Dr. Jeffrey K. Edwards, LMFT
Office in Classroom Building 4040
773-794-2809 E- jke6245@aol.com or J-Edwards1@neiu.edu
http://www.neiu.edu/~jkedward/

CATALOG DESCRIPTION
    An introduction to the major theories and techniques of family counseling. Lectures, student research, and role playing are utilized as presentation forms.

COURSE PREREQUISITES
    Graduate standing, COUN 403,405,406

REQUIRED TEXTS:
    Nichols, M.P., & Schwartz, R.C. (1995). Family therapy: Concepts and methods. (3ed. Ed.) Needham Heights, MA:Allyn and Bacon.
    Napier, A.Y., & Whitaker, C. (1978; 1988). The family crucible: The intensive experience of family therapy. New York: Harper & Row.

Additional Reading.

    There will be several additional reading given as handouts. A copy of this syllabus complete with references, the Edwards additional reading, family case outline, release of information, and the mid-term exam are all on line and can be downloaded at: http://www.neiu.edu/~jkedward/Introfam.htm   I will post lecture notes tht may be accessed by clicking here.

Edwards, J.K., Heath, A.W., & Todd, T.C. (1993). The relationship of family therapy to inpatient psychiatric care. In M. Squire, C. Stout, & D.H. Ruben (Eds.), Current advances in inpatient psychiatric care: A handbook. Westport, Ct: Greenwood Press.

MODE OF INSTRUCTION
    The course will include lectures, film, and an experiential component. Videos will include Constructing a Multigenerational Genogram, Meninger Foundation; James Framo, Family Issues, IAMFC; Virginia Satir, Substance Abuse Consultation, Triad; Carl Whitaker, Consultation, Triad; Salvador Minuchin, IAMFT Masters Series; Jay Haley, Heroin my Baby, Indep.; Michael White, IAMFC; Insoo Kim Berg, IAMFC.

Note:  This is a cyber sylibus, intended to save our natural resources.  All of the material you require are on line here.  If, for some unforseen reason, you need to have a paper sylibus, please ask me and I will provide you with one. Also, I will expect that you arrive on time, and make every effort to attend class. Missing more than 3 classes is cause for a failing grade.  You are responsible for all material covered, and for all assigned readings, and your participation is expected.
 

COURSE OBJECTIVES
    This course will prepare the student for an understanding of:

1. Introduction to systemic theory and thinking.
2. The history and development of family counseling.
3. Current family treatment models.
4. Comparison of family systems thinking with traditional counseling theories.

COURSE CONTENT
    This course will approach family counseling from a systemic point of view introducing the student to the concepts of systems thinking, cybernetics, and currently practiced couple and family counseling techniques. By the end of the class the student should be able to understand a circular and multi-causal understanding of the world, and to differentiate it from a linear perspective. They should also understand the logic and use of the major family therapy theorists and have a good understanding of the historical development of the field.

Coursework will include:
1. Read selected chapters from the texts and assigned journal articles handed out, and be prepared to discuss them in class. In addition, you will be required to either bring to class or post on the web board one question or inspirational comment about the reading assignments.
2. Participation in discussions about the video tapes of sessions by prominent family therapists.
3. Each student will interview a family and complete a Family Case Study. This is to be typed and follow the format given in class.
4. Each student will prepare and construct a multi generational genogram of their own family of origin. They will then write a 5 page Impact Paper on the thoughts, feelings and impact the genogram had on themselves and on their perspective of their family of origin.

Examinations
A mid-term will cover systems concepts, the final exam will cover models of family counseling learned in class.

Grading

Grading will be based on participation in role playes (5%), Chapter questions (5%), Family Case Study (20%), mid-term 25%), final exam (20%) , and quality and depth of the genogram impact paper (25%).

Grading Policy

100-90 = A
89-80 = B
79-70 = C
69-60 = D

1 - Introduction - Meta Theories - The profession and journals - Begin reading The family crucible.

