| CODE | FSD5572 | ||||||||||||||||
| TITLE | Family Therapy and Systemic Practice | ||||||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||||||
| MQF LEVEL | 7 | ||||||||||||||||
| ECTS CREDITS | 5 | ||||||||||||||||
| DEPARTMENT | Child and Family Studies | ||||||||||||||||
| DESCRIPTION | The study-unit will familiarise trainees with the major principles of systems theory. Different theories and models will be presented. Special emphasis will be given to intervention and treatment. In the placement, students will also have the opportunity to be part of the therapeutic team observing the tutors working with clients in different settings in the area of substance abuse, the school and the family services at Galatea Buildings. Objectives: The aim is to learn fundamental systemic principles as they lend themselves to the different models of change and develop specific skills in co-working and collaborating within a team of professionals as well as learning about particular therapeutic techniques. Learning Outcomes: Knowledge and Understanding: - Understand the theoretical literature underpinning systemic practice; - Translate theory into practice by applying a systemic theoretical framework when formulating an understanding of the families seeking help. Skills: - Translate the relevant theoretical literature into practice by making use of a wide variety of systemic therapeutic techniques; - Show good teamwork skills when working with other professions in the field; - Be able to reflect on intervening therapeutically not only with the family but also with related professionals working in related organisations such as the school and or other related mental health settings. Attitudes: - Be sensitive to issues around class, gender and race when working with the different family members; - Maintain a position of neutrality with all the different family members such that all of its members feel supported and heard; - Develop a positive working relationship with other professionals involved with the family such that the needs of the different family members are met. Outline: - Overview of Systemic Psychotherapy; - Structural Therapy; - Strategic Therapy; - Milan / Post Milan; - Solution Focused - Journal club/ Role plays/ vignettes; - Narrative Therapy - Journal club/ Role plays/ vignettes; - Feminist Therapy; - Appraisal of Schools in Family Therapy. FORMAT: Classwork: The emphasis will be on the presentation of the various approaches to family therapy and systemic consultation. Seminal papers and relevant literature will supplement these presentations. Special emphasis will be given to the practical application of the various approaches and therapeutic techniques. Various exercises and role-plays will be carried out. Trainees are expected to bring material from for role plays. Specialised Practicum: Practica will take place at the Family Therapy Service at Galatea Buildings in Msida, and in a school setting at the Minor Seminary for Boys Tal Virtu. This will help trainees coming from various streams to enhance the integration between theoretical learning and clinical practice in settings pertaining to their area of specialisation. BIBLIOGRAPHY: - Anderson,H. (1997) Conversation, Language, and Possibilities - A Postmodern Approach to Therapy, Basic Books New York. - Anderson, H. &Goolishian.H (1988). Human systems as linguistic systems preliminary and evolving ideas about the implications for clinical theory. Family Process, 27, 371 - 393. - Anderson, H. &Goolishian, H. (2002). The client is the expert: a not-knowing approach to therapy. In S. McNamee and K. J. Gergen (eds). Therapy as social construction. pp 25- 39. London: Sage. - Andersen, T. (1987). The reflecting team: dialogue and meta-dialogue in clinical work. Family Process, 26, 415 -428. - Campbell, D., Draper,R., Crutchley, E The Milan Systemic Approach to Family Therapy in Gurman, A; Kniskern, D. (eds) Handbook of Family therapy Brunner/mazel 1991 USA. - Cecchin,G. (1987) Hypothesising,circularity and neutrality revisited: an invitation to curiosity. Family Process, 26(4): 405-14. - Hoffmann, L (1990) An Art of Lenses Family Process. 29, 1, 1-12. - Hoffman, L. (2002). A reflective stance family therapy.InS.McNamee and K.J.Gergen (eds). Therapy as a social construction. pp7-24. London:Sage. - Palazzoli ,M.S. Boscolo, L., Cecchin, G. and Prata,G. (1980) Hypothesising-Circularity-neutrality: Three guidelines for the conductor of the session. Family Process, 19: 3-12. - Speed, B. (1991) Reality Exists OK? An argument against constructivism and social constructionism Family Therapy,13, 395-409. - Woodruff, A.T. & Engle, T. (1985) Strategic therapy and Agency Development Using Circular Thinking to Turn the Corner. Journal of strategic& Systemic Thinking,13, 395-409. - Watzlawick et. al. Pragmatics of Human Communication particularly chapters 2 & 3. - Madanes, C. (1980).Protection, Paradox and Pretending FamilyProcess. 19:73-85. - Parry, A. (1991) A Universe of Stories. Family Process 30:37-50. - Bertrando, B. (2000). Text and Context: Narrative, Postmodernism and Cybernetics. Journal of Family Therapy. 22, 83-103. - Hoffman, L. (2002). A reflective stance family therapy.InS.McNamee and K.J.Gergen (eds). Therapy as a social construction. pp7-24. London:Sage. - McNamee and k. J. Gergen (eds). Therapy as social construction. pp 7 - 24. London: Sage. - White, M and Epston, D (1990). Narrative means to therapeutic ends. New York: WW Norton. TEXT: - Dallos, R., & Draper,R. (2001) An Introduction to Family Therapy OUP. |
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| STUDY-UNIT TYPE | Lecture and Practicum | ||||||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Roberta Farrugia Debono (Co-ord.) Ingrid Lanfranco |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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