PSY491 Advanced seminar in family based services

Fakulta sociálních studií
jaro 2007
Rozsah
0/0. 2 kr. Ukončení: z.
Vyučující
Julie Farnam (přednášející), doc. Mgr. Kateřina Zábrodská, Ph.D. (zástupce)
Garance
doc. Mgr. Kateřina Zábrodská, Ph.D.
Katedra psychologie – Fakulta sociálních studií
Rozvrh
Pá 2. 3. 9:00–15:00 U23, Pá 23. 3. 9:00–15:00 U23, Pá 20. 4. 9:00–15:00 U23, Pá 11. 5. 9:00–15:00 U23
Omezení zápisu do předmětu
Předmět je nabízen i studentům mimo mateřské obory.
Předmět si smí zapsat nejvýše 20 stud.
Momentální stav registrace a zápisu: zapsáno: 0/20, pouze zareg.: 0/20, pouze zareg. s předností (mateřské obory): 0/20
Mateřské obory/plány
Cíle předmětu
Guest lecturer: Julie Farnam, LCSW Julie Farnam is a practicing licensed clinical social worker who directs a small private agency and provides Family Based Services to children and families in Eastern Oregon, U.S.A. She lectured as a Fulbright scholar at Charles University during Fall term 2006. This course will teach students family based services concepts and practices including treatment of families with problems of child abuse and neglect. Theoretical information in the areas of attachment theory, social learning theory, traumatology and brief therapy models will be integrated into an experiential learning experience. Information about current research in the area of neurophysiology and trauma be reviewed and provide a base for practical treatment application. Students will become familiar with family services such as: parent training, intensive family therapy, family sexual abuse treatment and family centered treatment planning. The course will be taught in English. I will try to be sensitive to language limitations to the extent I can reasonably do so. Classes will be collaborative and interactive. The role of the instructor is to guide and facilitate active participation and learning by students. Classes will include role plays, group discussion, peer collaboration and review, videotapes and in-class written exercises to practice concepts and develop skills. The class environment will be co-operative and supportive of emotional and psychological risk taking.
Osnova
  • Week 1: Introduction to family centered services Seminar Goals: Class expectations and format including student interaction, class structure. Family centered services philosophy, theoretical base. Values and ethics for family based services practice. Family centered approach, assessment and collaborative goal setting, safety planning. Class activities: Segment 1 Describe and contrast services to families in Czech and the U.S. Explore social problems and public policies impacting families with abuse and neglect. Discuss role of the social worker in systems change. Brainstorm resources for support to families, systemic strengths and needs. Group development of a list of community resources available to families experiencing abuse or neglect. Review research on family support needs. Segment 2 Watch segments of Horem Padem to view case study for FBS assessment. Simulated Family Decision Meeting with clients from movie: Horem Padem. Determine treatment priorities, use of client centered language, focus treatment plan. Role play FDM for Franta, engaging clients in reducing crisis response, develop written safety plan. . Handouts: Family-Centered Policies & Practices: International Implications, Chapters 1 and 6, Beliefs about the rights of children and families Balancing Family-Centered Services and Child Well-being, Chapter 4, A Conceptual Framework for Family Centered Services Values and Beliefs of Intensive Family Reunification Services Protocol Change goals related to DV (draft from Oregon DHS) Treatment activities related to role plays Psychology 101: Freud Chart, Newsweek Web based reading: National Family Preservation Network For information describing family based services philosophy and values. www.nfpn.org/reunification/protocol.php@top Families Frequently Encountered by Child Protection Services: A Report on Chronic Child Abuse and Neglect (Feb. 2006), p. 54-60 www.iarstl.org/papers/FEfamiliesChronicCAN.pdf Child Trauma Academy www.childtrauma.org/ctamaterials/caregivers.asp Neurodevelopment and the Psychophysiology of Trauma, I and II Traumatized Children: The Effects of Trauma on Brain Development Week 2: Early childhood trauma, neurophysiology and treatment Seminar goals: Introduce neuro-scientific research on effects of trauma on brain development Traumatic effects in five realms of human experience Decision making related to trauma and attachment theories Effects of separation and loss, out of home placements, death, divorce, domestic violence Implications for case management issues such as child placement, parent/child contact Implications for childrens treatment needs related to trauma recovery Treatment to minimize, reduce and ameliorate traumatic effects Narrative therapy and therapeutic life stories Class activities: Segment 1: Video presentation: The First Years Last Forever Case planning to reduce trauma Role plays: Establishing