2 - "Normal" Family Development - In class Kazak, et al,1989; Walsh, 1987, Family Therapy overview, discussion of Family Case Study. Systems concepts. Read Nichols and Schwartz, Chs.1 & 2

3 -Family Therapy outcome research. Pinsof & Wynne (1995). Introduction to the family of family counseling. Introduction to Systems Theory, Gregory Bateson - Systems and Cybernetics, the beginning of family counseling. (film on use of genograms) Nichols and Schwartz, Ch. 3

4 - Communications therapy theory - (film - Virginia Satir) - Family Sculpting - Nichols and Schwartz, Ch. 4

5 - Psychodynamic Family Counseling - Bowen's systemic therapy theory, the use of color-coded
genograms in family therapy (film - James Framo, Multi-generational Family Counseling) Nichols and Schwartz, Chs. 5

6 - Experiential therapy theory - (film - Carl Whitaker) Nichols and Schwartz, Ch. 6 & 7

7 - Structural therapy theory - film - Salvador Minuchin Read Nichols and Schwartz, Ch. 8

8 - Strategic therapy theory- film - Jay Haley - Heroin, My Baby Read Nichols and Schwartz, Ch. 9 & 10

9 - Milan Systemic therapy theory & Radical Constructivism Second-order cybernetics (read handout - Efran, Lukens, & Lukens, 1988)

10 - Feminist Family Therapy and Family Therapy Strategies
of the 90's. Introduction to Post Modernism, Solution Focused Models (read Edwards, Heath, & Todd, 1993). Nichols and Schwartz, Ch. 11 (film - Insoo Kim Berg)

11 - Narrative Family Counseling (film - Michael White) - Nichols and Schwartz, Ch.12

12 - Integrative models - Nichols and Schwartz, Ch. - 13

13 - Groups present - Read Nichols and Schwartz Ch. 14 - Case Study due.

14 - Groups present Read Nichols and Schwartz Ch. 15

15 - Class wrap-up and discussion

We the ________________________________ family understand that our participation is for the undersigned students use of practice as a student counselor, as required for a class in family counseling. In no way is this time to be construed as therapy.

I understand that our Case History may be discussed in class under teacher supervision, and that all discussions will be held in strict confidence. Nothing discussed about us or the session material will be disclosed to others outside the class. I also understand that every precaution will be used to hide our identity if we so choose.

This release is good for the duration of the term: confidentiality will be ongoing and irrevocable.

Signed________________________________ Date____________

Signed________________________________ Date____________

Signed________________________________ Date____________

Signed________________________________ Date____________

Signed________________________________ Date____________

Student
Counselor______________________________ Date___________
 
 

I. Identifying Information- Demographics

Name of Family:____________________________

Members name _____________________ B.D:___-___-___ Age:_____

Members name _____________________ B.D:___-___-___ Age:_____
etc.

Occupations: _____________________________________

II. Referral Information

A. Who initiated this referral (class assignment)
B. Reason for the referral

III. Description of the interview

How do the clients appear; how are they dressed; what is the setting; any distinguishing marks or mannerisms. Do they seem to have any special or remarkable attitudes, or behaviors. Anything that will attempt to communicate to another reader the sense and feel of the persons being interviewed and how they related during that time and space.

IV. Presenting Problem

A. How do the clients see the problem ? Why are they coming to see you?
B. What attempts have been made to solve the problem, and by who.
C. What does the referral source tell you about the needed reason for service ?
D. Duration and course of presenting problem
- how long
- nature of onset
- why is help being sought now?

V. Personal History for each member

Where did they grow up, what do they remember as significant to their childhood, who were their friends, how did they see themselves then, how did they get along with their family, who were they closest to, why, who were they farthest away from, why ? Who were their friends in school ? Are they involved in a relationship at present?

