University of Southern California School of Social Work



University of Southern California School of Social Work

Sowk 602

Advanced Theory and Clinical Interventions with Families

Spring 2010

Instructor: Sheri Omens Kelfer, LCSW, BCD

Office: TBA

Office Hours: By appointment

Telephone: (818) 990-4250

E-mail: sherikelfer@

Sections: 60406

Location: DWT 003

Day/Time: Thursday/1:00-3:50

I. Course Description

This course advances students’ theoretical knowledge and clinical practice skills in working with families. Students must have completed Advanced Clinical Interventions with Children and Adolescents, Clinical Practice in Mental Health Settings or the equivalent. Viewing the family as the unit of attention, this second year course builds on first year skills and knowledge. The course utilizes a family systems perspective and integrates concepts such as family stress and resilience, family life cycle theory, and the problem-solving process in understanding and treating families through the phases of treatment, from engagement and assessment to termination, evaluation, and follow up. Emphasis is placed on the development and enhancement of knowledge, skill, theories, and values specific to clinical family practice. Various family therapy models will be introduced, with an emphasis on those substantiated by evidence-based research. Theories of the family, family development and diverse family structures are examined. Several specific issues commonly faced by families in urban environments are also examined.

II. Course Objectives

At the end of the course, the student will be able to:

1. Critically examine theories of family development, family stress and resilience and the systems paradigm and develop a framework for understanding the problems faced by children and families in a complex urban environment.

2. Develop conceptual skills with which to analyze the influence of communities, neighborhoods, and cultures upon families living in a diverse urban environment.

3. Integrate theories and empirical research knowledge while demonstrating critical application of empirical research findings to the application and evaluation of various family treatment models.

4. Differentially activate the treatment process with families from engagement to termination, with consideration to influences of privilege, ethnicity, class, religious orientation, age, gender, developmental phase, and life tasks.

5. Demonstrate knowledge and skills in a variety of family theories and intervention strategies, and be able to selectively activate them according to the needs of complex, urban families.

6. Develop a heightened sense of one’s own values resulting from one’s demographic status and life experiences which may influence treatment, and be able to actively use him/herself in all phases of treatment, being sensitive to “interface issues” which may exist when working with a diverse client population.

7. Develop an awareness of the interdependent nature of knowledge in behavior theory and clinical practice with families with material covered in other courses in the family and children concentration, such as policy, research, and macro practice.

8. Address and integrate the development of intervention skills that reflect a commitment to the principles of social justice.

9. Develop and integrate Social Work values and ethics that guide leadership as a professional Social Worker.

III. Course Format

The class format consists of a combination of didactic lecture, class discussion, and experiential exercises. Students will also need to utilize blackboard for course information, announcements and handouts on a weekly basis. Experiential exercises include role-play, small group discussion, use of videotapes, etc. Students will be invited to share case materials from field placement to illustrate and deepen contents of class discussion, and to provide integration of knowledge and experience between the classroom and the field. Confidentiality of information shared in class is always to be observed.

IV. Course Evaluation and Grading

All students are expected to regularly attend class and be on time. A student with more than two unexcused absences during the course of this class may receive a no credit. A student who is tardy three or more times to class may receive a grade of no credit. If a student receives a no credit grade in this seminar, they will be required to repeat this class.

Grading Policy

Grades in the School of Social Work are determined based on the following standards that have been established by the faculty of the School:

A Grade of A or A- are reserved for student work which not only demonstrates strong mastery of content but which also shows that the student has undertaken a complex task, has applied critical thinking skills to the assignment, and/or has demonstrated creativity in her or his approach to the assignment. The difference between these two grades would be determined by the degree to which these skills have been demonstrated by the student.

A grade of B+ will be given to work that is judged to be very good and demonstrates a more-than-competent understanding of the material being tested in the assignment.

A grade of B will be given to student work, which meets the basic requirements of the assignment and demonstrates work that meets course expectations at an adequate level.

A grade of B- will indicate that a student’s performance was less than adequate on an assignment and reflects only moderate grasp of content and/or expectations.

