Marriage and Family Therapy (MFT)

Marriage and family therapists emphasize the systemic viewpoint of human functioning, which holds that the individual is influenced in important ways by the family, then extended family and the society surrounding him or her. This course studies the family as a system, including family life cycle stages, tasks and difficulties. Communication patterns and interpersonal perceptions and expectations make up a large part of the therapeutic focus of marriage and family therapy. Students will be able to articulate how the systemic viewpoint differs from individual models of human functioning, and how the systemic model would conceptualize the goals of therapy, the process of change and the role of the therapist.

This graduate seminar is designed to introduce models of marriage and family therapy. These include strategic, structural, Bowen, intergenerational, contextual, communications, behavioral, cognitive, object relations, solution-focused, narrative, and collaborative language systems. Current trends in assessment and intervention in marriage and family therapy will also be covered. If a student has not taken an undergraduate course in individual theories of counseling and psychotherapy, supplemental reading will be expected. Students will be able to conceptualize cases from each perspective, stating the goals of therapy, the process of change and the role of the therapist.

This course is designed to supplement material taught in lifespan development, PS 124 Developmental Psychology (or equivalent). The course is designed to emphasize how developmental issues impact systems, especially families. The course will emphasize the family life cycle and family subsystems. Students will be able to describe their own developmental path, as well as the predicted outcome of several developmental issues.

This experientially-based course will review the values, knowledge and skills necessary to work theoretically with individuals, counselors and families. Counseling practice with peers and community volunteers is required. If a student has not taken an undergraduate course in basic counseling skills, supplemental reading and practice will be required. Students will be able to demonstrate listening and basic helping skills.

This course is designed as an orientation to the clinic, including observation of counseling through a one-way mirror, or by way of a video camera. Students also discuss cases, learn a model for an intake interview, demonstrate skill in conducting an intake interview, and learn to write case notes.

This course is designed to supplement material taught in SW 250 Human Sexuality (or equivalent). The course is designed to emphasize how normal and abnormal sexuality affect family systems, including sexual addiction. If a student has not taken an undergraduate course in human sexuality, supplemental reading will be expected. Students will be able to describe the categories of sexual disorders and interventions to treat them, as well as stating strategies for sexual enrichment.

This course deals with ethical, legal and professional responsibilities of MFT counselors. The ethical code of the AAMFT will be examined and ethical dilemmas will be discussed. Students will examine legal responsibilities and liabilities of MFTs, issues in independent practice and the role of the professional organization. Students will be able to state categories of ethical concerns and apply ethical principles to hypothetical cases. They will be able to state legal responsibilities of MFTs and apply the law to hypothetical cases.

This course offers an overview of the essential elements and principles of play therapy. The course will address both theoretical and practical interventions for using play therapy in the treatment of a variety of presenting problems. This course will include a review of the history of play therapy and the profession, the role of the play therapist in a variety of settings. Participants will discover basic and advanced play therapy techniques. In addition, the process for becoming credentialed as a play therapist will be examined along with the increasing international demand for therapists with specialization in play therapy. Students will be introduced to the Association for Play Therapy and the State of Iowa branch for play therapy.

This course focuses on dynamics in dyadic relationships. A variety of therapeutic interventions and therapeutic models intended to enhance and improve couples' relationships will be examined. Special attention will be given to Evidence Based Methods (Gottman and Emotionally Focused Couples Therapy, Johnson). Marital Enrichment and pre-marital programs will also be considered.

The practicum courses are intended to place the student in a professional counseling setting where they will provide direct client services under the supervision of a licensed mental health care provider. Students will be encouraged to develop sites that are of particular interest to them or to choose from a list of approved sites. Students will be required to accumulate 300 direct client contact hours providing therapeutic services and a minimum of 60 hours of supervision over the course of three courses. In addition to on-site supervision, students will receive supervision in a weekly group supervision section at the University.

