ICS 152814 W19 Group Process in Systemic and Collaborative Therapies
Winter, 2019
Group Process in Systemic and Collaborative Psychotherapy
ICS 152814 W19
Winter 2019
Mondays, 1:00 pm – 3:50 pm
Lawrence A. Beech PhD RP RMFT
lbeech@icscanada.edu
COURSE DESCRIPTION
This one-semester practicum-oriented course (36 course credit hours) integrates group process and professional functioning in psychotherapy from the perspective of CRPO competencies. Topics to be explored include:
The class will be an experiential learning opportunity in which issues and themes related to group dynamics are examined and processed. Students are required to have a concurrent clinical placement site where students can complete 5 direct client contact hours of psychotherapy per week. The course requires and provides an additional 12 hours of individual or dyadic clinical supervision (outside of the 36 class-credit hours) as arranged between the student and their TCPCE approved supervisor.
COURSE FORMAT
The class will meet weekly on Monday afternoons from 1:00 pm to 3:50 pm. The course format will consist of the following: class presentations, skills development, discussions of readings, case conference sessions and an “action project.”
COURSE OUTCOMES
This course teaches basic systemic, theoretical, and experiential factors within family and small group contexts. The student will be expected to develop an awareness of:
In addition, the student will develop awareness of the following in relation to their practice.
RELATIONSHIP TO CURRICULUM
This is a required course for the TCPCE certificate program in Psychotherapy Education.
RELATIONSHIP TO CRPO ENTRY-TO-PRACTICE COMPETENCIES
FOR REGISTERED PSYCHOTHERAPISTS
CRPO Entry-To-Practice Competencies | How competency is demonstrated |
1.1.b. Knowledge of contextual and systemic factors that facilitate or impair human functioning. 1.1.c Integrate knowledge for the psychological significance of spiritual, moral, social, emotional, cognitive, behavioural, sexual, gender, and biological development. 1.2.a. The theory or theories upon which the therapist’s practice is based. 1.3. Knowledge of key concepts common to all psychotherapy practice
| This foundational knowledge is acquired through: lectures, Power Point presentations, discussions, and relevant readings. |
2.1.b. Use of clear and concise written communication 2.1.c. Use of clear and concise oral communication 2.2.d. Demonstrate personal and professional integrity | These competencies are learned through feedback in small interactive learning groups. |
3.2.a. Ethical issues encountered in practice. 3.3.b. Build a personal and professional support network 3.4.e. Identify strengths as a therapist and areas for development. 3.5.a. Obtain clinical supervision when appropriate or required. | Such deepening awareness including safe and effective use of self is developed through feedback received in small interactive learning groups. |
4.1 Orient client to therapist’s practice 4.2.a. Employs empathy and authenticity 4.2.e. Assumes nonjudgmental stance 4.2.k. Employs effective skills in observation of self, and the therapeutic process 4,2,f. explains theoretical concepts in terms the client can understand 4.3.b. Recognizes the impact of power dynamics within the therapeutic relationship 4.2.e. Uses self-disclosure appropriately 4.5.a. Communicates in a manner that recognizes client’s developmental level and cultural identity. 4.5.b. Identifies and respond to client’s strengths, vulnerabilities resilience and resources 4.5.e. Anticipates and responds appropriately to the expression of intense emotions 4.6.b. Identify situations in which referral or specialized treatment may benefit the client. 4.7.a. Prepares client in a timely manner for the ending of a course of therapy | Competence in these clinical skills is learned through practice therapy sessions, small interactive learning groups, and relevant readings |
5.1.a. Reads current professional literature relevant to practice area 5.1.c. Analyzes information critically 5.1.e. Applies knowledge gathered to enhance practice 5.2.a. Integrates knowledge of research methods and practices 5.2.c. Analyzes research findings critically
| Competence in research is obtained through power point presentations, directed readings, and in interactive learning groups
|
PREREQUISITES
There are no pre-requisites for this course. However, an entrance interview is required.
CO-REQUISITES
The co-requisite for this course is the ICS/TCPCE course, “Systemic and Collaborative Therapies.”
REQUIRED READING
Cassidy, J., & Shaver, P. R. (Eds.). (2002). Handbook of attachment: Theory, research, and
clinical applications. Rough Guides.
Gilbert, R. M. (2006). The eight concepts of Bowen theory. Leading systems press.
Titelman, P. (Ed.). (2014). Differentiation of self: Bowen family systems theory perspectives. Routledge
See course schedule that follows for weekly readings.
ASSIGNMENTS
Case Presentation Assignment (30%)
Each student prepares and presents case conferences to be discussed in class with fellow students and their supervisor. The dates of the presentations are determined on the first day of class. The student is asked to follow the course case conference template that includes the following: the client’s profile, client’s genogram, the presenting problem, a theoretical assessment, therapeutic goals, the course of therapy, the therapeutic relationship, the student’s learnings, growing edges, and theological/spiritual insights.
In-class Collegial-Support Participation and Journal (30%)
With a focus on Collegial and Interprofessional Relationships (CRPO Competency 2), students are encouraged to participate in case conference and IPR discussions in an ethical, supportive, and professionally responsible manner.
(a) While maintaining confidentiality, students are asked to write a 1-page reflective journal entry on their learning experience from each case presentation. The journal entries are to be submitted to the student’s supervisor each week (20%).
(b) In addition, students are required to write a monthly IPR reflective journal entry submitted to their supervisor articulating the student’s understanding of themselves "in group" (10%).
Group Dynamics Book Reflection (30%)
During each semester, students are required to submit an 8 to 10-page book review of one of the readings listed in the course work related to Group Dynamics and Professional Functioning. The student is asked to integrate their learnings and experience into the review and describe how this knowledge contributes to the student’s clinical practice with clients.
