University of Massachusetts at Boston

Graduate College of Education

Department of Counseling and School Psychology
COU 622: FAMILY THERAPY THEORIES
SPRING 2008
Class Time: TU: 7-9:30 PM
Instructor: Laurie L. Charlés, Ph.D.
Phone: 617-287-7698 FAX: 617-287-7664
laurie.lopez_charles@umb.edu
Office Location: Wheatley Hall 1/065
Office Hours: Tuesdays 1-4; by appointment
Class Location: Wheatley 01/0005
[Course Section 2]

COURSE DESCRIPTION
The primary focus of this graduate level course is on the theory of therapeutic intervention from a
systems perspective. Systems theory provides a didactic framework for major family therapy
theories and a cognitive basis for students to develop techniques and methods for family therapy
interventions. Students will learn a basic understanding of the models and methods of family
intervention from a systemic perspective. The systems theory focus is balanced with
contemporary developments that highlight the ways in which culture, race, social class, and
gender frame our personal and family identities. Experiential exercises, assigned readings,
lectures, and videotape interviews will clarify theoretical issues and serve as a method to review
the ways therapists think about families in therapeutic contexts. This course addresses such
questions as: How does a family therapist/systemic practitioner think? How does a systemic
therapist position her or himself? What are the implications of these questions on the people with
whom we work?

COURSE OBJECTIVES
By the end of the course, students will be able to:
• Examine the family as a psychosocial entity embedded in larger social networks.
• Illustrate a conceptual understanding of the major family therapy theories and
intervention strategies and the concepts crucial to these theories and strategies.
• Assess, critique, and adapt ideas and trends in the field to their own personal and
professional lives.
• Practice basic diagnostic assessment of family and couple interactions based on
major family therapy models.
• Systematically observe, collect and document appropriate assessment data using a
systemic perspective inclusive of sociocultural, historical, and political contexts.
• Demonstrate and address the needs of diverse racial, socioeconomic, linguistic and
cultural populations in family counseling.
• Illustrate competency in communicating effectively regardless of clients' age, stage
of development, culture, linguistic and social background.

COURSE REQUIRED TEXTS

Goldenberg & Goldenberg (2007). Family Therapy: An Overview, 7th Edition. Brooks/Cole.
McGoldrick, M. (Ed.). (1998). Re-visioning family therapy: Race, culture, and gender in

COU 622 SPRING 2008 Laurie L. Charlés, Ph.D. 1

 clinical practice. New York: The Guilford Press.
McGoldrick, M., Gerson, R., & Shellenberg, S. (1999). Genograms: Assessment and
intervention (2 ed.). New York: Norton.

COURSE RECOMMENDED TEXTS

If the Marriage and Family Therapy Licensing Exam is in your plans after graduation,
the following books will be useful to you:
Gurman, A. S., Kniskern, D. P. (Eds.). (1991). Handbook of family therapy, Volume II. New
York: Brunner/Mazel
Becvar, D.S. & Becvar, R.J. (2006). Family therapy: A systemic integration. Boston:
Allyn and Bacon.
Nichols, M. P., & Schwartz, R. C. (2004). Family therapy: Concepts and methods (3rd Ed.).
Boston: Allyn & Bacon.

COURSE ASSIGNMENTS
The course includes individual and group assignments. The written assignments you turn into me
for class should be graduate-quality work. If you have concerns about your writing, please see the
instructor early in the course for direction and ideas to improve your work. Here is a description
of the assignments:

I. Five Brief Narrative Essays (aka Journal Entries): These narratives (1-3 pages long) are your
reflexive commentary about the course readings and class discussions and activities. In your
narratives you should feel free to discuss your personal reactions and you are encouraged to share
ideas, questions, and reflections about how you are making sense of the overall course content.
Systems ideas can be very difficult to comprehend upon first introduction; it is normal to be
somewhat confused, disoriented, and baffled at first. I encourage you to write in the first person
and explore the ideas discussed in the readings and in class for the date that the narrative is due.
DUE DATES: See Course Schedule.

II. Genogram Paper: This paper (7-10 pages long) consists of a genogram of your family and a
narrative that addresses intergenerational patterns. You can interview family members, go over
diaries or letters, or research photographs and other objects to reach a deeper understanding of
family of origin patterns. You may find help developing a genogram using professional genogram
maker software but this is not necessary or required, any drawing software or Word can work.
Use Genograms: Assessment and Intervention as a guideline in the assignment section. The
genogram should fit on one or two regular letter size sheets of paper. DUE: March 4th .

