THIS COURSE SUPPORTS THE ATTAINMENT OF ADVANCED PRACTICE COMPETENCY IN:

(1)

Social Work Practice with Couples

CP 787

Spring 2012

COURSE DESCRIPTION

This course is an introduction to social work practice with couples. It can be taken as part of the Family Therapy Certificate Program or as an independent elective. The course provides a broad overview of the major theories and techniques of couples and marital therapy with an emphasis on empirically validated approaches to practice with couples. In order to refine social work practice skills with couples, students will have the opportunity to learn one

method in depth. Attention will be given to the development of theory and clinical practice in assessment and intervention with couples. Throughout the course we will incorporate an ecological understanding of family systems within the context of the multiple systems in which couple and family life is lived.

Students will learn the application of social work skills to couples throughout the life cycle. The course will also employ a systems perspective to address issues in an urban context of social justice, and the effects of oppression on at-risk

populations. Specific attention will be paid to the needs of the following

populations; same-sex couples, inter-racial and inter-cultural couples; couples who have experienced physical aggression and infidelity; and couples living with chronic illness, histories of sexual abuse, and substance abuse. Students will have opportunities to explore and evaluate how the different models of social work practice with couples fit their own personal style. Class participation,

Professor Mark Gianino E-mail: [email protected]

BUSSW 264 Bay State Road

Boston, MA 02215 Room 236 Office: 617-353-7098

(2)

including mini-exercises, role-plays, and discussion, will play a large role in augmenting reading assignments, lectures, and tapes. In addition, the course will provide students an opportunity to present as a group an in-class theory-based instructional presentation and a demonstration of a couples counseling session. Students are expected to come to class fully prepared for active

participation. Traditional class time may be rearranged slightly to accommodate the course learning objectives.

Social Work Competencies

THIS COURSE SUPPORTS THE ATTAINMENT OF ADVANCED

PRACTICE COMPETENCY IN:

Competency 2.1.1 Professional Identity Competency 2.1.2 Ethical Practice Competency 2.1.3 Critical Thinking Competency 2.1.4 Diversity in Practice

Competency 2.1.5 Human Rights and Justice Competency 2.1.6 Research Based Practice Competency 2.1.7 Human Behavior

Competency 2.1.8 Policy Practice Competency 2.1.9 Practice Contexts

Competency 2.1.10 Engage, Assess, Intervene, Evaluate

Specific assignments in this course will assess your attainment of this competency. Information about the specific competencies and related advanced practice behaviors addressed in this course and your other MSW courses can be found at

http://www.bu.edu/ssw/students/current/competency-map/

(3)

COURSE OBJECTIVES

By the end of the course, students will be able to:

1. Describe the key dynamics, challenges, and tasks of couple relationships.

2. Articulate an ecological understanding of social context within which couples lives their lives and how this understanding informs assessment and interventions with couples.

3. Demonstrate a systematic understanding of normative and dysfunctional couple functioning throughout the life cycle.

4. Demonstrate initial skills for engaging couples and forming a therapeutic alliance which include the following; connecting with both partners; establishing safety; tracking and identifying patterns; conducting an assessment and establishing a contract; managing conflict.

5. Compare and contrast the major theoretical frameworks and approaches to systemic couple therapy.

6. Apply on a beginning level the couples therapy approaches emphasized this semester based on assessment and specified goals.

7. Describe the role that gender and power play in the process of joining and working with diverse couples.

8. Develop culturally competent assessment and treatment plans that incorporate an awareness about how racial, ethnic, age, class, gender, and sexual orientation diversity influences couple functioning.

9. Explore the impact on a couple of substance abuse; domestic violence, an affair, cross cultural issues, chronic or serious physical or mental illness, and the challenges of parenting.

TEXT & READINGS Required:

Gottman, J. (1999). The marriage clinic: A scientifically based marital therapy. New York: W.W. Norton & Company.

Recommended:

Harway, M. (2005). Handbook of couples therapy. New Jersey: John Wiley & Sons, Inc.

(4)

ACCESING COURSE MATERIALS A. Course Readers on the Web:

To access course readings you will need your login name, Kerberos password and must be registered for the course. Mugar Library: http://library.bu.edu/

The following information will assist you in accessing the articles:

1. Create a folder (suggested location: on your desktop) for the course (i.e. CP 787). This will allow you to save the articles onto your desktop and read them or print them at a later date.