This course will examine the impact of culture on individual and family functioning. The course will emphasize the family in social context, both historically and contemporarily. It will study the impact of changing social conditions on individual and family functioning. Students will be able to describe how culture has impacted him/herself, as well as hypothetical clients.

This course will introduce students to the basic facts of developmental neurobiology, brain structure, the relation of structure to function and the physiological and psychological effects of environment on the brain. Special emphasis will be placed on the reciprocal influence of relationships on brain development and the influence of brain development on relationships and their effects on couples and families.

This course will provide systemic and relational perspectives for the Diagnostic and Statistics Manual of the American Psychological Association (DSM) as well as an introduction to the how the DSM is organized and the diagnostic categories and content of the Manual. A biopsychosocial and systemic framework will be utilized to conceptualize and understand the cause and effect of mental illness as well as alternative conceptualizations of mental illness from a systemic epistemology. Students will be able to describe the symptoms of major categories of mental illness, distinguish between different diagnostic categories and demonstrate competence in assigning DSM diagnoses and relating those diagnoses to relational and family issues.

This course will explore a foundational understanding for working with clients that have presenting concerns of current or historical trauma, violence and addiction. This course will highlight some of the neurobiology/physiological underpinnings of trauma, violence and addiction, and their interrelatedness. This course will also explore traditional and systemic frameworks for assessment and treatment and building resource connections with the community at large.

This course will introduce students to basic research methods in the social sciences, research methods used predominantly in MFT, and exposure to both quantitative and qualitative methodologies. Students will be able to access, read, and interpret research articles in primary MFT and related mental health journals in order to critically evaluate and apply research findings to clinical practice.

Extant research and practice suggest that integrating medical and psychotherapy services significantly improves treatment outcomes, patient health, and provider satisfaction. Consequently, there is burgeoning interest-locally and nationally-in developing and maintaining better integrated healthcare services within outpatient and inpatient medical settings. In this course, you will examine the theoretical frameworks that inform medical family therapists, study and apply a psychosocial typology for understanding chronic and acute illness, and you will practice the skills and techniques required to succeed as a systemic therapist practicing within integrated medical teams. Further, you will examine how your own experiences with illness have shaped your self as a therapist.

This course will explore the place of spirituality in the family functioning, including mindfulness, meditative practice, spiritual disciplines and forgiveness. The role of spirituality in mental health, addictive behavior and substance abuse will be explored. Interventions with a spiritual focus will be addressed. Students will state how spirituality affects their own functioning, as well as describing how a hypothetical family is affected by spiritual issues.

Applications of Play Therapy will provide students with the opportunity to further their education and training in play therapy following completion of the course MFT-571. Students will learn and practice a variety of evidence-based play therapy theories such as Adlerian Play Therapy, Filial, Theraplay, and Sand Tray Therapy. Students will learn how to discern which theories to use based on child and family assessment, how to apply theories and interventions, treatment planning and how to work through the stages of therapy with each specific approach.

This course covers interventions in families with children and teens. Students will be trained in assessment of children and adolescents, and in therapeutic techniques in families, such as parent education, behavior modification, and play therapy. Students will be able to conceptualize cases from each perspective, including describing interventions from that perspective.

The practicum courses are intended to place the student in a professional counseling setting where they will provide direct client services under the supervision of a licensed mental health care provider. Students will be encouraged to develop sites that are of particular interest to them or to choose from a list of approved sites. Students will be required to accumulate 300 direct client contact hours providing therapeutic services and a minimum of 60 hours of supervision over the course of three courses. In addition to on-site supervision, students will receive supervision in a weekly group supervision section at the University.

The practicum courses are intended to place the student in a professional counseling setting where they will provide direct client services under the supervision of a licensed mental health care provider. Students will be encouraged to develop sites that are of particular interest to them or to choose from a list of approved sites. Students will be required to accumulate 300 direct client contact hours providing therapeutic services and a minimum of 60 hours of supervision over the course of three courses. In addition to on-site supervision, students will receive supervision in a weekly group supervision section at the University.

