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FORDHAM UNIVERSITY GRADUATE SCHOOL OF SOCIAL

FAMILY-ORIENTED TREATMENT

SWGS 6403

Course Description This course provides an overview of clinical interventions which see individual clients as part of their family system. It adopts the family systems theoretical orientation while taking into consideration the impact of the larger ecological context on the family and the individual. Various family therapy approaches are introduced in terms of their theoretical framework, assessment, and intervention strategies. The overall family systems perspective is also adopted in understanding individuals even when the whole family cannot be engaged in treatment. Various forms of families such as single-parent, separated/divorced, remarried, adopted families, gay and lesbian couples as well as families of diverse cultural and racial background will be also examined as they impact on assessment and the treatment process. A selected number of specific topics in working with families will also be discussed. Throughout the course attention will be given to the various stages of family treatment from engagement to assessment and intervention.

Place of Course in the Curriculum This is an elective course in the advanced clinical practice concentration.

Course Objectives At the completion of the course, students are expected to:

1. Be able to view individual clients in the context of their family using the family systems perspective, and see the family as the unit of change whether or not the whole family can be involved in the treatment process.

2. Effectively engage families in treatment and to build rapport with family members so that

they as clinicians could be accepted into the system to help effect change.

3. Be able to assess families in terms of its internal dynamics, family strengths, the impact of family life cycle, and the ecological context including the sociocultural background.

4. Attain an understanding of the theoretical framework of at least five approaches of family

therapy, including structural, strategic, solution-focused, experiential, multi-generational, narrative, and cognitive-behavioral family therapy, and be able to intervene with families using techniques and strategies derived from these approaches.

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5. Be able to apply the various family therapy approaches in an integrative manner.

6. Attain a deeper understanding of the various issues working with families, including engaging young children in the treatment process, couples therapy, divorced and remarried families, families with chronic illness, and worker’s interface issues in working with families.

7. Understand the influence of the larger sociocultural context, including the impact of

ethnicity, social class, gender, and sexual orientation, and the various family forms such as single-parent, separated/divorced, remarried and adopted, gay and lesbian families as they impact on the whole treatment process from engagement to assessment and intervention.

8. Understand the impact of economic disadvantage on vulnerable populations such as

immigrant families.

9. Appreciate the importance of the spiritual dimension in working with families

10. Be able to select from various treatment approaches with families based on evidence-based support.

Required Texts To Be Selected From the Following: Becvar, D. S., & Becvar, R. J. (2006). Family therapy: A systemic integration (6th ed.) New

York: Allyn and Bacon. Goldenberg, H. & Goldenberg, I. (2008). Family therapy: An overview. Belmont, CA: Brooks Cole

Publishing. Green, June (2003). Introduction to family theory & therapy: Exploring an evolving field. Pacific

Grove, CA: Brooks/Cole. Janzen, C., Harris, O., Jordan, C, & Franklin, C. (2006). Family treatment: Evidence-based

practice with populations at risk (4 th ed.). Belmont, CA: Thomson. Lawson, D. and Prevatt, F. (Eds.) (1999). Casebook in family therapy. Boston: Brooks/Cole Nichols, M. P. and Schwartz, R. C. (2006). Family therapy concepts and methods (7th ed.).

Boston: Allyn and Bacon. Patterson, J., Williams, L., Grauf-Grounds, C., and Chamow, L. (1998). Essential skills in

family therapy: From the first interview to termination. New York: Guilford Press. Taibbi, R. (2007). Doing family therapy: Craft and creativity in clinical practice (2nd ed.). New

York: Guilford Press. Recommended Text:

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Aponte, H. J. (1994). Bread and Spirit: Therapy with the New Poor. N.Y: Guilford Press. Bowen, M. (1978). Family Therapy n Clinical Practice. N.Y: Jansen Aronsen. Carter, B. & McGoldrick, M. (Eds.) (2005). The expanded family life cycle: The individual,

family, and social perspectives, (3rd ed.) Boston: Allyn & Bacon. Congress, E. (1997). (Ed.) Multicultural perspectives in working with families. New York:

Springer Publishers. Daltilio, F. & Jongsma, A. (2000). The family therapy treatment planner. New York: Wiley Freedman, J. & Coombs, G. (1996). Narrative therapy: The special constructive of preferred

realities. N.Y: W. W. Norton. Goldenberg, I., & Goldenberg, H. (2004). Family therapy: An overview (6th ed.) Pacific Grove,

California: Brooks/Cole Publishing. Haley, J. (1976). Problem-solving therapy. New York: Harper & Row. Hartman A., & Laird J. (1983). Family centered social work practice. New York: The Free

Press. McGoldrick, M., Giordano, J., & Pearce, J. K. (2005). Ethnicity and family therapy (3rd ed.)

New York: Guilford Press. McGoldrick, M., Andersen, C., & Walsh, F. (1991). Women in families: A framework for family therapy. N.Y: W. W. Norton.

McGoldrick, M, Gerson, R., & Shellenberger, S. (1999). Genograms: Assessment and Intervention (2nd ed.). N. Y.: W.W. Norton.

