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CPY 555: Family and Relationship Counseling: Theory and Therapeutic Modalities

Course Description: This course is designed to develop specific therapeutic competencies regarding inter- and intra-personal dynamics of family systems and relationships. Communication patterns, the role of children, origin of family interaction patterns, conflict resolution styles, impact of treatment issues, and specific modalities of therapeutic intervention are explored. Prerequisite: CPY 550

Course Goals/Objectives: At the conclusion of this course, each student will be able to:

1. Apply the theoretical and pragmatic components of the major theories of family and relationship theory to the counseling setting through therapeutic intervention.

2. Conceptualize therapeutic interventions for a range of family situations. 3. Demonstrate a variety of methods of family and relationship assessment . 4. Demonstrate a variety of techniques of family and relationship counseling. 5. Manage and maintain a comprehensive and accurate case file. 6. Evaluate and apply counseling techniques that are relevant for families and couples with racial/ethnic, cultural, and

compositional diversity. 7. Examine ethical and legal concerns that emerge during family and relationship counseling.

Course Goals/Objectives: (Relevant 2016 CACREP Standards)

Expected Student Learning Outcomes for this Course

The student will demonstrate knowledge, skills, and practices necessary for success as a professional counselor via his or her participation in key learning activities in this course. Content covered includes:

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Learning activities that facilitate development of knowledge, skills, and/or practices of this content:

Instructional and/or

Assessment Point for Standard

Spring 2018 Mondays, January 22 – April 30

4:00 to 6:30 pm

Professor:

Office: Office Phone: Office Email: Office Hours:

R.Valorie Thomas, Ph.D., LMHC, LMFT Cornell Social Sciences 229 (407) 644-0821 rthomas@rollins.edu By Appointment

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II.F.5.a. Theories and models of effective counseling and wellness programs.

Complete Couple Power demonstration assignments; Participate in reflecting team activities; Complete Theory-Based Critical Incident demonstration assignments. Complete video-discussion assignment; Assigned Readings; Class discussions.

Rubric Scores

2.F.6.b. Dynamics associated with group process and development.

K Complete Parenting Group Session demonstration assignment;

Rubric Score

2.F.6.d. Characteristics and functions of effective group leaders.

K Complete Parenting Group Session demonstration assignment;

Rubric Score

2.F.6.g. Ethically and culturally relevant strategies for designing and facilitating groups.

K Complete Parenting Group Session demonstration assignment;

Rubric Score

CMHC.1.B. Theories and models related to clinical mental health counseling.

Complete Couple Power demonstration assignments; Participate in reflecting team activities; Complete Theory-Based Critical Incident demonstration assignments. Complete video-discussion assignment; Assigned Readings; Class discussions.

Rubric Scores

CMHC.2.S. Record keeping in family therapy and clinical mental health counseling.

Complete Record-Keeping Assignments; Assigned Readings; Class discussions.

Rubric Scores

95% of all students will attain the minimum percentage score of 80% on each Key Performance Indicator (KPI). Individually, students will maintain a minimum 3.0 GPA in all courses.

Course Structure: The instructional format of this course on theories and therapeutic modalities will include guided discussion, demonstration, and experiential learning that emphasizes skills training and practice. Case material will be presented to assist students in fine-tuning their skill in theory application and in treatment development. Be sure to complete the assigned reading before each class; otherwise, you will be unable to fully grasp the concepts presented in the demonstrations. Class discussions are an important part of CPY 555. You are encouraged not only to ask questions, but also to add your own experiences and perspectives to the class dialogue. Your class participation will affect your grade. Because of the laboratory nature of this course, it is imperative that students attend every class.

Required Reading: Dinkmeyer, D., & McKay, G. D. (1997). The parent’s handbook: Systematic Training for Effective Parenting. Circle

Pines, MN: American Guidance. ISBN: 0785411887 ($16.99).

Napier, A. Y., & Whitaker, C. A. (1978). The family crucible. New York: Harper & Row. ISBN-10: 0060914890 ($14.99).

Nichols, M. P. (2014). Essentials of family therapy (6th Ed.). Boston: Pearson Education. $100.60; ISBN: 978-0205249008 (This book was required for CPY 550).

Sheras, P.L. & Koch-Sheras, P.R. (2006). Couple power therapy: Building commitment, cooperation,

communication, and community in relationships. Washington, D.C.: APA. ISBN1-59147-235-0 ($49.95)

Additional articles required for this course as listed in this syllabus are available on blackboard

Required Video Viewing: See list in assignment

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Optional Reading:

Dinkmeyer, D., Sr., McKay, G. D., & Dinkmeyer, J. S. (1989). Parenting young children. Circle Pines, MN: American Guidance. ISBN: 0785411895 ($15.95)

Dinkmeyer, D., Sr., McKay, G. D., McKay, J. L., & Dinkmeyer, D, Jr. (1998). Parenting teenagers. STEP Publishers.ISBN: 978-0-97955-42-1-6 ($16.99).

Gehart, D. R., & Tuttle, A. R. (2003). Theory-based treatment planning for marriage and family therapists. Pacific Grove, CA: Brooks/Cole. ISBN: 0-534-53616-6 ($98.75).

Gladding S.T. (2015). Family therapy: History, theory, and practice (6th Ed.). Boston: Pearson Education. ISBN: 978-0-348890-6 ($108.50).

Kabat-Zinn, M. & Kabat-Zinn, J. (1997). Everyday blessings: The inner work of mindful parenting. New York: Hyperion.

ISBN: 978-0786883141($14.95).

Nelson, T. S., & Trepper, T. S. (Eds.). (1993). 101 interventions in family therapy. New York: The Haworth Press. ISBN: 1-56024-193-4 ($59.95)

Required Assignments and Learning Experiences: (Possible Points)

1. Couples Therapy Module Demonstration (20) – Every student will serve as a therapist for

a couple’s counseling session. Each student will also prepare written materials for the demonstration and write a self-evaluation of the session using a prearranged format (see explanation)

2. Case Documentation (20) – Every student will maintain routine clinical records (intake report, treatment plan, weekly case notes, and a summary of treatment) during the couples therapy demonstrations.

3. Parent Training Module Demonstration (20) – Every student will serve as a leader for one module from the Systematic Training for Effective Parenting (STEP) program. Each student will also prepare written materials for the demonstration and write a self-evaluation of his or her work as a leader using a prearranged format (see explanation in syllabus).

4. Theory-based Critical Incident Demonstration (20) – Every student will develop a critical counseling incident, based on a selected theoretical perspective, illustrating a situation that might arise while counseling a family. The student therapists will arrange a role-play of the critical incident and will demonstrate use of intervention techniques based on the selected theory. Each student will prepare assigned written materials for the demonstration and write a self-evaluation of her or his work (see explanation).

5. Videotape Reviews (10) – Every student will view ten videotapes and will write a one-page reaction paper for each video. All videotapes are posted on blackboard.

6. Participation (10) – Students will be expected to come to class evidencing that you are prepared by having read the assigned material and PREPARED for your role-plays. Evidence of participation will also be revealed by your contributions to class discussions and active participation as a member of the Reflecting Team to your peers. You will earn 1 point per week for weeks 4–10 for engaged participation & 3 points for in class discussion of the Family Crucible (written assignment will be provided and turned in to the professor for credit).

