HECOL 413 Working with Families
Lecture: Monday, Wednesday @ 2:00 – 3:20 p.m. (HEB 301) Lab: Monday, Wednesday @ 3:30 – 4:50 (HEB 301, 302B, 305, 336)
8 January, 2018 – 13 April, 2018
Instructor: Matt Johnson, PhD Office: 339 Human Ecology Building E-mail: [email protected] Office Hours: by appointment
Phone: (780) 492-5008
TA: Clarissa Cheong TA: Anju Anand
Email: [email protected] Email: [email protected]
Policy about course outlines can be found in 23.4(2) of the University Calendar.
Course Description
Assessment and counseling strategies for working with families using a strengths-based, family-centered approach.
Prerequisites
HECOL 315- Interviewing and Counseling or EDPY 442 - Introduction to Counseling Course Objectives
- To conduct a comprehensive family assessment with standardized assessment tools and interviewing techniques
- To implement relevant family interventions that are informed by the assessment
- To understand and implement best practices around a variety of topics related to working with families - To develop a skillset to successfully manage family interviews
- To gain awareness of the ways in which one’s own family dynamics might impact their work with families - To develop expertise in the assessment of a specific family problem of interest
- To create a relevant assessment and intervention plan based on the circumstances of specific families Family Ecology Program Competencies Covered
Content
2. b) are familiar with tools and methods for assessing family dynamics
7. a) are familiar with education, prevention, and intervention approaches to working with families 7. c) have basic assessment, interviewing, and counselling skills for working with individuals and families at various stages of the life course
8. a) recognize the influence their personal experiences, attitudes, beliefs, values, and biases can have on their work
Practice
2. a) employ a strengths-based, family-centered approach
2. b) apply skills in interpersonal communication, client intake, counselling, case management, in home support, crisis intervention, needs assessment, in-home support, group facilitation, small group
development, and financial management
4. a) use effective written, oral, and visual communication skills Required Text
Wright, L. M., & Leahey, M. (2013). Nurses and families: A guide to family assessment and intervention (6th Ed).
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Technology
This course has an E-class page available through Moodle. This page contains course power points, lab materials, and full assignment instructions.
Laptops are permitted for note taking only during class. Although there is compelling evidence their use is associated with shallower information processing and less retention of information than hand-written notes (e.g., Mueller & Oppenheimer, 2014).
Audio or video recording of lectures, labs, seminars or any other teaching environment by students is allowed only with the prior written consent of the instructor or as a part of the approved accommodation plan. Recorded material is to be used solely for personal study, and is not to be used or distributed for any other purpose without prior written consent from the instructor.
Email Policy
I welcome communication via email for quick questions. Please refer to the syllabus and specific assignment instructions prior to sending an email, as the answer to your question may be located there. I will respond to all emails within 2 business days. For lengthier questions, please come to office hours or make an appointment.
Additionally, students need to regularly check their U of A email for communications from the professor. If I have an emergency and need to cancel class, email will be the mechanism for communicating this information.
Late Work Policy
Late work is not accepted in this course and any assignment not completed as designated in the course outline will result in no credit for that assignment. In the case of illness or serious personal/family issue, alternate arrangements can be made.
Course Requirements
Class/lab participation and attendance is an expectation. The ideas, experiences, insights, and knowledge of each class member are an integral part of the overall learning process. Therefore, you should arrive on time, complete all the readings prior to coming to class, and be prepared to engage the topic of the day and each other. If you are unable to attend class for any reason other than an emergency, please let me know in advance. Evidence of class engagement (or not) include participating in all activities, listening to what others have to say, building on others’
ideas, remaining on task, refraining from smartphone and social media use during class time, and offering your experience, knowledge, and opinions respectfully and openly.
A final letter grade for the course will be assigned on the basis of four assignments and participation in labs as follows:
Assignment Weight Due Date
Engagement in the Course 10% N/A
Genogram and Self-Assessment 15% January 29, 2018
Class Presentation and Lab Facilitation 25% Feb 26 – March 5, 2018
Integrative Assessment Paper 25% March 26, 2018
Case File and Presentation 25% April 11, 2018
Detailed explanations for each assignment are provided on eClass. Papers must follow APA format.
Grading Scale
Evaluation of assignments is expressed in raw marks throughout the term. A final, cumulative score is translated into a letter grade based on the university four-point grading system (see below). Assignment of final grades is based on a combination of absolute achievement and relative performance in this course.
Excellent:
The student has demonstrated excellent understanding of course content.
A+ Outstanding: The student has demonstrated an extraordinary grasp of the course content and performance reflects creativity and innovation, in addition to a high level of analytical ability.
A Excellent: The student has demonstrated superior understanding of the course content and a high level of analytical ability.
A- The student has demonstrated superior understanding of the course content, but has not shown the same level of analytical ability as students receiving an A.
Good:
The student has demonstrated a sound understanding of course content.
B+ The student has demonstrated a sound understanding of course material, with superior understanding being evident in some topics.
B The student has demonstrated a uniformly sound understanding of course material.
B- The student has demonstrated a generally sound understanding of course material, but there are some areas in which depth of understanding is limited.
Satisfactory/Adequate:
The student has
demonstrated awareness of course content.
C+ The student has demonstrated adequate awareness of course content with sound understanding of some topics.
C The student has demonstrated adequate awareness of all of the central dimensions of the course.
