention to diversity (ethnicity, class, race, etc.) 2 Basic counseling skills (i.e., listening, reflection; acknowledging) 1 Strategies / techniques demonstrated 1 Coverage of topics in assigned chapters 1 Systemic focus 1 Professional demeanor throughout session 1

Self-Evaluation Paper (insightful, reflective, addressed all questions) 7 TOTAL 20

Students Role-Playing Parents:

Students role-playing a parent should:

A) Remember that the purpose of playing the role of a parent is intended to create a learning experience for all participants to learn about how to address parenting issues in a group setting, and, primarily, to provide a forum for the group’s co-facilitators to demonstrate their counseling skills and application of content.

B) Maintain your assigned role and continuity of the problems and family dynamics that have been established in the previous group sessions. This role-play is not a stage for the purpose of a performance nor is it intended to be a personal experience. Please take your role as a parent in a parenting group seriously and remain focused on the expectations of the assignment. Your participation grade will be based on this and your contributions to the post-group feedback process.

C) Carefully read the assigned chapter and be familiar with the topic material in Dinkmeyer & McKay (1997) that will be addressed by the co-leaders during the group so that you can gear your presenting issues/concerns for that week to the content that is covered in the chapter. Do not present problems that are extremely serious in nature (ex: drug use by children). Please present problems that real parents face in their everyday lives raising children.

A note on the roles of parenting: If you are not a parent, it is critical that you locate a family with school age children that you can shadow 2 or 3 times BEFORE this assignment begins. They can be neighbors, friends, the family of a co-worker, part of your extended family…. whatever source works best for you. You will benefit much more significantly from this assignment if you have a sense of family dynamics with children in the early to middle school range, ideally ages 6-12. Consider having dinner with them, joining them for typical family activities -- such as chores on Saturday, running errands, pick up from school and after school time leading to dinner, etc. There is no need to plan a special event. Just “hang out” with the family on 2 or 3 occasions to observe how the family (parents and children) interacts with each other. Consider drawing on information from your Human Development text to compare the interests and interactions of the children within the family processes with what you are learning. Engage with the children. Interview family members about what they like and don’t like about their family. Watch the parents. Make it fun, casual, and draw out as much information as possible. You might even wish to model your role-play situation after the family dynamics you observe. IF YOU HAVE BEEN A PARENT FOR MORE THAN TEN YEARS, you are exempt from this assignment.

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Theory-Based Critical Incident Demonstration Every student will illustrate one theory of family therapy as applied to a “critical incident” - an event or issue that might arise while counseling a family. The student will recruit up to three peers to participate in an arranged role-play of the critical incident and will demonstrate use of intervention techniques that are representative of the selected theory. The family case scenario will be provided. Student Therapist: Before the Demonstration:

A. Thoroughly read the chapters related to your selected theory in Essentials of family therapy-6th ed. (Nichols, 2014) and Theory-based treatment planning for marriage and family therapists. (Gehart & Tuttle, 2003). You may wish to go to the library and find other books or search journal articles discussing techniques used within the context of your selected theory. Suggested resources include The Family Journal, Journal of Marital and Family Therapy, Journal of Marriage and the Family, Family Process, and Family Relations among other excellent resources available in our library. You will also find the optional text 101 Interventions in Family Therapy (Nelson & Trepper, 1993) useful for this assignment as well as some of the family therapy videos that are assigned for the course (see Video Tape Reviews assignment).

B. Using the family case critical incident provided, prepare a “snapshot” of a counseling intervention that will allow you to demonstrate to the class at least three techniques specific to your assigned theory. Recruit 2-3 other class members, peers from other classes, or friends to role-play the family. PRIOR TO CLASS, prepare them for their roles by telling them what you want them to do during the session or briefing them about their family “background,” their character parts, and general reactions expected in the session. The family members’ participation should not be scripted but guided with suggested reactions and behaviors provided during your advanced coaching of the family actors.

