PSY-7504-Giammattei

COURSE SYLLABUS: Theory and Technique of Clinical Practice: Family Systems California School of Professional Psychology Alliant International University San Francisco Campus COURSE INFORMATION Course Title: Theory & Technique: Family Systems Course Number: PSY7504, Sec A2 Units: 3 Course Website:   http://elearning.alliant.edu School: California School of Professional Psychology Term & Year: Fall Semester, 2009 Day/Time: Monday 9:00 – 11:50 Room: 286 Instructor: Shawn V. Giammattei, PhD Email: sgiammattei.rockway@alliant.edu Phone: 415.955.2089 or 415.722.7134 Office Hours: Virtual Office Hours + by appointment (Monday, Thursday or Friday) Grading Option: Letter Grade Prerequisite Skills: Have completed and passed PSY 6518 I. Rationale The PsyD and PhD clinical psychology programs are organized t o enable students to build sequentially on knowledge and skills. This course is part of the PsyD/P.D shared curriculum. In their training students are expected to develop competence in multifaceted multimodal intervention. This course addresses theory and techniques of family therapy. In the course, students draw upon intervention skills and knowledge obtained in the previous training and build on them. Each course in the PsyD and PhD program is designed to accomplish program specific learning outcomes (or training goals and objectives). This course helps in the fulfillment of the following PsyD program learning outcomes: 1. To develop student/graduates who demonstrate competence in (A) relationship, (B) assessment, (C) intervention. 2. To develop student/graduates who have the knowledge, skills and attitudes necessary to function professionally in a multicultural society. 3. To develop students/graduates who have professional problem solving skills and attitudes essential for lifelong learning and scholarly inquiry. 4. To develop students/graduates who use ethical principles and legal standards as guides for professional practice, and self-evaluation as a basis for professional growth. 5. To develop students/graduates who are able to intervene, using multiple methods, with diverse populations, across many settings and in changing and evolving contexts This course helps in the fulfillment of the following PhD program learning outcomes: 1. To prepare students to be effective professional psychologists who are skilled at evaluating psychological functioning and providing efficacious interventions with diverse clients across a range of settings 2. To integrate research finding and clinical literature with clinical practice. 3. To develop an understanding of psychopathology and psychological assessment and to apply such knowledge in the evaluation of psychological functioning in a variety of settings with diverse populations. 4. To develop an understanding of the efficacy and modes of application of psychological interventions in a    variety of settings with diverse populations. 5. To prepare students to be ethical and responsible professional psychologists who are committed to lifelong learning and productivity 6. To develop an understanding of the legal, ethical, and professional principles of clinical psychology and how to apply these principles in research and practice. II. Course Description, Goals, Student Learning Outcomes and Assessment: A. ** Course Description ** This course is an in-depth examination of traditional, postmodern, and evidence-based family systems theories and techniques as applied to families, couples, and individuals. It will emphasize both theory and basic intervention skills, and will include extensive use of video and role-play examples. Ethics in family treatment and tailoring treatment to the needs of the family, particularly as it applies to culturally based values and issues are also addressed. Topics include: structural, strategic, narrative and other systemic theories and techniques, the family life, non-traditional families, ethnic issues, and family diagnosis and assessment. 1. ** Purpose of the Course ** This course prepares students to appreciate the various theories, models, and therapies of  family and couple functioning, and to practice the interventions and techniques that arise from these differing theoretical positions. Students will also learn to recognize and address issues of diversity and family of origin influences that may impact their evaluation and treatment of clients. 2. ** Specific Learning Outcomes ** Upon successful completion of the course, students will be able to: 1. Distinguish among the various systemic theories and concepts discussed in class. 2. Develop clear, concise, and appropriate conceptualizations and interventions from the various theoretical approaches based on written and videotaped clinical material. 3. Reflect on how his/her own experience of and beliefs regarding issues of age, gender, class, culture, race, ethnicity, religion, sexual orientation, and disability influence their reaction to and clinical treatment of clients. 4. Articulate legal and ethical issues related to the treatment of couples and families. 5. Identify and discuss current evidence-based practice research related to family and couple therapy. 6. Begin to think like a family systems therapist and know how and when to use several systemic techniques. 3. ** Instructional Strategy ** The instructional strategies used in this course include multiple formats including class lecture, role-plays, video/films, class presentation, and discussion. We will also be taking advantage of our virtual classroom on Moodle at a minimum to access readings and the instructor’s virtual office. 