CED 710: Relationships Across the Lifespan Spring Semester: Credit Hours

Transcription

1 Counselor Education Program Educational and Clinical Studies Department College of Education CED 710: Relationships Across the Lifespan Spring Semester: Credit Hours INSTRUCTOR Shannon Smith, Ph.D. shannon.smith@unlv.edu Classroom: Online Office: Virtual or see regular office hours Office Hours: Request and confirm appointment via . Additional appointment times can be held face-to-face, phone, , virtual classroom, Skype, and Facetime Best form of contact: shannon.smith@unlv.edu I. COURSE DESCRIPTION Individuals seeking counseling are affected by a changing world encompassing changing families. Counselors will work with individuals, and sometimes family members, within the context of sociocultural and family life cycle issues. This course was created to aid future counselors with the basic knowledge of relationship issues across the lifespan and how it relates to the counseling professional. II. COURSE OBJECTIVES

2 Objectives for this course were developed to reflect the 2016 standards of the Council for Accreditation of Counseling and Related Educational program (CACREP). 2.f.3.f: Systemic and environmental factors that affect human development, functioning, and behavior 2.f.3.g: Effects of crisis, disasters, and trauma on diverse individuals across the lifespan 2.f.3.h: A general framework for understanding differing abilities and strategies for differentiated interventions 2.f.3.i: Ethical and culturally relevant strategies for promoting resilience and optimum development and wellness across the lifespan 2.f.5.b: A systems approach to conceptualizing clients KNOWLEDGE Upon completion of this course, students will understand: a developing awareness of their own concerns and bias regarding family roles, social development and cultural issues. the concept of family developmental life cycles and sociocultural influences on relationships across the lifespan key constructs and are able to compare, contrast, and integrate ideas and concepts of various influences on the social context of an individual s relationships. the complexity of today s family structures and the need to redefine the definition of family for each client. and recognize the functional and dysfunctional behavior patterns found in families from diverse backgrounds and how they may impact an individual client. SKILLS Upon completion of this course, students will be able to: demonstrate use of personal reflection of their own familial roles, social development and cultural issues through written form. demonstrate awareness to individuals and families different from themselves and engage in meaningful communication. demonstrate acquired knowledge of the role and function of the counselor in addressing family issues in the social and cultural context.

3 DISPOSITIONS This class encourages and provides opportunities for counselors to develop values and philosophies that will guide their counseling practice including: Understanding the concept of family developmental life cycles and sociocultural influences on relationships across the lifespan Understanding the concept of family and its dynamic that affects their own family. Understanding the complexity of today s family structures and the need to redefine the definition of family for each individual. III. RESULTS Students will demonstrate attainment of course objectives through: Participate in a group project and work together to compile a comprehensive literature review, interview, potential counseling issues and interventions and presentation regarding a chosen type of family. Reflect on the student s own family s influence on themselves through discussion. Interview and report in written form on 3 individuals from their own family and discuss perceptions of the their own unique family processes through written form and genogram. Prepare a center proposal for addressing specific family/social needs in the community through a presentation. IV. REQUIRED TEXT Main Text: Gladding, S. T. (2015). Family Therapy: History, Theory, and Practice (6th ed). New York, NY: Pearson. (ISBN-10: X) Recommended Secondary Text/Book: Walsh, F. (2014). Normal Family Processes: Growing Diversity and Complexity 4th Edition V. COURSE ASSIGNMENTS, GRADING POLICIES, & ATTENDANCE General Requirements: 1. Online Discussions & Activities:

4 Participation and attendance in the discussions and activities are essential components of this class. Students are expected to actively participate in the online class discussions (in WebCampus) and related activities according to the class schedule. These discussions and activities will provide students with opportunities for online dialogue, questions, and interactions related to the class material. Grades will be assigned according to the Discussion Rubric (see the Rubrics folder on the course homepage in WebCampus for further information). There will be discussion topics and activities each week, initial post (IP) due each Wednesday of the week and the remaining posts (Follow up posts FP's) due by Sunday. Discussions are based on the readings, therefore, students must complete all assigned reading material during the course of this semester. See the grading rubric on the course home-page for this assignment. REMEMBER: The nature of this course is online delivery format; participation in the virtual class is mandatory via the UNLV WebCampus. Participation in discussions is to be conducted in a professional and appropriate manner. This means willingness to engage in dialogue and debate from a position of respect for others in a non-judgmental way. Confidentiality: Confidentiality will be expected at all times as there will be a variety of students and possibly even personal case histories discussed. Personal information divulged by a classmate or reference to a personal concern should be treated as confidential information. Students are to use fictitious names and remember the rules of confidentiality when discussing cases in class. Courtesy and respect will be expected at all times. 250 points total, due according to each module see modules for due dates. 2. Family Interview and Genogram Interview at least three family members; each from a different generation of your family of origin. Based on the information from the interview, write a paper (10 page max) that includes the following: A brief introduction of your family of origin, the three members you interview and reasons for choosing them. A summary of your interview with each member. This is the most important part of the paper. Your choice of interviewees, preparation, and thoughtfulness in designing interview questions, timing, and sensitivity are essential. Your reflection of the process regarding how doing this interview enhances your understanding of your system/family of origin and who you are today. In order to achieve this goal, I recommend that you reflect on the way your family communicates, your family structure, boundary, triangles, strengths, weaknesses, family life cycle, family rituals, and environmental influences. Create a family genogram. Include as many generations that you know of. You can include a variety of different types of information related to: health (substance use/abuse, diabetes, cancer, brown eyed, left handed, family violence, etc ), patterns in communication (the silent types, triangles, boundary issues, etc ), partnerships (marriages, divorce, death, birth, and adoption), religion, culture, trauma or crisis, etc. In order to add personal touches to this project, you may include family memorabilia such as photos, letters, schools attended, favorite recipes, etc. When constructing your genogram, you must present in an electronic format; therefore, you may use construct it in electronic format (e.g.,

5 e-poster board) or use a more traditional paper format of your choice and then convert to an e-format using a media program of your choice. Just remember, genograms tend to grow bigger than you plan! This can be a very fun, insightful learning project. Enjoy the process! The genogram should be appendix or separate document depending on your chosen format. NOTE: You will share your genograms in class! A hard copy and electronic copy of your paper will be due the same day and must be uploaded into your group discussion. 250 points total, due February Family Models - Group Project As a group of 4-5 members, choose one type of family that is different from your own. Examples include but are not limited to: Single-parent family Divorced family Remarried family Same gender parents family Adoptive family Multigenerational family living in the same home A family from different cultural/ethnic backgrounds Do you have another option? Ask me! This assignment has several components as follows: First step is to conduct a review of literature of the type of family model you chose using the following outline: General characteristics of this type of family Dynamics influencing the family Common concerns and problems Strengths and limitations Your group is now ready to design interview questions based on information from the literature review, class readings, lectures and discussions. Conduct an interview and observe one family s communication and interaction, family structure, boundaries, triangles, strengths, weaknesses, family life cycle, rituals, etc. Present your experience in a way that your classmates feel as if they have met and known your chosen family as well.

6 o Ex: You can film the family as part of your presentation, videotape a family gathering and activities or use family sculpting to demonstrate your perception of the family. Your creativity will have an impact on your grade. For the group video presentation (use private feature in YouTube), prepare a brief written overview of the presentation, which can be in an outline form. Each group will write a page report, using the following outline: Literature review (about 3-5 pages). Brief biography of your chosen family (2-3 pages). Rationale for choosing this family (about one paragraph). Summary of the interview addressing communication and interaction, family structure, boundary, triangles, strengths, weaknesses, family life cycle, and rituals (4-6 pages). Select one individual in the family that you imagine coming into counseling. Identify what you see as a potential problem(s) that might bring this individual into counseling. Offer theory and theoretically aligned interventions to prevent and/or resolve the identified problems (2-3 pages). Log: plan, organization and individual responsibility. 150 points total, due April "Reel" Family Assessment & Critique For this assignment, you will watch a film or see a play of your choosing that shows family relationships and how their resiliency (or lack of) is tested after a crisis, trauma or disaster. You will be completing an analysis and intervention plan for that family. In the form provided, describe the following information: Name of Film Why chosen Family members and their roles in the family (ex: parent figure, scapegoat, clown, etc...) Describe their family (ex: single parent, foster care, lgbtq, poverty, abuse, immigrants, etc...) Describe the crisis, trauma or disaster Identify an individual family member who is coming to counseling. What is their presenting issue? How were they referred to counseling? What life cycle stage are they in? From a systemic perspective, how will you work with them and help them rebuild their resiliency? After initial consultation, the family member is going to bring other family members in.

