Mental Health

Week 5: 2/4/19

WEEK 5 READ: Gurman, Lebow & Snyder (2015): Psychodynamic and Multigenerational Approaches: Chapters 8 Object Relations Couple Therapy & Chapter 9 Bowen Family Systems Couple Coaching. READ: Nichols (2017): Experiential Family Therapy Week 5 Discussion #1 Pick one of the two approaches and prepare a summary report with the following using your text as a reference with your work: 1. What approach did you select and what is the background and overview of the approach? 2. What is the structure of the therapy process? List the key principles of the approach. 3. How does this approach work with a healthy/well-functioning versus dysfunctional couple relationship? 4. What is the role of the therapist with this approach? 5. How is assessment and treatment planning completed with this approach? 6. How is goal setting handled with this approach? 7. What interventions (techniques, strategies for modifying behavior, mechanisms of change) are specific to this approach? List at least 3 if possible and how you might use one of them in application. 8. What is one take away or insight you gained learning about this approach & what would make you recommend it to others? Additionally, post to at least two of your peers (posts commenting on the instructor’s posts count for interaction posts) interacting in the discussions (3 points).

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Week 6: 2/11/19

WEEK 6 READ: Gurman, Lebow & Snyder (2015): Social Constructionist Approaches: Chapters 10 Narrative Couple Therapy and Chapter 11 Solution-Focused Couple Therapy. READ: Nichols (2017): Psychoanalytic Family Therapy Week 6 Discussion #1 Pick one of the two approaches and prepare a summary report with the following using your text as a reference with your work: 1. What approach did you select and what is the background and overview of the approach? 2. What is the structure of the therapy process? List the key principles of the approach. 3. How does this approach work with a healthy/well-functioning versus dysfunctional couple relationship? 4. What is the role of the therapist with this approach? 5. How is assessment and treatment planning completed with this approach? 6. How is goal setting handled with this approach? 7. What interventions (techniques, strategies for modifying behavior, mechanisms of change) are specific to this approach? List at least 3 if possible and how you might use one of them in application. 8. What is one take away or insight you gained learning about this approach & what would make you recommend it to others? Additionally, post to at least two of your peers (posts commenting on the instructor’s posts count for interaction posts) interacting in the discussions (3 points).

Week 7: 2/18/19

WEEK 7 READ: Gurman, Lebow & Snyder (2015): Systemic Approaches: Chapters 12 Brief Strategic Couple Therapy and Chapter 13 Structural Couple Therapy. READ: Nichols (2017): Bowen Family Systems Therapy Week 7 Discussion #1 Pick one of the two approaches and prepare a summary report with the following using your text as a reference with your work: 1. What approach did you select and what is the background and overview of the approach? 2. What is the structure of the therapy process? List the key principles of the approach. 3. How does this approach work with a healthy/well-functioning versus dysfunctional couple relationship? 4. What is the role of the therapist with this approach? 5. How is assessment and treatment planning completed with this approach? 6. How is goal setting handled with this approach? 7. What interventions (techniques, strategies for modifying behavior, mechanisms of change) are specific to this approach? List at least 3 if possible and how you might use one of them in application. 8. What is one take away or insight you gained learning about this approach & what would make you recommend it to others? Additionally, post to at least two of your peers (posts commenting on the instructor’s posts count for interaction posts) interacting in the discussions (3 points).

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Week 8: 2/25/19

WEEK 8 READ: Gurman, Lebow & Snyder (2015): Rupture of Relational Bonds: V iolence, Affairs, and Divorce: Chapters 14 Couple Therapy for Partner Aggression, Chapter 15 Couple Therapy and Treatment of Affairs, and Chapter 16 Separation and Divorce Issues in Couple Therapy. READ: Nichols (2017): Family Therapy in the Twenty-First Century Week 8 Discussion #1 Pick one chapter that interests you the most and prepare a summary report with the following using your text as a reference with your work: 1. What is the background and overview of the approach? 2. What are risk factors involved? 3. What is the structure of the therapy process? List the key principles of the approach. 4. How does this approach work with a healthy/well-functioning versus dysfunctional couple relationship? 5. What is the role of the therapist with this approach? 6. What are the ethical considerations for this population? 7. How is assessment and treatment planning completed? 8. How is goal setting handled with this approach? 9. What interventions (techniques, strategies for modifying behavior, mechanisms of change) are specific to this approach? List at least 3 if possible and how you might use one of them in application. 10. What is one take away or insight you gained learning about this approach & what would make you recommend it to others? Additionally, post to at least two of your peers (posts commenting on the instructor’s posts count for interaction posts) interacting in the discussions (3 points).

Spring Break/ 3/4/193/10/19

SPRING BREAK!

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Week 9: 3/11/19

WEEK 9 READ: Gurman, Lebow & Snyder (2015): Couple Therapy and Diverse Relationships: Chapters 17 Therapy with Couples and Step-Families, Chapter 18 Gay, Lesbian, and Bisexual Issues in Couples Therapy, and Chapter 19 Couple Therapy and Intercultural Relationships. READ: Nichols (2017): Solution-Focused Therapy Week 9 Discussion #1 Pick one chapter that interests you the most and prepare a summary report with the following using your text as a reference with your work: 1. What is the background and overview of the approach? 2. What are risk factors involved? 3. What is the structure of the therapy process? List the key principles of the approach. 4. How does this approach work with a healthy/well-functioning versus dysfunctional couple relationship? 5. What is the role of the therapist with this approach? 6. What are the ethical considerations for this population? 7. How is assessment and treatment planning completed? 8. How is goal setting handled with this approach? 9. What interventions (techniques, strategies for modifying behavior, mechanisms of change) are specific to this approach? List at least 3 if possible and how you might use one of them in application. 10. What is one take away or insight you gained learning about this approach & what would make you recommend it to others? Additionally, post to at least two of your peers (posts commenting on the instructor’s posts count for interaction posts) interacting in the discussions (3 points).

Week 10: 3/18/19

WEEK 10 READ: Gurman, Lebow & Snyder (2015): Couple Therapy and Psychological Disorders: Chapters 20 Couple Therapy and PTSD, Chapter 21 Couples Therapy & Alcohol Problems, & Chapter 22 Couple Therapy & Depression. READ: Nichols (2017): Narrative Therapy Week 10 Discussion #1 Pick one chapter that interests you the most and prepare a summary report with the following using your text as a reference with your work: 1. What is the background and overview of the approach? 2. What are risk factors involved? 3. What is the structure of the therapy process? List the key principles of the approach. 4. How does this approach work with a healthy/well-functioning versus dysfunctional couple relationship? 5. What is the role of the therapist with this approach? 6. What are the ethical considerations for this population? 7. How is assessment and treatment planning completed? 8. How is goal setting handled with this approach? 9. What interventions (techniques, strategies for modifying behavior, mechanisms of change) are specific to this approach? List at least 3 if possible and how you might use one of them in application. 10. What is one take away or insight you gained learning about this approach & what would make you recommend it to others? Additionally, post to at least two of your peers (posts commenting on the instructor’s posts count for interaction posts) interacting in the discussions (3 points).