4. ** Class Component on Multicultural and International Issues ** Cultural and ethnic issues will be infused throughout the class through the use of video, readings, class discussions, role-plays, and exercises. Special topics will discuss working with families from differing ethnic, cultural, SES, sexual orientation, gender identity backgrounds. Students will be expected to be able to place themselves in a social matrix and explore how that will impact their work with families from different social contexts. Description of Course Requirements and Assessment Methods A. // Assignments: // Participation and Attendance (10%): Students are expected to participate in class consistently and thoughtfully. Students may contribute to discussions related to course readings, didactic material presented in class, videotaped case analyses, etc. Students are expected to maintain high standards of respectfulness, professionalism, and discretion in exchanges with peers and faculty. More than two absences from class without making up your work will result in failure for the course. Performance Element Exemplary (A, A-) Proficient (B+, B, B-) Emerging (C+, C) Unacceptable (F) Level of Engagement in Class Student proactively contributes to class by offering ideas and asking questions more than once per class Student proactively contributes to class by offering ideas and asking questions once per class Student rarely contributes to class by offering ideas and asking questions. Student only contributes to class at  teacher's  instigation. In text-based discussions, gives evidence and makes inferences Uses evidence in the text to create a  new idea or draw connections among ideas Uses evidence in the text to expand on, analyze, or critique an idea. Locates evidence in support of an idea under discussion. Cannot locate evidence in support of an  idea under discussion. Listening Skills Student listens when others talk both in groups and in class. Student incorporates or builds off of ideas of others. Student listens when others talk, both in groups and in class. Student seldom listens when others talk, both in groups and in class; sometimes interrupts or dominates. Student rarely listens when other talk, both in groups and in class; frequently interrupts or dominates Deepening the Learning Able to ask a question that connects the current discussion to bigger themes or ideas; connects the ideas of several participants. Able to ask a question that relates the current discussion to previous discussions. Able to ask a question that stimulates others to respond at a deeper level in  the current discussion; asks questions to clarify what Unable to generate meaningful questions. someone has said. Preparation Student is almost always prepared for class with assignments and required class materials. Student is usually prepared for class with assignments and required class materials. Student is seldom prepared for class with assignments and required class materials. Student is rarely if ever prepared for class with assignments and required class materials. Points 17-20 11-16 5-10 0-4 Genoqram Assignment (10%): Students will construct a current genogram of their family of origin including at least three generations using instructions and guidelines provided in class. The genogram will be graded based on the student's ability to accurately and neatly create a genogram. lnclude the following information when pertinent (and only if you are comfortable in sharing the information with me): - Significant dates (births, deaths, marriages, divorces, etc.) - Medical history (name the illness, especially if they died) - Psychiatric history (e.g, DSM-IV categories) - Alcohol or drug abuse - Ethnic or cultural background and migration date - Religion or religious change - Education - Occupation, unemployment, disability income (e.9., SSl, or SSDI) - Behavioral problems (eating disorders, delinquency) - Trouble with the law (prison, jail, DUI's) - Physical or sexual abuse or incest - Dates when family members left home: LH '92 - Current location of family members Using your genogram, write brief answers to the following questions. Your answers to these questions will be used to write your genogram/social matrix paper. • What have been the most noteworthy intergenerational patterns influencing my life and professional development over time? • What have been/are the most significant interactional patterns influencing my life and professional development over time? • What have been the most transformative events influencing my life and professional development over time? • How might the above affect my clinical work with couples and families, both beneficially and problematically? NOTE: Out of respect for possible needs for privacy, students may choose to use a family other than their own, such as a couple or family from a book, movie, play, etc. Students must obtain approval ahead of time for using a family other than their own. Performance Element Exemplary (A, A-) Proficient (B+, B, B-) Emerging (C+, C) Unacceptable (F) Genogram Construction (15 pts) Genogram is rich with information; accurately and creatively drawn; easy to read Genogram contains most significant information; 1-2 minor errors in construction; little difficulty in reading Genogram lacks some significant information; 2-3 majr errors in construction; some difficulty in reading Genogram lacks significant information; has 4+ major errors in construction; very difficult to read Points 12-15 8-11 4-7 0-3 Reflection Questions (5 pts) Answers thoroughly and completely addresses questions; indicates excellent capacity for selfreflection Answers address most of the questions, albeit sometimes incompletely or somewhat unsubstantially; shows good capacity for selfreflection Answers address questions in a haphazard or  superficial fashion; shows marginal capacity for self- reflection Answers do not address questions in any meaningful fashion; shows poor capacity for self- reflection Points 5 3-4 1-2 0 Social Matrix Assignment (10%): Students will create a social matrix of their family of origin (or the family they used for their genogram assignment) and a clinical family or individual. If students are not currently working with clients, they should select a person or family that is not related to them that they know quite well or have a lot of information about. The Social Matrix will be graded based on the student's ability to accurately and neatly create a social matrix and complete the information sheet. 1. Refer to the diagram in Kliman 2008 "lntersecting Domains of Privilege and Marginalization: Locating Oneself in a Social Matrix", which considers the many, intersecting social domains or  contexts (e.g., gender, sexual orientation, social class history, race, religion, etc.) that affect your own family members and the family members of an individual or family. 