Week 1



Course Syllabus

INTRODUCTORY SEMINAR IN

MARRIAGE/COUPLE AND FAMILY COUNSELING THEORIES

[course number]

[semester and year]

[course day and time]

Instructor:

Office:

Phone:

Email:

Office Hours:

Units:

Prerequisite(s):

Course Description

This course will introduce students to Marriage/Couple and Family Counseling (MFC) theories. Using a learning-centered educational approach, students will be introduced to systemic, cognitive-behavioral, and postmodern family therapy theories using clinical case documentation based on the nationally defined Core Competencies and CACREP 2009 Standards. Diversity, evidence-based therapies, and the research foundations will also be covered.

Course Learning Objectives

1. Demonstrate understanding of MFC theoretical concepts used for conceptualizing cases.

▪ To be measured on the Case Conceptualization in the Group Presentation and Final Paper.

2. Demonstrate an understanding of the process and techniques of MFC therapy approaches.

▪ To be measured on Treatment Plans in the Group Presentation and Final Paper.

3. Demonstrate an understanding of the evidence base for family therapy.

▪ To be measured by the choice of theory for the Final Paper.

▪ To be measured on the Final Exam.

4. Demonstrate an understanding of how MFC theories may be appropriately used with diverse populations.

▪ To be measured on the Case Conceptualizations and Treatment Plans in the Group Presentation and Final Exam.

5. Demonstrate a practical knowledge and understanding of the MFC competencies and their role in becoming a competent counselor.

▪ To be measured on the Final Exam.

6. Demonstrate a basic understanding of professional ethics, such as reporting child and elder abuse, handling safety issues (i.e., suicide, homicide, self harm, eating disorders, and domestic violence), and identifying substance abuse issues.

▪ To be measured in the early phase of the Treatment Plan in the Group Presentation and the Final Paper and in the Final Exam.

Instructional Philosophy

This instructional philosophy used in this course and the primary text include a learning-centered, outcome-based approach, which is briefly summarized below:

▪ Learning Centered. A cross-disciplinary, constructivist pedagogical model, learning- or learner-centered education refers to designing educational curricula that focus on promoting active student learning of specific skills and knowledge rather than mastery of content. In this approach, learning is the focus of curriculum design; thus, student learning is frequently measured to determine whether students are meaningfully engaging the material. Students are active in this process, applying and using knowledge rather than trying to memorize or analyze it. Clearly defined learning objectives and criteria are used to facilitate student learning and democratized the student-teacher relationship. In this course, students will be learning theory using clinically relevant case documentation.

▪ Outcome-Based: Closely related to learning-centered, outcome-based learning refers to designing curriculum around the final learning outcomes or objectives. Rather than simply following the textbook chapter by chapter, the learning objectives drive the curriculum. In the case of this course, the learning objectives focus on learning aspects of theory that are relevant to everyday family counseling practice. Thus, learning is measured using common clinical case documentation.

Texts

Required

Gehart, D. (2018). Mastering competencies in family therapy: A practical approach to theory and clinical case

documentation (3rd ed.). Pacific Grove, CA: Brooks/Cole.

Optional Recommended Texts

Required Reference

American Psychological Association. (2009). Publication manual of the American Psychological Association,

(6thed.). Washington, D.C.: Author.

Instructional Format

This course will be conducted primarily as a seminar and will include experiential components. For this process to be successful, each student must participate fully by reading assigned materials, posting online responses, attending class, and participating in class exercises and discussions.

Optional:

Organization of Class Time

Most class periods will consist of a lecture, a 20-minute student presentation, and a video. Because we have so much to do in a short amount of time, it is imperative that we make the best use of our time and that things move efficiently during the class. [Note to instructor: you may need to modify this and/or the course schedule to ensure that you are able to fit the recommended activities and assignments into your available class time.]

