Menno Simons College

In affiliation with the University of Winnipeg

Conflict Resolution Studies

CONFLICT IN THE FAMILY 1 CRS2251/050

FALL TERM: 2019

DATES: SEPTEMBER 3 - November 26, 2019

TIME: TUESDAYS 6:00 - 9:00 PM
CLASSROOM: 2MS13
INSTRUCTOR: RICHARD GRUNFELD
OFFICE TEL: 204-945-4891
E-MAIL: r.qrunfeld@uwinnipeg.ca
FAX: 204.783-3699
OFFICE HOURS by APPOINTMENT

COURSE DESCRIPTION: This course is designed to help students understand how conflict
develops and manifests itself within familial relationships. Students will study the nature of the
family through the lens of a systemic perspective by examining family structure, communication
patterns, and gender issues in relation to the family life cycle. Students learn to differentiate
between destructive and constructive conflict processes in the family. They then progress to an
understanding of how to transform antagonistic conflict into problem solving.

To achieve these goals the class will 1) work toward a greater understanding of the nature of
relational conflict, its origins and scripts; 2) differentiate between destructive conflict that tears
families apart and constructive conflict that builds relational skills; 3) integrate learning of
systemic family dynamics through our own experience and knowledge.

REQUIRED TEXT:

Froma Walsh, Editor (2012). Normal Family Processes: Growing Diversity and Complexity
Fourth Edition. Guilford Press. 2012
All other readings are available on the Nexus class site.
TOPIC OUTLINE and WEEKLY READINGS:

SEPT 3 Chapter 1. Diversity and Complexity

SEPT 10 'Leave it to Beaver and Ozzie and Harriet: American Families in the
1950's". Stephanie Coontz, The Way We Never Were. Basic Books
1992.
SEPT 17 Chapters 2 & 11. Concepts of Normality

SEPT 24 Chapters 15 & 17. Family Resilience

OCT 1 Chapters 3 & 5. Couple Relationships and Divorce

OCT 8 Chapters 6 & 7. Single Parent Households and Stepfamilies

OCT 15 READING WEEK

OCT 22 Chapters 16 & 20. Rituals and the Family Life Cycle

OCT 29 Chapter 13. Immigrants and Refugee Families

NOV 5 “The Power of Apology” Harriet Lerner. Psychotherapy

Networker 42.2 March/April 2018

NOV 12 Gender Norms and Sibling Relationships.

"Siblings in Conflict". Heather Canary and Daniel Canary. Family
Conflict. Polity Press, 2013

NOV 19 “History of Violence in the Family” Denise Kindschi Gosseline,

Family and Intimate Partner Violence.
Pearson, 2019

NOV 26 Chapter 19. Family Illnesses and Disabilities

ASSIGNMENTS:

1. Participation: Learning comes about through experience and active engagement, both in
listening and talking. Regular attendance therefore is vital in order to give of yourself and
thereby gain a greater measure from your experience. Sharing your ideas enhances all of our
learning. Therefore class participation, including regular attendance and active learning are
considered an important part of the classroom dynamic. There will be one in-class response
paper every week consisting of asking one question with a brief rationale pertaining to the weeks
classroom discussions. In addition, at least one of these questions will be posted on Nexus to
 which students are expected to respond and discuss online with at least one comment per week.

15%

2. Connection Papers: Write a total of three 2-3 page papers (500 - 750 words) addressing the
following:

a) Identify and elaborate on a specific concept theory that we've discussed

b) Connect in some detail how this particular concept or theory relates to at least one of
our readings. You may relate this to other reading or visual material as well.
c) Explain how you may or may not personally relate to this experience-
d) Ask a relevant question and, without answering it specifically, provide a rationale and
basis justifying its importance.

DUE: Sept. 17, Oct. 22 & Nov 5.

3. Family Communication: This assignment consists of three parts: a genogram, scenario and an
analysis. The genogram identifies the identified participants with names, approximate ages and
the appropriate symbols reflecting their emotional relationships toward each other. (Details of
this will be provided in class). To develop this family scenario you may use your own family or
a fictional one (e.g. novel, play, TV or film). The scenario and topic must enable an overview
description of 'who, what, where, where' and be complex enough to reveal family dynamics. The
scenario tells a specific story of the family and describes their interactions. The analysis of this
'moment in time' family scene utilizes the systemic concepts from the course (such as roles,
rules, communication styles, boundaries and resiliency) and examines the influences family
members have on each other.

