Gilgun

Families & Groups 1

Jane F. Gilgun, Ph.D., LICSW Phone: 612/624-3643 Fax: 612/624-3744 toll free: 1 800 779 8636 jgilgun@umn.edu

University of Minnesota, Twin Cities School of Social Work SW 8152: Practice with Families and Groups Fall 2013 267 Peters Hall jgilgun@umn.edu Office Hours: Friday 11:30 to 12:30 pm or by appointment

Course Syllabus

This is the second course in a two-course group that covers social work practice methods and applications at individual, family, and group levels. This course builds on the ecological-systems theoretical framework introduced in SW 8151 and focuses on micro-processes of families and groups within their ecological contexts. It draws upon the knowledge, values and skills in assessment, interviewing, contracting, goal setting and intervention emphasized in the other methods course. COURSE DESCRIPTION This course is designed to develop understanding and skills in family-centered and group social work practice, with an emphasis on the intervention, evaluation and termination phases of work with clients. The first half of this course focuses on family-centered social work practice, and the second half of the course focuses on the group as a unit for social work practice. Social workers practice with families and groups in a wide range of settings including health care, child welfare, mental health, gerontology, schools, rehabilitation and criminal justice. The principles, intervention models, and skills learned in this course are applicable to practice in a variety of public and private agency settings. The conceptual framework for the course is a combination of the common factors model, resilience, reflective practice, and the four cornerstones of evidence-based practice. Family Content The first part of the course focuses on families. Much of social work takes place with individuals. Family issues are integral to work with individuals, and so course content will be applicable to work with individuals as well as with families and groups. The course emphasizes a resilience-based approach within the cultural and structural diversities of families as intergenerational systems, and behaviors as persons responses to their perceptions of various contexts. Family-centered practices stress situations and persons perceptions of their situations. The common factors model and other components of the courses conceptual framework are helpful in conceptualizing persons in contexts, the meanings clients attribute to their situations, reflective practice, and other factors central to assessment, treatment planning, and outcome. The framework of this course, therefore, is consistent with person-in-

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environment perspectives and other social work-specific principles.. Group Content The second part of the course focuses on direct practice with groups, highlighting current status and historical background of group practice in social work. Conceptual frameworks for working with groups emphasize groups as systems, similar to and yet different from families as systems. Mutual aid groups and other models of group work are covered in the course. Topics include intervention processes and sequences, leadership skills, multi-cultural composition, and involuntary membership. As with the family content, the conceptual framework is a combination of the common factors model, resilience, reflective practice, and the four cornerstones of evidence-based practice. Course Objectives Upon satisfactory completion of this course, students will be able to 1. Use critical thinking skills to inform work with families and groups. 2. Demonstrate culturally-sensitive/culturally-relevant approach when building relationships and engaging with families and groups that have membership(s) in oppressed groups. 3. Understand and integrate family-specific assessment approaches with intervention planning and use of theory-guided techniques. 4. Have a familiarity with interventions informed by family systems theoretical perspectives. 5. Develop and implement family intervention strategies based on family need rather than pathology, emphasizing family resilience. 6. Understand strategies to intervene with the difficulties families encounter and the larger (often multiple) systems engaged to help them. 7. Recognize the potential and distinctive benefits of group intervention to clients with particular needs and life circumstances. 8. Demonstrate leadership skills and intervention techniques specific to group practice in social work. 9. Develop a plan, which clearly delineates the purpose of a proposed group; how the group will conduct its work, role of the practitioner(s), group composition, and other key elements. 10. Develop a plan with clients for the termination or transfer of the professional relationship or work. Course Expectations for Students

Students are expected to attend all class sessions, arrive on time, and to participate in class activities and discussion. Therefore, class members are expected to have read assigned materials, prepared to enter into reflective discussion based on critical thinking, and willing to participate actively in class exercises. Students are expected to notify the instructor in advance, whenever possible regarding absences, including unavoidable reasons to leave class early. Persistent absence,

