Adler Graduate School. Systems of Family Therapy
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1 AGS 541: Page 1 Adler Graduate School Richfield, MN AGS Course 541 Systems of Family Therapy 1. Course Designation and Identifier 1.1 Adler Graduate School 1.2 Course number Systems of Family Therapy 1.4 Three (3) credits 1.5 Prerequisite: 511 or Program Advisor Approval 2. Course Description This course provides basic information about theory guiding family therapy and the history of theories that have impacted the study of families. A variety of conceptual and theoretical frameworks will be studied (e.g., family systems theory, family development, symbolic interaction, effective communication, human ecology, feminist perspectives, bio-social perspectives). Key concepts and basic assumptions will be identified to assist the learner in understanding and conceptualizing core components of the Family Social Science discipline. The course is designed to teach students to integrate Adlerian Individual Psychology with Family Systems Theory and to identify resulting therapeutic strategies. 3. Texts, Materials and Resources (required and optional) 3.1 Required materials: 1) Nichols, M. (2012). Family Therapy: Concepts and Methods (10 th ed.) ISBN-10: ISBN-13: Note: The 11 th edition is also available, but the Final Exam will be based on the 10 th edition book 2) American Psychological Association. (2009). Publication Manual of the APA(6 h ed.) ISBN-10: ISBN-13:
2 AGS 541: Page Recommended materials: 1) McGoldrick, M., Garcia-Preto, N., & Carter, B. The Expanding Family Life Cycle (5 th ed.) ISBN-10: ISBN-13: ) McGoldrick, M. & Gerson, R. Genograms: Assessment and Intervention (3 rd ISBN-10: ISBN-13: ed.) 4. Competencies and Learning Outcomes 1 Systems Foundation, History of the field and Professional Factors 2 Models and Schools of Therapy 3 Clinical Assessment and Application 4 Human Growth and Development MFT Student Learning Outcomes The students will explore the MFT profession, with an emphasis on learning the General Systems foundation for working in individual, couple, and family therapy; including the history and specifics of the field of the licensed Marriage and Family Therapist. The students will discover, classify, and differentiate the models and theoretical perspectives of individual, couple/relational, and family therapies; including intervention strategies within the models and schools. The students will apply family therapy skills and techniques to assess, structure, and direct therapy; including diagnosis, clinical assessment, finding solutions; identifying client strengths, and extra-therapeutic factors that influence the client s ability to stay engaged in the therapeutic process. The students will recognize and categorize individual typical and atypical development (physical, emotional, psychological, and personality) and individual lifespan and relational life-cycle transitions within the context of the fictional clients and their relational system, within the therapists own individual and family system, and in real world experiences. 5 Multiversity The students will develop practical sensitivity to issues of multiversity (i.e., age, gender, socioeconomic status, culture, race, ethnicity, sexual orientation, spirituality, religion, larger systems connections, and social context) and demonstrate working effectively from a systemic, multiversity perspective. 6 Professional and Personal Growth The students will set goals and achieve personal and professional development necessary to demonstrate professional effectiveness as an MFT via effective communication (verbal, non-verbal, and written), respect for self and others (i.e., peers, clients, faculty, stakeholders), and awareness of their impact on others. 7 Ethics The students will indentify their professional responsibility and develop their professional identity in alginment with the professional responsibilites, attitudes and behaviors outlined in the AAMFT Code of Ethics and applicable Federal and State laws and regulations. 8 Research The students will analyze and translate research findings to clinical work for assessment, implementation, and improvement of family therapy services, including evidence-based practices and program evaluation methods.
