fth5pfb theory
THEORY AND PRACTICE WITH FAMILIES B
FTH5PFB
2014
Credit points: 30
Subject outline
This subject is a postgraduate and professional level of study, delivered in two modules, face-to-face, at The Bouverie Centre. In Module One you will synthesise theoretical and practical contributions from the systemic therapy, and other relevant models you learned previously in this course, to working with the specific needs of children and adolescents and their families, and also those of couples. You will also integrate knowledge about neurophysiology and other theoretical models appropriate for working with trauma and abuse. Further to this you will reflect on and develop your knowledge and skill, in relation to families and yourself, to arrive at your own unique therapeutic style. In Module Two you will build on your work in Module One as you continue with your small group and supervisor in live clinical practice with families from The Bouverie Centre. In this group a central focus will be to develop your levels of skill as set out in the list of defined competencies.
FacultyFaculty of Health Sciences
Credit points30
Subject Co-ordinatorRobyn Elliott
Available to Study Abroad StudentsNo
Subject year levelYear Level 5 - Masters
Exchange StudentsNo
Subject particulars
Subject rules
Prerequisites FTH5PFA
Co-requisitesN/A
Incompatible subjectsN/A
Equivalent subjectsN/A
Special conditionsN/A
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Children and trauma: a parents' guide to helping children heal. | Recommended | Monahon, C 1993 | LEXINGTON BOOKS, NY. |
| Readings | Establishing safety while building the therapeutic relationship: responding to abuse in family therapy. In Rhodes, P. & Wallis, A. (eds) A practical guide to family therapy, pp 76-109. | Recommended | Elliott, R M & Welfare, A 2011 | IP COMMUNICATIONS, MELBOURNE. |
| Readings | Ethical maturity: making ethical decisions part II. In Psychotherapy in Australia, vol 17, no 3, pp 40-51, 2011. | Recommended | W.W. Norton Carroll, M | N/A |
| Readings | Including children in family therapy. In Rhodes, P. & Wallis, A. (eds) A practical guide to family therapy: structured guidelines and key skills, pp 128-142. | Recommended | Sanders, C 2011 | IP COMMUNICATIONS, MELBOURNE. |
| Readings | Intimate justice III: healing the anguish of abuse and embracing the anguish of accountability. In Journal of Marital and Family Therapy, vol 26, no 3, pp 329-340, 2000. | Recommended | Jory, B & Anderson, D | N/A |
| Readings | Multidirected partiality and the "parental imperative". In Psychotherapy, vol 2, no 35, pp 646-656, 1987. | Recommended | Grunebaum, J | N/A |
| Readings | Our basic treatment framework: overlapping and interlocking concepts. In Doing couple therapy: integrating theory with practice. | Recommended | Bobes, T & Rothman, B 2002. | NEW YORK. |
| Readings | Reclaiming the mother - daughter relationship after sexual abuse. In Australian and New Zealand Journal of Family Therapy, vol 1, no 4, pp 194-202, 1997. | Recommended | Miller, R & Dwyer, J | N/A |
| Readings | Reflections on ways to create a safe therapeutic culture for children in family therapy. In Family Process, vol 37, pp 201-213, 1998. | Recommended | Rober, P | N/A |
| Readings | Systems approaches to couple therapy. In Halford, W.K. & Markman, H.J.(eds) Clinical handbook of marriage and couples interventions, pp 329-41. | Recommended | Fraenkel, P 1997 | N/A |
| Readings | What works in therapy: What Australian clients say. | Recommended | Morawetz, D. | PSYCHOTHERAPY IN AUSTRALIA, 9(1), 66-70, 2002. |
Subject options
Select to view your study options…
Other Site 2, 2014, Semester 2, Day
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorRobyn Elliott
Class requirements
Lecture
One 2.0 hours lecture per week and delivered via face-to-face.
"for Module 1"
Practical
One 4.0 hours practical per week and delivered via face-to-face.
"for Module 2"
Assessments
| Assessment element | Comments | % |
|---|---|---|
| One 1-hour final group presentation on learning (equiv to 1,000 words). | 15 | |
| One 2,000-word reflection on learning. | 25 | |
| One 3,000-word theoretical essay. | 30 | |
| One 3,000-word verbatim analysis of a session. | 30 | |
| One contact sheet as proof of clinical requirement (equiv to 200 words). | Hurdle requirement. | 0 |
| One formalised clinical skills assessment feedback session (equiv to 200 words). | Hurdle requirement. | 0 |