2. From your chosen browser [Microsoft Internet Explorer is recommended] go to the following URL: http://library.bu.edu. This will take you to the Boston

University Library Web Catalog.

3. Under “Reserve Services” click on “By Course Number.”

4. In the course number search box, type “ssw.” Press enter. This will take you to a page listing only the School of Social Work courses which have online, electronic copies of required articles have attached.

5. Click on your course number to view the available articles.

6. Once you are viewing the article listings, you can sort the list of available articles. The default setting sorts the list alphabetical by title, but by clicking on the “Author” button, the list will sort itself by the author’s last name. Be aware that if the article’s citation is incomplete, and there is no author associated with the given article, such “no author” articles will be at the very end of the sorted list. 7. When you have found the article that you wish to view or print, click on the title. You will be prompted for a password. Type ssw (small letters, no space in between each letter).

8. One of two things will happen at this point: either Adobe’s Acrobat Reader will immediately engage, and the PDF of the article will appear on your screen – or you will be shown a page of bibliographic information that lists the available items. From this bibliographic page all you need to do is click on the underlined title [in capitalized letters] of the article to call up the PDF. If you do not have Adobe Acrobat please download it for free from http://www.adobe.com/ 9. Besides being able to read the article on-line, you can also make a print or disc copy for yourself. To do either of these you must use the Adobe Reader command bar, which is the bar located immediately above the article’s text, rather than the Microsoft bar (which is located at the top of the screen). Save the article onto your desktop by clicking the disk icon on the top left.

10. When you are finished viewing an article, you may exit by clicking the “Back” button two or three times to go back to the SSW course listings.

B. Blackboard 8: Due to copyright laws, I am permitted to make available on Mugar’s Course reserves no more than two book chapters from any given text. Periodically, some chapters that are not available through Mugar will be available on the Blackboard 8 site for the first 2 weeks of the semester. They are in PDF files, so you will need Adobe acrobat on your computer. This is available

(5)

free online. Please download these articles to your hard drive to be printed at your convenience. Some additional texts needed for student presentations will be provided by the course instructor. All required readings are to be done in

advance of the class for which they are assigned.

Articles on line: Articles for the course are on-line and can be found on the CP787 Blackboard 8 page (directions below).

Web Instructions:

Go to http://blackboard.bu.edu (no www) Log in: BU log in

Kerberos password Click on log in (not enter)

Click on cp787, then documents to get articles and notes

ASSIGNMENTS

There will be two assignments and one presentation for the course which are described in detail at the end of the syllabus.

The first assignment is weighted at 10% of the course grade. This assignment will be due on February 9, 2012- (Session 4).

The second assignment, weighted at 30% of the course grade. This assignment is due on March 1, 2012- (Session 7).

The theory-based and couple counseling presentation and assignment, weighted at 50% of the course grade. Due dates for this presentation will be negotiated with instructor.

The remaining 10% of the grade will be based upon attendance, preparation for and participation in class, and the instructor's judgment of the student's grasp of the course content and contributions to the class. The grade is based on the quality rather than the quantity of comments. A student can speak occasionally and still make an important contribution to the class or reveal his or her grasp of the course content. A student can be actively participating in the class and not be talking at the time. Nonetheless, the risking of perspectives and well-reasoned critiques aloud builds towards high quality professional participation and

leadership in community and agency team and action groups. In all cases, course participation should be respectful of a wide variety of ideas, populations, and cultural norms and practices.

(6)

COURSE GRADING CRITERIA

Students are expected to prepare for an interactive learning experience, as follows:

• Attend class regularly.

• Study the assigned materials and participate actively in class discussions--offering opinions, critiques, questions, and examples drawn from the readings and practice.

• Complete the course assignments, as defined by professor.

(7)

COURSE OUTLINE

Welcome to CP787! Please read the following prior to the first class.

Gottman text: Chapter 1

Hafner, J. (1987). The changing institution of marriage. Family Therapy Networker, 62-68.

