COUN 5372:

Assessment and Treatment in Marriage and Family Counseling

Summer 2006

Instructor: Colleen M. Connolly, PhD                                                               Office: ED 4025                     

Phone: (512) 245-8677                                                                                           Office hours: By Appointment

E-mail: cconolly@txstate.edu OR                                                                       M 2:30-4:00 at San Marcos

cc32@txstate.edu (comes to the same mailbox)                                               T 2:30-4:00 at RRHEC

                                                                                                                                W 2:30-4:00 at San Marcos

Course Description:

This course addresses the assessment of individual and family functioning and the planning and implementation of marriage and family treatment methods.

Prerequisite: COUN 5367.

Course Objectives:  

• Understand how to evaluate individual and family function and progress in therapy. (CACREP MFT: C2)

• Understand the historical perspectives concerning the nature and meaning of assessment in family therapy. (CACREP IIK: 7a)

• Understand interviewing, assessment, and case management skills for working with individuals, couples, families, and other systems and implementation of appropriate systemic interventions. (CACREP MFT C2)

• Understand the general principles and methods of case conceptualization, assessment, and/or diagnoses of mental and emotional status of individuals and families. (CACREP IIK: 7h)

• Understand strategies for selecting, administering, and interpreting assessment and evaluation instruments and techniques in counseling. (CACREP IIK: 7g; MFT: C2)

• Practice reading and understanding externally generated assessments. (CACREP IIK: 7g)

• Appropriately document assessment, as needed.

• Understand counseling theories that provide consistent model(s) to conceptualize presentation and select appropriate counseling interventions. (CACREP IIK: 5c; MFT: C1)

• Understand a systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions, including exposure to a rationale for selecting family and other systems theories as appropriate modalities for family assessment and counseling. (CACREP IIK: 3a, 5d; MFT: C1)

• Understand the dynamics of suicide in a family context and the effective individual and family counseling interventions.

• Understand the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical and mental status, and equity issues into the assessment and evaluation of marital, couple, and family counseling/therapy. (CACREP IIK: 2c, 7f; MFT: A6)

• Understand the characteristics and dynamics affecting culturally diverse families. (CACREP IIK: 2c; MFT: B1)

• Understand the use of research improve counseling effectiveness. (CACREP IIK: 8e; MFT: C5)

• Understand and use current professional research to develop valid and workable treatment strategies in relation to current marriage and family issues. (CACREP IIK: 8e; MFT: C5)

Methods of Instruction:

Lecture with discussion, small group discussion, case studies, and role play.

Required Texts:

Gehart, D. R., & Tuttle, A. R. (2003). Theory-based treatment planning for marriage and family therapists: Integrating theory and practice. Pacific Grove, CA: Brooks/Cole.

ISBN: 0-534-53616-6

Walsh, F. (2003). Normal family processes: Growing diversity and complexity (3rd ed.). New York: Guilford.

ISBN: 1-57230-816-8 (hardcover)

Please note: Additional reading will be required. Readings will be provided in class, downloaded to blackboard, or placed on reserve.

Other resources:

ACA Code of Ethics:

http://www.counseling.org/Content/NavigationMenu/RESOURCES/ETHICS/ACA_Code_of_Ethics.htm

IAMFC Code of Ethics:

http://www.iamfc.com/ethical_codes.html

AAMFT Code of Ethics :

http://www.aamft.org/resources/LRMPlan/Ethics/ethicscode2001.asp

Course Requirements and Grading:

This course involves a variety of instructional methods including lecture, seminar discussion, small group discussion and activities, role-play demonstrations, and student presentations.

Student Performance Evaluation Criteria and Procedures:

                A = 90 – 100

                B = 80 - 89

                C = 70 – 79

                F = 69 and below

Please note: To receive credit for this course in the Professional Counseling Program, you must receive an “A” or a “B.” The grade of “C” is not considered “passing” at this graduate level.

Please Note: The Professional Counseling Program is both academic and experiential. Therefore, the student must demonstrate more than cognitive abilities. Evaluation using the Professional Performance Fitness Evaluation (PPFE) may be implemented when students demonstrate skills and/or characteristics that are not consistent with the counseling program’s standards. (A copy of this form is included on the university website.) This PPFE evaluation will supersede all other requirements for this class, and no credit for the class may be earned in the event that an “O,” showing inconsistency for the program standards, is indicated. In addition, a Faculty Review may be suggested to help the student understand and/or achieve program standards. (Please see the Texas State Graduate Catalog and the Professional Counseling Program: Student Handbook for a more complete description of this process).

