Advanced Family Therapy Seminar CP 791

Advanced Family Therapy Seminar CP 791 Spring 2012 Gary R. Eager, LICSW, DCSW Greager429@msn.com Marriage and Family Therapy Associates of New Hampshire Salem Medical Center / 289 Main Street Salem / New Hampshire / 03079 Work Phone: 603-890-8670 Cell Phone: 603-315-5205 Office Hours: Thursdays by appointment only COURSE DESCRIPTION Welcome to what I hope will be a rewarding, exciting, and productive semester! This course will serve as a more in-depth exploration of contemporary issues within the field of family therapy and family centered social work practice. We will consider several popular theories of family therapy, their more recent expressions within the professional literature, and how to consider them against the standards of evidenced based practice. In particular we will explore and critique what actually counts as evidence during clinical treatment in the hope of better defining where theory and practice actually come together. At the completion of the course the student will come away with a better understanding of the cutting edge controversies and professional concerns within this field of practice as well as the tools to carry their own in these discussions. The student will also be able to apply new learning to the processes of treatment application and outcome assessment.

THIS COURSE SUPPORTS THE ATTAINMENT OF ADVANCED COMPETENCY IN: Competency 2.1.1 Professional Identity Competency 2.1.2 Ethical Practice Competency 2.1.3 Critical Thinking Competency 2.1.4 Diversity in Practice Competency 2.1.5 Human Rights and Justice Competency 2.1.6 Research Based Practice Competency 2.1.7 Human Behavior Competency 2.1.8 Policy Practice Competency 2.1.9 Practice Contexts Competency 2.1.10 Engage, Assess, Intervene, Evaluate Specific assignments in this course will assess your attainment of this competency. Information about the specific competencies and related practice behaviors addressed in this course and your other MSW courses can be found at http://www.bu.edu/ssw/students/current/competency-map/.

COURSE OBJECTIVES By the end of the course the student will be able to: 1. Discuss and critique the history of family therapy theory development over the past 30 years. 2. Develop, implement, and evaluate an evidence-based strategy of family treatment from the perspective of at least 3 different theoretical models. 3. Critique postmodernism s influence within family therapy and to discuss its implications for evidence-based treatment. 4. Discuss the affinities and tension between attachment theory and systemic therapy. 5. Apply critical thinking skills and ethical principles to evaluate theories and treatment models relating to practice and to professional use of self with clients. 6. Demonstrate a multicultural perspective in valuing, accepting non-judgmentally, and helping to advance the interests of all people without regard to race, color, class, age, ability, language, religion, country of origin, sex, or sexual orientation. TEXT & READINGS There are no required texts for this course. Both required and recommended readings are listed for each class and appear below. All readings are posted to Blackboard. COURSE OUTLINE Session #1: Setting the Stage Introductions Overview of course material, syllabus, and assignments Review of family therapy history and core concepts of systems thinking No required readings Sessions #2-3 Advanced Structural Family Therapy Required Readings: Faber, A. J., Edwards, A. E., Bauer, K. S., & Wetchler, J. L. (2003). Family structure: Its effects on adolescent attachment and identity formation. American Journal of Family Therapy, 31, 243-255. Fletcher, T. B. (2000). Primary noctural enuresis: A structural and strategic family systems approach. Journal of Mental Health Counseling, 22(1), 32-45.

Vetere, A. (2001). Structural family therapy. Child Psychology & Psychiatry Review, Volume 6, No. 3, 2001, 133-139. Recommended Readings: Aponte, H. J. & Van Deusen, J. M. (1991). Structural family therapy. In Gurman, A. S. & Kniskern, D. P. (Eds.), Handbook of family therapy. New York: Brunner Mazel. Aponte, H. J. (1992). Training the person o fthe therapist in structural family therapy. Journal of Mariatal and Family Therapy, 18 (3), 269-281. Minuchin, S. (1974). Families and family therapy. Cambridge: Harvard Press. Schoppe, S. J., Mangelsdorf, S. C. & Frosch, C. A. (2001). Coparenting, family process, and family structure: Implications for preschoolers externalizing behavior problems. Journal of family Psychology, Vol 15, No. 3, 526-545. Simon, G. M. (1995). A revisionist rendering of structural family therapy. Journal of Marital and Family Therapy, 21 (1), 17-26. Wetchler, J. L. (1995). A conservative response to Simon s revision of structural family therapy. Journal of Marital and Family Therapy, 21 (1), 27-31. Sessions #4-5 Advanced Solutions Oriented Therapy Required Readings: Corcoran, J. & Stephenson, M. (2000). The effectiveness of solution-focused therapy with child behavior problems: A preliminary report. Families in Society, 81 (5), 468-474. Gingerich, W. J. & Eisengart, S. (2000). Solution-focused brief therapy: A review of the outcome research. Family Process, 39 (4), 477-498. Miller, G. & DeSchazer, S. (2000). Emotions in solution-focused therapy: A reexamination. Family Process. 39 (1), 5-24. Piercy, F. P., Lipchik, E., & Kiser, D. (2000). Commentary: Miller and deschazer s article on Emotions in solution-focused therapy. Family Process, 39 (1), 25-28. Schwartz, R. C., & Johnson, S. M. (2000). Commentary: Does couple and family therapy have emotional intelligence? Family Process, 39 (1), 29-34. Sexton, T. L. & Schuster, R. A. (2008). The role of positive emotion in the therapeutic process of family therapy. Journal of Psychotherapy Integration, 18 (2), 233-247.

