RUTGERS, THE STATE UNIVERSITY OF NEW JERSEY
SCHOOL OF SOCIAL WORK
COURSE OUTLINE
Advanced Direct Practice II 19.910.512.12
Instructor: Jeffrey Longhofer, Ph.D., MSW
Office: School of Social Work, Annex, Room 102
Office Phone: 732-932-8003, ext. 10
E-Mail: mailto:jlonghofer@ssw.rutgers.edu
Office Hours: By appointment
I. Catalog Course Description
Validity, relevance, and differential use in practice of various selected psychotherapeutic theories that have influenced social work direct practice with individuals, families, couples and groups. Ethnic-sensitive and feminist perspectives will be important critical filters. Continuing concern for the relevance of these theories for people of color, women, and gay and lesbian persons.
II. Course Overview
This course builds on techniques of practice taught in Advanced Practice I. In this course students are taught to evaluate practice theory as a way of learning how to continue to build their own practice knowledge base.
III. Place of Course in Program
This course builds on the learning principles and skills of Advanced Direct Practice I and focuses on use and evaluation of practice theories. Prerequisite is successful completion of both Advanced Direct Practice I and one semester of advanced practice field along with a concurrent field placement in direct practice.
IV. Course Objectives
To achieve an in-depth knowledge of theories of direct practice intervention.
To further develop the ability to use theory in guiding direct practice intervention.
To develop a generalizable skill of understanding, analyzing, evaluating, and integrating direct practice theories, thus enabling the student to become a more sophisticated and critical consumer of theory.
To understand the strengths and limitations of theories in interventions with vulnerable populations, including ethnic and racial minorities, women, as well as gay and lesbian populations.
To explore the ethical implications for practice of different theories of intervention.
V. Required Texts
Horne, A.M. (2000). Family counseling and therapy (3rd edition. Itasca, ILL: F.E. Peacock Publishers. ISBN 0-87581-423-9.
Nichols, M.P. (2009). Inside family therapy: a case study in family healing (2nd ed) .
Boston, MA: Allyn & Bacon. ISBN 978-0-205-61107-2
VI. Course Requirements and Grading
This course will use a combination of lecture, discussion, and experiential exercises. At the option of individual section instructions, there may also be individual or group assignments and presentations; if these are used, they will be computed into the course grade.
Students are expected to:
Read all required readings before each class session
Attend all classes and participate in discussions and exercises.
Demonstrate that you have integrated the readings and can relate readings and class material to your field experiences, and have sought out empirical evidence for the validity of various theories and the effectiveness of various intervention approaches.
Assignments (all assignments are described below, under the course outline)
1. Exercise 1, Genogram : (25 points) Due on Friday, December 18, 9:00am.
2. Exercise 2, Article Summary: (25 points) Due on Sunday, December 20, 9:00 am.
3. Exercise 3, Film Analysis: (50 points) Due on January 22, 9:00am
Final grades in this class are letter grade numerical equivalents. Listed below are the corresponding percentages/points and general definition of the grades:
Numerical
Grade Definition Equivalent
A 100-92 Outstanding 4.0
B+ 91-85 3.5
B 84-80 Good 3.0
C+ 79-75 2.5
C 74-70 2.0
F 69 and below Failing 0.0
A
A truly exceptional paper. You must demonstrate that you have clearly read the assigned readings and sought to integrate the lectures and discussion with outside reading from scholarly and peer-reviewed journals (at least 2) with your chosen topic or case material. You must support general claims and offer clear examples. The paper should be without grammatical and punctuation errors. As well, it must be carefully and thoughtfully edited for organization and style. It should be double-spaced (12 pt. font). All citations must conform strictly to APA style.
B
A very good paper. Though the paper is well-written and you have clearly read and understood the readings, you have failed to integrate them with the lecture and discussion and with your chosen topic or case material. Or you have failed to use the scholarly literature to adequately supplement the assigned readings.
C
An acceptable paper. You have read the articles or made an attempt to understand them. Although the paper may be well-written it may need improvement in the following areas:
a. You have not effectively used outside sources.
b. You have not clearly integrated the reading or concepts with your topic or case material.
c. You have not supported general claims and offered clear examples.
d. There are grammatical, punctuation, organizational, and citation problems.
D
A barely acceptable paper. You may have produced a readable paper but it is flawed in the following ways:
a. You have failed to integrate the reading and lectures.
b. General claims are not supported with examples.
c. Numerous spelling, grammatical or other technical errors, including problems with APA format (failure to cite sources, etc.)
F
An unacceptable paper. (or a paper not submitted) The paper does not show that you have read and understood the articles. This level will be used for those papers which simply summarize and fail to integrate.
VII. Course Evaluation
Rutgers University issues a survey that evaluates both the course and the instructor. This survey is completed by students toward the end of the semester; all answers are confidential and anonymous. The instructor may also choose to conduct a mid-point evaluation.
IX. Course Outline
Friday, December 18
Session 1.
• Introductions
• Overview of the course
• Course Requirements
• Implications for Practice in the Public Child Welfare System
Required Reading: none
Session 2.
• Film: Ethnic Notions
Session 3.
• Families in History
• Whose Family is it Anyway?
Required Reading: none
Session 4.
• How do we Understand Systems?: Individuals, Families, Couples and Groups
• Family and Group Structure
• Family and Group Function
• System Change
• Implications for Practice in the Public Child Welfare System
• Research, Evaluation, and Evidence
Required Reading:
Nichols, M.P. (2009). Inside family therapy: a case study in family healing (2nd ed) .
Boston, MA: Allyn & Bacon, Chapter 1, Disturbing the Peace and Chapter 2, The Making of a Family Therapist.
Recommended Reading:
Dahl, C. & Boss, P. (2005). The use of phenomenology for family therapy research: The Search for meaning. In, Sprenkle, D. and Fred Piercy, Research Methods in Family Therapy. New York: Guilford Press.
Session 5.
• The Identified Patient: Who has the Symptom?
• Internal, External, Internalized Conflicts
• Differential Assessment for Treatment: One Size Never Fits All
• Case Illustration
• The Family System
• The Genogram
• Caution about Inappropriate use and timing of the Genogram: Shame
• Implications for working with families in Public Child Welfare
• Research, Evaluation, and Evidence
Required Reading:
Watts, C. & Schrader, E. (1998). How to do (or not to do)...The genogram: A New Research Tool to Document Patterns of Decision-making, Conflict and Vulnerability Within Households.
Exercise 1: (25 points) Due on Friday, December 18, 9:00am.
Exercise 1: Before you come to class this weekend, please visit this website. Carefully read the instructions on site to (e.g., use the proper symbols) prepare your own genogram. Please bring the genogram, as described on this website, to class and be prepared to discuss the results.
http://www.genograms.org/index.html
Recommended Reading:
Van Geert, P. L. C., & Lichtwarck-Aschoff, A. (2005). A dynamic systems approach to family assessment. European Journal of Psychological Assessment, 21(4), 240.
