Course coordinator
Mr Michael Ellwood
Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Nursing, Midwifery & Social Wk
This course provides a thorough overview of the basic theories which gave rise to the central schools of contemporary family therapy. Students can expect to gain knowledge of fundamental concepts and their practice derivatives with some opportunities to begin to recognize and undertake their implementation.
Family Therapy is a rich, creative and challenging field, and this subject introduces students to many of its key ideas and fundamental skills. The term 'Family Therapy' refers to an array of approaches to resolving human problems, each with their own rich traditions of thought about how families function, misfunction and heal. While the schools of Family Therapy vary widely, there are significant commonalities that undergird the various approaches, such as a sensitivity to the way that systems and contexts influence the well-being of individuals, the importance of our need for reliable, responsive relationships and the patterns of living we develop to get that need met, and the way in which our social context influence our constructs of the world around us.ﾠ
This course aims to introduce students to both the core concepts of Family Therapyﾠas well as the unique expressions of the major schools of the discipline. Rather than being a merely theoretical course, students will be encouraged to consider how these ideas and practices apply to their work with individuals, families and groups. As very fewﾠ contemporary family therapists purport to be adherents to a particular 'school', the integration of theories, and the need for practice skills to be based on genuineness and congruence with one's own personal style, will be key principles guiding the workshop series. Finally, students will be introduced to basic skills in joining a family/group, managing the group process, and generating a plan for action.
Course requirements
Assumed background
It is assumed that students who enter the course have a degree within the social sciences area and/or have significant experience in the human services area. As such it is assumed that students have a basic understanding of literature concerning human behaviour and a basic ability to communicate effectively with a variety of people. It is further assumed that students have basic foundational skills in counselling.
Course contact
Course staff
Lecturer
Mr Michael Ellwood
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
This course will be taught through thirteenﾠ 3-hour workshops inclusive of lecture and group activities / practice sessions across the semester
Aims and outcomes
This course introduces students to the traditions which underpin principles and practice of family therapy. It aims to provide students with a comprehensive understanding of the basic theoretical concepts and therapeutic techniques associated with each of the foundational and formative schools upon which contemporary family therapy is based. Through discussion of case illustrations and practice via video, role plays and experiential exercises, it also aims to provide students with the capacity to formulate family problems in a manner consistent with these schools and to develop relational skills, articulate interviewing skills and interventions appropriate to each.ﾠ
Learning outcomes
After successfully completing this course you should be able to:
LO1.
SWSP7267 - Understand the significance of the shift from seeing individuals to seeing families, and to articulate key concepts in understanding problems from a systemic and contextual framework.
LO2.
SWSP7267 - Describe each of the main schools upon which family therapy is based in terms of theoretical concepts, interventions and key skills.
LO3.
SWSP7267 - Apply the theoretical positions of various schools of family therapy to family problems and conceptualise cases in a manner consistent with the main schools.
LO4.
SWSP7267 - Understand an integrative framework for understanding families and to guide family therapy practice.
LO5.
SWSP7267 - Be aware of and sensitive to the ethical issues in family therapy, including the influence of the therapist's own experience of family on his or her practice.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Essay/ Critique | Core Concepts of Family Therapy | 40% |
20/08/2024 1:00 pm |
| Reflection | The Experience of Family | 10% |
17/09/2024 1:00 pm |
| Essay/ Critique | Structured Case Analysis | 50% |
22/10/2024 1:00 pm |
Assessment details
Core Concepts of Family Therapy
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40%
- Due date
20/08/2024 1:00 pm
- Learning outcomes
- L01, L02
Task description
Family therapy represents "a whole new way of conceptualizing human problems, of understanding behaviour, the development of symptoms, and their resolution." (Sluzki, 1978, p366)
Entering into the field of Family Therapy requires a significant shift in frameworks from the dominant concepts of individual psychotherapy to the more contextual concepts of systemic thinking. This change is significant enough to be seen as a shift in paradigm and worldview (Becvar & Becvar, 2014).
The purpose of the mini-essays is to assess the student's knowledge of the core concepts of family therapy and systems theory. Students are to select three (3) key concepts from the supplied list and write a brief explanation of the concept in their own words (Marking Rubric 1), as well as a brief example or application of the concept in relation to families or family therapy (Marking Rubric 2). Clear links to supporting literature should be provided through the first part of each essay (explanation of concept) but are not required in the second part (example/application). The mini-essays are not intended to be linked and each should stand on their own.
Each essay is to be no more than 500 words each, for a total of 1500 words (+/- 10%).
Penalty for word count outside the word limit: A word count that exceeds the maximum will be penalised through a reduction of 10% of the total mark available for the assessment.
Theoretical Concepts (choose 3):
- Feedback loops
- Circular causality
- System boundaries
- Double bind hypothesis
- Projective identification (from objects relations theory)
- Attachment styles
- Motivational schema (from neuropsychotherapy model)
- Social constructionism
- Deconstruction
- Reframing
This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
All courses require students to submit an electronic version of their assignment via TURNITIN. Please check the companion website assessment area for specific instructions on this process. A link will be made available in the assessment area of your Blackboard course to allow you to submit your assignment electronically. The anti plagiarism software TURNITIN is being used at UQ. The electronic version of your assignment will be submitted via Blackboard, using the TURNITIN software. Work submitted may be subjected to a plagiarism detection process. If this process is used then copies of this work would be retained and used as source material for conducting future plagiarism checks. Please refer to ITS help if you experience difficulties in submitting your assignments in Blackboard or using TURNITIN as instructed on the companion website.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Applying for an extension
Extension requests are submitted online via my.UQ. Extension requests received in any other way will not be approved. Information about applying for an extension can be found on my.UQ.
Extension guidelines
- Extension requests should be submitted prior to the assessment deadline.
- Extension requests must state the due date and the due time of the assessment.
- Requests for extensions received after the assessment item submission due date may not be approved. Late requests must include evidence of the reasons for the late request.
- The extension granted should be in proportion to the period of illness or disruption caused by the exceptional circumstances and will typically be no more than the specified maximum extension length.
- Students on a Student Access Plan (SAP) with a clause on extension requests must still adhere to the extensions request policy outlined. Students need to attach the SAP and a note outlining their current situation with the online extension application. A maximum of 7 days will be granted on the basis of an SAP. An extension request beyond 7 days will require additional supporting information as this request will not be considered on the basis of the SAP, but rather additional events (whether they relate to the circumstances of the SAP or not).
Outcome of application
- Extension requests are generally processed within 2 working days. Students can see the outcome of their application by logging in to my.UQ.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Assessments submitted late will have 10% of the mark available deducted per day (including weekends and public holidays). Work submitted more than seven days after the due date without an approved extension will not receive a mark.
The Experience of Family
- Mode
- Written
- Category
- Reflection
- Weight
- 10%
- Due date
17/09/2024 1:00 pm
- Learning outcomes
- L05
Task description
Task: Reflection
Word limit: 1500 words (+/- 10%)
Penalty for word count outside the word limit: A word count that exceeds the maximum will be penalised through a reduction of 10% of the total mark available for the assessment.
"Because forming a working relationship is central to psychotherapy, it is important that therapists be aware of the various dimensions of family-of-origin relationships that may influence their present interactions with clients." (Kier & Lawson, 1999, p119)
All of the major schools of family therapy place a strong emphasis on the counsellor being as self-aware as possible on the influence of their own experience of family on their practice as a therapist. This task requires students to consider: (A) various aspects of their experience of their own family and, (B) to reflect upon the influence that this experience may have upon their counselling practice. In this way the reflection is to be structure in two sections:
SECTION A - Experience of Family (Marking Rubric 1)
Students are to reflect upon their experience of their own family and to write a summary of that experience. This summary could effectively act as an introduction to the most significant parts of your experience of your family. It is expected that the explanations of experiences extend beyond the most obvious interpretations by hypothesising possible causal mechanisms, such as connecting personal experiences with the underlying identified patterns and themes of your family as suggested in the example questions below. The purpose of this reflection is to consider your own lived experience of family and therefore this reflection is more of a personal than an academic piece. Instead you are encouraged to write in a style that is comfortable for you without worrying how it ties into the various theories or approaches that will be discussed in the course. As such, first person language is also acceptable.
