MFTK 509 Assessment and Treatment of Diverse Families 1
Texas A&M University – Central Texas
MFTK 509-Assessment and Treatment of Diverse Families
Summer 2016
Online
Instructor: Jeffrey W. White, Ph.D, LMFT-S
Office:Warrior Hall – 318-J
Phone:254-519-5769
Email:
Office Hours:Thursday – July 14 – 7am-5pm
Monday Aug 1 – 7am-5pm
Tuesday Aug 2 – 7am-5pm
Tuesday Aug 9 – 7am-5pm
Method of Instruction and Course Access:
This course is a 100% online course and uses TAMUCT’s
Blackboard system ( You will use your University ID
(UID) and the 6-digit University PIN to logon to this system
UNILERT:
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COURSE INFORMATION
1.0Course Overview
This course provides an overview of the impact of diversity, power, and privilege as related to culture, class, ethnicity, gender, sexual identity, and religion in families and the influence of context on couple and family treatment. Assessment will focus on the use of genograms and treatment will focus on effectively helping multi-stressed families. Students will be required to participate as the therapist in mock therapy sessions during the semester, and will also be required to complete a genogram on their own family.
2.0Intended Student Outcomes
Relevant Core Competencies (CCs) from the Commission on Accreditation of Marriage and Family Therapy Education (COAMFTE) are referenced. See Bb for the full list of COAMFTE CCs.
2.1Students will demonstrate an understanding of models of normal family development. CCs 1.12, 2.1.1, 4.1.2
2.2Students will articulate how family life cycle transitions relate to marital and family problems. CCs 1.2.1, 2. 1.1, 2.3.1
2.3Students will assess family history and dynamics using a genogram or other assessment instruments. CC 2.3.6
2.4Students will view issues and the therapeutic processes systemically. CCs 1.1.3, 2.3.1
2.5Students will demonstrate knowledge of treating diverse families.
a.Students will recognize contextual and systemic dynamics (e.g., gender, age, socioeconomic status, culture/race/ethnic, sexual orientation, spirituality, religion, larger systems, social context) CC 1.2.1
b.Students will understand the strengths and limitations of models of assessment and diagnosis, especially as they relate to different cultural, economic, and ethnic groups. CC 2.1.6
c.Students will evaluate the accuracy and cultural relevance of behavioral health and relational diagnoses. CC 2.4.3
d.Students will identify strengths, resilience, and resources of various groups. CC 2.3.8
3.0Required Reading
3.1Wash, F. (Ed.). (2011). Normal family processes: Growing diversity and complexity. (4th ed.). NY: Guilford Press.
3.2McGoldrick, M, Gerson, R., Petry, S. (2008). Genograms: Assessments and intervention (3rd ed.). NY: W.W. Norton & Company.
3.3Walsh, F. (2010). Spiritual Resources in Family Therapy. (2nd ed). NY: Guilford Press.
3.4Hargrave, T.D. (2011). Restoration Therapy. Routledge
3.5Tomms, K. (2014). Patterns in Interpersonal Interactions. Routledge
COURSE REQUIREMENTS
4.0Course Requirements
All writing submitted to the professor should be a final draft, free of spelling, grammatical, stylistic, and typographical errors. Students are encouraged to allow ample time for writing, keeping in mind the frequency of computer glitches.
Assignments:
4.1PowerPoint Presentations (3)–As a therapist, you will encounter individuals, couples, and families from a variety of background. For this assignment you will create a PowerPoint presentation on 3 ethnic groups. Each presentation should contain 8-10 slides and should have a detailed notes included in the notes section of the powerpoint. Short bullet points are expected in each slide with rich detail included in the notes section of slide. You must have a minimum of 3 references per presentation. The references should be in APA format. The presentations should include the following and each should be explained in detail: (1) country facts, customs, traditions, and values, (2) Reasons, for each group, immigrating to the United States of America, (3) family structure, family dynamics, and family organization, (4) common stereotypes, (5) common mental health concerns and barriers to mental health services, and (6) helpful resources.A helpful tool for this assignment is Ethnicity and Family Therapy by Monica McGoldrick.
4.2Family Genogram Paper-Students are required to write a paper analyzing family a family from a book, television show, or a movie. Students are required to discuss family demographics, family dynamics, family problems, interventions, and create a genogram. The paper should be in APA format and use at least 5 references. The expectation is that your analysis would be 5-10 pages and would integrate material from the assigned readings in the course.