7 Which family members come to counseling? What will be the focus of that session? What family based theory and techniques will you utilize? REMEMBER: Apply constructs and concepts outlined in the text books and discussed throughout the course. 50 points total, due March Quizzes over Readings: Five (5) quizzes will cover all required readings from class, lecture notes, and handouts. 50 points total, quiz dates are located in WebCampus and will be about every two weeks and may be administered in a "pop quiz" format. Evaluation Procedures: Students will be evaluated according assignment rubrics, and should utilize the following as an additional guide to their work quality: Material content, including accuracy of response, depth of thought, integration of supporting literature and research, and overall reflection and creativity; technical content, including the most recent publication of APA style, graduate level (professional) presentation, grammar, and spelling points = Online Discussions & Activities points = Family Interview & Genogram points = Family Models Project points = "Reel" Families Assessment & Critique points = Quizzes Total = 650 points All written assignments MUST be submitted electronically as a Microsoft-Word document in PC format (No files in other formats will be accepted, including Macintosh files, WordPerfect, or Microsoft Works files). You have full access to Microsoft Office applications at computer labs and campus libraries. Grading Policy: Grades will be assigned based on the following scale: A = 90% 100% (+) = 97%99% ( ) = 90%93% points

8 B = 80% 89% (+) = 87%89% ( ) = 80%83% points C = 70% 79% (+) = 77%79% ( ) = 70%73% points D = 60% 69% (+) = 67%69% ( ) = 60%63% points F = 59% & below (+) = 57%59% ( ) = 50%53% & below Note: All course work must be completed on time. If there are extenuating circumstances affecting performance in class, please negotiate with the instructor in writing PRIOR to assignment deadlines. Otherwise, late course work will not be accepted. In accordance with the CED program policy, incomplete grades ("I") are given only in circumstances that meet university criteria (i.e., death in family, severe illness). For an incomplete assignment, a "B" grade is the highest grade that may be issued. VII. ACADEMIC INTEGRITY & COPYRIGHT Academic Misconduct Academic integrity is a legitimate concern for every member of the campus community; all share in upholding the fundamental values of honesty, trust, respect, fairness, responsibility and professionalism. By choosing to join the UNLV community, students accept the expectations of the Academic Misconduct Policy and are encouraged when faced with choices to always take the ethical path. Students enrolling in UNLV assume the obligation to conduct themselves in a manner compatible with UNLV s function as an educational institution. An example of academic misconduct is plagiarism. Plagiarism is using the words or ideas of another, from the Internet or any source, without proper citation of the sources. See the Student Academic Misconduct Policy (approved December 9, 2005) located at: Copyright The University requires all members of the University Community to familiarize themselves and to follow copyright and fair use requirements. You are individually and solely responsible for violations of copyright and fair use laws. The university will neither protect nor defend you nor assume any responsibility for employee or student violations of fair use laws. Violations of copyright laws could subject you to federal and state civil penalties and criminal liability, as well as disciplinary action under University policies. Additional information can be found at: Disability Resource Center (DRC) The Disability Resource Center (DRC) determines accommodations that are reasonable in promoting the equal access of a student reporting a disability to the general UNLV learning experience. In so doing, the DRC also balances instructor and departmental interests in maintaining curricular standards so as to best achieve a fair evaluation standard amongst students being assisted. In order for the DRC to be effective it must be considered in the dialog between the faculty and the student who is requesting accommodations. For this reason faculty should only provide students course adjustment after having received this Academic Accommodation Plan. If faculty members have any questions regarding the DRC, they should call a DRC counselor.