2. For each member of the clinical family (or members of an individual client's family), fill out one copy of the social matrix diagram with your best (subjective) understanding of each member's place in the social matrix, i.e., how close you think he/she is to the center (e.g., as a member of a  dominant or privileged group) or to the margins (as a member of a marginalized or subjugated  group) for each social axis. Use more copies of the matrix if needed for a larger family. The more marginalized one is, the further from the center and closer to the outer margin for any domain, and the more privileged, the closer to the center. Connect the nodes on each axis and shade inside the lines, as in the sample diagrams of a hypothetical family, attached. 3. Since you can't know where each person "truly belongs" along each axis, make your best judgment. Hand in the diagram of the clinical family, disguising all names, workplaces, and other identifying information. Neatly fill in relevant data next to the domain heading, e.g., "teacher," "Irish-American & Italian American," parents refugees from El Salvador," etc. Be sure to follow the instructions on the worksheet, which includes pre-established scores on some domains, but  not on others.  •  Note that distance from the center is determined not by whether the individual is in the minority    in relation to a particular domain, but rather whether that individual is marginalized (at or  near the margins) in that domain (e.g., the extremely wealthy are in the minority, but not  marginalized.) One individual may have considerable privilege (centrality) in some domains  and be marginalized in others. Notice how the patterns of marginalization and privilege for  each family member compare. At times, you will have a mixed status (e.g., one may be quite  marginalized nationwide in a given domain, but not particularly marginalized in one's own  community; in such a case, show both positions, and include an explanation on the matrix figure. 4. ** Be sure to include some explanatory text, neatly written, next to each domain, e.g., under ** "Family Im/migration History/ # of Generations in the Country" write countries of origin & how many generations (if any) since immigration. That way, I can understand on what basis you place people on the matrix figures. 5. Repeat the above process for the members of your own immediate family of origin, including yourself, to the best of your knowledge and judgment. Note how patterns of marginalization and privilege for each family member compare to each other and to members of the clinical family. Performance Element Exemplary (A, A-) Proficient (B+, B, B-) Emerging (C+, C) Unacceptable (F) Social Matrix Construction (15 pts) Social Matrices are rich with information; accurately drawn; labeled & easy to read; includes all significant family members Social Matrices contains most significant information; 1-2 minor errors in construction; little difficulty in reading; includes most significant family members Social Matrices lack some significant information; 2-3 major errors in construction; some difficulty in reading; includes few significant family members Social Matrices lacks significant information; has 4+ major errors in construction; very difficult to read; includes no significant family members Points 12-15 8-11 4-7 0-3 Matrix Worksheet (5 pts) Answers thoroughly and completely addresses questions Answers address most of the questions, albeit sometimes incompletely Answers address questions in a haphazard or  superficial fashion. Answers do not address questions in any meaningful fashion. Points 5 3-4 1-2 0 Genogram /Social Matrix Paper (15%) This assignment asks you to think systemically about your clinical work with a family or with an individual client about whose family you know a reasonable amount. It also asks you to explore how the intersections of the different domains of relative privilege or marginalization for your own family of origin shape your own operating assumptions and beliefs about family life, how those domains of  your own family's relative privilege or marginalization influence how you see the client family, and the nature of your clinical work with the individual or family. It also asks you to consider how the clinical family's operating assumptions, influenced by those family members' positions in the social matrix, might differ from your own family's positions. 1. Write an 8 page (tops!) double-spaced, typed paper (excluding diagrams) about how you think the different intersections of relative privilege or lack thereof, within the clinical family and between them and your own family may affect the following: • Different expectations and beliefs (narratives) about family life within the clinical family that are relevant to the clinical work - what do they and you think is "healthy" or "appropriate or a strength, problem, or weakness?" How do your respective family backgrounds and social contexts influence your own beliefs, as well as the family beliefs? • Moments in your therapeutic relationship with the client or client family which you think may have involved misunderstandings based on the above differences, or which challenged your assumptions about the clinical family (e.g., about what constitutes "healthy" family relationships between the generations or genders, the "healthiness" of family members' relative  independence or interdependence, their expression or restraint of emotion, or the role of  spirituality in families). • Integrate your answers to the questions from your family genogram. What are the intergenerational, interactional patterns, transformative events, that have influenced my life and professional development and how might the above affect my clinical work with couples and families, both beneficially and problematically? 