PC6700 Couples and Family Counseling - Howard
Argosy University – Chicago Campus
COUPLES AND FAMILY COUNSELING
PC6700
3 CREDITS
Summer 2008
COURSE SYLLABUS
Instructor: Katherine Howard, (Doctoral Candidate - EdD Counseling Psychology; Counselor Education and Supervision), MSM, MAPC, LPC
Office Phone: (847) 598-6836
Emergency: (630) 531-0559
E-mail #: or
Office Hours: Given that this is a weekend course, the instructor is available during breaks and after class for appointments. Individual appointments can be made by calling during normal office hours to schedule (or by emailing).
Class Meeting Schedule
First Weekend – Friday 06/13/08 (6:00 – 9:00)
Saturday 06/14/08 (9:00 – 5:00)
Sunday 06/15/08 (9:00 – 4:00)
Second Weekend – Friday 07/18/08 (6:00 – 9:00)
Saturday 07/19/08 (9:00 – 5:00)
Sunday 07/20/08 (9:00 – 4:00)
Instructor Bio
Katherine Howard holds a Master of Arts in Professional Counseling and a Master of Science in Management. Katherine is finishing her Doctorate in Education; Counseling Psychology with a concentration in Counselor Education and Supervision. Katherine is a Licensed Professional Counselor in the State of Illinois.
Katherine Howard is an expert in the field of managing personal change; especially in the field of the transitions in a woman's life. For the past 10 years, Katherine has lead many Internet support forums dealing with issues ranging from parenting to anxiety and depression support. The organizational skills involved have been learned over the years and Katherine enjoys sharing those skills with others. Katherine actively shares her passion for life skills though articles and e-books aimed at today’s busy woman. She has edited books in mass print and provides ghost writing services to well-known publications.
Katherine Howard is an expert in the field of assessment and program evaluation. As a Director of Assessment, Evaluation and Institutional Effectiveness at The Illinois Institute of Art-Schaumburg, Katherine maintains the accrediting standards for the College and for each of the programs offered.
Katherine is a dynamic speaker and instructor. In a light-hearted and often amusing manner, Katherine is able to present wide array of personal and professional skill building topics. In the field of counseling, Katherine brings her 15 years of teaching experience and her knowledge of the field alive to the students in a hands-on, realistic manner. Her commitment to upholding the dignity and respect of the clients, ethics of the profession, and the professional conduct of the counselor are evident along with the knowledge and skills that students will learn under her guidance.
I. TIME SCHEDULE: Summer 2008
II. GENERAL DESCRIPTION:
A broad theoretical and practical foundation for counseling couples and families is emphasized. It provides a survey of current approaches family and marital counseling with an emphasis on various systemic models of family function and therapeutic intervention.
III. FORMAT:
The information for this course will be covered through a combination of mini-lectures, class discussion, audio/visual presentations, case studies, experiential/didactic exercises, and student presentations.
An essential element of this course is the creation and maintenance of an experiential learning environment in which students can be self-reflective, while, at the same time, receiving constructive feedback from the instructor, and peers. Crucial to this end is the commitment of all class participants to interacting with each other with respect and genuineness.
IV. PROGRAM OUTCOMES
The program outcomes of our Master of Arts in Community Counseling program are rooted in the CACREP standards. Each learning objective in this syllabus is tied to the program outcomes and each program outcome corresponds to a specific CACREP standard (the exact standard is delineated by numeric representation, i.e. CACREP Section II.K.2.a & II.K.5.b.c. & Community Counseling Section C.7, etc.).
Program Outcome One: Professional IdentityCompetency 1. Understand and value all aspects of professional functioning, including history, roles, organizational structures, ethics, legalities, standards, and credentialing.
Program Outcome Two: Social and Cultural Diversity
Competency 1. Apply core theory and research regarding the cultural context of relationships, including current issues and trends in a multicultural and diverse society, to the practice of professional counseling.
Program Outcome Three: Human Growth and Development
Competency 1. Apply core theory and research regarding the nature and needs of individuals at all developmental levels to their work as professional counselors.
Program Outcome Four: Career Development
Competency 1. Apply core theory and research pertaining to career development, the psychology of work, and related life factors to the practice of professional counseling.
Program Outcome Five: Helping Relationships
Competency 1. Exhibit the knowledge base and skills needed to ethically and effectively deliver a range of professional counseling and consultation services.