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lateness to class, and lateness in submitting papers will be considered in assigning final grades. Missing four or more classes will result in failure of the course except for documented medical circumstances. For students who miss class for medical reasons, the missed work will have to be made up. Please keep in mind that coming to class late is disruptive to other students and to the instructor and can detract from the quality of the class experience. Also, though eating in class may be necessary for health reasons, please refrain from eating food that crackles, crunches, and snaps or whose packaging crackles, crunches, and snaps or otherwise makes noises that are distracting. Students are to turn their phones and pagers off during the class. They are not to surf the web with any electronic devices, check email, or amuse themselves in anyway through electronic devices. They may not text each other during class time. Students are expected to complete all readings prior to the class for which they has been assigned and are expected to be able to integrate that reading into class discussions and activities. Students are expected to make use of University libraries and resources for assignments; Students are expected to have access to the Internet and to use resources on the World Wide Web as directed in this course; Assignments are to be typed, written in non-sexist language, and follow the format of the American Psychological Association Publication Manual (6th ed.). Papers should be turned in with no errors in spelling, punctuation, or grammar. Papers will not be accepted after the due date without an acceptable reason for a late paper. Submission of an assignment that is not one's own will result automatically in a failing grade for the course. This is in accordance with policies of the School of Social Work and the University Student Conduct Code regarding plagiarism, a form of scholarly dishonesty. Plagiarism involves attaching your name to the writings of others without attribution to the actual author(s); these writings can be published or unpublished materials. Plagiarism is a form of theft of intellectual property. Citing and referencing other scholars accomplishes the following (and more): Gives credit where it is due; Refers your readers to your source material; Contributes to the body of scholarship; Demonstrates appropriate respect for intellectual property (the creation and ownership of ideas); Protects you against errors in your source material; Keeps you honest in your thinking. Students are expected to offer the instructor clear, constructive feedback regarding course content and teaching methods. Students are expected to complete confidential evaluations of the course using the University's standardized form at the end of the semester. Students may not use an assignment completed in another course for the present course. This includes papers, answer to test questions, or any other material used for a grade in another class. If students do so, they will not be given credit for the assignment.

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Incompletes are given only in extraordinary circumstances. The School of Social Work's policy on incompletes requires the student to develop a contract with the instructor that will describe the work which remains to be completed and the date by which the work must be submitted to the instructor. In addition to providing the instructor with a copy of the complete contract on incompletes, the student must file a copy of the contract with the director of the undergraduate program at the School of Social Work. The policy states that incomplete course grades will be converted to an F grade if not completed within two semesters. Incompletes are strongly discouraged and will be given by the instructor only in extraordinary circumstances. When students use material from their professional or personal experiences, please remember that as professionals, we have ethical responsibilities to maintain confidentiality and to protect privacy. Your instructor will disguise the identities of clients and expects students to abide by this ethical value. Students are expected to understand and respect the Universitys policy on work required per course credit. This is the policy. One semester credit is to represent, for the average University of Minnesota undergraduate student, three hours of academic work per week [including lectures, laboratories, recitations, discussions groups, study, and so on], or approximately 45 hours of work per credit over the course of an enrollment period. It is expected that the academic work required of graduate and professional students will exceed three hours per credit per week or 45 hours per semester. Course Expectations for the Instructor The instructor will use a variety of instructional methods including short lectures, case studies to illustrate points of the lectures, electronic slides, large and small group discussions and exercises, and individual activities to address varieties of learning styles. The instructor will provide a clear structure for the course and each class session through the syllabus, statements of purpose of each class, guiding discussion, providing appropriate linkages between topics, and summarizing main points throughout the semester. Student assignments will include clear expectations and, where possible, opportunities for student selection of alternatives. Barring exceptional circumstances, student assignments will be returned within one week of submission. The instructor will be available on issues related to class assignments or content during office hours, by phone, e-mail, or by appointment. The instructor will work to facilitate an atmosphere in the classroom that is conducive to learning, is non-threatening, and is respectful of a variety of learning styles. When students work together in groups, the instructor will be available for consultation and to assist group members in completing their tasks. The instructor will provide feedback to students that identify strengths and areas for improvement in a constructive manner. Plan of the Course The course meets on Fridays from 1:55 to 3:50 pm during the fall semester in 5 Peters Hall.