a therapeutic safe environment for children Therapeutic story: A Terrible Thing Happened Segment 2: Presentation of case examples Experiential treatment activities Therapeutic story: Tear Soup Video presentation: The Children are Watching Examples of the use of therapeutic stories in treatment of children Assignment: Visit a residential care facility, foster home or other residential facility to observe children in care. Handouts: Traumatic Experience and the Brain, Dr. David Ziegler, Chapters 1-3 excerpts Child Trauma Workbook: A Guide For Helping Trauma Exposed Children and Adolescents, Ricky Greenwald, Chapter 1 Attaching in Adoption: Practical Tools for Todays Parents, Deborah D. Gray, Chapter 5. Therapeutic life stories written with children Web-based readings: The Anatomy of Resilience, Katy Butler, Psychotherapy Networker www.psychotherapynetworker.com Child Trauma Academy www.childtrauma.org/ctamaterials/caregivers.asp Bonding and Attachment in Maltreated Children Principles of Working with Traumatized Children The Effects of Traumatic Events on Children Week 3: Family based approach to child abuse treatment Seminar goals: Family assessment Identifying traumatic effects Individual, parent-child interaction, family and group therapy models Integrating positive parenting concepts into parent education and family therapy Working with parents with cognitive limitations and/or substance abuse. Family support and educational needs in regards to parent education Treating disclosure crisis, reducing traumatic effects, court issues Class activities: Segment 1: Class discussion of residential facility visit, identification of behaviors related to trauma. Assessment process and tools View sections of video presentations as necessary for group work. Small group assessments of characters from movies: Skritek, Pelisky, Stesti. Basic family therapy concepts, dos and donts. Segment 2: Role play solution focused family therapy activities Role play parent-child interaction session Demonstrate therapeutic life story development with “parent”. Role play collaborative parent development of a therapeutic life story for a child. Video presentation: Break the Silence, interviews with children who have experienced abuse and neglect and their families. Handouts: Sample initial family assessments Assessment forms Family treatment activities Activities to increase parent understanding of childrens emotional needs Therapeutic life stories written with abusive or neglectful parents Parents Guide to Helping Children Cope with Trauma Advice for a Young Therapist: Learning to Trust the Wisdom of the Family, Mary Pipher Web-based readings: Discoveries from the Black Box: How the neuro-science revolution can change your practice, Wylie & Simon, Pschotherapy Networker, www.psychotherapynetworker.com. Child Trauma Academy Helping Traumatized Children www.childtrauma.org/ctamaterials/caregivers.asp Week 4: The cultural context, minority sensitivity, vicarious traumatization, self care Seminar goals: Impact of generational experiences on family dynamics. Minority family issues within the context of Czech cultural norms. Vicarious traumatization Surviving and thriving as a family centered clinician Therapeutic planning for termination Planning future networking Class activities: Segment 1: Video: “Walls” (Documents institutionalized discrimination toward Roma families, Romany attitudes and family practices.) Identify cultural strengths and needs related to “Walls” families. Explore potential influences from larger culture. Treatment planning for “Walls” families. Segment 2: Small group break out representing three generations: Discuss family issues, needs and stresses of the previous two generations for children, teens, adults. Contrast with current generation and discuss implications for family treatment issues and needs. Dyadic interviews to explore personal philosophies in regards to family centered services. Experiential self care activities. Handouts: The Emotional Imperative: Psychotherapists cannot afford to ignore the primacy of the limbic brain, Brent Atkinson, Psychotherapy Networker. “Walls” family genograms The Relaxation and Stress Reduction Workbook: self care activities Listening to Your Inner Voice: self care activities Therapy at the Edge: Finding Your Way Across the Void, Psychotherapy Networker Quick-Guide Suggestions Prevention/Intervention with the Negative Effects of Caregiving Web-based readings: Child Abuse on the Rise, Jeffrey White, The Prague Post, October 18, 2006. Boundaries in the Therapeutic Relationship, Marjorie L. Rand, Ph.D. www.trauma-pages.com Search “secondary trauma”
Vyučovací jazyk
Angličtina
Informace učitele
It will be helpful if seminar participants have already seen the following movies: Pelisky, Horem Padem, Skritek and Stesti. Client families will be taken from these films. Please be familiar with at least two, if not all of the films.
Další komentáře
Studijní materiály
  • Statistika zápisu (nejnovější)
  • Permalink: https://is.muni.cz/predmet/fss/jaro2007/PSY491