C. Develop a 2 to 3 page Overview of the Theory handout for your colleagues summarizing the basic concepts of the theory and basic techniques you are presenting. Plan a 10-minute mini-lecture about your assigned theory to present to your peer colleagues just prior to your critical incident session. You may use the white board for this part of your presentation, but do not plan to use a PowerPoint presentation.

D. Write a 1 page Critical Incident Session Plan handout that includes: Description of the presenting complaint (critical counseling incident) that you will be addressing during this session; Goals for the session (what you plan to do during the session) that are based on the tenets/concepts/skills of the theory (i.e., triangulation, boundary setting, enactment); and, the interventions that you plan to use to accomplish your goals. Please distribute this to all class colleagues BEFORE you begin the session.

During the Critical Incident Demonstration:

A. Review the theory and the basic concepts in a mini lecture for your colleagues (no more than 10 minutes). Provide each student the Overview of the Theory handout to accompany your mini lecture.

B. Distribute the Critical Incident Session Plan handout.

C. Enact a 30-minute therapy session during which both you are the therapist and class members play the role of the family members necessary to demonstrate the techniques you wish to illustrate in the session.

In this snapshot demonstration, address the critical incident by demonstrating the techniques and skills that are basic tenets of and relatively unique to your theory of family therapy. Use your time efficiently and make the 30-minute demonstration congruent and realistic. This demonstration should represent a realistic segment of a family therapy session. It does not have to be a dramatic turning point, but a good demonstration of an approach common to the theory you are representing.

To save time and get to the heart of your critical incident and demonstration of theoretical approach, you don’t have to go through the formalities of the opening moments of a standard session. You may start the demonstration at any point in the session by summarizing to the family members (and observers) what has

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occurred in the previous moments of the session or previous “sessions” in order to move quickly into your demonstration of interventions.

D. Audiotape the demonstration for later review and writing the self-evaluation.

E. Conclude the demonstration by dismissing the family members role-players and with a 5-minute statement explaining:

1) What you were attempting to demonstrate in your enactment based on your assigned theory, and 2) The direction you would take from this point on in the therapeutic process over the next 2-3 sessions

based on the tenets of your assigned theoretical approach.

After the Session: Counselors should individually review their audiotape and write a self-evaluation of the session using the outline below (please include each question in your self-evaluation paper to make sure you respond fully). Your self-evaluation is DUE at noon on the Friday at noon following the day your session is presented in class. Please name your Word document: 555-CriticalPost-LastName before submitting to BlackBoard so that your paper will not be saved over another student’s.

Theory-based Critical Incident Demonstration Self-Evaluation 1. What theory were you demonstrating during this session? Describe your perspective of what you actually did as

counselors to demonstrate this theory: What techniques and skills you did you use during the session? What aspects of this theory of counseling families were you trying to demonstrate?

2. What were the counselor-family dynamics during this session?

3. How did you address the diversity dimensions of the family during this session and how did that influence your choice of technique(s)?

4. In what ways did you adequately or effectively illustrate the theory’s technique(s) and skills? In what ways were your choices applicable for this family and their concerns and dynamics?

5. How did you see the family respond over the course of the session?

6. From the theoretical perspective of the model you demonstrated, what are the next steps in treatment for this family? What techniques would you use to address these therapeutic issues? Please be thorough and specific in your answer.

7. What did you do that you thought went well? What skills did you demonstrate that you believed were effective?

8. What would you do to improve the critical incident if you were to do it again?

9. Any other thoughts, observations, or reflections about your learning?

Students Role-Playing Family Members:

Students who role-play Family Members should maintain your assigned roles and continuity of the family relationship and the therapeutic relationship that has emerged in previous sessions, while also fulfilling the request of the therapist conducting the demonstration in order to demonstrate the theory she/he is illustrating to the class.

Student Observers:

You will be part of the feedback for the presenters. Please pay close attention to the demonstration and do not take notes during the session.

