Filial Therapy
COUN 5346
Course Description: This course teaches filial therapy, an empirically research based parent training program, to advanced play therapy students. The Child Parent Relationship Therapy (CPRT) protocol, a 10-session model, is the focus of this course. Leading a CPRT group is an integral course requirement.
Student Liability insurance MUST BE received before you may see a client in this course. Please provide a copy of the face page of your insurance policy,
noting your name, company name, and coverage period.
Prerequisites: COUN 5358 & 5373
You must be either currently enrolled or have already taken 5689
Methods of Instruction: Methods of instruction include (not exclusively) lecture, PowerPoint, in-class projects, group work (small & large), student presentations, audio-visual aides, experiential activities (at the prerogative of the instructor) and video recorded supervision.
Course Objectives: Overall learning objectives include:
1. Understanding the historical development/rationale for filial therapy and its use as a preventive therapeutic model (CACREP II-G-5-a).
2. Understanding and applying the CPRT model of filial therapy. This will enable students to learn to use a combination of counseling, teaching, and supervision skills.
3. Demonstrate understanding of the cultural context of relationships through examining ways in which personal characteristics, values, and dispositions (e.g., age, gender, ethnic differences, and sexual orientations) of both the counselor and client influence the filial therapy process (CACREP II-G-5-b)
4. Understanding and applying strategies for working with diverse population when offering filial therapy (CACREP II-G-2-d)
5. Guidelines for group formation, including selecting parents appropriate for filial therapy (CACREP II-G-6-d).
6. Strategies for teaching parents basic child-centered play therapy skills
7. Experience the role of counselor by facilitating group process in filial therapy (DPI 10, 1.7, 3.1, 3.2)
8. Synthesis of research and evaluation in filial therapy
9. Facilitate advanced individual play therapy skills
Required Texts:
Bratton, S., Landreth, G. Kellam,. T. & Blackard, S. (2006). Child parent relationship therapy (CPRT) treatment manual: A 10-session filial therapy model for training parents. New York: Routledge, Taylor & Francis Group.
Faber, A & Mazlish, E. (2002). How to talk so kids will listen and listen so kids will talk. New York: Avon Books.
Landreth, G. & Bratton, S. (2006). Child parent relationship therapy (CPRT): A 10-session filial therapy model. New York: Routledge, Taylor & Francis Group.
Recommended Texts:
Campbell, R. (1992) How to really love your child. New York: Signet.
Faber, A & Mazlish, E. (2005) Liberated parents: Liberated children. New York: Avon Books.
Ginott, H. (2005) Between parent and child. New York: Avon Books.
Nelson, J. (1996) Positive Discipline. New York: Ballantine Books.
VanFleet, R. (2005/1994) Filial therapy: Strengthening parent-child relationships through play. Sarasota, FL: Professional Resource.
Video Equipment: For this class you are required to videotape your CPRT sessions and bring the tapes to class for supervision.
ALL RECORDED SESSIONS MUST BE DESTROYED AT THE END OF THE SEMESTER.
Course Assessment
Performance (Skills) Requirements
- Attendance and participation. Class attendance and participation are critical in this class. Because a large portion of the class period is dedicated to supervision of your filial groups, it is imperative that you not only attend class, but participate by sharing your thoughts and feelings during supervision and class discussion. You are also expected to come to class prepared to participate in the discussion and be ready and open to supervision by having your video cued to a spot to discuss in supervision. It is expected that readings will be completed prior to coming to class. Enough understanding must occur to allow for active participation in the class discussion.
- At home session. Conduct a 30-minute at home play session with a child of your choice. It is best if it is a child you know well, it can be your own child if you have one. Please do this session in your home or the child’s. You will use this session as a demo to parents in your CPRT groups. Write one page on what teaching points you will highlight when your CPRT group watches this video.
- Reflection Paper. Write a 2-4 page paper reflecting on your experience in working with parents in a CPRT group. Consider the following questions in your writing: What did you learn about yourself in co-leading this group? What did you learn about parents and parenting while co-leading this group? What did you learn about the process of CPRT while leading this group?
