Marriage and Family Therapy Master s of Arts. Program Handbook Department of Counseling and Human Services

Transcription

1 Marriage and Family Therapy Master s of Arts Program Handbook Department of Counseling and Human Services St. Mary's University, San Antonio MA Program in Marriage and Family Therapy is accredited by the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE), 112 South Alfred Street, Alexandria, VA, For more information about the COAMFTE, visit 1

2 Table of Contents Department Faculty and Staff...4 Student Learning Outcomes...7 Chapter 1: Departmental Policies and University Resources...9 Chapter 2: Progression through the Program...13 Chapter 3: Academic Requirements for MFT Program...19 Chapter 4: Completion of MFT Theory and Practice Portfolios...23 Chapter 5: Clinical Internship...29 Appendices Appendix A: Requirements and Process to Become a Licensed Marriage and Family Therapist (LMFT) in Texas...42 Appendix B: Core Competencies of the American Association for Marriage and Family Therapy (AAMFT)...45 Appendix C: Suggested Schedules of Courses, by Semester of First Enrollment...52 Appendix D: Writing Guidelines and Avoiding Plagiarism...55 Appendix E: Annual Review Report...58 Appendix F: Annual Review Report...63 Appendix G: Masters Handbook Agreement...68 Appendix H: Masters Handbook Agreement...71 Appendix H: Masters Handbook Agreement

3 Dear MFT Master s of Arts Students: Welcome to the Marriage and Family Therapy Program within the Department of Counseling and Human Services. You are about to embark on an educational process that is intended to touch every aspect of your life while preparing you for a career as a Marriage and Family Therapist. Faculty members are excited to welcome you into the program and look forward to guiding you along this journey. This handbook is important to your progression through the master s program. It introduces you to important policies and procedures, and contains useful information to guide you through coursework and other requirements for successful degree completion. Please review this information thoroughly and refer to this handbook when future questions arise. This handbook is meant to supplement the University Graduate Catalog and other St. Mary's University publications. Each of these publications is updated annually; revised editions are available through a link on the Department websitewww.stmarytx.edu/grad/counseling. Although written information is helpful and should be referenced to as needed, there is no substitute for personal contact. I would encourage you to seek assistance as needed from faculty and staff as you progress through the program. As Program Director for the Marriage and Family Therapy Program, I look forward to getting to know each of you personally. Please know that my door is always open to you. Please be sure to sign the Masters Handbook Agreement (Appendix F) at the end of the handbook so that we have a record of the policies governing your entry into the program. Return the signature page to me or the MFT program assistant. Sincerely, Carolyn Y. Tubbs, Ph.D., LMFT MFT Program Director 3

4 DEPARTMENT FACULTY AND STAFF Marriage and Family Therapy Program Faculty and Professional Staff Carolyn Y. Tubbs, Associate Professor of Counseling and Human Services Program Director, Marriage and Family Therapy B.A. Texas Tech University, 1985; M.S. Texas Tech University, 1991; Ph.D. Purdue University, Jason Northrup, Professor of Counsleing and Human Services Externship Coordinator B.S., Abilene Christian University, 2002; M.M.F.T. Abilene Christian University, 2004; Ph.D. Texas Tech University, Dan A. Ratliff, Professor of Counseling & Human Services B.A. Baylor University, 1977; M.Div. Golden Gate Baptist Theological Seminary, 1982; Ph.D. Texas Tech University, Counselor Education and Supervision Program Faculty H. Ray Wooten Jr., Professor of Counseling & Human Services Department Chair B.A. North Carolina State University, 1980; M.A. Appalachian State University, 1985; Ph.D. University of North Carolina-Greensboro, Dana L. Comstock, Professor of Counseling & Human Services B.S. Eastern Kentucky University, 1987; M.A. Eastern Kentucky University, 1989; Ph.D. Mississippi State University, Melanie Harper, Assistant Professor of Counseling & Human Services B.A. University of Southern Louisiana, 1980; M.A. Texas State University at San Marcos, 2001; Ph.D. The University of North Carolina at Greensboro, R. Esteban Montilla, Assistant Professor of Counseling & Human Services B.S. Yaracuy Institute of Technology, 1988; M.S., Texas A & M University-Corpus Christi, 2003; Ph.D., Texas A & M University-Corpus Christi, Julie Strentzsch, Assistant Professor of Counseling and Human Services CES Program Director B.A. University of Texas at San Antonio, 1995; M.A. University of Texas at San Antonio, 2001; Ph.D. St. Mary s University, Department Staff Francis X. Farrell Jr., MA Administrative Assistant, Department of Counseling and Human Services Leticia Gutierrez Administrative Assistant, Family Life Center Moonyeen (Molly) O Phellan, MA, PhD FLC Clinic Administrator 4

