Florida Agricultural and Mechanical University. Professional Education Unit Tallahassee, Florida 32307

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1 Florida Agricultural and Mechanical University Professional Education Unit Tallahassee, Florida Course Number: MHS 6430 COURSE SYLLABUS Course Title: Family Counseling Prerequisite(s): Course Credit: 3 College: Education Department: Educational Leadership and Human Services Course Hours: 3 (lecture) Required Text(s): Fenell, D.L., & Weinhold, B.K. (2003). Counseling families: An introduction to marriage and family therapy (3 rd ) edition. Love Publishing Company. Supplies: Taskstream Faculty Name: Dr. Arland Billups Term and Year: Fall, 2008 Place and Time: Office Location: GEC- 303B Telephone: arland.billups@famu.edu Office Hours Monday Tuesday Wednesday Thursday Friday Saturday Course Description This course is designed to help professionals acquire knowledge and basic skills in marriage and family therapy. In particular, the course focuses on the family as a system; it will be studied from psychodynamic, cognitive/behavioral, humanistic/existential and transpersonal perspectives. Upon completion of this course, students will have developed the professional skills inherent in an effective model to use in counseling families. In addition, students will become exemplary professionals in the areas of multiculturalism, technology, values, problem solving, professionalism, and urban education. See the Conceptual Framework below: Course Purpose To have counselor trainees obtain a basic knowledge systems theory and how it applies to working with families. To examine how systems theory is used by a variety of family therapy approaches and to begin to distinguish among the various popular approaches to working with families. 1

2 Conceptual Framework The Conceptual Framework in the Professional Education Unit (PEU) at Florida A&M University is an integrated approach to providing educational experiences that result in exemplary professional educators. The Framework is comprised of six themes with the mission of developing high quality classroom teachers, administrators and support personnel. The term exemplary refers to the kind of graduates the PEU strives to produce. The figure below provides a diagram of the Exemplary Professional Conceptual Framework: DIVERSITY CF 1 Through this focal area, the FAMU professional education candidate will: 1.1 (K) Understand diverse backgrounds of individuals. F: 5,6,7 I: 3 TECHNOLOGY CF 2 Through this focal area, the FAMU professional education candidate will: 2.1 (S) Use of available technology and software to support student learning. F: 4,12 I: (S) Facilitate the use of technology by students. F: 4,12 I: 6 VALUES CF3 Through this focal area, the FAMU professional education candidate will: 3.4(D) Be committed to individual excellence. F: 3,9 I: 5,9 CRITICAL THINKING CF4 Through this focal area, the FAMU professional education candidate will: 4.2 (S) 4.3 (D) CF 5 Use a variety of instructional/professional strategies to encourage students development of critical thinking and Value critical thinking and self-directed learning as habits of mind. PROFESSIONALISM F:2,7 I: 4 F: 4 I: 1,4 2

3 Through this focal area, the FAMU professional education candidate will: 5.1 (K) Know the content F: 8 I: 1 Demonstrate commitment to professional growth & development. 5.3 (D) F:3,7 I: 9 Assignment Behavioral objectives FEAPs FTCE SAE Family autobiography Candidates will give a description of the family using a genogram; use counseling theory to describe your family. 3l 4g 4j 5a PEU Conceptual Framework Overall Goals of the Course Designed to help aspiring professionals acquire knowledge and basic competencies in marriage and family therapy. Focuses on the family as a system with an introduction to psychodynamic, cognitive-behavioral, humanistic-existential and transpersonal perspectives. Specific Behavioral Objectives Course Objectives: 1. To review the foundations of a family systems approach to counseling. 2. To examine the historical roots of family counseling/family therapy. 3. To examine the classic schools of family therapy. 4. To review professional, ethical, legal, and cross-cultural issues related to practicing family therapy. 5. To begin practice on implementing various approaches to family therapy. 6. To develop your own theory of family therapy. 7. To examine your family of origin to understand how it impacts on you and your work with families. 8. To become adept a practicing assessment of families. 3

4 Family Development Workshop Journal Critiques Candidates will do a sculpting activity via role-play by physically re-arranging symbolic family members to represent interpersonal relationships. Candidates will summarize a recent journal article and provide their opinion of the article. 3m g 5a Crosswalk for MHS 6430 National and State Standards Addressed in the Course Florida Educator Accomplished Practices (FEAPs) Continuous Improvement 3l Works as a reflective practitioner and develops the skills to recognize problems, research solutions, and evaluate outcomes. 3m Learns from peers and colleagues and develops professional relationships. Critical Thinking 4g Demonstrates and models the use of higher order thinking abilities. 4j Uses technology and other appropriate tools in the learning environment. Diversity 5a Accepts and values students from diverse cultures and linguistic backgrounds and treats all students equitably. Florida Teacher Certification Examination (FTCE) Subject Area Examination (SAE) Competencies and Skills 1.1 Identify the basic concepts of major counseling theories. 1.3 Apply counseling theories and techniques appropriate to specific situations and populations. 1.4 Recognize the criteria for selection of individual and/or group counseling as an intervention. 1.5 Demonstrate knowledge of small and large group dynamics. 1.9 Demonstrate knowledge of behavior change strategies. 8.1 Demonstrate knowledge of accepted accountability and research methodology 10.3 Demonstrate knowledge of issues relevant to diverse family constellations and individual lifestyles. Topical Outline See the Course Outline 4

