Coun 3501 2018

School of Hlth & Comm Services
Family and Family Systems
2017-18 Academic Year

Program Year Semester
HCS-Social Service Worker Diploma 2 3
CE-Social Services Worker Diploma 2 3
Course Code: COUN 3501 Course Equiv. Code(s): HSC 1552, COUN 3581
Course Hours: 42 Course GPA Weighting: 3
Prerequisite: SSW 2500
Corequisite: N/A
Laptop Course: Yes No X
Delivery Mode(s): In class X Online Hybrid Correspondence
Authorized by (Dean or Director): Judeline Innocent Date: July 2017
Prepared by
First Name Last Name Email
Randy Uyenaka randy.uyenaka@durhamcollege.ca
Durham College Course Outline - COUN 3501 - 2017-2018 Page 1 of 13

Course Description:
This course is an introduction to a generalist approach to intervention with families. In this course, students will learn
about the family work approach and related skills including engagement, assessment, intervention and termination.
Intervention with individuals will be contrasted with a family systems approach which views human behaviours as
expressions of family interactions, dynamics and structures. Family dynamics will be explored as factors in the
development and maintenance of various types of problems that present for professional help.
Subject Eligibility for Prior Learning Assessment & Recognition

(PLAR):
Prior Learning Assessment and Recognition (PLAR) is a process a student can use to gain college credit(s) for
learning and skills acquired through previous life and work experiences. Candidates who successfully meet the
course learning outcomes of a specific course may be granted credit based on the successful assessment of their
prior learning. The type of assessment method (s) used will be determined by subject matter experts. Grades
received for the PLAR challenge will be included in the calculation of a students grade point average.
The PLAR application process is outlined in http://www.durhamcollege.ca/plar. Full-time and part-time students must
adhere to all deadline dates. Please email: PLAR@durhamcollege.ca for details.
PLAR Eligibility
Yes X No
PLAR Assessment (if eligible):
X Assignment
X Exam
Portfolio
Other

Course Learning Outcomes
Course Learning Outcomes contribute to the achievement of Program Learning Outcomes for courses that lead to a
credential (e.g. diploma). A complete list of Vocational/Program Learning Outcomes and Essential Employability
Skill Outcomes are located in each Program Guide.
Course Specific Learning Outcomes (CLO) Essential Employability Skill Outcomes (ESSO)
Student receiving a credit for this course will have This course will contribute to the achievement of
reliably demonstrated their ability to: the following Essential Employability Skills:
CLO1 Describe changes in the meaning, structure and X EES 1. Communicate clearly, concisely and
composition of "family" that have occurred in correctly in the written, spoken, and visual form that
Canada over the past half Century fulfills the purpose and meets the needs of the
audience.
CLO2 Contrast the family systems approach and the
concept of "individual in context" to a more X EES 2. Respond to written, spoken, or visual
traditional individually oriented approach messages in a manner that ensures effective
communication.
CLO3 Describe family functioning in the context of
ecological influences and perpectives X EES 3. Execute mathematical operations accurately.
CLO4 Analyze family development and structure X EES 4. Apply a systematic approach to solve
according to a family life cycle perspective problems.
CLO5 Describe major family counselling models as X EES 5. Use a variety of thinking skills to anticipate
they relate to social service work and/or child and solve problems.
and youth work interventions
X EES 6. Locate, select, organize, and document
CLO6 Recognize issues of diversity when assessing information using appropriate technology and
and working with families information systems.
CLO7 Apply principles of family dynamics, X EES 7. Analyze, evaluate, and apply relevant
interactional patterns and structure when information from a variety of sources.
assessing a family
X EES 8. Show respect for the diverse opinions,
CLO8 Construct a family genogram and discuss it's values, belief systems, and contribution of others.
clinical usefulness in working with families
X EES 9. Interact with others in groups or teams in
CLO9 Develop a basic intervention plan that is ways that contribute to effective working
consistent with the family systems approach relationships and the achievement of goals.
X EES 10. Manage the use of time and other

resources to complete projects.
X EES 11. Take responsibility for one's own actions,

decisions, and consequences.