Stalker, C. A., Levene, J. E., & Coady, N. (1999). Solution focused brief therapy: One model fits all? Families in Society, 30 (5), 468-477. Recommended Readings: Miller, G. & deshazer, S. (1998). Have you heard the latest rumor about? Solution-focused therapy as a rumor. Family Process, 37 (3), 363-378. O Hanlon, W. H. & Weiner-Davis, M. (1989). In search of solutions: A new direction in psychotherapy. New York: Norton. Walter, J. L. & Peller, J. E. (1992). Becoming solution-focused in brief therapy. New York: Brunner/Mazel. Sessions #6-7 Narrative, Postmodern Approaches to Therapy Required Readings: Blanton, P. G. (2007). Adding silence to stories: narrative therapy and contemplation. Contemporary Family Therapy, 29:211-221. Doan, R. E. (1998). The king is dead; long live the king: Narrative therapy and practicing what we preach. Family Process, 37 (3), 379-385. Efran, J. S. & Clarfied, L. E. (1992). Constructionist therapy: Sense and nonsense. In McNamee, S & Gergen, K. J. (Eds.). Therapy as social construction. London: Sage. Freeman, E. M. & Couchonnal, G. (2006). Narrative and culturally based approaches in practice with families. Families in Society, 87, No.2. Held, B. S. (1995). Back to reality: A critique of the postmodern theory in psychotherapy. New York: Norton. Chapters 1, 4, & 5. Goncalves, M. M., Matos, M., & Santos, A. (2009). Narrative therapy and the nature of innovative moments in the construction of change. Journal of Constructivist Psychology, 22: 1-23. Lieb, R. J. & Kanofsky, S. (2003). Toward a constructivist control mastery theory: An integration with narrative therapy. Psychotherapy: Theory, Research, Practice, Training, 40 (3), 187-202 Lock, A., Epston, D., & Maisel, R. (2005). Resisting anorexia/bulimia: Foucauldian perspectives in narrative therapy. British Journal of Guidance and Counseling, 33 (3). McLeod, J. (2006). Narrative thinking and the emergence of postpsychological therapies. Narrative Inquiry, 16: 1, 201-210.

Richert, A. J. (2003). Living stories, telling stories, changing stories: Experiential use of the relationship in narrative therapy. Journal of Psychotherapy Integration, 13 (2), 188-210 Saltzburg, S. (2007). Narrative therapy pathways for reauthoring with parents of adolescents coming out as lesbian, gay and bisexual. Contemporary Family Therapy, 29: 57-69. Sutherland, O. (2007). Therapist positioning and power in discursive therapies: A comparative analysis. Contemporary Family Therapy, 29: 193-209. Recommended Readings: Amundson, J, Stewart, K, & Valentine, L (1993). Temptations of power and certainty. Journal of Marital and Family Therapy, 19 (2), 111-123. Anderson, H. (1997). Conversation, language, and possibilities. New York: Basic Books Byng-Hall, J. (1999). Creating a coherent story in family therapy. (pp. 131-151). In G. Roberts, & J. Holmes (Eds.) Narrative approaches in psychiatry and psychotherapy. Oxford: oxford University Press. Knei Paz, C. & Ribner, D. s. (2000). A narrative perspective on doing for multiproblem families. Families in Society, 81 (5), 475-482. Schwartz, R. C. (1999). Narrative therapy expands and contracts family therapy s horizons. Journal of Marital and Family Therapy, 25 (2), 265-268. Stern, S., Doolan, M., Staples, E., Szmukler, G. L, & Eisler, I. (1999). Disruption and reconstruction: Narrative insights into the experience of family members caring for a relative diagnosed with serious mental illness. Family Process, 38 (3), 353-369. White, M. & Epston, D. (1990). Narrative means to therapeutic ends. New York: Norton. Sessions #8-9 Attachment Theory and Family Therapy Required Readings: Byng-Hall, J. (1995b). Creating a secure family base: Some implications of attachment theory for family therapy. Family Process, 34 (1), 45-58.

