Week 1
Course Syllabus
INTRODUCTORY SEMINAR IN
MARRIAGE AND FAMILY THERAPY 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 and Family Therapy (MFT) 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 MFT Core Competencies. Diversity, evidence-based therapies, and the research foundations will also be covered.
Course Learning Objectives
1. Demonstrate understanding of MFT 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 MFT 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 MFT theories may be appropriately used with diverse populations.
▪ To be measured on the Case Conceptualizations and Treatment Plan in the Group Presentation and Final Exam.
5. Demonstrate a practical knowledge and understanding of the MFT Core Competencies and their role in becoming a competent therapist.
▪ 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 course and the primary text use 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 how well the 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 therapy 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 AAMFT 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 therapy]
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 therapy. 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 Therapy, 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: The rubrics in the textbook will be used to grade this assignment.
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 therapy
▪ 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 AAMFT. 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
▪ 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
Competencies Measured
The assignments in this class measure the following AAMFT Marriage and Family Therapy Competencies
Competencies measured on the Case Conceptualization
|1.1.1 |Understand systems concepts, theories, and techniques that are foundational to the practice of marriage and family |
| |therapy. |
|1.1.2 |Understand theories and techniques of individual, marital, couple, family, and group psychotherapy |
|1.2.1 |Recognize contextual and systemic dynamics (e.g., gender, age, socioeconomic status, culture/race/ethnicity, sexual |
| |orientation, spirituality, religion, larger systems, social context). |
|1.2.2 |Consider health status, mental status, other therapy, and other systems involved in the clients’ lives (e.g., courts, |
| |social services). |
|1.3.1 |Gather and review intake information, giving balanced attention to individual, family, community, cultural, and |
| |contextual factors. |
|1.3.7 |Solicit and use client feedback throughout the therapeutic process. |
|1.5.2 |Complete case documentation in a timely manner and in accordance with relevant laws and policies. |
|2.1.1 |Understand principles of human development; human sexuality; gender development; psychopathology; psychopharmacology; |
| |couple processes; and family development and processes (e.g., family, relational, and system dynamics). |
|2.1.5 |Understand the current models for assessment and diagnosis of mental health disorders, substance use disorders, and |
| |relational functioning. |
|2.2.2 |Systematically integrate client reports, observations of client behaviors, client relationship patterns, reports from |
| |other professionals, results from testing procedures, and interactions with client to guide the assessment process. |
|2.2.3 |Develop hypotheses regarding relationship patterns, their bearing on the presenting problem, and the influence of |
| |extra-therapeutic factors on client systems. |
|2.2.4 |Consider the influence of treatment on extra-therapeutic relationships. |
|2.2.5 |Consider physical/organic problems that can cause or exacerbate emotional/interpersonal symptoms. |
|2.3.1 |Diagnose and assess client behavioral and relational health problems systemically and contextually. |
|2.3.6 |Assess family history and dynamics using a genogram or other assessment instruments. |
|2.3.7 |Elicit a relevant and accurate biopsychosocial history to understand the context of the clients’ problems. |
|2.3.8 |Identify clients’ strengths, resilience, and resources. |
|2.3.9 |Elucidate presenting problem from the perspective of each member of the therapeutic system. |
|2.4.2 |Assess ability to view issues and therapeutic processes systemically. |
|3.2.1 |Integrate client feedback, assessment, contextual information, and diagnosis with treatment goals and plan. |
|3.3.1 |Develop, with client input, measurable outcomes, treatment goals, treatment plans, and after-care plans with clients |
| |utilizing a systemic perspective. |
|4.3.3 |Reframe problems and recursive interaction patterns. |
|4.4.1 |Evaluate interventions for consistency, congruency with model of therapy and theory of change, cultural and contextual|
| |relevance, and goals of the treatment plan. |
Competencies measured on the Clinical Assessment
|1.2.1 |Recognize contextual and systemic dynamics (e.g., gender, age, socioeconomic status, culture/race/ethnicity, sexual |
| |orientation, spirituality, religion, larger systems, social context). |
|1.2.2 |Consider health status, mental status, other therapy, and other systems involved in the clients’ lives (e.g., courts, |
| |social services). |
|1.2.3 |Recognize issues that might suggest referral for specialized evaluation, assessment, or care. |
|1.3.1 |Gather and review intake information, giving balanced attention to individual, family, community, cultural, and |
| |contextual factors. |
|1.3.8 |Develop and maintain collaborative working relationships with referral resources, other practitioners involved in the |
| |clients’ care, and payers. |
|2.1.1 |Understand principles of human development; human sexuality; gender development; psychopathology; psychopharmacology; |
| |couple processes; and family development and processes (e.g., family, relational, and system dynamics). |
