Marriage and Family Therapy Master s of Arts Program Handbook. Mount Mercy University

Transcription

1 Marriage and Family Therapy Master s of Arts Program Handbook Mount Mercy University

2 Welcome to the Marriage and Family Therapy Program at Mount Mercy University. You are about to embark on an educational journey that is intended to touch every aspect of your life while preparing you for a career as a Marriage and Family Therapist. The faculty members are excited to welcome you into the program and look forward to joining you on this journey. This handbook is important to your progress in the graduate 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 Catalog and other Mount Mercy publications. Each of these publications is updated annually and can be found on the Mount Mercy web page. Although written information is helpful and should be referenced to as needed, there is no substitute for personal contact. You are encouraged 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 will serve as your academic advisor throughout your enrollment in the Master s program. Please know that my door is always open to you. Sincerely, Randy Lyle, Ph.D. MFT Program Director 2

3 Faculty and Staff Randall R. Lyle, Associate Professor, Director of Marriage and Family Therapy Program B.A. Loretto Heights College, Denver Colo. M.Div. Seabury-Western Theological Seminary, Chicago Ph.D. Iowa State University Contact: Nancy Brauhn, Professor of Nursing BSN, University of Iowa MA, Loras College PhD, Marriage and Family Therapy, University of Iowa Contact: Don Damsteegt, Professor of Psychology B.A. Hope College (Mich.) M.Div. Western-Theological Seminary, M.A., Ph.D. University of Nebraska Contact: Melody A. Graham, Professor of Psychology and Dean of Graduate Programs B.A. University of California at Los Angeles M.A., Ph.D. Claremont Graduate University Contact: Richard A. Zingher, Professor of Social Work B.A. University of Kansas M.S.W. Rutgers University (N.J.) Contact: 3

4 Table of Contents Program Outcomes Chapter 1: ProgressionThrough the Program Admission Determination of Degree Plan Candidacy Review Clinical Practicum Final Review Graduation Chapter 2: Academic Requirements for MFT Program Chapter 3: Completion of Student Portfolios Portfolio Review Committee and Process Candidacy Review Final Review Chapter 4: Clinical Practicum Chapter 5: Graduate Policies and University Resources Appendices A. Requirements and Process to Become an LMFT in Iowa B. Core Competencies for MFTs adopted by the American Association for Marriage and Family Therapists C. Suggested Schedule of Courses D. Application for Practicum E. Instructions for Live Interview Assignment F. Practicum Agreement G. Supervisory Evaluation Forms 4

5 Student Learning Outcomes The MFT Master s program is designed around an outcomes-based educational philosophy. All coursework and program experiences are intended to foster student development and contribute to the following student outcomes upon program completion: 1. Students will demonstrate familiarity with the major concepts, theoretical perspectives and techniques of major marriage and family therapy and systemic models of therapy. 2. Students will develop research skills necessary to read and evaluate the latest advances in the therapy field. 3. Students will think reflectively and critically about theoretical, legal and practice issues in the field of marriage and family therapy. 4. Students will develop empathic, respectful and congruent interpersonal skills in order to work successfully with individuals, couples, families and groups in educational, community and mental health settings. 5. Students will communicate effectively using oral, written, listening, non-verbal attending and observational skills. 6. Students will develop mental health and marriage and family therapy skills necessary to assess, evaluate and intervene with individuals, couples and families and their development. 7. Students will maintain an inclusive, multicultural, systemic and global perspective, emphasizing social justice, equity and loyalty to the ideals of the Sisters of Mercy. Students progress toward these outcomes will be evaluated at multiple points across 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 seek feedback regarding their progress toward student outcomes. 5