Congress, E.P. (1994). The use of culturagrams to assess and empower culturally diverse families. Families in Society, 75, 531-540.
Hodge, D.R. (2001). Spiritual genograms: A generational approach to assessing spirituality. Families in Society: The Journal of Contemporary Human Services, 35-48.
Halevy, J. (1998). A genogram with an attitude. Journal of Marital and Family Therapy, 24 (2), 233-42.
Hardy, K. V. & Laszloffy, T. A. (1995). The cultural genogram: Key to training culturally competent family therapists. Journal of Marital and Family Therapy, 21 (3), 227-37.
Session 6.
• The Engagement Phase: Across Modalities of Practice
• The Formation of a Working Alliance
• Case Illustration
• The Management of Shame Across all Phases of Clinical Process
• Research, Evaluation, Evidence
Required Reading: handout on the working alliance
Saturday, December 19
Exercise 2 Due, December 19, 9:00 am
In this exercise, you will carefully read, summarize, and analyze the assigned article for session 7. See attached memo below describing how to approach this assignment. The reading summary should be 2 pages, typed, single-spaced (not double).
Session 7.
• Historical Background of Family Approaches to Treatment
• Feminist Theory
• Phenomenology
• Constructivism
• Ethnicity
• Implications for working with families in Public Child Welfare
• Research, Evaluation, Evidence
Required Reading:
Sayger, T. et al. Working from a family focus: The historical context of family development and family systems, (Chapter 2, Horne text), pages, 12-40.
Session 8.
• Working with Diverse Families
• Case Illustration
• Resilience and Protective Factors: A Systems Approach
Required Reading:
Beitin, B. K. & Allen, K. R. (2005). Resilience in Arab American couples after September 11, 2001: A systems perspective. Journal of Marital and Family Therapy, 31 (3), 251-267.
Recommended Reading:
Richman, J. and Fraser, M. (2001) Resilience in childhood: The role of risk and protection. In Richman and Fraser, (Eds.), The Context of Youth Violence: Resilience, Risk, and Protection. Westport, CT: Praeger.
Session 9.
• Families in Poverty
• Families and Violence
• Duty to Warn
• Implications: Working with Families in Public Child Welfare
Required Reading:
Burkemper, E. M. (2002). Family therapists' ethical decision-making processes in two duty-to-warn situations. Journal of Marital and Family Therapy, 28(2), 203-211.
Recommended Reading:
Douglas, H. (1991). Assessing violent couples. Families in Society: The Journal of Contemporary Human Services, 8 (16), 525-535.
Garbarino, J. (1995) Raising children in a socially toxic environment. San Francisco: Jossey- Bass Publishers.
Session 10.
• Satir’s Human Validation Process Model
• Background
• The Key Assumptions
• What is a health family?
• Assessing for Relevance
• Reading the Extended Case
• The Research, Evaluation, and Evidence
• Implications: Working with Families in Public Child Welfare
Required Reading:
Satir, V. et al. The Therapist and Family Therapy: Satir’s Human Validation Process Model (Chapter 4, Horne text), pages 62-101.
Recommended Readings:
Brubacher, L. (2006). Integrating emotion-focused therapy with the satir model. Journal of Marital and Family Therapy, 32(2), 141-153.
Session 11.
• Structural Family Therapy
• Background
• The Key Assumptions
• What is a Healthy Family?
• Role of Therapist
• Presenting Problem
• Goals
• The Research, Evaluation, and Evidence
• Implications: Working with families in Public Child Welfare
Required Reading:
Calapinto, Jorge. Structural Family Therapy (Chapter 6, Horne text), pages 140-169.
Nichols, M. P. (2009). Inside family therapy: A case study in family healing. (2nd Ed.). Boston: Pearson., Chapter 7, Why Can’t Jason Behave? And Chapter 9, Family Feud.
Recommended Reading:
McLendon, D., McLendon, T., & Petr, C. G. (2005). Family-directed structural therapy. Journal of Marital and Family Therapy, 31 (4), 327-339.
Micucci, J. A. (2006). Helping families with defiant adolescents. Contemporary Family Therapy, 28, 459-474.
Session 12.
• Structural Therapy with Couples
• Problems with split Treatments
Required Reading
Simon, G. Structural Couple Therapy. In Clinical Handbook of Couple Therapy. Ed (Alan S. Gurman). Pages, 323-352.
Nichols, M. P. (2009). Inside family therapy: A case study in family healing. (2nd Ed.). Boston: Pearson., Chapter 8, The Over-involved Mother and Peripheral Father.
Recommended Reading:
Spanier, G. B. (1976). Measuring dyadic adjustment: New scales for assessing the quality of marriage and similar dyads. Journal of Marriage and the Family, 38 (1), 15-28.
Knobloch-Fedders, L. M., Pinsof, W. M., & Mann, B. J. (2004). The formation of the therapeutic alliance in couple therapy. Family Process, 43, 425-442.
Hamamci, A. (2005). Dysfunctional relationship beliefs in marital satisfaction and adjustment. Social Behavior and Personality, 33 (4), 313-328.
Sunday, December 20
Session 13.
• Working with African American Couples
• Working with Asian American Couples
Required Reading:
Boyd-Franklin, N. Kelly, S. and Durham. African American Couples in Therapy. In Clinical Handbook of Couple Therapy. Ed (Alan S. Gurman). Pages, 681-697.
Berg, I. K., & Jaya, A. (1993). Different and same: Family therapy with asian-american families. Journal of Marital and Family Therapy, 19, 31-38.
Recommended Readings:
Burton, L. M., Winn, D., & Stevenson, H. (2004). Working with African American clients: Considering the "homeplace" in marriage and family therapy practices. Journal of Marital and Family Therapy, 30(4), 397-410.
Session 14.
Continued
• Working with Latin American Couples
Required Readings:
Session 15.
• The Narrative Turn in Family Therapy
• Background
• The Key Assumptions
• What is a healthy family?
• Role of the therapist?
• The Research, Evaluation, and Evidence
• Implications for working with families in Public Child Welfare
Required Readings:
Kogan, S. et al. Taking a Narrative Turn: Social Constructivism and Family Therapy (Chapter 8, Horne text), pages, 208-242.
Recommended Reading:
Dahl, C.M. & Boss, P. (2005). The use of phenomenology for family therapy research: The search for meaning. In, Research Methods in Family Therapy. (Eds, Douglas Sprenkle and Fred P. Piercy. New York: Guilford Press.
Session 16.
• Working with LGBT Couples
• Transference and Countertransference
• Shame Dynamics
Required Reading:
Green, R. & Mitchell, V. Gay and lesbian couples in therapy: Minority stress, relational ambiguity, and families of choice. Pp. 662-680.
