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Table of Contents
1. STUDENT LEARNING FOCUSES ON THE INSTITUTIONAL LEVEL ................3
1.1 Direct Measures ................................................................................................................ 3
1.1.1 Institutional Effectiveness Rates.............................................................................. 3
1.2 Indirect Measures .............................................................................................................. 6
1.2.1 Student Satisfaction Survey Results ....................................................................... 6
2. STUDENT LEARNING FOCUSES ON THE PROGRAM LEVEL ......................... 10
2.1 Direct Measures .............................................................................................................. 10
2.1.1. Program Review Report ........................................................................................ 10
2.2 Indirect Measures ............................................................................................................ 10
2.2.1 Alumni Survey Results........................................................................................... 10
3. STUDENT LEARNING FOCUSES ON THE COURSE LEVEL ............................. 11
3.1 Direct Measures .............................................................................................................. 11
3.1.1 Class Average Comparisons .................................................................................. 11
3.1.2 Student Learning Outcomes (SLOs) Evidence Collection .................................. 24
3.2 Indirect Measures ............................................................................................................ 49
3.2.1 Student Evaluation of Course Instruction Results ................................................ 49
3.2.2 Peer Review of Teaching ....................................................................................... 52
3
1. STUDENT LEARNING FOCUSES ON THE INSTITUTIONAL LEVEL
1.1 Direct Measures
1.1.1 Institutional Effectiveness Rates
INSTITUTION
2018
Fall
2019
Winter
2019
Spring
2019
Summer
2019
Fall
Student Enrollment
(taken at Fall enrollment,
Registrar, IEP Annual
Report
HC: Head Count)
21 HC 28 HC 45 HC 33 HC 58 HC
Retention Rates
(student enrollment within
the degree program)
N/A N/A N/A N/A 85.71%
Course Completion Rates
(within 100% and 150% of
degree program length)
N/A N/A N/A N/A N/A
Graduation Rates
(within 100% and 150% of
degree program length)
N/A N/A N/A N/A N/A
Job Placement Rates
(upon graduation and within
one year of graduation)
N/A N/A N/A N/A N/A
State Licensing
Examinations
(upon graduation and within
one year of graduation)
N/A N/A N/A N/A N/A
4
MASTER OF ARTS IN COUNSELING (MAC) PROGRAM
2018
Fall
2019
Winter
2019
Spring
2019
Summer
2019
Fall
Student Enrollment
(taken at Fall enrollment,
Registrar, IEP Annual
Report
HC: Head Count)
21 HC 24 HC 35 HC 24 HC 43 HC
Retention Rates
(student enrollment within
the degree program)
N/A N/A N/A N/A 80.95%
Course Completion Rates
(within 100% and 150% of
degree program length)
N/A N/A N/A N/A N/A
Graduation Rates
(within 100% and 150% of
degree program length)
N/A N/A N/A N/A N/A
Job Placement Rates
(upon graduation and
within one year of
graduation)
N/A N/A N/A N/A N/A
State Licensing
Examinations
(upon graduation and
within one year of
graduation)
N/A N/A N/A N/A N/A
5
DOCTOR OF PHILOSOPHY (PH.D.) IN COUNSELING PROGRAM
2019
Winter
2019
Spring
2019
Summer
2019
Fall
Student Enrollment
(taken at Fall enrollment,
Registrar, IEP Annual Report
HC: Head Count)
4 HC 10 HC 9 HC 15 HC
Retention Rates
(student enrollment within the
degree program)
N/A N/A N/A 100%
Course Completion Rates
(within 100% and 150% of
degree program length)
N/A N/A N/A N/A
Graduation Rates
(within 100% and 150% of
degree program length)
N/A N/A N/A N/A
Job Placement Rates
(upon graduation and within
one year of graduation)
N/A N/A N/A N/A
State Licensing
Examinations
(upon graduation and within
one year of graduation)
N/A N/A N/A N/A
6
1.2 Indirect Measures
1.2.1 Student Satisfaction Survey Results
MASTER OF ARTS IN COUNSELING (MAC) PROGRAM
7
8
DOCTOR OF PHILOSOPHY (PH.D.) IN COUNSELING PROGRAM
9
10
2. STUDENT LEARNING FOCUSES ON THE PROGRAM LEVEL
2.1 Direct Measures
2.1.1 Program Review Report
For details, contact the assessment office.
2.2 Indirect Measures
2.2.1 Alumni Survey Results
Not applicable because none of alumni exists at this point.
11
3. STUDENT LEARNING FOCUSES ON THE COURSE LEVEL
3.1 Direct Measures
3.1.1 Class Average Comparisons
STUDENT LEARNING OUTCOMES (SLOS) EVIDENCE COLLECTION
Term: Spring, 2019
Course Title: MFT/IRT 7000 Counseling and Psychotherapeutic Theories and
Techniques: IPCST
Instructor’s Name: Dr. Jea Eun Oh
Class Average Comparisons
MFT/IRT 7000
Counseling and
Psychotherapeutic
Theories and
Techniques: IPCST
Term # of
Students Outliers
Midterm
Exam,
Project or
Paper
Final Exam,
Project or
Paper
Class average Fall 2018 19 0 29/30 38/40
Class average Spring 2019 19 0 31/35 32/35
Comments
The student learning outcomes from the two classes were satisfactory with the high-grade
points of the students.
This course is a mandated course and it covers introductory concepts of therapy. So it is ideal
to offer this course to first year students.
