PSychoph Q4

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RUBRIC TO FOLLOW

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Quality of Work Submitted: The extent of which work meets the assignned criteria and work reflects graduate level critical and analytic thinking.	27 (27%) – 30 (30%) Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.	24 (24%) – 26 (26%) Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.	21 (21%) – 23 (23%) Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.	0 (0%) – 20 (20%) Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
Quality of Work Submitted: The purpose of the paper is clear.	5 (5%) – 5 (5%) A clear and comprehensive purpose statement is provided which delineates all required criteria.	4 (4%) – 4 (4%) Purpose of the assignment is stated, yet is brief and not descriptive.	3.5 (3.5%) – 3.5 (3.5%) Purpose of the assignment is vague or off topic.	0 (0%) – 3 (3%) No purpose statement was provided.
Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to: Understand and interpret the assignment’s key concepts.	9 (9%) – 10 (10%) Demonstrates the ability to critically appraise and intellectually explore key concepts.	8 (8%) – 8 (8%) Demonstrates a clear understanding of key concepts.	7 (7%) – 7 (7%) Shows some degree of understanding of key concepts.	0 (0%) – 6 (6%) Shows a lack of understanding of key concepts, deviates from topics.
Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to: Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources.	18 (18%) – 20 (20%) Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 2-3 course resources to suppport point of view.	16 (16%) – 17 (17%) Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.	14 (14%) – 15 (15%) Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.	0 (0%) – 13 (13%) Includes and integrates specific information from 0 to 1 resoruce to support major points and point of view.
Assimilation and Synthesis of Ideas: The extent to which the work reflects the student’s ability to: Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, textbook) and outside, credible resources by comparing different points of view and highlighting similarities, differences, and connections.	18 (18%) – 20 (20%) Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice.	16 (16%) – 17 (17%) Summarizes information gleaned from sources to support major points, but does not synthesize.	14 (14%) – 15 (15%) Identifies but does not interpret or apply concepts, and/or strategies correctly; ideas unclear and/or underdeveloped.	0 (0%) – 13 (13%) Rarely or does not interpret, apply, and synthesize concepts, and/or strategies.
Written Expression and Formatting Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance.	5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity	4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 80% of the time.	3.5 (3.5%) – 3.5 (3.5%) Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 60%- 79% of the time.	0 (0%) – 3 (3%) Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity < 60% of the time.
Written Expression and Formatting English writing standards: Correct grammar, mechanics, and proper punctuation	5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors.	4 (4%) – 4 (4%) Contains a few (1-2) grammar, spelling, and punctuation errors.	3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) grammar, spelling, and punctuation errors.	0 (0%) – 3 (3%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.	5 (5%) – 5 (5%) Uses correct APA format with no errors.	4 (4%) – 4 (4%) Contains a few (1-2) APA format errors. 4	3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) APA format errors.	0 (0%) – 3 (3%) Contains many (≥ 5) APA format errors.

Learning Resources

Required Readings

https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edswss&AN=000315584100002&site=eds-live&scope=site

https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edswss&AN=000333987600006&site=eds-live&scope=site

Nichols, M., & Davis, S. D. (2020). The essentials of family therapy (7th ed.). Boston, MA: Pearson.

· Chapter 4, “Bowen Family Systems Therapy” (pp. 56-71)

· Chapter 5, “Strategic Family Therapy” (pp. 72-88)

· Chapter 6, “Structural Family Therapy” (pp. 89-104

https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edswss&AN=000209287000004&site=eds-live&scope=site

https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edswss&AN=000324001600005&site=eds-live&scope=site

https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=mnh&AN=25640754&site=eds-live&scope=site

https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=mnh&AN=24274187&site=eds-live&scope=site

https://www.therapistaid.com/therapy-guide/genograms

Required Media

https://waldenu.kanopy.com/video/bowenian-family-therapy

https://ezp.waldenulibrary.org/login?url=https://video.alexanderstreet.com/watch/brief-strategic-therapy-with-couples