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Week 11: 3/25/19

WEEK 11 READ: Gurman, Lebow & Snyder (2015): Couple Therapy and Psychological Disorders: Chapter 23 Couple Therapy and Borderline Personality Disorder and Chapter 24 Couple Therapy and Sexual Problems. READ: Nichols (2017): Comparative Analysis Week 11 Discussion #1 Pick one chapter that interests you the most and prepare a summary report with the following using your text as a reference with your work: 1. What is the background and overview of the approach? 2. What are risk factors involved? 3. What is the structure of the therapy process? List the key principles of the approach. 4. How does this approach work with a healthy/well-functioning versus dysfunctional couple relationship? 5. What is the role of the therapist with this approach? 6. What are the ethical considerations for this population? 7. How is assessment and treatment planning completed? 8. How is goal setting handled with this approach? 9. What interventions (techniques, strategies for modifying behavior, mechanisms of change) are specific to this approach? List at least 3 if possible and how you might use one of them in application. 10. What is one take away or insight you gained learning about this approach & what would make you recommend it to others? Additionally, post to at least two of your peers (posts commenting on the instructor’s posts count for interaction posts) interacting in the discussions (3 points). Family , Marriage and Couples Therapy Movie/TV Experience & Family Assessment (Due week 11): 28 points You will submit your work by clicking on the discussion area in week 11 and posting your project to share. Learning from each other is part of the process as a future counseling intern.

Week 12: 4/1/19

WEEK 12 READ: Gurman, Lebow & Snyder (2015): Couple Therapy, Medical Issues, and Interpersonal Neurobiology: Chapter 25 Couple Therapy and Medical Issues and Chapter 26 Couple Therapy and Interpersonal Neurobiology. READ: Nichols (2017): Research on Family Intervention Week 12 Discussion #1 Pick one chapter that interests you the most and prepare a summary report with the following using your text as a reference with your work: 1. What is the background and overview of the approach? 2. What are risk factors involved? 3. What is the structure of the therapy process? List the key principles of the approach. 4. How does this approach work with a healthy/well-functioning versus dysfunctional couple relationship? 5. What is the role of the therapist with this approach? 6. What are the ethical considerations for this population? 7. How is assessment and treatment planning completed? 8. How is goal setting handled with this approach? 9. What interventions (techniques, strategies for modifying behavior, mechanisms of change) are specific to this approach? List at least 3 if possible and how you might use one of them in application. 10. What is one take away or insight you gained learning about this approach & what would make you recommend it to others? Additionally, post to at least two of your peers (posts commenting on the instructor’s posts count for interaction posts) interacting in the discussions (3 points).

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Week 13: 4/8/19

Week 13 Family , Marriage and Couples Therapy Final Power Point Project (Due week 13): 30 points Post your final project in the week 13 discussion area to share with our peers. Additionally, post to at least two of your peers (posts commenting on the instructor’s posts count for interaction posts) interacting in the discussions.

Week 14: 4/15/19

WEEK 14 WEEK 14 Discussion #1: ~ Wrap Up and Termination (3 points). This course was based on empowering you to achieve your best work and to develop new skills in group therapy. Respond to the following: 1. What are three biggest insights you gained from your Couples Therapy Movie Experience & paper? 2. What are three biggest insights you gained from your Couples Therapy Final Project? 3. What are three things you would tell a peer on what you wished you knew before you started this class? 4. What are three biggest insights on the challenges of being a Family & Couple Therapist? 5. I am most proud of… 6. I will definitely use this technique/exercise in future family/couples’ therapy: 7. How have you used problem solving and critical thinking to handle problems, deal with the unknown, in making mistakes, through life’s challenges, and not being perfect in your weekly assignments? How will you use those skills in a family/couple setting and in this field in the future? 8. Discuss how you achieved the two goals and expectations that you identified for yourself in week one. 9. Discuss what the Professor did well to facilitating your learning to blossom in this course. 10. If you choose, attach a picture that describes your success or identify a song that is your theme champion song of success. Termination begins on admission and is planned for during the first session. As with treatment planning we develop goals for admission and for discharge (termination). Take a few minutes to share any final thoughts with your peers. Respond to your peers and offer insights, suggestions, and thoughts. End with any key resources, books, exercises that you would like to share and add to your family/couples’ therapy resources for the future. Please complete class IDEA Survey and share what you liked about the class (Reminder and information posted in the announcements).

Week 15 4/22/19 Class End 4/28/19* No work will be accepted after the end of class.

Discussion #1: EXTRA CREDIT CONFERENCE If you miss work or participation for some reason no worries… 1) Family of Origin Genogram Extra Credit Project (15 points) *See Nichols (2017) Questions to ask when doing a genogram. This assignment requires you to apply the concept and theories of family therapy to your family of origin. *If you do not want to use your own family you can use someone close to you or “make one up” or you can choose a fictional family from TV and use that family as well. In order to complete this assignment you will conduct at least two interviews of family members. *If you are making this up or using fictional characters from a family on TV you would make this up as well. You may interview parents, grandparents, siblings, aunts, uncles, or cousins. You will reference these interviews in text according to APA format (Personal communication) and on reference page. Please discuss confidentiality with your interviewees, get permission to use the interview material, and change names for confidentially. You may include pieces of transcript in your paper only with expressed permission of your interviewee.