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There will be one 5-minute stretch break half way through the class. Class sessions include lectures, large and small group discussions, small group work, student presentations, and videotapes. During these activities, students are strongly encouraged to apply course learnings to their work with individuals, families, and groups. In order to create a constructive and supportive learning environment, your instructor expects all class members to participate in class discussions, to listen well to others, respect varying opinions, avoid degrading or disrespectful language, and to understand the multicultural atmosphere of the learning environment. Please do not share sensitive personal material in class unless you have discussed these issues many times before in public. Readings There is one required text as well as required and background (not required but recommended) readings available through on-line University resources and directly from the professor. Additional readings and other tasks may be assigned over the course of the semester. All of the journal articles are available through e-journals at University libraries. The following text is required for the course. Van Hook, M. P. (2013). Social work practice with families: A resiliency-based approach (2nd ed.). Chicago: Lyceum. APA style is required for all written assignments. Here is the citation for the manual. There are also instructions about APA style free on the internet. This syllabus is written in APA style. The American Psychological Association (2010). Publication manual of the American Psychological Association (6th ed.), Washington, DC: Author must be purchased or access on via the internet. You must do the readings and complete class assignments every week in order to understand and contribute to class discussions and other activities, as well as to foster your own learning. Class activities are based on the assumption that students have done the readings and any other tasks the instructor may assign. Class activities also assume that students understand and can apply the principles of critical thinking that include understanding what authors of articles have written, giving an even-hand representation of what the authors have said, being even-handed in understanding the points of view of classmates, and offering examples and other documentations of the understandings that they have. Students also are expected to focus on the topic under discussion and not divert discussion away from those topics. They can request discussions of topics that are of interest to them but first consideration is the focus on topics that are part of the syllabus. As you read for this course, you will come upon terms that you may not understand. It is your responsibility to find definitions of these terms and think of how they may apply to assessment, treatment planning, and prevention. Assignments

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The assignments for this course are as follows. reading the weekly assignments and sharing your observations in class discussions; one brief in-class presentation; a genogram assignment; a literature review on a method of family intervention; a family assessment; a literature review on a model of group work; and a plan for a group. There will be one on-line class on October 25 where students will post assignments on Moodle. Students are required to comment on at least two of their colleagues postings. Credit for posting and commenting on posts are included in the 10 points for class participation. In your comments, you are to stick to the topic, show evidence of reading the material assigned for that class, and evidence of critical thinking. Evidence of critical thinking includes the following: general statements supported by examples other elaborations, even-handedness, and requests for elaboration when colleagues work lacks detail. In all of these assignments, I want you to show that you are remembering, understanding, and applying course learnings. I dont expect you to parrot what is said in class, but I do expect you to think about some of the points made in class and in readings, such as the courses conceptual framework, the importance of understanding meanings that individuals attribute to their actions and experience, belief systems that individuals may have in common with others, and the importance of showing that you understand resilience as process that takes places in contexts. Description of Requirements Brief in-class presentations. 5 points. About 30 minutes of each class will be devoted to two student-led in-class presentations. The tasks are headliner, counterpointer, case illustrator, connector, and discoverer. Students may work with up to two other students. There are two presentations and five different formats. Each week, three of the formats will go unfilled. It is possible that some students will not be able to do in-class presentations. In those cases, the five points allocated for this assignment will go toward the plan for a group assignment, bringing the number of points for that assignment from 20 to 25. The types of presentations are Headliner: To present at least two main points from one article for that days reading to the class and a bit of supporting documentation. This will take up to three minutes. Then develop discussion questions, an in-class exercise, or a combination. These discussions and exercises can be in small groups or with the entire class. This will take about 10 minutes. Counterpointer: Present two points about what is not in an article or book chapter of the students choice and what could be present for the article/chapter to be more helpful to understanding and responding to human behaviors in the social environment. Provide examples of what you would have liked to have seen in the reading. In other