2. How has doing this assignment led you to think differently about the clinical family (or your own) in any way, or to be curious about them in a new way? Explain. • // Explicitly distinguish between your beliefs, assumptions, conjectures client reports, and facts. // Focus on relationships, rather than reported or perceived characteristics of individual family members. • IMPORTANT:  You are required to hand in diagrams for yourself and for all (or, in large families, at     least some representative) members of the clinical family. It is recommended but not required that you also hand in the diagrams for the other members of your own family. You are required to write about your own family's social locations (see below) in terms of how those locations might affect your clinical work with your client family. This includes addressing domains you may not usually consider for yourself, including your family's ethnicity(ies) and educational levels. The paper is incomplete without diagrams for yourself and for each member of your client family, and without accompanying descriptors that inform your placement of each person in each domain. I read the diagrams first, in order to understand the social context for both families, before reading your paper. Performance Element Exemplary (A, A-) Proficient (B+, B, B-) Emerging (C+, C) Unacceptable (F) Genogram/Social Matrix Paper Paper is particularly thoughtful and well-written; thoroughly and completely addresses questions; is very clear and organized; indicates excellent capacity for selfreflection Paper is thoughtful and well-written; addresses most of the questions, albeit sometimes incompletely or somewhat unsubstantially; has minor problems with clarity and organization; shows good capacity for selfreflection Paper is marginally thoughtful and written; addresses questions, in a haphazard or  superficial fashion; is unclear and/or disorganized; shows marginal capacity for selfreflection Paper is mechanical and poorly written; does not address questions in any meaningful fashion; is very unclear and/or disorganized; shows poor capacity for selfreflection Points 17-20 11-16 5-10 0-4 lntervention Paper (20% ): In this paper, student’s will describe how they would work with the KING FAMILY, a case description to be distributed in class, or the family depicted in the movie “What’s Eating Gilbert Grape?” As a theoretical framework, choose between strategic, structural, or Bowenian therapy (choose one!). The intervention paper should include some word for word interventions and demonstrate your knowledge and understanding of the material as well as your ability to make effective and appropriate applications from the theory to clinical practice. ** The paper should be 6 – 8 pages ** double spaced. • If you choose the movie, your scenario is that the family has been mandated into treatment by    CPS due to concerns of child neglect after Leonardo di Caprio’s final climb up the town tower. For purposes of the paper, imagine the movie stops after the final conversation between the oldest son and the mother in the family. Be sure to address the following issues: • How would the assumptions in the model shape your work with this family? • Which family members would you want participating in therapy and why? • What feelings about family members arise as you read the case description or watch the film? How would these responses assist or interfere with your work? • How would you describe the problem(s) affecting this family? • What hypotheses do you have about the origin of the problem(s) and what maintains it in the present? • How would you think about engaging the members of the family? • What would you actually “do” as the therapist? (This depends on the theory you use.) Be   specific in describing the interventions you would initiate. Somewhere in your paper include a word-for-word communication to the family that reflects a significant intervention and/or homework assignment. • Be sure to consider how you would address the presenting problem (and the CPS mandate). • How do you envision change occurring within this approach? • What complications could you see arising in work with this family and how would you handle them? • How will you and the family know you are finished? • What aspects of the model appeal to you and what aspects don’t fit as well? These questions are intended to assist you in creating a coherent paper. Please do not simply answer these as stand-alone questions. Performance Element Exemplary (A, A-) Proficient (B+, B, B-) Emerging (C+, C) Unacceptable (F) Writing and thinking style Paper is extremely well-written reflecting excellent clarity of thought and organization Paper is wellwritten reflecting minor confusion in thought and/or organization Paper is marginally written, reflecting muddled thinking and some disorganization Paper is poorly written, reflecting considerable confusion in thinking and/or organization. Clinical appropriateness Interventions are highly appropriate respectful of clients; accurately and wellconstructed Interventions are appropriate; indicates minor criticalness/blame towards client; contains minor errors in construction. Interventions are somewhat inappropriate; indicates considerable criticalness/blame towards clients; contains 1 major error in construction. Interventions are inappropriate; indicates alarming and potentially damaging effects on clients; contains 2+ major errors in construction appropriateness Creativity Interventions are extremely creative, especially in addressing clients’ idiosyncratic and diversity issues. Interventions are creative and adequately address uniqueness of clients Interventions are simplistic and only marginally address diversity issues Interventions are unimaginative and pedestrian and fail to adequately address diversity issues Conceptual Skills Interventions are particularly wellconceptualized within the given theoretical framework, reflecting an Interventions are wellconceptualized, reflecting a good but not completely accurate or in- Interventions are marginally wellconceptualized, reflecting gaps in accuracy or  substance of  theoretical Interventions are poorly conceptualized, reflecting significant gaps in accuracy or grasp of theoretical accurate and substantial grasp of material depth grasp of material material material Points 34-40 21-33 9-20 0-8 Reaction Papers (3 papers, 5% each) Write 3 different reaction papers to assigned DVDs. They should be two pages double spaced, and be based on your own personal reactions one of the weekly DVDs. Clarity of ideas and integration with the topic will be taken into consideration. • **// In place of two reaction papers, students may opt to present a chapter from the text to  //** the class on the day that the chapter is due. Presentation should be approximately 15-20 minutes and include questions for the class that facilitate a discussion about the topic (10%). Performance Element Exemplary (A, A-) Proficient (B+, B, B-) Emerging (C+, C) Unacceptable (F) Reactions Papers to DVDs Paper is particularly thoughtful and well-written; is very