III. Theory Demonstration Team Project: In teams of 4-6 students, you will develop a series of
activities to prepare and present the theoretical and clinical approach of one specific
author/model. This is a major project. To earn full credit, please follow the instructions below:
(1) Choose an author or a group of authors that have a significant impact in the
development of the family therapy field (see list below). Each class team should choose
one author (or group of related authors) from one of the groups below.

(A) Transgenerational: Nathan Ackerman, Murray Bowen, Ivan Boszormenyi-Nagy, James

Framo, Carl Whitaker, Virginia Satir
(B) Structural-Strategic: Salvador Minuchin & Braulio Montalvo, Jay Haley, Cloe Madanes,
Olga Silverstein, Peggy Papp
(C) Pragmatic Communication: Gregory Bateson, Don D. Jackson, Paul Watzlawick & John
Weakland
(D) Ecosystemic and Larger Systems: Evan Imber-Black, Dick Auerswald, Carolyn Attneave

COU 622 SPRING 2008 Laurie L. Charlés, Ph.D. 2

(E)Feminist Family Therapy: The Ackerman Women's Project, Rachel Hare-Mustin, Cheryl
Rampage
(F) Milan and Post-Milan: Mara Selvini-Palazzoli & Giulianna Prata, Luigi Boscolo &
Gianfranco Cecchin, Karl Tomm
(G) Postmodern: Lynn Hoffman, Michael White, Harlene Anderson, Insoo Kim Berg, Michael
White
(H) Evidence Based Family Therapies: James Alexander, John Gottman, Susan Johnson, Jose
Szapocznik

(2) Distribute to the class an annotated bibliography (8-10 references minimum)

based on the review of original writings of the authors you study. Your bibliography
should include works by the originators of the ideas, rather than a synthesis written by
other authors about those ideas (such as what is in a textbook). However, you may
include authors that have been influenced by the original parent of a concept.
(3) Give a PowerPoint Presentation on your Topic (Dates: See Course Schedule )
addressing the items below.
1. Background of the approach: a historical perspective and theoretical influences
2. What is a healthy family/couple from this perspective? Consider for example: family
life cycle, gender, extended family relationships, social context, and other conditions.
How is pathological functioning conceptualized? What leads to family or marital
dysfunction? How do symptoms develop?
3. At what unit level is assessment made? What tests, devices, questionnaires, or
observations are typically used? Are family strengths a focus of the assessment? What
other dimensions are typically involved in assessing family/couple dysfunction?
4. What is the stance that the therapist takes with the family/couple?
5. The structure of the therapy process: techniques, treatment setting, frequency, and
duration or treatment characteristics of the approach.
6. Goal-Setting: Describe the nature of therapeutic goals established and the process by
which they are established
(4) Perform a Brief Demonstration on the day of your presentation, of a family therapy
case using your chosen model/group of authors. You may do this “live” or on a video.
(5) Group-Self-Evaluation. I will provide a brief outline for you to construct your group
self-evaluation once all presentations are completed.
NOTE: Professor reserves the right to give individual grades for this assignment.

IV. Semester Self-Reflection. This paper (3-5 pages) is an integration of what you have learned
from this class. In the paper, you should: (1) Identify and discuss the most significant points of
information you have learned from this class; (2) Explain how this information will affect your
personal life and your professional practice; (3) Describe what you imagine you will remember
about this class five years from now. DUE: Final day of class

Some suggestions for you as you put together your assignments: Before you turn in your written
work, carefully edit it. Check for spelling and grammar, attend to the coherence of your ideas, and
focus on placing your original ideas in an historical, contextual framework. Your work should
meet APA 5th edition style, i.e., double-spaced, numbered pages, Times New Roman 12-point
font, title page, with appropriate margins and citations. I will grade your writing on both form and
content, i.e., adherence to standards of grammar as well as clarity and originality of ideas and
themes. Learning about systemic or relational thinking can be frustrating since you are always
opening up new possibilities to construe the world around you. It is normal to feel confused at
times when first learning systems ideas. Do not hesitate to ask questions and provide feedback
about your learning experience.

