This course examines the structure and function of families and relationships, connecting theoretical and research underpinnings to the major models of family therapy. Family development, roles and interactions are studied as foundational in the practices of systemic/relational therapy interventions. Efficacy research for individual models and for common factors across models is presented.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate knowledge and application of major theoretical/conceptual frameworks of the family field, their historical roots, key concepts, and assumptions.
2. Demonstrate knowledge and application of major models of marriage and family therapy.
3. Analyze and evaluate the relationships between major conceptual frameworks and therapy models.
4. Apply understanding of diversity and multiculturalism in one's own developing model of marriage and family therapy.
5. Utilize professional databases and other professional resources in applying, analyzing and evaluating the literature of the field, including efficacy research.
6. Create and articulate one's own developing model of marriage and family therapy.
7. Analyze the significance of research evidence and community standards of practice in selecting and evaluating interventions.
    

The course examines characteristic changes in behavior and functioning in each stage of life from conception to death. Physical, cognitive, affective, and social bases of behavior are explored.

Upon completion of the course, students are expected to be able to do the following:

1. Understand the systematic nature of the patterns of growth and development in all human beings.
2. Examine the developmental tasks which the individual must master at each stage of his or her life span.
3. Describe potential developmental psychopathologies and their impact on the normative process
4. Analyze the effects of social and cultural factors upon the individual’s development.
5. Apply principles of development to the understanding of individual behavioral reactions.
6. Analyze writings from research journals and mainstream press as they relate to the course content.
7. Apply professional psychological writing style.

Major theories of personality are covered as represented by the biophysical, intrapsychic, existential, and behavioral approaches.

Upon completion of the course, students are expected to be able to do the following:

1. Understand the major personality theories and theorists.
2. Evaluate personality theories.
3. Identify and understand relevant issues in personality.
4. Analyze the basic relationships between personality theory and other aspects of counseling psychology: assessment, research, and treatment.
5. Identify a personal orientation to personality theory.
6. Apply professional psychological writing style.
    

This course examines the healthy personality, maladjustment, transient disorders, anxiety states, psychosis, mood, psychosomatic and personality disorders. The course focuses on the description of the main criteria and associated features of the Diagnostic and Statistical Manual of Mental Disorders (DSM) diagnostic groups. In addition, etiology, prognosis, prevention, and treatment of the disorders are considered.

Upon completion of the course, students are expected to be able to do the following:

1. Understand the classifications and categories of the major mental disorders including the importance of incorporating a client’s cultural and educational background.
2. Apply the diagnostic criteria as defined by DSM to actual clinical cases.
3. Analyze clinical information and use diagnostic criteria to differentiate between mental disorders.
4. Evaluate the problems associated with diagnosing.
    

Major approaches to counseling and psychotherapy are analyzed with emphasis on applications in the theoretical relationship. Professional psychological writing style is discussed in this course.

Upon completion of the course, students are expected to be able to do the following:

1. Understand the major theoretical approaches to counseling.
2. Acquire basic counseling skills.
3. Apply therapeutic theory to the skills and roles used in the practice of therapy.
4. Apply ethical principles to counseling.
5. Apply professional psychological writing style.
6. Articulate a personal theory of counseling and define personal style.
7. Evaluate the cultural implications of modern psychotherapy.
8. Apply an awareness and appreciation of diversity to counseling.
9. Support reasoning in application of theory and technique to diagnoses and treatment interventions.
    

The course provides an overview of research methods commonly used in clinical and counseling psychology. Both research methodology and statistical analysis are reviewed. The course focuses on the interpretation and understanding of research and applied statistical procedures.

Upon completion of the course, students are expected to be able to do the following:

1. Understand basic descriptive statistics and the fundamentals of hypothesis testing.
2. Apply appropriate research and statistical methods to research questions.
3. Recognize the appropriate applications of statistical findings and their limitations.
4. Evaluate research presented in counseling/clinical psychology literature.
5. Apply the fundamentals of research to counseling psychology practice.
    

This course explores the reciprocal links between family functioning and public and private policies at the local, state, and federal levels.  Students examine the history of marriage and families, including the changing forms and demographics of modern couples and families in Western societies, especially the United States.  They look at ways that families contribute to social problems, how they are affected by these problems, and consider the role of families in current research is presented on both their intended and unintended consequences since implementation.  The course includes theoretical frameworks for conceptualizing family policy, roles professionals can play in building family policy, and approaches can use in implementing these roles.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze the relationship between historical family norm sand present-day trends in defining couple and family systems.
2. Evaluate the impact of family policy issues on the health and well-being of diverse individuals, couples, and families - using theory to connect research and policy making.
3. Evaluate the impact of family policy issues on the work of marriage and family therapists.
4. Identify and appraise the values and belief systems underlying family policy.
5. Apply analysis to identify ways in which family therapists can become involved in policymaking including both educational and advocacy approaches.
6. Understand and describe the political, financial, regulatory, historical and organizational pressures that affect current reform efforts and influence future directions in mental health service systems.
7. Analyze alternative policies and strategies to change mental health service systems and create articulate arguments for policymakers, professionals, and the public.