The thesis option in the Mount Mercy Marriage and Family Therapy (MFT) Program is intended to be an opportunity for students to gain experience in planning and conducting research. Gaining research experience is particularly important for students who are interested in pursuing a doctoral degree after completion of the MFT Master's Program. Students who are interested in completing a thesis should make this decision early and begin the process of selecting a thesis advisor during the first year of the program.

Designed to provide additional registrations for students who do not complete the required number of hours during the regular sequence of practicum courses. Students select the course number based on the number of hours remaining to be acquired.

Designed to provide additional registrations for students who do not complete the required number of hours during the regular sequence of practicum courses. Students select the course number based on the number of hours remaining to be acquired.

Designed to provide additional registrations for students who do not complete the required number of hours during the regular sequence of practicum courses. Students select the course number based on the number of hours remaining to be acquired.

Advanced Family Systems will provide an in-depth analysis and integration of primary sources and advanced theoretical discussion and application of systemic epistemology as applied to MFT theories.

This course will offer students the experience of applying and integrating advanced thinking and analytic skills to the practice of family therapy. The course will integrate advanced knowledge with practice through clinical experiences and teaching of theories.

This course will explore qualitative research in the field of MFT, including conceptualization, principles, processes, methods of design, data collection, and an introduction to analysis. An introduction to interpretation, trustworthiness, and ethics of qual methods will also be explored. Practical projects will be ongoing and developmental to allow the introduction to qualitative research methodology into the students' research skill sets. If a student has not taken a graduate research methods course in qualitative methods, supplemental reading will be expected. Students will be able to access, read, and interpret research articles in primary counseling journals in order to evaluate evidence-based best practices in counseling and therapy.

This class will address leadership in family therapy by providing the student with advanced knowledge of socio-cybernetic theory, an understanding of ethical and moral components of leadership in family therapy, and a humanistic ontology which can be applied to a variety of social systems. Taken together, these three distinct, yet related, perspectives will provide the student with a theoretical framework from which to engage in leadership-oriented practice and scholarship within and beyond the field of marriage and family therapy. From the cybernetic sources, students will gain scientific knowledge about the unique functioning of social systems. This knowledge will provide the student with a conceptual framework for assessment and intervention at the socio-systemic level. From sources in ethics and morality, the student will engage in critical considerations of the obligations and responsibilities of a leader in and practitioner of marriage and family therapy. These readings will also introduce content regarding the role of MFT leadership in addressing systemic oppression, prejudice, and dehumanization. From the humanistic sources, the student will be introduced to sources considering the human person within professional and socio-political systems. These readings will serve as a catalyst for the student to formulate a subjective humanistic ontology to inform future practice and research as a leader in MFT.

Advanced Spirituality in MFT will offer students the opportunity to direct and develop spiritual and holistic interventions and experiences for themselves and clients. A deep integration of alternative and complementary healing strategies will be presented.

This course is designed to deepen students' understanding of best practices for offering gender affirming care for transgender and gender non-binary individuals and their couple and/or family system. Students will be challenged to deconstruct gender norms, learn best practices for supporting youth and adults in exploring their gender identity and expression, and learn how to assist parents and partners in exploring what it means to be transgender or gender non-binary. Students will learn the GRACE model, a family therapy model for transgender youth and their families. Students will explore the intersectionality of gender diversity and neurodivergence. Students will also explore how to assist couples and families in navigating social and medical transitions and ways to best support their child or partner.

This course deals with ethical, legal and professional responsibilities of MFT counselors. The ethical code of the AAMFT will be examined and ethical dilemmas will be discussed. Students will examine legal responsibilities and liabilities of MFTs, issues in independent practice and the role of the professional organization. Issues of professionalism and ethical practice will be explored in a seminar format. Students will be able to state the categories of ethical concerns and apply ethical principles to hypothetical cases. They will be able to state legal responsibilities of MFTs and apply the law to hypothetical cases.