5 Marriage and Family Therapy Program Masters of Arts Introduction: Mission and Educational Outcomes 5

6 Mission Statements Department of Counseling and Human Services Mission Statement Through excellence in education, the mission of the Department of Counseling and Human Services is to prepare clinicians, educators, and researchers with the knowledge and skills needed to integrate Marianist values related to promoting justice, peace, and human dignity as they serve in an increasingly pluralistic, changing, and global society. MFT Program Mission Statement The mission of the Master s of Arts (MA) program in Marriage and Family Therapy (MFT) is to produce clinician-scholars who provide quality clinical services in the field of marriage and family therapy. Specific to this mission, the MFT master s program works to educate culturally sensitive and socially just MFTs clinician-scholars prepared to meet the needs of diverse populations in South Texas and nationally. MFT Program Outcomes The MFT doctoral and master s programs are designed around an outcomes-based educational philosophy. In addition to Student Learning Outcomes, there are expected outcomes for the program as a whole and for faculty members. All coursework and program experiences are intended to foster student development in each of the following outcomes. 1. Emphasize scientist-practitioner model when: a. Learning and designing clinical theory and research. b. Conceptualizing and delivering clinical services and supervision. 2. Contextualize knowledge and practice when a. Creating theory and disseminating knowledge based on the cultural and demographic realities of the south Texas region and the greater national context. b. Situating the profession of MFT in the broader context of mental health practices through knowledge about the historical evolution of MFT and current trends framing theory and practice of MFT in the future. 3. Value self-of-the-scientist-practitioner exploration and accountability as a normative and required activity in the ongoing, evolving professional life of the scientist-practitioner. 4. Identifying the impact of social justice issues when: a. Conceptualizing theoretical frameworks and clinical strategies used in research and practices b. Engaging in self-of-the-scientist-practitioner exploration and accountability. 6

7 MFT Master s Student Learning Outcomes (SLOs) The MFT Master s program is dedicated to educating therapists to provide direct, systemicallyoriented clinical services to individuals, couples, and families. The program is designed around a competency-based educational philosophy, with the goal of facilitating students development toward demonstrating clinical competence and obtaining the designation of Licensed Marriage and Family Therapist (LMFT). All coursework and program experiences are intended to foster student development and contribute to the following student learning outcomes upon (SLOs) program completion: Knowledge of Historical Evolution of MFT Profession SLO#1 - Demonstrate knowledge of the history and ongoing development of the MFT discipline, within regional, national, and international contexts. SLO#2 - Demonstrate familiarity with selected traditional and contemporary MFT models, including knowledge of key individuals associated with models, unique terminology, conceptualization of problems, role of therapist, and goals for process within each model, and applications within individual, couple, and family therapy. Sensitivity to Contextual Issues SLO#3 - Utilize knowledge of clients and therapists contexts (i.e., culture, economic, family circumstances, family status) to positively contribute to therapeutic process and outcomes; Articulate critiques of MFT models based on culture, gender, and socioeconomic status. SLO#4 - Articulate critique of MFT models based on knowledge of child development and factors influencing child development; recognize differential impact of individual and family life cycle within family system. Intentionality in Treatment Planning and Execution, and Ethical Conduct SLO#5 - Ability to evaluate appropriateness and apply selected model(s) within individual, couple, and family modalities to facilitate therapeutic process through intake, systemic assessment, treatment planning, management of therapeutic process, evaluation of treatment outcomes, and termination. SLO#6 - Demonstrate awareness of and ability to facilitate the development of a positive therapeutic alliance to enhance clinical outcomes with all family members in all modalities of therapy. Self-of-the-Therapist Awareness SLO#7 - Demonstrate awareness of one s own professional strengths and limitations and ability to seek and utilize supervision, peer consultation, and involvement of other professionals to enhance treatment outcomes. 7

8 SLO#8 - Demonstrate ability to evaluate own professional conduct in relation to MFT ethical guidelines (AAMFT code and Texas law), recognize ethical dilemmas that may arise in practice settings, and respond appropriately. Identity as MFT Scientist-Practitioner SLO#9 - Demonstrate ability to utilize empirical research and published literature from MFT and related fields to enhance therapeutic services. SLO#10 - Demonstrate one s professional identity as a Marriage and Family Therapist through membership in local, state, and national professional MFT organizations, as well as pursuit of LMFT licensure process in Texas. Students progress toward these outcomes will be evaluated at multiple points throughout the program. Students will receive ongoing feedback regarding their progress toward the student learning outcomes from faculty and supervisors. Students are also expected to be active participants in their learning processes and actively solicit feedback regarding their progress toward student outcomes. 8