12
STUDENT LEARNING OUTCOMES (SLOS) EVIDENCE COLLECTION
Term: Winter, 2019
Course Title: MFT/IRT 6040 Group Process and Techniques in Family
Counseling
Instructor’s Name: Dr. Jea Eun Oh
Class Average Comparisons
MFT/IRT 6040
Group Process and
Techniques in
Family Counseling
Term # of
Students Outliers
Midterm
Exam, Project
or Paper
Final Exam,
Project or
Paper
Class average Winter 2019 24 0 28/30 28/30
Comments
The student learning outcomes were achieved with outstanding grade points from the students.
The course involves a combination of didactic and experiential activities including lectures,
dialogues, role-play, and participation in a group. It is recommended to offer this course in
every Summer term which provides various course formats including the face-to-face
intensive class and hybrid class.
13
STUDENT LEARNING OUTCOMES (SLOS) EVIDENCE COLLECTION
Term: Spring, 2019
Course Title: MFT/IRT 6050: Clinical Research and Evaluation
Instructor’s Name: Dr. Hye Jin Kim
Class Average Comparisons
MFT/IRT 6050:
Clinical Research
and Evaluation Term
# of
Students Outliers
Midterm
Exam, Project
or Paper
Final Exam,
Project or
Paper
Class average Spring 2019 34
3
(2 Fs, 1
IC)
29/30 26/30
Comments
Overall, the student learning outcomes were satisfactory with high grades from the students.
However, two students received F grades and one student received an incomplete (IC) grade.
The three students seemed outliers because they reported personal reasons for the low grade
and IC.
This course provides the overview of the research process and methods. It is recommended to
offer this course at least every year.
14
STUDENT LEARNING OUTCOMES (SLOS) EVIDENCE COLLECTION
Term: Spring, 2019
Course Title: MFT/IRT 6060: Psychopathology: Principles of the Diagnostic
Process Instructor’s Name: Dr. Blendine Hawkins
Class Average Comparisons
MFT/IRT 6060:
Psychopathology:
Principles of the
Diagnostic Process
Term # of
Students Outliers
Midterm
Exam,
Project or
Paper
Final Exam,
Project or
Paper
Class average Spring 2019 34 5
(IC) 18/20 26/30
Comments
Overall, the students learning outcomes for this course were satisfactory. Yet five students
received Incomplete grades. Even though they stated that it is due to their personal reasons, it
is important to review the course requirements including the final-term assignment. The five
students attained required attendance points but they did not turn in their final-term
assignment.
15
STUDENT LEARNING OUTCOMES (SLOS) EVIDENCE COLLECTION
Term: Spring, 2019
Course Title: MFT/IRT 6600: Law, Professional Ethics, and Community
Practice
Instructor’s Name: Dr. Lorna Hecker
Class Average Comparisons
MFT/IRT 6600: Law,
Professional Ethics,
and Community
Practice
Term # of
Students Outliers
Midterm
Exam, Project
or Paper
Final Exam,
Project or
Paper
Class average Spring 2019 6 0 9/10 16/20
Comments
The instructor received the highest point of course evaluation from students. The students also
received high grades and completed all requirements for this course.
It is suggested to review the course design and the instructor’s teaching methods. The result
could help instructors when developing their own course.
16
STUDENT LEARNING OUTCOMES (SLOS) EVIDENCE COLLECTION
Term: Summer, 2019
Course Title: MFT/IRT 9000: Research Methods I
Instructor’s Name: Dr. Hye Jin Kim
Class Average Comparisons
MFT/IRT 9000:
Research Methods I Term
# of
Students Outliers
Midterm
Exam, Project
or Paper
Final Exam,
Project or
Paper
Class average Spring 2019 6 0 27/30 18/20
Class average Summer
2019 25 0 19/20 27/30
Comments
The student learning outcomes from the two classes were outstanding with the high-grade
points from the students. There was no outlier from these two classes.
This course could be developed as an asynchronous online course since the course contents are
straightforward and it has less discussion components.
17
STUDENT LEARNING OUTCOMES (SLOS) EVIDENCE COLLECTION
Term: Summer, 2019
Course Title: MFT/IRT 6300: Diversity and Multicultural Counseling
Instructor’s Name: Dr. Anne Prouty
Class Average Comparisons
MFT/IRT 6300:
Diversity and
Multicultural
Counseling
Term # of
Students Outliers
Midterm
Exam,
Project or
Paper
Final Exam,
Project or
Paper
Class average Winter 2019 31 0 27/30 28/30
Comments
The student learning outcomes were outstanding with all students’ A grades for this course.
The course is well fit with synchronous online or face-to-face class format. The course
includes a lot of discussion and activities among students.
STUDENT LEARNING OUTCOMES (SLOS) EVIDENCE COLLECTION
18
Term: Fall, 2019
Course Title: MFT/IRT 6010 Foundations of Marriage and Family Therapy
Instructor’s Name: Dr. Jeong Hwa Yoon
Class Average Comparisons
MFT/IRT 6010
Foundations of
Marriage and Family
Therapy
Term # of
Students Outliers
Midterm
Exam, Project
or Paper
Final Exam,
Project or
Paper
Class average Fall 2018 16 0 19/20 19/20
Class average Fall 2019 22 1
33/35
(1 IC)
33/35
Comments
This course is offered every year. The student learning outcomes from the two classes were
satisfactory with the high-grade points of the students. There was one student who had an
Incomplete (IC) grade due to her personal reason.
This course is recommended to have a format of having both online video lectures and Zoom
live discussion with an instructor.