C- The student has demonstrated adequate awareness of most of the central dimensions of the course, but lacks knowledge of one or two topics.
Poor D+ The student has demonstrated a lack of knowledge in one or more of the central dimensions of the course, and has very superficial understanding of most topics.
4
Academic Integrity
“The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the
University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour (online at www.ualberta.ca/secretariat/appeals.htm) and avoid any behaviour which could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence.
Academic dishonesty is a serious offence and can result in suspension or expulsion from the University.” (GFC 2003)
Code of Student Behaviour
“All students at the University of Alberta are subject to the Code of Student Behaviour, as outlined at:
http://www.governance.ualberta.ca/en/CodesofConductandResidenceCommunityStandards/CodeofStudentBehavio ur.aspx. Please familiarize yourself with it and ensure that you do not participate in any inappropriate behavior as defined by the Code. Key components of the code include the following statements.
30.3.2(1) No Student shall submit the words, ideas, images or data of another person as the Student’s own in any academic writing, essay, thesis, project, assignment, presentation or poster in a course or program of study.
30.3.2(2) c. No Student shall represent another’s substantial editorial or compositional assistance on an assignment as the Student’s own work.”
Course Schedule
Day Topic Readings Lab
Monday, January 8 Overview of Course Wednesday, January
10
Introduction to Family Assessment Wright & Leahey: pp. 3-6 Kazdin, A. E. (2006). Assessment and evaluation in clinical practice. In C. D.
Goodheart, A. E. Kazdin, and R. J. Sternberg (Eds.), Evidence-based psychotherapy:
Where practice and research meet (pp. 153- 177). Washington, DC: APA.
Recap Helping Skills
Monday, January 15 Documentation Reamer, F. G. (2005). Documentation in social work: Evolving ethical and risk- management standards. Social Work, 50,
325-334.
Practice Documenting Sample Interviews
Wednesday, January 17
Theoretical Foundations of Family Assessment
Wright & Leahey: Chapter 2 Introductions, Confidentiality, and the
Presenting Problem Monday, January 22 Structural Assessment Wright & Leahey: pp. 51-75 Narrative Structural
Assessment Wednesday, January
24
Structural Assessment Tools: Genogram Wright & Leahey: pp. 75-90 Genogram Construction Monday, January 29 Structural Assessment Tools: Ecomaps Wright & Leahey: pp. 75-90 Ecomap Construction Wednesday, January
31
Developmental Assessment Wright & Leahey: pp. 90-123 Developmental Assessment Monday, February 5 Functional Assessment Wright & Leahey: pp. 123-143 Narrative Functional
Assessment Wednesday, February
7
Functional Assessment, cont. Wright & Leahey: pp. 123-143 Functional Assessment with the FAD
Monday, February 12 Developing Goals and Individualized Rating Scales
Williams, L., Edwards, T. M., Patterson, J.,
& Chamow, L. (2011). Essential assessment skills for couple and family therapists (pp.
Goal Setting with an Individualized Rating Scale
6
Where practice and research meet (pp. 153- 177). Washington, DC: APA.
Wednesday, February 14
Working in the Non-Profit Sector Guest Speaker: Violet Poon
TBA Work on Group
Presentations Monday, February 19 Family Day: No Class
Wednesday, February 21
Reading Week: No Class
Monday, February 26 Group Presentations Facilitated by Groups
Wednesday, February 28
Group Presentations Facilitated by Groups
Monday, March 5 Group Presentations Facilitated by Groups
Wednesday, March 7 Integrating Research into Practice Small, S. A., Cooney, S. M., & O’Connor, C.
(2009). Evidence-informed program improvement: Using principles of effectiveness to enhance the quality and impact of family-based prevention programs.
Family Relations, 58, 1-13.
Master Demonstration
Monday, March 12 Interventions: Cognitive Domain Wright & Leahey: Chapter 4 Treatment Planning Wednesday, March
14
Interventions: Affective Domain Wright & Leahey: Chapter 4 Cognitive Intervention Monday, March 19 Interventions: Behavioral Domain Wright & Leahey: Chapter 4 Affective and Behavioral
Intervention Wednesday, March
21
Challenges Wright & Leahey: pp. 212-217; 309-318 Demonstration
Monday, March 26 Working with Children TBA TBA
Wednesday, March 28
Collaborating with other Professionals Frost, N., Robinson, M., & Anning, A.
(2005). Social workers in multidisciplinary teams: Issues and dilemmas for professional practice. Child and Family Social Work, 10, 187-196.
Collaboration
Monday, April 2 Easter Monday: No Class
Wednesday, April 4 Terminating with Families Wright & Leahey: Chapter 12 Terminating Monday, April 9 Boundaries, Self-Care, and Burnout Peterson, M. R. (1992). At personal risk.
New York: W. W. Norton & Company.
[Chapter 2, The power differential in the professional-client relationship]
Barrett, M. J. (2002). The crush: Challenging our culture of avoidance. Psychotherapy
Prepare for the Case Presentation
Networker, 26.
Optional Reading:
Macchi, C. R., Johnson, M. D., & Durtschi, J. A. (in press). Predictors and processes associated with home-based family therapists’ professional quality of life.
Journal of Marital and Family Therapy.
Wednesday, April 11 Case Presentation
*This schedule is subject to changes.*