9 Marriage and Family Therapy Program Masters of Arts Chapter 1: Department Policies and University Resources 9

10 Chapter 1: Departmental Policies and University Resources The MFT Programs are housed within the Department of Counseling and Human Services. The Department is somewhat unique within St. Mary s University in that it is one of the only departments that exclusively offers graduate programs. The Department of Counseling and Human Services falls exclusively under the supervision of the Dean of the Graduate School. Students are strongly encouraged to attend new student orientations provided by both the Graduate School and Department. The Graduate School orientation will cover important information, such as financial aid, registration for courses, accessing student records through the Gateway system, parking, etc. These topics are not addressed in depth at the Department orientation. Departmental Calendar of Events Each semester the Department of Counseling and Human Services publishes a Calendar of Events containing important dates and deadlines. In order to best stay informed of departmental events, students should access this calendar prior to the beginning of each semester. Information in the calendar includes dates related to registration, orientations, internships, portfolio reviews, and graduation. In addition, dates for professional conferences and much more are highlighted for students. These calendars are available at the beginning of each semester and may be picked up from the Departmental Office or accessed on the Department website: Department website contains an Announcements link, from which students can obtain updates to calendar events and information about other developments within the Department. Correspondence from the MFT Program and CHS Department Intermittent correspondence is necessary to keep students informed of changes in academic/departmental policies and procedures, as well as other information pertinent to student affairs. Such information may include changes in dates/time of courses, instructions for registration, etc. It is imperative that students be responsible for keeping current mailing and telephone information on file with the MFT Program, the Department and the Registrar s office at all times in order for information to be forwarded in a timely manner. In addition, students are required to use a university account (mail.stmarytx.edu domain) and to check it regularly in order to remain informed of MFT Program, Department and University news and activities. Correspondence from the MFT Program and MFT faculty will be addressed to students at their St. Mary s University address. University closures and other emergency information are noted on the University homepage. Please do NOT call the MFT Program or Department to ask for emergency/closure information or updates. Professors follow University directives regarding class cancellations etc. 10

11 Student Membership in Professional Organizations All students within the MFT Program are expected to become actively involved in MFT and/or family social science professional organization(s). MFT students are required to join and maintain their student membership in the American Association for Marriage and Family Therapy (AAMFT), the organization that advocates for special interests of MFTs in the US and Canada. It is in students best interest that their professional organizations be strong, purposeful, and effective in order to advocate for members, the profession, and public interests. Student members of AAMFT also receive free professional liability insurance as a membership benefit. Faculty members encourage students to become active, contributing members within their professional organizations. As a student member of AAMFT, students are also members of the Texas Association of Marriage and Family Therapists (TAMFT). Students are also encouraged to join and participate in the San Antonio Association of Marriage and Family Therapists (SAAMFT), a local association of systemically-minded mental health professionals. Students will receive ongoing information from program faculty regarding AAMFT, TAMFT, and SAAMFT events and opportunities. Students are strongly encouraged to attend AAMFT and TAMFT annual conferences. Graduate Assistantships A limited number of Master s level Graduate Assistantships are offered each academic year beginning September 1 and ending on or about May 1. Students must have full-time status during this time. The amount of the stipend is announced annually. Responsibilities include research and/or other departmental activities. Total workload may not exceed 15 hours per week. All appointments carry the possibility of renewal. Individuals interested in assistantship positions should communicate their interest to the MFT Program Director as early as possible prior to each academic year in order to be considered for positions. Student Scholarships A limited number of need-based and achievement-based scholarships are also offered each year to Master s students in the Department. Students wishing to be considered for scholarships should submit a statement of need and a current resume to the MFT Program Director prior to August 1 each year. Scholarship opportunities will be announced on the Department website ( Students who are selected as scholarship recipients will be notified by the MFT Program or Department in writing. Only students with Regular admission status (see Chapter 2) are eligible for scholarships. Students seeking admission to the program after August 1 of each year will not be considered for scholarships until the following academic year. Grievances A grievance is defined as dissatisfaction occurring when a student believes that any decision, act, or condition affecting him or her is illegal, unjust, or creates unnecessary hardship. Such grievances may concern, but are not limited to, the following: academic problems, mistreatment by any university employee, wrongful assessment of fees; 11

12 records and registration errors, student employment, and discrimination. (Student Handbook, 06-07; available online In general, students are encouraged to discuss the grievance with the person alleged to have caused the grievance within 10 days of the incident. Students may present their complaint orally or in writing at this point. If a student chooses not to present a grievance to the person alleged to have caused the complaint, or if a student is not satisfied with the response, then he or she may present the grievance to the next level supervisor within 10 working days of the incident for initial review. The Initial Review must be a written request for a hearing with a complete written statement of the alleged grievance. The next level supervisor will conduct an informal investigation to resolve any factual disputes, and may convene a formal fact-finding panel of no more than three persons from the university community. The supervisor will act as the chair of the formal panel, unless the grievant objects. In that case the VPAA will appoint another chair for the hearing. Appeal of the decision of the review committee shall be directed to the Vice President for Academic Affairs. Procedures for the hearing are detailed in the Student Handbook. In terms of the MFT Program, student interns complaints against other student interns will be directed to the students supervisor/advisor, and then the MFT Program Director if unresolved. Student interns complaints against on-campus or off-campus supervisors will be directed to the MFT Graduate Program Director. Student complaints against FLC staff, front office, work study students will be directed to the FLC Clinical Administrator. Complaints against the FLC Clinic Administrator shall be directed to the Graduate Program Director (MFT Program Director), and then to the Department Chair. Equal Opportunity It is the policy of St. Mary's University Graduate School to not discriminate on the basis of sex, handicap, race, color, religion, creed, or national or ethnic origin in its educational programs, admissions policies, employment policies, financial aid or other schooladministered programs." This policy is enforced by federal law under Title IX of the Education Amendments of 1972, Title VI of the Civil Rights Act of 1964,and section 504 of the Re habilitation Act of Inquiries regarding compliance with these statutes may be directed to the Director of Human Resources, Administration Building, ( ), or to the Director of the Office for Civil Rights, Department of Health and Human Services, Washington, D.C. 12

