• Social Work
  • Counseling
  • Marriage and Family Therapy
Hours: 11 Contact Hours
Author(s): Textbook Author:
  • William C. Madsen, PhD
Workbook Author:
  • Glenn Stone, PhD, MSW
Item#: B4029
1 Textbook, 1 Exam Workbook (12 pages)

Collaborative Therapy with Multi-Stressed Families, 2nd Edition

Price $59.95
Item # B4029
When available, the Online Course format is included with the hard copy, eBook, or audio book formats!

This advanced-level course explores the use of a relational collaborative stance in work with families facing multiple challenges. The basis of the relational stance is that therapists need to position themselves in ways that strengthen respect, connection, curiosity, and hope in the therapeutic relationship. With a foundation in narrative theories and an emphasis on a compassionate alliance between client and therapist, the course offers practical techniques that clinicians can use to help clients manage long-standing problems in their lives. In-depth information is provided on how to develop effective intervention plans through a relational perspective. Specific practice topics are explored, such as using collaborative inquiry, developing communities to support clients’ new lives, and solidifying clients’ new lives through the use of therapeutic documents. The course also describes specific therapeutic techniques such as witnessing groups, re-membering activities, therapeutic letters, and re-authoring. The course is intended for behavioral health professionals, including social workers, clinical mental health counselors, psychologists, marriage and family therapists, and advanced practice and psychiatric nurses.

Social workers will receive 11 (Clinical Content) continuing education clock hours in participating in this course.

Click here for a list of supplemental references.

Anderson, H. (2012). Collaborative relationships and dialogic conversations: Ideas for a relationally responsive practice. Family Processes, 51(1), 8–24. Abstract retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1545-5300.2012.01385.x/abstract?deniedAccessCustomisedMessage=&userIsAuthenticated=false

Chenail, R. J., St. George, S., Wulff, D., Duffy, M., Scott, K. W., & Tomm, K. (2012). Clients’ relational conceptions of conjoint couple and family therapy quality: A grounded formal theory. Journal of Marital and Family Therapy, 38(1), 241–264. Abstract retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1752-0606.2011.00246.x/abstract?deniedAccessCustomisedMessage=&userIsAuthenticated=false

Cleek, E. N., Wofsy, M., Boyd-Franklin, N., Mundy, B., & Howell, T. J. (2012). The family empowerment program: An interdisciplinary approach to working with multi-stressed urban families. Family Process, 51(2), 207–217. Abstract retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1545-5300.2012.01392.x/abstract?deniedAccessCustomisedMessage=&userIsAuthenticated=false

DeCarvalho, L. T., & Whealin, J. M. (2012). Healing stress in military families: Eight steps to wellness. Hoboken, NJ: Wiley.

Fishbane, M. D. (2014). News from neuroscience: Applications to couple therapy. In T. Nelson & H. Winawer (Eds.), Critical topics in family therapy: AFTA SpringerBriefs in Family Therapy (pp. 83–92). New York, NY: Springer.

Jordan, J. V., & Carlson, J. (Eds.). (2013). Creating connection: A relational-cultural approach with couples. New York, NY: Routledge.

Madsen, W. C. (2014). Taking it to the streets: Family therapy and family-centered services. Family Process, 53(3), 380–400. Abstract retrieved from http://www.ncbi.nlm.nih.gov/pubmed/25039411

Tomm, K., St. George, S., Wulff, D., & Strong, T. (Eds.). (2014). Patterns in interpersonal interactions: Inviting relational understandings for therapeutic change. New York, NY: Routledge.

Tuerk, E. H., McCart, M. R., & Henggeler, S. W. (2012). Collaboration in family therapy. Journal of Clinical Psychology, 68(2), 168–178. Abstract retrieved from http://onlinelibrary.wiley.com/doi/10.1002/jclp.21833/abstract?deniedAccessCustomisedMessage=&userIsAuthenticated=false

Walsh, F. (2012). Facilitating family resilience: Relational resources for positive youth development in conditions of adversity. In M. Ungar (Ed.), The social ecology of resilience: A handbook of theory and practice (pp. 173–186). New York, NY: Springer.

Course Objectives
  • Identify the key features of assessing and engaging multi-stressed families when using a collaborative relational stance.
  • Discuss the key aspects of the relational perspective and the importance of using a relational/collaborative stance when working with multi-stressed families.
  • Apply concepts from the relational perspective to the development of contracts with clients.
  • Describe strategies for developing organizational structures that can be more effectively used in helping multi-stressed families.
  • Identify effective strategies in helping clients develop 'preferred lives' through the use of a collaborative relational perspective.
Glenn Stone, PhD, MSW, is a professor and chairperson of the social work department at Ball State University Muncie IN. He previously taught in social work programs at the School of Social Work University of Windsor Ontario Canada East Carolina University in Greenville NC Miami University in Oxford OH and Indiana University in Bloomington IN. Dr. Stone was Principal Investigator for the North Carolina Child Welfare Education Collaborative Grant (2007-2008) and the Indiana Fatherhood Initiative Contract (1999-2001.) He is the author of several articles on the topic of divorce adjustment and coauthor of a book on nonresidential fathers entitled Fathering at Risk: Helping Nonresidential Fathers. Dr. Stone has also been involved in a training project in Hong Kong to increase the knowledge an skills of social workers dealing with families undergoing divorce. He has 15 years of direct social work practice working with clients experiencing suicidal behaviors.
  • Contact hours will be awarded for up to one (1) year from the date the course is ordered.
  • You must score 75% or higher on the final exam and complete the course evaluation to pass this course and receive a certificate of completion.
  • Through our review processes, Western Schools ensures that this course content is presented in a balanced, unbiased manner and is free from commercial influence. It is Western Schools’ policy not to accept commercial support.
  • All persons involved in the planning and development of this course have disclosed no relevant financial relationships or other conflicts of interest related to the course content.