Susan Stern SWK 4608

1. UniversityofToronto Susan Stern
Factor-InwentashFaculty of Social Work (416) 946-8263
Summer 2021 s.stern@utoronto.ca
_________________________________________________________________________
Social Work Practice with Families
SWK 4608
Rationale and Significance
Thiscourse isdesignedtofamiliarizestudentswiththe core conceptsandskillsnecessaryforsocialwork
practice withfamilies.Anintegratedfamilysystemsandecologicaldevelopmental modelprovidesthe
guidingframeworkforviewingchildrenandadolescentswithinthecontextof theirfamiliesandextra-
familialrelationshipsthataffecttheirdevelopmentandfunctioning.Emphasisisonthe developmentof
clinicalcase conceptualizationandpractice skillsinengagement,assessment,andinterventionwithfamilies
thatare groundedincurrentresearchontreatmenteffectivenessandempiricallysupportedtheorieson
parentingandfamilyprocesses,childfunctioning,andtherapeuticchange.We willexamine thetheoretical
andpractical roots,therapeuticprocesses,andspecifictreatmentstrategiesbothwithinandacrossselected
parentingandfamilytherapymodels.Attentionwillbe paidtothe diverse natureof familieswithinthe
contextof theiruniqueneedsandthemultiplesystemsinwhichfamilylifeisembedded.
Goals
 Reviewtheoreticalframeworksthatinformfamily-centeredpractice andthe evolutionof the field.
 Expose studentstocontemporaryfamilytherapyconceptsandevidence-basedandpromising
modelsof familytherapypractice withfamiliesof childrenandadolescents.
 Promote the student’sabilitytoeffectivelyengage,assessandintervene withfamilies.
 Enhance case conceptualization,clinicaldecision-makingandevaluationof social workpractice
withfamilies.
 Introduce studentstoresearchevidence onmechanismsof change andtreatmentprocesseslinkedto
outcomes bothwithinandacrossselectedparentingandfamilytherapymodels.
 Enhance trauma-informedandstrengths-basedcollaborative practice withfamilies.
 Promote discussionof the currentissuesinpractice withfamiliesincluding butnotlimitedto
differenttypesof families,the impactof race, culture,diversity,gender,oppression,andsocial
policiesonfamilies, andthe evidence base forparentinginterventionsandfamilytherapymodels.
 Increase awarenessof selfinengagement,assessmentandtreatmentof families andself-reflective
practice.
 Developeffective responsestofamilyworktakingintoaccountthe uniquenessof eachfamilyand
intersectingissuesof race,ethnicity,class, gender, age,religion orspirituality, genderidentity,
sexual orientation,ability,immigrantstatus,andculture.

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Student Learning Outcomes
Upon completionof the course the studentwillbe able to:
 Identifytheoreticalframeworksrelevantforfamilywork.
 Identifycore evidence informedtherapeuticprocessesandspecifictreatmentstrategiesboth
withinandacross selectedparentingandfamilytherapymodels.
 Conductfamily assessmentsbasedonevidence-informedmodelsof therapythatare culturallyand
contextuallyresponsiveandtakeintoaccountthediversenatureof people withintheirfamily
relationships.
 Developfamilyengagementstrategiesthatare basedonsystemic understandingandinformedby
researchonfamilyprocessesandfamilytherapyengagementinterventions.
 Developinterventionplansthatare connectedtosystemicanddevelopmental ecological
assessmentsandare informedbyresearchandestablishedmodelsof familytherapy.
 Thinkcriticallyaboutmodelsof parentinginterventionandfamilytherapyintermsof strengths,
limitations,biases,evidence of effectivenessandimplicationsforfamily-centeredsocial work
practice and yourown professional practice model.
Core Competencies
 Effectivelyengage afamilyanddevelopasystemictherapeuticalliance.
 Abilitytoconductan eco-systemicassessmentanddevelopsystemichypotheses.
 Abilitytodevelopevidence-informedfamilyinterventionplansbasedon systemicassessments.
 Abilitytofacilitatechange inparentingandfamilyinteractionpatternstoachieve desired
outcomes.
Course Resources
Required Text:
 Lebow,J.L. (Ed.).(2005). Handbookof Clinical Family Therapy.Hoboken,NJ:JohnWiley&Sons.
I have negotiateddiscountsonyourbehalf atthe two sitesbelow.Itisalsoavailableunder Library
CourseReserves.
WileyPublishers - hardcopies:Youmaypurchase hard copiesfordelivery throughthislinkatVirtual
Book Fair: https://www.wiley.com//WileyCDA/Section/id-832132.html
Price hardcover:CDN$ 100.00 (30% off CDN$142.99)
Universityof Torontobookstore - e-text:Youcanpurchase the e-bookfor$78.00 CA (30% discounted
off of regulare-bookprice) andreceiveimmediate accesstothe textat:
https://www.campusebookstore.com/integration/AccessCodes/default.aspx?bookseller_id=96&Course
=STG+SWK+4608H+HANDBOOK+OF+CLINICAL+FAMILY+THERAPY+eTEXT&t=permalink

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*A few hard copies for$97 may be in stockat the bookstore. TheID# is 9780471431343. Checkthe
bookstorewebsiteby looking up the course. They will deliver which mightbe quickerthan Wiley.
Quercus:
ReadingsandAdditionalResourceswillbe postedonQuercus.Loginat http://q.utoronto.ca/usingyour
UTORidandpassword.Coursesyouare enrolledinwilldisplayinQuercusinalphabeticalorderbycourse
name.Mostcourse materialswill beaccessedwithineachcourse.If acourse cardfora course youare
enrolledindoesnotappearonyourQuercusDashboard,selectCoursesfromthe leftmenuandAll
Courses.Clickonthe starbesideacourse title toaddtothe coursesmenu.
Anonline StudentQuercusGuide isavailable at uoft.me/qstudents.
Youcan accessall course readingsthroughthe Library CourseReserves link.The linktakesyoudirectlyto
the readingssoit isquickand easyto use. Clickon ViewTagsinthe upperleftcornertoaccessreadings
by moduletitle(Summersection) andsession number(Fallsections).The tagsare labeledwitheach
session’s topicasnamedonyoursyllabusandthe required,optional andselectone readingseachhave
theirowntagfortheirparticularsession.Selecting amongRequired,SelectOneandOptionalreadings
providesstudentswithanopportunitytotailorreadingstoone’sparticularinterestsand enhance
knowledge of issuesforsocial workpractice withdiversefamiliesacrossdiversesettings.Readingsare to
be completed inadvance of the module/sessionforwhichtheyare assigned.Otheroralternative
readingsmaybe sharedowingto studentorinstructordiscovery.
 Recommended Journal:FamilyProcess (2016). Special Issue:EmpiricallySupported
Treatments inCouple and Family Therapy, Vol.55(3).
Thisspecial issue contains anupdate of the state of the evidence forthe primaryempiricallysupported
treatmentsincouple andfamilytherapy thatismore currentthan the supportingresearchinthe Lebow
course textbook. Eacharticle providesanoverview of the approach,itsevolution,efficacy,effectiveness
and disseminationresearch,adaptationstodiverse culturesandcontextsandilluminatesthe therapy
processand change mechanisms.Itmaybe particularlyuseful foryourassignments butnote that
evidence will have continuedtoevolve inthe lastfive years.The journal issue isavailableonour Library
CourseReserves.
 Recommended Journal:FamilyProcess(2020). Special Issue:COVID-19, FamiliesandFamily
Therapy, Vol.59(3).
https://doi-org.myaccess.library.utoronto.ca/10.1111/famp.12463
Thisspecial issue waspublishedinSeptember2020 in response tothe pandemicandthe articlesare
writtenspecificallyfromasystemicperspective forunderstandingandrespondingtothe impacton
children,familiesandcommunities. Critical issues,challengesandguidelinesforfamilyinterventionat
multiple systemlevelsare discussedandillustrated.Several of the articlesare integratedintoyour
syllabusbutIrecommendbrowsingthe issue.
Educational Philosophy
Thiscourse supportsthe faculty’scommitmentto“prepare graduatesforethical,competent,innovative
and effective,professional social workpractice”(FacultyMissionStatement,1991).Teachinginthis
course is guidedbyprinciplesof adulteducation, whichhighlightstudentsasactive andself-directed
learners.Studentswill be encouragedtocriticallyengagewithcourse material,classdiscussionsand

