EDCP
665
Family and Social Support Systems
Fall 2005
3 credits
Instructor: Cheryl Holcomb-McCoy, Ph.D., NCC
University
of Maryland at College Park
Department
of Counseling and Personnel Services
cholcomb@umd.edu;
website: www.holcombmccoy.com
Office
Phone: 301-405-2864
Meeting Time
and Location: Tuesdays, 4:15-7:00 pm
EDU 3233
Epstein, J. L., Sanders, M. G., Simon, B. S., Salina, K. C., Jansorn, N. R., & Van
Voorhis, F. L. (2002). School, family, and community partnerships. Thousand Oaks, CA: Corwin Press.
Ho, M. K., Rasheed, J. M., & Rasheed, M. N. (2004). Family therapy with ethnic
minorities. Thousand Oaks, CA: SAGE.
Required
Readings:
On EBSCO Host
(Univ. MD library system) or on reserve in CAPS Office Suite
See last page of
syllabus.
This course
provides school counselors and counselor education students with a balanced
presentation of family systems procedures in education, consultation and
counseling with families in both school and agency settings. Starting with an examination
of the history and sociology of the contemporary American family, we will move
to consideration of a developmental/systems model of understanding and
implementing direct consultation with families. This course includes a special
emphasis/component on the development of school-family-community
partnerships. Students will
actively engage in the development of a plan for incorporating parents in the
education of their students.
In addition,
this course focuses upon the unique challenges diversity brings to the
provision of counseling and psychological services to children, youth, and
families. Students will learn the history, culture, and expectations of various
ethnic and cultural groups and develop the cross-cultural communication skills
necessary to effectively work with families of varying cultural and
socioeconomic backgrounds. Students will also explore how issues such as
immigration, poverty, sexism, and racism affect counseling practices and the
development of effective interventions.
By the end of
the semester the student should be able to:
á Compare various theoretical approaches to
working with the family as a system, including understanding the impact of the
ecological and social environments in which families live.
á Demonstrate understanding of similarities
and differences among theories and their theoretical perspectives, value bases,
and gender critiques.
á Integrate and demonstrate application of
procedures, techniques, and methods of building school-family-community
partnerships.
á Understand and integrate research
information on effectiveness of empirically-based practice for different family
interventions on problems frequently seen in practice such as: chemical
dependency, child maltreatment, and severe mental disorders.
á Demonstrate skill in applying knowledge
concerning multi-level policies and their impact on interventions with families
of diverse culture, socioeconomic background, race, sexual orientation, and
ability.
Teaching
Methods and Course Requirements
This class
provides opportunities for both theory and experiential learning. Family
practice models will be presented through a combination of lectures, in-class
demonstrations of the practice interventions, and discussions about skills and
experiences.
I.
Participate
in class discussions and activities and thoughtfully engage in the course
material (10 points)
An important
goal of this course is for you to begin to see the persons you work with
through a wider lens. In order to accomplish this we will read, discuss, and
reflect on readings that focus on: (1) general theories and ideas about such
things as culture, social class, immigration, etc. or (2) the history, customs,
and unique issues of particular social groups, i.e., Latinos, immigrants,
African Americans, etc. To get the most out of these readings you must be
engaged with the material and participate in class discussions and activities.
Specifically, this can be broken down into four aspects: (1) attendance and promptness,
(2) participation in class discussion, and (3) participation in Learning
Support Groups.
The more you participate in
class discussions and activities, the more interesting and useful the class
sessions will be. Speaking in front of others and working collaboratively in
groups are important skills for counselors and psychologists. I will try to
take into account individual differences in temperament, comfort level with
public speaking, etc., but also expect you to push yourself to positively
contribute to class. For some this may mean listening and reflecting more, for
others, speaking up more.
