Corcoran, J. (2002). Evidence-based social work practice with families, 2nd edition: A lifespan approach. New York: Springer. Journals and Publications in Family Therapy Practice Guidelines Available on-line1The University of Texas at Austin School of Social Work Course Number: SW 393R3 Instructor’s Name: Pamela Haynes, MSW, LCSW, DCSW, BCD Unique number: 66395 Phone: (512) 249-7049 Semester: Fall 2007 E-Mail: [email protected] Meeting Time/Place and Room: Tuesdays 11:30 am to 2:30 pm 2.118 Office Hours: By Appointment Room 3.104A from 2:30 pm to 3:30 pm Tuesdays Theories and Methods of Family Intervention I. Course DescriptionThis course is designed to provide students with a comprehensive understanding of 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. The course is grounded in best practices and the identification, analysis, and implementation of empirically-based intervention strategies. This course will focus on using multiple perspectives in the advanced application of theories, models, and skills utilized in short- and longer-term family interventions. 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. Select theories, models, and interventions and then critically evaluate and analyze these approaches as to their effectiveness in given situations. This includes: (a) the adequacy of the research and knowledge base; (b) the range of applicability; and (c) the value and ethical issues, including the student’s own value system; 5. Apply 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; 7. Implement and evaluate the effectiveness of family interventions.2III. Teaching MethodsThis class provides opportunities for both theory and skill development. Family practice models will be presented through a combination of lectures, videos, small group exercises, demonstrations of the practice interventions, and class discussions. Each student is expected to contribute from his or her life experiences, readings, classroom and field experiences. IV. Required Texts Nichols, M. & Schwartz, R. (2007). The Essentials of Family Therapy, (3rd ed.) Boston: Pearson. ISBN 0-205-49615-6. Carter, B. & McGoldrick, M. (Eds.) (2005). The Expanded Family Life Cycle: Individual, Family & Social Perspectives, New York: Allyn & Bacon. ISBN 0-205-40981-4. V. Course RequirementsThe grade for the course will be based on the student’s ability to demonstrate (a) knowledge and methods from the major models of family therapy and (b) effective interventions for solving family problems. Grading will be based primarily on total points accrued from each of the three major assignments. However, professional skills, which are embodied in class attendance, punctuality participation, promptness in completing assignments and as well as clear and concise writing skills, will be factored into the final grade. Other “practical” assignments will be suggested throughout the course. Completing some of these may be used to improve a grade. Written assignments should be typed and double spaced. They may be e-mailed to your instructor on Blackboard or turned in as hardcopy. APA (5th Ed) citation style must be used for referenced information. 1. Family of Origin Paper (not to exceed 6 pages): 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 at that point in time using the techniques outlined in Carter & McGoldrick. The genogram should reflect in its notation the issues or dominant pattern(s) which are to be addressed in the paper. b) Choose an issue from this nodal point in time as a presenting problem. You need not choose the most difficult time for your family. Begin the paper by clearly describing the issue or presenting problem. Describe and assess the family dynamics including family interactions (communication patterns), hierarchy, roles, power and control, emotional triangulations and any multigenerational transmission process. Also address the effects of sibling position, family projection process, nuclear family emotional process and differentiation of self of each family member. Identify the stage of the family life cycle at that time and its effect on family dynamics. Be sure to include the success or lack of success in the family’s completion of previous life cycle stages. Please elaborate on theoretical framework (i.e. Bowen, unless you are using another model) that you are using in describing and assessing these family dynamics. c) Detail the impact of this assignment on your self awareness. What did you learn about yourself as you thought about your own family dynamics? What areas do you need to monitor so that your early family experience does not interfere with the needs of your client family? What experiences and insights did you have that could be useful to understanding client families? To what extent would it be appropriate to share these with your clients?3This can be a difficult assignment. Painful or confusing issues are often revisited. It is important to understand that all families have problems. Family functioning varies greatly over time depending on stressors, individual coping skills, the family life cycle stage, current family interactional patterns and