5 Tentative Course Calendar August 26 Course Overview September 2 Counseling Families: An Introduction Ch. 1 September 9 The Family as a System Ch. 2 September 16 From Individual Counseling to Marriage Ch. 3 And Family Therapy: Building Theoretical Bridges September 23 Using Core Counseling Skills in Marriage Ch. 4 September 30 Psychodynamic Systems Family Treatment Ch. 5 October 7 Psychodynamic Systems Theories/ Review Ch. 6 For Midterm October 14 Midterm October 21 Cognitive/Behavioral Theories in Family Ch. 7 Treatment October 28 Cognitive Behavioral Systems Theories Ch 8 November 4 Humanistic/Existential/ Transpersonal Ch. 9 Theories in Family Treatment November 11 Humanistic/Existential/ Transpersonal Ch. 10 Systems Theories November 18 Conflict Resolution in Family Treatment Ch. 11 November 25 Treating Families with Special Needs Ch. 12 December 2 Research in Marriage and Family Therapy Ch. 13 Professional Issues & Ethics Ch. 14 December 9 Final Examination Teaching Methods Lecture Role-playing Videos Course Evaluation 1) Term Project 40% A. Complete a family genogram (pictorial representation of Representation of family that covers three generation) B. Write a page family autobiography. Use theories discussed in class to describe and your family. C. Include a family photo. Standard CF 5.4; FEAP Human Development Learning 2) Class Participation 25% A. You are going to sculpt your family of- origin in class B. You will analyze another family and place it in Taskstream FEAP Learning Environment 5

6 Grading Grading Scale A B C D 65 F Incomplete I 3.) Review six articles from refereed journals. 15% Standards CF 3.1, 3.4 FEAP Knowledge of Subject Matter 4.) Midterm Examination 10% 5.) Standards CF 3.1, 3.4 FEAP Knowledge of Subject Matter 6.) Final Examination 10% Standards CF 3.1, 3.4 FEAP Knowledge of Subject Matter Course Policies Dispositions: As a component of student assessment, the College of Education has instituted a system for monitoring the professional dispositions: Professionalism, Effective Communication, Respectful Behavior, Ethical Behavior, and Reflective Behavior. At the end of each semester each instructor will fill out an assessment instrument for each student which will be turned in to the department chair and kept in the student s file. If a problem arises during the semester, a disposition feedback form may be completed by an instructor or school personnel and turned in to the student s department chair. The severity of the behavioral deficiency will influence the chairperson s handling of the situation. (See Assessment Instrument for Dispositions and Disposition Feedback Form for more detailed information. This policy includes provisions for professional dress, attendance, punctuality, use of cell phones, etc.). Advanced Level Candidate s Name: Student ID: Program Area: Criteria for rating Favorable Acceptable Marginal Unacceptable The candidate consistently and thoroughly ( %) The candidate usually and extensively (89-80%) The candidate sometimes and adequately (79-70%) The candidate rarely or never and inappropriately or superficially indicators of (60-69%) Professional Behavior : The Other Professional Educator Candidate professional behavior (Please use a to indicate level of ) is punctual and regularly attends class has a positive disposition (possesses congenial interpersonal skills; is patient, resilient, optimistic and approachable). presents oneself in a professional manner both in demeanor and appearance. handles feelings appropriately (emotional management) maintains integrity and high professional standards. works in a reliable, dependable manner, utilizing initiative. seeks opportunities for professional development and actively participates in professional organizations. the appropriate use of personal technology during class. academic honesty. F (4) Outcome M (2) Criteria for rating Favorable Acceptable Marginal Unacceptable A (3) U (1) 6

