Office location and hours: HEDCO 278 (by appointment, please cancel 24 hours in advance)

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1 University of Oregon College of Education Couples and Family Therapy Graduate Program Introduction to Couples and Family Therapy CFT 615, Fall 2012 Wednesdays 1:00 pm 3:50 pm Instructor 1: Tiffany B. Brown, Ph.D., LMFT Phone: (office) Office location and hours: HEDCO 263 (by appointment, please cancel 24 hours in advance) Instructor 2: Hyejin Kim, Ph.D. Phone: (office) Office location and hours: HEDCO 278 (by appointment, please cancel 24 hours in advance) Course Description: This class is intended to survey the distinct models of the field of couples and family therapy. We will review the role of major historic leaders in couples and family therapy, model specific vocabulary, clinical techniques, and theoretical conceptualizations. As part of the course, students will become more sophisticated with regard to their understanding of family functioning and the role of therapy. Course Objectives: Students in this course will be able to: 1. Demonstrate knowledge of the concepts and terms of the discipline of family therapy. 2. Develop an understanding of systemic epistemologies. 3. Demonstrate knowledge of the primary assumptions of the major theoretical models in family therapy. The various models for this class include: Transgenerational Family Therapies (Bowen, Nagy, and Framo) Structural Family Therapy (Minuchin) Strategic Family Therapy (Haley, Madanes, the Milan group, and the MRI group) Experiential Approaches (Satir and Whitaker) Solution Focused Therapy (Berg and de Shazer) Narrative Therapy (White) Textbooks: Required Gehart, D. (2010). Mastering competencies in family therapy: A practical approach to theories and clinical case documentation. Belmont, CA: Brooks/Cole, Cengage Learning. Nichols, M.P. (2013). Family therapy: Concepts and methods (10 th ed.). New Jersey: Pearson Education. (NOTE: If you have the previous edition, you are okay) Supplemental readings will be available through Blackboard. Recommended: American Psychological Association (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association. Core Competencies: This course will address the following AAMFT core competencies: Understand systems concepts, theories, and techniques that are foundational to the practice of marriage and family therapy Gather and review intake information, giving balanced attention to individual, family, community, 1

2 cultural, and contextual factors Develop hypotheses regarding relationship patterns, their bearing on the presenting problem, and the influence of extra-therapeutic factors on client systems Consider the influence of treatment on extra-therapeutic relationships Identify clients strengths, resilience, and resources Assess ability to view issues and therapeutic processes systemically Know which models, modalities, and/or techniques are most effective for presenting Problems Comprehend a variety of individual and systemic therapeutic models and their application, including evidence-based therapies and culturally sensitive approaches Reframe problems and recursive interaction patterns Course Requirements: 1. Attendance and Participation in Class Activities and Discussions (20 points): Attendance and participation are essential for successful mastery of course material. Graduate level study is collaborative, and students are expected to take active responsibility for their learning by reading assigned material prior to class, coming to class prepared to ask questions or offer alternative views on the covered materials. You may miss one class without needing to fulfill make-up work. Missing two classes is equivalent to missing 20% of the class and you and instructors will discuss an appropriate make-up assignment if you will be absent for two classes. 2. Reading Notes (30 points total): For six classes throughout the term, bring a brief note on a journal article or book chapter that you select (5 points for each note). Selections can be from course materials or from another source that pertain to course topics. Please see the Additional Readings of Interest list for examples at the end of the syllabus. Students may select readings based on a theory, technique, or population of interest. The reflection should consist of a very brief (two to three paragraphs, bullet points are encouraged) commentary about what you found interesting, surprising, disagreeable, etc. in the readings. This reflection is meant to prompt your discussion in class. The reflections should be a maximum of one page, typed, single spaced, and include your name, the date, and the APA citation. Reflections will only be accepted from students who are present for class. You will not routinely receive feedback on these notes, you will receive full points if you complete the assignment. 3. Family-of-origin paper (20 points) Students will write a 3-5 page paper analyzing their families of origin from a transgenerational perspective. The paper should be written in accordance with the APA manual guidelines including 12 pt. font, standard margins, doublespaced, with references properly cited. The paper should include following: a) An appendix with a three-generation genogram of your family of origin. The genogram should include all relevant information such as names, age, birth/death dates, relational patterns, and contextual history. See the example of genogram (Gehart, 2010, pp 36-37). You may want to communicate with a parent, grandparent, sibling, or other relative to gather information for the genogram. b) Using the genogram: o Identify at least two concepts from transgenerational family therapies (i.e. triangles, differentiation of self, fusion, emotional cutoff, loyalty, invisible loyalty, legacy, parentification), which were significant for you. Define these concepts in your paper. o o Briefly describe these concepts as they apply to your family. Discuss how the concept/experience might influence your thinking or work as a therapist. In essence, how does knowing this information about yourself and your system inform your clinical work? (at least one page). 4. Model Chart and Debate (30 points) During the last class period, we will have a lively debate that will include participation from all students. You will come to class prepared to defend all of the major models discussed in class (Bowen, Structural, Strategic, Experiential, Solution Focused, and Narrative). In class, each student will take turns being assigned a model at random. You will be asked questions in order to defend your position as to why your model is better than the other model. To prepare: Be prepared to defend your theory as being a) systemic and b) effective in treating couples and family issues. Your goal is to convince your audience that your model, as opposed to your colleague s, is the best therapy model. 2

