CC528: Theories of Marriage & Family Therapy II
EVANGELICAL THEOLOGICAL SEMINARY
5:45 (Room 303)
Dr. Robb Palmer LMFT, Certified Pastoral Counselor (AAPC)
5775 (Ext 2127) or 717
4550 (Ext 201)
“In partnership with the church, Evangelical Theological Seminary
develops servant leaders for transform
ational ministry in a broken and
complex world, by nurturing rigorous minds, passionate hearts, and Christ
HOW COURSE CONTRIBUTES TO PROGRAM GOALS:
This course helps students meet all four MFT program goals by:
1. Moving them toward t
he development of competent professional skills as beginning MFTs;
2. Deepening their self awareness and understanding and growth personally, relationally and
3. Assisting them in engaging their culture and world through clinical training and
work, particularly as they explore the myth of normal and the dysfunctional nature of the
4. Assisting them in the integration of Christian faith and Biblical principles with MFT theory
AAMFT CORE COMPETENCIES:
This course fulfils the following AMFTE Core Competencies:
Admission to treat
Conceptual : 1.1.1., 1.1.2, Perceptual: 1.2.1.,
Conceptual 2.1.1., 2.1.4, Executive: 2.3.8, 2.4.2
3.3.3, 3.3.4, 3.3.5,
HOW COURSE CONTRIBUTES TO PROGRAM OBJECTIVES:
This course also addresses and/or fulfills the following program objectives by:
Assisting in the comprehension, integration and application of system
s concepts, theories
and techniques that are fundamental to the practice of marriage and family therapy.
2. Demonstrating competency in assessment, diagnosis, treatment planning and therapeutic
interventions with individuals, couples and families seeki
ng treatment from a systemic and
4. Demonstrate knowledge and basic application of research to marriage and family therapy.
1 Comprehend, integrate and apply Christian faith and Biblical principles with marriage and
eory and praxis.
This course is designed to provide a basic theoretical foundation for postmodern marriage and family
therapy theories. It will include conceptualization of family and couple dynamics, and the theory and
f interventions according to various therapeutic modalities. Contrast between theories will
be explored as well as integration with the Christian world view. Each student will begin to conceptualize
his or her own
ents and exams will facilitate preparation for the
MFT licensure exam.
COURSE OBJECTIVES AND LEARNING OBJECTIVES
By the end of this course students will be equipped to
To understand the theoretical basis for the postmodern schools of therapy
loring their nuances
and distinctions from the modernist models as well as their relevance to therapy settings;
(Program Objective 1
2. To differentiate between theories and learn ap
plicable methods of each theory, with particular
attention to the strengths and weaknesses of each model; (Program Objective 1
3. To develop a framework for one’s own t
heoretical base as a therapist, building toward a
personally meaningful model students might use in actual therapy conte
xts; (Program Objective
4. To critique culture and theory from a Christ centered view
, evaluating postmodern models
for their unique strengths and areas of weakness; (Program Objective 4
5. To prepare for the MFT licensure exam
earn Outcomes Include
To understand theoretical basis for the post modern therapy schools (Program Objective 1
As developed by a survey of those schools
As expanded upon by a survey of epistemological approaches toward life
As expanded upon by a compa
rison between pre modern, modern and postmodern MFT
To differentiate between theories and learn applicable methods of each theory (
(Program Objective 1
Focusing on strength and weaknesses of each theory
Gaining an appreciation for post mod
ern world views and MFT models
Developing a post modernist mind for conducting therapy
To develop one’s own theoretical framework (Program Objective 1
As it emerges from individual study of each school
From comparative studies
And from compiling student
As well as student personal paper
To evaluate each post modern model from a Judeo
Christian perspective (Program Objective 4
Appreciating their contributions to the church
Guarding against their extremes and abuses
To prepare students for the LMFT exam by virtue of having reviewed all major post modernist
Conducting a thorough cross comparison of models to models
And systematically organizing materials in a complete chart fashion.
Breunlin, D.C., Schwartz, RC., & Mac Kune
Karrer, B. (2001).
models of family therapy.
San Francisco: Jossey
Nichols, M., & Schwartz, R. (2006).
and methods, 7th edition.
Hoyt, M. ( 1994) Constructive therapies (Volumes I and I) New York: Guilford Press.
X, Volume II
Powell, Jim. (1998). Postmodernism for beginners. LLC. I
9 or 13
Gehart, D. (2010).
Mastering competencies in family therapy.
New York: Brooks & Cole.
495. (Note: This book has been assigned for many MFT courses and
as a standard manual in th
is program and therefore you should already own a copy of it!
Please read pertinent chapters as they pertain to class topics!
On Reserve in Rostad Library)
Anderson, H. (2005). Myths about not
Castro, S., & Guterman, J. T. (2008). Solution
focused therapy for families coping with suicide.
of Marital and Family Therapy.
34 (1), 93
Goldenberg, I., & Goldernberg, H. (2004).
ed. Pacific Grove, CA
pson, chapter 19.
Real, T. (1990). The therapeutic use of self in constructionist / systemic therapy.
Schwarz, R. C. (1999). Narrative therapy expands and contracts family therapy’s
Marital and Family
. 25 (2), 263
Tomm, K. Interventive Interviewing: Part 111. Intending to Ask Lineal, Circular, Strategic, or Reflexive
(drop down to Articles by: Karl
Davis, M. (1990). In praise of solutions.