Recommended Reading:
Greenan, D. E., & Tunnell, G. (2003). Couple therapy with gay men. New York: The Guilford Press.
Green, R. (2003). When therapists do not want their clients to be homosexual: A response to rosik's article. Journal of Marital and Family Therapy, 29(1), 29-38.
Bernstein, A. C. (2000). Straight therapists working with lesbians and gays in family therapy. Journal of Marital and Family Therapy, 26(4), 443-454.
Session 17.
Continued
Session 18.
• The Bowen Theory
• Background
• The Key Assumptions
• What is a healthy family?
• Role of the therapist
• Implications for working with families in Public Child Welfare
Required Readings:
Papero, D. The Bowen Theory (Chapter 10, Horne Text), pages, 272-299.
Recommended Reading:
Brodie, F., & Wright, J. (2002). Minding the gap not bridging the gap: Family therapy from a psychoanalytic perspective. Journal of Family Therapy, 24(2), 205.
Guerin, P. J., Fay, L. F., Fogarty, T. F., Kautto, J. G. Brief marital therapy: The story of triangles. In J. M. Donovan (Ed.). Short-Term Couple Therapy. New York: Guilford Press.
Skowron, E. A., Krystal, L. S., & Shapiro, M. D. (2009). A longitudinal perspective on differentiation of self, interpersonal and psychological well-being in young adulthood. Contemporary Family Therapy, 31 (3), 3-18.
Wachtel, P. L. (1993). Therapeutic communication: knowing what to say when. NY: Guilford. Chapter 1 – The talking cure (p. 1), Chapter 6 – Exploration, not interrogation (p. 87), Chapter 7 – Building on the patient’s strengths (p. 110).
Friday, January 22
Exercise 3 Due January 22: 9:00 am
In this exercise, you will watch the film, Ordinary People. View the film and consider the dynamics of this family using your knowledge of structural and object relations family theory. Write a 10 page paper (double-spaced paper, 12 pt., Times New Roman font) using these theories to describe the family dynamics. Your paper should include but not be limited to the following: 1) who is the identified patient?; 2) how would structural and object relations family therapists understand the family dynamics?; 3) what interventions would be used by each?
Session 19.
• Divorce
• Stepparenting
• The Problem of Loyalty Conflicts
Required Reading:
Nichols, M. P. (2009). Inside family therapy: A case study in family healing. (2nd Ed.). Boston: Pearson., Chapters 11, Divorce, Remarriage and Stepparenting: Families in Transition, and Chapter 12, Sex, Drugs and Rock N Roll: The Rebellious Teenager.
Session 20.
• Object Relations Family Therapy
• Background
• The Key Assumptions
• What is a healthy family?
• Role of the therapist
• Implications for working with families in Public Child Welfare
Session 21.
• Objects Relations: Couples Therapy
Required Readings:
Scharff, J.S. and Scharff, D. Object Relations Couple Therapy. In, Clinical Handbook of Couple Therapy. Ed. Alan Gurman
Recommended Readings:
Donovan, J. M. (2003). Short-term object relations couples therapy: The five-step model Routledge.
Alperin, R. M. (2001). Barriers to intimacy: An object relations perspective. Psychoanalytic Psychology, 18(1), 137-156.
Flaskas, C. (2009). Systems and psychoanalysis: Contemporary integrations in family therapy Karnac Books.
Session 22.
• Introduction to Working with Groups
• History of Group Work
• Types of Groups
Session 23.
• Therapeutic Factors of the Group
• Creating Successful Therapy Groups
• Therapeutic Factors and Therapeutic Mechanisms
Required Reading:
Yalom, I.D. (2005). The theory and practice of group psychotherapy, 5th ed. NY: Basic Books. Chapter 1 – Therapeutic factors (p. 1)
Recommended Reading:
Session 24.
• Selection of Clients
• Preparation and Pre-Group Training
• Group Development
Required Reading:
Yalom, I.D. (2005). The theory and practice of group psychotherapy, 5th ed. NY: Basic Books. Chapter 10 – Creation of the group: Place, time, size, preparation (p. 281),
Chapter 11 - In the beginning (p. 309).
Saturday, January 23
Session 25.
• Group Process
• Therapist Interventions
Required Readings:
Yalom, I.D. (2005). The theory and practice of group psychotherapy, 5th ed. NY: Basic Books. Chapter 2 – Interpersonal learning (p. 19), Chapter 3 – Group cohesiveness (p. 53).
Roback, H., Ochoa, E., Bloch, F., & Purdon, S. (1992). Guarding confidentiality in clinical groups: The therapist's dilemma. International Journal of Group Psychotherapy, 42(1):81-103.
Recommended Readings:
Congress, Elaine and Lynn, Maxine (1997). Group work practice in the community: Managing the slippery slope of ethical dilemmas. Social Work with Groups, 20(3): 61-74
Session 26.
• Role of the Group Leader
• Process and Structure of Groups
Required Reading:
Yalom, I.D. (2005). The theory and practice of group psychotherapy, 5th ed. NY: Basic Books. Chapter 5 – The therapist: Working in the here and now (p. 141)
Session 27.
• Reducing Adverse Outcomes
• Practice of Group Psychotherapy
Required Readings:
Yalom, I.D. (2005). The theory and practice of group psychotherapy, 5th ed. NY: Basic Books. Chapter 13 – Problem group members (p. 391).
Recommended Readings:
Corey, M.S., & Corey, G. (2006). Process and practice groups (7 edition). Belmont, CA:
Thomson/Brooks Cole.
Jacobs, E.E., Masson, R.L., & Harvill, R.L. (2002). Group counseling: Strategies and skills. Pacific Grove, CA: Brooks.Cole. (Chapters 10-11).
Cloud, H., & Townsend, J. (2003). Making small groups work: What every small group leader needs to know. Grand Rapids, MI: Zondervan.
Session 28.
• Concurrent Therapies
• Termination of Group Psychotherapy
Session 29.
• Family Group Conferencing in Child Welfare and Child Protection
Required Reading:
Adams, P. & Chandler, S. (2004). Responsive regulation in child welfare: Systemic challenges to mainstreaming the family group conference. Journal of Sociology and Child Welfare, 31, 93-118.
Recommended Reading:
Drogin, E. (2000). The family group conference in the New Zealand children, young persons, and their families act of 1989: Review and evaluation. Behavioral Sciences and the Law, 18, 517-557.
Knut, S. & Vinnerljung, B. (2004). Outcomes of family group conferencing in Sweden: A three year follow-up. Child Abuse and Neglect, 28, 267-281.
Kratchwill, T., Mcdonald, L., Levin, J., Young Bear-Tibbetts, H., Demaray, M. (2004). Families and schools together: An experimental analysis of a parent-mediated multi-family group program for American Indian children. Journal of School Psychology, 42, 359-384.