To help guide your reflections, you may like to consider the following topics and questions (or perhaps even discuss them with a trusted friend or peer before writing):
- Composition and Structure: Who made up your family? How was your family 'organised' or 'structure'? What roles did different people play?
- Pattern and Systems: How would you describe the family's interactions? Were there any notable patterns or cycles to your family's functioning? Did the family have any significant rules (spoken or unspoken) that governed its functioning?
- History and Story: What significant events shaped the nature of the family (you might think into previous generations as well)? What are some of your family's most significant stories?
- Values and Beliefs: What did your family hold to be significant or important? Were there any cultural (e.g. ethnicity, class, religion, etc.) norms that shaped your family? What would an 'outsider' notice about your family if they were to join it?
These questions are examples to guide reflection, and therefore do not have to be applied rigidly.
SECTION B - Impact of Family Experience on Professional Practice (Marking Rubric 2)
This section asks students to reflect upon how that experience of their own family has impacted upon their practice as a helping professional. Questions that students might consider include:
- How might have your experience of family shaped your decision to enter the helping professions?
- What things have you learned from your experience of family that you think will be an asset to your professional practice?
- Are there any things that you have learned from your experience of family which might be a challenge to you in your professional practice?
- Given your experience of family, are there any types of families or family problems that you think would be more challenging than others for you to work with?
Again, these questions are to guide reflection, and therefore do not have to be applied rigidly. The reflection should, however, ultimately focus on the potential impacts (positive and/or challenging) of their family experiences on their professional practice with clients.
A note on self-care:
Thinking about and discussing our own life-experiences regarding our families can sometimes raise emotions and memories that we haven't thought about for a while. More to the point, sometimes this can happen when we don't expect it. Naturally, this very fact proves that this process of self-awareness is an important one, as it prepares you for any challenging material that you might experience from your clients. That is why it is important to be compassionate with yourself so that you can grow through this experience, firstly for your own sake and secondly for your future work.
Therefore, you are encouraged to consider some processes of self-care as you write these reflections. For instance, allow yourself time and space to write these responses so that you are not rushed or pressured. Consider whether you have a supportive person that you know lined up to debrief after you consider the questions (e.g. arrange to have coffee with a close friend, or talk with one of your peers from class). Perhaps you could even discuss these questions with a close friend or peer before you write your answers, so that you are more aware of the feelings that come up. And, of course, you might have other ideas for yourself that you know would work for you, and you are encouraged to use these.
This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
All courses require students to submit an electronic version of their assignment via TURNITIN. Please check the companion website assessment area for specific instructions on this process. A link will be made available in the assessment area of your Blackboard course to allow you to submit your assignment electronically. The anti plagiarism software TURNITIN is being used at UQ. The electronic version of your assignment will be submitted via Blackboard, using the TURNITIN software. Work submitted may be subjected to a plagiarism detection process. If this process is used then copies of this work would be retained and used as source material for conducting future plagiarism checks. Please refer to ITS help if you experience difficulties in submitting your assignments in Blackboard or using TURNITIN as instructed on the companion website.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Applying for an extension
Extension requests are submitted online via my.UQ. Extension requests received in any other way will not be approved. Information about applying for an extension can be found on my.UQ.
Extension guidelines
- Extension requests should be submitted prior to the assessment deadline.
- Extension requests must state the due date and the due time of the assessment.
- Requests for extensions received after the assessment item submission due date may not be approved. Late requests must include evidence of the reasons for the late request.
- The extension granted should be in proportion to the period of illness or disruption caused by the exceptional circumstances and will typically be no more than the specified maximum extension length.
