DOCTORAL PSYCHOLOGY COURSE DESCRIPTIONS
Doctoral Psychology Department Faculty
- Alexis D. Abernethy, Professor of Clinical Psychology and Chief for Diversity, Equity and Inclusion
- Jeffrey P. Bjorck, Senior Professor of Clinical Psychology
- Warren S. Brown, Jr., Director of the Lee Edward Travis Research Institute and Professor of Psychology
- Alvin C. Dueck, Senior Professor of Cultural Psychologies
- Brad D. Strawn, Chair of Integration and Evelyn and Frank Freed Professor of the Integration of Psychology and Theology
- Siang-Yang Tan, Professor of Clinical Psychology
- Cynthia B. Eriksson, PsyD Program Chair and Associate Professor of Clinical Psychology
- Joey Fung, Associate Professor of Psychology
- Sung H. Kim, Associate Professor of Clinical Psychology
- Jenny H. Pak, Associate Professor of Psychology
- Kenneth T. Wang, PhD Program Chair and Professor of Psychology
- Theopolis Cosse, Dean of the School of Psychology & Marriage and Family Therapy and Associate Professor of Clinical Psychology
- Tina R. Armstrong, Director of Clinical Training and Assistant Professor of Clinical Psychology
- Sean M.Love, Associate Director of Clinical Training and Assistant Professor of Psychology
- Anne A. Turk Nolty, Associate Professor of Clinical Psychology
- Stephen W. Simpson, Associate Professor of Psychology
- Pamela Ebstyne King, Peter L. Benson Associate Professor of Applied Developmental Science and PhD in Psychological Science (Non-Clinical) Program Chair
- Lisseth Rojas-Flores, Associate Professor of Clinical Psychology
Courses are offered for 4 quarter units of credit unless otherwise noted.
GENERAL PSYCHOLOGY (PG)
PG 800 History and Systems of Psychology. This course is designed to provide clinical psychology students an opportunity to reflect upon the field as a whole—specifically to examine the history of the profession and evolution of ideas over time. Students will focus on psychological understandings of the person from the perspective of historical development and systems of thought. It traces the emergence of psychology as an independent discipline from its roots in culture, philosophy, theology, and the natural sciences. Students will be encouraged to critically evaluate how intellectual and cultural contexts have shaped the current trends in contemporary psychology and explore how globalization will impact the future direction of the field.
PG 808 Independent Readings. Special or advanced reading in areas not covered by regular courses in the curriculum. May be repeated for credit if a new area is chosen. Prerequisite: Permission of instructor. (Variable credit)
PG 810 Physiological Psychology. This course will cover the fundamental anatomy, physiology, biochemistry, pharmacology, and endocrinology of the brain that underlies human and animal behavior. We will study information processing in nerve cells, sensory perception and motor control, and the neurophysiology of complex behaviors such as sleep, emotion and aggression, reward and punishment, learning and memory, and the physiological basis of mental disorders.
PG 811 Neuropsychology I: Principles and Clinical Syndromes. This course is designed to equip students with foundational knowledge for the study of brain-behavior relationships that underlie normal and disordered functioning. Cognitive domains will be presented in the context of specific neurological, developmental, psychiatric, and environmental disorders. Prerequisite: PC804 and PG810.
PG 820 Cognitive and Affective Bases of Behavior. This course will consider the cognitive and affective dimensions of human mental processing. Specific topics to be covered include the cognitive and affective aspects of: (1) perception and attention; (2) mental imagery; (3) information processing; (4) the representation of information in memory; (5) reasoning and problem solving; (6) the use of language in thought; (7) theories and research of emotion; and (8) unconscious mental processes. Class discussion will include consideration applications to various clinical issues.
PG 826 Research Methods I: Practice-Based Approaches. Reflecting training in the Doctor of Psychology (PsyD) degree, the course is designed to introduce diverse research approaches that transfer clinical knowledge and skills to the research domain and directly contribute to the professional practice. Students will learn the foundational concepts underlying research paradigms and the strengths and limitations of various research strategies. As part of the research sequence, students will learn major components of a research proposal. A particular attention will be given to preparing students to generate practitioner-based research and encourage reflective practice attentive to diversity. (2 units).
PG 827 Research Methods II: Qualitative Research. The course addresses the fundamental concepts, assumptions and processes underlying qualitative inquiry. The course is designed to prepare students to conduct qualitative research studies in the area of clinical psychology. Students will be introduced to the basic methods of data collection and analysis in qualitative research, with an emphasis on narrative approach. The interface between qualitative and quantitative methods will be also examined in the context of diversity issues in psychology and critical theological reflection. Prerequisite: PG826. (2 units)
PG 830 Social Psychology. This course provides an overview of the major theories, issues, data, and research methodologies in social psychology. Topics covered will include: the self, self-regulation, emotion and affect, social cognition, attitudes and beliefs, group processes, power, leadership, conformity, persuasion, obedience, dyadic processes in close relationships, romantic relationships, therapeutic relationships, prosocial and antisocial behavior, and prejudice, stereotyping and stigma. Applications of social psychological research to clinical practice will be highlighted.
PG 843 Psychopathology. This course will provide students with a comprehensive survey of psychopathology and application of DSM-V. Emphasis is placed on the student developing a working conceptual model of psychopathology including theoretical, etiological, and symptomatic considerations. Its purpose is to provide a foundation upon which diagnostic and etiological considerations can be based, and the therapeutic task undertaken. This course will focus primarily on adults but will also address children.
PG 847 Professional Development and Emerging Leaders. This course is designed to facilitate the transition from student to early career professional. Learners will explore skills and knowledge needed to become a professional psychologist and leader in the field. Emphasis will be placed on assisting learners in continuing to develop their professional identity and personal leadership style in preparation for the pre-doctoral internship journey. Prerequisite: Must be applying to internship the following academic year. (2 units)
PG 850 General Linear Models: Regression. This course briefly covers elementary statistics but primarily focuses on multiple regression analyses. Regression analysis is at the heart of statistics, and a sound knowledge of regression methods will serve you well as you design and conduct masters and dissertation research projects. To address these goals, a combination of lecture, demonstration, small-group exercises, and discussions will be used.
PG 851 General Linear Models: ANOVA. This course is designed to assist students in continuing to develop the skills necessary to design, analyze, and evaluate professional research and program evaluation studies. The major focus of this course will be understanding and using analysis of variance techniques. An additional focus of this course will be continuing to explore and evaluate the research literature in the individual student’s interest area. The combination of these course objectives will serve to advance students’ progress toward completing the research requirements of their program. Prerequisite: PG850.