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words, an answer such as A case study would have helped is not sufficient, but, for example, a description of a possible case study, how it could be analyzed, and what readers would learn are sufficient. Spend about four minutes on each point and their illustrations and five minutes on class discussion. Case illustrator: Provide a brief case example that would illustrate a key point or points from an article/chapter of the students choice. This could be a case study from a journal article, from students workvolunteer, paid, internship, service-learningor an instructive video or excerpt from a film. YouTube has some educational videos. Take up to ten minutes to present the case and five minutes for discussion to total 15 minutes. Connector: Show at least two ways that two articles/chapters in the readings for the day are connected to each other and illustrate the connections. If you see no connection, provide evidence of the lack of connection. Take up to ten minutes for this and five minutes for discussion to total 15 minutes. Discoverer. Present an article, a video, or a webinar that you find yourself and that is relevant to the days topic. Present two to three main points from the article and any material that supports or illustrates the main points. Take up to ten minutes for this and five minutes for discussion to total 15 minutes. Students will schedule the date of their brief in-class presentation through a sign-up sheet. Students do not hand it any papers for this assignment. Genogram. 10 points. This assignment involves 1) a case description of your own family, a family with whom youve worked, a family with which you are familiar, or a composite case, 2) a three or four generation genogram, 3) an analysis of the assets/protective processes and the risks/adversities that the genogram shows, 4) your reflections on family issues, including any personal meanings and how you will use and deal with personal meanings in your social work practice, 5) a brief discussion of issues that would benefit from social work interventions, and 6) a discussion of the usefulness and any drawbacks that the genogram helped you identity. If you choose to use your own family in this assignment, please do not reveal sensitive information, or, if you choose to use your own family, feel free to disguise the identity of the family as your own. Any personal details you share will be confidential. In the spirit of reflective practice, I encourage you to use your own family of origin for this assignment. A literature review of a family intervention. 15 points. Due class 6, October 11. This assignment involves the integration and synthesis of five or more articles and books chapters on one method of family intervention that we covered in this course. One of the articles or book chapters must be from the syllabus. You may substitute up to two interviews with service providers who are knowledgeable about your topic for up to two readings. When you are doing the lit review, think in terms of how the readings and interviews, if you do interviews, covers the four factors of the common factors model. The lit review is to be 8 pages long. When working with one other student, the lit review can be up to 10 pages. Work with a total of three students have 13 pages to complete the assignment. There are many sources on the internet on how to do literature reviews. I encourage you to use them.

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Family assessment. 25 points. Due Class 8, October 25. This assignment involves the viewing of a movie that involves families. You can chose Precious, Secret Life of Bees, or La Familia. We will choose the movies collectively. We will discuss in class the topics to be cover and the order of the topics of this project. Although we will discuss guidelines for this assessment in class, the following are components of this assessment. Introduction/Overview of the paper; A case description of the themes that are present in the movie; this description describes specific interactions between the characters, such as pivotal moments or turning points. Practice Wisdom/Clinical Expertise: Your reflexivity statement o a brief statement of your views on what the family issues mean to you; o a brief statement of your experience in working with persons who are the people in the family; o a brief statement of what you know from experience about working with persons who have the issues that are shown in the movie; o a brief statement of your personal and professional values that are relevant to your interest in your topic: A two-part case analysis based on o Your analysis of the case without systematic reading of research and theory and o Your analysis informed by your lit review and any subsequent articles that you find to be relevant; Treatment planning/action plan for this case based on the above; and Discussion and conclusions. Throughout this family assessment, think in terms of the conceptual framework of the course (reflective practice, resilience, common factors model, the four cornerstones of evidence-based practice) and how the four factors help you to think about, organize the assessment, and do your treatment planning/action plan. Literature review on group work. 15 points. Due class 11, November 15. This assignment involves the integration and synthesis of five or more articles and books chapters on one method of group work that we covered in this course. Two of the articles or book chapters must be from the syllabus. You may substitute up to two interviews with service providers who are knowledgeable about the group work method for up to three readings. When doing the lit review, think of how the articles and interviews, if any, pay attention to the four factors of the common factors model and any other elements of the course conceptual framework that you find helpful and relevant. The lit review is to be 8 pages long. When working one other student, the lit review can be up to 10 pages. Work with a total of three students have 12 pages to complete the assignment. There are many sources on the internet on how to do literature reviews. I encourage you to use them. Plan for a group. 20 points. Due on 12/13/13 at midnight. This assignment involves the design of a group whose type is your choice, such as a multiple family group, a support group for parents whove adopted special needs children, a psychoeducation group, a group for persons with sexual behavior issues, or any other type of group covered in this course. The plan you