Bischoff, R. (2011). The state of couple therapy (Ch. 1). In J. Wetchler (Ed): Handbook of Clinical Issues in Couple Therapy. pp. 1-22

Session 1: January 19

Introduction to Social Work Practice with Couples

Objectives:

Upon completing this session, students will be able to:

a. Identify myths and mistakes in couple therapy

b. Describe how the institution of marriage has changed

c. Trace the influences of postmodern and feminist views of gender on couple therapy

d. Describe the ecological context of social work practice/implications for couple therapy

e. Become familiar with empirically validated approaches to couple therapy

Session 2: January 26

Examination of factors informing stable relationships

a. Identify the range of issues present among couples throughout the life cycle b. Describe psychosocial issues involved in the early years of couple commitment c. Identify opportunities and challenges in the transition to parenthood

d. Specify characteristics of couples raising children and older couples

Required Readings:

(All read the Gottman and Wallerstein. You will be assigned one chapter from the

Handbook to present to the class. Of course feel free to read all the other chapters too!) Gottman text: Chapter 3

Nichols, W. (2005). The first years of marital commitment. In M. Harway (Ed). Handbook of couples therapy, (pp. 28-43). New Jersey: John Wiley & Sons, Inc.

(8)

Lower, L. (2005). Couples with young children. In M. Harway (Ed). Handbook of couples therapy, (pp. 44-60). New Jersey: John Wiley & Sons, Inc.

Mas, C. & Alexander, J. (2005). Couples with adolescents. In M. Harway

(Ed). Handbook of couples therapy, (pp. 61-79). New Jersey: John Wiley & Sons, Inc.

Ivey, D., Wieling, E. (2000). Save the young_ the elderly have lived their lives: Ageism in marriage and family therapy. Family Process, 39, 164-175.

Wallerstein, J. & Blakeslee, S. (1995). Happily ever after. Family Therapy Networker. 47-59.

Recomended Readings:

Peake, T. & Steep, A. (2005). Therapy with older couples: Love stories- the good, the bad, and the movies. In M. Harway (Ed). Handbook of couples therapy, (pp. 80-99). New Jersey: John Wiley & Sons, Inc.

Sessions 3: February 2

Overview of Object Relations and Attachment-based Frameworks in Practice with Couples

a. Describe how object relations and attachment-based frameworks guide clinical practice with couples

b. Articulate balance and repair in relationships with regard to interactive behavior, perception, and physiology

c. Identify characteristics of “dysfunctional” couple relationships:

• Criticism

• Defensiveness

• Contempt

• Stonewalling Required Readings: Gottman text: Chapter 2

Bashan, K. & Miehls, D. (2004). Transforming the legacy: Couple therapy with survivors of childhood trauma. Ch. 6. Object Relations Theory (pp. 91-112).

Pistole, C. (1999). Adult attachment styles: Some thoughts on closeness-distance struggles. Family Process, 1-9.

(9)

Recomended Readings:

Bashan, K. & Miehls, D. (2004). Transforming the legacy: Couple therapy with survivors of childhood trauma. Ch. 7. Attachment Theory (pp. 113-129).

Scharff, D. & de Varela, Y. (2005). Object relations couple therapy. In M. Harway

(Ed). Handbook of couples therapy, (pp. 141-156). New Jersey: John Wiley & Sons, Inc.

Schwartz, R. (1992). Of mind and self: The internal family systems metaframework. In D. Breunlin, R. Schwartz, & B. Kune-Karrer, B. (Eds). Metaframeworks: Transcending the models of family therapy, (pp. 57-89). Jossey-Bass.

Session 4: February 9

Assignment One Due

Assessment of Domestic Violence in Couple Relationships; The Impact of Gender on Couples.

(As part of this class we will view and critique the following video: (1996) Papp, P. “Gender Differences in Depression: A Marital Therapy Approach”).

a. Describe frameworks for assessment of domestic violence b. Describe the impact of gender and race on couple assessment

c. Articulate the intersection of gender differences in couple struggling with depression.

Gottman text: Chapter 4 (pp. 113-133 only)

Bograd, M. & Mederos, F. (1999). Battering and couples therapy: Universal screening and selection of treatment modality. Journal of Marital and Family Therapy, 25 (3), 291- 312.

Papp, P. (2000). Gender Differences in Depression. In Papp, P. (Ed.). Couples on the fault line: New directions for therapists. (Ch 6, pp. 130-151).

Recommended Readings:

Edin, K. & Reed, J (2005). Why don’t they just get married? Barriers to marriage among the disadvantaged. Marriage and Child Welfare, 15(2) 117-137.

