Wake Forest University Department of Counseling

CNS 773 Family Counseling
Spring-2 2024


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Syllabus Contents

Course Faculty

Lead Faculty: Dr. Robert Casares

Email: casaredr@wfu.edu

Lead Faculty: Dr. Michelle Ghoston

Email: ghostonm@wfu.edu

Lead Faculty: Dr. Bob Nations

Email: nationjr@wfu.edu

Course Description

This is a professional counseling course that surveys the field of marriage, couple, and family counseling. By completing this course, students should become knowledgeable about the history, theories, and practices of marriage, couple, and family counseling (CACREP 5.F). Ethical, legal, and other professional issues related to marriage, couple, and family counseling (e.g., identification and affiliation) will be covered, as well (CACREP 3.A.10).

Course Objectives

Upon successful completion of this course, you will be able to:

  1. Review the general principles of family living: how families operate as a social system, develop rules for living together, and deal with the ever-changing tasks that must be met by a family going through its life cycle (CACREP 5.F.1-6).  
  2. Increase students’ self-knowledge and awareness of their own families and how their family histories impact their ability to counsel.
  3. Trace significant historical developments in marriage, couple and family counseling/therapy and provide an overview of the evolving viewpoints, perspectives, values, intervention techniques, and goals of this approach to counseling/therapy (CACREP 5.F.7-12).
  4. Present the basic ideas of the major theoretical orientations within marriage, couple and family counseling/therapy along with theories and models dealing with family resilience (CACREP 5.F.7; 3.C.7).
  5. Help students learn the beginning practices and techniques of marriage, couple and family counseling/therapy (CACREP 5.F.10).
  6. Trace significant historical developments in marriage, couple, and family therapy.
  7. Explain the function/dysfunction in their own family or origin, how this has affected their lives, and be able to recognize and discuss their own present modes of relating and communicating with others, including clients.
  8. List and discuss the major theoretical perspectives of marriage, couple and family therapy (CACREP 5.F.7).
  9. Discuss the fundamental assumptions of systems theory and its application to marriage, couple and family therapy (CACREP 5.F.8).
  10. Demonstrate the practice of marriage, couple and family therapy at a beginning level.
  11. Articulate what they bring to marriage, couple and family counseling situations and how this affects the therapeutic outcome.
  12. List and describe the professional, ethical standards of the ACA and the AAMFT as applied to the practice of working with couples and families (CACREP 3.A.10).

Course Materials

Course materials refer only to the textbook(s), Course Reserves, WFU library readings, or scholarly articles. Refer to the course for all other instructional content (websites, lectures, videos, interactive activities, etc.)

Required Text(s)

Required Media

For this course, you will be required to view the following films. These films are available through streaming or on Netflix.

Additional Material

Webcam

Live Sessions

Students will find the day and time in the course:

Live Sessions are not mandatory, but student attendance is encouraged.

Methods of Instruction

Instructional methods in this course include lectures, discussions, case studies, experiential activities related to course content, and other interactive activities.

Instructor Interactions

Apart from clinical courses, WFU online courses are primarily asynchronous in nature, meaning students and instructors can engage with the learning materials at different times. There are a few notable exceptions, however, such as live sessions, office hours, and triad work (skills courses). For the asynchronous portions of our courses, students interact with instructors through virtual discussion boards, weekly video and/or written announcements, email communications, and formative and summative feedback on assignments. For the synchronous portions of our courses, students interact with lead instructors in weekly, recorded live sessions, and with practitioner instructors in office hours. Regarding live sessions, lead instructors meet virtually with students one hour per week in which they present on a topic related to the learning material for the week, as well as answer questions that students have about the course material or assignments. In office hours, practitioner instructors answer students’ questions about course content and assignments. They also, at times, present on topics related to that week’s lessons.

