V. Required Texts:(1) August 25: Course Overview and IntroductionRequired Readings (264 pps):Anderson, H. & Goolishian, H. (1988). Human systems as ling(4) Sept. 15: Family Therapy Models: Solution-Focused Brief (5) Sept. 22: Family Therapy Models: Structural and Multi-sRequired Readings (80 pps):~~~~ Two Citations of Annotated Bibliography Due ~~~~(7) October 6: Family Therapy Models: Brief MRI – Strategic(9) October 20: Family Therapy Models: Behavioral / MaritalRecommended Readings on Psycho-educational Approach:(10) October 27: GROUP DEMONSTRATION OF BEHAVIORAL MODEL(15) December 1: Class Evaluation and Wrap-up!Classics in Family TherapyJournals and Publications in Family TherapyTheories & Methods of Family Intervention ~ Fall ‘04 Jack Nowicki, LCSW THE UNIVERSITY OF TEXAS AT AUSTIN SCHOOL OF SOCIAL WORK Course Number: SW 393R3 Instructor’s Name: Jack Nowicki, LCSW Unique Number: 64700 Office Number: SWB 3.130 C Semester: Fall 2004 Office Phone: E - Mail 892-6888 (PP ~ message) 328-6860 (W) [email protected] Meeting Time/Place: Wednesdays 5:30-8:30 Office Hours: Wednesday, 4:15 –5:30 or by appointment THEORIES AND METHODS OF FAMILY INTERVENTION I. Standardized Course Description This course is designed as a seminar to provide students with a basic understanding in models and methods of family intervention. The content will include methods for assessment of families and an overview of several different models of family intervention with a focus on intervention skills and techniques. II. Standardized Course Objectives By the end of the semester, students will be able to: 1. Compare various theoretical approaches to working with the family as a system, including understanding the impact of the ecological and social environments in which diverse families live. 2. Demonstrate understanding of similarities and differences among theories and critically assess their theoretical perspectives, value bases, and the role of gender in family dynamics. 3. Demonstrate understanding of similarities and differences among theories and their theoretical perspectives, value bases, and gender critiques. 4. Integrate and demonstrate the differential application of procedures, techniques, and methods of family intervention models that reflect best practices for problem areas or helping diverse client groups. 5. Integrate and demonstrate application of procedures, techniques, and methods of different family intervention models. 6. Understand and integrate research information on effectiveness of evidence- based family interventions for problems frequently seen in practice such as: chemical dependency, child maltreatment, and severe mental disorders. 7. Understand and integrate research information of effectiveness of empirically based practice for different interventions on problems frequently seen in practice such as: chemical dependency, child maltreatment, and severe mental disorders. 8. Demonstrate skill in applying knowledge of the impact of policy and social justice issues to interventions with families of diverse cultures, socioeconomic backgrounds, race/ethnicity, sexual orientation, family structure, national origin, ability, or other manifestation of diversity. 9. Demonstrate skill in applying knowledge concerning multi-level policies and their impact on interventions with families of diverse culture, socioeconomic background, race, sexual orientation, and ability. 10. Demonstrate skill in using family therapy theory to assess family dysfunction in the context of the larger community and target systems within and outside the family for change. Page 1Theories & Methods of Family Intervention ~ Fall ‘04 Jack Nowicki, LCSW Page 2 III. Teaching MethodsThis class provides opportunities for both theory and skill development. Family practice models will be presented through a combination of lectures, demonstrations of the practice interventions in each model, experiential skill-building exercises, and discussions about models and skills. IV. Safety PolicyAs part of professional social work education, students may have assignments that involve working in agency settings and/or the community. As such, these assignments may present some risks. Sound choices and caution may lower risks inherent to the profession. It is the student’s responsibility to be aware of and adhere to policies and practice related to agency and/or community safety. Students should also notify instructors regarding any safety concerns. V. Required Texts: • Franklin & Jordan, (1999). Family practice: Brief systems methods for social work. Pacific Grove, CA: Brooks/Cole. • Duncan, B., & Sparks, J. (2004). Heroic clients, heroic agencies: Partners in change. Ft. Lauderdale, FL: Nova Southeastern University Department of Family Therapy. Supplementary Text: • McGoldrick, et al. (Eds), (1996). Ethnicity and family therapy (2nd ed.) New York: NY: Guilford Required Online Readings: • Blackboard (http://courses.utexas.edu/?bbatt=Y?bbatt=Y) in the documents file. VI. Course AssignmentsThe grade for the course will be based on the student’s ability to demonstrate knowledand methods from the major models of family therapy, and effective interventions fosolving family problems. Class attendance, interaction, and preparation (completing ge r quired readings) for participation in discussions and experiential assignments is expected. re 1. Group Demonstration of Techniques from Treatment Model (30% of your grade). The class will divide into groups for preparation and presentation of experiential techniques ll s. from a treatment model. The treatments to be selected from are 1) Structural—Minuchin & Aponte, Multisystemic-Henggler; 2) MRI-Brief Therapy—JohnWeakland. Strategic-Jay Haley, and Milan-Palazzoli, Cecchin, & Prata; 3) Behavioral Marital—Jacobson and Stuart, etc.; 4) Narrative, Post-modern and Social Construction—Michael White, Freedman & Coombs, Harlene Anderson, Karl Tomm, etc. The instructor widemonstrate the Solution-Focused model. Students will be assigned to groups. Each group will be responsible for demonstrating the treatment techniques for their model to the clasThe group’s purpose is to model the specific intervention techniques. Be creative in your presentation. You may ask for audience participation or make use of audio-visual equipment. The use of handouts explaining or demonstrating the techniques is encouraged. consist of