(10)

McCollum, E. & Stith, S. (2011). Conjoint couple treatment and interpersonal partner violence; Best practices (Ch. 7). In J. Wetchler (Ed): Handbook of Clinical Issues in Couple Therapy. pp. 115-125. (Blackboard)

Rampage, C. (2002) Working with gender in couple therapy. In N. Jacobson & A.

Gurman (Eds). Clinical handbook of couple therapy (3rd ed.)(pp. 533-545). NY: Guilford Press, 2002.

Schacht, R., Dimidjian, S. George, W., & Berns, S. (2009). Domestic violence assessment procedures among couple therapists. Journal of Marital and Family Therapy, 35, 47-59.

Assumptions that Inform Interventions in Couple Assessment and Intervention a. Describe strategies for enhancing the marital friendship

b. Demonstrate techniques for integrating couples and brief treatment approaches

Required Readings: Gottman text: Chapter 6, 7.

Donovan, J. (1998). Brief couples therapy: Lessons from the history of brief individual treatment. Psychotherapy, 35(1), 116-129.

Couple Presentation Proposal Due Interventions to De-escalate Conflict

a. Distinguish between solvable and perpetual problems

b. Describe family-ecological interventions to prevent violence within marginalized couples

c. Articulate the metasystemic approach to treating intimate partner violence

Required Readings: Gottman text: Chapter 8,9.

Greenspan, W. (2000). Embracing the Controversy: A Metasystemic Approach to the Treatment of Domestic Violence. In Papp, P. (Ed.). Couples on the fault line: New directions for therapists. (Ch 7, pp. 152-177).

(11)

Jackson-Gilfort, A., Mitrani, V., & Szapocznik, J. (2000). Conjoint couple’s therapy in preventing violence in low income, African-American couples; A case report. Journal of Family Psychotherapy, 11 (4), 37-60.

Recommended Readings:

Fals-Stewart, W. & and Clinton-Sherrod, M. (2009). Treating Intimate Partner Violence Among substance-abusing dyads: The effect of couples therapy. Professional

Psychology: Research 40, 257–263

Horwotz, S., Santiago, L. & Pearson, J. (2009). Relational tools for working with mild-to-moderate couple violence: Patterns of unresolved conflict and pathways to

resolution: Professional Psychology: Research and Practice 40, 249–256.

Session 7: March 1

Assignment Two Due

Narrative Interventions with Couples and Use of Enactments

a. Describe how to help couples build shared meaning in couple roles and use of rituals

b. Describe basic methods of narrative practice with couples

c. Demonstrate the use of enactments to enhance understanding of client narratives and couple interaction

Required Readings: Gottman text: Chapter 10.

Rosen, L. & Lang, C. (2005). Narrative therapy with couples: Promoting liberation from constraining influences. In M. Harway (Ed). Handbook of couples therapy, (pp. 157-178). New Jersey: John Wiley & Sons, Inc.

Brimhall, A., Brandt, C., & Henline, B. (2003). Enhancing narrative couple therapy process with an enactment scaffolding. Contemporary Family Therapy, 25(4), 391-414.

Overview of Sex Therapy with Couples and Treatment of Infidelity Guest Speaker: Annette Demby, LICSW

(12)

b. Describe circumstances where worker would treat sexual problems in couples as opposed to referral to specialists

c. Describe theory and treatment of infidelity

d. Gain familiarity with role of monogamy versus non monogamy is same-sex couples relationships

Butler, M., Seedal, R., and Harper, J. (2008). Facilitated Disclosure versus clinical accommodation of infidelity secrets: An early pivot point in couple therapy. Part 2: Therapy ethics, pragmatics, and protocol. American Journal of Family Therapy, 36, 265-283.

LaSala, M. (2004). Monogamy of the heart: Extradyadic sex and gay male couples. Journal of Gay & Lesbian Social Services, 17(3), 1-24.

McCarthy, B. and Thestrup, M. (2008). Integrating sex therapy interventions with couple therapy. Journal of Contemporary Psychotherapy,, 38, 139-149.

Murray, R. (2002). Forgiveness as a therapeutic option. Family Journal: Counseling and Therapy for Couples and Families, Vol 10(3), 315-321.

