The Gottman Method of Couple Therapy

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Please no plagiarism and use at least source from the listened readings below. I need this by 09/20/17 at 5pm.

 

The Gottman Method of Couple Therapy

The Gottman Method of couple therapy is firmly grounded in research on couple relationships. It is an integrative approach that incorporates elements of many different theories and therapy types (Gottman & Gottman, 2009). Underlying this therapy, and supported by decades of research, is the Sound Relationship House Theory. This theory outlines the seven building blocks that Dr. John Gottman and Dr. Julie Swartz Gottman believe are the essential components of a sound relationship. Out of this theory, the Gottmans have developed assessments and interventions that counselors can use with couples to guide them toward better friendship, intimacy, positive affect, constructive ways of dealing with conflict, and the creation of shared meaning, which are all parts of the Sound Relationship House Theory.

For this Discussion, you concentrate not on treatment planning and specific interventions from the Gottman Method, but how it is different as a whole from the therapies and theories you have explored in this course and the unique opportunities that the method presents for integration.

Reference:
Gottman, J., & Gottman, J. S. (2009). Level I Bridging the couple chasm. Gottman couples therapy: A new research-based approach. A workshop for clinicians. Seattle, WA: The Gottman Institute.

With these thoughts in mind:

Post by Day 4 an explanation of how the Gottman Method of couple therapy and its underlying Sound Relationship House Theory differ from the therapies and theories you have studied thus far. Then, describe one quality or principle of the Gottman Method that presents opportunities for integration into your main theoretical orientation in your future practice. Be specific and explain.

Be sure to support your postings and responses with specific references to the Learning Resources.

 

Learning Resources

This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week’s assigned Learning Resources. To view this week’s embedded media resources, please use the streaming media players below.

Required Resources

Media

Note: To access this week’s required library videos, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

CBT:

  • Video: Allyn & Bacon. (Publisher). (2002). Cognitive-behavioral child therapy [Motion picture]. [With Bruce Masek]. United States: Psychotherapy.net. Retrieved from the Walden Library databases.
  • Video: Allyn & Bacon. (Publisher). (2000). Couples therapy for addictions: A cognitive-behavioral approach [Motion picture]. [With Barbara McCrady]. United States: Psychotherapy.net. Retrieved from the Walden Library databases.

Gottman:

  • Video: Gottman, J. M., & Gottman, J. S. (Producers). (2009). Gottman couples therapy: A new research-based approach: Our research methods. United States: The Gottman Institute.

    Note: The approximate length of this media piece is 10 minutes.Accessible player –Downloads–Download Transcript

  • Video: Gottman, J. M., & Gottman, J. S. (Producers). (2009). Gottman couples therapy: A new research-based approach: Our research methods: The sound relationship house. United States: The Gottman Institute.

    Note: The approximate length of this media piece is 29 minutes.Accessible player –Downloads–Download Transcript

Readings

  • Course Text: Gurman, A. S., Lebow, J. L., & Snyder, D.  (2015). Clinical handbook of couple therapy (5th ed.). New York, NY: Guilford Press.
    • Chapter 2, “Cognitive-Behavioral Couple Therapy”
    • Chapter 5, “Gottman Method Couple Therapy”
  • Course Text: Theory-Based Treatment Planning for Marriage and Family Therapists
    • Chapter 9, “Cognitive-Behavioral Therapy”
  • Article: Driver, J. L., & Gottman, J. M. (2004). Daily marital interactions and positive affect during marital conflict among newlywed couples. Family Process, 43(3), 301–314. Retrieved from the Walden Library databases.
  • Article: Gottman, J. M., & Driver, J. L. (2005). Dysfunctional marital conflict and everyday marital interaction. Journal of Divorce & Remarriage, 43(3/4), 63–77. Retrieved from the Walden Library databases.
  • Article: Smith, G. B., & Schwebel, A. I. (1995). Using a cognitive-behavioral family model in conjunction with systems and behavioral family therapy models. American Journal of FamilyTherapy, 23(3), 203–212. Retrieved from the Walden Library databases.