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Expectations of Graduate Students and Course Policies This is the “fine print” for which you are fully responsible for knowing and following. Please read this section of the syllabus carefully!

Academic and Professional Integrity

By accepting this syllabus, you pledge to uphold the principles of Academic Honesty and student conduct guidelines published in the Rollins College Graduate Studies Catalog, and the policies published in the current edition of the Graduate Studies in Counseling Student Handbook (both available online on the Rollins Graduate Counseling website. You also agree to abide by the current version of the American Counseling Association Ethics Code (available at www.counseling.org.). Students who are unable to perform in a reliable, competent, and ethical manner, or exhibits performance that results in being terminated by and internship or other field site, will necessitate a review by the faculty and may result in student remediation, suspension, or dismissal from the Graduate Studies in Counseling program.

Please consult the documents named above to refresh your understanding of the expectations, policies, and procedures required of students throughout their enrollment in the graduate counseling program. Students will be held to these published standards and failure to fulfill these standards may be grounds for remediation and/or dismissal from the Graduate Studies program.

Rollins Academic Honor Code Reaffirmation

http://www.rollins.edu/honor-code/documents/academic-honor-code-rollins-college.pdf Membership in the student body of Rollins College carries with it an obligation, and requires a commitment, to act with honor in all things. The student commitment to uphold the values of honor - honesty, trust, respect, fairness, and responsibility -particularly manifests itself in two public aspects of student life. First, as part of the admission process to the College, students agree to commit themselves to the Honor Code. Then, as part of the matriculation process during Orientation, students sign a more detailed pledge to uphold the Honor Code and to conduct themselves honorably in all their activities, both academic and social, as a Rollins student. A student signature on the following pledge is a binding commitment by the student that lasts for his or her entire tenure at Rollins College. The development of the virtues of Honor and Integrity are integral to a Rollins College education and to membership in the Rollins College community. Therefore, I, a student of Rollins College, pledge to show my commitment to these virtues by abstaining from any lying, cheating, or plagiarism in my academic endeavors and by behaving responsibly, respectfully and honorably in my social life and in my relationships with others. This pledge is reinforced every time a student submits work for academic credit as his/her own. Students shall add to the paper, quiz, test, lab report, etc., the handwritten signed statement: "On my honor, I have not given, nor received, nor witnessed any unauthorized assistance on this work." Material submitted electronically should contain the pledge; submission implies signing the pledge. (1.15.18)

Respect for Individual Differences – The Graduate Studies in Counseling program faculty endorses a learning climate that represents diversity and individual differences and encourages the open-minded exploration of distinctions among individuals. Students in the program are not expected to think the same way, but are expected to be accepting of differences and strive to understand how other peoples’ perspectives, behaviors, and world views are different from their own. Students’ ability to maintain an open mind and respectfully discuss and understand the values and opinions of others is a reflection of personal development and professionalism as a counselor. No person will be treated differently by faculty or student colleagues with regard to race, gender expression, color, national origin, ancestry, religion, sex, age, sexual orientation, marital and/or parental status, citizenship, military status, religion, political beliefs, height, weight, and/or mental or physical ability.

Self-Disclosure Expectations and Guidelines – During this and most courses in the Graduate Counseling program you will be asked to share thoughts and feelings that are personal in nature with your peer colleagues as part of a learning activity. Please remember that you are in charge of what you choose to disclose. Willingness to share concerns, reactions, fears and doubts will, most likely, assist you in gaining insight necessary to further your personal and professional development. AND, please remember that you do not have to share any information that you choose not to reveal. Generally, professors consider confidential any information that you disclose within your journals and papers or in private conversations; however, they may consult with other faculty if there are concerns about ethical, personal safety or

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functioning, or professional standards.

Confidentiality – To protect the confidentiality of clients, any case material discussed in class will be presented anonymously (without identifying information) to protect the right to privacy and maintain ethical and legal confidentiality standards. To provide a safe learning environment and create safety for student peers, guests, and professors in the class, personal information and/or reactions shared in class should be considered as confidential as client information and respected accordingly. Interns will maintain strict confidentially according the ACA Code of Ethics (2014) by refraining from discussing case material and the personal information of others outside of class.

Instructor Availability – If, at anytime, you wish to discuss class-related concerns, particularly those may affect your performance in this course, please do not hesitate to contact me. Sometimes students are emotionally impacted by class experiences. Please feel free to consult with me along the way if you need further clarification or to process your experiences. I am very willing to set up an appointment with you at a time outside my posted office hours. Please don’t wait until it is too late to help make this course a successful and rewarding learning experience for you. Your suggestions and ideas are always welcome, both during class and outside of class.

The best way to contact this instructor is via he business phone 407-644-0821 or Rollins email address. If communication is urgent please leave a voicemail message.

Professionalism and Classroom Civility – Graduate students are expected to observe a level of professional conduct in the classroom reflective of practicing mental health professionals. This extends to the use of technology when it impedes the learning process.

Talking to or interrupting other students: Students are expected to refrain from talking while attention is expected for lecture instruction or student presentations.

Students failing to act professionally will be asked to leave the class. Your final grade will reflect an unarranged absence penalty described above in the Attendance and Participation Policy section.

Please abide by the attire policy described in the student handbook. If you are unsure of your attire, please consult with a core faculty member to assure that you are meeting expectations.

Professional Association Membership – All students are required to maintain membership in the American Counseling Association throughout their enrollment in the graduate program. The emphasis in the Rollins College Counseling program is that each student is a professional who is committed to the profession of counseling. Membership in ACA also include professional liability insurance coverage, which provides protection to you and the clientele with whom you come in contact during external course assignments, pre-practicum, practicum and internship.

Evaluation Criteria for this Course

Method of Grading – Final grades will be based on a point accumulation basis described in the syllabus. Points will be converted into percentage scores. Grades will be assigned as follows for all Graduate Counseling courses:

A = 94-100% of total points B- = 80-83% of total points A- = 90-93% of total points C+ = 77-79% of total points B+ = 87-89% of total points C = 74-76% of total points

B = 84-86% of total points C- = 70-73% of total points

Course Requirement: Points

Couples Therapy Demonstration and Self-Evaluation 20

Case Documentation 20

Parent Training Demonstration and Self-Evaluation 20

Theory-based Critical Incident Demo and Self-Evaluation 20

Videotape Reviews 10

Family Crucible Written Assignment (discussion /questions) 3

Participation 7

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TOTAL 100

The instructor reserves the right to modify the schedule and grading policy as needed.

Incomplete Policy – Students that are unable to complete course requirements within the time limitations of this semester are responsible for initiating and proposing an arrangement for completing requirements with the professor prior to the end of this term in order to avoid failing this course. The plan for completion must be agreed upon by the professor and must be submitted in writing identifying a date when work will be completed. If the incomplete is not resolved by the end of the following semester, the incomplete grade will convert to an “F.”

Attendance and Participation Policies – Graduate students are training to be professional helpers responsible for the welfare of counseling clients. Attendance and participation in courses is required to evaluate the readiness and preparedness of each student to enter the profession. Success in this graduate program requires students to be fully present academically, physically, personally, and interpersonally during all learning experiences.

Attendance and participation constitute a portion of your final grade. Attendance means arriving for class on time and staying for the duration of the class. Participation means preparing for class by reading required texts/materials and engaging in class discussion.