|2.1.2 |Understand the major behavioral health disorders, including the epidemiology, etiology, phenomenology, effective |
| |treatments, course, and prognosis. |
|2.1.3 |Understand the clinical needs and implications of persons with comorbid disorders (e.g., substance abuse and mental |
| |health; heart disease and depression). |
|2.1.5 |Understand the current models for assessment and diagnosis of mental health disorders, substance use disorders, and |
| |relational functioning. |
|2.1.7 |Understand the concepts of reliability and validity, their relationship to assessment instruments, and how they |
| |influence therapeutic decision making. |
|2.2.2 |Systematically integrate client reports, observations of client behaviors, client relationship patterns, reports from |
| |other professionals, results from testing procedures, and interactions with client to guide the assessment process. |
|2.2.3 |Develop hypotheses regarding relationship patterns, their bearing on the presenting problem, and the influence of |
| |extra-therapeutic factors on client systems. |
|2.2.5 |Consider physical/organic problems that can cause or exacerbate emotional/interpersonal symptoms. |
|2.3.1 |Diagnose and assess client behavioral and relational health problems systemically and contextually. |
|2.3.2 |Provide assessments and deliver developmentally appropriate services to clients, such as children, adolescents, |
| |elders, and persons with special needs. |
|2.3.4 |Administer and interpret results of assessment instruments. |
|2.3.5 |Screen and develop adequate safety plans for substance abuse, child and elder maltreatment, domestic violence, |
| |physical violence, suicide potential, and dangerousness to self and others. |
|2.3.7 |Elicit a relevant and accurate biopsychosocial history to understand the context of the clients’ problems. |
|2.3.9 |Elucidate presenting problem from the perspective of each member of the therapeutic system. |
|2.4.4 |Assess the therapist-client agreement of therapeutic goals and diagnosis. |
|3.1.1 |Know which models, modalities, and/or techniques are most effective for presenting problems. |
|3.1.3 |Understand the effects that psychotropic and other medications have on clients and the treatment process. |
|3.1.4 |Understand recovery-oriented behavioral health services (e.g., self-help groups, 12-step programs, peer-to-peer |
| |services, supported employment). |
|3.2.1 |Integrate client feedback, assessment, contextual information, and diagnosis with treatment goals and plan. |
|3.3.1 |Develop, with client input, measurable outcomes, treatment goals, treatment plans, and after-care plans with clients |
| |utilizing a systemic perspective. |
|3.3.6 |Manage risks, crises, and emergencies. |
|3.3.7 |Work collaboratively with other stakeholders, including family members, other significant persons, and professionals |
| |not present. |
|3.3.8 |Assist clients in obtaining needed care while navigating complex systems of care. |
|3.4.3 |Evaluate level of risks, management of risks, crises, and emergencies. |
|4.1.2 |Recognize strengths, limitations, and contraindications of specific therapy models, including the risk of harm |
| |associated with models that incorporate assumptions of family dysfunction, pathogenesis, or cultural deficit. |
|4.3.1 |Match treatment modalities and techniques to clients’ needs, goals, and values. |
|4.5.1 |Respect multiple perspectives (e.g., clients, team, supervisor, practitioners from other disciplines who are involved |
| |in the case). |
|5.2.1 |Recognize situations in which ethics, laws, professional liability, and standards of practice apply. |
|5.3.4 |Develop safety plans for clients who present with potential self-harm, suicide, abuse, or violence. |
|5.3.5 |Take appropriate action when ethical and legal dilemmas emerge. |
|5.3.6 |Report information to appropriate authorities as required by law. |
|5.4.1 |Evaluate activities related to ethics, legal issues, and practice standards. |
Competencies measured on the Treatment Plan
|1.1.2 |Understand theories and techniques of individual, marital, couple, family, and group psychotherapy. |
|1.1.4 |Understand the risks and benefits of individual, marital, couple, family, and group psychotherapy. |
|1.2.3 |Recognize issues that might suggest referral for specialized evaluation, assessment, or care. |
|1.3.2 |Determine who should attend therapy and in what configuration (e.g., individual, couple, family, extrafamilial |
| |resources). |
|1.3.3 |Facilitate therapeutic involvement of all necessary participants in treatment. |
|1.3.6 |Establish and maintain appropriate and productive therapeutic alliances with the clients. |
|1.3.7 |Solicit and use client feedback throughout the therapeutic process. |
|1.4.1 |Evaluate case for appropriateness for treatment within professional scope of practice and competence. |
|2.1.4 |Comprehend individual, marital, couple and family assessment instruments appropriate to presenting problem, practice |
| |setting, and cultural context. |
|2.1.6 |Understand the strengths and limitations of the models of assessment and diagnosis, especially as they relate to |
| |different cultural, economic, and ethnic groups. |
|2.3.2 |Provide assessments and deliver developmentally appropriate services to clients, such as children, adolescents, |
| |elders, and persons with special needs. |
|2.3.3 |Apply effective and systemic interviewing techniques and strategies. |
|3.1.1 |Know which models, modalities, and/or techniques are most effective for presenting problems. |
|3.2.1 |Integrate client feedback, assessment, contextual information, and diagnosis with treatment goals and plan. |
|3.3.1 |Develop, with client input, measurable outcomes, treatment goals, treatment plans, and after-care plans with clients |
