Narrative Therapy in Practice - Su17 - Re-Authoring Teaching

Antioch University Los Angeles MAP Program Summer 2017 Syllabus

PSY5640H - Narrative Therapy in Practice (3 Units)

Tuesdays, 4pm Charley Lang, MFT clang1@antioch.edu 323-463-4630 Office Hours: Tues/Wed (by appointment)

I. Course Description Students will learn the underlying assumptions, the working principles, and the basic practices of engaging resource-oriented narrative therapy. This will be a highly interactive class with weekly discussion of readings, collaborative dyadic/group role-play and exercises, viewing of film and videoed clinical work, and in-class instructor clinical interviews with students. Included in our studies will be narrative approaches to working with adults, children, couples, trauma, and addiction.

Prerequisites PSY 501 Process of Interpersonal Therapy I PSY 545 Society and the Individual PSY 541G Assessment & Treatment Planning

Repeat policy: Students who have earned credit in this course may not repeat the course for credit.

II. MAP Program Learning Outcomes 1. Theoretical Learning: Describe and critique major theories in the field of psychology. 2. Clinical and/or Community Application: Apply a broad range of intervention skills to clinical and community practice with diverse populations. 3. Professionalization: Conduct themselves as professionals in the field, adhering to legal and ethical guidelines/obligations of practice. 4. Human Diversity and Social Justice: Proactively commit to dismantle systems of socialcultural marginalization, domination and oppression and advocate core values of universal human rights. 5. Reflective Practice: Use of self-awareness including self-analysis, observation, inquiry, and purposeful reflection to continually improve their own self-knowledge, interpersonal effectiveness, and professional skills.

III. Course Learning Outcomes (CLOs) 1. Students will demonstrate an understanding of the inherent assumptions of narrative therapy approaches to psychotherapy. 2. Students will develop emerging skills as clinicians engaged in narrative therapy practices. 3. Students will synthesize the assumptions and practices of narrative therapy in class conversation, dyadic role-plays and written assignments.

Course Learning Outcomes Matrix

Applicable PLO's

Theoretical Learning Professionalization Human Diversity & Social Justice

Course Learning Outcomes

Students will demonstrate an understanding of the inherent assumptions of narrative therapy approaches to psychotherapy.

Learning Activities

Interactive class discussion and midterm paper assignment.

Theoretical Learning Clinical Application Professionalization Human Diversity & Social Justice Reflective Practice

Students will develop emerging skills as clinicians engaged in narrative therapy practices.

Integration of instructor's classroom demonstrations, video presentations, and dyadic classroom role-play.

Theoretical Learning Clinical Application Professionalization Human Diversity & Social Justice Reflective Practice

Students will synthesize the assumptions and practices of narrative therapy.

Final paper, which will elucidate these understandings (along with transcript sections) in the context of a clinical narrative therapy session with a client of the student's choice.

Assignments

Students will be evaluated on their ability to demonstrate their understanding of the assumptions, working principles and practices of strength-based Narrative therapy via class discussions and two written assignments.

The first assignment will be a 5-6 page paper due the sixth week of class. This paper seeks your responses/reactions so far to studying narrative approaches to therapy. However, do not merely reflect back narrative theory. Instead, select and identify at least 4 specific practices and/or assumptions, identify an example of the engagement of each practice/assumption in your life (past, present or imagined future) and the effects on you, personally and/or professionally. Integrated in this paper will be at least 4 references from our Course Reader along with a reference page. Hard copy please.

The final paper, 8-10 pages in length, is due the final week of class. This paper will demonstrate a process of therapy in two parts. The first part will describe a beginning session through the lens of narrative practices, interspersed with pieces of transcript to demonstrate the language used with the client. Feel free to use: a) an actual current or past client, b) a current relationship issue in your own life, or c) a character of choice from one of 3 films. The purpose here is to demonstrate your

best understanding of our work together, in the context of a clinical setting. The second part of the paper will describe a later session of therapy with the same client, highlighting additional practices studied, and will include a second short transcript to illustrate your work. Films to consider for this assignment: I Am Love (2009), Moonlight (2016), Side Effects (2013).

V. Evaluation criteria All students will be evaluated based on their ability to demonstrate compliance with the Course Learning Objectives for this class. Quality of written papers (content, spelling, grammar, punctuation, organization) will be strongly considered in the student's assessment. No web surfing or cellphone use during class time. Seriously.

VI. Letter Grade Equivalent Policy Letter grade equivalents must be requested on the final paper.

VII. Required text and readings: Course Reader What is Narrative Therapy? ? Morgan ($20 on Amazon)

VIII. Class Schedule - All readings to be completed prior to class for which they are assigned:

Week One: Brief class intros. Exemplary Tales: Travis/Ray video. Review syllabus and assumptions of a narrative, postmodern approach to therapy. A letter will be written.

Week Two: The story metaphor and living our lives through stories. Social constructionist thought and the importance of the cultural context in psychotherapy. Group X-Y exercise.

Post on Sakai: Response to Travis/Ray video (100 words+) The Third Wave ? O'Hanlon The Narrative Metaphor & Social Constructionism ? Freedman & Combs What is Narrative ? Chaps 1&2

Week Three: Narrative intentions and practices. Externalizing dyadic exercise. Black Dog video. Beginning to Use a Narrative Approach in Therapy ? Morgan Externalizing & Unpacking the Problem ? Hamkins What is Narrative ? Chaps 3&4 Flipping the Script - Wenzel

Week Four: Narrative Therapy in action. Well-defined goals. Instructor/student interview.