13 Marriage and Family Therapy Program Masters of Arts Chapter 2: Progression Through MFT Program 13

14 Chapter 2: Progression Through the Program There are six (6) general steps involved in successful completion of the Marriage and Family Therapy Master s Program. Familiarity with these steps and the actions required by students to complete each step will facilitate timely progression through the program. Most forms referenced in this Chapter are available on the Department Homepage ( through the Downloadable Forms link. Step 1: Admission Students admission applications are considered complete after the Graduate Admissions office has received and processed the following elements: 1. Completed Admission Application Form (or online application form) 2. GRE scores (Verbal, Quantitative, and Analytic components) - must have been taken within five years of application submission 3. Transcripts from all colleges and universities previously attended 4. Two Professional Letters of Reference Students application materials are forwarded to the MFT Program Director from Graduate Admissions. After review, recommendations for admission status are provided to the Graduate Program Director and Department Chair. The Graduate Council, the governing body of the Graduate School comprised of the Graduate Dean and Graduate Program Directors of all graduate programs within the University, grants formal admission into all graduate programs. Students may be admitted into three distinct admission categories (see Table 1). Table 1 Admission Categories Admission Category Regular Conditional When Granted Bachelor s degree from an accredited college or university; prerequisites not required; scholarship, test scores, and credentials indicate ability to pursue graduate studies. Admission test (e.g., GRE) or removal of deficiencies required. Action Required None required May enroll in a maximum nine hours and must earn a B or better in all courses taken as a conditional student. Must submit a Change of Status Form to the MFT Program Director once they have completed the conditions specified in acceptance letter. 14

15 Special Non-degree students seeking to transfer credit to another university or fulfill requirements for licensure or certification. Students taking courses to complete licensure requirements should file a letter stating which courses they need to take. Change of Status Application Students admitted under conditional status must formally request a change of admission status as soon as possible in order to continue in the program. Conditions which must be satisfied will be specified in the student s admission letter and most often need to be met during the first semester of enrollment. Once conditions are satisfied, a student must submit a Change of Status Form to the MFT Program Director, who will then forward the form with MFT faculty recommendations to the Graduate Dean. The Change of Status request is reviewed by the Graduate Council, which meets monthly during the academic year. Upon approval, the student is then reclassified as a Regular admission student, which allows him/her to proceed toward candidacy review and clinical internship. In order to prevent delays in one s progression through the program, students needing to process a change of admission status should do so as soon as they are eligible to do so. Change of Status forms are available from the Downloadable Forms page of our website: Step 2: Degree Plan After attending the new student orientations sponsored by the Department of Counseling and Human Services and Graduate School, MFT Master s students should complete a degree plan under the guidance of the MFT Program Director, who serves as their academic advisor throughout their enrollment in the Master s Program. Degree plans serve several purposes. First, they enable the department to make course projections for semester schedules. Second, they facilitate students progression through their degree programs. Lastly, they are used by the student for registration each semester. Suggested programs of study are included in this Handbook, and most students will follow these course sequences. Students who need a custom degree plan (due to parttime enrollment, transferred coursework, desire for elective concentration, etc.), should make an appointment to meet individually with the MFT Program Director as early as possible after enrollment. Degree plan templates are available on Downloadable Forms link of the Department website. Completed degree plans must be approved by the MFT Program Director and included in students academic records by the end of the student s first semester of enrollment to facilitate academic advising throughout the program. Step 3: Candidacy Review At Candidacy, the MFT Program affirms a student s clinical potential and declares that she/he is a candidate for the degree. At Candidacy Review, MFT Master s students submit a portfolio of their academic work to date for collective review by the MFT program faculty. The deadline for Portfolio submissions is published each semester in the Department Calendar of Events. 15

