Spring ‘99
Larry Schor
 

Course Description:

An exploration of principles, basic concepts, theoretical assumptions, and a variety of therapeutic techniques from both historical and contemporary perspectives. Major approaches including Social Constructionism, Narrative, Structural, Object Relations, and Experiential will be explored.
 

Course Objectives:

Through class discussions, readings, experiential exercises, and lecture, we will focus our inquiry on questions like:

What are the similarities and differences between family therapy and individual I group therapy?

What is the role of assessment in family therapy? What is the role of the therapist in family therapy? How can art and mythology be integrated with family therapy?

What are the similarities and differences between families and other social systems?

How does theory inform practice in family therapy?

What do we need to understand about our own families in order to become competent family therapists?

What should we understand about culture and ethnicity to be effective family therapists?

What are the training and credentialing requirements for family therapists? What are some of the ethical problems associated with family therapy?
 

Texts:

    Nichols, M. P. and Schwartz, R. C. (1998). Family therapy: Concepts and methods (4th ed.). Needham Heights, MA: Allyn and Bacon.
 
    Laing, R. D. (1970). Knots. New York: Random House.
 

Course Requirements and Evaluation:

1. Portfolio: Each student will create a comprehensive portfolio that will include the following:  A genogram of the student’s own family. A projective drawing of the student’s own family.  An autobiographical description of positive and negative family experiences which have contributed significantly to the student’s psychological development.  An assessment, analysis, and intervention strategy of a family “in the field” incorporating the strategies listed above.

2. Research Paper / Presentation: Depending upon specific student interests and career goals, each student will chose a focus of research, then write a paper (max: 10 typed pages) and make a thirty minute presentation to the class. The research paper and presentation may focus on theory, assessment, therapeutic approach, ethical considerations, or any related topic.

3. Final Examination: There will be an oral group examination with both individual and collaborative components. It is intended to serve as a shared synthesis of our cumulative knowledge and understanding. As such, notes and any other materials may be used. The exam will include questions about theory, practice, ethical issues, and several case studies.

4. Attendance and Participation: Spirited participation and attendance are essential for this course. Students are expected to attend all scheduled class meetings. In the event of absence contact a peer to learn what was missed. Physician notes or other excuses are not necessary.

5. Student Presentation: Each week a student will select a journal article or chapter from the readings to assign to the class and lead a discussion on the topic. Topic selection should be based on interest and perceived usefulness to others.