MHS 7431 ADVANCED FAMILY COUNSELING · PDF fileMHS 7431 ‐ ADVANCED FAMILY COUNSELING ... through various lenses of family therapy theory, practice, and research (with ... approach

MHS 7431 ‐ ADVANCED FAMILY COUNSELING 2014 Syllabus

Acknowledgement: Special Thank You to Dr. Silvia Echevarria‐Doan for her contribution to this class and this syllabus. Her vision and work has been greatly retained in the design of this class. Instructor: Rosaria C. Upchurch, Ph.D., LMFT Adjunct Lecturer, University of Florida Private Practice (Daytona Beach Area—Full time) Relevant Credentials of Instructor:

Florida Licensed Marriage and Family Therapist Florida Qualified Supervisor (LMFT, LMHC) Clinical Member, American Association for Marriage and Family Therapy Clinical Member of American Counseling Association Member of American Association for Sex Educators, Counselors, and Therapists Certified IMAGO Relationship Therapist Certified Moral Recognition Therapist and Trainer Address: 1215 Norman Hall, P.O. Box 117046, Gainesville, FL 32611 Phone and Email: 352‐273‐4323 … [email protected] Office Hours: by Appointment (Please see Patty Bruner)

Teaching Assistant: Christopher Chweng: [email protected] Clinic Supervisors: Shannon Natalie McCarthy: [email protected] Jean M. Theurer: [email protected]

I. COURSE PREREQUISITES:

Students must have successfully completed MHS 6430 ‐ Introduction to Family Counseling (or an equivalent introductory family therapy course approved by course instructor), and Practicum prior to enrolling in this course. Students must also have current professional liability insurance. Necessary materials and application forms can be obtained as student members of professional organizations like AAMFT or ACA – see www.aamft.org or www.counseling.org, respectively, both of which have been waiving the liability insurance fee as part of the student membership fee.

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II. GOALS & OBJECTIVES OF COURSE This four‐credit course is designed to strengthen students’ theoretical understanding and application of family therapy. A core emphasis is placed on the DEVELOPMENT OF PERSONAL THEORY, PROFESSIONAL DEVLOPMENT, and THERAPEUTIC CHANGE/OUTCOME (mostly as it relates to Common Factors in Family Therapy). This course is designed to build upon the introductory overview of couple and family therapy theory (in MHS 6430 & MHS 6440), with a focus on the interventive aspects of therapy with couples and families. Practice is provided with a diverse client population presenting a variety of issues in the Couple and Family Therapy Clinic. Through the use of live supervision, we will emphasize and encourage each student’s development of a conceptual understanding of family therapy practice, an expanding repertoire of specific treatment skills and interventions, and utilization of self‐as‐therapist that influences the therapeutic system.

The development of a conceptual understanding of family therapy practice and theoretical integration will be emphasized, along with the acquisition of specific treatment skills within the context of live supervision. Although students may draw from earlier traditional family therapy models (structural, strategic, transgenerational/psychodynamic, experiential, etc.), greater emphasis will be placed on more emergent postmodern ideas/approaches in the field of family therapy – most notably, Narrative Therapy.

A. Development of Personal Theory

Describe basic concepts relevant to the theory and practice of family therapy (i.e. related to historical/foundational & emergent/postmodern perspectives);

Develop clearer conceptualization and articulation of personal evolving model of systemic couple & family therapy (informed by professional ethics, literature, and clinical experience);

Identify and translate family process information into applied treatment directions and therapy goals in ways that are consistent with systemically‐oriented theoretical perspectives

B. Professional Development

Apply concepts learned through class activities, clinical experiences, and family therapy literature to assist the development of students’ family therapy practice;

Integrate procedures and processes pertinent to planning, organizing, and managing family therapy cases over time (in collaboration with co‐therapist, team members, and supervisor);

Identify, analyze, and implement relevant self of the therapist processes into clinical practice and theoretical development;

Follow ethical and legal codes of conduct and standards (i.e., AAMFT, ACA/IAMFC, CACREP, Florida Statute 491 & Rule Chapter 64B4) and the values

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implicit in the philosophical assumptions driving practice and supervision in the Couple and Family Clinic.

C. Therapeutic Change/Clinical Outcome

Analyze couple and family systems’ interaction, conflict, and resilience factors through various lenses of family therapy theory, practice, and research (with an emphasis on post modern approaches, i.e. narrative family therapy);

Identify strategies for evaluating the effectiveness of therapeutic interventions based on outcome research literature & explore how they fit contextually within personal clinical practice at the present time;

Implement interventions based on ideas/perspectives that attend to culture, gender, religion, family development, family organization and process, family patterns and sequences, and family resources and strengths;

Attend to change over time as a family therapist‐in‐training while becoming familiar with principles of therapeutic change

Increase awareness of treatment effectiveness and knowledge about outcome factors in family therapy.

ALERT: This course will include client contacts, dialogues, discussions, interviews, live demonstrations, readings, slides, supervision, and videos of sensitive material.

Enrollment indicates a willingness to actively participate and to honor the privacy of those who have shared their stories so we can learn. Should there be particular concerns,

please talk with the instructor.