PG 852A/B Advanced Research Methods. The course, which spans over two quarters, is the third in the research methods sequence. It builds upon competencies gained in both Regression and ANOVA courses. Taken together, the three courses will help students with their own independent or semi-independent research (e.g., master’s level research). The course is split into theoretical/ general and practical/ specific components. In the theoretical/ general portion of the class, students will learn about research design elements and concerns particular to clinical research in psychology. Students will explore issues and ideas that are important to consider in conducting ethical and scientifically sound clinical research. In the practical/ specific portion of the class, students will develop their own research ideas, data analysis strategies, and interpretation of results. Prerequisite:PG850 and PG851.
PG 853 Research Methods III: Program Evaluation. The course is designed to provide the student with the ability to evaluate clinical and community programs. Students will learn the concepts and theories of program evaluation and acquire the ability to think holistically about program development and evaluation. Additionally, students will learn to evaluate the methods and materials of program evaluation in order to design research which is appropriate for different program needs. Culturally appropriate methods of development and evaluation will also be discussed. Students will create an evaluation plan relevant to their future clinical practice, and they will develop a plan for a program evaluation for an organization addressing a real-world need. Prerequisite: PG826, PG827, PG850 and PG851. (2 units)
PG 856 Research Colloquium. Colloquia are offered three times per year by distinguished research psychologists. Students in the first three years of the program are expected to attend 6 lectures featured during these years. (0 units)
PG 857 Individual Research. Assigns credit for independent research and evaluation projects conducted prior to the dissertation. May be repeated for credit. Prerequisite: Permission of the instructor. (Variable credit)
PG 861 Hierarchical Linear Modeling. Much social/behavioral sciences research involves nested or hierarchical data structure (e.g., clients nested within therapists, or repeated measures nested within persons, who are in turn nested within organizations). The method of hierarchical linear modeling (HLM) has proven to be an effective tool to deal with this type of data structure. The goal of this course is to gain familiarity and build expertise in the use of HLM. Emphasis is placed on the mastery of concepts and principles, development of skills in model building and results interpretation, and development of critical analysis skills in understanding research using HLM. Topics will include, but are not limited to, the logic of HLM, principles of estimation and hypothesis testing, model building, cross-sectional models, longitudinal data analysis, and missing data and model assumptions.
PG 862 Latent Variable Modeling. Much psychological research involves latent variables (e.g., transcendence, coping, intellectual humility, interpersonal relatedness, or latent classes/clusters), which can be either categorical or continuous, just as for observed variables. The crossing of latent and observed variables produces four different types of latent variable models (see the table below). The goal of this course is to gain familiarity and build expertise in the use of these four models. Emphasis is placed on the mastery of concepts and principles, development of skills in model building and results interpretation, and development of critical analysis skills in understanding research using latent variable models. Topics include, but are not limited to, categorical data analysis (e.g., logistic regression), exploratory/confirmatory factor analysis, path analysis, item response theory, latent class analysis, latent profile analysis, and some combination of these models.
PG 865 Master’s Research. The project is typically an empirical research study. If a theoretical master’s project is completed, the dissertation must be empirical in nature. (Minimum 6 units required)
PG 900 PhD Dissertation. The project constitutes the equivalent of a half-time load for four quarters and is designed to be completed during the fifth year. Prerequisite: Completion of master’s research project. (Minimum 32 units required)
PG 901 PhD Dissertation Continuation. To be used when a student has fulfilled the 32-unit PG900 requirement. (0 units)
PG 902 PsyD Dissertation. The project may be a program evaluation, integrative literature review, scientific case study, program development, intervention evaluation, or some other empirically based project. (Minimum 8 units required)
PG 903 PsyD Dissertation Continuation. To be used when a student has fulfilled the 8-unit PG902 requirement. (0 units)
CLINICAL PSYCHOLOGY (PC)
PC 803 Legal and Ethical Issues. This course provides a survey of the current Ethical Principles of Psychologists and Code of Conduct and the current professional practice laws regarding clinical psychology. Particular focus will be given to application of ethics, with attention to legal issues where most relevant. An integrative worldview will be emphasized. Each class period will involve discussion by students, and/or small group exercises. There will also be some presentations by the instructor. (2 units)
PC 804 Introduction to Psychometric Theory and Psychological Assessment. The primary objective of this course is to introduce students to theoretical and practical issues in psychological assessment and evaluation. In particular, we focus on issues in the application of psychological assessment tools in clinical practice. To that end, we will familiarize students with a variety of clinical assessment tools. We will focus on test administration and scoring, and interpretation and communication of assessment results. We will review the empirical literature on the application of common instruments, with special attention to areas of current controversy. Finally, we will cover topics of psychometric theory including the nature of measurement and scales, reliability and validity of assessment tools, and measurement error.
PC 805 Report Writing. This introductory lecture and discussion class is designed to introduce students to basic-level (a) interpretation of several foundational psychological tests, including the WAIS-IV, (b) integration of findings from assessment, (b) case conceptualization, and (c) integrated report writing. The assessment and report-writing skills that students develop in this class will be reinforced and expanded through additional coursework and in clinical placements. Prerequisite: PsyD only.
PC 806 Practicum 0. A 9-month introductory training experience, focused on utilizing Rogerian client-focused therapy. Minimum 2 hours per week.
PC 807 Clinical Interventions: Diversity Lab. The goal of this course is to facilitate cultural competence through case conceptualization. It is expected that students will gain cultural competence through the presentations and discussions of cases involving FPFS clients they are treating during the quarter and from discussion of cases presented by their fellow students. Prerequisite: PsyD only. (3 units)
PC 808 Clinical Interventions: Cultural and Community. This course will focus on psychological understandings of the person and psychotherapy from a cultural and community perspective. It traces the emergence of cultural and community psychology as an independent discipline from its roots in culture, society, philosophy, theology, and the natural sciences. May be counted as a PI-course.
PC 809 Clinical Interventions: Humanistic. This course is designed to teach and develop fundamental therapeutic skills applicable to all modes of therapy, including establishing a therapeutic alliance, learning basic psychotherapy techniques, and exercising professionalism. The course utilizes a variety of teaching methods including lecture and discussion, role-playing, review of expert videotaped sessions, and supervised clinical training. Students learn how to offer and accept clinical feedback as a tool for professional growth. Increased awareness of one’s own feelings and behaviors in session, and how to use both for therapeutic advantage, constitute important components of the course.
