Family Systems - PSYC 3065 A

Summer 2014

Instructor: Dr. Barry Kicklighter

Office Location: Russell 309

Office Phone: 678-359-5036

E-mail address:

Office Hours:12:40-1:40 M&W

Course Description:

The course is designed to provide the student with a conceptual framework for dealing with marriage and family problems. This course provides an introduction to the theory and practice of family therapy. Included is a study of the paradigm shift represented by the systemic/cybernetic perspective, as well as of postmodernism and the related notions of constructivism and social constructionism.

Prerequisite:PSYC 1101 OR SOCI 1101, HUSV2101

Goals and Objectives of Course

Students will be able to:

  1. Understand the conceptual notions and terminology used in discussing family relationships and interaction patterns systems and their systemic impact upon individual family members in their social, educational, and vocational spheres of life; C II.K.5.d Met through reading textbook and reading response assignments.
  1. Examine the concurrent processes of individual and systemic change throughout the family life cycle with an emphasis on distinctions between healthy and pathological outcomes of these developmental processes; C II.K.3.a Met through reading textbook, genogram and reading response assignments.
  1. Orient students to the theoretical, empirical, and applied elements of selected models of intervention with families; C II.K.2.c Met through reading textbook and reading response assignments.
  1. Develop skills for assessing areas of strength/weakness in family systems; and, C II.K.7.f Met through reading textbook and genogram assignments.
  1. Identify selected issues affecting families in contemporary times. C CC C.7 Met through reading textbook, reading responses.
  1. Examine means by which counselors can function as reflective practitioners and ethical decision makers via reflective practice that supports respect for diversity, honors individual/group differences, and promotes social justice. C II.K.6.g Met through reading textbook, reading responses, genogram and family show and tell assignments.

Legend: C=CACREP, CC=Community Counseling standards, SC= School Counseling standards, II.A.2= specific standard.

Course Format:

This class is taught primarily in a discussion/workshop and presentation format. Some lecture will be provided to present new material and to clarify required reading. Films may be used to help illuminate topics.

Textbook

Becvar, D. S., & Becvar, R. J. (2009). Family therapy: A systemic integration (7th or 8th ed.). New Jersey: Pearson.

Students Responsibilities

Attendance: In accordance with Gordon College policy, students are expected to attend class regularly, on time, and for the entire class period. Regular attendance is correlated to grades. Disruption such as arriving late and leaving the class early will affect your participation grade. If you must leave the class before it is dismissed, notify the instructor before class begins.

Turn off Cell Phones: Cell phones are not allowed during class time. Each occurrence of cell phone usage will result in a 3 point test grade reduction.

Preparation for class and completion of assigned work: In order to take the best advantage of classroom lecture and discussion, it is important to prepare for classes ahead of time by reading assigned material. Tests should be taken on the assigned day, and assigned work should be completed by the due date.

Awareness and communication: It is the student’s responsibility: 1) to be aware of test dates and assignment deadlines; 2) to obtain notes or other information missed; 3) to turn in assignments by deadline dates; 4) to communicate any special circumstances, events, or needs that will interfere with his/her course work to the instructor in a timely fashion.

Special Learning Needs: If you need academic accommodations for a disability, you must go through the process of receiving approved accommodations through the Student Counseling and Disability Services office, Student Center, Room 212, phone – 678-359-5585.

Academic Honesty

See the Gordon College Academic Catalog for the official college policy. Evidence of cheating on examinations or plagiarism of written assignments will, at minimum, result in a grade of zero for the test or assignment. Any work turned in must be your original work and any information taken from outside sources must be referenced. This includes facts, statistics, and ideas of others, even if they are paraphrased. If you read, listen, or otherwise consult any source in preparation for an assignment, that source must be identified in a bibliography or other list of works consulted. If you use specific facts or paraphrase specific sentences or phrases from a source, including the textbook, that source must be identified not only in the bibliography but also at the end of the sentence or paragraph in which it appears. If in doubt as to whether an assignment can be collaborated on with another student, ask the instructor.

Course Requirements

  1. Family Genogram Project

The Genogram Project will be an opportunity to explore yourself within a multigenerational, multicultural, socio-political context. This project is a typical, traditional part of a family therapy training program. Another goal of this project is for you to learn, practice, and understand the value of the genogram as a useful assessment and therapeutic tool.

