Courses

This course offers an in-depth exploration of the study of grief, loss, and end-of-life care in the context of family systems, with a focus on the interconnection of familial, individual and relational dynamics. Emphasizing the role of culture, community, and family narratives, students will critically examine how diverse cultural, spiritual and faith rituals, beliefs, and practices shape responses to loss and mourning within family systems. This course covers models of grief and bereavement from a systemic lens, including complexities of anticipatory grief, ambiguous loss, and intergenerational loss. Special attention will be given to collaborative approaches in palliative care and working with interdisciplinary health teams to ensure ethical and appropriate care in these settings. Lastly, students will learn their roles as psychotherapists in supporting end-of-life conversations and learn how to integrate self of the therapist awareness to best address compassion fatigue and vicarious grief.

This course offers an innovative approach to exploring current theoretical trends and therapeutic strategies when working with children, adolescents, and their families. The course will be taught from a systemic perspective while taking into account the special needs of the individual child. One of the major components of the course will involve Dr. Gordon Neufeld’s Intensive course: Making Sense of Kids. The course will explore the dynamics of “stuckness” in childhood and adolescence through Dr. Neufeld’s comprehensive attachment-based developmental model. This course will cover a three-pronged approach to effecting deep and lasting change, with a deeper look at the interplay of attachment, maturation, and vulnerability.

This course is designed to provide a comprehensive overview of attachment theory across the lifespan, in particular, in adulthood. Students will explore the key concepts of attachment theory, the different attachment styles, and their impact on development throughout the lifespan. The course will focus on the different phases of adulthood from the early 20s to late adulthood, and how attachment can impact a range of outcomes such as relationships, mental health, and well-being. Additionally, the course will cover the implications of attachment styles on clinical practice, including considerations for cultural sensitivities, family systems, and a biblical view of attachment.

Students will participate in a clinical supervision group on campus under the direction of a faculty supervisor. The supervision group meets two hours per week for a period of 12 weeks. (3 hours per week over 8 classes in the summer). Students will also meet weekly for one hour of individual supervision with their on-site supervisor. Supervision will include collaborative conversations regarding the student’s clinical performance as well as personal and professional development. Attention will be given to client issues of diversity that are related to aspects of age, gender, sexual orientation, health/ability, culture, ethnicity, and spirituality. The goals of the internship experience are covered in the MCS-MFT Practicum/Internship Handbook.

Students will participate in a clinical supervision group on campus under the direction of a faculty supervisor. The supervision group meets two hours per week for a period of 12 weeks. (3 hours per week over 8 classes in the summer). Students will also meet weekly for one hour of individual supervision with their on-site supervisor. Supervision will include collaborative conversations regarding the student’s clinical performance as well as personal and professional development. Attention will be given to client issues of diversity that are related to aspects of age, gender, sexual orientation, health/ability, culture, ethnicity, and spirituality. The goals of the internship experience are covered in the MCS-MFT Practicum/Internship Handbook.

Students will participate in a clinical supervision group on campus under the direction of a faculty supervisor. The supervision group meets two hours per week for a period of 12 weeks. (3 hours per week over 8 classes in the summer). Students will also meet weekly for one hour of individual supervision with their on-site supervisor. Supervision will include collaborative conversations regarding the student’s clinical performance as well as personal and professional development. Attention will be given to client issues of diversity that are related to aspects of age, gender, sexual orientation, health/ability, culture, ethnicity, and spirituality. The goals of the internship experience are covered in the MCS-MFT Practicum/Internship Handbook.

This course provides students with a clinical understanding of trauma and provide an overview of trauma-informed therapies. Students will learn to conceptualize and understand clients in a systemic way while understanding trauma’s far-reaching impacts. This course focuses on understanding trauma symptomology as well as understanding differences between developmental trauma, PTSD, complex-PTSD and crisis/disasters. Students will learn evidence-based treatments for trauma and be familiar with the main pillars of trauma-informed therapy: choice; safety; attunement; and predictability.

Equips students with the essential skills and knowledge required to enter employment in the professional world of computing science. Focuses on workplace readiness, emphasizing practical soft skills for success in professional environments. Upon successful completion, students will be prepared to pursue a wide range of roles in the computing science field, being equipped with the skills needed to navigate the complexities of modern, technology-driven workplaces.

The student will gain a broad introductory understanding of information systems including how modern computers interact with networks. The student will gain problem solving skills by employing computational thinking, testing, and debugging techniques. No prior computing experience is required. Not for students with existing credit for or exemption from CMPT 140 or 166. This course may not be counted toward a minor, concentration or major in computing science.