The instructor will not make judgments or decisions regarding “allowing” student absences and will not evaluate which reasons are acceptable to qualify as an excused absence. If a student does not to attend class, he/she cannot earn the participation points for that class meeting or for activities that occur during the missed class. A student who misses two or more classes will be subject to action by the professor, which includes, but is not limited to:

Recommendation to withdraw from the class. Requiring additional assignments(s) to complete the class. Reduction in the final grade per the percentage allotted to attendance and participation. Any other action deemed appropriate by the professor in consultation with the full faculty.

Final grades will be lowered one-half of a letter grade for each absence after the first, regardless of the reason. Absence from more than two classes in a course may result in a failing grade.

If you are going to be late, absent, need to leave class early, etc. it is your responsibility to let the professor know in advance. Advance notification of anticipated absences is expected (phone call or e-mail) out of courtesy to the instructor and class peers. In the event of an unanticipated emergency or illness, students are responsible for notifying the instructor at the earliest opportunity via phone message or email. Students are responsible for the content of all assignments, lectures, announcements, and class discussions even when not present. Make-up tests or extra credit will not be given. If you have a conflict with an exam date, speak with the instructor at least seven days in advance.

Penalty for late work: Students will forfeit one letter grade (approximately 10% of the possible points) for any assignments turned in beyond the announced deadline.

Absences – religious holidays and/or campus business:

The professor will accommodate a reasonable number of excused absences for religious holidays and official off-campus college business such as academic conference presentations and athletic competitions. However, per the College’s policy on excused absences (http://www.rollins.edu/catalogue/academic_regulations.html#class-attendance), students must discuss with the professor the dates of the anticipated absences no later than the last day of the drop period. Students must present to their professor written evidence of the anticipated absences and discuss with him/her how and when make-up work should be completed prior to missing the class. Students should not expect to receive allowance for excused absences if they do not meet with the professor beforehand and clarify the dates as necessary. Absences will be addressed by the faculty member in accordance with his/her attendance policy. The professor retains the right to determine what would be considered to be a reasonable number of absences (excused or otherwise) for the course. A student will not fail a course because the number of religious observances and/or college business absences exceed the number of absences allowed, except if excessive absences make it impossible to fulfill the expectations of the course. The student’s class participation grade in the course, though, may still be affected. (1.15.18)

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Tardiness: Arriving late to or departing early from a working group on the part of one person disrupts the flow of learning for the professor and other students. Please be prepared to begin and/or resume class at the agreed upon times. Class will start on time and time agreements for class breaks are expected to be honored. Chronic tardiness or inattentiveness will also impact your final grade. Students arriving late to class will not be permitted to complete any assignment that has begun (such as a quiz) and will forfeit the points for the assignment.

Breaks during class meetings are at the discretion of the professor and may range from 0-15 minutes scheduled at times that the professor determines within the individual class session. Please return promptly from breaks.

Participation: Class participation in this course is very important as part of the learning process for all students, individually and as a group. You will be evaluated on the quality of your contributions and insights. Quality comments possess one or more of the following characteristics:

Offers a different and unique, but relevant, perspective;

Contributes to moving the discussion and analysis of the topic forward;

Builds on the comments and contributions of other peer colleagues;

Transcends the “my opinion” syndrome; i.e., your contribution includes evidence (when appropriate), rationale, and reflective thinking.

Students who rarely or never participate in class discussions or activities will receive a grade reduction despite attendance. In addition, students engaging in non-class related activities (e.g., sleeping in class, working on their laptop or phone, side conversations, working on material not related to course content, etc.) will lose participation points. The number of points will be at the discretion of the professor.

Professional Paper Formatting – All papers are required to be submitted in the formatting style detailed in the most recent edition of the Publication Manual of the American Psychological Association. This includes an appropriately formatted title page, abstract, headers, heading levels, citations, and reference pages. Points will be deducted from the grade if this style format is not followed. Students should assume that these formatting components are expected for each and every assignment unless stated otherwise in the syllabus.

Technology Policies

E-mail – All e-mail communication and dissemination of information from the professor will be via the Rollins e-mail account. This is the official means of communication used by Rollins College. Students are responsible for all information sent to their Rollins e-mail account. Students are also requested to communicate with faculty and staff using their Rollins email account to avoid losing important communications to SPAM filters. If you have problems, contact the IT Help Desk at 407-628-6363.

BlackBoard – This course instruction is accompanied by the online “BlackBoard” system. Students are responsible for checking Blackboard for information, assignments, reporting forms, reading materials, course updates and other information and resources prior to class.

Laptop Computers – Use laptop computers in CPY 555 will not be necessary for this experiential course. Students are permitted to use laptops in class for the purpose of notetaking only. Please do not use laptops for any other reasons. Non-class use is distracting to others. Students found using laptops for other purposes, such as e-mailing, web-surfing, working on assignments, will not be permitted to use technology in class. If a student uses any electronic device not authorized as part of the classroom activity, they will be warned to turn off the device. Second offenses will result in loss of participation points without warning.

Other Technology Devices – Out of respect for the professor and your classmates, do not use cell phones or any other portable communications devices during class. Please silence or turn cell phones off to avoid disrupting others. There are times when emergencies arise and communication with family or others is necessary. In those events, please inform the professor prior to class and make provisions to leave the classroom when the situation arises. Emergency calls may be taken outside the class but frequent call interruptions will not be tolerated. If the vibrate setting becomes a nuisance, you will be asked to turn it off completely. Texting in class is unacceptable.

Recording Device Use Statement –In order to protect the integrity of the classroom experience, the use of recording devices is limited to either the expressed permission of the faculty member or with proper documentation from the Office of

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Accessibility Services. Information about accommodations through Accessibility Services can be found at http://www.rollins.edu/accessibility‐services/. Recording without the proper authorization is considered a violation of the

Rollins Code of Community Standards. (1.15.18)

Additional Policies

Use of Student Work: Copies of student work in this course, including copies of any submitted papers or other written work, may be kept on file for institutional research, assessment, and accreditation purposes. All work used for these purposes will be submitted anonymously as example of aggregate data.

Accessibility Services:

Rollins College is committed to equal access and inclusion for all students, faculty and staff. The Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 create a foundation of legal obligations to provide an accessible educational environment that does not discriminate against persons with disabilities. It is the spirit of these laws which guides the college toward expanding access in all courses and programs, utilizing innovative instructional design, and identifying and removing barriers whenever possible. If you are a person with a disability and anticipate needing any type of academic accommodations in order to fully participate in your classes, please contact the Office of Accessibility Services, located on the first floor of the Olin Library, as soon as possible. You are encouraged to schedule a Welcome Meeting by filling out the “First Time Users” form on the website: http://www.rollins.edu/accessibility-services/ and/or reach out by phone or email: 407-975- 6463 or Access@Rollins.edu. All test-taking accommodations requested for this course must first be approved through the Office of Accessibility Services (OAS) and scheduled online through Accommodate at least 72 hours before the exam. Official accommodation letters must be received by and discussed with the faculty in advance. There will be no exceptions given unless previously approved by the OAS with documentation of the emergency situation. We highly recommend making all testing accommodations at the beginning of the semester. OAS staff are available to assist with this process. (1.15.18) Title IX Statement:

Rollins College is committed to making its campus a safe place for students. If you tell any of your faculty about sexual misconduct involving members of the campus community, your professors are required to report this information to the Title IX Coordinator. Your faculty member can help connect you with the Coordinator, Oriana Jiménez (TitleIX@rollins.edu or 407-691-1773). She will provide you with information, resources and support. If you would prefer to speak to someone on campus confidentially, please call the Wellness Center at 407-628-6340. They are not required to report any information you share with the Office of Title IX. Sexual misconduct includes sexual harassment, stalking, intimate partner violence (such as dating or domestic abuse), sexual assault, and any discrimination based on your sex, gender, gender identity, gender expression or sexual orientation that creates a hostile environment. For information, visit http://www.rollins.edu/titleix/ (1.15.18)

Instructor Availability – If, at anytime, you wish to discuss class-related concerns, particularly those may affect your performance in this course, please do not hesitate to contact me. Sometimes students are emotionally impacted by class experiences. Please feel free to consult with me along the way if you need further clarification or to process your experiences. I am very willing to set up an appointment with you at a time outside my posted office hours. Please don’t wait until it is too late to help make this course a successful and rewarding learning experience for you. Your suggestions and ideas are always welcome, both during class and outside of class.

The best way to contact this instructor is via her Rollins email address. If communication is urgent please email, text, and leave a voicemail message. Thank you.

Course And Instructor Evaluation – At the end of each semester, students are asked to evaluate the course and instructor. These evaluations are extremely valuable in the teaching and learning process on our campus. Student evaluations help assess student perceptions of classroom learning and often lead to improved teaching. Your feedback is important and Rollins students are encouraged to be honest, fair, and reflective in the evaluation process.

The online evaluative survey is anonymous. Students are never identified as the respondent. Instead, each student’s comments are assigned a random number. You will be asked to rate your course and instructor on a numerical scale and through narrative comments.

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The online Course and Instructor Evaluation (CIE) process opens at 8:00 a.m. on the first scheduled date. It remains open for a period of 14 days (2 weeks) until 12:00 a.m. (midnight) on the final scheduled date. The evaluation period ends prior to the start of final examinations and faculty cannot access completed evaluations until 10 days after the end of final exams.

Students will receive one email at the start of the CIE period, one after the 15th day, and a final reminder the day before the CIE period ends. Students who complete evaluations for all classes will be able to view grades ten-days before students who do not complete an evaluation form. Evaluation Dates: April 17, 2018 to May 1, 2018 (tentative) Final Grades may be reduced for not following the above “Policies and Procedures”.

Course Calendar

(This schedule/content is tentative and may be changed by the professor)

# Date Topic Area Reading/Assignments Due

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1/22

Course overview and planning Planning for couples therapy Debriefing Reflecting Teams Role-plays (sign up for all simulation assignments) Intro to Family Assessment

Due: Thorough reading of Syllabus Family Assessment (Wampler) Clinical Dilemmas in Marriage (Carter) View prior to class #2

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1/29

Record Keeping, Documentation & Assessment for Families and Couples Family Assessment (Wampler) Clinical Dilemmas in Marriage (Carter)

AAMFT Code of Ethics (2014); Documentation from a Systemic Perspective (2009); Gladding (2007); Seligman (1996) Gehart & Tuttle (2003) Chapter 1 Nichols (2014) Chapter 3 DUE: Family Assessment (Wampler) BB Review Clinical Dilemmas in Marriage (Carter) BB

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2/05

Couples Session 1 – Sheras & Koch-Sheras (2006) Chapters 1,2,7,8 Intake (Joining, history taking and defining the problem in relational terms) Couples Session 2 Sheras, Chapter 3 (Commitment in the relationship; Clarifying values, expectations and goal setting)

Sheras & Sheras (2006) Chapter 1,2,7,8 Sheras & Sheras (206) Chapter 3 Minuchin (1981); Jacobson & Christensen (1998)

DUE Friday (noon): Intake Report, Do A Client Map Assigment, (to include genogram), & Case note for Session 2

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4

2/12

Couples Session 3 –Sheras & Sheras (2006) Chapter 4 Couples Session 4 – Sheras & Sheras (2006) Chapter 5

Sheras & Sheras, Chapters 4 & 5

DUE Friday (noon):Cases notes for Sessions 3 & 4

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2/19

Couples Session 5 –Sheras & Sheras (2006) Chapter 5 Couples session 6 –Sheras & Sharas (2006) Chapter 6

Sheras & Sheras, Chapters 5 & 6

Due Friday (noon): Cases notes for Sessions 5 & 6

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2/26

Couples Session 7-Sheras & Sheras (2006) Chapters 7 & 8 Debriefing Couples Session Planning for STEP (Creating families) & Critical Incident Sessions

Sheras & Sheras, Chapters 7 & 8 DUE Friday (noon): Case note for Session 7 and Termination Report

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3/05

Research for Theory Presentations (Review Three videos of your choice)

Research selected theory for presentation

3/12

SPRING BREAK

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3/19

STEP Parenting Session I STEP Parenting Session II

Parent’s Handbook, Chapter 1 & 2 Sattler (1998); Ragg (2006) Due (hard copy): Three videos of your choice

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3/26

STEP Parenting Session III & IV

Parent’s Handbook, Chapter 3 & 4

10

4/02

STEP Parenting Session V & VI

Parent’s Handbook, Chapters 5, 6, & 7 Family Case Handout Due (hard copy): Video review: Empowering Black Families in Therapy (Nancy Boyd Franklin)

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4/09

Critical Incident 1 Bowen Family Crucible Discussion

Nichols, Relevant Chapters Gehart & Tuttle, Relevant Chapters Due (hard copy): Video review: McGoldrick (Feminist Bowenian)

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Due: Napier & Whitaker (1978) Whole Book Due (hard copy): Family Crucible Written Assignment (Be prepared to discuss in groups)

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4/16

Critical Incidents 2 & 3 Structural & Experiential

Nichols, Relevant Chapters Gehart & Tuttle, Relevant Chapters Due (hard copy): Video review: Minuchin Part I & Whitaker Part II (counts as 2 videos)

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4/23

Critical Incidents 4 & 5 Solution Focused & Narrative

Nichols, Relevant Chapters Gehart & Tuttle, Relevant Chapters Due (hard copy): Video review: Madigan (Narrative)

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4/30

Critical Incidents 6 & 7 Strategic & Cognitive-Behavioral Course Debrief

Nichols, Relevant Chapters Gehart & Tuttle, Relevant Chapters

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Couples Therapy Module Demonstration Each student will serve as a co-therapist, with a classmate, to conduct one therapy session from Couple power therapy: Building commitment, cooperation, communication, and community in relationships by Sheras & Koch-Sheras (2006). The outline for the sessions and content is included below:

• Sessions are to be conducted as a counseling session rather than a teaching session.

• The first and second sessions will be used as an intake/assessment session.

• Each session will last 40 minutes.

• Class members will take turns playing the role of a couple who are presenting for therapy, adopting a relationship/role persona agreed upon during the first class that will be maintained throughout the series.

Students Conducting Co-Therapy:

Before the Session: Read assigned chapter and meet with your co-therapist to discuss the content

and prepare a targeted intervention for the session. Write a one-page statement that includes: Goals for the session, what you plan to do during the session, including a list of the tenets/concepts/skills described in the assigned chapter you plan to demonstrate, and how you hope to go about accomplishing your goals. Hand this in to the professor at the beginning of class. PRIOR TO CLASS, apprise your clients of what you need them to know to prepare for session.