Recommended Readings

Imber-Black, E. (2000). The new triangle: Couples and technology. In P. Papp (Ed). Couples on the faultline. (pp. 48- 62). NY: Guildford Press.

Lusterman, D. (2005). Infidelity: Theory and treatment. In M. Harway (Ed). Handbook of couples therapy, (pp. 337-351). New Jersey: John Wiley & Sons, Inc.

Nadelson, C. (1983). Problems in sexual functioning. In C. Nadelson & D. Marcotte (eds). Treatment interventions in human sexuality. NY: Plenum Press.

Couples Assessment and Intervention Using a Multicultural Perspective

For this class we will view and critique the following film: “Cultural Competency in the Treatment of African American Couples” (2007). Anderson Franklin and Nancy Boyd-Franklin

a. Gain an overview of racially and ethnically diverse couples and families and selecting appropriate assessment and intervention strategies

b. Describe issues and challenges in treatment of interracial and intercultural couples

(13)

Falicov, C. (1995). Cross-cultural marriages. In N. Jacobson & A. Gurman

(Eds). Clinical handbook of couple therapy. NY: Guilford Press, 1995. pp. 429- 449.

Hardy, K. & Laszloffy, T. (1995). Couple therapy using a multicultural perspective. In N. Jacobson & A. Gurman (Eds). Clinical handbook of couple therapy. NY: Guilford Press, 1995. pp. 569-593.

Morales, E. (1996). Gender Roles Among Latino Gay and Bisexual Men. In Laird, J. and Green R. (Eds.). Lesbians and gays in couples and families. San Fransisco: Jossey-Bass. (pp. 272-297)

Wehrly, B., Kenney, K., & Kenney, M. (1999). Counseling multiracial families. Ch. 2 (pp.33-51). Thousand Oaks:Sage.

Black, L. (2000). Therapy with African American Couples. In Papp, P. (Ed.). Couples on the fault line: New directions for therapists. (Ch 9, pp. 205-221).

Bobes, T. & Bobes, N. (2005). The couple is telling you what you need to know: Couples-directed therapy in a multicultural context. New York: W.W. Norton. Introduction (pp. 1-19).

Wehrly, B., Kenney, K., & Kenney, M. (1999). Counseling multiracial families. Ch. 1 (pp. 1-31). Thousand Oaks:Sage.

Sessions 10: March 29

Assessment and Intervention with Couples Impacted by Trauma and Substance Abuse

a. Articulate the impact of trauma on couple and family functioning b. Describe substance abuse issues and its impact couple functioning c. Identify risk factors for couples with returning combat veterans

Harway, M. & Faulk, E. (2005). Treating couples with sexual abuse issues. In M. Harway (Ed). Handbook of couples therapy, (pp. 272-288). New Jersey: John Wiley & Sons, Inc.

Jacob, C. & McCarthy, P. (2005). Intrapersonal and familial effects of child sexual abuse on female partners of male survivors. Journal of Counseling Psychology, 52(3),

(14)

284-Stanton, M. (2005). Couples and addiction. In M. Harway (Ed). Handbook of couples therapy, (pp. 313-336). New Jersey: John Wiley & Sons, Inc.

Taft, C., Pless, A., Stalans, L., Koenen, K., King, L. & King, D. (2005). Risk factors for partner violence among a national sample of combat veterans. Journal of Consulting and Clinical Psychology, 73 (1), 151-159.

Fals-Stewart, W. & Lam, W. (2008). Brief behavioral couples therapy for drug abuse: A randomized clinical trial examining clinical efficacy and cost-effectiveness. Families, Systems &Health, 26, 377-392.

Nelson, T. & Sullivan, N. (2011). Couples treatment and addictions.(Ch. 5). In J.

Wetchler (Ed): Handbook of Clinical Issues in Couple Therapy. pp. 75-89. (Blackboard)

Session 11: April 5

Couples Facing Illness and Disability

a. Describe the relational dynamics in couples facing illness and disability

b. Articulate helpful interventions in helping couples negotiate the stresses, roles and responsibilities arising from illness or disability

Watson, W. & McDaniel, S. (2005). Managing emotional reactivity in couples facing illness: Smoothing out the emotional roller coaster. In M. Harway (Ed). Handbook of couples therapy, (pp. 253-271). New Jersey: John Wiley & Sons, Inc.

