How To Become A Marriage And Family Therapist

Transcription

1 Master of Arts In Marriage and Family Therapy Program Student Handbook

2 Page 1 Table of Contents Section One: Introduction... 3 Marriage & Family Therapy Program... 4 Mission... 4 Program Philosophy... 5 Program Goals... 5 Educational Outcomes... 8 Assessment Guide Program Overview Sequence of Courses Section Two: General Information Academic Advising Registration Prerequisites Communication within the Program Research and Writing Class Attendance Teaching Assistantships Conference Attendance and Travel Grants Personal Therapy Licensing and Certification Committee Structure Graduate Psychology Student Association Section Three: Outline of Requirements Courses for Illinois LMFT Requirements Academic Probation/Satisfactory Progress Time Limit for Degree Filing for Candidacy Graduation Incomplete & In Progress Grades Section Four: Clinical Training Practicum Placement Practicum Requirements Section Five: Evaluation Student Evaluation Overview Student Portfolio Student Evaluation and the Student Review Committee (SRC) Policy on Academic Honesty Program Evaluation... 59

3 Page 2 Grievance Procedure Section Six: Ethical Standards Student Private Practice and Professional Standards Appendix... 65

4 Page 3 SECTION ONE: INTRODUCTION This handbook is to be a practical resource of information for the faculty, staff, and

5 Page 4 students involved in the Master of Arts in Marriage and Family Therapy (MFT) Program. It offers an overview of the M.A. in MFT program at Wheaton College, including the philosophy and educational outcomes, course of study, outline of clinical training, evaluation samples, program policies and procedures, grievance procedure, and guidelines for pursuing licensure. Also included are details about policies and procedures in the Catalog of Wheaton College that apply to the entire school and take precedence over those stated here. M.A. students are responsible for being informed of the general policies and procedures from the college catalog and the Graduate Student Handbook as they are not necessarily repeated in this manual. Any discrepancies among these three resources should be discussed with the Graduate MFT Program Director. Please note that the MFT program undertakes reviews of its coursework, procedures, and policies periodically. When changes are deemed appropriate, based on collective professional judgment of faculty, administration, and placement site supervisors, with input from students and alumni, such changes will be communicated in a timely fashion to all communities of interest. Many forms are referred to throughout the handbook. Some are incorporated for informational purposes in the relevant handbook section or the appendices. Most of the departmental forms can be found on the MFT groups page Wheaton College Mission MARRIAGE & FAMILY THERAPY PROGRAM The Wheaton College MFT Program is housed in the Graduate Department of Psychology of Wheaton College. The College Mission Statement is as follows: Wheaton College exists to help build the church and improve society worldwide by promoting the development of whole and effective Christians through excellence in programs of Christian higher education. Psychology Department Mission The Mission Statement of the Psychology Department is as follows: The Wheaton College Department of Psychology exists to educate its students in a manner informed by contemporary psychology and shaped by the beliefs and practices of the Christian faith, enabling them to contribute to building the church, ministering to those on the margins, and improving society worldwide. Congruent with the Wheaton College and Psychology Department missions, our MFT Program Mission is as follows:

6 Page 5 To integrate Christian belief and practice with the best of contemporary scholarship and professional standards in marriage and family therapy To produce graduates who are distinctive as Christians in their practice of marriage and family therapy, and who demonstrate a vision for clinical practice as service, especially to the body of Christ, the Church, and to marginalized persons throughout the world To form graduates who value and integrate diversity and justice in their personal and professional lives, approaching persons of any racial or ethnic identification, age, socioeconomic status, disability, sexual orientation, or gender with genuine respect and openness To prepare students for professional licensure as Marriage and Family Therapists. Program Philosophy In fidelity to the M.A. in MFT Program Mission, our Program Philosophy is as follows: We seek to form Marriage and Family Therapists who are clinically skilled and uniquely Christian in their professional and personal lives, who value the diversity of clients and client systems, and who work toward the goal of health and wholeness, giving specific attention to those on the margin of society and those who are underserved. Program Outcomes Firmly grounded in our program philosophy, the following four MFT Program Outcomes align with our mission statement and adhere to MFT Educational Guidelines and Marriage and Family Therapy Core Competencies as developed by the American Association for Marriage and Family Therapy (AAMFT), the AAMFT Code of Ethics, and the laws and regulations of the Illinois Department of Financial and Professional Regulation (IDFPR): 1. Adequate clinical progress of students preparing for service as MFT professionals (conceptualization and application) 2. Professional performance of alumni licensed as MFTs and/or serving in the church. 3. Faculty, student, and alumni recursive involvement through educational investment and commitment to community, mission, and ongoing MFT program improvement. 4. Alumni service for Christ and His Kingdom, attending to the needs of diverse populations and the underserved (in church, missional and community settings).

