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VII. CLASS POLICIES Course Schedule DateRole-Play: Structural Family Role-Play Interview and class discussion ** 2nd IN-CLASS EXAM Bibliography Bowen Family Systems Model Strategic/ Solution-Focused Therapy Structural Family Therapy1THE UNIVERSITY OF TEXAS AT AUSTIN SCHOOL OF SOCIAL WORK Course Number: SW 393R3 Instructor: Ruth Fagan-Wilen, LCSW, PhD Unique Number: 64850 E-mail: [email protected] Semester: Fall 2005 Phone: (210) 219-0055 (cell) (210) 492-2411 (home) Meeting Day and Time: Tuesdays 11:30 AM – 2:30 PM Office: 3.122A Meeting Place: SSW 2.118 Office Hours: Tuesdays: 2:30 – 3:30 PM THEORIES AND METHODS OF FAMILY INTERVENTION 1. 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. 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. 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. 5. 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. 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.2 III. TEACHING METHODS AND CLASS ORGANIZATION This class provides opportunities for both theory and skill development. Six 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 Latino families. Each student is expected to contribute from a synthesis of class readings, field experiences, and from his or her life experiences, as appropriate. IV. REQUIRED TEXTS Nichols, M. & Schwartz, R.C. (2005). Essentials of family therapy. 2nd Ed. Boston: Pearson Publishing. Corcoran, J. (2003). Clinical applications of evidence-based family interventions. Oxford: Oxford University Press. Reading Packet: A course packet of required readings is on reserve at the Learning Resource Center of the School of Social Work. Course packet (Fagan-Wilen) is also available for purchase at Speedway Printing located at Dobie Mall, 2025 Guadalupe, (512) 478-3334. OPTIONAL TEXTS McGoldrick, M., Giordano, J., & Pearce, J.K., (1996). Ethnicity and family therapy. 2nd Ed. (3rd Ed due out in August, 2005). New York: Guilford Press. 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, as well as on the student’s degree of active involvement in learning (ie, class readings, informed discussion, and experiential exercises.) 1. Family of Origin Paper (8-10 pages): DUE 9/27 20 % of grade The paper will have three parts: a) Each student will choose a nodal point in his/her family of origin and construct a three-generational genogram that depicts the family relationships and environmental stressors (ie, unemployment, illness, etc) that may have existed at that point in time. A class hand-out on genograms will be given to help with this assignment. The genogram should also reflect in its notation the issues or dominant pattern(s) discussed in the interview (described below **).3b) Choose an issue from this nodal point in time as a “presenting problem” and conduct a 4 -6 page Bowen-type interview with yourself as an adult. 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 these fights with your sister? And who intervened when you two would fight? What would happen right after your fight? The interview should reflect a collaborative effort between you and yourself (as the therapist) to analyze your family using at least three Bowen concepts. ** Be sure to include major themes elicited from the interview on the genogram completed in part a). For example, if there was “emotional cut-off” between a parent and one of his/her siblings, discuss what effect this may have had (or still has) on the family system, and indicate the emotional cut-off in your genogram. c) Detail the impact of this assignment on your self awareness. What did you learn about yourself from the interview, i.e. what areas do you need to monitor so that your early family experiences do not get in the way of what your client families need? What experiences and


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UT SW 393R3 - Syllabus

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