Weighting: 30% Family and couples counselling.

Due Date: 27th July (submitted into Stream before midnight)
Word Limit: 2500 words (10% either side)
Submission Type: Microsoft Word Doc or similar submitted into Stream
(for the purposes of marking, please do NOT submit a PDF)

Description:

To write an essay that critically examines systems theory approaches as they are applied to family, whānau and/or couples counselling.

Guidelines:

Select two couple and family therapies that sit within different theoretical groupings. Compare and contrast the chosen approaches, addressing the following:

Theoretical underpinning of each approach, including:

• Process of therapy
• Therapeutic relationship
• Case conceptualisation
• Goal setting
• Interventions

Research

• Overview of significant research findings for the chosen approaches.

Diversity

• Identification of strengths and limitations of your chosen approaches in relation to diversity and Te Tiriti led practice.

NOTES:
• Approaches covered in Chapters 6 through to 12 of the Gehart (2024) course text can be used.
• Please see Kōwae 4 ‘Established Models of Therapy’ chart for information on different groupings of approaches.
• Please see Kōwae 7 Huitopa recording and powerpoint for further guidance on completing this assessment.

For information regarding academic writing and/or referencing please refer to the Massey Library resources located on their website as well as the Assignment pre-reading service – Centre for Learner Success.
Further support (including Stream and IT support) can be accessed via Student Life – Te Oranga Tauira on the Massey website.

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The use of generative artificial intelligence is NOT ALLOWED in this assessment.

• Please take note of the University’s Use of Artificial Intelligence in Assessment Policy.
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3. Assignment Two Details

3.1. Assignment Two: Resources and Information

Assignment 2 Marking Rubric
You can access a screenshot of the marking rubric for Assignment Two by clicking here.

NOTES:
• Approaches covered in Chapters 6 through to 12 of the Gehart (2024) course text can be used.
• Please see Kōwae 4 ‘Established Models of Therapy’ chart for information on different groupings of approaches.
• Please see Kōwae 7 Huitopa recording and powerpoint for further guidance on completing this assessment.

1. Assessment Overview

1.2. Presentation of written work

Even though your assignment is submitted through Stream, please ensure it is presented so we can identify it easily.

Formatting guide:

• References: This course uses the APA 7th ed. referencing system in all assignments this includes in-text citations and the reference list.
• A header on each page of the assignment.
• In the header add your student ID number (not your name).
• In the title page write your name, course and assignment name/number, and date.
• In the footer insert a page number.
• Please use simple fonts such as Times New Roman, Verdana, Calibri, and Arial and 12 pt font.
• Use standard page margins (2.54cm) and 1.5 or 2.0 spacing for text.

Kōwae | Module 4: Working with Families and Whānau

Karakia timatatanga
Tuia ki runga
Tuia ki raro
Tuia ki roto
Tuia ki waho
Tuia te here tangata
Tūturu o whiti
Whakamaua kia tina
Tina! Haumi e, hui e
Taiki e!
Stitch, (unite/combine) the celestial energies
To the terrestrial energies
Within
And without
Bind the kinship strands of humanity
Permanent, consistent are the fibres of light
Draw these matters to a single point and give them substance
The wisdom is bound, it collects
It is held!

Chapters

1. Kōwae | Module 4: Working with Families and Whānau
2. Whakapiri | Engagement
3. Whakamārama | Enlightenment
   • Systemic-Strategic Family Therapy
   • Structural Family Therapies
4. Whakamana | Empowerment
5. Kōwae | Module 4: Resources & Materials
6. Huitopa / Zoom 4 recording

1. Kōwae | Module 4: Working with Families and Whānau

Why are we here and why does it matter?

There are many different therapeutic approaches when working with families and whānau. Each approach will have different ways of viewing how problems arise and what is needed within the therapeutic process to help facilitate change within the family or whānau. Over the next four modules we will take a closer look at some of the main families and whānau therapeutic approaches and come to understand these in greater detail.

This module will focus on systemic-strategic therapies as well as structural family therapy approaches.

What will I learn in this module?

After working through this module you should be able to…

• Theory: describe the following elements of systemic-strategic family therapy and structural family therapy:
  1. Process of therapy
  2. Therapeutic relationship
  3. Case conceptualisation
  4. Goal setting
  5. Interventions
• Case conceptualisation and treatment planning: Complete theory-specific case conceptualisations and treatment plans using systemic-strategic and structural theory.
• Research: provide an overview of significant research findings.
• Diversity: Identify strengths, limitations, and culturally appropriate applications for using systemic-strategic and structural approaches with diverse clients.
• Cross-theoretical comparison: Describe similarities and differences between systemic-strategic and structural approaches and other theories.

Next

2. Whakapiri | Engagement

Systemic-Strategic Therapies

A systemic approach applies to any system and views problems as arising between people rather than the problem being the sole issue of an individual. A central focus therefore is on how the whole system is working together and the dynamics within. There is an underpinning assumption that the system (family or whānau) will find a way to maintain stability through interactions via the feedback loop that these interactions produce. This process is dynamic, evolving and is a circular interdependent process where each person influences the other and their responses in turn influence them (and on it goes).