Example: Week 6: Structural Therapy: 3 hour Course

o 20 min. Student presentation on theory from prior week: Systemic/Strategic

o 10 min. Professor provides feedback and leads discussion about how to approach the case conceptualization and treatment planning.

o 45-60 min. Lecture on Structural Therapy

o 15 min. Break

o 60-75 min Video on Structural Therapy; This will be the “case” that the Structural group will present a case conceptualization and treatment plan for and present at the beginning of next week’s class.

Summary of Course Activities

Instructions for each activity are at the end of the syllabus

▪ Study Sheets: Total of 7

▪ Group Presentation

▪ Theory Paper

▪ Comprehensive Final Exam

▪ Participation

Evaluation

Students will be evaluated on their understanding of the material presented and on the quality of their participation. The final course grade will be determined by the following:

|Course Activity |Value |

|Group Presentation |20% |

|Theory Paper |30% |

|Theory Summary Sheets |15% |

|Final Exam |20% |

|Participation * |15% |

|Total |100% |

*[optional] May count for up to 100% of grade for serious conduct issues (e.g., failing to adhere to ACA Code of Ethics, department and university student Codes of Conduct, etc.)

Grading System

A 100 point grading scale will be used for this course:

|Points |Grade |Description |

|95+ |A+ |Reserved for exceptional work; original thought; thorough development of topic; free of technical and stylistic|

| | |errors; well organized discussion. |

|93-94.99 |A |Excellent handling of subject; insightful discussion of topic; well developed ideas; few technical or stylistic|

| | |errors; well-organized discussion. |

|90-92.99 |A- |Skillful discussion; well developed ideas; few technical or stylistic errors. |

|88-89.99 |B+ |Skillfully addresses content; strong development of topic; some technical, stylistic, and/or organizational |

| | |problems. |

|82-87.99 |B |Competently covers content; topic sufficiently developed; some technical, stylistic, and/or organizational |

| | |problems. |

|80-81.99 |B- |Covers content with few errors; topic adequately developed; some technical, stylistic, and/or organizational |

| | |problems. |

|78-79.99 |C+ |Some errors in content and/or a number of difficulties with technical, stylistic, and organizational aspects of|

| | |paper; topic under developed. |

|72-77.99 |C |Several errors in content and/or a number of difficulties with technical, stylistic, and organizational aspects|

| | |of paper. |

|70-71.99 |C- |Numerous errors in content and/or a number of difficulties with technical, stylistic, and organizational |

| | |aspects of paper. |

|60-69.99 |D |Serious difficulties with content and form. |

|Below 60 |F |Significant difficulty with content and form; paper/answer not responsive to assigned project. Unacceptable |

| | |graduate-level work. |

Note: Incomplete grades are available only for serious medical necessity.

Policies

[Sample Policies are Provided: Amend or Delete as Desired]

Attendance

Students manifest their responsibility in the regularity and punctuality of their attendance. Since this course includes significant seminar and experiential components, attendance at each class meeting is mandatory. In cases of absence, any scheduled assignments are due to the professor at the beginning of class unless other arrangements have been made prior to that time. If you are absent from class, it is your responsibility to check online and with fellow classmates regarding announcements made while you were absent: this includes supplemental instructions related to assignments. You are responsible for and may be tested on any and all lecture materials presented in class that are not covered in your readings.

Due Dates and Times

Due dates are non-negotiable unless an extension is provided to the entire class. All written assignments are due during the first 15 minutes of class on the day they are due. ___ points will be deducted for papers that are turned in _____ late.

Requests for Extensions and Incompletes

Incompletes and extensions to due dates on specific assignments will only be considered in grave circumstances, such as loss of an immediate family member, hospitalization, or severe illness.

Fostering Professionalism

As a course in a professional training program, students are expected to consistently demonstrate professional behavior. This includes but is not limited to:

▪ Being on time: to class and with assignments

▪ Respectful interactions with students and faculty

▪ Proactive engagement in learning process and assignments

▪ Being organized and prepared

▪ Managing paperwork effectively

▪ Managing technology effectively (university has extensive computer, printing and internet support; use it in times of technical emergency)

▪ Managing personal crises effectively

▪ Managing personal information (own and others’) appropriately

Students who have trouble in one or more of these areas may have their participation grade lowered and in severe cases may be referred to the department student affairs committee for further review.