Evaluation Criteria:
The Course Learning Outcomes and Essential Employability Skills Outcomes are evaluated by the following evaluation
criterion.
Evaluation Description Course Learning Outcomes EESOs Weighting
Test 1 CLO1, CLO2, CLO3 EES1, EES2, EES5, 20

EES7, EES8, EES11
Test 2 CLO3, CLO4, CLO5, CLO6, CLO7 EES1, EES2, EES4, 20

EES5, EES7, EES8,
EES11
Test 3 CLO5, CLO6, CLO7 EES1, EES2, EES4, 20

EES5, EES7, EES8,
EES11
Family Assessment Part One CLO3, CLO4, CLO7 EES1, EES2, EES4, 15
EES5, EES6, EES7,
EES10, EES11
Family Assessment Part Two CLO7, CLO9 EES1, EES2, EES4, 15

EES5, EES6, EES7,
EES10, EES11
Genogram CLO8 EES1, EES2, EES3, 5

EES5, EES6, EES7,
EES8, EES9, EES10,
EES11
In process CLO1, CLO3, CLO4, CLO6, CLO7 EES1, EES2, EES5, 5

EES6, EES7, EES8,
EES9, EES11
Total 100%
Notes:
1. 1. Test dates are tentative and will be confirmed by the Professor

2. Tests will be closed book
3. Tests will be written at the beginning of that week's scheduled class
4. The format of tests will be discussed in the week prior to it's scheduled date
5. Specific instructions and the evaluation criteria for the family geneology showcase and family assessment
assignments will be provided to students in week 3
Required Text(s) and Supplies:

1. Collins, D, Jordan, C & Coleman, H (2013). An Introduction to Family Social Work (4th Ed.). Belmont, CA:
Brooks/Cole.
ISBN: 978-1-133-31262-8
Recommended Resources (purchase is optional):

N/A

Policies and Expectations for the Learning Environment:
General Policies and Expectations:
General College policies related to General policies related to
+ Acceptable Use of Information Technology + attendance
+ Academic Policies + absence related to tests or assignment due

dates
+ Academic Honesty + excused absences
+ Student Code of Conduct + writing tests and assignments
+ Students Rights and Responsibilities + classroom management can be found in the

can be found on-line at Program Guide (full time programs only) in
http://www.durhamcollege.ca/academicpolicies MyCampus
http://www.durhamcollege.ca/mycampus/
Course Specific Policies and Expectations:
Please refer to the program guide for course specific policies which include missed tests, late assignments,
attendance and student conduct, among others.
General Course Outline Notes:

1. Students should use the course outline as a learning tool to guide their achievement of the learning
outcomes for this course. Specific questions should be directed to their individual professor.
2. The college considers the electronic communication methods (i.e. DC Mail or DC Connect) as the primary
channel of communication. Students should check the sources regularly for current course information.
3. Professors are responsible for following this outline and facilitating the learning as detailed in this outline.
4. Course outlines should be retained for future needs (i.e. university credits, transfer of credits etc.)
5. A full description of the Academic Appeals Process can be found at http://durhamcollege.ca/gradeappeal.
6. Faculty are committed to ensuring accessible learning for all students. Students who would like
assistance with academic access and accommodations in accordance with the Ontario Human Rights
Code should register with the Access and Support Centre (ASC). ASC is located in room SW116,
Oshawa Campus and in room 180 at the Whitby Campus. Contact ASC at 905-721-3123 for more
information.
7. Durham College is committed to the fundamental values of preserving academic integrity. Durham College
and faculty members reserve the right to use electronic means to detect and help prevent plagiarism.
Students agree that by taking this course all assignments could be subject to submission either by
themselves or by the faculty member for a review of textual similarity to Turnitin.com. Further information
about Turnitin can be found on the Turnitin.com Web site.

Learning Plan
The Learning Plan is a planning guideline. Actual delivery of content may vary with circumstances.
Students will be notified in writing of changes that involve the addition or deletion of learning outcomes or
evaluations, prior to changes being implemented, as specified in the Course Outline Policy and Procedure at
Durham College.
Wk. Hours: 3 Delivery: In Class
1 Intended Learning Objectives

Course Introduction
Review expectations of the Learning Environment
Review Course Outline
Unit 1: The Field of Family Social Work
Define the concept of "Family"

Understand the diversity of family forms, and beliefs about families
Identify the various purposes and functions of a family
Intended Learning Activities

Lectures, interactive exercises
Small Group Activities
Resources and References

Text Ch. 2
YouTube Functions of a family
https://www.youtube.com/watch?v=nOng7C5rRhU&feature
Evaluation

Unit 1: The Field of Family Social Work Continued
Identify the assumptions of the Family Social Work approach.

