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CE622 Family Systems Counseling 1
Winona State University
Counselor Education Department
CE622: Family Systems Counseling
Spring 2016
Instructor: Masa Sato, Assistant Professor, Ed.D., LMFT, LADC
Office Location: WSU-Rochester EA 209, 859 30th Ave. SE, Rochester, MN 55904
Phone: (507) 285-7481, Fax: (507) 285-7170
E-mail: [email protected]
Office Hours: Mondays, Tuesdays, & Wednesdays (Rochester), 2 to 5 PM, or by appointment
GENERAL COURSE INFORMATION
Course Information: Mondays, 5:00 to 8:00 PM, WSU-Winona, Gildemeister Hall 302
Course Description: The purpose of the course is to introduce students to the theory, assessment
techniques and intervention strategies used in the practice of family systems counseling. The focus of the
course will be on building a theoretical base for understanding and applying family systems counseling
strategies and techniques. Didactic and experiential learning will provide students with the opportunity to
apply and integrate knowledge and skills gained through reading, lectures and videos.
Prerequisites: CE 601; Admission to WSU Counselor Education program
Text: Nichols, M. (2014). The Essentials of Family Therapy (6th ed.). Boston: Pearson.
ISBN-10: 0205922449, ISBN-13: 978-0205922444
Course Objectives: 1. Build a knowledge base for understanding the theory & practice of systems counseling.
2. Develop an understanding of the role of the family in the development of the individual.
3. Become familiar with the role of the therapist in family systems counseling.
4. Increase knowledge of one’s own family of origin.
5. Become aware of the developmental process involve in the “normal” family life cycle.
6. Become knowledgeable in ethical practice in practicing family systems counseling.
7. Become familiar with strategies and techniques for working with families from a variety
of ethnic and/or cultural backgrounds.
8. Learn techniques for working with family strengths.
CACREP Standards Section II-G-1-Professional Orientation and Ethical Practice—studies that provide an understanding of all of the
following aspects of professional functioning:
a. history and philosophy of the counseling profession;
b. professional roles, functions and relationship with other human service providers, including strategies for
interagency/interorganization collaboration and communications;
f. professional organizations, including membership benefits, activities, services to members and current
issues;
g. professional credentialing, including certification, licensure, and accreditation practices and standards,
and the effects of public policy on these issues;
j. ethical standards of professional organizations and credentialing bodies, and applications of ethical and
legal considerations in professional counseling.
Section II-G-2—Social and Cultural Diversity—studies that provide an understanding of the cultural context of
relationships, issues, and trends in a multicultural society, including all of the following:
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CE622 Family Systems Counseling 2
a. multicultural and pluralistic trends, including characteristics and concerns within and among diverse
groups nationally and internationally;
d. individual, couple, family, group, and community strategies for working with and advocating for diverse
populations, including multicultural competencies.
Section II-G-3-Human Growth and Development—studies that provide an understanding of the nature and needs of
persons at all developmental levels and in multicultural contexts, including all of the following:
a. theories of individual and family development and transitions across the life span;
h. theories for facilitating optimal development and wellness over the life span.
Section II-G-5-Helping Relationships
e. a systems perspective that provides an understanding of family and other systems theories and major
models of family and related interventions.
Section III – CMH COUNSELING
FOUNDATIONS
A. Knowledge
1. Understands the roles and functions of clinical mental health counselors in various practice settings and the
importance of relationships between counselors and other professionals, including interdisciplinary
treatment teams.
2. Understands a variety of models and theories related to clinical mental health counseling, including the
methods, models, and principles of clinical supervision.
COUNSELING, PREVENTION, AND INTERVENTION
C. Knowledge
1. Describes the principles of mental health, including prevention, intervention, consultation, education, and
advocacy, as well as the operation of programs and networks that promote mental health in a multicultural
society.
2. Knows the models, methods, and principles of program development and service delivery (e.g., support
groups, peer facilitation training, parent education, self-help).