PC 810 Clinical Interventions: Psychodynamic. This course introduces students to core concepts of psychoanalysis and the basic approaches to psychoanalytic psychotherapy. The first part of the course provides an historical overview of the development of psychoanalytic thought, with special attention given to the distinguishing features of major psychoanalytic “schools.” The second part of the course suggests a foundational approach to psychoanalytic psychotherapy that integrates a variety of psychoanalytic concepts. The course utilizes a variety of teaching modes including lecture, small group discussions, role-playing, film, and supervised clinical experience. In addition to the classroom lectures, students are required to attend weekly small groups throughout the year. Students will learn how to effectively offer and accept feedback as a tool for professional growth.
PC 811 Clinical Interventions: Gerontology. This course will introduce students to theories, common psychopathology, and empirically supported treatments related to the practice of psychology with older adults. The purpose of the course is for students to become familiar with common psychiatric problems encountered by older adults, theoretical literature explaining late life development, and therapeutic approaches that are empirically supported or show promise. Manualized therapies for depression and caregiver stress will be covered. Finally, issues pertaining to death and dying will be examined, including end-of-life concerns, hospice care, and suicidality. Attention will be given to the role of spirituality and culture in helping older adults cope and ways to integrate these crucial factors into the assessment and intervention with older adults. Prerequisites: PC810, PC814, and PC819.
PC 812 Clinical Interventions: Consultation and Supervision. This course presents theory and practice concerning supervision and consultation, including organizational assessment and analysis, diversity within organizations, group dynamics, systems theory, managing resistance, and intervention theory. Learners develop practical skills in conducting supervision as well as in organizational consultation and training, including conducting meetings, making presentations, entering and analyzing organizations, team building, executive coaching, transition management, and diversity training. The course provides skills needed for clinical consultation to schools, churches, community agencies, and other organizations. Prerequisites:PC810, PC814, and PC819.
PC 813 Clinical Interventions: Child/Adolescent. This course provides an introduction to clinical work with children and adolescents. The primary theoretical framework for the course is developmental psychopathology. Students will gain an understanding of the relationship between normal and abnormal development in youth. Students will also be prepared to provide evidence-based clinical tools and strategies for working with youth from diverse cultural, religious and social backgrounds. The traditional emphasis on pathology is counterbalanced by the introduction of the perspective of positive youth development and an asset approach to clinical practice. Prerequisites: PC810, PC814, and PC819.
PC 814 Clinical Interventions: Diversity Issues. The goal of this course is to facilitate self-understanding, understanding of others, and cultural competence. While our focus is limited to a few selected people groups and topics, it is expected that the culture-general principles that emerge will be helpful in working with people from diverse backgrounds. Prerequisites:PC810, PC819.
PC 816 Program Administration. This course is designed to help students understand and practice key skills in program administration. Students will be exposed to important organizational issues and processes and a variety of strategies useful to successful program leaders. (2 units)
PC 817 Marketing Professional Services. This course is designed to be an introduction to basic principles of marketing, as applied to the marketing of psychological services. Students will learn about basic marketing topics such as market segmentation, target marketing, and developing a marketing mix. They will also learn the financial aspects of providing their service(s). Students will apply these concepts to develop their own marketing plan, tailored to their specific interests and needs. (2 units)
PC 818 Clinical Interventions: Group Psychotherapy. The aim of the course is to introduce students to therapy practice and research in group psychotherapy. Group process therapy techniques, group development phases, and group leadership will be observed, discussed, and practiced. Prerequisites:PC810, PC814, and PC819.
PC 819 Clinical Interventions: Cognitive and Behavioral. This course will provide an overview of cognitive and behavioral therapy, with special focus on a case formulation approach and interventions like self-monitoring, relaxation training, systematic desensitization, flooding, reinforcement procedures, stress-inoculation training or coping skills training, cognitive restructuring, problem-solving, and behavior rehearsal including social skills training. A biblical approach to and critique of cognitive and behavioral therapy, including mindfulness- and acceptance-based approaches such as MBCT, DBT, and ACT, will also be presented.
PC 820 Practicum 1. A 9-month, 10-12 hours per week (PhD) or 12-month, 12-16 hours per week (PsyD) clinical practicum, normally in an off-campus setting. Prerequisite:PC803 and PC806
PC 821 Practicum 2. A 9-month, 12-16 hours per week clinical practicum, normally in an off-campus setting. Prerequisite: PhD only and PC820.
PC 824 Clerkship. A 12-month, 12-16 hours per week clinical placement designed primarily to provide intensive experience in diagnosis and assessment. Prerequisite: PC821 andPC804. (4 units per quarter for four quarters)
PC 827 Practicum Consultation Group. This course, for PhD students only, provides a forum for case presentation and case conceptualization, as well as an opportunity for discussion of integrative case material and professional formation issues. (0 units)
PC 833 Advanced Psychodynamic Therapies. The aim of this course is to provide advanced knowledge in the areas of Psychodynamic theory, case conceptualization, and application. This will be accomplished by first establishing a strong, robust theoretical framework, focusing on key concepts and core competencies. Class lectures and assignments (including the development of detailed case conceptualizations) will be designed to foster a deep and nuanced understanding of Psychodynamic therapy, with the goal of enabling students to articulate the what, why, and how of this model. The course will also take a hands-on approach to ensure that students are learning to apply the theory and skills they are taught. This will be accomplished by integrating Practicum I field training into the course, meaning that students will be treating real clients provided by Fuller Psychological and Family Services (FPFS) using the psychodynamic principles/interventions taught in this class, while receiving weekly group case consultation with the course instructor (a licensed psychologist). Students will also receive weekly individual supervision from an FPFS supervisor connected to the class. Prerequisite: PsyD only. (3 units)
PC834 Advanced Cognitive and Behavioral Therapies. This course will review foundational cognitive and behavioral approaches to psychotherapy taught in PC819, focusing on key theoretical concepts and core competencies that help students identify and treat a range of core beliefs that frequently underlie pathology. Students will evaluate their own theoretical knowledge in these foundational concepts, as well as their skills in applying these key competencies. This course will then introduce students to three advanced, cutting edge Cognitive Behavioral Therapies that heavily integrate foundational cognitive and behavioral concepts, skills, and knowledge into a treatment package. These three therapies are Trauma-Focused Cognitive Behavioral Therapy, Dialectical Behavior Therapy, and Acceptance and Commitment Therapy. Diverse perspectives on Cognitive Behavioral Therapy and implicit assumptions of these therapies will be examined throughout the course. The course will also examine the strengths and weaknesses of these therapies in relation to spiritual and religious diversity. The course will also take a hands-on approach to ensure that students learn to apply the theory and skills they are taught. This will be accomplished by integrating Practicum I field training into the course, meaning that students will be treating real clients provided by Fuller Psychological and Family Services (FPFS) using the cognitive and behavioral theory and interventions taught in this class, while receiving weekly group case consultation from the course instructor (a licensed psychologist). Students will also receive weekly individual supervision from an FPFS supervisor connected to the class. Prerequisite: PsyD only. (3 units)
PC 836 Human Sexuality. This course is designed to meet California requirements for training in the physiological, psychological, and social-cultural variables associated with sexual identity, sexual behavior, and sexual disorder.