VI. Family History - Also prepare a genogram

A. Family of Origin ( F-O )

1. Ethnicity of family - if there are changes due to marriage, how has the new transformation effected the family organization. What are their experiences with, and beliefs about their culture, issues with the dominant culture, and methods of maintaining and passing along culture to their children? How does culture effect their family adaptations and problems.

2. Mother, ( B-M=biological mother, F-M= foster mother A-M=adoptive mother )

Age, and a physical description. What does the client know about her childhood and youth? What were her parents like? What was her family like, how many siblings, what order? What was she like during the clients childhood? How did her parents meet? What is mother like now? What kind of relationship does the client have with her at present? Has the relationship changed over the years, and if so how and why? How does mother relate to those members of the client's nuclear family

3. Father, (same as for mother)

4. Siblings, in their birth order (same as for parents)

5. Significant others in the F-O,

6. How did this family get along, who did their parents like best, did their parents argue, any significant events or deaths. How would the client best describe his/her family ?

VII. Human Systems Variables

1. Processes
a. Communication -
Who communicates with whom and when. What is the verbal, body posture, and facial expressions (digital and analog). Is communication clear, congruent and consistent?

b. Behavior Control -
How is behavior controlled and maintained (what is static in this family) How is complementarity effected? How does it constrain behavior?

c. Conflict -
To what extent are conflicts overtly vs. covertly expressed? overall, and within specific sub- systems)? Is it expressed indirectly, avoided, or dealt with directly?
1. What is the frequency and intensity?
2. What is the process for resolution?

2. Organizing Principles
What are the major myths of the family that maintain the system? What are the strengths of the family that contribute to it's resiliency and flexibility? How is autopoices reflected in the children? How is this useful for future generations and how might this be problematic?

VII. Educational History
How well did the client do in school ? Were there any years or situations that were different ? How far did the client go in school ?

VIII. Work History
What type of jobs has the client had ? How has his/her performance been ? Has the client ever been let go from a job and if so why ? What type of job related skills or training has the client had ?

IX. Medical History
A. Hospitalizations (physical and emotional/psychological)
B. Outpatient care (physical and emotional/psychological)
C. Drug and Alcohol History/Use (note: It is more useful to ask the question "who in your family uses .....?)

X. Psycho-Sexual History
A. Onset of puberty
B. Dating history-experiences
C. Level of sexual experience
D. Present situation

XI. Support Systems
A. Friends
B. Church/ Mosque/ Synagogue
C. Organizations
D. Other

XII. Summary
Summarize all of your data, then state your impressions of the family's level of functioning and their ability to deal with their present situation. What are the areas of concern that they present, what are the areas that you feel are of concern ? What is the interplay of the past history with their present situation and functioning ? What interventions or support do you think need to be provided in order for the client to function at his/her maximum potential; could you help provide that service, and where, hypothetically would you begin ?
 
 