3. Knows the principles, models, and documentation formats of biopsychosocial case conceptualization and
treatment planning.
4. Recognizes the importance of family, social networks, and community systems in the treatment of mental
and emotional disorders.
D. Skills and Practices
2. Applies multicultural competencies to clinical mental health counseling involving case conceptualization,
diagnosis, treatment, referral, and prevention of mental and emotional disorders.
3. Demonstrates appropriate use of culturally responsive individual, couple, family, group, and systems
modalities for initiating, maintaining, and terminating counseling.
DIVERSITY AND ADVOCACY
E. Knowledge
1. Understands how living in a multicultural society affects clients who are seeking clinical mental health
counseling services.
2. Understands the effects of racism, discrimination, sexism, power, privilege, and oppression on one’s own
life and career and those of the client.
3. Understands current literature that outlines theories, approaches, strategies, and techniques shown to be
effective when working with specific populations of clients with mental and emotional disorders.
4. Understands effective strategies to support client advocacy and influence public policy and government
relations on local, state, and national levels to enhance equity, increase funding, and promote programs that
affect the practice of clinical mental health counseling.
5. Understands the implications of concepts such as internalized oppression and institutional racism, as well
as the historical and current political climate regarding immigration, poverty, and welfare.
6. Knows public policies on the local, state, and national levels that affect the quality and accessibility of
mental health services.
F. Skills and Practices
1. Maintains information regarding community resources to make appropriate referrals.
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CE622 Family Systems Counseling 3
2. Advocates for policies, programs, and services that are equitable and responsive to the unique needs of
clients.
3. Demonstrates the ability to modify counseling systems, theories, techniques, and interventions to make
them culturally appropriate for diverse populations.
ASSESSMENT
G. Knowledge
1. Knows the principles and models of assessment, case conceptualization, theories of human development,
and concepts of normalcy and psychopathology leading to diagnoses and appropriate counseling treatment
plans.
H. Skills and Practices
1. Selects appropriate comprehensive assessment interventions to assist in diagnosis and treatment planning, with
an awareness of cultural bias in the implementation and interpretation of assessment protocols.
RESEARCH AND EVALUATION
I. Knowledge
1. Understands how to critically evaluate research relevant to the practice of clinical mental health counseling.
2. Knows models of program evaluation for clinical mental health programs.
3. Knows evidence-based treatments and basic strategies for evaluating counseling outcomes in clinical mental
health counseling.
J. Skills and Practices
4. Applies relevant research findings to inform the practice of clinical mental health counseling.
5. Develops measurable outcomes for clinical mental health counseling programs, interventions, and treatments.
6. Analyzes and uses data to increase the effectiveness of clinical mental health counseling interventions and
programs.
DIAGNOSIS
K. Knowledge
3. Understands the relevance and potential biases of commonly used diagnostic tools with multicultural
populations.
Section III - SCHOOL COUNSELING
FOUNDATIONS
A. Knowledge
6. Understands the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d)
ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development.
COUNSELING, PREVENTION, AND INTERVENTION
C. Knowledge
3. Knows strategies for helping students identify strengths and cope with environmental and developmental
problems.
D. Skills and Practices
1. Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals,
groups, and classrooms.
3. Designs and implements prevention and intervention plans related to the effects of (a) atypical growth and
development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of
resiliency on student learning and development.
DIVERSITY AND ADVOCACY
E. Knowledge
1. Understands the cultural, ethical, economic, legal, and political issues surrounding diversity, equity, and
excellence in terms of student learning.
2. Identifies community, environmental, and institutional opportunities that enhance—as well as barriers that
impede—the academic, career, and personal/social development of students.
3. Understands the ways in which educational policies, programs, and practices can be developed, adapted, and
modified to be culturally congruent with the needs of students and their families.
4. Understands multicultural counseling issues, as well as the impact of ability levels, stereotyping, family,
socioeconomic status, gender, and sexual identity, and their effects on student achievement.
F. Skills and Practices
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1. Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning
and development.
