THE UNIVERSITY OF TEXAS AT AUSTIN SCHOOL OF SOCIAL WORK Course Number: SW 393R3 Instructor’s Name: Cynthia Franklin, Ph.D., LMSW-ACP, LMFT Unique Number: 63490 Office Number:SWB 3.130 Semester: Fall 2003 Phone/E-mail: 471-0533 (UT) Mobile 413-1946 [email protected] Time/Place and Room: Wednesdays, 2:30-5:30, Rm. 2.130 Office Hours: Wednesday 10:30-11:30 or by appointment THEORIES AND METHODS OF FAMILY INTERVENTION I. Standardized Course DescriptionThis course is designed as a seminar for students in the clinical concentration or for students desiring a basic understanding in models and methods of family intervention. The content will include an overview of several different models of family intervention (e.g., structural and psychoeducation) with a focus on intervention skills and techniques. II. Standardized Course ObjectivesBy the end of the semester the student should 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; 3. Demonstrate understanding of similarities and differences among theories and critically assess their theoretical perspectives, value bases, and the role of gender in family dynamics; 4. Demonstrate understanding of similarities and differences among theories and their theoretical perspectives, value bases, and gender critiques; 5. 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; 6. Integrate and demonstrate application of procedures, techniques, and methods of different family intervention models;7. 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; 8. 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; 9. 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; 10. 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; 11. 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. III. Teaching MethodsThis class provides opportunities for both theory and skill development. Family practice models will be presented through a combination of lectures, web-based instruction, demonstrations of the practice interventions in each model, and discussions about skills.IV. Safety Policy As 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 practices related to agency and/or community safety. Students should also notify instructors regarding any safety concerns. V. Required Texts Franklin, C., & Jordan, C. (1999). Family practice: Brief systems methods for social work. Pacific Grove, CA: Brooks/Cole. Corcoran, J. (2002). Evidence-based social work practice with families, snd edition: A lifespan approach. New York: Springer. (Strongly encouraged but not mandatory) McGoldrick, M. , Giordano, J. & Pearce, J.K. ( 1996) Ethnicity and family therapy. New York: Guilford Press Purchase textbooks at your favorite store or internet location. Required Online Readings: Available on Blackboard in the Documents file. VI. Course RequirementsThe grade for the course will be based on the student’s ability to demonstrate knowledge and methods from the major models of family therapy, and effective interventions for solving family problems. Class attendance, participation, and promptness in completing assignments will be considered when assigning the grade. There are three major assignments. 1. Group Demonstration of Techniques from the practice Approach (20% of your grade). The class will divide into groups for preparation and presentation of experiential techniques from a treatment approach. The treatments to be selected from are, 1)Structural—Minuchin & Aponte, Multisystemic-Henggler, 2) MRI-Brief Therapy—John Weakland and Strategic-Jay Haley 3) Behavioral Marital—Jacobson and Stuart, etc. 4) Narrative,, Post-modern and Social Construction—Michael White, Coombs, Harlene Anderson, Karl Tomm, etc. The instructor will demonstrate solution-focused. Students will be assigned to groups. Each group will be responsible for demonstrating the treatment techniques for their approach to the class. The 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 an outline or handouts explaining or demonstrating the techniques is encouraged.The presentation is expected to last approximately one hour and consist of an experiential modeling of the treatment techniques and skills for the approach. As the group progresses in developing the presentation, at least one planning session must be held with the instructor. The group is responsible for scheduling this meeting. I suggest the group meet with me early in the development process. I will assume that all members of each group are sharing the burden of the work. If this is not the case, please notify me. All group members will be assigned the same grade for their presentation, so it should reflect equal responsibility on all members’ parts. 2. Literature Review and paper on Family Therapy Model (40% of your grade). Each group representing the differing