Index Person: In constructing the genogram, identify yourself as the index person and complete the genogram on your family.

Focus: The focus of this genogram will be on family strengths and resilience, though issues and concerns may be discovered and described. DO NOT make the genogram problem-focused.

Construction: For information concerning the components of the genogram refer to

Please include the following:

  • Two previous generations (This means the genogram will have at least three generations: The index person, his/her parents, and his/her grandparents.) If the index person has children and grandchildren, they too should be included in the genogram. If the index person is married or in a significant relationship, the significant other and his/her immediate family (parents, siblings, children) should also be included.
  • Symbols to indicate the nature of many of the relationships among family members. Be sure to draw a double circle or double square to represent you as the index person. Do not forget to include the current date on your genogram.
  • Notes (a label, a word or two) on the genogram drawing describing each family member who is known to or has a connection with the index person. Be sure to identify the strengths of family members.
  • Analysis: Once you have drawn your genogram, analyze the genogram and who you are in the context of the family based on the discussions on race/ethnicity, class, gender, spiritual tradition, sexual orientation, family life cycle, etc. as presented in the assigned readings and class discussion. This analysis should be 3-4 pages. (Objectives 2, 4 & 6)You may find it helpful to consider the following areas,
  • Composition and characteristics of the nuclear and extended family, such as age, sex, occupation, financial status (including differences between husband’s and wife’s income, and joint financial status), race, class, and ethnicity.
  • Developmental history and patterns of each family member.
  • Developmental history and patterns of the nuclear family unit.
  • Family interactional patterns (internal and external).

2. Family Stress Theory Film Paper

This assignment involves watching one of the following videos: Rabbit Hole* (2010, PG-13); Country Strong (PG-13); Life as a House (R); Pursuit of Happiness* (PG-13); My Sister’s Keeper (PG-13); Ordinary People* (R); The Family Stone* (PG-13);August:Osage County(R); or The Descendants (R). (On reserve in library.)

The paper should include the following sections:

  1. Briefly describe the plot of the movie. This must be done in one short paragraph.
  2. Draw a genogram of the family, showing what you know about them from your work with them or from the movie.
  3. What stressor did this family face? Classify the stressor (i.e., normative, etc.).
  4. How did the family perceive it? Was there a collective perception? Why or why not?
  1. What resources were available for this family? Did the family use the resources? Didthey use their resources effectively? Explain.
  2. What cognitive, affective, and/or behavioral methods of coping were used by theindividual members in the family? Provide examples from the movie.
  3. Assess the outcome of the family’s coping. Using indicators of crisis, discuss if thefamily went into crisis.
  4. Identify and discuss two (2) additional course concepts (such as boundary ambiguity)that were in the movie. Identify each concept and describe how it was present in themovie by describing specific examples from the movie.

This paper is for you to show that you understand how the family is developing problems. Your analysis must be based on viewing the family as a system, not on an individual approach. Focus on understanding, assessment, and goal development, not on therapeutic techniques. Which dimensions of the family are the most important in relation to their current problems? Why?

The paper should be 2-3 pages in length (excluding the genogram and references). It should be in at least 10 point type, double-spaced, with one inch margins all around.

  1. Family Culture Show and Tell:

This project serves to demonstrate the various differences in cultural heritage that are represented in families today. We are often not aware that we have a “culture” that we come from as we are so used to it. Each student will create a cultural heritagepresentation for his or her own family. The presentation may include pictures, clothing, artifacts, music, etc… and will also need to include one article (not necessarily a journal article, but preferably) that focuses on the student’s particular cultural heritage (i.e., military families, Jewish families, Families with adopted members, Families with disabled members, families from various ethnic backgrounds, etc.). (Objective 6)

  1. Test: There will be 3 tests during the semester covering information from the text, classroom discussion, and any other assigned material.

Grading:
Tests45 percent
Family Genogram15 percent
Theory Application Paper20 percent
Family Culture Show and Tell10 percent
Attendance/Participation10 percent / Grading Scale:A = 90–100 percent
B = 80–89 percent
C = 70–79 percent
D = 60–69 percent
F = 0–59 percent

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