This course focuses on the study of culturally diverse couples and families with special emphasis on understanding the significance of cultural contexts in working with people of different cultures. Issues of racism, sexism, heterosexism, ageism, and other isms are explored. Dynamics of power and privilege are explored. Strategies to prevent ones  biases from interfering with therapeutic relationships with  populations different from themselves are developed. Included is an exploration of various types of couples and families.

Upon completion of this course, students are expected to be able to do the following:

1. Define family ethnicity and articulate its connection to related concepts such as culture, class, gender, and racism.
2. Apply examples of diversity in families within ethnic groups to the practice of Marriagte and Family Therapy, evaluating how such diversity might lead to differential outcomes.
3. Analyze and evaluate the dynamics and effectos of racism, privilege, discrimination, and ignorance in our understanding of multiculturalism.
4. Creative effective approaches for working with ethnic families in marriage and family therapy settings.
5. Identify and describe a variety of alternative patterns to the traditional nuclear family.
6. Demonstrate understanding of the ways gender roles and functions relate to various styles of family organization.
7. Identify values and beliefs systems related to various family forms, and demonstrate the ability to respectfully and professionally plan for how to serve family units that exceed personal experience or conflict with various of beliefs.

This course introduces historical, contextual, and clinical applications to relationships including couples and couple systems. Relationships between spouses/partners are explored and analyzed in order to create an understanding of the dynamics that enhance relationships from a therapeutic context. Issues regarding communication, conflict resolution, and interactions are included.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze and evaluate couple dynamics from a systemic perspective.
2. Evaluate strengths and problem areas of relationships between partners/spouses.
3. Apply systems theory to working with couples.
4. Apply knowledge of the impact of the following on couple dynamics and couples therapy: gender, life/relationships stage, sexual orientation, ethnicity, culture, money, sexuality, psychiatric disorders.
5. Apply understanding of the role of the brain's neural operation system and its importance in relationship dynamics and treating troubled relationships.

This course provides an opportunity for students to apply and develop skills conducting therapy with couples and families.  Students increase awareness and apply understanding of the influence of race, culture and gender in couple and family therapy. Experiential and didactic approaches are used.

Upon completion of this course, students are expected to be able to do the following:

1. Demonstrate ability to conceptualize using major theories and treatment models in couple and family therapy.
2. Evaluate and apply appropriate techniques specific to family therapy situations.
3. Evaluate and apply ethical and legal principles to case presentations and simulations.
4. Apply understanding of race, culture, and gender influence couple and family therapy.
5. Create, articulate and apply one's own treatment model.

This course focuses on current approaches to couples and marriage therapy. Emphasis is on the assessment of couples, and the creation and application of appropriate interventions. Issues regarding marital and divorce therapy as well as working with special populations are explored.

Upon completion of this course, students are expected to be able to do the following:

1. Evaluate various theories, techniques, and research data related to couples therapy.
2. Analyze and evaluate existing couple therapy models to create their own integrated model.
3. Identify and evaluate factors that impact the health of a couple's relationship.

This course addresses current approaches in the practice of sex therapy. Emphasis is on the assessment of individuals and couples and the development of appropriate interventions to address the sexual concerns presented by the couples and individuals. Issues regarding identification and treatment of male and female disorders as well as treatment of special populations are included.

Upon completion of this course, students are expected to be able to do the following:

1. Apply understanding of how their own sexuality and the sexuality of clients/couples are a function of multiple social and cultural influences.
2. Analyze the ways in which sexuality is woven into many aspects of human life.
3. Apply skills in communicating about sexuality topics.
4. Assess and evaluate sexual concerns in clients and couples.
5. Analyze sexual self-awareness and sexual health awareness.
6. Evaluate sexual health resources.

This course examines the strengths and limitations of different assessment strategies with couples and families, including assessment based on observation, therapist/rater, family report, and interactional methods. It includes an overview of various measures and instruments used, including parent-child, family, and couple inventories.

Upon completion of this course, students are expected to be able to do the following:

1. Understand the connection between ways of observing and assessing couples and families, and the underlying values and theoretical assumptions of the assessment instruments.
2. Evaluate family assessment tools appropriate for families.
3. Understand the legal, ethical, and clinical issues in couple and family assessment.
4. Administer various instruments and feedback to participants based on results.
5. Analyze the role that gender, ethnicity, race, SES, and sexual orientation play in the assessment of couples and families.
6. Create interview questions based out of the MFT models to use in assessments.

These courses examine issues in therapy with families presenting with special members and/or special problems. These courses rotate each semester.

This course provides an orientation to the profession of marriage and family therapy.  The history of the profession is covered as well as the roles and settings of marriage and family therapists.  Additionally, the developmental process involved with acquiring an identify as a marriage and family therapist is addressed.