7 Page 6 Graduates of the M.A. in MFT program at Wheaton College are prepared for clinical assessment, conceptualization, and intervention. We aim to form clinicians who participate capably in the interactive process of assessing clients and client systems; incorporating knowledge of individual and family life cycle developmental stages; and conceptualizing and integrating clinical/relational/contextual information. We also aim to develop marriage and family therapists who intervene effectively to promote, restore, sustain, or enhance positive functioning in clients. We strive to integrate theory with practice early in the program through student involvement in practicum training beginning in their first year. Graduates will be capable of working with individuals, couples, families, and groups. Graduates of the M.A. in MFT program at Wheaton College are prepared to serve as licensed MFTs and/or to serve the church. We are convinced that the most effective practitioner will be one who is multidisciplinary in focus and who thinks in analytical, systemic, and sophisticated ways while developing understanding of the human condition, human relationships, and human spiritual life. Our goal will be to produce service minded marriage and family therapists, practitioner/scholars equipped with a strong empirical foundation, up to date skills, and a capacity for continued growth professionally and personally, individuals who draw from ongoing research not only in the field of marriage and family therapy, but in the biblical and theological domains as well. Graduates of the M.A. in MFT program at Wheaton College are involved recursively through educational investment and commitment to community, mission, and ongoing MFT program improvement. The Masters program in Marriage and Family Therapy seeks to function as a community of learning that fosters professional and spiritual formation in students, faculty, and staff alike. We are committed to understanding and embracing the diversity among members of our educational community, our clinical settings, and the larger systems in which we take part. Faculty, students, alumni and staff affect and are affected by the development and continued growth of the MFT program. Graduates of the MA in MFT program at Wheaton College are prepared to serve Christ and His Kingdom, attending to the needs of diverse populations and the underserved (in church, missional, and community settings). Our commitment to Christian distinctiveness is a reflection of the historic commitment of the entire institution, a commitment that has endured when the intellectual trends have not been as supportive. Wheaton College [in its entirety] exists to help build the church and improve society worldwide by promoting the development of whole and effective Christians

8 Page 7 through excellence in programs of Christian higher education Wheaton College seeks to relate Christian liberal arts education to the needs of contemporary society. (Catalog of Wheaton College). Students of the M.A. in MFT program are expected to affirm the Statement of Faith* of Wheaton College and voluntarily conform to the Community Covenant** of Wheaton College that provides a framework for our life together as an academic and spiritual community. This commitment goes far beyond philosophical positions and represents our firm belief that diversity of age, racial and ethnic background, gender, life experience, nationality, socio economic background, and denomination adds depth and richness to the learning environment for everyone involved The M.A. in MFT program is congruent with the Wheaton College Graduate School, which exists to relate Christian education to the needs of contemporary society... to enable the committed Christian student to formulate and articulate a biblical and global understanding of life and ministry and to apply it to service for Christ and His kingdom. In keeping with these values, the MFT program encourages student, faculty, and alumni to serve underserved populations, focusing on carrying out Wheaton College s and the Psychology Department s mission to minister to the widest and most diverse communities possible throughout the world and modeling Christ s love to all. * Statement of Faith at: ** Community Covenant at: PROGRAM OVERVIEW Students accepted into the Wheaton College Graduate School Masters Program in Marriage and Family Therapy complete the 48 credit program in two years. The MFT

9 Page 8 curriculum and course objectives were developed based on the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) educational guidelines, AAMFT Code of Ethics, AAMFTRB exam domains, AAMFT Licensure Boards, and the MFT Core Competencies (2004). The coursework provides a comprehensive and substantive understanding and foundation of human development, family dynamics, systemic thinking, interactional theories, traditional and contemporary marriage and family therapy theories, research, and the cultural context in which they are embedded, (COAMFTE Key Element) while maintaining our core commitment to training students who are distinctive as Christians and dedicated to the underserved in their practice of marriage and family therapy. (See Standard Course Sequencing, p. 10) In addition to service as Licensed Marriage and Family Therapists, faculty members and students in the department have a strong interest in the interface of Christian ministry and couple and family therapy, including such endeavors as serving with or assisting missions agencies, relief agencies, and missionaries. Others seek to serve in nontraditional roles that bring the training and values of the marriage and family therapy field into ministry roles within the church. Members of the department are active in teaching and training professionals, clergy, and lay people internationally. Faculty and students join together in actively exploring the integration of Christian faith and MFT practice both in classroom study and in more personal settings. During both years of the program, students and faculty participate together in Personal and Professional Development Groups (PPDGs, MAFT ), an opportunity for mentoring by faculty, and exploration of group dynamics, interpersonal processes, and professional identity integral to the practice of couple and family therapy from a distinctly Christian perspective. Faculty members also provide oversight of students Pre practicum and Clinical Practicum experiences through Practicum Seminars (MAFT ) focused on putting the concepts and theories of integration into practice. Students are assisted in the search for a practicum to fit their professional goals and interests. In the fall of each year, students are advised to begin preparation of vita and cover letters, seeking assistance from Career Services if necessary, and to review current information on potential training sites at The department participates in a Practica Information Exchange (PIE) with representatives from the various sites coming to Wheaton s campus, giving students the opportunity to learn about the sites missions, theoretical perspectives, client populations, activities, and approaches to therapy. Students go through an interview process before they are placed in their practicum. Prior to graduation from the program, students are required to complete a minimum of 500 hours of client contact, hours that are spent face to face with clients in a therapy setting. At least 250 of those hours must be spent with couples, families, or other combinations of family members. In addition, students must obtain a minimum of 100