Research on
adult learners suggests that you will learn as much from each other in the
class as from the instructor. To encourage this process we will form Learning
Support Groups. Your group should have no more than five persons and meet the
following qualifications: have at least one male and one female, have at least
one person who is self-identifies as an ethnic minority, have at least one
person whose parents did not go to college, and have at least one person who
speaks a language other than English.
Most classes will have time allotted for groups to discuss topics and/or
questions posed in class.
Part I: You are to interview a family member or
family members. Then, you will
tell your familyÕs story in terms of its cultural, ethnic, and social
background. What is your familyÕs immigration story? What is your familyÕs
attitude toward education? Toward counseling or psychotherapy? What are your
familyÕs sources of strength and resilience? This section should incorporate
information from the persons you interviewed as well as information from the
literature you have read and reviewed (3–5 pages).
Part II. Personal reflection – What have
you learned about yourself? How have you changed as a result of doing this
project? (2–3 pages)
Appendix I
– Interview notes
Appendix II
– Three-Generational Family Genogram
References
More information
regarding this project will be discussed in class.
This assignment
will make you aware of what community resources are available for families in
the Washington Metropolitan area. It will also help you understand what it
might be like for a family to access community services and the barriers they
might encounter. Choose a community agency that provides tutoring, counseling,
drug rehabilitation, health care, or other social services. You must visit the
agency in person. Investigate the agencyÕs intake or referral processes. Obtain
a systematic description of what a client would go through to obtain services.
Find out how the agency adapts its services to meet the needs of the people it
serves. Is the agency structured differently than it might be if it served
members of the dominant culture? Do staff members adapt their communications to
fit the cultures they serve? Write (type) a description of the agency that
includes the information listed below.
Where did you
go? When did you visit? Whom did you talk to and how long did you spend
on-site?
Basic
Information about the Agency
* Name,
location, and contact phone numbers
* Mission
or purpose, including who they serve
* Fee
structure
* Who
provides client services? Interns, licensed professionals, paid staff,
volunteers, etc.
* How
does a client access services? Go into detail. Ask the person you talk with to
walk you through each step someone goes through from the time a potential
client picks up the phone and calls. Who answers the phone? What happens next?
etc. Write a script outlining all the steps necessary to access services.
* Does
the agency gather data to determine the effectiveness of their services? If so,
what data do they have and what does it say about their efficacy?
What do you
think of the agencyÕs mission, policies, and services? What are the strengths
of this agency? When might you refer someone for the services provided by this
agency? What barriers might that person need to overcome to access the
services? How do they adapt their services to meet the needs of the group they
serve? If they make specific accommodations, do they make sense in light of
what you have read or learned about this group? Are there other accommodations
you might suggest?
Possible
Agencies:
á Health and Human Services HIV Client
Services (MC)
á Adolescent Treatment & Family Therapy
Services (MC)
á Adult Addiction Programs (MC)
á ChildrenÕs Help Center (MC)
á Community Crisis Center (MC)
á Jewish Social Services (MC)
á Aging Services Division (PG)
á Children, Youth, & Families (PG)
á Individuals with Disabilities (PG)
á PSI Family Services (DC)
á YMCA (PG, MC, DC)
á Prepare Our Youth (DC)
á St. AnnÕs Infant & Maternity Home
(PG-Hyattsville)
á JobCorps (DC)
á Lutheran Social Services (DC)
á Kidsave International (DC)
In small groups (3 or 4), students will prepare a professional presentation and paper on a specific family issue or family configuration (e.g., single-mother headed household, blended families, gay parenting, families with members who are disabled, African American families, transracial adoption, etc.). Students are to use research from journals such as the Family Journal, Family Relations, Family Process, Journal of Family Therapy ,Journal of Marriage and Family, Journal of Marital and Family Therapy, and the American Journal of Family Therapy. The group presentation should be an hour and 15 minutes (the last 10 minutes should be reserved for questions, comments, and discussion). The group is required to submit an 8-10 page paper covering research and important concepts related to the topic.
