Saint Mary's University of Minnesota

Schools of Graduate and Professional Programs

Twin Cities Campus
Summer 2016
Foundations of Family Therapy I: Theoretical and Conceptual Origins
MFT617A
3 credits
Blended
Course Dates/Hours
Mondays 5/2 to 8/15 12-3pm.
Prerequisite or Concurrent Courses:
Admission to the MFT program
Instructor Name, Contact Information, and Availability
Herb Grant, Ph.D., LMFT, Associate Professor
612-247-2338
Fax: 612-928-2836
E-mail: hgrant@smumn.edu
Office hours are by appointment
Course Description
This course examines the structure and function of families and relationships, connecting
foundational theoretical and research underpinnings to the major models of family therapy.
Family development, roles, and interactions are studied as foundational in the practices of
systemic/relational therapy interventions. Efficacy research for individual models and for
common factors across models is presented.
Course Description Addendum
This is an introductory course to the foundational theories of marriage and family therapy. This
means a lot of ground will be covered and to focus is on introducing students, who are new to the
field of marriage and family therapy to theory. Once a student has mastered to essentials of a
theory, then it is possible to work on integration across theories.
Often students entering into the field of counseling/therapy are focused on "what to do" in
session, this course will provide students with various systemic lenses so they can conceptualize
cases more clearly. Without being able to see what the dynamics of a case are, it is difficult to
"do" anything productive.
Student Learning Objectives (SLOs)
Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate knowledge and application of foundational theoretical/conceptual

frameworks of the family field, their historical roots in psychotherapy, along with key
concepts and assumptions.
2. Demonstrate knowledge and application of foundational models of marriage and family
therapy.
3. Analyze and evaluate the relationships between major conceptual frameworks and
therapy models.
4. Apply understanding of diversity and multiculturalism in ones own developing model of
marriage and family therapy.
5. Utilize professional databases and other professional resources in applying, analyzing,
and evaluating the literature of the field, including efficacy research.
6. Create and articulate ones own developing model of marriage and family therapy.
7. Analyze the significance of research evidence and community standards of practice in
selecting and evaluating interventions.
Blackboard Access
Blackboard may be accessed from the SMU external website at
www.smumn.edu or from our Inside Pages at www2.smumn.edu or by entering the following
URL in your browser: http://courses.smumn.eduRequired
Textbooks
Nichols, M. (2012). Family therapy: Concepts and methods (10th ed.). Boston, MA: Pearson
Education, Inc. ISBN 9780205827190
(any edition will work)
Piercy,F., Sprenkle,D., & Wetchler, J. (1996). Family therapy sourcebook (2nd ed.). New York,
NY: Guilford Press. ISBN 978-1572301511
White, J., & Klein, D. (2008). Family theories: An introduction (3rd ed.). Thousands Oaks, CA,
Sage Publishing. ISBN 978-1412937481
Online Resources
Course Blackboard site.
Technical Support
For technical support, contact our help desk at
tchelpdesk@smumn.edu
http://www2.smumn.edu/helpdesk/
612-728-5100; option 4
800-372-8176 x7800
x7800 on campus

Topical Course Outline

*Course Time Standards
Masters and specialist level courses: One graduate credit requires 15 contact or instructional
hours. In addition it is suggested that students invest a minimum of two hours per contact/
instructional hour in outside study.
Topical Course Outline
Course
Date

F2F/

Topics

Instructional Activities & Assignments

May 2

F2F

Course Overview, MFT

Orientation- Systemic/ Relational
vs Individual perspective;

Review Syllabus. Case Study to demonstrate Genogram

symbols

May 9

F2F

Social Exchange, Symbolic

Theory Outlines due. Lecture to connect Frameworks to
Interaction & Conflict Frameworks Therapy Theories. Discussion of what each framework
adds to understanding of human behavior.

May 16

F2F

Systems, Human Ecology, Life

Course and Feminist Frameworks

Theory Outlines due. Lit Review Topics due. Lecture to

connect Frameworks to Therapy Theories. Discussion of
what each framework adds to understanding of human
behavior. Class exercise to demonstrate systems behavior
in human behavior.

May 23

F2F

History of MFT, Bowen &

Contextual Family Therapies,
Orientation to Simulation Labs

Quiz #1. Theory Outlines due. Lecture and case study to

demonstrate concepts of both approaches and need to
have systemic case conceptualization.

May 30

Online

Understanding Systems Thinking

Post in class online discussion your experience of

teaching 2 people outside of class what systems thinking
is and how it adds to understanding human behavior.
Students will identify 3 points of learning for them in
teaching another about systems thinking.

Jun 6

F2F

MRI and Experiential Family

Therapies, Orientation to Sim Labs

Theory Outlines due. Lecture and case study to

demonstrate concepts of both approaches and need to
have systemic case conceptualization. Video
demonstration.