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activities andwill be supportedto be active participantsintheirownlearningprocess.The course will
combine presentationsbythe instructor,seminar-style discussions,familytherapyDVDdemonstrations,
classexercises,simulationsand/orrole-playsandgroupwork.Studentswill be expectedtoread
assignedmaterialspriortoclasstobe preparedtoparticipate incase analysis,role-playsandvirtual or
in-classclinical simulations.Studentsare invitedtopresentanddiscusstheiragencyexperienceswith
familiesandtouse thisto developself-awarenesstocriticallyreview theirpractice.A core conceptin
adulteducationisvaluingstudentexperiencesandknowledge,andthe potential forsharingthese to
deepenindividual learning.
Learning Environment and Professional Conduct
Thiscourse is conductedwithanemphasisoncreatingan environmentthatisinclusive andconduciveto
a positive learningexperience andthe developmentof alearningcommunity.Thismeansthatboth
instructorsandstudentsmusttake responsibilityforthe learningenvironment.Positive learning
involvesgainingandsharingknowledgeinarespectful mannerjustaswill be necessaryinthe contextof
professionalpractice.If there are anyconcernsaboutthe learningenvironment,studentsare
encouragedtoexpressthemtothe instructor.
The hallmarkof an academicsettingisthe freedomtoexplore ideasinthe pursuitof knowledge. Inthe
classroomsettingthistranslatesintoanopportunitytoshare one'sperspectives,experiencesandideas,
and to provide respectful space forthose of others. A course bringstogetheragroup of diverse
individualsinfluencedandshapedbytheirvariousbackgroundsandlife experiences.Itisthe
responsibilityof everyone inthe classroomtostrive towardanenvironmentthatvaluesdiversityof
racial,ethnic,age,genderidentities,sexualorientation,nationaloriginsandreligiousandpolitical
beliefsaswell aspersonal andworkexperiencesof course participants.We have asocial responsibility
to treat one anotherwithcivility,respectandprofessionalism,whichmeanthatwe mustrespectothers’
viewsevenif we donotagree withtheirviewpoint. Studentswill be encouragedtoassistineachother's
developmentandare expectedtoaccord theircolleaguesthe sensitivityandconfidentialitysimilarto
the environmenttheywouldofferinprofessional practice.We expecttolearnfromeach otherinan
atmosphere of positiveengagementandmutual respect.
Unanticipated Distress,MentalHealthand StressManagement
Studentsmayexperience unexpectedand/ordistressingreactionstocourse readings,videos,
conversations,andassignments.If so,studentsare encouragedtoinformthe professorandseekself-
care. The professorcanbe responsiveandsupportiveregardingstudents’participationincourse
activities,butstudentsare responsibleforcommunicatingtheirneeds.Studentsmayalsoexperience
mental healthconcernsorstressful eventsthatmayimpactacademicperformance.Universityof
Torontoservicesare available toassistyou.Youcan learnmore about the broadrange of confidential
mental healthservicesavailable oncampusviathe Health&WellnessPartnershipthroughSGS
http://www.sgs.utoronto.ca/currentstudents/Pages/Graduate-Counselling-Services.aspx .There isalsoa
range of available resourcesforstudentslistedin the weeklye-Digestfromthe AssociateDean’sOffice.
Nameand Pronoun Usein the Classroom
Classrostersare providedtothe instructorwiththe student’slegalname.The instructorwillgladly
honoryour requesttoaddressyouby yourpreferredname orpronoun.Please advise yourinstructorof
your requestearlyinthe course. Foronline teaching,youcanjoinZoomusingyourpreferredbuta
recognizable name sothe instructorcanidentifyyou.

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Communication
It isyour responsibilitytocheckandread youre-mailssentaboutthe course andmake sure you have a
Universitye-mail.There will be noFacebookpage orotherformsof social mediausedinthiscourse.You
are responsible tocheckQuercusregularlyforimportantannouncementsasthisisour majorplatform
for communicationaboutthe course.
Useof Electronic Devices in theClassroom and OnlineLearning
Computeruse can supportthe learningactivitiesinthe classroom, includingtakingnotesduringFamily
Group time,accessingcourse readingsunderdiscussionandsearchingthe literature toinformthe
ongoingworkof your FamilyGroup.However,non-academicuse of laptopsandotherdevicesis
distractingandseriouslydisruptsthe learningprocessforeveryone. Neithercomputersnorother
electronic devices are to beused in the classroomfornon-academicreasons. Thisincludesemailing,
texting,social networking,anduse of the Internet.The use of cell phonesduringclasstime isprohibited
and shouldbe setonsilentbefore classbegins. Inthe case of an emergency,pleasesetyourdevice on
vibrate andstepout of the roomto take the call.
In thecase of online learning,the sameprinciples apply thatyourcomputerand otherelectronic devices
are to be used during scheduled synchronouscoursetimeforthe purposeof classpresenceand academic
learning.
CourseMaterialsCopyright
Course materialspreparedbythe instructorare consideredbythe Universitytobe aninstructor’s
intellectual propertycoveredbythe CopyrightAct,RSC1985, c C-42. These materialsare made available
to youfor your ownstudypurposes,andcannotbe sharedoutside of the classor “published”inany
way.Lectures,whetherinpersonoronline,cannotbe recordedwithoutthe instructor’spermission.
Postingcourse materialsoranyrecordingsyoumay make to otherwebsiteswithoutthe express
permissionof the instructorwillconstitutecopyrightinfringement.
Recorded Online Video Content
Thiscourse,includingyourparticipation,maybe recordedonvideoandbe available tostudentsinthe
course for viewingremotelyandaftereach session.Youwill be informedif thisisthe case.Course
videosandmaterialsbelongtoyourinstructor,the University, and/orothersources dependingonthe
specificfactsof eachsituation andare protectedbycopyright. Donot download,copy,or share any
course or studentmaterialsorvideoswithoutthe explicitpermissionof the instructor.Forquestions
aboutrecordingand use of videos inwhichyou appearplease contact yourinstructor.
CourseEvaluation:StudentFeedbackMatters
Course evaluationsforthiscourse willbe completedconvenientlythroughanonline system.Youwill
receive anemail invitationatyour mail.utoronto.caemail addressthatwill directyoutowhere youcan
complete the evaluationsforall coursesthatare inthe online system.Youcanalso access‘Course Evals’
throughQuercusby loginat http://q.utoronto.ca/ usingyourUTORidand password.Course evaluations
are veryimportanttoensuringthe qualityof educationatthisFaculty andinformingthe developmentof
itscurriculum.The surveyusedtoevaluate thiscourse hasbeendevelopedincollaborationbetween
facultyandstudentsandthe university’steachingandlearningexpertstoensure thatitwill provide
informationaboutteachingandlearningthatcan be usedto enhance andassure the qualityof
educationatthe Universityof Toronto.