Macgowan, M. & Pennell, J. (2001). Building social responsibility through family group conferencing. Social Work with Groups, 24, 67-88.
Macrae, A. & Zehr, H. (2004). The Little Book of Family Group Conferences: New Zealand Style: A Hopeful Approach When Youth Cause Harm (Little Books of Justice and Peace building). Good Books.
Marsh, P. & Crow, G. (1998). Family Group Conferences in Child Welfare. Blackwell Science Dennison, S. (2005). A Multiple Family Group Therapy Program for At-Risk Adolescence and TheirFamilies. Charles C. Thomas, Publisher Ltd.
Merkel-Hogun, L. (2004). Sharing power with the people: Family group conferencing as a democratic experiment. Journal of Sociology and Social Welfare, 31, 155-174.
Pennell, J. & Burford, G.(2000). Family group decision making: Protecting children and women. Child Welfare, 79, 131-159.
Quinn, W. (2002).Family Solutions: Multiple Family Group Interventions with At-Risk Youth. New York. Brunner-Routledge.
Sieppert, J., Hudson, J., & Unrau, Y. (2000). Family group conferencing in child welfare: Lessons from a demonstration project. Families in Society, 81, 382-392.
Umbreit, M. & Zehr, H. (1996). Restorative family group conferences: Differing models and guidelines for practice. Federal Probation, 60, 24-30.
Waites, C., Macgowan, M., Pennell, J., Carlton-LaNey, I., Weil, M. (2004). Increasing the cultural responsiveness of family group conferencing. Social Work, 29, 291-301.
Welty, K. (2004). Family group decision making: implications for permanency planning.
Adoption.org http://library.adoption.com/Permanency-Planning/Family-Group-Decision-Making- Implications-for-Permanency-Planning/article/5581/1.html
Session 30.
Continued
Required Reading:
Crampton, D. (2004). Family involvement interventions in child protection: Learning from contextual integrated strategies. Journal of Sociology and Social Welfare, 31, 175-199.
Recommended Readings:
James, S. & Meezan, W. (2002). Refining the evaluation of treatment foster care. Families in Society: The Journal of Contemporary Human Services, 83 (3), 233-244.
Websites:
Psychology & Law: http://www.psychlaw.org/
HHS Privacy Act Fact Sheet: http://www.hhs.gov/news/press/2001pres/01fsprivacy.html APA Style Home Page: http://www.apastyle.org/
Marriage and Family Health Center: http://www.passionatemarriage.com/
Functional Family Therapy: http://www.fftinc.com/
Academy of Family Mediators: http://www.mediators.org/
Mental Health Statistics: http://www.mhsip.org/
Mental Health Infosource: http://www.mhsource.com/
Mental Health Net: http://www.mentalhelp.net/
Association for Specialists in Group Work (ASGW):www.asgw.org American Group Psychotherapy Association (AGPA): www.apga.org American Society of Group Psychotherapy and Psychodrama (ASGPP): www.asgpp.org Group Psychology and Group Psychotherapy, Division 49 of APA: www.apa.org
Family Journals:
Advances in Family Intervention, Assessment and Theory
American Journal of Family Therapy
Clinical Child and Family Psychology Review
Family Psychologist (online newsletter of APA Division 43)
Journal of Child and Family Studies
X. Academic Integrity
All work submitted in a graduate course must be your own.
It is unethical and a violation of the University’s Academic Integrity Policy to present the ideas or words of another without clearly and fully identifying the source. Inadequate citations will be construed as an attempt to misrepresent the cited material as your own. Use the citation style preferred by the discipline.
Plagiarism is the representation of the words or ideas of another as one’s own in any academic exercise. To avoid plagiarism, every direct quotation must be identified by quotation marks or by appropriate indentation and must be properly cited in the text or in a footnote. Acknowledgement is required when material from another source is stored in print, electronic, or other medium and is paraphrased or summarized in whole or in part in one’s own words. To acknowledge a paraphrase properly, one might state: “to paraphrase Plato’s comment…” and conclude with a footnote identifying the exact reference. A footnote acknowledging only a directly quoted statement does not suffice to notify the reader of any preceding or succeeding paraphrased material. Information which is common knowledge, such as names of leaders of prominent nations, basic scientific laws, etc., need not be footnoted; however, all facts or information obtained in reading or research that are not common knowledge among students in the course must be acknowledged. In addition to materials specifically cited in the text, only materials that contribute to one’s general understanding of the subject may be acknowledged in the bibliography. Plagiarism can, in some cases, be a subtle issue. Any question about what constitutes plagiarism should be discussed with the faculty member.
XI. Disability Accommodation
Please Note: Any student who believes that s/he may need an accommodation in this class due to a disability should contact the Office of Disability Services, Kreeger Learning Center, 151 College Avenue; dfoffice@rci.rutgers.edu; 732-932-2847.
Exercise 2: Organizing the Reading Summary
Here are some suggestions for writing the reading summary. You will find that from reading to reading that you will apply these in different ways. Some articles present different kinds of data, for example (e.g., historical, case study, ethnographic, quantitative, etc.). Other articles are based strictly on the development of an argument (theoretical or conceptual arguments). You’ll need to read through these guidelines to make a determination about how best to discuss each article.
1. What is being assumed in this article, passage, or argument?
¬ Does your experience or the other material you have read lead you to accept or to question the assumptions? Why?
¬ Analyze the assumptions underlying a particular argument, telling what they are and upon what basis they rest.
2. If what the passage, argument, article, chapter, passage says is true, what follows?
¬ Are you satisfied and comfortable with those implications?
¬ Why or why not?
¬ If not, does your judgment affect your evaluation of the article, chapter, passage?
3. Does the passage, article, section, argument, assert a causal connection or a relationship between events and conditions?
¬ Is the asserted connection sound in its reasoning and evidence?
¬ Question or support the causal connection or the relationship.
4. Does the passage contain terms that different people might define differently? Does the author define terms? Are the authors’ definitions compatible with your experience? With definitions of other writers on the same subject? If not, why not?
¬ Define terms.
¬ Analyze the different ways terms are defined by various authors in the field.
5. Does the argument, article, passage, assert a value judgment concerning an idea/object/incident?
¬ Are the criteria for such a judgment made clear?
¬ Are they fairly applied?
¬ Question a value judgment.
¬ Assert and defend a value judgment.
¬ Analyze the various possible judgments.
6. What would you need in order to prove or confirm the statements made in the article, chapter, passage?
¬ Question the proof and evidence for a statement.
¬ Collect and present proof or additional proof of a statement made or implied in the argument, article, passage.
7. Does the article, chapter, or passage assert a generalization (conclusion based upon evidence about individual instances?)