In clinical courses, instructors interact with students primarily through individual/triadic and group supervision sessions. Instructors also monitor students’ time logs, review required practicum and internship documents, evaluate their counseling session recordings and writeups, and submit midterm and final evaluations related to students’ counseling skills development, as well as their professional dispositions and behaviors development.

Assessments

This section provides an overview of the items due during this course. See the Course Schedule for additional details.

Discussions

Discussions serve as the main vehicle for communication between students in the class. Using the forums, information will be shared, concepts will be discussed, and opinions expressed.

Assignments

These are the assignments that will be completed and submitted throughout the duration of the course.

Assignment 2.1: The Seven Principles for Making Marriage Work

For this assignment, you will write a 1,000-word reflection paper on The Seven Principles for Making Marriage Work and the two Gottman videos.

Assignment 3.1: Family Functioning on Videos

For this assignment, you will watch episodes of Modern Family and Black-ish and write a 1,000-word paper answering the provided questions.

Assignment 4.1: Genogram Assignment

For this assignment, you will use McGoldrick’s Genograms book as a template for constructing a genogram of your own family. Specifically, you will discuss what insights McGoldrick has given you about families in general and your family-of-origin in a 1,000-word paper.

Exams

You will complete a Final Exam in week 7. The open-book final exam is composed of 150 questions. Each is worth one point each. They are multiple choice and true/false. You will have 150 minutes (exactly 2.5 hours) to complete the exam once you begin, and you are allowed one attempt.

Student Learning Outcomes/Key Performance Indicators

There is one signature assignment for this course, the Genogram Assignment that is to be submitted in Anthology Portfolio, an e-Portfolio, data storage, and data management program. The Genogram Assignment will be used for course grade calculations (using the grading rubric), program evaluation reporting, and student learning outcomes (SLO) / key performance indicator (KPI) monitoring. For program evaluation reporting and SLO/KPI monitoring, we use a CACREP rubric that measures student learning on a scale from 1 (harmful) to 5 (exceeds expectations). The student learning outcome on which you will be evaluated for the Genogram Assignment is I.b.: Students possess awareness of themselves and an ability to self-evaluate.

Based on the 2024 CACREP standards (2.E.1.a., 2.C.1.a.), our counseling program is required to report aggregated SLO/KPI ratings, as well as monitor individual student SLO/KPI progress. The expectation is that students, on average and individually, will receive average CACREP rubric ratings of 4 (meets expectations) on each SLO/KPI measure. Student ratings on SLO/KPI measures that fall below a 3 (near expectations) may result in remediation.

Late Work

Students are encouraged to make the same effort to submit all assignments on time that they would use in the workplace. It is, however, understood that sometimes circumstances arise that are beyond our control. To request an extension, students should contact their Lead Faculty as soon as a problem is identified to provide details and determine a realistic deadline. Assignments submitted late without prior approval will not be eligible for full credit.

Unless arrangements have been made, students who submit late assignments will receive a 10% grade deduction for each day beyond the due date.

Grading Policies

This table details the grade points and/or percentages of each assignment.

Grading
Assignment Points Possible
Discussions 325
Assignments 425
Final Exam 150
Total 900

Grading Scale

This table lists the letter grade corresponding to ranges of points.

Final grading is at the discretion of the faculty.

Grading Scale
Letter Grade Percentage
A 93–100
A− 90–92
B+ 87–89
B 83–86
B− 80–82
C+ 77–79
C 70–76
F 0–69

Academic Policies

Every student is required to practice and adhere to the principle of academic integrity while undertaking studies with Wake Forest University. Maintaining academic integrity is considered an essential academic standard of every graduate course and program. The University does not tolerate academic dishonesty.

The graduate faculty at Wake Forest has adopted a formal honor code to provide guidance for student conduct with respect to academic pursuits. Read the Graduate Student Academic Honor Code (PDF).

Academic dishonesty may be an academic issue or a disciplinary issue, or both, depending on its pervasiveness and/or severity. Any student engaged in academic dishonesty may face reprimand, disciplinary warning, a lowered or failing grade(s), and/or probation or suspension from the course, academic program, or University; or expulsion from the University.