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Evaluation of Students
Please checkthe MSW Handbookforgradingstructure and establishedgradingpolicies.
http://www.socialwork.utoronto.ca/ underMSWProgram. The UniversityAssessmentandGrading
PracticesPolicyisavailable at: http://www.sgs.utoronto.ca/Documents/universitygpp.pdf
Gradingis basedonactual performance,notonanticipatedorpotential capacitytoperform.
“A” signifiestrulyoutstandingwork,withampleevidence of creative andoriginalthinking.The workis
well organized,wellwrittenandwell presented.The capacitiesare evidentbothtoappropriately
critique extensive andrecentliterature andtoanalyze andsynthesizematerial.The relevance tosocial
workpractice and social welfare iswell established.
“B” signifiesgoodwork,whichshowsclearevidence of havingasoundgrasp of the subjectmatteralong
withevidence of critical capacityandanalyticabilityatademandinggraduate level.The understanding
of relevantissuesunderexaminationisadequate. There isevidence of apropersearchof the literature
and expectedfamiliaritywithitscontentandperspectives.The relevance tosocial workpractice and
social welfare isestablished.
“FZ” denotesinadequateperformance consideringthe expectationsof agraduate program.There may
be a combinationof superficialand/orconfusedunderstandingof the subjectmatter,weaklyfocused
content,failure todirectattentiontothe assignedtopic,andlimiteduse of critical andanalyticskills.
The literature selectedmaybe outof date forthe purpose,toolimitedinscope,ornotclearlyrelevant.
NOTE: Secondarydistinctionsare made withinthe gradesof “A”and “B” byusing“+” and “-” to signify
that the workis highor lowwithinthatlettergrade.
Writtenassignmentswill be gradedontheirclarity,comprehensiveness,originality,appropriate use of
reference materialsandsubstantive adequacy.Criteriaspecifictoeachassignment’slearninggoalsare
indicated.Papersare expectedtobe of sufficientqualityasto representyourgrowingprofessionalism
and competence.
AcademicIntegrity
Studentsingraduate studiesare expectedtocommittothe higheststandardsof integrity,andto
understandthe importance of protectingandacknowledgingintellectual property. Itisassumedthat
theybringto theirgraduate studiesaclearunderstandingof how tocite referencesappropriately,
therebyavoidingplagiarism. Commonexamplesof problematicacademicpracticesthatleadto
consequencesforplagiarisminclude:
 Copyingandpastingfroma source andprovidingacitationbutforgettingtoput quotation
marks aroundthe content;
 Usingmaterial froma source and makingchangesinspecificwordsorsentence structure but
not citingthe original source;
 Usingideasfroma source withoutcitingthe original source.
Graduate studentsare understoodtobe capable of expressingideasthatare original anddistinctfrom
those of the sourcesto whichtheyrefer.The consequencesforacademicdishonestyare veryhigh atthe
graduate level;suspectedplagiarismisimmediatelyreportedtothe Associate Dean’sOffice andreferred
to the School of Graduate Studies.Please take the time toreview yourworkcarefullytoavoidthese
consequences.Twoexcellentdocumentsentitled:How NottoPlagiarize

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http://www.writing.utoronto.ca/advice/using-sources/how-not-to-plagiarizeandthe Code onBehavior
and AcademicMatters are available foryoutoreview onthe FSWwebsite or at www.sgs.utoronto.ca.
Turnitin
Normally,studentswillbe requiredtosubmittheircourse essaystoTurnitin.comforareview of textual
similarityanddetectionof possible plagiarism.Indoingso,studentswill allow theiressaystobe
includedassource documentsinthe Turnitin.com reference database,where theywill be usedsolelyfor
the purpose of detectingplagiarism.The termsthatapplytothe University’suse of the Turnitin.com
service are describedonthe Turnitin.comwebsite.
TurnitinisintegratedintoQuercus throughthe SubmitAssignmentorRe-SubmitAssignmentbutton. A
studentguide isavailable: https://q.utoronto.ca/courses/46670/pages/student-turnitin#submit.
Studentscanuploadtheirpapersas manytimesastheylike toreview theirworkbefore submittinga
final versiontothe instructor.Foreachpaper submitted,aninitial Similarity Reportisgeneratedby
Turnitinwithin5-10minutes.SimilarityReportsforthe secondor subsequentsubmissionswill take up
to 24 hoursto generate. Ithas, on occasion,takenover72 hoursfor a TurnitinSimilarityReportto
generate andbe sentto students.Pleasekeepthisinmindshouldyouwishtoreview areportbefore
submittingforgrading.
Late Assignments
Extendeddue datesare subjecttoapproval bythe course instructorand shouldbe requested withprior
notice in writing.An extension isusually only granted in extenuating circumstanceswith written
documentation butin ourcurrentcontext,I recognizethatstudentsareexperiencing a wide range of
extenuating circumstancesin their daily lives. Please e-mail me assoon aspossibleif you need to request
an extension on an assignment and Iwill try to supportyou and negotiatea reasonableaccommodation.
Late papersthat have notreceivedprior approval forextension handedinupto3 dayslate will receivea
one grade pointdeduction(e.g.,A toA-) andany paperhandedin4–7 days late will receiveatwo-grade
pointdeduction(e.g.,A toB+). After7 days,paperswill not be acceptedwithoutcleardocumentationof
illness(see absencedue toillnesssection) oranotherpersonal situationthatmaymeritacademic
consideration.The University’sAssessmentandGradingPracticesPolicysetsoutthatinstructorsare not
obligedtoacceptlate work,exceptwhere there are legitimate,documentedreasonsbeyondastudent’s
control.
Studentsshouldmake everyefforttodiscussanticipatedlate assignmentswithinstructors inadvance of
due dates. If you e-mail me and wantto havea conversation,wecan arrangea phonecall or a private
Zoombreakoutroomto talk afterclass. If you are registeredwiththe AccessibilityOffice,pleaseask
your advisortocontact the instructorand note the accommodationthatis required priortothe start of
the course. A CourseworkExtensionFormanddocumentation(asdetailedbelow) isrequiredforlate
assignments. Please refertothe Facultywebsiteforregulationsregardingextensions,late papersand
penaltiesathttp://socialwork.utoronto.ca/current-students/academic-policies/.
CourseworkExtensions
Studentsmayrequire extensionsforclassworkassignmentsonacase-by-case basisforextenuating
circumstancesandare subjecttoapproval bythe course instructor.Extensionsshouldbe requested IN
ADVANCE of the due date withusual extensionmaximumof one week. Downloadthe Course Extension
Form fromthe SGS website.Yourinstructormustcomplete andsignSection2of the form.Section3 of
the form mustbe completedbythe Associate Dean/Graduate Coordinator.Studentsregisteredwith