PC 838 Alcoholism and Substance Abuse. This course is designed to meet California requirements for training in the detection and treatment of alcoholism and chemical dependency. This course will help students develop a working conceptual model of substance abuse through review and comparison of several available models; address various drugs and substances of abuse and harm, and related behavior and health consequences; review etiologic factors in substance abuse and prepare students to conduct alcohol and drug abuse assessment and treatment; compare and contrast 3 dominant forms of intervention (12 Step; CBT; Motivational); and review basic principles and methods of relapse prevention. Prerequisite: PG810.(2 units)
PC 840 Pre-Internship. A 12-month, 12-16 hours per week clinical placement. (4 units per quarter for four quarters)
PC 841 Internship. A 12-month full-time clinical placement at an APA-accredited site. Prerequisite: PC840 (12 units per quarter for four quarters)
PC 843 Internship Continuation. To be used when a student has fulfilled the minimum requirements for PC841. (0 units)
PE 800 Contemporary Kleinian Theory. This clinical seminar is designed as an introduction to Kleinian theory, often referred to as the object relations model of psychoanalysis. This seminar builds on the prerequisite course PC810 Clinical Interventions: Psychodynamic, and is particularly useful if taken in combination with the elective course PC830 Contemporary Kleinian Technique. Students will learn about the roots of Melanie Klein’s work in Sigmund Freud and the ways in which Klein considered her model to be an expansion of Freud’s initial discoveries. In addition, the course will explore the work of contemporary British Kleinians, including Hanna Segal, Wilfred Bion, and Betty Joseph. Students will learn about the internal object world, unconscious fantasy, projective identification, the paranoid-schizoid and depressive positions, and transference and countertransference. Prerequisite: PC810. (2 units)
PE 801 Contemporary Kleinian Technique. This clinical seminar is an advanced course in psychoanalytic technique from an object relations perspective. This seminar builds on the prerequisite course PC810 Clinical Interventions: Psychodynamic, and is particularly useful if taken in combination with the elective course PC830 Contemporary Object Relations: Theory. Together, we will explore the psychoanalytic encounter from initial contact through termination, thinking about crucial issues such as the psychoanalytic frame, the initial consultation, the psychoanalytic dialogue (including free association and interpretation), unconscious phantasy, transference, countertransference, working-through, and the aims of psychoanalysis. Prerequisite: PC810. (2 units)
PE 802 Objective Psychological Assessment. This course introduces students to the most commonly used objective psychological assessment tools in clinical psychology. In this class students will learn how to administer, score, and interpret the MMPI-2, MMPI-2-RF, MCMI-III, PAI, the NEO Inventories, and other brief instruments including BDI-II. Also, students will learn how to integrate findings from those inventories and communicate them effectively to the client or referrals through an interpretive report or feedback. To address these goals, a combination of lecture, demonstration, practice, readings, and discussions will be used. Prerequisite: PC804.
PE 803 Rorschach. This clinical seminar is designed to introduce students to administration, scoring, and interpretation of the Rorschach Inkblot Technique, using Exner’s Comprehensive System. Students will develop basic competence in these skill areas, with the intention that more advanced skills will be developed during clerkship and internship training experiences. Prerequisite: PC804. (2 units)
PE 804 Neuropsychology II: Assessment. This course is designed to equip students with a deeper understanding of the relationship between human brain function and behavior, with particular emphasis on the assessment of cognitive functions. Skills developed in this class will include the administration, scoring, and interpretation of commonly used neuropsychological instruments, and advanced conceptualization of neuropsychological issues from a clinical standpoint. Prerequisites: PG811, PG810, and PC804.
PE 805 Child and Family Assessment. This course covers a bio-psycho-social approach to the evaluation of children, families, and couples. Formal assessment (e.g., psychological tests, self-report measures) as well as informal assessment (e.g. observation, play therapy) will be used to teach students how to evaluate children and families, diagnose effectively, and develop appropriate interventions and other recommendations. Prerequisite: PC804.
PE 808 Child Neuropsychological Assessment. This course is designed to provide an introduction to the critical issues involved in the neuropsychological assessment of children. Topics covered will include: overview of common neurodevelopmental and neurological disorders, administration, scoring, and interpretation of commonly used neuropsychological instruments in pediatric assessment, and differential diagnosis and treatment planning. Prerequisites: PC804, PG810, PG811, and PE804. (2 units)
PE 813 Psychopharmacology. This course is designed to meet APA’s recommended basic training in Psychopharmacology for Clinical Psychologists and the Licensing Board’s recommended training. It will provide a basic understanding of psychopharmacology so as to facilitate collaborative discussions with physicians and psychiatrists, and to permit the clinician to make intelligent referrals for psychotropic medications. (Special note: The Military, Guam and New Mexico now all allow trained psychologists to prescribe. Legislation is in process in other states.) The course will follow the curriculum recommended by the Prescribing Psychologist’s Register. Both pharmacokinetics and pharmacodynamics will be covered with regard to the major psychiatric disorders. Underlying neurophysiology and the basics of organic chemistry will be reviewed so that participants will have a clear understanding of how psychotropic medications work, their side-effects and the management of patients using psychotropic medication. Prerequisites:PG810 and PG843. (2 units)
PE 816 Advanced Assessment. This course is designed to be an advanced course in the application, scoring, and interpretation of personality assessments, focusing on assessment tools such as the Sixteen Personality Factors Questionnaire (16PF), the Minnesota Multiphasic Personality Inventory-2-Restructured Form (MMPI-2-RF), and the Rotter Incomplete Sentence Blanks (RISB). Students will learn in greater depth about the development, construction, psychometrics, and appropriate use of these tests. A feature of this course is that students will administer 2 fully-integrated personality assessment batteries to clients provided through Fuller Psychological and Family Services (FPFS), score and interpret those batteries, write formal reports documenting the assessment results, and conduct feedback sessions with the clients. Students will attend a weekly 2-hour lab where they will receive assistance on their specific cases via group supervision. Prerequisites: PE802.
INTEGRATION (FI, PI)
FI 815 Forgiveness and Reconciliation in Clinical Practice.This course is designed to provide an overview of the primary approaches, applications, and research related to the area of forgiveness in clinical practice. Forgiveness assessment, issues concerning domestic violence, infidelity, as well as the theological and intergenerational implications of forgiveness are discussed.
