Syllabus for DMIN Advanced Workshop in Marriage and Family Therapy 3 Credit Hours Fall 2009

Transcription

1 Syllabus for DMIN Advanced Workshop in Marriage and Family Therapy 3 Credit Hours Fall 2009 I. COURSE DESCRIPTION Discusses the latest research in marriage and family therapy. Special emphasis is placed on responding theologically and therapeutically to specific contemporary issues such as multiple family forms, sexual orientation, caring for aging parents, and marital infidelity. Also addresses preventative care, parent education, divorce recovery, and re-marital counseling. Prerequisites: None II. COURSE GOALS The purpose of this course is to enable the student to do the following: A. Study recent research in the relevant areas of marriage and family therapy. B. Determine the challenges of various family forms. C. Understand the importance of preventative work and the critical periods during which it should be offered. D. Understand the process of divorce recovery. E. Discover the similarities and distinctions between premarital and re-marital counseling. F. Learn coping skills for managing the sandwich phase during which parents are caring for both their children and their aging parents. G. Study the healing process for those couples whose marriages have been impacted by infidelity. H. Determine the issue of sexual orientation in terms of same-sex marriages, same-sex parenting, and responding to family members who are gay. I. Develop helpful resources for ministering to couples and families. III. STUDENT LEARNING OUTCOMES FOR THIS COURSE As a result of successfully completing this course, the student will be able to do the following: A. Discuss the latest research in the field of marriage and family therapy. B. Explain the challenges of various family forms. C. Orally or in writing discuss the importance of preventative work and the critical periods during which it should be offered. D. Explain the process of divorce recovery. DMIN Latest Revision: 05/27/2009 1

2 E. State the similarities and distinctions between premarital and re-marital counseling. F. Utilize or teach coping skills for managing the sandwich phase during which parents are caring for both their children and their aging parents. G. Explain the healing process for those couples whose marriages have been impacted by infidelity. H. Orally or in writing state a redemptive response to those struggling with concerns related to sexual orientation. I. Utilize helpful resources for ministering to couples and families. IV. TETBOOKS AND OTHER LEARNING RESOURCES A. Required Materials 1. Textbooks Christensen, A., and N. S. Jacobson. Reconcilable Differences. New York: Guilford Press, Coleman, M., and L. Ganong. Points and Counterpoints: Controversial Relationship and Family Issues in the 21st Century. Los Angeles: Roxbury Publishing Company, Other None B. Optional Materials 1. Textbooks Gilbert, K. R., ed. Annual Editions: The Family. Dubuque, IA: McGraw Hill, Tischler, H. L., ed. Debating Points: Marriage and Family Issues. Upper Saddle River, NJ: Prentice Hall, Other The following journal databases can be accessed through the ORU Library system. PsycARTICLES Psychology PsycINFO Sociology V. POLICIES AND PROCEDURES A. University Policies and Procedures 1. Attendance at each class or laboratory is mandatory at Oral Roberts University. Excessive absences can reduce a student s grade or deny credit for the course. 2. Students taking a late exam because of an unauthorized absence are charged a late exam fee. 3. Students and faculty at Oral Roberts University must adhere to all laws addressing the ethical use of others materials, whether it is in the form of print, video, DMIN Latest Revision: 05/27/2009 2

3 multimedia, or computer software. By submitting an assignment in any form, the student gives permission for the assignment to be checked for plagiarism, either by submitting the work for electronic verification or by other means. 4. Final exams cannot be given before their scheduled times. Students need to check the final exam schedule before planning return flights or other events at the end of the semester. 5. Students are to be in compliance with university, school, and departmental policies regarding Whole Person Assessment requirements. Students should consult the WPA handbooks for requirements regarding general education and the students majors. a. The penalty for not submitting electronically or for incorrectly submitting an eportfolio artifact is a zero for that assignment. b. By submitting an assignment, the student gives permission for the assignment to be assessed electronically. B. School and/or Department Policies and Procedures 1. It is expected that participants will attend all sessions of all seminars and workshops. Sessions missed will be made up through extra assignments and consultation with the Doctoral Dean and professor(s). Any absences not accounted for in this manner will be reflected in the course grade. Absences deemed excessive by the Doctoral Dean and D.Min. Committee will make it necessary to repeat the course. 2. Because of the importance of presession preparation for knowledgeable contribution to group interaction in a seminary or workshop, a student will not be allowed to attend if all precourse readings and assignments have not been submitted before the first class of a session in the modular format. Should this occur, a student may petition the D.Min. Committee for interrupted status. If the petition is judged to be valid, a student must attend the seminar or workshop at the next offering, if possible. See D.Min. handbook for fees and continuing enrollment in the program. 3. A grade of I (Incomplete) is given only after the student has established with the instructors and the Dean of Doctoral Studies, by petition, that the work is incomplete for good cause. Incompletes are granted only when extenuating circumstances exist (such as prolonged illness). It is the responsibility of the student to finish incomplete work by the closing date of the semester in which the course was offered. A change of grade is then submitted by the D.Min. Director. If the work is not completed within the time allotted, the incomplete will be changed to an F. C. Course Policies and Procedures 1. Evaluation Procedures a. Precourse work (1) Summary Section 20% (2) Interaction Sections 20% b. In-course work (1) Presentation and Outline 15% (2) Attendance 5% c. Postcourse work (1) Theological Reflections Sections 20% (2) Clinical Implications Sections 20% DMIN Latest Revision: 05/27/2009 3