Program Outcome Six: Group Work
Competency 1. Understand the theoretical and experiential foundations of group purpose, development, and dynamics and will apply group counseling methods and skills to the practice of professional counseling.
Program Outcome Seven: Assessment
Competency 1. Understand principles of testing and measurement and will apply both individual and group methods of assessment and evaluation to their work as professional counselors.
Program Outcome Eight: Research and Program Evaluation
Competency 1. Understand how research methods, statistical analysis, needs assessment, and program evaluation are conducted and the role of these practices in the counseling profession.
Program Outcome Nine: Communication Skills
Competency 1. Communicate clearly and effectively, both orally and in writing.
Program Outcome Ten: Interpersonal Effectiveness (IE)
Competency 1. Develop and improve positive relationship skills via effective communication, respect for others, appreciation of diversity and cultural sensitivity, and awareness of their impact on others.
OBJECTIVES
This course supports students in achieving the following end-of-program learning outcomes:
1. Analyze individuals, couples, families from a resilience based perspective,demonstrating understanding of their strengths and problems within a multicultural social milieu. (CACREP II, 2: a, c, f; Program outcome IE)
2. Demonstrate foundational knowledge about the current major theoretical models used to understand and treat families and be able to critically assess these models in terms of their multicultural utility and word view. (CACREP II, 2: a, c, f; 5: d, g; Program outcome IE)
3. Demonstrate knowledge of the various ways that multicultural contexts and forces mediate family/couple interactions and therapy itself, according to ethical principles and guidelines. (CACREP II, 2: a, c, f; 5: b, c, d, g; Program outcome IE)
4. Develop and write a systemic assessment and treatment plan that includes specific strategies for change. (CACREP II: 7: g; 5, b, d)
5. Have an increased awareness of the interface between their family of origin and their work with different client systems from intergenerational and multicultural perspectives. (CACREP II: 5, d; Program outcome IE)
V. TEXTS:
This Course Requires the Purchase of a Course Packet: YES NO
A. Required text for this course.
Title / Essentials of Family TherapyAuthor(s) / Michael P Nichols, Richard C Schwartz
Copyright / 2006
Publisher / Allyn & Bacon
ISBN / 0205496156
Edition / 3rd Edition
Title / Normal Family Processes
Author(s) / Froma Walsh
Copyright / 2003
Publisher / The Guilford Press
ISBN / 1572308168
Edition / 3rd Edition
B. Recommended book list
Title / Essential Skills in Family Therapy: From the First Interview to TerminationAuthor(s) / JoEllen Patterson, Lee Williams, Claudia Grauf-Grounds, Larry Chamow
Copyright / 1998
Publisher / The Guilford Press
ISBN / 1572303077
Edition / 1st Edition
Title / Family Therapy An Overview
Author(s) / Golderberg, I & Goldenberg, H.
Copyright / 2004
Publisher / Brooks/Cole-Thomson Learning
ISBN / 0-534-55669-8
Edition / 6th
Title / Counseling and Therapy for Couples
Author(s) / Young, M. E. & Long, L. L.
Copyright / 2007
Publisher / Brooks/Cole-Thomson Learning
ISBN / 0-495-00595-9
Edition / 2nd
Title / Genograms: Assessment & Interventions
Author(s) / McGoldric, M., Gerson, R., & Shellenberger, S.
Copyright / 1999
Publisher / W. W. Norton & Company
ISBN / 0-39370-294-4
Edition
VI. Website (recommended)
Galvin, K. and Bylund, C. Understanding and Interpreting Genograms,
http://faculty-web.at.northwestern.edu/commstud/galvin/Genograms/
VII. Reading
Prior to the first weekend you will read:
· Walsh, Chapters 1 and 2
· “What is a normal family? These chapters offer a good overview.
· Nichols and Schwarz, Chapters 1-10
· Genogram website is highly recommended
Prior to the second weekend you will read:
· Walsh, Chapters 3, 4, 5, 7, 9, 14, 18
· Nichols and Schwarz, Chapters 11, 12, 13, 14, 15
REQUIREMENTS FOR THE COURSE:
A. Attendance and classroom discussions/participation. You will be assessed through various aspects of your participation in the class: enthusiasm in taking part in class discussion, sharing of your experience, and providing constructive feedback to your fellow classmates, sincerity in self-exploration exercises, and other in-class activities.