Recognize the importance of the family approach in the Social Service and/or Child and Youth work field of
practice.
Define the family as a "microculture" and discuss their own family experiences as a "microculture".
Recognize the ways in which the environment (home, school, and community) impacts individual and family
functioning.
Describe the ecological approach as it relates to work with families.


Text Ch. 1
Evaluation


Unit 2: Family Systems Theory
Discuss Genogram and Family Assessment assignments

Describe the concept of family systems theory and its components.
Recognize families as interconnected units within themselves and the larger environment.
Analyze the concept of family rules as they relate to the family work approach.
Describe the various family subsystems.
Summarize the family strengths perspective.


Text Ch. 3
Genogram and Family Assessment rubrics
Evaluation

Unit 2: Family Systems Theory Continued
Identify family systems boundary patterns including "enmeshed" versus "disengaged" boundaries.
Describe the systems theory concepts of homeostasis, and circular causality as they relate to work with
families.
Describe key functions of family subsystems.
Analyze the impact of multigenerational patterns on current family system functioning.
Discuss Test 1


Text Ch. 3
Evaluation


Test 1
Video: The Trouble with Evan (first viewing)

Video, class discussion

Video Trouble with Evan
https://youtu.be/j2EU_2wK5LE
Evaluation Weighting
Test One Ch. 1, 2 & 3 20%

Unit 3: The Family Life Cycle
Explain the principles of the Family Life Cycle.

Describe the 8 Stages of Family Development.
Discuss the challenges of each family development task.
Identify the impact of culture, gender and class on family development.
Recognize variations that affect the family life cycle such as blended, single parent lead families and same-
sex couples.


Text Ch. 4
Evaluation


Unit 4: Family Resilience
Identify the beliefs and values involved in a strengths-based family work approach.
Define the concept and qualities of resilience as they relate to family functioning.
Identify the various components of a family's ecosystem; microsystem, mesosystem, exosystem and
macrosystem.
Recognize the impact of a family's ecosystem on overall family functioning.


Text Ch. 5
Evaluation

Unit 5: The Beginning Phase: Family Assessment and Genograms
Identify the tasks for the beginning phase of intervention with families; engagement, assessment, goal setting
and contracting.
Explain the use of empathy to engage each family member in the beginning phase of intervention.
Discuss common pitfalls made by new social service workers and or child and youth workers in the beginning
phase.
Examine qualitative assessment tools that provide a comprehensive understanding of families.


Text Ch. 7 & 8
Social Work Engagement
https://youtu.be/mwKnqvIGLaI
Family Assessment Part One Due Beginning of Class 15%


Unit 5: Family Assessment and Genograms Continued
Observe families through structured qualitative assessment tools including a family genogram.
Apply various assessment tools, such as an Ecomap to a case example.
Construct a multigenerational genogram of the student's own family.
Apply technology to create a multigenerational genogram.
Discuss Test 2


Text Ch. 8 & 9
Genopro demonstration
https://youtu.be/OylOmQtAork
How to draw a genogram

https://youtu.be/tRx7J1q6FE4
Evaluation

Test 2
Return and discuss Family Assessment Part One
Video: The Trouble with Evan (second viewing)


Video Trouble with Evan
https://youtu.be/j2EU_2wK5LE
Test 2 Ch. 4, 5, 7 & 8 20%


Presentation of the student's own multigenerational genogram
Unit 6: The Intervention Phase

Identify the skills underlying various family work interventions.
Discuss intervention strategies designed to change maladaptive family patterns.
Examine the specialized family work approaches: Solution-focused, Experiential, Structural and Narrative
Therapy.
Apply the techniques in specialized family work approaches.
Evaluate the various family work approaches consistent with student's personal and professional experiences.


Text Ch. 10 & 11
Structural Family Therapy: Staging an enactment

https://youtu.be/smIjTSzlEgk
Structural Family Therapy
Experiential Family Therapy

https://youtu.be/oo8YDirdBak family sculpting
https://youtu.be/hLfaNQF7trs
Solution Focused Family Therapy

https://youtu.be/6Fe8D0hAQh0
Solution Focused Family Therapy: The Miracle Question

https://youtu.be/gcXENqOwulw
Genogram Showcase 5%


Unit 6: The Intervention Phase Continued: Gender Sensitive Family Therapy
Observe and understand sources of inequality in the family.

