CC528: Theories of Marriage & Family Therapy II

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CC528: Theories of Marriage & Family Therapy II

EVANGELICAL THEOLOGICAL SEMINARY

Spring 2012
-

Jan 26
-
May 10

Thursday 3
-
5:45 (Room 303)


PROFESSOR:

Dr. Robb Palmer LMFT, Certified Pastoral Counselor (AAPC)

Email:
drrpalmer@hotmail.com

or rpalmer@evangelical.edu

Phone: (717)
866
-
5775 (Ext 2127) or 717
-
627
-
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
-
centered actions.”


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
spiritually

3. Assisting them in engaging their culture and world through clinical training and

academic
work, particularly as they explore the myth of normal and the dysfunctional nature of the
“nuclear” family;

4. Assisting them in the integration of Christian faith and Biblical principles with MFT theory
and praxis.


AAMFT CORE COMPETENCIES:


This course fulfils the following AMFTE Core Competencies:


Domain 1
-
Admission to treat
-

Conceptual : 1.1.1., 1.1.2, Perceptual: 1.2.1.,

Domain 2
-

Clinical Assessment
-

Conceptual 2.1.1., 2.1.4, Executive: 2.3.8, 2.4.2

Domain 3
-

Treatment Plan
Conceptual
-

3.1.1., Executive
-

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:


1
-
1
-

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.


1
-
2. Demonstrating competency in assessment, diagnosis, treatment planning and therapeutic
interventions with individuals, couples and families seeki
ng treatment from a systemic and
multicultural framework.


1
-
4. Demonstrate knowledge and basic application of research to marriage and family therapy.


4
-
1 Comprehend, integrate and apply Christian faith and Biblical principles with marriage and
family th
eory and praxis.



COURSE DESCRIPTION

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
application o
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
therapeutic framework.
Quizzes, assignm
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
--


1.

To understand the theoretical basis for the postmodern schools of therapy
, exp
loring their nuances


and distinctions from the modernist models as well as their relevance to therapy settings;
(Program Objective 1
-
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
-
1, 1
-
2)


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


1
-
4)


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
-
1)


5. To prepare for the MFT licensure exam


L
earn Outcomes Include
:

1.


To understand theoretical basis for the post modern therapy schools (Program Objective 1
-
1)

a.

As developed by a survey of those schools

b.

As expanded upon by a survey of epistemological approaches toward life

c.

As expanded upon by a compa
rison between pre modern, modern and postmodern MFT
models

2.

To differentiate between theories and learn applicable methods of each theory (

(Program Objective 1
-
1, 1
-
2)

a.

Focusing on strength and weaknesses of each theory

b.

Gaining an appreciation for post mod
ern world views and MFT models

c.

Developing a post modernist mind for conducting therapy

3.

To develop one’s own theoretical framework (Program Objective 1
-
4)

a.

As it emerges from individual study of each school

b.

From comparative studies

c.

And from compiling student

charts

d.

As well as student personal paper

4.


To evaluate each post modern model from a Judeo
-
Christian perspective (Program Objective 4
-
1)

a.

Appreciating their contributions to the church

b.

Guarding against their extremes and abuses

5.


To prepare students for the LMFT exam by virtue of having reviewed all major post modernist
models

a.

Conducting a thorough cross comparison of models to models

b.

And systematically organizing materials in a complete chart fashion.




REQUIRED READING


Breunlin, D.C., Schwartz, RC., & Mac Kune
-
Karrer, B. (2001).
Metaframeworks: Transcending

the

models of family therapy.

San Francisco: Jossey
-
Bass,
ISBN: 0
-
7879
-
1070
-
8

Nichols, M., & Schwartz, R. (2006).
Family therapy:

Concept
s

and methods, 7th edition.


Boston: Allyn

and Bacon.

ISBN: 0
-
205
-
35905
-
1

Hoyt, M. ( 1994) Constructive therapies (Volumes I and I) New York: Guilford Press.


ISBN
-

Vol 1
-

1
-
57230
-
281
-
X, Volume II
-

ISBN
-
1
-
57230
-
424
-
3

Powell, Jim. (1998). Postmodernism for beginners. LLC. I
SBN 10
-
1934389
-
09
-
9 or 13
-
978
-
1
-
934389
-





09
-
6

Gehart, D. (2010).
Mastering competencies in family therapy.

New York: Brooks & Cole.