III. This course is designed to meet CACREP Accreditation Standards (SEE ADDENDUM A) IV. Texts for the course

A. Required

Halbur, D. A. & Vess Halbur, K. (2006). Developing your theoretical orientation in counseling and psychotherapy (2nd Ed.). Upper Saddle River, NJ: Pearson Education.

Duncan, B. L. (2010). On becoming a better therapist. Washington, D.C.: American Psychological Association.

Sperry, L. (2010). Core competencies in counseling and psychotherapy. New

York: New York. Routledge Taylor & Francis Group.

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B. Recommended

Duncan, B.L., & Miller, S.D., Wampold, B., & Hubble, M. A. (2010). The heart and soul of change (2nd Ed.): Delivering what works in therapy. Washington, DC: American Psychological Association.

Rivett. M. & Street, E. (2009). Family therapy: 100 Key points & techniques. New

York: NY. Routeledge

E‐RESERVES – Articles/Chapters accessible through Course Reserves Online (under MHS 7431), College of Education Library

C. Other Useful References (Used in the past as required or recommended reading)

Bertolini, B., & O’Hanlon, B. (2002). Collaborative, competency‐based counseling and therapy. Boston: Allyn & Bacon.

Brock, G.W., & Barnard, C.P. (1999). Procedures in marriage and family therapy.

(3rd edition). Boston: Allyn & Bacon.

Freedman, J. & Combs, G. (1996). Narrative therapy: The social construction of preferred realities. NY: Norton.

Madsen, B. (2007). Collaborative therapy with multi‐stressed families, 2nd ed. NY:

Guilford. ISBN 9781593854348

Nichols, M.P., & Schwartz, R.C. (2006). Family therapy: Concepts and method. Boston: Allyn & Bacon.

Odell, M., & Campbell, C. (1998). The practical practice of marriage and family

therapy: Things my training supervisor never told me. New York: Haworth Press. 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: Guilford.

Rambo, A. H., Heath, A., & Chenail, R. J. (1993). Practicing therapy: Exercises for

growing therapists. New York: W. W. Norton & Co. (ISBN 0‐393‐70161‐1)

Skovholt, T.M. (2001). The resilient practitioner. Boston: Allyn & Bacon.

Stoltenberg, C.D., McNeill, B., & Delworth, U. (1997). IDM Supervision: An integrated developmental model for supervising counselors and therapists. San Francisco: Jossey‐Bass/Wiley Publishers.

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. Taibbi, R. (2007). Doing family therapy: Craft and creativity in clinical

Practice, 2nd ed. New York: Guilford.

Walsh, F. (2006). Strengthening Family Resilience, 2nd ed. New York: Guilford Press.

Waters, D. B., & Lawrence, E. C. (1993). Competence, courage, and change: An approach to family therapy. New York: W.W. Norton & Co. (ISBN 0‐0393‐70139‐5).

D. Personal accounts addressing issues related to therapist development and practice‐

Cozolino, L. (2004). The making of a therapist: A practical guide for the inner journey. NY: W. W. Norton & Company.

Pipher, M. (2003). Letters to a young therapist. New York: Basic Books.

Yalom, I. D. (2002). The gift of therapy: An open letter to a new generation of

therapists and their patients. NY: Harper Collins Publishers. V. METHODS OF INSTRUCTION In order to meet objectives toward conceptual understanding and clinical skills in family therapy practice, the class format consists of a combination of a seminar class and family therapy clinic. Preference is given to a dialogical and collaborative approach to learning that facilitates and sustains an experience of “shared influence” in which all can enjoy a sense of personal agency and involvement in course and clinic experiences. The Seminar Class will be held on MONDAYS

From 2 to 3:30 pm - (1327 B) The Couple and Family Therapy Clinic will run on MONDAYS From 4:30 to 8:05 pm* - (1327 B, C, D, E, F, I, & J). Supervision Team Meeting: Mondays 4:00-4:30

Class participants will be organized into Therapy/Consultation Teams, each consisting of 1 therapist or 2 co‐therapists, team consultants/members, and a supervisor. The creation of Teams is dependent on Class Size. Two scheduled appointment times – 5 & 6:30 pm (3 sessions at a time) are conducted per clinic evening. You will serve as a therapist or co‐therapist during the 1st (5:00‐6:00pm) or 2nd (6:30‐7:30pm) session. When not in therapy, you will participate as Consulting Team Member for your other team member(s) conducting therapy. Pre‐planning is conducted for 15 minutes before each session (i.e. pre‐session), as is debriefing for 15 minutes

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after sessions (called post‐session). Please see Clinic Schedule below.

VI. COURSE POLICIES

A. GRADE‐RELATED

1. CELL PHONES/ELECTRONIC DEVICES: All cell phones, smart phones, and other electronic devices are to be turned off during CLASS AND CLINIC . The only exceptions that will be made will be in cases where (1) outside pending emergency or on‐call responsibility makes it necessary to use device, (2) when the use of devices would benefit the entire class (e.g. conducting online search, long‐distance communication, teaching purposes, or (3) when Client calls are being expected.

2. Class Attendance and Absences: An integral part of learning in this course

takes place through discussions and interactive activities, which require your ACTIVE & THOUGHTFUL PARTICIPATION. Therefore, class attendance is essential. You must notify me in case of absences, especially if this will require cancellation of client sessions (which you are to discuss with your clients directly). More than two excused absences will affect participation grade. Extenuating circumstances will be considered on an individual basis. Punctuality is expected.