16 To be eligible to submit a Portfolio for Candidacy Review, students must meet the following requirements: 1. Completion of 12 graduate credits with a GPA of 3.0 or better 2. Completion of CN6370, CN6371, CN7372, and CN7374 with grade of B or better (Bnot accepted) 3. Maintain at least a GPA of 3.0 in all graduate work 4. Regular status admission 5. GRE or MAT scores on file with the Graduate Admissions Office Satisfactory review at Candidacy will result in students continuation in the program and enrollment in the MFT Internship courses. Unsatisfactory review at Candidacy will, depending on nature of areas in which student has not demonstrated competence, result in requirement of remedial coursework/student activities OR the student s dismissal from the program. All students will receive formative feedback through the Candidacy Review to foster continued personal and professional development. Specific elements of the portfolios, as well as detailed information about portfolio evaluation, are described in Chapter 4 of this Handbook. Step 4: Clinical Internship After completion of coursework focused on theory and basic clinical skills offered during the first year of the program, students then enroll in a 12-month internship experience to further advance and refine their clinical competence. The clinical internship within the MFT Master s program includes three 3-credit hour courses (CN7380, CN7381, & CN7382) that should be completed consecutively. Students are responsible for making arrangements for an off-site internship placement, and should begin locating a site at least one semester prior to when they plan to begin the internship. Students should remain in communication with the MFT Internship Coordinator to ensure they obtain a site that meets program requirements and is the best fit for individual student needs. See Chapter 4 for a detailed description of policies and procedures for the MFT Master s Program Internship. Prior to beginning internship, students should also familiarize themselves with the Family Life Center Handbook, which summarizes policies and procedures of the oncampus training clinic. Step 5: Comprehensive Review In order to assess students attainment of Student Learning Outcomes at the completion of the Master s program, students submit a completed Portfolio of MFT Theory and Practice to the Portfolio Review Committee during their final semester within the program. The completed portfolio should include documentation of students attainment of all Student Learning Outcomes, and serves as the Comprehensive Examination for the program. See Chapter 3 of this Handbook for detailed information about Portfolio submission. To be eligible to submit a Portfolio, a student must: 1. Maintain matriculation (enrolled in CN) or enrolled in their last semester of course work 16

17 2. Be good academic standing 3. Have a cumulative grade point average of 3.0 or higher 4. Have completed all prerequisites 5. Have Regular Status admission 6. Have been admitted to Candidacy by the Graduate Council of the Dean of the Graduate School 7. Attend a Portfolio Review Orientation meeting 8. Have recorded a Satisfactory grade for CN7380 and CN7381. Step 6: Graduation Once a student has successfully completed all coursework, internships, and the final portfolio review, he or she is ready to graduate. Students must complete the Graduate Application for Degree Online. In order to allow sufficient time for a degree audit and confirmation of program completion, the Graduate Application for Degree is due to the MFT Program Director the semester prior to the planned graduation date. Once the Graduate Application for Degree is received, a program degree audit is conducted by the MFT Program Director to verify that all courses have been completed or are in process, and that the student has demonstrated clinical competencies in completed internship courses. Students with questions regarding fulfillment of program requirements should schedule an appointment with the MFT Program Director. Upon completion of the program degree audit and confirmation that the student is likely to be eligible for graduation at the planned graduation date, the MFT Program Director will forward the degree audit and Graduate Application for Degree to the Graduate Dean for approval by the Graduate Council. The Graduate Dean s office conducts an independent degree audit, and then confirms students eligibility for graduation to the Registrar s office. Students who have outstanding balances, fines, or other holds on their student accounts may be permitted to participate in a graduation ceremony, but will not receive a diploma or final transcript from the University until all outstanding balances are paid and holds removed from the student s account. Graduation ceremonies are held by the University at the end of the spring (May) and fall (December) semesters each year. Students who complete program requirements during the summer semester will receive a diploma by mail after confirmation of graduation eligibility, and are invited to participate in the December graduation ceremony to celebrate their accomplishments. Graduates may purchase or rent caps and gowns for the graduation ceremony through the University Bookstore. Post-Graduation: Professional Licensure The vast majority of students entering Department programs desire to provide direct mental health services to individuals, couples, and/or families upon graduation. In order to practice as a marriage and family therapist within the State of Texas, as well as all other states in the US and many countries abroad, one must obtain a license through a government agency. In Texas, the Department of State Health Services administers licensure for MFTs (Licensed Marriage and Family Therapist, LMFT). MFT program 17

18 graduates who complete nine hours of LPC elective courses are also eligible to apply for licensure as a Licensed Professional Counselor (LPC) in the state of Texas. Both licensure processes require passage of a written examination and the accumulation of significant post-graduate, supervised clinical experience. See Appendix A for a summary of the LMFT licensure process. Annual Review Report The week immediately following spring break, first year and second year masters students are required to submit their respective Annual Review Reports summarizing their program activities over the past academic year (Appendix E and Appendix F). These reports provide an opportunity for faculty and students advisors to provide formative (informational) feedback to guide students academic activities during the upcoming academic year (or as they close out their programs in the case of second year students), and during the summer semester. 18

