The authors provide a comprehensive student study guide that ties practice and reflection to Samuel T. Gladding's, Family Therapy: History, Theory, and Practice. The guide helps to deepen students' understanding of family therapy in three ways: 1) to review what they are learning in class and in their readings and test themselves on chapter content, 2) to apply what they have learned with case studies and exercises, and 3) to reflect on their learning in a journal format while responding to stimulating questions.

• Exercises in Family Therapy—Asks students to apply their knowledge and respond to it through personal journal entries.

  • Gives students the opportunity to identify key issues in family therapy through active learning. Ex.___

• Case studies.

  • Deepens students' understanding of the subject by applying the material to real-life situations. Ex.___

• Journal section—In each chapter.

  • Allows students to react to personal issues that are stimulated by their reading. Ex___

 1. Individual and Family Life Cycles.


 2. Healthy and Dysfunctional Characteristics of Families.


 3. Rationale and History of Family Therapy.


 4. The Process of Family Therapy.


 5. Psychodynamic and Bowenian Family Therapies.


 6. Experiential Family Therapy.


 7. Behavioral and Cognitive-Behavioral Family Therapies.


 8. Structural Family Therapies.


 9. Strategic and Systemic Family Therapies.


10. Solution-Focused and Narrative Family Therapies.


11. Working with Single-Parent Families.


12. Working with Remarried Families.


13. Working with Culturally Diverse Families.


14. Working with Substance-Related Disorders, Domestic Violence, and Child Abuse in Families.


15. Ethical, Legal, and Professional Issues in Family Therapy.


16. Research and Assessment in Family Therapy.


Appendix.


Glossary.

Montserrat Casado is an Assistant Professor of Counselor Education at the University of Central Florida, Department of Child, Family and Community Sciences. She is a licensed Marriage and Family Therapist in the states of Florida and South Carolina. Montse received her doctorate in Counselor Education from the University of South Carolina in 2000. A native of Barcelona, Spain, Montse has worked in elementary, middle, and alternative high schools as a school counselor. Prior to coming to the University of Central Florida, she worked as a therapist in a hospital setting for Pastoral Counseling Services. Some of her areas of interest include resilience, working with children and families, play therapy, and supervision.

Mark Young is Professor of Counselor Education at the University of Central Florida, Department of Child, Family and Community Sciences. He received his doctorate from Ohio University in 1985. He is a licensed Marriage and Family Therapist and licensed Mental Health Counselor. He has trained counselors for more than 15 years and worked in community mental health, private practice, college counseling centers, and corrections for more than 20 years. His professional writing has focused primarily on therapeutic methods and techniques and counseling couples. He is the author of Learning the Art of Helping: Building Blocks and Techniques, Second Edition (Merrill/Prentice Hall, 2001).

Scott D. Rasmus is a doctoral student in Counselor Education at the University of Central Florida. He is licensed as a Marriage and Family Therapist and received his M.S. degree in Marriage and Family Therapy from Stetson University in 1997. Scott worked for 2 years as an assessor and group facilitator for a local domestic abuse agency and also spent 2 1/2 years as a school counselor in an alternative high school where he counseled adolescents and their families. Currently, he focuses his research on the study of reflecting team interventions in clinical, training, and supervision settings with master's level internship students.

For the Counseling Discipline

Allyn & Bacon Helping Professions SuperSite for Counseling
Allyn & Bacon
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