10 Page 9 hours of supervision, and at least 50 of those hours of supervision of their clinical work must be carried out by an AAMFT Approved Supervisor or equivalent. Sequence of Courses The M.A. in Marriage and Family Therapy is a 48 credit, two year program. A unique contribution to the MFT curriculum is the integration courses a sequence of three courses that provide the foundation to continued integration of Faith and Learning as MFTs. The Integration Sequence is as follows: Theological Anthropology Choice of: o Christian Theology o Foundations of Biblical Interpretation o History of the Church to 1900 Integration Seminar: MFT and Christian Faith/Practice On the following page is the course work structure for the two years a student spends in the Wheaton MFT program. Be aware of the following important factors: Total credit and/or internship hours required for licensing in some states may exceed those required to graduate from the program. See the licensing requirements for the specific state in which you intend to obtain licensure. A course load of 12 hrs/semester is needed for full time status of all M.A. students per Wheaton College Catalog, though 11 hrs is acceptable in the student s final semester in the program. In Year 2 Spring Semester, financial aid awards can be prorated. Please see your Financial Aid Counselor for details. Year 1 Fall Semester Year 1 Spring Semester

11 Page total credits 12 total credits MAFT 634 Marriage and Family Therapy I: Theoretical Foundations (3) MAFT 635 Marriage and Family Therapy II: Systemic Assessment and Intervention (3) Psyc 512 Theories and Principles of Counseling (3) MAFT 624 MFT Ethics and Professional Practice (3) MAFT 637 Families in Context: Culture, Class, Ethnicity, Gender, Sexual Identity, and Religion (3) MAFT 631 Individual and Family Life Cycle Development (3) MAFT 633 Couple Therapy: Systemic Assessment and Intervention (3) BITH 561 Theological Anthropology (2) MAFT 661 Personal and Professional Development Group (PPDG) (0) MAFT 662 PPDG (0) MAFT 696 Clinical Practicum I (1) MAFT 697 Clinical Practicum I (1) Year 2 Fall Semester 12 total credits MAFT 645 Systemic Interventions with Children and Adolescents (3) MAFT 642 Psychopathology and the Family (3) Theological Studies Requirement (Christian Theology or Foundations of Biblical Interpretation or History of the Church to 1900) (4) Year 2 Spring Semester 11 total credits** MAFT 655 Systemic Interventions with Special Populations: Abuse, Neglect, Violence, and Poverty (3) MAFT 656 Integration Seminar: MFT and Christian Faith/Practice (3) MAFT 618 Family Therapy Research and Implications for Evidence Based Practice (3) MAFT 663 PPDG (0) MAFT 664 PPDG (0) MAFT 698 Clinical Practicum II (2) MAFT 699 Clinical Practicum II (2)

12 Page 11 SECTION TWO: GENERAL INFORMATION

13 Page 12 ACADEMIC ADVISING A faculty advisor is assigned to each incoming master s student at orientation. This faculty advisor will also be the faculty for the student s Personal and Professional Development Group (PPDG) course. The faculty advisor provides academic and career counseling and gives the student an opportunity to develop a mentor relationship to guide her/him through the program. While the advisor is available to assist with planning, it is the student s responsibility to meet the requirements for the degree under the catalog of the year entered or a later edition. The student should be knowledgeable of the certification or licensure requirements of the state in which the student is likely to practice (see Licensing and Certification in this section). The Graduate Records Analyst of the Registrar s Office is the official auditor for the completion of all degree and graduation requirements. ACADEMIC CALENDAR The year s academic calendar is found online here: Calendar. A campus events calendar is also available online here: of Events. REGISTRATION Except for new incoming fall students, registration for each semester is completed during an advance registration period prior to the next semester: for fall the previous spring, for spring the previous fall. For these advance registrations the Registrar s Office sends forms through the CPO to each student. Failure to register during the advance time may result in a fee and/or the student s being dropped from the program. Drop/Add Procedure Graduate students do not need faculty advisor signatures to drop, add, or drop and add courses. Consult the academic calendar in the catalog or current course schedule for deadlines. These indicate whether you can change your curriculum without tuition or grade penalties. It is the student s responsibility to be aware of these deadlines. There is a form for each of the three options mentioned above. The forms may be obtained from the Registrar s Office. Remember, the MFT program is a cohort model curriculum and the sequence of courses is only offered once a year. PREREQUISITES Upon acceptance into the M.A. Program, the student is notified of any deficiencies in fulfilling undergraduate coursework requirements in psychology/family studies/human development/research. This is done via the Notification of Acceptance form that