FI 840 Narrative and Family Life. This course is an introduction to the relevance of narratives and the formation of story in the lives of families, through an exploration of postmodern approaches to family theory. The application of narrative to conceptions of healing and wholeness are explored, with particular emphasis upon the themes of love and loss/suffering. Students will be expected to gain an understanding of the value of narrative constructs in both family therapy and ministry.
PI 503 Touchstone Course in Theology and Psychology. This course is designed to assist students in thinking theologically through exposure to fundamental issues of Christian theology, hermeneutical thinking, and spiritual disciplines.
PI 800 Introduction to Integration. This course will explore models of integrating social science with insights from Christian theology, the history of the church and the experience of contemporary Christians involved in the helping professions. Students will be exposed to a wide range of models of integration with the goal of assisting students in developing their own perspectives and convictions regarding integration.
PI 801 Integration Symposium. Depending on the nature of the Integration Symposium, an integration seminar may be built around the lectures, responses, and additional readings. The topic, structure, and availability of this course vary from year to year. Prerequisite: PI800.(2 units)
PI 803 Special Projects in Integration. An independent study in integration which may focus on conceptual-theoretical issues, professional concerns, or other special applications. Prerequisite: PI800 and permission of sponsoring professors.
PI 805 Readings in Integration. Special or advanced integration readings not covered by regular integration courses. Prerequisite: PI800 and permission of integration chair.
PI 806 Advanced Integration. This course is designed to assist students in reflecting on the relationship theology/religion has to their studies in clinical psychology in their final year of coursework. Students will be expected to develop and articulate an integrative perspective from their field of doctoral study. This course will provide students the opportunity to integrate theological and psychological readings after three or four years of coursework. Prerequisite: PI800.
PI 811 Christians Who Counsel. This course first focuses on critically examining the theological and psychological aspects of Growth Process Therapy as developed by Ray Anderson in his book, Christians Who Counsel —The Vocation of Wholistic Therapy. The basic assumptions of this approach to therapy based upon a model of the self as an integrative triad of physical, social, and spiritual spheres, ecologically correlated, are presented in class lectures and critically examined from a psychological and theological perspective. This approach will be compared and contrasted with that of Dr. Bjorck, who will describe his approach in class presentations, handouts, and readings. Thereafter, the course addresses a variety of relevant topics (e.g., self-esteem, original sin) as they relate to an integrative approach to counseling. Throughout the course, videos of actual cases will be reviewed and discussed as a means of addressing course issues. Prerequisite: PI800.
PI 813 Portraits of Human Nature. This course will attempt to establish a perspective on human nature that allows greater resonance and integration between science and faith. It will present descriptions of the nature of humans emerging from the perspective of a number of scientific disciplines, including biology, genetics, neuroscience, and cognitive psychology, while considering their implication from the viewpoints of philosophy, theology, biblical studies, and ethics. Particular attention will be paid to the concepts of free will and moral agency with respect to the reductionism and determinism often presumed to be implied by neuroscience. The central thesis that will be explored is a monist, or holist, view of humans; that is, human nature will be considered as it might be encountered without body-mind or body-soul dualism. Prerequisite:PI800
PI 814 Spiritual Interventions in Therapy. This seminar will provide an opportunity for reflection on a Christian approach to therapy. Topics will include the person of the Christian therapist, theological perspectives on the role of the Holy Spirit, the role of worship, and spiritual interventions in therapy. Prerequisite: PI800. (2 units)
PI 815 Spiritual Transcendence and Health. This course will examine key concepts that are foundational to the empirical study of the relationship between spirituality and health. The emphasis will be on spiritual transcendence, religious experience, and forgiveness. Participants will be encouraged to reflect on the relationship between spiritual experience, health, and illness. Prerequisite: PI800. (2 units)
PI 817 Foundations of Christian Therapy. This course will provide a skills-oriented, practical introduction to the foundations of a biblical, Christian approach to counseling and psychotherapy, including both implicit and explicit integration. Topics covered will include assumptions about human nature and sources of truth, the use of spiritual resources (e.g., prayer and inner healing, the Scriptures, referral to church or parachurch groups and lay counselors), dealing with spiritual issues in therapy, and intrapersonal integration and the spirituality of the therapist and client. Prerequisite: PI800. (2 units)
PI 520 Global Child and Family Mental Health This course is an introduction to child/adolescent and family mental health in a global context. Within the social determinants of health framework and international initiatives, such as the United Nations Sustainable Development Goals (SDGs), students will examine resilience and unique challenges affecting children and their families’ health, including poverty and structural adversity; infectious diseases, particularly COVID-19; war and conflict; migration, displacement, among others. The course will include available resources, barriers, and prevention proposals for humanitarian and ministry settings across the globe. (4 units)
PI 825 Integrative Issues in Cross-Cultural Setting (Guatemala). During this 2-week course in Guatemala, students learn how mental health needs are being addressed in a country that has been ravaged by political violence and poverty. Through lectures by mental health professionals and encounters with the colors, scenery, and folklore of a beautiful country, ways to promote effective healing are explored. Prerequisite: PI800. (2 units)
PI 826 Trauma and Faith. Victims of crime, survivors of abuse, combat veterans, and civilian survivors of disaster are just a few of the groups of people who may struggle with the emotional and spiritual consequences of trauma. The psychological and physiological symptoms of the trauma response show strong commonalities across populations. This course will provide a basic understanding of the post-trauma reaction and the etiology of traumatic distress. In addition, the course will address theological insights in trauma response and recovery throughout the quarter. Students will practice skills developed for supporting recent trauma survivors in a variety of clinical and community contexts. Prerequisite: PI800.
PI 832 Spiritual Formation and Integrative Practice Group. The aim of the course is to provide an experiential formation group that will offer a small group learning experience for students to deepen their reflection on their spiritual formation and integrative practice. Students will articulate their experience of the presence of God in their lives and their approach to integration. Prerequisite: PI800 and must be in Year 3 or above. (2 units)
PI 838 Theological and Ethical Issues in Clinical Integration Intermediate Integration. Required for all third year doctoral students, this course will explore the religious and ethical implications of psychotherapy theory while aiding students to traverse the difficult task of thinking integratively in various clinical contexts. Prerequisite: PI800. (2 units)
PI 856 Clinical Integration Colloquium. Colloquia are offered three times per year by distinguished therapists. Students in the first three years of the program are expected to attend 6 of the 12 lectures featured during these years. .Prerequisite: PI800. (0 units)
FAMILY PSYCHOLOGY (PF)
PF 800 Introduction to Family Systems. The course introduces the students to the framework commonly known as “systems theory” and examines a variety of issues related to social processes within the family and without, including developmental/family life cycle concerns examined from an ecological perspective of family stress and resilience. Different theories of family interaction are surveyed, with the family conceptualized as an integrated behavioral, emotional, and linguistic system.