During the Session: Both co-therapists should plan and conduct the session so that co-therapy responsibilities are balanced. Both co-therapists should audiotape the session in order to write their self-evaluation.

After the Session: Individually, co-therapists should review their audiotape and write a self-evaluation of the session using the outline below (please retype the questions in your paper).Your self-evaluation is DUE at noon on the Friday following the session. SUBMIT YOUR EVALUATION VIA E-MAIL attachment (NOT blackboard) to rthomas@rollins.edu Please name your Word document: 555-CouplesPost-LastName before submitting so that your paper will not be saved over another student’s (ex:555-CouplesPost-Thomas).

Couples Therapy Demonstration Self-Evaluation

1. What were you (and your co-therapist) trying to accomplish during this counseling session?

2. Describe the specific theoretical principles and tenets/concepts/skills you used from the assigned chapter. What led you to use the techniques you selected?

3. Describe what occurred during the counseling session and your perspective of what you actually did as the therapist in the session: What techniques and skills did you used during the session?

4. How did you see the client couple respond over the course of the session?

5. What diversity dimensions emerged during the session? How did you handle these dynamics?

6. What did you do that you thought went well? What skills did you demonstrate that you believed were effective with this couple and in this session?

7. What would you have done differently? What would you change to improve the session if you were to do it again?

8. Where is your growth or learning edge? In other words, what skills do you want to expand based on your experience

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as a co-therapist working with a couple?

9. How will you incorporate the feedback you received during the debriefing period in your future counseling practice?

10. What do you believe are the next steps in therapy for this couple? What techniques would you use to address these therapeutic issues?

11. Do you have any other thoughts, observations, or reflections about your learning experience?

Students Role Playing Couple:

Students who role-play the couple should: A) Maintain assigned roles, relationship, issues and dynamics established in the previous

therapy sessions, thus creating continuity for the case.

B) Carefully review the topic material in Sheras & Sheras (2006) that will be covered by the therapists during the session in which you are role playing so you can gear your presenting issues/concerns for that week to the material under study (e.g., communication). Do not present problems that are extremely serious in nature. Please present issues that real couples face in their everyday lives (if you are not sure what those may be, interview a couple you know for background information).

Student Observers/Reflecting Team Members: Students who are not co-therapists or role-playing the couples should, in advance of the class, read the assigned chapters in Sheras & Sheras (2006) to prepare for the content that will be covered in each session. You will be expected to write case notes for each session. In addition, you will serve as a reflecting team member during the therapy session and will be expected to contribute insights at the appropriate moments during the session. Additional information about the role of reflecting teams in family therapy will be addressed in class. Please pay close attention to the demonstration and do not take notes during the therapy session.

Outline for couple’s sessions and corresponding reading assignments

Session Topic Readings Couple Power

1 Intake (Joining, history taking and defining the problem in relational terms) *Note: there is NO PROGRESS NOTE for SESSION 1)

Chapters 1, 2 & 7

2 Continued assessment: Commitment in the relationship. Achieving agreement on a direction for counseling/creating a vision statement. Clarifying values, expectations, goals.

Chapter 3 & 4

3 Cooperation (Review of goals/furthering cooperation) Chapter 4

4 Communication Chapter 5

5 Continue with communication and problem solving within the context of a special issue.

Chapter 5

6 Community Chapter 6

7 Maintaining progress and termination Chapters 7 & 8

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Couples Session Demonstration Grading Rubric

Points for: Possible Received

Goals / Action Plan for session (submitted in advance) 2

Session: Client interaction displayed 1

Session structured/planned well;including preparation of students PRIOR to class. Good flow.

3

Attention to diversity (ethnicity, class, race, etc.) 1

Basic skills (i.e., listening, reflection; acknowledging) 2

Strategies / techniques demonstrated 2

Coverage of topics in assigned chapters 1

Systemic focus throughout session 2

Professional demeanor throughout session 1

Reaction Paper (insightful, reflective, addressed all questions) 5

TOTAL 20

Case Documentation for Couples Therapy- Record Keeping Assignment During the couple’s therapy demonstrations, all class members will maintain a routine clinical case file that will include an intake report, a treatment plan, progress notes for each therapy session, and a final summary of treatment report. Use the guidelines distributed in class to write these reports. Please do not take any notes during the therapy sessions other than the intake session.

Case Management Grading Rubric

Due Date Document Possible Received

Refer to Schedule Intake Report * 3

Treatment Plan* Do A Client Map 3

Progress Note 2 for Session 2 2

Progress Note 3 for Session 3 2

Progress Note 4 for Session 4 2

Progress Note 5 for Session 5 2

Progress Note 6 for Session 6 2

Progress Note 7 for Session 7 2

Termination Report/Treatment Summary 2

TOTAL 20

*NOTE: There is NO PROGRESS NOTE for Session 1

Deadlines: Each documentation component is due DUE AT NOON ON FRIDAY following the couples’ therapy session. Please send via email attachment to rthomas@rollins.edu. Please name your Word document: 555-(See parentheses below)-LastName before submitting so that your paper will not be saved over another student’s (ex: 555-Intake-Thomas; 555-Treatment-Thomas; 555-Note-Thomas, etc.). A missed class will result in zero points for the progress note for that session, and cannot be made up.

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Parent Training Module (STEP) Group Leadership Demonstration Each student will serve as a leader for one module from the Systematic Training for Effective Parenting (STEP) program by Dinkmeyer, McKay, and Dinkmeyer (1997).

• Each class members will adopt roles as parents (couples or singles) that will serve as the “clients” or group members for the series. Class members will maintain the same parent roles throughout the period of the STEP program and will be assumed “absent” during their respective week of leadership.

• The group leaders will conduct their selected parent-training module as if they were working with actual clients.

• Each group session will last 40 minutes.

• After the group session, Feedback will be provided to each leader by the professor and by the peers who played the roles of parents.

Student Group-Leader: As co-leaders, you are to design a group session for the “parents” who are attending the STEP parenting group.

Before the Session: Thoroughly review the chapter(s) in the STEP Leader’s Guide Notebook that

you have selected for your module (posted on BB) and the accompanying chapter in your copy of The Parent’s Handbook. Design a session for the “families” in the class group. Do not try to cover the entire chapter. Narrow down what you plan to address during the group meeting so that the group can comfortably conclude within 40 minutes. You must include an experiential component in your work with the group (i.e., do not construct a session that is only didactic). Rely on your group leadership skills in emphasizing a group process in addition to content. PRIOR TO CLASS apprise your clients of what you need them to know to prepare for session. Also, review the self-evaluation questions and the grading rubric so you can cover these components as you plan and facilitate the group. Write a one-page statement that includes: Goals for the session, what you plan to do during the session, including a list of the tenets/concepts/skills described in the assigned chapter you plan to demonstrate, and how you hope to go about accomplishing your goals using group leadership skills. Hand this in to your professor BEFORE you begin the session. During the Session: Co-leaders should plan and conduct the session so that co-leadership responsibilities are balanced and demonstrate the following group leadership skills:

2.F.6.b. dynamics associated with group process and development

2.F.6.d. characteristics and functions of effective group leaders

2.F.6.g. ethically and culturally relevant strategies for designing and facilitating groups

Psychoeducational facilitation of the STEP content chapter Both co-leaders should audiotape the session in order to write their self-evaluations.

