COUN 5346:

Filial Therapy

Fall 2006

Instructor: Mary Morrison, PhD, LPC, NCC, RPT                                           Office: ED 4013

E-mail:     MM90@txstate.edu                                                                             Office Hours: W 3-5,

                                                                                                                                Th 2-4

Course Description:

Theoretical and practical application of the filial model will be addressed as well as techniques in training parents in the overall principles and methodology of child-centered play therapy.

Methods of Instruction:

Involvement and learning in the course will be facilitated by discussion, role-playing, lectures, small group experiences, films, videotapes, demonstrations, reading in the field, exploratory papers, observation of filial therapy sessions and supervised filial therapy practicum.

Prerequisites:

COUN 5373, 5158, 5358

Course Objectives:

Each student will develop an integrated understanding of the theoretical concepts of filial therapy and will acquire the skills necessary to organize, implement, structure, and facilitate the process of filial therapy, focusing on the procedures for training parents in the principles and methodology of child-centered play therapy. A filial therapy practicum is an integral part of the course.

Note : You are required to carry professional liability insurance for this course and must turn in a copy of the instructor by the 2 nd class meeting (and before you have any client contact).

Overall learning objectives include:

1. Understanding the historical development and rationale for filial therapy
2. Understanding and applying the Landreth 10-session model of filial therapy
3. Guidelines for group formation, including selecting parents appropriate for filial therapy
4. Strategies for teaching parents basic child-centered play therapy skills
5. Facilitating group process in filial therapy
6. Synthesis of research and evaluation in filial therapy

Specific learning objectives:

The student will be able to:

1. Explain the role of play as a medium for developing a therapeutic relationship between parent and child.
2. Identify the objectives of filial therapy
3. Identify the variables to consider in selecting parents for filial therapy training.
4. Demonstrate an understanding of the group dynamic and group process variables utilized in the filial therapy training format.
5. Identify the toys and materials recommended for filial therapy and explain their purpose.
6. Demonstrate the ability to facilitate the learning of basic filial therapy skills by parents: reflective listening, empathetic understanding, acceptance, caring, structuring of sessions, therapeutic limit setting, self-esteem building, returning responsibility, and the “do’s and don’ts” of special play times.
7. Demonstrate the ability to provide facilitative feedback in supervision sessions with parents.
8. Identify and use relevant American Counseling Association ethical principles, legal considerations in working with parents and children and appropriate multicultural considerations in filial therapy training. (CACREP II.K.2.b,c,d)
9. Demonstrate the ability to write publishable manuscripts. (CACREP II.D.2,5)
10. Demonstrate and understanding and assimilation of relevant filial therapy research.

Methods of Instruction:

Methods of instruction include (not exclusively) lecture, PowerPoint, in-class projects, group work (small & large), student presentations, audio-visual aides, experiential activities (at the prerogative of the instructor) and Videotaped and live supervision.

Required Texts:

Landreth, G.L. & Bratton, S.C. (2006). Child parent relationship therapy (CPRT): A 10-session filial therapy model. New York: Routledge.

Bratton, S.C., Landreth, G.L., Kellam, T., Blackard, S.R. (2006). Child parent relationship therapy (CPRT) treatment manual: A 10-session filial therapy model for training parents. New York: Routledge.

Grading:

5%          Self analysis of filial play sessions with a child. [Arrange two 30-minute filial play sessions with your own child or a child you are well acquainted with, age 2 to 10, in your home or the child’s. Utilize a standard list of toys for filial therapy (as close as possible). Behaviorally respond as a parent would (play with the child). Rate each session on the rating form to be provided.] Due prior to 2 nd filial group.

15%       Research paper/project/presentation: Comparison of filial therapy to other parenting models [APA paper in which you will describe how filial therapy is unique and differs from other forms of parent training and popular parenting approaches (you will choose from a list of parenting approaches.)

20%       Publish journal article [APA paper in which you explore a topic related to filial therapy] Note: You may substitute an extraordinary project with instructor approval. Due April 28 (but may be turned in early).

30%       Completion of 10 week filial therapy practicum [Co-lead 10 filial therapy training sessions with a small group of 5 to 7 parents (options for leading a group solo will be discussed), administer pre & post testing, participant interviews, and a follow-up session, as well as active participation in supervision – videotape all sessions and bring supervision weekly. Keep clinical progress notes and a file on each parent, including scored pre/post testing (sample file will be included).

25%       Analysis and critique of your significant learnings from your experience as a filial leader and the progress of participants. [Keep a weekly journal of your experiences. Include in your entries: Parents/age of children, setting for training, parental attendance, material covered each week, what went well, areas for improvement, and important learning about self, parents/children, and the process (bring to supervision weekly). You will reflect on your total experience, including your learnings about yourself, parents, children, and the process of filial in a paper due the last class meeting. You will include copies of any materials you used creatively (flyers, cartoons, illustrations, posters (8 ½ x 11 copy), session handouts, etc.)   Note: You will be given a format for this final paper – due last class meeting.

5%         Personal contribution to class and group supervision (including sharing of reactions to assigned readings and sharing of parenting resources)

Note : Since a large part of what we will be doing in class is experiential, class attendance is considered crucial. One absence can impact your grade; two absences will result in the final grade being lowered one grade level.

Texas State University seeks to provide reasonable accommodations for all qualified individuals with disabilities. This University will adhere to all applicable federal, state, and local laws, regulations, guidelines with respect to providing reasonable accommodations as required to afford equal opportunity. It is the student's responsibility to register with Disability Support Services and to contact the faculty member in a timely manner to arrange for appropriate accommodations.