Byng-Hall, J. (1999). Family and couple therapy: toward greater security (pp 626-645). In J Cassidy & P. R. Shaver (Eds.) Handbook of attachment: Theory, research, and clinical applications. New York: Guilford Press. The following articles appear in the Fall 2002 issue of Family Process which is devoted to Attachment and Family Systems: Byng-Hall, J. (2002). Relieving prettified children s burdens in families with insecure attachment patterns. Family Process, 41 (3) 375-388. Edwards, M. E. (2002). Attachment, mastery, and interdependence: A model of parenting processes. Family Process, 41 (3), 389-404. Guttman, H. A. (2002). the epigenesis of the family system as a context for individual development. Family Process, 41 (3), 533-545. Keiley, M. K. (2002). Attachment and affect regulation: A framework for family treatment of ocnduct disorder. Family Process, 41 (3), 477-493. Kozlowska, K. & Hanney, L. (2002). The network perspective: An integration of attachment and family systems theories. Family Process, 41 (3), 285-312. Kretchmar, M. D. & Jacobvitz, D. B. (2002). Observing mother-child relationships across generations: Boundary patterns, attachment, and the transmission of care giving. Family Process, 41 (3), 351-374. Liddle, H. A. & Schwartz, S. J. (2002). Attachment and family therapy: The clinical utility of adolescent-family attachment research. Family Process, 41 (3), 455-476. Tothbaum, F., Rosen, K., Ujiie, T., & Uchida, N. (2002. Family systems theory, attachment theory, and culture. Family Process, 41 (3), 328-350. Recommended Readings: Ainsworth, M. D. S., Blehar, M. D., Waters, E. & Wall, S. (1978). Patterns of attachment: A psychological study of the strange situation. Hillsdale, NJ: Lawrence Erlbaum Associates. Bowlby, J. (1949). Attachment and loss, Vol. I. Attachment (2 nd ed., 1982). London: Hogarth Press. Bowlby, J. (1973). Attachment and loss, Vol. II. Separation: Anxiety and anger. London: Hogarth Press. Bowlby, J. (1980). Attachment and loss, vol. III. Loss: Sadness and depression. London: Hogarth Press.

Cloutier, P. F., Manion, I. G., Walker, J. G., & Johnson, S. M. (2002). Emotionally focused interventions for couples with chronically ill children: A 2 year followup. Journal of Marital and Family Therapy, 28 (4), 391-398. Session #10-12 Evidence Based Treatment and The Heroic Client: A Common Factors Approach to Treatment FINAL PAPER PROPOSAL DUE BY 10 TH CLASS Required Readings: Chwalisz, K. (2001). A common factors revolution: Let s not Cut off our discipline s nose to spite its face. Journal of Consulting Psychology, 48 (3), 262-267. Duncan, B. L. (2007). The founder of common factors: A conversation with Saul Rosenzweig. Journal of Psychotherapy Integration, 12 (1), 10-31. Kazantzis, N. & Ronan, K. R. (2006). Can between-session (Homework) activities be considered a common factor in psychotherapy? Journal of Psychotherapy Integration, 16 (2), 115-127. McCracken, S. G. & Marsh, J. C. (2007). Practitioner expertise in evidence-based practice decision making. Research on Social Work Practice, DOI: 10.1177/1049731507308143, 1-10. Rishel, C. W. (2007). Evidence-based prevention practice in mental health: What is it and how do we get there? American Journal of Orthopsychiatry, 77 (1), 153-164. Rosenzweig, S. (2002). Some implicit common factors in diverse methods of psychotherapy. Journal of Psychotherapy Integration, 12 (1), 5-9. Spoth, R., Clair, S., Greenberg, M. Redmond, C. & Shin, C. (2007). Toward dissemination of evidence-based family interventions: Maintenance of community-based partnership recruitment results and associated factors. Journal of Family Psychiatry, 21 (2), 137-146. Weinberger, J. (2002). Short paper, large impact: Rosenzweig s influence on the common factors movement. Journal of Psychotherapy Integration, 12 (1), 67-76. Whaley, A. L. & Davis, K. E. (2007). Cultural competence and evidence-based practice in mental health services: A complementary perspective. American Psychologist, 62 (6), 563-574. Session #13 Final Presentations No assigned readings.