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Paper Guidelines: Section one: (One page) produce a detailed genogram of your family of origin covering At least three generations (going back to your grandparents). The genogram may be hand drawn or you can use a genogram software program. Go to www .genopro.com. (Get a FREE trial of GenoPro 2016). Section two: (2-4 pages) the academic paper will include a systemic analysis of your family of origin referring back to the genogram. Issues you should cover include boundaries (within the family as well as between the family and the world), hierarchies, subsystems, alliances, rules (spoken and unspoken), feedback loops, adaptability, cohesion, power, attachment styles, cutoffs, family myths, significant losses, communication style and patterns, triangles, homeostatic regulation, inclusion and intimacy. You must give specific behavioral examples to back up your analysis. Don’t just say, for example, that there were strong intergenerational boundaries; discuss the specific behaviors that demonstrated that those boundaries existed. Section three: (3-4 pages) Select a theme of your choice to research and apply to your family of origin. You may create your own theme or select from the following list: 1. The effects of alcoholism on the family. 2. LBGT families & parenting. 3. Blended family issues. 4. Single-parent family. 5. The effects of violence or abuse. 6. Poverty and the family. 7. Family secrets. 8. Legacies of loss, bereavement and grief. 9. The role of ritual in the family (have to do things a certain way). 10. Birth order. 11. Cultural themes. 12. The effects of mental or physical illness of a parent or child on the family. 13. Gender roles within the family. 14. Family stories and the construction of meaning. 15. Models of marriage. 16. Enmeshment and disengagement. 17. Emotional milieu within the family. 18. Effects of drug addiction (marijuana, cocaine, heroin, prescription medications…) on a family. 19. Bullying/Cyber Bullying. 20. Pornography, sexual infidelity, or sexual dysfunction. 21. Military deployment & parenting special needs In completing this section you will reference at least three scholarly articles (from peer-reviewed journals) and/or texts that address the theme you are discussing. You will also need to give specific behavioral examples to illustrate your theme as it plays out in your family of origin. Section four: (One page) References listed using APA academic writing and format. List all interviews, including person interviewed, date of interview , length of interview and mode of interview (phone, in person, email). Family of Origin Project Grading Rubric: Genogram: 3 points Systemic analysis of family (completeness, depth, grasp of concepts): 5 points Theme related to family (completeness, depth, grasp of concepts): 5 points References (APA style, documented interviews): 2 points Total: 15 points 2) Explore Family Therapy and Couples Therapy Certification Programs (5 points) Research and find 5 different Family or Couples Therapy Certification programs. List the Program, the contact and link information, background and requirements and who certifies the program.

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4) Speaker Presentation at a PTA Meeting:Create a presentation that you would use if you were asked to speak at your child’s PTA meeting (5 points) In the presentation discussion how , a parent’s behavior is influenced by culture, setting, family structure, and pressures, which determine how they parent and raise their children. Write a 1-page summary of the highlights of your talk or develop a Power Point with 8 or more slides and conclude your work with 3 tips to parents on how to create a harmonious family environment for children. Reference your work. 5) Let’s talk about parenting in the middle-childhood years (ages 5– or 6–12) (5 points). List 5 common behaviors in children in this age group. Next discuss how siblings, peers, and marital conflict can influence behaviors for the positive or negative. What are three recommendations you would make to parents to create an environment for successful development and accomplishments during this stage of development? 6) Teen High Risk Behaviors (5 points) Pick two of the teen high risk behaviors discussed in your readings this week. Drug Use Among Teens HIV /AIDS and its Impact on Adolescents Sexual Activity Among Teens and Teen Pregnancy Trends Sexually Transmitted Diseases Smoking and its Effect on Children’s Health Suicide Teen Pregnancy Discuss & review the problem, the impact on teens, and conclude with 3 prevention strategies for teens and 3 prevention strategies for parents. Reference your work. Congratulations!

VIII.Instructional Methods Methodology: 1) Class asynchronous discussions weeks 1-14 (Course objectives 1-9) 2) Couples Therapy Movie/TV Experience & Analysis Paper (Course objectives 1-9) 3) Couple & Family Therapy Final Project (Course objectives 1-9) IX.Assignments Expected Participation and Attendance Weekly Discussion & Participation based on texts (14 weeks – 3 points each week): 42 points Weekly discussion questions are related to the materials from your text and will be used independently to assist you with your Couples and Family Therapy experience and completion of class assignments. Each week you are required to post one original response to each discussion question with references and respond to at least two of your classmates’ original responses or to the professor’s posts by the end of the week (Sunday at midnight ET). Your discussion posts will be evaluated based on the required number of responses, the timeliness of your responses, the depth of thought and reflection, and your professionalism in message writing and communication. Therefore, your posts should be grammatically correct and serve the purpose of engaging other students’ in a “discussion” about the original topic. I. Weekly Discussion & Participation Grading Rubric: Primary post with references (at least 1 reference): 2 points Interacting and posting to your peers/instructor (at least two posts unless indicated): 1 point If you post after the week end you can only earn 50% of the points for the posting as participation/attendance points or posting to peers/professor cannot be earned after the week ends. II. Family, Marriage and Couples Therapy Movie/TV Experience & Family Assessment (Due week 11): 28 points Family, Marriage and Couples Therapy Movie/TV Experience & Assessment is based on the

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UCLA Marriage Enrichment Program & Happily Ever After The Movies & Relationship Study (A research study that is being conducted by Professor Ronald D. Rogge from the University of Rochester’s Department of Clinical and Social Sciences in Psychology) as well as the “PAIR Program” Promoting Awareness and Improving Relationships with Movies, my experience as a LMHC, LPC and LMFT Clinical Supervisor, Prepare/Enrich Certified Marital Counselor, Certified Supreme Court Mediator, and Certified Parent Coordinator. This Analysis is inclusive of course objectives 1-9. http://www.courses.rochester.edu/surveys/funk/ “A recent study at UCLA of Couples after the first 3 years of marriage (Roggie, et al., 2014) suggested that couples felt enriched by watching movies together and then “engaging in relationship focused” discussions after each movie. In these conversations the couple would discuss how their relationship was similar to different from the intimate relationship portrayed in each movie.’ This is a self-growth and Movie/TV analysis experience activity. Ideally doing this with a partner would be fun however not required. You can do this alone and base it on a relationship you had or one you hope to have or your family. It is not important to disclose if it is your relationship that you are using if you do not want to however be consistent with who you are using in your reflections. The best approach to this assignment is to pick a show or a movie and watch it the beginning of the term and then at the end unless you choose a TV show to “binge” watch as part of this class or over the 3 months of class to immerse yourself into the show and couples you will be assessing and exploring in this project and take notes based on the assessment questions each time you watch the movie/show. You will be looking at the following objectives for the Family, Marriage and/or Couple: 1. Explore a systems approach that provides an understanding of family networks and other systems theories and major models of family and related interventions. 2. Recognize the importance of family, social networks, and community systems in the treatment of mental and emotional disorders in couples and families. 3. Describe major theoretical paradigms of family interaction. 4. Describe techniques of family and couples therapy. 5. Evaluate couples’ relationships in family of origin contexts. a. Assess financial planning and budgeting in the family. 6. Demonstrate an understanding of one's own family of origin’s development, structure, and communication patterns through personal and professional self-evaluation. 7. Identify systemic factors that affect human development, functioning, and behavior. a. Explore strengths and growth areas b. Assess and strengthen communication skills (Passive, assertive or aggressive communication styles) c. Identify stressors and coping mechanisms d. Assess conflict resolution abilities 1. Demonstrate competencies and strategies for working with and advocating optimum wellness for diverse couples and families. a. Assess stereotypes and roles that might contribute to misunderstandings and create a more balanced relationship and family system. b. Understand and appreciate personality differences 2. Describe theories of family development across the lifespan and how that impacts family dynamics, relational issues and a couple’s stress. 3. Establish personal, couple and family goals. Your Task (Cut and Paste these assessment questions into a WORD document and create a template to use while watching movies/TV shows of your choice) – this will be written like an assessment with references (evidenced-based therapy): 1) Pick 1 movie or “binge” watch a TV show (at least 4-6 episodes) related to Couples and Family. 2) You will be the “therapist” writing the assessment answering the following assessment questions in a paper referencing the TV show/movies you watch, your text and other Couple and Family Therapy resources you use to support your thoughts/ideas. For each area you will then self-assess your life experience in these areas for self-growth. 1. What movie/TV shows did you watch? List the name of the show/date/and title of the TV show for reference. Who is the couple (Rebecca & Jack Pearson on “This is US”