Address the following to structure your essay:

a) Provide an overview of a particular family scene.

b) Describe the family members through the systemic concepts as above
and explain with some detail
c) Connect these behaviours with explanations/illustrations from the text
or articles to broaden and deepen your understanding,
d) What do these interactions tell you about how they handle differences
and conflicts?
e) Highlight the impact these interactions are having on each individual
in this story.
f) How might this relate to your own experiences and what meaning do
you take from this for yourself?
g) Conclude with a descriptive metaphor of some aspect of the family
dynamic and explain.

5 - 7 pages (1250 - 1650 words) DUE: Oct. 1 30%

Integrated Essay: Choose an issue that poses a challenge for families. (The scope is almost
endless but here are a few examples; communication, marriage, divorce, blending families,
sexuality, addictions, immigration and grief). Research the issue so that you understand more
about how this affects and impacts (potential and otherwise) individuals and the family systems
we live within. Utilizing the systemic framework we've discussed, focus your paper to include the
following:
a) Clearly describe the topic and the presence of these challenges and opportunities.
b) Discuss what it is about this issue that draws attention. How may this relate to
any of your own family of origin stories?
c) Include the following concepts to a lesser or greater degree in your discussion:
boundaries, identity, alliances, roles, rules, communication styles and resiliency.
d) What enables the family to use the differences and challenges constructively? What
forces may inhibit constructive conflict responses?
e) Describe a metaphor that may reflect a family dealing with this issue.
f) What have you learned from the research and writing on this subject?
g) What questions for further research do you have? Elaborate.

You will need to consult with at least three to five academic research (contains bibliography)
sources in addition to the articles used in class. A title page and complete reference page are
required. The paper will be evaluated for scholarly research, elaboration of family systems
concepts and integration of this issue with the course material and your own life experience.

10 - 12 pages (2500 -3000 words) DUE: Nov 26. 40%

COURSE EVALUATION:

While grading is an important component of this course and for your career development. it is
important to note what it truly reflects, That is, an indicator of your interest in the learning process
as demonstrated through your attendance and participation, thoughtfulness, creativity,
conceptualization, fulfillment of the assignments and the ability to demonstrate your understanding
of how constructive conflict is an integral part of our relational lives.

It is also important to note that, as we all grow up within family systems, many of the issues
discussed in this class may also have been experienced in a more personal way. Some students may
find this overlap difficult at times. Being aware helps one remember the boundary between the
personal and academic context.

Assignments will be submitted on time to the appropriate file on the Nexus class site.
Extensions may be permitted depending upon circumstances provided that this has been
negotiated beforehand with the instructor.

Otherwise, 1 point may be subtracted for each late day and 2 points for every day beyond an
extension. Assignments may be typed double spaced or handwritten provided they are legible.
Scheduled appointments for review and consultation can be scheduled accordingly.
REMINDER: The last day to withdraw from this course without academic penalty is
November 12, 2019.

IMPORTANT INFORMATION:

This is a preliminary outline intended to provide a general idea of the topics that will be covered.
The actual schedule of topics and readings will likely change as the course progresses and student
interests interact with the course material. Some topics may be added and others may not be fully
covered. Furthermore, at least 35% of the final mark will have been received before the withdrawal
date without academic penalty of November 12, 2018.
Should you feel the need to withdraw from the course at any time, consider discussing with me how
I may be able to help you to complete the course requirements. Students are also reminded of the
severity associated with any form of plagiarism and/or cheating.

CONSULTATIONS: I do not keep formal office hours with my full-time clinical work.
Nonetheless, am accessible to students for conversation about the course, outside of class time. In
order to facilitate this, I will make myself available in the following ways: by telephone, email and
in person by appointment.