3 Be aware of your model s strengths and weaknesses, especially any criticisms that have been raised against it. Know your challenger this will help you argue against their claim as best therapy model. Research your model beyond assigned readings so you can have the best data to share in class. Feel free to support the goodness of your model using demonstrations and supportive evidence including role plays, empirical (not fabricated) data, and case studies/personal testimonies (can be fabricated). To help you prepare for the debate, please develop a fact chart that outlines the key information for each model. This chart will also help you prepare for the licensure exam in the future. Please be sure that your chart includes all the models listed above and the following sections. This chart is due on the day of the debate (please turn in a clean copy, versus one that may have additional notes for the debate). 1) Major theorists 2) Core readings (books and/or articles) from the original theorists 3) Core assumptions 4) Core concepts (state and define) 5) How problems and symptoms are defined and maintained 6) Role of the therapist 7) Goal of therapy 8) Major Interventions (state and describe) 9) Expected outcomes of therapy with this model (how is change defined) 10) Applicability to diverse cultural identities 11) Existing effectiveness research 12) Strengths and limitations Course Requirements and Evaluation: Area of Evaluation Total Points = Class participation and attendance Reading Notes (6 at 5 points each) Family-of-origin paper Model Debate Chart 30 Course Grading: A A A B B B C C C D D D Courses receiving C and lower are not accepted for graduate credit, even though they may be computed in the G.P.A. Late Assignments: Outside of exceptional circumstances (e.g. medical emergency), any assignment turned in beyond the deadline will be reduced in score by 25% for each day it is late. The final assignment will not be accepted past the due day (11/28/12 at 3:50pm). Policies Students with Disabilities: The University of Oregon is working to create inclusive learning environments. Please notify instructors if aspects of the instruction or course design result in barriers to your participation. Appropriate accommodations will be provided for students with documented disabilities. This documentation must come in writing from the Accessible Education Center in the Office of Academic Advising and Student Services. They may be reached at or disabsrv@uoregon.edu. If you have a documented disability and require accommodation, please meet with me within the first two weeks of the term. 3

4 Student Conduct: The College of Education (COE) Policy Regarding Dismissal of Students from Programs is contained in the COE Academic Policies and Procedures Handbook in Section A and in the UO Bulletin. The CFT program has a specific set of policies with regard to Professional Conduct and Ethical Standards that can be found in the CFT Program Handbook. It is the student s responsibility to review these policies. Grievance Policy: A student or group of students of the College of Education may appeal decisions or actions pertaining to admissions, programs, evaluation of performance and program retention and completion. Students who decide to file a grievance should follow the student grievance procedure, or alternative ways to file a grievance outlined in the Student Grievance Policy ( or enter search: student grievance. Respect for Diversity: The CFT program embraces a culture of respect and inclusion with a commitment to honoring diversity in all aspects of our program. The concept of diversity encompasses acceptance and respect in understanding that each individual is unique. Diversity includes, but is not limited to race, ethnicity, tribal affiliation, national origin, age, sexual orientation, gender, gender expression/identity, socioeconomic status, disabilities, and spiritual/religious affiliations. We aim to honor and value diverse ways of learning, knowing, and experiencing. We also hope to create a forum where dialogues can take place that foster individual as well as collective self-awareness and growth. In keeping with our commitment to these values, we ask that everyone (students, faculty, staff and supervisors) partner in a shared responsibility to build inclusion, equity, and respect of diversity across the CFT program. This can only happen if we continue to reflect on how our cultural backgrounds and diverse life experiences influence our work with clients. Thus, while we each bring unique perspectives to our professional work, as a program we expect that our students, faculty and staff, as human service professionals, will strive toward competency in meeting our clients' diverse needs and respecting all people. Disclosure of Personal Information: The Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) requires the program to have established policies for informing applicants and students regarding disclosure of their personal information (COAMFTE Standard , 2003). With this standard in mind, I would like to highlight that in this course personal disclosures may occur. Each student should decide for him/herself what information to disclose. Students are advised to be prudent when self-disclosing. The program cannot guarantee confidentiality of student disclosures given the group environment, although personal comments should be considered private, confidential, and remain in the classroom unless an exception to confidentiality applies. The AAMFT Code of Ethics states in standard 4.7 (2001) that Marriage and family therapists do not disclose supervisee confidences except by written authorization or waiver, or when mandated or permitted by law. In educational or training settings where there are multiple supervisors,disclosures are permitted only to other professional colleagues, administrators, or employers who share responsibility for training of the supervisee. Verbal authorization will not be sufficient except in emergency situations, unless prohibited by law. With this in mind, the program would like to highlight that clinical supervisors, who share responsibility for supervisees, will share relevant information without a written waiver in an effort to provide a quality standard of supervision, maintain coherent training throughout the program, and ensure client care. Inclement Weather Policy In the event the university operates on a curtailed schedule or closes, UO media relations will notify the Eugene-Springfield area radio and television stations as quickly as possible. In addition, a notice regarding the university s schedule will be posted on the UO main homepage (in the News section) at College of Education students should contact their program department for further information. Laptop and Cell Phone Policy: to the fact that cell phones (e.g., text messaging, internet surfing) are disruptive to others in the classroom, cell phone use is prohibited during class time. Cell phones must be silenced and text messaging and cell phone Internet access is not allowed during class. If you have an exceptional circumstance (e.g., ill child), and need to be on standby for a possible cell phone call, please set your cell to vibrate and exit the classroom if you receive a call. If an alternate learning ability requires the use of a laptop, please contact me on the first day of class about this. Additionally, if you use a laptop to take notes 4