2. Advocates for the learning and academic experiences necessary to promote the academic, career, and
personal/social development of students.
3. Advocates for school policies, programs, and services that enhance a positive school climate and are equitable
and responsive to multicultural student populations.
4. Engages parents, guardians, and families to promote the academic, career, and personal/social development of
students.
ASSESSMENT
G. Knowledge
1. Understands the influence of multiple factors (e.g., abuse, violence, eating disorders, attention deficit
hyperactivity disorder, childhood depression) that may affect the personal, social, and academic functioning of
students.
2. Knows the signs and symptoms of substance abuse in children and adolescents, as well as the signs and
symptoms of living in a home where substance abuse occurs.
H. Skills and Practices
1. Assesses and interprets students’ strengths and needs, recognizing uniqueness in cultures, languages, values,
backgrounds, and abilities.
3. Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of
individual students and assessing the effectiveness of educational programs.
4. Makes appropriate referrals to school and/or community resources.
5. Assesses barriers that impede students’ academic, career, and personal/social development.
COLLABORATION AND CONSULTATION
M. Knowledge
1. Understands the ways in which student development, well-being, and learning are enhanced by family-school-
community collaboration.
2. Knows strategies to promote, develop, and enhance effective teamwork within the school and the larger
community.
3. Knows how to build effective working teams of school staff, parents, and community members to promote the
academic, career, and personal/social development of students.
4. Understands systems theories, models, and processes of consultation in school system settings.
5. Knows strategies and methods for working with parents, guardians, families, and communities to empower
them to act on behalf of their children.
6. Understands the various peer programming interventions (e.g., peer meditation, peer mentoring, peer tutoring)
and how to coordinate them.
7. Knows school and community collaboration models for crisis/disaster preparedness and response.
N. Skills and Practices
1. Works with parents, guardians, and families to act on behalf of their children to address problems that affect
student success in school.
2. Locates resources in the community that can be used in the school to improve student achievement and
success.
3. Consults with teachers, staff, and community-based organizations to promote student academic, career, and
personal/social development.
4. Uses peer helping strategies in the school counseling program.
5. Uses referral procedures with helping agents in the community (e.g., mental health centers, businesses, service
groups) to secure assistance for students and their families.
LEADERSHIP
O. Knowledge
1. Knows the qualities, principles, skills, and styles of effective leadership.
2. Knows strategies of leadership designed to enhance the learning environment of schools.
4. Understands the important role of the school counselor as a system change agent.
P. Skills and Practices
2. Plans and presents school-counseling-related educational programs for use with parents and teachers (e.g.,
parent education programs, materials used in classroom guidance and advisor/advisee programs for teachers).
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Course Requirements and Grading:
1. Attendance/participation (25 points): Attendance in class is critical to benefit from the course.
Students are expected to attend and contribute to the class by presenting their ideas, reactions, questions
and concerns in relation to class discussions. Students are required to attend all class sessions. If a
student is going to miss a class based on an emergency, it is expected that the student will contact the
instructor prior to the class or ASAP. The materials of a missed week need to be made up if a student does
not wish to lose up to 20 points. Please ask the instructor for more information. If it is necessary to miss
more than one class for any reason, the student should withdraw from this course.
Weather could interfere with class at times. Make smart decisions about the weather and travel
and consult instructor before class time if possible regarding absences. In addition to the WSU homepage
and local TV alerts, the instructor will provide updates about cancellations via e-mail by 3 p.m. on the day
of class. Absences due to extreme weather conditions will not result in points taken off the final grade.
Participation in classroom activities is essential for learning the concepts in this course. Small
group activities, assigned readings and class discussions will serve as the foundation for achieving course
learning outcomes. Students are expected to prepare for class by completing all readings and exercises
assigned as scheduled prior to the class meeting. Students are expected to bring the main textbook to
each class meeting.
2. Clinical Application Paper (160 points: 20x8): In class, students will review the video, “Aftermeth.”
You will individually draw genogram of the family portrayed in the film. You will then work with your
partner to complete the genogram. This genogram will be the basis for your clinical application papers
(CAPs) in class. You will apply each family systems theory to the “Aftermeth” family and complete CAP
in an assigned week.