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AccessibilityServiceswillprovideacopyof the AccessibilityServicesLetterof Academic
Accommodationswiththe Course ExtensionForm. Studentswhoare notregisteredwithAccessibility
Servicesmustprovide aVerificationof StudentIllnessorInjuryformtothe instructorif the extension
requestedis longerthanthree daysand because of illnessorinjury.
AbsenceDue to Illness
Please notifyyourinstructorif illnesswill interfere withyourclassattendance.If illnessislikelyto
interfere withyourmeetingadue date foran assignmentorotherrequirements,youshouldhave your
physicianorhealthcare providercomplete aVerificationof StudentIllnessorInjuryForm
http://www.illnessverification.utoronto.ca/index.php atthe time of yourillnessandsubmitittothe
instructor.Youmust informthe instructorof the illness onor before the deadlinedate.
AccommodationsforStudentswithDisabilities orMedical Conditions
If you needordesire anaccommodationfora disabilityormedical condition,pleaseinformthe
professorsowe are able tomodifythe waythe course is taughtto facilitate participationand/oruse
resourcesavailabletous,such as ServicesforStudentswithDisabilitiesandAdaptive Technologyto
facilitate learning.If assistanceisrequired,we will treatthatinformationasprivate andconfidential.We
stronglyencourage youtoregisterimmediatelywithAccessibilityServices
http://www.accessibility.utoronto.ca. Thisinformationwill be heldinconfidence andcommunicatedto
professorswithyourconsent,asneeded.
Note-taking in Class
If you have trouble takingclassnotesdue todifficultyconcentrating,writing,accessingverbal
information,chronicpainorotherissues,there are twooptions:1) talkto yourinstructorwhocan help
recruita volunteernote-takerfromthe classorprovide theirlecture notes;2) youcan requestvolunteer
note-takingservicesthroughAccessibilityServices,Universityof Toronto.ThroughAccessibilityServices,
youwill needtoregisterfornote takingasan academicaccommodationusingyourUTORidand
passwordat http://www.studentlife.utoronto.ca/as/note-taking.
If you wouldlike tovolunteerasa note-takerplease visit:
https://clockwork.studentlife.utoronto.ca/custom/misc/home.aspx tologinwithUTORidandpassword,
update yourprofile,agree totermsandconditions,selectthe course(s)youare available tobecome a
notetakerforanduploadyour sample notes.Volunteerresponsibilitiesinclude:1) Attendclasses
regularlyandtake lecture notes;2) Consistentlyuploadyournotestothe secure StudentLife website;
and 3) InformAccessibilityServicesif youdropa course.Uponrequest,volunteernote-takerswill
receive aCertificate of Appreciationuponthe completionof the term.
Religious Observances
Please notifythe instructorif religiousobservancesconflictwithclassattendance ordue datesfor
assignmentssowe canmake appropriate arrangementsforalternate schedulingof evaluationsormake
up of missedwork.
Expectations and Assignments
All assignmentsrequire asignificantintegrationof contentfromthe assignedreadingsandclassDVDs
and discussion.Pleasekeepacopyof everythingyousubmitforcourse assignments.

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Writing Style Requirements
Please followthe guidelinesinthe 6th
or 7th
editionof the APA publicationmanual forformatand
citationsinyourwrittenassignments.Thismanual isavailable atthe campusbookstore,the library,and
the HealthSciencesWritingCentre (HSWC) locatedinRoom344 at the FIFSW.Please avoid colloquial
expressions,proofreadall yourdocumentscarefully,andemploygoodgrammar.The instructors
encourage studentstoaccessthe HSWC if theyfeel challengedbywritingassignments.Allassignments
mustbe typed.
Course Contribution:Creating a Learning Environment
All studentsare expectedtobe present,virtually, inclasseachdayandto be preparedtoparticipate in
the class andcontribute meaningfullytoclassexercises (e.g.,chats,breakoutrooms/groups),role-plays,
reflectivedialogues,DVDfamilysessionanalyses,peercase consultationsandclassdiscussions inways
that furtherlearning. Studentsare expectedtobringthoughtful questionsandcommentsabout
readingsandaboutlinkingcourse contenttopracticum, workand volunteerexperience intoclass
discussion.There will be avarietyof waysto contribute including discussioninsmall groupsandthe
largerclass, active listening, sharingof learningfromreadingsandparticipationinyourFamily Group
role-playsandreflections.Eachstudentwillhave anopportunitytorole-playasthe social workerina
FamilyGrouprole-playinthe breakoutroom.While engagementmaybe challengedbyclassesoccurring
overZoom,expectationsaboutattendance and participationremainhigh. Pleasenotethatthiscourseis
heavily experiential and learning is dependenton presenceand active engagement.
 Starting with Family Groups
On Day 1, studentswill divide intogroupsof (approximately) five toforma Family Group.ThisGroup
will remainacollaborative workingteamthroughoutthe course for the purpose of role-playsand
reflections andthe final assignment.Eachgroupwill introduce theirfamilyonQuercusandcanuse their
FamilyGroupforumfor developingtheirfamilyandworkingonassignments. Thisintroductiontoyour
familywill be the basisforthe firstpartof yourwrittenFamilyEngagement,Assessment&Treatment
Plan,recognizingthatthe final assignmentwill be aworkinprogressand,as the Group movesforward
and learns,familycircumstancesmaychange andevolve. The ongoingFamilyGroupoffersan
opportunitytopractice newlearningskillsinasupportive collaborative environmentandtoreceive
feedbackfromclasscolleaguesandthe instructor.There will be time inclasstodebrief eachrole-playas
well assome time allocatedforafinal FamilyGroupreflectiontosynthesize andsolidifyyourlearning
overthe week. The studentinthe role of the social workerfora role playalsowill completeaFamily
Session/Self-as-SocialWorkerreflection(seeLearning Reflections assignments).
Your role-playsandreflectionsare learningopportunitiesandare notindividuallygraded. Engagement
and reflectionwithinthese groupsisakeyaspectfor yourlearningandprofessional self-efficacyaswell
as a significantcontributiontopeerlearning.
FamilyGroupsare encouragedtoseekoutandpost articlesanyone findsrelevantto the ongoingwork
withtheir“family”forsharingtowardthe final groupwrittenproduct.Guidelinesfordevelopinga
simulatedfamily,settinguprole-playsandsubsequentgroupanalysisandreflectionwill be provided.It
isexpectedthatsome themeswill emerge acrossrole-playsandbe integratedintothe Group’songoing
conversation.

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Learning Reflections(20%)
a. Muses(10%): Muses are intendedtoencourage critical thinking,helpstudentsdemonstrate
comprehensionandabilitytoreflectuponandapply course material,raise valuable pointsforclass
colleaguestoreflectonandprovide feedback.
There will be five daily in-classmusesinresponsetoone or two focusingquestionsIwillpose.Muses
are brief reflectionsthat typically will be enteredinthe chatbox and mightbe yourthoughtson a
reading,lecture,DVDwe watched,discussionthatarose duringthe dayor keytakeawaysfromthe day.
There alsowill be one out-of class muse betweenDay4 & Day 5 inpreparationforreflectingonand
discussionof family-centeredsocial workpractice onDay5. This muse shouldbe postedonQuercuson
the discussionboard by midnightof Day 4.
b. FamilySession/SelfasSocial Worker(10%): Thislearningreflectionisintendedtogive studentsthe
opportunityto(1) enhance theirself-awarenessandunderstandingof use of self inafamilysession
and (2) connect insightsfromtheirexperiencetotheirreadings,classpresentations,DVDsand
discussionsandcriticallyevaluatetheirexperience in relationtospecificcompetenciesforeachrole
play.Noadditional literature review isrequired;ratherstudentsare expectedtoapplywhatthey
have beenlearningastheycriticallythinkaboutthe simulatedsessionandtheirFamilyGroup’s
debrief.
FollowingeachFamilyGroupin-classrole-play the studentwhowasinthe role of social workerwill
complete amini reflection (1-2pgs.) onthe family session and self-as-socialworker.Questionstoguide
the reflectionwill be provided. Thisreflection shouldbe submittedonQuercus by11:59 p.m. the
evening of the daythe role-playoccurred alongwithacopydirectlye-mailedtome at
s.stern@utoronto.ca.
BothMusesand The Family Session/Self asSocialWorker reflection mustdemonstratethoughtfulness
and be responsiveto the questionsposed and theintentof each reflection assignment butwill be
credit/noncreditand notreceive a letter grade.Pleaseusethem asan opportunity to deepen your
thinking and “fit” flexibly to yourindividuallearning needs.
FamilyCase ApplicationIndividual Reflection(40%)
Thinkingabouta currentcase youhave or lookingbackon a previousfamilyorindividual you’ve worked
with,whatnewinsightsdoyouhave andwhat wouldyoudodifferentlytaking afamilysystems
approach andapplyingwhatyouhave learnedthisweek?
Thisassignmentisintendedtohelpstudentsapplycourse learningtoone of theirowncasesand
demonstrate theirunderstandingof familysystemsassessment,hypothesisdevelopment,engagement
and intervention,incorporatingthe evidence onchange mechanismsandtherapyprocess.Studentsmay
addressone or any combinationof the above.Be specificinanalyzingthe interactionsbetweenyourself
and the familyand makesureto summarizewhatyou learned abouttheprocessof change.Your written
productshouldintegrate knowledge of assignedreadingsandclasscontentand,while youneedto
relate yourcommentstothe literature,theyshouldbe integratedintoyourowncase conceptualization
and appliedlearning.Keepthe descriptionof yourcase succinct (approximatelyahalf page);the focusis
on specificpractice applicationandyouranalysisandcritical thinking.