A grade of C would reflect a minimal grasp of the assignments, poor organization of ideas and/or several areas requiring improvement.

Grades between C- and F will denote a failure to meet minimum standards, reflecting serious deficiencies in all aspects of a student’s performance on the assignment.

Note: Please refer to the Student Handbook and University Catalogue for additional discussion of grades and grading procedures, and for discussion of academic integrity.

Class grades will be based on the following:

3.85 – 4 A

3.60 – 3.84 A-

3.25 – 3.59 B+

2.90 – 3.24 B

2.60 – 2.87 B-

2.25 – 2.50 C+

1.90 – 2.24 C

Final Grade:

93 – 100 A

90 – 92 A-

87 – 89 B+

83 – 86 B

80 – 82 B-

77 – 79 C+

73 – 76 C

70 – 72 C-

Final Grade will be composed of the following:

Class participation: 5%

Group presentation: 10%

Written Assignments

Assignment #1: 40%

Final assignment 45%

Attendance Policy

Students are expected to attend every class and to remain in class for the duration of the session. Failure to attend class or arriving late may impact your ability to achieve course objectives which could affect your course grade. Students are expected to notify the instructor by telephone or email of any anticipated absence or reason for tardiness.

University of Southern California policy permits students to be excused from class, without penalty, for the observance of religious holy days. This policy also covers scheduled final examinations which conflict with students’ observance of a holy day. Students must make arrangements in advance to complete class work which will be missed, or to reschedule an examination, due to holy days observance.

VI. Course Expectations and Guidelines

Students are expected to read the assigned readings for each class and to use them as the basis for informed participation in class discussions. Class participation will include case presentation, role plays, and self-reflective exercises. Evaluation of classroom participation and written assignments will be based on the quality of ideas presented as well responsiveness to guidelines for assignments.

Class participation: (5%) Your involvement in this class is considered essential to your growth as a social work practitioner. You will be asked to discuss the material assigned, provide questions related to your assigned readings and field experiences, and offer feedback to your colleagues’ questions. Confidentiality with regard to case discussions is always to be maintained. Participation in role playing and presentation of an article are meaningful ways of class participation. Knowing the “right” answers is not nearly as important as being willing to risk exploring your ideas and being open to new information and ideas. Your presence in class, your preparation for class (reading and assignments), and your participation in class discussion and activities are all essential to your learning experience.

Small Group Exercise: (10%) Students will form small groups of up to three students per group. Students will present a case from field, including a family assessment and a discussion of the family-worker relationships. Students will integrate relevant article(s) from the course readings and demonstrate how these readings inform their work with this family. Finally, students will present a consultation question for a class discussion.

This assignment addresses the following course objectives: 1, 2, 3, 4, 5,

Written assignment #1: (40%) Students will write a 6-8 page paper in which they will apply concepts from the first six weeks of class and class readings to examine and discuss a critical transition in family life in the student’s family of origin. The paper will include ethnic and cultural dimensions, as well as reflection on the implications for the student’s work with clients.

This assignment addresses the following course objectives: 1, 2, 3, 4, 5,

Final Assignment: (45%) The final paper is a 15 page scholarly paper, which integrates the theoretical and practice dimensions of the course. The student will select and examine a problem area he/she is dealing with in field placement (substance abuse, divorce and separation, foster placement, mental illness of a family member, etc), including theories of etiology and effects on the family system. The student will research and present evidence-based interventions for this type of problem. Finally, from the available models of family-focused treatment, the student will select one model and present it in detail from engagement to termination and follow-up. A case from field will be used to illustrate the discussion.

This assignment addresses the following course objectives: 1.2.3.4.5.6.7.8.9

Further details of the written assignments will be distributed in class.

V. Required Textbooks

Required Texts

Nichols, M.P. and Schwartz, R.C. (2009). The Essentials of Family Therapy (4th Ed.). Boston: Allyn and Bacon.

 

Taibbi, R. (2007). Doing Family Therapy: Craft and Creativity in Clinical Practice (2nd Ed.). New York: Guilford Press.