Handout

  • Gottman Method Couple Therapy

Optional Resources

Readings

  • Book: Bitter, J. R., Long, L. L., & Young, M.E. (2010). Introduction to marriage, couple, and family counseling. Mason, OH: Cengage.
    • Chapter 13, “Cognitive-Behavioral Family Therapy”
  • Book: Gottman, J. M., & Silver, N. (1999). The seven principles for making marriage work. New York, NY: Three Rivers Press.

Discuss the differences between mandatory ethics and aspirational ethics.

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All questions need to be in apa format and approximate 300 each and sited

Question 1

Your assigned reading this week explains the importance of distinguishing between the types of ethics (e.g., mandatory, aspirational, principle, virtue). Understanding these differences is the foundation to ethical practice. The more professionals are anchored in an understanding of ethics and relevant applications, the more likely they will effectively apply their understanding to ethical dilemmas.

Discuss the differences between mandatory ethics and aspirational ethics.

• What are the differences between principle ethics and virtue ethics?

• Which type or types of ethics are represented in your profession?

You are encouraged to explore any applicable professional codes of conduct, i.e., American Psychological Association (APA) or American Correctional Association (ACA). Explain why you believe this is the case.

Question 2

Professionals in all areas from business to counseling commonly anticipate possible cultural differences with clients. At the same time, they inevitably encounter cultural differences with clients as well as with other professionals or with the views of organizations in which they work. These differences can compromise the services that clients receive unless effectively resolved.

For this discussion question, provide at least two examples from within your profession of situations in which the policies of real or fictitious organizations seem contrary to the best interests of a client due to cultural differences.

Discuss the implications of this for ethical practice.

Question 3

Privileged communication is a legal concept that prohibits the disclosure of confidential communications, while referring to confidentiality as the ethical responsibility of professionals to safeguard clients from unauthorized disclosures. This is one example of an important distinction that spans the legalities and ethical nature of professional practice. An understanding of these distinctions is not only characteristic of a responsible professional, but is also vital to the provision of ethically and legally accountable services in clients’ best interests.

Discuss the differences between confidentiality, privacy, and privileged communication, as well as the differences between the duty to warn and duty to protect. What would you think is the most important aspect of confidentiality as it relates to your profession?

Present a scenario in which you discuss some of your ideas in simple and clear language, as though you were having an actual discussion with a colleague who was in training. Then, discuss situations in which it is legally required that you breach confidentiality.

Question 4

A whistleblower, by definition, is someone who brings an unethical, immoral, or illegal business practice to the public’s attention. Whistleblowers have a difficult time in doing this, and they often find their lives changed because of their actions. Sometimes they are shunned and receive death threats. It is common for the family members to feel the effects of a whistleblower’s behavior.

Dr. Jeffrey Wigand became one of the best-known whistleblowers after his experience was turned into a movie, The Insider. He proved that tobacco companies were deliberately boosting the nicotine content of cigarettes, making them more addictive and cancer causing. However, like other whistleblowers, he suffered from tremendous stress and received death threats and other forms of intimidation for doing the right thing.

How did Dr. Wigand show moral intelligence in this situation? Jeffrey Wigand put his economic future as well as coworkers and his family at risk to expose the tobacco companies. Would you have done the same thing?

Question 5

As the field of psychology and other disciplines has continued to expand, opportunities to engage in multiple professional activities have also increased. At the same time, this abundance of opportunities also presents ongoing challenges requiring an understanding of personal limits. To rise above these challenges, we as professionals need to understand their limits and apply this understanding to professional situations that we encounter.

Discuss the situations in which you believe you may now be or could be less competent, situations that could require you to make a professional referral. Discuss how you would make a referral and what you would say to your client. You can create a scenario of your choice with a client in which you need to make this referral. When discussing this scenario, address (1) the background and presentation of the client, (2) your working relationship with the client to date, and (3) why the referral is essential and ethically significant in this scenario. Using the Internet, research your professional code of ethics for examples related to conflicts and the need to refer your client or case out.

Question 6

Ethics is a code of thinking and behavior governed by a combination of personal, moral, legal, and social standards of what is right. Although the definition of “right” varies with situations and cultures, its meaning in the context of a community work involves many guiding principles with which most community activists and service providers would probably agree. Above all else, do no harm. Hippocrates put this in words over 2,000 years ago, and it’s still Rule Number One.