clear and organized; indicates excellent capacity for selfreflection Paper is thoughtful and well-written; has minor problems with clarity and organization; shows good capacity for selfreflection Paper is marginally thoughtful and written; is unclear and/or disorganized; shows marginal capacity for selfreflection Paper is mechanical and poorly written; is very unclear and/or disorganized; shows poor capacity for selfreflection Points 9-10 6-8 3-5 0-2 In Class Presentations of book Chapters Presentation is extremely wellstructured; easily followed and understood; covers all major points in considerable depth and breadth Presentation is well-structured; minor confusing or tangential statements made, covers most key areas, albeit some lacking in depth and/or breadth Presentation is awkwardly structured; is sometimes confusing and/or tangential, covers most major points, albeit quite superficially Presentation is rambling, incoherent, confusing, and/or difficult to follow; major points are omitted and/or are significantly lacking in depth and/or breadth Points 17-20 11-16 5-10 0-4 Final Paper (20%): There are two options for the final paper. The paper should be 8-10 pages double-spaced and is due the last day of class. If you want me to review your paper for feedback, please turn it in several weeks ahead of time so I can get it back to you in time for you to make changes before it is due. Paper #1 Choose a Hollywood movie that involves a family and family interactions (you will need to discuss which movie you are using ahead of time). In this paper, describe how you would work with the family depicted in the movie using emotionally-focused therapy, feminist family therapy, solutionfocused therapy, or narrative therapy. • How would the assumptions of the model shape your work with this family? • Which family members would you want participating in therapy and why? • What feelings about family members arise as you watch the film? How would these responses assist or interfere with your work? • How would you understand the problem(s) affecting this family? • How would you think about engaging the members of the family? • What would you actually “do” as the therapist? (This depends on the theory you use.) Be   specific in describing the interventions you would initiate. Somewhere in your paper include a word-for-word communication to the family that reflects a significant intervention and/or homework assignment. This could be in the form of a therapy transcript, letter, or communication from a therapy team observing the family. • How do you envision change occurring within this approach? • What complications could you see arising in work with this family and how would you handle them? • How will you and the family know you are finished? • What aspects of the model appeal to you and what aspects don’t fit as well? These questions are intended to assist you in creating a coherent paper. Please do not simply answer these as stand-alone questions. Performance Element Exemplary (A, A-) Proficient (B+, B, B-) Emerging (C+, C) Unacceptable (F) Writing and thinking style Paper is extremely well-written reflecting excellent clarity of thought and organization Paper is wellwritten reflecting minor confusion in thought and/or organization Paper is marginally written, reflecting muddled thinking and some disorganization Paper is poorly written, reflecting considerable confusion in thinking and/or organization. Clinical appropriateness Interventions are highly appropriate respectful of clients; accurately and well- Interventions are appropriate; indicates minor criticalness/blame towards client; Interventions are somewhat inappropriate; indicates considerable Interventions are inappropriate; indicates alarming and potentially constructed contains minor errors in construction. criticalness/blame towards clients; contains 1 major error in construction. damaging effects on clients; contains 2+ major errors in construction appropriateness Creativity Interventions are extremely creative, especially in addressing clients’ idiosyncratic and diversity issues. Interventions are creative and adequately address uniqueness of clients Interventions are simplistic and only marginally address diversity issues Interventions are unimaginative and pedestrian and fail to adequately address diversity issues Conceptual Skills Interventions are particularly wellconceptualized within the given theoretical framework, reflecting an accurate and substantial grasp of material Interventions are wellconceptualized, reflecting a good but not completely accurate or indepth grasp of material Interventions are marginally wellconceptualized, reflecting gaps in accuracy or  substance of  theoretical material Interventions are poorly conceptualized, reflecting significant gaps in accuracy or grasp of theoretical material Points 34-40 21-33 9-20 0-8 Paper #2 In this paper, relate the ideas in this course to your own family of origin and its influences on you as a family therapist. Some areas to consider include: • What are some of the dominant discourses and cultural stories that shaped your family? • In what ways are you influenced by these stories, experiences and discourses? In what ways have you sought out alternative discourses? • How has your understanding of your family “story” (or stories) changed during your life? • How does your experience of your own family influence the kind of work you would want to    do with families? • What practices within your family would you want to carry forward with you into your life and work? What would you prefer to leave behind? • What theory in the course led to the best understanding of your own family and why? Blend these areas into the paper rather than answering them as stand-alone questions. Performance Element Exemplary (A, A-) Proficient (B+, B, B-) Emerging (C+, C) Unacceptable (F) Writing and thinking style Paper is extremely well-written reflecting excellent clarity of thought and organization Paper is wellwritten reflecting minor confusion in thought and/or organization Paper is marginally written, reflecting muddled thinking and some disorganization Paper is poorly written, reflecting considerable confusion in thinking and/or organization. Self –Reflection Discussion thoroughly and completely addresses questions; indicates excellent capacity for selfreflection