Boyd-Franklin, N. (2000). Reaching Out in Family Therapy Home-based, School & Community Interventions. New York: Guilford Press.

Recommended:

We recommend that students consider purchasing the paperback or pocket-sized edition of the DSM IV (most current edition). While not required for the course, we will be referring to the DSM, and it is a useful addition to students’ personal reference libraries.

ACADEMIC ACCOMMODATIONS

Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to the instructor as early in the semester as possible. DSP is located in STU 301 and is open from 8:30 a.m. to 5:00 p.m., Monday through Friday. The phone number for DSP is (213) 740-0776.

IX. EMERGENCY RESPONSE INFORMATION

To receive information, call main number (213)740-2711, press #2. “For recorded announcements, events, emergency communications or critical incident information.”

To leave a message, call (213) 740-8311

For additional university information, please call (213) 740-9233

Or visit university website;

If it becomes necessary to evacuate the building, please go to the following locations carefully and using stairwells only. Never use elevators in an emergency evacuation.

University Park Campus City Center

MRF – Lot B Front of the building (12th & Olive)

SWC – Lot B Orange County Campus

WPH – McCarthy Quad Faculty Parking Lot

VKC – McCarthy Quad Skirball Campus

Front of building

Do not re-enter the building until given the “all clear” by emergency personnel.

X. Course OUtline and Assignments

January 14, 2010

Session 1: Advanced Practice with Families

Family development theories

Transitions, stress and coping

Risk and resilience in families

Boyd-Franklin, N. (2000). Reaching Out in Family Therapy Home-based, School & Community Interventions. New York: Guilford Press.

Chapter 1: Introduction, pp: 3 - 10

Chapter 2: Cultural, racial and socioeconomic issues, pp: 11-37

Laszloffly, R. (2002). Rethinking family development theory: Teaching with the Systemic Family Development (SFD) model. Family Relations, 51(3), 206-215.

Rothbaum, F., Rosen, K., Ujiie, T., & Uchida, N. (2002). Family systems theory, attachment theory, and culture. Family Process, 41(3), 328-351.

Recommended:

Swenson, C. (1998). Clinical social work’s contribution to a social justice perspective. Social work,43, 527-536.

This session addresses the following course objectives: 1, 2, 3, 4, 5

January 21, 28, 2010

Sessions 2 & 3: Culture and Attachment

Ecology of attachment in the family

Cultural difference in family life

Overall framework of the family systems approach in diverse cultures

Engaging diverse urban families and assessing their complex problems

Bennett, L., Wolin, S. & McAvity, K. (1988). Family identity, ritual, and myth: A cultural perspective on life cycle transitions. In Falicov, C. (Ed.), Family transitions continuity and change over the life cycle (pp. 211-234). New York: The Guilford Press.

Boyd-Franklin, N. (2000). Reaching Out in Family Therapy Home-based, School & Community Interventions. New York: Guilford Press.

Chapter 5: Working with children and their Families, pp. 78-94.

Hill, J., Fonagy, P., Safier, E., & Sargent, J. (2003). The ecology of attachment in the family. Family Process. 42 (2), pp. 205-210.

Nichols, M.P. and Schwartz, R.C. (2009). The Essentials of Family Therapy (4th Ed.). Boston: Allyn and Bacon.

Chapter 3: Getting Started in Family Therapy: Basic Techniques, pp 36-59.

Chapter 4: The Fundamental Concepts of Family Therapy, pp 60-84.

Taibbi, R. (2007). Doing Family Therapy: Craft and Creativity in Clinical Practice (2nd Ed.). New York: Guilford Press.

Chapter 1: Family Therapy: Welcome to Oz, pp. 1-6

Chapter 2: Of Theory, Philosophy, and Courage pp. 7-15.

Chapter 3: The Basics, pp.16-25.

Chapter 4: The Basic Seven pp.26-46.

Chapter 5: In the Beginning: Great Expectations. pp 47-62.

Chapter 6: Great Beginnings. Pp 63-84.