14 Page 13 accompanies the acceptance letter. It is strongly recommended that, once accepted into the program, incoming students complete as many of the prerequisites as possible prior to beginning matriculation. However, all prerequisites are to be made up by the end of the A quad fall semester. Failing to do so may impede the student from registering for additional classes until requirements are met. In addition, late registration may result in a financial penalty. An official transcript of those prerequisites completed outside of Wheaton College must be sent to the Registrar. The Graduate Records Analyst of the Registrarʹs Office maintains records of all completed graduate degree requirements, including the prerequisites. COMMUNICATION WITHIN THE PROGRAM Being able to effectively connect with one another is very important, especially since there are five different degree programs within the psychology department undergraduate, master s in Clinical Psychology, master s in Counseling Ministries, master s in Marriage and Family Therapy, and doctorate in Clinical Psychology Faculty Mailboxes and Student CPO Faculty and staff have a department mailbox just inside the departmental office (M230). Forms for their signature can be left in the mailbox. Students are assigned a CPO mailbox upon entering the program. Students need to keep up with mail since boxes not emptied within two weeks are automatically closed, causing problems to the department. Faculty Appointments Students are responsible for making their own appointments by signing up on the office hours posted outside the faculty member s office door, or by contacting the faculty by , by phone, or in person. If you cannot make it to your appointment, please leave a message as soon as you can. Please do not knock on faculty doors if they are closed unless otherwise instructed. Each student, faculty, and staff member has a Wheaton College address. It is the student s responsibility to check regularly as this is the primary means of department communication. Students can have forwarded to an outside address, by going to for instructions. The department uses only the Wheaton address for sending notices via . Voice Mail For Wheaton College extensions, the phone system allows callers to leave voice messages. The Voice Mail System responds if there is no answer. You may use the Voice Mail

15 Page 14 System directly by dialing x2222 on campus phones or on outside phones. You will be asked for the extension on which you wish to leave a message. Address and Home Phone Information It is very important to keep the college and the department informed of your current address and telephone information, even after graduation. To notify the college of an address change, please submit your student number, name, and new address and phone number via to addresschange@wheaton.edu. Please copy this to clinicaltraining@wheaton.edu. This effectively notifies the Psychology Department of your changes. Additionally, the MFT program distributes a cohort directory in the fall semester to students in the cohort. FACULTY LIBRARIES Faculty members do not routinely loan books from their personal libraries. Exceptions are sometimes made to this when a book is not otherwise available. Also, faculty members are usually willing to allow you to consult books in their library and use them either in their office or in the building. RESEARCH AND WRITING In Wheaton s Buswell Library, Nancy Falciani White is the subject librarian for psychology. For research help, she can be reached at Nancy.Falcianiwhite@wheaton.edu or In addition you can contact her online at Please submit all written work in American Psychological Association (APA) format. This means that, unless otherwise instructed, all papers should contain references presented in standard APA format. The APA manual, Publication Manual of the American Psychological Association (current ed.), is available in the library or bookstore. Many of your texts are written in APA form and can serve as models. In addition, you may consult the Writing Center in Buswell Library for feedback on your writing. Please put a cover sheet and a title page on each paper. Do not include an abstract or table of contents for a coursework paper. If a paper is more than three pages long, it is usually a good idea to use headings and subheadings. All papers should be stapled at the top left corner, with no plastic cover. ADDITIONAL COURSE READINGS Faculty frequently assign readings from journal articles and/or book chapters that are not part of the textbooks used in class. Faculty may use Blackboard to give students access to this information. Individual faculty members will give information about accessing Blackboard for their class. You may access Blackboard at Most of the journal readings will be available electronically through the library website.

16 Page 15 CLASS ATTENDANCE Graduate students are expected to attend all scheduled classes and labs. We understand that illness or family emergency may result in periodic missed classes, and students are responsible for securing class notes and handouts when they are unable to attend a given class. Inconsistent attendance or frequent absences can significantly impact grades. Please see attendance policies posted on individual course syllabi. Students may petition the course instructor(s) and the MFT Program Director in the case of absences resulting from extreme circumstances. LEAVE OF ABSENCE Master s degree students are encouraged to complete coursework in the allotted two year period because of the cohort model of training. While the college expects completion of all program requirements within the allotted time limits of the degree (five years), they do not necessarily expect students to maintain continuous enrollment throughout their course of study at Wheaton College. There is therefore no protocol for an approved leave of absence for a student enrolled full or part time in a Master s degree program. Degree students who fail to register for one term must submit a Re enrollment Application. The Graduate Admissions Director and/or graduate program faculty will decide whether to approve, defer, or deny re enrollment. VISITORS IN CLASSES Visitors may be welcome in some of our classes but only with prior permission of the professor. Please be courteous discussing the situation with the professor at least one day before the class and not surprising the faculty by bringing a guest with you at the beginning of class. Also please try to understand when it is indicated that some classes are unsuitable for guests. The presence of visitors may at times be inappropriate due to the experiential nature of some classes or the nature of the material under discussion. TEACHING ASSISTANTSHIPS A limited number of teaching assistantships are available to M.A. graduate students, usually second year, who desire to work in the Psychology Department. The duties include assistance in all phases of faculty preparation, assistance and collaboration with faculty research projects, and other work as needed. The positions are for a maximum of 10 hours of work per week for a nine month period. If you are interested in applying for a position, complete an Application for Teaching Assistantships and submit it to the Graduate Psychology Program Administrator (GPPA) by May 1st. The GPPA usually coordinates the selection process. Students will be notified of selection before Fall of the second year.