After the Session: Individually, group-eaders should review their audiotape and write a self-critique of the session using the following outline (please retype the questions below in your paper). Your self-evaluation is DUE at noon on Friday following the session via email attachment sent to rthomas@rollins.edu Please name your Word document: 555-ParentingPost-LastName before submitting so that your paper will not be saved over another student’s.

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Parent Training Group Demonstration Self-Evaluation

1. What were you (and your co-leader) trying to accomplish during this parenting group session?

2. Describe the specific theoretical principles and tenets/concepts/skills you used from the assigned chapter(s). What led you to use the techniques you selected? Briefly describe the link between your experiential component and the overall goals of the group session.

3. Describe the processes that occurred during the group and your perspective of what you actually did as the co-leader in the session: What were the group dynamics, techniques you applied, and skills that you used during the session? How did you facilitate the session?

4. How did you see the group’s parents respond over the course of the session? Describe the leader-member dynamics during the session.

5. What diversity dimensions emerged during the session? How did you handle these dynamics?

6. What did you do that you thought went well? What skills did you demonstrate that you believed were effective?

7. What would you have done differently? What would you do to improve the session if you were to do it again?

8. Where is your growth or learning edge? In other words, what skills do you want to expand based on your experience as a therapist working with families/parents?

9. How will you incorporate the feedback you received during the debriefing period in your counseling your practice?

10. Do you have any other thoughts, observations, or reflections about your learning experience?

Schedule for parenting group sessions and corresponding chapter content to be addressed:

Session # Topic Parent’s Handbook Chapter

1 Understanding Yourself and Your Child Understanding Beliefs and Feelings

1 2

2 Encouraging your Child and Yourself 3

3 Listening and Talking to Your Child 4

4 Helping Children Cooperate 5

5 Discipline that Makes Sense Choosing your Approach & Termination

6 7

Parent Group Demonstration Grading Rubric

Points for: Possible Received

Written document with Goals / Action Plan for session (submitted in advance) 3

Session Evaluation:

Session structured/planned well, including preparation of client students PRIOR to class; Good flow

3

Attention to diversity (ethnicity, class, race, etc.) 1

Basic skills (i.e., listening, reflection; acknowledging) 2

Strategies / techniques demonstrated 1

Coverage of topics in assigned chapters 1

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Use of group leadership skills and techniques to effectively facilitate the group

Systemic Focus

2

1

Professional demeanor throughout session 1

Reaction Paper (insightful, reflective, addressed all questions) 5

TOTAL 20

Students Role-Playing Parents:

Students who role-play a parent should:

A) Remember that the purpose of playing the role of a parent is solely intended to create a learning experience for all participants to learn about how to address parenting issues in a group setting. And, primarily, to provide a forum for the group facilitators to demonstrate their counseling skills and application of content.

B) Maintain your assigned role and continuity of the problems and family dynamics that have been established in the previous group sessions. This role-play is not a stage for the purpose of a performance nor is it intended to be a personal experience. Please take your role as a parent in a parenting group seriously and remain focused on the expectations of the assignment. Your participation grade will be based on this and your participation in the feedback process.

C) Carefully read the assigned chapter and be familiar with the topic material in Dinkmeyer & McKay (1997) that will be addressed by the leader during the group so that you can gear your presenting issues/concerns for that week to the material. Do not present problems that are extremely serious in nature (ex: drug use by children). Please present problems that real parents face in their everyday lives raising children.

A note on the roles of parenting: If you are not a parent, it is critical that you locate a family with school age children that you can shadow 2 or 3 times BEFORE this assignment begins. They can be neighbors, friends, the family of a co-worker, part of your extended family…. whatever source works best for you. You will benefit much more significantly from this assignment if you have a sense of family dynamics with school aged children K-3rd grade (ages 6-9). Consider having dinner with them, joining them for typical family activities -- such as chores on Saturday, running errands, pick up from school and after school time leading to dinner, etc. There is no need to plan a special event. Just “hang out” with the family on 2 or 3 occasions to observe how the family (parents and children) interacts with each other. Consider drawing on information from your Human Development text to compare the interests and interactions of the children within the family processes with what you are learning. Engage with the children. Interview family members about what they like and don’t like about their family. Watch the parents. Make it fun, casual, and draw out as much information as possible. You might even wish to model your role-play situation after the family dynamics you observe.

IF YOU HAVE BEEN A PARENT FOR MORE THAN TEN YEARS, you are exempt from this assignment.

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Theory-based Critical Incident Demonstration Every student, will select one theory of family therapy and will develop a critical counseling incident illustrating a situation that might arise while counseling a family. The student will arrange a role-play of the critical incident and will demonstrate use of three intervention techniques that are representative of the selected theory. The family case scenario will be provided.

Before Class:

A. Read the related chapter in Essentials of family therapy-6th ed. (Nichols 2014), and Theory-based treatment planning for marriage and family therapists. (Gehart & Tuttle,

2003). You may wish to go to the library and find other books and articles discussing techniques used within the context of your selected theory. Suggested resources include The Family Journal, Journal of Marital and Family Therapy, Journal of Marriage and the Family, Family Process, and Family Relations among other excellent resources available in our library. You will also find the optional text 101 Interventions in Family Therapy (Nelson & Trepper, 1993) useful for this assignment as well as some of the family therapy videos that are assigned for this course.

B. Using the family case critical incident provided, prepare a critical counseling incident, a “snapshot” of a family at some point in their therapy process, that will allow you to demonstrate to the class at least three techniques from your assigned theory. (Suggestion: Do not make this session the first session of therapy.) Recruit other class members to role-play the family. PRIOR TO CLASS prepare them for their roles by telling them what you want them to do during the session or briefing them about their family “background,” their roles, and general reactions expected in the session. The family members’ participation should not be scripted but guided with suggested reactions and behaviors provided by your advanced coaching.

C. Develop a 2 to 3 page OVERVIEW OF THE THEORY handout for your colleagues summarizing the basic concepts of the theory and basic techniques you are presenting. Plan a 10-minute mini-lecture about your assigned theory to present to your peer colleagues just prior to your critical incident session (USE POWERPOINT).

D. Write a one-page CRITICAL INCIDENT SESSION PLAN handout that includes: Description of the presenting complaint (critical counseling incident) that you will be addressing during this session; Goals for the session (what you plan to do during the session) that are based on the tenets/concepts/skills of the theory (i.e., triangulation, boundary setting, enactment); and, Interventions that you plan to use to accomplish your goals. Please distribute this to all class colleagues BEFORE you begin the session.

Be mindful that you may be unable to implement your entire treatment plan for the session, so prioritize what is most important for you to accomplish. You may coach the family role players as to your specific goals before class so they can assist you in a successful demonstration.

Be sure to include consideration of diversity issues and the multicultural metamodel perspective in your approach.

During the Class Demonstration:

A. Review the theory and the basic concepts in a mini lecture to your colleagues using POWERPOINT (about 10 minutes). Provide each student the OVERVIEW OF THE THEORY page handout for to accompany your mini lecture.