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pg. 11
Length:5 pagesmaximum, double-spaced using 12pt font(notincluding referencelist. You may also
attach diagrams).
Due: Whenever a light bulb goesoff foryou butno later than 5pm Monday,June7th
.Submitthrough
Turnitin on Quercus along with a copy directly e-mailed to me at s.stern@utoronto.ca.
Please label boththee-mail subjectline and yourattached file as:
Last name -SWK4608-Summer2021-Reflection.Makesureyournameis on the paperaswell.
Criteria for assessment:
 Evidence of a solidunderstandingof familytherapyconceptsandstrategiesnecessarytoengage
families,conductafamilyeco-systemicassessmentand/orimplementafamilytherapyintervention
and abilitytoappropriatelyapplythese conceptstothe family
 Demonstratesanunderstandingof therapeuticprocessesandchange mechanisms
 Use of specific case examplesforillustration
 Demonstratesastrengths-basedapproachinthe analysis
 Critical thinkingandself-reflection
 Writtenproductwill be assessedonthe paper’sorganization,qualityof content,clarity, grammatical
presentation,includingspellingandappropriate citingandreferencing if included (e.g., APA style)
FamilyEngagement,Assessment& TreatmentPlan(40%)
Each FamilyGroupwilldevelopawrittenevidenceinformedfamilysystemsengagement, assessmentand
treatmentplan.Inadditiontoreferringtorequiredclassreadings,itisexpectedthatyouwillconducta
scholarlyliteraturereviewregardingthesubstantive problem(s) inthe family(e.g.childmaltreatment,
healthormental healthconcerns,substanceabuse,trauma)and/orthe specialpopulationandthe
researchevidencesupportingclinicaleffectivenessforyourselectedmodel andinterventions.Inother
words,youneedtoexplainwhyyouchose thismodelandhow yourmodel fitsforthisfamily. Family
Groupsare encouragedtouse theircreativity withinthespiritof the assignmenttomeetgroupmembers’
learningneeds.
Thisassignmentbuildson,butgoesbeyond,previousFamilyGroupworkandfurthertargetsclinical case
conceptualizationandskilldevelopment. The followingare guidelines forwhattoconsiderindeveloping
yourplan;the writtenproductshouldbe tightlyorganizedandflowcoherentlywithoutredundancies.
 Family assessmentandhypothesis. Describebehavioralinteractionalsequencesandrelational
patternsand processes,beliefsandcontextcontributingtoproblemmaintainingpatternsand
include anassessmentof exceptionsorstrengths. Inyourassessment,articulate acohesive
systemichypothesisandincludeanydiagramsof the familythathelptoidentifytheirinteraction
patterns(e.g.structural mapsfora structural-basedapproach;fitcirclesforMST).It isthe family
processesandpatternsthatare the underlyingfocusof systemicassessmentandhypothesis
developmentbutthese needtobe linkedtoanevidence-informedunderstandingof the presenting
problem(s) andissuesinthe family(e.g., riskandprotectivefactorsfordepressioninAsiangirls).
What are the goals(outcome andprocess) forintervention?Thesegoalsshouldflow coherently
fromthe assessmentandmustbe collaborativefamilygoals.
 Family engagement,intervention, and making treatmentcount.Developafamilyengagementand
interventionplanbasedonyourassessmentandthe researchliterature.Articulatethe rationalefor

12. SWK 4608
pg. 12
yourplanandsupportingresearchevidenceontherapyprocess,mechanismsof changeand
outcomes. Specifytreatmentstrategies andprocessesand giveexamples. Identifypossible barriers
to implementation,aswell asways toovercome these barriers(i.e.,describeyourstrategiesfor
maximizingthe likelihoodthe familywill respondtointerventionsandchange).Whatisyourplan
for evaluatingeffectivenessof intervention(e.g.,how will you andthe family know whenthe goals
have beenachieved)?
Integration of diversityand context.Integrate issuesof diversityandcontextthatneedtobe
takeninaccount throughoutthe differentphasesof treatmentwithyourselectedfamilyand
effectiveresponsestodeliverculturallyandcontextuallyresponsive services.Itisimportanttonot
onlyconsidercultural factorsforthe family,butalsoyourown,and how these interactandimpact
engagementandinterventionthroughoutthe differentphasesof treatment
Criteria for assessment:
 Evidence of knowledge andanunderstandingof the literature andmajorframeworks,concepts
andissuesdiscussedinthe course
 Abilitytodevelopanevidence andtrauma-informedfamilysystemsengagement,assessment
and treatmentplanfora specificfamily
 Case conceptualizationisstrengths-basedandculturallyandcontextuallyresponsive
 Evidence of anunderstandingof the complexityof the problemsandissuesinthe
“Family”andof the relevantliterature
 Demonstratesanunderstanding of therapeuticprocessesandchange mechanisms
 Abilitytointegrate theoryandresearchinpractice
 Use of specificcase examplesforillustrationandoveralllevel of specificity
 Writtenproductquality(organization,qualityof content,clarity, conciseandwell-edited,
appropriate citations(e.g.,APA style).
Length:10-12 pagesmaximum, double-spaced using 12pt font(plusreferencelist and any
diagrams/appendices).
Due: Friday,June18th
by 10am. Submitthrough Turnitin along with an electronic submission to
instructor’se-mailthrough Quercus.Thepaper,including any diagramsand appendices,isto be
submitted in one attachment. Pleaselabelboth the-mailsubjectline and yourattached file as:
FamilyGroupname -SWK4608-Summer2021-Tx Plan.
All assignments should besubmitted asa word document(no linksand no pdfsplease).