17 Page 16 CONFERENCE ATTENDANCE AND TRAVEL GRANTS Attending professional conferences, such as the American Association for Marriage and Family Therapy Conference (AAMFT), Illinois Division of AAMFT Conference (IAMFT), International Family Therapy Association Conference (IFTA), American Association for Christian Counselors Conference (AACC), or Christian Association for Psychological Studies Conference (CAPS), provides great opportunities for students to connect with students from other programs, to present papers, and to network with other MFT professionals. From time to time an opportunity may arise to make a presentation with faculty at a conference. Once annually, an M.A. student may receive up to $500 in expense advances from Wheaton College to cover expenses related to the conference (e.g. fees, travel, lodging) if the student is working with a faculty member on the project being presented and helps make the presentation. Additionally, the student may be required to staff a booth or pass out program materials as a condition of receiving an advance. The process to apply for the expense advance is to the Graduate Psychology Program Administrator with a request documenting the conference, conference dates, conference location, presentation title, and faculty member name. Once approved, the request is forwarded to the Office Manager, who submits the request for payment at the appropriate time. The Office Manager will contact the student when the advance arrives. The student will sign a release at the time the advance is given to the student. The student is responsible for keeping all original receipts related to the conference, itemizing any receipts for food. The Office Manager will orient the student to the expense reimbursement report, which should be submitted within two weeks of the student s return from the conference. The student must return advances that exceed expenses, submitting a check for that amount with the expense reimbursement report. The student is responsible for any expenses that exceed the advance. PERSONAL THERAPY In our program we emphasize personal growth and exploration. Each year a number of students decide to pursue a course of personal psychotherapy, something which the faculty strongly believes is an essential part of the personal and professional development of anyone who desires to be a therapist. The college counseling office is a good source for referrals. The psychology department office also maintains a list of psychotherapists who are willing to take students at reduced prices. To avoid conflict of interest and role complications, faculty members do not see current students in therapy. They will, however, provide brief personal as well as academic advising, and you are encouraged to approach your advisor with any such concerns.

18 Page 17 Overview LICENSING AND CERTIFICATION The faculty and staff of the Wheaton College Master s Program in Marriage and Family Therapy are committed to providing the appropriate coursework and clinical requirements to enable students to obtain licensure as marriage and family therapists. The program has been designed to meet or exceed the requirements in Illinois as outlined by the Illinois Department of Financial & Professional Regulation ( All students must understand from the beginning of their training, however, that becoming informed about, applying for, and obtaining a professional license or certificate is solely the responsibility of the student with the assistance of faculty and staff. NOTE: It is very important to keep copies of all your syllabi and clinical training records as they may be needed to verify the content of the curriculum or the practicum experience to various licensing agencies. In the event that a syllabus or syllabi are lost, you may contact Judy Rostis, Office Manager, (judy.rostis@wheaton.edu), who will coordinate the reproduction of syllabi from the department s archive. If a printed copy is desired, this service will cost $.50/page plus the cost of postage. There is no charge for an electronic copy. Each state defines its own MFT license and the requirements for that license, and there is no reciprocity from state to state. It is important that students attempt to anticipate their future licensing needs. If you know of a state or several states where you are likely to move after completion of the program, your research into the licensure requirements in those states must begin in your first semester of the program (if not before). It is possible a state s licensure requirements may differ from the department s graduation requirements in such areas as courses, practicum hours, type of supervisor, etc. It is difficult to correct such problems after graduation. Resources Since the licenses in different states (and different countries) frequently change, it is not possible for faculty to monitor the situation in states other than Illinois. Websites that are helpful in locating the various boards and licensing information include the following: IL Department of Financial & Professional Regulation American Association for Marriage & Family Therapy Illinois Association for Marriage & Family Therapy Association of Marriage and Family Therapy Regulatory Boards We do monitor the requirements of the Marriage and Family Therapy (LMFT) license in Illinois and provide students with information that is as current as possible on obtaining licensure as a Licensed Marriage and Family Therapist. Students should refer to the MFT Student Clinical Training Handbook for more information on licensing.

