Instructions – Case Study Outline
1. Read the following case study.
Week 9 Case Study: Gender Identity – Transgender – Gender Dysphoria
Week 9 Obstacles to Care TGNC (Transgender Non-Conforming) Sam to Samantha (Pseudo-names)
Sam to Samantha
Sam starting coming out and questioning his gender identity in high school wearing full makeup to school. He was interested in fashion design. He started cross dressing in high school as well. His mom was incarcerated for drugs when he was 10 years old and had limited contact with her until he was an adult. His father remarried shortly after that and him and his new wife were members of conservative Christian church which did not accept or support the LGBT community. When he left home his parents had a difficult time accepting his changing look and full make up, but were relieved he was not living with them or in the community because they were ashamed and embarrassed by him. He moved to NYC and got a job at one of the leading cosmetics companies and was one of their top performers. At night he MC’d the drag shows in the New York City for years. He was in a relationship with a man who was beginning to medically transition, Sam decided he did not want to go through with the full surgery and began to identify himself as non-binary. That is when he changed his name from Sam to Samantha and wanted to be addressed as “They” or “Them”. Them did not want to be called “his son” by his father, which created a rift between them. Their father has never accepted Them as a transgender person. Them is now in his late 30’s, in a long-term relationship, Their religion is Wiccan, and has limited contact with family except for an aunt who accepts Them unconditionally. How could you provide support to Samantha and educate Samantha’s family on Their Transgender/Non-Conforming/Non binary identity?
Use this as guide to write up an assessment and treatment plan for this case study – “Samantha”
Primary mental health needs of transgender people
Transgender and gender nonconforming people, in general, have three types of need for mental health.
a. Exploration of gender identity. This includes determining exactly what one’s gender identity is, coming to terms with this gender identity, self-acceptance and individuation, and exploring individual–level ways to actualize this identity in the world. This may also include preparation and assessment for various gender affirming treatments and procedures.
b. Coming out and social transition. This includes coming out to family, friends, and coworkers, dating and relationships, and developing tools to cope with being transgender in a sometimes transphobic world.
c. General mental health issues, possibly unrelated to gender identity. The variety of mental health concerns experienced by transgender people include mood disorders, generalized anxiety, substance abuse, and post-traumatic stress disorder (PTSD).
2. Complete the Case Study Outline (review the mental health needs listed below for transgender people).
Case Study Outline
1. Background information and Socio-cultural considerations.
2. Assessment (assessment methods must be consistent with the theory you have read for this week’s assignments, video clips or theory mentioned in the vignette).
3. Treatment plans, must list 3 treatment goals that follow logical problem solving.
4. Interventions (Interventions must be consistent from theory/ theories you are using for the case study) include collateral stakeholders as part of the interventions as needed.
5. Discuss future research that may be needed.
3. Your Case Study Outline should be attached as a Word .doc file (.doc, .docx) or PDF.
Video links
· How to talk (and listen) to transgender people | Jackson Bird (Links to an external site.)
Transgender: a mother’s story | Susie Green | TEDxTruro (Links to an external site.)
Goldenberg, H., & Goldenberg, I. (2013): Chapter 17, Appendices A and B (Comparative View of Family Theories and Therapies and the AAMFT Code of Ethics)
o PowerPoint Handout: Chapter 17 pdf
Transgender, Non-Conforming, Non- Binary PeopleGoldenberg/Goldenberg, Family Therapy, 8th
edition © Brooks/Cole Cengage 2013 1
A Comparative View of Family Theories and
Therapies
• Units of Analysis: Monads, Dyads and Triads
• Time Frame
• Past, present, future
• Functional and Dysfunctional Families
• Role of the Therapist
• Assessment
• Insight vs. Action
Goldenberg/Goldenberg, Family Therapy, 8th
edition © Brooks/Cole Cengage 2013 2
A Comparative View of Family Theories and
Therapies
• Methods of Intervention
• Length of Treatment
• Goals of Treatment
• Are Theoretical Integrations Possible?Week 9: Overview
Family Theories and Family Therapy
By now, I am sure it has become clear that theories guide our work with families. Theories provide direction for our therapeutic services. We are able to make adjustments to theoretical techniques based on the family’s needs and without the use of theories; one could argue that our work may not be as fruitful. The purpose of this week’s lecture is to provide a comparative overview of family theories. This will challenge you to begin thinking about the theories collectively instead of independently, which will ultimately assist with shaping the theoretical framework that you will feel comfortable applying in your work with families. Please read the chapter on comparative view of family theories and therapies. Additionally, as we end our exploration of Marriage, Couples and Family Counseling, you will find it useful to re-visit the Code of Ethics in preparation for your work with clients. This week, you will participate in three discussion questions and respond to one peer for two different questions. You will also complete your final exam, along with a reflection paper. Remember to properly integrate and cite the readings in your work and include a reference list.
