Swinburne University of Technology - Melbourne Australia
Future Students - Courses
Duration
Contact Hours
Campus
Prerequisite
Corequisite
1 Semester
2 Hours per Week
External Venue
Admission to the Gradaute Certificate or Gradaute Diploma of Social Science (Family Therapy).
Nil
Credit Points: 12.5 Credit Points
A unit of study in the Graduate Diploma of Social Science in Family Therapy and Graduate Certificate of Social Science (Family Therapy).
The aim of this subject is to provide an opportunity for individuals to investigate systemic group processes in the tutorial group. These processes may include the setting up of contracts around how the group will function over the course of the year. This subject also aims to engage the student in the practical application of family therapy on a variety of levels.
Tutorial teams under the direction of the lecturers.
Journal and Verbal Report (100%)
Development of theoretical thinking. Written communications skills.
This introductory program familiarises the students with the ideas and process of systemic thinking and practice. As self-awareness is an important aspect of becoming an effective therapist, students present their family of origin as a way of understanding the power of their own family on personal growth and clinical development. Students also experience and reflect on the dynamics of the group as a way of further deepening their knowledge of systems functioning. In addition, students bring cases from their place of work and have the opportunity to discuss both the case itself and the theoretical issues arising from clinical practice. At the discretion of the staff students may bring clients to their group for live supervision. Ethical and legal issues of family therapy will be introduced. Students are expected to keep a journal of personal learnings. These learnings occur at many levels: skills learnings; personal awareness; clinical insights; insights from professional literature; and are regularly updated after each group meeting according to guidelines provided by the lecturers. As the two year course progresses, students are expected to continue to reflect on their own developing clinical style and to be able to articulate this style both to themselves and their colleagues. At the end of this unit students present a verbal report of their developing clinical style to a small group and to the total student body.
This introductory program familiarises the students with the ideas and process of systemic thinking and practice.
As self-awareness is an important aspect of becoming an effective therapist, students present their family of origin as a way of understanding the power of their own family on personal growth and clinical development. Students also experience and reflect on the dynamics of the group as a way of further deepening their knowledge of systems functioning. In addition, students bring cases from their place of work and have the opportunity to discuss both the case itself and the theoretical issues arising from clinical practice. At the discretion of the staff students may bring clients to their group for live supervision. Ethical and legal issues of family therapy will be introduced.
Students are expected to keep a journal of personal learnings. These learnings occur at many levels: skills learnings; personal awareness; clinical insights; insights from professional literature; and are regularly updated after each group meeting according to guidelines provided by the lecturers. As the two year course progresses, students are expected to continue to reflect on their own developing clinical style and to be able to articulate this style both to themselves and their colleagues. At the end of this unit students present a verbal report of their developing clinical style to a small group and to the total student body.
Gilligan,S. & Price,R.(Eds), Therapeutic Conversations, Nortons ,New York, 1993. Grove, D. & Haley, J., Conversations on therapy, Norton, New York, 1993. Lang, M. & Lang, T., Resilience – stories of a family therapist, Mandarin, Port Melbourne, Victoria, 1996. Lang, M. & McCallum, P., The answer within – a family in therapy re-examined, ACER Press, Melbourne, Victoria, 2000. Madanes, C., Strategic family therapy, Jossey-Bass, San Francisco, 1981. McGoldrick, M. & Gerson, R., Genograms in family assessment, Norton, New York, 1985. Minuchin, S., Family healing: tales of hope and renewal in family therapy, Free Press, New York, 1993. Nichols, M. & Schwartz, R., Family therapy. Pearson Education Inc. Boston, USA, 2006 Simons, R., One to one: conversations with the shapers of family therapy, Guildford, New York, 1992.
Gilligan,S. & Price,R.(Eds), Therapeutic Conversations, Nortons ,New York, 1993.
Grove, D. & Haley, J., Conversations on therapy, Norton, New York, 1993.
Lang, M. & Lang, T., Resilience – stories of a family therapist, Mandarin, Port Melbourne, Victoria, 1996.
Lang, M. & McCallum, P., The answer within – a family in therapy re-examined, ACER Press, Melbourne, Victoria, 2000.
Madanes, C., Strategic family therapy, Jossey-Bass, San Francisco, 1981.
McGoldrick, M. & Gerson, R., Genograms in family assessment, Norton, New York, 1985.
Minuchin, S., Family healing: tales of hope and renewal in family therapy, Free Press, New York, 1993.
Nichols, M. & Schwartz, R., Family therapy. Pearson Education Inc. Boston, USA, 2006
Simons, R., One to one: conversations with the shapers of family therapy, Guildford, New York, 1992.