6 Chapter 1: Progression through the Program There are six 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. 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. Transcripts from all colleges and universities previously attended showing the granting of a Bachelor s degree with a cumulative GPA of 3.0 or better (applicants with less than a 3.0 should address the reasons for the lower GPA and why they should be considered for admittance. Exceptions can be made at the discretion of the Program Director.) 3. Two Professional Letters of Reference 4. A personal interview with the Program Director or members of the faculty Students application materials are reviewed by department faculty and Graduate School representatives to determine admission status. Students may be admitted into two distinct admission categories (see Table 1). Table 1: Admission Categories Admission Category Regular Special When Granted Bachelor s degree from an accredited college or university meeting the 3.0 GPA standard; positive interview. Non-degree students seeking to transfer credit to another university or fulfill requirements for licensure or certification. Action Required None required Students taking courses to complete licensure requirements should file a letter stating which courses they need to take and consult with Program Director. A student is required to achieve a minimum GPA of 3.0. Only two C grades are permitted in the graduate program. A third grade of C or below will result in suspension or dismissal from the program. No MFT Specialization course (see Table #2) can be accepted with a grade below B-. A student receiving a C+, C-, or C may repeat a graduate course once. A maximum of 2 courses may be repeated. 6

7 Step 2: Determination of Degree Plan After attending the New Student Orientation, 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. Secondly, they facilitate students progression through their degree programs and 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 part-time enrollment, transferred coursework, 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 the Graduate Programs website. Completed degree plans should be approved by the MFT Program Director and included in students academic records to facilitate academic advising throughout the program. Degree plans should be on file with the MFT Program Director by the end of the students first Term of enrollment and any changes must be approved by the MFT Program Director. Step 3: Candidacy Review At Candidacy, the Department 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. It should be noted that the Program reserves the right to exit anyone from the program at any time at its own discretion. To be eligible to submit a Portfolio for Candidacy Review, students must meet the following requirements: 1. Completion of 20 graduate credits with a GPA of 3.0 or better 2. Completion of MF 503, MF 518, MF 545, MF 569, MF 546 and MF Regular status admission Satisfactory review at Candidacy will result in students continuation in the program and enrollment in the MFT Practicum 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 3 of this Handbook. 7

8 Step 4: Clinical Practicum 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 practicum experience to further advance and refine their clinical competence. The clinical practicum within the MFT Master s program includes three 4-credit hour courses (MF 590, MF 690 & MF 692) that should be completed consecutively. Students are responsible for making arrangements for an off-site practicum placement, and should begin locating a site at least one semester prior to when they plan to begin the practicum. Students should remain in communication with the MFT Clinical Director 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 Practicum. Step 5: Final Review In order to assess students attainment of Program 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 Program Outcomes, and serves as the Comprehensive Examination for the program. See Chapter 3 of this Handbook for complete information about Portfolio submission. To be eligible to submit a Portfolio, a student must: 1. Be maintaining matriculation or enrolled in their last semester of course work 2. Not be on academic probation or suspension 3. Have a cumulative grade point average of 3.0 or higher 4. Have been admitted to Candidacy. 5. Attend a Portfolio Review Orientation meeting Step 6: Graduation To be eligible for graduate students must complete the following: 1. Successfully completed all course work with a minimum GPA of Successfully completed portfolio review. 3. Completed 300 hours of direct client contact with 150 of those hours being relational (as documented on the Clinical Hours Report Form) and documented 60 hours of clinical supervision, 30 of which will be individual (not more than 2 students and 1 supervisor). 4. Completed an application for graduation Students should apply for graduation within 6 months of their anticipated graduation. Applications for graduation are found on the web page and are available from the registrar s office. Graduation fees will appear on your bill following the date of 8

9 application submission. Information will be sent to you regarding ordering hood, cap and gown. Master s candidates are invited to attend a graduation hooding ceremony where you will ceremoniously receive your master s hood. You will receive your diploma at the University commencement ceremony which is held the same weekend as the hooding ceremony. The University holds one commencement ceremony a year. Students graduating in December of the proceeding year, February, May or August are invited to attend that ceremony. Post-Graduation: Professional Licensure The vast majority of students entering the MFT program desire to provide direct mental health care services to individuals, couples, and/or families upon graduation. In order to practice as a marriage and family therapist within the State of Iowa, as well as most other states in the US and countries abroad, one must obtain a license through a government agency. In Iowa, the Iowa Department of Public Health, Board of Behavioral Science, Bureau of Professional Licensure administers licensure for MFTs (Licensed Marriage and Family Therapist, LMFT). MFT program graduates are required to pass a written examination and the accumulation of significant post-graduate, supervised clinical experience. See Appendix A for a summary of the LMFT licensure processes. 9