Theory

Bateson, G. (1972). Steps to an ecology of mind. New York: Chandlerf.
Bateson, G. (1979). Mind and nature. New York: Dutton.
Bateson, G., & Bateson, M.C. (1987). Angels fear: Towards an epistemology of the sacred. New York: Macmillan.
Bateson, G., Jackson, D., Haley, J., & Weakland, J. (1957). Towards a theory of schizophrenia. Behavioral Science, 1, 251-254.
Bertalanffy, L. (1967). Robots, men and minds. New York:George Braziller.
Bertalanffy, L. von., (1968). General systems theory:Foundations, development, applications. revised edition. New York:George Braziller Inc.
Boszormenyi-Nagy, I., & Sparks, G. (1973). Invisible loyalties. New York: Harper Row.
Brand, S. (1976). Homeostasis. In K. Wilson (Ed.), The collected works of the Biological Computer Laboratory (pp.223-298). Peoria, IL: Illinois Blueprint Corporation.
Capra, F. (1982). The turning point: Science, society and the rising culture. NY: Bantam.
Carter, B. & McGoldrick, M. (Eds.) (1988). The changing family life cycle: A framework for family therapy. New York: Gardner.
Foucault, M. (1965). Madness and Civilization: A history of insanity in the age of reason. New York: Random House.
Harre, R. (Ed.) (1986). The social construct of emotions. New York: Basil Blackwell.
Harre, R. (1970). The principles of scientific thinking. Chicago: University of Chicago Press.
Helvey, T.C. (1971). The age of information: An interdisciplinary survey of cybernetics. New Jersey: Educational Technology Publications.
Hermes, S.J. (1991). The cybernetic group. Cambridge, MA: MIT Press.
Gurman, A.S., Kniskern, D.P. (Eds.) (1981). Handbook of family therapy. Vol. I., New York:Brunner/Mazel.
Gurman, A.S., Kniskern, D.P. (Eds.) (1981). Handbook of family therapy. Vol. II., New York: Brunner/Mazel.
Hoffman, L. (1981). Foundations of family therapy: A conceptual framework for systems change. New York:Basic Books.
Keeney, B.P. (1983). Aesthetics of change. New York: Guilford.
Keeney, B., Nolan, B., & Madsen, W. (Eds.) (1990). The systemic therapist: Vol I., St. Paul, MN: Systemic Therapy Press.
Kramer, C.H. (1980). Becoming a family therapist: Developing an integrated approach to working with families. New York: Human Science Press.
Kuhn, T.S. (1970). The structure of scientific revolutions (2nd ed). Chicago: The University of Chicago Press.
May, G. (1977). Simply sane. New York: Crossroads.
Maturana, H.R. & Varela, F.J. (1987). The tree of knowledge: The biological roots of human understanding. Boston:Shambhala.
Maturana, H.R. & Varela, F.J. (1980). Autopoiesis and cognition: The realization of the living. Boston: Reidel.
Miller, G.A., & Lenneberg, E. (Eds.) (1978). Psychology and biology of language and thought. New York: Academic Press.
Peele, S. (1989). Diseasing of America: Addiction treatment out of control. Toronto: Lexington Books
Pepper, S.C. (1942). World hypotheses: A study in evidence. Berkeley: University of California Press.
Piaget, J. (1954). The construction of reality in the child. New York: Basic Books.
Powers, W.T. (1973). Behavior, the control of perception. New York: Gruyter.
Prigogine, I. (1984). Order out of chaos. New York: Bantam Books.
Prigogine, I. (1980). From being to becoming: Time and complexity in the physical sciences. San Francisco:Freeman.
Rifkin, J., (1980). Entropy. A new world view. New York: Viking.
Schwartzman, J. (Ed.) (1985) Families and other systems. New York: Gilford Press.
Segal, L. (1986). The dream of reality: Heinz von Foerster's constructivism. New York: W. W. Norton.
Simon, F.B., Stierlin, H., & Wynne, L.C. (1985). The language of family therapy. Waldwick, NJ: Family Process Press.
Thomas, L., (1979). The medusa and the snail. New York: Viking.
von Foerster, H., White, J.D., Peterson, L.J., & Russell, J.K. (Eds.) (1968). Purposive systems: Proceedings of the first annual symposium of the American society for cybernetics. New York: Spartan Books.
Walsh, F. (1983). Normal family process. New York: Guilford.
Weiner, N. (1946, r. 1957). Cybernetics. Boston: MIT Press.
Whitaker, C. (1982). From psyche to system. New York: Guilford.
Zeig, J.K. (Ed.) (1987). The evolution of psychotherapy. New York: Brunner/Mazel.

