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課程名稱 |
家族治療與健康專題
Seminar on Family Therapy and Health |
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開課學期 |
111-2 |
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授課對象 |
社會科學院 社會工作學研究所 |
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授課教師 |
熊秉荃 |
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課號 |
SW7049 |
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課程識別碼 |
330 M3110 |
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班次 |
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學分 |
3.0 |
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全/半年 |
半年 |
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必/選修 |
選修 |
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上課時間 |
星期二7,8,9(14:20~17:20) |
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上課地點 |
社209 |
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備註 |
第一堂課程務必出席。
限碩士班以上
總人數上限：20人
外系人數限制：2人 |
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課程簡介影片 |
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核心能力關聯 |
核心能力與課程規劃關聯圖 |
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課程大綱
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為確保您我的權利,請尊重智慧財產權及不得非法影印
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課程概述 |
This course is designed to enable students to move beyond their basic understandings of the complex relationships between health, illness and families. It offers students a family systems framework in working with the impact of health problems on patients and families. Its special focus will be on understanding that all health and relationship problems have biological, psychological, and social natures. Students are encouraged to examine their family-of-origin experiences in relating to health and illness.待補 |
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課程目標 |
1. To develop an in-depth understanding of family systems interventions in healthcare systems (medical family therapy)
2. To address the inevitable emotions associated with the experience of patients and families
3. To discover students’ own story of illness and meaning
4. To learn a template for helping families enhance their relationships with one another and the health care team
5. To integrate medical family therapy into the life cycle
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課程要求 |
1 Punctuality, attendance, and active participation are expected. Students are required to read the assigned readings and to post 1 discussion question in NTU COOL the day before each class. Each student chooses a fellow student to form a pair to engage in-class discussion to critically evaluate the required readings. The semester is divided into two-period, so students will switch partners to form two pairs in total.
2 Medical genogram with a timeline: Draw a 3-generation medical genogram and mark major health issues/crisis or diseases on a timeline. 參考 「健康與疾病家系圖」、「失落、疾病與死亡的時間軸」學習單。The due date is on .
3 Presentation (by dyads): Prepare a 20 minutes oral presentation to share the insights and highlights of your “Each One, Teach One” project. Choose one subject and share what you have learned from this course to your families.
4 Course evaluation paper (by individual student): Write a 5-10 page paper to describe your likes, dislikes, gains, and suggestions to this course content and design. The due date is on .
5 “Each One, Teach One” paper (by dyads): “Each One, Teach One” is a Black-American proverb that expresses one’s duty to pass along knowledge in a time where knowledge and learning were severely restricted. In contemporary society, the phrase is used among friends and family who share what they learn from their varying experience. Knowledge is Power. Write a 15-20 page paper to include a). The process and experience of sharing what you have learned from this course to your families. b). How this course contributes to your insights of “family, health and illness” and “your personal/family health beliefs and health/illness experiences;” The due date is on .
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預期每週課後學習時數 |
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Office Hours |
另約時間 |
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指定閱讀 |
aMcDaniel, S. H., Doherty, W. J. & Hepworth, J. (2014). Medical family therapy and integrated care. Washington, D. C.: American Psychological Association. 劉瓊瑛譯 (2021)．醫療家族治療。台北市：洪葉◦
bOfri, D. (2017). What patients say, what doctor hear. 李穎琪譯 (2020). 病人說了甚麼，醫師聽到甚麼？如何讓診間出現有意義又清楚易懂的病醫對話。台北市：遠見文化 (307 pages) ◦
cFadiman, A. (1997). The spirit catches you and you fall down: A Hmong child, her American doctors, and the collision of two cultures (總圖B1原民圖資中心 RA418.5.T73 F33 1997). (苗族) 湯麗明、劉建台、楊佳蓉譯 (2016). 黎亞：從醫病衝突到跨文化誤解的傷害。台北市：大家出版 ◦ (333 pages, 辜振甫圖書館指定參考書區 3-1-B；總圖B1原民圖資中心 541.62 3486 2016；台北市立圖書館，索書號：541.62 3486 ) 或 麗亞的故事：「惡靈抓住你,你就跌倒」 (總圖2F人社資料區 541.62 3486)。
dKessler, D. (2020). Finding meaning: The sixth stage of grief. 王詩琪譯 (2020). 意義的追尋：轉化哀慟的最終關鍵。台北市：時報出版 (384 pages) ◦ |
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參考書目 |
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評量方式
(僅供參考) |
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No. |
項目 |
百分比 |
說明 |
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1. |
Post discussion questions |
10% |
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2. |
Medical genogram & timeline |
5% |
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3. |
Oral presentation |
20% |
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4. |
Course evaluation paper |
20% |
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5. |
Book reading (A-D) |
15% |
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6. |
“Each One, Teach One” paper |
30% |
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