EDCE 503 - Family Counseling

EDCE 503 - Family Counseling Family Counseling 1 I. Descriptive Information A. Course Number and Title: EDCE 503 Family Counseling B. Bulletin Description: A comparative study of the major theories in the field of family counseling. C. Course Credit: 3 hours D. Prerequisites: None E. Intended Audience: Ed.S. Counselor Education students in the area of marriage, couples, and family counseling and advanced undergraduate students interested in pursuing a career in counseling. F. Instructor: II. Statement of Goals and Objectives A. Course Goal: This course provides the student with an overview of a family systems theoretical approach to understanding and treating clinical issues related to human sexuality. B. Course Objectives: Students will: 1. Learn the basics of foundational and contemporary family counseling theories (CACREP-MCFC Standards: A1, B1, C1; Program Objectives: IIA, IIB). 2. Understand the link between theory and practice in Family Counseling (CACREP- MCFC Standards: C1-3; Program Objectives: IIA, IIB). 3. Develop an awareness of contextual factors that affect the therapeutic relationship (CACREP-MCFC Standards: B1, 3; Program Objectives: IIA, IIB). 4. Develop an awareness of ethical principles relevant to therapy (CACREP-MCFC Standards: A3; Program Objectives: IA, IB). 5. Develop an awareness of individual and family dynamics that affect the therapeutic relationship (CACREP-MCFC Standards: B3, C4; Program Objectives: IIA, IIB). 6. Develop an understanding of the cultural influences on family functioning (CACREP-MCFC Standards: A6; Program Objectives: III A, B, C). C. Program Objectives-See Attached Appendix Inspired by the mission of the College of Education and Department of Educational Studies, the Counselor Education Faculty continually challenge and support students enrolled in counselor education programs to exemplify:

Family Counseling 2 Integrity through which one's actions are ethical, open and forthright; Intellectual spirit that undergirds the responsibility of professional counselors to construct; generate, and share knowledge while maintaining perspectives on the contexts of learning and development; Justice for all people, appreciation for and recognition of the significance of diversity, and a dedication to democratic principles; and Stewardship that guides teaching, counseling, and leading; recognizes the central roles of collaboration and professional responsibility; and requires initiative in identifying and acting on needs with thoughtful and professional care. D. Informed Consent Students successfully completing the course will not be prepared to practice family counseling. Additionally, students may derive some personal or family insights from the content of this class, but the course is not intended to be a personal therapeutic experience. Family counselors are exposed to a wide variety of human behaviors and interactions; therefore, it is possible that vignettes of families in emotional and interpersonal turmoil will be depicted either in readings, video media, or lecture content. If these things make you uncomfortable, this field is probably not for you. It is never the instructor s intention to offend or shock the students, but experience has shown that for various reasons (typically the student s own life experiences) some students can be offended or experience discomfort during discussions of abuse or other forms of emotional or physical trauma. III. Texts and Required Readings Goldenberg, H., & Goldenberg, I. (2008). Family therapy: An overview (7 th edition). Belmont, CA: Thomson Higher Education. Additional readings available through USC Blackboard. IV. Academic Course Requirements and Candidate Performances 1. Attendance and Class Participation (10 points) a. This course is based on experiential learning, so your attendance to class is of great importance. Much of the learning for this class takes place in the classroom, and you are expected to attend every session and participate actively in course activities. b. If you are unable to attend class, please notify me as soon as possible. Excused absences must be verified through documentation. c. Excessive (more than one) unexcused absences, lateness to class, and leaving class early will result in a deduction of points (Program Objectives: IB, IIB). 2. Insight Cards (15 points) Graduate students will turn in a 3x5 index card with their insights of the day's reading at the beginning of the class. These insights should be the personal reflections of the student about their reading and how he/she is relating it to his/her life. See class schedule to determine when the cards are due. Undergraduate students are not required to complete this assignment (CACREP MCFC Standards: B1; Program Objectives: IB, IIB).

