Advanced Practicum in Marriage and Family Therapy



Advanced Family Practicum

MFT 773, Section 003, Fall 2016

Program in Marriage and Family Therapy

Professor: Gerald R. Weeks, Ph.D.,ABPP,CST Class Time: Tu.: 1-3:45

Office: MPE 114 Room: Clinic-TBA

Phone: 895-1392 Office hours: TBA

Email: gerald.weeks@unlv.edu

Note: Syllabus and other information needed for the course can be downloaded from my website at faculty.unlv.edu/gweeks

Recommended Texts:

Weeks, G. & Fife, S. (2014). Couples in treatment (3rd ed.). New York: Routledge.

Weeks, G., Fife, S., & Peterson, C. (2016) Techniques for the couple therapist. New York: Routledge.

Course Description:

The course is an advanced marriage and family therapy practicum. It is designed to provide supervision and counseling experience for the development of clinical skills in working with couples and families.

Course Objectives:

Student therapists are to build upon their understanding of systems theory and marriage and family therapy approaches by providing therapy to individuals, couples, and families. Students who successfully complete this course will:

1. Integrate clinical services with other professional activities.

2. Integrate MFT theories, sensitivity to diversity, and human development theories into therapeutic practice.

3. Diagnose and assess client problems, develop treatment plans, and deliver therapeutic interventions systemically and contextually.

4. Apply the appropriate professional and ethical standards, as well as legal mandates, appropriate to the internship setting.

5. Integrate issues of diversity into the practice of marriage and family therapy.

Additional Expectations:

Students in the practicum will learn to do the following:

1. Work with couples and families from a systemic perspective.

2. Conceptualize and treat couples and families using a variety of MFT approaches.

3. Work collaboratively with a co-therapist and/or clinical team.

4. To identify and improve their clinical strengths and areas for improvement.

5. Use supervision and therapy experience to increase clinical skills.

In addition, students who successfully complete this course will build upon the following Student Learning Outcomes (revised 12/09/11): The student learning outcomes pertinent to this course are listed below with each assignment and how they are measured.

1. Interpret and apply the major models of marriage, couple, and family therapy.

2. Analyze a wide variety of presenting clinical problems in the treatment of individuals, couples, and families from a relational/systemic perspective.

3. Address contemporary individuals, couples and families as pertaining to gender, ethnicity, sexuality, religion, etc; comprehend therapeutic strategies with diverse/multicultural populations.

4. Comprehend principles, assessment, and treatment of sexual problems and dysfunction.

5. Recognize and assess substance use and abuse in individuals, couples, and families

6. Diagnose mental health, considering major psychopharmacological interventions, physical health issues, using traditional psychodiagnostic and relational categories.

7. Maintain a professional identity, engage in professional socialization, and understand the MFT scope of practice, professional organizations, licensure, and certification.

8. Define ethical issues related to the profession of marriage and family therapy and the practice of individual, couple, and family therapy, including: responsibility to clients, students and supervisees, research participants and the profession; issues of confidentiality; professional competence and integrity; the appropriateness of advertising and financial arrangements.

9. Identify the legal responsibilities and liabilities of clinical practice and research, including record keeping, reimbursement, the business aspects of practice, and familiarity with regional and federal laws as they relate to the practice of individual, couple and family therapy.

10. Complete a substantive clinical experience in which students integrate and apply theoretical and practical knowledge from all didactic coursework in the treatment of individual, couple and family problems.

Method of Instruction:

This class will be taught using combined methods including didactic methods, experiential methods, and interactive activities. Instruction will include group supervision and individual supervision.

• Group Supervision will include a combination of clinical training/demonstration; case presentations, review of students’ videotaped therapy sessions, group discussion of assigned readings and clinical cases, clinical role plays, and live supervision.

• Individual Supervision will include a combination of discussion of clinical cases, review of students’ videotaped therapy sessions, clinical training/demonstration, and live supervision. Individual Supervision will be help on the day of the class beginning in he morning.