The Narrative Dance - Nicholson How Narrative Therapy Works ? Monk What is Narrative ? Chaps 5&6

Week Five: Postmodern approaches to the treatment of trauma. Questioning our questions.

Narrative Therapy Approaches in the Treatment of Trauma - Lang Questions ? Freedman & Combs What is Narrative - Chaps 7&8

Week Six: Narrative assumptions and deconstructing dominant discourses. Reflecting Team engagement. Midterm paper due.

Cultivating Stories of Strength & Meaning ? Hamkins Reflecting Team Process ? Lang What is Narrative ? Chaps 10&14

Week Seven: Exceptions exploration. Narrative assumptions and postmodern approaches in the treatment of addiction. Dyadic Deconstruction Exercise.

Panning for Gold ? Wylie Policing Our Lives ? Wylie Youtube Video: Addiction Treatment & Narrative Therapy ? Lang What is Narrative ? Chap 11

Week Eight: Postmodern conversations with children. Narrative with a young boy Video. Instructor/class consultation role-play. Madigan video: Working with children.

Cats Under the Stars ? Zimmerman & Beaudoin Extending the Conversation ? Epston What is Narrative ? Chap 13

Week Nine: Couples work through a postmodern lens. Building communities of concern. Instructor/students couple interview.

Narrative Couple Therapy, Case Illustration ? Freedman & Combs Postmodern Process Notes - Lang

Week Ten: Final paper due. Postmodern approaches to grief and loss. Preferred descriptions dyadic exercise.

Saying Hullo Again ? White

IX. Attendance Attendance is expected at every class. If for some unforeseen circumstance you must miss a class, I need to receive a message from you via email prior to the start of the missed class. Only one absence is permitted in order to receive credit for this course.

Bibliography for further study

Bird, J. (2000). The heart's narrative. Aukland: Edge Press. Burr, V. (1995). An Introduction to social constructionism. London: Routledge. Cushman, P. (1995). Constructing the self, constructing America: A cultural history of psychotherapy.

New York: Addison-Wesley Publishing Company. Elliot, H. (1998). Engendering distinctions. In Madigan, S. & Law, AI. (ed.), Praxis: Situating Discourse,

Feminism & Politics in Narrative Therapies. Vancouver: The Cardigan Press. Freedman, J. & Combs, G. (1996). The social construction of preferred realities. New York: W.W.

Norton Company, Inc. Freeman, J. Epston, D. & Lobovitz, D. (1997). Playful approaches to serious problems: Narrative

therapy with children and their families. New York: W. W. Norton and Company. Foucault, M. (1980). Power/knowledge: Selected interviews and other writings. New York: Pantheon

Books. Gergen, K. (1992). The postmodern adventure. Family Therapy Networker, Nov./ Dec., 52 & 56-57. Jenkins, A. (1990). Invitations to responsibility: The therapeutic engagement of men who are violent and

abusive. Adelaide: Dulwich Centre Publications. Johnson, A. (1997). The gender knot: Unraveling our patriarchal legacy. Philadelphia: Temple

University Press. Lorde, A. (1984). Sister outsider: Essays and speeches. Freedom, CA: The Crossing Press.

Madigan, S. (1993). Questions about questions: Situating the therapist questions in the presence of the family. Dulwich Centre Newsletter, 3, 41-52.

Monk, G., Winslade, J., Crocket, K. & Epston, D. (1997). Narrative therapy in practice: The archaeology of hope. San Francisco: Jossey-Bass.

White, M. (2004). Narrative Practice and Exotic Lives: Resurrecting diversity in everyday life. Adelaide: Dulwich Centre Publications.

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

X. Program Policies and Procedures

Incomplete policy Per University policy, students must complete all course work by the deadlines stated in this syllabus. "If a student anticipates not being able to complete required work by the end of the term, the student may request an Incomplete from the instructor. Incompletes are awarded at the discretion of the instructor. Faculty members are neither obligated nor encouraged to award Incompletes. When a student receives an Incomplete, all outstanding course or project work must be submitted by the sixth week of the subsequent term." (See AULA General Catalog, )

Information Literacy and Research Requirements All students are expected to develop an understanding of how to find and use resources appropriate for academic inquiry and scholarship. Written work should be clear, logically stable, supported by evidence and relatively free of grammatical error. Students in need of assistance may be referred to the Teaching and Learning Center for support (See )

Student Conduct Policy Respectful conduct is expected of students on the campus at all times, both inside and outside the classroom. Examples of disrespectful conduct during class include working on material not relevant to the course, texting, web browsing, engaging in hostile and/or denigrating speech toward another member of the class, failure to turn in assignments on time, monopolizing class discussions, and failure to attend class without completing the reading assignments, among others. (See AULA General Catalog, )

Plagiarism Policy Plagiarism ? that is, the intentional or unintentional borrowing of another person's ideas, images, research, or data without citation -- is a serious breach of academic integrity that results in sanctions, including dismissal from the University. Please consult 6th Edition APA Guide for specific guidance on avoiding plagiarism while taking notes, summarizing, paraphrasing, and quoting from sources. Please also feel free to ask me for clarification. University policy describes plagiarism as "the representation of someone else's writing, graphics, research, or ideas as one's own. Paraphrasing an author's ideas or quoting even limited portions of the work of others without proper citation are also plagiarism, as is cutting and pasting materials from the Internet into one's academic papers. Extreme forms of plagiarism include submitting a paper written by another person or purchased from a commercial source." (See AULA General Catalog, )

Reasonable Accommodation for Students with Disabilities Antioch University is committed to providing reasonable accommodations to qualified students with disabilities in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 2008. Students with disabilities may contact the Disability

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