Course Syllabus
HR 5513 - Couples & Family Counseling
Faculty Contact Information
Course Details
For a list of course activities, scroll to the bottom of this page.
Course Description
This course includes a survey of the historical development and principal conceptualizations of marital and family counseling/therapy. Goals include an initial examination and comparison of various theories currently employed in the field with an emphasis on interview techniques. Subject areas to be covered include the various schools of family counseling, along with current trends and issues in couples and family counseling.
Course Materials
- Dattilio, F.M., Jongsma, A. E., & Davis, S. D. (2014). The family therapy treatment planner (2nd ed.). Wiley
- Gladding, S. T. (2019). Family therapy: History, theory, and practice (7th ed.). Upper Saddle River, NJ: Prentice Hall
- McGoldrick, M., Gerson, R., & Petry, S. (2020). Genograms (4th ed.). W W Norton & Co.
Learning Outcomes & CACREP Standards
Couples and Family Counseling
| Learning Outcome | CACREP Standard |
|---|---|
|
Investigate the influence of heritage, cultural identities, attitudes, values, beliefs, understandings, within-group differences, and acculturative experiences on help-seeking and coping behaviors |
3.B.3 |
|
Examine the theories of individual and family development across the lifespan |
3.C.1 |
|
Analyze structures for affective relationships, bonds, couples, marriages, and families |
3.C.6 |
|
Identify counseling strategies and techniques used to facilitate the client change process
|
3.E.10 |
|
Examine evidence-based counseling strategies and techniques for prevention and intervention |
3.E.15 |
|
Examine the use of culturally sustaining and developmentally appropriate assessments for diagnostic and intervention planning purposes
|
3.G.7 |
|
Examine the use of environmental assessments and systematic behavioral observations |
3.G.9 |
|
Explore the identification and evaluation of the evidence base for counseling theories, interventions, and practices |
3.H.2 |
Clinical Mental Health Counseling Track
| Learning Outcome | CACREP Standard |
|---|---|
|
Explore etiology, nomenclature, diagnosis, treatment, referral, and prevention of mental, behavioral, and neurodevelopmental disorders |
5.C.1 |
|
Utilize techniques and interventions for prevention and treatment of a broad range of mental health issues |
5.C.5 |
Course Prerequisites
- HR 5533 - Counseling Theories in CMHC
- HR 5883 - Introduction to the Counseling Profession
- HR 5452 Ethical Issues in Human Relations Counseling
- HR 5663 Psychopathology
- HR 5613 Assessment and Evaluation in Counseling
- HR 5483 Diagnosis in Human Relations Counseling
- HR 5283 Clinical Practicum
Grades
Breakdown
| Activity | CACREP Standards | Description | Percentage |
|---|---|---|---|
| Participation | Weekly synchronous Live Sessions | 20% | |
| Genogram | 3.B.3, 3.G.7, 3.G.9 | Assess students’ ability to demonstrate proficiency in recognizing familial patterns, family systems, and areas that have or can cause familial dysfunction using an electronic representation of a genogram (genopro) and a reflective paper. | 20% |
| *Case Conceptualization | 3.B.3, 3.E.15, 3.G.7, 5.C.1 | 15-minute pre-recorded PowerPoint presentation to assess knowledge and proficiency in the assessment and treatment for family dysfunction as defined by the various theories associated with the course. | 20% |
| Family Counseling Demonstration | 3.H.2, 5.C.5 |
10-15-minute recorded video discussing the chosen family, theory(-ies), and techniques in order to assess the ability to replicate a well-rounded family session with clients (group members) using multiple techniques from one or more theories. |
20% |
| Final Exam | 3.B.3, 3.C.1, 3.C.6, 3.E.10,3.H.2 | Cumulative exam | 20% |
| Total | 100% |
*Indicates Key Performance Indicator (KPI). This is an intentional formative assessment to assure you take away the core information necessary to be a successful professional counselor.
Scale
| Percentage | Letter Grade |
|---|---|
| 90–100% | A |
| 80–89% | B |
| 70–79% | C |
| 60–69% | D |
| Below 60% | F |
Course Components
Participation
Each week, we will meet for Live Sessions online. Attendance/participation in the Live Session is highly encouraged and will be graded.
There are two ways in which you can earn points for the Live Session:
- Participate Live: This option should be your preferred choice. When possible, you should attend and participate in the Live Sessions in real-time. To get credit for your attendance, type in the date and time of the session you attended by clicking on the red "Start Assignment" button at the top of the Live Session page. Your self-reported attendance log will be cross-checked against the attendance tracker in Zoom.
- Make-Up (Watch Recording-Submit Written Summary): In the event that your time zone, work, or personal schedule makes it impossible for you to attend, you will need to review the recording of the Live Session and write a paragraph summarizing the Live Session from your perspective. Click on the "Start Assignment" button to type (or copy/paste) your paragraph into the text field.
Genogram
This assignment will assess your ability to demonstrate proficiency in recognizing familial patterns, family systems, and areas that have or can cause familial dysfunction using an electronic representation of a genogram (genopro) and a reflective paper.
Case Conceptualization
In this 15-minute pre-recorded PowerPoint presentation, you will be showcasing your knowledge and proficiency in the assessment and treatment for family dysfunction as defined by the various theories associated with the course.