The list that follows includes examples, although not all-inclusive, of academic dishonesty:

For the complete academic honesty policy and tips to avoid plagiarism, as well as further information on all academic policies, including the policies for adding and dropping a course, requesting a grade of incomplete, academic probation, termination of enrollment, reinstatement, and student and faculty expectations, see the Wake Forest University Student Handbook.

Synchronous Class Recording Notice

In accordance with Wake Forest University’s policy regarding class recordings, be mindful of this information:

Academic Engagement and Monitoring

It is very important that students actively engage in class discussions, and that students communicate in a timely manner with their instructors if unforeseen circumstances negatively affect their academic engagement. WFU monitors student academic engagement through student activity in the course, much of which can be monitored automatically in Canvas (e.g., logging into the course in Canvas, participating in discussion boards, submitting assignments, reviewing learning materials in the modules); attending live sessions, office hours, and individual/triadic/group supervision sessions; and communicating by phone or email with instructors. If an entire week passes without a student submission of an assignment and/or no contact is made with instructors, the following will occur:

Technical Requirements

Identify the minimum device configuration requirements for this institution.

Help Desk Support

Assistance to resolve technical problems is available 24/7, 365 days a year.

Students can access the Help Desk at: Wake Forest Help Desk.

Help Desk services are restricted primarily to problems associated with the functionality of the course delivery platform. Responsibilities include:

Sometimes students may not be sure whether a problem they are having is caused by their computer system or the online learning management system. The Help Desk will help students figure out where the problem lies and attempt to resolve issues immediately. However, some highly advanced hardware issues may require additional assistance. If this is the case, the Help Desk may suggest seeking assistance from a local computer repair establishment.

Be sure to check the browser version (latest version of Firefox or Chrome) and plug-ins. Use the Check My Browser tool on the Wake Forest Help Desk page (under the Tools drop-down menu) to analyze browser and system settings. This will ensure that students have the necessary settings to navigate their courses.

Canvas Support

Call a Canvas Expert: 833.383.5792

For Canvas technical support, select the Help icon in the navigation bar, where students will find several options including:

When submitting a ticket, be as specific as possible in the description of the issue. Include the name of the course and the date the issue occurred, the browser being used and, if possible, screenshots to help Canvas support personnel troubleshoot the issue and expedite service.

Note: Lead Faculty and PIs do not provide Canvas support.

AskDeac Help Desk

AskDeac services include most technology issues outside of the scope of course delivery. Common requests include assistance setting up a VPN, setting up a WFU Zoom account, using Google Drive, and resetting WFU email passwords.

Assistance to resolve technical issues is available through Email or Live Chat from 8:00 a.m. to 9:00 p.m. EST, Monday through Friday. Phone support is available from 8:00 a.m. to 5:00 p.m. EST, Monday through Friday.

Access AskDeac at: AskDeac.

Diversity, Equity, and Inclusion

Wake Forest University is committed to supporting diversity, equity, and inclusion. The Office of Diversity and Inclusion provides campus resources such as the Intercultural Center, LGBTQ Center, Women’s Center, and more. Locate these on the webpage under Affinity & Support.

To learn more about WFU’s commitment to diversity, equity, inclusion read the Non-Discrimination Statement and policy on Non-Discrimination on the Basis of Disability.

Pro Humanitate—As a part of the Wake Forest community, the faculty and staff of the Department of Counseling fully embrace the concept of Pro Humanitate. In each of our classes (graduate, undergraduate, face-to-face, and virtual), we strive to affirm every person and every identity including but not limited to gender identity, affectional orientation, language, national origin, color, race, disability, sex, religion, creed, and ancestry. We embrace the development of critical thinkers that consistently aspire to become culturally responsive and encourage you to challenge your own biases while developing the necessary skills to enter your chosen profession. Further, the faculty and staff will promote the Realizing Inclusion, Diversity, and Equity (R.I.D.E.) framework in our teaching, research, supervision and advising. We hope that you will join us along this journey, with a commitment to advocacy and social justice in both your personal and professional lives. Pro Humanitate, to better the lives of all humans!