Kazak, A. (2001). ‘We’re at the breaking point’: Family distress and competence in serious childhood illness. In McDaniel et al (eds.). Casebook for integrating family therapy, (287-297). American Psychological Association.

Beavers, W. R. (1995). Marital therapy in a family plagued with physical illness. In A. Gurman. Casebook of marital therapy, (177-197). NY: Guilford Press.

Warfield, M. (2005). Family and work predictors of parenting role stress among two-earner families of children with disabilities. Infant and Child Development, 14: 155-176.

(15)

Assessment and Intervention with Separating and Divorcing Couples; Remarriage

a. Describe therapeutic tasks with remarried couples

b. Explain the differences between marital and divorce therapy

Rice, J. (2005). Divorcing couples. In M. Harway (Ed). Handbook of couples therapy, (pp. 415-430). New Jersey: John Wiley & Sons, Inc.

Bernstein, A. (2000). Remarriage: Redesigning couplehood. In P. Papp (Ed). Couples on the faultline. (pp. 284- 311). NY: Guildford Press.

Presentations #1

Assessment and Intervention with Same-sex Couples

(For this class we will review excerpts of the film: “Same Sex America”)

a. Gain familiarity with range of sexual and intimate relationships with same-sex couples

b. Describe culturally competent practice with gay and lesbian couples

Basham, K. (1999). Therapy with a lesbian couples: The art of balancing lenses. In J. Laird (Ed.). Lesbians and lesbian families: Reflections on theory and practice (pp. 143-177).

Brown, C. (2008). Gender-role implications in same-sex intimate partner abuse. Journal of Family Violence, 23, 457-462.

Long, J. & Andrews, B. (2011). Fostering strength and resiliency in same-sex couples. (Ch. 13). In J. Wetchler (Ed): Handbook of Clinical Issues in Couple Therapy. pp. 225-242. (Blackboard)

(16)

Appelby, G. & Anasatas, J. (1998). Between men, between women: Sexual and intimate relationships. In G. Appelby & J. Anastas. Not just a passing phase: Social work

practice with gay, lesbian, and bisexual people (pp. 145-176). NY: Columbia Press.

Gianino, M. (2008). Adaptation and transformation: The transition to adoptive parenthood for gay male couples. Journal of GLBT Family Studies 4(2), 205-243.

Presentations #2 and 3 Session 14: May 5

Presentations #4 and 5

Integration of Course Content for Building Your own Model of Social Work Practice with Couples

a. Describe research on couple therapy effectiveness

b. Articulate methods for treatment evaluation and relapse prevention

Gottman text, Chapters 12 & 13

Christensen, A., Baucom, D., Vu, C. & Stanton, S. (2005). Methodologically sound, cost-effective research on the outcome of couple therapy. Journal of Family

Psychology, 19 (1), 6- 17.

ASSIGNMENTS Assignment #1

This assignment provides an opportunity to demonstrate your critical thinking skills (Competency 2.1.3/ advanced practice behaviors).

Due in Class 4- February 9, 2012

View a movie from the selected lists in Appendices 1 and 2 (or another film if you prefer) that prominently features a couple. Write a brief reaction paper (3-4 pages) that

answers the following questions: (1) Which of the three types of couples does the featured couple most closely resemble (volatile, validating, or conflict-avoiding). In what

(17)

ways? (2) To what extent does this couple exhibit characteristics of the “four horses of the apocalypse”: criticism, defensiveness, contempt, and stonewalling? Provide a brief excerpt of an interaction reflecting one these behaviors. (3) Were any repair attempts made? If so, what was the effect? (4) Finally, did the depiction of the couple seem “real” to you? Why, or why not?

Assignment #2

This assignment provides an opportunity to demonstrate your critical thinking skills (Competency 2.1.3/ advanced practice behaviors) and skills of engagement and assessment (Competency 2.1.10/advanced practice behaviors).

Couple Interview

Due in Class 7- March 1, 2012

Each student will conduct an interview of a couple using the assessment

information provided. This couple should NOT be from among your caseload, but may be comprised of family, friends, or colleagues. The purpose of this exercise is the following: (1) to increase your comfort level with interventions with couples; (2) to learn to attend to key aspects of communication, and; (3) to begin practicing assessment skills. If at all possible, please select a couple that represents diversity in some form (e.g., individuals or couples from non-dominant cultures such as Latino or refugee couples, blended or remarried couples, inter-racial or inter-cultural couples, gay and lesbian couples, etc.). In preparation for the interview, re-read:

Gottman, J. Chapter 4 (pp. 113-160).