Minuchin, S. (1974). Families and family therapy. Cambridge: Harvard University Press. Minuchin, S. & Fishman, H. C. (1981). Family therapy techniques. Cambridge: Harvard

University Press. Walsh, F. (2002) (Ed.) Normal family processes: Growing diversity and complexity. (3rd ed.) New York: Guilford Press. Satir, V. (1983). Conjoint family therapy (3rd ed.). Palto Alto, CA: Science & Behavior Books

Inc.

Class Format

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Class format consists of a combination of didactic lectures, film viewing, class discussion, and experiential exercises which would include role play and small group exercises. Students will have the opportunity to share some materials from their field placement to illustrate the subject matter under discussion and to enhance the integration between class and field. Course Requirements A. Instructional Expectations

To successfully complete this course, students will be expected to participate in 15 class sessions of one hour and fifty minutes each and 10 hours of guided instruction.

B. Guided Instruction Guided instruction for this course will include activities from the following list. Assignment details and grading criteria for each activity will be provided by the classroom instructor (see individual instructors’ syllabi).

1. Students will submit a three generational genogram and a culturegram of their family. 2. Students will view at least four assigned films that depict various family types, structures,

situations, and dynamics. The classroom instructor will assign questions that require the student to demonstrate in writing how they would work with the family depicted in the film. Questions may be related to the following areas:

Engaging the family Family assessment Selecting a family therapy practice model Planning an intervention using a selected family therapy practice model Termination

3. Explore 2 or more cultures through a family interview. Highlight the family rituals and

traditions and identify the family strengths that are gained from these cultures. 4. Explore 2 or more cultures through a family interview. Highlight the prevailing family

attitudes toward at least five different areas (e.g., physical illness, mental illness, immigration, alcoholism/drug use, marriage/divorce, out-of-wedlock births, gay and lesbian lifestyles, grief and loss, religion/spirituality). Is there a consensus or are there differing attitudes within the family? Discuss any factors that influence these attitudes (e.g., age, gender, level of acculturation, generation, socioeconomic class).

C. Assignments

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Classroom instructors will require a minimum of two assignments that will take the form of written papers, exams, and/or group presentations. Grading Criteria Grading will follow the School's guidelines for grading assignments (see attached). Classroom instructors will announce the relative weight of each assignment, guided instruction activity, and expectations regarding participation in arriving at the student's final grade. Course Outline UNIT I: FRAMEWORK FOR FAMILY SYSTEMS WORK A. Framework for working with families:

1. Definition of family and family as the unit of intervention 2. Differences between individual-oriented and family-oriented treatment 3. Challenges in working with families

B. Theoretical Framework of the Family Systems Perspective

1. Key concepts in family systems perspective & their practice implications: a. The systems context b. Linear Vs circular causality c. Process Vs content d. Here-and-now Vs history e. Relational Vs individualistic emphasis

2. The cultural context of families C. Engaging the Family

1. The initial interview: dos and don’ts 2. Joining and accommodation with the family 3. Balance between rapport building and information gathering 4. Contracting with the family 5. Cultural considerations in engaging families

D. Understanding and Assessing the Family Structures & Dynamics

1. Assessing the family structures and dynamics 2. Assessing strengths/resilience and stressors of families 3. The Temporal & Larger Context of the Family

a. Family life cycle stages and their impact on families b. Diverse family forms and implications for family dynamics c. Use of ecomap: the ecological assessment

Readings: A. & B. Framework for working with families & Theoretical Framework for Family

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Systems:

Becvar & Becvar (2003). Family therapy: A systemic integration. Chpt. 1: Two different world views.

Falicov, C. J. (1995). "Training to think culturally: A multidimensional comparative framework." Family process, 34, 373-388.

Goldenberg, H. & Goldenberg, I. (2008). Family therapy: An overview. Ch. 1, Adopting a

family relationship framework; Ch. 2, Family development: Continuity and change; Ch. 3, Gender, culture, and ethnicity factors in family functioning.

Haley, J. (1980). Leaving home. New York: McGraw-Hill. Chapter 2: A family orientation,

pp. 26-46. Hartman, A. (1981). The family: A central focus for practice. Social Work, 31, 7-13. Ho, M.K. (1992). Minority children and adolescents in treatment. Newbury Park: Sage

Publications. Chpt. 1: Transcultural framework for assessment and therapy with ethnic minority children and youth.

McGoldrick, Giordano & Pearce (Eds.) (1996). Ethnicity and family therapy. 2nd ed., New

York: Guilford Press. Chpt.1: Overview: ethnicity and family therapy. McGoldrick, M. (1993). Ethnicity, cultural diversity, and normality. In F. Walsh (ed.).

Normal family processes. New York: Guilford Press. Chpt. 11, pp. 331-360. Minuchin, S. & Fishman, H. C. (1981). Family therapy techniques. Harvard University

Press: Cambridge, Massachusetts. Chapter 2: Families, pp. 11-27. Nichols, M. P. and Schwartz, R. C. (2006). Family therapy concepts and methods (7th ed.).

Boston: Allyn and Bacon. Ch.1: The foundations of family therapy; Ch. 2: The evolution of family therapy; Ch. 3.: Early models and basic techniques: group process and communications analysis; Ch. 4: The fundamental concepts of family therapy.