ISBN
-

13
-
978
-
0
-
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!
)




RESERVED READING

(
On Reserve in Rostad Library)

Anderson, H. (2005). Myths about not
-
knowing.
Family Process,
44, 497
-
504
.

Castro, S., & Guterman, J. T. (2008). Solution
-
focused therapy for families coping with suicide.
Journal

of Marital and Family Therapy.

34 (1), 93
-
106.

Goldenberg, I., & Goldernberg, H. (2004).
Family therapy
, 6
th

ed. Pacific Grove, CA
:
Brooks/Cole
-

Thom
pson, chapter 19.

Real, T. (1990). The therapeutic use of self in constructionist / systemic therapy.

Family

Process,
29,

255
-
272.

Schwarz, R. C. (1999). Narrative therapy expands and contracts family therapy’s

horizons.
Journal of

Marital and Family
Therapy
. 25 (2), 263
-
267.

Tomm, K. Interventive Interviewing: Part 111. Intending to Ask Lineal, Circular, Strategic, or Reflexive

Questions?
http://www.brieftherapynetwork.com/articles.htm

(drop down to Articles by: Karl

Tomm)

Weiner
-
Davis, M. (1990). In praise of solutions.
The Family Therapy Networker, 14 (2),

43
-
48.


COURSE REQUIREMENTS

1. Class attendance and participation


students will be expected to participate in

relevant discuss
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)

2
. Reading of the required material

3. Complete final exam


Fulfills Program Objectives: Above tasks combined fulfill: 1
-
1, 1
-
2, 4
-
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.



4
. Personal
Models Paper (PMP)
-

40 points Students will be asked to REVISIT the paper they
wrote for “Theories Class I”
-

and re
-
explore how Post
-
Modern Models have informed, changed,
expanded their original position. In the event a student adheres to his/her orig
inal position,
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
mmary.

(
40 points total, 4 points
per section, 5
-
7 pages

in length,

one
-
and
-
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
-
1, 1
-
2,

1
-
4, 4
-
1

Course Objectives; 1, 2, 3,4

Course Outcomes: 1,2,3,4

MFT Competencies: 1.2.1, 2.3.8, 2.4.2



6.
Comprehensive MFT Models Summary Plan: (35 pts) Students

will be asked to create a
poster
-
board size chart synopsizing all of the major models of the MFT sciences providing an
“at
-
a
-
glance” summary of those models. NOTE: Early in the semester, the professor will
illustrate

on the white board
-

the actual

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.



Vertical columns

will be headed by the names of the various schools, listed
in the

following order: (I)
Transgenerational Schools
: Bowen, Contextual, Obj. Rel, (II)

Strategic Schools:

MRI Strategic, Haley
-
Madanes Strategic, Milan Strategic
-

Systemic,

(III)
Structural School
; (IV)
Experiential Schools
: Satir, Sym
bolic
-

Experiential, Em.

Focused, Internal Family Systems, (V)
Post
-
Modern Schools
: Solution Focused,

Solution Oriented, Narrative, Collaborative Language, Inventive Question; Reflecting

Team, (VI)
Cognitive Behavioral Sc
hool; (VII) Family Feminist

Schools; (VIII)

Network Therapy.



Horizontal Columns

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)

Other/summary.


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
-
1, 1
-
2 1
-
4

Course Objectives; 1,2,3,4,5,

Course Outcomes: 1,2,3. 5

MFT Competencies: : 1.2.1, 2.3.8, 2.4.2




GRADE DETERMINATION


40 Post Modern Models Paper


25 % Exam


35 % Chart



RECOMMENDED READING

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,

12(1), 101
-
114.

Bartesaghi, M. (1998). Review of Harlene Anderson:
The therapy of dialogical

possibility
.

Cybernetics & H
uman Knowing,
5 (1),
http://www.imprint.co.uk/C&HK/vol5/v5
-

1_bartesaghi.htm

B
ott
, D.

(2002)
.
Comment


Carl Rogers and postmodernism:
C
ontinuing the conversation
.

Journal of Family

Therapy
,

24(3), 326

329.

Efran, J., Lukens, & Greene, M. (2007). Defining psychotherapy,
Psychotherapy

Networker,

31(2), 40
-
47, 52
-
55, 66.

Hoffman, L. (2002).

Family therapy: An intimate history.

NY: Norton.

Lebow, J.
(2007). A look at the evidence,

Psychotherapy

Networker,
31(2),

44
-
47.