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design will be a kind of blueprint for actual group practice that you or your colleagues could use. The group that you create must be a new group that you design. If you want to incorporate parts of a manualized group treatment that already exists, you may do so, but you must add or blend another model that makes your group unique and does not copy a treatment that already exists. Students may work with one or two other students for this project. You will plan for group co-facilitators whose ages and genders are suitable for the topic and group members. The following topics will be addressed in your plan. You may reorder the topics as you see fit. Also, add an introduction and a discussion because papers always begin and end with them. The reference section follows the discussion/conclusion. 1. Population and referring issues. A brief description of the population and target problem or issue that your group is intended to address; 2. Group membership: A statement of referral procedures, selection and preparation of members, including guidelines for who is suited and not suited for inclusion in the group; 3. Purpose: Think of this as a statement that your clients, colleagues or agency managers could read in order to better understand the purpose of the group: 4. Research and theory and other factors that are the bases of the group model: What is your group planned based on? Typically groups are based on research and theory, service providers professional experiences, considerations of the values, expectations, experiences, and cultural practices of group members. As much as possible account for the four factors in the common factors model and other componentsin this section of your plan. 5. Structure: A brief description of the structure and content of the group, such as how is the group time limited. If so, many sessions will there be? How long will each session be? What time of day will the group be held? How often will the group meet? What is the structure of each group session? Will the group require homework or practice between sessions? How might you build into the structure of the group learnings from the common factors model into the structure of the group? How will members leave the group: e.g., giving notice? How will you prepare yourself and group members for the ending of the group? 6. Setting: a brief description of where the group will take place and the space and set-up; 7. Group amenities: such as food preparation, crafts or other activities, child care, transportation, and other amenities to make the group attendance feasible and attractive. 8. Group facilitation issues: Background and preparation of group facilitators; How group facilitators will share tasks; How group facilitators will process with each other what happened in the group, including o group members capacities for emotional expressiveness, signs of resilience, and kinds of interactions with each other and with facilitators; o how extratherapeutic factors are affecting group members progress in treatment; o relationships between group members;

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o relationships of group members with facilitators; o whether and how group members and facilitators are engaging client strengths in a effort to build resilience; o discussions of apparent motivations and expectancies of group members and facilitators; o facilitators feedback to each other, such as what went well, what didnt, alternative ways of handling particular situations. 9. Evaluation of process and outcome How do you anticipate that group members will evaluate group process and outcomes? Is there anything else to say about group facilitators evaluation of process and outcome? Will group facilitators have supervision, for example? As with the other assignment, find places where the course conceptual framework applies. We will flesh out additional details of group assignment in class. The Mokuau (2008) et al article may be especially helpful. Mokuau, Noreen et al (2008). Development of a family intervention for native Hawaiian women with cancer: A pilot study. Social Work, 53(1), 9-19. The plan for a group can be up to 10 pages, not including the literature review that you prepared for the mid-term when students work alone. Students who work up with one other can have 13 pages. The work of three students can be 16 pages. These projects are students opportunities to demonstrate that they have read, studied, and understood course readings and can apply them. Assignment Points Due Dates In-Class Presentation 5 variable Class Participation 10 n/a Genogram 10 cl 3, Sept 20 Lit Review on a Family Intervention 15 cl 6, Oct 11 Family Assessment 25 cl 8, Oct 25 Lit Review on Group Work 15 cl 11, Nov 15 Plan for a Group 20 12/13 at midnight The criteria for evaluating these assignments are generally those of any graduate-level course. Papers will be graded on critical thinking, organization, and ability to write clearly. Critical thinking includes supporting ideas with evidence, being even-handed in representing the views of others, evaluating the ideas of others according to explicit criteria, providing alternatives to ideas students find are suboptimal, and demonstrations of abilities to synthesize, critique, and apply course learnings. Organization generally means the work has a logical flow from one main point to the next and that each paragraph begins with a topic sentence followed by elaboration of the point the topic sentence makes. APA style requires the use of headings, and headings help demonstrate the logical flow or organization of papers and other assignments. Be sure to develop an introduction and a concluding discussion for the papers and course projects. Additional markers of excellence include supporting and illustrating general ideas with

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examples, abilities to apply social work principles, ethics, and empathy to course work, and the ability to show clients' points of view; e.g., to bring client perspectives to life. In addition to having a well-thought out paper with the above characteristics, each paper must have a title page, an introduction, a concluding discussion section, and, of course, a well- designed main body. If students are unclear about or dissatisfied with grading, conversations about grading standards and expectations are welcome. Besides engaging actively in the activities discussed above, in general, class participation means students' active engagement in class discussion and activities in ways that enhance class discussion. In their comments, students demonstrate their understanding of the many ideas-- and their applications--important to assessment of family violence. Class participation is a strong indicator that students do the assigned reading every week, complete written assignments conscientiously, and are thinking about the implications of the readings for practice. Respect for and openness to the points of view of others are important dimensions of class participation. Please do not interrupt others, speak without regard for others who might want to speak, and monopolize class time. Your instructor will talk to students who demonstrate these behaviors. Resistance to changing these behaviors will be reflected in the course grade for class participation. Sometimes students are so enthusiastic about course content that they monopolize class time. In these cases, your instructor will gently ask them to save some of their comments for discussion with the instructor after class, over the internet, or during office hours. Lateness to class and missing class also affects quality of students' participation and are considered in the assignment of points for class participation. Grading Scale For this course, the grade of A denotes superior performance that is both consistent and outstanding. A's are given when the point range is between 93 and 100. A-'s are given when the point range is between 92 and 90. The grade of B denotes good, steady adequate performance, with some of the plus values that make for an A. B+'s are given when the point range is between 89 and 88. B's are given when the points are between 87 and 83. B-'s are given when the points range from 82 to 80. B students show understanding and ability to integrate learning and ends the course with a comprehensive grasp of the material. The grade of C denotes a performance that is barely acceptable and is probably adequate to complete the next course in a sequence. C+'s are given when the point range is between 78 and 79. C's are given when the points range between 77 and 73. C-'s, are for grades between 72 and 70. The grade of D denotes unacceptable work and some comprehension of course material and no probability of being able to complete the next course in a sequence. The grade of D is given when the point range is between 60 and 69. The grade of F denotes failure--that is, unacceptable performance: an inability to understand the material. F's are given when the total points are 50 or below. P denotes a grade of A to C+.

