SYLLABUS

Course Number:         COUN 511

Course Title:              Family Systems

Course Time:              Tuesday:  6:00 p.m. – 9:00 p.m.

Course Location:        MP118

Semester:                   Fall 2008

Credits:                       3 credits                      

Instructor:                  Elizabeth Williard, Ed.S., M.Ed., M.A., NCSP, LCPC

                                    Adjunct Faculty, Boise State University

                                    School Psychologist, Boise School District

                                    Phone:  208-336-3108

                                    E-mail:  liz.williard@boiseschools.org

Course Description

Instructional approach will include lecture, group facilitation by instructor, peer feedback and discussion, exercises, and video presentations.

Course Objectives

1. To understand the historical perspective and ethics of family counseling.
2. To understand basic characteristics of family counseling and systems theory.
3. To understand diverse family forms and various patterns of family interaction.
4. To understand the major theories and approaches to family therapy.
5. To understand techniques associated with family counseling approaches.
6. To explore self and family in an effort to develop an awareness of values and life experiences and gain an understanding of how these contribute to one’s clinical practice.
7. To improve observation skills via video and role-play demonstrations.
8. To understand family life cycle development.
9. To communicate in a professionally written form an understanding of the theoretical framework of family counseling and/or pertinent family therapy issues.
10. To understand the consultation process with parents and families.

Required Readings

Goldenberg, I., & Goldenberg, H. (2008).  Family therapy:  An overview (7^th ed.).  Pacific    Grove, CA:  Thomson Learning.

Recommended Reading:

Napier, A. & Whittaker, C. (1978).  The family crucible.  New York:  Harper and Row.

Walsh, W. & Williams, G.R. (1998).  Schools and family therapy.  Springfield, IL:  Charles C.

      Thomas Press.

In order to gain the maximum potential from the learning environment, your task is to complete the assigned reading in advance and come to class prepared to share your impressions and interpretations, to raise pertinent questions and issues, and to remain open to the ideas and reactions of the other class members.

Course Requirements

Students are expected to participate (and therefore attend) in all class activities, including role-play and skill development exercises.  In addition, students will have the opportunity to earn points through an examination, and videotaping of structured counseling assignments.  The requirements are as follows:

50 pts.             Attendance and participation

Participation is an opportunity to gain additional insight into concepts and to share ideas.  You are expected to be an active listener as well as an active speaker, contributing constructively to class discussions while providing evidence of familiarity with texts and handouts. Absences will be detrimental to the understanding of the course and, therefore, detrimental to the student’s grade.  It is the student’s responsibility to notify the instructor prior to an absence you know will occur. Wise students will avoid missing class.  Cell phones are to be left off during class time.

100 pts.           Theoretical Presentation

Each student individually, or in a team, will present a theoretical approach to working with families, to the class.  The instructor has videotapes or the student can make arrangements with another source (State Library).  Limit presentation to 60 minutes, including 10-15 minutes of the video clip demonstration.  Include specific terminology, important dynamics and, if available, evidence of efficacy in presentation.  A handout – brief – may be beneficial for your colleagues.

200 pts.           Family of Origin Paper (FOO)

Students will prepare a family system analysis of your Family of Origin.  This analysis should include a complete three-generation genogram, with your generation as the third generation.  I will be looking for how, after thoughtful reflection on your FOO, you can integrate the ways your family of origin may have contributed to the foundation of your values, perceptions, attitudes, position, and cognitive view of the world.  The FOO paper should be between 8 – 10 pages (excluding genograms), double-spaced and typed.  This paper will use the professional lexicon to demonstrate understanding of the vocabulary and to offer insight into family of origin.  This paper is intended to enhance the student’s introspection, knowledge, and assessment of personal family dynamics.  Although only the student and the instructor will see this paper, it will be up to each student to determine comfort level in self-disclosure.

200 pts.           Current Issues Research Paper

This should be a review of an issue presently under debate or scrutiny in the marriage and family therapy field and a clearly stated position on both sides of the issue.  Examples include:  family group-therapy, feminist family therapy, conjoint therapy with domestic violence couples, inclusion of children in therapy, etc.  The first part of the paper should review the related literature on the subject, and provide supporting evidence for both sides (if appropriate) of the issue.  A minimum of five current references from professional counseling/therapy journals for this part or more depending on your topic (textbook does not count!).  Part two should be your position in a clearly stated form, with your rationale for assuming the position.  This is not just a research paper, but a critical thinking project. Explain why the issue is controversial and give your logical and critical analysis. Please read requirements carefully.  The paper will not exceed 15 pages and must be completed in APA style and include, in addition to the review of the literature, potential application to the field in which the student will be working.  An oral presentation of your findings will be made at the end of the term.

150 pts.           Quizzes

            Students will complete 5 chapter quizzes.  Each quiz will be multiple choice and will

            be assigned 30 points.

Outside Expectations:  Students are expected to complete all assigned work, including sufficient research to complete the current issues research paper.  Time involvement depends upon the pace of the individual student.  All work is expected to be original or specifically cited by source.

Each of the following segments will be scored by means of a point system.

Attendance and participation                                    50 points

Theoretical Presentation                                           100 points

Family of Origin Paper                                             200 points

Current Issues Research Paper                                200 points

Quizzes: 5 @ 30 pts. ea.                                            150 points

 Total Possible Points:                                               700 points

Grading Scale:              94 – 100% = A

                                    86 – 93% =   B

                                    78 – 85% =   C

                                    Below 78% = F

Academic Integrity Statement: Academic misconduct or dishonesty such as cheating and plagiarism are unacceptable and appropriate penalties will be imposed.  This includes referencing material that has not been read by you, such as secondary references.

Students with Disabilities Notice:  Students with documented disabilities who may need accommodations, who have any medical emergency information the instructor should know of, or who need special arrangement in the event of an evacuation, should make an appointment with the instructor as soon as possible, no later than the 1^st week of the term.

Diversity Statement:  This is a safe, welcoming, and inclusive classroom environment for students of all races, ethnicities, sexual orientations, gender identities/variances, ages, religions, economic classes, and ability statuses.  As such, you will be encouraged and challenged to use language and basic counseling techniques that are respectful, inclusive, and culturally appropriate.