¬ Question the evidence behind the generalization.
SCHOOL OF SOCIAL WORK
COURSE OUTLINE
Advanced Direct Practice II 19.910.512.12
Instructor: Jeffrey Longhofer, Ph.D., MSW
Office: School of Social Work, Annex, Room 102
Office Phone: 732-932-8003, ext. 10
E-Mail: mailto:jlonghofer@ssw.rutgers.edu
Office Hours: By appointment
I. Catalog Course Description
Validity, relevance, and differential use in practice of various selected psychotherapeutic theories that have influenced social work direct practice with individuals, families, couples and groups. Ethnic-sensitive and feminist perspectives will be important critical filters. Continuing concern for the relevance of these theories for people of color, women, and gay and lesbian persons.
II. Course Overview
This course builds on techniques of practice taught in Advanced Practice I. In this course students are taught to evaluate practice theory as a way of learning how to continue to build their own practice knowledge base.
III. Place of Course in Program
This course builds on the learning principles and skills of Advanced Direct Practice I and focuses on use and evaluation of practice theories. Prerequisite is successful completion of both Advanced Direct Practice I and one semester of advanced practice field along with a concurrent field placement in direct practice.
IV. Course Objectives
To achieve an in-depth knowledge of theories of direct practice intervention.
To further develop the ability to use theory in guiding direct practice intervention.
To develop a generalizable skill of understanding, analyzing, evaluating, and integrating direct practice theories, thus enabling the student to become a more sophisticated and critical consumer of theory.
To understand the strengths and limitations of theories in interventions with vulnerable populations, including ethnic and racial minorities, women, as well as gay and lesbian populations.
To explore the ethical implications for practice of different theories of intervention.
V. Required Texts
Horne, A.M. (2000). Family counseling and therapy (3rd edition. Itasca, ILL: F.E. Peacock Publishers. ISBN 0-87581-423-9.
Nichols, M.P. (2009). Inside family therapy: a case study in family healing (2nd ed) .
Boston, MA: Allyn & Bacon. ISBN 978-0-205-61107-2
VI. Course Requirements and Grading
This course will use a combination of lecture, discussion, and experiential exercises. At the option of individual section instructions, there may also be individual or group assignments and presentations; if these are used, they will be computed into the course grade.
Students are expected to:
Read all required readings before each class session
Attend all classes and participate in discussions and exercises.
Demonstrate that you have integrated the readings and can relate readings and class material to your field experiences, and have sought out empirical evidence for the validity of various theories and the effectiveness of various intervention approaches.
Assignments (all assignments are described below, under the course outline)
1. Exercise 1, Genogram : (25 points) Due on Friday, December 18, 9:00am.
2. Exercise 2, Article Summary: (25 points) Due on Sunday, December 20, 9:00 am.
3. Exercise 3, Film Analysis: (50 points) Due on January 22, 9:00am
Final grades in this class are letter grade numerical equivalents. Listed below are the corresponding percentages/points and general definition of the grades:
Numerical
Grade Definition Equivalent
A 100-92 Outstanding 4.0
B+ 91-85 3.5
B 84-80 Good 3.0
C+ 79-75 2.5
C 74-70 2.0
F 69 and below Failing 0.0
A
A truly exceptional paper. You must demonstrate that you have clearly read the assigned readings and sought to integrate the lectures and discussion with outside reading from scholarly and peer-reviewed journals (at least 2) with your chosen topic or case material. You must support general claims and offer clear examples. The paper should be without grammatical and punctuation errors. As well, it must be carefully and thoughtfully edited for organization and style. It should be double-spaced (12 pt. font). All citations must conform strictly to APA style.
B
A very good paper. Though the paper is well-written and you have clearly read and understood the readings, you have failed to integrate them with the lecture and discussion and with your chosen topic or case material. Or you have failed to use the scholarly literature to adequately supplement the assigned readings.
C
An acceptable paper. You have read the articles or made an attempt to understand them. Although the paper may be well-written it may need improvement in the following areas:
a. You have not effectively used outside sources.
b. You have not clearly integrated the reading or concepts with your topic or case material.
c. You have not supported general claims and offered clear examples.
d. There are grammatical, punctuation, organizational, and citation problems.
D
A barely acceptable paper. You may have produced a readable paper but it is flawed in the following ways:
a. You have failed to integrate the reading and lectures.
b. General claims are not supported with examples.
c. Numerous spelling, grammatical or other technical errors, including problems with APA format (failure to cite sources, etc.)
F
An unacceptable paper. (or a paper not submitted) The paper does not show that you have read and understood the articles. This level will be used for those papers which simply summarize and fail to integrate.
VII. Course Evaluation
Rutgers University issues a survey that evaluates both the course and the instructor. This survey is completed by students toward the end of the semester; all answers are confidential and anonymous. The instructor may also choose to conduct a mid-point evaluation.
IX. Course Outline
Friday, December 18
Session 1.
• Introductions
• Overview of the course
• Course Requirements
• Implications for Practice in the Public Child Welfare System
Required Reading: none
Session 2.
• Film: Ethnic Notions
Session 3.
• Families in History
• Whose Family is it Anyway?
Required Reading: none
Session 4.
• How do we Understand Systems?: Individuals, Families, Couples and Groups
• Family and Group Structure
• Family and Group Function
• System Change
• Implications for Practice in the Public Child Welfare System
• Research, Evaluation, and Evidence
Required Reading:
Nichols, M.P. (2009). Inside family therapy: a case study in family healing (2nd ed) .
Boston, MA: Allyn & Bacon, Chapter 1, Disturbing the Peace and Chapter 2, The Making of a Family Therapist.
Recommended Reading:
Dahl, C. & Boss, P. (2005). The use of phenomenology for family therapy research: The Search for meaning. In, Sprenkle, D. and Fred Piercy, Research Methods in Family Therapy. New York: Guilford Press.
Session 5.
• The Identified Patient: Who has the Symptom?
• Internal, External, Internalized Conflicts
• Differential Assessment for Treatment: One Size Never Fits All
• Case Illustration
• The Family System
• The Genogram
• Caution about Inappropriate use and timing of the Genogram: Shame
• Implications for working with families in Public Child Welfare
• Research, Evaluation, and Evidence
Required Reading:
Watts, C. & Schrader, E. (1998). How to do (or not to do)...The genogram: A New Research Tool to Document Patterns of Decision-making, Conflict and Vulnerability Within Households.
Exercise 1: (25 points) Due on Friday, December 18, 9:00am.
Exercise 1: Before you come to class this weekend, please visit this website. Carefully read the instructions on site to (e.g., use the proper symbols) prepare your own genogram. Please bring the genogram, as described on this website, to class and be prepared to discuss the results.
http://www.genograms.org/index.html
Recommended Reading:
Van Geert, P. L. C., & Lichtwarck-Aschoff, A. (2005). A dynamic systems approach to family assessment. European Journal of Psychological Assessment, 21(4), 240.