This session addresses the following course objectives: 1, 2, 3, 4, 5, 6, 7, 8, 9,

February 4, 2010

Session 4: Schools of Family Treatment - Integrating Theory with Practice

Structural Approach to Family Treatment with Urban Poor & Ethnically Diverse Families

Structural Intervention Strategies

Boyd-Franklin, N. (2003). The multisystems model. In Black Families in Therapy: Understanding the African American Experience (pp. 226-249). New York: Guilford Press.

Martinez, K. (1994). Cultural sensitivity in family therapy gone awry. Hispanic Journal of Behavioral Sciences, 16(1), 75-89.

Minuchin, S. (1974). A longitudinal view: The Browns and Salvador Minuchin. In Families and Family Therapy (pp. 240-256). Cambridge, Mass: Harvard University Press.

Nichols, M.P. and Schwartz, R.C. (2009). The Essentials of Family Therapy (4th Ed.). Boston: Allyn and Bacon.

Chapter 7: Structural Family Therapy, pp.134-154.

This session addresses the following course objectives: 1, 2, 3, 4, 5, 6

February 11, 2010

Session 5: Schools of Family Treatment - Integrating Theory with Practice

The Multi-generational Approach to Family Therapy

Boyd-Franklin, N. (2000). Reaching Out in Family Therapy Home-based, School & Community Interventions. New York: Guilford Press.

Chapter 4: Multigenerational patterns in Families in crisis. pp 58-78.

Nichols, M.P. and Schwartz, R.C. (2009). The Essentials of Family Therapy (4th Ed.). Boston: Allyn and Bacon.

Chapter 5: Bowen Family Systems Therapy. Pp 85-107.

Butler, J. (2008). The family diagram and genogram: Comparisons and contrasts. Family Therapy, 36, 169-180.

McCullough-Chavis, A. & Waites C. (2004). Genograms with African American Families: Considering cultural context. Journal of Family Social Work, 8(2), 1-21.

Knudson-Martin, C. (1994) The female voice: Application of Bowen’s family systems theory. Journal of Marriage and Family Therapy, 20(1), 35-46.

This session addresses the following course objectives: 1, 2, 3, 4, 5, 6

February 18, 2010

Session 6: Schools of Family Treatment – Integrating Theory with Practice

Experiential Family Therapy & Spirituality in a Complex Urban Environment

Family Treatment with Diverse Families

Boyd-Franklin, N. (1999). Spirituality & Religion: Implications for Psychotherapy with African American Clients & Families. In Walsh, F. (Ed.), Spiritual Resources in Family Therapy (pp. 90-103). New York: Guilford Press.

Nichols, M.P. and Schwartz, R.C. (2009). The Essentials of Family Therapy (4th Ed.). Boston: Allyn and Bacon.

Chapter 8: Experiential Family Therapy. pp 155-174.

Banmen, J. (2002). The Satir Model: Yesterday and Today. Contemporary Family Therapy, 24(1), 7-22.

Wolin, S. J., Muller, W., Taylor, F. & Wolin, W. (1999). Three Spiritual Perspectives on Resilience: Buddhism, Christianity & Judaism. In Walsh, F. (Ed.), Spiritual Resources in Family Therapy (pp. 121-135). New York: Guilford Press.

Green, M. Murphy, M. & Blumer, M. (2009). Marriage and family therapists’ comfort level working with gay and lesbian individuals, couples and families. Family Therapy, 37, 159-168.

This session addresses the following course objectives: 1, 2, 3, 4, 5

February 25, 2010

Session 7: Schools of Family Treatment - Integrating Theory with Practice

Narrative Family Therapy

Hernandez, M. (2005). Central American Families. In M. McGoldrick, J. Giordano, & J.K. Pearce, Ethnicity and Family Therapy (3ed Ed.), (pp. 178-192). New York: Guilford Press.

Nichols, M.P. (2009). The Essentials of Family Therapy (4th Ed.). Boston: Allyn and Bacon.

Chapter 13: Narrative Therapy. pp 284-301.

White, M. & Epston, D. (1997). Externalizing the problem. In Narrative Means to Therapeutic Ends (pp. 38-76). New York: Norton.

Madsen, W. (2009). Collaborative helping: A practice framework for family-centered services.