5 during class, please seek the permission of those around you. Typing notes during class can be very disruptive for people sitting near you be sure that those around you are not distracted by your note taking. Computer laptop Internet surfing is prohibited during class. 5

6 COURSE SCHEDULE CLASS TOPIC READINGS ASSIGNMENT DUE CLASS #1 September 26 th Introduction to class Review the syllabus Common Factors for Effective Therapy Hyejin & Tiffany CLASS #2 October 3 rd Hyejin Transgenerational Family Therapies 1. Bowen Family Systems Therapy (Murray Bowen) Nichols, 2013, pp Gehart, 2010, pp Reading Note CLASS #3 October 10 th Hyejin Transgenerational Family Therapies 2. Feminist critique of Bowen Family Systems Theory 3. Contextual Family Therapy (Ivan Boszormenyi-Nagy) 4. Family-of-Origin Therapy (James Framo) Knudson-Martin, C. (1994) Horne, K. B., & Hicks, M. W. (2002) Gehart, 2010, pp Nelson, T. S. (2003) CLASS #4 October 17 th Hyejin CLASS #5 October 24 th Tiffany CLASS #6 October 31 st Structural Family Therapy (Salvador Minuchin) Strategic Family Therapy (Jay Haley, Chloe Madanes, Milan Group, MRI) Experiential Therapy (Virginia Satir & Carl Whitaker) Nichols, 2013, pp Gehart, 2010, pp Nichols, 2013, pp Gehart, 2010, pp Nichols, 2013, pp Gehart, 2010, pp Reading Note Family-of-origin paper Reading Note Tiffany CLASS #7 November 7 th Experiential Therapy Innes (2002) Reading Note Tiffany CLASS #8 November 14 th Solution Focused Therapy (Insoo Kim Berg & Steve de Shazer) Nichols, 2013, pp Reading Note Tiffany CLASS #9 November 21 rd Narrative Therapy (Michael White) Nichols, 2013, pp Gehart, 2010, pp Reading Note Hyejin CLASS #10 November 28 th Model Debate Models Chart Hyejin & Tiffany You will be able to access/view your grades on Blackboard (blackboard@uoregon.edu). = the reading is available on blackboard under reserved readings *** The contents of this syllabus may be altered as deemed appropriate by the instructor throughout the course. You will be notified of any changes. 6

