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 5003 - Theoretical Foundations in Human Relations Counseling / HR 5533 - Counseling Theories in CMHC
- HR 5402 - Psycho-Social Development / HR 5923 - Human Growth & Development
- HR 5883 - Introduction to the Counseling Profession
- HR 5483 - Diagnosis in Human Relations Counseling
- HR 5453 - Ethics in Human Relations Counseling
- HR 5643 - Crisis Intervention / Crisis Intervention and Trauma Counseling
- HR 5893 - Psychopharmacology
- HR 5663 - Psychopathology
- HR 5433 - Group Counseling
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.
Course Policies
Communication
Email is the preferred contact method. Emails will be returned within 24 hours, Monday - Fridays. I do not check email over the weekend, so please expect a response within 48 hours if an email is sent in that timeframe.
Please feel free to refer to me as Dr. P. While professionalism and dispositional behavior is an expectation in the classroom, I do also hold space for a learning environment that is egalitarian in nature, where each student has a role in one another's learning. In that way, participation and conversation is expected. Please come prepared to maximize our time together, having read content and ready to apply class content and reading for that week.
Feedback
Feedback and grades will be provided on all assignments within one week of the due date.
Late Policy
Late assignments are accepted. A 10% deduction will be made for each day an assignment is submitted past the original due date. Proactive conversation, prior to the due date of the assignment, is an expectation if there is a likelihood that a submission due date may be missed.
Commitment to Diversity and Inclusion
per CACREP Standards 1.I. & 1.M.8
The OU CMHC program fosters a diverse, equitable and inclusive environment. Our OU Human Relations faculty and students are diverse in their cultures and beliefs. Throughout the OU environment, including the CMHC program, we uphold the pillars of awareness, education, and advocacy. We critically examine campus climate with its biases, assumptions, institutional structure, and worldviews. We strive together to mitigate inequities, to grow intellectually and personally through meaningful diversity interactions, conscious conversations, and meaningful experiences. We work to reduce barriers, to promote conscious civil conversations, and to help all contribute as individuals, community members, and professionals in preparing our students to compete in a diverse, global, and integrated world.
As faculty of the CMHC program and mental health professionals, we strive to uphold ACA ethical guidelines important to the counseling profession in addition to the OU values of empathy, accountability, civil dialogue, collaboration, equity, integrity, and mutual respect. The goal of the CMHC program is to engage, serve and yield qualified and diverse students, equipping them with the tools needed to serve, educate, and empower our diverse communities.
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 |
|---|---|---|