STUDENT LEARNING OUTCOMES (SLOS) EVIDENCE COLLECTION
19
Term: Fall, 2019
Course Title: MFT/IRT 6020 Advanced Marriage and Family Therapy
Instructor’s Name: Dr. Meryl Ko
Class Average Comparisons
MFT/IRT 6020
Advanced Marriage
and Family Therapy
Term # of
Students Outliers
Midterm
Exam, Project
or Paper
Final Exam,
Project or
Paper
Class average Fall 2019 11 0 19/20 26/30
Comments
All students achieved A grade. The class learning outcomes of this course were fulfilled based
on the grade and course evaluation.
This course could be designed as both online and offline courses.
20
STUDENT LEARNING OUTCOMES (SLOS) EVIDENCE COLLECTION
Term: Fall, 2019
Course Title: MFT/IRT 7900 Practicum in Marriage and Family Therapy
Instructor’s Name: Dr. Jeong Hwa Yoon
Class Average Comparisons
MFT/IRT 7900
Practicum in
Marriage and Family
Therapy
Term # of
Students Outliers
Midterm
Exam, Project
or Paper
Final Exam,
Project or
Paper
Class average Fall 2018 16 0 19/20 19/20
Class average Spring 2019 17 1
28/30
(1 IC)
39/40
Class average Summer
2019 26 0 28/30 37/40
Class average Fall 2019 40 0 33/35 33/35
Comments
This course has been offered to students every term. There is a trend that the enrollment number for
this class has been increased. The course continuously achieved outstanding class learning outcomes over the four terms. The one student having the Incomplete (IC) grade has been taking a maternity
leave since Spring term, 2019.
21
STUDENT LEARNING OUTCOMES (SLOS) EVIDENCE COLLECTION
Term: Fall, 2019
Course Title: MFT/IRT 9100 Research Methods II
Instructor’s Name: Dr. Meryl Ko & Dr. Sangil Lee
Class Average Comparisons
MFT/IRT 9100
Research Methods II Term
# of
Students Outliers
Midterm
Exam, Project
or Paper
Final Exam,
Project or
Paper
Class average Summer
2019 8 0 31/35
34/35
Class average Fall 2019 29 3
28/30
(3 IC)
27/30
Comments
Overall, the two class learning outcomes were satisfactory with high grades. Compared to zero Incomplete (IC) students in Summer 2019, there were three Incomplete students in the Fall 2019.
It is recommended to design this class as a quantitative research method class instead of having both quantitative and qualitative. It is because the learning materials to be covered for the quantitative
research method learning is large, so it is recommended to use the whole 10 weeks.
Consequently, one course for qualitative research methods is necessary.
22
STUDENT LEARNING OUTCOMES (SLOS) EVIDENCE COLLECTION
Term: Fall, 2019
Course Title: MFT/IRT 9400 Inner Child Therapy
Instructor’s Name: Dr. Jea Eun Oh
Class Average Comparisons
MFT/IRT 9400
Inner Child Therapy Term
# of
Students Outliers
Midterm
Exam, Project
or Paper
Final Exam,
Project or
Paper
Class average Fall 2019 39 0 32/35 31/35
Comments
This course is an elective course and yet students showed a high interest in taking this course.
The class learning outcomes were satisfactory with high grades from the students.
It would be recommended that this course is offered every two years.
23
STUDENT LEARNING OUTCOMES (SLOS) EVIDENCE COLLECTION
Term: Fall, 2019
Course Title: MFT/IRT 9500 Research Colloquium
Instructor’s Name: Dr. Meryl Ko
Class Average Comparisons
MFT/IRT 9500
Research Colloquium Term
# of
Students Outliers
Midterm
Exam, Project
or Paper
Final Exam,
Project or
Paper
Class average Fall 2019 11 0 28/30 38/40
Comments
The class learning outcomes are satisfactory with A or higher grades from the students.
The course could be offered with three different formats: Face-to-face, distance learning, and
hybrid formats.
24
3.1.2 Student Learning Outcomes (SLOs) Evidence Collection
For details, contact the assessment office.
- SAMPLES: MFT/IRT 6020 ADVANCED MARRIAGE AND FAMILY THERAPY
SAMPLE 1
Mid-Term Grading Rubric:
Bowen Family Systems Theory and Contextual Family Therapy Application
[30pts] (PLO2, CLO1)
Student Name: Estelle Namibian Bailey
Students will write a 4-5 page paper analyzing their families of origin from two transgenerational
family therapy perspectives. The paper should be written in accordance with the APA manual
guidelines including 12 pt. font, standard margins, double-spaced, with references properly cited.
The paper should include following:
Contents Points
(30)
Your
points
1 An appendix with a three-generation genogram of your family of
origin. The genogram should include all relevant information such as names, age, birth/death dates, relational patterns, and abuse history.
You may want to communicate with your parent, grandparent,
sibling, or other relative to gather information for the genogram.
5 4
2 Identify at least three concepts from Bowen Family Systems
Theory and Contextual Family Therapy, which were significant
for you. Then, describe how these concepts were/are shown in
your family.
10 10
3 Discuss how the concept/experience might influence you and your
couple and/or family relationships (at least one page).
10 10
4 A 5-6 page paper with the APA manual guidelines/ 12 pt. font/
double-spaced/ reference
5 5
Total You made a great effort to make the genogram even though you
cannot access to many information from your parents.
30 29
25
Assignment: Genogram
Estelle Bailey
Transgenerational family therapies
Transgenerational or intergenerational family therapies typically attend to dynamics across more
than two generations. Although other family therapies, such as structural or strategic, may attend
to dynamics across two generations (e.g., parent-child) in the present, transgenerational therapies
are more interested in how the past affects the present. These therapies are not interested in
learning about individual pathology. Rather, they are interested in how families, across
generations, develop patterns of behaving and responding to stress in ways that prevent healthy
development in their members and lead to predictable problems. Individuals and families can
develop new ways of interacting that do not include symptoms by understanding how certain
patterns develop and changing the way they resolve past issues and interact in their families.
Several key figures are identified with transgenerational family therapies. Murray Bowen
(Bowen family systems theory) and Ivan Boszormenyi-Nagy (contextual family therapy)—or
Nagy (pronounced "najh"), as he is often referred to—are probably the most noted theoretical
writers. However, Bowen was the first to realize that the history of our family creates a template
which shapes the values, thoughts, and experiences of each generation, as well as how that
generation passes down these things to the next generation. Bowen's theory focuses on the
balance of two forces (Geldard, K. & Geldard, D., 2009). The first is togetherness and the second
is individuality. Too much togetherness creates fusion and prevents individuality, or developing
one's own sense of self. Too much individuality results in a distant and estranged family. Central
to this theory are the following concepts:
26
Differentiation of self
This concept relates to the ability to separate the individual’s feelings and thoughts, in other
words, their intellect from their emotions so that they are able to respond in a reasoned way
without automatically responding in an emotionally reactive way. Undifferentiated people cannot
separate feelings and thoughts; when asked to think, they are flooded with feelings, and have
difficulty thinking logically and basing their responses on that. Further, they have difficulty
separating their own from other's feelings; they look to family to define how they think about
issues, feel about people, and interpret their experiences. Differentiation is the process of freeing
yourself from your family's processes to define yourself. This means being able to have different
opinions and values than your family members, but being able to stay emotionally connected to
them. It means being able to calmly reflect on a conflicted interaction afterward, realizing your
own role in it, and then choosing a different response for the future.
As I have mentioned before, both my brothers are mentally challenged and my youngest brother
is especially low functioning. He was also diagnosed with schizophrenia at the age of 18. They
were aged 23 and 22 when our mother died who cared for both of them. Neither one is
differentiated or capable of consistently coherent thoughts and their own interpretations of their
worlds.
Triangles
Dyads are inherently unstable, as two people will vacillate between closeness and distance.
Anxiety can easily develop within intimate relationships. When two people are in such as
27
situation of distressed or feeling intense emotions, they may recruit a third person into the
relationship, thereby reducing their anxiety and gaining stability in the relationship. This is called
triangulation. An example would be the couple who has an argument, and afterward, one of the
partners calls their parent or best friend to talk about the fight. The third person helps them
reduce their anxiety and take action, or calm their strong emotions and reflect, or bolster their
beliefs and make a decision. People who are more undifferentiated are likely to triangulate others
and be triangulated. People who are differentiated cope well with life and relationship stress, and
thus are less likely to triangulate others or be triangulated.
My parents had a lot of strife and bickering in their relationship. My mom came from a wealthy
family who had high expectation for themselves and their children. She was the youngest of three
children and the only one who was not educated after school. My dad was from a poor farming
family who did not place a lot of emphasis on education either. He was the youngest of 10
children and his two older sisters took care of him while growing up. (His mother died shortly
after he was born). My mom’s family never accepted my dad into their circles and as a result we
kept mostly to ourselves. I never knew my grandparents on my dad’s side and also not many of
the uncles from that side of the family. I guess my mother felt isolated and lonely in the
relationship with my father because they were from such different backgrounds as well as the
fact that there was little support from her family. She confided in my at times because I asked her
what was going on but never disclosed any detail of her inner struggles. She ended up depressed
and died young as a result of cancer. My father got involved with another lady shortly after my
mother’s death and they remained together for the last 20 years of their lives. I was never closed
to him.
28
The Nuclear Family Emotional Processes
These are the emotional patterns in a family that continue over the generations. If we take a
mother who lived through The Great Depression, and taught her daughter to always prepare for
the worst case scenario and be happy simply if things are not that bad. The daughter thinks her
mother is wise, and so adopts this way of thinking. She grows up, has a son, and without
realizing it, models this way of thinking. He may follow or reject it, and whether he has a happy
or distressed relationship may depend on the kind of partner he finds. Parent passes on an
emotional view of the world (the emotional process), which is taught each generation from
parent to child, the smallest possible "unit" of family (the nuclear unit). Reactions to this process
can range from open conflict, to physical or emotional problems in one family member, to
reactive distancing.
The Family Projection Process
This is an extension of The Nuclear Family Emotional Process in many ways. The family
member who "has" the "problem" is triangulated and serves to stabilize a dyad in the family
(Geldard, K. & Geldard, D., 2009). Thus, the son who rejects his mother's pessimistic view may
find his mother and sister become closer, as they agree that he is immature and irresponsible. The
more they share this view with him, the more it makes him feel excluded and shapes how he sees
himself. He may act in accord with this view and behave more and more irresponsibly. He may
reject it, constantly trying to "prove" himself to be mature and responsible, but failing to gain his
family's approval because they do not attribute his successes to his own abilities ("He was
so lucky that his company had a job opening when he applied..." or "It's a good thing the loan
29
officer felt sorry for him because he couldn't have managed it without that loan..."). He might
turn to substance abuse as he becomes more and more irresponsible, or as he struggles with
never meeting his family's expectations.
The family member who serves as the "screen" upon which the family "projects" this story will
have great trouble differentiating. It will be hard for the son to hold his own opinions and values,
maintain his emotional strength, and make his own choices freely despite the family's view of
him.