COU 622 SPRING 2008 Laurie L. Charlés, Ph.D. 3

COURSE GRADING
• Five Narrative Essays (aka Journal Entries) 20%

• Genogram Paper 20%

• Theory Demonstration/Team 20%

Project

• Semester Reflection Paper 20%

• Class Participation 20%

A 96-100
A- 91-95
B+ 85-90
B 77-84
B- 66-76
C+ 57-65

COURSE POLICIES
This graduate level course requires students to engage in activities that involve advanced skills in
writing, reading, and verbal articulation of thoughts. No late assignments will be accepted, except
in extreme circumstances and then only with permission of the instructor. All late assignments
will be assessed point penalties. In case of personal emergency, a new due date may be negotiated
with the instructor.

Class Participation: Students are expected to attend every class and engage in discussions and
activities. Participation includes discussions, team work, completed required reading and writing
prior to class, and taking responsibility for helping create a positive learning situation by arriving
promptly, listening respectfully, and participating actively and constructively. Your contribution
is valuable and is critical to productive class discussions and class exercises. Note that more than
two unexcused absences may result in a failing grade. Excessive tardiness or early departures
from class may be considered absences. If you must miss class due to illness or a personal
situation, please contact me by email or telephone to let me know beforehand.

Code of Conduct: Students are required to adhere to the Code of Student Conduct, including
requirements for academic honesty, delineated in the University of Massachusetts Boston
Graduate Studies Bulletin and relevant program student handbook(s). Visit www.umb.edu and
www.familytherapy.umb.edu for further information.

Accommodations: Section 504 of the Rehabilitation Act of 1973 offers guidelines for curriculum
modifications and adaptations for students with documented disabilities. If applicable, students
may obtain adaptation recommendations from the Ross Center (617-287-7430). Each eligible
student must present and discuss these recommendations with each professor within the first two
weeks of class. If you need special accommodations, please let the professor know your situation
within the first two weeks of class.

COU 622 SPRING 2008 Laurie L. Charlés, Ph.D. 4

All UMass Boston students receive a free email account as soon as they have registered for
courses. It is very important for students to use this account, as the university sends critical
information such as final exam schedules through this system. If students have an existing email
account that they wish to continue to use, they can do so and forward the UMass Boston email to
that account. Information on how to forward UMass Boston email to another account and general
information on the student email system are available from the student section of the university
homepage: http://www.umb.edu/students/webmail.html.

COURSE SCHEDULE AND ASSIGNMENTS*

DATE CONTENT TASKS/READINGS DUE
THIS DATE
Jan. 29 Introduction and Overview of Course Narrative Essay # 1 DUE
• Introduction and Overview of Course (in class assignment)
• Distinctions between Family Therapy
& Individual Therapy P-O-I Exercise
• Systemic Therapy as an Evolving
Process: From Explanation to
Description

Feb. 5 History of Family Therapy as a Professional Narrative Essay # 2 DUE

Discipline
• Revisiting Basic Systems Theory
Concepts: Homeostasis, Feedback,
Interrelatedness, Process and Content,
Circularity
• Basic concepts about family therapy
work: It’s all about relationships
Goldenberg & Goldenberg, Chapters 1
& 3-5; Appendix A
Flemons, D. (2002). Of one mind: The
logic of hypnosis, the practice of
therapy. New York: W.W.Norton. Ch.
3 (E-Res)

McGoldrick, M. (1998). Introduction:

Re-visioning family therapy through a
cultural lens. In M. McGoldrick (Ed.)
Re-visioning family therapy: Race,
culture, and gender in clinical
practice (pp. 3-19). NY: Guilford.

McGoldrick, Gerson, & Shellenberg

(1999). Genograms: Assessment and
intervention (2 Ed.). New York:
Norton. Chs.1-2.

Team Project Selection

Feb. 12 Intergenerational Models of Family Therapy
• Natural Systems Theory
• Bowenian Theory & Key Concepts:
Chronic Anxiety, Differentiation,
Emotional System, Multigenerational
transmission, Emotional triangle, Nuclear
Family, & Sibling Position.
• The Genogram: A Clinical Tool
Narrative Essay # 3 DUE
Goldenberg & Goldenberg, Chapter 8
&9
Falicov, C. (1998). The cultural
meaning of family triangles. In
Revisioning family therapy: Race,
culture, and gender in clinical
practice (pp. 37-49). NY: Guilford.