3. Written Assignments‐ Use APA Form (6th Edition of APA Publication Manual) in all written assignments (with the exception of journals and case related records for clinic or other approved paper). Please include your name on the upper right hand corner of each page along with the page number. (Several resources about the APA Style manual such as http://owl.english.purdue.edu/owl/resource/560/01/ are available online.) Be sure to proof read your papers for spelling and grammatical errors.

*The clinic schedule will be: Punctuality is expected. 4:00‐4:30 Supervisory Team Pre‐Clinic Meeting

4:30 – 4:45 1327B‐Clinic Preparations (room assignments & setup) 4:45 – 5:00 Pre‐Session 1

5:00 – 6:00 SESSION 1 (Includes 5 minute consultation break) 6:00 – 6:15 Post‐session 1 6:15 ‐ 6:30 Pre‐Session 2 6:30 – 7:30 SESSION 2 (including 5 minute consultation break) 7:30 – 7:45 Post‐session 2

7:45 – 8:05 Wrap‐up for the evening (entire class in 1327B) 8:05 – 8:30 Supervisory Team Post Clinic Meeting

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4. Late Assignments ‐ For each day (including weekend days) that an assignment is late there will be 5 points taken off from the earned grade.

5. Incomplete Final Grade will only be submitted in cases of serious

extenuating circumstances (e.g. prolonged illness, immediate personal/family crises, etc.) following discussion with student. Appropriate documentation may be requested.

B. FAIRNESS & ACCOMODATION POLICY: Any individual needing specialized assistance due to a disability should inform Dr. Upchurch within the first two weeks of the semester to plan for specific accommodations. Please bring your letter from the Dean of Students’ Office with you when we meet. Every effort will be made to ensure that appropriate accommodations are made.

C. UF HONESTY POLICY: As a result of completing the registration form at UF, every

student has signed the following statement: “I understand that the University of Florida expects its students to be honest in all their academic work. I agree to adhere to this commitment to academic honesty and understand that my failure to comply with this commitment may result in disciplinary action up to and including expulsion from the University” (see Student Handbook).

VII. COURSE EXPECTATIONS & ASSIGNMENTS:

A. PARTICIPATION in Class & Clinic (EVALUATION CRITERIA will be based on the extent to which you meet the aspects of participation specified below):

1. IN SEMINAR

You are expected to complete the assigned readings for each of the class seminar sessions. Please come prepared for class discussion and participation in the way of comments, questions, observations, reactions to the readings, etc. so that we may have useful and stimulating discussion throughout the seminar portion (Mondays, 2‐3:30 p.m.). It is most productive to come prepared with some perspective and reactions to readings. You will hand in, each week, immediately after class, your weekly reaction log/reflective journal. (See Appendix B for format). This will also facilitate your understanding and participation in class activities that will be based on readings as well. Part of your participation grade for the seminar portion will be based on fulfilling discussion leadership role on assigned weeks of the seminar portion of course (on Mondays).

2. IN CLINIC

You are expected to participate as a therapist or co‐therapist and be part of an observation/ consultation team each week. During this time you will have a client‐family (you might have more than one client family or couple at once or over the

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semester) with whom you (and your co‐therapist) will work while a team of other students and your supervisor will consult/supervise. Then you, in turn, will serve as a member of the observation/consultation team while other team members work with their clients. You will need to be “present” as a contributing member of your team and therapist to your clients.

You will be assigned a couple or family referred to our department’s Advanced

Family Clinic. All participating family members must give written permission for observation and/or videotaping AND for you to use any materials pertaining to their cases in any other fashion outside of clinic. You will work with them to obtain said permission (see forms in separate clinic packet).

Attire for Clinic is professional/ business casual, just as any other professional

agency where you would be employed (no revealing attire, low‐cut shirts or dresses, torn jeans or clothing, shorts, OR flip flop sandals please).

B. CLINIC RELATED ASSIGNMENTS (Family Treatment Plan, Case Record Forms, and Reflective Journal guidelines are all included in your CLINIC PACKET). All completed multi‐paged assignments must be clipped or stapled before being turned in. If you work with multiple families during the semester, you will need to complete all required clinical documentation for each of the cases.

‐‐ EVALUATION CRITERIA ‐ All Clinic‐related assignments are graded on demonstration of conceptual understanding, thoroughness/completion, and timeliness. The journal will include an additional aspect, making use of the journal for your own professional/personal development as a counselor/therapist.

1. Family Assessment Plan

You will be expected to formulate a treatment plan for your client‐family as well

as keep a record of case notes. This case Family Assessment Form is due after your 2nd session with your clients (i.e. due 3th session date). This will be useful in planning and evaluating your therapeutic efforts over the course of the term. Guidelines for developing your plan will be given out in class as PART OF CLINIC PACKET. Turn in one Tx. Plan per co‐therapy team (same grade for both).

2. Case Notes Case notes are due on a weekly basis as you would complete in any other

practice setting. Case notes are dated by session date and turned in the following week. Blank copies of Case notes are included in your Clinic Packet. You can make duplicate hard copies and turn in legibly written case notes OR locked/secure computer Word Doc files, turned in as signed hard copies. Hard copies of CLIENT RECORDS ARE KEPT IN SECURE FILES in 1215 and CAN ONLY BE ACCESSED BY THERAPISTS & SUPERVISORS (with

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the help of office staff ‐ Candy Spires or Patty Bruner). The same goes for TAPES/DVD’s of Client Sessions that are kept with Client Files in Advanced Family File Drawers in Norman 1215.