Critical Incident Demonstration Grading Rubric

Components Points Demonstration/Enactment

Clearly prepared all materials and client classmates PRIOR to class 2 Effective introduction to theory tenets and techniques 1

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Session structured/planned well; Good flow 1 Attention to diversity of family (ethnicity, class, race, etc.) 2 Coverage of designated family therapy theory strategies / techniques 2 Systemic focus throughout session 1

Summary explanation 1 Handouts: Overview of Theory and Critical Incident Session Plan 3 Self-Evaluation Paper (insightful, reflective, addressed all questions) 7

TOTAL 20 Schedule for critical incident sessions:

Session # Theoretical Approach Nichols Gehart & Tuttle Videos Chapter Chapter by Presenter

1 Bowenian 5 8 McGoldrick; Friedman; Guerin 2 Structural 7 2 Aponte 3 Object-Relations 9 Scharff & Scharff 4 Cognitive Behavioral 10 9 Stuart 5 Experiential 8 6, 7 6 Strategic 6 3, 4, 5 7 Solution-Focused 12 10 deShazer; Berg; O’Hanlon 8 Narrative 13 11 Madigan 9 Feminist 11 McGoldrick; Carter videos

10 Internal Family Systems 14 Schwartz Also reference Nelson & Trepper (1993) with multiple theory-related interventions for this demonstration. Reminder: Students should also survey the professional literature for additional resources in preparation for this demonstration.

Family Crucible Written Assignment Every student will read The Family Crucible by Gus Napier and Carl Whitaker (1978). This classic in the field of family therapy reads like a novel while at the same time laying down some of the fundamental concepts of family systems therapy. It is a case study of one family's experience in family therapy in an era prior to short-term treatment. While the therapy shifts from daughter to son and then to parent interaction with daughters and son, it is finally the couple's marriage that must be addressed if issues are to be resolved. Even the grandparents are brought into therapy to understand family of origin issues. Through the telling of the Brice family's story, Napier and Whitaker illustrate underlying dynamics such as structural imbalances in the system and how a family’s child focus is a typical method used by unhappy couples to avoid dealing with their own marital and family of origin issues. Fusion, triangles, family conflict, individual and family life cycle stages, family-of-origin themes, polarization, reciprocity, blaming, and the hierarchy and characteristics of living systems are among the concepts that are illustrated through this family's therapy experience. After reading, students will complete a written assignment demonstrating their knowledge of the book and the systemic features exemplified over the course of therapy. The written assignment is DUE on the date assigned in the syllabus via BlackBoard. Please name your Word document: 555-Crucible-LastName before submitting so that your paper will not be saved over another student’s work.

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Videotape Viewing and Reflection Every student will view eight required videotapes available on BlackBoard. Students will write a one-page, single-spaced Reflection paper for each video (a cover page is not necessary but please include your name and the name of the video at the top of the paper). For each video, the paper should include: A discussion of the major themes and learnings gleaned from each video and how the learnings are applicable in family counseling (please do not give a recount of the video content). Videos can be accessed through the BlackBoard course site. Because this will be much more convenient than the in-library viewing system of past years, students will have the obligation to watch videos in a setting where they can thoughtfully listen to and visually observe the therapist-family interactions as they attend to the content covered in the video. If you are having difficulty viewing via your home computer, try another browser, consult with the IT Help Desk (407-628-6363) or bring personal headphones and view the videos on a library computer. Videotape reviews are DUE on the dates assigned in the syllabus via BlackBoard. Please name your Word document: 555-Video#-LastName before submitting so that your paper will not be saved over another student’s. (ex: 555-Video01-Homrich; 555-Video13-Homrich; etc.).