Rolland, J. S. & Walsh, F. (1994). Family therapy: systems approaches to assessment and

treatment. In R.E. Hales, S.C. Yudofsky, & J.A. Talbott (Eds.). American psychiatric press textbook of psychiatry. Washington, D.C.: American Psychiatric Press

Taibbi, R. (2007). Doing family therapy: craft and creativity in clinical practice(2nd ed.).

New York: Guilford Press. Ch. 1: Family therapy: Welcome to Oz; Ch. 2 Of Theory, philosophy, and courage; Ch. 3: Family therapy: the basics.

C. Engaging the Family Anderson, C.M. & Stewart, S. (1983). Mastering resistance. New York: Guilford Press.

Chapter 2: Initial resistance, pp.39-75; Chapter 3: Contract-related resistance, pp. 76-

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119. Bean, R. A., Perry, B. J., & Bedell, T. M. (2002). Developing culturally competent marriage

and family therapists: Treatment guidelines for non-African-American therapists working with African-American families. Journal of Marital and Family Therapy, 28, 153-164.

Haley, J. (1976). Problem-solving therapy. New York: Harper & Row. Chpt 1: Conducting

the first interview, pp. 9-47. Minuchin, S. (1974). Families & family therapy. Cambridge, Ma: Harvard University Press.

Chpt 7: Forming the therapeutic system. Minuchin, S. & Fishman, H. C. (1981). Family therapy techniques. Chpt. 3: Joinning. Patterson, William, Grauf-Grounds & Chamow (1998). Essential skills in family therapy.

Chpt. 3: The initial interview. Taibbi, R. (2007). Doing family therapy: Craft and creativity in clinical practice. New

York: Guilford Press. Ch. 5: In the beginning: Great expectations: Ch. 6: Great beginnings II.

D. Understanding and Assessing the Family Structures & Dynamics

Brown, J. E. (1997). The question cube: A model for developing question repertoire in training couple and family therapists. Journal of Marital and Family Therapy, 23, 27-40.

Carpenter, J. & Treacher, A. (1989). Problems and solutions in marital and family therapy.

New York: Basil Blackwell Inc. Chpt 3: Working together, pp. 60-98. Minuchin, S. (1974). Families & family therapy. Cambridge, Ma: Harvard University Press.

Chpt 3: A family model; Chpt 5: Therapeutic implications of a structural approach. Minuchin, S. & Fishman, H. C. (1981). Family therapy techniques. Harvard University

Press: Cambridge, Massachusetts. Chpt. 4: Planning, pp. 50-63.

Palazzoli, S., Boscolo, L., Cecchin, G., & Prata, G. (1980). Hypothesizing - circularity - neutrality: Three guidelines for the conductor of the session. Family Process, 19(1), 3-12.

Assessing Family Strengths Walsh, F. (1996). The concept of family resilience: crisis and challenge. Family Process,

35, 261-281. Walsh, F. (2002). A family resilience framework: Innovative practice applications. Family

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Relations, 51 (2), 130-137. Assessing Family’s Life Cycle Stages Carter, B. & McGoldrick, M. (1999). Overview: The expanded family life cycle: Individual,

family and social perspectives. In B. Carter & M. McGoldrick (eds.) The expanded family life cycle (3rd ed.). Pp.1-26. Boston, MA: Allyn & Bacon.

Hines, P. M. (1999). The family life cycle of African American families living in poverty. In

B. Carter & M. McGoldrick (Eds.) The expanded family life cycle: Individual, family, & social perspectives (3rd ed.) Pp.327-345. Boston, MA: Allyn & Bacon.

Hajal, F. & Rosenberg, E. (1991). The family life cycle in adoptive families. American

Journal of Orthopsychiatry, 61, 78-85

Johnson, T. W. & Colucci, P. (1999). Lesbians, gay men, and the family life cycle. In B. Carter & M. McGoldrick (Eds.), The expanded family life cycle: Individual, family, and social perspectives (3rd ed.). Boston, MA: Allyn & Bacon. Chpt. 20.

McGoldrick, M., Heiman, M., & Carter, B. (1993). Chpt. 14: The changing family life

cycle: A perspective on normalcy. In F. Walsh. (ed.). Normal family processes. pp. 405-443.

Assessing the Ecological Context of Families Aponte, H. J., Zarski, J. J., Bixenstine, C., & Cibik, P. (1991). Home/community-based

services: A two-tier approach. American Journal of Orthopsychiatry, 61(3), 403-408. Hartman, A., & Laird, J. (1983). Family-centered social work practice. New York: The

Free Press. Chpt. 8: The family in space: Ecological assessment. Assessing Diverse Families Falicov, C. (1996). Mexican Families. In M. McGoldrick, J. Giordano, & J.K. Pearce

(Eds). Ethnicity and family therapy (2nd ed.). New York: Guilford Press. Chpt. 12, pp. 169-182.

Laird, J. (1993). Chpt. 10: Lesbian & gay families. In F. Walsh (Ed.) Normal family

processes (2nd ed). New York: Guilford Press.