Technique

Alexander, J., & Parsons, B.V. (1982). Functional family therapy. Monterey, Cal: Brooks/Cole.
Bowen, M. (1978). Family therapy in clinical practice. New York: Jason Aronson.
Coleman, S. (Ed.) (1985). Failures in family therapy. New York: Guilford.
Combrinck-Graham, L. (Ed.) (1989). Children in family context. New York: Guilford.
deShazer, S. (1982). Patterns of brief family therapy: An ecosystemic approach. New York: Guilford.
deShazer, S. (1985). Keys to solutions in brief therapy. New York: Norton.
deShazer, S. (1988). Clues: Investigating solutions in brief
therapy. New York: Norton.
deShazer, S. (1991). Putting differences to work. New York: Norton.
Elkind, D. (1984). Families under the influence: Changing alcoholic patterns. New York: Norton.
Fish, R., Weakland, & Segal, L. (1983). The tactics of change: Doing therapy briefly. San Francisco:Jossey-Bass.
Gurman, A. (Ed.) (1985). Casebook of marital therapy. New York: Gilford Press.
Haley, J. (1980). Leaving home. New York: McGraw-Hill.
Haley, J. (1976). Problem solving therapy. San Francisco:
Jossey-Bass.
Haley, J. (1973). Uncommon therapy. New York: Norton.
Haley, J. (1963). Strategies of psychotherapy. New York: Grune and Stratton.
Hansen, J. (Ed.) (1986). The family therapy collection:(Vol. 18). Treating Young Children in Family Therapy Rockville: Aspen Publishers.
Liddle, H., Breunlin, D., & Schwartz, R. (Eds.) (1988). Handbook of family therapy training and supervision. New York: Guilford.
MacGregor, R., Ritchie, A., Serrano, A., Schuster, F., McDanald, E. & Goolishian, H. (1964). Multiple impact therapy with families. New York: McGraw-Hill.
Minuchin, S., & Fishman, H.C. (1981). Family therapy techniques. Cambridge, Mass: Harvard University Press.
Mirkin, M., & Koman, S. (1985). (Eds.). Handbook of adolescents and family therapy. New York: Gardner.
Napier, A.Y., & Whitaker, C. (1978; 1988). The family crucible: The intensive experience of family therapy. New York: Harper & Row.
Nichols, M.P. & Schwartz, R.C. (1991). Family therapy: Concepts and methods. Needham Heights, MA: Allyn and Bacon.
Palazzoli, M.S., Boscolo, L., Cecchin, G., & Prata, G. (1978). Paradox and counterparadox. New York: Jason Aronson.
Paoline, T., & McCrady, B. (Eds.), (1978). Marriage and marital therapy. New York: Brunner Mazel.
Patterson, G.R., Reid, J.B., Jones, R.R., & Conger, R.E. (1975). A social learning approach to family intervention (Vol. 1): Families with aggressive children. Eugene, Oreg.: Castalia Publishing.
Minuchin, S. (1974). Families and family therapy. Cambridge, Mass: Harvard University Press.
Minuchin, S., Montalvo, B., Guerney, B.G., Rosman, B.L., & Schumer, F. (1967). Families of the slums. Mew York: Basic Books.

Minuchin, S., Rosman, B.L. & Baker, L. (1978). Psychosomatic
families: Anorexia nervosa in context. Cambridge, MA: Harvard University Press.
Paolino, T.J., & McCrady, B.S. (Eds.) (1978). Marriage and family therapy: Psychoanalytic behavioral and systems theory perspectives. New York: Brunner/ Mazel.
Patterson, G.R. (1971). Families: Applications of social learning to family life. Champaign, IL: Research Press.
Piercy, F.P., & Sprenkle, D.H., and Assoc. (1986). Family therapy sourcebook. New York: Guilford.
Satir, V. (1967). Conjoint family therapy. Palo Alto: Science and Behavior Books.
Satir, V. (1972). Peoplemaking. Palo Alto: Science and Behavior Books.
Sevini-Palazzoli, M., Cecchin, G., Prata, G. & Boscolo, L. (1978). Paradox and counterparadox: A new model in the therapy of the family in schizophrenic interaction. New York: Aronson.