Learning Objectives
By the end of this week, you will:
· Compare family theories for similarities and differences.
· Draw similarities and differences between family therapy interventions.
· Understand ethical decision making and conduct, as determined by the AAMFT Code of Ethics.
Readings
Please read the following for this week as well as All Week 9 Online Course Materials:
· Goldenberg, H., & Goldenberg, I. (2013): Chapter 17, Appendices A and B (Comparative View of Family Theories and Therapies and the AAMFT Code of Ethics)
Week 9: Lecture
Family Theories
We have visited many models of family therapy and I am sure by now, they may all be running together on you. However, it is important to keep in mind that each model is unique in its approach, yet they all share similarities, even if it is only with the ultimate goal of aiding couples and families. As you reflect on the readings, begin to think about developing your own approach to working with couples and families using the theories that we have learned about.
Some snapshot distinctions of family therapy models are as follows:
Psychoanalytic family therapy focuses on the past. Transgenerational models also focus on the past, but in an attempt to examine unfinished business. Experiential, Strategic, and Structural Family Therapists focus on the present. Behavioral/Cognitive Family Therapists seek to examine what issues are currently contributing to the maintenance of the problem. Social constructionists believe in addressing problems in the present. Narrative therapists only look to the past for evidence of times when clients may have successfully overcome the issue. Psychoeducational Family Therapists focus on teaching families how to deal with the presenti
Instructions – Case Study Outline
1. Read the following case study.
Week 9 Case Study: Gender Identity – Transgender – Gender Dysphoria
Week 9 Obstacles to Care TGNC (Transgender Non-Conforming) Sam to Samantha (Pseudo-names)
Sam to Samantha
Sam starting coming out and questioning his gender identity in high school wearing full makeup to school. He was interested in fashion design. He started cross dressing in high school as well. His mom was incarcerated for drugs when he was 10 years old and had limited contact with her until he was an adult. His father remarried shortly after that and him and his new wife were members of conservative Christian church which did not accept or support the LGBT community. When he left home his parents had a difficult time accepting his changing look and full make up, but were relieved he was not living with them or in the community because they were ashamed and embarrassed by him. He moved to NYC and got a job at one of the leading cosmetics companies and was one of their top performers. At night he MC’d the drag shows in the New York City for years. He was in a relationship with a man who was beginning to medically transition, Sam decided he did not want to go through with the full surgery and began to identify himself as non-binary. That is when he changed his name from Sam to Samantha and wanted to be addressed as “They” or “Them”. Them did not want to be called “his son” by his father, which created a rift between them. Their father has never accepted Them as a transgender person. Them is now in his late 30’s, in a long-term relationship, Their religion is Wiccan, and has limited contact with family except for an aunt who accepts Them unconditionally. How could you provide support to Samantha and educate Samantha’s family on Their Transgender/Non-Conforming/Non binary identity?
Use this as guide to write up an assessment and treatment plan for this case study – “Samantha”
Primary mental health needs of transgender people
Transgender and gender nonconforming people, in general, have three types of need for mental health.
a. Exploration of gender identity. This includes determining exactly what one’s gender identity is, coming to terms with this gender identity, self-acceptance and individuation, and exploring individual–level ways to actualize this identity in the world. This may also include preparation and assessment for various gender affirming treatments and procedures.
b. Coming out and social transition. This includes coming out to family, friends, and coworkers, dating and relationships, and developing tools to cope with being transgender in a sometimes transphobic world.
c. General mental health issues, possibly unrelated to gender identity. The variety of mental health concerns experienced by transgender people include mood disorders, generalized anxiety, substance abuse, and post-traumatic stress disorder (PTSD).