19 Marriage and Family Therapy Program Masters of Arts Chapter 3: Academic Requirements for MFT Program 19

20 Chapter 3: Academic Requirements for MFT Program The MFT Master s program is a 54-credit-hour program of study, which includes an intensive 12-month internship of at least 500 client contact hours (half relational hours). Marriage and family therapists are employed in a wide variety of settings, such as social service agencies, medical facilities, private family therapy practice, churches, schools, and mediation/consultation companies. The Master s program in MFT is focused on developing students skills for direct clinical work with individuals, couples, and families. The MFT Master s program operates from a competency-based educational philosophy, with the goal of facilitating students development toward demonstrating clinical competence and obtaining the designation of Licensed Marriage and Family Therapist. The American Association of Marriage and Family Therapy (AAMFT) has recently published a comprehensive description of the core competencies for MFTs at the time of licensure (see Appendix B for complete list of the 128 core competencies). These core competencies are closely related to the Practice Domains of the Association of Marriage and Family Therapy Regulatory Boards (AMFTRB), the body that governs the national examination process for LMFTs (see Appendix A for licensure information). Within each course in the MFT program, students will be expected to demonstrate attainment of specific competencies; course grades will reflect students developing competence. The internship experience then becomes the capstone of the Master s program, allowing students to put into practice the theory and skills they have learned under the close supervision of faculty. After graduation, students then continue their professional development and attainment of competencies during the post-graduation clinical experiences and supervision necessary to fulfill licensure requirements. These post-graduate experiences are critical to students professional development and licensure acquisition; however, these experiences are not monitored or facilitated by the Department or MFT Program. Program of Study The Master of Arts in Marriage and Family Therapy is a 54-semester-hour thesis or nonthesis program. Table 2 contains the courses required for the MFT program. See Appendix C for suggested schedules of courses for full time students throughout program completion. Part-time students, and others with unique scheduling needs, should schedule a meeting with the MFT Program Director as early as possible upon entering the program in order to determine the best degree plan design to meet student needs and program requirements. 20

21 Table 2 Summary of MFT Program Requirements Courses Core Department Courses Credit Hours CN 7333 Mental Health and Psychopathology 3 CN 7377 Human Sexuality 3 Total 6 hours MFT Specialization Courses CN 6370 Foundations of Marriage and Family Therapy CN 6371 Foundations of Marriage and Family Therapy II 3 3 CN 7370 Marital Therapy 3 CN 7371 Strategies of Family Therapy 3 CN 7374 Professional Issues in MFT 3 CN 7375 Child Development & Play Therapy CN 7373 Marriage and Family Life Development CN 7384 Crisis Counseling CN 7385 MFT Outcome Research CN 7287 Relationship Education Workshop CN 8375 Working with Latino Families Total 32 hours Clinical Courses CN 7372 Clinical Practicum in MFT 3 CN 7380 MFT Internship I 3 CN 7381 MFT Internship II 3 CN 7382 MFT Internship III CN 6283A MFT Seminar - POTT 3 4 Total 16 hours Total Program Requirement 54 hours Note: Students writing a thesis, CN 7399 Thesis Direction, may take it as a 3-hour elective credit. Dual Licensure Option: LMFT and LPC Graduates of the MFT Master s program meet the education and clinical experience requirements ascribed by the Texas State Board of Examiners of Marriage and Family Therapists to take the examination for licensure as a Licensed Marriage and Family Therapist (LMFT) while enrolled in Master s program internship and, if exam is passed, apply for LMFT Associate immediately upon graduation (see Appendix A). In addition, MFT students can take additional courses (beyond the 54 hours of the MFT degree) to 21

22 qualify for licensure as a Licensed Professional Counselor (LPC). Please review criteria on The Texas State Board of Examiners of Professional Counselors website. Students please note: The LMFT (and LPC) licensure boards are State agencies, and are not affiliated in any way with the University or MFT programs. Students and graduates are responsible for remaining abreast of changes in licensure requirements, as well as application processes and procedures. Information about licensure requirements and/or procedures contained in this Handbook is solely provided as a service to students and should be independently confirmed by students at the time of initial eligibility, as changes are made periodically. Table 3 Minimum Electives for LMFT/LPC Dual Licensure in Texas Courses Credit Hours CN 6352 Career Planning 3 CN 6321 Individual Assessment 3 CN 6253 Group Process 2 CN 6150 Practicum in Group Process 1 Total 9 credit hours 22

23 Marriage and Family Therapy Program Masters of Arts Chapter 4: Completion of MFT Theory and Practice Portfolios 23

24 Chapter 4: Completion of MFT Theory and Practice Portfolios Purpose of Portfolios MFT Theory and Practice Portfolios serve four primary functions: 1. Demonstration of students minimal competence at two milestones (candidacy and comprehensive review) within program, 2. Opportunities (at candidacy and comprehensive review) for formative feedback to facilitate students attainment of student learning outcomes, 3. Summative evaluation of students competence at comprehensive review, 4. Formative feedback to program faculty and instructors for program development and evolution as themes and patterns of student learning are observed over time. Portfolio Review Committee and Processes A Portfolio Review Committee, composed of MFT program faculty and instructors of core MFT courses (CN6370, CN6371, CN7370, CN7371, CN7372, CN7374), will convene once each semester to evaluate portfolios of students seeking candidacy or completion of the comprehensive examination. Students to be reviewed will submit portfolios (see Chapter 1 of this Handbook for eligibility criteria) electronically (instructions provided at Portfolio Orientation meeting) prior to the semester deadline published in the Departmental Calendar of Events. Late portfolios will not be accepted without prior approval from the MFT Program Director; approval will only be granted in extremely rare circumstances. Upon completion of the review process, students will receive a Portfolio Evaluation Form indicating the Committee s evaluation of their portfolios, including formative feedback from the Committee. A copy of the Portfolio Evaluation Form will be inserted into students departmental records to indicate the outcome of the portfolio review. Portfolio Review for Candidacy Application At Candidacy Review, students portfolios should demonstrate preliminary achievement of Student Learning Outcomes identified by the MFT faculty as indicative of clinical potential and likely success within the internship process. The Candidacy Review is primarily focused on evaluation of students demonstration of conceptual and perceptual competencies, as well as professionalism. Table 4 lists required content for the Portfolio at Candidacy, along with the Student Learning Outcome the item should demonstrate. Instructors of required courses taken by student prior to the candidacy application will complete a Candidacy Competence Evaluation Form to document their experiences with students in classroom settings, observations of peer interactions, and other indicators within the student-faculty relationship when evaluating students potential for development of clinical competencies. These evaluations from faculty will be considered by the Portfolio Review Committee, along with course products submitted by students. All students will receive formative feedback through the Candidacy Review to foster continued personal and professional development. 24