Discussion address most of the questions, albeit sometimes incompletely or somewhat unsubstantially; shows good capacity for selfreflection Discussions address questions in a haphazard or  superficial fashion; shows marginal capacity for self- reflection Discussions do not address questions in any meaningful fashion; shows poor capacity for self- reflection Cultural Awareness Answers are extremely thoughtful, especially in addressing idiosyncratic and diversity issues. Answers are thoughtful and adequately address diversity issues Answers are simplistic and only marginally address diversity issues Answers are unimaginative and pedestrian and fail to adequately address diversity issues Conceptual Skills Discussion is particularly wellconceptualized within the given theoretical framework, reflecting an accurate and substantial grasp of material Discussion is wellconceptualized, reflecting a good but not completely accurate or indepth grasp of material Discussion is marginally wellconceptualized, reflecting gaps in accuracy or  substance of  theoretical material Discussion is poorly conceptualized, reflecting significant gaps in accuracy or grasp of theoretical material Points 34-40 21-33 9-20 0-8 a. Course Grading System: Grading and Evaluation: 10% Participation and Attendance 10% Genogram Assignment 10% Social Matrix Assignment 15% Social Matrix / Genogram Paper 15% Reaction Papers / Chapter Presentation 20% Intervention Paper 20% Final Paper. 100% Grades: A 100-93 A- 92-90 B+ 89-87 B 86-83 B- 82-80 C+ 79-77 C 76-73 F 72 and below 5. Grading Rubrics (In General): 1. ** EXEMPLARY ** : Students receiving A's will demonstrate excellence by fully and creatively fulfilling the major learning objectives, along with clear, organized, and succinct written presentations. Knowledge, comprehension, applications, synthesis, analysis, and critical thinking will all be factors considered in the final grade. Self- observing skills will be strongly in evidence in relevant course assignments. Thoughtful integration of awareness of diversity factors and case materials will be evident in course examinations. Students will also demonstrate completion of readings and thoughtful observations in class discussions, which contribute to the development of conversation and also acknowledge the contribution of others. 2. ** PROFICIENT ** ; Students receiving B's will demonstrate a fundamental mastery of the critical course concepts and methodology in all major areas, with clear and professional written presentations. Achievement of learning objectives will be clearly evident, but the student will not have exceeded the basic course expectations. 3. ** EMERGING **. Students receiving C's will have minimally demonstrated the ability to recognize critical concepts and connect such concepts to clinical data, or observe and document the relationship between different realms of data. There is little evidence of growth in the capacity to self-observe internal reactions. Written presentations are unprofessional, with little evidence of critical review (multiple typos, grammatical errors, confusing sentences, lack of documentation). Class participation is minimal, with minimal efforts to address with instructor. 4. ** UNACCEPTABLE ** : Students receiving F's will not have sufficiently demonstrated the ability to  recognize critical concepts and connect such concepts to clinical data, nor observe and document the relationship between different realms of data. There is virtually no evidence of growth in the capacity to self-observe internal reactions. Written presentations are unprofessional, with virtually no evidence of critical review (multiple typos, grammatical errors, confusing sentences, lack of documentation). There is virtually no self-initiated class participation, with no efforts to address with instructor. *NOTE** Attention in grading will be paid to writing skills. Students can and will be failed for poor writing and conceptualization skills. III. Course Readings and Materials: Required Reading (Texts in Bold): Schwartz R.C. & Nichols, M.P. (2008). // Family therapy: Concepts and methods (8 th  ed.). // Boston, MA. Pearson/Allyn & Bacon. Brock, G.W. & Barnard, C.P. (2009). // Procedures in marriage and family therapy (4 th  ed.). // Boston, MA. Pearson/Allyn & Bacon. Articles available on e-reserves and on the course website – see course outline Recommended Reading : Bengtson, V. L., Acock, A. C., Allen, K. R., Dilworth-Anderson, P., & Klein, D. M. (Eds.) (2005). Sourcebook of family therapy & research. Thousand Oaks, CA: Sage Publications. Liddle, H.A., Santisteban, D.A., Levant, R. F,, &Bray, J. H. (Eds.) (2002). Family psychology. Sciencebased interventions. Washington, DC: American Psychological Association. McGoldrick, M., Gerson, R., & Shellenberger, S. (1999). Genograms; Assessment and intervention (2nd ed.). New York, NY: W. W. Norton. Thomas, L., et al. (Eds.) (2003) Handbook of family therapy: The science and practice of working with families and couples. New York, NY. Brunner-Routledge Press. Waldegrave, C., Tamasese, K., Tuhaka, F., & Campbell, W. (2003). Just therapy-A journey: A collection of papers from the just therapy team, New Zealand. Adelaide, New Zealand: Dulwich Centre. III. Course Outline Please note: we may spend more time on some topics as needed, and conversely, may move more quickly over other topics. Week 1 August 31 Introduction to the Course Review of the course syllabus and requirements and student introductions Respectful engagement with families Sept 7 th    No Class Labor Day Holiday THEORETICAL OVERVIEW OF FAMILY THERAPY Week 2 Sept 14 th    The Historical Context of Family Therapy: Systems Therapy Thinking systems: shifting paradigms. Reading: • Nichols and Schwartz, Chapters 1, 2, & 15 “Ordinary People” Exercise Week 3 Sept 21 st    Theoretical Basis of Family Therapy: Systems Theory • Nichols & Schwatz, Chapters 3 & 4 • Haley, Conducting the first interview “Ordinary People cont” DVD: the Daughter who said “No” Week 4 Sept 28 th    Theoretical Basis of Family Therapy: Postmodern Ideas • Nichols & Schwatz, Chapters 11 • William Doherty, Family Therapy Goes Post-Modern • Freedman & Combs, Shifting paradigms & The narrative metaphor DVD: Partners in strength, Freedman and Combs JOINING WITH FAMILIES Week 5 Oct 5 th    Engaging Families in treatment The Family