UNIT II: INTEREVENTIONS BASED ON MAJOR SCHOOLS OF FAMILY THERAPY In addition to discussing the work phase with families, instructors can choose to introduce at least 4 schools of family therapy to students. The following are prominent ones used in the field.

A. Structural Approach to Family Treatment

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B. Strategic/Systemic Approach to Family Work C. Solution-focused Brief Therapy D. Intergenerational Approaches in Family Therapy E. Experiential Family Therapy & Spirituality In Families F. Narrative Family Therapy G. Cognitive Behavioral Family Therapy Readings: A. Structual Family Therapy

Aponte, H. J. (2003). Structural family intervention. In A. C. Kilpatariack & T. P. Holland

(Eds.) Working with families: An integrative model by need. Boston: Allyn & Bacon. Chapter 7, pp. 104-115.

Aponte, H. J. (1976). Underorganization of the poor families. In P. Guerin (Ed.) Family

therapy. New York: Gardner. Chapter 25, pp. 432-448. Becvar & Becvar (2003). Family therapy: A systemic integration. Chpt. 9: The structural

approach.

Boyd-Franklin, N. (1989). Black families in therapy: A multisystems approach. New York: Guilford Press. Chpt. 8: The multisystems approach to the treatment of black families, pp. 133-156.

Butler, M. H. & Gardner, B. C. (2003). Adapting enactments to couple reactivity: five

developmental stages. Journal of Marital and Family Therapy, 29, 311-327. Davis, S. D. & Butler, M. H. (2004). Enacting relationships in marriage and family therapy:

A conceptual and operational definition of an enactment. Journal of Marital and Family Therapy, 30(3), 319-333.

Goldenberg, H. & Goldenberg, I. (2008). Family therapy: An overview. Ch. 10, Structural

family therapy. Minuchin, S. (1974). Families and family therapy. Cambridge: Harvard University Press.

Chpt. 6: The family in therapy. Minuchin, S. & Fishman, H. C. (1981). Family therapy techniques. Harvard University

Press: Cambridge, Massachusetts. Chpt. 5: Change; Chpt. 7: Enactment; Chpt. 8: Focus; Chpt. 9: Intensity; Chpt. 10: Restructuring; Chpt. 11: Boundaries; Chpt. 12: Unbalancing; Chpt.13: Complementarity.

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Minuchin, S. & Fishman, H. C. (1981). Family therapy techniques. . Micucci, J. (1998). The adolescent in family: Breaking the cycle of conflict and control.

New York: Guilford Press. Chpt. 4: Eating disorders. Nichols, M. P. and Schwartz, R. C. (2006). Family therapy concepts and methods (7th ed.).

Boston: Allyn and Bacon. Ch. 7: Structural family therapy. Sciarra, D. T. (1999). Intrafamilial separations in the immigrant family: Implications for

cross-cultural counseling. Journal of Multicultural Counseling and Development, 27, 31-41.

B. Strategic/Systemic Family Therapy

Goldberg, I. & Goldberg, H. (1996). Family therapy: An overview (4th ed.). Chpt. 10: The communication/strategic approaches to theory and practice; Chpt. 11: The Milan systemic approaches to theory and practice.

Haley, J. (1976). Problem-solving therapy. San Francisco: Jossey-Bass. Chapter 2: Giving

directives, pp. 48-80; Chapter 4: Communication and hierarchy, pp. 100-128. Appendix: Case report: A modern little Hans, pp. 222-268.

Nichols, M. P. and Schwartz, R. C. (2006). Family therapy concepts and methods (7th ed.).

Boston: Allyn and Bacon. Ch. 6: Strategic family therapy. Taibbi, R. (2007). Doing family therapy: Craft and creativity in clinical practice. New

York: Guilford Press. Ch. 5: The middle stage: Are we there yet? Pp. 85-101. Waldman, F. (1999). Violence or discipline? Working with multicultural court-ordered

clients. Journal of Marital and Family Therapy, 25, 503-516. Weakland, J. H., Fisch, R., Watzlawick, P., & Bodin, A. (1974). Brief therapy: Focused

problem resolution. Family Process, 13(2), 141-168.

C. Solution-focused Brief Therapy

Berg, I. K. & Jaya, A. (1993). Different and same: Family therapy with Asian-American families. Journal of Marital and Family Therapy, 19, 31-38.

Cleveland, P.H. & Lindsey, E.W. (1995). Solution-focused interventions. In A.C. Kilpatrick

& T.P. Holland (Eds.), Working with families: An integrative model by level of functioning, Chpt 9, pp.145-160.

De Shazer, S., Berg, I.K., Lipchik, E., Nunnally, E., Molnar, A., Gingerich, W., Weiner-

Davis, M. (1986). Brief therapy: Focused solution development. Family Process, 25, 207-221.

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De Shazer, S. (1988). Clues: Investigating solutions in brief therapy. New York: WW Norton. Chpts. 9: Exceptions: The construction of solutions, pp. 131-151.

Koob, J. J. (2003). Chpt. 9: Solution-focused family interventions. In A. C. Kilpatrick & T.