Family Process, 48, 103-116.

Taibbi, R. (2007). Doing Family Therapy: Craft and Creativity in Clinical Practice (2nd Ed.). New York: Guilford Press.

Chapter 7: The Middle Stage: Are We There Yet? , pp. 85-102

Recommended:

Furlong, M. (2009).The multiple relationships between the discipline of social work and the

contributions of Michael White. Australian Social Work, 61, 403-420.

This session addresses the following course objectives: 1, 2, 3, 4, 5, 6

March 4, 2010

Session 8: Schools of Family Treatment - Integrating Theory with Practice

Solution-focused Therapy

Disruptions/Crises in the Family System

Illness & Disability

Nichols, M.P. (2009). The Essentials of Family Therapy (4th Ed.). Boston: Allyn and Bacon.

Chapter 12: Solution-Focused Therapy pp, 262-281

Hernandez, P., Almeida, R. & Dolan-Delvecchio, K. (2005). Critical consciousness, accountability and empowerment: Key processes for helping families heal. Family Process, 44(1), 105-119.

Goelitz, A. (2001). Nurturing Life with Dreams: Therapeutic Dream Work with Cancer Patients. Clinical Social Work Journal. 29(4), 375-385.

Libow, J. (2006). Chronic illness and family coping. In L. Combrinck-Graham (Ed.), Children in family contexts: Perspectives on treatment (2nd Ed.), (pp. 213-230). New York: The Guilford Press.

Wood, B. (1994). One articulation of the structural family therapy models: A bio behavioral family model of chronic illness in children. Journal of Family Therapy, 16, 53-72.

This session addresses the following course objectives: 1, 2, 3, 4, 5, 6, 7, 8

March 11, 2010

Session 9: Disruptions/Crises in the Family System

Divorce/Separation

Blended Families

Braithwaite, D.O., Olson, L.N., Golish, T.D., Soukup, C., & Turman, P. (2001). “Becoming a family”: Developmental processes represented in blended family discourse. Journal of Applied Communication Research, 29 (3), 221-247.

Kruk, E. (1993). Promoting Co-operative Parenting After Separation: A Therapeutic /Interventionist Model of family Mediation. Journal of Family Therapy. 15, 235-261.

Visher, E.B., Visher, J.S. & Pasley, K. (2003). Remarriage Families and Stepparenting. In F. Walsh (Ed.), Normal Family Processes (3rd Ed) (pp. 153-175). New York: Guilford Press.

Greeff, A. & Du Tott C. (2009). Resilience in remarried Families. Family Therapy, 37, 114-126.

This session addresses the following course objectives: 1, 2, 3, 4, 5, 6, 7, 8, 9,

March 15-19, 2010 Spring Break

March 25, 2010

Session 10: Disruptions/Crises in the Family System

Death in the Family

Normand, C., Silverman, P.& Nickman, S. (1996). Bereaved children’s changing relationships with the deceased. In D. Klass, P. Silverman & S. Nickman (Eds.), Continuing bonds: New understandings of grief (pp. 87-112). Bristol, PA: Taylor & Francis,

Schwab, R. (1997). Parental mourning and children’s behavior. Journal of Counseling & Development. 75, 258-265.

Sedney, M., Baker, J., and Gross, E. (1994). “The story” of a death: Therapeutic considerations with bereaved families. Journal of Marital and Family Therapy 20(3), 287-296.

Silverman, P. (2000). Historical and theoretical perspectives. In Never too young to know: Death in children’s lives (pp. 11-23). New York: Oxford University Press.

Temple, S. (1997). Treating inner-city families of homicide victims: A

contextually oriented approach. Family Process, 36, 133-149.

This session addresses the following course objectives: 1, 2, 3, 4, 5, 6, 7, 8,

April 1, 2010

Session 11: Substance Abuse: Family Perspectives

Hohman, M. (1998) Motivational interviewing: An intervention tool for child welfare workers working with substance-abusing parents. Child Welfare,77(3), 275-290.