Students with Disabilities

If you have special needs as addressed by the Americans with Disabilities Act (ADA) and need course materials in alternative formats, notify your course instructor within the first two weeks of class. Students interested in accommodations should contact the university’s office for students with disabilities; only this office can recommend and arrange for accommodations. No accommodations may be made without their approval. Any and all reasonable efforts will be made to accommodate your special needs.

Policy on Cheating and Plagiarism

Cheating and plagiarism are serious offenses in a professional program and may result in expulsion from the program/university on a first offense. See the University Catalog for further information. Additionally, students should refer to the Ethics Codes of AAMFT for ethical guidelines regarding plagiarism. For a definition and examples of plagiarism, students can refer to the APA Publication Manual.

Tentative Course Schedule*

| |Date |Topic |Reading |Assignment Due |Suggested Paper Timeline |

|Week 1 | |Introduction to class, competencies |Gehart, Ch. 1 | | |

|Week 2 | |Case conceptualization |Gehart, Ch. 11 | | |

|Week 3 | |Treatment planning |Gehart, Ch. 13 | | |

|Week 4 | |Role of theory & philosophical |Gehart, Ch. 3 | |Write Vignette |

| | |foundations | | | |

|Week 5 | |Systemic and Strategic Theories |Gehart, Ch. 4 |Study Sheet Due |Skim Ahead to Choose |

| | | | | |Theory |

|Week 6 | |Structural Theory Systemic & Strategic|Gehart, Ch. 5 |Study Sheet Due |Find Resources at Library |

| | |Presentation | | |and Online |

|Week 7 | |Experiential Theories Structural |Gehart, Ch. 6 (First |Study Sheet Due |Genogram |

| | |Presentation |half) | | |

|Week 8 | |Intergenerational Theories |Gehart, Ch. 6 (Second |Study Sheet Due |Case Concept |

| | |Experiential Presentation |half), Ch. 7 | | |

|Week 9 | |Behavioral & Cognitive Theories |Gehart, Ch. 8 |Study Sheet Due |Case Concept |

| | |Intergenerational Presentation | | | |

|Week 10 | |Solution-based Theories Behavioral & |Gehart, Ch. 9 |Study Sheet Due |Treatment Plan |

| | |Cognitive Presentation | | | |

|Week 11 | |Collaborative & Narrative Theories |Gehart, Ch. 10 (First |Study Sheet Due |Treatment Plan |

| | |Solution based Presentation |half) | | |

|Week 12 | |Collaborative pres & Narrative |Gehart, Ch. 10 (Second | |Complete final draft |

| | |Presentation; Theory review; catch up;|half) | | |

| | |holiday | | | |

|Week 13 | |Clinical Assessment, Notes, Evaluation|Gehart, Ch. 12, 14, 15 | |Proof Read; Swap with |

| | | | | |Friend |

|Week 14 | |Review; Evaluation of course | |Papers Due | |

|Week 15 | |Final Exam | | | |

*The above schedule and procedures are subject to change in the event of extenuating circumstances.

SELECTED BIBLIOGRAPHY

Alexander, J., & Parsons, B. V. (1982). Functional family therapy. Belmont, CA: Brooks/Cole.

Anderson, H., & Goolishian, H. (1992). The client is the expert: A not-knowing approach to therapy. In S. McNamee & K. J. Gergen (Eds.), Therapy as social construction (pp. 25–39).

Anderson, H., & Gehart, D. (2007). Collaborative therapy: Relationships and conversations that make a difference. New York, NY: Brunner-Routlege.

Anderson, H. (1997). Conversations, language, and possibilities: A postmodern approach to therapy. New York: Basic Books.

Andersen, T. (2007). Human participating: Human “being” is the step for human “becoming” in the next step. In H. Anderson & D. Gehart (Eds.) Collaborative therapy: Relationships and conversations that make a difference (pp. 81-97). New York, NY: Brunner-Routlege.

Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.

Bateson, G. (1972). Steps to an ecology of mind. San Francisco: Chandler.

Beck, A. T. (1988). Love is never enough. New York: Harper and Row.

Becvar, D.S., & Becvar, R.J. (1998). Systems theory & family therapy: A primer, (2nd ed). New York: University Press of America.

Bertolino, B., & O’Hanlon, B. (2002). Collaborative, competency-based counseling and therapy. New York, NY: Allyn & Bacon.

Boscolo, L., Cecchin, G., Hoffman, L., & Penn, P. (1987). Milan systemic family therapy. New York: Basic Books.

Boszormenyi-Nagy, I., & Krasner, B. R. (1986). Between give and take: A clinical guide to contextual therapy. New York: Brunner/Mazel.

Bowen, M. (1985). Family therapy in clinical practice. New York: Jason Aronson.

Carter, B., & McGoldrick, M. (1999). The expanded family life cycle: Individual, family, and social perspectives (3rd ed). Boston: Allyn & Bacon.

Cecchin, G. (1987). Hypothesizing, circularity, and neutrality revisited: An invitation to curiosity. Family Process, 26(4), 405–413.

Colapinto, J. (1991). Structural family therapy. In A. S. Gurman & D. P. Kniskern (Eds.) Handbook of family therapy, Volume II (pp. 417-443). New York: Brunner Mazel.

Dattilio, F. M. (2005). Restructuring family schemas: A cognitive-behavioral perspective. Journal of Marital and Family Therapy, 31, 15-30.

De Jong, P., & Berg, I.K. (2002). Interviewing for solutions (2nd ed.). New York, NY: Brooks/Cole.

de Shazer, S. (1985). Keys to solution in brief therapy. New York, NY: Norton.

de Shazer, S. (1988). Clues: Investigating solutions in brief therapy. New York, NY: Norton.

de Shazer, S. (1994). Words were originally magic. New York, NY: Norton.

de Shazer, S., & Dolan, Y. (with Korman, H., Trepper, T., McCollum, & Berg, I. K.). (2007). More than miracles: The state of the art of solution-focused brief therapy. New York, NY: Haworth.

Dolan, Y. (1991). Resolving sexual abuse: Solution-focused therapy and Ericksonian hypnosis for survivors. New York: Norton.

Ellis, A. (1994). Rational-emotive behavior marriage and family therapy. In A. M. Horne (Ed.), Family counseling and therapy (pp. 489-514).

Falloon, I. R. H. (Ed.). (1988). Handbook of behavioral family therapy. New York: Guilford Press.

Framo, J. L. (1992). Family-of-origin therapy: An intergenerational approach. New York: Brunner/Mazel.

Freedman, J., & Combs, G. (1996). Narrative therapy: The social construction of preferred realities. New York: Norton.

Freeman, J., Epston, D., & Lobovits, D. (1997). Playful approaches to serious problems. New York: W.W. Norton.

Fisch, R., Weakland, J. & Segal, L. (1982). The tactics of change: Doing therapy briefly. New York: Jossey Bass.

Gehart, D., & McCollum, E. (2007). Engaging suffering: Towards a mindful re-visioning of marriage and family therapy practice. Journal of Marital and Family Therapy, 33, 214-226.

Gergen, K. (1999). An invitation to social construction. Newbury Park, CA: Sage.

Gottman, J. M. (1999). The marriage clinic: A scientifically based marital therapy. New York: Norton.

Haley, J. (1987). Problem-solving therapy (2nd ed.). San Francisco: Jossey-Bass.

Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (1999). Acceptance and commitment therapy: An experiential approach to behavior change. New York: Guilford.

Hoffman, L. (2001). Family therapy: An intimate history. New York: Norton. York, NY: Brunner-Routlege.

Hoffman, L. (1981). Foundations of family therapy: A conceptual framework for systems change. New York: Basic.

Jacobson, N.S., & Christensen, (1996). Integrative couple therapy. New York: Norton.