Optional Resources

Family Process Journal

Golden Triad Films (Producer). (1986). The essence of change. [Video file]. Mill Valley, CA: Psychotherapy.net.

https://archives.drugabuse.gov/publications/brief-strategic-family-therapy-adolescent-drug-abuse

Navarre, S. (1998). Salvador Minuchin’s structural family therapy and its application to multicultural family systems. Issues in Mental Health Nursing, 19(6), 557–570. doi:10.1080/016128498248845

https://waldenu.kanopy.com/video/satir-family-therapy

Psychotherapy.net (Producer). (2011b). Salvador Minuchin on family therapy [Video file]. Mill Valley, CA: Author.

Radohl, T. (2011). Incorporating family into the formula: Family-directed structural therapy for children with serious emotional disturbance. Child & Family Social Work, 16(2), 127–137. doi:10.1111/j.1365-2206.2010.00720.x

Robbins, M. S., Feaster, D. J., Horigian, V. E., Rohrbaugh, M., Shoham, V., Bachrach, K., … Szapocznik, J. (2011). Brief strategic family therapy versus treatment as usual: Results of a multisite randomized trial for substance using adolescents. Journal of Consulting and Clinical Psychology, 79(6), 713–727. doi:10.1037/a0025477

Santisteban, D. A., Suarez-Morales, L., Robbins, M. S., & Szapocznik, J. (2006). Brief strategic family therapy: Lessons learned in efficacy research and challenges to blending research and practice. Family Process, 45(2), 259–271. doi:10.1111/j.1545-5300.2006.00094.x

Szapocznik, J., Schwartz, S. J., Muir, J. A., & Brown, C. H. (2012). Brief strategic family therapy: An intervention to reduce adolescent risk behavior. Couple & Family Psychology, 1(2), 134–145. doi:10.1037/a0029002

Szapocznik, J., Zarate, M., Duff, J., & Muir, J. (2013). Brief strategic family therapy: Engaging drug using/problem behavior adolescents and their families in treatment. Social Work in Public Health, 28(3-4), 206–223. doi:10.1080/19371918.2013.774666

Vetere, A. (2001). Therapy matters: Structural family therapy. Child Psychology & Psychiatry Review, 6(3), 133–139. Retrieved from

http://www.iupui.edu/~mswd/D642/multimedia/word_doc/StructuralFamilyTherapy_Vetare

Weaver, A., Greeno, C. G., Marcus, S. C., Fusco, R. A., Zimmerman, T., & Anderson, C. (2013). Effects of structural family therapy on child and maternal mental health symptomatology. Research on Social Work Practice, 23(3), 294–303. doi:10.1177/1049731512470492

Assignment: Structural Versus Strategic Family Therapies

Although structural therapy and strategic therapy are both used in family therapy, these therapeutic approaches have many differences in theory and application. As you assess families and develop treatment plans, you must consider these differences and their potential impact on clients. For this Assignment, as you compare structural and strategic family therapy, consider which therapeutic approach you might use with your own client families.

Learning Objectives

Students will:

· Compare structural family therapy to strategic family therapy

· Create structural family maps

· Justify recommendations for family therapy

To prepare:

· Review this week’s Learning Resources and reflect on the insights they provide on structural and strategic family therapies.

· Refer to TherapistAid (2020) in this week’s Learning Resources for guidance on creating a structural family map.

The Assignment

In a 2- to 3-page paper, address the following:

· Summarize the key points of both structural family therapy and strategic family therapy.

· Compare structural family therapy to strategic family therapy, noting the strengths and weaknesses of each.

· Provide an example of a family in your practicum using a structural family map. Note: Be sure to maintain HIPAA regulations.

· Recommend a specific therapy for the family, and justify your choice using the Learning Resources.

NOTE

All papers to be submitted include a Title page, introduction, summary, and references.

http://academicguides.waldenu.edu/writingcenter/templates