25 Students should note that earning an acceptable overall grade for a given course does not necessarily mean that the Portfolio product completed within the course is adequate to demonstrate Student Learning Outcomes. Grades for courses within the Department are generally assigned based on a combination of products, including exams, papers, participation, etc. Students are offered feedback by faculty on all course products included in the Portfolio Reviews and should, therefore, incorporate this feedback into revisions of Portfolio products if necessary to demonstrate achievement of the identified Student Learning Outcomes prior to submission of the Candidacy Portfolio. Students who elect to make revisions to graded class projects prior to inclusion in the portfolio should provide electronic copies of both the original assignment, with instructor feedback/comments, and the revised documents within their portfolios. Included with the Candidacy Portfolio is a completed First Year Master s Student Annual Review Report. This report is not complete unless it has an attached page showing that the student has taken the anonymous student satisfaction survey online. Identifying information will be removed before turning in the survey confirmation page. The First Year Master s Students Annual Review Report can be found in Appendix E of the Masters Handbook. This report is due the last day in March. Satisfactory review at Candidacy will result in students continuation in the program and enrollment in the MFT Internship courses. Granting of Candidacy for the degree, however, does not guarantee a student s completion of the degree. Students who receive an Unsatisfactory review at Candidacy will be restricted from enrollment in clinical internship courses and required to submit a Remediation Plan to the MFT Program Director to address deficiencies detailed in the Portfolio Evaluation Form in order to remain enrolled in the program. Students who fail to submit a Remediation Plan within one month of issuance of the Candidacy Portfolio Review outcome will be restricted from enrollment in further coursework and may be dismissed from the program. Students who fail to successfully complete their remediation plan, or who continue to lack the clinical competencies needed for beginning clinical practice will be dismissed from the program. Table 4 Portfolio Documents at Candidacy Review and Corresponding Student Learning Outcomes Portfolio Products Student Outcome Demonstrated Combined Model Chart from CN6370 Outcome 2 Treatment Planning Project from CN7371 Outcomes 2 and 3 Sample Reflection Paper from CN7372 Outcomes 6 and 7 25

26 Professional Development Project from CN7374 Documentation of AAMFT Student Membership Documentation of AAMFT Student Membership Annual Review Form MA (due: June 30, 2012) MA Student Satisfaction Survey (due June 30, 2012; URL on Annual Review Form) Outcome 10 Outcome 10 Outcomes 3, 6, 7, and 8 Outcomes 3, 6, 7, and 8 Comprehensive Portfolio Review Satisfactory evaluation of the Comprehensive Review Portfolio will result in students approval by the MFT Program Faculty for graduation, upon completion of required clinical contact hours and fulfillment of clinical requirements. The Comprehensive review, in combination with the internship process, serves as a summative evaluation of students demonstration of clinical competence and all Student Learning Outcomes (See Table 5 for linkage of outcomes to portfolio contents). Further, students will receive formative feedback from faculty to facilitate their postgraduate professional development and progress toward licensure. Each of the required products will be submitted electronically for Committee Review (detailed instructions provided at Portfolio Orientation meeting). The required products for the MFT Theory and Practice Portfolio at Comprehensive Review are: 1. Clinical Video Demonstration and Position Paper (see below for details) 2. Internship Summary Report Form containing summary of direct client contact, team co-therapy, and supervision completed to date. 3. Supervisor-Report and Self-Report Competency Evaluation Forms (CEIs) from CN7380, CN7381, and subsequent completed semesters of MFT Internship (if applicable). 4. Documentation of Current AAMFT Student Membership. Table 5 Portfolio Documents at Comprehensive Review and Corresponding Student Learning Outcomes Portfolio Products Student Learning Outcomes Demonstrated Powerpoint slides for presentation Outcomes 1-9 Position Paper Outcomes

