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SUBJECT PROGRAM Family, Couples

and Group Therapy

Basic information about the subject

Qualification: Degree in Psychology

Year of study plan: 2009
Implementation course: 2009-10
Responsible center: Faculty of Psychology
Subject name: Family, Couples and Group Therapy
Subject code: 1760047
Typology: OPTIONAL
Course: 4
Teaching period: Quarterly
ECTS credits: 6
Total hours: 150
Area/s: Personality, Psychological Assessment and Treatment
Department/ies: Personality, Assessment and Treatment.Psych.

Objectives and competencies

GOALS:

1. To know the theoretical, epistemological and technical foundations of family and group
therapies. Acquisition of the fundamental knowledge used in family, couples and group
therapy.

2. Study dysfunctions in the structure, functions and relationships of systems

families, couples and groups.

3. Establishment of comparisons and lines of connection between these concepts and the
subjects of the Area of Personality, Evaluation and Psychological Treatments, as well as
other areas.

4. Develop the main models of family and group therapy, as well as the main techniques
and their theoretical foundations.

5. Introduce students to the main applications of TF and TG.

6. Promote research into results and processes in TF and TG

7. Highlight the main ethical problems in the application of TF and TG.

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COMPETENCES:

Specific skills:

CG.1 They must be able to apply this knowledge to professional work in the field of
psychology, identifying, assessing and resolving the problems and demands that arise,
developing and defending relevant arguments on which to base their actions. In other
words, they must be qualified to work professionally as generalist, non-specialist
psychologists, as well as to undertake Master's and/or Doctorate studies that provide them
with advanced training aimed at academic, professional or research specialization in the
field of psychology.

CG.2 That they are able to transmit information, ideas, problems and solutions specific to
their academic and professional field to both specialized and non-specialized audiences.

CG.3 That they have developed the learning skills necessary to continue learning
throughout their lives and, where appropriate, undertake further formal studies with a
high degree of autonomy.

CG.4 That they have the capacity to approach their professional and training activity while
respecting the Psychologist's Code of Ethics, which includes, among other more specific
principles, those of respect and promotion of the fundamental rights of people, of equality
between them, of universal accessibility to different goods and services and those of
promotion of democratic values and a culture of peace.

CE5. Interpret both successes and failures so that the task performed becomes assimilated
experience.

CE 6. Assess the suitability of the adopted action criteria and, where appropriate, propose
modifications that enrich the initial theoretical background.

CE 7 Know the characteristics, functions, contributions and limitations of the different

theoretical models in Psychology.

CE8.- Study and evaluation of couple and family relationships.

CE9-Management of group observation and assessment instruments.

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CE10.- Ability to create a therapeutic alliance with the various relational systems

CE11.- Ability to search for and analyze documentation on family, couples and group
therapy.

CE12.-Development of ethical aspects involved in relational activities.

Generic competencies:

CE13- Ability to observe, evaluate and deal with different family systems.

CE14.-Development of empathic capacity with clients and their relationship systems.

CE15Development of the ability to analyze marital and family interaction

CE16.- Ability to integrate with groups and manage relational dynamics

Contents or thematic blocks

I. Theoretical-Conceptual Foundations

II. Models of Family, Couples and Group Therapy.

III. Specific Areas of Application

IV. The scientific and epistemological status of Family, Couples and Group Therapy.

V. Current Situation of Family and Group Therapy. . Training and Ethical Aspects.

I. Theoretical-conceptual foundations

Topic 1. Family, couples and group therapy in the context of Concepts psychotherapies.

and Classifications.

Topic 2. Main influences on the evolution of family and group therapy.

Topic 3. Psychoanalytic contributions to group and family therapy.

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Topic 4. Developments in family and group therapy.

Topic 5. Situation of TF and TG in Spain

Topic 6. Theoretical foundations of TF and TG.

Topic 7. Evaluation in TF and TG.