3. Journal

You will also keep a journal (starting the 1st day of Class) reflecting upon your

reading, clinic experiences, observations, and personal development (as classmate, therapist and/or consulting team member). You will turn in one weekly journal (Log) for every week of class and clinic covering experiences for the prior week of class and clinic (see appendix B). A hard copy of Word Doc (typed and stapled) will be handed in at the end of class, each week.

‐‐EVALUATION CRITERIA: Although the subjectivity of journal writing and evaluation is difficult, criteria will be based on adherence to instruction, especially with self‐referential/self‐reflective focus as part of development as a professional counselor and therapist.

4. DVD’s You will need to purchase DVD’s (1 per session) along with paper sleeves to

store them in. NOTE: In order to view DVD’s on other departmental DVD players outside of Clinic (e.g. for supervision class or Exit Exams), you need to make sure your recorded DVD is “finalized” before ejecting it after taping. CONFIDENTIALITY is of the utmost importance in terms of client information, therefore, all DVD’s of taped sessions will be kept in the main office (1215 Norman) in our secure Advanced Family file cabinet. The secretaries will offer you assistance with this as needed. DVD’s can only be viewed on the premises in the clinic rooms. These are kept for a year and then destroyed (while files are kept for 7 years, as per Florida statutes).

Please NOTE: although the clinic‐related assignments & records are to be kept up to date throughout the semester, your completed case file is due NO LATER THAN The MONDAY OF FINALS WEEK. This includes client forms, case notes, a clean copy of the graded Tx. Plan, transfer/termination summary, and final reflective journals.

REMEMBER, YOU MUST RESPECT YOUR CLIENTS’ RIGHT TO PRIVACY …TREAT THESE DOCUMENTS WITH CARE!

C. CLASS PROJECTS

1. Integration of Self as Therapist with Theory & Practice ‐ Paper and Presentation

The main questions this paper and presentation should answer are: A) How do YOU (i.e. aspects of your “self”) impact your therapy (this includes

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influence you have on clients and your co‐therapist)? B) How does your “self” intersect with the theories you gravitate toward, or are

guided by in your thinking and practice with clients? Please specify, and as you respond to B & C, identify/describe the theory(ies) you draw from.

C) Do you think that the theory(ies) you utilize accommodate your “self” (i.e. who you are) adequately enough? If so, how? If not, how do you plan to address that gap?

D) What aspects of your “self” are present in your current practice with clients (in clinic or other settings)?

E) Developmentally speaking (i.e. where you’re at in terms of training/professional development), are you satisfied with how much you “show up” in the room, or are you hoping to develop this further with more experience? How will you make this happen?

F) How much of your “self” do you bring into your supervisory process (in clinic or other practice settings)? Is this part of your supervisor or supervisory team’s focus? If so, how? If not, what would you like to do about that?

Your paper & presentation must be based on class readings (re: self of the

therapist, development/integration of theory, therapist development) as well as other literature that you will need to cite APA style (even though you may write it up in first person, present tense). You can also draw from class activities, exercises, discussion, and personal/professional experiences to respond to the questions. LENGTH OF SUMMARY PAPER – 5‐6 pages. LENGTH OF INDIVIDUAL PRESENTATIONS: 40 minutes. This semester we will have 2 presenters each week, 30 minutes each) during Weeks 9‐11 (Seminars 8‐10) – see course schedule for dates. PAPER is to be turned in on student’s date of presentation.

‐‐ EVALUATION CRITERIA (200 points):

a. Preparation, Thoroughness, Reflection, & Creativity (30) – Demonstrable effort/level of introspection in completion of project (based on product & presentation) b. Scholarship (30) – integration of literature (scholarly‐based, referenced material) with aspects of self (i.e. who you are and how you practice) c. Presentation (40) – Organization, pace, voice projection, connection with audience, handout material d. Summary Paper of Presentation (100) ‐ (organization/structure; flow of ideas; synthesis; grammar/syntax; demonstrated conceptual knowledge and application of concepts & theory)

2. Final Project – Personal Theory Paper ‐ (DUE Electronically and by Hard Copy

BY 5pm on Friday, April 25, 2014.

This assignment is intended for you to begin connecting your therapy/practice with its theoretical basis, especially as it relates to systemic/relational thinking. The

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main purpose of this paper is to have you articulate your theoretical position on a number of different principles and practice‐related concepts, and be able to acknowledge which theories, models, or approaches these concepts are being drawn from. Rather than selecting a theory (or theories) first, you will be responding to a number of questions that will guide you to a theory (or theories) that make fit you, Examination and exploration of theory‐based concepts that help you gain awareness of what informs and influences the work you do in the therapy room will be essential. This serves as a fundamental step in your continued professional development as a therapist. As Lebow (1997, 1987) suggests, we make a number of choice points along the way that create our “personal paradigm” of practice. Completion of this paper will help you realize the choices you have made (or are making) along the way in your own development as a therapist or counselor.

