This doctoral-level course is designed for students without a background in relational/systemic clinical theory. It focuses on the key elements of relational/systemic ethics and clinical practice, including the theories commonly used in marriage and family therapy (MFT). The purpose of the course is to prepare students for the foundational and specialization courses in the DMFT program. In this course you will examine the core elements of relational/systemic ethics, systems theory and cybernetics, and MFT theories. An emphasis is on the implications of using a relational/systemic clinical lens, including how doing so impacts your professional identity.

In this course, you will be prepared for success in the doctorate of marriage and family therapy program (DMFT) at the University. You are introduced to relevant academic communities, professional standards, and doctoral-level expectations while completing an applied doctoral degree in MFT. In addition to a review of the evolution of the MFT field, you will examine the system-based framework and the various environments in which relational/systemic interventions can be applied. Critical thinking, research appraisal, and the role of culture in systemic practice are emphasized. You will also explore potential topics for an applied doctoral project. Upon course completion, you will have a professional growth plan that will contribute to the achievement of your professional goals.

This course focuses on the review of literature and scholarly writing in the field of Marriage and Family Therapy. The course emphasizes preparation for an applied doctoral project focused on issues at the local, community, or societal level. In this course, you will a) conduct effective literature searches; b) write comprehensive, critical, and synthesized reviews of the literature; c) explore and examine frameworks; d) explain ethical issues related to the topic; and e) address diverse, marginalized, and/or underserved populations in the literature and applied projects.

This doctoral-level course focuses on the fundamentals of developing human services programs from a marriage and family therapy (MFT) systemic/relational perspective. Students will review and analyze well-designed prevention, early intervention, and clinical treatment programs, and will understand the different stages and implementations of evidence-based programs. Then, students will develop a program of their choice using a standard format for program proposals: problem statement, goals and objectives, methodology or program description, evaluation plan, and executive summary. Throughout, students will apply systems theory and MFT concepts as appropriate to identify key contributions that MFTs can bring to the process of program development.

The purpose of this course is for you to document, in the beginning stage of your doctoral program, your academic, scholarly, clinical, and professional knowledge and skills. In this course, you will identify goals you will work to accomplish during the program as well as examine your personal and professional identity as a relational/systemic practitioner. You will refine your professional development plans and provide artifacts indicating you have acquired competencies in several key domains. This course must be successfully completed with at least a B grade prior to beginning the doctoral project courses and may only be retaken once.

This doctoral-level course focuses on the fundamentals of evaluation and monitoring of human services programs. The purpose of this course is to prepare students to conduct quantitative, qualitative, and mixed methods formative and summative program evaluations. Special emphasis is placed on evaluating programs and clinical outcomes using the systemic/relational perspective of Marriage and Family Therapy. The course will develop students’ abilities to collaborate with stakeholders in developing evaluation plans that ensure evaluation processes meet the needs of multiple stakeholders. Students will consider the various ethical implications of program evaluation and will identify ethical considerations in implementing an evaluation plan and reporting results.

This research methods course provides you with the skills needed to critique existing research and apply the findings to successfully complete an applied doctoral project. In this course you will explain the foundational aspects of MFT research and consider the elements involved in critiquing research relevant to different applied projects. You will also address ethical and diversity issues in relational/systemic research. You will apply this knowledge and these skills to develop an applied project outline.

This doctoral-level course is designed for students without a background in relational/systemic clinical theory. It focuses on the key elements of relational/systemic ethics and clinical practice, including the theories commonly used in marriage and family therapy (MFT). The purpose of the course is to prepare students for the foundational and specialization courses in the DMFT program. In this course you will examine the core elements of relational/systemic ethics, systems theory and cybernetics, and MFT theories. An emphasis is on the implications of using a relational/systemic clinical lens, including how doing so impacts your professional identity.

In this course, you will be prepared for success in the doctorate of marriage and family therapy program (DMFT) at the University. You are introduced to relevant academic communities, professional standards, and doctoral-level expectations while completing an applied doctoral degree in MFT. In addition to a review of the evolution of the MFT field, you will examine the system-based framework and the various environments in which relational/systemic interventions can be applied. Critical thinking, research appraisal, and the role of culture in systemic practice are emphasized. You will also explore potential topics for an applied doctoral project. Upon course completion, you will have a professional growth plan that will contribute to the achievement of your professional goals.

This course focuses on the review of literature and scholarly writing in the field of Marriage and Family Therapy. The course emphasizes preparation for an applied doctoral project focused on issues at the local, community, or societal level. In this course, you will a) conduct effective literature searches; b) write comprehensive, critical, and synthesized reviews of the literature; c) explore and examine frameworks; d) explain ethical issues related to the topic; and e) address diverse, marginalized, and/or underserved populations in the literature and applied projects.