B. Distribute the CRITICAL INCIDENT SESSION PLAN.

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C. Enact a 30-minute therapy session with you playing the role of therapist and several class members acting as the family. Demonstrate the three techniques you wish to illustrate in the session. Note: In this snapshot demonstration, address the critical incident by demonstrating the techniques and skills that are basic tenets of and relatively unique to your theory of family therapy. Use your time efficiently and make the 30-minute demonstration congruent and realistic. This demonstration should represent a realistic segment of a family therapy session. It does not have to be a dramatic turning point, but a good demonstration of an approach common to the theory you are representing.

To save time and get to the heart of your critical incident and demonstration of theoretical approach, you don’t have to go through the formalities of the opening moments of a standard session. You may start the demonstration at any point in the session by summarizing to the family members (and observers) what has occurred in the previous moments of the session or previous “sessions” in order to move quickly into your demonstration of interventions.

D. Dismissing the family member role-players and conclude with (5-minutes):

1) Explaining to the class what you were attempting to demonstrate in your enactment based on your assigned theory.

2) The direction you would take from this point in the therapeutic process over the next 2-3 sessions based on the tenents of your assigned theoretical approach.

E. (Be sure to tape the session for later review)

After the Session: Counselors should individually review their audiotape and write a self-evaluation of the critical incident using the following below (please retype the questions below in your paper). Your self-evaluation is DUE at noon on Friday following the session via email attachment sent to rthomas@rollins.edu Please name your Word document: 555-CriticalPost-LastName before submitting so that your paper will not be saved over another student’s.

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Theory-based Critical Incident Demonstration Self-Evaluation

1. What theory were you demonstrating during this session? Describe your perspective of what you actually did as counselors to demonstrate this theory: What techniques and skills you did you use during the session? What aspects of this theory of counseling families were you trying to demonstrate?

2. What were the counselor-family dynamics during this session?

3. How did you address the diversity dimensions of the family during this session and how did that influence your choice of technique(s)?

4. In what ways did you adequately or effectively illustrate the theory’s technique(s) and skills? In what ways were your choices applicable for this family and their concerns and dynamics?

5. How did you see the family respond over the course of the session?

6. From the theoretical perspective of the model you demonstrated, what are the next steps in treatment for this family? What techniques would you use to address these therapeutic issues? Please be thorough and specific in your answer.

7. What did you do that you thought went well? What skills did you demonstrate that you believed were effective?

8. What would you do to improve the critical incident if you were to do it again?

9. Any other thoughts, observations, or reflections about your learning?

Students Role-Playing Family Members:

Students who role-play Family Members should maintain your assigned roles and continuity of the family relationship and the therapeutic relationship that has emerged in previous sessions, while also fulfilling the request of the therapist conducting the demonstration in order to demonstrate the theory she/he is illustrating to the class.

Student Observers:

You will be part of the feedback for the presenters. Please pay close attention to the demonstration and do not take notes during the session.

Critical Incident Demonstration Grading Rubric

Points for:

Possible Received

Critical Incident Session Plan including preparing client classmates PRIOR to class 3

Overview of Theory mini-lecture/handout (effective intro to theory tenets & techniques 3

Demonstration/Enactment of therapy session Attention to diversity (ethnicity, class, race, ect.) Basic Skills (i.e., listening, reflection, acknowledging) Systemic focus throughout session Demonstration of family therapy theory strategies/techniques

1 2 2 3

Summary explanation 2

Reaction Paper (insightful, reflective, addressed all questions) 4

TOTAL 20

Schedule for critical incident sessions:

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Session # Theoretical Approach Nichols Gehart & Tuttle Videos

Chapter Chapter by Presenter

1 Bowenian 5 8 McGoldrick; Friedman; Guerin

2 Structural 7 2 Aponte

3 Experiencial 8 6,7

4 Solution-Focused 12 10 deShazer; Berg; O’Hanlon

5 Narrative 13 11 Madigan

6 Strategic 6 3,4,5

7 Cognitive Behavioral 10 9 Stuart

Reminder: Students should also survey the professional literature for additional resources in preparation for this demonstration.

Videotape Reviews and Reflection Every student will view ten videotapes available on BlackBoard (7 required & 3 of your choice). Students will write a one page Reflection paper for each video (a cover page is not necessary but please include your name at the top of the paper). The reaction paper should include:

• A discussion of what you learned.

• A description on how you anticipate incorporating the knowledge into your professional practice (please do not give a recount of the video content)

Please write the reaction paper after you have viewed the video in full (not during the viewing). Reaction papers that do not address the points listed above will not be accepted for credit. Videos can be accessed through BlackBoard through MediaSite, so they can be viewed on your personal computer. Because this will be much more convenient than the in-library viewing system of past years, students will have the obligation to watch videos in a setting where they can visually observe the therapist-family interactions and attend to the content discussed in the video for a full learning experience. If you are having difficulty viewing via your home computer, try another browser, consult with the IT Help Desk (407-628-6363) or bring personal headphones and view the videos on a library computer. Videotape reviews are DUE on the dates assigned in the syllabus. Please name your Word document: 555-Video#-LastName before submitting so that your paper will not be saved over another student’s. (ex: 555-Video01-Thomas; 555-Video13-Thomas; etc.).

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Note: In addition to the above resources, there are some great video clips on YouTube of some of the original theorists either demonstrating or talking about their approach to working with families and couples. For example: Virginia Satir doing Experiential Therapy, Strategic Therapy, and Internal Family Systems Therapy. In selecting videos from the web, please be sure to stay as close to the original source (vs. a student’s practice video) as possible to obtain an accurate understanding of the theoretical approach.

Title Author Time

1. Assessment in Family Therapy Karen Wampold Required 60

2. Clinical Dilemmas in Marriage Betty Carter Required 45

3. Empowering Black Families in Therapy Nancy Boyd Franklin Required 75

4. Couple’s Therapy (Feminist Bowenian) Monica McGoldrick Required 120

5. Family Therapy With the Same Case -2 parts Carl Whitaker & Salvador Minuchin Required 210

6. Narrative Therapy Steve Madigan Required 120

Select three more videos from the following:

7. Hot Monogamy Pat Love 120

8. Getting Unstuck (Bowenian) Edwin Friedman 120

9. Solution-Focused Brief Therapy Steve deShazer 120

10. Solution Focused Brief Therapy Insoo Kim Berg 120

11. Relationship Enhancement Therapy Bernard Guerney

Family Therapy with the Experts Series (Carlson & Kjos)

12. Solution-Oriented Therapy Bill O’Hanlon 120

13. Adlerian Therapy James Bitter 110

14. Object Relations Therapy Jill & David Scharff 120

15. Structural Therapy Harry Aponte 120

16. Internal Family Systems Therapy Richard Schwartz 120

17. Bowenian Therapy Philip Guerin 120

18. Behavioral Therapy Richard Stuart 115

19. Culture Sensitive Therapy

Jon Carlson & Mary Arnold

115

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Reference for creating couple or parent roles with diverse backgrounds:

When constructing persona(s) for the in-class role-plays to demonstrate couples’ counseling and members of a parenting group, please integrate characteristics for clients that reflect diverse social, cultural, religious (etc.) locations in order to give the class experience in working with clients with differences. Below are some suggested considerations: Ethnicity: Hispanic, African American, black from other areas such as the island communities, Italian,

immigrants from eastern European countries, Native American, Middle Eastern, Asian, multi heritage, etc.