Identify a feminist approach to work with families.
Discuss the limitations of family treatment models from a feminist perspective.
Sensitive intervention.
Recognize how sources of gender oppression impact gender roles within the family.
Apply an anti-oppressive lens in intervention with families.


Text Ch. 11 & 13
Gender Sensitive Family Therapy https://youtu.be/YuFmc3y72Nw
Family Assessment Part Two Due Beginning of Class 15%

Unit 7: The Termination Phase
Describe issues/experiences of families in the termination phase of family work intervention.

Recognize the need for planned termination with families.
Apply techniques and skills that assist families in the termination phase.
Recognize the signs of resistance to termination in families.
Discuss Test 3.


Text Ch. 14
In Process (cumulative) 5%


Test 3
Course Wrap Up.

Return and discuss Family Assessment Part 2

N/A

N/A
Test 3 Ch. 9, 10, 11, 13 & 14 20%

Coun 3501 2018

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Coun 3501 2018

Caricato da

Copyright:

Formati disponibili

School of Hlth & Comm Services

Family and Family Systems

2017-18 Academic Year

Durham College Course Outline - COUN 3501 - 2017-2018 Page 1 of 13

Subject Eligibility for Prior Learning Assessment & Recognition

PLAR Assessment (if eligible):

Durham College Course Outline - COUN 3501 - 2017-2018 Page 2 of 13

X EES 10. Manage the use of time and other

X EES 11. Take responsibility for one's own actions,

Durham College Course Outline - COUN 3501 - 2017-2018 Page 3 of 13

Evaluation Description Course Learning Outcomes EESOs Weighting

Test 1 CLO1, CLO2, CLO3 EES1, EES2, EES5, 20

Test 2 CLO3, CLO4, CLO5, CLO6, CLO7 EES1, EES2, EES4, 20

Test 3 CLO5, CLO6, CLO7 EES1, EES2, EES4, 20

Family Assessment Part Two CLO7, CLO9 EES1, EES2, EES4, 15

Genogram CLO8 EES1, EES2, EES3, 5

In process CLO1, CLO3, CLO4, CLO6, CLO7 EES1, EES2, EES5, 5

1. 1. Test dates are tentative and will be confirmed by the Professor

Required Text(s) and Supplies:

Recommended Resources (purchase is optional):

Durham College Course Outline - COUN 3501 - 2017-2018 Page 4 of 13

General College policies related to General policies related to

+ Acceptable Use of Information Technology + attendance

+ Academic Policies + absence related to tests or assignment due

+ Student Code of Conduct + writing tests and assignments

+ Students Rights and Responsibilities + classroom management can be found in the

Course Specific Policies and Expectations:

General Course Outline Notes:

5. A full description of the Academic Appeals Process can be found at http://durhamcollege.ca/gradeappeal.

Durham College Course Outline - COUN 3501 - 2017-2018 Page 5 of 13

Wk. Hours: 3 Delivery: In Class

1 Intended Learning Objectives

Unit 1: The Field of Family Social Work

Define the concept of "Family"

Intended Learning Activities

Small Group Activities

Resources and References

YouTube Functions of a family

Wk. Hours: 3 Delivery: In Class

2 Intended Learning Objectives

Identify the assumptions of the Family Social Work approach.

Intended Learning Activities

Small Group Activities

Resources and References

Durham College Course Outline - COUN 3501 - 2017-2018 Page 6 of 13

3 Intended Learning Objectives

Discuss Genogram and Family Assessment assignments

Intended Learning Activities

Small Group Activities

Resources and References

Genogram and Family Assessment rubrics

Wk. Hours: 3 Delivery: In Class

4 Intended Learning Objectives

Intended Learning Activities

Small Group Activities

Resources and References

Durham College Course Outline - COUN 3501 - 2017-2018 Page 7 of 13

5 Intended Learning Objectives

Video: The Trouble with Evan (first viewing)

Intended Learning Activities

Resources and References

Wk. Hours: 3 Delivery: In Class

6 Intended Learning Objectives