Swinburne University of Technology - Melbourne Australia
Future Students - Courses
Duration
Contact Hours
Campus
Prerequisite
Corequisite
1 Semester
3 Hours per Fortnight
External Venue
HAW410 Family Therapy Theory 1, HAW411 Family Therapy Application 1, HAW412 Family Therapy Theory 2, HAW413 Family Therapy Application 2
Nil
Credit Points: 6.25 Credit Points
A unit of study in the Graduate Diploma of Social Science (Family Therapy) ( N0811).
The aim of this subject is: § To provide a supervisory forum that will be of benefit to both students and clients. § To offer students feedback both from their peers and the supervisors. § To illustrate the usefulness of a competency-based style of supervision so that the students may continue to use this method after the course has concluded.
The aim of this subject is:
§ To provide a supervisory forum that will be of benefit to both students and clients.
§ To offer students feedback both from their peers and the supervisors.
§ To illustrate the usefulness of a competency-based style of supervision so that the students may continue to use this method after the course has concluded.
Supervised therapy sessions, discussions, reports
Case Studies (25%), Class Exercises (25%), Professional Interview and Report (50%)
Development of conceptual thinking. Written and oral communication skills. Working in groups.
The students bring clients for therapy sessions in which the one-way screen and video monitors are used. The supervisors and the other students form supervisory teams to provide feedback to the student. The overall method used is that of the reflecting team. The two-hour segment operates as follows: The total session is videotaped. Briefing of the team by the student prior to the therapy session. The students and two supervisors break into two teams and go to two different viewing rooms. Forty-five minute therapy session Team One swaps rooms with student/client system and offers feedback for the benefit of the client. Therapy session concludes and client leaves. Team Two leads the feedback for the benefit of the student. Discussion of the session by total group, students and supervisors. A student from the previous week, having watched the entire videotape, presents a brief summary of clinical learnings. This whole process is repeated with another student/client. This subject tests the students’ ability both to be able to function capably within a real clinical setting and to be able to reflect on and self-assess personal clinical performance. In this course special emphasis is given to systemic clinical ability. The students receive feedback from the supervisors, from peers, and from replaying the whole session on video. The learnings from the multiple layers of insights are articulated by the students and they are expected to write up the whole session in their journals and to formulate a new personal learning contract for their next live session. Students are assessed on their proficiency in both clinical work and written reflection.
The students bring clients for therapy sessions in which the one-way screen and video monitors are used. The supervisors and the other students form supervisory teams to provide feedback to the student. The overall method used is that of the reflecting team. The two-hour segment operates as follows:
The total session is videotaped.
Briefing of the team by the student prior to the therapy session.
The students and two supervisors break into two teams and go to two different viewing rooms.
Forty-five minute therapy session
Team One swaps rooms with student/client system and offers feedback for the benefit of the client. Therapy session concludes and client leaves.
Team Two leads the feedback for the benefit of the student.
Discussion of the session by total group, students and supervisors.
A student from the previous week, having watched the entire videotape, presents a brief summary of clinical learnings.
This whole process is repeated with another student/client.
This subject tests the students’ ability both to be able to function capably within a real clinical setting and to be able to reflect on and self-assess personal clinical performance. In this course special emphasis is given to systemic clinical ability. The students receive feedback from the supervisors, from peers, and from replaying the whole session on video. The learnings from the multiple layers of insights are articulated by the students and they are expected to write up the whole session in their journals and to formulate a new personal learning contract for their next live session. Students are assessed on their proficiency in both clinical work and written reflection.
Andersen, T., The reflecting team: dialogues and dialogues about the dialogues, Norton, New York, 1991. Berg, I.K., Family preservation, BT Press, London, 1991. Boscolo, L. & Bertrando, P., Systemic therapy with individuals, Karnac Books, London, 1996. Cantwell, P. & Holmes, S. 'Cumulative process', Journal of Systemic Therapies, (In press) Freeman, D.S. Techniques of family therapy, Jason Aronson, New York,1981 Friedman, S., The reflecting team in action – collaborative practice in family therapy, The Guildford Press, New York, London, 1995. O’Hanlon, W.H. & Weiner-Davis, M., In search of solutions, Norton, New York, 1989.
Andersen, T., The reflecting team: dialogues and dialogues about the dialogues, Norton, New York, 1991.
Berg, I.K., Family preservation, BT Press, London, 1991.
Boscolo, L. & Bertrando, P., Systemic therapy with individuals, Karnac Books, London, 1996.
Cantwell, P. & Holmes, S. 'Cumulative process', Journal of Systemic Therapies, (In press)
Freeman, D.S. Techniques of family therapy, Jason Aronson, New York,1981
Friedman, S., The reflecting team in action – collaborative practice in family therapy, The Guildford Press, New York, London, 1995.
O’Hanlon, W.H. & Weiner-Davis, M., In search of solutions, Norton, New York, 1989.
