Swinburne University of Technology - Melbourne Australia
Future Students - Courses
Duration
Contact Hours
Campus
Prerequisite
Corequisite
1 Semester
2 Hours per Week
External Venue
HAW410 Family Therapy Theory 1, HAW411 Family Therapy Application 1, HAW412 Family Therapy Theory 2, HAW413 Family Therapy Application 2HAW421
Nil
Credit Points: 12.5 Credit Points
A unit of study in the Graduate Diploma of Social Science (Family Therapy) ( N0811).
The aims of this subject are: § To focus on the application of family therapy theory and clinical skills to student caseload. § To continue to explore the development of the students’ own preferred clinical styles. § To have a forum for raising issues of special interest to the students.
The aims of this subject are:
§ To focus on the application of family therapy theory and clinical skills to student caseload.
§ To continue to explore the development of the students’ own preferred clinical styles.
§ To have a forum for raising issues of special interest to the students.
Tutorial Teams
Final Report Presentation – 3000 words (100%)
Development of theoretical thinking. Written and oral communication skills.
Students are presumed to be engaged in a clinical case loads in their day to day work, and this subject offers the possibility for discussing cases and receiving feedback and suggestions for improved clinical effectiveness. Students pursue issues of special interest to their own workplace and have access to the resources of the group in broadening their approach to particular clinical problems. Small group development continues to be a source of learning about the functioning of systems. Students are encouraged to publish reviews of recent books and to present workshops at conferences. As this is the final articulation of preferred therapist style, students are expected to produce a major paper summarising their learnings throughout the two year course. This paper is presented to the total student body, assessed and commented on by the lecturers.
Students are presumed to be engaged in a clinical case loads in their day to day work, and this subject offers the possibility for discussing cases and receiving feedback and suggestions for improved clinical effectiveness. Students pursue issues of special interest to their own workplace and have access to the resources of the group in broadening their approach to particular clinical problems. Small group development continues to be a source of learning about the functioning of systems. Students are encouraged to publish reviews of recent books and to present workshops at conferences.
As this is the final articulation of preferred therapist style, students are expected to produce a major paper summarising their learnings throughout the two year course. This paper is presented to the total student body, assessed and commented on by the lecturers.
Flaskas, C., Mason,B. & Perlesz, A., (Eds.) The space between: Experience, context and process in the therapeutic relationship. Karnac, 2005. Friendlander, M.L., Escudero, V. & Heatherington, L., Therapeutic alliance in couple and family therapy: An empirically informed guide to practice. American Psychological Association, Washington, D.C., 2006. Haley, J., Learning and teaching therapy, Guilford, New York, 1996. Hanna, S.M. The practice of family therapy (4th edn) Brooks/Cole, Belmont, CA 2007 Hubble, M.A., Duncan, B.L. & Miller, S.D., The heart and soul of change, American Psychological Association, Washington, DC, 1999. Imber-Black, E., Working with larger systems, Guildford, New York, 1988. Minuchin, S., Family kaleidoscope: images of violence and healing, Harvard University Press, Cambridge, Mass, 1994. Penn, P., 'Feed forward: future questions, future maps', Family Process, 24, pp. 299-310, 1995. Roth, A. & Fonagy, P., What works for whom? – a critical review of psychotherapy research, The Guildford Press, New York, London, 1996. Watzlawick, P., The situation is hopeless but not serious: the pursuit of happiness, Norton, New York, 1983.
Flaskas, C., Mason,B. & Perlesz, A., (Eds.) The space between: Experience, context and process in the therapeutic relationship. Karnac, 2005.
Friendlander, M.L., Escudero, V. & Heatherington, L., Therapeutic alliance in couple and family therapy: An empirically informed guide to practice. American Psychological Association, Washington, D.C., 2006.
Haley, J., Learning and teaching therapy, Guilford, New York, 1996.
Hanna, S.M. The practice of family therapy (4th edn) Brooks/Cole, Belmont, CA 2007
Hubble, M.A., Duncan, B.L. & Miller, S.D., The heart and soul of change, American Psychological Association, Washington, DC, 1999.
Imber-Black, E., Working with larger systems, Guildford, New York, 1988.
Minuchin, S., Family kaleidoscope: images of violence and healing, Harvard University Press, Cambridge, Mass, 1994.
Penn, P., 'Feed forward: future questions, future maps', Family Process, 24, pp. 299-310, 1995.
Roth, A. & Fonagy, P., What works for whom? – a critical review of psychotherapy research, The Guildford Press, New York, London, 1996.
Watzlawick, P., The situation is hopeless but not serious: the pursuit of happiness, Norton, New York, 1983.