4 2. Whole Person Assessment Requirements None 3. Other Policies and/or Procedures a. Precourse work (1) Using the following list of contemporary issues in the field of marriage and family studies as a guide, select three that relate to your context of ministry. (a) Multiple family forms, e.g., single parents, blended families (b) Caring for aging parents (c) Sexual issues, marital infidelity (d) Sexual orientation, same-sex marriage (e) Domestic abuse (f) Adjusting to parenthood, grandparents as parents, samesex parenting (g) Parenting challenges at the various developmental stages (h) Cohabitation (i) Interracial marriages, intergenerational marriages (j) Pregnancy out of wedlock, teenage pregnancy (k) Premarital and/or re-marital counseling and marital enrichment (l) Divorce recovery, grieving loss of other family members (m) Marital roles and household responsibilities (n) Fertility issues, adoption (o) Mate selection, Internet dating services NOTE: The above list is intended as a guide you are not limited to selecting from just those issues. (2) For each of the three issues that you choose, identify three book chapters or recent journal articles (within the last five years) from an academic publication that addresses some aspect(s) of that issue. (a) A total of nine chapters and/or journal articles, three for each issue, are needed. (b) You may want to use one of the ORU Library s databases to locate these articles. (c) An academic journal, as compared to a popular journal, contains articles that are peer-reviewed and researchbased. (3) Summarize and interact with these findings in a precourse paper. (a) Your paper will consist of two sections: i. Section 1 summary of findings ii. Section 2 interaction with findings (b) In the interaction section, discuss the implications that these findings present for ministry in terms of opportunities and challenges. (4) Create an outline summarizing your findings to provide to your classmates as a handout. DMIN Latest Revision: 05/27/2009 4

5 b. In-course work (1) Attend all class sessions, and participate actively in class discussions. (2) Present a 30- to 45-minute synopsis of your findings to the class, using your handout as a guide. (3) Take notes of class discussions of the various issues presented, paying special attention to clinical implications and theological reflections. c. Postcourse work Add two sections to your precourse paper: (1) Theological reflections, e.g., issues of shame and redemption (2) Clinical implications, e.g., issues of prevention and/or treatment IV. COURSE CALENDAR All preassignments due 9/14/09 Classes begin 10/5/09 Course work due 11/9/09 DMIN Latest Revision: 05/27/2009 5

6 Course Inventory for ORU s Student Learning Outcomes DMIN Advanced Workshop in Marriage and Family Therapy Dr. Bill Buker, Instructor Fall 2009 This course contributes to the ORU student learning outcomes as indicated below: Significant Addresses the outcome directly and includes targeted assessment. Moderate Addresses the outcome directly or indirectly and includes some assessment. Minimal Addresses the outcome indirectly and includes little or no assessment. No Does not address the outcome. The Student Learning Glossary at defines each outcome and each of the proficiencies/capacities. Outcomes & Proficiencies/Capacities Significant Moderate Minimal No 1 Outcome #1 Spirit-Filled Living 1A Entry-level competency Possesses Christian character, personal integrity, a sense of calling, and a demonstrated interest in ministry-related endeavors 1B Mid-level competency Exemplifies the fruit of the Spirit, spiritual gifts, ongoing spiritual growth, and clarification of a call to ministry 1C Candidacy-level competency Demonstrates involvement in charismatic signs and wonders and integration of ethics and personal integrity in the healing ministry in obedience to a defined call to ministry 2 Outcome #2 Academic Excellence 2A Entry-level competency Demonstrates an aptitude for graduate theological education Mid-level competency Practices theological 2B reflection and sound scholarship in acquiring knowledge through learning and research 2C Candidacy-level competency Evidences critical thinking, problem solving, and decision making 3 Outcome #3 Professional Competence 3A Entry-level competency Demonstrates awareness of professional requirements 3B Mid-level competency Communicates discipline-specific information effectively in written and spoken discourse as pertaining to ministry calling 3C Candidacy-level competency Integrates leadership in ministry and academic excellence with Spirit-led practices of ministry 4 Outcome #4 Cultural Relevance 4A Entry-level competency Demonstrates knowledge about cultural diversity 4B Mid-level competency Pursues participation in diverse social/cultural contexts Candidacy-level competency Evidences skill 4C while engaging in healing, ministry, and acts of justice and mercy in diverse contexts DMIN Latest Revision: 05/27/2009 6