19 Page 18 JOB OPPORTUNITIES AFTER GRADUATION It may seem a long way off, but very quickly you are going to find yourself beginning to wonder how you will be able to use your degree subsequent to graduation. M.A. in Marriage and Family Therapy There are a great number of job possibilities open to M.A.ʹs in marriage and family therapy. Opportunities exist in student development in Christian and public higher education, community mental health centers, psychiatric hospitals, group homes, churchbased counseling centers, para church agencies, and private practice, as well as a variety of other settings. Others interested in working internationally may find opportunities in government, private, and church communities. COMMITTEE STRUCTURE The following committees have been established to carry out necessary administrative, supervisory, and evaluative functions within the MFT Program. Some committees include student representatives determined jointly by the graduate faculty and the GPSA. Psychology Department Faculty Meetings Meetings of the entire department faculty are for colloquia, hiring, planning, and generally for facilitating group identity and communication matters that concern the department as a whole. Periodically, colloquia to which students are invited are scheduled during the year. MFT Faculty Program Meetings Meetings of the core M.A. MFT faculty are scheduled weekly to discuss current concerns and projects, at the end of each semester to review student progress, and yearly to come to consensus on students clinical competency (assessment & intervention), relational competency, interpersonal justice competency, and Christian distinctiveness, along with personal and professional comportment and clinical suitability. MFT program meetings are also set up to discuss information provided from stakeholders (e.g., supervisors, alumni, students, faculty, administration, professional organizations) to improve the quality and delivery of the M.A. in MFT program. Therapy Training Committee (TTC) Marriage & Family Therapy (tentative) Committee membership consists of the MFT Clinical Training Coordinator, who is the chair of the committee, the MFT Program Director, and the Director of Training for the Psychology Department (DCT). The TTC serves as a sounding board and resource for the MFT Clinical Training Coordinator. It is responsible for setting policies and guidelines for M.A. in MFT level training (e.g., evaluation process, seminar assignment, practicum sites). The MFT Clinical Training Coordinator will review with the committee decisions about

20 Page 19 practica placements, assessment of the training sites, matters related to student progress, and other concerns within the domain of clinical training. Student Review Committee (SRC) The Student Review Committee (SRC) consists of three members, including one member of the core MFT faculty, one non core Psychology faculty member who teaches in graduate programs, and the Psychology Department Associate Dean. The purpose of the SRC is to provide a more in depth evaluation of a student s academic and professional progress in the training program, with the goal of recommending specific guidance for the problems or concerns that prompted referral to the committee. In some cases, the SRC can recommend dismissal from the program. (See Section Five: Evaluation for more information on the SRC process.) Admissions and Academic Requirements Committee (AARC MFT) Committee membership consists of the MFT Program Director, a faculty member, the MFT Clinical Training Coordinator, and one or two advanced students (selected as needed each year by the Chair). The Program Director acts as chair. All members are eligible to vote. The Associate Dean is an ex officio member. The Admissions and Academic Requirements Committee assists in the recruitment of individuals from groups that are underrepresented in the student body, reads and evaluates the applications for admission to the MFT Program after their initial processing by the Graduate Admissions Office, and makes final decisions for admission. Multicultural Committee Membership consists of the Coordinator of Diversity as Chair, the Director of Clinical Training, the Graduate Psychology Program Administrator, an MFT faculty member (assigned by the MFT Program Director), one other Psychology department faculty member as designated by the Associate Dean, and at least one student representative each from the M.A. and Psy.D. programs. The purpose of this committee is to assist the Coordinator of Diversity in the oversight and development of the Wheaton College Psychology Department s efforts to train Psychologists and Marriage and Family Therapists to be aware of and sensitive to various facets of human diversity. The efforts include the development of strategies for recruiting and retaining an increasingly diverse population of students and faculty. GRADUATE PSYCHOLOGY STUDENT ASSOCIATION Guidelines and Responsibilities

21 Page 20 The Graduate Psychology Student Association (GPSA) is an organization of the graduate students in the M.A. in Clinical Mental Health Counseling, M.A. in Counseling Ministries, M.A. in MFT, and Psy.D. programs. Its purpose is to provide student involvement in the establishment, modification, and implementation of the policies and procedures governing the graduate psychology programs. It provides encouragement and fellowship for the students as well as opportunities to develop skills and direction in professional development. Officers, Standing Committee, and Student Faculty Recruitment Committee members are elected by the student body each year to represent the classes/levels of each program (Catalog of Wheaton College). Memberships to all other committees are on a volunteer basis. GPSA also provides a forum for students to discuss department issues as a group and to bring their views to the faculty. GPSA Officers: President Presides at meetings of the GPSA. Meets with the Associate Dean, Sponsor, or appointed faculty members to communicate outcomes of GPSA meetings as needed. Attends graduate faculty meetings periodically. Vice President Assists President in the executive responsibilities. Presides at GPSA meetings and serves as substitute in the Presidentʹs absence. Treasurer Monitors budget and expense commitments and completes procedures for expenses and other financial matters. Secretary Records and distributes all meeting minutes and GPSA correspondence and keeps the GPSA files. It is preferable, but not necessary that two officers be from the Psy.D. program and one from each of the M.A. programs. Class Representatives: Two representatives from each Psy.D. year (1 st 4 th ) and up to two from each class in the M.A. programs are elected or volunteer. A representative for the Psy.D. pre doctoral interns is desirable, but not required. Class representatives serve as spokespersons for their class and assist in coordinating various activities, such as sign ups for events, requesting volunteers, etc. Student Life Enrichment Director (SLED) develops and coordinates social activities for the graduate psychology community for the school year. One or two assistants may be recruited from the student body. Sponsor: The Psychology Program Administrator serves as a resource for information and liaison for coordination of GPSA activities. Standing Committees of Psychology Department that may have student representatives:

22 Page 21 Clinical Training Committee see description in the Psy.D. handbook in Committee Structure Admissions and Academic Requirements Committee see description above in Committee Structure Multicultural Committee see description above in Committee Structure No student representatives in TTC MFT GPSA Committees (ad hoc): Spiritual Development Committee seeks to foster an atmosphere of unity among students and faculty and among M.A. and Psy.D. programs, to promote spiritual development of students and faculty, and to promote integration of psychology, theology, and spirituality. Professional Development Committee seeks to foster an atmosphere of unity among students and faculty and among M.A. and Psy.D. programs, and to plan professional development opportunities in addition to classroom experience. It also strives to initiate, maintain, and encourage professional networking with alumni of the graduate programs by means of newsletters, articles in college publications, and various seminars or social gatherings. This committee may establish subcommittees or ad hoc committees as needed. Student Faculty Recruitment Committee main role is to serve as reviewers of those faculty candidates who are invited by the faculty to come for campus interviews. The specific responsibilities are as follows: 1. Attend a student group lunch with the faculty candidate. 2. Give a feedback sheet to Associate Dean within a day of lunch date. 3. Attend the class lecture of the faculty candidate (optional) if schedule permits, and complete teaching evaluation form. The Committee consists of two representatives from each class of the M.A. and Psy.D. programs one regular and one alternate. If the regular representative cannot attend the lunch interview, the alternate may attend. Both representatives are welcome to attend the candidateʹs lecture if available. Additional Committees Officers may establish other committees as deemed necessary or desired.

23 Page 22 GRADUATE CHAPEL COMMITTEE Student representatives meet with a group of faculty and administrators to develop a vision for the role of graduate chapel, and to plan chapel speakers and activities. The committee meets once per month.

24 Page 23 SECTION THREE: OUTLINE OF REQUIREMENTS

25 Page 24 Note that Standard Course Sequence of the Wheaton M.A. in MFT program is shown on page 10 of this handbook. Courses for Illinois LMFT Requirements* Required Academic Coursework in Illinois for LMFT Individual Development & Family Studies Theoretical Foundations &Clinical Practice Professional Studies and Ethics Research Clinical Practicum/Internship Applicable Wheaton Courses MAFT 631 Individual and Family Life Cycle Development MAFT 633 Couple Therapy: Systemic Assessment and Intervention MAFT 634 Marriage and Family Therapy I: Theoretical Foundations MAFT 635 Marriage and Family Therapy II: Systemic Assessment and Intervention MAFT 637 Families in Context: Culture, Class, Ethnicity, Gender, Sexual Identity, & Religion MAFT 642 Psychopathology and the Family MAFT 645 Systemic Interventions with Children and Adolescents MAFT 655 Systemic Intervention with Special Populations: Abuse, Neglect, Violence, and Poverty MAFT 624 Ethics and Professional Practice MAFT 618 Family Therapy Research and Implications for Evidence Based Practice MAFT 696, 697, 698, 699 Clinical Practicum I and Clinical Practicum II *The Program makes every attempt to stay current with licensing laws in the State of Illinois. Each state maintains its own licensing laws, and these laws are subject to change at any time. It is suggested that students consult licensing laws in the state where they wish to practice (including Illinois) to be certain of current licensing requirements.

26 Page 25 ACADEMIC PROBATION/ SATISFACTORY PROGRESS The student is expected to maintain a grade point average of 2.80 out of a possible 4.0. Students are expected to pass enough hours and maintain a grade point average sufficient to be considered as making satisfactory academic progress. A studentʹs academic status will be checked at the end of each semester. Grade assignments are given in accordance with the following standards: A outstanding C+ below average A superior C below average B+ very good C unacceptable B expected graduate level work D unacceptable B below average F unacceptable Please note that B is the accepted norm for graduate study. Please do not assume that you deserve Aʹs just because you are in graduate school. Similarly do not expect us to defend why you did not earn an A or A if your grade is something lower than this. A grade of B is indicative of solid work. If you feel you deserved a higher grade, the burden is upon you to document why your work is outstanding, not for us to document problems that somehow make it less than A work. If you are genuinely puzzled as to why you received a certain grade, please do come and talk with the faculty member about this. Please do not attempt to get your grade raised unless you are very sure that some aspect of your work requires re evaluation. Refer to the Catalog of Wheaton College for information on academic probation or dismissal. TIME LIMIT FOR DEGREE Students have a maximum of five years from the time of enrollment to finish the M.A. degree. A student who does not complete the M.A. program within the five year limit will be dropped from the program unless the student successfully petitions the Marriage and Family Therapy Program Director and the Graduate Academic Affairs Committee (GAAC) for special consideration. Petitions will be considered on a case by case basis. A petition to continue enrollment past five years must include a persuasive rationale for the program s not being completed on time, and a detailed plan to complete the unfulfilled requirements in a timely manner. An Academic Petition form is used to request an extension. The petition should be initiated at least three months before the student s expiration date.