Johnson, S. M. (2004). The practice of emotionally focused marital therapy: Creating connection (2nd ed.). New York: Brunner-Routledge.

Keeney, B. (1983). Aesthetics of change. New York: Guilford Press.

Kerr, M., & Bowen, M. (1988). Family evaluation. New York: Norton.

Linehan, M. M. (1993). Cognitive-behavioral treatment of borderline personality disorder. New York: Guilford.

McGoldrick, M., Gerson, R., & Petry, S. (2008). Genograms: Assessment and intervention (3rd ed.). New York: Norton.

Miller, S. D., Duncan, B.L., & Hubble, M. (1997). Escape from Babel: Toward a unifying language for psychotherapy practice. New York: Norton.

Miller, S. D., Duncan, B. L., & Hubble, M. A. (2004). Beyond integration: The triumph of outcome over process in clinical practice. Psychotherapy in Australia, 10(2), 2-19.

Minuchin, S., & Fishman, H. C. (1981). Family therapy techniques. Cambridge, MA: Harvard University Press.

Napier, A.Y., & Whitaker, C. (1978). The family crucible: The intense experience of family therapy. New York: Harper.

Nardone, G., & Watzlawick, P. (1993). The art of change: Strategic therapy and hypnotherapy without trance. Jossey- Bass.

O’Hanlon, W. H., & Weiner-Davis, M. (1989). In search of solutions: A new direction in psychotherapy. New York: Norton.

O’Hanlon, B., & Beadle, S. (1999). A guide to possibilityland: Possibility therapy methods. Omaha, NE: Possibility Press.

Roberto, L. G. (1991). Symbolic-experiential family therapy. In A. S. Gurman, & D. P. Kniskern (Eds.), Handbook of family therapy, volume 2 (pp. 444–476). New York: Brunner/Mazel.

Satir, V., Banmen, J., Gerber, J., & Gomori, M. (1991). The Satir model: Family therapy and beyond. Palo Alto, CA: Science and Behavior Books.

Scharff, D., & Scharff, J. (1987). Object relations family therapy. New York: Aronson.

Selekman, M. (2006). Working with self-harming adolescents: A collaborative, strength-oriented therapy approach. New York: Norton.

Selekman, M. D. (1997). Solution-focused therapy with children: Harnessing family strengths for systemic change. New York: Guilford.

Selvini Palazzoli, M., Boscolo, L., Cecchin, G., & Prata, G. (1980). Hypothesizing-circularity-neutrality: Three guidelines for the conductor of the session. Family Process, 19(1), 3–12.

Sprenkle, D. H. (Ed.) (2002). Editor’s introduction. In D. H. Sprenkle (Ed.) Effectiveness research in marriage and family therapy (pp. 9-25). Alexandria, VA: American Association for Marriage and Family Therapy.

Sprenkle, D. H., & Blow, A. J. (2004). Common factors and our sacred models. Journal of Marital and Family Therapy, 30, 113-129.

Walter, M., Carter, B., Papp, P., & Silverstein, O. (1988). The invisible web: Gender patterns in family relationships. New York: Guilford Press.

Watzlawick, P., Weakland, J., & Fisch, R. (1974).Change: Principles of problem formation and problem resolution. New York: Norton.

Whitaker, C. A., & Bumberry, W. M. (1988). Dancing with the family. New York: Brunner/Mazel.

Whitaker, C. A., & Keith, D. V. (1981). Symbolic-experiential family therapy. In A. S. Gurman, & D. P. Kniskern (Eds.), Handbook of family therapy (pp. 187–224). New York: Brunner/Mazel.

White, M. (2007). Maps of narrative practice. New York: Norton.

White, M., & Epston, D. (1990). Narrative means to therapeutic ends. New York: Norton.

Wood, B. L. (2002). Attachment and family systems (Special issue). Family Process, 41.

COURSE ACTIVITIES:

Instructions and Policies

Study Sheets

Study sheets are due for each of the 7 theories. Students will use these to prepare for the final exam and eventually the comprehensive exam. These sheets should be 3-5 pages long and may be in outline format or any format that best facilitates student’s personal learning. Each student will create a unique study sheet. These will not be graded for content. All students who complete all 7 on time will receive the grade of an A.