13. SWK 4608
pg. 13
Course Outline and Readings
Welcome towhatI hope will be an excitingandgrowth-producingcourse experience. The modules
beloware intendedasageneral guideline.We mayfall behindorchoose tocovera topic more quickly
or modifysequencing,accordingtoclassinterestsandneeds. Courseparticipantswillbeasked to share
learning and favorite“gems”& “ahas”fromreadingsthroughouttheweek. Alternative andoptional
readingsare to give students resourcesandmore choice tofitreadingstotheirinterestsandlearning
needs.
Module 1
FamilySystems/FamilyTherapyFoundations
ContemporaryFamilyTherapy
Howdoes an equity,diversity& inclusivenesslensinformyourunderstanding of coursereadings/learning
and social workpractice with families?
Readings:
 Carr, A. (2016). The evolutionof systemstheory(pp.13-29).InSexton,T.L.& Lebow,J.(Eds.).
Handbookof Family Therapy.NewYork,NY:Routledge.
 Walsh,F. (2016). A familydevelopmental framework:Challengesandresilience(pp.30-47).In
Sexton,T.L.& Lebow,J.(Eds.). Handbookof Family Therapy.New York,NY:Routledge.
 Falicov,C.J.(2016). The multiculturalismanddiversityof families(pp.102-129). InSexton,T.L.&
Lebow,J.(Eds.). Handbookof Family Therapy.New York,NY:Routledge.
 Prime, H., Wade, M., & Browne, D.T.(2020, May 21). Riskand resilience infamily well-beingduring
the COVID-19 pandemic. American Psychologist.Advance online publication.
http://dx.doi.org/10.1037/amp0000660
 Lebow textbook:Preface & Chapter1, Familytherapyatthe beginningof the twenty-firstcentury.
Optional:
 Boyd-Franklin,N.,&Bry,B.H. (2019). Cultural,Racial andSocioeconomicIssues.In Adolescentsat
Risk: Home-Based Family Therapy and School-Based Intervention (pp.33-62).NY: GuilfordPress.
*Genogramand ecomapbasics are postedon Quercus. There are many variationsof genogramsand
ecomapsavailableasassessmenttools.Lookatthe onesbelow according to interest or feel free to
exploreothersin the literature and sharewith the class.
 Congress,E.P.(2004). Cultural andethical issuesinworkingwith culturallydiversepatients
and theirfamilies:The use of the Culturagram topromote cultural competentpractice inhealthcare
settings. SocialWorkin Health Care,39(3-4), 249-262.
 Hodge,D. R. (2000). Spiritual ecomaps:A new diagrammatictool forassessingmarital andfamily
spirituality. TheJournalof Maritaland Family Therapy,26, 217-228.
 Chrzastowski,S.(2011). A narrative perspectiveongenograms:Revisitingclassical familytherapy
methods. Clinical Child Psychology and Psychiatry,16,635-644.
 Taylor,E., Clement,M.,& Ledet,G.(2013). Postmodernandalternativeapproachesingenogramuse
withchildrenandadolescents. Journalof Creativity in Mental Health,8, 278-292.

14. SWK 4608
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Module 2
Case Conceptualization
Developing working hypothesis
Ecological context
Evidence-informed:Risk&protective factors
Trauma informed family practice
Strengths&resilience
Exemplar:Multisystemictherapy (MST)
Readings:
 Lebow text:Chapter5,Multisystemictherapyforadolescentswithseriousexternalizing problems(pp.
103-120).
 Champine,R.B.,Matlin,S.,Strambler,M.J.,&Tebes,J.K.(2018). Trauma-informedfamilypractices:
Toward integratedandevidence-basedapproaches. Journalof Child and Family Studies.Advance
online publication. doi.org/10.1007/s10826-018-1118-0.
 Lateef,R.,Alaggia,R.,Collin-Vézina,D.(2021). A scopingreview onpsychosocial consequencesof
pandemicsonparentsandchildren:Planningfortodayandthe future.
Children and YouthServices Review,125.
o Select one of the following 2 articles(or read them both if youwant – be prepared to share)
 Imber-Black,E.(2020). Ritualsinthe time of COVID-19: Imagination,responsiveness,andthe human
spirit. Family Process,59 (3),912-921.
 Walsh,F. (2020). Loss and resilience inthe time of COVID-19”Meaningmaking,hope and
transcendence.FamilyProcess,59(3),898-911.
Optional:
 Karam,E. A., Blow,A.J.,Sprenkle,D.H.,& Davis,S. D. (2015). Strengtheningthe systemictiesthat
bind:Integratingcommonfactorsintomarriage andfamilytherapycurricula. Journalof Maritaland
Family Therapy,41(2),136-149.
o I recommend you select oneof the below if you would like additionalclinical examplesof developing
MST fit circles/hypothesisand intervention with differentpopulations.
 Swenson,C.C.&Schaeffer,C.M.(2018). A multisystemicapproachtothe preventionandtreatment
of childabuse andneglect. InternationalJournalon Child MaltreatmentResearch,Policy and
Practice, 1: 97. https://doi.org/10.1007/s42448-018-0002-2.
 Schaeffer,C.M.,Swenson,C.C.,Scott,H.T.,&Henggeler,S.W.(2013). Comprehensive treatmentfor
co-occurringchildmaltreatmentandparental substanceabuse:Outcomesfroma24-monthpilot
studyof the MST-BuildingStrongerFamiliesprogram. Child Abuseand Neglect,37(8),596-607.
 Rowland,M. etal. (2000). AdaptingMultisystemicTherapytoserve youthpresentingwith
psychiatricemergencies:Two case studies. Child Psychology&Psychiatry Review,5(1).
 Tighe,A.etal. (2012). Multisystemictherapyforyoungoffenders:Families’experiencesof
therapeuticprocessesandoutcomes. Journalof Family Psychology,26(2),187-197.
*MST toolsfor case conceptualizationandassessmentareposted on Quercus.
Module 3
EngagementwithFamilies

15. SWK 4608
pg. 15
Context ofFamilyEngagement
Ecological, evidenceand trauma informed
Engagementchallenges
TherapyProcess& ClinicalCompetencies
Therapeuticalliances
Relationalinterviewing
Exemplar:Functionalfamily therapy (FFT)
Readings:
 Lebow text:Chapter7, Functional familytherapyforexternalizingdisordersinadolescents.
 Karam,E. A.,Sprenkle,D.H.,& Davis,S.D. (2015). Targetingthreatsto the therapeuticalliance:A
primerformarriage and familytherapytraining. Journalof Maritaland Family Therapy, 41(4),389-
400.
 Stephens,T.,Gopalan,G.,Acri,M.C., Bowman,M.,& McKay, M.M. (2018). Culturallyrelevant,
trauma-informedengagementstrategiesforchildwelfare workers:Movingbeyondcomplianceto
engagementwithfamiliesexperiencinghighlevelsof exposure totrauma(pp.67-86). InV.C.Strand
& G. Sprang(Eds.). Trauma ResponsiveChild WelfareSystems.New York,NY:SpringerInternational
Publishing.
 Stern,S. B.,Walsh,M., Mercado, M., Levene,K.,Pepler,D.J.,Carr, A.,. . . Lowe,E. (2015). When
theycall,will theycome?A contextuallyresponsive approachforengagingmultistressedfamiliesin
an urban childmental healthcenter:A randomizedclinical trial. Research on SocialWorkPractice,
25(5), 549-563.
 PatriciaK. Kerig& JamesF.Alexander (2012) FamilyMatters:Integratingtraumatreatmentinto
Functional FamilyTherapyfortraumatizeddelinquentyouth, Journalof Child & Adolescent
Trauma, 5:3, 205-223.
Optional:
 Butler, A.M., & Titus, C. (2015). Systematicreview of engagementinculturally adaptedparent
trainingfordisruptive behavior. Journalof Early Intervention, 37 (4), 300-318.
 Gopalan,G., Goldstein,L.,Klingenstein,K.,Sicher,C.,Blake,C.,&McKay, M. (2010). Engaging
familiesintochildmental healthtreatment:Updatesandspecial considerations. Journalof Canadian
Academy of Child & AdolescentPsychiatry,19(3), 182-196.
 Burgoyne,N.& Cohn,A.S.(2020). Lessonsfromthe transitiontorelational teletherapyduring
COVID-19.Family Process,59(3), 974-988.
Engagement Role Play Competencies
Opening a family therapy session
Joining the family; developing a systemic therapeutic alliance
Reduces in-session negativity and blaming
Developing a relational focus
Fosters a within family alliance
Eco-family systemic assessment