27 Clinical Video Demonstration Outcomes 3-10 Handout on clinical model (includes short bio with headshot) Outcomes 1-2 Hours Log Outcomes 6,10 (through completion of required client contact and supervision hours) AAMFT Membership Letter Outcomes 6, 10 Annual Review Form Form indicating completion of MFT Student Satisfaction Survey Outcome 7, 10 Clinical Video Demonstration and Position Paper The Clinical Video Demonstration and Position Paper is an opportunity for students to describe and demonstrate their personal approaches to clinical practice. The paper should be no more than 20 pages and written in accordance with current APA Publication Manual standards (currently 6 th edition). The paper should clearly describe, in a broad manner, how the student approaches therapy, and specifically what this looks like with two selected clients. A video demonstration should then complement the written description of the student s approach to therapy. In the Position Paper, students should specifically speak to the following points in order to demonstrate the outcomes evaluated at Comprehensive Review: Discuss in depth the model(s) of therapy they following in their clinical work, recognizing the historical context of the model(s) within the MFT field, Articulate the theory of change that underlies their clinical work, consistent with the model(s) they report following, and how their role as a therapist is shaped by this theoretical foundation, Describe how the therapist s and clients racial, cultural, and socioeconomic contexts are conceptualized by the therapist within the therapeutic process and how one attends to these contextual factors to facilitate a positive therapeutic alliance and promote positive therapeutic outcomes, Describe at least one example during the internship experience where one was faced with an ethical dilemma and the specific process used to resolve this dilemma (beyond simply consulting with a supervisor), Describe how published social science literature, both theoretical and empirical, informs their work with diverse clinical populations, Describe at least two cases (at least one relational, i.e., couple or family) from the students Family Life Center caseload to demonstrate the therapeutic approach outlined in the paper and provide edited video clips of these cases. A large component of the evaluation of this portfolio element is the extent to which students written description of their approach to therapy is consistent with the video demonstrations and case descriptions provided. 27

28 Evaluation of Comprehensive Portfolio Satisfactory Satisfactory evaluation by the Portfolio Review Committee is necessary for students to be endorsed by the program for graduation. Documentation of the Satisfactory evaluation is forwarded to the Graduate Council for approval. Upon completion of all academic and clinical program requirements, the student is approved for graduation. Unsatisfactory A student who receives an Unsatisfactory evaluation by the Portfolio Review Committee at Comprehensive Review must promptly schedule a meeting with the MFT Program Director to gather information necessary to develop a Remediation Plan. Details of a Remediation Plan will be developed based on the specific deficiency areas identified by the Portfolio Review Committee, and may include additional coursework and/or additional supervised clinical experience. The Remediation Plan will include a time line for re-submission of a complete, revised Comprehensive Review Portfolio. 28

29 Marriage and Family Therapy Program Masters of Arts Chapter 5: Clinical Internship 29

30 Chapter 5: Clinical Internship Internship Overview The clinical internship experience in the MFT Master s program presents students with the opportunity to apply the knowledge and skills learned in the classroom within a supportive supervised, yet real-world, environment. Student interns see clients in both the department on-campus clinic, the Family Life Center, as well as in an off-campus internship site selected by the student based on his or her professional interests and goals. Full-time MFT Master s students begin internship during the second year of the program; however, students are strongly advised to begin the process of selecting an off-site internship several months prior to enrolling in internship. Supervision is a critical element of the internship process. Interns will receive weekly supervision from an on-campus supervisor as well as a supervisor affiliated with the offsite placement. Supervisors must be AAMFT-approved supervisors or meet state LMFT supervision requirements in order to provide supervision for MFT students. Supervision is provided individually and in group formats utilizing live observation, video recordings, and case report modalities. Prerequisite Courses for Internship Enrollment Although all courses serve to prepare students for clinical practice, four courses contain specific prerequisite knowledge for the MFT internship: CN 6370, Foundations of MFT; CN 7372, Clinical Practicum in MFT: CN 7371, Strategies of Family Therapy; and CN 7374, Professional Issues in Marriage and Family Therapy. Deficiencies in conceptual and perceptual skills are addressed and remediated through on-going instructional activities and course evaluations in the four (4) clinical preparation courses. Students who have not demonstrated minimal clinical competencies necessary to begin work with clients will not be granted Candidacy nor be permitted to enroll in internship courses. Continuous Enrollment in Internship Courses MFT MA students complete a continuous 12-month Internship experience, with ongoing clinical experiences in both the Family Life Center, the on-campus clinical facility, and an offsite clinical facility approved by the program. The 12-month internship experience corresponds to MFT Internship courses I, II, and III (CN7380, 7381, and 7382). Students must be enrolled in internship course credits in order to engage in clinical activities within the Family Life Center; course enrollment is also required in order to apply clinical activities at off-site placements toward program requirements. Continuous enrollment in internship courses is required unless students formally request a leave from clinical activities; leave requests should be submitted in writing to the MFT Internship Coordinator and include a brief statement of reasons for requesting leave and the anticipated return date. Students who are inactive from the program for more than one calendar year must reapply for admission in order to resume enrollment. Many internship placements, as well as the FLC, are closed for national holidays, and the FLC is closed for approximately two weeks for the Winter Holiday season. Besides these 30