Individual, family, and societal growth and change through the life span are examined using a life course perspective. The life course perspective emphasizes the interplay of human development, agency, linked lives, historical context, and timing of events. These five interlocking concepts will be understood through reading life course research and applying life course principles and concepts to issues in family sciences.

Individual, family, and societal growth and change through the life span are examined using a life course perspective. The life course perspective emphasizes the interplay of human development, agency, linked lives, historical context, and timing of events. These five interlocking concepts will be understood through reading life course research and applying life course principles and concepts to issues in family sciences.

Study of the contributors to and the recipients of family resources. Emphasis on the methods of assisting families to better allocate family resources through understanding money beliefs and attitudes and practicing financial planning strategies.

Study of the contributors to and the recipients of family resources. Emphasis on the methods of assisting families to better allocate family resources through understanding money beliefs and attitudes and practicing financial planning strategies.

A survey of theories and methods used in couple and family therapy. Designed to provide students with a knowledge of the theoretical bases for couple and family therapy, including an introduction to procedures used to assess, diagnose and treat couple and family dysfunctions.

A survey of theories and methods used in couple and family therapy. Designed to provide students with a knowledge of the theoretical bases for couple and family therapy, including an introduction to procedures used to assess, diagnose and treat couple and family dysfunctions.

Introduction to key clinical concepts and skills in the practice of couple and family therapy, such as establishing a therapeutic alliance, empathy, identifying the presenting problem, history of the problem, family history, identification of dysfunctional dynamics, identifying treatment goals, and evaluation of treatment outcomes.

Half-time to full-time work on thesis. May be repeated to a maximum of six semesters.

Half-time to full-time work on dissertation. May be repeated to a maximum of six semesters.

Residency credit for dissertation research after the qualifying examination. Students may register for this course in the semester of the qualifying examination. A minimum of two semesters are required as well as continuous enrollment (Fall and Spring) until the dissertation is completed and defended.