Assignments:

Assigned readings and reflections (Given throughout semester). As you encounter clinical problems that require some research, you may be asked to find an article on the problem and write a one page summary for distribution to the class. These statements are to be brief and not exceed a page focusing on the main point you gained from a particular assignment. I will not have the time to teach you about each clinical problem you encounter. It is your responsibility to more thoroughly research the problems/disorders you are treating.

Measurement Procedure: Students will be evaluated on the degree to which they demonstrate thoughtful reflections, do independent research on problems/disorders being treated, demonstrate an understanding of the assigned readings, and write professionally.

This fulfills Course Objectives 1-5 and Student Learning Outcomes (SLO # 5-10, 12-14, 16).

Goals and Self-Assessment Statements (Due second week of class for Pract. II & III. For Pract. I students will be due fourth week of class.). Good supervision occurs when it matches a practicing therapist’s developmental level. In order to supervise you in the best way possible, I need to know a little bit about your background and your goals and self-assessment for the semester. On the second day of class, I expect you to submit two separate assignments. The first is to tell me a bit about you in writing, especially any experience that involves helping others and a list of your clinical interests; 2) A bullet point list of your strengths (one sentence followed by some elaboration) and a list of the areas you want to improve which should also be a bullet point list that elaborates on these areas and how you and I can help you to improve in those areas. The areas of improvement list should have an action plan. The dates for the self/supervisor integration of feedback will be assigned in class. It should be typewritten by you and include two sections with the following bullet points: 1) Your strengths with any short elaboration you desire; and 2) Your areas of improvement including a brief description of what you need to improve and your plan of action. We will discuss these and then you will re-do the draft with my feedback.

Case presentations (Weekly, one major presentation with Case Formulation on a rotating basis). During this course, each student will have a couple of opportunities to present cases in-depth to the class for feedback. Students are asked to use the Case Formulation Form that accompanies this class (see my web page) as a guideline for the information to be presented to the class.

Measurement Procedure: Students will be evaluated on the degree to which they complete the Case Formulation and presentation according to the instructions and are receptive to feedback from others.

This fulfills Course Objectives 1-5 and Student Learning Outcomes (SLO #5-10, 12-14, 16).

Personal Model Reflection (only for students in Spring Practicum)

Another assignment in this course is writing a personal model paper describing your approach to therapy. You may choose to write about one systemic model to therapy in depth or integrate no more than two theoretically compatible models. This paper may be extension or revision of the paper you wrote in Dr. Fife’s class. However, now that you are seeing clients we realize that your ideas may have changed dramatically.

You need to present a logical and coherent approach to therapy. Each section of the paper outlined below should flow from your model. I will be looking for internal consistency of ideas. For example, change process, goals, assessment, and treatment should all be linked together using the core ideas of your theory.

Prior to submitting your final paper, a detailed outline of the paper is required on a date which will be announced in supervision. The detailed outline should be 1-2pages in length. The purpose of the outline is to help you logically construct your ideas. Use the outline below for your major headings. The detailed outline should also include references. Basically, a detailed outline is a very condensed version of your paper. If you need a reminder on how to construct a detailed outline you can simply google “detailed outline” and obtain this information.

The paper should be 10-12 pages in length, including references. You should reference primary sources only, and there should be at least 10-15 primary references. This means you will have to do a literature review and NOT rely on material you have read in other courses. You may cite material from other courses twice and there should be ample citations in the text demonstrating your scholarship. If you are unfamiliar with citations in text consult the APA Publication Manual and note how scientific papers cite all pre-existing ideas. Everything should be APA style. The date of the final paper will be announced in class. No late papers will be accepted without a UNLV approved excuse. I strongly suggest you consult the clinical capstone 750 syllabus on my faculty web page for ideas on how to write this paper. There are other resources there to help you construct your own personal model.

Clinical Philosophy/Personal Model Outline

The following components must be included in your Personal Model.