Lifecycle / Genograms Genogram Exercise Readings: • McGoldrick, M Genograms • Madsen: collaboration is a two way street • Szapocznik, Engagement: How to get the family into therapy • Brock & Barnard - Chapter 2 DVD: TBA Reaction Paper #1 (if doing 3 reaction papers, it would be a good Idea to get one in this week) Week 6 Oct 12 th    Diversity issues in families/Alternative Family forms • Fish & Harvey: Family therapy and Queer theory in    Nurturing Queer youth: Chapter 1 • Green & Mitchell: Lesbian and gay couples • Hardy, Not Quite Home • Hardy, The Psychological Effects of Opression • Boyd-Franklin, Cultural, Racial and Socionomic issues DVD: TBA Genogram Assignment Due Week 7 Oct 19 th    The Social Context of Families Using the social matrix Assessing Families • Working with multi-stressed families, Chapter 1, Bill Madsen • Focusing Your Wide Angle Lens, Betty Carter • Family Resilience, Froma Walsh • What we see is what we get, Bill Madsen DVD: Helping a child become an adult, Harry Aponte ACTION STRATEGIES WITH FAMILIES Week 8 Oct 26 th    Bowenian Family Therapy • Nichols & Schwartz – Chapter 5 • Monica McGoldrick, Advances in Coaching DVD: TBA Social Matrix Assignment Due Week 9 Nov 2 nd    Structural / Strategic Family Therapy: Leadership and Organization • Nichols & Schwartz, Chapters 6 & 7 • Szapocznik, Understanding Families as Structural Systems • Sells, Treating Out of Control Adolescents. DVD: TBA Genogram/Social Matrix Paper Due Week 10 Nov 9 th    Experiential Family Therapy/Cognitive Behavioral Family Therapy: Attachment and Emotions in Family Therapy • Nichols & Schwartz, Chapter 8 & 10 • Diamond, Attachment based family therapy • Johnson, Introduction to Attachment • Johnson, Emotionally Focused Family Therapy DVD: TBA Week 11 Nov 16 th    PostModern Ideas: Solution Focused Therapy & Feminist Family Therapy • Nichols & Schwartz, Chapters 12 • Weiner-Davis, In Praise of Solutions • Walters et al, Toward a feminist perspective in family therapy • Sinacore & Enns, Diversity Feminisms • O’Hanlon, The Third Wave DVD: TBA Intervention Paper Due Week 12 Nov 23 rd    PostModern ldeas II: Narrative Therapy • Nichols & Schwartz, Chapters 13 • White & Epston, Externalizing of the problem • Freeman, Epston, & Lobovits, Thinning the plot, thickening the counterplot • Mary Wylie, Panning for Gold DVD: Sneaky Wee, Michael White Week 13 Nov 30 th    Integrative Models of Family Therapy • Nichols & Schwartz, Chapters 14 DVD: Magic 1-2-3 Turn in final paper online this week for Review (not required and not graded, I will give feedback and return it to you by Dec 7th) Week 14 Dec 7 th    Evidence-Based Family Therapy Models & Family Therapy Research • Nichols & Schwartz, Chapters 16 • Szapocznik, BSFT and Overview Reaction Papers due if not already turned in earlier Week 15 Dec 14 th    Putting it all together/ Final Final Paper Due V. Right to Alter Syllabus This syllabus does not constitute a contract between the instructor and the students in the course. While every effort will be made to present the material as described the instructor retains the right to alter the syllabus for any reason at any time. When such changes are made every effort will be made to provide students with both adequate notification of the changes and to provide them with sufficient time to meet any changes in the course requirements. VI. Course Specific Policies Behavioral Expectations/Attendance A. ** Attendance, Lateness, Missed Exams or Assignments: ** Everyone is expected to attend each class. Missing classes will result in a lowered participation grade. a. If the first class session is missed, the instructor may assume that the course has been dropped, so all students need to contact the instructor if they cannot attend or have missed the first class session. b. If you must miss a class, please get the lecture/discussion notes from a classmate and see me to arrange a remediation assignment. Please turn off cell phones and pagers during class or put them on vibrate. More than two absences without completing make-up work will affect your overall grade. c. It is extremely important that students arrive on time to class. Tardiness at the start of the class, as well as after breaks, will result in subtracting points from student's overall performance. Additionally, please avoid being late by planning for possible traffic delays. B. Cancellation of Registration: The University reserves the right to cancel the registration of any student who does not comply with Alliant rules, regulations, or policies including the nonpayment of tuition fees. a. Cancellation of Online Course Registration: Student tuition will not be charged for administrative withdrawal from an online course. The drop will not be reflected on the student transcript. See the University Catalog for the complete policy on attendance C. Grading Policy: Grading in this course is competency based. Assignments are graded as either having demonstrated competence in the area targeted or failing to demonstrate competence. Demonstration of competence will result in a student receiving a “B” in the course. Students who demonstrate particular creativity or competence on their first submission of an assignment will receive an “A”. Students may resubmit a paper on which they receive a grade of “C” or lower two additional times within the semester in order to demonstrate competence. If competence is not demonstrated by the end of the semester, initial grade stands. a. All assignments are due on time. Late assignments will result in a decrease of one letter grade. Late papers or assignments will not be accepted without prior clearance from the instructor. Any assignments turned in late will automatically be lowered one full grade. Assignments are considered late if they are not turned in during the class time on the date the assignment is due. D. Information on Participation/types of participation required by the course: This course requires active participation in discussions and role-plays. We will be working interactively with the theories and interventions presented in class. E. Instructor Assumptions: This course requires a critical, analytic and synthetic approach to the reading. It is assumed that you will complete all of the required readings participate in discussions with an integrative understanding of what you have