Family Counseling Demonstration
In this 10-15-minute recorded video, you will be discussing your chosen family, theory(-ies), and techniques used. This assignment will assess your ability to replicate a well-rounded family session with clients (group members) using multiple techniques from one or more theories.
Final Exam
This cumulative final exam will assess your ability to conceptualize, assess, intervene, or treat various forms of dysfunction based on case studies, ethical dilemmas, and prompts used in this course.
Extra Credit
The Introductory discussion offered at the beginning of this course will give you the chance to earn 5 extra credit points that will be calculated into your final grade.
Disposition Evaluation
As part of your development as a professional counselor, instructors complete a Professional Disposition Evaluation for each student every semester in non-clinical courses (clinical courses use the PCPE). This evaluation focuses on professional behaviors such as engagement, communication, responsibility, and professionalism. You will be rated using a 4-point rubric (see below), and instructors may also note key engagement indicators such as attendance in required Live Sessions.
This evaluation is not part of your course grade. It is designed to provide formative feedback to support your growth and readiness for practicum, internship, and professional practice. Evaluations are based on consistent patterns of behavior over time across both:
- Synchronous course interactions (Live Sessions)
- Asynchronous course interactions (assignments, discussions, communication)
At the end of the semester, your evaluation will be available in the gradebook for you to review. Your professor may reach out via Zoom to discuss any feedback with you. You are encouraged to reflect on your evaluation and reach out to instructors or advisors with any questions or goals for growth.
The following CACREP professional dispositions will be evaluated based on your participation, communication, engagement, and overall professional behavior in all course activities (CACREP 2.C.2 & 2.C.3).
Evaluation Rubric
The OU CMHC Program developed a standardized rubric based on six areas:
- Professionalism & Accountability: Students demonstrate professionalism by being prepared, engaged, and reliable in both Live Sessions and asynchronous work. This includes attending synchronous meetings on time, participating appropriately, completing assignments by deadlines, and communicating clearly and respectfully. Strong performance reflects consistent follow-through, responsibility for learning, and proactive engagement in all course components.
- Ethical and Legal Conduct: Students are expected to uphold ethical standards in all interactions, including maintaining confidentiality, respecting boundaries, and engaging appropriately in discussions and assignments. In both synchronous and asynchronous settings, this includes thoughtful communication, appropriate use of course materials, and adherence to academic integrity (including following AI and plagiarism guidelines) and professional expectations.
- Interpersonal and Relational Skills: Students demonstrate relational skills through respectful, supportive, and meaningful engagement with peers and instructors. In synchronous sessions, this includes active participation, listening, and contributing to discussions. In asynchronous settings, it includes thoughtful discussion posts, constructive peer responses, and communication that reflects empathy and professionalism.
- Cultural Humility & Responsiveness: Students are expected to engage with diverse perspectives in a respectful and open manner. This includes being mindful of language, avoiding assumptions, and demonstrating curiosity and respect for different identities and experiences. Strong performance is reflected in both live discussions and written work that thoughtfully considers cultural and contextual factors in analysis and responses.
- Openness to Feedback: Students demonstrate growth by being receptive to feedback from instructors and peers. This includes reflecting on feedback, making meaningful adjustments, and engaging in the learning process without defensiveness. In online learning, this may be seen through revisions, improved performance over time, and thoughtful responses to instructor guidance.
- Emotional Regulation & Self-Awareness: Students are expected to manage their emotions and reactions in a professional manner across all course interactions. This includes recognizing personal responses, maintaining respectful communication, and engaging thoughtfully even when topics are challenging. Strong performance reflects self-awareness, professionalism, and the ability to remain engaged and professional during challenging or emotionally charged discussions in both synchronous and asynchronous environments.
4-Point Scale
You will be evaluated using a rubric that includes a 4-point scale for each of the six areas. These scores are then averaged (Total Score divided by 6).
| Level | Points |
|---|---|
| Exceeds expectations (Advanced) | 4 |
| Meets expectations (Competent) | 3 |
| Needs improvement (Emerging) | 2 |
| Does not meet expectations (Concerning) | 1 |
Course Policies
Communication
🚩🚩 How do you want students to contact you? Do you prefer to be contacted through Canvas or by email? Give students an estimate of when you will reply. Usually 24 hours M-F. Will you check emails over the weekend?
How do you prefer to be addressed (Professor, Dr., by your first name, etc.)? Clearly explain your role and expectations for how you would like students to interact with you and others. This may be especially helpful for learners needing encouragement to "speak up". 🚩🚩
Feedback
🚩🚩 Please tell students when they can expect feedback and grades on their activities and assignments. You should aim for a one-week turnaround on most assignments. 🚩🚩
Late Policy
🚩🚩 Add information about your late policy or missed work. Will you accept late work? If so, will there be a penalty? 🚩🚩
Plagiarism
🚩🚩Plagiarism is the most common form of academic misconduct at OU. There is no college-level assignment that can be satisfactorily completed by copying. OU's basic assumption about writing is that all written assignments show the student's own understanding in the student's own words. That means all writing assignments, in class or out, are assumed to be composed entirely of words generated (not simply found) by the student, except where words written by someone else are specifically marked as such with proper citation. Including other people's words in your paper is helpful when you do it honestly and correctly. When you don't, it's plagiarism.
For more information about plagiarism, watch this video and then take this short course offered by University Libraries. 🚩🚩
University Academic Policies and Student Support
Access the University Academic Policies Document.
Course Summary:
| Date | Details | Due |
|---|---|---|