POLICY ON INSTRUCTIONAL MODIFICATIONS
Students who have a disability or condition, which may impair their ability to complete assignments or otherwise satisfy course criteria are encouraged to meet with the course instructor to identify, discuss, and document any feasible instructional modifications or accommodations. The student should notify the instructor no later than the end of the second week of the term in which the course is offered or no later than the end of the second week after such a disability or condition is diagnosed.
ACADEMIC INTEGRITY
Academic integrity is a foundation for learning. The University has approved a Code of Academic Integrity available on the web at http://www.inform.umd.edu/jpo/. The Code prohibits students from students from cheating on exams, plagiarizing papers, submitting the same paper for credit in two courses without authorization, buying papers, submitting fraudulent documents, and forging signatures. The Code is administered by a Student Honor Council, which strives to promote a Òcommunity of trustÓ on the College Park campus. Any member of the campus community can report allegations of academic dishonesty directly to the Honor Council (314-8206).
RELIGIOUS OBSERVATIONS
Students should inform the instructor of any intended absences for religious observances in advance. Prior notification of an absence is especially important in connection with examinations, since failure to reschedule an examination may result in loss of credits during the semester.
I.
TOWARD
THINKING AT THE FAMILY LEVEL:
September
6: Individual and Family Life Cycles; An
Ecological Systems Approach to
Family Intervention;; Systemic concepts
Readings:
Kilpatrick & Holland
(chapters 1-3); Ho et al., chapter 1
II.
THEORY
BASE AND CONTEXTUAL PRACTICE: METATHEORIES FOR WORKING WITH FAMILIES AT FOUR
LEVELS OF NEED
September
13: Levels of Family Need;
Readings:
Kilpatrick & Holland (2003)—chapters 5-6
September
20: Parenting Functions
and Cultural Influences
Readings:
Benjet & Kazdin (2003); Berg-Nielson, Vikan & Dahl (2002); Dadds
& Salmon (2003)
III.
APPROACHES
TO WORKING WITH FAMILIES. IN SCHOOLS AND AGENCIES
September
27: School-Family-Community Partnerships
(Eric Hines: Guest Lecturer)
Readings: Bryan, J. (2005).
Epstein, et al (2002)---chapters 1-4
October
4: Support-Focused Interventions
Readings:
Suarez, Smokowski & Wodarski (1996); Ziemba (2001); Henggeler,
Melton, & Smith, (1992)
October
11: Ethical and Legal
Issues in Family Work; Stuctural Family Theory/Approach (Video)
Readings:
Kilpatrick & Holland (2003)---chapters 7, 10
Community Resources Project Due!!!
October 18: Eco-Structural Approach—Video
Reading:
Ho et al., (chapter 2)
October
25: MIDTERM
November
1: Virginia Satir
(Georgina Johnston: Guest
Lecturer)
Readings:
TBA
November
8: Dynamics Affecting Ethnically Diverse
Families
Readings:
Ho et al., (2004)----chapters 3-4; Bradley & Hawkins-Leon (2002)
V. POSITIONING
FAMILIES FOR CHANGE
November
15: Building Working
Alliances with Families
Readings: Lever & Gmeiner (2000); Ho et al.,
(2004)—chapter 5
November
22: Direct Change
Strategies for Influencing Family Action
Readings: Ragg (chapter 11)
November
29: Group Presentations (2)
December
6: Group Presentations (2)
December
13: Group Presentations
(2)
Family
Interviews Projects Due!
Arnold, M. S.,
& Allen, N. P. (1995). Andrew Billingsley: The legacy of African
American
families. The Family Journal, 3, 77-85.
Bemak, F., &
Cornely, L. (2002). The SAFI model as a critical link
between
marginalized
families and schools: A literature
review and strategies for school counselors. Journal of Counseling and Development, 80, 322-332.
Berg-Nielsen, T.
S., Vikan, A., & Dahl, A. A.
(2003). Specific parenting
problems when
adolescents
have emotional and behavioural disorders.