[Note to instructors: You may choose to alter the study sheets into an online format in which the focus is on implementing something from the chapter into counseling]

Online blog posting: Alternative Assignment to Study Sheets

Students will have the opportunity to post a 200-word response to each theory being presented. Students should choose and discuss two elements from the reading/lecture that they would like to implement in counseling. Online postings will be due at _____o’clock on [the day before, the day after, _______] class. These [will/will not] be graded for content and are worth _____ points each.

Approximate time to complete: 1-2 hours

Educational Goals:

▪ Encourage students to complete readings

▪ Retention of material

▪ Prepare for final exam

Group Presentations

Students will be divided into 7 groups. Each group will present to the class a Case Conceptualization and Treatment Plan based on the assigned theory.

▪ A Theory-Specific Case Conceptualization for assigned theory from of Mastering Competencies in Family Therapy; see  for forms and end of each theory chapter for example.

▪ A Treatment Plan for assigned theory from of Mastering Competencies in Family Therapy, including early, middle, and late phase therapeutic tasks and client goals; see for forms and end of each theory chapter for example of theory-specific treatment plan.

▪ The case conceptualization and treatment plan should address the issues raised in the video for the assigned theory. One video will be distributed per group. 

▪ Presentations should be no longer than 20 minutes. 

▪ Students must have overheads to facilitate discussion. 

▪ Bring printed handouts of the case conceptualization and treatment plan for the entire class.

Approximate time to complete: 8 hours.

Educational Goals:

▪ Develop case conceptualization skills.

▪ Develop treatment planning skills.

▪ Apply theory to practical problems.

▪ Demonstrate presentation skills.

▪ Learn to work effectively in teams.

Extension Policy: Due to the tight scheduling, presentations cannot be rescheduled. Students should make every effort to be there. An alternative assignment will be given for excusable absences as defined in university and department policies.

Theory Paper

Students will develop an 8-10 page paper examining the application of a theory of their choice. Instructions are as follows:

1. Select Theory for Treatment Plan: Students will choose one theory from the following:

Systemic, Strategic, Structural, Satir Growth Model, Symbolic-Experiential, EFT (for couples case), Intergenerational, Psychodynamic, Cognitive-Behavioral Family Counseling, Solution-Based, Collaborative, or Narrative

2. Vignettes: Students will identify a relational issue in their personal life and will develop a brief, one-paragraph vignette, revealing only information that they are comfortable revealing. The case must be relational but may be individual, couple or family depending on theory of choice. Note: you may revise history as needed to feel comfortable writing this assignment. If necessary, include more fiction than fact. I recommend you choose issues that you feel you have successfully dealt with and avoid issues that are still painful for you. [Note to instructors: this assignment can be modified to be used with a case example that the student is seeing or a standard vignette rather than an issue from their personal life]

3. Case Conceptualization: Assess your vignette using the Case Conceptualization form from Chapter 13 of Mastering Competencies in Family Therapy; this will be scored using the rubric in the textbook.

4. Proposed Treatment Plan: Develop a treatment plan using the Treatment Plan form Chapter 15 of Mastering Competencies in Family Therapy; the rubric in the textbook will be used to score the assignment. Each treatment plan should be designed using a single theory, e.g., Solution-Focused, Structural, Systemic, etc.

Instructors: Optional Requirement

Citations: Students will need to cite 5 original academic sources for the theory chosen for the treatment plan (may be academic articles or books—online web and wiki pages will not count towards this total). Citations should be included for specific interventions and goals.

One Last Hint: Make sure you choose a theory that is a good fit for treating the presenting problem you choose. You will find certain problems lend themselves to certain theories.

Approximate time to complete: 30-40 hours depending on understanding of material and writing ability.

Grading: Students will be graded using the CACREP rubrics available on the textbook’s website.