3 AGS 541: Page 3 Course Objectives Upon successful completion of this course, the student will be able to: 4.1 Classify foundational systems concepts, models, theories, and techniques of individual, relational, family and group therapy including the strengths and limitations of each modality as they apply to the practice of MFT. SLO 1, Recognize contextual and systemic dynamics, observe, critically analyze and hypothesize regarding influence of relational patterns on the family system, the homeostatic process, and problem formation due to life-cycle stages within the larger influence of society. SLO 1, 2, 3, 4, Examine principles of human development, family development, and assess the impact of the family life cycle stage on presenting problem formation, family strength/resilency when considering treatment interventions. SLO 2, 4, Assess strengths, limitations and applicability of models to individual, couple/relational, family, and group situations regarding family functioning, perceptions of the presenting problem, multiversity and external influences, system strengths and resources, impact of childhood experiences, trauma, and occupational factors. SLO 2, 3, 4, Understand assessment and diagnosis of mental health disorders, substance use disorders, relational functioning, relational diagnoses from a multiveristy sensitive perspective. SLO 2, 3, 4, Understand the importance of research in MFT as applied to systemic therapy, evidence-based therapies, empirically-based approaches to couple and family therapy. SLO 2, Develop a multiversity sensitive systems approach to working with individuals, couples, families, and groups considering a broad range of contexts and social influences. SLO 2, 4, Cultivate understanding of multiple dimensions of social justice, forensic, and legal processes, apply the AAMFT ethical code, relevant laws and statutes, and respect for the rights of the client, consider the scope of clinican competency and create a plan to use professional organizations and associations to grown and maintain competence. SLO 1, 6, 7, 8
4 AGS 541: Page Expand knowledge of the Adlerian Individual Psychology and recognize the overlap of constructive concepts with general systems concepts when working with individuals, couples, families, and groups. SLO 2, 4, 5 5. Course Outline 5.1 Unit 1 Class 1- Context of Family Therapy Friday, 1/6/2017 1) Introductions/syllabus 2) Nichols book overview: intro 3) Special Project Time- SPT 4) Class presentation sign-up 5.2 Unit 2 Class 2 - Intro to Nichols Monday, 1/9/2017 1) Nichols: ch ) SPT discussion/proposals/log 3) Class presentation discussion/questions 4) Developing a study-guide 5.3 Unit 3 Class 3- Classic Schools of Family Therapy Saturday, 1/14/2017 8:30am-12 noon* 1) Adlerian Family Therapy-video 2) Nichols: ch ) Class Presentations 4) Role-play/interactive application 5) Review and recap 5.4 Unit 4 Class 4- Classic Schools of Family Therapy Saturday, 1/14/2017 1:00 pm 4:00 pm* 6) Nichols: ch ) Class Presentations 8) Role-play/interactive application 9) Review and recap 5.5 Unit 5 Class 5 - Classics- continued Monday, 1/23/2017 1) Nichols: ch. 8 2) Class Presentation(s) 3) Role-play/interactive application 4) Review and recap
5 AGS 541: Page Unit 6 Class 6 - Classics- continued Monday, 1/30/2017 1) Nichols: ch. 9 2) Class Presentation(s) 3) Role-play/interactive application 4) Review and recap 5.7 Unit 7 Class 7- Recent Dev. in Family Therapy Saturday, 2/4/2017 8:30am-12 noon* 1) Nichols: ch ) Class Presentations 3) Role-play/interactive application 4) Review and recap 5.8 Unit 8 Class 8- Recent Dev. in Family Therapy Saturday, 2/4/2017 1:00 pm 4:00 pm* 5) Nichols: ch. 12 6) Class Presentations 7) Role-play/interactive application 8) Review and recap 9) SPT- check-in 5.9 Unit 9 Class 9 - Wrap up Monday, 2/6/2017 1) Nichols: ch ) Study guide review-feedback 3) Final test and SPT details 4) Transitions and Phases- saying goodbye In-class presentations - In-class presentations will allow students the opportunity to integrate course materials utilizing the "learning by doing" method. Presentations will focus on assigned chapters on specific theories or theoretical frameworks in Nichol's text presented as either an individual or team, depending on class size. The individual or team chooses and presents a selected theory or concept to present to the class at a selected date TBD in the first class session. The presentation should include minutes of class presentation as the "instructor (s)", a role-play component to practice and apply theory/concept, a handout to include: an outline of theory/framework, author(s), and key concepts and terms. This assignment will benefit all areas of disciplines, including Licensed Marriage and Family Therapist students and Licensed Professional Counselor students. The presentations will have a written component that will integrate their presentation to accomodate any specific considerations for the student's area of discipline.