16. SWK 4608
pg. 16
Modules4& 5
Structural and BriefStrategic FamilyTherapy
Working hypothesesand joining strategies
Assessmentand restructuring/Enactments
Role-playsof engagementandsystemic/structuralfamily assessment
Module4Readings:
 Nichols,M.(2014). Structural familytherapy (pp.110-128). In The Essentials of Family Therapy (6th
Ed). Boston,MA: Allyn andBacon.
 Lebow text:Chapter4, Brief strategicfamily therapyforadolescentswithbehaviorproblems.
 Szapocznik,J.,Zarate,M., Duff,J.,& Muir, J.(2013). Brief strategicfamilytherapy:Engagingdrug
using/problembehavioradolescentsandtheirfamiliesintreatment. SocialWorkin Public
Health, 28(3-4), 206-223.
 Kim,J.(2003). Structural familytherapyanditsimplicationsforthe AsianAmericanfamily. The
Family Journal:Counseling and Therapy forCouplesand Families,11(4), 388-392.
Module5: Enactments
 Davis,S.,& Butler,M.(2004). Enactingrelationshipsinmarriage andfamilytherapy:A conceptual
and operational definitionof anenactment. Journalof Maritaland Family Therapy, 30, 319-333.
 Nichols,M.,&Fellenberg,S.(2000). Theeffectiveuseof enactmentsinfamilytherapy:A discovery-
orientedprocessstudy.Journalof MaritalandFamily Therapy,26(2), 143-152.
 Gregory,W.H., Gregory,J.M.,Gregory, G., Davis,M., Lewis,J.,& Gregory,E. (2019).
Black familyresilience:Anintroductiontoenrichedstructural familytherapy. Urban Social
Work,3(1), 51-69.
 Soo-Hoo,T.(1999). Brief strategicfamilytherapywithChinese-Americans. TheAmerican Journalof
Family Therapy,27, 163-179. -
Optional:
 Lindblad,M.L.&NortheyJr.,W.F.(2013).Ecosystemicstructuralfamilytherapy:Theoreticalandclinical
foundations.ContemporaryFamily Therapy,35,147-160.
 Gardner,B.C.,&Butler,M.H.(2009).EnactingrelationshipsinMFT:The empirical,theoretical,and
clinicalcase forincorporatingenactmentsascommonfactorsinthe bestpracticemodel. Journalof
Coupleand Relationship Therapy,84(4),306-324.
Module 6
Integrative Evidence-BasedApproacheswithRootsinStructuralFamilyTherapy
Attachment-Based Family Therapy(ABFT)andMultidimensionalFamily Therapy(MDFT)
Role- playsof enactmentsandstructural/strategicinterventions
Readings:
 Lebow text: Chapter2,Attachment-basedfamilytherapyfordepressedandanxiousadolescents.
Enactment RolePlay Competencies
Initiating an enactment
Facilitating an enactment
Ending an enactment

17. SWK 4608
pg. 17
 Diamond,G.,Russon,J.&Levy,S.(2016).Attachment-BasedFamilyTherapy:A Review of theEmpirical
Support. Family Process,55(3),595-610.
 Lebow text:Chapter6, Multidimensionalfamilytherapyforadolescentdrugabuse.
o Selectone ofthe followingthree ABFTcase studyarticlesaccordingtoyourpopulationinterest:
 Levy,S.A.,Russon,J.,& Diamond,G.M.(2016). Attachment-BasedFamilyTherapyforsuicidal
lesbian,gay,andbisexualadolescents:A case study. Australian and New Zealand Journalof Family
Therapy,37, 190-206.
 Winley,D.M.,Ogbaselase,F.,Kodish,T.,Okunrounmu,E.,&Ewing,E.S.K.(2016). Attachment-Based
FamilyTherapyforteensuicidalitycomplicatedbyahistoryof sexual trauma. Australian and New
Zealand Journalof Family Therapy,37, 177-189.
 Wagner,I.,Diamond,G.M., Levy,S.A.,Russon,J.,& Lister,R.(2016). Attachment-BasedFamily
Therapyas an adjunctto Family-BasedTreatmentforadolescentanorexianervosa.
Australian and NewZealand Journalof Family Therapy,37, 2017-227.
Optional:
 Santens,T.,Hannes,K.,Levy,S.,Diamond,G. & Bosmans,G. (2020). Barriers andfacilitatorsto
implementingAttachment-basedFamilyTherapyintoachildwelfare setting:A qualitative process
evaluation. Family Process,19(4),1483-1497.
Please note Ihave notmissedamodule (#7),thenumberingskippingfrom#6to#8 isintentionaltoalign
withthe ViewTags numberinginLibraryCourseReserves.
Module 8
Behavioral FamilyTherapyandEvidence-BasedParentingPrograms
Assessment-Functionalanalysisandcoercivecycles
Evidencebasedparenting programsand common practiceelementsacrossmodels
Readings:
 Hawes,D. J.,& Allen,J.(2016). Evidence-basedparentinginterventions:Currentperspectivesand
clinical strategies.InM. Hodes& S. Gau (Eds.), Positivementalhealth,fighting stigma and
promoting resiliency for children and adolescents (pp.185-204). San Diego,CA,US: Elsevier
AcademicPress.
 Forgatch,M.S. & Patterson,G.R.(2010). Parentmanagementtraining –OregonModel:An
interventionforantisocial behaviorinchildrenandadolescents(pp.159-178). In J.R. Weisz& A. E.
Kazdin(Eds.). Evidence-Based PsychotherapiesforChildren and Adolescents.NY:GuilfordPress.
 WebsterStratton,C.(2009). Affirmingdiversity:Multi-cultural collaborationtodeliverthe Incredible
Years parentprograms. InternationalJournalof Child Health and Human Development,2,(1), 17-32.
 Houlding,C.,Schmidt,F.,Stern,S.B.,Jamieson,J.,&Borg,D. (2012). The perceivedimpactand
acceptabilityof GroupTriple PPositive ParentingProgramforAboriginal parentsinCanada. Children
and YouthServices Review,34(12), 2287-2294.
Module 9
Behavioral FamilyTherapy,Evidence-Based& PromisingParentingPrograms(cont’d)
Family problem-solving,familiesof adolescents
Role-playsof behavioralparenting/family communication/problem-solving intervention

18. SWK 4608
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Readings:
 Parra‐Cardona, J.R.(2019). Healingthroughparenting:Aninterventiondeliveryandprocessof
change model developedwithlow‐income Latina/oimmigrantfamilies. Family Process.
 Turner,M.T., Singhal,M.,Mcllduff,C.,Singh,S.,& Sanders,M.R.(2020). Evidence-based
parentingsupportacrosscultures:The Triple PPositive ParentingProgramexperience(pp.
603-644). InW. KimHalford& Fonsvan de Vijver(Eds.) Cross-Cultural FamilyResearch
and Practice.AcademicPress. https://doi.org/10.1016/B978-0-12-815493-9.00019-3
OR
 Sanders,M. (2012). Development,evaluation,andmultinational disseminationof Triple PPositive
ParentingProgram. AnnualReviewof Clinical Psychology,8,345-79.
Optional:
 Webster-Stratton,C.,&Reid,M.(2010). AdaptingThe Incredible Years,anevidence-based
parentingprogramme,forfamiliesinvolvedinthe childwelfare system. Journalof Children's
Services, 5, 25-42.
 Dishion,T.(2016). The OregonModel of BehaviorFamilyTherapy:Frominterventiondesignto
promotinglarge-scalesystemchange. BehaviorTherapy,47(6),812-837.
 Lebow text:Chapter3, Family therapy forattention-deficit/hyperactivity disorder
*Explore the differentevidence-basedparentingprogramwebsitesforarange of clinical applications
(problems,populations,andfamilystructures)andresearchstudies.
Required: Selecta readingfrom BehavioralFamily Therapyand Evidence-BasedParenting Programs
ResourceReadingsatthe endofthe syllabus orOptional(above) orone of the evidence-basedparenting
programswebsitesinline withyourspecificinterestsandpassionandcome toclass preparedtoshare.
The belowarticlesspandifferentevidence-basedparentingprogramsandprimarilyfallintofive
categories:(1) researchreviews,issues,mechanisms(2) implementation/disseminationof specific
programs(e.g.,IY,Triple P,SNAP),(3) specificpopulations(e.g.,aggressive girls,earlychildhood),(4)
cultural adaptations,(5) childmaltreatment&trauma/childwelfare applications,(6) new advances,e.g.,
technologydelivery,mindfulness,integrationintoprimarycare. Note thatthere isoverlap.
Modules10& 11
Family-CenteredSocial WorkPractice:WideningourLens
Family-centered community prevention & intervention practice
Social justice and social work practice with children and their families: Connecting individual and family
stories and intervention to social, economic, and political contexts
Parent mental health and family intervention
PuttingItAll Together:ResearchOutcomes,ProcessandMechanisms
Learning synthesis/reflections
Course integrationand buildingyour own model offamily centeredpractice
Howwill course learningsinform yoursocialworkpractice?
Readings:
 Datchi,C. & Sexton,T.L.(2016). Integratingresearchandpractice throughinterventionscience (pp.
598-625). In Sexton,T.L.& Lebow,J.(Eds.). Handbookof Family Therapy.New York,NY:Routledge.