- Completion of a 10 week CPRT Group. Co-lead a CPRT group with a small group of 5 to 7 parents (options for leading groups solo can be discussed). You must obtain written permission from each parent (located on our TRACS site), and videotape each session. Keep clinical progress notes (located on our TRACS site) and a file on each parent. Files will be kept in the Assessment and Counseling Clinic and be available each week in class. Students will be responsible for videotaping every session and bringing the videotapes every week to class for supervision purposes.
5. Presentation: Students need to prepare a class presentation of approximately 30 minutes exploring the similarities and differences between CPRT/Filial and other parenting programs of interest (a list of choices will be provided) discuss other approaches with me. These presentations can be done in groups of two. You will compare these programs with CPRT in several areas.
1) Format
a) Video/book, etc.
b) Group/individual
c) Time frame (session length, weeks of program)
2) Concepts covered in training
a) Main concepts
b) Skills taught
3) Theoretical perspective or philosophical basis of program
a) May not be directly stated for some programs; if not, what theory most like?
4) Goals of the program
5) Facilitator requirements
a) Training/Education
6) Materials included in the program
7) Cost of the program
8) Publisher information and how to obtain the program
9) Short review of the program
- What you liked/disliked about the program?
10) Concepts similar to CPRT
11)Concepts most unlike CPRT (brief)
Presentation: (approx. 25-30 dynamic minutes)
1) High quality, engaging, well-prepared and timed
2) Effective use of visuals (ppt, handouts, videos, program materials)
3) Handout(s) for all peers in class:
a) Overview of information contained in presentation turned into instructor (prepare as a useful resource for peers to take away- this can be a copy of your power point if you use one). You must turn in a copy of your power point and handout to instructor.
b) Additional resources that add to value and usefulness of what peers take away (if applicable)
Turn in: A copy of your power point in addition to your handouts
Evaluation: Grades will be assigned on the basis of the following:
| 1. Attendance and participation | 10% |
| 2. Reflection Paper | 10% |
| 3. Out-of class filial group and in-class supervision | 50% |
| 4. Presentation | 30% |
Attendance is mandatory, as this class is experiential in nature. Two absences can result in a failing grade in this class. Absence at a micro practicum can also result in a failing grade.
Failure to interact with peers, facilitators, clients, or faculty in a manner consistent with the performance expectations of a professional counselor may result in a failing grade in the course and a referral to a faculty review committee for remaining in the counseling program.
Office of Disability Services:
If you are a student who experiences a disability, please contact me early in the semester to discuss any necessary and prudent accommodations. A disability is defined as, “a person who: has such physical or mental impairment, which substantially limits one or more major life activities, and has record of such impairment or is regarded as having such impairment.” (Students with Disabilities; A Faculty Resource Guide, 1999). Failure to notify either the Office of Disability Services or myself in a timely manner may result in a delay of the needed accommodation. The Office of Disability Services is available to discuss any questions in this area:
Ms. Karen Gordon-Sosby, 512-245-3451 Dawn Bayardo in the One-Stop Center, room 201 (512)716-4023 db44@txstate.edu can also be of assistance at the Round Rock Campus.Student Listserve
The Professional Counseling Student Listserve is the best way for students to receive information regarding program information such as the dates for Comps, changes in classes offered, internship sites looking for interns etc. Go directly to this link to add your email address as well as manage your account. You can look through the archives, set your mail preferences, and even unsubscribe, so I recommend you keep this link
http://groups.txstate.edu/mailman/listinfo/pro-counseling-prog Texas State’s Academic Honesty Policy
All work submitted for credit must be the student’s original work. Any plagiarism will automatically result in a grade of zero on that assignment. This is especially important when writing research papers. No copying of phrases or sentences is allowed. Copying another student’s work or cheating on exams will result in a grade of F in the course. To avoid suspicion, stow all notes and written documents and electronic devices prior to accepting examination materials. An assignment that is questionable will be investigated and subject to disciplinary actions recommended under the Texas State Honor Code.
Students who are unfamiliar with the University’s Honor Code policy should review UPPS 07.10.01
http://www.txstate.edu/effective/upps/upps-07-10-01.html In short, violation of the “Honor Code" includes, but is not limited to, cheating on an examination or other academic work, plagiarism, collusion and the abuse of resource materials.
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