Marriage and Family Counseling: Current Theories
Instructor: Dr. Shawn Patrick, NCC, LPC Classroom: ED 4008
Phone: 512-245-8130 Meets: T 10:30 am – 2:15 pm
Email: email@example.com Office: ED 4017
Hours: Th 2-5 pm or by appointment
This course is designed to examine the principles of communication and the goals of marriage and family counseling. Selected approaches and techniques used in marriage and family therapies will be examined.
1. To obtain a knowledge of and overview of the philosophical similarities and differences between individual and systemic theories; (CACREP IIK: 1a, 5d; MCF: A1)
2. To develop competency in using core counseling skills in Marriage and Family Therapy;
3. To become familiar with the terminology and theories of Marriage and Family; (CACREP MCF: C1)
4. Therapy to include psychodynamic, cognitive-behavioral, humanistic/existential, transpersonal, and feminist/relational; (CACREP IIK: 5c; MCF: C1)
5. To explore basic communication patterns of healthy and dysfunctional families; (CACREP MCF: B1)
6. To become acquainted with stages in family therapy and techniques used in those stages; (CACREP MCF: B1)
7. To develop awareness of societal trends and treatment issues; (CACRPE MCF: B3)
8. To explore one’s own strengths and weaknesses as a future family therapist;
9. To become acquainted with means to evaluate family function and family progress in therapy; (CACREP IIK: 7h; MCF: C2)
10. To develop an understanding of the phases of family life cycles and how they vary among cultures; (CACREP IIK: 2a, 3a; MCF: B1)
11. To examine the professional issues, ethics, and research in marriage and the family; (CACREP IIK: 1h; MCF: A4)
12. To examine the special needs of families and establish a framework for working with such problems as families with chronically ill or handicapped children, alcoholic and abusive families, and those with a depressed or suicidal member. (CACREP MCF: C4)
13. To gain awareness of professional credentialing, including certification, licensure, and accreditation practices and standards. (CACREP IIK: 1e)
14. To understand the structure and operations of professional organizations, preparation standards, and credentialing bodies pertaining to the practice of marital, couple, and family counseling. (CACREP MCF A2)
15. To become aware of professional roles, functions, and relationships with other human service providers. (CACREP MCF: A5)
Methods of Instruction:
Methods of instruction to include lecture, videos, in-class demonstration, small and large group discussion, and case studies.
Nichols, M. P., & Schwartz, R. C. (2006). Family therapy: Concepts and methods (7 th ed.). Boston: Allyn & Bacon.
Other handouts as provided in class or on Blackboard.
1. Attendance: Students are expected to attend every class session and to have coursework completed on time. Students who are absent are still responsible for having assignments turned in by the due date. All papers must be written in APA style. Although quality of the content will be weighed most heavily, papers are expected to have correct grammar, punctuation, and spelling. All papers need to be typed, double-spaced, and stapled. Assignments turned in that are unclear or illegible will be returned to student as a failed assignment. All assignments are due by the start of the class period designated. Late assignments may be reduced by one letter grade. Absences or excessive tardiness could result in lowering of students grade by at least one grade level.
2. Class discussion/projects: Along with lecture, this class includes a discussion and experiential component. Participation in these projects is essential to learning theories and concepts presented. Thus students are expected to participate in role plays, group projects, and discussions on a regular basis. Students who refrain from participating may have their grade reduced by at least one letter.
3. Genogram: You will complete a genogram of your family extending back three generations. No formal format is required for the genogram. You may be creative in design or use one of the computer-generated programs.
4. Quizzes: Three in-class exams will be given. Tests may include multiple choice, matching, true/false, short answer, and essay format questions. Exams will begin at the start of class for a set duration. Students who arrive late will NOT be granted extra time. NO make-ups will be given.
5. Group Case Project: The class will be divided into groups. Each group will focus on one case throughout the semester. Different theories will be applied to this case. Groups will discuss the case in class and present their discussion to the class on a weekly basis.
6. Group Case Paper: At the conclusion of the cases, each group will submit ONE paper relating the case to one theory presented in class. Papers should include:
- Summary of the case including history, presentation, significant events, and progress of relationship.
- Thorough review of theory as it relates to the case
- Possible interventions based on theory
- Projected outcomes of interventions
- Example of at least one intervention
- Strengths and limitations of approach
- Description of health/success for this case
- Other important considerations specific to using this theory with this case
- Papers should be 8-10 pages in length (not including cover page and references)
Keep in mind that this paper is to reflect the use of theory in a specific family-related situation. Thus papers will be graded based on appropriate use of specific terms and concepts; application of interventions; and adherence to a systems orientation. Also being a group paper, it is expected that all members contribute to the writing of the final product. All group members will receive the same grade unless outstanding evidence is provided to support different grading systems. It is the group’s responsibility to provide this evidence to the instructor.
Quiz: 3 x15 points: 45 A: 90-100
Genogram: 15 B: 80-89
Group Paper: 30 C: 70-79
Group Participation: 10
Please note: The EAPS Professional Counseling Program is both academic and experiential. Therefore, the student must demonstrate more than cognitive abilities. Evaluation using the Professional Counseling Performance Evaluation (PCPE) may be implemented when students demonstrate skills and/or characteristics that are not consistent with the Professional Counseling Program’s standards. This PCPE evaluation will supersede all other requirements for this class, and no credit for the class may be earned in the event that a “O,” indicating inconsistency for the program standards, is indicated. Please refer to the Counseling Program Student Handbook for additional information.
Ch 3, 5
(Prepare Ch. 10 for quiz!)
Ch. 13, 12
Family Therapy Research
Group Paper Due
Note : Students may want to consult the Blackboard site for the course to obtain notes related to all topics listed above. Some topics not located in the textbook.
Texas State University-San Marcos seeks to provide reasonable accommodations for all qualified individuals with disabilities. This University will adhere to all applicable federal, state, and local laws, regulations and guidelines with respect to providing reasonable accommodations as required to afford equal educational opportunity. It is the student's responsibility to register with the Office of Disability Services and to contact the faculty member in a timely manner to arrange for appropriate accommodations.