Theories & Methods of Family Intervention Jack Nowicki, LMSW-ACP THE UNIVERSITY OF TEXAS AT AUSTIN SCHOOL OF SOCIAL WORK Course Number: SW 393 R3 Instructor’s Name: Jack Nowicki, LMSW-ACP Unique Number: 61215 Office Number: SWB 3.130C Semester: Fall 2000 Office Phone: 328-6860 (W) 892-6888 (H) [email protected] Meeting Time/Place: W 5:30-8:30 Office Hours: W 4:15 - 5:30 or by appt. Rm 2.112 THEORIES AND METHODS OF FAMILY INTERVENTION I. Standardized Course Description This course is designed as a seminar for students in the Children and Family Services concentration or for students desiring 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 (e.g., family preservation and psycho-education) with a focus on intervention skills and techniques. II. Standardized Course Objectives By 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 families live. 2. Demonstrate understanding of similarities and differences among theories and their theoretical perspectives, value bases, and gender critiques. 3. Integrate and demonstrate application of procedures, techniques, and methods of differing family intervention models. 4. Understand and integrate research information on effectiveness of empirically-based practice for different family interventions on problems frequently seen in practice such as: chemical dependency, child maltreatment, and severe mental disorders. 5. 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. III. Teaching Methods This 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, 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 1Theories & Methods of Family Intervention Jack Nowicki, LMSW-ACP Franklin, C. & Jordan, C. (1999) Family practice: Brief systems methods for social work. Pacific Grove, CA: Brooks/Cole. Berg, I. K. (1994). Family based services: A solution-focused approach. New York: Norton. VI. Course Requirements The grade for the course will be based on the student’s ability to demonstrate knowledge and skills in family assessment and intervention techniques. Class attendance, participation, and promptness in completing assignments will be included in the grade. There are three major assignments. 1. Group Demonstration of Techniques from Family Practice Model (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) Narrative and Social Construction, 2)Structural, 3) MRI / Strategic / Milan, 4) Behavioral/Functional, 5) Psycho- Educational, and 6) Family Preservation. 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. 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. Family Practice Model Literature Review (30% of your grade). Each skills group will be expected to develop a 10 -15 page literature review on the approach in which they are modeling the techniques. The literature review should concentrate on three main areas: theoretical basis of the model, assessment procedures and treatment techniques used in the model and, research and empirical support for the model. A suggested outline for the literature review is given below. I. Theoretical basis of the model, 4 to 6 pages a) Theory b) Key Constructs c) Major Assumptions II. Procedures and techniques used in the model, 6 to 8 pages a) Operationalize and specify assessment methods b) Operationalize and specify behavior change procedures c) Operationalize and specify techniques utilized III. Research and empirical support for the model 4 to 6 pages a) Research supporting theory and constructs of model. Be specific and quote studies. b) Research supporting clinical effectiveness of the model. What research is available to support the efficacy of the model with families? With what specific populations is the model most effective? When should the model be applied to be most effective? Be specific. Review and summarize studies of research effectiveness. Considerations in writing your literature review: 1. The literature review is to be a formal professional paper. 2Theories & Methods of Family Intervention Jack Nowicki, LMSW-ACP 2. Write in the third person; avoid using I or we. 3. Proofread and correct final copy. Typos, grammar, etc. will be considered in the grade. 4. Adhere to APA Style. Because this is a large paper the class is permitted to divide into groups and to submit one paper for that group. However, if a student chooses they may complete their own individual paper. The paper should concentrate on three main areas: theoretical basis of the model, assessment