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Policy on the Use of Student Papers At times, the professor may ask students for a copy of their papers to use as a sample paper for students in future classes. If asked, students have the right to refuse without fear of reprisals, and your instructor will ask students to sign a form indicating that they have freely given the instructors permission to use their paper as a sample paper. Supportive Learning Environments The development of a supportive learning environment is fundamental to this course. Learning takes place in the free exchange of ideas. In such a course, listening to and appreciating the points of view of others, eliciting ideas from others, and articulating your own points of view will foster a supportive learning environment. As discussed in relation to class participation, some enthusiastic students may talk to the point where others feel they are monopolizing class time. Please monitor yourself and be open if others suggest you may be monopolizing. Please turn off all cell phones and pagers during class time. Do not surf the web or check e-mail during class. If I see you doing any of this, I will ask you to stop immediately. We all have been exposed to sexist, racist, homophobic, classist, and ableist ideas and practices. We cannot be blamed for misinformation we have absorbed, but we will be held responsible for being open to alternative points of view. In addition, we will be held accountable for repeating misinformation once we have learned otherwise. We each have obligations to combat the myths and stereotypes about our own groups and other groups so that we can turn walls into bridges and thus promote the common welfare. As we will discuss in class, these values are deeply embedded in the NASW Code of Ethics and the Code of Ethics of the International Federation of Social Workers. Please do not use scented personal care products when in Peters Hall. Several persons who are part of the School of Social Work community become ill, and sometimes their reactions could be life-threatening, when exposed to a wide variety of scents. I will ask persons who wear scented products in classrooms or other enclosed areas to leave if there are persons with chemical sensitivities in that area. Persons with environmental illnesses greatly appreciate your efforts. The instructor will provide reasonable accommodations to persons with disabilities to give them an equal opportunity to achieve success in their graduate education. Students seeking accommodations must work with the University of Minnesotas Office of Disability Services. This office determines eligibility and makes recommendations for reasonable accommodations. This office can be reached at 612/624-8281. This syllabus is subject to revision over the course of the semester when there is reason to do so. This is in the spirit of the scientific method. There are many University and School of Social Work policies that govern this course besides those in this syllabus. For further detail on polices, please see the MSW handbook at

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http://www.cehd.umn.edu/ssw/Documents/MSW/MSWHandbook2013-2014v2.pdf for important information about policies. CLASS SCHEDULE AND READINGS For each set of readings per class, I want you to write down three points that you think are important for your practice with families and groups and three points that you would like to discuss in class. Im asking you to do this because the reading assignments are heavy for this course, and sometimes what is important in the readings are the main points that you take away from them. Class 1 Introductions Friday, Sept 6 Overview of the Course The Conceptual Framework of the Course Introduction to Genograms Class 2 Resilience in Families Friday, Sept 13 Emotional Expressiveness More on Genograms Readings Butler, J.F. (2008). The family diagram and genogram: Comparisons and contrasts. The American Journal of Family Therapy, 36, 169-180. Gilgun, Jane F., Danette Jones, & Kay Rice. (2005). Emotional expressiveness as an indicator of progress in treatment. In Martin C. Calder (Ed.), Emerging approaches to work with children and young people who sexually abuse (pp. 231-244). Dorset, England: Russell House. http://www.scribd.com/doc/166065711/Emotion-Focused-Therapy-Children-with- Problematic-Sexual-Behaviors Masten, Ann S. & Auke Tellegen (2012). Resilience in developmental psychopathology: Contributions of the Project Competence longitudinal study. Development and Psychopathology, 24, 345-361. Background Readings Van Hook, ch 1: The nature & sources of resiliency Hardy, K. & Laszloffy, T.A. (1995). The cultural genogram: Key to training culturally competent family therapists. Journal of Marital and Family Therapists, 21(3), 227-237. Handouts Gilgun, Jane F. (2012). Protective Factors: Relationships & Activities Gilgun, Jane F. (2011). Resilience: Assorted handouts. Class 3 More on Resilience Friday, Sept 20 Common Factors Model Reflective Practice Readings