1. Students facing a charge of academic or non-academic misconduct may choose

to contact the University of Winnipeg Students’ Association (UWSA) where a
student advocate will be available to answer any questions about the process, help
with building a case, and ensuring students have access to support. For more
information or to schedule an appointment, visit our website at
www.theuwsa.ca/academic-advocacy or call 204-786-9780.
2. When it is necessary to cancel a class due to exceptional circumstances,
instructors will make every effort to inform you via uwinnipeg email, as well as
the departmental assistant and Chair/Dean so that class cancellation forms can be
posted outside classrooms.
3. Students may choose not to attend classes or write examinations on holy days
of their religion, but they must notify their instructors at least two weeks in
advance. Instructors will then provide opportunity for students to make up work
examinations without penalty. A list of religious holidays can be found at
http://uwinnipeg.ca/academics/calendar/docs/important-notes.pdf
4. All students, faculty and staff have the right to participate, learn, and work in
an environment that is free of harassment and discrimination. The UW Respectful
Working and Learning Environment Policy may be found online at
http://www.uwinnipeg.ca/respect/

ACCESSIBILITY SERVICES:
Students with documented disabilities either temporary or chronic medical conditions requiring
academic accommodations for tests/exams (e.g., private space) or during lectures/laboratories (e.g.,
access to volunteer note-takers) are encouraged to contact (AS) at 7869771 or email
accessibilitvservices@uwinnipeg.ca to discuss appropriate options. Specific information about AS
is available on-line at http://www.uwjnnipeg.ca/acccssibility. Al information about a student's
disability or medical condition remains confidential. It is the student's responsibility to inform me
of any specified needs relating to this area at the onset of term.

The University of Winnipeg promotes a scent-free environment. Please be respectful of the needs
of your fellow classmates and your instructor by avoiding the use of scented products while
attending lectures. Exposure to perfumes and other scented products (such as lotion) can trigger
serious health reactions in persons with asthma, allergies, migraines or chemical sensitivities. We
are asking for your cooperation to create a scent-free environment on campus by students, faculty
and staff.

University Regulations on Student Conduct and Misconduct: Students are expected to know and
follow the academic regulations and policies in the University of Winnipeg General Calendar. Look
up http://uwinnipeq.ca/academicslca]endar/docs/reaulationsandpolicies.pdf and be sure to read
sections 3, 8 and 11 carefully. These cover conduct expected of students at the University of
Winnipeg

Appealing a Grade: If you are not satisfied with a grade you receive on an assignment or exam you
are encouraged to speak to the instructor. Before you come to see me I ask that you take the
assignment home and think about your concerns: it will help the process if you can be specific
about your particular questions and concerns. After we speak, and it you are still dissatisfied with
the grade, you linen have the option to speak with the MSC Associate Dean. If that does not resolve
the issue for you the U or W has a formal process for appealing grades. Please note: if you choose
to speak to the Associate Dean, you must do so no later than three weeks after final glades are
posted- Formal grade appeals must be filed with Student Records within six weeks of final grades.
Please consult the Academic Calendar for details-

A Note about Menno Simons College:

This course is offered by Menno Simons College (MSC) in affiliation with the University of
Winnipeg. MSC offers two programs at the University of Winnipeg: Conflict Resolution Studies
and International Development Studies. MSC offers both majors and minors in these programs.
MSC is a college of the Canadian Mennonite University and is located at and affiliated with the
University of Winnipeg. All courses offered by MSC are open to all University of Winnipeg
students and are subject to University of Winnipeg Senate approval and policies. MSC endeavors
to build an intentional learning community for students interested in issues of peace, non-violence
and social justice. The MSC Practicum program, open to all College students majoring in CRS or
IDS, provides them an opportunity to learn from practice and to integrate theory with practice.
MSC's Student Services team and the MSC Student Association host events such as the Social
Justice Fair and Welcome Week. For more information about MSC, events and the Menno Simons
College Student Association. visit the MSC reception area at 520 Portage Avenue or go to
mscollege.ca. MSC also has a weekly e-Newsletter which has news, events, and job opportunities
relating to conflict resolution, international development and social justice. If you are interested in
receiving this e-mail newsletter please contact msc@uwinnipeg.ca

GRADING:

Class presence and written participation: 15 marks

Connection papers: (3 @ 5 ) 15 marks
Family Communication: 30 marks
Integrated Essay: 40 marks
Total Possible: 100 marks

Letter Grade/Percentage Scale

A+ 90 – 100 % B 70 – 74%
A 85 – 89 % C+ 65 – 69%
A- 80 – 84% C 60 – 64%
B+ 75 – 79 % D 50 – 59%
F 49 or less

Final grades are awarded by the Senate and may be subject to revision.