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- http://www.imdb.com/title/tt5555260/) that you will be using as the “Clients” in your assessment? Or family (The Pearson Family on “This is US” - http://www.imdb.com/title/tt5555260/). Be clear and specific. *This is the relationship you will be focusing on for your assessment. 2. What was the main relationship(s) portrayed in the movie/TV show? Who is the family and how do the characters connect? What are the names of the characters on the show and what actors played those characters? Describe the couple/family development over the course of their years together (The developmental phases of a family are referred to as the stages in a family life cycle. They include: unattached adult, newly married adults, childbearing adults, preschool-age children, school-age children, teenage years, launching center, middle-aged adults, and retired adults. (Retrieved 7/5/16 from: http://study.com/academy/lesson/the-family-life-cycle-definition-stages-theory.html). 1. Presenting Problems: What main problems did or are the family and couple facing? Create a “presenting problem as if they entered therapy with you. Why are they hear now? Self-Assess: Are any similar to the problems that you have ever faced in your relationship as a couple, past relationship as a couple or as a family? 1. Communication: Did the couple strive to understand each other even if they were very different and create open communication in the family? Or did the couple tend to attack each other’s differences? Did they use humor to cut each other down and dismiss communication? How did the couple’s style of communication impact the children/family? What were their implicit rules for communication? How were feelings managed or expressed? How would you assess this couple’s communication style and strengths? The family? Self-Assess: In what way is this relationship similar or different from your relationship or one you have had? Similar or different to your family? 1. Conflict Resolution: How did the couple handle conflict, arguments, or differences of opinion? How did the family get involved? Did the couple strive to mediate a problem and compromise for problem resolution? How did this impact the family? Or did the couple tend to attack each other’s differences and just argue and move on never really listening to each other, coming up with a compromise or solution to the problem and just move on? How did the family react to this? Young children? Middle school children? Teenagers? Young adults? Grown children living in the family home? How would you assess this couple’s ability to resolve conflict? Self-Assess: In what way is this relationship similar or different from your relationship or one you have had? 1. Anger: How did the couple handle anger? How did the family handle anger? Did the couple avoid anger and just go along with things or let things build and explode? Was this reflected in the children? Teens? Did the children and teens act differently or the same? Was it one partner or the other that had more issues with anger management? Was one partner more aggressive and the other more passive? Were both aggressive? How did the family address anger? Did they use humor to help keep things in perspective? How would you assess this couples and the family’s ability to deal with anger? Self-Assess: In what way is this relationship similar or different from your relationship or one you have had? 1. Friendship: Did the couple have a strong friendship with each other? Were they each other’s “best friends”? Did they turn to each other first as opposed to others (family, friends)? If they turned to others whom did they turn to and how did that impact the couple’s relationship? How did it impact the children? Teens? Young adults still in the house? Were they able to support each other through hard times and good times? Through bad moods, stressful days, and hard times? Did they listen to each other like good friends do or did one or the other tell the partner what to do, how to fix the presented problem/issue and not really listen? How would you assess their friendship and connection to each other? Were the children/teens/young adults in the house close or friends? How did they relate to each other and how is that reflected from the parent’s roles? Self-Assess: How does this resonate with you or in what way is this relationship similar or different from your relationship or one you have had? 1. Affection: Was the couple in the movie/TV show affectionate to each other or distant? In what ways were they affectionate? How would you assess their intimacy and closeness? If it was missing what ways would you make a recommendation of connecting and strengthening intimacy and affection in this couple’s relationship as a future counseling intern? How was affection expressed in the family with the children/teens? Was it developmentally appropriate? Was it smothering and micromanaging?

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Was it distant and absent? What recommendations would you make regarding family affection and expressing love? Self-Assess: In what way is this relationship similar or different from your relationship or one you have had? 1. Sex: Was the couple in the movie/TV show sexual toward or with each other? In what ways were they sexual and did they seem to have an open communication and understanding about sex in their relationship? Did both partners have a way to express they wanted to have sex (how was this done)? Did both partners have a way to communicate they did not want to have sex? Does it appear they had an agreement on how frequent sex would happen (every night, once a week, only on special occasions, only if one partner asked…). How would you assess their sexual relationship? If it was missing what ways would you make a recommendation of connecting and strengthening sex in this couple’s relationship as a future counseling intern? How was sex approached in the family? Was sex discussed with the children/teens/young adults? Were sexual talks developmentally appropriate and educational? Did the family show boundaries with sex and privacy to teach respect and responsibility? If this was not shown on TV what would you imagine the couple would say based on other assessed areas and why? Self-Assess: In what way is this relationship similar or different from your relationship or one you have had? 1. Acts of Service: Did the couple do acts of kindness (acts of service) or considerate things for each other in an affectionate way? This can be chores, housekeeping, errands, child care, and many other things. If it was missing what ways would you make a recommendation of connecting and strengthening doing nice things for each other in this couple’s relationship as a future counseling intern? Did the children/teen do acts of kindness for their parents, each other, or friends? Did you sense a team approach in the family or distinct roles regarding who does what with little appreciation and thanks? Self-Assess: In what way is this relationship similar or different from your relationship or one you have had? 1. Family of Origin: Did the couple argue or talk about family issues? How did the family of origin (family and in-laws) impact the couple’s relationship & their family with their children/teens? Did both go to each other families’ homes or to celebrations or events together or apart? How would you assess how their family of origin is impacting the couple’s current relationship and family? What recommendations regarding the impact of the family of origin on this couple’s current relationship would you make as a future counseling intern? Do they let their parents/grandparents interfere? How did the couple let “family traditions” & expectations impact their current relationship or decisions they made about what they would do with their children in their home? How did family “obligations” interfere in their own decision-making and in creating their own new traditions for their own family? Did the couple put the extended family first as opposed to their partner? Do they make decisions on their own or do they listen to their families? Self-Assess: In what way is this relationship similar or different from your relationship or one you have had? 1. Friends: Did the couple argue or talk about friends? How did friends impact the couple’s relationship? Did the male in the relationship have opposite sex relationships or same sex depending on sexual orientation outsides of this primary relationship? Did the female? How did these opposite sex “friendships” impact the couple’s relationship? What recommendations regarding the impact of opposite sex (or same sex depending on sexual orientation) would you make as a future counseling intern? How close is too close? How was this discussed or handled in the family? How is social media handled and what boundaries does the family have on use of social media with the opposite sex? How can outside relationships (sharing things with someone of either sex more than your partner) like this interfere with intimacy and connections in the couple’s relationship? Self-Assess: In what way is this relationship similar or different from your relationship or one you have had? 1. Affairs: Did the couple or one part of the couple have an affair? Emotional affair? How did this impact the couple’s relationship? How can an affair interfere with trust, intimacy and connections in the couple’s relationship? How did this impact the children? Teens? Adult children? Self-Assess: In what way is this relationship similar or different from your relationship or one you have had? 1. Children & Parenting: How does the couple approach parenting and dealing with children in the family? How were sex roles handled? How was responsibility for the children handled? Does the couple have family rules? How are chores, jobs and responsibilities managed? Do they agree or

