In the master’s program referred to in part one of this series, all students are required to take a class in “sex therapy.” A significant portion of this class focuses on “visual desensitization.” That means the professors show a lot of videos and pictures of people having sex. Of course, students are “free” to excuse themselves from class if the sex scenes make them uncomfortable. However, students know that if they were to do so, they would face repercussions later.

Before attending Purdue University Calumet, our friend Mr. West received a bachelor’s degree from Brigham Young University. After graduating from Purdue, he received a doctorate from Kansas State. Neither of these schools made their students view explicit materials as part of the program.

At the end of the fall 1999 semester, Mr. West completed his thesis, thus completing the master’s program at Purdue. Then, in May of 2002, Mr. Jeffrey Ford graduated from the University of Utah with a Bachelor of Science degree in Psychology. He wanted to pursue a Master Degree in Marriage and Family Therapy, so he researched the most prominent programs in the country. He decided the two most prominent programs were at Brigham Young University and Purdue University Calumet.

On March 11, 2003, Mr. Ford visited Purdue to interview for a position in the same master’s program from which Mr. West had graduated. This interview process consisted of four one-on-one interviews, three with faculty members and one with a student. First, Mr. Ford met with Ms. Sarah Smock, a master’s student at the time. Shortly before the interview, the faculty met with Ms. Smock to explain how to conduct the interview. After this meeting with the faculty, she quizzed Mr. Ford on how he, as a Mormon, would treat homosexual clients. Mr. Ford replied: “I would treat them with dignity and respect, much like I would treat any other client.”

Professor Wetchler later interviewed Mr. Ford. During this interview, Wetchler mentioned that he needed to ask him about some ethical matters that affect students who are members of the LDS Church. Wetchler asked: “How will you treat gay clients?” Mr. Ford replied: “I would treat them with dignity and respect, much like I would treat any other client.” He also stated that homosexual individuals tend to have more mood disorders, and so he would help with these issues just as he would any other client.

Professor Wetchler commented that many of his LDS students receive significant callings from the church. That is, they are asked to take on significant responsibilities within the LDS Church. But Wetchler advised Mr. Ford: “I strongly recommend that you not accept any callings.” In fact, Wetchler devoted much of his interview time to Mr. Ford’s background as a member of the LDS Church. He commented that it is very hard to be an LDS student in Indiana and in the Marriage and Family Therapy Program in particular – almost as if he were trying to discourage him from coming. He even boasted that every married LDS student in the program had divorced before or soon after graduation.

Professor Trepper interviewed him, too. After discussing Mr. Ford’s educational background, he asked: “How will you treat homosexual clients?” Mr. Ford replied once again: “I would treat them with dignity and respect, much like I would treat any other client.”

Finally, Professor Hecker interviewed Mr. Ford. She requested that he ask her questions about the program. But she also mentioned ethical issues that affect Mormon students. Like all the other interviewers, she asked: “How will you treat gay clients?” Mr. Ford replied: “I would treat them with dignity and respect, much like I would treat any other client.”

In March of 2003, Mr. Ford was invited into the master’s program at Purdue. In the fall of 2003, he matriculated into the program and enrolled in Professor Wetchler’s Advanced Child Development class. He was the only Mormon student in the class.

In December of 2003, Professor Wetchler opened an Advanced Child Development class by discussing the supposed difficulties faced by parents who engage in homosexual conduct. Normally, he covered several topics in one class, but on this day, he dedicated the entire three hours to the issue of “gay parenting.” Continued...