Stanton, D., & Todd, T. (1982). (Eds.). The family therapy of drug abuse and addiction. New York: Guilford Press.
Stierlin, H. (1981). Separating parents and adolescents. New York: Aronson.
Walker, G. (1991). In the midst of winter: Systemic therapy
with families, couples, and individuals with AIDS infection. New York: Norton.
Walsh, F., & McGoldrick, M. (1991). Living beyond loss: Death in the family. New York: Norton.
Walter, J., & Peller, J. (1991). Becoming solution focused in brief therapy. New York:Brunner Mazel.
Watzlawick, P. (1978). The language of change. New York: Basic Books.
Watzlawick, P., Beavin, J., & Jackson, D. (1967). Pragmatics of human communication. New York: Norton.
Watzlawick, P., Weakland, J., & Fish, R. (1974). Change: The principles of problem formation and problem resolution. New York: Norton.
Weiner-Davis, M. (1992). Divorce busting: A revolutionary and rapid program for staying together. New York: Summit Books.

Cultural and Gender Issues

Gergen, K.J. (1991). The saturated self. USA: Basic Books.
Gilligan, C. (1982). In a different voice: Psychological theory and women's development. Cambridge, MA: Harvard University Press.
Goodrich, T.J. (1991). Women and power: Perspectives for family therapy. New York: Norton.
Goodrich, T.J., Rampage, C., Ellman, B., & Halstead, K. (1988). Feminist family therapy. New York: Norton.
McGoldrick, M., Anderson, C., & Walsh, F. (Eds.) (1989). Women in families. New York: Norton.

McGoldrick, M., Pearce, J., & Giordano, J. (Eds.) (1982). Ethnicity and family therapy. New York: Guilford Press.
Mirkin, M. (1990). The social and political contexts of family therapy. Boston, MA: Allyn & Bacon.
Perelberg, R.J., & Miller, A.C. (Eds). (1990). Gender and power in families. New York: Routledge.

Research

Collins, R.L., Leonard, K.E., & Searles, J.S. (1990). Alcohol and the family: Research and clinical perspectives. New York: Guilford.
Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage Publications.
Steinglass, P., Bennett, L., Wolin, S. & Reiss, D. (1987). The alcoholic family. New York: basic Books.
Wynne, L. (Ed.) (1988). The state of the art in family therapy research: Controversies and recommendations. New York: Family Process Press.

Choose any 10 of the first 16 questions to write about, and also answer number 17. Answer them in a few paragraphs numbering the questions you are answering. Each of the questions are worth ten points.

1. Explain the difference between an open and a closed system. Give examples you see around you.

2. Describe a dilemma point or event in your family life from a linear position, and then from a circular position. How does the feedback of mutual constraint maintain the event?

3. What is autopoiesis, and how is it relevant to family life ?

4. Describe a time in your life when you understood clearly the concept of multiverse. How did that event effect you ?

5. What do you like or dislike about Bowen's concept of pathology ? How did your own life events bring you do these conclusions about Bowen's ideas ?

6. Design a poem, or describe a work of art that is relevant to the idea of second-order cybernetics.

7. Describe an event in your life using the concepts of the communications school of family therapy.

8. Knowing what you know now about normal or healthy families, how has your view of your own family changed ? How did that happen, and how did that change effect your family ?

9. Describe the difference between "why" and "how" as they relate to family or individual problems or dilemmas.

10. What is homeostatic and what is homeodynamic in your life ? Explain.

11. Describe a complimentary relationship in your life ? How does that complementarity constrain you ?

12. The seamless universe is a concept of both systems thinking and also Quantum Physics. Of what relevance is it to family therapy, and what does it mean for practice issues?

13. Entropy is a concept related to systems. Relate it to a familiar theme in your own family. With regard to interventions or issues of potential change, what is the issue involved with negentropy?

14. Describe how you are a holon of your family. What does this say about free will and choice??

15. Write a short verbatim of a discussion or argument in your family and analyze it from a communications stand point.

16. What are the implications for research presented by constructivist thinking? How do you think one could do adequate research given your implications?

17. How has this exam contributed or detracted from your understanding of family therapy and systems