- Students on a Student Access Plan (SAP) with a clause on extension requests must still adhere to the extensions request policy outlined. Students need to attach the SAP and a note outlining their current situation with the online extension application. A maximum of 7 days will be granted on the basis of an SAP. An extension request beyond 7 days will require additional supporting information as this request will not be considered on the basis of the SAP, but rather additional events (whether they relate to the circumstances of the SAP or not).
Outcome of application
- Extension requests are generally processed within 2 working days. Students can see the outcome of their application by logging in to my.UQ.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Assessments submitted late will have 10% of the mark available deducted per day (including weekends and public holidays). Work submitted more than seven days after the due date without an approved extension will not receive a mark.
Structured Case Analysis
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 50%
- Due date
22/10/2024 1:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Word limit: 2000 words (+/-10%) + process report of transcript (not included in word count)
Penalty for word count outside the word limit: A word count that exceeds the maximum will be penalised through a reduction of 10% of the total mark available for the assessment
Format: Structured Case Study, including process report. Case study research has long been an essential feature in both the development and testing of theory in counselling and family therapy. In particular, the use of real-life cases put the theory and the case into conversation, allowing each to be elaborated by the other.
Task: Students are to choose a single case from the “Family Therapy with the Experts” series, which present demonstrations of family therapy from a master of the discipline. This filmed series of family therapy demonstrations is accessible through the UQ Library (https://search.library.uq.edu.au/permalink/f/18av8c1/61UQ_ALMA51175793070003131). Students are to choose one demonstration of a family therapy theory.
The structured case study should contain the following elements:
- Introduction to the Theory. This section should present a focused and succinct summary of the theory. The aim of this section is to orientate the reader to the conceptual framework which would inform the aims of the therapist in the recording. (Marking Rubric 2)
- Description of the Family. The description should also be succinct and clear, yet provide enough detail to effectively orientate a reader who is unfamiliar to the family. It should summarise the composition of the family, the presenting problem(s), and any information that is needed to make sense of the critical commentary that will follow. It should also be written in a way that is respectful, such as to be acceptable if any member of the family were to read it. (Marking Rubric 1)
- Critical Commentary. The commentary needs to include two parts. Firstly, it needs to comment on the application of the family therapy theory to the particulars of this family’s problems. This includes both how the theory would formulate and explain their problems and how this therapist demonstrated the aims and interventions of this theory. (Marking Rubric 2) Secondly, it needs to provide a critical discussion of this application. This could include (but is not limited to) things like evaluation of the accuracy and appropriateness of this theory for the family, alternative hypotheses or interventions for the family’s issues (from other theories or research), or topics and issues that were not addressed by the therapist. This critical evaluation should lead to justified recommendations on the aims and directions for future work with this family. (Marking Rubric 3) It is expected that the commentary is well-argued with clear reasoning and reference to evidence from both the session and relevant research.
- Transcript and Process Report. The case study needs to include a transcript of no more than 10 minutes of the family therapy session. The choice of segment is up to the student. The transcript is to be presented as a process report; that is, with brief commentary throughout on key processes that are occurring during the session. These processes should include family interpersonal processes (e.g. interpersonal interactions not evident from the transcript alone), theoretical interpretations (i.e. how the theory would formulate or interpret material in the session), and family therapy skills and interventions (i.e. key skills or interventions used by the therapist). (Marking Rubric 4) [N.B. the transcript and process report are not included in the word count]
Clear links to supporting literature should be provided throughout, with the exception of the transcript and process report.
Resources:
The workshops in Weeks 5-10 will directly address major branches of family therapy that may be relevant to your case analysis. Therefore students are strongly encouraged to have chosen their case study before the commencement of these workshops, as there will be opportunities to begin applying material during the learning activities.
Links to the recordings and to transcripts (where available) will be available in the ‘Assessment’ section of Blackboard. Examples of process reports will also be made available.