Congress, E.P. (1994). The use of culturagrams to assess and empower culturally diverse families. Families in Society, 75, 531-540.
Hodge, D.R. (2001). Spiritual genograms: A generational approach to assessing spirituality. Families in Society: The Journal of Contemporary Human Services, 35-48.
Halevy, J. (1998). A genogram with an attitude. Journal of Marital and Family Therapy, 24 (2), 233-42.
Hardy, K. V. & Laszloffy, T. A. (1995). The cultural genogram: Key to training culturally competent family therapists. Journal of Marital and Family Therapy, 21 (3), 227-37.
Session 6.
• The Engagement Phase: Across Modalities of Practice
• The Formation of a Working Alliance
• Case Illustration
• The Management of Shame Across all Phases of Clinical Process
• Research, Evaluation, Evidence
Required Reading: handout on the working alliance
Saturday, December 19
Exercise 2 Due, December 19, 9:00 am
In this exercise, you will carefully read, summarize, and analyze the assigned article for session 7. See attached memo below describing how to approach this assignment. The reading summary should be 2 pages, typed, single-spaced (not double).
Session 7.
• Historical Background of Family Approaches to Treatment
• Feminist Theory
• Phenomenology
• Constructivism
• Ethnicity
• Implications for working with families in Public Child Welfare
• Research, Evaluation, Evidence
Required Reading:
Sayger, T. et al. Working from a family focus: The historical context of family development and family systems, (Chapter 2, Horne text), pages, 12-40.
Session 8.
• Working with Diverse Families
• Case Illustration
• Resilience and Protective Factors: A Systems Approach
Required Reading:
Beitin, B. K. & Allen, K. R. (2005). Resilience in Arab American couples after September 11, 2001: A systems perspective. Journal of Marital and Family Therapy, 31 (3), 251-267.
Recommended Reading:
Richman, J. and Fraser, M. (2001) Resilience in childhood: The role of risk and protection. In Richman and Fraser, (Eds.), The Context of Youth Violence: Resilience, Risk, and Protection. Westport, CT: Praeger.
Session 9.
• Families in Poverty
• Families and Violence
• Duty to Warn
• Implications: Working with Families in Public Child Welfare
Required Reading:
Burkemper, E. M. (2002). Family therapists' ethical decision-making processes in two duty-to-warn situations. Journal of Marital and Family Therapy, 28(2), 203-211.
Recommended Reading:
Douglas, H. (1991). Assessing violent couples. Families in Society: The Journal of Contemporary Human Services, 8 (16), 525-535.
Garbarino, J. (1995) Raising children in a socially toxic environment. San Francisco: Jossey- Bass Publishers.
Session 10.
• Satir’s Human Validation Process Model
• Background
• The Key Assumptions
• What is a health family?
• Assessing for Relevance
• Reading the Extended Case
• The Research, Evaluation, and Evidence
• Implications: Working with Families in Public Child Welfare
Required Reading:
Satir, V. et al. The Therapist and Family Therapy: Satir’s Human Validation Process Model (Chapter 4, Horne text), pages 62-101.
Recommended Readings:
Brubacher, L. (2006). Integrating emotion-focused therapy with the satir model. Journal of Marital and Family Therapy, 32(2), 141-153.
Session 11.
• Structural Family Therapy
• Background
• The Key Assumptions
• What is a Healthy Family?
• Role of Therapist
• Presenting Problem
• Goals
• The Research, Evaluation, and Evidence
• Implications: Working with families in Public Child Welfare
Required Reading:
Calapinto, Jorge. Structural Family Therapy (Chapter 6, Horne text), pages 140-169.
Nichols, M. P. (2009). Inside family therapy: A case study in family healing. (2nd Ed.). Boston: Pearson., Chapter 7, Why Can’t Jason Behave? And Chapter 9, Family Feud.
Recommended Reading:
McLendon, D., McLendon, T., & Petr, C. G. (2005). Family-directed structural therapy. Journal of Marital and Family Therapy, 31 (4), 327-339.
Micucci, J. A. (2006). Helping families with defiant adolescents. Contemporary Family Therapy, 28, 459-474.
Session 12.
• Structural Therapy with Couples
• Problems with split Treatments
Required Reading
Simon, G. Structural Couple Therapy. In Clinical Handbook of Couple Therapy. Ed (Alan S. Gurman). Pages, 323-352.
Nichols, M. P. (2009). Inside family therapy: A case study in family healing. (2nd Ed.). Boston: Pearson., Chapter 8, The Over-involved Mother and Peripheral Father.
Recommended Reading:
Spanier, G. B. (1976). Measuring dyadic adjustment: New scales for assessing the quality of marriage and similar dyads. Journal of Marriage and the Family, 38 (1), 15-28.
Knobloch-Fedders, L. M., Pinsof, W. M., & Mann, B. J. (2004). The formation of the therapeutic alliance in couple therapy. Family Process, 43, 425-442.
Hamamci, A. (2005). Dysfunctional relationship beliefs in marital satisfaction and adjustment. Social Behavior and Personality, 33 (4), 313-328.
Sunday, December 20
Session 13.
• Working with African American Couples
• Working with Asian American Couples
Required Reading:
Boyd-Franklin, N. Kelly, S. and Durham. African American Couples in Therapy. In Clinical Handbook of Couple Therapy. Ed (Alan S. Gurman). Pages, 681-697.
Berg, I. K., & Jaya, A. (1993). Different and same: Family therapy with asian-american families. Journal of Marital and Family Therapy, 19, 31-38.
Recommended Readings:
Burton, L. M., Winn, D., & Stevenson, H. (2004). Working with African American clients: Considering the "homeplace" in marriage and family therapy practices. Journal of Marital and Family Therapy, 30(4), 397-410.
Session 14.
Continued
• Working with Latin American Couples
Required Readings:
Session 15.
• The Narrative Turn in Family Therapy
• Background
• The Key Assumptions
• What is a healthy family?
• Role of the therapist?
• The Research, Evaluation, and Evidence
• Implications for working with families in Public Child Welfare
Required Readings:
Kogan, S. et al. Taking a Narrative Turn: Social Constructivism and Family Therapy (Chapter 8, Horne text), pages, 208-242.
Recommended Reading:
Dahl, C.M. & Boss, P. (2005). The use of phenomenology for family therapy research: The search for meaning. In, Research Methods in Family Therapy. (Eds, Douglas Sprenkle and Fred P. Piercy. New York: Guilford Press.
Session 16.
• Working with LGBT Couples
• Transference and Countertransference
• Shame Dynamics
Required Reading:
Green, R. & Mitchell, V. Gay and lesbian couples in therapy: Minority stress, relational ambiguity, and families of choice. Pp. 662-680.