1. Midterm Examination (15 percent):

The midterm examination will cover the first half of the semester. We will have a brief review/consolidation of pertinent areas the week before the exam.

2. Final Examination (15 percent):

The final exam will not be comprehensive but will cover the second half of the semester. We will have a brief review/consolidation of pertinent areas the week before the exam.

3. Theory-based role play demonstration based on clinical vignette (15%):

You will assume the role of family and relationship counselor and client(s), create a contextual framework in which to best demonstrate this individual/couple/family, and perform this clinical vignette for the class, making it as “real” as possible. A sign-up sheet for the vignettes will be provided.

4. Case notes based on role play (15%):

You will create mock case notes based on the role play within which you performed. A format will be provided.

5. Research paper regarding a family/couple assessment tool (30%):

You will choose a family/couple assessment tool/instrument. Prior approval is required and a sign-up sheet will ensure that a particular tool/instrument is only covered by one student in the class. You will analyze the tool/instrument, research the literature, and report from scholarly findings.

You will research a selected topic thoroughly. You will include ten (10) scholarly sources most pertinent to your topic and our field that have been written in the last five years. These ten articles or professional book chapters must be 1) within the last five years, 2) scholarly in nature (i.e., no “pop” psychology), and 3) the most relevant in the professional literature to your topic as it pertains to couple, relational, and family therapy. You may include as many other, older articles/book chapters as you wish to make your research paper comprehensive in its scope.

Please note: Each research paper must be consistent with graduate level writing in the use of spelling, grammar, punctuation, and follow the rules standardized in the Publication Manual of the American Psychological Association (5 th ed). It must be computer-generated, courier 12, and double-spaced. The recommended length for the body of the paper is 10 pages. You may seek assistance from the Texas State Writing Center.

You will be evaluated on the following:

• 30%: Is it well researched? In other words, did you discover the most pertinent articles/book chapters for the topic?
• 30%: Integration and synthesis of material. Did you take all of the material you read and synthesize the material?
• 20%: Did you produce graduate-level writing? Did you follow APA guidelines for grammar, punctuation, and spelling?
• 20%: Content.
• Are the articles/chapters scholarly and intended for the professional reader?
• Did you include ten articles/book chapters published within the last five years?
• Did you follow the guidelines for length and format?

6. Presentation of analysis and this research to class (10%):

You will prepare a 10-minute presentation on what you gleaned from the research about this instrument/tool and you will present what you think would be important for others to understand about it. You will be graded as follows:

• 25%: Organization
• 25%: Thoroughness
• 25%: Handout quality (with all information cited)
• 25%: Audience-centered presentation style

Class attendance, punctuality, and participation:

Attendance, punctuality, and participation are important components of the evaluative process and will be considered when assigning grades. Attend class fully prepared, readings completed, and ready to participate.

It is expected that students will attend all classes. Only absences due to emergency or illness are considered excused. If an emergency or illness arises, contact me immediately via email and phone message. Be prepared to provide verification. You will be responsible for contacting me about additional work necessary due to an excused or unexcused class absence.  

One unexcused absence, or failure to make arrangements for additional work, results in 5 points taken off your final grade. Two unexcused absences, or failure to make arrangements for additional work, results in 10 points taken off your final grade. If you miss more than two classes, excused or unexcused, the highest grade possible is a “C,” which means you do not received graduate level credit for the course and you will have to reregister for the class.

Please arrive to class on time. Each late arrival or early departure will count as one-third of a class absence and will be considered excused or unexcused according to the above criterion.

Timely submission of work:

Be prepared for the scheduled work. All projects will be collected at the beginning of class on the due date. Late submissions are not acceptable and grades will be reduced dramatically based on the degree of lateness and applicable circumstances.

Blackboard:

I will post handouts on blackboard for you to download. I also may post announcements on blackboard, although if the message is time sensitive, I typically also send an email. Go to blackboard and confirm that the listed email address is the one you use most frequently. If you need any help with blackboard, you can contact 245-help.

Tentative Course Schedule

W:    Walsh                                             G&T: Gehart & Tuttle                                         

References for role plays:

W: Ch. 3, 7-8, 11, 13, 16, 22, 23

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 and 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.