1 THE UNIVERSITY OF TEXAS AT AUSTIN SCHOOL OF SOCIAL WORK Course Number: SW 393R3 Instructor: M. Peterson Armour, Ph.D. Unique Number: 65575 E-mail: [email protected] Semester: Fall 2008 Phone: 471 3197 Meeting Time: 11:30-2:30 Office Room: 3.122C Meeting Place: 2.118 Office Hours: Tuesday: 9:30-11:00 By appointment THEORIES AND METHODS OF FAMILY INTERVENTION 1. COURSE DESCRIPTION This course is designed to provide students with a comprehensive understanding of 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. The course is grounded in best practices and the identification, analysis, and implementation of empirically based intervention strategies. This course will focus on using multiple perspectives in the advanced application of theories, models, and skills utilized in short- and longer-term family interventions. II. 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. 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; 4. Select theories, models, and interventions and then critically evaluate and analyze these approaches as to their effectiveness in given situations. This includes: (a) the adequacy of the research and knowledge base; (b) the range of applicability; and (c) the value and ethical issues, including the student’s own value system;2 5. Apply 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; 6. 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; 7. Implement and evaluate the effectiveness of family interventions. III. TEACHING METHODS AND CLASS ORGANIZATION This class provides opportunities for both theory and skill development. Five family practice models will be presented through a combination of lectures, videos, small group exercises, demonstrations of the practice interventions, and class discussions. Lectures will focus on the tenets and significant concepts of each model. Reading assignments, videos, small group exercises and demonstrations of the practice interventions will focus on application of the model to life cycle events, e.g. adolescence and elderly as well as to diverse populations, e.g. same sex relationships and Mexican American families. Each student is expected to contribute from his or her life experiences, readings, classroom and field experiences. IV. REQUIRED TEXTS Nichols, M. & Schwartz, R.C. (2008). Essentials of Family Therapy. Fourth edition. Boston: Allyn & Bacon. Format: Print ISBN-13: 978-0-205-59216-6 !Lawson, D.M. & Prevatt, F.F. (Eds.) (1999). Casebook in Family Therapy. Belmont, CA: Brooks/Cole ISBN 0-534-34415-1 Readings are available in the LRC. They are listed under “Armour” by title of the article. Readings are also available on Blackboard under “Course Documents”. In this class the professor uses Blackboard—a Web-based course management system with password-protected access at http://courses.utexas.edu—to distribute course materials, to communicate and collaborate online, to post grades, to submit assignments, and to give students online quizzes and surveys. Students can find support in using Blackboard at the ITS Help Desk by calling 475-9400, Monday through Friday, 8 a.m. to 6 p.m. Please plan accordingly. V. COURSE REQUIREMENTS The grade for this course will be based on the student’s ability to demonstrate knowledge of and apply methods from the major models of family therapy. The following course requirements will be completed during the semester, with points given for each course requirement. Grading will be based on total points accrued by3 the end of the semester. All papers should be typed and double-spaced and follow the APA format. Formatting: Papers must be printed on white paper in black ink. Papers must be stapled. Each page must be numbered at the bottom. You must use 1.25” margins all around. Papers should be double spaced in Times New Roman or Times 12-point font. Failure to properly format your paper will result in a penalty of up to 10 points off your grade for a paper. Spelling and grammar errors will also result in a reduction of your grade. Do not rely on software to correct all your errors, as it will not catch them all. 1. Family of Origin Paper (15-20 pages): a) Each student will choose an issue that occurred in their family of origin in the past. Each student will construct a three-generational genogram that depicts the family relationships at the time the issue occurred using the techniques outlined in McGoldrick (see class schedule weeks 2 &3). The genogram should reflect in its notation the issues or dominant pattern(s) discussed in the interview (described below). b) Use the issue as a “presenting problem” and conduct an hour-long Bowen-type interview on paper with yourself as an adult in present time. The interview will resemble a script from a play: Therapist: How was the relationship with your sister during this time Student: Well, my sister was the oldest and favorite of my mother. We fought a lot because she was always trying to be my boss. Therapist: So there was kind of a triangle between you, your sister, and your mother around who was in charge. Triangulation occurs when the anxiety in an emotional system gets so high that one or both parties in a twosome will triangle in someone or something to reduce the anxiety and return the system to equilibrium. What used to happen right before