ASHLAND THEOLOGICAL SEMINARY CC 882 ADVANCED FAMILY COUNSELING Winter Quarter 2014 Monday, 9:00 - Noon

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1 COURSE DESCRIPTION ASHLAND THEOLOGICAL SEMINARY CC 882 ADVANCED FAMILY COUNSELING Winter Quarter 2014 Monday, 9:00 - Noon Teresa Davis, MA, PCC- S E- mail: tdavis3@ashland.edu This course is designed to prepare the counselor with a background for counseling families. Attention will be given to history taking, problem assessment, and therapeutic interventions. Attention will also be given to a theoretical and practical understanding of family counseling. STUDENT LEARNING OBJECTIVES The student will be presented with opportunities to: Continue in the study of current thought and research in regard to the various theories, methods, techniques, and procedures within the major schools of family counseling theory. Continue in the study of the historic arms and phases of family counseling. Build competencies in analyzing, contrasting, comparing, and integrating the inter- relatedness of the major approaches to marriage and family counseling. Build competencies in the integration of individual, marriage, and family counseling. Continue to develop the skill of systemic thinking. Build skills in conceptualizing the family as an integrative process encompassing multiple systems, including individual personalities, family structure and process, cultural systems, and, ultimately, the family of God. Learn how to deal effectively with clinical issues that present in marriage and family counseling. Continue in the development of an understanding and awareness of how one's own family- of- origin and current family experience impact one's life both personally and professionally. KNOWLEDGE BASE Ohio Educational Requirement for Admission to the Examination for Professional Counselor Licensure This course meets the Ohio Administrative Code (OAC) requirement for Social and Cultural Foundations (A)(4)(f)

2 TEACHING STRATEGIES FOR STUDENT LEARNING Teaching strategies used in this course will include lecture, video and/or audio recordings, discussion, demonstration, group and individual reflection, and student oral and written presentation and assessment. TEXTBOOKS Nichols, M.P., (2009, Pearson Education, Inc.) Family Therapy, Concepts and Methods OR (9 th ed.). Allyn and Bacon. ISBN- 10: ; ISBN- 13: Nichols, M.P., (2012, Pearson Education, Inc.) Family Therapy, Concepts and Methods (10 th ed.). ISBN 10: ; ISBN 13: (Note: The 9 th or 10 th edition of this text is also required for a prerequisite course, CC 843 Special Issues in Family Counseling. Please note that the 10 th edition of this text was published in July of If you already have the 9 th edition, you may use that text for this course. We will discuss differences in the texts in class as necessary.) Patterson, JoEllen; Williams, Lee; Edwards, Todd M.; Chamow, Larry; and Grauf- Grounds, Claudia (2009), Essential Skills in Family Therapy, From the First Interview to Termination (2 nd ed.). The Guilford Press. ISBN Napier, A.Y., & Whitaker, C. A. (1978). The Family Crucible, The Intense Experience of Family Therapy. New York: Harper & Row. ISBN- 10: COURSE REQUIREMENTS A. Attendance, Professionalism and Positive Participation 1. Attendance: According to the ATS Student Handbook, attendance at all class sessions is expected unless the professor has been notified in advance. Regardless of the reason for absence, any student missing the equivalent of two classes will be required to do additional work, receive a lower grade or withdraw from the class (this is at the discretion of the

3 professor). By equivalent is meant any time the student is not in class during its scheduled time (e.g., being absent, arriving late, leaving class for extended periods). It is the student's responsibility to acquire missed lecture materials and/or handouts from other students. 2. Professionalism and Positive Participation: Presence (which is more than simply showing up ), promptness, positive participation, and professionalism are expected of each student throughout this course. It has been said that the best predictor of future behavior is past behavior. Therefore, what the student demonstrates throughout the Midwest program, including in the classroom, will generally be taken as predictive of that student s future behavior with clients (and addressed accordingly). Each student will be assessed by the class professor (and the graduate assistant(s), if applicable) regarding his/her Professionalism and Positive Participation within this class in regard to the areas listed on the form developed for this purpose. Students are encouraged and expected to engage in self- reflection throughout the Midwest program and work toward growth in all the areas assessed. Students are encouraged to solicit feedback from the class professors and/or graduate assistant at any time related to students professionalism and positive participation. B. Assignments/Assessment of Student Learning 1. Research paper Students will submit an 8-10 page research paper on a topic related to family counseling which is of particular interest to the student. (For topics not clearly related to course material and/or family counseling, please consult with the instructor.) A minimum of 10 cited scholarly reference sources is required. At least four of the 10 resources are to be selected from among the following journals and/or texts: a. Marriage and Family: A Christian Journal b. The Family Journal c. Journal of Marital and Family Therapy d. Journal of Marriage and Family e. Family Process f. Family Relations g. Theory- Based Treatment Planning for Marriage and Family Therapists (Gehart & Tuttle, 2003) h. 101 Interventions in Family Therapy (Nelson & Trepper, 1993) The research paper is due at the beginning of class on Week 8. Each student will be given an opportunity to share a brief summary of the learning and insight relative to family counseling which he or she has

