This course orients students to relevant empirical research about families. Focusing on the contextual issues of the family life cycle, the readings will expose students to scholarly literature on various issues that they may see in clinical practice as well as the diversity of family forms. The processes and modification to family structures over nodal points in time (e.g. birth of first child, divorce) along with attention to culture, gender and socioeconomic influences will be covered. Students will apply the information from the readings via class discussion and student presentations. This course will give students background to move to more clinically focused training during assessment and practicum.

This course examines the place of sexuality in human life, including the influences of cultural, familial, psychological, biological and spiritual factors. The course looks particularly at the interface of sexual issues in clinical work. Special attention is paid to the issues of gender, sexual health and sexual dysfunction from a biopsychosocial -spiritual perspective.

This course meets the majority of the educational requirements to become an AASECT certified sex therapist for a Marriage and Family Therapist. Subjects covered include sexually transmitted infections; sex research, literature, and history; atypical sexual behavior; hyper sexual behavior; sexual dysfunction; gender identities; substance abuse and sexual dysfunction; theory and models in sex therapy and relationship systems; therapy and methods in the field of clinical sexology; medical intervention in evaluation and treatment of psychosexual disorders; ethical decision making in sexuality related cases; and case review.

Traces historical developments in formal and informal human services, historical developments in Christian thought, and how the two interrelate. Particularly important are theological and epistemological bases for human services vis-a-vis social ecology and systems thinking. Extra Fee.

This course is designed to provide a background and introduction to some of the multitude of cultural, socioeconomic, and ethnic variables that may bear upon a clinical situation in family therapy. Students will promote an understanding and appreciation of sociocultural differences and the dynamics of oppression among individuals, groups, and families, and the impact such differences have on the theory and clinical practice of family therapy. Students will be asked to explore influences of their own cultural backgrounds upon their practice of marriage and family therapy.

Acquaints family therapy students with the MFT literature pertaining to gender. A feminist lens is used predominantly to examine this topic. Through readings, videos, and class discussions, students will learn the many ways that gender impacts self and relationships on the personal as well as socio-cultural levels. Implications for therapeutic practice will be a major focus.

Acquaints students with the basic theories and methods guiding the practice of family therapy, and the research basis for their use. Students will be encouraged to begin to develop their own personal style of therapy in light of those theories studied. Examines theoretical limitations and strengths in relationship to gender and to culturally diverse case studies. Students will be asked to critique and explore the limitations of each model presented. Class sessions will be divided between lectures and a practical application of theories. With MFT 6303, this course is intended to be the foundational theory course of the program and is taken in the first quarter of enrollment

Recommended Prerequisite: MFT 6300. Builds upon MFT 6300 in the basics of learning to think and work systematically with individuals, couples and families. Bowen theory is the central organizing framework for the course and students will apply these theoretical constructs to their own family systems. Emphasizes defining the self of the therapist-in-training.

This course provides you an examination of the epistemological and theoretical foundations and developments of family therapy; this course is designed as an introduction to the field of family therapy and to the basic skills required of a family therapist. You will acquire knowledge of MFT theories, including research based support, and apply them to clinical situations and simulated families. Class sessions will be divided between lectures, discussions and practical application of theories. Students will be encouraged to continue to develop their own personal style of systemic therapy in light of the theories studied. The course builds upon systemic theories explored in MFT 6300 (Theories of Marriage and Family Therapy I).

Examines primary models of brief therapy. Includes relevant research and clinical data. By working through actual cases and other clinical examples, students acquire the conceptual bases and primary methods of these models. Helps students assess how clients' attempted solutions of problems have been effective and ineffective, and how to plan interventions to enhance effectiveness.

This course provides an in-depth study and experience of experiential family therapy. Theoretical models of Carl Whitaker, Virginia Satir, and Sue Johnson are examined. Each student will begin to competently define and create their unique expression of these theories. The importance and usefulness of experiential ideas in working with a diverse population are explored. The student will learn to competently integrate the research of this theory’s effectiveness in creating change for clients. Each student will focus on the development of the person of the therapist. The course will emphasize experiences, questions, and conversations that help the student discover and clarify her/his own self and style as a therapist.

Examines the ideas put forth by Michael White, David Epston, Jill Freedman, Gene Combs, and others, and their implications for clinical practice. Emphasis will be placed on: understanding the influence of social constructionism and post-modernity on family therapy; identifying and developing alternative and preferred stories in clinical work; developing awareness of issues of power and forming collaborative relationships with people who consult with us; and applying narrative principles to work with adults and children.

Provides advanced knowledge, training, experience, and research in Bowen Theory and its applications. Gives students opportunities to explore clinical applications of the theory for their own work.