P. Holland (eds.) Working with families: An integrative model by level of need (3rd ed.) Boston: Allyn & Bacon.

Lee, M. Y., Uken, A. & Sebold, J. (2004). Accountability for change: Solution-focused

treatment with domestic violence offenders. Families in Society, 85(4), 463-476. Lee, M. Y. & Mjelde-Mossey, L. (2004). Cultural dissonance among generations: A

solution-focused approach with East Asian elders and their families. Journal of Marital & Family Therapy, 30(4), 497-513.

Nichols, M. P. and Schwartz, R. C. (2006). Family therapy concepts and methods (7th Ed.).

Boston: Allyn and Bacon. Ch 12: Solution-focused therapy.

D. Intergenerational Approaches in Family Therapy

Brown-Standridge, M.D.& Floyd, C.W. (2000). Healing bittersweet legacies: Revisiting

contextual family therapy for grandparents raising grandchildren in crisis. Journal of Marital and Family Therapy, 26, 185-197.

Bowen, M. (1978). Family therapy in clinical practice. New York: Jason Aronson. Chpt

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Carter, E. & Orfanidis (McGoldrick), M. (1976). Family therapy with one person and the family therapist's own family. In P. Guerin (Ed.) Family therapy: Theory and Practice (pp. 193-219). New York: Gardner.

Flores-Ortiz, Y., & Bernal, G. (1989). Contextual family therapy of addiction with Latinos.

In G. W. Saba, B. M. Karrer, & K. V. Hardy (eds.), Minorities and family therapy. New York: Haworth Press.

Goldenberg, H. & Goldenberg, I. (2008). Family therapy: An overview. Ch. 8,

Transgenerational Models. Hines, P. M.; Garcia-Preto, N.; McGoldrick, M.; Almedia, R.; & Weltman, S.(1992).

Intergenerational relationships across cultures. Families in Society, 73, 323-338. Kilpatrick, A. C. & Trawick, E. O. (2003). Chpt. 12: Object relations family interventions.

In A. C. Kilpatrick & T. P. Holland (eds.) Working with families: An integrative model by level of need (3rd ed.) Boston: Allyn & Bacon.

Knudson-Martin, C. (1994). The female voice: Application to Bowen's family systems

theory. Journal of Marital and Family Therapy, 20(1), 35-46.

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McGoldrick, M., & Carter, B. (2001). Advances in coaching: family therapy with one

person. Journal of Marital and Family Therapy, 27, 281-300. McGoldrick, M. & Gerson, R. (1985). Genograms in family assessment. New York: W.W.

Norton. Chapter 1: Why genograms, pp. 1-8; Chapter 2: Constructing genograms, pp. 9-38. Appendix: pp. 154-160.

Nichols, M. P. and Schwartz, R. C. (2006). Family therapy concepts and methods (7th ed.).

Boston: Allyn and Bacon. Ch. 5: Bowenian family therapy; Ch. 9: Psychoanalytic family therapy.

Temple, S. (1997). Treating inner-city families of homicide victims: A contextually oriented

approach. Family Process, 36, 133-149.

E. Experiential Family Therapy & Spirituality In Families

Lowe, W. (2000). Detriangulation of absent fathers in single parent black families: Techniques of imagery. The American Journal of Family Therapy, 28, 29-40.

Nichols, M. P. and Schwartz, R. C. (2006). Family therapy concepts and methods (7th ed.).

Boston: Allyn and Bacon. Ch. 8: Experiential family therapy

Satir, V., Banmen, J., Gerber, J., & Gomori, M. (1991). The Satir model. Palo Alto: Science & Behavior Books. Chpt. 3: The survival stances; Chpt. 5: The process of change; Chpt. 7: The transformation process.

Taibbi, R. (2007). Doing family therapy: Craft and creativity in clinical practice. New

York: Guilford Press. Ch. 8: Endings: Enough already? Spirituality & Family Aponte, H. J. (1999). The stresses of poverty and the comfort of spirituality. In F. Walsh

(ed), Spiritual resources in family therapy (pp 76-89). New York: Guilford Publications, Inc.

Prest, L. A. & Keller, J. F. (1993). Spirituality and family therapy: Spiritual beliefs, myths,

and metaphors. Journal of Marital and Family Therapy, 19(2), 137-148. F. Narrative Family Therapy

Carr, A. (1998). Michael White’s narrative therapy. Contemporary Family Therapy, 20(4), 485-503.

Dallos, R. (2001). ANT – Attachment narrative therapy: Narrative and attachment theory

approaches in systemic family therapy with eating disorders. Journal of Family Psychotherapy, 12(2), 43-72.

Headman, N. C. (2002). The use of narrative therapy with couples affected by anxiety

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disorders. In C. R. Figley (Ed.) Brief treatments for the traumatized: A project of the Green Cross Foundation. Westport, CT: Greenwood Press, pp. 81-92.

Legowski, T. (2001). Working with metaphor in narrative therapy. Journal of Family

Psychotherapy, 12(1), 19-28. Merscham, C. (2000). Restorying trauma with narrative therapy: Using the phantom family.

Family Journal – Counselling and Therapy for Couples and Families, 8(3), 282-286.

Nichols, M. P. and Schwartz, R. C. (2006). Family therapy concepts and methods (7th ed.). Boston: Allyn and Bacon. Chapter 13: Narrative Therapy.

Richert, A. (2003). Living stories, telling stories, changing stories: Experiential use of the

relationship in narrative therapy. Journal of Marital and Family Therapy, 13(2), 188-210.

G. Cognitive-Behavioral Family Therapy

Azar, S. T., Nix, R. L., & Makin-Byrd, K. N. (2005). Parenting schemas and the process of

change. Journal of Marital and Family Therapy, 31(1), 45-58. Dattilio, F. M. (2005). The restructuring of family schemas: A cognitive-behavior

perspective. Journal of Marital and Family Therapy, 31(1), 15-30. Jacobson, N. S. & Holtzworth-Munroe, A. (1986). Marital therapy: A social learning-

cognitive perspective. In N. S. Jacobson & A. S. Gurman (eds.) Clinical handbook of marital therapy. New York: Guilford Press. Chpt 3, pp. 29-70.

Nichols, M. P. and Schwartz, R. C. (2006). Family therapy concepts and methods (7th ed.).

Boston: Allyn and Bacon. Ch. 10: Cognitive-behavioral family therapy.

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UNIT III: SELECTED ISSUES IN WORKING WITH FAMILIES The instructor can choose at least 2 specific issues in working with families. The following are suggested topics: A. Integration among various approaches of family therapy B. Couples therapy C. Involving children in family sessions

D. Divorced and remarried families E. Impact of chronic illness in families F. Interface issues as we work with families

Readings: A. Integrating Various Intervention Model

Ho, M. K. (1989). Applying family therapy theories to Asian/Pacific Americans. Contemporary Family Therapy, 11, 61-70.

Kilpatrick, A. C. & Holland, T. P. (2003). Working with families: An integrative model by

level of need (3rd ed.) Chpt. 1: Levels of family need. Boston: Allyn & Bacon. Nichols, M. P. and Schwartz, R. C. (2006). Family therapy concepts and methods (7th ed.).

Boston: Allyn and Bacon. Ch. 14: Integrative models. Pinsof, W. M. (1995). Integrative problem-centered therapy. New York: Basic Books.

Chpt. 2: The integration of specific psychotherapies: Contexts, orientations, and concepts.

Stanton, D. (1981). An Integrated Structural/Strategic Approach to Family Therapy.

Journal of Marital and Family Therapy, 18(3), pp. 245-256. Taibbi, R. (2007). Doing family therapy: Craft and creativity in clinical practice. New

York: Guilford Press. Ch. 15: The power of one: Individual work in a family context.

B. Couples Therapy

Butler, M. H. & Harper, J. M. (1994). The divine triangle: God in the marital system of

religious couples. Family Process, 33, 277-286. Catherall, D. R. (1992). Working with projective identification in couples. Family Process,

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31, 355-367. Freedman, J. H. (2000). Narrative therapy with couples. In F. M. Dattilio, & L. J.

Bevilacqua (Eds.) Comparative treatment for relationship dysfunction. New York, Springer Publishing Co., pp. 342-361.

Jacobson, N. S. & Holtzworth-Munroe, A. (1986). Marital therapy: a social learning-

cognitive perspective. In N. S. Jacobson & A. S. Gurman (eds.) Clinical handbook of marital therapy. New York: Guilford Press. Chpt 3, pp. 29-70.

Ho, M.K. (1990). Intermarried couples in therapy. Springfield, Illinois: Charles C Thomas

Publisher. Chpt. 5. Laird, J. (1993). Lesbian & gay families. In F. Walsh (Ed.) Normal family processes (2nd

ed). New York: Guilford Press. Chpt. 10, pp. 282-328. Shamai, M. (1995). Using rituals in couples therapy in case of wife battering. Journal of

Family Therapy. 17, 383-395. Taibbi, R. (2007). Doing family therapy: Craft and creativity in clinical practice. New

York: Guilford Press. Ch. 14: Couple Repair. Wilson, B. J. & Gottman, J. M. (2002). Marital conflict, repair, and parenting. In M. H.

Bornstein (ed.), Handbook of parenting (2nd ed), Vol.4. Pp. 227-258. Mahwah, NJ: Erlbaum.

Willi, J., Frei, R., & Limacher, B. (1993). Couples therapy using the technique of construct

differentiation. Family Process, 32, 311-321. C. Involving Children in Family Sessions

Lund, L. K., Zimmerman, S., & Haddock, S.A. (2002). The theory, structure and techniques

for the inclusion of children in family therapy: A literature review. Journal of Marital and Family Therapy, 28, 445-454.

Taibbi, R. (2007). Doing family therapy: Craft and creativity in clinical practice. New

York: Guilford Press. Ch. 9: Billy’s got a problem: Kids in the family; Ch. 10: Billy: The story continues.

D. Divorced and Remarried Families

Abelsohn, D. (1992). A "good enough" separation: Some characteristic operations and tasks. Family Process, 31, 61-83.

Hetherington, E. M., Law, T. C., & O'Connor, T. G. (1993). Divorce: Challenges, changes,

and new chances. In F. Walsh. Normal Family Processes. New York: Guilford Press. Chapter 7, pp. 208-234.