II. Models in Family and Group Therapy.

Topic 8. The MRI interactional model

Topic 9. The structural model

Topic 10. Strategic Family Therapy

Topic 11. The Milan model

Topic 12. Psychoanalytic Models

Topic 13. Transgenerational Models in TF

Topic 14. Humanist Models in TF

Topic 15. Behavioral Models in TF

Topic 16. Constructivist Family Therapy

Topic 17. Eclectic and Integrative Models.

III. Areas of Application of Family, Couples and Group Therapy.

Topic 18. Family and Group Therapy in cases of deficiencies, chronic and/or terminal
illnesses.

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Topic 19. Family and Group Therapy for Addictions

Topic 20. Family and Group Therapy for Eating Disorders

Topic 21. Family and Group Therapy in Cases of Violence and Abuse.

IV. The scientific and epistemological status of Family and Group Therapy.

Topic 22. Characteristics of the method and research in TF and TG

Topic 23. Efficiency and process research in TF and TG

V. Current Situation of Family and Couples Therapy. Training and Ethical Aspects.

Topic 24. Training in family and group therapy. Models and criteria.

Topic 25. Ethical aspects in the exercise of TF and TG.

4. Presentation of the practical topics:

Practice 1. Construction of Hypotheses for Treatment through the Genogram and the Life
Cycle of Families.

Objective of the practice: To train and raise awareness of the importance of the Genogram
as an assessment and treatment tool in Family and Marital Therapy. At the same time,
learn to use the Life Cycle approach to allow for relevant interventions without biasing the
cycles of each member of the family system. Teach how to detect family dysfunctions and
the resources available in the system for planning intervention strategies.

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Duration: 6 hours

Teaching Space: Observation room, with mobile chairs and video.

Materials needed to carry out the practice: Sheets of paper, coloured pencils, white
cardboard, transparencies and markers.

Practice dynamics: After a brief review of the objectives of the genogram and the main
symbols, the students will observe the interaction of a family. They will then create the
genogram with the data extracted from the observation and the teacher will provide some
complementary data. In this way, they will put into practice the learning of the symbols and
at the same time broaden their visions with the resources of the family life cycle.

Practice 2. Models of the first family interview. Telephone contact and the various formats
of attention to families.

Objective of the practice: Provide students with strategies and techniques

essential for conducting an effective family interview. Raise awareness of the most
common difficulties that can occur when contacting couples and families. Highlight the
similarities and differences of each model in the development of the first therapeutic
interviews with families.

Duration:6 hours.

Teaching Space: Observation Room. Recording and Playback.

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Required material: Video camera and television.

Dynamics of the practice:

During the first 30 minutes, the general guidelines for a first interview with a couple and a
family will be presented, following the contributions of the main systemic models. Later,
through role-playing exercises, the students will simulate the telephone call and the arrival
of the entire family for the consultation. Two students will play the role of co-therapists,
while a group of students will form part of the observation group. In the last part of the
class, the recordings will be analysed and some of the dysfunctional patterns observed in
both the co-therapist and observation teams will be rehearsed.

Practice 3. Types of questions in the interview: circular and reflective.

Objective: To train and raise awareness among students about the differential aspects of
individual, couple and family interviews. To promote improved use of non-verbal and
verbal resources in the interview for family care. To facilitate the creation of therapeutic
alliances with various systems in a safe, goal-centered environment that shares objectives
with clients.

Duration: 6 hours.

Teaching space: Observation classroom-Recording-Playback.

Necessary materials: Video camera- Television- Overhead projector. Enlarged

photographs.

Practice dynamics: Cases will be presented at the suggestion of the teachers and/or
students to prepare the role-playing exercises from the phone call to the first meeting with
the clients. Role-playing exercises will be carried out for individual, couple and family
interviews, which will be recorded and subsequently analysed.

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We will end the class by sharing observations and summarizing some of the most relevant
technical aspects.

Practice 4. Practical Cases: The therapeutic process.