Jun 13

F2F

Structural Family Therapy & Milan Genogram Paper Due

Jun 20

F2F

Sim Lab Application of Bowen

Quiz #2. Lit review Draft Due. Sim Lab Application of

Bowen

Jun 27

F2F

Narrative & IFS

Theory Outline due. Lecture and case study to

demonstrate concepts of approach and need to have
systemic case conceptualization. Video demonstration.
Class ex. to develop circular questions.

Online

Topical Course Outline

Course
Date

F2F/

Topics

Instructional Activities & Assignments

July 4

Online

Understanding the Scope of MFT

Lit Review Draft due. Each student paper group will

share lit review electronically for classmates to provide
comments re: APA and pose questions regarding the topic
of lit review.

July 11

F2F

CBT Models of Family Therapy

Theory Outlines due. Lecture and case study to

demonstrate concepts approach and need to have
systemic case conceptualization. Video demonstration.

July 18

F2F

Sim Lab Application of

Experiential MFT

Lit Review Draft Due. Sim Lab Experiential with focus

on use of self.

July 25

F2F

Sim Lab Application of MRI &

Milan

Quiz #3. Simulation Lab, with focus on adding reframes

to increase compliance and use of circular questioning.

Aug 1

F2F

Application of Theories

Case consult ex.

Aug 8

F2F

Common Factors

Student Presentations of Lit Reviews

Aug 15

Online

Course wrap up

TBA

Online

Teaching Methods
Lecture, discussion, small and large group activities, presentations, role play and experiential
exercises, scholarly literature review, critical reflection.
Synopsis of Assignments
Theory Outlines- 5 points- SLOs 1, 2, and 3
Students will submit an outline of each theory covered for that week of class. The outline will
include the theorys main concepts (2 points), with definitions (3 points), if appropriate
stages/overview of therapy, interventions. Include enough detail so that such an outline could be
used as a study guide in the future. Also students are to write, in a short paragraph, how the
theory increases or adds to their understanding of human behavior or the processes by which
people change. A total of 19 outlines are due in this course. Outlines will be submitted weekly in
class, in the first 15 minutes of class-no late submissions will be accepted-early submissions will
be accepted if approved by instructor. The outlines will cover the following theories:
Exchange/equity framework, Symbolic-Interaction theory, Conflict theory, Systems and
Ecological frameworks, Life course, Feminist framework, Bowen, Contextual, MRI, Experiential
Family Therapy, Structural Family Therapy, Milan, CBT, Narrative & Internal Family Systems
Quizzes SLOs 1, 2, 3, and 7

Three quizzes will be offered to help students evaluate their progress in understanding the
theories covered in this course. The quizzes will be conducted in class. Each quiz will consist of
short answer questions, totaling 20 points per quiz.
Family Theories and genogram case presentation -20 points. SLOs 1, 2 and 3
Students will utilize at least three (more may be used) concepts from Bowens theory on family
therapy, by identifying examples of those concepts in their family of origin. Part of this
assignment it to analyze ones family of origin using the concepts of this theory. Students will
write a 6-8 page paper that demonstrates their use of Bowens concepts illustrated by examples
from their family, as well as a discussion as to how such analysis of ones own family is
beneficial to development as a family therapist. Students will present in class a case presentation
of their family to a small group (2-3) of classmates. A genogram using McGoldrick's standard
symbols for biological and legal relatedness for 3 generations is required. Inclusion of
McGoldrick's symbols for interactional patterns is optional. Grading based upon: 5 pts APA
format, 5 pts for a genogram with adequate information, 10 pts for appropriate use of & analysis
with Bowens concepts.
Literature Review Assignment: SLOs 3,5 & 7
Depending on enrollment students will be formed into groups of 2-4 to collaborate on the
production of a 15-20 page literature review. The literature review will focus on an aspect of
marriage and family therapy or a clinical issue treated by MFT. Sources must be from peer
reviewed journals. The paper will strictly adhere to APA writing standards. All paper topics will
be approved by the course instructor prior to the start of writing this assignment by the third
week of class otherwise a topic will be assigned. Students are required to collaborate and will
share a common grade. Students will prepare a 15-20 minute presentation to share with the rest
of the class on the last class session. The intent of this assignment is to help students build basic
writing skills with a focus on collaboration.
To help students with the writing process three drafts will be submitted for review, a first draft, a
second draft and a final draft. In the first two drafts, student will be provided with feedback on
their paper, as well as have the opportunity to receive feedback from another group of students.
Student groups will review a draft paper from another group, looking at APA format, clarity of
writing and offer suggestions to strengthen the paper. The final draft will be graded. Due dates
for drafts are listed in the course outline.
This assignment is worth a total of 50 points, 15 points on APA format, 20 points on clarity and
focus in presenting the topic, 10 points for the in class presentation, 5 following instructions. A
minimum of 40 points is required to satisfy the requirements of this assignment.
Simulation Lab Assignments SLOs 2 & 3
Each student will have a minimum to two opportunities to practice specific skills from select
theories covered in this course. Students will participate in role plays, role playing a part of a
client-family, therapist and member of a reflecting team.
Students participating in the role of therapist will be assigned a specific theory to base their
interview in the role play one. Students will identify connections between what they