7 The candidate consistently and thoroughly ( %) The candidate usually and extensively (89-80%) The candidate sometimes and adequately (79-70%) Effective Communication: The Other Professional Educator Candidate effective communication skills (Please use a to indicate level of ) communicates effectively in a professional manner using standard English language and appropriate tone for the situation. is highly sensitive to what to do or say in order to maintain good relations with others and acts accordingly. is willing to share information and ideas in a mutually respectful manner. utilizes and models active listening and appropriate feedback skills. The candidate rarely or never and inappropriately or superficially indicators of (60-69%) Outcome F (4) A (3) M (2) U (1) Policy Statement on Non-Discrimination It is the policy of Florida Agricultural and Mechanical University to assure that each member of the University community be permitted to work or attend classes in an environment free from any form of discrimination including race, religion, color, age, disability, sex, marital status, national origin, veteran status and sexual harassment as prohibited by state and federal statutes. This shall include applicants for admission to the University and employment. Academic Honor Policy An academic honesty violation shall include a student who gives or takes information of material and wrongfully uses it to aid himself/ herself or another student in academic endeavors. It shall further include receiving unauthorized written or oral information from a fellow student. Additionally, it shall include stealing, buying, selling, or referring to a copy of an examination before it sis administered. 2. In the instance of papers written outside of the class, academic honesty violations shall include plagiarism. Plagiarism may be specifically defined for the purposes of any course by the instructor involved. Unless otherwise defined, plagiarism shall include failure to use quotation marks or other conventional markings around material quoted from any source. Plagiarism shall also include paraphrasing a specific passage from a specific source without indicating accurately what that source is. Plagiarism shall further include letting another person compose or rewrite a written assignment. 3. A student who assists in any of the academic honesty violations mentioned above shall be considered equally as responsible as the student who accepts such assistance. 4. For procedural information regarding academic honesty violations, students should consult with the academic dean or director in the respective school or college. 5. The penalties for academic honesty violations shall include: reprimand, reduction of grade, denial of academic credit; invalidation of university credit or of the degree based upon such credit; probation; suspension; dismissal; or expulsion. In addition to any other penalties that may be imposed, the individual or student may be denied admission or further registration, and the University may invalidate academic credit for work done by a student and may invalidate or revoke the degree based upon such credit if it is determined that the student has made false, fraudulent, or incomplete statements in the application, residence affidavit, or accompanying documents or statements in connection with, or supplemental, to, the application for admission to or graduation from the University. ADA Compliance To comply with the provisions of the Americans with Disabilities Act (ADA), please advise instructor of accommodations required to insure participation in this course. Documentation of disability is required and should be submitted to the Learning Development and Evaluation Center (LDEC). For additional information please contact the LDEC at (850)

8 References Adler, A. (1964). Social interest: A challenge to mankind. New York: Capricorn. Atkinson, DR., Morton, G. & Sue, D.W. (Ed.S). (1993). Counseling American minorities: A Cross cultural cersoactive (4th ed.) Madison, WI. Brown & Benchmark. Bandera, A. (1969). Principles of behavior modification. New York: Holt,Rinehart & Winston. I'Beck, A.T. (1993). Cognitive therapy: Past, present, and future. Journal of Consulting and Clinical Psychology,61(2), Becvar, D.S. & Becvar, R.J.(1996). Family therapy: A systematic integration (3rd. ed.). Needham Heights, MA: Allyn & Bacon. Bugenthal, J.F.T. (1987). The art of the psychotherapist. New York:Norton. Cain, D.T. (1990). Fifty years of client-centered therapy and the person-centered approach. Person-Centered Review, 5(1), 3-7. Corey, M. & Corey, G. (1993). Becoming a helaar (2nd. ed.) Pacific Grove, CA. Brooks/Cole. Deurzen-Smith, & Van, E.(1988). Existential counseling in practice. London: Sage. Dinkmeyer, D. (1982). Adlerian psychotherapy. International Journal of Group-Psychotherapy, 25, Dinkmeyer, D. & Dinkmeyer, J.(1982). Adlerian marriage therapy. Individual Psychology, 38, Ellis, A. (1984). Maintenance and generalization in rational-emotive therapy. The Cognitive/Behaviorist, 6(1), 24. Framo, J.L.(1992). Family-of-origin therapy: An intergenerational approach. New York: Brumer/Mazel. Frankl, V. (1963). Man's search for meaning. Boston: Beacon. 8

9 Freud, S. (1955). The interpretation of dreams. London: Hogarth. Glasser, W. (1989). Control theory in the practice of reality therapy: Case studies. New York: Harper & Row. Herlihy, B. & Corey, G. (1994). Code of ethics as catalysts foe improving practice. Ethical Issues in Professional Counseling, 2(1), Kottler, J.A. ( 1993). On being a therapist (Rev. ed.) San Francisco: Bass. Lazarus, A.A. (1992). The.multimodal approach to the treatment of minor depression. American Journal of Psychotherapy, 16(1), Magnavita, J.J. (1993). The evolution of short-term dynamic psychotherapy: Treatment of the future? Professional Psychology: Research and Practice, 24(3), '5. Maslow, A. (1968). Toward a psychology of being (Rev. ed.) New York: Van Nostrand Reinhold. Mosak, H. & Shulman, B. (1988). Life style inventory. Muncie, IN: Accelerated Development. Perls, F. (1969). Gestalt therapy verbatim. Moab, UT: Real People Press. Perls, F. (1969). In and out of the garbage pail., UT: Real People Press. Rogers, C. (1968). Carl Rogers on the development of the person-centered approach. Person-Centered Review: 1(3), 257 9