This course familiarizes students with the theoretical foundations and practices of Internal Family Systems therapy. Students will learn how to conceptualize therapeutic work with families, couples and individuals from the perspective of IFS theory, and the central idea of multiplicity. Class sessions will be divided between lectures, experiential exercises and role plays, discussions and viewing videotape examples of the practical application of the theory. Personal applications of the theory will allow students to explore relationships between their own parts and self, and explore the concept of self-leadership.

The purpose of this course is to examine the history and theory of Adlerian Psychology and its application to a systemic therapeutic model of treatment . The didactic, demonstration, and experiential format will provide a grounding in Adlerian Therapy and an examination of how Adlerian Therapy complements or is complemented by other systemic models. Applications to individual, couple, and family therapy will be highlighted.

This course provides experiential encounters for students to examine, explore, and develop competencies of group therapy while examining the role of grief in life experience. Students will develop practical applications of process-oriented techniques while participating in a group experiences over the course of a 24 hour cohort retreat. Group leadership skills and techniques will be modeled and developed. Extra Fee.

Examines the theoretical and practical applications of process-oriented group experiences. Pays particular attention to the development and implementation of family and couple groups in a variety of settings, and skills related to group leadership. Research regarding participation in groups, including cultural factors, will be reviewed.

This course will provide students with the skills to help couples change and the ability to conceptualize and carry out interventions in complex clinical cases consistent with major models of family and marital therapy. Ethnicity and cultural implications will be examined.

Provides a practical overview of the theory, research, and practice of premarital and remarital therapy. Reviews goals, topics, and formats of premarital therapy within various contexts and settings. Examines issues related to culture, gender, diversity and special populations. Class sessions will be divided between lectures, discussions and practical applications. Students will be able to design a premarital program in a setting of interest to them.

Introduces the concepts of psychopathology from a systems perspective with special attention paid to the role families play in the development and treatment of pathology. Uses the DSM-IV-TR as the organizing format for the class with special attention paid to the understanding of etiology, diagnosis and treatment using the DSM nosology in a family systems context.

Examines the dynamics and treatment of abusive cycles and systems, with particular focus on substance abuse, sexual abuse, child abuse, domestic violence, and eating disorders. This didactic and experiential course highlights the effects of abuse on recipients, abusers and others within the contexts of culture, gender and spirituality.

Surveys models and instruments of family, couple, and individual assessment employed in marriage and family therapy, including the statistical underpinnings of validity and reliability. Students will learn to diagnose both functional and dysfunctional relationship patterns and common mental health disorders within the context of marital and family systems.

This course examines the most common physical and medical issues that surface in the practice of marriage and family therapy. Special attention is given to psychopharmacology, neuroanatomy and neuro-functioning, neurological disorders, and general medical conditions that affect emotional and interpersonal functioning. An introduction to the field of Medical Family Therapy and the practice of collaborative and integrative medicine will be reviewed. Discussion will also focus around the practice of marriage and family therapy within a changing health care environment.

This seminar will review how to present and market your services to a physician. Various topics to be covered include: Identify differing areas of medicine, cultural differences in medicine to be considered before approaching a physician, the focus difference in medical family therapy not represented in other behavioral science fields, strategic connections in specialty and primary care, insurance obstacles and bridges, and the development of marketing products. Marketing tools will be developed by students and shared with each other.

Provides a didactic and experiential format in which to explore issues around therapeutic work with young children and their families. Explores developmental and family systems issues in the light of working with young children and their families.

This course provides you with a didactic and experiential format in which we will explore issues around therapeutic work with adolescents and their families.Attention will be given to the developmental and family systems issues in the light of working with adolescents and their families, along with focus on self as therapist issues that may arise in this work. We will apply the information from the readings and assignments via class discussion and in-class group activities. This course will give you background to move to more clinically-focused training during assessment and treatment of adolescents and their families.

Examines theory, research, and practical application literature related to parenting and the treatment families. The didactic and experiential format will explore parenting styles, common issues of parenting, and family counseling and therapy within the contexts of culture, gender, and spirituality. Adlerian psychology and family systems perspectives will be integrated in both understanding and intervention into family life and parent/child relationships.

This course will provide a basic foundation of the neuromechanisms relevant to understanding the pharmecodynamics of psychotropic medications commonly prescribed in primary care settings. Current medications used for the treatment of depression, anxiety, bi-polar, attention deficit, and some mental illnesses with psychotic features will be covered as well as common side effect profiles that patients may experience. Additionally, effective strategies for interacting with prescribing providers and their patients as a mental health care provider on the topic of medication will be covered. The seminar will also focus on the particulars of child and adolescent psychotropic medication and medication management.

