Application:family theoretical orientation.

Application:family theoretical orientation.

For the Final Project, you will apply the information learned in this course. The Final Project consists of a research paper on a practice within human services (e.g., evidence-based practices, drug treatment practices, use of technologies, and medical models) related to your area of interest. The practice you select should be relevant in the human services field today.

 

For your Final Project, you will write a 12–15 page theory paper articulating your couple/family theoretical orientation.

Application:family theoretical orientation.

Your paper must include the following elements that evolve from your personal theoretical orientation:

• The basic view of human nature as seen through your theoretical lens
• Key factors that account for changes in behavior
• An explanation of how intervention strategies are designed within this theoretical orientation
• An explanation of how your theory conceptualizes mental health
• Key factors that contribute to healthy family/couple relationships
• A description of the counseling process within this theoretical orientation (include the key goals of marriage, couple, and family counseling)
• The techniques used across the counseling process
• The nature of the counselor-client relationship and its relative importance
• The role of the marriage, couple, and family counselor
• An explanation of the relationship between your individual theory and your couple/family theory (include ways in which your individual theory and your couple/family theory are congruent)
• An explanation of the particular techniques and procedures of your approach (note specific populations or client issues best suited for this approach, as well as those least suited for this approach)
• Based on your couple/family theory, develop a primary intervention program for an area of need in your community or professional area of interest (include the purpose of the program, client population, and four major characteristics of the program that would contribute to its effectiveness)

Your Final Project will be graded on a 20-point scale and is worth 30% of your final grade.

 