Educational Goals:

▪ Develop familiarity with a theory of interest

▪ Apply concepts studied in class to actual case situations

▪ Develop assessment skills

▪ Develop treatment planning skills

▪ Begin to develop a sense of your personal approach to counseling

▪ Provide opportunity for personal growth and reflection

Extension Policy:

[Insert your extension policy here]

Format Instructions

All assignments must be typed in accordance with the current edition of the APA Publication Manual. Additionally, students should use the following guidelines:

• The papers must be double spaced in 12 point Garamond or similar font. Use 1.5 inch margins on all sides; this is to ensure that everyone has a similar understanding of “one page.”

• Students are encouraged to use headers to structure their papers. Please use the format for two levels of headers (APA 5th ed., p. 114); bolding may be added to level one and italics are required for level 2.

• Papers must be stapled; no binders or plastic covers will be accepted. Please note, the cover page and bibliography are not included when counting paper length.

• Use full APA coversheet format; no additional information should be added (e.g., class number, professor name, etc.)

All writing submitted to the professor should be a final draft, free of spelling, grammatical, stylistic, and typographical errors. Students are encouraged to allow ample time for writing, keeping in mind the frequency of computer glitches. Writing Between the Lines by Doug Flemons (text may be ordered through the bookstore or ) is an excellent resource on formal writing style in the social sciences. Students who would like extra assistance should make use of additional university and program writing resources: specify.

Final Exam

The final exam is designed to be a culminating experience for the class to solidify the knowledge that has been presented over the course of the term. The exam will be multiple-choice and cumulative, in the hope that it will give students some preparation for the licensing exam.

Approximate time to complete: 10 hours of studying in addition to hours preparing study sheets.

Educational Goals:

▪ Provide opportunity to review and integrate materials

▪ Provide opportunity to improve test taking skills

▪ Practice for licensing exam

Extension Policy:

Strict adherence to university’s final exam policy.

Participation and Attendance

Participation: This portion of the grade covers regular and prompt attendance as well as the quality of student participation in classroom exercises and discussion. Additionally, this grade will also be determined by the student’s professional conduct and attitude, which should reflect an understanding of professional ethics codes, such as those set forth by ACA. Students with more than one excused absence or any non-excused absence will have points deducted from this grade; the percent deduction will be determined by the reason for absence and the student’s manifested responsibility regarding the absence.

Professionalism: As a course in a professional training program, students are expected to consistently demonstrate professional behavior; this is counted toward your participation grade. This includes but is not limited to:

▪ Being on time: to class and with assignments

▪ Respectful interactions with students and faculty

▪ Proactive engagement in learning process and assignments

▪ Being organized and prepared

▪ Managing paperwork and technology effectively

▪ Managing personal crises effectively

▪ Managing personal information (own and others’) appropriately

Note: Serious problems with professional conduct will increase the weight of the Participation grade to up to 100%; students in this situation will be referred to the Student Conduct Review Committee and may be withheld or removed from the program due to serious conduct concerns. [optional]

To receive the participation grade below, you must adhere to “Professionalism” expectations listed above, participate actively and constructively in class (providing at least content-based comment or question each week; avoid dominating class time or tangential topics), adhere to professional ethical codes of conduct, and in general contribute positively to class culture.

A+=Attend all classes; 1 tardy; and/or contributes meaningfully to class discussion weekly

A=1 tardy or one excused absence; and/or contributes meaningfully to class discussion weekly

A-=2-3 tardies; 1-2 absences; and/or contributes meaningfully to class discussion weekly

B=2 excused or 1 unexcused absences; and/or contributes to most discussions weekly

C=Greater number of absences/tardies; and/or does not contribute in 50% or less of classes

The following are a list of CACREP 2009 Competencies covered by the assignments in this course:

FOUNDATIONS

|Knowledge |

|A1: Knows history, philosophy and trends in marriage, couple and family counseling. |

|A2: Understands the ethical and legal considerations specifically related to the practice of marriage, couple, and family |

|counseling. |

|A5: Understands a variety of models and theories or marriage, couples and family counseling. |

|A6: Understands family development and he life cycle, sociology of the family, family phenomenology, contemporary families, family |

|wellness, families and culture, aging and family issues, family violence and related family concerns. |

|A7: Understands the role of the marriage, couple and family counselor within the emergency management system of the practice site |

|and community |

|Skills/Practices |

|B1: Demonstrates the ability to apply and adhere to ethical and legal standards in marriage, couple and family counseling. |

|B2: Demonstrates the ability to select models or techniques appropriate to couples’ or families’ presenting problems. |

COUNSELING PREVENTION AND INTERVENTION

|Knowledge |

|C1: Understands issues of marriage, couple, and family cycle dynamics, healthy family functioning, family structures, and, family of |

|origin and intergenerational influences in a multicultural society. |

|C2: Recognizes specific problems (e.g., addictive behaviors, domestic violence, and immigration) and interventions that can enhance |

|family functioning. |

|C3: Understands human sexuality issues (gender, sexual functioning, and sexual orientation) and their impact on family and couple |

|functioning. |

|C4: Demonstrates an understanding of the impact of disasters on couples and families. |

|Skills/Practices |

|D1: Uses preventive, developmental, and wellness approaches for working with individuals, couples, families, and other systems such as |

|pre-marital counseling, parenting skills training, and relationship enhancement. |

|D2: Uses systems theory to conceptualize issues in marriage, couple and family counseling. |

|D3: Uses systems theories to implement treatment, planning and intervention strategies. |

|D4: Adheres to confidentiality responsibilities, the legal responsibilities and liabilities of clinical practice and research, family |

|law, record keeping, reimbursement, and the business aspects of practice. |

|D5: Demonstrates the ability to recognize one’s own limitations as a marriage, couple and family counselor and seek supervision or |

|refer clients when appropriate. |

DIVERSITY AND ADVOCACY

|Knowledge |

|E1: Understands how living in a multicultural society impacts couples and families. |

|E2: Recognizes societal trends and treatment issues relating to working with multicultural and diverse family systems (e.g. |

|families in transition, dual-career couples, blended families, and same sex couples). |

|E3: Understands current literature that outlines theories, approaches, strategies, and techniques shown to be effective when |

|working with diverse family systems. |

|E4: Knows the roles that racism, discrimination, sexism, power, privilege and oppression have on one’s own life and that of the |

|client(s). |

|Skills/Practices |

|F1: Demonstrates the ability to provide effective services to clients in a multicultural society. |

|F3: Advocates for policies, programs and services that are equitable and responsive to the unique needs of couples and families. |

|F4: Demonstrates the ability to modify counseling systems, theories, techniques and interventions to make them culturally |

|appropriate for diverse couples and families. |

ASSESSMENT

|Knowledge |

|G1: Knows principles and models of assessment and case conceptualizations from a system’s perspective including diagnostic |

|interviews, mental diagnostic status examinations, symptom inventories, and psychoeducational and personality assessments. |

|G2: Understands marriage, couple and family assessment tools and techniques appropriate to clients’ needs in a multicultural |

|society. |

|G3: Understands the impact of addiction, psychopharmocology, physical and mental health, wellness, and illness on marriage, |

|couple, and family functioning. |

|Skills/Practices |

|H1: Applies skills in interviewing, assessment, and case management for working with individuals, couples, and families from a |

|system’s perspective. |

|H2: Uses systems assessment models and procedures to evaluate family functioning. |

|H3: Determines which members of a family system should be involved in treatment. |

RESEARCH AND EVALUATION

|Knowledge |

|I1: Understands how to critically evaluate research relevant to the practice of marriage, couples and family counseling. |

|I3: Knows evidence based treatments and basic strategies for evaluating counseling outcomes in marriage, couples and family |

|counseling. |

|Skills/Practices |

|J1: Applies relevant research findings to inform the practice of marriage, couple, and family counseling. |

|J2: Develops measurable outcomes for marriage, couples, and family counseling programs, interventions and treatments. |

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