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Heron, Barbara (2005). Self-reflection in critical social work practice: Subjectivity and the possibilities of resistance. Reflective Practice, 6 (3), 341-351. Lambert, M. (1992). Implications of outcome research for psychotherapy integration. In J. Norcross & J. Goldstein (Eds.), Handbook of psychotherapy integration (pp. 94-129) NY: Basic. Background Reading Oswald, R. (2002). Resilience within the family networks of lesbians and gay men: Intentionality and redefinition. Journal of Marriage and Family, 64(2), 374-383. ***Genogram Assignment Due*** Class 4 The Four Cornerstones of Evidence-Based Practice Friday, Sept 27 Summary: Conceptual Frameworks Relationships: Joining & The Therapeutic Alliance Readings Gilgun, Jane F. (2005). The four cornerstones of evidence-based practice in social work. Research on Social Work Practice, 15(1), 52-61. Van Hook, Ch 2: Setting the stage for work with Families: The therapeutic alliance Background Readings Van Hook, Ch 3: Assessment of families Class 5 Cultural Issues Friday, Oct 4 Structural and Solution-Focused Family Therapies Readings Gilgun, Jane F. (2012). Jacintas Lament. Scribd.com. http://www.scribd.com/doc/58391990/Jacintas-Lament-Happy-Father-s-Day-Dad Van Hook, Ch. 4: Cultural issues, family structure, and resiliency Van Hook, Ch. 7: Structural family therapy Van Hook, Ch. 8: Solution-focused therapy Background Readings Frankel, H., & Frankel, S. (2007). Family therapy, family practice, and child and family poverty: Historical perspectives and recent developments, Journal of Family Social Work, 10(4), 43-80. Lee, M.Y. (2003). A solution-focused approach to cross-cultural clinical social work practice: Utilizing cultural strengths. Families in Society, Vol. 84 (3), pp. 385-395 Hammond, R. T., & Nichols, M.P. (2008). How collaborative in structural family therapy? The Family Journal 16(2), 118-124. Mooradian, J. K., Cross, S.L., & Stutzky, G.P. (2007). Across generations: Culture, history, and policy in the social ecology of American Indian grandparents parenting their grandchildren. Journal of Family Social Work, 10(4), 81-101.

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Class 6 Friday, Oct 11

Readings Gilgun, Jane F. (2011). Family incest treatment. http://www.scribd.com/doc/16482320/Family- Incest-Treatment Van Hook, Ch. 9: Narrative Family Therapy Van Hook, Ch. 10: Multisystems Family Therapies Van Hook, Ch. 13: Spirituality Background Readings Evans, C., Boustead, R. & Owens, C. (2008). Expressions of spirituality in parents with at-risk children. Families in Society, 89 (2), 245-252 Freeman, E. & Couchonnal, G. (2006). Narrative and culturally based approaches in practice with families. Families in Society, 87(2), 198-208. Okagbue-Reaves, J. (2006). Kinship care: Analysis of the health and well-being of grandfathers raising grandchildren using the grandparent assessment tool and medical outcome trust SF-36 TM Health Survey. Journal of family Social Work, 9(2) 47-66. Class 7 Friday, Oct 18 Reflections on Work with Families Groups for Children & Adolescents ***Guest Instructor: Danette Jones, LICSW, LMFT*** Readings Gilgun, Jane F., Danette Jones, & Kay Rice. (2005). Emotion focused therapy and children with problematic sexual behaviors. . In Martin C. Calder (Ed.), Emerging approaches to work with children and young people who sexually abuse (pp. 231-244). Dorset, England: Russell House. http://www.scribd.com/doc/166065711/Emotion-Focused-Therapy-Children-with- Problematic-Sexual-Behaviors Lietz, Cynthia A. (2007). Strengths-based group practice: Three case studies. Social Work with Groups, 30(2), 73-87. Background Reading Drunm, K. (2006). The essential power of group work, Social Work with Groups, 29(2/3). 17- 31. Class 8 Reflections on The Courses Conceptual Framework Friday, Oct 25 The Development of a Plan for a Group ***Family Assessment Due*** ***On-Line Class*** This assignment will involve reflections on the courses conceptual framework and how you can