Recommended Reading:
Greenan, D. E., & Tunnell, G. (2003). Couple therapy with gay men. New York: The Guilford Press.
Green, R. (2003). When therapists do not want their clients to be homosexual: A response to rosik's article. Journal of Marital and Family Therapy, 29(1), 29-38.
Bernstein, A. C. (2000). Straight therapists working with lesbians and gays in family therapy. Journal of Marital and Family Therapy, 26(4), 443-454.
Session 17.
Continued
Session 18.
• The Bowen Theory
• Background
• The Key Assumptions
• What is a healthy family?
• Role of the therapist
• Implications for working with families in Public Child Welfare
Required Readings:
Papero, D. The Bowen Theory (Chapter 10, Horne Text), pages, 272-299.
Recommended Reading:
Brodie, F., & Wright, J. (2002). Minding the gap not bridging the gap: Family therapy from a psychoanalytic perspective. Journal of Family Therapy, 24(2), 205.
Guerin, P. J., Fay, L. F., Fogarty, T. F., Kautto, J. G. Brief marital therapy: The story of triangles. In J. M. Donovan (Ed.). Short-Term Couple Therapy. New York: Guilford Press.
Skowron, E. A., Krystal, L. S., & Shapiro, M. D. (2009). A longitudinal perspective on differentiation of self, interpersonal and psychological well-being in young adulthood. Contemporary Family Therapy, 31 (3), 3-18.
Wachtel, P. L. (1993). Therapeutic communication: knowing what to say when. NY: Guilford. Chapter 1 – The talking cure (p. 1), Chapter 6 – Exploration, not interrogation (p. 87), Chapter 7 – Building on the patient’s strengths (p. 110).
Friday, January 22
Exercise 3 Due January 22: 9:00 am
In this exercise, you will watch the film, Ordinary People. View the film and consider the dynamics of this family using your knowledge of structural and object relations family theory. Write a 10 page paper (double-spaced paper, 12 pt., Times New Roman font) using these theories to describe the family dynamics. Your paper should include but not be limited to the following: 1) who is the identified patient?; 2) how would structural and object relations family therapists understand the family dynamics?; 3) what interventions would be used by each?
Session 19.
• Divorce
• Stepparenting
• The Problem of Loyalty Conflicts
Required Reading:
Nichols, M. P. (2009). Inside family therapy: A case study in family healing. (2nd Ed.). Boston: Pearson., Chapters 11, Divorce, Remarriage and Stepparenting: Families in Transition, and Chapter 12, Sex, Drugs and Rock N Roll: The Rebellious Teenager.
Session 20.
• Object Relations Family Therapy
• Background
• The Key Assumptions
• What is a healthy family?
• Role of the therapist
• Implications for working with families in Public Child Welfare
Session 21.
• Objects Relations: Couples Therapy
Required Readings:
Scharff, J.S. and Scharff, D. Object Relations Couple Therapy. In, Clinical Handbook of Couple Therapy. Ed. Alan Gurman
Recommended Readings:
Donovan, J. M. (2003). Short-term object relations couples therapy: The five-step model Routledge.
Alperin, R. M. (2001). Barriers to intimacy: An object relations perspective. Psychoanalytic Psychology, 18(1), 137-156.
Flaskas, C. (2009). Systems and psychoanalysis: Contemporary integrations in family therapy Karnac Books.
Session 22.
• Introduction to Working with Groups
• History of Group Work
• Types of Groups
Session 23.
• Therapeutic Factors of the Group
• Creating Successful Therapy Groups
• Therapeutic Factors and Therapeutic Mechanisms
Required Reading:
Yalom, I.D. (2005). The theory and practice of group psychotherapy, 5th ed. NY: Basic Books. Chapter 1 – Therapeutic factors (p. 1)
Recommended Reading:
Session 24.
• Selection of Clients
• Preparation and Pre-Group Training
• Group Development
Required Reading:
Yalom, I.D. (2005). The theory and practice of group psychotherapy, 5th ed. NY: Basic Books. Chapter 10 – Creation of the group: Place, time, size, preparation (p. 281),
Chapter 11 - In the beginning (p. 309).
Saturday, January 23
Session 25.
• Group Process
• Therapist Interventions
Required Readings:
Yalom, I.D. (2005). The theory and practice of group psychotherapy, 5th ed. NY: Basic Books. Chapter 2 – Interpersonal learning (p. 19), Chapter 3 – Group cohesiveness (p. 53).
Roback, H., Ochoa, E., Bloch, F., & Purdon, S. (1992). Guarding confidentiality in clinical groups: The therapist's dilemma. International Journal of Group Psychotherapy, 42(1):81-103.
Recommended Readings:
Congress, Elaine and Lynn, Maxine (1997). Group work practice in the community: Managing the slippery slope of ethical dilemmas. Social Work with Groups, 20(3): 61-74
Session 26.
• Role of the Group Leader
• Process and Structure of Groups
Required Reading:
Yalom, I.D. (2005). The theory and practice of group psychotherapy, 5th ed. NY: Basic Books. Chapter 5 – The therapist: Working in the here and now (p. 141)
Session 27.
• Reducing Adverse Outcomes
• Practice of Group Psychotherapy
Required Readings:
Yalom, I.D. (2005). The theory and practice of group psychotherapy, 5th ed. NY: Basic Books. Chapter 13 – Problem group members (p. 391).
Recommended Readings:
Corey, M.S., & Corey, G. (2006). Process and practice groups (7 edition). Belmont, CA:
Thomson/Brooks Cole.
Jacobs, E.E., Masson, R.L., & Harvill, R.L. (2002). Group counseling: Strategies and skills. Pacific Grove, CA: Brooks.Cole. (Chapters 10-11).
Cloud, H., & Townsend, J. (2003). Making small groups work: What every small group leader needs to know. Grand Rapids, MI: Zondervan.
Session 28.
• Concurrent Therapies
• Termination of Group Psychotherapy
Session 29.
• Family Group Conferencing in Child Welfare and Child Protection
Required Reading:
Adams, P. & Chandler, S. (2004). Responsive regulation in child welfare: Systemic challenges to mainstreaming the family group conference. Journal of Sociology and Child Welfare, 31, 93-118.
Recommended Reading:
Drogin, E. (2000). The family group conference in the New Zealand children, young persons, and their families act of 1989: Review and evaluation. Behavioral Sciences and the Law, 18, 517-557.
Knut, S. & Vinnerljung, B. (2004). Outcomes of family group conferencing in Sweden: A three year follow-up. Child Abuse and Neglect, 28, 267-281.
Kratchwill, T., Mcdonald, L., Levin, J., Young Bear-Tibbetts, H., Demaray, M. (2004). Families and schools together: An experimental analysis of a parent-mediated multi-family group program for American Indian children. Journal of School Psychology, 42, 359-384.