9 UNLV complies with the provisions set forth in Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of The DRC is located in the Student Services Complex (SSC-A), Room 143, phone (702) , fax (702) For additional information, please visit: Religious Holidays Policy -- Any student missing class quizzes, examinations, or any other class or lab work because of observance of religious holidays shall be given an opportunity during that semester to make up missed work. The make-up will apply to the religious holiday absence only. It shall be the responsibility of the student to notify the instructor no later than the last day of late registration of his or her intention to participate in religious holidays which do not fall on state holidays or periods of class recess. This policy shall not apply in the event that administering the test or examination at an alternate time would impose an undue hardship on the instructor or the university which could have been avoided. For additional information, please visit: Tutoring -- The Academic Success Center (ASC) provides tutoring and academic assistance for all UNLV students taking UNLV courses. Students are encouraged to stop by the ASC to learn more about subjects offered, tutoring times and other academic resources. The ASC is located across from the Student Services Complex, #22 on the current UNLV map. Students may learn more about tutoring services by calling (702) or visiting the tutoring web site at: UNLV Writing Center -- One-on-one or small group assistance with writing is available free of charge to UNLV students at the Writing Center, located in CDC Although walk-in consultations are sometimes available, students with appointments will receive priority assistance. Appointments may be made in person or by calling The student s Rebel ID Card, a copy of the assignment (if possible), and two copies of any writing to be reviewed are requested for the consultation. More information can be found at: Rebelmail Rebelmail is UNLV s Official system for students. It is one of the primary ways students receive official university communication such as information about deadlines, major campus events, and announcements. All UNLV students receive a Rebelmail account after they have been admitted to the university. Students prefixes are listed on class rosters. The suffix is WebCampus Students are responsible for activating and accessing WebCampus for this course. Please be sure to access/login to WebCampus regularly I will send announcements to the class via WebCampus. You may access WebCampus at: For technical difficulties or troubleshooting in the use of WebCampus please contact the Student Computing Support Center for help.

10 Spring Session, 2017 CED 710 ~ Class Outline ~ DATE TOPIC WEEKLY READING ASSIGNMENTS ASSIGNMENTS & CACREP Standards Week 1 Introduction: Gladding Part 1 - Chapter 1 N/A Syllabus review Walsh Ch 1 & 2 Jan Textbook review Assignment review Topic: History of Family Therapy: Evolution and Revolution Week 2 Jan Week 3 Jan 30- Feb 5 Topic: The Theoretical Context of Family Therapy Types and Functionality of Families Topic: Working with Single-Parent and Blended Families Working with Culturally Diverse Families Gladding Part 1 - Chapter 2 & 3 Walsh Ch 16 Gladding Part 1 - Chapter 4 & 5 Walsh Ch 4 & #1: Online Discussion #1 #1: Online Discussion #2 Week 4 Feb 6-12 Topic: Transgenerational Therapies: Psychodynamic and Bowen Family Therapies Experiential Family Therapy Gladding Part 2 - Chapter 3 & 4 Walsh Ch 17 & 18 #1: Online Discussion #3 #2: Family Interview & Genogram Week 5 Topic: Behavioral and Cognitive-Behavioral Family Therapies Gladding Part 2 - Chapter 5 & 6 Walsh Ch 21 #1: Online Discussion #4

11 Feb Structural Family Therapy Week 6 Topic: Strategic Family Therapies Gladding Part 2 - Chapter 7 & 8 #1: Online Discussion #5 Feb Solution-Focused and Narrative Family Therapies Walsh Ch 22 & 23 Week 7 Feb 27- Mar 05 Week 8 Mar 6-12 Week 9 Mar Week 10 Mar Week 11 Mar 27- April 2 Topic: The Process of Family Therapy Gladding Part 2 - Chapter 1 Topic: Couple and Marriage Therapy and Enrichment Topic: Ethical, Legal, and Professional Issues in Family Therapy ACA - March Topic: Working with Substance-Related Disorders, Domestic Violence and Child Abuse Topic: Research and Assessment in Family Therapy Walsh Ch 3 Gladding Part 2 - Chapter 2 Walsh Ch 5 Gladding Part 1 - Chapter 1 #1: Online Discussion #6 #1: Online Discussion #7 #1: Online Discussion #8 ACA - March ACA - March Gladding Part 3 - Chapter 1 #1: Online Discussion # 9 Gladding Part 3 - Chapter 2 #1: Online Discussion # 10 # 4: "Reel" Family Assessment & Critique

12 Week 12 Apr 3 - Apr 9 Week 13 April Week 14 NOTE: This entire week is free of any assignments in order to give the student ample to complete the Family Models project. NOTE: This entire week is free of any assignments in order to give the student ample to complete the Family Models project. #1: Online Discussion # 10 SPRING BREAK SPRING BREAK SPRING BREAK Topic: Online Group Presentation Peer Review #3: Family Models presentations Apr Week 15 Topic: Online Group Presentation Peer Review #3: Family Models presentations Apr Week 16 Study Week Study Week Study Week May 01 - May 07 Week 17 Final Exam Week Final Exam Week Final Exam Week May May 13 Commencement May 13 Commencement May 13 Commencement