Accessibility and Special Accommodations

Wake Forest strives to provide equal access for all learners. Learning content contained within the Canvas Learning Management System is designed to meet the Web Content Accessibility Guidelines (WCAG) 2.1 AA developed by the World Wide Web Consortium (W3C) and Section 508 of the Rehabilitation Act. Throughout our course development process, we test the capabilities of our learning content against these standards.

Wake Forest University recognizes its responsibility for creating an institutional climate in which students with differing needs and abilities can thrive.

Along with the mission of the Division of Student Life, Disability Services exists to enable students with disabilities to experience equal access to the academic, social, and recreational activities and programs at Wake Forest University. To achieve this goal, the Center for Learning, Access, and Student Success (CLASS) is available to offer academic support for all Wake Forest Students. CLASS staff works with students, faculty, and staff to implement services and accommodations that are in accordance with both state and federal laws and our own commitment to this goal.

If a student has a disability that may require an accommodation for taking this course, use the Student Portal Login located on the Center for Learning, Access, and Student Success (CLASS) website. Alternatively, contact the Center for Learning, Access, and Student Success at the contact information provided.

Contact Information:

118 Reynolda Hall, WFU
Winston-Salem, NC, 27109
Phone: 336-758-5929
Email: class@wfu.edu

Emergency Contingency Plan

Disaster Planning/Catastrophic Event Policy: In the event the University calendar is disrupted by disaster or catastrophic event, please continue with the assigned lessons and adhere to the due dates of assignments and discussions. The instructor will be available by email or by phone, unless the internet or phone is inaccessible.

Course Schedule

The course week runs from Monday (Day 1) to Sunday (Day 7). Due dates for assignments and discussions are stated in day numbers. Unless otherwise noted, all assessments are due by 11:59 p.m. E.T. on the designated day.

There will be Live Sessions and Office Hours each week unless otherwise communicated. Students will find the day and time in the course:

Please Note: Readings refer only to textbook, Course Reserves, WFU library readings, or scholarly articles. Refer to the course for all other instructional content (websites, lectures, videos, interactive activities, etc.)

Week 1: Introduction to the Course (March 4–March 10)

Week 1 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Understanding Family Dynamics and How Families Function

Course Objectives: 1, 2, 4, 6, 7, & 9

CACREP Standards: 5.F.1.a, b, c, & d; 5.F.2.a & b; 5.F.3.b		 Read the following in your Gladding text:
  • Prologue, pp. xix–xxi

Read the following article:
  • Small, M. (2008, December). The Perfect Mate: What We Really Want

View the following TV Shows:
  • Black-ish, Season 7, Episode 20—Boundaries
  • Modern Family, Season 1, Episode 101—Pilot
 Discussion 1.1: Early Memories of Your Family (Initial Post Due Day 5, Reply Posts Due Day 7) None None
Lesson 2: The History of Family Therapy

Course Objectives: 1, 3, 4, 6, 8, & 9

CACREP Standards: 5.F.1.b, c, & d; 5.F.2.a & b; 5.F.3.a, b, c, & d		 Read the following in your Gladding text:
  • History of Family Therapy, Chap. 1, pp. 2–26
  • The Theoretical Context of Family Therapy and Types and Functionality of Families, Chap. 2–3, pp. 27–79
 None Looking Ahead: Assignment 4.1: Genogram Assignment (due Week 4, Day 7) None

Spring Break (March 11—March 17)

Week 2: Clinical Issues in Working with Culturally Diverse, Single-Parent and Blended Families (March 18–March 24)

Week 2 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Working with Culturally Diverse Families

