• Randall Ashley
• Schöbi Dominik

This course is designed to assist in your understanding of close relationships in the context of the family, and present theories, skills, and techniques associated with the practice of counseling with couples and families. 

CLASS ATTENDANCE AND PARTICIPATION - Presence obligatory

!! For those without COVID certificate, the course will be streamed via https://asu.zoom.us/j/4807275312 !!

We all have significant contributions to make and, if prepared, we will learn a great deal from each other. You are expected to come to class on time and prepared with comments/questions on the assigned readings.

Course Objectives

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

A.     Describe the history and the philosophical and etiological premises of the family and relationship perspective;

B.     Identify relationship characteristics that have been associated with family and individual well-being and resilience;

C.     Utilize the concepts of family life cycle, intergenerational patterns, and diversities including ability status, race, class, gender, sexuality, and culture in understanding when working with clients’ relationships;

D.     Demonstrate a clinical understanding of problematic family and couple interaction using one or more commonly used relationship counseling theoretical approaches.

COURSE VALIDATION – due via email by December 17, 2021

In groups, you will prepare a PowerPoint (PPT) presentation on a special topic related to a defined cultural group. The special topic selected should be relevant and have significant implications for the practice of couple and family therapy (e.g., parenting, divorce, adoption, substance abuse, domestic violence, mental health issues, etc.), within a defined theoretical framework.

Your presentation should cover a(n): (1) introduction to the cultural group, (2) conceptualization of the presenting issue, (3) challenging aspects of the presenting issue, (3) overview of the chosen theory and (4) recommendations/guidelines/issues of attention for therapy.

Your presentation should include a minimum of five (5) empirical sources recently published (2011-present), not including the chapters reviewed during the course.

READINGS 

( see also https://moodle.unifr.ch/course/view.php?id=265404 (key: always))

Please see the course schedule below. Book chapters have been selected from:

Gladding, S. T. (2019). Family therapy: History, theory, and practice (7^th Edition). Upper Saddle

River, NJ: Pearson, Merrill Prentice Hall.

Gurman, A. S., Lebow, J. L., & Snyder, D. K. (2015). Clinical handbook of couple therapy (5th ed.).

New York, NY: Guilford Press.

Recommended:

Bodenmann, G., & Randall, A. K. (2013). Close relationships in psychiatric disorders. Current Opinion in

Psychiatry, 26, 464-467.

Friedlander, M. L., Lee, M., & Escudero, V. (2019). What we do and do not know about the nature and

analysis of couple interaction. Couple and Family Psychology: Research and Practice, 8(1), 24–44.

Pentel, K. Z., & Baucom, D. H. (2021). A clinical framework for sexual minority couple therapy. Couple

and Family Psychology: Research and Practice. Advance online publication.

Pietromonaco, P. R., & Overall, N. C. (2021). Applying relationship science to evaluate how the COVID-19

pandemic may impact couples’ relationships. American Psychologist, 76(3), 438–450.

Randall, A. K., & Schoebi, D. (2018). Conceptualizing interpersonal emotion dynamics. In A. K. Randall &

D. Schoebi (Eds.), Interpersonal emotion dynamics in close relationships. Cambridge: Cambridge University Press.

Roddy, M. K., Walsh, L. M., Rothman, K., Hatch, S. G., & Doss, B. D. (2020). Meta-analysis of couple

therapy: Effects across outcomes, designs, timeframes, and other moderators. Journal of Consulting and Clinical Psychology, 88(7), 583–596.

Segrin, C. (2001). Interpersonal processes in psychological problems. Guilford Press.

Segrin, C., Burke, T. J., & Kauer, T. (2020). Overparenting is associated with perfectionism in parents of

young adults. Couple and Family Psychology: Research and Practice, 9(3), 181–190.

Wischkaemper, K. C., Fleming, C. J. E., Lenger, K. A., Roberson, P. N. E., Gray, T. D., Cordova, J.

V., & Gordon, K. C. (2020). Attitudes toward relationship treatment among underserved couples.

Couple and Family Psychology: Research and Practice, 9(3), 156–166.

CLASS ATTENDANCE AND PARTICIPATION

We all have significant contributions to make and, if prepared, we will learn a great deal from each other. You are expected to come to class on time and prepared with comments/questions on the assigned readings.

Evaluation : Case presentation.

CLASS ATTENDANCE AND PARTICIPATION

We all have significant contributions to make and, if prepared, we will learn a great deal from each other. You are expected to come to class on time and prepared with comments/questions on the assigned readings.

Evaluation : Case presentation.

CLASS ATTENDANCE AND PARTICIPATION

We all have significant contributions to make and, if prepared, we will learn a great deal from each other. You are expected to come to class on time and prepared with comments/questions on the assigned readings.

Evaluation : Case presentation.

CLASS ATTENDANCE AND PARTICIPATION

We all have significant contributions to make and, if prepared, we will learn a great deal from each other. You are expected to come to class on time and prepared with comments/questions on the assigned readings.

Evaluation : Case presentation.