Theories & Methods of Family Intervention ~ Fall ‘03 Jack Nowicki, LCSW Page 1 THE UNIVERSITY OF TEXAS AT AUSTIN SCHOOL OF SOCIAL WORK Course Number: SW 393R3 Instructor’s Name: Jack Nowicki, LCSW Unique Number: 63495 Office Number: SWB 3.130 C Semester: Fall 2003 Office Phone: E - Mail 892-6888 (PP~message) 328-6860 (W) [email protected] Meeting Time/Place: Wednesdays 5:30-8:30 Office Hours: Wednesday, 4:15 –5:30 or by appointment THEORIES AND METHODS OF FAMILY INTERVENTION I. Standardized 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. Standardized 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. Demonstrate understanding of similarities and differences among theories and their theoretical perspectives, value bases, and gender critiques. 4. 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. 5. Integrate and demonstrate application of procedures, techniques, and methods of different family intervention models. 6. 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. 7. 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. 8. 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. 9. 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.Theories & Methods of Family Intervention ~ Fall ‘03 Jack Nowicki, LCSW Page 2 10. 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, demonstrations of the practice interventions in each model, experiential skill-building exercises, and discussions about models and skills. IV. Safety PolicyAs 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 practice related to agency and/or community safety. Students should also notify instructors regarding any safety concerns. V. Required Texts: • Franklin & Jordan, (1999). Family practice: Brief systems methods for social work. Pacific Grove, CA: Brooks/Cole. • Becvar & Becvar, (1999). Systems theory and family therapy. Lanham, MD: University Press of America. Required Online Readings: • E-Reserve under instructor name and course title (http://reserves.lib.utexas.edu/courseindex.asp Password is “family”) and on • Blackboard (http://courses.utexas.edu/?bbatt=Y?bbatt=Y) in the documents file. VI. Course AssignmentsThe 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, interaction, and preparation (completing required readings) for participation in discussions and experiential assignments is expected. I. Group Role-Play of Techniques from Treatment Model (30% of your grade) The class will divide into groups for preparation and presentation of techniques from the various treatment models discussed in class with specific populations. A student expert from the group will develop a handout describing the techniques to be discussed that day. The group’s purpose is to model the specific intervention techniques in a role-play with a made-up client family. Be creative in your presentation. A list of the Models and their respective populations are listed on Blackboard and will be handed out in class when groups sign up for their role-play. The presentation is expected to last approximately one hour (the first half of the class) and consist of the family assessment, the role-play, and a discussion afterwards about the role-play and the techniques used. The second half of these classes will include more class exercises and discussion of the techniques, facilitated by the instructor. As the group progresses in developing the role-play, at least one planning session must be held with the instructor. The group is responsible for scheduling this meeting. This planningTheories & Methods of Family Intervention ~ Fall ‘03 Jack Nowicki, LCSW Page 3 session can be done on Blackboard or the group can schedule a meeting with the instructor. (I suggest the group meet with me early in the development process.) A. Class handout: One page brief assessment of the family. Specify targeted problems and corresponding intervention techniques selected. Make copies for instructor and all class members B. Class handout: One to three pages listing and defining techniques to modeled, with references noted. Make copies for instructor and all class members C. A script of the role-play