Narrative and Multisystems Family Therapies Family Incest Treatment Spirituality and Family Members ***Lit Review on a Family Intervention Due***

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apply the conceptual framework in planning a group. The conceptual framework has four components: resilience, common factors model, reflective practice, & the four cornerstones of evidence-based practice Readings Kurland, R. (2006). Planning: The neglected component of group development, Social Work with Groups, 28, (3/4), 9-16. Malekoff, A. (2001). The power of group work with kids: A practitioners reflection on strengths-based practice. Families in Society, 84 (3), 243-249. Mokuau, Noreen et al (2008). Development of a family intervention for native Hawaiian women with cancer: A pilot study. Social Work, 53(1), 9-19. Class 9 Group Structure and Process Friday, Nov 1 Use of Time Sharing Professional Experiences with Groups Reading
Steinberg, D. M. (2006). Shes doing all the talking, so whats in it for me? Social Work with Groups, 28(3/4), 173-185.

Assignment Go to an open AA meeting and stay the entire time. Write notes immediately after the group about the structure of this group and how participants decide who is to speak and how much time they use when they speak. Notice whether people who listen are gaining from hearing the stories. What else do you observe about the structure and process of this open AA meeting? What do you think of the use of humor and self-disclosure? Have a separate section for your subjective reactions and for reflections on your experience and what you thought of your experience and the experiences of others. Also, connect what you saw, heard, and experienced to course content. Class 10 Ethical Issues in Group Work Friday, Nov 8 Theory and Group Work Readings
Chovanec, M. (2008). Innovations applied to the classroom for involuntary groups: Implications for social work education. Journal of Teaching in Social Work, 28(1/2), 209-225.

Gumpert, J. & Black, P. (2006). Ethical issues in group work: What are they? How are they managed? Social Work with Groups, 29(4), 61-74.
Magen, R. (2009). Group work major models. In A. Gitterman & Salmon, R. (Ed.) Encyclopedia of Social Work with Groups (45-58). New York: Routledge.

Recommended Bordelon, T.D. (2006). A qualitative approach to developing an instrument for assessing MSW students group work performance, Social Work with Groups 29(4), 75-91. Class 11 Preparing Service Users for Group Work Friday, Nov 15 Co-Leadership Issues

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Readings Hannah, P. (2000). Preparing members for the expectations of social work with groups: An approach to the preparatory interview. Social Work with Groups, 22 (4), 51-66. Okech, J. & Kline, W. (2006). Competency concerns in group co-leadership relationships. The Journal for Specialists in Group Work, 31(2), 165-180. Okech, J. (2008). Reflective practice in group co-leadership. The Journal for Specialists in Group Work, 33(3), 236-252 Background Readings Gitterman, A. & Wayne, J. (2003). Turning points in group life: Using high-tension moments to promote group purpose and mutual aid. Families in Society, 82 (3), 433-440. Class 12 Group Work with Persons Who Have Trauma Histories Friday, Nov 22 Ethnicity and Group work Readings Knight, C. (2006). Groups for individuals with traumatic histories: Practice considerations for social workers. Social Work 51(1), 20-30. Ludwig, K., Imberti, P., Rodriguez, R., & Torrens, A. (2006). Healing trauma and loss through a community-based multi-family group with Latino immigrants. Social Work with Groups, 29(4), 45-59. Sweifach, J. (2008). Cross-cultural group work practice with African American and Jewish adolescents: JCC/READY. Social Work with Group, 32(12), 109-124. Recommended Nicholson, B. & Kay, D. (1999). Group treatment of traumatized Cambodian women: A culture-specific approach. Social Work, 44 (5), 470-479. Class 13 Endings Friday, Dec 6 Reflections on Course Learnings Whats Next Readings Roman, C.P. (2006). A workers personal grief and its impact on processing a groups termination, Social Work With Groups, 29(2/3), 235-242. Pudil, J. (2006). Im gone when youre gone: How a group can survive when its leader takes a leave of absence. Social Work With Groups, 29(2), 217-233. ***Plan for a Group Due on Friday, December 13 at Midnight***