read. Lectures will provide some guidance and summative material. Interactive e-mail and discussion will give the student access to the instructors’ feedback and knowledge when class is not meeting. a. ** Read and the study the APA Manual ** (I will be using the newest version that was just  released in my evaluation of your written work). Pay particular attention to the sections that deal with constructing references, headings, how to write and phrase ideas, making tables, etc. This manual is the guide to the creation of all documents at CSPP and in the field of psychology. You must become very familiar with its usage. Remember the APA manual is also a guide that addresses style issues, and goes beyond structure and format. b. ** The following outlines the specifications for papers. ** One-inch margins, a cover sheet in APA form and style, and a page of references. Page numbers should start on the first page. The page numbers should appear on the top right margin without regard to the 1- inch margin rule. Be sure to adhere to the paper length requirement and due dates stated in each learning activity. INFORMATION APPLYING TO ALL COURSES I. Program, Campus, School and University Policies A. Policy on Course Requirements During Religious Holidays: In keeping with the institution’s commitment to respect and affirm cultural, religious, and spiritual diversity, the University supports the rights of students, staff, and faculty to observe religious/cultural/spiritual obligations that conflict with the University’s schedule. Faculty instructors and staff/administrative supervisory personnel are expected to make reasonable accommodations when a student or an employee is absent from class or work because of religious/cultural/spiritual observance. A student who plans to be absent from class because of a religious/cultural/spiritual observance is expected to request accommodations by his/her instructors at least two weeks prior to the date in  question, and preferably within the first two weeks of the semester. A student who makes such a request in advance must be given the opportunity to make up the work that was missed, provided that the make-up work does not create an unreasonable burden on the instructor or the University. Students should suffer no adverse or prejudicial effects for missing class when they have given due notice in advance. However, absence from classes or from examinations does not relieve students of the responsibility for meeting the course requirements. This policy does not change existing course or academic program policies with respect to the impact of absences or missed class time on the student’s evaluation. However, instructors are encouraged to consider whether students, who, because of religious/cultural/spiritual observance, miss more than the expected class time, might do so without penalty. It is understood that the instructor’s ability to do this will likely be based on the characteristics and expectations of the particular course and the importance of maintaining the quality of the academic program. B. Responsibility to Keep Copies: Remember – it is good practice to keep copies of ALL major assignments/papers you turn in. On rare occasion, work may be lost because of computer failure or other mishaps. C. Respectful Speech and Actions: Alliant International University, by mission and practice, is  committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us. All members of the University must treat one another as they would wish to be treated themselves, with dignity and concern. As an institution of higher education, Alliant International University has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or  actions that, when considered objectively, are abusive and insulting. D. Academic Code of Conduct and Ethics: The University is committed to principles of scholastic honesty. Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community. Each student’s conduct is expected to be in accordance with the standards of the University. The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, may be found in the Alliant Catalog. The University reserves the right to use plagiarism detection software. E. Student Disclosure of Personal Information: Students may be required to participate in learning activities that require different levels of self-disclosure. These multiple evaluative areas include but are not limited to, demonstration of sufficient: 1) interpersonal and professional competence; b) selfawareness, self-reflection and self-evaluation; c) openness to processes of supervision; and d) resolution of problems or issues that interfere with professional development or functioning in a  satisfactory manner. (The complete CSPP policy on disclosure of personal information is contained in the Alliant catalogue.) F. Academic Standing: Within CSPP students remain in Good Academic Standing unless they meet one of the following criteria. Students are placed on Warning if they receive 1 grade of C or lower. Students are placed on Probation if they receive 2 Cs or 1 C and 1 D/F in the first 60 units of their program OR 3 Cs or 2 D/Fs and 1 C. Students will be terminated from the program if their GPA falls below a 3.0 or they remain on Probation for 2 consecutive semesters. The complete CSPP Academic Standing policy is contained in the Alliant catalogue. II. Accommodations and Resources A. Disability Accommodations Request: If you need disability-related accommodations in this class, please see me privately. All accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of support for Alliant’s Office of Disability Services. If you have questions about accommodations, please contact the Office of Disability Services. B. Resources for Obtaining Tutoring or Other Student Support Services: Tutors are available to  help students with course-based or exam-based needs. Contact the Director of Student Support Services for information on obtaining tutoring – or other student support services – on your campus. C. Problem Solving Resources: If problems arise with faculty, other students, staff, or student support services, students should use the University Problem Solving Procedures located on the web at   http://www.alliant.edu/academic/studentproblemsolving/Student_Grievance_Policy.pdf    or  contact the University Ombudsperson at    rkunard@alliant.edu.