The Family Therapy Networker, 14 (2),
1. Class attendance and participation
students will be expected to participate in
ions and debates as we explore the strengths and weaknesses of
the postmodern models. Additionally, students will be asked to participate in a comprehensive
summary of all MFT models, offered at the end of this course. (See point 6 below for details)
. Reading of the required material
3. Complete final exam
Fulfills Program Objectives: Above tasks combined fulfill: 1
Course Objectives; 1, 2,3,4,5
Course Outcomes: 1,2,3,4,5
MFT Competencies 1.2.1, 2.1.4, 3.1.1.
Models Paper (PMP)
40 points Students will be asked to REVISIT the paper they
wrote for “Theories Class I”
explore how Post
Modern Models have informed, changed,
expanded their original position. In the event a student adheres to his/her orig
he/she will be expected to explain why they do so. Please note: the essential outline structure
(requirements) of the original paper are to be retained (such as statement of your “base model,”
additional models you’d add to it, what yo
u like/will use from it, etc) but a substantial section
must be added to this paper entitled: “Addendum: How The Postmodern Models Inform My
Theory Preference.” This section must include the following: (1) My disposition toward
Postmodern models in ge
neral (what I appreciate from PMM, what I disagree with, etc), (2) My
personal epistemological stance and world view, explaining what it means, why I adopt it and
how I defend it as reasonable; (3) The Post Modern Model I most prefer and might use in
therapy, (4) Particular aspects of this model which resonate with me, (5) How I’ll attempt to
integrate my Biblical faith into this model, (6) Therapeutic applications and/or skills this model
will encourage me to develop with overall conclusion and su
40 points total, 4 points
per section, 5
half space, 12 pt font, New Times Roman. NOTE
Points will be taken off for grammatical/spelling errors! Proof read your papers!
Fulfills Program Objectives: 1
Course Objectives; 1, 2, 3,4
Course Outcomes: 1,2,3,4
MFT Competencies: 1.2.1, 2.3.8, 2.4.2
Comprehensive MFT Models Summary Plan: (35 pts) Students
will be asked to create a
board size chart synopsizing all of the major models of the MFT sciences providing an
glance” summary of those models. NOTE: Early in the semester, the professor will
on the white board
appearance of this chart so as to clarify the intent of the
assignment. Students will find this assignment to be invaluable in organizing the vast array of
information available regarding the MFT models and will also refer to the chart if they chose to
move forward toward licensure. Additionally, data from this chart will be accessed as students
participate in “summary discussions,” toward the end of this course of study.
will be headed by the names of the various schools, listed
following order: (I)
: Bowen, Contextual, Obj. Rel, (II)
MRI Strategic, Haley
Madanes Strategic, Milan Strategic
: Satir, Sym
Focused, Internal Family Systems, (V)
: Solution Focused,
Solution Oriented, Narrative, Collaborative Language, Inventive Question; Reflecting
Cognitive Behavioral Sc
hool; (VII) Family Feminist
will include space for brief entries regarding: (1) History/Founder,
(2) Major concepts (itemized, listing at least 10 entries) , (3) How the school assesses
treatment unit, (4) Theory of Dysfunction, (5) Theory of Change, (6) Stages of change,
(7) Techniques and processes of therapy, (8) Therapist’s stance vis a vis the family, (8)
Students will find information relevant to this cha
rt, in class lecture notes as well as standard text
books assigned in this program. Charts will inform class discussion as noted on course calendar
Fulfills Program Objectives: 1
Course Objectives; 1,2,3,4,5,
Course Outcomes: 1,2,3. 5
MFT Competencies: : 1.2.1, 2.3.8, 2.4.2
40 Post Modern Models Paper
25 % Exam
35 % Chart
Abernethy, A. D., Houston, T. R., Mimms, T., Boyd
Franklin, N. (2006). Using prayer in
psychotherapy: Applying Sue’s differential to enhance culturally competent care.
Cultural Diversity and Ethnic Minority Psychology,
Bartesaghi, M. (1998). Review of Harlene Anderson:
The therapy of dialogical
Cybernetics & H
Carl Rogers and postmodernism:
ontinuing the conversation
Journal of Family
Efran, J., Lukens, & Greene, M. (2007). Defining psychotherapy,
Hoffman, L. (2002).
Family therapy: An intimate history.
(2007). A look at the evidence,
Markowitz, L. (1997). Ramon Rojano won’t take no for an answer.
35. [Article on Community Family Therapy]
Pinsof, W. M. (1983). Integrative problem
centered therapy: Toward the synthe
sis of family
and individual psychotherapies.
Journal of Marital and Family Therapy
Snyder, M. (2002). Applications of Carl Rogers’ theory and practice to couple and family
therapy: a response to Harlene Anderson and David Bott.
, 24, 317
Tomm, K. Interventive Interviewing: Part II. Reflexive Questioning as a Means to Enable
Articles by: Karl Tomm)
Sluzki, C. E. (2007). Interfaces: Toward a new generation of systemic models in family
research and practice,
(40 points )
weaknesses of the
PMM along with
clear statement of
of PMM and
PMM Models but
lacks a few insights,
world view position
unclear and poorly
Student seems to
have an average
PMM and world
Student fails to
and explore their
failed to explain
of model which
pleasant to read
aspects of the
chart for the
The professor reserves the right to adjust syllabus and schedule as deemed appropriate for
maximal learning process.
World Views Survey
Wrap Up on P.M.
Misc. Family Models to
Review Chapter on MRI &
23 READING WK
6 NO CLASS