1. Title Page (title of your portfolio, your name, degree for which you are applying, etc.)

2. Table of Contents

3. Clinical Philosophy/Personal Model Paper (please follow the outline of the paper closely)

A. Introduction (discuss which theories you plan to integrate and why)

A. Discussion of individual/family problems

i. Change: How does change occur; what brings about change

ii. Ideas about healthy individuals and families

iii. Integration: Discuss how you have integrated some of your own ideas into the theory

C. Clinical application of your model. Please include:

i. Treatment goals

ii. Role of the therapist

iii. Assessment

iv. Preferred interventions

v. Expected changes/outcome

D. Integration

i. Discuss the ways you use this theory in practice. This discussion should include principles of the theory and how you have modified them to fit your therapeutic style.

ii. Sample case that best represents your work and who you are as a therapist

a. Briefly describe a case

b. Describe how you used your theory in the case

E. Person-of-the therapist discussion that reflects what has most influenced you in the development of your personal model

F. Strengths and limitations of your model

G. Describe how your personal model of therapy has evolved from the first time you wrote your theory to the current approach.

H. References (10-15 Primary references)

Evaluation and Grading Criteria

Content:

• Attention to the outline (see above)

• Should demonstrate scholarship through the use of 10-15 scholarly sources in addition to textbooks assigned in your courses. This may include primary references.

• Appropriate citations in text

• PM should be coherent and logical

• A cogent argument should be made for the integration of two approaches (if 2 are used) regarding their fundamental assumptions and how these models are congruent with the therapists theoretical predisposition

• Each section of the paper should reflect the integration of the models or one model.

Internal consistency is essential. Each section should reflect the assumptions, principles, concepts, techniques, etc. of the model.

Structure:

This includes evaluating the accuracy of typing and spelling; predominant use of active voice; correct use of tenses; agreement of subjects and verbs; no misplaced or dangling modifiers; parallel construction; non-sexist and non-ethnically-biased language; correct use of punctuation; complete sentences; appropriate introduction of quotes; correct use of references; concise, and well-constructed, and flowing sentences; concise, well-constructed, and coherent paragraphs.

Students will receive a Pass or Fail on the paper. Your grade will be based primarily on your clinical work and the other requirements. The paper must receive a grade of Pass in order to pass the course. You will have an opportunity to re-write the paper once.

Measurement Procedure:

This fulfills Course Objectives 1-5 and Student Learning Outcome (SLO# 5-10, 12-14, 16).

Participation. Participation is defined as (1) class attendance and (2) your contributions during class. Attendance is defined as attending all classes (both group and individual supervision), arriving on time, and staying through the duration of the class. As a professional representing the field, you are required to be on time for your clients and for class. I will expect that you arrive on time, and make every effort to attend class.

Measurement Procedure: Excused absences are those which refer to medical emergencies. A health professional note is required to be presented to the instructor by the next class period. Unexcused absences refer to arriving at class more than five minutes after class has begun, leaving class prior to dismissal without a medical emergency, or not attending class at all. Any unexcused absences beyond two can/will result in a drop of one letter grade. Accumulating more than 3 unexcused absences is cause for a failing grade.

Self-Assessment with supervisor feedback integration: (Also described above under Goals and Self-Assessment) At various intervals assigned by the instructor you will do a self-evaluation that briefly describes you strengths and areas for improvement. Your supervisor will provide feedback throughout the semester that you can use in your self-evaluation. Use the same format detailed above for the initial self-evaluation (bullet points with some elaboration). For each area of improvement, you need to have a brief, specific, and concrete plan of action. This collaborative self-assessment will serve as your end of semester evaluation.

Measurement Procedure: Several strengths and areas for improvement with an action plan should be

described using the input of your supervisor. This procedure will take place during one of

your individual supervision sessions. You will be assessed on your ability to reflect on your strengths

and areas of improvement as well as incorporate the supervisor’s feedback into your assessment.

You need to be specific and concrete in your assessment. You will probably be given more feedback

By your supervisor during this session and then complete a final assessment. It is also useful to look

Over your semester evaluation and assess how you are doing on the items.