Markowitz, L. (1997). Ramon Rojano won’t take no for an answer.
Family Therapy

Networker,
21:24
-
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
,

9(1), 19
-
35.

Snyder, M. (2002). Applications of Carl Rogers’ theory and practice to couple and family

therapy: a response to Harlene Anderson and David Bott.
Journal o
f Family

Therapy
, 24, 317
-
325.



Tomm, K. Interventive Interviewing: Part II. Reflexive Questioning as a Means to Enable

Self Healing

http://www.brieftherapynetwork.com/articles.htm

(drop d
own to


Articles by: Karl Tomm)

Sluzki, C. E. (2007). Interfaces: Toward a new generation of systemic models in family

research and practice,
Family Process
, 46:173
-
184.
















































COURSE EVALUATION

Paper

(40 points )



20 pts





Clear statement
of students
disposition toward
PMM
-

Strengths,
weaknesses of the
PMM along with
clear statement of
student world
view

10
-
8points

Well articulated
position,
thorough review
of PMM and
world
view

7
-
5pts

Shows clear
understanding of
PMM Models but
lacks a few insights,
world view position
unclear and poorly
defended

4
-
3 pts

Student seems to
have an average
understanding of
PMM and world
view position
mediocre

2
-
0pts

Student fails to
intera
ct with
PMM models
and explore their
strengths and
weaknesses and
failed to explain
world view

Statement of
students preferred
model, why
preferred, aspects
of model which
resonate with
student, etc.

Superior

articulation of
PMM
Preference,
why

student
values model,
etc.

Above average

articulation and
interaction

Average and
somewhat “murky”
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student’s preference
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Chart




35

points




Mechanics

Grammar,
Spelling,
Punctuation,
Lay out,
overall
appearance

5 points

1
-
2 errors

4 pts

3
-
4

errors

3 pts

5
-
6

errors

2 pts

7
-
8

errors

Style

Flowing,
pleasant to read

Well ordered
and neat,
attractive, aids
memorization

10
-
8pts

Superior

7
-
5 pts

Above

average

4
-
2 pts

Average

1
-
0 pts

Below
Average

Content

Addresses
essential
aspects of the
models, shows
familiarity with
model basics


10
-
8 pts

Stays
focused

7
-
5

Strays
slightly

4
-
2

Frequently
strays

1
-
0

Lacks
Cohesion

Comprehensive
and complete
as

a summary
chart for the

10
-
8

Excellent

7
-
5

Good

4
-
2

Average

1
-
0

Poor






The professor reserves the right to adjust syllabus and schedule as deemed appropriate for
maximal learning process.



Class 1
-

1/26


Epistemologies and
World Views Survey

Postmodernism for
beginners



Class
-
2
-

2/2

Postmodernism &
Modernism Cont’d


Real article


Class 3

2
-
9

Wrap Up on P.M.
Mvt &
the MFT

Review Adler

Gehart


Class 4

2
-
16

Gergen/Kelly/Adler/
Misc. Family Models to
Consider




Class 5

2
-
23

Bateson, MRI/Milan

Review Chapter on MRI &
Milan

Castro
Article


Class 6

3
-
1

Wittgenstein/Solution
Focused Therapy

SFT

Gehart


Class 7

3
-
8

Erickson/Solution
Oriented
Therapy/Divorce
Busting/Heroic Client
(CDOIT)

Divorce Busting

Heroic Client

Weiner
-
Davis article

Gehart


Class 8

3
-
15

NOTE

Foucault/Narrative
Therapy


3
-
19
-
23 READING WK

Narrative Therapy

Narr. Article

Gehart


Class 9

3
-
30

CLS/Feminist
Therapy/Reflecting
Team/K. Tomms

4
-
5
-
6 NO CLASS
-

EASTER

CLS/Feministist/Reflecting

Team/K. Tomms

Anderson
article

Gehart


Class 10

4
-
12

Internal Fam.
Systems/Psychosynthesis,
TA/Neuropsychology

IFST

Swartz
article

Gehart


Class 11

4
-
19

Energy
Psychology/Mindfulness



Papers
due
today!

Class 12
-

4
-
26

Integrative Models

Pinsoff, /Breulin



Class 13
-

5
-
3

Cumulative Review
Using Charts


Goldenburg

Charts

Class 14
-

5
-
10

Final



Final!







C