13 PART ONE: INTERVIEW PAPER ITEMS TO BE INCLUDED 5-7 pg. Paper APA Style A brief introduction of your family of origin. First of three family members you interviewed and reasons for choosing them. A summary of your interview with first family member. Second of three family members you interviewed and reasons for choosing them. A summary of your interview with second family member. Third of three family members you interviewed and reasons for choosing them. A summary of your interview with third family member. Your reflection of the process regarding how doing this interview enhances your understanding of your family of origin and who you are today. Recommendation to reflect on: The way your family communicates Your family structure Boundaries Triangles Strengths Weaknesses Family life cycle Family rituals Crisis/disaster/trauma Question today: Did you enjoy this process? Why or why not? What grade did you earn and why? FAMILY INTERVIEW AND GENOGRAM RUBRIC FOR SELF REFLECTION

14 CED 710 RELATIONSHIPS ACROSS THE LIFESPAN PART TWO: FAMILY GENOGRAM ITEMS TO BE INCLUDED How many generations were included? NOTES ON HOW THE ITEMS WERE INCLUDED OR NOT, AND ANSWERS TO QUESTIONS Variety of information examples: Education level Substance use/abuse, Diabetes Cancer Eye color Left handed Family violence Trauma/crisis/disaster Disabilities Ethnicity Patterns in communication such as: The silent types Triangles Boundary issues What else? Partnerships Marriages Divorce Death Birth Adoption What else? Religion, Beliefs or Values? What else? Included personal touches or Family memorabilia such as: Photos Letters Colleges attended Favorite recipes What else? Did you enjoy this process of family discovery? Why or why not? What grade did you earn and why?

15 REEL FAMILIES ASSIGNMENT For this assignment, you will watch a film or see a play that shows family relationships and how they are affected by a crisis, trauma or disaster. Fill out the following rubric and bring to class to discuss: Name of Film Why chosen/ Trauma, crisis or disaster faced by the family. 1. Family member and their roles in the family (ex: parent figure, scapegoat, clown, etc...) 2. Family member and their roles in the family (ex: parent figure, scapegoat, clown, etc...) 3. Family member and their roles in the family (ex: parent figure, scapegoat, clown, etc...) 4. Family member and their roles in the family (ex: parent figure, scapegoat, clown, etc...) 5. Family member and their roles in the family (ex: parent figure, scapegoat, clown, etc...) 6. Family member and their roles in the family (ex: parent figure, scapegoat, clown, etc...) 7. Family member and their roles in the family (ex: parent figure, scapegoat, clown, etc...) Describe the family (ex: single parent, foster care, lgbtq, poverty, abuse, immigrants, ethnicity, religion,etc.) Family member coming to counseling.

16 What is their presenting issue? How were they referred to counseling? What life cycle stage are they in? From a systemic perspective, how will you work with them? Initial Diagnosis? Additional Treatment plan approaches After initial consultation, the family member is going to bring other family members in. Which family members come to counseling? What will be the focus of that session? What family based theory will you utilize? What family based techniques will you utilize? Additional family member(s)diagnosis? Additional information you think is important to the case as a counselor.

17 Grade earned and why GROUP PROJECT GRADING FORM REVIEW RUBRIC Paper and Presentation to cover: Group Members Family type chosen Literature review (about 3-5 pages). General characteristics, dynamics influencing the family, common concerns and problems, trauma, crisis or disaster, strengths and limitations (ex: resiliency) Brief biography of your chosen family (2-3 pages). Rationale for choosing this family (about one paragraph). Summary of interview: communication and interaction, family structure, boundary, triangles, strengths, weaknesses, family life cycle, trauma, disaster or crisis, strength/resilience, and rituals (4-6 pages). Individual selected for counseling and Potential presenting issue(s) that might bring this individual into counseling. Offer interventions to prevent and/or resolve the identified issues (2-3 pages) and improve resiliency. Log: plan, organization and individual responsibility. Present your experience in a way that your classmates feel as if they have met and known your chosen family. For example, invite the family to class as part of your presentation, videotape a family, or family sculpting. Brief outline of presentation handout and additional handouts. Overall cohesiveness of the presentation. Grade earned and why (30 points total)

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