27 Page 26 LENGTH OF PROGRAM The Marriage and Family Therapy Program is established to be completed over four semesters or two years of coursework. While it can be taken over a longer period of time, attempts to shorten the length of the program are discouraged. A two year period allows a certain assimilation of the material as well as a consolidation of personal growth and professional skills. Some students might want to extend the program, perhaps by taking their practicum in the third year. Students electing to take practicum in the third year would need to sign up for MAFT 698/MAFT 699 during that year. To extend her or his program, a student would need permission from both the Marriage and Family Therapy Program Director and the Associate Dean of Psychology. FILING FOR CANDIDACY The M.A. Candidacy form for Marriage and Family Therapy must be completed during the student s first semester in the program. Failure to do so may impede the student from registering for classes the following semester. When this form is approved, you will have achieved candidacy. Candidacy is not achieved unless all prerequisites are satisfactorily completed. Participation in the May graduation ceremony is contingent on meeting these requirements. The information on this form is crucial in order for information on the diploma to be correct. Your academic advisor or the MFT Program Director coordinates the completion of the candidacy form during the first year. In the meantime, the candidacy form may be viewed and downloaded from the Registrar s webpage ( TRANSFERRING BETWEEN PROGRAMS Each graduate psychology program has its own admissions requirements and stands on its own. Therefore, transfers between programs do not typically occur. It would require a new application and courses are not guaranteed to transfer. GRADUATION The college confers the master s degree on three dates only: the date of the day after semester final exams in May, August 31, and the date of the day after semester final exams in December contingent on satisfactory completion of all M.A. requirements. An Application for Degree must be submitted online by February 15 th for participation in the May graduation ceremony or by October 15 th for December graduation and/or to receive a diploma. The online Application for Degree is at the Registrar s webpage ( Students are eligible to participate in the May ceremony provided they have completed all coursework and have completed the required number of clinical practicum hours.

28 Page 27 WITHDRAWAL FROM PROGRAM OR COURSES To withdraw from the Marriage and Family Therapy Program, see the current Wheaton College Catalog for the required withdrawal procedures. Failure to follow them may result in grades of F or difficulty in obtaining transcripts or transferring to another institution. To withdraw from a course(s), follow the deadline dates found in the Registrar s Calendar at the back of the current Wheaton College Catalog or in the current semester schedule. Information on tuition refund policies is included there. INCOMPLETE & IN PROGRESS GRADES An incomplete grade (INC) may be assigned only for deficiencies as the result of illness or situations beyond the control of the student and not because of neglect on the part of the student. The Incomplete Grade Request is available in the Registrar s Office or on the Web at The Incomplete Grade application must be filed by the last day of final exams (or the A Quad class) in the Registrar s Office. An incomplete grade must be made up by the end of the sixth week from the end of the course. If the course is not completed within the six week time limit, a grade of F will be assigned. The six week time limit can be extended only by special permission of the Registrar and the instructor, using the academic petition

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30 SECTION FOUR: CLINICAL TRAINING Page 29

31 Page 30 CLINICAL TRAINING All details pertaining to Clinical Training can be found in the MFT Student Clinical Training Handbook. Students are expected to be familiar with and follow the policies and guidelines described in the MFT Student Clinical Training Handbook. Refer to it as often as is needed throughout the clinical training process. Practicum Placement The main steps in practicum placement include exploring practicum site possibilities, preparing vita and cover letter, attending the Practica Information Exchange (PIE) on Wheaton s campus, collecting application materials, securing and sending transcripts and recommendation letters if required by sites, interviewing at sites, and receiving an offer. Please make all faculty requests for recommendation letters prior to January, following procedures outlined in the MFT Student Clinical Training Handbook. The MFT Program Director and your advisor are available for advice as you pursue a practicum placement. Your goal is to secure a training experience in a facility that is a good fit for both you and the agency. Suitable sites must meet criteria such as these: 1. High quality facilities in terms of service provision and integrity; 2. Service focused, with training as a major function; 3. Conforming in practice to all relevant AAMFT standards and guidelines and state laws and regulations; 4. Able to provide suitable clinical experiences and quality supervision appropriate to MFT graduate students; 5. Responsive to the needs of the people residing in that geographical area. Once you have obtained a practicum placement offer, inform the MFT Clinical Training Coordinator in writing by completing the Application for MFT Practicum, which can be found. The Program Director (or designate) will review this application and, with MFT Therapy Training Committee (TTC) consent, will sign off on the placement. If you have not received and/or accepted an offer by late April, contact the MFT Program Director for assistance. Continue to keep the Director and Clinical Training Coordinator apprised of your placement status until you have obtained a practicum. Practicum Requirements Prior to beginning Practicum, each student must have approval of the MFT Therapy Training Committee (TTC) and must have completed 25 hours of coursework, including all first year MFT classes. Exceptions may be granted by approval of the Program Director. Students must negotiate the Learning Contract (see MFT Student Clinical Training Handbook) at the start of their practicum, submitting the original copy to the MFT Clinical Training Coordinator. This functional document allows clear expectations to be laid regarding the training year between an MFT student and a site. In addition, students must