COUN 601. Marriage and Family Therapy

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1 COUN 601 Marriage and Family Therapy *Note: All content provided in the professor s notes, course chart and course syllabus are based on the professor s opinion and may vary from professor to professor & student to student. All content may be changed without notice. This information is for the purpose to provide analysis but is not binding in any form. Course Syllabi Course Charts Professor s Notes

2 COUN 601 Marriage and Family Therapy Professor s notes* As of July 20, 2007 *Note: All content is based on the professor s opinion and may vary from professor to professor & student to student. All content may be changed without notice. This information is for the purpose to provide analysis but is not binding in any form. From a Scale 1-10 (1 = low demands; = moderate demands; 10 = very demanding), How would you rate the overall level of difficulty of this course? Level of demand = 7 I believe this course could be taken with one other course within an 8-week format. From a Scale 1-10 (1 = low demands; = moderate demands; 10 = very demanding), How would you rate the level of the reading requirements in this course? Level of demand = 7 Compared to other courses this course requires students to read the primary text for objective examinations throughout the course. Independent research for paper writing is also required. From a Scale 1-10 (1 = low demands; = moderate demands; 10 = very demanding), How would you rate the level of the lecture requirements in this course? Level of demand = 2 This course is built on discussion board interaction, assigned readings from the textbooks and independent research readings for paper submission. Each student has a family genogram assignment, which requires data collection from family histories. This is an area I wish to add to in the near future. From a Scale 1-10 (1 = low demands; = moderate demands; 10 = very demanding), How would you rate the level of the online exam requirements in this course? Level of demand = 6 This course contains four online multiple-choice exams. This course is rated lower in demand with regard to exams difficulty due to the fact that very clear & concise Exam study tools are provided to the student for every exam from the textbook publisher. From a Scale 1-10 (1 = low demands; = moderate demands; 10 = very demanding), How would you rate the level of the discussion board requirements in this course? Level of demand = 4

3 This course contains four online discussion boards. There graded assignments are timesensitive, meaning, the student must post within particular assigned weeks of the course. The requirements are clearly stated and defined. From a Scale 1-10 (1 = low demands; = moderate demands; 10 = very demanding), How would you rate the level of the written paper requirements in this course? Level of demand = 6 This course contains two written assignments, a software assignment for building their own family genogram, and a major research paper. Each student is required to purchase a genogram building software and learn how to use it in their own family genogram submission. There are clear and detailed instructions for this yet is somewhat subjective due to the person nature for the amount of data presented. The second written assignment is an extensive research paper on a major marriage and family theory. Additional comments: This is a very well organized course. Students often comment of how they new exactly what was required of them especially in the area of course requirements. The student will feel very connected to their fellow classmates, as there is a healthy portion of interaction and encouragement among the class. Students begin getting acquainted in week zero with introductions and then engage within discussion board four other times during the class. This course is a core content licensure class. This means that the materials taught are those required knowledge base materials for state licensure exams for professional counselors, thus the emphasis on the text book readings. The written assignments are designed to enable a student to define and develop their own person theory of marriage and family counseling. The second assignment is given to force the students to learn a software tool that is commonly used in counseling marriage and family issues and individual counseling.

4 COURSE CHART COUN 601 *Note: All content is based on the professor s opinion and may vary from professor to professor & student to student. All content may be changed without notice. This information is for the purpose to provide analysis but is not binding in any form. Textbooks: Goldenberg, I. & Goldenberg, H., Family Therapy: An Overview, 6 th ed.(2004) WEEK/ MODULE READING & STUDY LEARNING ACTIVITIES POINTS 1 Chs. 1 & 2 Module 1 DB Question Module 1 DB Response 2 Chs. 3 & 4 Exam One (due on Saturday) 0 3 Chs. & 6 Common Problems PPt Module 3 DB Question Module 3 DB Response 4 Chs. 7 & 8 Exam Two (due on Saturday) 0 Chs. 9 & 10 Module DB Question Module DB Response 6 Chs. 11 & 12 Family Genogram Project (due on Wednesday) Exam Three (due on Saturday) Chs.13 & 14 Module 7 DB Question Module 7 DB Response

5 8 Chs. 1 & 18 DB = discussion board PPt = PowerPoint presentation Family Therapy Research Paper (due on Wednesday) Exam Four (due on Saturday) NOTE: Each course week begins on Monday morning at 12:00 a.m. (ET) and ends on Sunday night at 11:9 p.m. (ET). COURSE SYLLABUS COLLEGE OF ARTS AND SCIENCES CENTER FOR COUNSELING AND FAMILY STUDIES COUN 601 MARRIAGE AND FAMILY COUNSELING I *Note: All content is based on the professor s opinion and may vary from professor to professor & student to student. All content may be changed without notice. This information is for the purpose to provide analysis but is not binding in any form. COURSE DESCRIPTION A consideration of the dynamics of marriage and family relationships is given. The emphasis on understanding the structure and function of marriage, the various aspects of the marital relationship, family systems, and ways the counselor may approach marriage and family counseling as a creative, preventative, and healing ministry. RATIONALE The purposes of this course are to cover the numerous and varied marriage and family theories as well as: a history of family counseling, key historical and current members in the field, ethics, the developmental role in family pathology, healthy/unhealthy families, the use of research in practice, the development of an integrative Christian philosophy, family counseling and diversity, current and future trends, and the nature of ecological systems on the family.