This doctoral-level course focuses on the fundamentals of developing human services programs from a marriage and family therapy (MFT) systemic/relational perspective. Students will review and analyze well-designed prevention, early intervention, and clinical treatment programs, and will understand the different stages and implementations of evidence-based programs. Then, students will develop a program of their choice using a standard format for program proposals: problem statement, goals and objectives, methodology or program description, evaluation plan, and executive summary. Throughout, students will apply systems theory and MFT concepts as appropriate to identify key contributions that MFTs can bring to the process of program development.

The purpose of this course is for you to document, in the beginning stage of your doctoral program, your academic, scholarly, clinical, and professional knowledge and skills. In this course, you will identify goals you will work to accomplish during the program as well as examine your personal and professional identity as a relational/systemic practitioner. You will refine your professional development plans and provide artifacts indicating you have acquired competencies in several key domains. This course must be successfully completed with at least a B grade prior to beginning the doctoral project courses and may only be retaken once.

This doctoral-level course focuses on the fundamentals of evaluation and monitoring of human services programs. The purpose of this course is to prepare students to conduct quantitative, qualitative, and mixed methods formative and summative program evaluations. Special emphasis is placed on evaluating programs and clinical outcomes using the systemic/relational perspective of Marriage and Family Therapy. The course will develop students’ abilities to collaborate with stakeholders in developing evaluation plans that ensure evaluation processes meet the needs of multiple stakeholders. Students will consider the various ethical implications of program evaluation and will identify ethical considerations in implementing an evaluation plan and reporting results.

This research methods course provides you with the skills needed to critique existing research and apply the findings to successfully complete an applied doctoral project. In this course you will explain the foundational aspects of MFT research and consider the elements involved in critiquing research relevant to different applied projects. You will also address ethical and diversity issues in relational/systemic research. You will apply this knowledge and these skills to develop an applied project outline.

The purpose of this course is for you to document, in the middle of your doctoral program, your academic, scholarly, clinical, and professional knowledge and skills. In this course, you will identify goals you will work to accomplish during the program as well as examine your personal and professional identity as a relational/systemic practitioner. You will refine your professional development plans and provide artifacts indicating you have acquired competencies in several key domains. This course must be successfully completed with at least a B grade prior to beginning the doctoral project courses and may only be retaken once.

In this course you will have an opportunity to demonstrate your relational/systemic competence. Emphasis is placed on demonstrating clinical skills with diverse populations, advanced application of relational/systemic models, ethical decision-making, cultural humility, case conceptualization, and professional growth. A goal of the course is for you to consolidate your previous clinical experience and approaches into your identity as a relational/systemic practitioner. In this course you will engage in clinical discussions, share examples of your clinical work, navigate person of the therapist issues, and explore the landscape of relational/systemic practice. You must be clinically active during the course and participate in weekly clinical supervision.

This practicum course provides students opportunities to enhance their ability to help MFT students begin their growth toward clinical competence and professional identity as an MFT. Students will be invited to participate in the supervision of the University’s MFT master’s students while receiving guidance from the University instructor on the development of their supervisory skills. The course will provide an opportunity to engage in discussions and practice of supervisory tasks enhancing students’ ability to further develop their identities as MFTs and future MFT supervisors.

In this course you will have an opportunity to demonstrate your relational/systemic competence. Emphasis is placed on demonstrating organizational and leadership skills with diverse populations, advanced application of relational/systemic models, ethical decision-making, cultural humility, organizational conceptualization, and professional growth. A goal of the course is for you to consolidate, develop and enhance your identity as a relational/systemic practitioner in organizational contexts. In this course you will engage in professional discussions, share examples of your organizational and leadership skills, navigate person of the leader issues, and explore the landscape of systemic organizational leadership. You must be professionally active during the course and participate in weekly consultation.

During this course you will carry out your internship contract by engaging in activities for 20 hours per week to advance your clinical, research, scholarly, and/or professional skills. You will meet weekly with a local supervisor/mentor who was chosen for their fit with your proposed internship activities. Your internship activities should reflect your program specialization. Towards the end of the course, you will submit the agreed upon deliverables for the internship experience, demonstrating progress on your own goals, as well as your growth relative to the learning outcomes for the course.

During this second internship course, you will continue to engage in your contracted activities for 20 hours per week, further advancing your clinical, research, scholarly, and/or professional skills. Throughout this course, you will meet weekly with a local supervisor/mentor who was chosen for their fit with your proposed internship activity. Your internship activities should reflect your program specialization. Toward the end of the course, you will submit the agreed upon deliverables for the internship experience, demonstrating progress on your own goals, as well as your growth relative to the learning outcomes for the course.

During this final internship course, you will continue to engage in your contracted activities for 20 hours per week, further advancing your clinical, research, scholarly, and/or professional skills. Throughout this course, you will meet weekly with a local supervisor/ mentor who was chosen for their fit with your proposed internship activities. Your internship activities should reflect your program specialization. Toward the end of the course, you will submit the agreed upon deliverables for the internship experience, demonstrating progress on your own goals, as well as your growth relative to the learning outcomes for the course.

In this course you will explore various relational/systemic methodologies, including those that might be used in applied doctoral projects. As you do so, you will analyze the foundations and key elements of each, as well as address relevant ethical and diversity-related issues. In addition, as you examine the different types of applied scholarship, you will identify those that seem most relevant to your proposed doctoral project and will sketch an initial blueprint for applying them in your doctoral project.

The purpose of this course is for you to document, near the end of your doctoral program, your academic, scholarly, clinical, and professional knowledge and skills. In this course, you will identify goals you will work to accomplish during the program as well as examine your personal and professional identity as a relational/systemic practitioner. You will refine your professional development plans and provide artifacts indicating you have acquired competencies in several key domains. This course must be successfully completed with at least a B grade prior to beginning the doctoral project courses and may only be retaken once.

In this 12-week course, you will complete all relevant subsections of Section 1: Foundation. You will use your school-specific template and guidance from your chair to determine which subsections apply to your individual work. Section 1 must be completed and approved by your committee in order to pass the course and move forward. If you do not receive committee approval of Section 1, you will be able to take up to three supplemental 8-week courses to finalize and gain approval of Section 1.

In this 12-week course, you will compose all relevant subsections of Section 2: Methodology and Design and complete your proposal. Both of these components must be approved by your committee in order to pass the course and move forward. You will use your school-specific template and guidance from your chair to determine which subsections apply to your individual work. If you do not receive approval of Section 2 and the complete proposal, you will be able to take up to three 8-week supplementary courses to finalize and gain approval of Section 2 and your completed proposal.

In this course, you will prepare, submit, and obtain a determination from the Institutional Review Board (IRB) application before collecting data and, if applicable, executing your project modeling. You will also submit documentation that you have closed data collection. If you are still collecting data or modeling your project at the end of this 12-week course, you will be able to take up to three supplemental 8-week courses to complete the required components.

In this 12-week course, you will complete all relevant subsections of Section 3: Findings, Implications, and Recommendations, finalize your manuscript, and disseminate your findings. You will use your school-specific template and guidance from your chair to determine which subsections apply to your individual work. The final manuscript, which includes Section 3 and the dissemination of findings, must be approved by your committee in order to pass the course and be eligible to graduate. If you do not receive committee approval of all components, you will be able to take up to three supplemental 8-week courses to finalize these requirements and be eligible to graduate.

Relational/systemic practice is not bound to the therapy room and carries relevance beyond the family system. In this course you will examine the key elements of relational dynamics and cybernetics as they present in larger macrosystems. You will then explore the application of these concepts relative to the assessment and intervention of organizational and social systems, such as state and federal government, corporations, organizations, and polarized cultural groups. The overall focus of this course will equip you to strategize systemic change on a broader scale through methods that target second/third-order cybernetic change. Emphasis will be placed on engaging such large-scale change in a manner that is culturally sensitive and ethical.

This doctoral-level course invites students to look at an organization from a systems-based perspective, examining the patterns of interactions, current events, and managerial solutions, while keeping in mind foundational concepts of general systems theory (GST). Students will learn how to use their systemic training to consult with personnel from a variety of organizations including medical field, academia, corporations, justice system, faith-based organizations, military, sports organizations, and family businesses. Students will have an opportunity to design a proposal to offer systems consultation services.

This course provides an advanced overview of the theoretical literature related to the practice of marriage and family therapy. The course offers an opportunity to critically examine systems theories from cybernetics to natural systems. Students will also have an opportunity to reflect on common factors influencing MFT clinical practice and integration of various systems-based models.

This course examines the theoretical and empirical contributions to the understanding of diverse couple and family systems. The specific focus of the course is on the processes and dynamics of interaction within these relationships, highlighting that from a life course perspective, these dynamics change over time. The course will include content on the history of family life and diverse family types, exploring various family structures and roles. Legal processes related to families will also be reviewed. Conceptualizations of effective functioning in couple and families will be studied and various factors that impact couple and family systems will be addressed.