Journal of Psychiatry, 57,
139-146.
Billingsley,
A., & Caldwell, C. H.
(1991). The church, the
family, and the school in the
African
American community. Journal of
Negro Education, 60,
427-440.
Bradley, C.,
& Hawkins,-Leon, C. G. (2002).
The transracial adoption debate:
Counseling
and legal implications. Journal
of Counseling & Development, 80,
433-441.
Bradley, C.
R. (1998). Child rearing in African American
families: A study of the
disciplinary
practices of African American parents.
Journal of Multicultural Counseling & Development, 26, 273-281.
Bryan, J. (2005). Fostering educational resilience and achievement in urban
schools
through
school-family-community partnerships.
Professional School Counseling, 8, 219-227.
Dadds, M. R.,
& Salmon, K. (2003). Punishment insensitivity and parenting:
Temperament
and learning as interacting risks for antisocial behavior. Clinical, Child, and Family Psychology
Review, 6, 69-86.
Davis, K.
M. (2001). Structural-strategic family counseling: A case study in elementary
school
counseling. Professional School
Counseling, 4, 180-187.
Gladding, S.
T. (1998). Family therapy: History, theory, and practice.
Upper Saddle
River,
NJ: Prentice Hall.
Hahn, E. J.,
Hall, L. A., & Simpson, M R.
(1998). Drug prevention
with high risk
families
and young children. Journal of
Drug Education, 28,
327-345.
Henggeler, S.
W., Melton, G. B., & Smith, L. A.
(1992). Family preservation
using
multisystemic
therapy: An effective alternative to incarcerating serious juvenile offenders. Journal of Consulting & Clinical
Psychology, 60, 953-961.
Hinkle, J. S.,
& Wells, M. E. (1995). Family counseling in the schools.
Greensboro,
NC: ERIC/CASS. (Chapter 5)
Kazdin, A. E.,
& Benjet, C. (2003). Spanking children: Evidence and
issues. Current
Directions
in Psychological Science, 12,
99-103.
Lengua, L. et al., (1992). Using focus groups to guide the
development of a parenting
program
for difficult to reach, high risk families. Family Relations, 41, 163-168.
Lever, H., &
Gmeiner, A. (2000). Families leaving family therapy after
one or two
sessions:
A multiple descriptive case study.
Contemporary Family Therapy, 22, 39-65.
Lewis, W. (1996). A proposal for initiating family counseling interventions by
school
counselors. School Counselor, 44, 93-100.
McCollum, V.,
& Carro, (1997). Evolution of the African American
family personality:
Considerations
for family therapy. Journal of
Multicultural Counseling & Development, 25, 219-230.
Montague,
J. (1996). Counseling families from diverse
cultures: A nondeficit model.
Journal
of Multicultural Counseling and Development, 24, 37-41.
Paniagua, F.
A. (1996). Cross-cultural guidelines in family
therapy practice. Family
Journal: Counseling and Therapy for Couples and
Families, 4, 127-138.
Peterson, J. L.,
et al., (1996). Building
relationships with high risk families.
Journal of
Emotional and Behavioral Problems, 4, 13-17.
Ragg, D. M. (2005). Building family practice skills: Methods, strategies, and
tools.
Belmont,
CA: Thomson
Sciarra, D.
T. (1999). Intrafamilial separations in the
immigrant family: Implications
for
cross-cultural counseling. Journal
of Multicultural Counseling & Development, 27, 31-42.
Suarez, K.,
Smokowski, P., & Wodarski, J. S.
(1996). The process of
intervention with
multiproblem
families: Theoretical and practice guidelines. Family Therapy, 23,
117-134.
Widerman, J. L.,
& Widerman, E. (1995). Family-systems-oriented school
counseling.
School
Counselor, 43, 66-74.
Ziemba, S.
J. (2001). Therapy with families in poverty:
Application of feminist family
therapy
principles. Journal of Feminist
Family Therapy, 12,
205-237.