Emotional Cut-off
This refers to an extreme response to The Family Projection Process. This entails a complete or
almost-complete separation from the family. The person will have little, if any, contact, and may
look and feel completely independent from the family. However, people who cut off their family
are more likely to repeat the emotional and behavioural patterns they were taught. In some cases,
they model the same values and coping patterns in their adult family that they were taught in
their childhood family without realizing it. They do not have another internal model for how
families live, and so it is very hard to "do something different." Thus, some parents from
emotionally constrained families may resent how they were raised, but they do not know how to
be "emotionally free" and raise a family as they believe other families would. In other cases, they
consciously attempt to be very different as parents and partners; however, they fail to realize the
adaptive characteristics of their family and role models, as well as the compensatory roles played
in a complex family. Thus, some parents from emotionally constrained childhood families might
discover ways to be "emotionally unrestrained" in their adult families, but may not recognize
30
some of the problems associated with being so emotionally unrestrained, or the benefits of being
emotionally constrained in some cases. Because of this, Bowen believed that people tend to seek
out partners who are at about the same level of individuation (Geldard, K. & Geldard, D., 2009).
This was very true for me especially during my first marriage. I became emotionally cut-off from
my family after my mother died, separating myself from my brothers and my father. However,
because I did not have another model to follow I ended up in the same kind of relationship as my
mother did with similar difficulties. Through studying psychology and some theology as well as
years of living and gaining other experiences I was able to gain a better understanding of who I
am and what life is all about for me. My second marriage is a blessed one and we have a lovely
family with good relationships between us all. My children are close to each other and are lovely
young men who are all good at socialising and forming good relationships. I want to agree with
Bowen’s theory about seeking partners who have the same level of differentiation. This was true
for me in both my marriages. I recognise that I can still be emotionally reserved and distant from
others, but I feel that I am personally attuned with my emotions. My second husband grew up in
a privileged household and is a far more balanced and ‘healthy’ individual. I am still learning to
be emotionally more available and transparent in this relationship and have come a long way
already.
This gives me so much hope when I worked with couples and young people because we are all
capable and able to adapt and change for the better once we gain awareness and insight into our
processes and behavioural patterns.
31
References:
Wetchler, J. L., & Hecker, L. L. (Eds.). (2015). An introduction to marriage and family therapy
(2nd Ed.). New York, NY: Routledge.
Geldard, K. & Geldard, D. (2009). Relationship counselling for children, young people and
families. London. SAGE Publications Ltd.
32
33
SAMPLE 2
Mid-Term Grading Rubric:
Bowen Family Systems Theory and Contextual Family Therapy Application
[30pts] (PLO2, CLO1)
Student Name: Thea Smith
Students will write a 4-5 page paper analyzing their families of origin from two transgenerational
family therapy perspectives. The paper should be written in accordance with the APA manual
guidelines including 12 pt. font, standard margins, double-spaced, with references properly cited.
The paper should include following:
Contents Points
(30)
Your
points
1 An appendix with a three-generation genogram of your family of
origin. The genogram should include all relevant information such as
names, age, birth/death dates, relational patterns, and abuse history. You may want to communicate with your parent, grandparent,
sibling, or other relative to gather information for the genogram.
5 4
2 Identify at least three concepts from Bowen Family Systems
Theory and Contextual Family Therapy, which were significant
for you. Then, describe how these concepts were/are shown in
your family.
10 10
3 Discuss how the concept/experience might influence you and your
couple and/or family relationships (at least one page).
10 10
4 A 5-6 page paper with the APA manual guidelines/ 12 pt. font/
double-spaced/ reference
5 4
Total Excellent! Detailed relational patterns and dynamics on
genogram.
30 28
34
Transgenerational Family Therapy
MFT/IRT 6020: Advanced Marriage and Family Therapy
Thea Smith
Transgenerational family therapies attend to dynamics across more than two generations
and are more interested how the past affect the present. Furthermore, it is not interested in the
individual pathology but rather how families across generations develop behaviors as they
respond to stress and thus avert healthy development. The key to therapy is in having an
understanding of the development and maintenance of past patterns and developing new
interactional patters that exclude symptom (Nelson). Murray Bowen, theorized that mentally ill
individuals were caught up in patterns of family fusion or undifferentiated ego mass and became
symptom bearers for the family and were not characterologically ill.
Concepts developed by Bowen strengthen his theory. These include: differentiation of
self, differentiation of thinking from emotion, fusion, basic self, pseudo self and triangles to
name a few. In this paper I will look at my family and the dynamics that has developed over a
century, as both my maternal and paternal grandfathers would have been 105 years old this year.
The first concept to explore is triangles. According to Bowen all things in nature are
affected by other things as everything and especially relationships exist within a system. A two-
person system can become unstable in the presence of stress and conflict. In order to stabilize a
system a triangle will be formed. Triangles are considered to be small stable units and are formed
when one or both of the two-person unit draws a third person into the relationship. This third
person can even be an object or something that draws energy from the system such as work,
sport, addictions, etc.
35
Triangles may have positive and negative consequences. Since focus gets diverted to the
third person, a couple who is in a heated argument may focus on the third person and this
ultimately may allow them to calm down, allowing them to work out their problems easier.
However, should all the attention be on the third person only, it may prevent the dyad to resolve
issues and increase maladaptive coping mechanisms. In addition, the formation of triangles is
laced with stress, anxiety and tension and when these subside the third person may become the
odd one out and triangle with someone else to reduce the anxiety. Triangles may change shape
but rigid triangles become problematic. On both sides of my family there were a few triangles
formed.