Kruk, E. (1993). Promoting co-operative parenting after separation: A

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therapeutic/interventionist model of family mediation. Journal of Family Therapy, 15, 235-261.

Visher, E. B. & Visher, J. S. (1993). Remarriage families and stepparenting. In F. Walsh.

Normal Family Processes. New York: Guilford Press. Chapter 8, pp. 235-254. Warshak, R. A. (2000). Remarriage as a trigger of parental alienation syndrome.

The American Journal of Family Therapy, 28, 229-241. Walsh, F. (1991). Promoting healthy adaptation in divorced and remarried families. In A.

Gurman & D. Kniskern (Eds.) Handbook of Family Therapy, 2nd ed. New York: Norton. Chapter 17, pp. 525-545.

Whiteside, M.F. (1989). Remarried systems. In Combrinck-Graham, L. (Ed.) Children in

family contexts: Perspectives on treatment. New York: Guilford Press. Chapter 7, pp.135-160.

E. Impact of chronic illness in families

Bor, R., Perry, L., & Miller, R. (1989). A systems approach to AIDS counseling. Journal of Family Therapy, 11, 77-86.

Falloon, I. R. H., Krekorian, H., Shanahan, W. J. Laporta, M. & McLees, S. (1993). A

family-based approach to adult mental disorder. Journal of Family Therapy, 15, 2, 147-161.

Fullilove, M., Fullilove R., & Morales (1990). " Psychoeducation: A tool for AIDS

prevention in minority communities." In Saba, G. W., Karrer, B. M., & Hardy, K.V. (eds.), Minorities and family therapy. New York: Haworth Press.

Keefler, J. & Koritar, E. (1994). Essential elements of a family psychoeducation program in

the aftercare of schizophrenia. Journal of Marital and Family Therapy, 20, 4, 369-380.

McFarlane, W. R., Link B., Dushay, R., Marchal, J., & Crilly, J. (1995).

"Psychoeducational multiple family groups: Four-year relapse outcome in schizophrenia." Family Process, 34, 127-144.

McKenry, P. C. & Price, S. (Eds.). (2000). Families and change: Coping with stressful

events. Thousand Oaks: Sage Publications. Chapter 7: Physical illness: Challenges to families. Chapter 10: Mental illness and families

Moltz, D. A. (1993). Bipolar disorder and the family: An integrative model. Family

Process, 32, 409-423. Rolland, J.S. (1994). Families, illness, & disability: An integrative treatment model. New

York: Basic Books. Chpt. 2.

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Rolland, J. S. (1994). In sickness and in health: The impact of illness on couples'

relationships. Journal of Marital and Family Therapy, 20, 4, 327-347. Walsh, F. & Anderson, C. (1988). Chronic disorders and the family: An overview. In F.

Walsh & C. Anderson (eds.) Chronic disorders and the family. New York: Haworth Press. Chpt. 1, pp. 3-18.

F. Interface Issues as We Work with Families

Coyne, J.C. & Liddle, H.A. (1992). The future of systems therapy: Shedding myths and facing opportunities. Psychotherapy, 29, 1, PP. 44-50.

Gurman, A.S. & Kniskern, D.P. (1992). The future of marital and family therapy.

Psychotherapy, 29, 65-71. Hoffman, L. (1990). Constructing realities: an art of lenses. Family Process, 29, 1, pp. 1-12. Taibbi, R. (2007). Doing family therapy: Craft and creativity in clinical practice. New

York: Guilford Press. Ch. 16: Staying sane: Survival tips for therapists; Ch. 17: The lessons of therapy.

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FORDHAM UNIVERSITY GRADUATE SCHOOL OF SOCIAL SERVICE

Guide for Grading Paper Assignments The following summarizes the expectations and standards that are used to grade papers or essay questions.

A. A paper that is well written, interesting, and demonstrates an understanding of the topic.

Essential information is included. Literature is drawn upon judiciously and referenced appropriately. Ideas are expressed clearly, and a cogent and convincing case is presented. The topic is approached creatively and the student presents his/her own ideas and observations. The way the material is handled suggests that the student learned, took advantage of the course and its readings, and accepted the challenge posed by the assignment. AN EXCELLENT PAPER OR ANSWER THAT EXCEEDS THE EXPECTATIONS OF THE ASSIGNMENT.

B+. A more than satisfactory paper. The topic is handled well, is written clearly, and demonstrates considerable work and effort in organization and presentation. Literature or references are used and cited appropriately and show that the student has done research on his/her own. It is easy to read and interesting. The student has been creative in his/her approach to addressing ideas and points. A VERY GOOD PAPER OR ANSWER THAT IS MORE THAN SATISFACTORY.

B. A satisfactory paper meeting the expectations of how the question or topic should be covered. It is grammatically correct, edited, organized, and referenced in presenting relevant points. Necessary and relevant content is included; irrelevant or extraneous material is omitted. The paper demonstrates student’s knowledge of the topic and indicates student input beyond text or class notes. There are no serious gaps and few wrong or incorrect points (except those from imaginative thinking or risk taking opinions). A GOOD ANSWER OR PAPER THAT SATISFACTORILY MEETS EXPECTATIONS OF THE ASSIGNMENT.

