PYN004 Approaches to Systemic and Family Therapy

Unit Outline: Semester 1 2026, Kelvin Grove, Internal

Overview

This unit will focus on contemporary approaches to counselling practice and emphasise the importance of a relational understanding of human problems and change processes.  It will highlight how concepts and skills drawn from the traditions of family therapy can be applied to most forms of relationship counselling and systemic practice.  

The unit content and experience will demonstrate that regardless of whether a counsellor's primary work is with individuals, couples, families, or larger systems, it is important to have some understanding of the concepts and skills involved in systemic and family therapy. The unit will focus on the development of self-awareness regarding one's own family dynamics, and how this can assist clients and counsellors to better understand themselves and facilitate systemic change.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Conceptualise problems from the standpoint of selected models of family/relationship counselling (e.g. solution focused and narrative therapies);
2. Identify, enact and communicate utilising digital technologies specific reflecting team processes and skills.
3. Critically apply relevant theory and skills to a specific client population, such as the Aboriginal and Torres Strait Islander population.
4. Analyse potential effects of your own family dynamics on your work with couples/families, your colleagues and inter- and intra-professional relationships.

Content

Learning Approaches

Teaching approaches will include experiential workshops, theoretical input, role-play demonstrations, and exercises where you will be able to act as therapists, clients and reflecting team members. As well as input from lecturers, you will have the opportunity to research specific topics of interest and present these in workshop form to the class.

Feedback on Learning and Assessment

Students will receive formative feedback through regular structured exercises and reflective processes, and via peer interaction. Summative feedback will occur through the formal assessment items which include 1. A live online/Group Presentation & Demonstration with a follow up Q&A to verify learning. 2. A 3000-word written reflection based on in class activities and your own family of origin. 

Assessment

Overview

Assessment will be used across the semester to allow you to demonstrate your ability to apply relationship counselling skills and knowledge to specific problem areas. It will include class demonstrations and also self reflection on your own family.

Threshold assessment conditions

Due to the experiential nature of the unit, you must complete all pieces of assessment. Summative assessment items will be criterion-referenced on a satisfactory/unsatisfactory basis. Each of the summative assessment items must be satisfactorily completed to pass this unit and ALL criteria within each assessment must be deemed satisfactory.  Therefore any students not reaching a satisfactory grade for any of the individual criteria will be asked to resubmit that particular criteria.  Only one resubmission will be afforded and If any criteria is not deemed satisfactory the student will receive an overall unsatisfactory grade.

The final result for this unit will not contribute to your overall course GPA.

Unit Grading Scheme

S (Satisfactory) / U (Unsatisfactory)

Assessment Tasks

Assessment: Group Presentation & Demonstration

In small groups (e.g. 4-6), drawing on various digital and generative AI tools, you will design and facilitate a 2-hour online group workshop demonstrating the use of a selected counselling model to conceptualise a specific relationship problem and develop interventions as per real world counselling practice. The presentation will include group discussion, role-play/demonstration (including a reflecting team process), exercises, relevant handout and reference material. 

This presentation and demonstration will be followed by Q&A session to verify learning. 

You will be assessed on all aspects of this presentation and Demonstration as outlined in the task sheet and marking rubric which include your ability to: 

• Utilise digital technologies including Gen AI to design and deliver professional communication
• Apply postmodern principles in a clinically relevant and theoretically sound way
• Facilitate an engaging and reflective learning experience
• Demonstrate insight into the complexities of applying postmodern therapy in diverse client contexts
• Collaborate effectively as a team

The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.

Threshold Assessment:

You must achieve a passing grade on both assessment items to pass this unit. Failure to meet all assessment requirements will result in unsatisfactory performance.

All criteria for both assessments must be deemed SA and therefore any students not reaching a SA grade for any of the criteria will be asked to resubmit that particular criteria. Only one resubmission will be afforded and If any criteria is not deemed satisfactory the student will receive an overall US grade.

Assessment: Reflective Essay

You will submit a 3000-word reflective essay that critically examines your presentation and demonstration group process and experience through the lens of systemic theory. This reflection provides an opportunity to explore the relational dynamics, roles, communication patterns, and collaborative processes that emerged within your group during the planning and delivery of your counselling presentation.

In addition to analysing the group process, you are required to reflect on your own family history and/or past relational experiences, drawing on systemic concepts to consider how these may inform your personal positioning, relational tendencies, and clinical responses—particularly when working with the client population or presenting issue addressed in your group presentation.

Graded on a Satisfactory/Unsatisfactory basis

This assignment is eligible for the 48-hour late submission period and assignment extensions.

The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.

Threshold Assessment:

All criteria must be deemed SA and therefore any students not reaching a SA grade for any of the criteria will be asked to resubmit that particular criteria.  Only one resubmission will be afforded and If any criteria are not deemed satisfactory the student will receive an overall US grade.

Academic Integrity

Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.

The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.

Resources

Resource Materials

Recommended text(s)

Lowe, R. (2004). Family therapy: A Constructive Framework. London: Sage

Madsen, W.C.(2007) Collaborative Therapy With Multi-Stressed Families (2nd ed.) New York: Guilford

Nichols, M., and Schwartz, R. (2009). The Essentials of Family Therapy (4th ed.). Boston: Pearson

Risk Assessment Statement

There are no out of the ordinary risks associated with this unit.

Course Learning Outcomes

PY12 Master of Counselling

1. Critique and employ coherent therapeutic, practical and contextually relevant counselling knowledge, skills and values that embody a collaborative professional discourse that honours multiple perspectives across culturally diverse lifespans.
   Relates to: Group Presentation & Demonstration , Reflective Essay
2. Critically evaluate and apply intentional practice processes, engaging advanced critical thinking and decision-making skills, underpinned by ethical and professional values and critical reflexivity to ensure culturally safe collaborative counselling.
   Relates to: Group Presentation & Demonstration , Reflective Essay
3. Critically evaluate and apply theoretical and philosophical underpinnings of counselling research and practice, drawing upon digital capabilities and the qualities of ethical conduct, social inclusivity, reflexivity and reflection in sustainable ways.
   Relates to: Reflective Essay
4. Promote and practice effective written, oral and digital communication processes including advanced listening and dialogue skills, congruent with a collaborative counselling approach, in a range of contexts.
   Relates to: Group Presentation & Demonstration , Reflective Essay