12/9/2020 Syllabus

Syllabus

Site: My Courses
Course: PSYC 6263 - Couples & Family Systems (20F-1G)
Book: Syllabus
Printed by: Veronica Goodwin
Date: Wednesday, 9 December 2020, 10:11 AM

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12/9/2020 Syllabus

Table of contents
1. Welcome to the Course!

2. Important Course Information

3. Your Professor

4. Course Outcomes

5. Required Material

6. Graded Components

7. Discussion
7.1. Rubric

8. YU & MACP Policies

9. Learning Support

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1. Welcome to the Course!

Throughout the MACP program at Yorkville University, you have likely developed familiarity with various presenting
concerns and treatment approaches, but until this course the focus has been on individual or group therapy. At this point,
you will begin to contemplate the assessment and treatment of relationships: couples and families. In the genogram
project, and the final paper, you will be asked to apply couple/family therapy theories to specific situations, in order to
deepen your understanding of the theory and practice of couples and family therapy.

Course Syllabus
To progress through this book please click on the corresponding Chapter in the Table of Contents block or the arrow
buttons below this text box.

You can print the complete Syllabus information or individual chapters by clicking on the "Print book" or "Print chapter"
options located under the "Administration" block.

As part of good professional practices, students are strongly recommended to have complete and accurate copies of their
syllabus for future use after this program.

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2. Important Course Information

Please do not post to the weekly discussion forums prior to the first day of your course. Your professor will not
be monitoring the discussion forums until the course gets underway. You may post your introductory message at any
time. Thank you for your cooperation.

You are advised to have a backup computer (friend, family member) and backup Internet access plan, for
technical problems that may arise and when they loose access to the course 30 days after the last day of
instruction. It is also recommended that you print off papers and assignments as you go, so that you have a hard copy
backup, and to save your files on CD or portable flash drive enabling you to take your papers and assignments from
computer to computer as needed.

It is your responsibility to inform your instructors within the first 48 hours of the course start date of any
upcoming religious observances and anticipated absences. Please see our Religious Observation Guidelines for
more details.

Each week, you should review the Unit Tasks and Readings page. This provides important information and
reminders that will help you throughout the course.

Your first point of contact for concerns or questions regarding this course is your professor. You can find their
information which includes their YU email address in the Course Syllabus (please use this link). If you are having
technical issues in the course or using the YU features and need technical support, submit a ticket for IT support
(please use this link) to contact our ASKYU system. If you need to contact your MACP Program Advisor submit a
ticket for student support (please use this link).

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3. Your Professor
Dr. Tricia Chandler
Contact tchandler@yorkvilleu.ca

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4. Course Outcomes
Upon successful completion of this course, students will be able to:

understand systems theory and the important tenets, concepts, and therapeutic processes of the major theories of
family/couples functioning (demonstrated through group discussions and a final paper);
conceptualize contemporary models of family and relationship development within a multicultural and socio-political
context (demonstrated through group discussions and clinical paper);
complete a family genogram, using it to generate hypotheses about relationship patterns in the family (demonstrated
through genogram project);
write clearly and grammatically, up to professional standards in terms of both writing quality and academic integrity,
with respect to Couples and Family Systems topics (demonstrated through group discussions, genogram project, a
learning journal, and a final paper);
compare, contrast, and critique important assumptions and concepts of the major theories of couple and family therapy
(demonstrated through group discussions and a final paper);
identify and evaluate ethical factors in couple and family therapy (demonstrated through group discussions and a
learning journal);
identify, challenge and expand personal norms regarding the behavioural, social, and emotional functioning of families
and their members (demonstrated through group discussions, a learning journal, and a genogram project); and
evaluate and apply several theories of family and couples therapy in analysis of case scenarios (demonstrated through
group discussions and a final paper).

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5. Required Material
Goldenberg, I., Stanton, M., & Goldenberg, H. (2016). Family therapy: An overview (9th ed.). Brooks-Cole.
ISBN-13: 978-1305092969
Note: This well-respected text is used worldwide in couple and family therapy courses.

MACP Skills Lab

The Skills Learning Lab serves as a central location for the MACP program practical application materials focused on
skill acquisition. It is open throughout your program so that you can review this material at your own pace while also
giving you the opportunity to revisit concepts, ideas, and skills. Each module is a combination of videos, text, or
interactive elements with a singular goal of preparing you to be a competent helping professional!