Family Counseling 3 2. Family Genogram and Paper (15 points) Students will complete a three generation genogram that depicts themselves and any siblings, their parents and parents' siblings, and their grandparents. The first step is to collect the relevant names, dates of birth and death, illnesses, addictions, historical context, immigration history, affairs, miscarriages, etc. Please note that although I encourage you to explore as deeply as possible, I only want you to reveal what you feel comfortable disclosing. Ultimately, the purpose of this genogram is to identify those family patterns that have bearing on your development as a counselor. Sometimes this exploration is an exhilarating discovery. Alternately, the exploration can reveal upsetting information or patterns. I want you to be informed and prepared for either response. Write a 6-page paper describing the patterns and dynamics you have observed. These genograms will NOT be shared in class. Additional genogram and paper instructions will be available on the USC Blackboard (CACREP MCFC Standards: C2; Program Objectives: IIB, IIC). 3. Mid-term and Final Exams (15 points each) A mid-term and final exam will be given during the summer session. The mid-term will consist of multiple choice questions. The final exam will be a "take-home" exam that will be available on the USC Blackboard at the end of the session. This test will have the student's respond to 1 of 3 case studies utilizing two different family counseling theories. Specific directions will be provided in-class and via the USC Blackboard (CACREP MCFC Standards: C1-4; Program Objectives: IIB, IIC). 4. Families in Movies (30 points) Groups consisting of 3 students will choose a movie and demonstrate their understanding of family dynamics. Select sections of the film to show the class that illustrates the dynamic, idea or construct. Identify the stage of family development. Identify the structure of the family. Students will be assigned a theory from: transgenerational, structural, strategic/milan systemic, social constructionist/narrative, and experiential. Students will: a. Show or describe a selection of the film that describes the problem to be addressed. b. Have members of the group role-play a therapy session with the characters from the movie (can enlist other class members to help). c. Conduct the session using the selected counseling model. Individuals will receive a group grade and will also submit a 1-page group participation paper to explain how each group member contributed to the presentation. See Class Schedule for assignment of group presentations. More specific instruction will be provided by instructor (CACREP MCFC Standards: A6, C1-4; Program Objectives: IIA-C). V. Administrative Course Requirements A. Confidentiality During class activities, students may share personal information about themselves and their families. Please respect the privacy and confidentiality of other students in this class, and adhere to professional confidentiality standards. Likewise, all materials submitted to me will be treated as confidential information. B. Office Hours Students are invited to make use of my office hours for any questions or comments you have about the course. If you cannot make it to my office hours, please let me know so we can set up an appointment.

Family Counseling 4 C. Course Schedule The course schedule provided in the syllabus is a tentative outline of course topics to be covered. Due to varying time for class activities or other circumstances, changes may be made throughout the course. It is my responsibility to give you appropriate notice of such changes, and it is your responsibility to take note of these changes. D. Make-up policy for work Make-up work must be arranged ahead of time, and students must present documented evidence of extenuating circumstances that lead to the necessity for make-up work. E. Cell phones Please turn off all cell phones before class starts. F. Incomplete Grades Incompletes will only be submitted for extenuating circumstances (e.g., prolonged physical or mental health problems). You must provide appropriate documentation. G. Electronic submission of class assignments Assignments will NOT be accepted via e-mail without prior permission from me for a specific assignment. Permission will be granted only in extreme circumstances. H. Format of papers Papers must be in APA style, typed, double-spaced, in 12 point Times New Roman font with one-inch margins. All assignments must be turned in with a title page. Papers turned in without a title page will receive an automatic deduction of 1/5 of the possible points. I. Late submission of assignments Unless a student receives approval from me prior to the original due date of an assignment, late assignments will be penalized with a deduction of 1/10 of the possible points for the assignment for each business day in which the assignment is late. J. Students with Disabilities Students who require any accommodations for any aspect of this course should notify me immediately. VI. Evaluation and Grading Attendance and Participation Genogram and Paper Mid-term Exam Insight Cards Final Exam Movie Group Project Total 10 points 15 points (Grade will be doubled for undergraduate students) 15 points 15 points (Only applicable to graduate students) 15 points 30 points 100 points