Title Author Time

1. Assessment in Family Therapy Karen Wampold Required 60 2. Who’s in the Kitchen with Men? Betty Carter Required 25 3. Clinical Dilemmas in Marriage Betty Carter Required 45 4. Addressing Economic Inequalities Betty Carter Required 28 5. Empowering Black Families in Therapy Nancy Boyd Franklin Required 75 6. Couple’s Therapy (Feminist Bowenian) Monica McGoldrick Required 120 7. Family Therapy With the Same Case -2 parts Carl Whitaker & Salvador Minuchin Required 210 8. Narrative Therapy Steve Madigan Required 120 Additional Videos for Critical Incidents and Personal Theory Development: 9. Relationship Enhancement Therapy (Couples) Bernard Guerney 10. Hot Monogamy (Couples) Pat Love 120 11. Getting Unstuck (Bowenian) Edwin Friedman 120 12. Solution-Focused Brief Therapy Steve deShazer 120 13. Solution Focused Brief Therapy Insoo Kim Berg 120

Family Therapy with the Experts Series (Carlson & Kjos) 14. Solution-Oriented Therapy Bill O’Hanlon 120 15. Object Relations Therapy Jill & David Scharff 120 16. Structural Therapy Harry Aponte 120 17. Internal Family Systems Therapy Richard Schwartz 120 18. Bowenian Therapy Philip Guerin 120 19. Behavioral Therapy Richard Stuart 115 20. Adlerian Therapy James Bitter 110 21. Culture Sensitive Therapy Jon Carlson & Mary Arnold 115

In addition to the above resources, there are some great video clips on YouTube of some of the original theorists either demonstrating or talking about their approach to working with families and couples. For example: Virginia Satir doing Experiential Therapy, Strategic Therapy, and Internal Family Systems Therapy. In selecting videos from the web, please be sure to stay as close to the original source (vs. a student’s practice video) as possible to obtain an accurate understanding of the theoretical approach.

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Reference for creating couple or parent roles with diverse backgrounds: When constructing persona(s) for the in-class role-plays to demonstrate couples’ counseling and members of a parenting group, please integrate characteristics for clients that reflect diverse social, cultural, religious (etc.) locations in order to give the class experience in working with clients with differences. Below are some suggested considerations: Ethnicity: Hispanic, African American, black from other areas such as the island communities, Italian, immigrants from

eastern European countries, Native American, Middle Eastern, Asian, multi heritage, etc. Socioeconomic Status: Middle class, working class, wealthy, unemployed, self-identified poor, etc. Partner Status: Married, single (never married/partnered), separated, divorced, cohabitating, serious relationship living

separately. Gender: Male, female, transgender identity Sexual Orientation: Gay, lesbian, bisexual, transgendered, heterosexual Religion: Christian, Roman Catholic, Buddhist, Muslim, Jewish, Agnostic, Quaker, Christian Scientist, Fundamentalist

Christian, Later Day Saints (Mormon), Adventist Age: Early 20s, Mid to Late 20s, thirties, forties, fifties, over sixty Occupation: Professional, “blue” collar, skilled laborer, managerial, farm worker, administrative, education, military, etc. Other identity considerations: Disabled, bilingual, history of various cultural experiences. Couple Roles: After constructing and identity of a couple, talk about a few characteristics that are significant to their

relationship. What are one or two presenting concerns? What are their goals for therapy? Make sure these concerns are related to a typical couple’s relationship and are congruent with the

Couple Power book. Suggestion: fertility issues and outside relationship affairs are very hard to address in this assignment and should be avoided.

Parent Roles: After adopting an identity of a parent, think about how many children you have, their names and ages, and

any concerns you may have about your child(ren) that brought you to this parenting group. It is helpful for this particular group demonstration if the children are generally of school-age category (1st through 6th grades).

The personas of each of these roles with develop or emerge further during the first session and in continued sessions.

Subsequent role players should maintain congruency with previous character role development. EVERY STUDENT WILL ALL BE RESPONSIBLE for learning more about the various social identities that are selected and how they may influence the world views, interactional style, perspective toward counseling, and/or problem identification brought to a counseling setting by each client. Remember, that as therapists, you are ethically responsible to be culturally competent. This means you should have an understanding of the background of your clients (as well as the clients you role-play) in terms of their diversity and cultural identities. Just as you would with a “real” client, it is imperative that you do some self-education before counseling couples and families who have backgrounds different than yours. Please reflect this understanding in your demonstrations as a counselor.