Professionalism: In addition to the general professionalism criterion, this criterion addresses the essential elements that are necessary to perform professionally in our field, such as maintaining a presentable workspace, timeliness, cooperation with co-workers, and professional presentation. These behaviors are developed through the recognition of skills, practice, experience, role mentorship and evaluative feedback. Emphasizing the importance of these behaviors will strengthen you for your professional roles and will enhance your relationship with co-workers and future employers. As a counselor in training, you are expected to conduct yourself as a professional. In the clinic this includes (but is not limited to):

• Be on time for your session

• End your session on time

• Reserve therapy rooms appropriately (i.e., the play therapy room is for play therapy, the observation rooms are for relational sessions)

• Pick up the therapy room after EACH session

• Present yourself in a manner that honors the profession and that is accepted by patients, faculty policies and procedures

• Pick up the CICFC after use (e.g., food in the trash, cleaning up spills or crumbs, putting equipment back where it came from)

• Properly store confidential information in an ethical manner (i.e., behind two locked doors).

In general, you are expected to exhibit behaviors and attitudes that are consistent with professional standards in all of your clinical obligations. Counselors in training should consider the ramifications of not abiding by these guidelines in terms of clients’ satisfaction with services and respecting your place of employment. Failure to do so may result in a lowered course grade, being required to complete a “corrective action plan” as described in your Handbook or dismissal from the course.

Measurement Procedure: As a counselor in training, you are expected to conduct yourself as a professional. This includes, but is not limited to, the following behaviors:

• Come to class on time

• See your appointments on time

• Attend all classes

• Present yourself in a manner that honors the profession and that is accepted by patients, faculty, preceptors, and employers.

• Abide by faculty policies and procedures

• Abide by the AAMFT Code of Ethics

• Accept and apply constructive criticism from faculty

• Adhere to deadlines

• Refrain from answering your cell phone during class, texting, or using your computer for purposes other than the class.

• Refrain from sleeping during class

• Complete your assigned readings by the date they are due

• Refrain from engaging in disruptive behaviors while in class (i.e., side conversations with peers) or in sessions

• Talk to other students and faculty with respect

• Attend to all the housekeeping guidelines specified above

In general, you are expected to exhibit behaviors and attitudes that are consistent with professional standards in all of your interactions. Failure to do so may result in a lowered course grade, writing a Corrective Action Paper which is evaluated by the faculty as a whole, or dismissal from the program. Unethical behavior or not following a specific directive given by a supervisor can also result in the same consequences.

Clinical Hours and Practice: Students are required to have a MINIMUM of 50 clinical hours over the course of the semester. If students meet this requirement, they are to fulfill their ethical and professional responsibility and see clients through the remainder of the semester. In this course, students will be evaluated throughout the duration of the semester. This evaluation will not only be based on their attendance and clinical work, but also their participation in providing feedback during the course.

Measurement Procedure: Students will be evaluated in terms of their ability to integrate theory into their practice, their ability to effectively use supervision, their relationship with co-therapists and colleagues, and their development in terms of assessment, treatment, and their ability to use systems theory in their conceptualization and treatment of their cases. Evaluation will be primarily based the evaluation form.

Evaluation Criteria: All the assignments listed above with the exception of your case presentations

will be graded on an S/U system. Your case presentations will be evaluated in accord with the objectives

of this course as a letter grade.

Additional Policies:

• Students are expected to come to class prepared for that day’s activities. This includes having read the assignments prior to class as well as completing case presentation forms.

• Students are required to keep their cases up-to-date. This means completing progress notes of sessions within 24 hours of the session. As practicum instructor, I reserve the right to spot check files to assess record-keeping skills.

• Students are expected to act in a professional manner. This means that students are to be on time for clients and to observe a dress code when seeing clients. The dress code prohibits seeing clients in jeans, cargo pants, cutoffs, t-shirts, flip-flops, low-cut shirts, tube-tops, or other casual wear. The dress code is business casual. You may wear khakis (either dockers or slacks), polo shirts, skirts (at least knee length), button down shirts, etc. If you have any questions about appropriate dress to see clients, please feel free to see me or another clinical supervisor.