4.3Essay #1 – See instructions on Bb
4.4Discussion Board Assignments (3) – See assignment prompts on Bb.
4.5Video Interview Assignment – In this video assignment, you will be have a classmate or friend interview you for 10 minutes as to your views regarding the importance of marriage and family therapists having a sensitivity to family diversity issues including your reasons for it being so important. You will also need to be able describe a worst case scenario when therapists are not trained to be understanding and sensitive to family diversity. You will also need to be able to identify action steps you will take to continue to in your increased understanding and sensitivity to diversity issues related to families. You will be evaluated according to your ability to explain the importance of diversity and your ability to articulate your plan for remaining growing in diversity awareness and sensitivity.
You will need to create the questions you want the interviewer to ask you according to the assignment prompts above. Your interviewer may ask you these questions in any particular order. If you want the interviewer to ask you the questions in a particular order, then please advise them to do so. Please also ask them to only ask the questions above. The questions are designed for you to be speaking for 9 of the 10 minutes? If you are finished in 3 minutes, then you can assume that you have not provided enough detail in your answers. HINT: This is not something to videotape the first time you do it. You want to practice beforehand. You do not necessarily need to practice with the interviewer, because the questions are already selected. Please do this is a video and then submit on YouTube. You will then need to submit the weblink so that myself and your classmates can go and view the videos.
4.6Final Exam – This exam will include several essay questions and will assess your ability to interpret a genogram and to discuss key concepts discussed in the readings.
5.0Grading Criteria Rubric and Conversion
Graded Assignments # Due Each Total Grade
Essay #11 5050 5%
Discussion Board Assignments3 50 150 15%
Family Genogram Paper1 150 150 15%
Video Assignment1 150 150 15%
Final Exam1 200 200 20% Powerpoint Assignments 3 100 100 30%
1000 100%
Grade / University Definition / PercentageA / Excellent / 90-100
B / Good / 80-89
C / Fair / 70-79
D / Passing / 60-69
F / Failing / 59 or below
6.0Posting of Grades – Grades will be posted within 7 days of due date.
COURSE OUTLINE AND CALENDAR
7.0Complete Course Outline
Week / Module / Instructional Activities / Assignments Due7/11-7/17 / Normal Family Development and Life Cycle Transitions / Walsh – Entire Book / DB #1
Powerpoint #1
7/18-7/24 / Assessment and Treatment Using Genograms
Understanding Family Interactions
Contextual Variables and the Family / Tomms – Entire Book / DB#2
Powerpoint #2
7/25-7/31 / Assessment and Treatment Using Genograms
Understanding Family Interactions
Contextual Variables and the Family / McGoldrick (Genograms) - Chapter 1, 2, 3, and 4.
McGoldrick (Spiritual Resources) –Chp 1-10 / DB#3
Powerpoint #3
8/1-8/7 / Assessment and Treatment Using Genograms
Understanding Family Interactions
Contextual Variables and the Family / McGoldrick (Genograms) – Chapter 5, 6, 7, 8, and 9.
McGoldrick (Spiritual Resources) – Chp 11-18 / Family Genogram Paper
Video Interview Assignment
8/8-8/12 / Synthesis and Conclusion / Hargrave (Restoration Therapy)- Read Entire Book / Final Exam
Essay #1
Important DUE DATES
July 17: DB #1and PP #1
July 24: DB #2 and PP #2
July 31: DB #3 and PP #3
Aug 7: Family Genogram Paper and Essay #1
Aug 12: Final Examand Video Interview Assignment
TECHNOLOGY
8.0 Technology Requirements and Support
Requirements
This course will use the new TAMUCT Blackboard Learn learning management system for class communications, content distribution, and assessments.
Log on to to access the course.
Username: Your Tarleton email address (the complete email address, e.g. )
Initial password: Your DuckTrax ID (UID)
For this course, you will need reliable and frequent access to a computer and to the Internet. You will also need a headset with a microphone or speakers and a microphone to be able to listen to online resources and conduct other activities in the course. If you do not have frequent and reliable access to a computer with Internet connection, please consider dropping this course or contact me (your email and phone number) to discuss your situation.