Interview Format

1. Prepare a Strengths based interview for a couple. You will come up with 6 to 8 questions that inquire about positive aspects of the couple relationship rather than the problematic aspects.

2. Include one or two questionnaire or survey instruments in your assessment. These can be found in the Gottman text on the following pages: pp. 370-374, 379-381. N.B. Omit any questionnaires that inquire about stressful or negative parts of the relationship and stick to the ones on the aforementioned pages! You will want to review the survey prior to the interview to assess its appropriateness for the couple you are interviewing.

3. Each partner will be provided a copy of the instrument and will complete it individually. The couple can complete the questionnaires in advance or at the beginning of the interview so you as the interviewer can refer to it as part of the interview process.

4. Prior to the interview, students should obtain informed consent from the couple. This does not need to be obtained in writing. It is necessary, however, to convey to the couple the purpose of the assignment (see above) and to explain to them

(18)

that you will maintain their confidentiality by omitting any identifying information in your reaction paper.

5. Students are to inform interviewees that this is not a therapy session. You are there to gather data and should try to steer the interview away from material that either may be too intimate or stressful for the couple. Try to maintain an attitude of openness and curiosity and, by all means, refrain from dispensing “advice”!

Interview Conditions

Allow approximately one to one and one half hours to conduct the interview. Choose a setting that is most convenient to interviewees. Although a quiet and private setting may be preferable for the student interviewer, it may not always be possible to arrange your interview in such a setting. In fact, important data can be gathered by observing how couples respond to distractions and interruptions.

Reaction Paper

Write a 6-8 page paper on your assessment of the couple and your reactions to the couple interview.

1. Write a brief introduction to the couple including their ages, gender, race and ethnicity, length or relationship, ages and gender of children (if any, and any other pertinent history (one page). Avoid using any identifying information about the couple and use pseudonyms rather than their first names.

2. What struck you about the couple’s verbal and non-verbal communication? How did each partner convey interest, agreement, or empathy with one another? On the other hand, how might they have conveyed verbally or non-verbally

annoyance or boredom?

3. What was your assessment of the following:

a. Overall, how does each partner feel about their relationship? b. What is the nature of their marital friendship?

c. How do they describe their strengths?

d. Was there anything else that struck you about the couple? 4. What was your reaction to conducting the interview? What did you find

challenging or surprising about your level of comfort during the interview? Why? What struck you as different about a couples’ interview when compared to individual interviews?

5. Attach a copy of all data collection materials you used for the interviews.

6. References: Cite 2 appropriate readings (besides the Gottman) from the course Do additional research on areas relevant to the specific couple you have

interviewed and locate 2 articles or chapters. The idea is to back up your assessment with sound theory and research evidence.

(19)

Assignment #3

This assignment provides an opportunity to demonstrate your critical thinking skills (Competency 2.1.3/ advanced practice behaviors) and skills of engagement assessment, intervention and evaluation (Competency 2.1.10/advanced practice behaviors).

Theory-based Instruction and Couples Counseling Demonstration Presented in sessions 12-14.

Each student will select one of the following theoretical orientations to clinical practice with couples.

1. Cognitive-behavioral Couples Therapy 2. Emotionally Focused Couples Therapy 3. Imago Therapy

4. Integrative Couple Therapy 5. Solution Focused

Students will become “experts” in their selected theory by reading selected texts, consulting journal articles, and exploring websites related to the theory. Students who have selected the same theory will form groups of 3-4. Once formed, each group will submit to the instructor a list of its members and a paragraph on its planned presentation specifying the nature of the couple and problem(s), the couple therapy approach used, and main issues for discussion: due by the 6th class session. Students should plan on the entire presentations lasting 50 minutes, not including time spent during or afterwards in class discussion. Students will use your expertise to:

1. Create a theory-based instructional presentation. The purpose of this

presentation is to instruct other class members about the theory. This portion of your overall presentation should last not more than 25 minutes. You will want to cover the following:

a. Theory’s assumptions about normative couple development and functioning

b. Assumptions of this theory about problematic couple functioning c. Goals of therapy

d. Major techniques used e. Role of the worker

f. The research base for this theory

g. Your evaluation of the theory overall and from a multicultural perspective

Handouts that delineate each of the above categories should be included as part of the presentation. In addition to referring to required class readings, it is

expected that you will conduct a scholarly literature review regarding the

(20)

couples, the elderly, urban poor). This should include at least 6 articles or chapters from outside of course readings. References should be listed on a separate page. Helpful handouts or articles should be attached to the outline.