Course Objectives: 1, 3, 4, 5, 6, 9, 10, 11, & 12

CACREP Standards: 5.F.1.a, b, c, & d; 5.F.2.a, b, f, & m; 5.F.3.a, b, & d		 Read the following in your Gladding text:
  • Working with Culturally Diverse Families, Chap. 5, pp. 105–126
 Discussion 2.1: Family Therapy (Initial Post Due Day 5, Reply Posts Due Day 7) None None
Lesson 2: Single-Parent and Blended Families

Course Objectives: 1, 4, 5, 9, & 11

CACREP Standards: 5.F.1.a, b, c, d, & e; 5.F.2.a b, c, f, m & o, 5.F.3.a, b, c, & d		 Read the following in your Gladding text:
  • Working with Single-Parent and Blended Families, Chap. 4, pp. 80–104
 None Assignment 2.1: The Seven Principles for Making Marriage Work (due Day 7) None

Week 3: The Process of Family Therapy and Enrichment of Couples and Families (March 25–March 31)

Week 3 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams

Lesson 1: Process of Family Therapy

Course Objectives: 1, 4, 5, 8, 9, 10, & 11


CACREP Standards: 5.F.1.a, b, c, d, & e; 5.F.2.a b, c, e, & m; 5.F.3.a, b, c, & d 		Read the following in your Gladding text:
  • The Process of Family Therapy, Chap. 7, pp. 154–180
 None Assignment 3.1: Family Functioning on Videos (due Day 7) None
Lesson 2: Enrichment and Treatment of Couples

Course Objectives: 3, 4, 5, 6, 8, 10, & 11

CACREP Standards: 5.F.1.a, b, c, d, & e; 5.F.2.a b, c, e & m, 5.F.3.a, b, c, & d		 Read the following in your Gladding text:
  • Couple and Marriage Therapy and Enrichment, Chap. 8, pp. 181–210
 Discussion 3.1: Can this marriage be saved? (Initial Post Due Day 5, Reply Posts Due Day 7) None None

Week 4: Transgenerational and Experiential Family Therapies (April 1–April 7)

Week 4 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Psychodynamic and Bowen Family Therapies

Course Objectives: 1, 2, 4, 5, 7, 8, & 11

CACREP Standards: 5.F.1.a, b, c, d, e, & f; 5.F.2.a b, c, e, f, m, & n; 5.F.3.a, b, c, & d		 Read the following in your Gladding text:
  • Psychodynamic Family Theory, Chap. 9, pp. 211–225
  • Bowen Family Therapies, Chap. 10, pp. 226–242
 None Assignment 4.1: Genogram Assignment (due Day 7) None
Lesson 2: Experiential Family Therapy

Course Objectives: 1, 2, 4, 5, 7, 8, 11, & 12

CACREP Standards: 5.F.1.a, b, c, d, e, & f; 5.F.2.a b, c, e, f, & m;
5.F.3.a, b, c, & d		 Read the following in your Gladding text:
  • Experiential Family Therapy, Chap. 12, pp. 266–289

Read The Genogram Journey (entire book).

 Discussion 4.1: Experiential Family Counseling (Initial Post Due Day 5, Reply Posts Due Day 7) None None

Week 5: Behavioral, Structural/Strategic, Solution-Focused, and Narrative Family Therapies (April 8–April 14)

Week 5 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Behavioral and Cognitive-Behavioral Family Therapies

Course Objectives: 3, 4, 5, 6, 8, & 11

CACREP Standards: 5.F.1.a, b, c, d, e, & f; 5.F.2.a b, c, e, f, & m;
5.F.3.a, b, c, & d		 Read the following in your Gladding text:
  • Behavioral and Cognitive-Behavioral Family Therapies, Chap. 11, pp. 243–265
 None None None
Lesson 2: Structural and Strategic Family Therapies