Reflection questions:

• Considering the brief description of a systemic approach above, what might be some of the benefits of understanding family and/or whānau in this way?
• What do you imagine the limitations to be?
• What questions does your current understanding of this approach raise for you?

Structural Family Therapy

A structural approach to family therapy focuses on understanding the hierarchy of the family, paying particular attention to the boundaries and alliances within the family unit. The aim is to restructure the family through a reorganisation of hierarchies and boundaries that are growth oriented and support the resolution of problems. Structural family therapy is strength focused and committed to expanding the patterns of interaction within a family so they can successfully adjust to changing contexts.

Reflection questions:

• Consider your own family of origin or your current family context. Draw a diagram or describe the hierarchy of your family, showing the alliances that exist between the members.
• Are there any alliances that would benefit the structure of the family if they were adjusted?
• What is it like to consider your family structure in this way?

Previous
Next

3. Whakamārama | Enlightenment

Established Models of Relationship Counselling

To begin our exploration of the various approaches to counselling families and whānau, let’s take a quick look at some of the key features of ‘Established Models of Relationship Counselling’ as introduced in Chapter One Established Models of Relationship Counselling from Geldard, K, and Geldard, D. (2009). Relationship counselling for children, young people, and families. Los Angeles: Sage.

This foundational overview covers only five approaches to counselling families and whānau of the many now available and is presented from a Western lens. Chapter 1 of Geldard and Geldard (2008) has been provided for your convenience located in Kōwae | Module 4: Resources & Materials.

Reflection: As you read through the overview, consider the ways in which these approaches could be applied within the context of Aotearoa New Zealand.

Geldard and Geldard 2009 Established Models of Therapy-Overview of Key Features

3.1. Systemic-Strategic Family Therapy

Reading:
Course text: Gehart, D. (2024). Chapter 6: Systemic and Strategic Therapies

Activity:

Make a list of the different systems you have in your life.
From the list of systems, choose three and either describe or draw the relationships you have within each system.
Considering the concept of ‘circularity’ (and using the three systems identified in the previous step) can you identify:

• What is the dance?
• Who is in the dance?
• What are the steps in the dance?

Using the Milan Reframe (page 164), create a positive reframe for a current relational problem.

• What benefits can you see for positively reframing problems in this way?
• What limitations did you experience / might there be in reframing in this way?
• What cultural considerations might you take into account before offering this exercise to a family or whānau?

Additional Activities:
Course text: Gehart, D. (2024). Chapter 6: page 198-199.

• Work your way through the list of Personal Reflection questions to support the development of your learning.

Previous
Next

3.2. Structural Family Therapies

Reading:
Course text: Gehart, D. (2024). Chapter 7: Structural Family Therapies

Activity:

1. Minuchin (2014) highlights the importance of therapists understanding who they are (‘self as therapist’).
   Describe “who you are” in your current professional role (or ‘self as would-be-therapist’), identifying:
   • how this affects your interactions with others
   • your personal strengths
   • areas for growth
   • approach to conflict
   • life experiences that have shaped who you are professionally
   • your personality

   Describe yourself in at least three different life contexts and how you change in each of these.

2. Using Systemic Reframing (p. 216) develop a reframe for a current relational problem. You might wish to use the same problem as the previous ‘positive reframe’ exercise in the previous sub-section.
   • What benefits can you see for positively reframing problems in this way?
   • What limitations did you experience / might there be in reframing in this way?
   • What cultural considerations might you take into account before offering this exercise to a family or whānau?

4. Whakamana | Empowerment

Activity Reflection:

• Having used different strategies for reframing relational problems, what did you learn from this experience?
• How might your own response to each of the reframing exercises influence your work with families and whānau?
• What does this tell you about your developing understanding as ‘self as therapist’?

Module reflection:

Systemic-Strategic

• Which theory within Systemic-Strategic therapies were you drawn to the most. Why?
• Which theory within Systemic-Strategic therapies were you drawn to the least? Why?
• To what degree do you think these theories fit within a Aotearoa New Zealand context? Would anything need to change? If so, what?
• Review your notes from the last reflection question in the Whakapiri | Engagement section for Systemic-Strategic therapies. Through the additional reading and completing the exercises within the module, have your questions regarding this approach been answered? If not, what steps will you take to have these questions answered?

Structural

• Which theory within Structural therapies were you drawn to the most? Why?
• Which theory within Structural therapies were you drawn to the least? Why?
• To what degree do you think these theories fit within a Aotearoa New Zealand context? Would anything need to change? If so, what?
• What have you learned about your ‘professional self’ (or ‘self as a would-be-therapist’) with regards to how you work alongside others?

5. Kōwae | Module 4: Resources & Materials

References
Geldard, K, and Geldard, D. (2008). Relationship counselling for children, young people, and families. Sage. Geldard and Geldard (2008) Chapter 1: Established Models of Relationship Counselling