This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
All courses require students to submit an electronic version of their assignment via TURNITIN. Please check the companion website assessment area for specific instructions on this process. A link will be made available in the assessment area of your Blackboard course to allow you to submit your assignment electronically. The anti plagiarism software TURNITIN is being used at UQ. The electronic version of your assignment will be submitted via Blackboard, using the TURNITIN software. Work submitted may be subjected to a plagiarism detection process. If this process is used then copies of this work would be retained and used as source material for conducting future plagiarism checks. Please refer to ITS help if you experience difficulties in submitting your assignments in Blackboard or using TURNITIN as instructed on the companion website.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
Applying for an extension
Extension requests are submitted online via my.UQ. Extension requests received in any other way will not be approved. Information about applying for an extension can be found on my.UQ.
Extension guidelines
- Extension requests should be submitted prior to the assessment deadline.
- Extension requests must state the due date and the due time of the assessment.
- Requests for extensions received after the assessment item submission due date may not be approved. Late requests must include evidence of the reasons for the late request.
- The extension granted should be in proportion to the period of illness or disruption caused by the exceptional circumstances and will typically be no more than the specified maximum extension length.
- Students on a Student Access Plan (SAP) with a clause on extension requests must still adhere to the extensions request policy outlined. Students need to attach the SAP and a note outlining their current situation with the online extension application. A maximum of 7 days will be granted on the basis of an SAP. An extension request beyond 7 days will require additional supporting information as this request will not be considered on the basis of the SAP, but rather additional events (whether they relate to the circumstances of the SAP or not).
Outcome of application
- Extension requests are generally processed within 2 working days. Students can see the outcome of their application by logging in to my.UQ.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Assessments submitted late will have 10% of the mark available deducted per day (including weekends and public holidays). Work submitted more than seven days after the due date without an approved extension will not receive a mark.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 29.9 |
Absence of evidence of achievement of course learning outcomes. |
| 2 (Fail) | 30 - 46.9 |
Minimal evidence of achievement of course learning outcomes. |
| 3 (Marginal Fail) | 47 - 49.9 |
Demonstrated evidence of developing achievement of course learning outcomes |
| 4 (Pass) | 50 - 64.49 |
Demonstrated evidence of functional achievement of course learning outcomes. |
| 5 (Credit) | 64.5 - 74.49 |
Demonstrated evidence of proficient achievement of course learning outcomes. |
| 6 (Distinction) | 74.5 - 84.49 |
Demonstrated evidence of advanced achievement of course learning outcomes. |
| 7 (High Distinction) | 84.5 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. |
Additional course grading information
Completion of all pieces of assessment set for this course is a mandatory requirement. Failure to submit all pieces of assessment will result in failure of the course overall.
All work must be within 10% of the required word length.ﾠAny work that does not fall within this range (+ or -) will be penalised at 10% of the overall mark as per School policy.
Assessments submitted late will have 10% of the mark available deducted per day (including weekends and public holidays). Work submitted more than seven days after the due date without an approved extension will not receive a mark. NB. Please note that the penalty for late submission has changed from previous years.
Supplementary assessment
Supplementary assessment is available for this course.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
Blackboard Site:
All students enrolled in SWSP7267 have access to a Blackboard site for this course. To access BlackBoard either log in to myUQ and on the left hand menu click ‘eLearning’, or via https://learn.uq.edu.au/. On this Blackboard site you will be able to access learning resources for the course such as lecture notes provided each week. The Blackboard site also periodically has Announcements in the event that all students need to be contacted about an issue. Students should access this site regularly throughout the semester. Individual emails will not be sent about issues associated with the course. It is assumed that students will access the Blackboard site for announcements on a regular basis.