Class participation and attendance (10%)
Class participation and attendance are central components of this course. Students must attend a minimum of 10 classes each semester to pass this course.
Action Project with Case Presentation (for MWS students only)
For MWS students, the course work requires an additional 6 credit-hour “Action Project” that fulfills the requirement for the counselling stream within the Master of Worldview Studies (MWS) granted by the Institute for Christian Studies. (Please see handout in class.)
ASSIGNMENT STYLE GUIDE
APA Style Guide, 6th Edition.
LATE SUBMISSIONS / EXTENSIONS
Students who are unable to meet an assignment deadline are required to consult with the
course instructor before the assignment is due. If the instructor is not consulted prior to the due date, the assignment will not be accepted.
GRADING
ICS students use a letter-grade system of grading as found in the ICS Junior Member Handbook.
A+ (90-100)
A (85-89)
A- (80-84)
B+ (77-79)
B (73-76)
B- (70-72)
Failure
CONFIDENTIALITY AGREEMENT
Early in the course, the issues related to confidentiality will be discussed. Students will agree to the non-disclosure of any identifying specifics of their work with clients. Students will also agree that they will not discuss any confidential information shared in class with others. Once this confidentiality agreement is discussed in class and verbally agreed to by the student, it will be understood that the student will comply with this agreement. Failure to comply will be considered ethical misconduct and will result in an incomplete grade for the course.
If, during case presentation or group supervision, a student becomes aware of the identity of the client being discussed or presented, the student will recuse themselves from the class session for that portion of the class and then return when the case presentation is concluded.
ACADEMIC INTEGRITY AND POLICIES
Unless otherwise stated, the course follows the Institute for Christian Studies established policies with respect to academic integrity and misconduct. The student is required to know these guidelines. Students are cautioned that in addition to a failure in the course, a student may be suspended or expelled from the program for cheating and the offence may appear on one’s transcript.
Plagiarism. Students submitting written material in courses are expected to provide full documentation for sources of both words and ideas in footnotes or endnotes. Direct quotations should be placed within quotation marks. (If small changes are made in the quotation, they should be indicated by appropriate punctuation such as brackets and ellipses, but the quotation still counts as a direct quotation.) Failure to document borrowed material constitutes plagiarism, which is a serious breach of academic, professional, and spiritual ethics.
COURSE SCHEDULE
WINTER SEMESTER
Jan 7 - Class 1:
Professional Functioning and the CRPO Competencies
Reading: CRPO Competencies, found on CRPO website, www.CRPO.ca
Jan 14 - Class 2:
Ethics and Confidentiality in Systemic and Collaborative Therapies
Reading: CRPO Code of Ethics, found on CRPO website, www.CRPO.ca
Jan 21 - Class 3:
Bowen Family Systems
Reading:
Gilbert, R. M. (2006). The eight concepts of Bowen theory. Leading systems press.
McGoldrick, M., Carter, E. A., & Garcia-Preto, N. (Eds.). (1999). The expanded family life cycle: Individual, family, and social perspectives. Allyn and Bacon.
Jan 28 - Class 4:
Family of Origin and the Genogram
Reading:
McGoldrick, M., Gerson, R., & Petry, S. (2008). Genograms: Assessment and intervention. (3rd. ed.). New York: W.W. Norton & Company.
Richardson, R. (1999). Family ties that bind: A self-help guide to change through family of origin therapy. North Vancouver: Self-Counsel Press.
Feb 4 - Class 5:
Fusion and Self Differentiation
Reading:
Chung, H., & Gale, J. (2009). Family functioning and self-differentiation: A cross-cultural examination. Contemporary Family Therapy, 31(1), 19-33.
Irving, H. H., & Benjamin, M. (2002). Therapeutic family mediation: Helping families resolve conflict. Sage.
Titelman, P. (Ed.). (2014). Differentiation of self: Bowen family systems theory perspectives. Routledge.
Feb 11 - Class 6:
Attachment Theory
Reading:
Cassidy, J., & Shaver, P. R. (Eds.). (2002). Handbook of attachment: Theory, research, and clinical applications. Rough Guides.
Feb 18 - Reading Week (no class)
DUE: Assignment #1
Optional: Continuing Education Seminar
Feb 25 - Class 7:
Appreciating Cultural Diversity in “Today’s Family”
Reading:
Olthuis, J. (2000). Towards an ethics of community: Negotiating differences in a pluralist society. Waterloo: Wilfred Laurier University Press.
Mar 4 - Class 8:
Solution Focussed Brief Therapy
Reading:
De Shazer, S., & Dolan, Y. (2012). More than miracles: The state of the art of solution-focused brief therapy. New York: Routledge.
Mar 11 - Class 9:
Narrative Therapy 1
Reading:
White, M. (2007). Maps of narrative practice. WW Norton & Company.
Mar 18 - Class 10:
Narrative Therapy 2
Reading:
White, M. (2007). Maps of narrative practice. WW Norton & Company.
Mar 25 - Class 11:
Loss and Grief in Systemic and Collaborative Therapies
Reading:
Wolfelt, Alan D. (2004). Understanding your grief: Ten essential touchstones for finding hope and healing your heart. Fort Collins, CO: Companion Press.
Apr 1 - Class 12:
Trauma and Abuse in Systemic and Collaborative Therapies
Reading:
Rosenbloom, D., Williams, M., & Watkins, B. (2010). Life after trauma: A work book of healing. New York: The Guilford Press.
Rothschild, B. (2010). 8 keys to safe trauma recovery: take-charge strategies to empower your healing (8 keys to mental health). New York: W.W. Norton.
Glass, S. (2007). Not "just friends": rebuilding trust and recovering your sanity after infidelity. Simon and Schuster.