Socioeconomic Status: Middle class, working class, wealthy, unemployed, self-identified poor, etc. Partner Status: Married, single (never married/partnered), separated, divorced, cohabitating, serious

relationship living separately. Gender: Male, female, transgender identity Sexual Orientation: Gay, lesbian, bisexual, transgendered, heterosexual Religion: Christian, Roman Catholic, Buddhist, Muslim, Jewish, Agnostic, Quaker, Christian Scientist,

Fundamentalist Christian, Later Day Saints (Mormon), Adventist Age: Early 20s, Mid to Late 20s, thirties, forties, fifties, over sixty Occupation: Professional, “blue” collar, skilled laborer, managerial, farm worker, administrative, education,

military, etc. Other identity considerations: Disabled, bilingual, history of various cultural experiences.

Couple Roles: After constructing and identity of a couple, talk about a few characteristics that are significant to their relationship. What are one or two presenting concerns? What are their goals for therapy?

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Make sure these concerns are related to a typical couple’s relationship and are congruent with the Couple Power book. Suggestion: fertility issues and outside relationship affairs are very hard to address in this assignment and should be avoided.

Parent Roles: After adopting an identity of a parent, think about how many children you have, their names and

ages, and any concerns you may have about your child(ren) that brought you to this parenting group. It is helpful for this particular group demonstration if the children are generally of school-age category (1st through 4th grades).

The personas of each of these roles with develop or emerge further during the first session and in continued

sessions. Subsequent role players should maintain congruency with previous character role development.

EVERY STUDENT WILL ALL BE RESPONSIBLE for learning more about the various social identities that are selected and how they may influence the world views, interactional style, perspective toward counseling, and/or problem identification brought to a counseling setting by each client. Remember, that as therapists, you are ethically responsible to be culturally competent. This means you should have an understanding of the background of your clients (as well as the clients you role-play) in terms of their diversity and cultural identities. Just as you would with a “real” client, it is imperative that you do some self-education before counseling couples and families who have backgrounds different than yours. Please reflect this understanding in your demonstrations as a counselor.

Debriefing/Feedback Model This course requires an extensive amount of role playing (clients, parents, therapists, group leaders). At times, this experience can become very intense and feel quite personal to those in role. In addition, it is important for others to respect that students were “playing” a role for the benefit of the learning experience and that the students are not their roles. For this reason, it is important to give each other a chance to “de-role” after a presentation. This debriefing/feedback format will be followed after every role-play. Please become familiar with this model so we can routinely go through this process. Order and focus of debriefing: 1) “Clients” debrief

Describe the experience of the session from a phenomenological perspective. 2) Therapists/Group Leaders debrief

Describe the experience of the session from a phenomenological perspective.

3) Reflecting team/Observers offer observations and feedback to therapists/leaders.

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a) Describe what you observed to happen during the session that represented the concepts that were intended to be demonstrated, addressed, or practiced. This includes concrete observations of skills practice and/or process events. (No evaluative language is to be used.)

b) Give direct feedback to therapists/leaders of what they did well and what they might consider doing differently in the future.

4) When debriefing Critical Incident cases, discuss the future direction of the treatment

based on the theoretical approach being applied. Notes: When addressing students who played a role (client/parent), please use their role name and talk “about”

them as an observer rather than using the student’s given name and talking “to” them (remember, they were playing the role, they are not that individual!).

When debriefing as a client or therapist, describe what you “experienced” internally while playing that role

(affectively, cognitively, behaviorally). Resist giving an explanation for your actions or defending the reasons you chose to do something while in role.

Resist the temptation to give feedback about the demonstration before all players have debriefed and

observations have been made about the demonstration.

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Reflecting Team Description: A team of people who observe the therapist-client interaction of a session. At some point in the session (based on time or incident) the therapist and client turn to the reflecting team who conducts a discussion about their observations of the process for a few minutes. The session is then turned back over to the therapist and client who continue their own dialogue. The Reflecting Team idea developed as an outgrowth of strategic therapy that is based in the theory of second order cybernetics and the new epistemology of social constructionism. Role:

A reflecting team helps spawn new ways of thinking about old problems by offering observations that include new descriptions of the problem = fresh perspectives.

The reflecting team holds a “friendly conversation” of observations and reflections.

Thought processes are made transparent through reflections of the team.

The team values process over content observed in the therapy session.

The reflections offered are intended to be just different enough from the therapist’s/client’s views to facilitate movement, yet not so different as to violate or threaten the cohesiveness of the therapist-client system.

It is non-hierarchical and preserves a respectful posture in the therapeutic system.

Expert positions are avoided, as are attempts to instruct, diagnose, or influence.

All reflections are presented in a tentative manner: “I wonder if…” or “Perhaps…” or “I noticed” or “I was struck by…” “Could it be that…” “What I found myself experiencing was…”

Clients should feel understood and respected as therapy is seen as a collaborative effort.

There is room for all ideas to be expressed, honoring each perspective as equally valid.

The team’s reflections are also intended to offer a liberating alternative for the temporarily tongue-tied therapist.

The reflecting team approach helps us avoid the dilemma of imposing on people the stories we like to hear and allows us to co-create new, meaningful stories with our clients. The emphasis is on making a variety of different ideas about their situations available to the family and the therapist. The therapist and family are then in a position to adopt any ideas that give them a different perspective on the problem. Their say is final in assessing the reflecting team’s observations. Note: After the conclusion of the reflecting team’s observation period, the therapists and clients are at liberty to refer to the observations during the remainder of the session, or not. Typically, there is no direct dialogue between the team and the therapist-client system.

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Basic Format for Reflecting Teams

• The therapist/counselor/social worker/ psychologist/case manager etc., is part of the family system (second order cybernetics)

• The clinician meets with family for 30-35 minutes

• The team observes during this time

• The family and the team switch places

• The team members talk with one another for approximately 8-12 minutes

• The family and the clinician observe the team during this time

• The family and the team switch once more

• The family is given a few minutes to reflect (3-5 on average) Reflecting, Consultation, and Conversational Teams

Rationale

• There exits no objective reality or truth. We each create our own new meaning or “truths” based on the distinctions we draw from our own experiences and beliefs

• In the therapeutic system, the therapist is a participant in the construction of the therapy system’s reality • Meanings and behaviors interact recursively. Each can change and influence change in the other • Positive connotation is extremely important. It is difficult for people to “leave the field” or to change under

negative connotation • A stuck system needs new ideas. Thus, our goal is to provide a context where clients can see and hear

differently so they can understand their situation differently Operational Ideas

• We base our comments on what actually happens in the room, wondering about and giving personal responses to what happens in the session

• We situate our ideas in our own experience believing that this invites family members to adapt what we say to fit their personal experience

• We strive to keep our comments non evaluative. We wonder about or focus on differences or new occurrences around which family members may choose to perform meaning

• We have a conversation to develop ideas rather than a competition for the best idea

• We address ourselves to other team members rather than through the mirror to the family

• We try to respond to everyone in the family

• We don’t talk behind the mirror, believing that this keeps our conversations fresher and more multifaceted

• We aim for brevity, especially if there are small children in the family

• We try not to instruct or lead the family, striving instead to bring forth many perceptions and constructions, so that family members can choose what is interesting or helpful to them

-- Bob Bertolino 1/26/01