Advanced Models of Couples Therapy will provide an opportunity to become proficient in the application and function of models of couple's therapy beyond the introductory level of the master's class. Students will have the opportunity to integrate theory with practice in class role plays and in actual client contact in the clinic. Students who have not had the master's level introductory courses will have to do additional readings and in class work to demonstrate competency.

This course will take a deeper dive beyond the introductory level of the master class, examining the impact of cross-cultural factors and social justice issues on the individual and family functioning of the clients we serve. The course will emphasize the family in social context, both historically and contemporarily. It will study the impact of changing social conditions on individual and family functioning. Students will connect these cultural factors and issues of social justice to the professional mandate as a Marriage and Family Therapist in our code of ethics of the "commitment to service, advocacy, and public participation". The areas of service, advocacy, and public participation are recognized as responsibilities to the profession equal in importance to all other aspects (AAMFT, 2015)". This will be demonstrated by identifying cultural factors or social justice needs in our community and completing a service or advocacy project to address it as the capstone of this course. Students who have not had the master's level introductory courses will have to do additional readings and in class work to demonstrate competency.

This course will focus on the knowledge needed to assess and design treatment protocols for application of EEG Biofeedback. Emphasis will be placed on the functional aspects of the brain, especially as measured by EEG. Detailed knowledge of how the brain produces, uses, and integrates electrical aspects into human abilities and normal function will be gained. The ability to discern how and where and in what ways dysfunction in electrical function interferes with normal function will also be discovered. Basic knowledge of brain structure, integration with other physical systems, effects of injury and disease, and effects of medication and relational aspects will all be discussed and integrated into a model for effective intervention.

This course will consist of an advanced examination of mental health public policy and the impact of policy on mental health care. This will include examining the implications for mental health access, funding, and services delivery based on local and national policy initiatives. The course will consider these topics through a social justice lens to identify the systemic and cultural implications of public policy on maintaining systems of oppression within the context of mental health policy and practice. Students will also gain advanced knowledge of policymaking within the field of marriage and family therapy. The advocacy and policy efforts of the American Association of Marriage and Family Therapy (AAMFT). This course will prepare students to fulfill the ethical mandate of marriage and family therapists to maintain a "commitment to service, advocacy, and public participation. The areas of service, advocacy, and public participation are recognized as responsibilities to the profession equal in importance to all other aspects (AAMFT, 2015)".

This course will enable students to observe, analyze, and intervene in the communication processes of couples. Principles of communication theory and systemic processes of communication will be studied and applied to intimate human communication with the intent of being able to interrupt or modify dysfunctional patterns and establish healthy ones.

A growing body of research over the past 60 years has compelled counselors, therapists, and psychologists to take into account the experience of attachment and differentiation in individuals and families. Additional study has revealed that the influence of attachment and differentiation on individual development has a profound effect on how a couple is able to form and provide healthy interactions and human bonding. This course will seek to better understand how attachment theory is integral to couple's happiness and function. It will also examine how to use this understanding to best effect change and growth in distressed or unhappy couples.

MFTs tend to experience two sorts of couples as initiators or seeking of therapy. One type realizes that things are not going well as they might and they are unhappy and they seek therapy as a possible resource to improve their relationship. Another type of couple is one that is in severe crisis and who present as needing a sort of "emergency" treatment. This may be as a result of domestic violence, a trauma experienced by one or another of the members, a sudden and unexpected shift in attachment and relationship. This course will train students to know how to assess and intervene in "emergency" situations presented by the second type of client. Students will learn what theories are most suited, what things to be cautious of, when to refer for more extensive or perhaps medical treatment and the all-important, when to say no.