You have volunteered to run a community violence-prevention program, working with kids who are gang members or gang hangers-on. The kids trust you, and sometimes tell you about some of their less-than-savory activities. The police also know you work with gang members and often ask you for information about kids. What are you obligated to tell them or to keep from them?

If you are actively striving to do “good,” how far does that obligation take you? If there are issues affecting the community that have nothing to do directly with the one you’re concerned with, do you nonetheless have an obligation to become involved? What if you don’t really understand the whole situation, and your involvement may do as much harm as good—do you still have an ethical obligation to support or become active on the right side? What if your support or activism endangers or compromises your community intervention?

Case Study And Treatment Plan

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Case Study Treatment Plan: Treatment Goals
For this assignment, you will submit additional components of your treatment plan based on the case study you selected. You can view the case studies in the Case Study Treatment Plan multimedia piece, available in the Resources. Complete the following components of the Case Study Treatment Plan Template:

. Treatment plan literature review.

. Goals and interventions.

. Communication with other professionals.

. Medications.

. Legal, ethical, and other considerations.

. References.

The sections of your treatment plan for this assignment should be 4–6 pages in length and include a minimum of four references from the current professional literature in counseling. Be sure to cite your references in current APA format.

Please continue to use the Case Study Treatment Plan Template to organize your work. Each section of the template includes a description of the type of information you need to include.

In the template for this assignment, also include the treatment plan components you wrote for the Unit 5 assignment so your instructor can refer to the previous information you provided about this client’s case when reviewing the components you have added for this assignment. When your template is complete, save it as a Word document with your name and submit it to the assignment area.

Submit your paper to Turnitin before you post it to the assignment area so you can catch any areas that are showing up as possible plagiarism.

Folder iconPortfolio Prompt: You may choose to save this learning activity to your ePortfolio.

Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click on the linked resources for helpful writing information.

Case Study Treatment Plan: Treatment Goals Scoring Guide
Due Date: Unit 9 Percentage of Course Grade: 15%.

Case Study Treatment Plan: Treatment Goals Scoring Guide

Criteria

Non-performance

Basic

Proficient

Distinguished

Develop an effective treatment plan appropriate to client demographics, history and presenting issues. 14%

Does not develop an effective treatment plan appropriate to client demographics, history and presenting issues.

Attempts to develop an effective treatment plan appropriate to client demographics, history and presenting issues, but key elements are missing or incomplete.

Develops an effective treatment plan appropriate to client demographics, history and presenting issues.

Develops an effective treatment plan appropriate to client demographics, history and presenting issues and supports the efficacy of the plan with reference to current research and professional literature.

Evaluate the effectiveness of mental health clinical interventions with diverse clients. 14%

Does not evaluate the effectiveness of mental health clinical interventions with diverse clients.

Lists mental health clinical interventions used with diverse clients, but does not evaluate their effectiveness.

Evaluates the effectiveness of mental health clinical interventions with diverse clients.

Provides a thorough, thoughtful and well-substantiated evaluation of the effectiveness of mental health clinical interventions with diverse clients.

Provide appropriate counseling strategies for working with clients with addiction and co-occurring disorders. 14%

Does not provide appropriate counseling strategies for working with clients with addiction and co-occurring disorders.

Provides counseling strategies, but does not consistently consider their appropriateness for clients with addiction and co-occurring disorders.

Provides appropriate counseling strategies for working with clients with addiction and co-occurring disorders.

Provides carefully selected, highly effective counseling strategies for working with clients with addiction and co-occurring disorders.

Evaluate the use and potential impact of psychopharmacological medications for clients with mental and emotional disorders. 14%

Does not evaluate the use and potential impact of psychopharmacological medications for clients with mental and emotional disorders.

Articulates, but does not evaluate, the use and potential impact of psychopharmacological medications for clients with mental and emotional disorders.

Evaluates the use and potential impact of psychopharmacological medications for clients with mental and emotional disorders.

Provides a thoughtful, thorough, and well-documented evaluation of the use and potential impact of psychopharmacological medications for clients with mental and emotional disorders.