Family Counseling 5 A = 90-100 B+ = 85-89 B = 80-84 C+ = 75-79 C = 70-74 D+ = 65-69 D = 60-64 F = Below 60 VII. Major Topics of the Course TENTATIVE COURSE SCHEDULE DATE TOPIC READINGS June 2, 2008 Introduction to the Topic June 3, 2008 Family Relationships Chp. 1 June 4, 2008 Family Life Cycle Framework Chp. 2 June 5, 2008 Influence of Culture, Gender, & Ethnicity Chp. 3 June 9, 2008 Family Systems Chp. 4 June 10, 2008 Assessing Families Readings June 11, 2008 History of Family Counseling Chp. 5 June 12, 2008 Mid-Term Exam June 16, 2008 Professional and Ethical Issues Chp. 6 Genogram and Paper Due June 17, 2008 Transgenerational Models Chp. 8 June 18, 2008 Experiential Models Chp. 9 June 19, 2008 Structural Chp. 10 June 23, 2008 Strategic Models Chp. 11

Family Counseling 6 June 24, 2008 Milan Systemic Model Chp. 12 June 25, 2008 Social Construction Models Chps. 14-15 June 26, 2008 June 30, 2008 July 1, 2008 July 2, 2008 Transgenerational Group Presentation Experiential Group Presentation Structural Group Presentation Strategic/Milan Group Presentation Social Construction Group Presentation Final Exam Due VIII. Modes of Instruction This course consists of group and individual experiential learning exercises, lectures, group discussions, audiovisual presentations, and written assignments. Films and Family Counseling Topics Transgenerational: American Rhapsody, Avalon, Born on the Fourth of July, Catch Me If You Can, Joy Luck Club, Nixon, Rhapsody in August, Shine, Sunshine, Soul Food, The Namesake, This Boy's Life, Tortilla Soup, You Can Count On Me, August Rush, Charlie and the Chocolate Factory (Johnny Depp) Marriage: A Beautiful Mind, Barefoot In The Park, Best Intentions, Bombay Wedding, Chapter 2 (remarriage), Enchanted April, Goodbye Girl, Hannah and Her Sisters, Hours, I Never Sang for My Father, Prelude to a Kiss, Scenes from a Marriage, Shadowlands, The Syrian Bride, Who's Afraid of Viriginia Woolf Children: Capturing the Friedmans, Grand Canyon, Hours, Little Miss Sunshine, Mr. Mom, My life as a Dog, Parent Trap, Shadowlands, The Education of Little Tree, To Kill a Mockingbird Adolescents: Back to the Future, The Great Santini, The Karate Kid, Ordinary People, Running on Empty, Sixteen Candles, The Ice Storm, Thirteen, The Breakfast Club Unattached Adults: An Officer and a Gentleman, Autumn Sonata, Bull Durham, Frankie and Johnny, Pretty Woman, Stanley and Iris, The Graduate, Waiting to Exhale, When Harry Met Sally, You've Got Mail Launching:

Family Counseling 7 About Schmidt, Betsy's Wedding, Father of the Bride, Guess Who's Coming to Dinner, Moonstruck, October Sky, Steel Magnolias Aging and Death: About Schmidt, Avalon, Cocoon, Cocoon: The Return, Dad, Folks, Fried Green Tomatos, Harry and Tonto, Iris, Moonstruck, On Golden Pond, Shadowlands, Steel Magnolias, Straight Story, Strangers in Good Company, Terms of Endearment Divorce: Kramer vs. Kramer, Mr. Mom, Mrs. Doubtfire, Parent Trap, War of the Roses, The Whale and the Squid Step-Families/Remarriage: Chapter Two, Emmy & Alexander, Shadowlands, This Boy's Life, Tortilla Soup, With Six You Get Egg Roll, Yours, Mine and Ours Gender: Fried Green Tomatos, Fully Monty, Moon Struck, Nuts, Ordinary People, Real Women Have Curves, Strangers in Good Company, Terms of Endearment, This Boy's Life, Waiting to Exhale Race: A Soldier's Story, Beloved, Boyz N the Hood, Do the Right Thing, Guess Who's Coming to Dinner?, Jungle Fever, Malcolm X, Roots, To Kill a Mockingbird, Waiting to Exhale Culture: About Schmidt, Avalon, Bombay Wedding, Joy Luck Club, Mississippi Marsala, Moonstruck, My Big Fat Greek Wedding, October Sky, Real Women Have Curves, Rhapsody in August, Sophie's Choice, The Education of Little Tree, The Chosen, Tortilla Soup APPENDIX TO EDCE 503 SYLLABUS University of South Carolina Counselor Education Ed.S. Programs Program Objectives Inspired by the mission of the College of Education and Department of Educational Studies, the Counselor Education Faculty continually challenge and support students enrolled in counselor education programs to exemplify: Integrity through which one's actions are ethical, open and forthright; Intellectual spirit that undergirds the responsibility of professional counselors to construct; generate, and share knowledge while maintaining perspectives on the contexts of learning and development; Justice for all people, appreciation for and recognition of the significance of diversity, and a dedication to democratic principles; and