B. Online discussions/participation. Each week during the term, students will complete an online assignment that corresponds to that week’s reading. The format of these online assignments and activities may vary. Basically, students will be asked to respond to activities or discussion questions each week. LATE POSTINGS WILL RECEIVE ZERO POINTS. To receive full credit for that week’s assignment, students will provide one thoughtful posting of their own as well as thoughtful responses to other students’ postings. Students’ online performance will be assessed according to the qualities of their responses to both the activities and to discussion questions. Some of the characteristics of quality communication and feedback include: meaningful statements with context and content, constructive and respectful criticism or arguments, and clear expression relevant to the issue under discussion.
C. Family Genogram and Reflection Paper
***Due on Saturday, 07/19/08, in class
This is a two-part assignment. This assignment is intended for both academic mastery of one form of family assessment and self-reflection. Please disclose only information that you feel comfortable sharing. The genogram will be presented to the class. The reflection papers will not be shared with the class.
Part A
Complete an accurate genogram of your family. Include at least 3 generations (i.e., you, your parents, and your grandparents).
Include the following information on your genogram:
· Names, dates of marriage/births/deaths/separations/divorces (month & year), and cultural/ethnic/religious affiliations for all significant family members, etc.
· Other information like immigration, occupation, education, city/state of residence, illnesses, substance abuse, mental health. Add descriptive information that clarifies relationships as needed (e.g., drug use, in jail, etc.) You may create a “legend’ if additional explanation is warranted.
· Show schematically the nature of key relationships (e.g., closeness, distance, conflicts).
Previous students have found that having interviews/conversations with family members around these areas provide new insight. I encourage you to contact siblings, parents, uncles/aunts, grandparents for corroborating information. Even responses to such requests can be very informative.
Part B
Submit a paper of 5 to 7 double-spaced pages (APA style) describing the structure and culture of your family-of-origin from a Bowenian perspective. The paper should:
a. Illustrate two of Bowen’s 8 intergenerational principles as applied to your family. The goal of the paper is to demonstrate your understanding of Bowenian theory of how family relationship patterns exist across generations.
b. Include an identification of therapeutic issues related to gender, ethnicity, religion, sexual orientation, as well as specific types of presenting problems that interface with your family of origin;
c. Address patterns that stand out to you and discuss family strength and resilience (as well as problematic areas).
d. State what you have learned/gained from the assignment about yourself as well as members of your family, and your family as a whole.
*Remember that you are submitting a genogram as well, so you do not need to spend too much space discussing information already included on the genogram *
*For further help students can refer to Genograms: Assessment & Intervention, as well as websites, www.smartdraw.com, www.familysearch.org and www.genopro.com., and http://faculty-web.at.nwu.edu/commstud/galvin/genograms/Welcome.htm#welcome
C. Anatomy of a Family – Application of Theory *Due 07/19-20/08
For this assignment, you will work to gain more knowledge about one of the following categories of couples/families from different theoretical approaches. Additional topics can be approved by instructor. Your presentation will be to share your knowledge with your classmates.
1. Contemporary two-parent families
2. Single-parent families
3. Blended couples and families
4. Couples/families with divorce issues
5. Inter-racial marriages
6. Same sex couples
7. Families with special needs children
8. Recent immigrant couple/family
9. Inter-ethnic marriages
10. Inter-religious marriages
11. Long distance marriages
12. Multi-generational families in one house
13. Missing generation families
Presentation Requirements: 30-40 minutes.
Part I – Literature Review
A. The first part should be a summary based on what the text and literature (at least three additional academic publications) say about this type of family in the following areas.
· How do you define this type of family? What are some of its characteristics?
· Are there any distinguishing cycles or stages of development in this type of family?
· What are some of the strengths of this type of family?
· What are some of the challenges that this type of family may face? How may some of these challenges transfer into clinical issues for family therapists?
· What cultural or other demographic factors may vary the kind of challenges and mental health concerns this type of family faces?
B. Provide your classmates with a 2-3 page handout which summarizes the information you discussed above. You can present the information in bullet points.
Part II -- The Analysis of a Family
· Introduce a family that belongs to the family type that you are presenting to the class.
· Challenges and clinical issues that this family may have, e.g. communication patterns, structures, triangulation, unspoken rules, etc.;
· Life cycle stages, cultural/gender/environmental issues as they relate to the functioning of the family;
· Use a theoretical orientation and its related concepts to explain some problems and clinical issues in this family; and
· Based on your chosen theoretical approach, discuss the general treatment goals of the family.
Part III – Provide a 8-10 page paper of your research and analysis. Papers must be double-spaced pages (APA style).
Attendance and in class Participation 15%