Family Therapy Model Exams (5)__100 points GRADING SCALE IMPORTANT DATES VII. CLASS POLICIES All students must complete the required readings. Students are expected to read and become familiar with the literature listed in the bibliography under their chosen Family Therapy Model. For example, a student who is doing a role play and paper on Narrative Family Therapy would be expected to be familiar with the literature under Narrative Family Therapy. Course Schedule INTRODUCTIONDateBOWEN FAMILY SYSTEMS MODELSTRATEGIC & SOLUTION FOCUSED MODELS Bowen Papers DueStrategic/ Solution Focused Papers Existential Family Therapy Papers Narrative Family Therapy Papers due Bibliography Bowen Family Systems Model Strategic/ Solution-Focused Therapy Structural Family TherapyTHE UNIVERSITY OF TEXAS AT AUSTIN SCHOOL OF SOCIAL WORK Course Number: SW 393R3 Instructor: M. Peterson Armour, Ph.D. Unique Number: a: 64855 b: 64875 E-mail: [email protected] Semester: Fall 2005 Phone: 471 3197 Meeting Time: a: 11:30-2:30 b: 5:30-8:30 Office Room: 3.122C Meeting Place: 2.116 Office Hours: Thursday: 9:00-11:00 2:30-5:30 By appointment 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 1backgrounds, 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. 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. (2005). Essentials of Family Therapy. Second edition. Boston: Allyn & Bacon. Format: Paper, 432 pp ISBN: 0-205-40814-1 $65.20 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 electronic reserves. To access them, go to http://www.utexas.edu/. Click Libraries, click Library Services-Reserves, click Electronic Reserve, click Marilyn Armour on the drop-down menu under Instructor. The password for the class will be given at the first class. Check the Electronic Reserves frequently for important information about the class. 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 by the end of the semester. All papers should be typed and double-spaced and follow the APA format. 21. Family of Origin Paper (15-20 pages): a) Each student will choose a 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 these fights with your sister? And who intervened when you two would fight? The interview should reflect a collaborative effort between you and yourself (as the therapist) to analyze your family using Bowen concepts. It should include the therapist’s explanation of the Bowen concepts and how the concepts are