Course Objectives: 3, 4, 5, 6, 8, & 11

CACREP Standards: 5.F.1.a, b, c, d, e, & f; 5.F.2.a b, c, e, f, & m;
5.F.3.a, b, c, & d		 Read the following in your Gladding text:
  • Structural Family Therapy, Chap. 13, pp. 290–308
  • Strategic Family Therapy, Chap. 14, pp. 309–329
 Discussion 5.1: Strategic and Structural Family Therapy (Initial Post Due Day 5, Reply Posts Due Day 7) None None
Lesson 3: Solution-Focused Brief Family Therapy

Course Objectives: 4, 5, 8, 10, & 11

CACREP Standards: 5.F.1.a, b, c, d, e, & f; 5.F.2.a b, c, e, f, & m;
5.F.3.a, b, c, & d		 Read the following in your Gladding text:
  • Solution-focused Brief Therapy, Chap. 15, pp. 330–343
 None None None

Lesson 4: Narrative Family Therapy

Course Objectives: 4, 5, 8, 10, & 11


CACREP Standards: 5.F.1.a, b, c, d, e, & f; 5.F.2.a b, c, e, f, & m;
5.F.3.a, b, c, & d 		Read the following in your Gladding text:
  • Narrative Family Therapy, Chap. 16, pp. 344–357
 Discussion 5.2: Externalizing a Problem (Initial Post Due Day 5, Reply Posts Due Day 7) None None

Week 6: Ethical, Legal & Professional Issues in Abuse, Disorders, Violence, Research & Assessment (April 15–April 21)

Week 6 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Ethical, Legal, and Professional Issues Family Therapy

Course Objectives: 3, 5, 6, 10, & 12

CACREP Standards: 5.F.1.e & f; 5.F.2.c, d, e, f, g, h, i, m, n, o, & p;
5.F.3.a, c, d, & e		 Read the following in your Gladding text:
  • Ethical, Legal, and Professional Issues in Family Therapy, Chap. 6, pp. 127–151

Review:

  • AAMFT Code of Ethics
  • IAMFC Code of Ethics 2017
 Discussion 6.1: Codes of Ethics (Initial Post Due Day 5, Reply Posts Due Day 7) None None
Lesson 2: Substance-Related Disorders, Domestic Violence, and Child Abuse

Course Objectives: 3, 5, 6, 10, & 12

CACREP Standards: 5.F.1.c, e & f; 5.F.2.c, d, g, h, i, l, o, & p; 5.F.3.a, c, d, & e		 Read the following in your Gladding text:
  • Working with Substance-Related Disorders, Domestic Violence and Child Abuse, Chap. 18, pp. 380–401

View:

  • Rachel Getting Married (1:53:00) Prime Video.
 Discussion 6.2: Rachel Getting Married (Initial Post Due Day 5, Reply Posts Due Day 7) None None
Lesson 3: Research and Assessment in Family Therapy

Course Objectives: 3, 5, 6, 9, & 12

CACREP Standards: 5.F.1.e & f; 5.F.2.c, d, & o; 5.F.3.a		 Read the following in your Gladding text:
  • Research and Assessment in Family Therapy, Chap. 17, pp. 360–379
 None None None

Week 7: Who Wants to be a Family Counselor? and Final Exam (April 22–April 28)

Week 7 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Who Wants to be a Family Counselor?

Course Objectives: 1-12

CACREP Standards: 5.F.1.a-f; 5.F.2.a-p; 5.F.3.a-e		 Read the following in your Gladding text as needed:
  • Chapters 1–18, pages 1–401
 None None None
Lesson 2: Final Exam in Family Therapy

Course Objectives: 1-12

CACREP Standards: 5.F.1.a-f; 5.F.2.a-p; 5.F.3.a-e		 Read the following in your Gladding text as needed:
  • Chapters 1–18, pages 1–401
 None None Test 7.1: Final Exam (Opens Day 5; Closes Day 7

For a list of image credits for this course, visit the CNS773 Credits Page.