Upon completion of this course, students are expected to be able to do the following:

1. Identify and evaluate the function and role of marriage and family therapists from a historical perspective.
2. Describe a process, including the stages, by which marriage and family therapists develop professional identity, then apply this understanding to analyze and assess their own current level of development.
3. Apply knowledge of the field to creating personal business and professional development plans.

This course examines professional, legal, and ethical issues in the practice of couples and family therapy. The code of ethics of the Minnesota Board of Marriage and Family Therapy and AAMFT, selected Minnesota laws pertaining to children and families, and ethical and professional problems of confidentiality, dual relationship, and other potential problematic areas are studied.

Upon completion of this course, students are expected to be able to do the following:

1. Apply their knowledge of the Minnesota Board of Marriage and Family Therapy ethical rules.
2. Apply the Minnesota Board of Marriage and Family ethical rules to case situations.
3. Apply methods of ethical analysis and decision making to resolve ethical dilemmas.
4. Understand and evaluate distinctions between ethical and legal responsibilities in providing professional services
5. Understand the special issues, which arise from the interface of MFT practice with medical, legal, business, religious, and educational institutions.
6. Practice the concept of professionalism in marriage and family therapy and be able to describe the activities and responsibilities necessary for professional practice.
7. Apply knowledge of the AAMFT Code of Ethics.

This course examines the assessment and diagnostic process for working with children and adolescents in a behavioral health setting utilizing a developmental-systems approach and the criteria from the DSM IV. This course focuses on assessment and diagnostic methods and tools and the development of appropriate treatment plans for clients based on diagnostic and problem formulation.

Upon completion of this course, students are expected to be able to do the following:

1. Apply an understanding and of the Developmental Systems Approach to issues of working with children and adolescents in a behavioral health setting.
2. Apply the primary diagnostic criteria and categories relevant to children and adolescents as identified in the DSM IV.
3. Evaluate information from various assessment tools and methods to make accurate diagnosis of children and adolescents based on presenting problems and associated clinical, family and historical information.
4. Create applicable, appropriate treatment plans based on DSM IV diagnoses and problem formulation for children and adolescents and their families.

This course focuses on systemic interviewing for assessment and clinical intervention with more than one member of a relational system present concurrently in the clinical session.  Opportunities for simulated practice will be a focus of this course.

Upon completion of this course, students are expected to be able to do the following:

1. Analyze the systemic dynamics of a couple or family based on clinical interview.
2. Create and implement therapeutic interventions utilizing understanding of the systems dynamics of a couple or family.
3. Incorporate awareness of personal referent-system influences (e.g., gender, race,class, age, religion, etc.) into systemic assessment and interventions.

Students observe clinical therapy sessions as they actually occur in a community clinic.  Students have the opportunity to serve as a live reflecting team with therapists at the clinical setting.

 Upon completion of this course, students are expected to be able to do the following:

1. Participate as a team member with licensed professionals in applying family therapy theory, models and interventions to actual therapy situations.
2. Utilize observation of live therapy sessions to create assessments, diagnoses and treatment plans.
3. Integrate knowledge of diverse cultures into treatment planning and implementation.

This course focuses upon theory and methods in the practice of sex therapy. Emphasis is on the techniques of assessment and diagnosis of sex-related disorders among individuals and couples within the context of family or relationship systems. Interdisciplinary collaboration is emphasized.

This course covers the structure and function of families and relationships as they are affected by traumatic experiences and as those relationships affect responses to traumatic events.  The course connects the theoretical and research underpinnings of relational systems to an understanding of trauma.  The impact of diverse cultural and community standards is examined with respect to traumatic events.  Professional standards of practice are assessed and research-based intervention methods are explored.

This course focuses on the basic understanding of health, illness, and the family.  The course examines the crucial role family plays in individual health and illnesses and how families adapt and adjust.  Psychological and sociological models are identified and the application of biopsychosocial-spiritual models to clinical work with families dealing with acute/chronic illness, disability, and the loss/grief is explored.

In this course a collaborative approach to interdisciplinary healthcare practice is discussed and applied with a special emphasis given to understanding the significance of collaboration with physicians and other healthcare providers. Appraising and synthesizing collaborative approaches and best practices of healthcare are addressed. The impact of healthcare problems on the family system and examining strategies to develop effective relationships and interventions with families utilizing appropriate cultural frameworks are emphasized.

This course investigates the principles and history of psychological testing, both individual and group, and assessment. Theories of measurement and selected psychological tests and inventories are covered.

Upon completion of the course, students are expected to be able to do the following:

1. Understand the assumptions, basic statistics and issues regarding psychological testing.
2. Understand the major tests in ability, personality and vocational assessment and how these are used to assess client’s strengths, attributes and problems.
3. Evaluate psychological tests on the basis of accepted assessment criteria and relevant research.
    

The Integration Paper and Oral Examination demonstrate the student’s ability to integrate his or her coursework, practicum and other professional experiences with a review of current professional research literature in an area of the student’s choosing, with approval of the Program Director or Clinical Director. The oral examination is based on the integration paper.