said/engaged a client with a model or theoretical approach. This assignment is worth 10 pointsbased upon appropriate use/application of concepts.
To evaluate their performance as part of a reflection team, students will write a two page
summary of how they used the assigned theory to guide their input/suggestions and or
observations-students will minimally provide 2 examples of how concepts of the assigned theory
shaped their input. This assignment is worth 10 points-based upon appropriate use of concepts.
Case Consult Assignment-30 points SLOs 1, 2, 3, 4, 5 and 6
In this assignment students will work in pairs to provide a 15 minute response to a case study.
The response will be as if students are providing consultation to a colleague who is struggling
with a case. To formulate your case consult, combine 3-5 concepts from at least two theories of
marriage & family therapy. Look for examples from the details of the case study that
demonstrate assumptions and/or concepts from your theory. If you find that this case study does
not readily offer examples that illustrate assumptions or concepts from your theory come up with
two to four questions that you might use in this case to help you apply your theory-these
questions could be designed to gather additional information regarding potential dynamics of this
case to help you better apply your theory. Such questions should be designed and guided by the
assumptions or foundational concepts of your theory. Some other potentially helpful questions to
consider:
What does your theory/approach say about this case in terms of what is dysfunctional and what
healthy functioning might look like?
What might your theory predict about change with this case?
What might therapy in your model look like? Or what techniques might your theory use in this
case?
Evaluation of assignment: Following instructions- 5 pts, appropriate use of concepts-15 pts,
clarity of thought- 10 pts.
Assessment of Student Performance/Grading Policies
Students who wish to discuss their grades with this instructor must do so in person, not via email.
Late Assignments: Are not accepted for any reason.
Theory Outlines
Quizzes SLOs
Family Theories and genogram case presentation
Literature Review Assignment
Simulation Lab Assignments
Case Consult Assignment
Total possible points
Graduate Grading Scale
A
90-100%

5 points each
95 points
20 points each
60 points
20 points
50 points
10 points each
20 points
30 points
275

(247.5-275 points)

B
C
NC

80-89%
70-79%
below 70%

(220-247.49 points)
(192.5 to 199.99 points)
(below 192.5)

Expectations of Students
Incompletes: This instructor views issuing an incomplete as a last resort to aid students in
exceptional situations to complete work they have started. Incompletes are not issued to allow
extra time for students to begin work/assignments they have not yet started. Plan ahead and be
proactive with your schedule.
Attendance
Students are expected to attend all classes. Due to the experiential nature of this course it is
crucial that students consistently attend class. In cases where the student cannot attend class or
will need to arrive late or leave early, the student will be expected to notify the instructor ahead
of time to arrange for make up work. It is the student's responsibility to come to class prepared,
which means prepared with questions or comments regarding the focus of that class session.
The instructor will present information in a variety of styles and facilitate group discussion.
Experiential exercises, videotapes of clinical material, lecture, discussion and readings are the
primary teaching tools. Students are expected to attend each class, read the assignments prior to
class, hand in written assignments in a timely manner, and engage in class exercises. An aspect
of class participation is seeking clarification when an aspect of the course is not clear. Students
should present any concerns regarding their grades to the instructor first. Students are expected
to be responsible for their grades.
Student Ratings of Teaching and Learning
Students are expected to provide feedback about teaching and learning in the course. Please
check your SMU email near the end of the course for a link to an online rating form that records
responses anonymously.
University Conduct and Academic Policies
See the course Blackboard site for a direct link to all University policies.
Writing Center and Library Services
See the course Blackboard site for direct links to these departments.
MFT Program Outcomes
Graduates of the Marriage and Family Therapy programs are expected to be able to do the
following:
1. Reflect an understanding of and respect for cultural diversity through professional
relationships and communication with diverse clients, peers, and organizations.
2. Integrate basic knowledge of marriage and family theory to clinical practice.
3. Integrate knowledge of marriage and family therapy models to clinical practice.
4. Develop a systemic perspective to diagnose and treat mental health issues of individuals,
couples, and families.

5. Evaluate professional practice issues to act in an ethical manner based on the marriage
and family therapy codes of ethics, legal requirements, sound judgment, and professional
compassion.
6. Analyze research for use in couple and family therapy.
7. Demonstrate written, verbal, and nonverbal communication skills with clients and
professionals.
8. Create effective interventions to promote well-being in clients through preventative,
developmental, systemic, and/or remedial services.
9. Articulate plans for future professional development.