PF 814 Family Therapy. This course equips students with theoretical concepts and practical methods for practicing therapy with families as systems. Treatment methodologies are reviewed for working with families throughout the family life cycle utilizing classic family therapy models. The course also investigates applying family therapy theories to intervening with diverse populations and provides a framework for students to explore and understand their own family experiences and to assess how those experiences have impacted their development and may impact their clinical work.
PF 815 Marital Therapy. This course is designed to provide an overview of the primary approaches to marriage/couple treatment. The course addresses theories of marriage interaction and two approaches to clinical treatment with couples. Assessment and treatment issues regarding domestic violence are discussed.
MARRIAGE AND FAMILY THERAPY COURSE DESCRIPTIONS
Marriage and Family Department Faculty
- Cameron Lee, Professor of Family Studies
- Terry D. Hargrave, Evelyn and Frank Freed Professor of Marriage and Family Therapy
- Michael P. Hardin, Professor of Marriage and Family Therapy
- Miyoung Yoon Hammer, Department Chair and Associate Professor of Marriage and Family Therapy
- Gloria J. Gabler, Fuller Arizona MFT Program Director and Associate Professor of Marriage and Family Therapy
- Brie A. Turns, Assistant Professor of Marriage and Family Therapy
- Anna Brennan, Instructor in Marriage and Family Therapy
- Alison G. Wong, Assistant Professor of Marriage and Family Therapy
- Migum Gweon, Instructor in Marriage and Family Therapy
Courses are offered for 4 quarter units of credit unless otherwise noted. Master’s-level Marriage and Family Therapy Department courses are generally available only to MS MFT students, unless otherwise noted.
FAMILY STUDIES (FS)
FS 500 Family Systems Dynamics.This course prepares the student of marriage and family to conceptualize the dynamics of family relationships in systemic terms. The course examines a variety of issues related to the social processes within the family itself, including how families handle stress and conflict. Open to all students.
FS 501 Gender and Sexuality. This course examines the social, psychological, physical, ethical and theological dimensions of gender and human sexuality. The course focuses on sexual issues and the redefinition of gender roles in the family, as well as providing an overview of sex therapy approaches in which MFT students learn to diagnose, assess and treat sexual disorders within the scope of their clinical practice.
FS 505 Child and Family Development. This course offers an overview of human development in the context of the family and culture. Development theories and contemporary research provide a structure for understanding issues of normative psychological and family life cycle development throughout the lifespan. Open to all students.
FS 510 Human Development in Context. This course provides an integrated overview of the process of human development throughout the lifespan in various contexts. We will address psychological, cultural, and theological perspectives on the nature of personal and social development as we seek to answer the question, “What is God’s intention for persons to develop into?” Development will be explored from the poles of flourishing and languishing as informed by humankind’s origin in God. A life-span approach will explore core areas of identity development including: moral/faith, gender and sexuality, family, and cultural/ethnicity. Students will reflect on their life experiences in light of the course content. This course will provide students the opportunity for integration at multiple levels: 1) theological reflection on human development, 2) psychological understanding of development, and 3) personal integration of course content with student’s personal and ministry experience.
FS 511 Cultural and Ethnic Issues in Marriage and Family Intervention. This course explores the various cultural and ethnic issues that affect family therapy and enrichment. While the course examines a wide variety of cultural and ethnic family systems, special emphasis is placed on understanding the specific issues related to the practice of family therapy and education with African-American, Asian-American, Latinx/Hispanic, and Native-American families.
FS 512 Cultural and Ethnic Issues in Therapeutic Interventions. This course explores the various cultural and ethnic issues that affect clinical work. While the course examines a wide variety of cultural and ethnic family systems, special emphasis is placed on understanding the specific issues related to clinical practice and education with African-American, Asian-American, Latinx/Hispanic, and Native-American families. Offered in Fuller Arizona only.
FS 529 Ministry Issues in Gender and Human Sexuality. This course will deal with the spiritual, psychological, sociological, and physiological aspects of gender and human sexuality. The focus will be on specific issues relevant to persons in Christian ministry.
FS 590 Directed Study in Family Studies. (1-4 units)
FS 810 Human Development in Context. This course presents an overview of the major theories, issues, data, and research methodologies of the life span covering infancy through senescence. (First year clinical psychology program)
FAMILY LIFE EDUCATION (FL)
FL 501 Family Life Education. This course is designed to provide an introduction to the field of family life education methodology, including a rationale for the use of preventive psychoeducational strategies in family ministry. The course adopts a strength-based “wellness” and positive psychology approach, utilizing education techniques from Family Wellness©, with special emphasis on the student’s development of presentation skills, including the use of roleplay and coaching. Students who successfully complete the course and attend the requisite number of hours will be officially certified as Family Wellness Instructors. Open to all students.
FL 502 Parent Education & Guidance. The purpose of this course is to introduce students to theories, models, and concepts of parenting practice, and how parents guide and influence children and adolescents. The overall perspective adopted in lectures will be an ecological one, examining individual, relational, and environmental factors, from the biological inheritance of children to the values that shape the norms surrounding parental responsibilities. The changing roles of parents as children develop physically and psychologically will also be addressed. The goal is to equip those who work with parents in either a ministry or clinical setting to better understand the demands of parenting and what functional parenting typically requires.
FL 504 Marriage and Interpersonal Relations. This course focuses on the factors that contribute to the success or failure of interpersonal relationships, with a particular emphasis upon research related to dating and marriage. Lectures and readings will explore our need and expectations of relationship, intimacy and love. The course will also provide an overview of some major approaches to relationship enrichment as well as explore singleness in modern culture. The experiential component of the course will have students complete exercises useful for teaching relationship skills.
FL 550 Family Life Education Internship. Students seeking certification as family life educators must complete 6 quarters units (normally spread over three quarters) of applied experience related to family life education. Interns are expected to record a minimum of 50 hours of experience for each two units of credit. Such experience may be gained in one of three ways:1. Participating in ongoing psychoeducational programs, where both the educational materials and direct supervision of the intern’s work is provided by the site. The site and program must be approved by the MF faculty, and quarterly evaluations of the student’s work will be solicited from the site. 2. Contracting with a church, parachurch, or other organization to provide at least one family-related workshop or seminar for each quarter registered. If possible, students are encouraged to present in pairs. Interns will conceptualize and prepare their workshops in consultation with a department faculty member. An audio- or video-recording of the actual workshop must be presented to the faculty member for review and further feedback. 3. Co-presenting with faculty, with the faculty member’s invitation and consent, when such opportunities are available. The faculty member will be responsible for supervising and evaluating the intern’s preparation and participation.
