SYLLABUS
Day/Time/Location of Class: Tuesdays, 7:15- 10:00 P.M. IETV.
Instructor: Ed
Mauzey, Ed.D.
Office Location: North
Hall 111B
Office Hours: To
be posted
Office Phone Number: 580-745-3078
Email: Emauzey@se.edu, Edmauzey@cs.com (home)
Required Text: Nichols,
M., & Schwartz, R. (2001). Family therapy: Concepts
and methods (5th
ed.). Boston: Allyn and Bacon.
Catalog Description of the Course: PSY-5563, Marriage and Family Counseling. A survey of the contemporary systems of
marital and family counseling; a study of theoretical models of counseling
practice, methods, and research.
SPECIAL ACCOMMODATIONS. Any student need special accommodations due to a physical,
mental, or learning disability should contact Jan Anderson, Coordinator for
Student Disability Services, 115 North Hall, or call (580) 924-0121, Ext. 2557. It is the responsibility of each student to
make an official request for academic accommodations.
The 2001 Standards. (Council for Accreditation of Counseling and
Related Educational Programs, CACREP.), Standards 1-8.
Oklahoma Competencies for Licensure and Certification in School Counseling (OCTP, 1999), Competencies 1-4, 6,7,10.
Teacher, Manager of
Learning: The school counseling
program is supportive of and responsive to the theme of the Teacher Education
Program at Southeastern, which is “Teacher: Manager of Learning.” The school counseling program at Southeastern
emphasizes that school counselors are differentiated from other disciplines in
their role of serving three populations on school campuses; students, parents,
and teachers, managers of learning.
School counselors facilitate the educational environment of a school
campus by offering a comprehensive developmental program of counseling services
including counseling, guidance, consulting and referral, and coordination
(Schmidt, 1999, p. 80; Garrett, 1996, p. 5).
MULTICULTURAL COMPONENT. Students will examine the development of multicultural family
understanding as part of the postmodern pluralistic family perspective.
RESEARCH COMPONENT.
Students will utilize current research as support for their hypotheses in
the preparation of their case study project.
TECHNOLOGY COMPONENT. Students will be offered the opportunity to enrich their classroom learning through the use of web support study materials at Blackboard.com.
ETHICAL COMPONENT.
Students will think critically about the ethical demands of marriage and
family counseling including ethical demands that differ from those of
individual therapy.
PORTFOLIO DOCUMENT.
Master of Education students will include a copy of the family systems
case study in their professional portfolio.
COURSE OBJECTIVES include, but are not limited to,
the following:
1. Provide the student an orientation to
contemporary systems of marital and family counseling.
2. Introduce the history and background of
contemporary systems of marital and family counseling.
3. Explore the outcome efficacy of marital and
family therapy.
4. Introduce the student to ethical, legal,
credentialing, and licensing issues in marital and family counseling.
5. Introduce the role of research, evaluation
and accountability in marriage and family counseling.
6. Explore the role of multicultural issues in
marriage and family counseling.
COURSE CONTENT. See
attached class schedule.
COURSE REQUIREMENTS. Students will be expected to:
1. Participate in class and small group discussions.
2. Read the textbook carefully.
3. Pass all examinations/quizzes over content.
4. Complete the case history assignment.
5. Submit only work that is their own, new, and
original.
EVALUATION. The final grade will be calculated on the following
percentages: 1. the average of tests (2 tests and one final
exam), 66%, and 2. case history, attendance,
and quizzes, 33%. Exams will cover
lectures and reading with a particular emphasis on mastery of the
textbook. To qualify for an “A” a
student will miss no more than three classes and must pass the marital and
family theory exam by December 1st with a grade of 100%.
WEB
SUPPORT: Study support documents for this class will
be available at Blackboard.com. Use of this
web site and maintaining and monitoring a current email account for class
messages is highly recommended.
ATTENDANCE. Attendance is considered essential to achieving mastery of the
course content. To qualify for an “A”
or “B” a student will miss no more than three classes. An “I” for incomplete will be given only
when the student has completed 75% of the coursework and has extenuating
circumstances. In such cases, the
student must sign a completion agreement before an “I” grade can be assigned.
CASE
HISTORY ASSIGNMENT. The case history will be your
own, new, original application of your chosen contemporary systems of marriage
and family therapy theory to a case history taken from one of the four
following films: The Great Santini,
Ordinary People, Shoot the Moon, or Who’s Afraid of Virginia
Woolf?. Using the film as a
guideline, describe in 8-10 clear, parsimonious, typed pages, how you would
apply a contemporary systems marital and family theory to work with the family
in the film. Defend your application
using your class text and three other sources.
Discuss the appropriate style of the family according to the Circumplex
model, include a Global Assessment of Family Functioning and any appropriate V
codes (DSM-IV-TR). Also include a genogram
for the family in the film. Use APA
format and writing style appropriate to a graduate student. Be prepared to discuss your case history in
class.
Case History Outline
PAGE
1,2 Description
of the Case, Details using Systems of Marital and
Family Therapy Terminology
PAGES
3,4 Analysis of the
Problem using your selected theory
PAGES
5 Global Assessment of
Relational Functioning, V codes
Remaining Treatment Plans,
Interventions using selected theory
CHECKLIST FOR CASE HISTORY
Page 1,2- Description of the Case and the Client’s
Background
Identifying
Data:
__name(fictitious)__date__setting(agency, etc.)
Reason
for Report: __class
assignment
Source
of information: __counselor
(you)
Statement
of the Presenting Problem: __clear __theory-based__level of lethality
General
background of the client
__family (parents, spouse, children,
siblings, significant others)
__educational history, __occupational history
__hobbies, interests
__physical health, health factors, __current medications
Psychological
background
__psychological history
__description of previous diagnosis __by
__description of previous treatment __by
__testing, assessment data, results __by
Current
treatment history
__number of sessions __by
__treatment, __current
outcomes
Page 3,4- Analysis of the Problem Using Selected
Theory
Focus
of treatment __rationale
for focus of treatment
Theory
selected __rationale
for theory selected
Presenting
problem __explanation,
rationale __theory based
Circumplex
type __
Issues
to consider
Subsystems Cutoffs Identified
Patient Family rules
Secrets Triangles
Attachment Family of Origin
Remaining Pages- Treatment Plan, Interventions Using Selected
Theory
Therapeutic
relationship __clearly
stated
Goals
of treatment __clearly
stated
Techniques,
procedures, interventions to be used
__rationale
for techniques __theory based
__anticipated challenges,
setbacks
Outcomes
expected __clearly
stated
Alternate
approaches __clearly
stated
Genogram __included
Tentative Schedule
Date Class Subject Due
8-21 1 Introduction 15,
1-4
8-28 2 Outcomes, Effectiveness (15) 15, 1-4
9-4 3 Foundations of FT (1) 15, 1-4
9-11 4 History, Evolution of FT (2) 15,
1-4
9-18 5 Early FT, Techniques, Group (3) 15, 1-4
9-25 6 Fundamental Concepts (4) 15,
1-4
10-2 7 Test 1
10-9 8 Bowenian, Experiential 5,6
10-16 9 Psychodynamic, Structural 7,8
10-23 10 Cognitive-Behavioral 9
10-30 11 Test 2
11-6 12 Postmodern, Brief Therapy 10,11
11-13 13 Narrative, Integrative 13,14
11-20 14 Comparative Analysis
11-27 15 Synthesis Case
Histories Due
12-4 16 Synthesis
12-11 17 Final