Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

This core unit covers the theories and skills of systemic, narrative and solution-focussed approaches required for relationship counselling and family therapy. Contemporary approaches to psychological treatment have increasingly emphasised the importance of a relational understanding of human problems and change processes. The general area of family therapy has been most notable in contributing important concepts and skills, which can be applied to most forms of relationship therapy. Regardless of whether a psychologist's primary work is with individuals or larger groups, it is important to have a sound understanding of these concepts and skills, in order to be able to respond to the diverse needs of contemporary practice. The unit will have a practical emphasis on common child-focussed and adult-focussed problems. The unit will examine the implications of each of the approaches from an evidence-based practice perspective.

Aims

The aim of this unit is to provide you with a theoretical grounding and practical skills in couple and family therapy.

Objectives

On completion of this unit you should be able to:

1. demonstrate a critical understanding of the major concepts from systemic, narrative and solution-focussed approaches to the field of relationship counselling and family therapy;


2. demonstrate a critical understanding of relationship dynamics with regard to major issues such as domestic violence, stepfamilies, extra-partnership affairs;


3. demonstrate the ability to undertake an assessment interview with a couple and/or family and conceptualise problems from the standpoint of selected models;


4. critically evaluate each of the therapy approaches in terms of evidence-based practice and contribution to an integrative framework;


5. analyse potential influences of your own family dynamics on your work in relationship therapy.

Content

This unit covers central concepts in family therapy including belief patterns, narrative and solution-oriented approaches to family therapy, reflecting team processes, evidence based practice and therapeutic issues in working with individuals across the life span.

Approaches to Teaching and Learning

Class meetings will normally comprise:

• Presentation of theory;


• Demonstration role plays;


• Group supervision of cases currently being seen by participants.

Assessment

FORMATIVE ASSESSMENT
You will also be involved in role playing activities in classes and be provided with feedback on skills and conceptualization. You will have the opportunity to discuss your family of origin and case study assignments and receive feedback on your proposals.

SUMMATIVE ASSESSMENT

Assessment name: Family of Origin Case Study
Description: You will be required to present a 2500-3000 word case study of an individual, couple or family you are currently working with (or have worked with). The case study should include:

• an analysis of pertinent family of origin issues and how these impact upon current functioning;


• a discussion of the therapeutic impact these issues will have on future work with the individual/couple/or family, and how these issues will be incorporated within your own clinical perspective;


• an analysis of your own family of origin issues that might impact on work with this case.

Relates to objectives: 1-5
Weight: 50%
Internal or external: Both
Group or individual: Individual
Due date: Week 7

Assessment name: Video and Critique
Description: Make a videotape of an actual or role-play session with a couple or family in which you demonstrate selected theory and skills covered in the unit. Select a 20 minute segment for submission and accompany the tape with a 2500-3000 word critical evaluation analysing the relevance and effectiveness of your work, and pointing out areas of strength and deficit:

• relevant background information


• conceptualisation of the clients¿ situation in theoretical terms


• counsellor's intentions in using the designated skills


• self-critique and suggestions for improvement


• treatment plans for future sessions

Relates to objectives: 1-5
Weight: 50%
Internal or external: Both
Group or individual: Individual
Due date: End of semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Nichols, M., and Schwartz, R. (2007).The essentials of family therapy (3rd ed). Boston: Pearson Education

References

You will be referred to specific books/chapters/articles in relation to the respective models covered in this unit. Examples include:

Lowe, R. (2004). Family Therapy: A constructive framework. London: Sage
Madsen, W. (2007). Collaborative therapy with multi-stressed families. New York: Guilford.

Risk assessment statement

There are no out of the ordinary risks associated with this unit.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 13-Sep-2012