3. Relationship Interaction Analysis and Paper (75 points: 10/15/50): In class, you and your partner
will identify, describe patterns of relationship interactions of two video clips, and submit them in class
(10/15). For the paper, you are to identify a relationship or communication challenge between yourself
and another person in your life. You will observe the sequential pattern of relationship interactions from
family systems perspective. The instructor is most interested in the students’ analytical process, including
your observation and understanding of the interactions, your hunch about the other person’s perspective
on the challenge, and your perspective on your part in this feedback loop (i.e. your contribution to the
challenge). Based on your understanding of the way you contribute to the feedback loop, you are to find a
way to step aside of the old pattern or try a new way of interacting with the person regardless of the way
the other person talks and acts. You may apply some of the counseling skills you have learned in the past
such as active listening and/or family therapy strategies you learn in this class. Please be aware that you
are not to provide therapy and that the established pattern may not change quickly when you try a new
way of interacting. Plan ahead since you will practice the new way for a few weeks at least. Based on all
the information you gained, you will write a paper to describe the history and nature of the relationship,
analyze the pattern of interactions, and reflect the experience with a new way of interacting and its result.
A body of the paper needs to be double-spaced and 5-page long (50).
4. Genogram Project (100 points): It is important for a counselor to develop an awareness of your self-
of-counselor in relation to your family of origin. In order to be an effective counselor, you are to
interview your own family members in order to know their childhood stories and current perspectives on
their relationships with their children, parents, siblings, and extended family. You are encouraged to
interview as many family members as possible. Based on the information and perspectives you gain, you
are to draw a comprehensive genogram of your family including at least three generations. If you have a
child(ren), it will be four generations. This genogram will include all the crucial information such as the
family members, the qualities of their relationships, education, career, race/culture/ethnicity, religion,
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mental health, addiction, medical issues, and any significant life events (50). You are then to write an
autobiographical reflection paper that discusses how your family has influenced and shaped you as a
family member and a future counselor. The discussion will include any intergenerational patterns or
family events that impacted you profoundly. The body of your paper needs to be double-spaced 6-7 pages
long (50).
5. Mock Family Counseling (65 points): Students will identify a family whom they know well and
whose life is impacted by a challenge. They write a case scenario based on the family’s life story. They
will first construct a family genogram and write a case scenario based on their knowledge. Please be
mindful of confidentiality and alter identifiable information when you write a case scenario. However,
they may make up information if they do not have sufficient information. The case scenario will be 1-2
pages long to give enough information for each role. You are then to recruit students in class and inform
them of roles of the family members they are to play (15).
Another student counselor will counsel this family without the knowledge of the family history
and challenge. One student will have one 40-minute session with the family. This will be recorded for
your review. Once the session is completed, you will write a reflection paper that describes family
dynamics such as a presenting problem, identified client, and family dynamics such as interactional
patterns, roles, rules, boundaries, hierarches, attempted solutions, and dominant discourses. You then
analyze the dynamics, conceptualize the case, hypothesize the problem, and formulate interventions in
(mock family counseling session if possible and) the paper based on any of family therapy theory, in
addition to reflecting your experience as a family counselor. The body of this paper needs to be at least
double-spaced 5-page long. This paper is due a week from the day you complete your family session (50).
6. Journal Article Critique (25 points): Students are responsible for identifying a topic of your interest
related to client or student population you plan to work with and locating one scholarly article that
discusses a family systems approach to the issue of your choice. Students will read the article and write a
paper that is a 4-5 page (including a title page, a reference page, and 2-3 pages of body), double-spaced
critique which should contain the following: One or more paragraph summarizing the article, one or more
paragraph describing the advantages and disadvantages of the article, and one or more paragraph
discussing your opinion of the article. This paper needs to be written in the APA format. Be careful of
plagiarizing which is basically not citing information you borrowed. The paper must be submitted via the
Drop Box in D2L. You are required to have your paper reviewed by a writing tutor before submission.