Demonstrate the ability to apply ethical and legal standards in clinical mental health counseling. 14%

Does not demonstrate the ability to apply ethical and legal standards in clinical mental health counseling.

Demonstrates an ability to describe ethical and legal standards in clinical mental health counseling, but does apply them to specific issues.

Demonstrates the ability to apply ethical and legal standards in clinical mental health counseling.

Demonstrates a highly skilled ability to apply specific ethical and legal standards in clinical mental health counseling.

Identify methods for collaborating effectively with human service providers to promote client health and wellness. 15%

Does not identify methods for collaborating effectively with human service providers to promote client health and wellness.

Describes some methods for collaborating with human service providers, but does not link these methods to how they would promote client health and wellness.

Identifies methods for collaborating effectively with human service providers to promote client health and wellness.

Identifies a comprehensive list of effective methods for collaborating with human service providers and describes how these methods would promote client health and wellness.

Communicate in a manner that is consistent with expectations for mental health counseling professionals, including correct use of APA format. 15%

Does not communicate in a manner that is consistent with expectations for mental health counseling professionals, including correct use of APA format.

Communicates in a manner that is somewhat inconsistent with expectations for mental health counseling professionals.

Communicates in a manner that is consistent with expectations for mental health counseling professionals, including correct use of APA format.

FORENSIC PSY- SHORT PAPER

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Instructions

You have researched Muller v. Oregon and have read Supreme Court Declares School Segregation Unconstitutional in Brown v. Board of Education.

Choose one of these cases and look at the impact it had on society at the time. Look through the rulings and see what the justices on each side argued.

Then in a short paper, discuss how current societal mores and beliefs seemed to affect (or not affect) the SCOTUS decision and if the decisions themselves became the catalyst for societal change. How does the law affect society and society affect the way the Constitution is viewed? At the end, include a paragraph about which side of the case a forensic psychologists might support and why.

CASE CHOICE,    Supreme Court Declares School Segregation Unconstitutional in Brown v. Board of Education.

 

Short Paper
/Case Study
Rubric
(
Underg
raduate)Guidelines for Submission:
Short papers should use double spacing, 12-point Times New Roman font, and one-
inch margins. Sources should be cited according to a discipline-appropriate citation method. Page-length requirements:1–2 pages
.
Critical Elements
Exemplary
(100%)
Proficient
(85
%)
Needs Improvement
(55
%
)
Not Evident
(0%)
Value
Main Elements
Includes all of the main
elements and requirements
and cites multiple examples to
illustrate each element
Includes most of the main
elements and requirements
and cites
many
examples to
illustrate each element
Includes some of the
main
elements and requirements
Does not include any of the
main elements and
requirements
25
Inquiry
and
Analysis
Provides
in
–
depth analysis
that
demonstrate
s
complete
understanding of multiple
concepts
Provides
in
–
depth analysis that
demonstrate
s
complete
understanding of some
concepts
Provides
in
–
depth analysis that
demonstrate
s
complete
understanding of
minimal
concepts
Does not provide
in
–
depth
analysis
2
0
Integration
and
Application
All
o
f the
course con
cepts
are
correctly applied
Most
of the course concept
s
are
correctly applied
Some of the
course concept
s
are
correctly applied
Does not
correctly apply
any of
the
course concepts
1
0
Critical
Thinking
Draws insightful conclusions
that are thoroughly defended
with evidence and examples
Draws informed conclusions
that are justified
with evidence
Draw
s logical conclusions
, but
does not defend with
evidence
Does not
draw
logical
conclusions
2
0
Research
Incorporates many scholarly
resources
effectively
that
reflect depth and breadth of
research
Incorporates some scholarly
resources
effectively
that
reflect depth
and breadth
of
research
Incorporates
very few scholarly
resources that reflect depth
and breadth
of research
Does not incorporate scholarly
resources that reflect depth
and breadth
of research
15
Writing
(Mechanics/Citations)
No errors related to
organization,
grammar and
style, and
citation
s
Minor errors related to
organization, g
rammar and
style, and citations
Some errors related to
organization, grammar and
style, and citations
Major errors related to
organization, grammar and
style, and citations
1