FL 590 Directed Study in Family Life Education. (1-4 units)
FAMILY INTEGRATION (FI)
FI 500 Introduction to Integration. This course provides students with an orientation toward the task of “integration” that is centered in one’s personal integrity as a Christian and a practicing therapist. The course proposes a model of integration that is grounded in the student’s own personal, spiritual, and vocational development, set within the context of relevant theological constructs. Emphasis on relational peacemaking, which includes the clinical virtues of humility, compassion, hospitality, hope, and Sabbath keeping, is given. (2 units)
FI 510A/B/C/D Integration Formation Group. Students meet in small groups with faculty (Pasadena campus) or with qualified group facilitators (Phoenix campus) to tell their own narratives and listen to the narratives of others, as a means to begin exploring vocation, gifts, and identity. The group process spans four quarters (three quarters for students in the three year program at the Pasadena campus), culminating in a final reflective review in the spring quarter of the student’s final year of the program. (2 units, Pass/Fail)
FI 506 The Church as Family System. This course seeks to develop an understanding of local congregations in terms of their social dynamics as family‐like systems. The course is organized around four interacting aspects of congregational life: communicational behavior, emotion regulation, story‐narrative, and organizational structure, and is designed for those who anticipate being in congregational leadership (whether as a pastor or lay leader), as well as those who seek to support them. Open to all students.
FI 515 Forgiveness, Reconciliation and Clinical Practice. This course is designed to provide an overview of the primary approaches, applications, and research related to the area of forgiveness in clinical practice. Forgiveness assessment, issues concerning domestic violence, infidelity, as well as the theological and intergenerational implications of forgiveness are discussed. (2 or 4 units) Open to all students.
FI 531 Theological and Clinical Exploration of Shame and Guilt. This course explores what it means to be an integrated person, psychologically, spiritually and interpersonally with particular emphases on shame and guilt. Attention is given to integrating theological and psychological theory and practical application for work with clients in diverse racial, ethnic and denominational family contexts. Open to all students.
FI 540 Narrative and Family Life. This course is an introduction to the relevance of narratives and the formation of story in the lives of families, through an exploration of postmodern approaches to family theory. The application of narrative to conceptions of healing and wholeness are explored, with particular emphasis upon the themes of love and loss/suffering. Students will be expected to gain an understanding of the value of narrative constructs in both family therapy and ministry. Open to all students.
FI 590 Directed Study in Family Integration. (1-4 units)
FI 815 Forgiveness, Reconciliation and Clinical Practice. This course is designed to provide an overview of the primary approaches, applications, and research related to the area of forgiveness in clinical practice. Forgiveness assessment, issues concerning domestic violence, infidelity, as well as the theological and intergenerational implications of forgiveness are discussed.
FI 840 Narrative and Family Life. This course is an introduction to the relevance of narratives and the formation of story in the lives of families, through an exploration of postmodern approaches to family theory. The application of narrative to conceptions of healing and wholeness are explored, with particular emphasis upon the themes of love and loss/suffering. Students will be expected to gain an understanding of the value of narrative constructs in both family counseling and ministry.
FAMILY RESEARCH (FR)
FR 501 Research Methods, Statistics, and Design in Marriage and Family Therapy. This course is an overview of the principal concepts of social science research methodology and associated statistical procedures, and the relevance of these to evidence-based clinical practice and professional development for the marriage and family therapist. Special emphasis is given to survey research methodology used in the study of couples and families, and a synthesis of qualitative and quantitative approaches is encouraged. (4 or 5 units)
FR 590 Directed Study in Family Research. (1-4 units)
FR 591 Master’s Thesis. Assigns credit for research conducted for completion of a master’s thesis. Prerequisite: FR501 or permission of the instructor. (8 units required)
FR 592 Master’s Thesis Continuation. To be used when a student has fulfilled the 8 unit FR591 requirement. (0 units)
FAMILY THERAPY (FT)
FT 502 Legal and Ethical Issues in Family Practice. This course offers a survey of the legal and ethical issues relevant to the practice of marriage and family therapy. These topics include confidentiality, informed consent, dual relationships, licensing standards, and family law. Students learn the application of ethical principles to specific professional and moral dilemmas. The course includes a review of California or Arizona laws governing the practice of marriage and family therapists. (4 or 5 units)
FT 503 Legal and Ethical Issues in Therapeutic Practice. This course offers a survey of the legal and ethical issues relevant to the clinical practice of behavioral health. These topics include confidentiality, informed consent, dual relationships, licensing standards, and family law. Students learn the application of ethical principles to specific professional and moral dilemmas. The course includes a review of Arizona laws governing the practice of marriage and family therapists and counselors. Offered in Fuller Arizona only.
FT 508 Psychopathology and Family Systems. This course is a study of psychopathology and maladaptive behavior in the context of the family. Emphasis is placed upon developmental diagnosis and the diagnostic nomenclature of the current DSM. Completion of or concurrent enrollment in FS500 and FS505 is recommended. (4 or 5 units)
FT 514 Family Therapy. This course introduces an integrative approach to engaging in family therapy. Building on communication, structural, strategic, developmental, narrative, contextual, and brief models, this approach includes gender, culture, and spiritual dimensions when doing therapy with families. Open to all students.
FT 515 Marriage Therapy. This course provides an overview of leading approaches to marriage/couple treatment. The course addresses theories of marital interaction and approaches to clinical treatment. Assessment and treatment issues involving domestic violence are reviewed.
FT 520 Child and Adolescent Therapy in Family Contexts. This course offers an introductory survey on issues related to the diagnosis and treatment of children and adolescents both in individual and family settings. Cognitive-behavioral and family therapy techniques for common childhood and adolescent issues such as depression, oppositional disorder, anxiety, abuse, eating disorders, substance abuse and suicide are explored. Prerequisite: FS500, FS505, FT508, and FT522.
FT 522 Assessment of Individuals, Couples, and Families. This course provides an overview of approaches to the assessment of relationship problems with individuals, couples, and families. Emphasis is placed on psychometric theory and the use of relevant psychological testing instruments for assessment and research in marriage and family therapy.
