COURSE DESCRIPTION
Since the inception of the profession, working with families has been a major part of social work practice. There is an increasing body of knowledge about how family members influence, create and cultivate behaviors in each other that has been developed and shared in the disciplines of psychology, psychiatry, marriage and family therapy. Family therapy requires a switch away from the individual to the individual and his/her family environment. This switch moves the focus of assessment and intervention from the individual to the interaction of family members.

COURSE OBJECTIVES
The objectives of the course are to:
1. Understand the historical, conceptual and contextual issues that influenced the development of family therapy.
2. Understand the development and dynamics of family functioning from multiple perspectives.
3. Be knowledgeable about the conceptual foundation, intervention techniques and empirical support of the major pioneering models of family therapy as well as newer emerging models of service.
4. Understand the impact of your family of origin and current family on your work with families
5. Increase skill in assessment, treatment planning, and intervention with families.

METHOD OF COURSE
You will be exposed to the family therapists who best represent the variety of approaches in the field and who are acclaimed as leaders in the development of family therapy. Each model will be studies for two weeks. In the first week, half the class time we will present and discuss material from the readings; the second half of class we will usually watch a video demonstration of the model and discuss it.

In the second week, the class will divide into families for simulated family interviews. The interviews will be conducted by class members in the style of the particular therapist/model studied. This will allow you to gain a more dynamic and working exposure both to family problems and to the therapist's skills and approaches. The simulations will be done in the first half of class. The second half will be spent processing the experience with special emphasis on evaluating the effectiveness of the therapist's work and discussion of alternative ways of thinking and working with the family from this approach. This process will be repeated every other week with another therapy model.

EVALUATION
Attendance and participation 20 points
Class Presentation 20 points
3 Assignments 60 points

COURSE ASSIGNMENTS
Assignment #1: Family Simulation Project (Due: 1 week after simulation).
Assignment #2: Family of Origin Project (Due: last class)
Assignment #3: Interview a "real" couple or family (Due: last class)

REQUIRED TEXT:
Nichols, M. P. & Schwartz, R. C. (2001). The Essentials of Family Therapy. Boston: Allyn and Bacon.

RECOMMENDED TEXTS
Nichols, M. & Schwartz, R. (2004). Family therapy: Concepts and Methods (6th ed.). Boston: Allyn and Bacon.
McGoldrick, M., & Gerson, R. (1985). Genograms in family assessment (00.153-160). New York: W.W. Norton.

COURSE EXPECTATIONS OF INSTRUCTOR
The instructor will use a variety of instructional methods including performing mini-lectures, interactive exercises, videos, PowerPoint, quest speakers to reach students with a variety of learning styles. The instructor will provide structure for sessions through clarifying objectives, facilitating discussion focusing on critical assessment of issues, providing appropriate summaries and linkages to preceding and subsequent content. The instructor is willing to answer students' questions both during class and off class.

COURSE EXPECTATIONS FOR STUDETNS
Punctuality, attendance, and active participation are expected. Students are required to read all readings before class and to participate in class discussion. Participation and preparation are critical to group activities. Students are also expected to complete assignments on due dates.