Family Counseling 8 Stewardship that guides teaching, counseling, and leading; recognizes the central roles of collaboration and professional responsibility; and requires initiative in identifying and acting on needs with thoughtful and professional care. I. Integrity A. Students will comply with the American Counseling Association Code of Ethics in relationships with faculty, peers, colleagues, supervisors, and clients. Students will demonstrate compassionate and competent ethically-and-culturally sensitive professional service that promotes mental health and human potential. B. Students will be self-aware, self-reflective, open to feedback, and capable of selfevaluation. Students will demonstrate recognition and respect the possibilities and limits of their own abilities, knowledge, frames of reference, skill, and authority, and to behave in accord with the highest ethical and professional standards such as those advanced by the American Counseling Association, the International Association for Marriage and Family Counselors, the American School Counselor Association, and the National Board for Certified Counselors. C. Students will accept leadership responsibility, demonstrate initiative, dedication to education, and engage in professional behavior toward faculty, peers, colleagues, supervisors, and clients. Students will demonstrate themselves as professionals and to work closely and cooperatively with other professionals, including those in: public and private schools, colleges and universities; community and private agencies, institutions, and programs; businesses, industries, and philanthropic organizations; and government agencies. II. Intellectual Spirit A. Students will be tolerant and patient toward the process of teaching, learning, and counseling. 1. Students will demonstrate successfully the ability to apply the knowledge and skills obtained through the program. 2. Students will demonstrate continuous personal and professional development through life-long learning. B. Students will actively participate in all learning experiences designed to foster mastery of the content, science, and art of professional counseling practice. 1. Students will demonstrate intellectual inquiry by asking questions through research and applying this knowledge to counseling practice and education. 2. Students will demonstrate a mastery of the tools of professional research to aid them in their search for valid answers to their questions. 3. Students will demonstrate the ability to create new knowledge and model efficacious practices.

Family Counseling 9 C. Students will demonstrate critical and constructive intellectual flexibility and inquiry. 1. Students will demonstrate construction of their own ethically-informed philosophical orientation to the helping process by utilizing the various theoretical, research, and practice resources available. 2. Students will demonstrate the ability to make appropriate calculated risks in their search for creative and innovative solutions to human problems and concerns. III. Justice A. Students will demonstrate appreciation and respect for diversity. Students will demonstrate respect and enhance the worth, dignity, equality and positive development of all people within their communities of engagement. B. Students will advocate for social justice commensurate with the ideals of the counseling profession. Students will demonstration promotion of equal educational, employment, and self-development opportunities for all people, regardless of culture, ethnicity, nationality, age, gender, sexual orientation, mental and physical characteristics, education, family values, religious and spiritual values, and socioeconomic status. C. Students will recognize and respect the culture, values, lifestyles and opinions of others. Students will demonstrate commitment of themselves in order to improve the quality of life in the world community as well as in the immediate communities in which we live. IV. Stewardship A. Students will be respectful of self and others in all learning environments. B. Students will demonstrate openness to feedback from faculty, peers, colleagues and supervisors. Students will demonstrate accountability to the profession, to the public, and to each other. C. Students will engage in professional leadership roles in their interactions with faculty, peers, colleagues, and supervisors throughout their counseling careers. 1. Students will demonstrate leadership by participating in local, state, regional, national, and international activities relevant to their professional practice. 2. Students will demonstrate self-awareness and accountability by consulting frequently with their advisor(s), clinical supervisor(s), and/or professional colleagues regarding the choices confronting them in their various professional activities. 3. Students will demonstrate their identity as professional counselor by providing leadership that enhances professional efficacy and inspires public trust.