Helpful references to help you through this exercise include: Halbur & Halbur Text Sperry Text Lebow, J. (1997). The integrative revolution in couple and family therapy. Family

Process, 36(1), 1‐17 (Course E – Reserve Article)

Lebow, J. (1987). Developing a personal integration in family therapy. Family Process, 13(1), 1‐14 (Course E – Reserve Article)

PAPER MUST COVER: (in 8‐10 pages, APA style)

1. Description of your guiding assumptions about: (a) the client system (i.e. who makes

up the client system), (b) the role of the therapist (i.e. what are you there for? To coach, teach, support, etc.), (c) how your “self” influences the therapeutic process, and (d) interventions you use in your work with clients.

2. Your conceptualization of “the problem” (e.g. how you come to define the problem,

your thinking about the problem in relation to what your clients think). Also discuss your view of therapeutic change in a client system (i.e. what makes change happen as it relates to the client system, your role, the nature of therapy, interventions used, etc.). How does change happen?

3. Key elements of your assessment process (including assessment of resources & strengths). How do you utilize this information in therapy? 4. Description of your therapeutic objectives (i.e. what guides you in therapy) and how

you assess progress and outcome in therapy.

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5. Description of how you address issues of diversity, gender, power, and other socio‐ cultural dimensions that are significant in your work.

6. What aspects of self, or self of the therapist issues, are pertinent to the development of this theory paper? Describe and explain.

7. Include references/citations that inform your work throughout you paper (i.e. in terms of specific approaches, theories, and models).

8. Make connections between your thoughts/ideas about therapy and your actual

practice as it pertains to your current development as a therapist. Do this by integrating the ideas you presented in #1‐6 in this paper, and your actual practice (particularly in Clinic this semester). Simply, how do you see your thinking and practice coming together (i.e. how does one influence the other)?

9. Future development of your theoretical position in terms of continued practice,

scholarship, research, etc. (i.e. where do you see yourself going with this?).

EVALUATION CRITERIA ‐‐ The Final Paper will be graded on your completion of the items listed above, your understanding of theory and practice concepts, your synthesis and integration of ideas, your writing style (in terms of the flow and connection of ideas and thoughts, grammar, spelling, etc.) and overall presentation of paper.

****************************************************************************** VIII. Grading Plan for Course: Each of the four areas that constitute the requirements for this course is worth the following percentage points toward your final grade. Participation (30%)…Your 14 reflection logs will each be worth 7 points or 10% of your participation grade)

Class Seminar (15%) –150 points Clinic (therapy and team participation) (15%) – 150 points

Clinic related records (30%) (If you work with multiple clients, the allotted points will be distributed between/among the number of client cases).

Family Assessment Plan (15%) – 150 points Case Records and journal (15%) – 150 points

Integration of Self with Theory & Practice (20%) – 200 points (100 for written & 100 for oral presentation)

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Final Theory‐based Paper (20%) – 200 points Grading Scale:

A = 934 – 1000 (4.00)

A‐ = 900 – 933 (3.67) B+ = 867 – 899 (3.33) B = 834 – 866 (3.00) B‐ = 800 – 833 (2.67) C+ = 767 – 799 (2.33) C = 734 – 766 (2.00) C‐ = 700 – 733 (1.67) D+ = 667 – 699 (1.33) D = 634 – 666 (1.00) D‐ = 600 – 633 (0.67) E = Below 600 (0.00)

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IX. COURSE OUTLINE & CALENDAR (Variations may occur as semester progresses) NOTE: Remember that Mondays we meet from 2‐3:30 pm for Seminar & THEN …Monday we meet from 4:30‐8:05 pm for Clinic.

WEEK DATE TOPIC READING ASSIGNMENT DUE

*Week 1 1/6/014 Seminar 1

Welcome & Course & Clinic Overview (Forms, Procedures, & Professional Issues); LIVE SUPERVISION EXERCISE #1 Pre‐clinic Supervisor‐Team Meeting (No Clients)

AAMFT Code of Ethics http://www.aamft.org/imis15/content/legal_ethics/code_of_ethics.aspx

*Week 2 1/13/014 Seminar 2

Seminar: Family Therapy Issues Overview & Discussion: Core Competencies In Counseling and Psychotherapy CLINIC 1

Sperry Text Sections I‐VIII Section I & VIII: Everyone Section II: Conceptual Foundation____________________ Section III: Therapeutic Relationship____________________ Section IV: Intervention Planning ______________________ Section V: Intervention Implementation ___________________ Section VI: Intervention Evaluation and Treatment ________________ Section VII: Cultural and Ethical Sensitivity _______________________ First night of Clinic – with CLIENTS Regular Clinic Schedule from now on – 4:30-8:05 pm

Presentations on Sections and Student Facilitated Class Discussion Reflection Log #1

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*Week 3

1/20/014

NO CLASS

Martin Luther King Jr. Holiday

*Week 4

1/27/014 Seminar 3

Live Supervision and Isomorphism

(All in COURSE E‐RESERVES) Berger & Dammann (1982), Live supervision as context, treatment, and training, Family Process, 21(3), 337‐344.* Young (89/90). A critical look at the one‐way screen. Dulwich Centre Newsletter, 1989/90.* Elizur, J. (1990). ‘Stuckness’ in live supervision: Expanding the therapist’s style. Journal of Family Therapy, 12, 267‐280.* Whiting, J.B. (2007). Authors, artists, and social constructionism: A case study of narrative supervision. The American Journal of Family Therapy, 35:139–150.* Bartle‐Haring, S. (2009). Does live supervision make a difference? A multilevel analysis. Journal of Marital and Family Therapy, 35, 406‐414.* OPTIONAL READINGS (also in Course E‐Reserves): Locke, L.D., & McCollum, E. E. (2001). Clients’ views of live supervision and satisfaction with therapy. Journal of Marital and Family Therapy, 27, 129‐133.