2. Complete the Case Study Outline (review the mental health needs listed below for transgender people).
Case Study Outline
1. Background information and Socio-cultural considerations.
2. Assessment (assessment methods must be consistent with the theory you have read for this week’s assignments, video clips or theory mentioned in the vignette).
3. Treatment plans, must list 3 treatment goals that follow logical problem solving.
4. Interventions (Interventions must be consistent from theory/ theories you are using for the case study) include collateral stakeholders as part of the interventions as needed.
5. Discuss future research that may be needed.
3. Your Case Study Outline should be attached as a Word .doc file (.doc, .docx) or PDF.
Video links
· How to talk (and listen) to transgender people | Jackson Bird (Links to an external site.)
Transgender: a mother’s story | Susie Green | TEDxTruro (Links to an external site.)
Goldenberg, H., & Goldenberg, I. (2013): Chapter 17, Appendices A and B (Comparative View of Family Theories and Therapies and the AAMFT Code of Ethics)
o PowerPoint Handout: Chapter 17 pdf
Transgender, Non-Conforming, Non- Binary PeopleGoldenberg/Goldenberg, Family Therapy, 8th
edition © Brooks/Cole Cengage 2013 1
A Comparative View of Family Theories and
Therapies
• Units of Analysis: Monads, Dyads and Triads
• Time Frame
• Past, present, future
• Functional and Dysfunctional Families
• Role of the Therapist
• Assessment
• Insight vs. Action
Goldenberg/Goldenberg, Family Therapy, 8th
edition © Brooks/Cole Cengage 2013 2
A Comparative View of Family Theories and
Therapies
• Methods of Intervention
• Length of Treatment
• Goals of Treatment
• Are Theoretical Integrations Possible?Week 9: Overview
Family Theories and Family Therapy
By now, I am sure it has become clear that theories guide our work with families. Theories provide direction for our therapeutic services. We are able to make adjustments to theoretical techniques based on the family’s needs and without the use of theories; one could argue that our work may not be as fruitful. The purpose of this week’s lecture is to provide a comparative overview of family theories. This will challenge you to begin thinking about the theories collectively instead of independently, which will ultimately assist with shaping the theoretical framework that you will feel comfortable applying in your work with families. Please read the chapter on comparative view of family theories and therapies. Additionally, as we end our exploration of Marriage, Couples and Family Counseling, you will find it useful to re-visit the Code of Ethics in preparation for your work with clients. This week, you will participate in three discussion questions and respond to one peer for two different questions. You will also complete your final exam, along with a reflection paper. Remember to properly integrate and cite the readings in your work and include a reference list.
Learning Objectives
By the end of this week, you will:
· Compare family theories for similarities and differences.
· Draw similarities and differences between family therapy interventions.
· Understand ethical decision making and conduct, as determined by the AAMFT Code of Ethics.
Readings
Please read the following for this week as well as All Week 9 Online Course Materials:
· Goldenberg, H., & Goldenberg, I. (2013): Chapter 17, Appendices A and B (Comparative View of Family Theories and Therapies and the AAMFT Code of Ethics)
Week 9: Lecture
Family Theories
We have visited many models of family therapy and I am sure by now, they may all be running together on you. However, it is important to keep in mind that each model is unique in its approach, yet they all share similarities, even if it is only with the ultimate goal of aiding couples and families. As you reflect on the readings, begin to think about developing your own approach to working with couples and families using the theories that we have learned about.