4 gained through the completion of this research assignment. The student is asked to prepare a clean, clear, and content- rich one- page summary of their findings relative to their topic as a handout to supplement a minute in- class presentation. Further guidelines for this assignment are given in the handout Research Paper Guidelines, which is included at the end of this syllabus. The paper and presentation will be worth 40% of the final grade. Please Note: Points will be deducted on papers that do not follow the above format. Please Note: NO LATE PAPERS WILL BE ACCEPTED. 2. The Family Crucible Guided Group Discussion and Nugget Paper a. Students will participate in a guided, in- class group discussion of the book The Family Crucible, by Napier and Whitaker. b. Students will submit a 5- page (approximate), bulleted and/or numbered, single- space (double- spaced between items), 12 pt. font, typewritten paper of nuggets from at least 10 of the 21 chapters of the book, The Family Crucible. A nugget is defined in Webster s College Dictionary (1991, Random House) as anything small but of great value or significance. The nuggets may consist of quoted material, summarized concepts, and/or clinically practical take- aways from the chapter material. Each nugget is to be followed by a 3 5 sentence paragraph explaining the personal and/or practical and/or professional significance which the nugget offers to the student. Your nuggets are to be representative of all 21 chapters and are to clearly reflect your thorough understanding of the content of the book in its entirety. Students are to have read the book and be prepared for group discussion by Week 4. The Nugget Paper is due Week 4. Participation in the Guided Group Discussion and Nugget Paper will be worth 10% of the final grade. Please Note: NO LATE PAPERS WILL BE ACCEPTED. 3. Midterm Exam A midterm examination will be worth 20% of the final grade. The exam will include material from the textbooks and from class lectures. Exam style will be discussed in class. 4. Final Exam A final examination will be worth 20% of the final grade.

5 The exam will include material from the textbooks and from class lectures. Exam style will be discussed in class. C. Calculation of Grade Attendance and Positive Participation Research Paper and Presentation Group Discussion and Nugget Paper Exams (20% each) 10% 40% 10% 40% TENTATIVE COURSE SCHEDULE Week # Lecture/Topic Readings/Assignments 1 January 6 2 January 13 3 January 27 4 February 3 5 February 10 6 February 17 7 February 24 Introduction to Advanced Family Counseling Basic Concepts of Family Counseling Basic Concepts of Family Counseling Review Bowen Multigenerational Theory Triangles and Secrets The Initial Interview/Assessment Guidelines Review Strategic Theory, Structural Theory Treatment and Interventions Review Structural Theory (continued) Experiential Therapy Resistance/Reluctance/Countertransferance Supervision Cognitive- Behavioral Family Theory Working with Families and Children Solution- Focused Family Theory Working with Couples Student Presentations Narrative Family Theory Mental Illness in Family Member Student Presentations Nichols Chapter 1-4 Patterson Chapter 1, 2 Nichols Chapter 5 Patterson Chapter 3, 4 Nichols Chapter 6, 7 Patterson Chapter 5, 6 Nichols Chapter 7, 8 Patterson Chapter 10 The Family Crucible Guided Discussion Nugget Paper Due Nichols Chapter 10 Patterson Chapter 7 Midterm Exam Nichols Chapter 12 Patterson Chapter 8 Nichols Chapter 13 Patterson Chapter 9 8 Student Presentations Research Paper Due

6 March 3 9 March 10 Integrative Models Internal Family Systems Theory Chaos and Creativity in Family Counseling Termination Student Presentations Nichols Chapter 11, 14 Patterson Chapter 11, 12 IFS and Chaos Handouts 10 March 17 Video Demonstrations Integration and Application Final Exam SEMINARY GRADING SCALE A A B B B C C C D D D F below 65 0 The following description of grades is taken from the ATS catalogue (p. 65) and will be adhered to for this course: A: Superior achievement of course objectives, diligence and originality, high degree of freedom from error, outstanding evidence of ability to utilize course knowledge, initiative expressed in preparing and completing assignments, positive contributions verbalized in class. (includes grades of A and A- ) B: Good work submitted, commendable achievement of course objectives, some aspects of the course met with excellence, substantial evidence of ability to utilize course material, positive contributions verbalized in class, consistency and thoroughness of work completed. (includes grades of B+, B, and B- )

7 C: Acceptable work completed, satisfactory achievement of course objectives, demonstrating at least some ability to utilize course knowledge, satisfactory class contribution. (includes grades of C+, C, and C- ) D: Passing but minimal work, marginal achievement of course objectives, poor performance in comprehension of work submitted, inadequate class contributions. (includes grades of D+, D, and D- ) F: Unacceptable work resulting in failure to receive class credit, inadequacy of work submitted or of performance and attendance in class. RELATIONSHIP TO THE CURRICULUM MODEL This course will include the study of research and skills which are foundational to the practice of couples and family therapy. A realization of the impact of our own core identity in Christ upon our family line is foundational to the person called by God to minister through counseling to individuals and families. The formation of the counselor in his or her role as a person and participant in human systems his or her own family system as well as client systems will be addressed. The students will advance in their ability to integrate knowledge of various theories of individual and family therapy into their own style of assessment, treatment planning, counseling, and living. ACADEMIC INTEGRITY POLICY Ashland Theological Seminary seeks to model servant leadership derived from biblical standards of honesty and integrity. We desire to encourage, develop, and sustain men and women of character who will exemplify these biblical qualities in their ministry to the church and the world. As members of the seminary community, students are expected to hold themselves to the highest standards of academic, personal, and social integrity. All students, therefore, are expected to abide by the academic integrity standards outlined in the Student Handbook. WRITING ASSISTANCE If you need assistance with writing projects for your coursework, contact the ATS Writing Center. The center provides free sessions with a peer consultant who can help you with all of your concerns about academic writing. Contact the center if you have a question about how to complete your assignment, if you have documentation questions, or if you would like to have your paper evaluated for areas needing improvement. The ATS Writing Center can be reached at or by e- mail at atswc@ashland.edu.

8 STUDENTS WITH DISABILITIES Ashland University makes every effort to comply with the Americans with Disabilities Act. A student who has a specific physical, psychiatric or learning disability and requires accommodations is encouraged to inform their instructor of their needs early in the semester so that learning needs can be appropriately met. It is the student s responsibility to document the disability with Disability Services in The Center for Academic Support on the 7th floor of the Ashland University Library, (419) SUGGESTED READINGS Excellent resources are provided in the required textbooks for this course. In addition, the following resources contain information relevant to a Christian emphasis in couple and family theory and counseling: Balswick, Jack O. and Balswick, Judith K. (2006). A Model for Marriage, Covenant, Grace, Empowerment and Intimacy. InterVarsity Press. Campbell, Ken M., ed., (2003). Marriage and Family in the Biblical World. InterVarsity Press. Yarhouse, Mark A. and Sells, James N. (2008). Family Therapies, A Comprehensive Christian Appraisal. InterVarsity Press.

9 CC 882 Advanced Family Counseling Research Paper Guidelines The paper is to: be 8-10 pages in length (excluding cover sheet, abstract, and reference pages), utilize a minimum of 10 cited scholarly reference sources, and be written in accordance with APA style (5 th edition). The paper will be graded on: content (i.e., how well the topic is covered), mechanics (i.e., how well the paper is written; APA style; sections clearly labeled), research (i.e., use of scholarly resources), and integration (i.e., how well the student integrates Christian practices and principles into the paper). Major Sections of Paper: (Please include section headings in your paper.) Introduction & Overview (1-2 paragraphs) General description of the topic Prevalence rates, breadth of impact, etc. Conceptualization (4-5 pages) What the counselor in training needs to know Specific information about the issue as shown in the research (e.g., effectiveness of Emotionally Focused Therapy in marriage counseling) Key issues associated with understanding/conceptualizing the issue Biblical and theological contributions to understanding/conceptualization Red Flags to watch for (e.g., issues of safety in the family) Practical Application (3-4 pages) Preventative & remedial approaches to the issue How might the counselor develop a treatment plan and carry it out with clients based upon the research of this topic (e.g., short- and long- term goals, modalities, family therapy theoretical approaches, description and demonstration of family therapy interventions, topics needing to be addressed) Personal Interest (1-2 pages) This section can be written in first person by students Explain why this issue is of interest to the student

10 Things the student has learned as a result of this research paper that will better prepare them for family counseling practice