Shifrin, F. & Solis, M. (1992). Chemical dependency in gay and lesbian youth. Journal of Chemical Dependency Treatment,5(1), 67-76.

Springer, D. & Orsbon, S. (2000). Families helping families: Implementing a multi-family therapy group with substance-abusing adolescents. Health and Social Work, 27(3), 204-207.

Santisteban, D. & Maite, M. (2009). Culturally informed and flexible family-based treatment for adolescents: A tailored and integrative treatment for Hispanic Youth. Family Process, 48, 253-268.

Thombs, D. (2006). Conditioning models and approaches: A contingency management. In Introduction to addictive behaviors ( pp.135-159). New York: The Guilford Press.

Austin, A. & Macgowan, M. (2005). Effective family-based interventions for adolescents with Substance use problems: A systemic review. Research on Social Work Practice, 67-83.

This session addresses the following course objectives: 1, 2, 3, 4, 5, 6, 7, 8,

April 9, 2010

Session 12: Domestic Violence

Anderson S.A., & Cramer-Benjamin, D.B., (1999). The impact of couple violent on parenting and children: An overview and clinical implications. The American Journal of Family Therapy, 27(1), 1-19.

Shamai, M. (2000). Rebirth of the self: How battered women experience treatment. Clinical Social Work Journal, 28, 85-103.

Zosky, D. (2003). Projective identification as a contributor to domestic violence. Clinical Social Work Journal, 31 (4), 419-431.

Zuravin, S., McMillen, C., DePanfilis, D., & Risley-Curtiss, C. (1996). The intergenerational cycle of child maltreatment. Journal of Interpersonal Violence. 11 (3), 315-334.

Hines, D., & Malley- Morrison, K. (2005). Abuse in Gay/Lesbian/bisexual/transgender relationships. In Family Violence in the United States (pp. 213-240). Thousand Oaks, CA: Sage.

This session addresses the following course objectives: 1, 2, 3, 4, 5, 6, 7, 8, 9,

April 15, 2010

Session 13: Clinical Implications of Out-of-Home Care: Foster care & Residential Treatment

Fish, B. & Chapman, B. (2004). Mental health risks to infants and toddlers in foster care. Clinical Social Work Journal, 32 (2), 121-140.

McWey, L. (2004). Predictors of attachment styles of children in foster care: An attachment

theory model for working with families. Journal of Marital and Family Therapy, 30

(4). 439-452.

Ryan, E. (2002). Assessing sibling attachment in the face of placement issues. Clinical Social Work Journal. 30(1), 77-93.

Capello, D. (2006). Recruiting Hispanic foster parents: Issues of culture, language and social

policy. Families in Society, 87 (4), 529-535.

McWey, L. (2008). In-Home Family Therapy as a prevention of foster care placement: Client’s

opinions about therapeutic services. Family Therapy, 36, 48-59.

This session addresses the following course objectives: 1, 2, 3, 4, 5, 6, 7, 8, 9,

April 22, 2010

Session 14: Adoption

Kohler, J., Grotevant, H., & McRoy, R. (2002) Adopted adolescents’ preoccupation with

adoption: The impact on adoptive family relationships. Journal of Marriage and

Family, 64 (1). 93-104.

Wind, L., Brooks, D., & Barth, R. (2009). Influence of risk history and adoption preparation on

post-adoption services use in U.S. adoptions. Family Relations, 56, 378-389.

Vonk, M.E. (2001). Cultural competence for transracial adoptive parents. Social Work. 46(3), 246-255.

This session addresses the following course objectives: 1, 2, 3, 4, 5, 6, 7, 8, 9,

April 29, 2010

Session 15: Homelessness,

Integration and Synthesis: Schools of Therapy

Goldberg, J. (1999). A short term approach to intervention with homeless mothers: A role for clinicians in homeless shelters. Families in Society, 80(2), 161-168.

Nichols, M.P. (2009). The Essentials of Family Therapy (4th Ed.). Boston: Allyn and Bacon.

Chapter 15: Comparative Analysis pp, 318-335.

This session addresses the following course objectives: 1, 2, 3, 4, 5, 6, 7, 8, 9,

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