Triangles are evident over the four generations of my family as can be seen in my
genogram (Appendix A). My paternal grandfather passed away when he was only 33 years old
and left behind his wife and three children. He had a very good relationship with all his children
but especially with his only daughter, according to her at least. My uncle could not complete
school and had to start working in order to help with providing for the family. My father was
very sick when he was younger and my grandmother has to give a lot of attention to him.
Additionally, my paternal grandmother lost their youngest child when he was 6 months old and a
year before her husband passed. The relationship between my grandmother and eldest uncle
became very stressful and a triangle occurred between my grandmother, uncle and my father.
Previous exposure to death may have accentuated the need for my grandmother to triangulate
with my father rather than her daughter. My father and my uncle had a very good relationship
and reports to be differentiated from each other. However, because of the strain between my
grandmother and uncle it is possible that my father took in the sick role to divert the attention
from the conflict. He has a history of frequent hospitalizations.
36
In my mother’s family there is also a few triangles, some were rigid but others where
more flexible. My maternal grandfather was very fond and close to his third eldest daughter, but
there was some sort of conflict between him and the fourth eldest daughter. Additionally,
between these two siblings there were also conflict which continues to this day. Since the passing
of my grandfather they seem to oscillate between triangulating with the other siblings. Initially
most of the triangulation occurred with my uncle but changed once he got married. Then the
triangle became more flexible and often my mother would be drawn into this triangulation. The
irony is that growing up, my mother was assigned the role of looking after the other children
since she was the eldest. She also had to take the blame if they misbehaved. In light of Bowen’s
theory, it became clear that since early childhood she was often drawn into triangulation with her
parents who would blame her when they could not manage their own children.
There are a four nuclear emotional processes that families develop in order to deal with
stress and anxiety. These patterns include conflict, appearance of a symptom, distancing and
triangling. My mother made use of distancing to deal with the anxiety and stress of having to
take responsibility of her siblings and when she was made the scapegoat by her parents. She
often sees herself as separate and not a part of her nuclear family. Currently at the age of 77
years she will rarely engage in conflict among her siblings, will spend her time in books or other
activities where she does not need to engage with others. When cornered she would often comply
with people and say “let’s keep the peace”, however I suppose Bowen would see this as a lack of
autonomy.
Since my mother has learned to distance herself from conflict in a way to reduce anxiety,
I have often seen that she does not engage in arguments with my father. Furthermore, I can see
how my father made use of the appearance of symptoms to reduce anxiety. Looking at the
37
genogram I can see how this was used to diffuse conflict between his mother and brother and
that as a married man he would use the same strategies to avoid conflict. Another pattern that he
often used to diffuse anxiety from a withdrawn wife was triangling with my third eldest sister.
What is interesting is that this triangling and favoritism caused conflict between my third eldest
sister her and the second eldest sister.
My second eldest sister was the baby for more than six years before the third eldest was
born and having to adjust from youngest to middle child may have had an impact in the way she
handles anxiety. Bowen hypothesized about the impact that a person’s sex and birth order may
have on the dynamics of the family. According to Kevin Leman (2009) the middle child often
feels left out or ignored. It may then be possible that the anxiety she felt was expressed through a
pattern of conflict with my mother, third eldest sister and myself.
I have always had a very good relationship with my mother and at times think that I am
favored above the rest. I was born following the death of my maternal uncle and maternal
grandfather and can understand why my mother may favor me in some circumstances. However,
I often found that there was conflict between myself and my second eldest sister and she would
often involve my mother in the arguments. Additionally, as explained above the she had many
triangles that she formed within our nuclear family and in the extended family.
The triangling continues into the fourth generation where my second eldest sister makes
use of it in her family. Initially her husband used distancing to reduce his anxiety but has recently
changed the pattern to the appearance of symptoms. He has recently been diagnosed with Major
Depressive Disorder. Initially my sister made use of conflict with her husband to reduce anxiety
but her pattern has changed to triangling and therefore she follows the same pattern as my father.
The triangle is not rigid and alternates between her son and daughter. However, the one most
38
often used in the triangle with her daughter. Over time it has become more evident that the
relationship between my niece and her father has deteriorated.
Another interesting concept within our genogram is the concept of the multigenerational
transmission process. This process suggests that over generations certain branches of a tree
exhibit more and less differentiation and cousins on different branches may have different
outcomes i.e. doing well in life or having problems. This is evident in our family tree. My
paternal cousins have had to go through many challenges in their lives. Their father was part of
the triangulation with my father and their mother and had a difficult relationship with my
paternal grandmother. According to Bowen children who are the recipients of negative attention
or triangling like my uncle, are stunted in their differentiation and ultimately their children
develop with even lower levels of differentiation. Often as is the case with my cousins all of
them had children out of wedlock, financial and substance abuse problems and this is seen in
their children as well.
This assignment helped me to understand the dynamics within my family better. I was
able to see various individuals within our family was able to differentiate while other still
struggle with maladaptive patterns, differentiation and autonomy.
In practice I have become aware that I need to be conscious of triangles that play out in
the families that I counsel. I need to be cautious not to be drawn into such triangles and to not
side with particular members of a family that resonate with behaviors I know from my family of
origin. The opposite is also true. I should also be aware of individuals who make use of a pattern
of conflict to reduce stress as such behaviors may cause an aversion within me for that particular
client.
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References
Leman, K. (2009). The Birth Order Book. Grand Rapids: Revell.
Nelson, T. S. (n.d.). Transgenerational Family Therapies.
