Couple and Family Therapy (CFTP)

This course introduces a systemic approach to working with families, with emphasis on the Attachment Based, Bowenian, Strategic, Structural, Experiential, Psychoanalytic, and Cognitive-Behavioral models of family treatment. Using these models and their related theories, students will gain a broad overview of assessment and intervention in understanding the family’s relationship with the environment, the family’s historical context and the family’s current structure and process. In addition to exploring the tasks of the family life cycle, we will look at issues of class, race, ethnicity, gender, sexual orientation and changing family structure. Unique issues related to diverse, marginalized, and/or underserved communities will be addressed. Students will integrate theory into practice through experiential exercise, role-plays, case presentation, discussions, and videos. The course gives students an understanding of family functioning and dynamics. It will help students understand the intersection of individual and family growth and development in the context of the life cycle. It will also help them gain an appreciation for the competencies and strengths that help people adapt to their situations creatively throughout the life course. 

Focusing on practice with families, this course introduces a systemic framework with emphasis on the Narrative, Solution-Focused, Contextual, Emotionally Focused (EFT), and Feminist models of family treatment. Using these models and their related theories, students will gain a broad overview of assessment and intervention in understanding the family’s relationship with the environment, the family’s historical context and the family’s current structure and process. In addition to exploring the tasks of the family life cycle, we will look at issues of class, race, ethnicity, gender, sexual orientation and changing family structures and explore application of these theories to clinical populations. Students will integrate theory into practice through experiential exercises, role-plays, case presentations, discussions, and videos. The course gives students an understanding of family functioning and dynamics and will help students understand the intersection of individual and family growth and development in the context of the life cycle. It will also help them gain an appreciation for the competencies and strengths that help people adapt to their situations creatively throughout the life course.

This course will introduce students to the theoretical and epistemological ideas basic to the field of couple and family therapy. It will examine how concepts from general systems theory, cybernetics and communication theory inform practice. It will also introduce students to basic skills and concepts necessary to initiate therapy with families and couples such as conducting the first interview, framing the presenting problem, developing an initial assessment and treatment contract.

Couple and family therapists work with people of all ages, alone and in the context of their relationships, incorporating theory and research on human development from both individual and family systems perspectives. This course presents historical and current models of development across the lifespan—from infancy to old age. Attention is given to cognitive, social, and emotional development of individuals in the context of family, society and culture, and to the development of family systems over time. Implications for the practice of therapy and the person of the therapist are explored.

The supervised practicum is an on-going requirement throughout the students’ training. Practicum is a clinical experience during which students develop the foundational skills, professional attitudes, ethical awareness and clinical competencies of individual, couple and family therapy needed for independent practice. Focus will be on the application and integration of clinical theory in clinical settings with clients requesting psychotherapy services. Practicum I introduces students to foundational skills and the development of competencies such as forming the therapeutic system, contracting, couple and family evaluation, treatment planning, clinical record keeping, and treatment initiation. Practicum I will also focus on preparing students for the interview process in order to secure an approved clinical site. Students will interview and aim to secure a Jefferson approved clinical site during Practicum I. Increased focus will be on professionalism, interview skills, and the creation of application materials such as resume and cover letters.

The supervised practicum is an on-going requirement throughout the students' training. Practicum is a clinical experience during which students develop the foundational skills, professional attitudes, ethical awareness and clinical competencies of individual, couple and family therapy needed for independent practice. Focus will be on the application and integration of clinical theory in clinical settings with clients requesting psychotherapy services. Practicum II will continue to focus on the development of the beginning competencies such as forming the therapeutic system, contracting, couple and family evaluation, treatment planning, clinical record keeping, and treatment initiation. Increasing focus will be placed on the development of intervention strategies, the therapeutic alliance and the therapist’s use of self as an instrument of change. Additionally, students will have interviewed and secured a Jefferson approved clinical site in Practicum II.

The supervised practicum is an on-going requirement throughout the students' training. Practicum is a clinical experience during which students develop the foundational skills, professional attitudes, ethical awareness and clinical competencies of individual, couple and family therapy needed for independent practice. Focus will be on the application and integration of clinical theory in clinical settings with clients requesting psychotherapy services. Practicum III will continue to focus on the development of the beginning competencies such as forming the therapeutic system, contracting, couple and family evaluation, treatment planning, clinical record keeping, and treatment initiation. Continued focus will be placed on the development of intervention strategies, the therapeutic alliance and the therapist’s use of self as an instrument of change

This course attends to both the process and practice of professional, ethical, and legal issues in couple and family therapy.  Students will explore the intersections of mental health law, the Code of Ethics of the Association of Marriage and Family Therapy (COAMFTE) and personal professional identity; they will also learn some of the business basics for considering private practice. 