2. The Counseling Session part of your presentation will consist of highlighting the approach you have just described by demonstrating at least 3 techniques of the selected theory. This couple demonstration will last approximately 20 minutes where two of you will role play the “couple” while the other one or two students in your group will be the worker or co-therapists.

Each student group is to distribute to the class (the day of their presentation) written materials covering the nature of the couple’s problem, the family system (including a genogram, ecomap, and/or other diagrams as relevant), and a one – page mini treatment plan for the session that includes:

a. Goals for the session

b. Interventions and/or techniques you intend to demonstrate during the session

Attach these materials of no more than three (3) pages in length to the other handouts.

In preparation for this session, you will need to meet outside of class in your small group. Some portion of at least one to two class sessions will be reserved for you to meet together and consult with the instructor. It is strongly suggested that your session be carefully planned and timed to cover the interventions you wish to illustrate. However, do not read from a script during the presentation!

 Alternatively you may wish to integrate the theory and counseling session demonstration where you describe a technique and then demonstrate it is short clips of each of the several techniques of your chosen model.

You are to VIDEOTAPE your interview!

Let me know as soon as possible whether you will need assistance securing video equipment.

Each student should submit to instructor by e-mail within the week after your presentation a reflection paper of 4-5 pages in length describing what s/he learned personally from participating in this assignment based on your review of the transcript. Your paper should address the following:

1. From your perspective as either the treating worker or member of the couple, describe what you thought went well in the session?

2. What skills were demonstrated that you believed were effective? What could have been done differently?

3. Discuss how your own agency’s structure/policy could facilitate or impede what you would consider effective treatment for your “couple” and the

problems you presented. What are your recommendations for maximizing the potential for treatment effectiveness in your setting?

(21)

4. Finally, share any thoughts, observations, or reflections about this learning experience for you.

5. Be sure to integrate segments of your transcript to support your reflections.

For both your role in the presentation and for your fulfillment of the reflection paper, each student will receive an individual grade.

COURSE POLICIES Attendance:

Students are expected to attend all class sessions and to inform the instructor in advance of any absences. Failure to attend class sessions is likely to have a negative effect on your course grade.

Academic honesty:

Papers and presentations in the School of Social Work must meet standards of

academic honesty and integrity, avoiding any possibility of plagiarism or other forms of academic misconduct. For specific information about the BUSSW policy regarding academic misconduct, see Student Handbook: Ways & Means

(http://www.bu.edu/ssw/current/stud_hb/index.shtml).

Writing style and references:

Students are expected to follow the editorial and reference standards set out in the Publication Manual of the American Psychological Association (2010). This manual is available at the Mugar Library reference desk. A helpful BUSSW APA Style Guide can be found at http://www.bu.edu/ssw/current/academic/index.shtml.

Students with disabilities:

If you have a disability and want to request reasonable accommodation, the University requires that you consult with Boston University’s Office of Disability Services for information regarding this process (http://www.bu.edu/disability/).

Academic writing assistance:

If you would like academic writing assistance, information can be found at

http://www.bu.edu/ssw/current/academic/assistance/index.shtml or contact the BUSSW

Office of Student Services.

Electronic devices in the classroom:

Computers may be used to support the learning activities in the classroom, with permission of your instructor. These include such activities as taking notes and

accessing course readings under discussion. However, non-academic use of laptops and other devices are distracting and seriously disrupt the learning process for

everyone. Neither computers nor other electronic devices are to be used in the classroom for non-academic reasons. This includes e-mailing, texting, social networking, and use of the Internet. The use of cell phones during class time is

(22)

Under such circumstances, please put your phone on vibrate, sit close to a door, and step out of the room to take the call.

Religious holidays:

The school, in scheduling classes on religious holiday, intends that students observing those holidays be given ample opportunity to make up work. Faculty members who wish to observe religious holidays will arrange for another faculty member to meet their