Macgowan, M. & Pennell, J. (2001). Building social responsibility through family group conferencing. Social Work with Groups, 24, 67-88.
Macrae, A. & Zehr, H. (2004). The Little Book of Family Group Conferences: New Zealand Style: A Hopeful Approach When Youth Cause Harm (Little Books of Justice and Peace building). Good Books.
Marsh, P. & Crow, G. (1998). Family Group Conferences in Child Welfare. Blackwell Science Dennison, S. (2005). A Multiple Family Group Therapy Program for At-Risk Adolescence and TheirFamilies. Charles C. Thomas, Publisher Ltd.
Merkel-Hogun, L. (2004). Sharing power with the people: Family group conferencing as a democratic experiment. Journal of Sociology and Social Welfare, 31, 155-174.
Pennell, J. & Burford, G.(2000). Family group decision making: Protecting children and women. Child Welfare, 79, 131-159.
Quinn, W. (2002).Family Solutions: Multiple Family Group Interventions with At-Risk Youth. New York. Brunner-Routledge.
Sieppert, J., Hudson, J., & Unrau, Y. (2000). Family group conferencing in child welfare: Lessons from a demonstration project. Families in Society, 81, 382-392.
Umbreit, M. & Zehr, H. (1996). Restorative family group conferences: Differing models and guidelines for practice. Federal Probation, 60, 24-30.
Waites, C., Macgowan, M., Pennell, J., Carlton-LaNey, I., Weil, M. (2004). Increasing the cultural responsiveness of family group conferencing. Social Work, 29, 291-301.
Welty, K. (2004). Family group decision making: implications for permanency planning.
Adoption.org http://library.adoption.com/Permanency-Planning/Family-Group-Decision-Making- Implications-for-Permanency-Planning/article/5581/1.html
Session 30.
Continued
Required Reading:
Crampton, D. (2004). Family involvement interventions in child protection: Learning from contextual integrated strategies. Journal of Sociology and Social Welfare, 31, 175-199.
Recommended Readings:
James, S. & Meezan, W. (2002). Refining the evaluation of treatment foster care. Families in Society: The Journal of Contemporary Human Services, 83 (3), 233-244.
Websites:
Psychology & Law: http://www.psychlaw.org/
HHS Privacy Act Fact Sheet: http://www.hhs.gov/news/press/2001pres/01fsprivacy.html APA Style Home Page: http://www.apastyle.org/
Marriage and Family Health Center: http://www.passionatemarriage.com/
Functional Family Therapy: http://www.fftinc.com/
Academy of Family Mediators: http://www.mediators.org/
Mental Health Statistics: http://www.mhsip.org/
Mental Health Infosource: http://www.mhsource.com/
Mental Health Net: http://www.mentalhelp.net/
Association for Specialists in Group Work (ASGW):www.asgw.org American Group Psychotherapy Association (AGPA): www.apga.org American Society of Group Psychotherapy and Psychodrama (ASGPP): www.asgpp.org Group Psychology and Group Psychotherapy, Division 49 of APA: www.apa.org
Family Journals:
Advances in Family Intervention, Assessment and Theory
American Journal of Family Therapy
Clinical Child and Family Psychology Review
Family Psychologist (online newsletter of APA Division 43)
Journal of Child and Family Studies
X. Academic Integrity
All work submitted in a graduate course must be your own.
It is unethical and a violation of the University’s Academic Integrity Policy to present the ideas or words of another without clearly and fully identifying the source. Inadequate citations will be construed as an attempt to misrepresent the cited material as your own. Use the citation style preferred by the discipline.
Plagiarism is the representation of the words or ideas of another as one’s own in any academic exercise. To avoid plagiarism, every direct quotation must be identified by quotation marks or by appropriate indentation and must be properly cited in the text or in a footnote. Acknowledgement is required when material from another source is stored in print, electronic, or other medium and is paraphrased or summarized in whole or in part in one’s own words. To acknowledge a paraphrase properly, one might state: “to paraphrase Plato’s comment…” and conclude with a footnote identifying the exact reference. A footnote acknowledging only a directly quoted statement does not suffice to notify the reader of any preceding or succeeding paraphrased material. Information which is common knowledge, such as names of leaders of prominent nations, basic scientific laws, etc., need not be footnoted; however, all facts or information obtained in reading or research that are not common knowledge among students in the course must be acknowledged. In addition to materials specifically cited in the text, only materials that contribute to one’s general understanding of the subject may be acknowledged in the bibliography. Plagiarism can, in some cases, be a subtle issue. Any question about what constitutes plagiarism should be discussed with the faculty member.
XI. Disability Accommodation
Please Note: Any student who believes that s/he may need an accommodation in this class due to a disability should contact the Office of Disability Services, Kreeger Learning Center, 151 College Avenue; dfoffice@rci.rutgers.edu; 732-932-2847.
Exercise 2: Organizing the Reading Summary
Here are some suggestions for writing the reading summary. You will find that from reading to reading that you will apply these in different ways. Some articles present different kinds of data, for example (e.g., historical, case study, ethnographic, quantitative, etc.). Other articles are based strictly on the development of an argument (theoretical or conceptual arguments). You’ll need to read through these guidelines to make a determination about how best to discuss each article.
1. What is being assumed in this article, passage, or argument?
¬ Does your experience or the other material you have read lead you to accept or to question the assumptions? Why?
¬ Analyze the assumptions underlying a particular argument, telling what they are and upon what basis they rest.
2. If what the passage, argument, article, chapter, passage says is true, what follows?
¬ Are you satisfied and comfortable with those implications?
¬ Why or why not?
¬ If not, does your judgment affect your evaluation of the article, chapter, passage?
3. Does the passage, article, section, argument, assert a causal connection or a relationship between events and conditions?
¬ Is the asserted connection sound in its reasoning and evidence?
¬ Question or support the causal connection or the relationship.
4. Does the passage contain terms that different people might define differently? Does the author define terms? Are the authors’ definitions compatible with your experience? With definitions of other writers on the same subject? If not, why not?
¬ Define terms.
¬ Analyze the different ways terms are defined by various authors in the field.
5. Does the argument, article, passage, assert a value judgment concerning an idea/object/incident?
¬ Are the criteria for such a judgment made clear?
¬ Are they fairly applied?
¬ Question a value judgment.
¬ Assert and defend a value judgment.
¬ Analyze the various possible judgments.
6. What would you need in order to prove or confirm the statements made in the article, chapter, passage?
¬ Question the proof and evidence for a statement.
¬ Collect and present proof or additional proof of a statement made or implied in the argument, article, passage.
7. Does the article, chapter, or passage assert a generalization (conclusion based upon evidence about individual instances?)
¬ Question the evidence behind the generalization.