6 AGS 541: Page 6 Final Assignment Final Exam Completed before 11:55 pm, 2/20/2017 You will take an online final exam based on the readings from the Nichols text. The exam consists of 100 multiple-choice questions that are taken from the Nichols test bank created by the publisher. You have 4 hours to complete the exam. Since the Moodle format will not stay open that long, the exam is set up into two 2-hour segments (part 1 and part 2) each part containing 50 items. You can take both segments back-to-back or each segment at a different time during the open exam window. The exam window will be open from Tuesday, February 7 th through Monday, February 20 th. Please note: Once you SUBMIT either part 1 or part 2 of the exam, you cannot got back and change any answers or work on them further. This is an open book exam. It will be important for you to be very familiar with the Nichols text material in order to do well. It is unlikely that you will have time to search for each specific answer. Just as licensing exams are curved using the mean score of the group, this exam will also be scored using the mean. In almost all cases this is a help to students. A Moodle support shell will be created and you will be given a Moodle log in and password. PLEASE BE SURE YOU HAVE ACCESSED MOODLE BEFORE THE FIRST SATURDAY CLASS. If you do not see AGS 541 Systems of Family Therapy on your Moodle site, please contact moodle support at moodlesupport@alfredadler.edu for assistance. 6. Special Project Time (SPT) 6.1 Special Project Time (SPT) allows students the opportunity to integrate course materials. SPT is meant to be a self-contained experience requiring hours to complete. SPT generally focuses on either (a) an experiential exercise paired with a short integrative writing component or (b) a research exercise and a short integrative writing component. 6.2 An integrative, SPT experience can be based on an individual project or a group project. Once again, the individual or group completes an experiential or a research oriented exercise, followed by a short integrative writing assignment. 6.3 SPT experiences may be constructed in such a way that they pertain to students unique degree plans. For example, Licensed Marriage and Family Therapist students, Licensed Professional Counselor students, and Licensed School Counselor students may construct a SPT experience unique to their chosen disciplines. This is done in consultation with the course instructor.
7 AGS 541: Page 7 SPT Assignment: Developing A Systems Perspective (Submit by 2/20/ :55 pm) The purpose of the special project time is to assist the student in identifying specifics of theoretical models within system dynamics. In addition, the assignment may help students to identify a preferred theoretical orientation. The identified theoretical orientation is to serve as a foundation for developing the student s own theory of change informed by the theoretical perspectives covered in the course. The student should be able to demonstrate the application of an integrated theory of change when working with individuals, couples, and families in counseling and therapy. Specifics of this project, a tracking log, and a grading rubric will be distributed the first night of class. 7. Writing Guidelines including APA Format All written assignments in courses at the Adler Graduate School, including those submitted in online courses, must be in APA format unless specifically noted by the course instructor (Publication Manual of the American Psychological Association (6 th edition), 2009, American Psychological Association. ISBN ). 8. Assessment/Evaluation Procedures 8.1 Assignment Overview Assignment or Activity Point Value Percent Course Outcome Addressed Attendance, Participation & In-Class 45 points 22.5% Activities/Presentations SPT Project 55 points 27.5% 4.1, 4.2, 4.6, 4.7, 4.8, 4.9 Final Exam 100 points 50% 4.1, 4.4, 4.5 Note: All assignments must be attempted and submitted for a grade to be considered. 8.2 Grading: A % A % B % B % B % C % C % R Retake- Needs more time or instruction to master the requirements of the class NC Quality of work or participation falls below minimum expectations, including: Not attending class. Not properly notifying registrar of a withdrawal Missing class periods in excess of the number allowed by AGS s course attendance policy (see section 9 below) Not resolving a grade of incomplete within 45 days after the last class
8 AGS 541: Page 8 9. Attendance Policy meeting (not the assignment due date) and an agreed upon extension has not been arranged by the student and instructor. The Incomplete turns to No Credit (NC) and the course must be repeated at full price. Since courses are structured according to an intensive five-week format, regular and punctual attendance is of prime importance. Students are expected to attend all class meetings. When a student is unable to attend class, it is the student's responsibility to notify the course instructor in advance using the or phone information provided at the end of this syllabus. Most courses are divided into nine units. One unit is equal to one evening class session, ½ of a weekend day session, one unit/ posting in an online class or, roughly, 3 ¼ hours of class time. If a student misses more than 2 class units, the decision whether to allow a grade or issue a retake is left to the discretion of the instructor. Students who miss four class sessions will automatically receive a grade of NC (No credit) for the class and are expected to retake the class at full price. In online classes, the student fulfills the class session or unit by complying with posting and other submission deadlines It is the instructor s prerogative to allow or not allow make up work or to deduct points or issue a lower grade based on missed class sessions. Specific courses may have additional attendance requriements based on the structure of the course. Those specifics are listed here: There is no make up work for this course. Students who miss a class will be required to follow up with their peers for the missed work. The instructor will make hand outs available to students who miss class. Students who miss more than 3 class periods (or more than 9.5 instructional hours) will be asked to withdraw and repeat the course at another time as identified in the policy above. Questions or appeals about the implementation of the attendance policy may be directed to the Academic Vice President. 10. Participation Disclaimer 10.1 Active participation in class discussions/exercises/demonstrations is encouraged. As with other AGS courses, in this course, individual students must determine for themselves the level of disclosure/intimacy that is appropriate for them Whenever confidential information/material is used in any AGS course, students and faculty members are expected to observe AGS policy concerning the handling of confidential information/material. Full descriptions of these policies are available. 11. Academic Integrity Policy Honesty and trust among students and between students and faculty are essential for a strong, functioning academic community. Consequently, students are expected to do their own work on
9 AGS 541: Page 9 all academic assignments, tests, projects, and research/term papers. Academic dishonesty, whether cheating, plagiarism, or some other form of dishonest conduct may result in failure for the work involved. Academic dishonesty could also result in failure for the course and, in the event of a second incident of academic dishonesty, suspension from the Adler Graduate School. Here are examples of academic dishonesty: Cheating - Intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise. The term academic exercise includes all forms of work submitted for credit. Fabrication - Intentional and unauthorized falsification or invention of any information or citation in an academic exercise. Facilitating academic dishonesty - Intentionally or knowingly helping or attempting to help another to violate a provision of academic integrity. Plagiarism - The deliberate adoption or reproduction of ideas or words or statements of another person as one's own without acknowledgment. 13. Nondiscrimination Clause The Adler Graduate School is an equal opportunity educator and employer. The Adler Graduate School does not discriminate on the basis of race, creed, color, national origin, sex, age, sexual orientation, veteran status, or physical disability in the employment of faculty or staff, the admission or treatment of students, or in the operation of its educational programs and activities. The institution is committed to providing equal education and employment opportunities in accordance with all applicable State and federal laws. 14. Learning Accommodations (including students with disabilities) If a student in this course has a documented learning disability, tell the instructor during the first week of class. The instructor needs to know on the front end so that he or she can work with you. The Adler Graduate School is committed to helping all students be successful, as best as can be reasonably accommodated. Documenting a learning disability occurs at the student s expense. When documented appropriately, the Adler Graduate School makes all reasonable accommodations. 15. Instructor Contact Information Angela Baker Adjunct Faculty Adler Graduate School 1550 East 78th Street Richfield, MN Cell Phone: Office Angela.Baker@alfredadler.edu December 2016
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