This course will explore essential concepts of sexuality by examining the basic theory, principles, research, and practice regarding sexual issues for which clients seek understanding and treatment. Topics include the history of sexology, sexual and reproductive anatomy and physiology, sexually transmitted infections and safer sex practices, sexual orientation, sexual trauma, sexually compulsive behaviors, gender and gender identity, socio-cultural and religious/spiritual issues, chronic illness and disability, and atypical sexual behaviors and sexual feelings in clinical practice. Students will explore personal attitudes, values, and emotions as they relate to course material.

The course is designed to facilitate the student’s understanding of the historical development, empirical foundations, and conceptual directions in regards to systemic and individual approaches to psychopathology. The individual approach to psychopathology will be explored via the range of personality and behavioral disorders as presented in the Diagnostic and Statistical Manual of Mental Disorders by the American Psychiatric Association (DSM-5). The student will become familiar with the utilization of DSM-5 diagnostic dimensions and how these are used in case conceptualization and treatment.

This course will discuss the process and content of couples therapy with an emphasis placed on major systemic schools of thought. The course will cover Structural, EFT Cognitive/Behavioral, Contextual, Narrative, Bowenian, Object Relations, Gottman and other theories. In addition, application of these models to specific clinical situations such as affairs, divorce, working with couples of diverse racial and socioeconomic backgrounds, working with couples of various sexual orientations and chronic conflict with couples will be emphasized. A major focus will be on the development of the therapeutic relationship and the therapist’s use of self as a change agent.

The primary aim for this course is to develop a systemic approach to family medical health and wellness. Students will learn the basic concepts of physical illness, family functioning and their impacts on the family system’s health and wellness. Topics include messages of health and family, disability and illness, grief and loss, caregiver support, changes in identity/role in system after loss, trust/distrust of the healthcare system, family interactions after medical diagnosis, family dynamics when someone is ill, spirituality and wellness. The Biopsychosocial theoretical model will be introduced. This course will include students’ participation in a Team Care Planning simulation experience at Jefferson Center for Interpersonal Practice and Education.

This course is designed to provide theoretical and experiential understanding of diversity and its impact on the personal and professional experiences of couple and family therapists. In this course, key cultural constructs, namely, race, class, ethnicity, gender, sexual orientation, age, and physical ability will be examined. Students will be able to explore ways to assess, join and treat diverse clients with increased cultural sensitivity. This course is designed to be experiential, and students will examine and address their own biases and prejudices that may impact their clinical practice. Overall, the course will enable the students to develop a framework for a culturally sensitive approach to couple and family therapy practice. 

The primary aim for this course is to develop a research-informed approach to clinical practice that is guided by knowledge of the couple and family therapy research literature. Students learn the basic concepts, principles, and methods of social science research and learn to read, understand, and evaluate research articles. The course provides a review of research design and statistical and measurement concepts that are essential to engaging the research literature. Students read classic examples of process, outcome, qualitative, longitudinal, and other research strategies that are found in the CFT literature. In this course, students learn the importance, usefulness, and accessibility of research in couples and family therapy.

This course builds on the introductory course and offers advanced understanding of assessment, diagnosis, and treatment models for sex therapy practitioners. Students will learn and engage in the practice of these therapeutic modalities throughout the course. Specific attention will be paid to learning the techniques of assessment, diagnosis and treatment of the psychosexual disorders as described in the current edition of the Diagnostic & Statistical Manual of Mental Disorders (DSM). Theory and methods of both psychological and medical interventions will be explored using class lectures, videotape presentations and role play.

This course is an extension of Advanced Sex Therapy I and is designed to provide students with greater insight and in-depth knowledge of the field of sex therapy. Students will learn about special topics and populations and how best to provide systemic sex therapy to these groups of people. Students will also be expected to reflect on their own identities and their impact on their work as a therapist.

This course is designed to give an overview of all manifestations of violence in the family putting special emphasis on the type of violent interchanges you might, as clinician/practitioner, be addressed to resolve. Students will develop an understanding of the major issues related to child abuse, partner abuse, sibling abuse, elder abuse, and parent abuse. We will review specific systemic dynamics, contributing factors, and types of interventions for each type of violence.

