Adler Graduate School

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 541 1.3 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: 0205827195 ISBN-13: 978-0205827190 Note: The 11 th edition is also available, but the Final Exam will be based on the 10 th edition book 3.2 Suggested materials 1) McGoldrick, M., Garcia-Preto, N., & Carter, B. The Expanding Family Life Cycle (5 th ed.) ISBN-10: 0205968066 ISBN-13: 978-0205968060

AGS 541: Page 2 4. Competencies and Learning Outcomes 1 Foundation, History and Professional Identity MFT Student Learning Outcomes The students will explore individual, couple, and family therapy, including the history of the field, Life-Cycle models, concepts of General Systems Theory, and begin to identify the professional characteristics, disposition, and skills needed to be a licensed Marriage and Family Therapist. 2 Models of Therapy The students will discover, classify, and differentiate the models and theoretical perspectives of individual, couple/relational, and family therapies. 3 Clinical Applications 4 Human Growth and Development The students will apply family therapy skills and techniques to assess, structure, and direct therapy; help clients to find solutions; identify client strengths and stay engaged in the therapeutic process. The students will integrate individual development (physical, emotional, psychological, and personality) and family lifespan and life-cycle transitions within the context of the individual, their family, and 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). 6 Interpersonal Effectiveness The students will achieve personal and professional development and demonstrate positive relationship skills via effective communication, respect for others, and awareness of their impact on others. 7 Ethics The students will develop their professional identity including the professional attitudes and behaviors outlined in the AAMFT Code of Ethics and applicable law and regulations. 8 Research The students will analyze and translate research findings for implementation and improvement of family therapy services, including evidence-based practices and program evaluation methods. 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. 4.2 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. 4.3 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. 4.4 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,

AGS 541: Page 3 system strengths and resources, impact of childhood experiences, trauma, and occupational factors. 4.5 Understand assessment and diagnosis of mental health disorders, substance use disorders, relational functioning, relational diagnoses from a multiveristy sensitive perspective. 4.6 Understand the importance of research in MFT as applied to systemic therapy, evidence-based therapies, empirically-based approaches to couple and family therapy. 4.7 Develop a multiversity senitive systems approach to working with individuals, couples, families, and groups considering a broad range of contexts and social influences. 4.8 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. 4.9 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. 5. Course Outline **READ PRIOR TO 1 ST CLASS NICOLS Ch.1-2 5.1 Unit 1 INTRODUCTION Thursday, 1/4/17 1) SYLLABUS REVIEW 2) SPT REVIEW 3) LOOK AT FOUNDATION OF FAMILY THERAPY 4) HOW TO CASE CONCEPTUALIZE HOMEWORK FOR NEXT CLASS: Nichols Ch. 3 and 4 5.2 Unit 2 BOWEN & STRATEGIC FAMILY THERAPY Thursday, 1/11/17 1) Understanding the basic concepts of Bowen s Theories 2) Understanding bais concepts of Strategic Family Therapy 3) How to case conceptualize using each model 4) Group activity with case vignettes 5) HOMEWORK FOR NEXT CLASS: Nichols Ch. 6 and 7 5.3 Unit 3 STRUCTURAL FAMILY THERAPY 8:30am-12pm** Saturday, 1/13/17 1) Understanding the basic concepts of Structural FT Theories 2) How to case conceptualize using model 3) Group activity with case vignettes

AGS 541: Page 4 5.4 Unit 4 EXPERIENTIAL FAMILY THERAPY 1-4pm** Saturday, 1/13/17 4) Understanding the basic concepts of Experiental FT Theories 5) How to case conceptualize using model 6) Group activity with case vignettes 7) HOMEWORK FOR NEXT CLASS: Nichols Ch. 8 and 9 5.5 Unit 5 PSYCHOANAYLTIC/CBT Thursday, 1/18/17 8) Understanding the basic concepts of Psychoanalytic FT Theories 9) How to case conceptualize using model 10) Group activity with case vignettes 11) How CBT can pair with theories 12) HOMEWORK FOR NEXT CLASS: Nichols Ch. 11 5.6 Unit 6 SOLUTION FOCUSED THERAPY Thursday, 1/25/17 13) Understanding the basic concepts of SFT Theories 14) How to case conceptualize using model 15) Group activity with case vignettes 16) HOMEWORK FOR NEXT CLASS: Nichols Ch. 12 5.7 Unit 7 PUTTING THEORY TO PRACTICE 8:30am-12pm Saturday, 1/27/17 1) Movie and small group activities putting the theories into practice 2) Understanding how to case conceptualize based on the therory 3) Presentations of group work to class 4) HOMEWORK FOR NEXT CLASS: 5.8 Unit 8 NARRATIVE THERAPY 1-4pm** Saturday, 1/27/17 17) Understanding the basic concepts of Narrative Theories 18) How to case conceptualize using model 19) Group activity with case vignettes 20) HOMEWORK FOR NEXT CLASS: Review all Moodle content areas for Final Exam 5.9 Unit 9 FINAL EXAM PREP Thursday, 2/1/17 1.) Jeopardy Theory Game 2.) No additional homework for this class work on your SPT and prepare for your Final Exam Both are due Thursday 2/15/17 Final Assignment Final Exam Completed before 11:59 pm, Thursday 2/15/17

AGS 541: Page 5 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 Thursday, 1/18/17 through Thursday 2/15/17. Please note: If you close out of 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 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 most 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 Tuesday, August 9 th. 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 45 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. SPT Assignment: Developing A Systems Perspective (Submit by Thursday 2/15/17 11:59 pm) The purpose of the special project time is to assist the student in identifying a preferred theoretical orientation. In turn, 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

AGS 541: Page 6 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 1-4338-0561-8). 8. Assessment/Evaluation Procedures 8.1 Assignment Overview Assignment or Activity Due Date(s) Point Value In class participation 5 points for attendance and participation in class for each class session 9 classes x 5 points = 45 points Dates listed above 45 points ALL Course Outcome Addressed SPT 2/15/17 100 pts 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9 Final Exam 2/15/17 100 pts 4.1, 4.2, 4.6, 4.7 Note: All assignments must be attempted and submitted for a grade to be considered. 8.2 Grading: [Based on a total of 245 points for the class] A 93-100 % A- 90-92 % B+ 87-89 % B 83-86 % B- 80-82 % C+ 77-79 % C 70-76 % R NC Retake- Needs more time or instruction to master the requirements of the class 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 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.

AGS 541: Page 7 9. Attendance Policy 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 a courtesy to notify the course instructor in advance using the e-mail or phone informatino 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: Two (2) missed course sessions will result in a grade no higher than B+. 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. 10.2 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 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:

AGS 541: Page 8 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 Tamarah L. Gehlen LMFT LADC CCTP CFLE Adjunct Faculty Adler Graduate School 1550 East 78th Street Richfield, MN 55423 Cell Phone: 320-583-01045 Office Email: tamarah.gehlen@alfredadler.edu Updated 11/10/17