Usage of the Popular Films in Family Counselling Courses and A Film Analysis with the Concepts of Structural Family Therapy

Yıl 2013, Cilt: 24 Sayı: 1, 129 - 144, 15.04.2013

Ural Nadir

Öz

The idea of
utilizing the popular movies generally in education and particularly in the
family counselling courses has been investigated for long years. The studies
conducted on the utilization of the movies in the family counselling courses
have shown that movies have provided the students with great assistance in
understanding the system of notion particularly, and opened a different window
for both the trainers and students in addition to the theoretical environment
of the trainings. Additionally, considering the learning effectiveness, it is
specified in the literature that learning of a material by the students by
listening, watching, and discussing simultaneously increases the learning
effectiveness to 90 percent. From this point of view, this paper analyzes the
movie called The Prince of Tides in light of the structural family counselling
model. Thus, it is targeted to review the structural family counselling
concepts, and provide the field researchers and students with an example to the
use of movies in teaching.

Anahtar Kelimeler

Social Work Training, Family Counselling Courses

AİLE DANIŞMANLIĞI EĞİTİMLERİNDE POPÜLER FİLMLERİN KULLANIMI VE YAPISAL AİLE TERAPİSİ KURAMI İLE DALGALARIN PRENSİ FİLMİNİN ANALİZİ

Öz

Genel olarak
eğitimde, özel olarak da aile danışmanlığı eğitimlerinde popüler filmlerden
faydalanma fikri üzerinde uzun yıllardır çalışılmaktadır. Aile danışmanlığı
eğitimlerinde filmlerden yararlanma üzerine yapılan çalışmalarda filmlerin
özellikle öğrencilerin sistem kavramını anlamalarına büyük faydası olduğu,
bunun yanında eğitimlerin teorik ortamının yanında gerek eğiticilere gerekse de
öğrencilere farklı bir pencere sunduğu gösterilmiştir. Bunun yanında öğrenme
etkinliği konusuna bakıldığında öğrencilerin hem duyup, hem izleyip, hem de
tartışarak bir materyali öğrenmesinde etkinliğin yüzde 90’lara kadar yükseldiği
literatürde belirtilmektedir. Bu makalede, bu bilgilerden hareketle Dalgaların
Prensi filmi yapısal aile terapisi modeli ışığında analiz edilecektir. Böylece
hem yapısal aile terapisi kavramlarının bir kez daha üzerinden geçmek, hem de
özellikle alanda çalışanlara ve öğrencilere eğitimlerde filmlerin kullanımı
hakkında bir örnek sunulmak amaçlanmaktadır.

Anahtar Kelimeler

Sosyal Hizmet Eğitimi, Aile Danışmanlığı Eğitimi

Kaynakça

• Acar, Y. B., & Acar, H. (2002). Sistem kuramı - Ekolojik sistem kuramı ve sosyal hizmet: Temel kavramlar ve farklılıklar. Toplum ve Sosyal Hizmet, 13(1), 29-35.
• Alexander, W., Waxman, D. (2000). Cinema education: Teaching family system through movies. Families, System & Health: The Journal of Collaborative Family Health Care, 18 (4), 455-466.
• Carr, A. (2006). Family Therapy.Consept, Process and Practice. John Wiley & Sons Ltd. England.
• Corcoran, J. (1999) Children’s literature and popular movies for knowledge of life span development, Journal of Baccalaureate Social Work, 5(1), 87–98.
• Demirel, Ö. (2002), Planlamadan Değerlendirmeye Öğretme Sanatı, Ankara: Pegem Akademi.
• Demmitt, A. D. (1998). Using literature to teach the art of diagnosing. The Family Journal, 6, 147-149.
• Dowd, J. (1999) Waiting for Louis Prima: on the possibility of a sociology of film, Teaching Sociology, 27(4), 324–342.
• Downey, E. P., Jackson, R. L., Puig, M. E:,&Furman, R. (2003). Perceptions of efficacy in the use of contemporary film in social work education: an exploratory study. Social work Education, 22(4). 401-410.
• Dressel, P. (1990) Films that put social problems into global context, Teaching Sociology,18(2), 226–230.
• Ello, L. M. (2007). Older Adult Issues and Experiences Through the Stories and Images of Film. Journal of Teaching in Social Work, Vol. 27(1/2). 271-282.
• Fışıloğlu, H. (2001) Aile ve Evlilik Terapisi Kurs Notları. ODTÜ SEM. Basılmamış Ders Notları.
• Gladding, S. T. (1994).Teaching family counseling through the use of fiction. Counselor Education and Supervision, 33, 191-200.
• Gladstein, G., & Feldstein, J. (1983). Using film to increase counselor empathic experiences. Counselor Education and Supervision, 23, 125-131.
• Higgins, J.,& Dermer, J. (2001). The use of film in marriage and family counselor education. Counselor Education & Supervision, 40, 182-192.
• Hudock, A. M., Jr.,&Warden, S. A. G. (2001). Using movies to teach family systems concepts. The Family Journal, 9, 116-121.
• Hudock, A., & Gallagher Warden, S. (2001). Using movies to teach family systems concepts. The Family Journal: Counseling and Therapy for Couples and Families, 9, 116-121.
• Liles, R. E. (2007). The Use of Feature Films as Teaching Tools in Social Work Education. Journal of Teaching in Social Work, 27(3/4), 45-60.
• Maynard, P. E. (1996). Teaching family therapy theory: Do something different. The American Journal of Family Therapy, 24, 195-205.
• Pescolido, B. (1990) Teaching medical sociology through film: theoretical perspectives and practical tools, Teaching Sociology, 18(3), 337–346.
• Pincus, A.,& Minahan, A. (1973) Social Work Practice: Model and Method. Itasca, IL: F.E. Peacock.
• Shepard, D. D., Brew, L. (2005) Teaching Theories of Couples Counseling: The Use of Popular Moviesthe Famıly Journal: Counselıng And Therapy For Couples And Famılıes, 13(4), 406-415.
• Tyler, J. M., & Reynolds, T. (1998). Using feature film to teach group counseling. Journal for Specialists in Group Work, 23, 7-21.
• Vinton, L. & Harrington, P. (1994) An evaluation of the use of videotape in teaching empathy, Journal of Teaching in Social Work, 9(1/2), 71–84.
• Zastrow, C. (1995). The Practice of Social Work. California: Brooks / Cole Publishing Company.