7 Model Specific Texts MRI (COMMUNICATIONS THEORY) & STRATEGIC Bateson, G. (1972). Steps to an ecology of mind. New York: Ballantine. Erickson, M. H. (1980) Collected Papers,. (Vols. 1-4). New York: Irvington. Grove, D., & Haley, J. (1993). Conversations on therapy. New York: Norton. Haley, J. (1987). Problem-solving therapy (2nd ed.). New York: Norton. Haley, J. (1990). Strategies of psychotherapy. New York: Norton. Haley, J. (1973). Uncommon therapy: The psychiatric techniques of Milton H. Erickson, M.D. New York: Norton. Jackson, D. D. (1968). Communication, family, and marriage: Human communication volume 1. New York: Science and Behavior Books. Jackson, D. D. (1968). Communication, family, and marriage: Human communication volume 2. New York: Science and Behavior Books. Ray, W., & Keeney, B. (1993). Resource focused therapy. London: Karnac Books. Watzlawick, P. (1978). The language of change: Elements of therapeutic communication. New York: Norton. Weakland, J., & Ray, W. (1995) Propogations: Thirty years of influence from the Mental Research Institute. New York: Haworth Press. Watzlawick, P., Bavelas, J. B., & Jackson, D. D. (1967). Pragmatics of human communication. New York: Norton. Watzlawick, P., Weakland, J., & Fisch, R. (1974). Change: Principles of problem formation and problem resolution. New York: Norton. BRIEF THERAPY & SOLUTION FOCUSED THERAPY Cade, B., & O Hanlon, W. (1993). A brief guide to brief therapy. New York: Norton. de Shazer, S. (1982). Patterns of brief family therapy. New York: Guilford. de Shazer, S. (1985). Keys to solution in brief therapy. New York: Norton. Hoyt, M. F. (1995). Brief therapy and managed care: Readings for contemporary practice. San Francisco: Jossey-Bass. O Hanlon, W., & Weiner-Davis, M. (1989). In search of solutions: A new direction in psychotherapy. New York: Norton. Ray, W., & deshazer, S. (1999). Evolving brief therapies: In honor of John Weakland. Iowa City: Geist & Russell. NARRATIVE Eron, J., & Lund, T. (1996) Narrative solutions in brief therapy. New York: Guilford. Freeman, J., Epston, D., & Lobovits, D. (1997). Playful Approaches to serious problems: Narrative therapy with children and their families. New York: Norton. Freeman, J. & Combs, G. (1996). Narrative therapy: The social construction of preferred realities. New York: Norton. White, M., & Epston, D. (1990). Narrative means to therapeutic ends. New York: Norton. White, M. (2007). Maps of narrative practice. New York: Norton. CONTEXTUAL THERAPY Nagy B., & Krasner, B. (1986). Between give & take: A clinical guide to contextual therapy. New York: Brunner/Mazel. STRUCTURAL Nichols, M., & Minuchin, S. (1999). Short Term Couple Therapy edited by James Donovan. New York: Guilford. Minuchin, S., Rosman, B., & Baker, L. (1978). Psychosomatic families: Anorexia nervosa in context. Cambridge, MA: Harvard University Press. Minuchin, S., & Fishman H. C. (1981). Family therapy techniques. Cambridge, MA: Harvard University Press. MILAN SYSTEMIC Palazolli, M. S., Boscolo, L., Cecchin, G., & Prata, G. (1978). Paradox and counter-paradox. New Jersey: Jason Aronson. BOWEN/INTERGENERATIONAL Bowen, M. (1978). Family therapy in clinical practice. New York: Jason Aronson. Brown, F.H. (1991). Reweaving the family tapestry. New York: Norton. Gilbert. R. (1992). Extraordinary Relationships. Minneapolis: Chronimed Publishing. Kerr, M., & Bowen, M. (1988). Family evaluation. New York: Norton. 7

8 HISTORICAL INTERPERSONAL TEXTS Sullivan, H. S. (1940). Conceptions of modern psychiatry. New York: Norton. Sullivan, H. S. (1954). The psychiatric interview. New York: Norton. Watzlawick, P., Bavelas, J. B., & Jackson, D. D. (1967). Pragmatics of human communication. New York: Norton. Watzlawick, P., Weakland, J., & Fisch, R. (1974). Change: Principles of problem formation and problem resolution. New York: Norton. EMOTIONALLY FOCUSED THERAPY Greenberg, L., & Johnson, S. (1988). Emotionally focused therapy for couples. New York: Guilford. Johnson, S.M. (1996). The practice of emotionally-focused marital therapy: Creating connection. New York: Brunner/Mazel. METAFRAMEWORKS/INTERNAL FAMILY SYSTEMS Breulin, D.C., Schwartz, R.C., & MacKune-Karrer, B. (1992). Metaframeworks: Transcending the models of family therapy. San Francisco: Jossey Bass. Schwartz, R. (1997). Internal Family Systems Therapy. New York: Guilford. EXPERIENTIAL Napier, A. Y., & Whitaker, C.A. (1978). The family crucible. New York: Harper & Row. Neill, J.R., & Kniskern, D. P. (1982). From Psyche to system: The evolving therapy of Carl Whitaker. New York: Guilford Press. Satir, V. (1972). Peoplemaking. Palo Alto, CA: Science and Behavior Books. Satir, V., & Basdwin, M. (1983). Satir step by step: A guide to creating change in families. CA: Science and Behavior Books Satir, V. (1988). The new peoplemaking. Palo Alto, CA: Science and Behavior Books. Satir, V. (1967). Conjoint family therapy (rev. ed). Palo Alto, CA: Science and Behavior Books. Satir, V., Stachowiak, J., & Taschman, H. (1977). Helping families to change. New York: Jason Aronson. Whitaker, C. A., & Bumberry. W. (1988). Dancing with the family: A symbolic-experiential approach. New York: Brunner/Mazel. 8