COURSE REQUIREMENTS
# Assignment Related Scoring Rubric Points Possible
1 Attendance/Participation 1 25
2 CAP (x8) 2 160 (20 x8)
3 Relationship Interaction Analysis 3 75 (10/15/50)
4 Genogram Project 4 100
5 Mock family Counseling 5 65 (15/50)
6 Journal Article Critique 25
Total 450
Policy on Late or Unfinished Assignments:
Late work will NOT be accepted except in extreme circumstances and with prior permission of instructor.
Even if it is accepted, points will be deducted. IMPORTANT: A grade of incomplete (IP) will not be
awarded except under extraordinary circumstances such as prolonged illness. If such circumstances arise,
it is the student’s responsibility to notify the instructor immediately.
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Scoring Rubrics
1. Attendance and Participation
Criteria
Extinguished
25-22.5
Proficient
22.5-20
Basic
20-17.5
Non-Performance
17.5-0
Individual
Participation
Regularly asks
questions or gives
responses that indicate
reflection and
knowledge of class
material.
Occasionally asks questions or
gives responses that indication
reflection, some knowledge of
class material.
Rarely asks questions or gives
responses that indicate
familiarity with class material.
Does not ask questions or give
responses that indicate familiarity
with topics for class.
Group
Participation
Usually actively
participates in small
group activities.
Reluctantly participates in
small group activities.
Rarely participates in small
group activities.
Does not participate in small
group activities.
Attendance
Attends every class. Is
always on time and
stays until the end of
class.
Misses one class, turns in
make up paper that reflects
analysis, synthesis and
evaluation of subject matter.
Is usually on time and usually
stays until the end of class.
Misses more than one class;
makes up classes by writing a
paper with an analysis,
synthesis and evaluation of
subject matter. Occasionally
comes late or leaves early.
Misses more than one class; does
not make up missed classes with
a paper that indicates analysis,
synthesis and evaluation of
subject matter. Frequently comes
late or leaves class early.
3. Relationship Interaction Analysis
Content of
Paper
Level 4
50-45points
Level 3
45-40 points
Level 2
40-35 points
Level 1
35-0 points
Statements of
interactions
Statements of
interactions are clear
and concise
Interactions are clear but
excessively wordy
Statements of interactions are
vague.
Statements of interactions are
not present.
Integration of
information
Information is well
integrated; easy to
follow
Information is somewhat
integrated, and difficult to
follow
Information is minimally
integrated and difficult to
follow
Information is not integrated
Family
Systems
perspective
Basic family systems
perspective is utilized
and evident
Basic family systems
perspective is present
Family systems perspective is
minimally present and difficult
to find
Family systems perspective is
not present
Writing Style
Paper flows; is
interesting and easy to
read and understand
Flow of paper is good but
difficult to follow.
Flow of paper is poor and
difficult to follow
Flow of paper is vague and
disconnected.
Grammar &
Spelling
No grammatical or
spelling errors
Less than 5 grammatical and/or
spelling errors.
Less than 10 grammatical
and/or spelling errors.
More than 10 grammatical
and/or spelling errors.
Length and
timeliness
Within approximate
page limitation;
handed in on time
More than 2 page longer or
shorter than approximate page
limitation and/or less than 1
days late.
More than 3 pages longer or
shorter than approximate page
limitation and/or less than 2
days late.
More than 4 pages longer or
shorter than approximate page
limitation and/or more than 4
days late.
4. Genogram Project
Genogram
Level 4
46-50 points
Level 3
40-45 points
Level 2
36-35 points
Level 1
35 or less points
Genogram Accuracy Totally accurate Fewer than 5 errors Fewer than 10 errors. More than 10 errors
Genogram Notes/
Family Introduction
Excellent notes and/or
complete family
introduction with
complete details
Very good notes and
or/family introduction very
good with some details
Incomplete notes and/or
incomplete family
introduction with few details.