APPENDIX
Thea Smith Genogram
40
SAMPLE 3
Final Grading Rubric:
Bowen Family Systems Theory and Contextual Family Therapy Application
[30pts] (PLO2, CLO1)
Student Name: Edelweiss Bester
Students will write a 4-5 page paper analyzing their families of origin from two transgenerational
family therapy perspectives. The paper should be written in accordance with the APA manual
guidelines including 12 pt. font, standard margins, double-spaced, with references properly cited.
The paper should include following:
Contents Points
(30)
Your
points
1 An appendix with a three-generation genogram of your family of
origin. The genogram should include all relevant information such as
names, age, birth/death dates, relational patterns, and abuse history.
You may want to communicate with your parent, grandparent,
sibling, or other relative to gather information for the genogram.
5 4
2 Identify at least three concepts from Bowen Family Systems
Theory and Contextual Family Therapy, which were significant
for you. Then, describe how these concepts were/are shown in
your family.
10 8
3 Discuss how the concept/experience might influence you and your
couple and/or family relationships (at least one page).
10 10
4 A 5-6 page paper with the APA manual guidelines/ 12 pt. font/
double-spaced/ reference
5 4
Total Great job! Needs to add more relationship aspects on the
genogram.
30 26
41
Assignment: Genogram
Edelweiss Bester Scheepers
Daybreak University
42
Assignment: Genogram
This assignment allowed me to take the time to reflect on my family structure on both my
own and my husband’s side. It was an interesting activity to undertake as this showed me the
background and structure of both our families with greater clarity. The aim of this paper is to
further examine the structure and patterns within my husband’s and my own family from a
transgenerational perspective.
The transgenerational perspective theorises that the past affects the present and the
approach is less interested in pathology on an individual level (Nelson, 2019). Symptoms are
viewed to result from the multigenerational transmission process. Therefore, previous
generations are also considered when investigating present relational patterns. Murray Bowen,
the father of the transgenerational perspective believed that pathology originates more from
family patterns and poor differentiation rather than individual illnesses or personality flaws. He
also believed that many of the patterns that emerge in family systems occur in attempts to reduce
and manage anxiety (Kerr, 2000). Important theoretical concepts that he posited include;
triangles, fusion and emotional cut-off. According to Bowen, if these patterns could be
addressed, the result would be greater differentiation and therefor reduced anxiety. The main
aim of this approach is to assist individuals in learning new patterns in order to address current
problems.
One of Bowen’s most trusted tools in the transgenerational perspective is the family
genogram (Nelson, 2015). The genogram allows anyone with an interest in the family structure
to consider the transgenerational transmission process across two or more generations. In order
to lean more about the transgenerational patterns in my own family, I will now look deeper into
the structures of my own and my husbands’ family.
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Transgenerational Concepts
Differentiation of Self
Bowen defined differentiation of self as the ability to remain separate but together with
family members without becoming emotionally or intellectually reactive to others (Nelson,
2015). Bowen stated that achieving differentiation of self is a lifelong journey and that most
individuals do not achieve more than 70% differentiation (Kerr, 2000). As can be seen from the
genograms in Appendix A, many of us are still working to achieve differentiation. Patterns like
emotional cut-off, fusion and triangles are present across generations on both my own and my
husband’s side of the family.
Fusion
The opposite of differentiation of self is fusion. This is when the psychological
boundaries between individuals become blurred and there is an increased flow of emotional and
intellectual functioning between them (Kerr, 2000). In cases of fusion individuals are less able to
differentiate their own thoughts and feelings from that of family members they are fused with
(Nelson, 2012). An example of fusion on my side of the family is between my maternal
grandmother and mother. When I was younger, my grandmother used to live with us in the
house. Now, my mother still takes care of her more than any of her other siblings even though
she has moved away.
I also think there was fusion between my father-in-law and his mother. He was the last-
born child and was about then years younger than his brother and 20 years younger than his
oldest sister. This pattern repeated itself in the next generation, when fusion came with their
second-born son (Pierre), who was an infant when my father-in-law’s (Leon) older brother, with
44
whom he was also in business, committed suicide. I am not sure whether the death of his brother
had something to do with the cause of this fusion. My father-in-law’s second-born son (Pierre)
can do no wrong in his eyes. However, this has also led to the greatest amount of Anxiety being
projected onto my brother-in-law (Pierre). He lived with his parents until the age of 29. He has
moved out at the beginning of 2018 but he has the most difficulty with intimacy, emotional
regulation and health-problems.
Emotional Triangles
Dyads are an unstable relational formation in transgenerational theory (Nelson, 2015).
People tend to polarize as a response to their experience of anxiety. Triangles involve three
individuals, where an anxious individual will seek an outside person to resolve their anxiety. The
results of this is the triangle, where two individuals are close together and one is at the far corner,
being pushed away as it were, to achieve the stability of the triangular shape (Butler, 2008). As
can be seen in my husband’s family, Pierre, my brother-in-law is in a fixed triangle with my
father-in-law and tends to polarize another family member, depending on the situation. First it
was my oldest brother-in-law, Leo who was at the far end of their triangle, and after an incident
where Pierre broke up with his girlfriend, my mother-in-law, Mona took the place of the far end
of the triangle as he saw her as the cause. This resulted in a sudden improvement of the
relationship between Leo and Pierre (Appendix A, p.2).