This course provides an overview of drama and expressive art therapy modalities, and explores how each modality's theories and hands-on experiences can be applied to, and integrated with family systems theoretical models and clinical interventions. This course also promotes an understanding and appreciation of therapists' creativity and spontaneity. This course predominantly features learning by doing and active participation in exercises during class is central to the learning experience.

This course provides an introduction to graduate level research methods with special focus on their use in the field of marriage and family therapy. Qualitative and quantitative approaches are examined, including philosophical assumptions, issues of validity and reliability, sampling, data collection and analysis.

This course provides an application of graduate level research methods within the field of marriage and family therapy, building upon MFT 6700, MFT Graduate Research I. Qualitative and quantitative approaches are reviewed and used in designing and developing a sound research proposal. Special emphasis will be placed on bridging the gap between research and practice of marriage and family therapy.

Considers major professional issues and practices in marriage and family therapy in the contexts of Christian perspectives, the ethical guidelines of the American Association for Marriage and Family Therapy, and other professional organizations. Examines the role of national and local laws, research findings and cultural/personal values.

This course is designed to provide students with a basic understanding of assessment and intervention methods with individuals, couples, and families in crisis. The course provides initial preparation for student's placement in an internship site and is taken in conjunction with Clinical Practicum I (MFT 6933), focusing mainly on ethical issues and crisis interventions relevant to MFT clinicians and interns (e.g., harm to self and others). The theoretical foundation for this course is an integrated model of systems theories. Students will explore and discuss treatment applications within the contexts of relevant research, ethics, culture, community, and theoretical perspectives. Through class content, readings, presentations and exercises, students will build a foundation of knowledge and skills for assessment, treatment goals, and ethical interventions with clients.

The course examines common dilemmas in marriage and family therapy. These are issues in the lives of clients that defy clear-cut resolutions, such as client violence towards others, spiritual differences between therapist and client(s), and confidentiality with minors. The issues also carry personal and professional risks for therapists. While the issues are difficult, they can be addressed in ways that take into account the beliefs of therapist and clients, professional ethics, and professional law. This course also addresses interactions between the therapist's family-of-origin and clients' issues, plus implications for self-care of the therapist.

Focuses on the entry into the "real world" of therapeutic practice and setting up the "business" of therapy. Addresses current changes in the practice of couple and family therapy, and broadens career alternatives beyond the scope of private practice to include consultant, researcher, educator, trainer, and mediator.

Provides opportunity for the student to study a topic of special interest under faculty supervision.

Provides a lecture-discussion format for deliberation of significant matters in marriage and family therapy, mental health delivery or mental health topic. Credits vary according to complexity and depth of study for each topic.

Assists students in the integration of self, theory and the practice of family therapy. This seven-quarter sequence is designed to build step-wise toward each student's development of a personal theoretical orientation of treatment and a clinical demonstration of mastery of his/her stated orientation in the final quarter (VII). Student learning outcomes/objectives for the practicum sequence meet SPU MFT program goals and are tied to Association of Marital and Family Therapy Regulatory Board's (AMFTRB) practice domains for the MFT national examination. The SPU MFT program has selected 62 of the 67 task statements from the AMFTRB Practice Domains; these tasks fit with beginning MFT competencies and students are evaluated to achieve these competencies during the SPU 7-quarter MFT Clinical Practicum sequence. Students will present individual and family cases which they are currently working with in their clinical placement settings. Groups will not exceed six persons. This is the required on-campus component of the off-campus practicum experience. Students are required to stay in sequence once they have committed to their practicum (a seven-quarter commitment).

Assists students in the integration of self, theory and the practice of family therapy. This seven-quarter sequence is designed to build step-wise toward each student's development of a personal theoretical orientation of treatment and a clinical demonstration of mastery of his/her stated orientation in the final quarter (VII). Student learning outcomes/objectives for the practicum sequence meet SPU MFT program goals and are tied to Association of Marital and Family Therapy Regulatory Board's (AMFTRB) practice domains for the MFT national examination. The SPU MFT program has selected 62 of the 67 task statements from the AMFTRB Practice Domains; these tasks fit with beginning MFT competencies and students are evaluated to achieve these competencies during the SPU 7-quarter MFT Clinical Practicum sequence. Students will present individual and family cases which they are currently working with in their clinical placement settings. Groups will not exceed six persons. This is the required on-campus component on the off-campus practicum experience. Students are required to stay in sequence once they have committed to their practicum (a seven-quarter commitment).