Moorehouse, A., & Carr, A. (2001). A study of live supervisory phone‐ins in collaborative family therapy. Journal of Marital and Family Therapy, 27, 241‐250.

Wark, L. (1995). Live supervision in family therapy: Qualitative interviews.

Reflection Log # 2 Case Notes (Clinic 1)

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Time

CLINIC 2

The American Journal of Family Therapy, 23, 25‐37. White, M. B. & Russell, C. (1997). Examining the multifaceted notion of isomorphism in marriage and family therapy supervision: a quest for conceptual clarity. Journal of Marital and Family Therapy. 23, 315‐33. Lowe, R., Hunt, C., & Simmons, P. (2008). Towards multi‐positioned Live Supervision in Family Therapy: Combining treatment and observation teams with first‐ and second‐order perspectives. Contemporary Family Therapy, 30, 3‐14. Clinic – with CLIENTS Regular Clinic Schedule from now on – 4:30-8:05 pm

Week 5 02/03/14 Seminar 4

Becoming a Therapist Special Topic: Substance Abuse/Addictions in the Family* CLINIC 3

Ronnestad & Skovholt (2003). The journey of the counselor and therapist: Research findings and perspectives on professional development. Journal of Career Development, 30, 5‐44. (COURSE E‐RESERVES) Skovholt & Ronnestad (2003) Struggles of the novice counselor and therapist. Journal of Career Development, 30, 45‐58. (COURSE E‐RESERVES) *Journal Article to Follow Recommended: Jennings et al (2003). Multiple factors in the development of the expert counselor and therapist. Journal of Career Development, 30, 59‐72. (COURSE E‐RESERVES)


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Week 6 02/10/14 Seminar 5 Time

Becoming a Better Therapist: Outcome & Clinical Progress Special Topic: Infidelity and the Family** Clinic 4

Duncan – Ch. 1‐4 Duncan & Miller – Outcome Rating Scales (COURSE E‐RESERVES) **Journal Article to follow.



Self/Person of the Therapist (Part 1) Special Topic: Family Therapy and the Presence of Violence*** CLINIC 5

ALL COURSE E‐RESERVES: Satir, V. (1987). The therapist story. Journal of Psychotherapy and the Family, Haworth Press, 3(1), 17‐25. Rober (2010). The interacting‐reflecting training exercise: Addressing the therapist’s inner conversation in family therapy training. JMFT, 36, (2), 158–170. Lum, W. (2002). The use of self of the therapist. Contemporary Family Therapy, 24, 181‐197. ***Journal Article to follow. Recommended: Rober, P. (1999). The therapist’s inner conversation in family therapy practice: Some ideas about the self of the therapist, therapeutic impasse, and the process of reflection. Family Process, 38, 209‐228.


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Self of the Therapist (Part 2) –Intersection between Personal & Professional Development & Training Special topic: Family Therapy and Mental Illness**** CLINIC 6

ALL COURSE E‐RESERVES: Woodcock, J. & Rivett, M. (2007). Bringing the self into family therapy training: Personal and professional consultations with trainee families. Journal of Family Therapy, 29, 351‐354. Aponte, H. & Carlsen, J. C. (2009). An instrument for the person‐of‐the‐therapist supervision. Journal of Marital and Family Therapy, 35, 395‐405. De’Ath, E. (1981). My family, my self: An exploration of our family of origin on our current psychosocial behaviour. Journal of Family Therapy, 3, 101‐112. ****Journal Article to follow Recommended: Lutz, L. & Irizarry, S. S. (2009). Reflections of two trainees: Person of the therapist training for marriage and family therapists. Journal of Marital and Family Therapy, 35, 370‐380. Paris, E., Linville, D., & Rosen, K. (2006). Marriage and family therapist interns’ experiences of growth. JMFT, 32, 45‐57. (E‐Reserves) Edwards, J. K., & Bess, J. M. (1998). Developing effectiveness in the therapeutic use of self. Clinical Social Work Journal, 26, 89‐105.


WEEK 9

03/03/14

NO CLASS SPRING BREAK!!!!

WEEK 10 03/10/14 Seminar 8 Time

SELF OF THERAPIST PRESENTATIONS CLINIC 7

________________________________________________________________________________________________________________________

SELF & THEORY PAPERS FROM PRESENTERS Reflection Log # 7 Case Notes (Clinic 6)

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SELF OF THERAPIST PRESENTATIONS CLINIC 8

________________________________________________________________________________________________________________________

SELF & THEORY PAPERS FROM PRESENTERS Reflection Log # 8 Case Notes (Clinic 7)


SELF OF THE THERAPIST PRESENTATIONS CLINIC 9

________________________________________________________________________________________________________________________


Week 13

03/31/14 Seminar 11 Time

Integration of Theory & Practice CLINIC 10

ALL COURSE E‐RESERVES: Lebow, J. (1997). The integrative revolution in couple and family therapy. Family Process, 36(1), 1‐17 Lebow, J. (1987). Developing a personal integration in family therapy. Journal of Marital and Family Therapy, 13(1), 1‐14 Recommended: Bitar, Bean, & Bermúdez (2007): Influences and Processes in Theoretical Orientation Development: A Grounded Theory Pilot Study, The American Journal of Family Therapy, 35:2, 109‐121 Boswell et al (2010). Competency in integrative psychotherapy: Perspectives on training and supervision. Psychotherapy, Theory, Research, Practice, Training, 47,3‐11.


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Common Factors PART 1 ‐ Model –Dependent (Narrow) & Model‐Independent (Broad) Common Factors CLINIC 11

ALL COURSE E‐RESERVES: Sprenkle, D.H., & Blow, A.J. (2004). Common factors and our sacred models. Journal of Marital and Family Therapy, 30, 113‐129. Blow, A. J., Sprenkle, D.H., & Davis, S.D. (2007). Is who delivers the treatment more important than the treatment itself? The role of the therapist in common factors. JMFT, 33, 298‐317 Recommended: Davis, S.D. & Piercy, F.P. (2007a). What clients of couple therapy model developers and their former students say about change, Part I: Model‐dependent common factors across three models. JMFT, 33, 318‐343. Davis, S.D. & Piercy, F.P. (2007b). What clients of couple therapy model developers and their former students say about change, Part II: Model‐independent common factors and an integrative framework. JMFT, 33, 344‐363.



Common FactorsPART 2 – Heart & Soul of Change Clinic 12

Duncan Ch. 5Reflection Log # 12 Case Notes (Clinic 11)

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Effectiveness of MFT Clinic 13

ALL COURSE E‐RESERVES: Shadish, W.R. & Baldwin, S. A. (2003). Meta‐analysis of MFT interventions. JMFT, 29, 547‐570. Miller et al (2000). An addendum to the 1997 outcome research chart. The American Journal of Family Therapy, 28, 347‐354. Jacobs et al (2010). Creating synergy in practice: Promoting complementarity between evidence‐based and postmodern approaches. JMFT, 36, 185‐196. Recommended: Addison et al (2002). Alternative methodologies in research literature review: Links between clinical work and MFT effectiveness. American Journal of Family Therapy, 30, 339‐371. Shadish, et al (1995). The efficacy and effectiveness of marital and family therapy. JMFT, 21, 345‐360. LAST CLINIC EVENING


FINAL PAPER DUE – Friday, April 25, 2014 (ELECTRONIC COPY AND HARD COPY)

WEEK 17

04/28/14

REFLECTIVE CLOSURE EXERCISE (including Supervisors)

2‐6 pm in 1327D *Completed Case File consists of All Clinic‐related Material (i.e. case notes, termination/transfer summary, clean copy of Assessment Plan & Final Journal).

‐Case Notes (Clinic 13)‐ Reflective Closure ‐Reflection Log #14) ‐Completed Case File* ‐Celebration!!!!!

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ADDENDUM A – CACREP ACCREDITATION STANDARDS MET IN THIS COURSE (Based on July 2009 Revised Standards)

Program Area Specialty: Marriage & Family Counseling

Course: MHS 7431‐Advanced Family Counseling (Spring 2011)

Standard Addressed(√)

Assignments Assessing Student Knowledge/Skills

Evaluation Criteria provided in Syllabus (√)

Standard met if:

FOUNDATIONS Standard A: Knowledge 1. Knows the history, philosophy, and trends in marriage, couple, and family counseling.

√ Self of Therapist Paper & Presentation

Personal Theory Paper

Family Assessment Plan

Case Records & Journal

√ Student fulfills an 80% or greater on each assignment listed

2. Understands the ethical and legal considerations specifically related to the practice of marriage, couple, and family counseling.

√ Family Assessment Plan


Seminar & Clinic participation


3. Knows the roles and functions of marriage, couple, and family counselors in a variety of practice settings and in relation to other helping professionals.





Seminar & Clinic Participation


4. Knows the professional organizations, preparation standards,

√ Personal Theory Paper


√ Student fulfills an 80% or greater on

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and credentials relevant to the practice of marriage, couple, and family counseling.

each assignment listed

5. Understands a variety of models and theories of marriage, couple, and family counseling.



Family Assessment Plan Case Records &

Journal


6. Understands family development and the life cycle, sociology of the family, family phenomenology, contemporary families, family wellness, families and culture, aging and family issues, family violence, and related family concerns.







Standard B: Skills and Practices

1. Demonstrates the ability to apply and adhere to ethical and legal standards in marriage, couple, and family counseling.






2. Demonstrates the ability to select models or techniques appropriate to couples’ or families’ presenting problems.






COUNSELING, PREVENTION, AND INTERVENTION Standard C: Knowledge 1. Understands issues of √ Self of Therapist & √ Student

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marriage, couple, and family life-cycle dynamics; healthy family functioning; family structures; and family of origin and intergenerational influences in a multicultural society.

Theory Paper & Presentation





fulfills an 80% or greater on each assignment listed

2. Recognizes specific problems (e.g., addictive behaviors, domestic violence, suicide risk, immigration) and interventions that can enhance family functioning.