FT 526 Addiction and Family Treatment. This course provides the student with an understanding of alcoholism and the most commonly abused drugs, and examines the current treatment modalities with emphasis upon the Twelve Step programs and their place in the treatment continuum. Emphasis is placed upon learning the language of recovery and how to work with both the addicted person as well as the codependent and family members. Community referral resources and therapy techniques suitable for the marriage and family therapist in the treatment and referral of families affected by addiction are also covered. (2, 4, or 5 units)
FT 533 Vulnerable Family Systems: Addressing Mental Health Disparities and Complex Trauma. This course provides a broad overview of the mental health adjustment of ethnic minority children and families, and examines the processes that affect their adjustment. An ecological systems framework is emphasized with special attention to how mental health disparities impact children and families. The course also focuses on complex trauma and PTSD, and state of the art assessment and evidence-based treatment models for individuals and families are reviewed. Impact and crisis interventions when responding to mass violence and disasters are discussed. (4 or 5 units). Prerequisite: FT520
FT 534 Solution-Focused Brief Therapy. The course focuses on the theory, application, and research of Solution-Focused Brief Therapy (SFBT). Interviewing skills and the use of microanalysis to better understand the process of therapeutic dialogue are addressed, including how the Christian faith can be discussed as a resource and strength for clients.
FT 535 Group Therapy. This course examines the role of group psychotherapy for the family therapist. The course focuses on both the theoretical and practical aspects of group dynamics, processes, and methodologies available to the family therapist. Specific types of group therapies, including topic/skill centered, couples, and multifamily groups are discussed. (2, 4, or 5 units). Prerequisite: FT514.
FT 546 Life Development and Career Counseling. This course provides an overview of the theory and practice of adult development and career counseling including a focus on its relevance in mental health practice. Special attention is given to exploring the role of vocational calling in adulthood and the role of spirituality in shaping an understanding of career purpose and vocation. (4 or 5 units). Required for PCC or Professional Counselor licensure.
FT 549 Psychopharmacology. This course is designed to provide MFT students with a basic knowledge of psychopharmacology – its scope, effectiveness and hazards. An understanding of when and how to request a consultation for medication, as well as the important role of psychotherapy in supporting the appropriate use of psychopharmacological agents are covered. Prerequisite: FT508.
FT 562 Medical Family Therapy: Working with Families in Systems of Illness and Health. This course is designed to provide students the basic conceptual models of medical family therapy (MedFT): Biopsychosocial-spiritual (BPS-S) approach, models of integrated care, illness typologies. Distinction and understanding of the strengths and challenges of each model are explored. The course culminates in a project where students research a specific disease and using the BPS-S and family systems frameworks construct a case formulation on a clinical vignette. Required course for MedFT Emphasis.
FT 563 Grief, Loss, Death, and Dying. This course will explore the nature of human suffering, the problem of theodicy, the meaning of pain, the mystery of healing, the discovery and impartation of hope. These and related topics will be addressed from both a theological and experiential perspective. Grief, pain, loss, separation, death and dying (the major crises of life) will be explored experientially, psychologically, systemically and culturally. The focus will be on personal growth as the preparation for care-giving and counseling.
FT 590 Directed Study in Marriage and Family Therapy. (1-4 units)
FT 833 Vulnerable Family Systems: Addressing Mental Health Disparities and Complex Trauma. This course provides a broad overview of the mental health adjustment of ethnic minority children and families, and examines the processes that affect their adjustment. An ecological systems framework is emphasized with special attention to how mental health disparities impact children and families. Prerequisite: PC813. (2 units)
FT 862 Medical Family Therapy: Working with Families in Systems of Illness and Health. This course is designed to provide students the basic conceptual models of medical family therapy (MedFT): Biopsychosocial-spiritual (BPS-S) approach, models of integrated care, illness typologies. Distinction and understanding of the strengths and challenges of each model are explored. The course culminates in a project where students research a specific disease and using the BPS-S and family systems frameworks construct a case formulation on a clinical vignette.
CLINICAL TRAINING (FT)
FT 530A/B Clinical Foundations 1 and 2. This clinical training course assists students in the practice of basic family therapy skills with individuals, couples and families. This learning experience spans two quarters of studies and includes role-playing, audio-video taped feedback, and participation in triads. The course includes a focus on professional development and practical training in responding to ethical and legal issues. (2 units each)
FT 530C Clinical Foundations 3: Advanced Skills. This course focuses on the application of theory to case conceptualization and therapeutic practice. Students practice various assessment and family therapy techniques by participating as therapists in simulated marriage and/or parent-child therapy sessions. (2 units). Pass/Fail.
FT 550 Practicum. Students enroll in a total of 12 units of practica over a period of 12- 15 consecutive months. During this clinical placement each student trainee engages in a minimum of 300 hours of direct marriage and family therapy experience, at least 100 hours of which must be with children, couples, groups, or families. In addition, Pasadena students must receive a minimum of 60 hours of individual or 120 hours of group supervision to be compliant with California state regulations. All practica are graded on a Pass/Fail basis. (2 or 4 units)
FT 550C Practicum Consultation Group. Practicum students are required to attend one hour per week of practicum consultation during the Fall, Winter, and Spring quarters of their second year in the program. Practicum consultation provides an opportunity for program faculty to promote and review a student’s clinical development. (0 units; to be registered concurrently with practicum. Pasadena students only)
FT 550S Practicum Supervision Group. Required for students who are concurrently enrolled in faculty led Restoration Therapy (RT) practicum in the program in Pasadena. Practicum supervision is intended to promote students’ clinical development through discussion of case review, clinical practice, and the program’s curriculum. Supervision is provided by a marriage and family therapist licensed and qualified to supervise in California. (0 units, to be registered concurrently with practicum. Pasadena students who are in RT practicum only)
FT 550S Practicum Supervision Group. Required for students who are concurrently and rolled and practicum or practicum continuation in the program in Arizona. Practicum supervision is intended to promote students’ clinical development through discussion of case review, clinical practice, and the program’s curriculum. Supervision is provided by a marriage and family therapist licensed and qualified to supervise in Arizona. (0 units, to be registered concurrently with practicum or practicum continuation. Fuller Arizona students only)
FT 551 Practicum. Students enroll in a total of 12 units of practica over a period of 12-15 consecutive months. During this clinical placement each student trainee engages in a minimum of 700 hours of direct therapy experience, at least 300 of which are direct client contact. Of these, 100 hours must be with children, couples, groups, or families. Students will also document 400 hours of indirect experience. All practica are graded on a Pass/Fail basis. (2 or 4 units) Offered in Fuller Arizona only.
FT 553 Field Placement. May be used at the beginning of the practicum experience or any quarter during which students anticipate accrual of client contact hours less than that of a 2-unit practicum course. (0 units)
FT 555 Practicum Continuation. To be used when a student has fulfilled the 12 unit practicum requirement without completing the 300 hour requirement, or desires to fulfill other states’ requirements (other than California and Arizona) that exceed 300 client contact hours. (0 units)