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disagree? Do the children get one set of rules from one parent and another set from the other? How did the couple use the “Four C’s of Parenting” (Williams & Cushing, 2012): Consequences? Consistency? Calm approach? Charged batteries of parents? Was it manage by chaos or did the couple have a family plan? What recommendations would you make as a future counseling intern? Self-Assess: In what way is this relationship similar or different from your relationship or one you have had? 1. Financial Planning, Budget and Finances: Was the couple in the movie/TV show open with each other about finances? Did the family have a financial plan or live on a budget? Did they have a plan in place or did they have their own accounts or not talk about money? Did they hide money or spending? How would you assess the couple’s ability to manage a budget together and deal with financial issues? How did the children handle, treat and manage money? How did the teens handle, treat and manage money? Young adults? What recommendations for budgeting, finances and spending would you have for this couple’s relationship as a future counseling intern? Self-Assess: In what way is this relationship similar or different from your relationship or one you have had? 1. Spirituality: Did the couple have a strong sense of spirituality or religion in their relationship? What were their beliefs? Did they agree or have differences of opinion on spirituality, church, or prayer? Was the family as a whole part of a religion or denomination together? What was taught to the children/teens regarding going to church, church school, Sunday school, Bible study etc.? How would you assess their spirituality and connection to a church community? What impact can having a family connection spiritually do for a family? Self-Assess: How does this resonate with you or in what way is this relationship similar or different from your relationship or one you have had? 1. Fun: How does the couple have fun together without the children? What activities do they engage in that is special to their relationship and not shared with friends, family, or children? What hobbies do they share? What sports and activities do they engage in together? What do they do around the house together? Apart? How do they recharge and connect with each other? What activities does the family do together? How would you assess their activity engagement and connection to each other? Self-Assess: How does this resonate with you or in what way is this relationship similar or different from your relationship or one you have had? 1. SWOT Analysis~ What are the couple’s and the family’s Strengths, Weaknesses, Opportunities, and Threats in their relationship and family. How would you work on goal development with this couple/family? How would you take into consideration cultural beliefs and knowledge while planning goals for change? Self-Assess: How does this resonate with you or in what way is this relationship similar or different from your relationship or one you have had? 1. Treatment Recommendations: What treatment recommendations would you use for would you have for this couple’s relationship and for this family as a future counseling intern? These come from the current research on treating a couple or family with the assessed problems. What treatment model would you recommend and why? Reference all. Self-Assess: In what way is this relationship similar or different from your relationship or one you have had? 1. Summary: Summary of the couple’s and the family’s functioning from all the above areas then listing their strengths, weaknesses, opportunities for growth, and barriers. Self-Assess: Do the same assessing your own relationship that you used in this exercise. What is your biggest insight for this couple, this family and lastly a growth area in your own life in your development as a future counseling intern? 1. References (in APA format) Some resources to consider: The Couples Psychotherapy Treatment Planner (9780470406953): K. Daniel O'Leary, Richard E. Heyman, Arthur E. Jongsma Jr.: Books. The Family Therapy Treatment Planner, Second Edition provides all the elements necessary to quickly and easily develop formal treatment plans that satisfy the demands of HMOs, managed care companies, third-party payors, and state and federal agencies. Current TV Shows with popular couples: 1. Rebecca & Jack Pearson ~ This is Us 2. Randall & Beth Pearson ~ This is Us

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3. Kate & Toby ~ This is Us 4. Roseanne & Dan – Roseanne 5. Piper & Alex ~ Orange is the New Black 6. Sol & Robert ~ Grace & Frankie 7. Grey’s Anatomy ~ Meredith & Derek 8. Chicago Fire ~ Casey & Dawson 9. The Royal’s ~ Princess Eleanor & Jasper 10. Chicago PD ~ Holstead & Lindsay 11. Mike & Molly 12. Madam Secretary ~ Elizabeth & Henry McCord 13. General Hospital ~ Luke & Laura 14. Young & the Restless ~ Victor & Nicky; Adam & Chelsea 15. Bold & the Beautiful ~ Eric & Stephanie; Bill & Katie 16. The Affair ~ Noah & Alison or Noah & Helen 17. Blue Bloods ~ Danny & Linda 18. The Mindy Project ~ Mindy Lahiri & Danny Castellano 19. Once Upon a Time ~ Regina Mills & Robin Hood 20. How to Get Away with Murder ~ Conner & Oliver 21. The Flash ~ Barry & Patty 22. Arrow ~ Oliver & Felicity Some famous TV Couples/families for consideration in this project to get you thinking: 1. Rebecca & Jack Pearson ~ This is Us 2. Randall & Beth Pearson ~ This is Us 3. Kate & Toby ~ This is Us 4. Roseanne & Dan – Roseanne 5. One Tree Hill ~ Nathan and Hayley 6. Dawson’s Creek ~ Pacey & Joey 7. Rules of Engagement ~ Jeff & Audrey 8. Bothers and Sisters ~ Scotty & Kevin 9. The Office ~ Jim & Pam 10. That 70’s Show 11. Friends ~ Ross & Rachel 12. 90201 ~ David & Donna 13. ER ~ Doug & Carol 14. I Love Lucy ~ Lucy & Ricky; Fred & Ethel 15. The Jefferson’s ~ George & Louise 16. Mad About You ~ Paul & Jamie 17. Sex in The City ~ Carrie & Mr. Big 18. Gilmore Girls ~ Luke & Lorelai 19. Parenthood ~ Adam & Christina 20. Son’s of Anarchy – Jax & Tara 21. Parks & Recreation ~ Leslie & Ben You can pick any movie you think applies however here is a list of some frequently used Family or Couples Therapy Movies: 1. Couples Retreat (2009) 2. Four Christmases (2008) 3. Terms of Endearment (1983) 4. When a Man Loves a Woman 5. Love Story (1970) 6. Yours, Mine, Ours 7. Blue Valentine (2010) 8. It’s Complicated (2009) 9. Love and Other Drugs (2010) 10. This is 40 (2012)