I think another example of a fixed triangle is between my biological parents, Ben and
Martie (Appendix P.1). They went to school together, dated for two years and got married at the
age of 22 and 20 respectively. They have never been apart, and are fused in my opinion, which
has led to various triangles. Some permanent triangles with my mother and father include my
maternal grandfather and maternal uncle (Andrew). Other individuals have also been involved in
45
this triangle, including my siblings and I, my maternal aunts (Carina and Marina), paternal
grandfather and paternal aunt (Marcelia). These are not indicated in the genogram as their
occurrence were all temporary. The latest triangle that formed was on my wedding day, 23
March 2019. Conflict between my parents and my maternal aunt’s boyfriend (Aus). This has led
to estrangement between my mother (Martie) and her sister (Carina), which is interesting
because throughout their lives, they had been the closest of all their siblings.
I, myself have also been part of triangles on both my own and my husband’s side of te
family. I think there is a level of fusion between my parents, and being the oldest child, I have
been drawn into their fixed triangle and have been on the receiving end of their anxiety.
However, when looking at symptomology and anxiety, it is my sister (Annemarie, the middle-
born) who was the greatest recipient of my parents’ anxiety.
I am also involved in another triangle. I get along well with my mother-in-law (Mona)
better than any of the girlfriends and wives of her other sons. This has led to triangulation
between myself and her, especially when there is tension in the family. When there are
challenges in the family, we tend to take each other’s side over others. It has also happened when
new females enter the nuclear family system. My sister-in-law (Leandri), as well as Pierre’s
current girlfriend and on occasion my father-in-law and brothers-in-law has been on the far side
of our triangle.
Emotional Cutoff
According to Bowen, emotional cuttoff can happen when a family member disntances
themselves from their family in order to reduce their anxiety (Nelson, 2015). My mother and
maternal grandfather was estranged before my birth, to the point where I have only briefly met
him once and I do not know his name off the top of my head. On that side of the family, it was
46
like I never had a grandfather, which was a contrast to the almost overinvolvement of my
paternal grandparents. However, what is interesting to me about this is that of my mother’s
nuclear family and of all her siblings she is the one who was able to achieve the healthiest
outcome, in terms of marital quality, career success, emotional and physical health.
Another example of emotional cut-off would be with the wife and daughters of my
husband’s uncle (Erwin). For reasons that I am still unaware of, he committed suicide in 1991. It
is never talked about. This led to an inheritance dispute between his wife and my father-in-law
(Leon) and resulted in the ostracization of Erwin’s wife and her daughters from the family. My
father-in-law was the closest of his siblings with his mother, and his sister (Nerita). Even though
I do not know them well enough and have never met most of the relatives on my husband’s side,
I am guessing that this might be the result of fusion between my father-in-law (Leon) and his
mother. I have heard that they were close, but I am not certain about the extent of this
relationship. It may also have been the result of a triangle between my father-in-law (Leon), his
mother and his older brother (Erwin).
Influence of Transgenerational Concepts in my Relationships
I am hopeful, that as a result of my training in the field of psychology and family therapy,
that I have done some work towards being more a differentiated individual. Due to my husband
having three brothers and having somehow disappeared in the family system, I do not think the
was the recipient of much of his parent’s anxiety. His older two brothers, Leo and Pierre in being
the oldest and perceived as the most symptomatic, respectively, they received most the anxiety
and have also been the two members of their family who has had the most difficulty in
establishing and maintaining close emotional relationships. I am hopeful that this training,
having done the genogram, and my husband’s differentiation due to being less exposed to
47
parental anxiety than his siblings, will help up to be more aware of the patterns and be cognizant
of their effects.
On my own and on my husband’s side of the family, it seems that daughters tend to move
away from the nuclear family to create a geographical cure for fusion and anxiety. The youngest
siblings tend to remain behind and carry on the family empire. I see this in my father (Ben),
father-in-law (Leon), my brother (Paul) and this stands to reason their either my husband and his
youngest brother (Morné) or only Morné may be the one(s) that remain on the original farm to
carry the family legacy further. My husband’s older brother (Leo) has already moved away from
the family business as well as their hometown and there are signs that the second-born brother
(Pierre) who is currently part of the family business may not always be interested in continuing
to run it. This gives me an idea of what to expect for my own future, as the family business on
my husband’s side will play a large part in where we will live.
I hope that the patterns of the past also inform my approach to my own children one day,
as I can now see that there tends to be fusion between mothers and sons in both my own and my
husband’s side of the family, like my father (Ben) and maternal grandmother (Annatjie) as well
as between my father-in-law and his mother. I have also seen fusion between my own mother
(Martie) and my maternal grandmother (Edelweiss). This would be something to look out for as
that may predict that I am at risk to also be overinvolved with one of my own children, which
may lead to cut-off between them and my husband or between them and their own siblings. This
pattern seems to a part of every generation on both sides of my family.
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References
Butler, J. (2008). The Family Diagram and Genogram: Comparisons and Contrasts. American
Journal of Family Therapy. 36(3), 169–180.
Kerr, M. E. (2000). One Family’s Story: A Primer on Bowen Theory. The Bowen Center for the
Study of the Family. http://www.thebowencenter.org.
McFarlane, W. R. (1991). Family psychoeducational treatment. In A. S. Gurman and D. P.
Kniskern (Eds.). Handbook of family therapy (Vol. 2), New York, NY: Brunner Mazel.
Nelson, T. S. (2015). Transgenerational Family Therapies. In Wetchler, J. L., & Hecker, L. L.
(Eds.). An introduction to marriage and family therapy (2nd Ed. pp. 255-269). New York,
NY: Routledge.
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3.2 Indirect Measures
3.2.1 Student Evaluation of Course Instruction Results
For details, contact the assessment office.
SAMPLE: MFT/IRT 9500 RESEARCH COLLOQUIUM
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3.2.2 Peer Review of Teaching
For details, contact the assessment office.
SAMPLES
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