10 Chapter 2: Academic Requirements for MFT Program The MFT master s program is a 60-credit-hour program of study, including an intensive 12-month practicum of at least 300 client contact hours. Marriage and Family Therapists are employed in a wide variety of settings, such as social service agencies, churches, private family therapy practice, 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 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 practicum 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. Students then continue their professional development and attainment of competencies during the post-graduation clinical experiences and supervision necessary to fulfill licensure requirements. This is most often accomplished in the context of full or part-time employment in the mental health field. Program of Study The Master of Arts in Marriage and Family Therapy is a 60-semester-hour thesis or non-thesis 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. (Suggested part-time degree plan may be found in appendix C.) 10

11 Table 2: Summary of MFT Program Requirements Courses Credit Hours General Courses MF 524 Human Development 3 MF 550 Human Sexuality 3 MF 626 Psychopathology 3 MF 602 Cross Cultural Families 3 MF 640 Research Methods 3 MF 671 Therapeutic Methods with Parents & Children Total 4 19 hours Elective courses (3 required) MF 679 Intro to Medical Family Therapy (Elective) 3 MF 604 Neuroscience for MFT (Elective) 3 MF 655 Spirituality and the Family (Elective) 3 MF 695 Thesis Direction (optional) (3) Total 9 hours MFT Specialization Courses Required for Practicum MF 503 Family Systems 3 MF 518 Models of MFT 4 MF 569 Ethical and Professional Issues in MFT 3 MF582 Models of Couples Therapy 4 MF 545 Micro-counseling 3 MF 546 Pre-practicum 3 Total Clinical Courses MF 590 Practicum I 4 MF 690 Practicum II 4 MF 692 Practicum III 4 MF 700,701, 702, 703 Practicum IV (hours completion) Total 20 hours 12 hours Total Program Requirement 60 hours Students wishing to do a Thesis may replace one of the electives with the Thesis Direction course. See Program Director for more information. 11

12 Chapter 3: 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 final review) within program, 2. Opportunities (at candidacy and final review) for formative feedback to facilitate students development, 3. Summative evaluation of students competence at final review, 4. Formative feedback for program faculty and instructors as themes and patterns of learning are observed over time. Portfolio Review Committee A Portfolio Review Committee, composed of MFT program faculty and instructors of core MFT specialization courses (MF 503, MF 518, MF 545, MF 569, MF 546 & MF 582), will convene to evaluate portfolios of students seeking candidacy or graduation. Students to be reviewed will submit portfolios to the MFT Program Director through Live Text prior to the deadline. Late portfolios will not be accepted. Upon completion of the review process, portfolios feedback will be inputted in the LiveText program. A copy of feedback given to the student and a Portfolio Approval Form will be inserted into students records to indicate the outcome of the portfolio review. Portfolio Review for Candidacy Application Satisfactory review at Candidacy will result in students continuation in the program and enrollment in the MFT Practicum courses. Unsatisfactory review at Candidacy will, depending on nature of areas in which student has not demonstrated competence, result in a 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. At Candidacy Review, students portfolios should demonstrate preliminary achievement of Program Outcomes identified by the MFT faculty as indicative of clinical potential and success within the practicum process. Table 3 lists required content for the Portfolio at Candidacy, along with the Program Outcome the item should demonstrate. 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 Program 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 on all course products and should, therefore, incorporate this feedback into revisions of Portfolio products if 12