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11. You, Me & Dupree (2006) 12. Wanderlust (2012) 13. Unfaithful (2002) 14. The Story of Us (1999) 15. The Break-Up (2006) 16. The Big Wedding (2013) 17. Indecent Proposal (1993) 18. Fools Rush In (1997) 19. On Golden Pond (1981) 20. The Back-Up Plan (2010) 21. Monster-In-Law (2005) 22. Marley & Me (2008) 23. Life as We Know it (2010) 24. The Godfather Trilogy 25. The Sopranos (1999-2007) 26. The Royal Tenenbaums (2001) 27. Ordinary People (1980) 28. Step-Mom (1998) 29. Yours, Mine & Ours (1968) 30. Cinderella Story (2004) 31. Ever After (1998) 32. Blended (2014) 33. Mrs. Doubtfire (1993) Grading Rubric for Family, Marriage and Couples Therapy Movie/TV Experience & Family Assessment (Due week 11): 28 points 1) Pick 1 movie or “binge” watch a TV show (at least 6 -8 episodes) related to Couples and Family & list the movie with a reference or list shows with title if available. (3 points) 2) Answered or addressed the 18 assessment areas in assessment format. (20 points) 3) Referenced the TV show/movies you watch, your texts and other Couple and Family Therapy resources you use to support your thoughts/ideas (5 points). III. Family, Marriage and Couples Therapy Final Power Point Project (Due week 13): 30 points Create a Power Point Presentation - This project is inclusive of course objectives 1-5 & 7-9. The topic is a coupe or family therapy approach with specific treatment model for a specific population. You have been doing this weekly in your discussions, so it will be easy to pick your favorite. Here is what you do: Create the Power Point Presentation with 20 slides not including the title and reference slides to be posted in the class discussions. Include three (3) or more peer reviewed journal articles to make this current and evidenced based for practical application in the field today from Counseling Journals. Use APA formatting for all in text references and a Reference on the final slide of the Power Point. 1. Pick an approach to Couples or Family therapy (i.e. Behavioral Couples Therapy – BCT) and reference the approach selected; https://www .recoveryanswers.org/resource/behavioralcouples-therapy/. 2. Pick a Family or Couples Therapy Model (Behavioral change techniques with skill building https://www .recoveryanswers.org/resource/behavioral-couples-therapy/; reference the treatment model selected. 1. Pick a population/problem area and issue that interests you (Substance Abuse – BCT is a form of behavior therapy that incorporates both the partner and the individual seeking treatment.)” https://www .recoveryanswers.org/resource/behavioral-couples-therapy/ 1. Discuss at least 3 ethical considerations based on the AAMFT Code of Ethics & or the ACA code of Ethics for this population/problem area that all practitioners must consider. Reference the AAMFT Code of Ethics; www .aamft.org/code-of-ethics or ACA Code of Ethics; https://www.counseling.org/resources/aca-code-of-ethics.pdf. 1. Discuss any medical/treatment barriers or concerns that counselors should be aware of with your

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selected population (none is not an answer); https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4158844/ 1. Discuss at least 3 specific resources (internet, community, tools) to help the specific population & describe how the resources can help a couple/family and reference all three; https://www.thetreatmentcenter .com/services/programs/couples/ https://www.drugabuse.gov/publications/principles-drug-addiction-treatment-research-based-guide-thirdedition/resources https://globenewswire.com/news-release/2017/12/11/1251098/0/en/Behavioral-Couples-Therapy-forAlcoholism-and-Drug-Abuse-Gets-More-Exposure-Through-Social-Media.html 1. Discuss at least 3 specific agencies that would offer support or services that would augment what the community mental health center would offer & describe how the resources can help a couple/family and reference all three; www.bluffplantation.com/ https://www.psychologytoday.com/us/treatment-rehab/couples/south-carolina https://www.palmettobehavioralhealth.com/ 1. Wrap up with 3 tips for success working with this population. Demonstrate competencies and strategies for working with and advocating optimum wellness for diverse couples and families. https://pathwaysreallife.com/couples-overcome-addiction/ 1. Include references in APA format throughout Power Point and at end with a reference slide. Grading Rubric for the Family, Marriage and Couples Therapy Final Power Point Project (Due week 13): 30 points 1. Pick an approach to Couples or Family therapy (i.e. Behavioral Couples Therapy – BCT), describe and define the approach and reference the approach selected; https://www .recoveryanswers.org/resource/behavioral-couples-therapy/; (1 point). 1. Pick a Family or Couples Therapy Model (Behavioral change techniques with skill building), describe and define the model and reference the treatment model selected https://www .recoveryanswers.org/resource/behavioral-couples-therapy/;(1 point). 1. Pick a population/problem area and issue that interests you (Substance Abuse – BCT is a form of behavior therapy that incorporates both the partner and the individual seeking treatment.)” https://www .recoveryanswers.org/resource/behavioral-couples-therapy/; (1 point). 1. Discuss at least 3 ethical considerations based on the AAMFT Code of Ethics for this population/problem area that all practitioners must consider. Reference the AAMFT Code of Ethics; www .aamft.org/code-of-ethics; (6 points). 1. Discuss any medical/treatment barriers or concerns that counselors should be aware of with your selected population (none is not an answer); https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4158844/; (1 points). 1. Discuss at least 3 specific resources (internet, community, tools) to help the specific population & describe how the resources can help a couple/family and reference all three; ·https://www.thetreatmentcenter.com/services/programs/couples/ https://www.drugabuse.gov/publications/principles-drug-addiction-treatment-research-based-guidethird-edition/resources; https://globenewswire.com/news-release/2017/12/11/1251098/0/en/Behavioral-Couples-Therapy-forAlcoholism-and-Drug-Abuse-Gets-More-Exposure-Through-Social-Media.html; (6 points). 1. Discuss at least 3 specific agencies that would offer support or services that would augment what the community mental health center would offer & describe how the resources can help a couple/family and reference all three; www.bluffplantation.com/ https://www.psychologytoday.com/us/treatment-rehab/couples/south-carolina https://www.palmettobehavioralhealth.com/; (6 points). 1. Wrap up with 3 tips for success working with this population. Demonstrate competencies and strategies for working with and advocating optimum wellness for diverse couples and families. https://pathwaysreallife.com/couples-overcome-addiction/; (3 points). 1. Include references in APA format throughout Power Point and at end with a reference slide; (5