McGoldrick, Gerson, & Shellenberg

(1999). Genograms: Assessment and

COU 622 SPRING 2008 Laurie L. Charlés, Ph.D. 5


Psychodynamic Approaches to Family
Feb. 19 Therapy
• Contextual Family Therapy
(Boszormeny-Nagy)
• Experiential Family Therapy
• The Person of the Therapist
Feb. 26 Behavioral and Psychoeducational
Approaches to Family Therapy
• Emotionally Focused Family
Therapy
• Functional Family Therapy
• Evidence-Based Therapies
th GENOGRAM PAPER DUE
March 4
In Class Activity: Virginia Satir Video
March 11th Structural Family Therapy
• Key Concepts & Terms
• Joining, Enactments & Giving
Directives
March 18th SPRING BREAK
March 25th Interactional and Strategic Family Therapies
• MRI The Mental Research Institute
and the Palo Alto Team
• The Pragmatics of Communication
Theory
• The Impossibility of Not-
Communicating
COU 622 SPRING 2008 Laurie L. Charlés, Ph.D.
intervention (2nd Ed.). New York:
Norton. Ch. 3 & 4.
Narrative Essay # 4 DUE
Goldenberg & Goldenberg, Ch.7
Colon, F. (1998). The discovery of my
multicultural identity. In Revisioning
family therapy: Race, culture, and
gender in clinical practice (pp. 200-
214).
Mahmoud, V. (1998). The double
binds of racism. In Re-visioning family
therapy: Race, culture, and gender in
clinical practice (pp. 255-267).
McGoldrick, Gerson, & Shellenberg
(1999). Genograms: Assessment and
intervention (2nd Ed.). New York:
Norton. Ch. 5 & 6.
NARRATIVE ESSAY # 5 DUE
Goldenberg & Goldenberg, Ch. 13 &
16
Boyd-Franklin, N., & Franklin, A. J.
(1998). African American couples in
therapy. In Re-visioning family
therapy: Race, culture, and gender in
clinical practice (pp. 268-281).
Crohn, J. (1998). Intercultural couples.
In Re-visioning family therapy:Race,
culture, and gender in clinical
practice (pp. 295-308). NY: Guilford)
Reading: TBA
Satir Video Analysis Due
Goldenberg & Goldenberg Chs. 2 &
10
Goldenberg & Goldenberg, Ch. 10
Reading: TBA
6
 April 1
Family Therapy with Marginalized
Populations:
• Refugees & Asylum Seekers
• Sexual Minority Couples
• Issues of Race, Class & Ethnicity
• Milan & Post-Milan Family
April 8th Therapies
• Larger Systems and Family Therapy
April 15th TEAM PROJECT PRESENTATIONS
April 22 TEAM PROJECT PRESENTATIONS
TEAM PROJECT PRESENTATIONS
April 29
April 29th Oppression & Liberation: Social Justice
Approaches in Family Therapy
• Solution-Focused Family Therapies
• The Reflecting Team & Reflexive
practices in the field
• Narrative Therapies
• Postmodernism and Social
Constructionism Revisited
• Research & Outcome in Family
COU 622 SPRING 2008 Laurie L. Charlés, Ph.D.
Mock, M. R. (1998). Clinical
reflections on refugee families:
transforming crises into opportunities.
In Re-visioning family therapy: Race,
culture, and gender in clinical
practice (pp. 347-359).
Green, R. J. (1998). Race and the field
of family therapy. In Re-visioning
family therapy: Race, culture, and
gender in clinical practice (pp. 93-
110).
Kliman, J. (1998). Social class as a
relationship: Implications for family
therapy. In Re-visioning family
therapy: Race, culture, and gender in
clinical practice (pp. 50-61).
Almeida, R. (1998). The cultural
context model: An overview. In
Revisioning family therapy: Race,
culture, and gender in clinical
practice (pp. 414-429).
Watson, M. (1998). African American
sibling relationships. In Re-visioning
family therapy: Race, culture, and
gender in clinical practice (pp. 282-
294)
Goldenberg & Goldenberg, Chapter 11
& 12
No Readings Assigned
No Readings Assigned
Goldenberg & Goldenberg, Chs. 14,
15, 17 & 18
SEMESTER REFLECTION PAPER
7
May 6th Therapy DUE
• Questions of Representation in the
Systemic Paradigm Goldenberg & Goldenberg, Ch.6;
• Professional & Contemporary Issues Appendix B
in Family Therapy

*Course schedule is tentative and subject to change

BIBLIOGRAPHY
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 MacKinnon, L., & Miller, D. (1987). The new epistemology and the Milan approach: feminist and
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