Some snapshot distinctions of family therapy models are as follows:
Psychoanalytic family therapy focuses on the past. Transgenerational models also focus on the past, but in an attempt to examine unfinished business. Experiential, Strategic, and Structural Family Therapists focus on the present. Behavioral/Cognitive Family Therapists seek to examine what issues are currently contributing to the maintenance of the problem. Social constructionists believe in addressing problems in the present. Narrative therapists only look to the past for evidence of times when clients may have successfully overcome the issue. Psychoeducational Family Therapists focus on teaching families how to deal with the presenti
Instructions – Case Study Outline
1. Read the following case study.
Week 9 Case Study: Gender Identity – Transgender – Gender Dysphoria
Week 9 Obstacles to Care TGNC (Transgender Non-Conforming) Sam to Samantha (Pseudo-names)
Sam to Samantha
Sam starting coming out and questioning his gender identity in high school wearing full makeup to school. He was interested in fashion design. He started cross dressing in high school as well. His mom was incarcerated for drugs when he was 10 years old and had limited contact with her until he was an adult. His father remarried shortly after that and him and his new wife were members of conservative Christian church which did not accept or support the LGBT community. When he left home his parents had a difficult time accepting his changing look and full make up, but were relieved he was not living with them or in the community because they were ashamed and embarrassed by him. He moved to NYC and got a job at one of the leading cosmetics companies and was one of their top performers. At night he MC’d the drag shows in the New York City for years. He was in a relationship with a man who was beginning to medically transition, Sam decided he did not want to go through with the full surgery and began to identify himself as non-binary. That is when he changed his name from Sam to Samantha and wanted to be addressed as “They” or “Them”. Them did not want to be called “his son” by his father, which created a rift between them. Their father has never accepted Them as a transgender person. Them is now in his late 30’s, in a long-term relationship, Their religion is Wiccan, and has limited contact with family except for an aunt who accepts Them unconditionally. How could you provide support to Samantha and educate Samantha’s family on Their Transgender/Non-Conforming/Non binary identity?
Use this as guide to write up an assessment and treatment plan for this case study – “Samantha”
Primary mental health needs of transgender people
Transgender and gender nonconforming people, in general, have three types of need for mental health.
a. Exploration of gender identity. This includes determining exactly what one’s gender identity is, coming to terms with this gender identity, self-acceptance and individuation, and exploring individual–level ways to actualize this identity in the world. This may also include preparation and assessment for various gender affirming treatments and procedures.
b. Coming out and social transition. This includes coming out to family, friends, and coworkers, dating and relationships, and developing tools to cope with being transgender in a sometimes transphobic world.
c. General mental health issues, possibly unrelated to gender identity. The variety of mental health concerns experienced by transgender people include mood disorders, generalized anxiety, substance abuse, and post-traumatic stress disorder (PTSD).
2. Complete the Case Study Outline (review the mental health needs listed below for transgender people).
Case Study Outline
1. Background information and Socio-cultural considerations.
2. Assessment (assessment methods must be consistent with the theory you have read for this week’s assignments, video clips or theory mentioned in the vignette).
3. Treatment plans, must list 3 treatment goals that follow logical problem solving.
4. Interventions (Interventions must be consistent from theory/ theories you are using for the case study) include collateral stakeholders as part of the interventions as needed.
5. Discuss future research that may be needed.
3. Your Case Study Outline should be attached as a Word .doc file (.doc, .docx) or PDF.
Video links
· How to talk (and listen) to transgender people | Jackson Bird (Links to an external site.)
Transgender: a mother’s story | Susie Green | TEDxTruro (Links to an external site.)
Goldenberg, H., & Goldenberg, I. (2013): Chapter 17, Appendices A and B (Comparative View of Family Theories and Therapies and the AAMFT Code of Ethics)
o PowerPoint Handout: Chapter 17 pdf
Transgender, Non-Conforming, Non- Binary PeopleGoldenberg/Goldenberg, Family Therapy, 8th
edition © Brooks/Cole Cengage 2013 1
A Comparative View of Family Theories and
Therapies
• Units of Analysis: Monads, Dyads and Triads
• Time Frame
• Past, present, future
• Functional and Dysfunctional Families
• Role of the Therapist
• Assessment
• Insight vs. Action
Goldenberg/Goldenberg, Family Therapy, 8th
edition © Brooks/Cole Cengage 2013 2
A Comparative View of Family Theories and
Therapies
• Methods of Intervention
• Length of Treatment
• Goals of Treatment
• Are Theoretical Integrations Possible?Week 9: Overview
Family Theories and Family Therapy
By now, I am sure it has become clear that theories guide our work with families. Theories provide direction for our therapeutic services. We are able to make adjustments to theoretical techniques based on the family’s needs and without the use of theories; one could argue that our work may not be as fruitful. The purpose of this week’s lecture is to provide a comparative overview of family theories. This will challenge you to begin thinking about the theories collectively instead of independently, which will ultimately assist with shaping the theoretical framework that you will feel comfortable applying in your work with families. Please read the chapter on comparative view of family theories and therapies. Additionally, as we end our exploration of Marriage, Couples and Family Counseling, you will find it useful to re-visit the Code of Ethics in preparation for your work with clients. This week, you will participate in three discussion questions and respond to one peer for two different questions. You will also complete your final exam, along with a reflection paper. Remember to properly integrate and cite the readings in your work and include a reference list.
