| CODE | FSD5105 | ||||||||
| TITLE | Specialised Issues in 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 expose students to various specialised areas within the arena of family therapy, mainly child protection, violence, couple therapy,working with immigrant families and working "families with adolescents who have challenging behaviour". The students will be initially exposed to these various contexts followed by a comprehensive description of the specific knowledge and skills which are required when working with these different client groups. The students will also be offered an opportunity to use such knowledge and skills in practice through case scenarios and discussions." Study-unit Aims: The study-unit is aimed to teach students about specialisations within the field of Family Therapy. Different clients groups have different needs and need specific knowledge and skills when working with them. The study-unit will provide students with an opportunity to learn about the different needs of different client groups and reflect on how to use family therapy techniques accordingly. It is also aimed to provide a reflective space for students to share their experiences and thoughts about applying family therapy techniques with different client groups and also discussing different challenges which might arise within different working contexts. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Gain knowledge on different specialised contexts; - Reflect on the contribution of family therapy to different fields; - Become sensitive to different clients' needs; - Reflect on the challenges which arise when working with different client groups; - Gain knowledge on literature about family therapy within different specialised contexts. 2. Skills: By the end of the study-unit the student will be able to: - Reflect on how generic family therapy skills can be used when working within different work environments; - Exercise specilised skills which need to be used when working with specific client groups depending on the needs of the client groups; - Reflect on how the skills and approach used during sessions could be seen by clients from different cultural or religious backgrounds. Main Text/s and any supplementary readings: REFERENCES: - Asen, K., George, E, Piper, R. & Stevens, A. (1989). A systems approach to child abuse: management & treament issues. Child Abuse Neglect, 13: 45 – 57. - Blow, K. & Daniel, G. (2002). Frozen narratives? Post-divorce and contact dispute. Journal of Family Therapy, 23: 83 - 103. - Bowman, G. & Jeffcoat, P. (1990). The application of systems ideas in a social services field-work team. Journal of Family Therapy, 12: 243 - 254. - Brown, J., James, K., & Taylor, A. (2010). Caught in the rejection-abuse cycle: are we really treating perpetrators of domestic abuse effectively? Journal of Family Therapy, 32: 280 – 307. - Burck, C. & Daniel G. (1994). Gender and Family Therapy. London: Karnac. - Byng-Hall, J. (2008). The significance of children fulfilling parental roles: implications for family therapy. Journal of Family Therapy, 30: 147 – 162. - Campbell, D. (2000). The socially constructed organization: systemic thinking and practice. London: Karnac. - Campbell, D. & Groenbeck, M (2006). Taking positions in the organization: systemic thinking and practice. London: Karnac. - Campbell, D & Huffington, C. (2008) Organisations connected: a handbook of systemic consultation. London: Karnac. - Carr, A. (2009). The effectiveness of family therapy and systemic interventions for child-focused problems. Journal of Family Therapy, 31: 3 – 45. - Carr, A. (2009). The effectiveness of family therapy and systemic interventions for adult-focused problems. Journal of Family Therapy, 31: 46 – 74. - Corless, J., Steinglass, P., & Mirza, K.A. (2009). Learning sobriety together: behavioural couples therapy for alcoholism and drug abuse. Journal of Family Therapy, 31: 115 – 125. - Creighton, S. (2004). Prevelance and incidence of child abuse: International comparisions. NSPCC Information Briefings. UK: NSPCC Research Department. www.nspcc.org.uk/inform. - Dimmock. B. (2003). California dreaming: the West coast way to creative child protection work. Commentary on Weakland & Jordan. Journal of Family Therapy: 14: 255 – 262. - Dyson, L.L. (1996). The experiences of families with children with learning disabilities. Parental stress, family functioning, and sibling self-concept. Journal of learning disability, 29: 280 – 286. - Fisher, J. & Crandell, L. (2001). Patterns of relating in the couple. In Adult attachment and couple psychotherapy, C, Clulow (Ed.) p. 15 – 27. London: Brunner – Routledge. - Goldner, V., Penn, P., Steinberg, M. & Walker, G. (1990). Love & Violence: Gender paradoxes in volatile attacments. Family Process, 29: 343 – 364. - Gutstein, Rudd Graham and Rayha. (2004). Systemic crisis intervention as a response to adolescent crises. An outcome study. Family Process, 27: 201 – 211. - Hare-Mustin, R. (1991). Sex, lies and headaches. The problem of power. Journal of feminist family therapy, 3: 39 – 61. - Jenkins, H. (2006). Inside out, or outside in: meeting with couples. Journal of family therapy, 28: 113 – 135. - Johnson , S.M (2004). The practice of emotionally focused couple therapy. Sussex: Brunner-Routledge. - Jones, F. (2007). Working with child sexual abuse: a systemic perspective on whether children need to tell their therapist details of the abuse for healing to take place. Journal of Family Therapy, 29: 222 – 237. - Knerr, M. & Bartle-Haring, S. (2010). Differentiation, perceived stress and therapeutic alliance as key factors in the early stage of couple therapy. Journal of Family Therapy, 32: 94 – 118. - Mason, B. (1993). Towards positions of safe uncertainty. Human systems: The Journal of systemic consultation and management, 4: 189 – 200. - McAdam, E., & Mirza, K.A. (2009). Drugs, hopes and dreams: appreciative inquiry with marginalised young people using drugs and alcohol. Journal of Family Therapy, 31: 175 – 193. - McFarlane, M.M. (2001). Family Therapy and Mental Health. Innovations in Theory and Practice. New York: Howarth Clinical Practice. - Mendenhall, T.J., & Berge, J.M. (2010). Family therapists in trauma-response teams: bringing systems thinking into interdisciplinary fieldwork. Journal of Family Therapy, 32: 43 – 57. - O’Reilly, M. (2008). ‘I didn’t iolent punch him’: parental accounts of punishing children with mental health problems. Journal of Family Therapy, 30: 272 – 319. - Rivett , M. & Ress, A. (2004). Dancing on a razor’s edge: systemic group work with batterers. Journal of Family Therapy: 26: 142 – 162. - Rivett, M. & Street, E. (2009)). Family Therapy. 100 key points and techniques. London: Routledge. - Rolland, J.S. (2002). Parental illness and disability: a family systems framework. Journal of Family Therapy: 21: 242 – 266. - Sammut, C. (2009). A systemic approach to the ‘Framework for the Assessment of Children in Need and their Families’. Context, 104: 22-24. - Sammut, C. (2010). Systemic Therapy within Family Support & Intervention. Context, 110, 44 – 46. - Weakland, J.L. & Jordan, L. (1992). Working briefly with reluctant clients. CP services as an example. Journal of Family Therapy, 14: 231: 254. - Vetere, A. & Cooper, J. (2001). Working systemically with family violence: risk, responsibility & collaboration. Journal of Family Therapy, 23: 378 – 396. |
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| ADDITIONAL NOTES | Pre-requisite Qualifications: 1st Degree in Social and or Human Science | ||||||||
| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Angela Abela (Co-ord.) Ingrid Grech 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 2023/4. It may be subject to change in subsequent years. |
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