Students who wish to acquire an in depth knowledge in the field are encouraged to study the family therapy literature widely. The UQ library has a wide and varied selection of Family Therapy texts. There is also a significant selection of online Family Therapy Journals which will be important for your research.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (22 Jul - 28 Jul) |
Workshop |
Foundations I: Introduction and Foundations Introduction to SWSP7267 History and core concepts of Family Therapy Readings/Ref: Becvar (Ch 2-3); Gladding (Ch 1-2); Goldenberg (Ch 1) Learning outcomes: L01, L04, L05 |
Week 2 (29 Jul - 04 Aug) |
Workshop |
Foundations II: Core Concepts Introduction to common roots of Family Therapy: systems theory & cybernetics; attachment theory; social constructivism Readings/Ref: Becvar (Ch 3-4); Goldenberg (Ch 1); Gladding (Ch 1-3) Learning outcomes: L03, L04, L05 |
Week 3 (05 Aug - 11 Aug) |
Workshop |
Foundations III: Core Concepts in Practice Integrated Family Assessment - Eight Lenses Integrated Family Formulation - Three Columns Readings/Ref: Becvar (Ch 14); Goldenberg (Ch 17); Gladding (Ch 14) Learning outcomes: L01, L03, L04 |
Week 4 (12 Aug - 18 Aug) |
Workshop |
Skills I: Joining Family Joining and building rapport with family/group Hearing story and setting agenda Readings/Ref: Rivett (Ch 2); Corey (Ch 5) Learning outcomes: L01, L03, L04, L05 |
Week 5 (19 Aug - 25 Aug) |
Workshop |
Branches of Family Therapy: Structural Family Therapy for Problematic Cycles - Structural Family Therapy Readings/Ref: Becvar (Ch 10); Goldenberg (Ch 10); Gladding (Ch 11) Learning outcomes: L02, L03, L04 |
Week 6 (26 Aug - 01 Sep) |
Workshop |
Branches of Family Therapy: Strategic Family Therapy for Problematic Cycles - Strategic Family Therapy Readings/Ref: Becvar (Ch 11-12); Goldenberg (Ch 11); Gladding (Ch 12) Learning outcomes: L02, L03, L04 |
Week 7 (02 Sep - 08 Sep) |
Workshop |
Branches of Family Therapy: Generational Family Therapies for Problematic Attachments - Trans-generational Models / Bowen Family Therapy Readings/Ref: Becvar (Ch 7); Goldenberg (Ch 8); Gladding (Ch 8) Learning outcomes: L02, L03, L04 |
Week 8 (09 Sep - 15 Sep) |
Workshop |
Branches of Family Therapy: Experiential Family Therapies for Problematic Attachments - Symbolic-Experiential Family Therapy / Human Validation Process Model Readings/Ref: Becvar (Ch 8, 11); Goldenberg (Ch 9); Gladding (Ch 9) Learning outcomes: L02, L03, L04 |
Week 9 (16 Sep - 22 Sep) |
Workshop |
Branches of Family Therapy: Narrative Therapies for Problematic Beliefs - Narrative Family Therapy Readings/Ref: Becvar (Ch 13); Goldenberg (Ch 14); Gladding (Ch 13) Learning outcomes: L02, L03, L04 |
Week 10 (30 Sep - 06 Oct) |
Workshop |
Branches of Family Therapy: Cognitive Therapies for Problematic Beliefs - Cognitive Behavioural Family Therapy Readings/Ref: Becvar (Ch 9); Goldenberg (Ch 12); Gladding (Ch 10) Learning outcomes: L02, L03, L04 |
Week 11 (07 Oct - 13 Oct) |
Workshop |
Skills II: Working with Families Testing approaches; Facilitation skills; Group facilitation Readings/Ref: Corey (Ch 5) Learning outcomes: L01, L03, L05 |
Week 12 (14 Oct - 20 Oct) |
Workshop |
Skills III: Working with Families Whole class reflecting team roleplay + analysis Readings/Ref: Corey (Ch 5) Learning outcomes: L01, L03, L05 |
Week 13 (21 Oct - 27 Oct) |
Workshop |
Application: From Theory to Practice Course Review Topics in Family Therapy (Student Chosen) Professional Development as a Family Therapist Readings/Ref: Goldenberg (Ch 6) Learning outcomes: L01, L02, L03, L04, L05 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.