Objective: One of the greatest contributions of systemic approaches to psychotherapy in

general has undoubtedly been the construction of novel resources to facilitate change. The
construction of circular questions, the use of positive connotations and reflective questions
have allowed therapists to work with broader human systems. This practice has as its main
objective the training of students in the construction of questions that facilitate
communication in family systems. Family narratives can be facilitated or blocked
depending on the type of questions asked by the therapist.

Duration: 6 hours.

Teaching Space: Observation classroom.

Necessary material: Video camera- TV- Recorder.

Practice dynamics: The teacher will present a list of reflective questions that have been
proposed by various researchers in the field of family therapy. After the presentation of the
typology of reflective questions, we will observe various sequences in which therapists use
different types of questions with varying emphasis. Later, together with the students, we
will propose alternative questions that could create a better therapeutic relationship and
facilitate change.

We will end the class by handing out several therapy session transcripts so that students
can work at home on the types of reflective questions included in them.

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Training activities and teaching hours

Activity Hours
B Theoretical/Practical Classes 30
D Classes in Seminars 26

Teaching-learning methodology
The teaching-learning methodology will take into account that the 56 hours of work in the
classroom (30 in theoretical-practical classes and 26 in seminar classes) will be
complemented with up to 94 hours of independent work by the student, so that the 150
hours that make up the 6 credits of the subject are covered.

Exhibitions and seminars

The objectives set out in the programme will be developed as follows:

- Theoretical classes given by the professor during the first part of each class. These classes
involve the realization of a presentation, development and summary of the topic covered.
In this way, the professor facilitates the first contact with each topic and summarizes the
most relevant theoretical aspects. In this first part, he also presents the basic bibliography
and the complementary texts. In the second part of the class, he will raise some doubts
and lines for dialogue that will help the students to read the recommended texts.

- In the theoretical presentations, special attention will be paid to the presentation of the
contexts of appearance, biographical aspects of the authors and, in particular, to the
differential technical contributions of each model of family therapy, couples therapy and group
psychotherapy.

- In the theoretical classes following the basic presentations, the professor will review the
texts and introduce examples taken from clinical practice. At the same time, he will use the
group to exemplify theoretical contributions through role-playing exercises.

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- We expect students to actively participate in the recommended readings after the basic
presentation of the material, and in this way, we can build a richer context during the
classes. If students read the texts, the teacher will be able to spend more time
summarizing the fundamental aspects and, in particular, will be able to use more examples
from clinical practice.

- We are open to other forms of presentation of the subject matter that the group
considers of interest as long as it involves greater agility and depth in the main objectives.

Evaluation and grading systems and criteria

There are two evaluation formats in the subject:

1st In-person format: Students who attend 80% of the theoretical classes and 80% of the
practical classes may opt for this assessment format. It will also be necessary to submit a
reflective notebook on the contents of the practical sessions (personal commentary on
each session, at the rate of two pages per session attended). A PASS grade in the notebook
will be required to pass the component. Attendance and submission of the reflective
notebook is equivalent to a maximum of 5 points of the final grade, broken down into: 3
points for attendance and 2 points for the contents of the notebook.

The remaining 5 points are obtained from an objective exam of 40 questions in true/false
format. The exam score is obtained using the formula [correct answers - (incorrect
answers/2)]/4. The exam will have a maximum duration of one hour.

It will be possible to carry out an optional assignment with a maximum value of 1 point, subject
to prior agreement with the teaching team. This agreement must be reached within the first
three weeks of teaching the subject.

2nd Non-attendance format. Those students who do not reach the minimum attendance or
who voluntarily opt for this format will take a final theoretical-practical exam on the date
set by the Center. The theoretical exam will have a true/false format of 40 questions, to be
corrected using the formula [correct answers - (errors/2)]/4. The practical exam will contain
a case on which between 3 and 5 questions will be asked to be answered.

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in open format. A maximum of one hour will be available for each part of the exam. A pass
mark in both sections (theory and practice) will be required to pass the exam. The final
mark will be a maximum of 10 points.

Those who wish to take the oral theory exam can request it with a minimum of 15 days'
notice. In any case, institutional emails will be used to contact the teaching staff
throughout the course.

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