13 necessary to demonstrate achievement of the identified Program Outcomes prior to submission of the Candidacy Portfolio. Table 3: Portfolio Products at Candidacy Review and Corresponding Program Outcomes Portfolio Products Mid-term and Final case study MF 503 Model Synopses from MF 518 Case conceptualization, Clinical Assessment and Treatment plans Professional Development Project from MF 569 Student Learning Outcome Demonstrated Students will demonstrate familiarity with the major concepts, theoretical perspectives and techniques of major marriage and family therapy and systemic models of therapy. Students will think reflectively and critically about theoretical, legal and practice issues in the field of marriage and family therapy. Product from MF 582, evaluation of clinical skills from MF 545 & MF 546 Students will develop empathic, respectful and congruent interpersonal skills in order to work successfully with individuals, couples, families and groups in educational, community and mental health settings. Students will develop mental health and marriage and family therapy skills necessary to assess, evaluate and intervene with individuals, couples and families and their development. Documentation of AAMFT Student Membership Demonstrate one s professional identity as a Marriage and Family Therapist through membership in local, state, and national professional MFT organizations Final Portfolio Review Satisfactory final review will result in students approval by the MFT program for graduation, upon completion of required clinical contact hours. The final review serves as a summative evaluation of students demonstration of clinical competence and all Program Outcomes. Further, students will receive formative feedback from faculty to facilitate their postgraduate professional development and progress toward licensure. Table 4 links the Program Outcomes to Portfolio products. The required products for the MFT Theory and Practice Portfolio at Final Review are: 1. Clinical Demonstration and Position Paper 2. Practicum Summary Report Form 3. Documentation of Current AAMFT Student Membership 13

14 Table 4: Program Outcomes and Corresponding Portfolio Products at Final Review Program Outcomes 1. Students will demonstrate familiarity with the major concepts, theoretical perspectives and techniques of major marriage and family therapy and systemic models of therapy. Domain 1 2. Students will develop research skills necessary to read and evaluate the latest advances in the therapy field. Domain 6 3. Students will think reflectively and critically about theoretical, legal and practice issues in the field of marriage and family therapy. Domain 5 4. Students will develop empathic, respectful and congruent interpersonal skills in order to work successfully with individuals, couples, families and groups in educational, community and mental health settings. Domain 3 5. Students will communicate effectively using oral, written, listening, non-verbal attending and observational skills. Students will be able to demonstrate competence through effective record keeping, case notes and documentation of progress in therapy. Domain 2 and 3 6. Students will develop mental health and marriage and family therapy skills necessary to assess, evaluate and intervene with individuals, couples and families and their development. Domain 2 and 4 7. Students will maintain an inclusive, multicultural, systemic and global perspective, emphasizing social justice, equity and loyalty to the ideals of the Sisters of Mercy. All Domains Final Portfolio Product Completion of portfolio products for MF 503 & 518 at candidacy. Clinical position paper and clinical demonstration. Products from MF 582, MF 604, MF 671 Successful completion of MF 640 & submission of portfolio product Clinical Demonstration and Position Paper, a minimum rating of 3 on case conceptualization rubric summed across all CCs evaluated (4). MF 569, MF 602 Clinical Demonstration and Position Paper, a minimum rating of 3 on Treatment Plan scoring rubric summed across all Treatment Plans evaluated (4).MF 545, MF 546, MF 590, 690, 692 Clinical Demonstration and Position Paper, copies of outcome measures from each practicum MF 545, MF 546, MF 590, 690, 692 Clinical Demonstration and Position Paper, a minimum rating of 3 on case conceptualization rubric summed across all CCs evaluated (4). A minimum rating of 3 on Treatment Plan scoring rubric summed across all Treatment Plans evaluated (4).MF 626, MF 679, MF 524, MF 550 and MF 604 Clinical Demonstration and Position Paper, MF 503, MF 569, MF 602, MF

15 Clinical Demonstration and Position Paper The Clinical 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 APA Publication Manual standards. The paper should clearly describe, broadly, how the student approaches therapy. It should contain a systemic assessment, case conceptualization, clinical assessment and treatment plan with two selected clients. A video or audiotape demonstration should then compliment the written description of the student s approach to therapy by demonstrating successful therapeutic processes with two clients seen at the practicum site or a role play of the audiotape may be an option(at least one client should be relational, i.e., couple or family). The paper should also reflect the students reflections on program outcome # 7. The paper will be a more in-depth examination and explanation than that provided for MF 503 and MF 518 but will included the same elements; case conceptualization, clinical assessment, treatment plan, etc. Students will be granted a significant degree of latitude to be creative in their presentation as long as all of the required elements are present and the specifics of the various rubrics are covered. All elements of the Final Portfolio will be submitted electronically using LiveText. 15