Learning Resources

Required Resources

Readings

• Article: Kaslow, F., & Patterson, T. (2006). Relational diagnosis: A retrospective synopsis. Contemporary Family Therapy: An International Journal, 28(3), 269–284.
  Retrieved from the Walden Library databases.
• Article: Lebow, J., & Gordon, K. C. (2006). You cannot choose what is not on the menu–Obstacles to and reasons for the inclusion of relational processes in the DSM-V: Comment on the special section. Journal of Family Counseling, 20(3), 432–437.
  Retrieved from the Walden Library databases.
• Article: Sim, T. (2007). Structural family therapy in adolescent drug abuse: A Hong Kong Chinese family. Clinical Case Studies, 6(1), 79–99. Retrieved from the Walden Library databases.
• Course Text: Gurman, A. S., Lebow, J. L., & Snyder, D.  (2015). Clinical handbook of couple therapy (5th ed.). New York, NY: Guilford Press.
  • Chapter 23, “Couple Therapy and the Treatment of Borderline Personality and Related Disorders”
  • Chapter 25, “Couple Therapy and Medical Issues”
• Article: Aymer, S. R. (2010). Intimate partner abuse: A case study involving a father and a son. Clinical Case Studies, 9(1), 3–17.Retrieved from the Walden Library databases.
• Article: Martin, C., Southall, A., Liveley, K., Shea, E., & Whitehead, K. (2009). Multisystemic therapy applied to the assessment and treatment of poorly controlled Type-1 Diabetes: A case study in the U.K. National Health Service. Clinical Case Studies, 8(5), 366–382. Retrieved from the Walden Library databases.
• Article: Rosenfield, B. M., Ramsay, J. R., & Rostain, A. L. (2008). Extreme makeover: The case of a young adult man with severe ADHD. Clinical Case Studies, 7(6), 471–490. Retrieved from the Walden Library databases.
• Article: Haggan, P. S. (1998). Counseling adult children of aging parents. Educational Gerontology, 24(4), 333. Retrieved from the Walden Library databases.
• Article: Lara, T., & Kindsvatter, A. (2010). A structural approach to assisting families recovering from job loss. The Family Journal, 18(4), 344–348. Retrieved from the Walden Library databases.
• Article: McBride, J., & Simms, S. (2001). Death in the family: Adapting a family systems framework to the grief process. American Journal of Family Therapy, 29(1), 59–73. Retrieved from the Walden Library databases.
• Course Text: Gurman, A. S., Lebow, J. L., & Snyder, D.  (2015). Clinical handbook of couple therapy (5th ed.). New York, NY: Guilford Press.
  • Chapter 15, “Couple Therapy and the Treatment of Affairs”
  • Chapter 16, “Separation and Divorce Issues in Couple Therapy
• Article: Gibson, D. M. (2008). Relationship betrayal and the influence of religious beliefs: A case illustration of couples counseling. The Family Journal, 16(4), 344–350. Retrieved from the Walden Library databases.
• Article: Gordon, K. C., Baucom, D. H., & Snyder, D. K. (2004). An integrative intervention for promoting recovery from extramarital affairs. Journal of Marital and Family Therapy, 30(2), 213–31. Retrieved from the Walden Library databases.
• Article: Murray, C. E., Kardatzke, K. N. (2009). Addressing the needs of adult children of divorce in premarital counseling: Research-based guidelines for practice. The Family Journal, 17(2), 126–133.Retrieved from the Walden Library databases.
• Article: Bond, L. A., & Carmola-Hauf, A. M. (2004). Taking stock and putting stock in primary prevention: Characteristics of effective programs. The Journal of Primary Prevention, 24(3), 199–221.
  Retrieved from the Walden Library databases.
• Article: Kumpfer, K. L., Alvarado, R., Smith, P., & Bellamy, N. (2002). Cultural sensitivity and adaptation in family-based prevention interventions. Prevention Science, 3(3), 241–246.
  Retrieved from the Walden Library databases.
• Article: Larson, J. (2007). Couple enrichment approaches. Journal of Couple & Relationship Therapy, 6(1/2), 197–206.
  Retrieved from the Walden Library databases.
• Article: Stith, S., Pruitt, I., Dees, J., Fronce, M., Green, N. Som, A., & Linkh, D. (2006). Implementing community-based prevention programming: A review of the literature. The Journal of Primary Prevention, 27(6), 599–617.
  Retrieved from the Walden Library databases.
• Course Text: Gurman, A. S., Lebow, J. L.., & Snyder, D.  (2015). Clinical handbook of couple therapy (5th ed.). New York, NY: Guilford Press.
  • Chapter 2, “Cognitive-Behavioral Couple Therapy”
  • Chapter 5, “Gottman Method Couple Therapy”
• Course Text: Theory-Based Treatment Planning for Marriage and Family Therapists
  • Chapter 10, “Solution-Focused Therapy”
  • Chapter 11, “Narrative Therapy”
• Article: Beyebach, M., & Morejon, A. R. (1999). Some thoughts on integration in solution-focused therapy. Journal of Systemic Therapies, 18(1), 24–42. Retrieved from the Walden Library databases.
• Article: Robbins, J. M., & Pehrsson, D. (2009). Anorexia nervosa: A synthesis of poetic and narrative therapies in the outpatient treatment of young adult women. Journal of Creativity in Mental Health, 4(1), 42–56. Retrieved from the Walden Library databases.
• Course Text: Gurman, A. S., Lebow, J. L., & Snyder, D.  (2015). Clinical handbook of couple therapy (5th ed.). New York, NY: Guilford Press.
  • Chapter 2, “Cognitive-Behavioral Couple Therapy”
  • Chapter 5, “Gottman Method Couple Therapy”
• Course Text: Theory-Based Treatment Planning for Marriage and Family Therapists
  • Chapter 9, “Cognitive-Behavioral Therapy”
• Article: Driver, J. L., & Gottman, J. M. (2004). Daily marital interactions and positive affect during marital conflict among newlywed couples. Family Process, 43(3), 301–314. Retrieved from the Walden Library databases.
• Article: Gottman, J. M., & Driver, J. L. (2005). Dysfunctional marital conflict and everyday marital interaction. Journal of Divorce & Remarriage, 43(3/4), 63–77. Retrieved from the Walden Library databases.
• Article: Smith, G. B., & Schwebel, A. I. (1995). Using a cognitive-behavioral family model in conjunction with systems and behavioral family therapy models. American Journal of FamilyTherapy, 23(3), 203–212. Retrieved from the Walden Library databases.
• Book: Bitter, J. R., Long, L. L., & Young, M.E. (2010). Introduction to marriage, couple, and family counseling. Mason, OH: Cengage.
  • Chapter 13, “Cognitive-Behavioral Family Therapy”
• Book: Gottman, J. M., & Silver, N. (1999). The seven principles for making marriage work. New York, NY: Three Rivers Press.
• Book: Gottman, J. S. (Ed.). (2004). The marriage clinic casebook. New York, NY: W. W. Norton & Co.
• Course Text: Theory-Based Treatment Planning for Marriage and Family Therapists
  • Chapter 6, “Satir’s Communications Approach”
• Course Text: Gurman, A. S., Lebow, J. L., & Snyder, D. (2015). Clinical handbook of couple therapy (5th ed.). New York, NY: Guilford Press.
  • Chapter 4, “Emotionally Focused Couple Therapy”
• Article: Greenberg, L. S., & Warwar, S. H. (2006). Homework in an emotion-focused approach to experiential therapy. Journal of Psychotherapy Integration, 16(2), 178–200. Retrieved from the Walden Library databases.
• Article: Pascual-Leone, A., & Greenberg, L. S. (2007). Emotional processing in experiential therapy: Why “the only way out is through.” Journal of Consulting and Clinical Psychology, 75(6), 875–887. Retrieved from the Walden Library databases.
• Course Text: Gehart, D. R., & Tuttle, A. R. (2003). Theory-based treatment planning for marriage and family therapists. Belmont, CA: Brooks/Cole.
  • Chapter 1, “Treatment Planning”
  • Chapter 2, “Structural Family Therapy”
  • Chapter 8, “Intergenerational Family Therapy”
• Course Text: Gurman, A. S., Lebow, J. L., & Snyder, D. (2015). Clinical handbook of couple therapy (5th ed.). New York, NY: Guilford Press.
  • Chapter 9, “Bowen Family Systems Couple Therapy”
  • Chapter 13, “Structural Couple Therapy”
• Article: Brown, N. D., & Samis, M. C. (1986). The application of structural family therapy in developing the binuclear family. Mediation Quarterly, (14/15), 51–69. Retrieved from the Walden Library databases.
• Article: Farmer, C., & Geller, M. (2005). The integration of psychodrama with Bowen’s theories in couples therapy. Journal of Group Psychotherapy, Psychodrama & Sociometry, 58(2), 70–85. Retrieved from the Walden Library databases.
• Article: Larson, J. H., & Wilson, S. M. (1998). Family of origin influences on young adult career decision problems: A test of Bowenian theory. American Journal of Family Therapy, 26(1), 39–53. Retrieved from the Walden Library databases.ADDITIONAL INSTRUCTIONS FOR THE CLASS

  Discussion Questions (DQ)

  • Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
  • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
  • One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
  • I encourage you to incorporate the readings from the week (as applicable) into your responses.

  Weekly Participation

  • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
  • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
  • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
  • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

  APA Format and Writing Quality

  • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
  • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
  • I highly recommend using the APA Publication Manual, 6th edition.

  Use of Direct Quotes

  • I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
  • As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
  • It is best to paraphrase content and cite your source.

   

  LopesWrite Policy

  • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
  • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
  • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
  • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

  Late Policy

  • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
  • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
  • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
  • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
  • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

  Communication

  • Communication is so very important. There are multiple ways to communicate with me: 
    • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
    • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

  Application:family theoretical orientation.

  Application:family theoretical orientation.