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Grade Points Earned

points). https://learning.linkedin.com/blog/design-tips/5-best-practices-for-making-awesome-powerpointslides Expected Participation and Attendance Expected Participation and Attendance Class attendance, participation, and interaction is required in this online course. Weekly attendance is onethird of your discussion posting score and is measured by interactions with peers/professor during the active week and cannot be made up once the week ends. Late work for primary posts and assignments is as follows: 1 point per day will be deducted for late work. There are no extensions grated, no excuses that warrant an individual getting more time than others in the class to complete work however all work will be accepted at any time based on the late policy up until the last day of class. Students absent for more than 4 hours of instruction may be withdrawn from the course, receive no higher than a C grade, and/or be asked to complete additional assignments. When the student anticipates being late or missing class time, he/she should contact the instructor ahead of time. Instructor's Role in the Classroom I will be participating in the class Monday, Wednesday, & Friday mornings and will respond to class questions asked in the discussion area, in the questions area and in the course messaging system while I am in the class at those times (within 24 hours during week days and 48 hours over the weekend). I prefer for you to ask questions in the class in the questions area so all can work together as a team and assist all unless it is personal in nature please use the course messaging system. There is no need to post the same question in many places. Feel free to jump in and help and support each other along the way as well. Be reassured that I will guide you and support you to succeed and taking things one step at a time we will all make it to the end of the class and we will enjoy it along the way. I will participate in the class with you by making summary posts, follow up statements, suggestions for thought and follow up questions back to the group. This is to facilitate awareness and growth by all as well as to empower you to interact with each other and use the research and your experiences to expand on concepts. I will offer thoughts for consideration as well throughout the week. While many ask: Do I have to answer all the things you post? The answer is no and yes. No, you will not lose points for not adding to additional discussions however online be aware that the more you post, the more interactive you are, and the more you explore various perspectives the more you will learn and grow. It is all in your hands. This class requires you to be proactive, plan your assignments in advance reviewing the entire course schedule, from the start of class to assure you complete your work on time. No extensions will be granted for assignments so please do not ask, review late policies and extra credit opportunities to earn additional points. I will grade your work within 72 hours up to one week after the due dates as per NSU policy. X.Assessments See above detailed grading rubrics for weekly discussions and assignments as listed. XI.Grading Criteria Course Assignments and Grade Point Values: Assignments: Weekly Discussion & Participation based on text (14 weeks – 3 points each discussion): 42 points Family, Marriage and Couples Therapy Movie/TV Experience & Family Assessment (Due week 11): 28 points Family, Marriage and Couples Therapy Final Power Point Project (Due week 13): 30 points Total Assignments & Points: 100 Grade Points Earned A 93-100

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A 93-100 A- 90-92 B+ 88-89 B 83-87 B- 80-82 C+ 78-79 C 73-77 C- 70-72 F Below 70

A- 90-92 B+ 88-89 B 83-87 B- 80-82 C+ 78-79 C 73-77 C- 70-72 F Below 70

XII.Course Policies Academic Honesty/Plagiarism Policy: Students are expected to act in accordance with the Nova Southeastern University policy on academic integrity. Cheating, lying, misrepresentation, or plagiarism in any form is unacceptable and inexcusable behavior. Work that is submitted for credit must be the original work of the student. Assignments that are not the original work of the student are considered plagiarized and in violation of the Code of Student Conduct and Academic Responsibility. Self-plagiarism, such as resubmitting the same assignment or portions of an assignment to a different instructor, is also considered to be a violation of the policy. Assignments submitted that are found to have plagiarized information will be granted a failing grade, and may result in failure of the course. More information can be found on pages 12-14 and 25-33 of the NSU student handbook (http://www.nova.edu/studentaffairs/forms/studenthbk_may2018.pdf). Please refer to Canvas for links to writing and APA Style assistance. Hardship Policy: Unforeseen events, emergencies, and life events can arise that impact academic success or cause time away from class (e.g., divorce, illness, a family member’s death, etc.). When a student needs to miss a class or submit an assignment past the due date, students are expected to communicate with their instructor within 24-72 hours to discuss arrangements for completing late assignments and to catch up with the course. Such notification can occur through email or a phone call to the instructor. Likewise, if students anticipate multiple absences or missed assignments, students are expected to communicate with their instructor as early as possible to discuss a plan to make up missed exams or submit other missed work. The instructor is not obligated to offer extended time for completion of assignments or make-up work and has sole discretion in the determination of whether the missed work/absence will be accepted. Moreover, the instructor has the right to request supporting documentation including but not limited to medical notes, hospital discharge summaries, and obituaries to determine whether to accept late work and excuse absences. On a rare occasion, the instructor may encourage the student to drop the course with an option to enroll in a future term once the crisis or life event is resolved. However, it is ultimately the student’s responsibility to decide to complete or drop the course. If students need help deciding to continue with a course, they can discuss their decision with their instructor or a counselor. The program manager and coordinator can provide information regarding the consequences that dropping a course might have on internship placements and graduation timelines. Students in need of counseling can contact the Henderson Student Counseling Center. Paper Submission Requirements: Papers should be typed, double-spaced, with 12-pt font and 1-inch margins, and should conform to APA (American Psychological Association) Style, 6th Edition. Proper spelling, grammar, and punctuation are expected. Late papers/assignments will not be accepted without prior approval, and must be due to a legitimate emergency (not computer problems). Technology Requirements: You need access to a computer with Internet access for this course. Online students are also required to have a working webcam. Access to Canvas and your Nova e-mail will be

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required for this course. You can log in to Canvas using your Nova ID and password. Students will find course articles and other relevant information on Canvas: https://sharklearn.nova.edu/webapps/login/. Students also need to check Canvas weekly for important announcements and class-related business. Articles for the course can be found within the Course Content Module on Canvas. Please contact the NSU OIT Help Desk at 954-262-4357 for technology support. Cellular Phone Policy: The university recognizes the growing trend regarding student possession of cellular phones and electronic devices with video, camera, or voice recording capabilities. In support of each individual's reasonable expectation of privacy, the copyright and intellectual property laws, the use of these cellular phone features by NSU students must be in conjunction with express consent. Students are forbidden to video, use camera or voice recordings without the express consent of the subject(s) being photographed or recorded. A Note on Class Participation: Participation is an important part of this course. Students are expected to participate in scheduled class activities and discussions. This includes responding to emails/messages in a timely manner, regularly accessing Canvas, and overall investment and effort in the course, projects, and assignments. Your final course grade is likely to be affected by both the quality and quantity of your participation. Students are expected to function as professional counselors in training, which means participating in all discussions and responding to communications in a timely and professional manner. Confidentiality and Classroom Conduct: Being involved in class discussion and small groups usually entails some amount of personal self-disclosure. Because of the nature of vulnerability, trust, and openness needed to learn about this topic, it is extremely important that confidentiality be maintained. Revealing personal information others have shared is a breach of confidentiality and is unethical. If you would like to share with others regarding your experiences, please reveal only your own reactions and understandings, and avoid using names or identifying features of your classmates. It is expected that anyone participating in a demonstration, role-play, or activity will have confidentiality respected. As a graduate student, you will be treated and respected as an adult. Due to the nature of discussions involved in this class, it is important that we respect each other’s opinions and values. Likewise, there should be empathy and understanding for the personal pain that can occur in those with whom we interact or discuss in class. You are expected to participate in classroom activities and discussions in such a manner as to maximize learning for yourself and your classmates. Basic Ground Rules: Value differences One person speaks at a time Laugh with each other – not at each other Maintain confidentiality Have consideration for opinions other than your own No one dominates – everyone participates Keep an open mind – seek to understand others’ viewpoints Professional Behavior: Students must evidence professional behavior at all times. Competencies in the area of professional behavior in class include, but are not limited to, the following behaviors: -Restraining from inappropriately using electronic equipment in class (e.g., cell phones, tablets, laptops) -Restraining from engaging in non-class related activities (e.g., studying or working on non-class related activities) or engaging in other distracting behaviors (e.g., talking with other students during lecture, exchanging messages with other students) -Assuming personal responsibility for the individual portion of any panel or group presentations and working in collaborative fashion with fellow group members in the preparation and delivery of a group presentation -Appropriate and respectful interactions with fellow students and instructor