This course is an extension of Advanced Research Methods I and will not only involve completing the data analysis for the overarching qualitative group research project, but this course will also provide doctoral students the opportunity for developing a quantitative, NIH grant proposal. We will explore advanced research methods in the field of MFT, including conceptualization, principles, processes, methods of design, data collection, and the completion of data analysis for overarching group research paper, that can lead to publication. Students will give presentations of their accomplishments, assisting them in experiencing what a research presentation at a national/international conference is like.

This course will focus on attachment influences on behavior throughout the life cycle, with an emphasis on concomitantly changing neuroscience. The course will give students the opportunity to inquire into relationships from both an emotional and neuroscientific stance. The course will examine attachment with respect to etiology, intervention, assessment and diagnosis, and treatment from a systemic perspective. In addition, the course will include discussion about evaluation of study designs and outcomes.

This course will enable students to record, analyze, interpret, and apply EEG recordings in order to design and apply protocols to address and change dysfunctional EEG patterns related to distressing symptoms of mental or physical dysfunction. Students will have a hands-on opportunity to set up and record 19 channel EEG. They will learn to analyze the EEG using computer-based normed databases and determine specific training protocols for the individual. They will learn to apply the protocols through individual electrodes or with full cap 19 channel LORETA z score training. They will learn how to provide ongoing assessment and follow-up to ensure effective outcomes.

Extant research and practice suggest that integrating medical and psychotherapy services significantly improves treatment outcomes, patient health, and provider satisfaction. Consequently, there is burgeoning interest-locally and nationally-in developing and maintaining better integrated healthcare services within outpatient and inpatient medical settings. In this course, you will be having opportunities to teach master's level graduate students on topics related to medical family therapy. Further, you will demonstrate how you are integrating hallmarks of medical family therapy (collaboration, systemic conceptualization of disease, innovation) into your clinical practice. Finally, you will identify gaps in the research of medical family therapy and will design a related study.

There are 3 semester-long internships that must be taken as part of the PhD in MFT. This course, Internship I, centers upon effectively preparing doctoral students to become teachers in higher education. In Internship I, students will study teaching skills in-depth, develop their own philosophy of teaching, and will practice/workshop different teaching strategies on a weekly basis. Toward the end of the semester, each student will individually provide a 90-minute teaching demonstration. Evaluation and feedback on students' teaching will be provided throughout the course. Students will be prepared to teach graduate level courses in Internship I.

There are 3 semester-long internships that must be taken as part of the PhD in MFT. This course, Internship II, centers upon effectively preparing doctoral students to become clinical supervisors. In Internship II, students will study supervision theory/best practices in-depth, develop their own philosophy of supervision, and will practice/workshop different supervision skills on a weekly basis. Toward the end of the semester, each student will individually provide a 90-minute teaching demonstration. Students will feel better prepared to effectively mentor and supervise student therapists and/or temporarily licensed therapists as a result of Internship II.

There are 3 semester-long internships that must be taken as part of the PhD in MFT. This course, Internship III, centers upon effectively preparing doctoral students to get jobs in academia, and to succeed in these jobs once hired. In Internship III, students will develop a philosophy of service, a research or scholarship agenda, and will prepare their CV and cover letters for potential job application. Further, students will practice giving job talks/demonstrations as would be expected when applying for faculty positions at many universities. Finally, students will gain a better understanding of the lived experiences and expectations of faculty members in higher education.

Four credit hours, taken three times, for a total of 12 hours. Students will participate in a full, one-year internship in which they will be expected to provide clinical services to clients using the skills and knowledge learned in the program. Students will be mentored throughout the internship by the specialist faculty in their area of specialization. The internship will include specific materials and products related to each student's chosen specialization and designed in close consultation with the instructor.

Assessment will take place in the defense and approval of the dissertation project. Completion of the dissertation will serve as the final evaluation of the students' performance and the final step in completion and graduation. The dissertation defense will be a public event with the evaluation being accomplished by the dissertation committee, dissertation mentor, and program director.