3. Understands human sexuality (e.g., gender, sexual functioning, sexual orientation) and its impact on family and couple functioning.






4. Understands professional issues relevant to the practice of marriage, couple, and family counseling, including recognition, reimbursement, and right to practice.






Standard D. Skills and Practices

1. Uses preventive, developmental, and wellness approaches in working with individuals, couples, families, and other systems such as premarital counseling,





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parenting skills training, and relationship enhancement.



2. Uses systems theory to conceptualize issues in marriage, couple, and family counseling.







3. Uses systems theories to implement treatment, planning, and intervention strategies.







4. Demonstrates the ability to use procedures for assessing and managing suicide risk.





5. Adheres to confidentiality responsibilities, the legal responsibilities and liabilities of clinical practice and research, family law, record keeping, reimbursement, and the business aspects of practice.






6. Demonstrates the ability to recognize his or her own limitations as a


√ Student fulfills an 80% or

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marriage, couple, and family counselor and to seek supervision or refer clients when appropriate.




greater on each assignment listed

DIVERSITY AND ADVOCACY Standard E: Knowledge 1. Understands how living in a multicultural society affects couples and families.







2. Recognizes societal trends and treatment issues related to working with multicultural and diverse family systems (e.g., families in transition, dual-career couples, blended families, same-sex couples).







3. Understands current literature that outlines theories, approaches, strategies, and techniques shown to be effective in working with diverse family systems.

4. Understands the effects of racism, discrimination, sexism, power, privilege, and oppression on one’s own life and that of the client(s).

5. Understands the effect of local, state, and

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national policies, programs, and services on diverse family systems. Standard F: Skills and Practices

1. Demonstrates the ability to provide effective services to clients in a multicultural society.







2. Maintains information regarding community resources to make appropriate referrals.


Case Records Clinic Participation


3. Advocates for policies, programs, and services that are equitable and responsive to the unique needs of couples and families.


Case Records Clinic Participation (NOTE: in terms of referrals out only)


4. Demonstrates the ability to modify counseling systems, theories, techniques, and interventions to make them culturally appropriate for diverse couples and families.







ASSESSMENT Standard G. Knowledge 1. Knows principles and models of assessment

√ Self of Therapist & Paper & Presentation

√ Student fulfills an

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and case conceptualization from a systems perspective, including diagnostic interviews, mental diagnostic status examinations, symptom inventories, and psychoeducational and personality assessments.





80% or greater on each assignment listed

2. Understands marriage, couple, and family assessment tools and techniques appropriate to clients’ needs in a multicultural society.






3. Understands the impact of addiction, trauma, psychopharmacology, physical and mental health, wellness, and illness on marriage, couple, and family functioning.






Standard H. Skills and Practices

1. Applies skills in interviewing, assessment, and case management for working with individuals, couples, and families from a system’s perspective.





2. Uses systems assessment models and procedures to evaluate family functioning.





3. Determines which members of a family


√ Student fulfills an

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system should be involved in treatment.



80% or greater on each assignment listed

RESEARCH AND EVALUATION Standard I. Knowledge 1. Understands how to critically evaluate research relevant to the practice of marriage, couple, and family counseling.



2. Knows models of program evaluation relevant for the practice of marriage, couple, and family counseling.

3. Knows evidence-based treatments and basic strategies for evaluating counseling outcomes in marriage, couple, and family counseling.




Standard J. Skills and Practices

1. Applies relevant research findings to inform the practice of marriage, couple, and family counseling.


Case Records Seminar & Clinic

participation


2. Develops measurable outcomes for marriage, couple, and family counseling programs, interventions, and treatments.

3. Analyzes and uses data to increase the effectiveness of marriage, couple, and family counseling


Case Records Seminar & Clinic

participation

√ Student fulfills an 80% or greater on each

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interventions and programs.

assignment listed

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Appendix B Weekly Reflection Log

UNIVERSITY OF FLORIDA MHS 7431: ADVANCED FAMILY COUNSELING AND CLINIC

NAME: _______________________________________________DATE: ________ Pages Read For this Log: Please list all pertinent reading. Journal Articles: List ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Other: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

1. For each of the reading listed, please write 5-10 talking points that you will bring

ready to discuss in class and why is this important to you?

2. Class Process: What is your response (+ and -) to the ongoing class process, members of the class, etc. (Pay special attention to what is happening inside of you, what positive and negative feelings are awakened in you and what thoughts you are not expressing, etc.)?

a. What are you noticing about yourself in class (what things are coming up for

you? b. What are you noticing about others in the class (what things/feelings/thoughts

are coming up for you? (Include instructor).

3. Clinic Process: What is your response (+ and -) to the ongoing clinic process, members of the class, clients, supervisor, etc. (Pay special attention to what is happening inside of you, what positive and negative feelings are awakened in you and what thoughts you are not expressing, etc.)?

a. Re: Clients b. Re: Therapy c. Re: Being a Therapist d. Re: Being a Co-Therapist e. Re: Being a Member of your Team (reflection, etc.) f. Re: Supervision/Supervisor

MHS 7431 ADVANCED FAMILY COUNSELING · PDF fileMHS 7431 ‐ ADVANCED FAMILY COUNSELING ... through various lenses of family therapy theory, practice, and research (with ... approach

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