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Deficits demonstrated in any of the above behaviors and other behaviors noted in the Core Performance Standards for Admission and Progress may culminate in the completion of a Professional Behavior Checklist that will be submitted to the Program Office. Personal Counseling: If you find that personal problems, career indecision, study and time management difficulties, etc. are adversely impacting your successful progress at NSU, please contact the NSU/Henderson Student Counseling Center at 954-262-7050 or 954-424-6911 for assistance in locating services. Instructor’s Statement: The instructor reserves the right to adjust the syllabus schedule as needed to meet the needs of this particular class. Changes will be communicated with students in a timely manner. It is your responsibility to keep informed about discussion topics and assignments. If in doubt, check with your instructor. Please remember to retain your syllabi after completion of the program; students may need it in the future for certification or licensure purposes. Professional and Personal Fitness: The counseling program is charged with the dual task of nurturing the development of counselors-in-training and ensuring quality client care. In order to fulfill these dual responsibilities faculty must evaluate students based on their academic, professional, and personal qualities and dispositions. A student’s progress in the program may be interrupted for failure to comply with academic standards or if a student’s interpersonal or emotional status interferes with being able to provide ethical services to clients. For example, in order to ensure proper training and client care, a counselor-intraining must abide by relevant ethical codes and demonstrate professional knowledge, technical and interpersonal skills, professional attitudes, professional dispositions, and professional character. These factors are evaluated based on one’s academic performance and ability to convey warmth, genuineness, respect, and empathy in interactions with clients, classmates, staff, and faculty. Students should demonstrate the ability to accept and integrate feedback, be aware of their impact on others, accept personal responsibility, and be able to express feelings effectively and appropriately. Professional Organizations: The NSU Counseling Program strongly recommends that you obtain membership in the American Counseling Association and/or the American School Counselor Association, depending on your specific counseling degree. Student memberships are available at a reduced rate, and allow you to become actively involved in local, state, and national activities, which serve to enhance your professional repertoire. NSU’s Counseling Student Organization (CSO) is also a valuable resource for networking and information. General College Policies: Students should refer to the NSU Department of Counseling Policies and Procedures Handbook and the NSU College of Psychology Graduate Catalog to access additional required college and departmental-wide policies. It is your responsibility to access and carefully read these policies to ensure you are fully informed. As a student in this class, you are obligated to follow these policies in addition to the policies established by your instructor, including: -Academic misconduct -Last day to withdraw -Email policy -Student course evaluations -Student responsibility to register -Student responsibility for course pre-requisites Writing Tutoring is available through NSU’s tutoring services. Graduate students can meet with a tutor once per week for 45 minutes. The tutor can assist with APA style, grammar, structuring, and formatting of papers. Tutoring can take place online for candidates who do not live close to the Ft. Lauderdale campus. For more information and to set up an appointment, call (954)262-8350 or visit the NSU Writing and Communication Center http://www.nova.edu/wcc/index.html.

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NSU's Veterans Resource Center (VR C): links veterans with university and community resources, as well as provides a welcoming environment for student-veterans to meet, relax, and gather. The VRC is located on the second floor of the Rosenthal Building in Room 218. The room is open from 7:00 a.m. to 10:00 p.m., seven days a week. For more information about NSU's Veterans Resource Center, please contact Kelsey De Santis NSU's Veterans Resource Center Coordinator email kd835@nova.edu or vrc@nova.edu, call (954) 262-FLAG (3524), or visit http://www.nova.edu/veterans/index.html. Candidates seeking accommodations under the Americans with Disabilities Act may contact NSU’s Disability Services office at disabilityservices@nova.edu or (954) 262-7185. You will be required to submit the appropriate paperwork from the Office for Students with Disabilities if you require accommodations in this class. Please notify the instructor of your accommodations by the end of the first week. Students requiring religious accommodations should notify the instructor by the end of the second week of class. NOTE: Counseling students, please retain your syllabus and all of your assignments for the semester, including those that are graded and returned. XIII.Bibliography Web Destinations: Professional Development & Identity American Counseling Association: The American Counseling Association (ACA) is an organization of counseling professionals who work in educational, health care, residential, private practice, community agency, government, and business and industry settings. Its mission is "to enhance human development throughout the life span and to promote the counseling profession." The website contains links to divisions, conference information, an online newsletter, and information for the public. American Counseling Association5999 Stevenson Ave.Alexandria, VA 22304Telephone: (800) 347-6647 or (703) 823-9800 http://www.counseling.org/ American Mental Health Counselors Association: American Mental Health Counselors Association (AMHCA) is now a separate organization from the American Counseling Association although some ties still exist. The mission of AMHCA is "to enhance the profession of mental health counseling through licensing, advocacy, education and professional development." The web site contains links to state chapters, client information and related mental health areas. AMHCA holds an annual convention and publishes The Journal of Mental Health Counseling quarterly. AMHCA Headquarters, 801 N. Fairfax St., Suite 304Alexandria, VA 22314, Telephone: (703) 548-6002 or (800) 326-2642, http://www.amhca.org/ The Association for Specialists in Group Work: The Association for Specialists in Group Work—a division of the American Counseling Association—exists so that members and other helping professionals are empowered with the knowledge, skills, and resources necessary to practice effective, socially just, and ethical group work in a diverse and global society. We value the creation of community; service to our members, their clients, and the profession; and group leadership as a process to facilitate the growth and development of individuals and groups. http://www.asgw.org Codes of Ethics In general, the codes of ethics of the major professional organizations do not make distinctions in ethical behavior of clinicians when treating mental disorders versus other kinds of problems. American Counseling Association - Code of Ethics The website provides the ACA Code of Ethics and Standards for Practice. There is a new section on internet counseling ethics. http://www.counseling.org/knowledge-center/ethics American Mental Health Counselors Association http://www.amhca.org/ National Board for Certified Counselors - Code of Ethics http://nbcc.org/Professional/Ethics

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