19. SWK 4608
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 Madsen,W.C. (2014). Takingit to the streets:Familytherapyandfamilycenteredservices. Family
Process,53(3), 380-400.
 Ungar, M. (2010). Families asnavigators andnegotiators:Facilitatingculturally andcontextually
specificexpressions of resilience. Family Process, 49 (3), 421-435.
 McKay et al.(2010). It takesa village todeliverandtestchildandfamily-focusedservices. Research
on Social Work Practice, 20(5), 476-482.
OR
 SensoyBaharO, Byansi W, Kivumbi A,NamatovuP,Kiyingi J,Ssewamala FM,etal. (2020). From “4Rs
2Ss” to “AmakaAmasanyufu”(HappyFamilies):AdaptingaUS basedevidence-basedinterventionto
the Uganda context. Family Process. doi: 10.1111/famp.12525
o Selecta reading from belowor one you findin line with your specificinterestsandpassion that
enrichesunderstandingoffamily-centeredsocial work practice and come to class preparedto
share.
 Rojano,R. (2004). The practice of communityfamilytherapy. Family Process,43(1), 59-77.
 Kelly,S.,Jeremie-Brink,G.,Chambers,A.L.,&Smith-Bynum, M.A. (2020). BlackLivesMatter
Movement:A Call to ActionforCouple andFamilyTherapists. Family Process 59(4),1374-1388.
 Bhana,A., McKay, M.M.,Mellins,C.,Peterson,I.,& Bell,C.(2010). Family-basedHIV preventionand
interventionservicesforyouthlivinginpoverty-affectedcontexts:the CHAMPmodel of
collaborative,evidence-informedprogramme development.Journalof theInternationalAIDS
Society,13(Suppl 2):58, 1-8.
 Stormshak,E. A.,& Dishion,T.J. (2009). A school-based,family-centeredinterventiontoprevent
substance use:The familycheck-up.TheAmerican Journalof Drug and AlcoholAbuse, 35(4),227-
232.
 Leslie,L.K.,Mehus,C.J.,Hawkins,D.(2016). Primaryhealthcare:Potential home forfamily-focused
preventioninterventions. American Journalof PreventiveMedicine,51 (4S2),S106-S118.
 Lebow text:Chapter9,Optimizingcouple andparentinginterventionstoaddressadult depression.
 Focht,L. and Beardslee,W.(1996). “Speechafterlongsilence”:The use of narrative therapyina
preventiveinterventionforchildrenof parentswithaffective disorder. Family Process,35(4),407-
422.
 Riley,A.,Valdez,C.,Barrueco,S.,Mills,C.,Beardslee,W.,Sandler,I.,&Rawal,P.(2008).
Developmentof afamily-basedprogramtoreduce riskandpromote resilience amongfamilies
affectedbymaternal depression:Theoretical basisandprogramdescription. ClinicalChild and
Family Psychology Review,11,12-29.
 Saltzburg,S.(2007). Narrative therapypathwaysforre-authoringwithparentsof adolescents
coming-outaslesbian,gay,andbisexual. Contemporary Family Therapy,29,57-69.
 Walsh,F.,P.H.D.(2010). Spiritual diversity:Multifaithperspectivesinfamilytherapy. Family
Process, 49(3), 330-48.
 Collins,K.S.etal.(2011).TraumaAdaptedFamilyConnections:Reducingdevelopmental andcomplex
traumasymptomatologytopreventchildabuseandneglect. Child Welfare,90(6), 29-47.
 Mcllwaine,F.&O’Sullivan,K.(2015).‘Ridingthe wave’:Workingsystemicallywithtraumatized
families. Australian and NewZealand Journalof Family Therapy,36,310-324.
 Roberts,J.,Abu‐Baker,K.,DiezFernández,C.,ChongGarcia,N.,Fredman,G., Kamya,H., . . . Zevallos
Vega,R. (2014). Up close:Familytherapychallengesandinnovationsaroundthe world. Family
Process, 53(3), 544-576.

20. SWK 4608
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Behavioral Family Therapy and Evidence-Based Parenting Programs
Resource Readings for Module 9: Select One
There isconsiderable overlapinthecategories;headingsare justageneralguide.
Research Reviews,Issues,Mechanisms
 Forgatch,M., Patterson,G.,& Gewirtz,A.(2013). Lookingforward:The promise of widespread
implementationof parenttrainingprograms. Perspectiveson PsychologicalScience, 8, 682-694.
 Kane,G. A.,Wood,V.A.,& Barlow,J.(2007). Parentingprogrammes:A systematicreviewand
synthesisof qualitativeresearch. Child carehealth and development,33(6), 784-793.
 Gardner,F.E., Montgomery,P.,&Knerr,W. (2016). Transportingevidence-basedparenting
programsfor childproblembehavior(Age 3-10) betweencountries:Systematicreview andmeta-
analysis. Journalof ClinicalChild and AdolescentPsychology,45( 6), 749-762.
 Kaminski,JW, & Kaminski,W.(2008). A meta-analyticreview of componentsassociatedwithparent
trainingprogrameffectiveness. Journalof AbnormalChild Psychology,36(4), 567-589.
 Leijten,P.,Raaijmakers,M.,Castro,B.,& Matthys,W. (2013). Doessocioeconomicstatusmatter?A
meta-analysisonparenttrainingeffectivenessfordisruptive childbehavior. Journalof Clinical Child
& AdolescentPsychology,42,384-392.
 Levac,A. M. (2008). Exploringparentparticipationinaparentingprogramfor children. Journalof
Child and AdolescentPsychiatricNursing,21(2),78-88.
 Berkel,C.,Sandler,I. N.,Wolchilk,S.A.etal.(2018). “Home practice isthe program”: Parents’
practice of programskillsaspredictorsof outcomesinthe New BeginningsProgrameffectiveness
trial. Prevention Science,19, 663-673.
 Dadds,M.R. & Scott,S. (2009). Practitionerreview:Whenparenttrainingdoesn’twork;theory-
drivenclinical strategies. Journalof Child Psychology and Psychiatry,50(12), 1441-1450.
 Morawska,A. & Sanders,M. (2011). Parental use of time outrevisited:A usefulorharmful
parentingstrategy? Journalof Child and Family Studies,20(1), 1-8.
Implementation,Dissemination of Specific Parenting Programs
 Augimeri,L.K.,Walsh,M., & Slater,N.(2011). RollingoutSNAP® anevidence-basedintervention:a
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