Blackboard supports the most common operating systems:
PC: Windows 7, Windows XP, Windows Vista, Windows 2000
Mac: Mac OS 10.6 “Snow Leopard®”, Mac OS 10.5 “Leopard®”, Mac OS 10.4 “Tiger®”
Check browser and computer compatibility by following the “Browser Check” link on the TAMUCT Blackboard logon page. ( This is a CRITICAL step as these settings are important for when you take an exam or submit an assignment.
Upon logging on to Blackboard Learn, you will see a link to Blackboard Student Orientation under the My Courses tab. Click on that link and study the materials in this orientation course. The new Blackboard is a brand-new interface and you will have to come up to speed with it really quickly. This orientation course will help you get there. There is also a link to Blackboard Help from inside the course on the left-hand menu bar. The first week of the course includes activities and assignments that will help you get up to speed with navigation, sending and receiving messages and discussion posts, and submitting an assignment. Your ability to function within the Blackboard system will facilitate your success in this course.
Technology issues are not an excuse for missing a course requirement – make sure your computer is configured correctly and address issues well in advance of deadlines.
Support
For technological or computer issues, students should contact the TAMUCT Blackboard Support Services 24 hours a day, 7 days a week:
Support portal with online chat:
Phone: (855)-661-7965
For issues related to course content and requirements, contact your instructor.
COURSE AND UNIVERSITY PROCEDURES AND POLICIE
9.0Drop Policy
If you discover that you need to drop this class, you must go to the Records Office and ask for the necessary paperwork. Professors cannot drop students; this is always the responsibility of the student. The record’s office will provide a deadline for which the form must be returned, completed and signed. Once you return the signed form to the records office and wait 24 hours, you must go into Duck Trax and confirm that you are no longer enrolled. Should you still be enrolled, FOLLOW-UP with the records office immediately? You are to attend class until the procedure is complete to avoid penalty for absence. Should you miss the deadline or fail to follow the procedure, you will receive an F in the course.
10.0Academic Integrity
Texas A&M University - Central Texas expects all students to maintain high standards of honor in personal and scholarly conduct. Any deviation from this expectation may result in a minimum of a failing grade for the assignment and potentially a failing grade for the course. All academic dishonesty concerns will be reported to the university's Office of Student Conduct. Academic dishonesty includes, but is not limited to, cheating on an examination or other academic work, plagiarism and improper citation of sources, using another student's work, collusion, and the abuse of resource materials. When in doubt on collaboration, citation, or any issue, please contact me before taking a course of action. More information can be found at
11.0Disability Support Services
If you have or believe you have a disability and wish to self-identify, you can do so by providing documentation to the Disability Support Coordinator. Students are encouraged to seek information about accommodations to help assure success in their courses. Please call (254) 501-5831 or visit Founder's Hall 114, Suite 114. Additional information can be found at
12.0Tutoring
Tutoring is available to all TAMUCT students, both on-campus and online. Subjects tutored include Accounting, Finance, Statistics, Mathematics, and Writing. Tutors are available at the Tutoring Center in Warrior Hall, Room 111. Visit and click "Tutoring Support" for tutor schedules and contact info. If you have questions, need to schedule a tutoring session, or if you're interested in becoming a tutor, contact Academic Support Programs at 254-501-5830 or by emailing .
Chat live with a tutor 24/7 for almost any subject on your computer! Tutor.com is an online tutoring platform that enables TAMU-CT students to log-in and receive FREE online tutoring and writing support. This tool provides tutoring in Mathematics, Writing, Career Writing, Chemistry, Physics, Biology, Spanish, Calculus, and Statistics. To access Tutor.com, log into your Blackboard account and click "Online Tutoring."
13.0Library Services
INFORMATIONLITERACYfocuseson researchskillswhich prepareindividuals toliveand workin aninformation-centeredsociety. Librarianswill workwith studentsinthedevelopmentof criticalreasoning,ethicaluseof information,andtheappropriateuseofsecondaryresearch techniques.Help mayinclude,yetisnotlimitedto: exploration ofinformationresourcessuchas librarycollectionsandservices,identificationofsubjectdatabasesandscholarlyjournals,and executionofeffectivesearchstrategies.Library Resourcesare outlined andaccessedat.
14.0Absences and Grading
15.0Instructor’s Personal Statement