成人大片

Course Coordinator: Dr Matthew Doherty
Phone: +61 8313 4340
Email: matthew.doherty@adelaide.edu.au
Level 9, AMHS, North Terrace

Student & Program Support Services Hub
Email: askhealthsc@adelaide.edu.au
Phone: +61 8313 0273

Timetable details are located on MyUni.

1	Outline knowledge of the underlying theories and core concepts of key approaches to family and relationship counselling;
2	Critically appraise research studies related to the clinical application of various approaches to family and relationship counselling;
3	Demonstrate an understanding of family systems, structure, developmental stages and changes through class discussions and written assignments;
4	Analyse and apply a variety of techniques and approaches to family and relationship counselling; these may include systems, experiential, developmental, cognitive-behavioural, emotion-focussed, narrative and integrative models;
5	Demonstrate practical knowledge of common counselling issues that are presented by families and couples, through class discussions and written assignments;
6	Recognise issues of cultural and other diversity in the formation of families and relationships;
7	Appropriately apply intervention skills for working with families and couples to resolve relationship difficulties, through a written assignment;
8	Appraise resources to support continuous learning regarding family and relationship counselling.

An important component of this unit is regular reading and reflection, intended to clarify and expand on material covered in class.

Required textbooks
Capuzzi, D., & Stauffer, M. D. (Eds.). (2015). Foundations of couples, marriage, and family counseling. Retrieved from
Gottman, J.S., & Gottman, J.M. (2015). 10 principles for doing effective couples therapy. New York: W.W. Norton & Company.

Greenberg, L., & Goldman, R.N. (2008). Emotion-focused couples therapy: The dynamics of emotion, love and power. Washington DC: APA.

Links to required background readings will be made available to participants via MyUni.

Barker, P., & Chang, J. (2013). Family Therapy (6th Ed.). John Wiley & Sons Ltd.
(This text book is available online):

Cohl, B. R. P., & Cohl, P. R. D. (2012). Success for modern day relationships: working with dating, engaged, and married couples. Retrieved from  
(This text book is available online):

Doherty, W. (2017). Helping couples on the brink of divorce: Discernment counseling for troubled relationships. American Psychological Association.

Brown, J. H., & Brown, C. S. (2002). Marital therapy: Concepts and skills for effective practice. Pacific Grove, CA: Brooks/Cole.

Gottman, J. (2011). The science of trust: Emotional attunement for couples. New York, NY: W. W. Norton.

Johnson, S. M. (2003). Practice of emotionally focused couple therapy: creating connection (2nd ed.). Philadelphia: Brunner/ Mazel.

McGoldrick, M., Carter, B., & Garcia-Preto, N. (2010). The expanded family life cycle: Individual, family, and social perspectives (4th Ed.) Pearson Education.

Shaw, E., & Crawley. J. (2007). Couple therapy in Australia: Issues emerging from practice. Kew, VIC: Psychoz Publications.

Rhodes, P., & Wallis, A. (Eds.) (2011). A practical guide to family therapy. Structured guidelines and key skills. Melbourne: IP Communications.

Copies of readings (relevant journal articles) will be made available via MyUni.

A range of videos and Youtube clips will be recommended for students to study

MyUni
All students enrolled in a postgraduate coursework program have access to a Postgraduate Coursework Student Centre on MyUni. This course is available on MyUni at Please check the website regularly as it may contain announcements that are relevant to your study in the course.  Weekly lecture notes will be provided via MyUni. Links to literature that supports class discussions and assignment preparation will be available via MyUni.
If you would like the opportunity to network with other students, you can use the Communication features in the site
Send Email – This feature enables users to send email to fellow students.
Group Pages – Groups enable Users to collaborate with each other. Groups usually consist of a smaller group of Users in a course or organisation, such as study groups or project groups. From a Group Page, users may send email, exchange files, enter discussion forums or enter collaboration sessions.
Please note that you also have access to individual MyUni sites for EACH course you are enrolled in. Please check the sites regularly as they may contain important announcements that are relevant to your study in the course.

Access Adelaide
Access Adelaide is the name of the online service that allows you to access and, in some cases, amend your records. It can be found at: https://access.adelaide.edu.au/sa/login.asp
You can log into Access Adelaide to view: -
- your enrolment details for any term
- your academic results
- your unofficial academic transcript
- your personal details
- the fees, charges and payments on your University account
- your graduation eligibility details.
As a student you can: - change your address and telephone details (please inform the School as well)
- change your password
- set a password clue to help you remember your password.

Student email
It is important that you set up your student email and check it regularly. Information from your course coordinator and student administration will be sent to you at your 成人大片 email address. It is your responsibility to check your email. You will need your student number located on your student card to log in. http://webmail.adelaide.edu.au/

Computers
Where can I use a computer in the University?  Computing facilities are provided to students by the University, and there are
several suites of computers available, including at the Barr Smith Library and in Hub Central. The University web site has a list of computer labs at: http://www.adelaide.edu.au/technology/yourservices/learning-teaching/student-suites/

Internet access
The University provides a free dial-up service to students without the need for a commercial ISP account. This service is available at the cost of a local call to students residing within Adelaide (please refer to your telecommunications provider for confirmation of call costs). Students residing outside these numbers can dial into the University at STD call rates (www.adelaide.edu.au/its/desktop/dialup/). Postgraduate Coursework students will receive a University Funded Quota of 500Mb.