Notes missing and/or
incomplete family
introduction with very
few or no details.
Genogram
Level 4
Level 3
Level 2
Level 1
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Narrative/Analysis 41-45 points 36-40 points 31-35 points 30 or less points
Self-understanding Clearly stated Briefly stated. Vaguely stated. Not present.
Impact on self-
of-counselor Clearly stated Briefly stated. Vaguely stated. Not present.
Life-style issues Clearly stated Briefly stated. Vaguely stated. Not present.
Influence of
intergenerational
patterns
Clearly stated Briefly stated. Vaguely stated. Not present.
Additional
information
Present and clearly
stated Present and briefly stated. Present and vaguely stated. Not present.
Synthesis of
information
Information completely
integrated. Information well integrated. Information fairly integrated. No integration evident.
Personal meaning Clearly stated Briefly stated. Vaguely stated. Not present.
Personal learning Clearly stated Briefly stated. Vaguely stated. Not present.
Writing Skills
Level 3
5 points
Level 2
4 point
Level 1
0-3 points
Sentence structure
Excellent sentence
structure throughout
paper.
Good sentence structure
throughout the paper.
Fair sentence structure
throughout the paper.
Thought patterns Thoughts consistently
easy to understand.
Thoughts mostly easy to
understand.
Thoughts are frequently
difficult to understand
Grammar Fewer than 5 grammar
and spelling errors.
Fewer than 10 grammatical
and spelling errors.
More than 10 grammar and
spelling errors.
Length 6-7 page limitation;
handed in on time
More than 2 page longer or
shorter than approximate
page limitation and/or less
than 1 days late.
More than 3 pages longer or
shorter than approximate
page limitation and/or less
than 2 days late.
5. Mock Family Counseling
Criteria
Level 4
25-22.5 points
Level 3
22.5-20 points
Level 2
20-17.5 points
Level 1
17.5-0 points
Basic
microskills Competent Sufficient
Adequate, but need more
practice Inadequate or incompetent
Managing
complexity
Stay calm and focused
Gets a little anxious and
overwhelmed with info, but stay
grounded
Gets rather anxious and
overwhelmed
Gets anxious and
overwhelmed, so not present
with a family
Systems
counseling
Systems approaches are
evident and correctly
used.
Systems approaches are
somewhat evident and used
correctly.
Systems approaches are
barely evident and used
correctly.
Systems approaches are not
evident and not used correctly.
flow and
structure
Session flows smoothly
and is well structured
Session flows okay and is
somewhat structured
Session is disjointed and
disorganized.
No flow and structure are
evident.
Time
keeping 20-30 minute Less than 20 minutes Less than 15 minutes Less than10 minutes
Content of
Paper
Level 4
25-22.5 points
Level 3
22.5-20 points
Level 2
20-17.5 points
Level 1
17.5-0 points
Integration of
information
Information is well
integrated; easy to
follow
Information is somewhat
integrated, and difficult to
follow
Information is minimally
integrated and difficult to
follow
Information is not integrated
Family
Systems
perspective
Basic family systems
perspective is utilized
and evident
Basic family systems
perspective is present
Family systems perspective is
minimally present and difficult
to find
Family systems perspective is
not present
Writing Style Paper flows; is
interesting and easy to
Flow of paper is good but
difficult to follow.
Flow of paper is poor and
difficult to follow
Flow of paper is vague and
disconnected.
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read and understand
Grammar &
Spelling
No grammatical or
spelling errors
Less than 5 grammatical and/or
spelling errors.
Less than 10 grammatical
and/or spelling errors.
More than 10 grammatical
and/or spelling errors.
Length and
timeliness
Within approximate
page limitation;
handed in on time
More than 2 page longer or
shorter than approximate page
limitation and/or less than 1
days late.
More than 2 pages longer or
shorter than approximate page
limitation and/or less than 2
days late.
More than 4 pages longer or
shorter than approximate page
limitation and/or more than 4
days late.
2. Journal Article Critiques
Criteria
Extinguished
25-22.5 points
Proficient
22.5-20 points
Basic
20-17.5 point
Non-Performance
17.5-0 points
Relevance to
Class Clearly relevant. Somewhat relevant Vaguely relevant. Not relevant.
Article
Summary
Well articulated in
student's own words.
Fairly well articulated in
student's own words.
Somewhat well articulated;
some "foreign" vocabulary.
Extensive vocabulary repeated
from article; student's words
not evident.
Pros and
Cons of Article
Pros and cons present;
well stated and well
thought out.
Pros and cons present; fairly
well stated and fairly well
thought out.
Either pros or cons missing;
fairly well stated and fairly
well thought out.
Either pros or cons missing;
poorly stated.
Student
Opinion of
Article
Thoughtful and well
articulated.
Somewhat thought out or
poorly articulated.
Either poorly thought out or
poorly articulated.
Poorly thought out and poorly
articulated; or completely
missing.
Grade Scale
A=450-406 (90-100%)
B=405-361 (80-90%)
C=360-316 (70-80%)
F=below 270 (<60%)
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Tentative Course Schedule
Session: Topic Readings/Assignment Due
1/11/16 Syllabus, The Foundations of Family Therapy Chapter 1
Week 1 RIA#1
1/18/16 No Class - Martin Luther King Day
Week 2
1/25/16 The Evolution of Family Therapy Chapter 2
Week 3 RIA#2
2/1/16 Basic Techniques and Structure of Family Therapy Chapter 3
Week 4 Aftermeth (video) CAP 1 Genogram/discussion.
2/8/16 The Fundamental Concepts of Family Therapy Chapter 4
Week 5 CAP 1 Genogram and family mobile start RIA project
2/15/16 Bowen Family Systems Therapy Chapter 5
Week 6 CAP 2
2/22/16 Strategic Family Therapy Chapter 6
Week 7 CAP 3
2/29/16 Structural Family Therapy Chapter 7
Week 8 CAP 4
3/7/16 No Class - Spring Break
Week 9
3/14/16 Experiential Family Therapy Chapter 8
Week 10 CAP 5 RIA Paper
3/21/16 Psychoanalytic Family Therapy, CAP 6 Chapter 9
Week 11 Mock family counseling 1:
3/28/16 Cognitive-Behavior Family Therapy, CAP 7 Chapter 10
Week 12 Mock family counseling 2: Genogram Project
4/4/16 Family Therapy in the Twenty-First Century, CAP 8 Chapter 11
Week 13 Solution-Focused Therapy Chapter 12
Mock family counseling 3:
4/11/16 Narrative Therapy Chapter 13
Week 14 Mock family counseling 4:
4/18/16 Integrative Models Chapter 14
Week 15 Comparative Analysis Chapter 15
Mock family counseling 5: , 6: Journal Article Critique
4/25/16 Research on Family Intervention Chapter 16
Week 16 Mock family counseling 7: , 8:
5/2/16 No class – Finals Week
Week 17
Note: This schedule is tentative and subject to change based on the needs of the class.
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University Expectations and Resources:
Academic Integrity: The collegiate policy on plagiarism and cheating is outlined in the Student Handbook. It is your
responsibility to be aware of this policy. You can also find it online at:
http://www.winona.edu/sld/academicintegrity.asp.
Accommodations: According to Section 504 of the Rehabilitation Act of 1973, students with disabilities have
the right to receive necessary reasonable accommodations and support services to allow equal access at
Winona State University. If you have a disability that requires accommodations, you are eligible for
support through access services, found at http://www.winona.edu/accessservices/gettingstarted.asp.
