Interpersonal Relationships


A. Psychology 447/547: 

B. Instructor: T.Treadwell, 

Department of Psychology,

33 Peoples Building

Phone: 436-2723

Office Hours: 5-7 PM; W

C. Texts: Greenberger, D., & Padesky, C.A.(1995). Mind over mood: A cognitive therapy treatment manual for clients. New York: Guilford Press.

Young, J. & Klosko, J. (1995). Reinventing your life. New York: Plume Books (Division of Penguin Books).

D. Course Purpose:

Familiarize students with action group experiential methods to explore dysfunctional interpersonal relationships and the connection with family schematic patterns.  A schema is a pattern that starts in childhood and is duplicated throughout one’s life.  A schema or ‘lifetrap’ organizes how you think, feel, act, relate, and understand as well as determining how you interpret the world.
You will be familiarized with tests measuring various aspects of inter & intra personal relationships. The data will become part of your class file to be used for both instructional and research purposes. The long-range purpose is to improve the effectiveness of interpersonal relationships. 

Assessment Instruments: [administered pre-post and during the 15 Weeks]

     Group Cohesion Scale

     Beck Depression Inventory II     

     Beck Hopelessness Scale      

     Beck Anxiety scale 

     Personal Belief Questionnaire (PBQ-SF)

     Social Networks Inventory

     Automatic Thought Records 

     Spontaneity Scale

     Intimacy Attitude Scale

     Young's Schema Questionnaire (L-2)

     Young Parenting Inventory (YPI). Identifies the most likely origins of each schema for a particular patient.

     Young-Rygh Avoidance Inventory (YRAI). Measures the degree to which a patient utilizes various forms of schema avoidance.

     Young Compensation Inventory (YCI). Measures the most common ways that a patient overcompensates for his or her schemas.

Objectives:

1. To acquaint students with the varied aspects (including gender differences and cross-cultural perspectives) of interpersonal relationship issues.
2. To examine schemas/core-beliefs that affect interpersonal behaviors and relationships.
3. To familiarize students with tests used in measuring various aspects of interpersonal relationships. The data will become part of your class file for both instructional and research purposes. The long-range purpose is to improve the effectiveness of the group-cognitive therapy model for the training of group and individual therapists.

E. Course Requirements:

Attend all classes and participate in class activities. Students must meet all the deadlines for the submissions of the assignments. Since all sessions will be videotaped a consent form must be signed for videotaping/confidentiality. A portion of each class will be devoted to discussion about the previous session. Video tapes will be reviewed in the FHG Library-IMC area (lower level of library).  No tape will leave campus!  

F. Course Outline:

1.  Three general ways that we adapt to our schemas; fight=overcompensation; flight=avoidance; & surrender=freeze. 5 schema domains;disconnection & rejection; impaired autonomy performance; impaired limits; other directedness & overvigilance & inhibition.

2.  Measuring interpersonal issues within the family and social network system.

3.  Understanding conflicts in interpersonal relationships, where they stem from, and possible ways of dealing with them.

4.  Utilizing thought records, core-beliefs/schemas, and the data they produce that determine conflictual communication patterns in interpersonal relations.

5.   Exploring factors and communication strategies in initiating, developing, maintaining, and terminating relationships?

G. Evaluation Policy: Your grades will be based on the following:

1. Design a Genogram.

...of your family of origin (include two generations). Outline these findings according the 'genogram' handout.  [Genogram development will be illustrated in class - 2nd session!] (30 points). 

GenoGram Links
Genogram Software
Drawing the GenoGram
GenoGram Basics - An Introduction

2. GenoGram presentation.

...For every group session a group member will present his/her genogram for exploration to the group. Xerox a copy to be passed out in class. Volunteering will determine the order of presentations. Family thought records are to be utilized in conjunction with the genogram. Basic family schemas will be addressed.

3. Design a Social Network.

... of your current relationships includes family of origin)-psychological network, your work/school network (collective), persons from that network you consider significant (individual) and if you had it your way -- whom would you have in your 'social network' (ideal network). Outlining your Social Network follows a written format and will be illustrated in class (15 points). **Note - The social network is a measure of your current relationships that the genogram might not pick up.

4. Running Log of sessions.

The running log includes the following details: (d) date of class, (b) nature of the session, the type of techniques used and their purposes, (c) name of person & core belief(s)/schema's) that emerged (d) what role's) did you serve, if any, and if not what might have you contributed, and (d) your thoughts of that session 'topic - or genogram' and how it activated your schema's/core beliefs. (Due last class day of each month, January, February, March, & April. (50pts).

5. Paper on Group Issues.

Each graduate student will develop a group therapy proposal of their own choosing, preparing a paper no longer than 10 pages in length.
This paper will address the following issues:

A. The purpose of the group.
B. Type of group and research-based rationale supporting this design.
C. Screening criteria.
D. Facilitation issues and role of group leaders/directors.
E. Methods & techniques to be used.
F. Duration of Group.
G. Expected Outcomes.
H. Process for Evaluation.

This paper is to include thorough integration of literature with your own viewpoints, references, and prepared in APA Style.

6. A Personal Theory Paper.

Each undergraduate student will develop a scholarly paper detailing your personal schema history & its effect upon your current interpersonal relationships. The focus is on identifying, understanding and challenging long-standing maladaptive patterns in thinking, feeling and behaviors that are creating interpersonal obstacles.
The paper should be no longer than 10 pages, and should contain references to both research and theories that support your views. Indicate the sources of your ideas from the textbooks and and selected articles by citing studies and page numbers. The paper is to be prepared using The APA style manual (5th edition). Due Date - April (75pts).

7. Thought Records & BDI'S.

Are due weekly and placed in your file. Submit weekly (15 points).

8. Contribution to Class.

Relationship dilemmas and interpersonal conflicts (initiation, maintenance, termination, love, jealousy, shyness, power, gender differences, communication issues, self-disclosure, attraction, anger & conflict resolution) are the primary focus. Many of our communication patterns developed are rooted in our family system. Thus, interpersonal and relationship core beliefs/schemas will be activated and necessary that you share these schemas during class to best understand schema theory. (15 points).

9. Class Attendance.

An experiential course requires your attendance & participation. Each absence deduct 7 points. Grades depend upon: (a) clarity of writing, (b) relevance of your personal comments, and (c) conformance with The Publication Manual (APA)(5th Ed.).

Video Consent Form

Confidentiality Consent Form

Technician Consent Form