• Students are required to have a MINIMUM of 50 clinical hours over the course of the semester. If students meet this requirement, they are to fulfill their ethical and professional responsibility and see clients through the remainder of the semester.

• Students are expected to maintain a client load of 5-8 clients throughout the semester.

• Students are asked to provide one intake hour per week this semester to the Center for Individual, Couple, and Family Counseling (CICFC).

• Students are required to videotape all of their sessions. These tapes are property of the CICFC and your supervision cohort; you, and your supervisor are the only ones allowed to view these tapes.

• Students must abide by all CICFC policies and standards. Students will uphold ethical standards of marriage and family therapists. Violation of the AAMFT code of ethics or CICFC policy can result in “F” in the course, being required to complete a “corrective action plan” or dismissal from the program.

• Students must observe professional standards of confidentiality for their own and colleagues cases.

• Due to the lack of soundproofing in the clinic, you should talk quietly in the work area. Personal conversations should be held outside the clinic or be confined to only those topics that you assume clients would be comfortable hearing

• Students are to maintain accurate records of client hours.

• At the completion of each month, it is the student’s responsibility to provide their clinical hours log to me to sign. Students are to then make two copies of the form: provide one copy to the Departmental Office NO LATER than the 15th of the month immediately following the hours for inclusion in their file, one copy to their supervisor, and keep the original for their records. If you are doing co-therapy and you are not in the session you may not count the hour.

• Students are required to carry malpractice/liability insurance. Copies of proof of insurance MUST be on file at the Center.

• Students are encouraged to schedule sessions on the night of practicum and receive live supervision on these cases. Practicum members not seeing clients the night of practicum are encouraged to observe classmates who are seeing clients.

• Presenter responsibilities

1. Required to have copies of their completed case presentation form to distribute to the class and the instructor.

2. Required to provide videotape materials and other relevant items for class discussion.

3. Required to be prepared to discuss elements of the case.

Failure to do comply with these responsibilities may result in a lowered grade, being required to complete a Corrective Action paper which is evaluation by the faculty as a whole, or dismissal from the course.

Evaluation Guidelines:

1. Students will receive on-going evaluation throughout the semester.

2. Formal evaluation will use the UNLV MFT Practicum Evaluation Form.

3. Student’s grades will be determined by

a. Your attendance and preparation for individual and group supervision.

b. Your participation in group supervision as a therapist and member of the clinical team.

c. The quality of your clinical skills and the degree of improvement over the course of the semester.

d. Your integration of theory and practice, your ability to work will with your colleagues, your ability to conceptualize and intervene systemically, your awareness and application of appropriate ethical principles, and your ability to make good use of supervision and feedback.

e. Your effective management of cases and paperwork.

f. The completion of assignments.

g. Your self-reflection/integration of supervisors feedback

4. Grades: A grade of “A” will be given to work that is consistently excellent and/or shows exceptional development over time (mostly 2 or above on the Evaluation Form). A grade of “B” is given to work that is acceptable and adequate and shows acceptable improvement over time (you should have mostly 2s on your evaluation, maybe some 1s and no 0s). A grade lower than a “B” will be given to substandard, unacceptable, or poor work, or work indicating a lack of development over time. On the evaluation form, you would have a number of 0s and 1s.

Personal Criteria:

As a counselor in training, you are constantly being evaluated for your fitness for this profession in every class. This evaluation is subjective and based on your class participation, evaluation of other assignments, interpersonal interactions with other students and clients, if appropriate, etc. Students who do not meet the following criteria may have their grade reduced in the course, be administratively dropped or “red flagged” for a discussion by the faculty as a whole. The following criteria are used in this evaluation: 1) being empathic; 2) being genuine; 3) being accepting; 4) being open minded and non-dogmatic; 5) being self-reflective and having an internal locus of control; 6) being mentally healthy; 7) being capable of building alliances; 8) being competent in knowledge and skills. (Neukrug, E. (1999). The World of the Counselor. Pacific Grove, CA.: Brook/Cole.)

