CNSL 552Experiential, Intergenerational, and Psychodynamic Family Therapies |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Fall 1998
DESCRIPTION: This course guides students to: (a) learn about
major models of family therapy that are classified as Experiential,
Intergenerational, and Psychodynamic; (b) analyze the similarities
and differences among the abovementioned models; and (c) explore
systematically their own patterns, roles, and positions within
their families-of-origin. OBJECTIVES 1. To strengthen and expand students' use of systemic thinking. 2. To become acquainted with the assessment techniques, treatment goals, and interventions characteristic of each of the family therapy models studied. 3. To enable students to apply the Metaframeworks schema to the family therapy models studied, thereby facilitating comparisons across models and to their own preferred styles of intervention. 4. To observe and experiment with concepts and techniques students may use for the development of their own clinical decision - making and practice. 5. To engage students in a process both in-and-out of the
classroom for observing and understanding the influence of personal
family history upon the student's use of self. METHOD AND FORMAT
Team Project Beginning in the eighth week, teams of 3 to 5 students will be responsible for presenting on one of the models studied in this course. The team's presentation should include BOTH a description of the major features of the model AND some demonstration of the model in practice. Student team presentations should be planned to last one hour and may involve experiential exercises, video or audiotaped material, as well as lecturing. The student team should also be prepared to facilitate class discussion following its presentation. Each student team is also responsible for arranging a replacement presentation with other student teams should they be unable, for any reason, to present on their scheduled day. Remember, the quality of each presentation affects not only the presenters' grade but the value of the learning experience for the entire class. Genogram Project Based upon the procedures taught in-class and those found in McGolderick and Gerson (see BIBLIOGRAPHY below), each student is to turn in a paper consisting of three major sections: (A) a three- or four-generation genogram of his/her family constructed with the McGolderick and Gerson notation; (B) an accompanying analysis of the genogram, which should address each of the six interpretative categories of: (1) Family Structure, (2) Life Cycle Fit, (3) Pattern Repetition Across Generations, (4) Life Events and Family Functioning, (5) Relational Patterns and Triangles, and (6) Family Balance/Imbalance; (C) an interpretation of your actual or anticipated functioning as a therapist in the contexts of both your family-of-origin and your life experience-- themes, positions, and patterns that point to your strengths and weaknesses as a therapist. The Genogram Project is not merely a term paper or a bloodless intellectual exercise. When approached with commitment, this work tends to be emotionally involving and can even be harrowing. For this reason, in©class presentation of genogram material including at the last class meeting, is voluntary. That is, you are encouraged to present personal material, since doing so enhances the value of the work to you, yet all information so offered is to be treated by the entire class with sensitivity, respect, and strict confidentiality. Moreover, it is strongly recommended that all students begin this work early in the semester and devote continual effort toward its completion. For those students who find value in the Intergenerational approach, family-of-origin work is never complete, any more than is one's education. The instructor will make time available outside of class for students wishing consultation on the genogram project. GENOGRAM PROJECT PAPER DUE DECEMBER 1st. Comprehensive Class Learning Experience On November 17th the instructor will distribute questions
and tasks for class members to complete. At the final class meeting,
on Dec. 8th, class members will present to one another on, and
engage in, a Comprehensive Learning Experience (in place of a
Final Exam). It is up to the entire class collectively to organize
its presentation and discussion of the material. This experience
will not be graded.
TOPICAL OUTLINE (may be modified during semester) (*) = diagnostic interview videotape
REQUIRED WORK AND GRADING 20% - Class Participation - based on quality and quantity (come prepared each week to discuss current assigned readings) 25% - Team Presentation - note that all team members receive the same grade. 55% - Genogram Project Paper - genogram (can be on oversized paper) plus 12 - 30 pages (typed, double-spaced). Grading:
Any work turned in or presented late, for any reason, will received the next lower grade than it would have otherwise merited. COURSE READING LIST A. Required Texts
B. Recommended Texts:
C. Handouts: [H]
|