Learning Objectives
By the end of this week, you will:
· Compare family theories for similarities and differences.
· Draw similarities and differences between family therapy interventions.
· Understand ethical decision making and conduct, as determined by the AAMFT Code of Ethics.
Readings
Please read the following for this week as well as All Week 9 Online Course Materials:
· Goldenberg, H., & Goldenberg, I. (2013): Chapter 17, Appendices A and B (Comparative View of Family Theories and Therapies and the AAMFT Code of Ethics)
Week 9: Lecture
Family Theories
We have visited many models of family therapy and I am sure by now, they may all be running together on you. However, it is important to keep in mind that each model is unique in its approach, yet they all share similarities, even if it is only with the ultimate goal of aiding couples and families. As you reflect on the readings, begin to think about developing your own approach to working with couples and families using the theories that we have learned about.
Some snapshot distinctions of family therapy models are as follows:
Psychoanalytic family therapy focuses on the past. Transgenerational models also focus on the past, but in an attempt to examine unfinished business. Experiential, Strategic, and Structural Family Therapists focus on the present. Behavioral/Cognitive Family Therapists seek to examine what issues are currently contributing to the maintenance of the problem. Social constructionists believe in addressing problems in the present. Narrative therapists only look to the past for evidence of times when clients may have successfully overcome the issue. Psychoeducational Family Therapists focus on teaching families how to deal with the presenti
Instructions – Case Study Outline
1. Read the following case study.
Week 9 Case Study: Gender Identity – Transgender – Gender Dysphoria
Week 9 Obstacles to Care TGNC (Transgender Non-Conforming) Sam to Samantha (Pseudo-names)
Sam to Samantha
Sam starting coming out and questioning his gender identity in high school wearing full makeup to school. He was interested in fashion design. He started cross dressing in high school as well. His mom was incarcerated for drugs when he was 10 years old and had limited contact with her until he was an adult. His father remarried shortly after that and him and his new wife were members of conservative Christian church which did not accept or support the LGBT community. When he left home his parents had a difficult time accepting his changing look and full make up, but were relieved he was not living with them or in the community because they were ashamed and embarrassed by him. He moved to NYC and got a job at one of the leading cosmetics companies and was one of their top performers. At night he MC’d the drag shows in the New York City for years. He was in a relationship with a man who was beginning to medically transition, Sam decided he did not want to go through with the full surgery and began to identify himself as non-binary. That is when he changed his name from Sam to Samantha and wanted to be addressed as “They” or “Them”. Them did not want to be called “his son” by his father, which created a rift between them. Their father has never accepted Them as a transgender person. Them is now in his late 30’s, in a long-term relationship, Their religion is Wiccan, and has limited contact with family except for an aunt who accepts Them unconditionally. How could you provide support to Samantha and educate Samantha’s family on Their Transgender/Non-Conforming/Non binary identity?
Use this as guide to write up an assessment and treatment plan for this case study – “Samantha”
Primary mental health needs of transgender people
Transgender and gender nonconforming people, in general, have three types of need for mental health.
a. Exploration of gender identity. This includes determining exactly what one’s gender identity is, coming to terms with this gender identity, self-acceptance and individuation, and exploring individual–level ways to actualize this identity in the world. This may also include preparation and assessment for various gender affirming treatments and procedures.
b. Coming out and social transition. This includes coming out to family, friends, and coworkers, dating and relationships, and developing tools to cope with being transgender in a sometimes transphobic world.
c. General mental health issues, possibly unrelated to gender identity. The variety of mental health concerns experienced by transgender people include mood disorders, generalized anxiety, substance abuse, and post-traumatic stress disorder (PTSD).
