FSD5510 - Applying Systemic Ideas in Different Work Contexts

FSD5510 - Applying Systemic Ideas in Different Work Contexts

Course Title

FSD5510 - Applying Systemic Ideas in Different Work Contexts

MQF Level

7

Duration and Credits

Year

5 ECTS

Mode of Study

Part-Time Evening

Information for International applicants

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Please check your eligibility to join this short course and time-tabling details with the Faculty for Social Wellbeing. The short course will only be delivered subject to a minimum number of applications being received.

This unit offers a thorough grounding in basic systemic concepts and ideas by briefly outlining the organic growth of family therapy from early schools/models (1st wave) to contemporary systemic thinking and practice (3rd wave). Particular themes related to organisational theory, cultural and gender issues, family systems and how people change are also discussed. It opens up rich learning opportunities in the acquisition of basic range of systemic conceptual thinking and general applications.


Main Reading List

  • Abela, A. & Walker, J. (2014). Contemporary Issues in Family Studies: Global perspectives on partnerships, parenting and support in a changing world. USA. John Wiley & Sons Ltd.
  • Dallos, R., & Draper, R. (2015). An Introduction to Family Therapy: Systemic Theory and Practice. (4th Ed). London: Open University Press.

Supplementary Reading List

  • Flaskas, C. (2010). Frameworks for Practice in the Systemic Field: Part 1 — Continuities and Transitions in Family Therapy Knowledge. The Australian and New Zealand Journal of family therapy, Vol. 31, 3, pp. 232-247.
  • Flaskas, C. (2011). Frameworks for Practice in the Systemic Field: Part 2 — Contemporary frameworks in family therapy. The Australian and New Zealand Journal of family therapy, Vol. 32, 2, pp. 87-108.
  • Hoffman, L. ( 1981) Foundations of Family Therapy: A conceptual framework for systems Change Basic Books.
  • Nichols, M.P. (2008). Family Therapy: Concepts and Methods. (8th Ed.). Boston: Pearson Education Inc.
  • Fruggeri, L. Telfner , U. Castellucci, A. Marzari, M. & Matteini, M. (1991) New systemic ideas from the Italian mental health movement. London Karnac.
  • Campbell, D & Groenbaek M (2006) Taking positions in the organization. London Karnac books.
  • Campbell, D. (2000) The socially constructed organization. London Karnac books.
  • Campbell, D. Coldicott, T & Kinsella, K. (1994) Systemic work with organizations: A new model for managers and change agents. London Karnac.
  • Campbell, D. Draper, R. & Huffington, C. (1991) A systemic approach to consultation. London Karnac.
  • Schon, D. (1983) The Reflective practitioner: How professionals think in Action. Ashgate books UK.
  • Ugrazio, V. ( 2013) Semantic polarities and psychopathologies in the family. Routledge London.

Study-unit Aims

This unit primarily aims at giving students a general overview substantiated with theory and practice on working with families and organisations, including its development and influential ideas.

Lectures will involve theoretical as well as interactive and experiential components. Students will be able to have a broad understanding of fundamental concepts in family therapy and systemic practice with a special application to organisations


Learning Outcomes: Knowledge and Understanding

By the end of the study-unit the student will be able to:

  1. Describe briefly the foundations of family therapy in a sequential way;
  2. Name various key people in family therapy and their key ideas/contribution the field;
  3. Explain various conceptual frameworks related to therapeutic practice;
  4. Explain the meaning between the dialectic of acceptance and change in our daily interactions;
  5. Distinguish between linear and circular thinking by providing examples from their developmental life transitions;
  6. Identify clearly main systemic concepts by providing concrete examples from their families of origin;
  7. Demonstrate the differences and similarities between various approaches / schools of family therapy;
  8. Distinguish the difference between technical rationality and reflection in action.

Learning Outcomes: Skills

By the end of the study-unit the student will be able to:

  1. Broadly apply the principles of semantic polarity and/or positioning theory to their place of work or their organisation;
  2. Distinguish concepts such as 1st order change and 2nd order change;
  3. Further reflect on issues such as complexity, uncertainty, instability, uniqueness and valuing difference from a systemic perspective;
  4. Further question and reflect on relational work when considering familial cultural and societal influences.

Non EU Applicants:

EUR425

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https://www.um.edu.mt/courses/overview/visswb-fsd5510-yr-ae-2024-5-o/