C. The paper is unclear and difficult to read or understand. It raises doubt about the student’s grasp of the topic. Poor writing, inappropriate references, and unfocused narrative style may characterize this paper. Irrelevant points or ideas are given as if the student hopes to cover all bases in hopes that some will be correct. The work demonstrates a minimum investment of time and/or effort. There are a sufficient number of points made and references used to suggest the student has some understanding of the topic or question. A BORDERLINE ANSWER OR PAPER THAT BARELY MEETS EXPECTATIONS OF THE ASSIGNMENT AND GRADUATE SCHOOL STANDARDS.

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F. A paper that fails to minimally address the topic or respond to the question. No evidence is offered to indicate student’s understanding of the course content. There is little evidence of independent learning. Writing is poor, making it difficult to understand the student’s point of focus. There may be a question of plagiarism or unethical practices in preparing or completing the assignment. AN ANSWER OR PAPER THAT IS UNACCEPTABLE BY GRADUATE SCHOOLS STANDARDS AND FAILS TO MEET EXPECTATIONS OF THE ASSIGNMENT.

INCOMPLETE Students are expected to discharge their obligations within the semester. Agreement to give an incomplete is an exception granted under unusual circumstances

Students With Disabilities

Any student with a documented disability (e.g. physical, learning, visual, hearing, psychiatric, etc.) and who has registered with the Office of Disability Services at 718-817-0655 may be entitled to accommodations. Students should register with the Office of Disability Services at the beginning of the semester.

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What is Plagiarism?

• Plagiarism is a form of academic dishonesty, which involves using someone else’s written work or even ideas without giving proper credit or presenting as one’s own, work that has been partially or wholly prepared by someone else. “Someone else” may be another student, a published author, a professor, a friend, or a business or on-line service that sells or distributes such papers or materials. These ideas and words can come from an Internet source, a newspaper article, an unpublished dissertation, a conference presentation, the popular press and scholarly journals as well as other sources.

• The nature of the “work” most commonly plagiarized is written work. However, it also can be ideas, concepts, organizational structure, data sets, electronic media, logos and other graphics.

• Plagiarism is considered a form of fraud or lying. One does not have to intentionally attempt to deceive the reader to be guilty of plagiarism. Plagiarism also can happen inadvertently by not knowing how and when to cite sources.

• Plagiarism prevents students from learning new material and skills. It cheats students of learning opportunities by not allowing them to be challenged and to grow intellectually.

Examples of plagiarism include: • Copying someone else’s text verbatim, without using quotation marks and giving credit to

the source. It is no defense to claim one has “forgotten” to do so. • Paraphrasing someone else’s work without giving him or her credit. • Rewriting borrowed material by simply dropping a word here and there, substituting a few

words for others, or moving around words or sentences, without giving proper credit. • With the advent of the Internet, plagiarism has taken two forms:

- Buying a term paper and trying to pass it off as one’s own. [These are relatively easy to spot.]

- Downloading or cutting and pasting text directly from on-line sources without giving proper credit.

• Copying a classmate’s work or using a former student’s paper. Even copying one sentence constitutes plagiarism.

• Making up a citation or making up data. Can one plagiarize one’s self? • Yes! Typically, self-plagiarism takes one of two forms.

- Either the person submits work for a course that was written for a previous course, or she or he turns in the same paper (or sections of the paper) for two different courses simultaneously.

• Self-plagiarism is considered as serious as plagiarizing someone else’s work. What are the penalties for plagiarism? • Plagiarism is not only a serious academic offense, it is also considered to be a breach of

professional ethics. Consequently, the penalties can be quite severe.

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• The student who plagiarizes can receive a failing grade not only for the assignment, but also for the entire course. This is up to the discretion of the professor teaching the course.

• The matter may also referred to Dean Susan Egan at Lincoln Center. In Tarrytown, the matter may be referred to Dean Jane Edwards. The Deans determine what other actions to take, including whether dismissal of the student from the program is warranted. Please refer to the GSSS Student Handbook for an explanation of the consequences of plagiarism.

Why do some students plagiarize if it can potentially cost them their careers? • Most students who do plagiarize are not secure with either their knowledge of the material or

their writing skills. They fear receiving a bad grade for the assignment. They consider themselves as good or excellent students. The thought of receiving a bad grade is emotionally threatening.

• Many students who plagiarize are overwhelmed and have not allotted enough time to research and write the paper.

• Some students who plagiarize do so to save time and effort. • They do not realize that many professors have electronic search engines designed to detect

plagiarism. How can you maintain your academic integrity and avoid plagiarism? • Plan your time wisely. Give yourself ample time to research and write your first draft of your

paper. • Know when to use quote marks, single quote marks, and when you may simply give the

name of the author and the date of publication of the source. This means you have to know the difference between a paraphrase and a quotation. There is a distinct difference.

• Have someone who is familiar with academic writing read early drafts of your paper. • Buy a copy of the American Psychological Association’s Publication Manual. This manual

contains the standards that faculty at GSSS adhere to when writing and publishing papers. • Attend APA writing workshops offered at GSSS. • Use the writing clinic at GSSS. • When in doubt as to whether or not you are citing a source properly, consult your course

instructor.