Session #14 Ethics, Profession Practice, and Wrap Up FINAL PAPERS DUE Assigned Readings: Efran, J., Lukens, M. & Greene, M. (2007). Defining psychotherapy. Psychotherapy Networker, March/April 2007, 40-66. ASSIGNMENTS There will be 3 primary assignments in this course. Assignment #1: Viewing and Critique of Family Therapy Sessions During the semester we will undertake a microanalysis of actual family therapy sessions in order to critique and to better understand the interconnections between theory and practice. We will consider how the practitioner handles the issue of their professional identity, how well issues of diversity are addressed in the clinical setting, and how well research based evaluation is integrated into clinical practice. We will also focus on the clinical skills of engagement, assessment, intervention, and evaluation as we critique each session of family therapy. We will explore the issue of what counts as evidence within a clinical session and how well the clinician can effectively judge the effectiveness of their own session. It will be essential that students attend each class in order to participate meaningfully in this assignment. This assignment will provide the opportunity to demonstrate your knowledge, values, and skills, in Professional Identity, Critical Thinking, Diversity and Practice, Research Based Behavior and Engagement, Assessment, Intervention, and Evaluation in clinical practice Assignment #2: Case Presentations Each student will be required to present a case to the class in which they apply the skills of critical thinking to the clinical encounter. The purpose of the presentation will be to demonstrate the student s capacity to apply their critical thinking to the outcome of a specific case. The focus of the presentation may be to critique a specific aspect of the clinical work (engagement, assessment, intervention, or evaluation), to explore the interconnections and gaps between theory and practice, to redress issues of diversity/oppression in the clinical encounter, or to explore the relevance of the case against standards of evidence based practice. The number and length of the presentations will be determined in the first 3 weeks of class based on numbers of students enrolled in the course and student interest areas. Presentations may be done individually or in small groups based on what will be of most benefit to the class as a whole. In the past presentations have been done by no more than 2-3 individuals for a duration of no more than 30 minutes. This assignment will provide the opportunity to demonstrate your knowledge, values, and skills, in Professional Identity, Critical Thinking, Diversity and Practice, Research

Based Behavior and Engagement, Assessment, Intervention, and Evaluation in clinical practice Assignment #3: Final Paper Each student will undertake a final project in order to demonstrate their learning in the class. This will be a formal paper on a research topic of the student s choosing and with the instructor s final approval which continues the themes of the course. Past papers have: critiqued specific models of family therapy against standards of evidence based practice, developed treatment algorithms to help the clinician better decide when to use particular models of family therapy, explored the connections between a research based focus and a commitment to collaborative treatment approaches with clients (who may at times reject a research based approach), and explored the need for enhanced sensitivity to issues of diversity in clinical practice. A single page proposal outlining your proposed final project will be due by the 10 th class. Final papers will be due the last day of class. Each paper will have a minimum of 10 references, 5 of which must be from a source other than the class syllabus. Papers will be no more than 12 pages in length using regular APA format. This assignment will provide the opportunity to demonstrate your knowledge, values, and skills, in Professional Identity, Critical Thinking, Diversity and Practice, Research Based Behavior and Engagement, Assessment, Intervention, and Evaluation in clinical practice COURSE GRADING CRITERIA Your final grade will be based on the following formula: Class participation/assignment #1: 20% Case Presentation: 30% Final Research Paper 50% COURSE POLICIES Attendance: Students are expected to attend all class sessions and to inform the instructor in advance of any absences. Failure to attend class sessions is likely to have a negative effect on your course grade. Academic honesty: Papers and presentations in the School of Social Work must meet standards of academic honesty and integrity, avoiding any possibility of plagiarism or other forms of academic misconduct. For specific information about the BUSSW policy regarding academic misconduct, see Student Handbook: Ways & Means (http://www.bu.edu/ssw/current/stud_hb/index.shtml). Writing style and references: Students are expected to follow the editorial and reference standards set out in the Publication Manual of the American Psychological Association (2010). This manual is

available at the Mugar Library reference desk. A helpful BUSSW APA Style Guide can be found at http://www.bu.edu/ssw/current/academic/index.shtml. Students with disabilities: If you have a disability and want to request reasonable accommodation, the University requires that you consult with Boston University s Office of Disability Services for information regarding this process (http://www.bu.edu/disability/). Academic writing assistance: If you would like academic writing assistance, information can be found at http://www.bu.edu/ssw/current/academic/assistance/index.shtml or contact the BUSSW Office of Student Services. Electronic devices in the classroom: Computers may be used to support the learning activities in the classroom, with permission of your instructor. These include such activities as taking notes and accessing course readings under discussion. However, non-academic use of laptops and other devices are distracting and seriously disrupt the learning process for everyone. Neither computers nor other electronic devices are to be used in the classroom for non-academic reasons. This includes e-mailing, texting, social networking, and use of the Internet. The use of cell phones during class time is prohibited. Please turn off cell phones and refrain from taking calls unless you are on call and have cleared this with the instructor prior to class. Under such circumstances, please put your phone on vibrate, sit close to a door, and step out of the room to take the call. Religious holidays: The school, in scheduling classes on religious holiday, intends that students observing those holidays be given ample opportunity to make up work. Faculty members who wish to observe religious holidays will arrange for another faculty member to meet their classes or for canceled classes to be reschedule