Reference Content
These are the references of choice for ensuring proper use of psychology terms. Please do not use Oxford, Merriam, or
Dictionary.com etc. for psychological terms.

Gladding, S. T. (2018). The Counseling Dictionary (4th ed.). American Counseling Association. https://search-
ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?
direct=true&AuthType=url,cookie,ip,uid&db=nlebk&AN=1561316&ebv=EB&ppid=pp_C1

Neukrug, E., Brace-Thompson, J., Maurer, C., & Harman, C. (2015). The SAGE Encyclopedia of Theory in
Counseling and Psychotherapy. SAGE Publications, Inc. https://search-ebscohost-
com.libraryservices.yorkvilleu.ca/login.aspx?
direct=true&AuthType=url,cookie,ip,uid&db=nlebk&AN=1061337&ebv=EB&ppid=pp_C

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6. Graded Components
Graded Item % of Final Grade Due Date
Discussion /25 Weekly
Genogram Project /30 Unit 2
Learning Journal /10 Unit 4
Final Paper /35 Unit 5
Total 100%
Grading of Assessments
Assignments will be marked based on comprehensiveness, presentation quality, form, and content. Submissions must be
presented in the manner requested of each particular assignment.

Rubrics
Each submitted assignment has its own rubric depending on the assignment’s goals and objectives. General requirements
include the understanding of the course material in question, neatness and organization, and successful completion of
minimum requirements. After being submitted, assignments will be graded by the professor and returned to the student
with feedback.

Grade Standards
Every graded assignment will have a rubric defining the criteria unique to the assignment. Student evidence of having
relatively demonstrated or mastered these criteria will be assessed according to the grade standards found in the
Academic Calendar (Section 8 - Graduate Program Grading Policies).

APA
All written work for this course must be formatted according to the APA style as outlined in the 7th edition of the
Publication Manual of the APA.

Program Expectations for Assignments

Please use 12pt text size with Times New Roman font for all assignments. Running head for the assignment is not
needed. The reference list should only include sources that were used for in-text citations in the paper itself.

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7. Discussion
Value
25% of final grade.

Due
The first post due by the end of Tuesday of each week, the peer responses to these may begin at any time.
Avoid clustered, last minute postings by making most of your posts by the end of Saturday of each week.
The last post due by the end of Sunday of each unit.
Please read the instructions carefully.

Please do not post to the weekly discussion forums prior to the first day of your course. Your professor will
not be monitoring the discussion forums until the course gets underway. You may post your introductory message
at any time.

Not participating in any one of those required discussion questions will result in a grade of zero, which in
turn will result in one of the following outcomes:

You will be required to withdraw from the course (if during the withdrawal period), or
You will Fail the course and be required to retake it (two fails will result in academic dismissal from the
program).

Evaluation
Your discussion grade will be evaluated on each requirement below. Receiving a high score in one (1) criterion does not
equal an overall high discussion question grade. Posts must address all requirements from every category:

Quantity & Timeliness (15%)

Your posts should be between 150-200 words
Post the first contribution to each question (aka DQ forum) within the first two (2) days of each week and then spread
remaining posts over the week.
A proficient grade (see Discussion rubric for level II) will require 3 meaningful contributions per question. Note this
addresses quantity not quality.
Discussion post deadlines are based on Atlantic Standard Time. (Sunday at midnight is the end of each week)
Last minute posts (i.e., contributions or posts in the last day or two of the week) will result in a significantly lower
grade in this category.

Evidence of Reading (20%)

Reflects the degree to which you have read and absorbed, and then incorporated into the discussion, the readings
assigned to the unit (or in some cases, to the specific questions themselves)
Reflects the extent to which you have read other postings on the topic from your peers and have integrated their
perspectives into the conversation
Encourages students to engage in all the parts of the questions and topics

Critical Thinking, Synthesis, and Reflection (50%)

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Ensure your posts take the discussion to a deeper level, contributing new perspectives or examples, asking probing
questions, stimulating reflection and providing graduate level conversation - this is a higher level skill
Read what has already been posted (or, if starting the discussion, avoid regurgitating course readings and, instead,
build on the readings by offering your insights, reflections, critique, concerns, or unique perspective)
Demonstrate respect for differences in opinion; debate and critical reflection is encouraged but it must remain
respectful
Although encouragement and support for each other is appreciated, contributions must go beyond “cheerleading” to
add something of substance to the discussion

Quality of Writing (15%)