| |utilizing a systemic perspective. |
|3.3.2 |Prioritize treatment goals. |
|3.3.3 |Develop a clear plan of how sessions will be conducted. |
|3.3.6 |Manage risks, crises, and emergencies. |
|3.3.9 |Develop termination and aftercare plans. |
|3.5.3 |Write plans and complete other case documentation in accordance with practice setting policies, professional |
| |standards, and state/provincial laws. |
|4.1.1 |Comprehend a variety of individual and systemic therapeutic models and their application, including evidence-based |
| |therapies and culturally sensitive approaches. |
|4.1.2 |Recognize strengths, limitations, and contraindications of specific therapy models, including the risk of harm |
| |associated with models that incorporate assumptions of family dysfunction, pathogenesis, or cultural deficit. |
|4.2.1 |Recognize how different techniques may impact the treatment process. |
|4.2.2 |Distinguish differences between content and process issues, their role in therapy, and their potential impact on |
| |therapeutic outcomes. |
|4.3.1 |Match treatment modalities and techniques to clients’ needs, goals, and values. |
|4.3.3 |Reframe problems and recursive interaction patterns. |
|4.3.4 |Generate relational questions and reflexive comments in the therapy room. |
|4.3.5 |Engage each family member in the treatment process as appropriate. |
|4.3.6 |Facilitate clients developing and integrating solutions to problems. |
|4.3.8 |Empower clients and their relational systems to establish effective relationships with each other and larger systems. |
|4.3.9 |Provide psychoeducation to families whose members have serious mental illness or other disorders. |
|4.4.1 |Evaluate interventions for consistency, congruency with model of therapy and theory of change, cultural and contextual|
| |relevance, and goals of the treatment plan. |
|4.4.5 |Evaluate clients’ outcomes for the need to continue, refer, or terminate therapy. |
|4.5.3 |Articulate rationales for interventions related to treatment goals and plan, assessment information, and systemic |
| |understanding of clients’ context and dynamics. |
|5.3.4 |Develop safety plans for clients who present with potential self-harm, suicide, abuse, or violence. |
|6.1.1 |Know the extant MFT literature, research, and evidence-based practice. |
|6.3.2 |Use current MFT and other research to inform clinical practice. |
Competencies measured on the Progress Note
|1.2.1 |Recognize contextual and systemic dynamics (e.g., gender, age, socioeconomic status, culture/race/ethnicity, sexual |
| |orientation, spirituality, religion, larger systems, social context). |
|1.3.5 |Obtain consent to treatment from all responsible persons. |
|1.3.8 |Develop and maintain collaborative working relationships with referral resources, other practitioners involved in the |
| |clients’ care, and payers. |
|1.5.2 |Complete case documentation in a timely manner and in accordance with relevant laws and policies. |
|1.5.3 |Develop, establish, and maintain policies for fees, payment, record keeping, and confidentiality. |
|2.3.1 |Diagnose and assess client behavioral and relational health problems systemically and contextually. |
|2.3.5 |Screen and develop adequate safety plans for substance abuse, child and elder maltreatment, domestic violence, |
| |physical violence, suicide potential, and dangerousness to self and others. |
|2.4.4 |Assess the therapist-client agreement of therapeutic goals and diagnosis. |
|2.5.1 |Utilize consultation and supervision effectively. |
|3.1.2 |Understand the liabilities incurred when billing third parties, the codes necessary for reimbursement, and how to use |
| |them correctly. |
|3.2.1 |Integrate client feedback, assessment, contextual information, and diagnosis with treatment goals and plan. |
|3.3.1 |Develop, with client input, measurable outcomes, treatment goals, treatment plans, and after-care plans with clients |
| |utilizing a systemic perspective. |
|3.3.3 |Develop a clear plan of how sessions will be conducted. |
|3.3.6 |Manage risks, crises, and emergencies. |
|3.3.7 |Work collaboratively with other stakeholders, including family members, other significant persons, and professionals |
| |not present. |
|3.4.1 |Evaluate progress of sessions toward treatment goals. |
|3.5.3 |Write plans and complete other case documentation in accordance with practice setting policies, professional |
| |standards, and state/provincial laws. |
|4.3.1 |Match treatment modalities and techniques to clients’ needs, goals, and values. |
|4.4.4 |Evaluate clients’ reactions or responses to interventions. |
|4.4.6 |Evaluate reactions to the treatment process (e.g., transference, family of origin, current stress level, current life |
| |situation, cultural context) and their impact on effective intervention and clinical outcomes. |
|4.5.1 |Respect multiple perspectives (e.g., clients, team, supervisor, practitioners from other disciplines who are involved |
| |in the case). |
|4.5.3 |Articulate rationales for interventions related to treatment goals and plan, assessment information, and systemic |
| |understanding of clients’ context and dynamics. |
|5.2.2 |Recognize ethical dilemmas in practice setting. |
|5.2.3 |Recognize when a legal consultation is necessary. |
|5.2.4 |Recognize when clinical supervision or consultation is necessary. |
|5.3.4 |Develop safety plans for clients who present with potential self-harm, suicide, abuse, or violence. |
|5.3.5 |Take appropriate action when ethical and legal dilemmas emerge. |
|5.5.1 |Maintain client records with timely and accurate notes. |
|5.5.3 |Pursue professional development through self-supervision, collegial consultation, professional reading, and continuing|
| |educational activities. |
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