CODE | LAW5077 | ||||||||
TITLE | Family Systems and Children and Mediation | ||||||||
UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
MQF LEVEL | 7 | ||||||||
ECTS CREDITS | 5 | ||||||||
DEPARTMENT | Faculty of Laws | ||||||||
DESCRIPTION | This study-unit is aimed at providing an introduction to working with couples and families from a systemic perspective. We shall explore what systems theory offers, delving into the major theoretical ideas that underpin the model. This will take us to looking at how problems evolve in couples and families. Following this we will be able to move to particular subject areas, namely 'Basic Systemic Interviewing Skills', 'Neutrality and its Limitations', 'Managing Conflict and High Emotion in the Room', 'The Family Life Cycle', 'The Changing Family' and 'Children within the Process of Seperation'. We shall also devote some space to reflect upon 'Ethical Dilemmas when working with Couples and Families'. This study-unit aims to enable the student to gain insight, empathy and expertise with regards to the situation of children in mediation proceedings whose family are undergoing a separation. It aims at offering the perspective of the child during the separation, seeks to explore the main issues involved that influence the social and psychological outcomes for the child and focuses on finding ways of successfully renegotiating relationships with an aim at stabilising the child's physical, emotional, psychological and social environment. The topics to be covered are the following: Conflicting perspectives: The child, the parents and the outside world; Helping Parents disentangle relationships: Marital vs parental roles; Addressing Disturbances: Grief and confusion, Identity difficulties, alliances and loyalties, discipline and material stability; Aiding the Child: Reassurance, Clarity and Consistency; Preparing the child for mediation; Supporting the child through mediation; Communicating with anxious, distressed or alienated children; Ending mediation: assessing the outcomes for the child. Study-unit Aims: This study-unit aims: (a) to equip students with the theoretical and practical knowledge needed to interview and assess family situations within a mediation context, as well as to enhance the students' sensitivity to the complexities such scenarios present; (b) to provide a general understanding of the current theoretical issues and research findings in separation mediation involving children; (c) to provide an in-depth and developmentally sensitive understanding of the perspective of a child whose family is changing due to separation; (d) to enable students to become aware of and be capable of identifying the various disturbances to the child's life with an aim at advocating for child favourable solutions; (e) to empower students to become skilled at successfully supporting the child through the various stages of mediation; (f) to assist students to be able to decide whether to involve children in mediation sessions and have the necessary skills to conduct a child-friendly session. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: (a) describe systemic concepts; (b) know couple and family dynamics; (c) employ self-reflexively about one's own position as mediator within the room; (d) explain the current theoretical issues and research findings in separation mediation involving children; (e) apply an in-depth and developmentally sensitive understanding of the perspective of a child whose family is changing due to separation; (f) identify the various disturbances to the child's life with an aim at advocating for child favourable solutions. 2. Skills: By the end of the study-unit the student will be able to: (a) integrate systemic thinking into their practice; (b) enhance their interviewing skills with families; (c) be more competent in managing any arising conflict between separating couples in the room; (d) prepare the child for and support the child through separation mediation; (e) communicate successfully with anxious, distressed or alienated children; Advocate for the least detrimental alternatives for the child based on current separation mediation research; (f) evaluate the outcomes of mediation for the child in order to facilitate the child's adjustment. Main Text/s and any supplementary readings: Main Reading Dallos R and Draper R, (2005) An introduction to family therapy and systemic practice 2nd edition ,Milton Keynes: Open University Press Suplementary Readings Burck, C. and Speed, B. (Eds) (1995) Gender, power and relationships. London: Routledge. Carter, B. and McGoldrick M.(eds.) (1998) The expanded family life cycle: Individual, family and social perspectives: Boston: Allyn and Bacon. Dowling E and Gorell Barnes G.(1999) Working with children and parents through divorce London : Macmillan. Gammer C. (2009) The child's voice in family therapy. A systemic perspective. New York: Norton. Gorell Barnes G (1998) Family Therapy in Changing Times, London: Macmillan. Scabini and Rossi (eds.) (2003) Rigenerare i Legami: la mediazione nelle relazioni familiari e communitarie, Studi Interdisciplinari sulla Famiglia, Miliano, 2003. Emery, R.E. (1994) Renegotiating Family Relationships: Divorce,Child Custody and Mediation. The Guilford Press: New York. Irving, H.H. (2010) Children come first: Mediation, not Litigation when marriage ends. Dundurn Press: Canada (Being printed). Lefevre, M. (2010) Communicating with Children and Young People: Making a difference. Policy Press:Bristol. |
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STUDY-UNIT TYPE | Lecture | ||||||||
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |