Marriage & Family Studies

This course provides an overview of the biosocial theory and concepts of Dialectical Behavioral Therapy (DBT). This includes theoretical perspectives of Borderline Personality Disorder as well as the etiology of the disorder. Emphasis will be places on basic treatment strategies, assessment, orienting the patient to treatment, and skills training procedures. This course will provide the student with the opportunity to apply the theories of what is considered normal emotion expression, apply the four parts of skills training that are provided to clients participating in DBT treatment, and assess and refer clients who are experiencing parasuicidal and suicidal behaviors. A brief focus will be included on the cultural and gender differences, ethics, religion, and legalities of the client and therapeutic relationship in DBT. The framework for the course will be a family systems approach as much as possible. This course does NOT qualify practitioners to professionally practice DBT. However, this course will serve to familiarize further practitioners interested in post-graduate training through Behavioral Tech, Seattle, W.A., Dr. Marsha Linehan’s training organization.

This course draws a distinction between aspects of normal child development and factors related to more enduring types of childhood problems and is designed to meet the emergent needs for MFTs to be trained in the area of child and adolescent psychopathology. The essential assessment and treatment issues of the major diagnoses found in childhood will be identified, such as Attention Deficit Hyperactivity Disorder, Oppositional Defiant and Conduct disorders, Depression, Anxiety, and results from pathogenic care of children. The necessity of family therapy approaches to the treatment of these disorders will be a primary focus. Special emphasis will be placed on the importance of understanding and working within a biopsychosocial framework as an effective means of weaving systems thinking into the fabric of the traditional, individually-oriented mental illness assessment and treatment perspective.

This course and MFS 680 are designed to provide complementary comprehensive surveys of the major models of marriage, couple and family therapy. The combination of these two required courses will address the historical development, theoretical and empirical foundations, and contemporary conceptual directions of the field of marriage and family therapy. The content will enable students to conceptualize epistemological issues in the profession of marriage and family therapy. These two courses are designed so that a student may take either of them first.

This course examines and contrasts in detail two major models of family therapy, First, the more process oriented approach, such as the historically based Bowenian model, will be explored. Second, short-term, action-oriented, problem-solving and solution-focused approaches will be examined, emphasizing the work of Haley, Deshazer, and others. An emphasis will be placed on the clinical application of these approaches utilizing either role-play or actual live cases depending upon student accessibility to live casework.

This course provides an overview of the biological and psychosocial theory of human sexual development. This includes the theoretical perspective of sexuality as well as the sexual anatomy and physiology.

This course is designed to provide family therapists with knowledge of addiction, co-dependency, and the role of family therapy in the assessment and treatment of these problems from a systematic perspective.

This course will provide an overview of the major systemic models including but not limited to structural/strategic, communication, transgenerational, experiential and brief marital and family modes of therapy.

Most families pursuing therapy and the therapists who see them are more in tune with the damage model of pathology and dysfunction than with the health and functionality of the resilient family. This course focuses on a more positive resiliency model.

This course examines DSM5 as the major system for classifying mental disorders, and the reciprocal relationships among these disorders and individual psychosocial and marital and family systems functioning.

This course is designed to increase the cultural competence of marriage and family therapists.

This course provides a meta-analysis of a variety of issues associated with the delivery of marital and family therapy services, with special emphasis being placed upon the ethical concerns and legal mandates and constraints related to practice.

This course will provide a systemic approach to couples therapy. The focus will be on integrating skills, techniques, concepts, and selected areas of expertise with the emotionally focused approach to couples therapy.

This course is designed to provide family therapists with knowledge of research methodologies and techniques used in the scientific approach to problem-solving in systemic family therapy.

Consists of five consecutive semesters over a 15 month time frame. It is designed to integrate theory into clinical practice within the context of an accredited family therapy teaching clinic.

This course is designed to acquaint the student with group dynamics from an affective learning experience. It will be systemically approached and will address individual, couple and multi-family groups.

This course is designed for students who meet the requirements to enter preparation for the LMFT Supervisor License in South Carolina and approved Supervisor with the American Association for Marriage and Family Therapy. It is designed to provide theory and philosophy of clinical MFT supervision as the student prepares to enter the supervision-of-supervision portion of clinical MFT supervision.

The focus of this course will be on the clinical application of systemic theory, related trauma and sexual abuse research in the clinical treatment of adult victims of childhood sexual abuse.

The average marriage and family therapist as well as other health practitioners usually receive excellent clinical education, but no formal education about designing and implementing the business portion of their practices. This can contribute to expensive mistakes and possible liability. This course is designed to introduce the marriage and family therapist/health practitioner to sound business strategies upon which to build a practice.

Persons pursuing therapy often seek the services of pastoral therapists. Whether ordained or not these therapists should possess clinical competency in pastoral therapy, an advanced level of development of pastoral identity as integrated in the pastoral therapy process, an integration of the Body of Knowledge for pastoral therapy, and both leadership and interpretive skills regarding the following: (1) the theological/spiritual dimensions of human wholeness, (2) the utilization of the mental health resources of the congregation and community, and (3) the place of pastoral therapy with other therapeutic disciplines. This course provides the foundation for these criteria.

This course is designed to introduce students to theory and application of the therapeutic alliance as a foundation to therapy practices and to enable the student to gain practical experience in techniques for developing the therapeutic alliance through participation in simulated therapy situations. The course will focus on the study of theory, process, and techniques involved in establishing and maintaining the therapeutic alliance with individuals and members of family systems. The course will include laboratory demonstrations and practice to develop skills in maintaining the therapeutic alliance.

This course provides a study of the use of affirmative psychotherapy with Gay, Lesbian, Bi-Sexual and Transgendered clients and their families. Particular focus will be given to treatment interventions, cultural sensitivity, family and individual internal and external crises, grief and acceptance, affirmation, and community resources.

This course and MFS 634 are designed to provide complementary comprehensive surveys of the major models of marriage, couple and family therapy. The combination of these two required courses will address the historical development, theoretical and empirical foundations, and contemporary conceptual directions of the field of marriage and family therapy. The content will enable students to conceptualize epistemological issues in the profession of marriage and family therapy. These two courses are designed so that a student may take either of them first.

The primary purpose of this course is to provide MFT students with knowledge of abnormal human behavior in individuals and how this behavior impacts on couple and family relationships. Indicators and implications for couples and family treatment related to this process are also a primary focus of the course. Couple and family therapists and other non-medical professionals are often the primary care givers for impaired/mentally ill individuals or are called upon to deal with marital and family issues generated in part by the individual’s problematic behavior. Couple and family therapists need an understanding of individual psychopathology and how this may sometimes be treated in a couple and family context.

This graduate course is designed to cover the basics of play therapy for advanced graduate students or for licensed practitioners in the mental health field. Students need to have therapeutic experience with individuals, families and children in their clinical settings. Although introductory play therapy ideas are being taught, students will be expected to have access to clients who can benefit from this experience. Each student is expected to write up a case study utilizing these techniques. Each student is expected to do extensive reading and to present a project on related play therapy ideas.

This course will provide and in-depth look at theoretical approaches to play therapy with emphasis on techniques for children, families, and group play therapy. It will also provide a comprehensive overview of play assessment and diagnosis. The course will address issues related to age, culture, environment, ethnicity, race, religion, and socioeconomic status.

This course is intended to supplement other therapy coursework by providing students with therapeutic tools developed specifically for working with children. It will provide theoretical and applied skills for the assessment and treatment of children who have experienced trauma, illness, loss, and/or challenging psychopathology, i.e. attachment disorder, Autistic/Aspergers, Borderline traits.

This course has three distinct foci: 1) assessment and treatment of substance abuse, 2) assessment and treatment of domestic violence, and 3) assessment and treatment of childhood sexual abuse. Students will become familiar with tools and models of assessment and treatment for each of these issues, and will study the impact of these issues on individuals and families surviving and recovering. The course will also examine the influence of power and privilege in areas such as gender, culture, race, ethnicity, religion, and sexuality, as they relate to abuse and recovery. The course will include field trips to/and or visits from the professional staff of community agencies specializing in the treatment of these issues.

This course explores the evolution of mental health care policy and legislation influencing Marriage and Family Therapists in the United States. In addition, the course helps students understand proposed changes to policies and laws and to gain greater appreciation and comprehension of professional advocacy. Special attention will be paid to legislation, policy, and advocacy in South Carolina.