2. Complete the Case Study Outline (review the mental health needs listed below for transgender people).
Case Study Outline
1. Background information and Socio-cultural considerations.
2. Assessment (assessment methods must be consistent with the theory you have read for this week’s assignments, video clips or theory mentioned in the vignette).
3. Treatment plans, must list 3 treatment goals that follow logical problem solving.
4. Interventions (Interventions must be consistent from theory/ theories you are using for the case study) include collateral stakeholders as part of the interventions as needed.
5. Discuss future research that may be needed.
3. Your Case Study Outline should be attached as a Word .doc file (.doc, .docx) or PDF.
Video links
· How to talk (and listen) to transgender people | Jackson Bird (Links to an external site.)
Transgender: a mother’s story | Susie Green | TEDxTruro (Links to an external site.)
Goldenberg, H., & Goldenberg, I. (2013): Chapter 17, Appendices A and B (Comparative View of Family Theories and Therapies and the AAMFT Code of Ethics)
o PowerPoint Handout: Chapter 17 pdf
Transgender, Non-Conforming, Non- Binary PeopleGoldenberg/Goldenberg, Family Therapy, 8th
edition © Brooks/Cole Cengage 2013 1
A Comparative View of Family Theories and
Therapies
• Units of Analysis: Monads, Dyads and Triads
• Time Frame
• Past, present, future
• Functional and Dysfunctional Families
• Role of the Therapist
• Assessment
• Insight vs. Action
Goldenberg/Goldenberg, Family Therapy, 8th
edition © Brooks/Cole Cengage 2013 2
A Comparative View of Family Theories and
Therapies
• Methods of Intervention
• Length of Treatment
• Goals of Treatment
• Are Theoretical Integrations Possible?Week 9: Overview
Family Theories and Family Therapy
By now, I am sure it has become clear that theories guide our work with families. Theories provide direction for our therapeutic services. We are able to make adjustments to theoretical techniques based on the family’s needs and without the use of theories; one could argue that our work may not be as fruitful. The purpose of this week’s lecture is to provide a comparative overview of family theories. This will challenge you to begin thinking about the theories collectively instead of independently, which will ultimately assist with shaping the theoretical framework that you will feel comfortable applying in your work with families. Please read the chapter on comparative view of family theories and therapies. Additionally, as we end our exploration of Marriage, Couples and Family Counseling, you will find it useful to re-visit the Code of Ethics in preparation for your work with clients. This week, you will participate in three discussion questions and respond to one peer for two different questions. You will also complete your final exam, along with a reflection paper. Remember to properly integrate and cite the readings in your work and include a reference list.
Learning Objectives
By the end of this week, you will:
· Compare family theories for similarities and differences.
· Draw similarities and differences between family therapy interventions.
· Understand ethical decision making and conduct, as determined by the AAMFT Code of Ethics.
Readings
Please read the following for this week as well as All Week 9 Online Course Materials:
· Goldenberg, H., & Goldenberg, I. (2013): Chapter 17, Appendices A and B (Comparative View of Family Theories and Therapies and the AAMFT Code of Ethics)
Week 9: Lecture
Family Theories
We have visited many models of family therapy and I am sure by now, they may all be running together on you. However, it is important to keep in mind that each model is unique in its approach, yet they all share similarities, even if it is only with the ultimate goal of aiding couples and families. As you reflect on the readings, begin to think about developing your own approach to working with couples and families using the theories that we have learned about.
Some snapshot distinctions of family therapy models are as follows:
Psychoanalytic family therapy focuses on the past. Transgenerational models also focus on the past, but in an attempt to examine unfinished business. Experiential, Strategic, and Structural Family Therapists focus on the present. Behavioral/Cognitive Family Therapists seek to examine what issues are currently contributing to the maintenance of the problem. Social constructionists believe in addressing problems in the present. Narrative therapists only look to the past for evidence of times when clients may have successfully overcome the issue. Psychoeducational Family Therapists focus on teaching families how to deal with the presenti