Commitment To Inclusive Excellence: WSU recognizes that our individual differences can deepen our
understanding of one another and the world around us, rather than divide us. In this class, people of all
ethnicities, genders and gender identities, religions, ages, sexual orientations, disabilities, socioeconomic
backgrounds, regions, and nationalities are strongly encouraged to share their rich array of perspectives
and experiences. If you feel your differences may in some way isolate you from WSU’s community or if
you have a need of any specific accommodations, please speak with the instructor early in the semester
about your concerns and what we can do together to help you become an active and engaged member of
our class and community. Campus resources for students:
http://www.winona.edu/diversity/estatement.asp.
Graduate Student Resources:
General Information: Academic calendar, forms and other procedures for graduate students can be found
at http://www.winona.edu/gradstudies/currentstudents.asp
WSU-Rochester Student & Campus Services, UCR Room SS128, 285-7100, (www.winona.edu/rochester/) :
RCTC Counseling Center, UCR Room SS133; 285-7260 (www.rctc.edu/counseling_career_center/ )
UCR Learning Center, UCR Room AT306; 285-7182
Counseling Services : Graduate school can be very stressful. Counselors are available in Winona and through
partnership with RCTC on the UCR campus to help you with a wide range of difficulties. WSU counselors in Winona
are located in the Integrated Wellness Complex 222 and they can be reached at 457-5330. The RCTC Counseling
Center is located in SS 133 and can be reached at 285-7260.
Other Support Services: WSU-Rochester Student & Campus Services Office and the WSU Inclusion and Diversity
Office are dedicated to helping students of all races, ethnicities, economic backgrounds, nationalities, and sexual
orientations. They offer tutoring and a wide range of other resources. The WSU-R Student & Campus Services Office
is located in Room SS128 on the UCR campus and can be reached at 285-7100. The WSU Inclusion and Diversity
Office is in Kryzsko Commons Room 122, and they can be reached at 457-5595. Information about the KEAP Center,
dedicated to supporting diversity on campus, can be found here: http://www.winona.edu/diversity/22.asp.
UCR Learning Center - Rochester - For help with writing and the development of papers on the WSU-
Rochester campus, contact personnel in AT306 or call 285-7182.
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Writing Center - Winona: The Writing Center offers free, individualized instruction in all forms and
disciplines during any stage of writing, reading, or research. Call 507.457.5505 for an
appointment. Walk-ins also welcome.
Student Grievances: Students are encouraged to speak directly with instructors when concerns arise. When issues cannot
be resolved between the student and the instructor, students have the right to due process. Such complaint procedures
are available online at: http://www.winona.edu/sld/studentgrievance.asp
List of References and Bibliography
Becvar, D. (2006). Families that flourish: Facilitating resilience in clinical practice. New
York: W. W. Norton & Company.
Brock, G. W. & Barnard, C. P. (2009). Procedures in marriage and family therapy (4th ed.). Boston, MA:
Ally and Bacon.
Cox, F. (2006). Human intimacy: Marriage, the family, and its meaning (10th ed.). Belmont,
CA: Wadsworth/Thomas Learning.
Golden, L. (2004). Case studies in marriage and family therapy (2nd ed.) Upper Saddle
River, NJ: Pearson/Merrill/Prentice Hall.
McGoldrick, M., & Gerson, R. (1999). Genograms in family assessment (2nd ed.). New York:
W.W. Norton & Company.
McGoldrick, M., Giordano, J., & Garcia-Preto, N. (2005). Ethnicity & family therapy (3rd
ed.). New York, NY: Guilford Press.
McGoldrick, M., Hardy, K. (2008). Re-visioning family therapy: race, culture, and gender in clinical
practice (2nd ed.). New York, NY: Guilford Press
Midori Hanna, S. (2007). The practice of family therapy: Key elements across models (4th
ed.). Belmont, CA: Thomson Brooks/Cole.
Olson, D. H., DeFrain, J., & Skogrand, L. (2014). Marriage and the family: Intimacy, diversity and
strengths (8th ed.). New York, NY: McGraw-Hill.
Patterson, J., Williams, L, Edwards, T. M., Chamow, L., & Grauf-Grounds, C. (2009). Essential skills in
family therapy: From the first interview to termination (2nd ed.). New York, NY: Guilford Press.