Focus on writing in a clear, intelligent, and professional manner.
Avoid mini-essays compiled in isolation; discussions are intended to be interactive
Avoid colloquialisms and texting-style shorthand - professional grammar, spelling, and style is expected
Provide clear and accurate citations and/or links to external references where necessary – again, you do have to give
clear credit for other peoples’ work
Clearly indicate and cite all direct quotations (plagiarism will result in a “Zero”)

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7.1. Rubric
Your discussion grades per question will be based on the rubric. You are expected to contribute to all posts in the units
they are posted. In Units 1, 3, & 5, your instructor will provide one grade reflecting your overall contributions to the
discussion. It is absolutely critical to be active in these forums throughout the course. You must contribute a minimum
number of posts to register a grade for EACH of these three grading periods; a grade of ‘0’ in any grade period (a result
of not posting anything in that grade period)will result in a failing of the course overall.*

The Unit 1 grade will be worth 20% of the final discussion grade, the Unit 3 grade (covering Units 2 & 3 discussions)
will be worth 40% of the final discussion grade, and the Unit 5 grade (covering Unit 4 & 5 discussions) will be worth
40% of the final discussion grade.

The usual excuses for failure to submit, such as medical or grievance, will apply, and the opportunity to make up
for missing posts will be considered on a case-by-case basis, at the discretion of the instructor.

Quantity and Critical

Quality of
Timeliness Evidence of Reading Thinking, Synthesis, and
Grade Range Writing
Weight = Weight = 20% Reflection
Weight = 15%
15% Weight = 50%
Level I 12-15 pts 16-20 pts 40 - 50 pts 12-15 pts
All or most posts
No
demonstrate synthesis,
grammatical,
on-topic focus,
spelling, or
continuity, and
citation
presentation of ideas.
4 or more errors.
All or most posts
posts per Provides solid evidence in Always
consistently and
80 – 100% topic most or all posts of having avoids mini-
accurately use
Posts mastered the readings and peer essays.
Excellent or Outstanding appropriate terminology.
distributed contributions, as indicated by Most posts
Performance All or most posts make
across 4 the use of concepts in the are in the
logical arguments and
Indicates the highest level days. postings. 150 – 200
demonstrate sound
of achievement Avoids last The level of understanding is word range.
critical thinking.
minute high to excellent. All or most
All or most posts add
posting posts are
significantly to the depth
logically
and scope of peer posts
organized
through reflective
and clearly
observation and critical
written
commentary.

Level II 10.5 - 11.9 pts 14 - 15.9 pts 35 - 39.9 pts 10.5 - 11.9 pts

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Only a few
grammatical,
spelling,
At least half of the posts
citation or
demonstrate a reasonable
referencing
degree of synthesis, on-
errors.
3 posts per Provides some evidence in topic focus, continuity,
70 – 79% Generally
topic. several posts of having and presentation of ideas
avoids mini-
Proficient Posts mastered the readings and peer Most posts generally use
essays
distributed contributions, as indicated by appropriate terminology
Graduate students must Keeps at
across 3 the use of concepts in the Several posts make
meet or exceed this least half of
days. postings. logical arguments and
standard to maintain good the posts in
Mostly Occasionally only describes demonstrate sound
academic standing and to the 150 –
avoids last rather than analyzes ideas. critical thinking.
graduate from their 200 word
minute The level of understanding is Posts usually add to the
programs. range.
posting. competent. depth and scope of peer
Posts are
posts through reflective
typically
observation and critical
logically
commentary.
organized
and clearly
written.

Level III 0 – 10.4 pts 0 – 13.9 pts 0 - 34.9 pts 0 – 10.4 pts
Several
Only some, or few, posts grammatical,
demonstrate much spelling,
synthesis, on-topic focus, citation or
Less than 3
continuity, and referencing
posts per
presentation of ideas. errors.
topic. Little evidence in posts of
Only some, or few, posts Several
0 – 69% Posts (when having mastered the readings
incorporate appropriate mini-essays.
made) are and peer contributions, as
Less Than Proficient terminology. Some, or
clustered or indicated by the use of
Only some, or few posts most, posts
Student whose distributed concepts in the postings.
make logical arguments are above or
performance is less than, across only Usually only describes rather
and demonstrate sound below the
or merely approaches 2 days. than analyzes ideas.
critical thinking. 150 – 200
proficiency Includes The level of understanding is
Posts only occasionally word range.
some last mediocre to poor.
add to the depth and Several
minute
scope of peer posts posts are not
postings.
through reflective logically
observation and critical organized
commentary. nor clearly
written.