This course will provide an overview of the systemic impact that various types of addictions have on individuals, couples, families and communities. Students will learn how addictions influence biopsychosocial well-being. This course will expose students to an array of theoretical approaches that can be used in the treatment of addictions. Students will learn how to modify these theoretical approaches to ensure culturally relevant treatment of diverse client populations. This course will provide knowledge about interventions used in addictions treatment. Students will learn about cultural differences as well as the cultural influences of addictions. This course offers students information about the models of addiction recovery and community resources used.

The supervised practicum is an on-going requirement throughout the students' training. Practicum is a clinical experience during which students develop the foundational skills, professional attitudes, ethical awareness and clinical competencies of individual, couple and family therapy needed for independent practice. Focus will be on the application and integration of clinical theory in clinical settings with clients requesting psychotherapy services. Practicum IV will continue to focus on the development of the beginning competencies such as forming the therapeutic system, contracting, couple and family evaluation, treatment planning, clinical record keeping, and treatment initiation. Continued focus will be placed on the development of intervention strategies, the therapeutic alliance and the therapist’s use of self as an instrument of change. 

The supervised practicum is an on-going requirement throughout the students' training. Practicum is a clinical experience during which students develop the foundational skills, professional attitudes, ethical awareness and clinical competencies of individual, couple and family therapy needed for independent practice. Focus will be on the application and integration of clinical theory in clinical settings with clients requesting psychotherapy services. Practicum V will continue to focus on the development of competencies such as couple and family evaluation, treatment planning, clinical record keeping, intervention strategies, the therapeutic alliance, and the therapist’s use of self as an instrument of change. Increasing focus will be on the process of terminating clients, referring them to other services and/or supporting in their transition to a new therapist if applicable.

The supervised practicum is an on-going requirement throughout the students' training. Practicum is a clinical experience during which students develop the foundational skills, professional attitudes, ethical awareness and clinical competencies of individual, couple and family therapy needed for independent practice. Focus will be on the application and integration of clinical theory in clinical settings with clients requesting psychotherapy services. Practicum VI will be available to students who do not meet the minimum number of clinical hours required for graduation. Students will continue in the process of terminating clients, referring them to other services and/or supporting in their transition to a new therapist if applicable.  

This course is designed to prepare students to deliver effective therapeutic interventions with individuals, couples, and clients in the aftermath of traumatic experiences. Types of trauma include acute, complex, intergenerational, and secondary. The course will introduce core therapeutic intervention strategies that are rooted in trauma treatments. Students will learn about the neurobiological, intergenerational, and relational impact of trauma. Students will also learn how resilience aids clients’ ability to survive experiences of trauma. This course is designed to include self-of-the therapist exploration, as it is important for students to understand how to mitigate vicarious trauma and to engage in self-care when working with trauma survivors. Overall, this course will enable students to develop a framework for treating trauma from a systemic perspective. 

This course, which is an advanced seminar, will examine the complex interactions between physical illness and family functioning and their impact on patient morbidity, symptom expression, quality of life and other parameters. The course will also explore family therapy based clinical interventions that can be utilized when these interactions go awry. A review of the historical developments, theoretical concepts and the empirical findings that form the basis of this emerging field will be undertaken. A biopsychosocial framework will be developed for understanding and treating a variety of common clinical problems such as, eating disorders; psychosomatic symptoms, somatic fixation, treatment non-compliance; psychosocial issues related to chronic illness; chronic pain; genomics; grief and end of life issues. The issue of health outcome disparities in marginalized and under-served populations will be examined along with the impact of race, gender, culture, and power on health. The nature of collaboration with other health care providers will be discussed, along with the role of the larger health care system in promoting positive or negative outcomes with patients and families.

This course will focus on the differential impact of major life transitions on family members, specifically, separation, divorce, and remarriage. An overview of the issues and challenges that these families face will be discussed within a broader cultural context. The dynamics of family dissolution and reorganization will be addressed, along with specific intervention strategies. The course will cover helping families through the separation process, co-parent counseling, understanding issues relating to loss, the effects of conflict on children’s adjustment, and blended family and step-parenting dynamics, as well as the impact of the legal system on the family and therapeutic system.

The master’s project is the culmination of the student’s scholarly requirements. Students will develop a scholarly paper demonstrating a mastery of clinical theory in the field of couple and family therapy and the ability to apply that theory in a clinical situation under the direction of a faculty advisor. The project must demonstrate the student’s mastery of the academic area chosen and attempt to integrate his or her clinical interests within a scientific framework. The students will be expected to produce a written work product that meets the academic requirements described below and to present his or her work to the program faculty and his or her peers in a supportive learning environment.