Center Service:

Students will be expected to support the clinic by providing a minimum of one hour of service per month. Dr. Peterson will assign students their times and tasks.

Additional Policies:

Academic Integrity: It is expected that all work done for this class will be in strict compliance with the principles of academic honesty and integrity, as outlined in the student catalogue.

Cell Phones & Pagers: Please turn off cell phones and pagers during class, unless you have made arrangements with the instructor prior to the class period.

Personal Criteria: As a therapist in training, you are constantly being evaluated for your fitness for this profession in every class. This evaluation is subjective and based on your class participation, evaluation of other assignments, interpersonal interactions with other students and clients, if appropriate, etc. Students who do not meet the following criteria may have their grade reduced in the course, be administratively dropped or “red flagged” for a discussion by the faculty as a whole. The following criteria are used in this evaluation: 1) being empathic; 2) being genuine; 3) being accepting; 4) being open minded and non-dogmatic; 5) being self-reflective and having an internal locus of control; 6) being mentally healthy; 7) being capable of building alliances; 8) being competent in knowledge and skills. (Neukrug, E. (1999). The world of the counselor. Pacific Grove, CA.: Brook/Cole.)

Ethical Behavior: Students will abide by the American Association of Marriage and Family Therapy (AAMFT) Ethical Guidelines – see resources/LRMPlan/Ethics/ethicscode2001.asp There are eight guiding principles – 1.) Responsibility to Clients, 2.) Confidentiality, 3.) Professional Competence and Integrity, 4.) Responsibility to Students and Supervisees, 5.) Responsibility to research Participants, 6.) Responsibility to the Profession, 7.) Financial Arrangements, 8.) Advertising. It is your responsibility to be familiar with the guidelines and principles. Ethical violations are serious and may lead to disciplinary action, which could lead to separation from the counseling program.

Should you believe you have a client where there is an ethical problem, contact the onsite supervisor immediately, your supervisor and Dr. Peterson within 24 hours. You may need to call us and/or write to us. If you are told to report a case to CPS or the authorities you should do so immediately. If CPS is closed make arrangement to file the report at the opening of the next day. The report should be fully documented including the name of the person to whom you spoke, what was reported, the time of the call, and any feedback from CPS or other authorities. It is absolutely essential that you follow the directives of a supervisor in these situations.

Incomplete Grades: The grade of I-Incomplete-can be granted when a student has satisfactorily completed all course work up to the withdrawal date of that semester/session but for reasons beyond the student’s control, and acceptable to the instructor, cannot complete the last part of the course, and the instructor believes that the student can finish the course without repeating it. A student who receives an I is responsible for making up whatever work was lacking at the end of the semester. If course requirements are not completed within the time indicated, a grade of F will be recorded and the GPA will be adjusted accordingly. Students who are fulfilling an Incomplete do not register for the course but make individual arrangements with the instructor who assigned the I grade.

Copyright: UNLV requires all members of the University Community to familiarize themselves with and to follow copyright and fair use requirements. You are individually and solely responsible for violations of copyright and fair use laws. The University will neither protect nor defend you nor assume any responsibility for employee or student violations of fair use laws. Violations of copyright laws could subject you to federal and state civil penalties and criminal liability, as well as disciplinary action under University policies. Copyright and fair use policies can be found at:

• DRC statement: DRC statement or web link

• Religious policy statement:

• Writing Center statement:

• Tutoring statement:

Note: This syllabus is prepared as a guideline for the course. It is not a contract between the professor and student, and the professor reserves the right to modify the syllabus as necessary (i.e., extend or limit discussion on a topic, add additional assignments or readings, subtract assignments or readings, etc.). Students will be notified promptly of any changes.

Schedule:

See UNLV Master Calendar

Supervision will officially end last day of instruction, but may continue based on clinic being open.

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