This course will be an experiential and interactive one, with 12 weekly (2.5 hour) sessions, including didactic sessions, small group  and large group discussions, and role playing of introduced skills. The lecturers will use illustrations from their own work and case summaries presented by students, along with structured exercises and group discussion, as a way of supporting participants to engage with the various models of practice. Students will be exposed to a variety of approaches, with an emphasis on their connecting the learning to their own work and areas of interest and preferred counselling modalities, to develop their own ways of working in this area of practice. The didactic and other face-to-face sessions will be supported by readings and videos, and  assessments designed to assist integration of learning and development of skills.

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

The course comprises two and a half hours every week, of lecture, seminar and small-group discussions. Sessions will be  seminar/workshop format, with a mixture of lectures and interactive exercises, and it is compulsory for all students to attend.  Essential readings or on-linevideo material will be recommended.

Face to Face lectures and practicals: 2.5 hours / week
Core/background readings: 6 hours / week
Preparation of assignments: 4 hours / week

Session

Course overview and introduction to Family Therapy

Family Systems Theory

Family Development Stages

Major Theories and Assessment Techniques

Working with couples

Multigenerational counselling

Approaches to couples counselling - 1

Approaches to couples counselling - 2

Approaches to couples  counselling 3

Separation and divorce

Assessment of student skills  DVDs

Review and revision

To pass this course, students must: Submit two written assignments. Participate in a  peer-collaboration video project, and facilitate the in-class learning conversation about it, as well as peer assessment. Participate in seminar activities and class discussions throughout the seminar according to group norms and standards.

N/A

Assessment Task	Task Type	Weighting	Learning Outcome
Written Assignment 1.  Personal  reflection on own family system.	Summative	30%	1, 3, 4, 5
Written Assignment 2.  Critical analysis of two couples counselling approaches	Summative	30%	1, 2, 4, 5, 7
Assignment 3. Group video presentation and class discussion	Summative	30%	1, 3, 4, 5, 6, 7
Participation	Summative	10%	3, 7

Students are advised to comply with word limits for written assignments, and time limits for the group video and discussion. A 10% leeway on either side is acceptable.

Written assignment 1 (30%): Word limit – 2,500
Family system analysis – relating multigenerational and developmental theory to student’s family of origin.

Written assignment 2 (30%): Word limit – 2,500
Critical analysis of two approaches to couples counselling, applied to a fictional case.

Assignment 3 Group video presentation (30%): (Presented in class)
Collaborative course review project.

Participation (10%):
Assessment by instructor. Assessment of class participation is based on consideration of the student’s attendance record, their  ability to manage time (in terms of attendance and assignment submission), their engagement in developing and fostering group  norms for the class, their willingness to offer questions in class, engagement in small-group discussions and learning tasks, their  respectful and professional engagement with peers and staff, evidence of their tolerance with peers and clients, and their ability to  modify behaviour in response to feedback from peers or staff.

Extensions
All extensions for assignments must be requested, at the latest, by the last working day before the due date of submission.   Extensions will generally be granted only on medical or genuine compassionate grounds. Supporting documentation must be provided at the time a student requests an extension. Without documentation, extensions will not be granted. Late requests for extension will neither be accepted nor acknowledged.

Only the Course Co-ordinator(s) may grant extensions.

Supporting documentation will be required when requesting an extension. Examples of documents that are acceptable include: a  medical certificate that specifies dates of incapacity, a police report (in the case of lost computers, car & household theft etc.), a  letter from a Student Counsellor, Education and Welfare Officer (EWO) or Disability Liaison Officer that provides an assessment of  compassionate circumstances, or a letter from an independent external counsellor or appropriate professional able to verify the student’s situation. The length of any extension granted will take into account the period and severity of any incapacity or impact  on the student. Extensions of more than 10 days will not be granted except in exceptional circumstances.

Late submission
Marks will be deducted when assignments for which no extension has been granted are handed in late.

All assignments, including those handed in late, will be assessed on their merits. In the case of late assignments where no  extension has been granted, 5 percentage points of the total marks possible per day will be deducted. If an assignment that is 2 days late is awarded 65% on its merits, the mark will then be reduced by 10% (5% per day for 2 days) to 55%. If that same  assignment is 4 days late, the mark will be reduced by 20% (5% per day for 4 days) to 45%, and so on.

The School of Public Health reserves the right to refuse to accept an assignment that is more than 7 days late.

Assignments submitted after the due date may not be graded in time to be returned on the listed return dates.

Students submitting examinable written work who request (and receive) an extension that takes them beyond the examination  period are advised that there is no guarantee that their grades will be processed in time to meet usual University deadlines.
 
Resubmission
If a student is dissatisfied with an assessment grade they should follow the Student Grievance Resolution Process   /student/grievance/process/. Students who are not satisfied with a particular assessment result should raise their concerns with Course Co-ordinator(s) in the first instance. This must be done within 10 business days of  the date of notification of the result. Resubmission of any assignment is subject to the agreement of the Course Co-ordinator(s) and will only be permitted for the most compelling of reasons.