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8. YU & MACP Policies

Academic Appeals Process
See Section 5 of the New Brunswick Academic Calendar

Grade Policies
See Section 8 of the New Brunswick Academic Calendar

Note: In fairness to other students, individual assignment/final grades will not be adjusted on request so that a student
may achieve the next grade level, e.g., A+ from an A.

Academic Integrity and Honesty

Academic dishonesty, including plagiarism, results in serious consequences. Punishments range from a reduced grade or
a grade of zero on an assignment to automatic failure of a course to academic dismissal from the university (see Section
5 of the New Brunswick Academic Calendar, Student Conduct, for a statement of the University’s policy).

MACP Late Submission Policy

Every assignment has a due date. Students are expected to submit assignments on or before the assigned due date.
Late assignment submissions must be arranged with the instructor PRIOR to the assignment due date.
Approved late assignments will be penalized 3% for each day that they are late, up to 5 days (15%).
Approved late assignments will not be accepted after 5 days unless there are extenuating circumstances (such as
major illness or death in the family) that have been discussed with the professor before the new assignment
deadline.
Late assignment submissions that have not been prearranged with the instructor will only be accepted under
extenuating circumstances (such as major illness or death in the family).
The student must contact their instructor and Student Services Advisor as soon as reasonably possible to discuss the
extenuating circumstance.
In the case of illness, arrangements may be made at the discretion of the instructor to make up the work, however,
documentation from a health care professional will be required.

Non-Academic Conduct
Confidentiality is a continuous ethical obligation as well as learning process as a counsellor and as a student. Please do
not share materials or discussions from the course room on public forums, like social media, blogs or other sites. We
want you and other students to feel safe in being authentic. Just like group counselling rules, what’s said here, stays here.
See Section 5 of the New Brunswick Academic Calendar.

Religious Observation Guidelines

Religious Observation Guidelines

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9. Learning Support
Students are strongly encouraged to use numerous student learning support resources available through the Library and
the Yorkville University Student Orientation. Library resources include research tutorials, APA writing guides, sample
essays, Frequently Asked Questions (FAQs) on information literacy, links to web tools to help find and organize
materials, and much more. The Library can be accessed throughout the course by clicking the MyYU icon at the top of
every page.

Using the Library for Research

Journal databases are provided through the Library Website. For more information on searching databases and course-
related articles, please refer to the Library. You can contact the Librarian, Paul Graham, by email
(librarian@yorkvilleu.ca) , by Skype (skypename: University Librarian) or, by telephone at (506-454-1220, extension
1302).

Also, to access Alexander Street's Behavioural and Mental Health Online video resources, login to MyYU, select
"Library", "free trials", then select "Counselling Videos".

You may also use the Psychology Open Access Journals for quick access to e-books and other resources.

Student Orientation
The Student Orientation at Yorkville University provides extensive information on how to use and navigate the Online
learning environment, ways to contact key personnel, and access to your program information pages. Return to the
Orientation frequently, as this resource is constantly being updated and you may find answers to your questions about
this course and your program.

Learning Success Centre

The Yorkville Learning Success Centre is all about helping ensure your success as a student, providing strategies, best
practices, demonstrations, tutoring services, and interactive labs on a wide variety of topics. For example, you may wish
to use our 24/7 Smart Thinking tutoring services or our Writing Lab to help you improve your writing skills.

APA Style and Support Resources

APA 7th edition support: Here are some supports from the library site https://library.yorkvilleu.ca/encyclopedia/apa-
7th-edition-supports/

Bibliographic software: You may already be using a bibliographic software package but if you don’t, I’d recommend
Zotero. It is a free program that lets you download citations from any online source, and cite in APA 7th edition.
https://www.zotero.org/ Other software should be able to do so as well, such as Google Docs, MS Word and
LibreOffice.

Libguides: When you are unsure about a specific citation, it’s structure and appearance, you can also search for
libguides. Libguides are freely accessible, pre-vetted information sites. These are not only good for citation, but for
any and every academic topic… research methods, lit reviews, etc. https://libguides.css.edu/APA7thEd/JournalArticle
You can use these as templates of comparison for your lists. Are you citing a journal correctly? You can search for
examples of Journals on a libguide site. Just search for the topic plus the term 'libguide' in your web search.

Templates: And you can search for templates on YouTube, online, etc. https://sfcollege.libguides.com/apa7/paper

Main Changes in APA 7th Edition for MACP students. Click here for the pdf.

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