Assists students in the integration of self, theory and the practice of family therapy. This seven-quarter sequence is designed to build step-wise toward each student's development of a personal theoretical orientation of treatment and a clinical demonstration of mastery of his/her stated orientation in the final quarter (VII). Student learning outcomes/objectives for the practicum sequence meet SPU MFT program goals and are tied to Association of Marital and Family Therapy Regulatory Board's (AMFTRB) practice domains for the MFT national examination. The SPU MFT program has selected 62 of the 67 task statements from the AMFTRB Practice Domains; these tasks fit with beginning MFT competencies and students are evaluated to achieve these competencies during the SPU 7-quarter MFT Clinical Practicum sequence. Students will present individual and family cases which they are currently working with in their clinical placement settings. Groups will not exceed six persons. This is the required on-campus component of the off-campus practicum experience. Students are required to stay in sequence once they have committed to their practicum (a seven-quarter commitment).

Assists students in the integration of self, theory and the practice of family therapy. This seven-quarter sequence is designed to build step-wise toward each student's development of a personal theoretical orientation of treatment and a clinical demonstration of mastery of his/her stated orientation in the final quarter (VII). Student learning outcomes/objectives for the practicum sequence meet SPU MFT program goals and are tied to Association of Marital and Family Therapy Regulatory Board's (AMFTRB) practice domains for the MFT national examination. The SPU MFT program has selected 62 of the 67 task statements from the AMFTRB Practice Domains; these tasks fit with beginning MFT competencies and students are evaluated to achieve these competencies during the SPU 7-quarter MFT Clinical Practicum sequence. Students will present individual and family cases which they are currently working with in their clinical placement settings. Groups will not exceed six persons. This is the required on-campus component of the off-campus practicum experience. Students are required to stay in sequence once they have committed to their practicum (a seven-quarter commitment).

Assists students in the integration of self, theory and the practice of family therapy. This seven-quarter sequence is designed to build step-wise toward each students' development of a personal theoretical orientation of treatment and a clinical demonstration of mastery of his/her stated orientation in the final quarter (VII). Student learning outcomes/objectives for the practicum sequence meet SPU MFT program goals and are tied to Association of Marital and Family Therapy Regulatory Board's (AMFTRB) practice domains for the MFT national examination. The SPU MFT program has selected 62 of the 67 task statements from the AMFTRB Practice Domains; these tasks fit with beginning MFT competencies and students are evaluated to achieve these competencies during the SPU 7-quarter MFT Clinical Practicum sequence. Students will present individual and family cases which they are currently working with in their clinical placement settings. Groups will not exceed six persons. This is the required on-campus component of the off-campus practicum experience. Students are required to stay in sequence once they have committed to their practicum (a seven-quarter commitment).

Assists students in the integration of self, theory and the practice of family therapy. This seven-quarter sequence is designed to build step-wise toward each student's development of a personal theoretical orientation of treatment and a clinical demonstration of mastery of his/her stated orientation in the final quarter (VII). Student learning outcomes/objectives for the practicum sequence meet SPU MFT program goals and are tied to Association of Marital and Family Therapy Regulatory Board's (AMFTRB) practice domains for the MFT national examination. The SPU MFT program has selected 62 of the 67 task statements from the AMFTRB Practice Domains; these tasks fit with beginning MFT competencies and students are evaluated to achieve these competencies during the SPU 7-quarter MFT Clinical Practicum sequence. Students will present individual and family cases which they are currently working with in their clinical placement settings. Groups will not exceed six persons. This is the required on-campus component of the off-campus practicum experience. Students are required to stay in sequence once they have committed to their practicum (a seven-quarter commitment).

Assists students in the integration of self, theory and the practice of family therapy. This seven-quarter sequence is designed to build step-wise toward each student's development of a personal theoretical orientation of treatment and a clinical demonstration of mastery of his/her stated orientation in the final quarter (VII). Student learning outcomes/objectives for the practicum sequence meet SPU MFT program goals and are tied to Association of Marital and Family Therapy Regulatory Board's (AMFTRB) practice domains for the MFT national examination. The SPU MFT program has selected 62 of the 67 task statements from the AMFTRB Practice Domains; these tasks fit with beginning MFT competencies and students are evaluated to achieve these competencies during the SPU 7-quarter MFT Clinical Practicum sequence. Students will present individual and family cases which they are currently working with in their clinical placement settings. Groups will not exceed six persons. This is the required on-campus component of the off-campus practicum experience. Students are required to stay in sequence once they have committed to their practicum (a seven-quarter commitment).

Provides continued supervision for students who have completed the clinical practicum sequence, but have not fulfilled the 500 client contact hour requirement.