6 I. PREREQUISITES COUN 01, 02, 03, 04, 0, 06, 10 and 12 II. REQUIRED RESOURCE PURCHASES (These can be purchased from Goldenberg, I., & Goldenberg, H. (2004). Family therapy: An overview (6th ed.). Pacific Grove, CA: Brooks/Cole. ISBN: McGoldrick, M., Gerson, R., & Petry, S. (2007). Genograms: Assessment and intervention (3rd ed.). New York: W.W. Norton and Company. ISBN: GenoPro Instructional Flipchart. (2006). This is a tool developed by the Dr. Victor Hinson for the use in the construction of the genogram project, which utilizes the GenoPro software. You can find the purchasing directions within the Syllabus and Other Key Documents behind the About Your Course button. The GenoPro software and instructional flipchart tool are used for both COUN 601 & COUN 22 III. IV. SUPPLEMENTARY TEXTBOOKS Fujishin, R. (1998). Gifts from the heart: 10 communication skills for developing loving relationships. San Francisco, CA: Acada Books. Napier, A., & Whitaker, A. (1978). The family crucible: The intense experience of family therapy. New York: Harper Perennial. Papp, P. (1983). The process of change. New York: Guilford Press Worthington, E. (1993). Marriage counseling: A christian approach to counseling couples (2nd ed.). Downers Grove, IL: Inter-Varsity Press. ADDITIONAL MATERIALS FOR LEARNING A. Computer B. Bible C. Internet access (broadband recommended) D. GenoPro Genogram Software: Purchase is necessary to receive GenoPro Beta or GenoPro 2.0 version. The free download version will not be adequate for the requirements of this course.

7 E. Microsoft Word (Microsoft Office is available at a special discount to LU students.) V. COURSE OBJECTIVES Upon successful completion of this course, the student will be able to: A. To understand the uniqueness of family counseling. B. To understand the differences between family and individual counseling. C. To understand issues of diversity and culture, and their impact on family counseling. D. To understand the concepts of family counseling. E. To understand the history of family counseling. F. To understand key figures in family counseling. G. To understand the major theoretical orientations of family counseling. H. To understand the importance of research in family counseling. I. To understand the impact of post-modern and feminist critiques. J. To understand the development of family pathology. K. To understand healthy/unhealthy families. L. To understand current themes and trends in family counseling. M. To understand the impact of management systems on family counseling. N. To prepare for licensure or examination questions about family counseling. VI. COURSE REQUIREMENTS AND ASSIGNMENTS A. Textbook readings and chapter study helps. B. Discussion Board Questions & Replies (DB) There are four discussion board activities posted under the assignments for weeks 1, 3,, and 7 and each student is to answer the questions provided and respond to one other student s work. The first posting to the discussion questions given is required by 11.9 p.m. (ET) Wednesday of one these weeks and one reply to a fellow student s posting by 11.9 p.m. (ET) Saturday of the same week. For detailed instructions on these discussion board postings see the procedure document found in the Syllabus and Other Key Documents section under the About Your Course area. C. Family Genogram Project (using the GenoPro software program)

8 Each student will build their family genogram using the GenoPro Software and in addition submit a narrative on the genogram written as an MS Word. D. Family Counseling Approach Research Paper You are required to write a research paper/formal literature review in APA format on one of the specific approaches to family counseling, (e.g., structural, psychoanalytic, Bowenian, experiential, etc.) This paper is due by Wednesday of week 8 and will count for approximately 20% of your final grade. Further instructions are provided in the course. E. Exams (4) There will be four exams to be taken in weeks 2, 4, 6 and 8 respectively. Each exam is open book and open notes and consists of 0 multiple-choice questions. You will have 1. hours (90 minutes) to complete each exam and there will be a point deduction for every minute over the time limit. VII. COURSE GRADING AND POLICIES A. Points Discussion Board Questions & Replies 40 Family Genogram Project (GenoPro Software) 100 Family Counseling Approach Research Paper 100 Exams (4 at 0 points each) 200 Total 440 B. Scale A = B = C = D = F = The point system scale above is based upon the DLP seven point system ( = A) C. Late Grade Policy For papers and presentations assignments: Late papers, genograms and assignments will result in 10% grade deduction. Late assignment submissions will be accepted for grading, with penalty, up to six (6) days after original deadline date. Students are to notify the instructor by of any delay in assignment submissions. Discussion Board Postings: No postings (original new threads or replies) will be accepted or read after the last day of the posting period. Since this activity is a time sensitive and an on-line classroom experience, students will move from one discussion board to another and not revisit the previous postings. Nor will the professor.

9 Tests: Students are given ample opportunity to prepare and to take the exams in weeks 2, 4, 6, & 8. Knowing this before hand will give students time to prepare for the exams. Only in very rare circumstances (death in family out of town, serious illness, etc) will there be extensions given on taking exams and never over the six day extension period. The professor acknowledges that some emergency circumstances (family emergencies or serious illness) may interfere with meeting deadlines. However, the expectation is to regularly meet the deadlines listed in the syllabus. D. Disability Assistance Students with a documented disability may contact the DLP Office of Disability Academic Support (ODAS) at to make arrangements for academic accommodations.

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