16 Clinical Practicum Practicum MFT students begin practicum during the second year of the program. Although all courses serve to prepare students for clinical practice, six courses contain specific prerequisite knowledge for the MFT practicum: MF 503, MF 518, MF 545, MF 546, MF 569 & MF 582. Any clinical deficiencies are addressed and remediated through ongoing instructional activities and course evaluations in the six (6) clinical preparation courses. Students who have not demonstrated minimal clinical competencies necessary to begin work with clients will not be permitted to enroll in practicum courses. Once all requirements and approvals have been fulfilled students should submit the Application for Practicum (appendix D). Students are expected to complete a continuous 12-month practicum experience in an offsite clinical facility approved by the program. Supervision is a critical element of the practicum process. Interns will receive weekly supervision from an on-campus supervisor as well as a supervisor affiliated with the offsite placement. The University supervisors will be AAMFT-approved supervisors or meet state LMFT supervision requirements or the equivalent in order to provide supervision for MFT students. Supervision is provided individually and in group formats utilizing live observation, video or audiotape recordings, and case report modalities. Successful completion of the MFT practicum includes documentation of 300 client contact hours and 60 hours of supervision. Half (at least 150) of the client contact hours must be relational therapy (e.g., couple or family is the focus of therapy and multiple family members are present in the session). The 60 hours of supervision must include 30 hours of individual supervision (1-2 trainees present) and 30 hours of supervision based on raw client data (e.g., live observation, video, or audio recording). Requirements for practicum will be reviewed in the practicum orientation process before the start of each semester. Attendance at the practicum orientation meeting is mandatory. Students are strongly encouraged to communicate regularly with their supervisors and program faculty about any practicum questions. Students are responsible for recording and getting verification of client contact and supervision hours, to get recording forms signed and turned in at the end of each month. Client Contact Hours Definitions of Hours for Mount Mercy and AAMFT o Individual Therapy. Therapy with one person (a child or an adult) in the room. o Couple Therapy. Therapy with a couple in the room (two people who are either married or in a romantic relationship). o Family Therapy. Therapy with at least two members of a family present in the room. o Individual Group Therapy. Therapy with a group of individuals (children or adults) who are not related to each other. 16

17 o Couple Group Therapy. Therapy with at least two couples (two people who are either married or in a romantic relationship). o Family Group Therapy. Therapy with at least two families (who are not related to each other) in the room. o Team Practice Therapy. Therapy where there is an on-going and collaborative therapeutic effort, in which all team members have a shared responsibility for a case to be treated, and a shared authority to make treatment decisions (subject to supervisor approval). Clients should understand that they are being treated by a team rather than an individual. You must turn in the team practice form only the weeks you engage in team practice. Remember you must turn in the standard Weekly Clinical Report form each week even if you do turn in the team practice form. Supervision Hours o Individual Supervision. Supervision of two students (dyadic supervision) can be counted as individual supervision. o Group Supervision. Group supervision can not exceed six students per group, regardless of the number of supervisors present. o Live Individual Supervision. When a supervisor is conducting live supervision, the therapist(s) (up to two therapists) in the room with the client may count the time as individual supervision regardless of the number of students who are observing. When a student is simultaneously being supervised and having direct clinical contact, the time is counted as both supervision time and direct clinical contact time. o Live Group Supervision. Students observing someone else's clinical work may receive credit for group supervision provided that (1) at least one supervisor is present with the students, (2) there are no more than six students altogether, and (3) the supervisory experience involves an interactional process between the therapist(s), the observing students, and the supervisor. If there are no more than two students altogether, the observing student may receive credit for individual supervision under the same conditions. o Supervisee-Supervisor Co-therapy. If a supervisor and no more than two supervisees are physically present in the treatment room, the supervisee may receive client contact (if the supervisor and supervisee are co-therapists), or supervision, but not both. The role of the supervisor (supervisor or co-therapist) should be clearly defined prior to the session. o Liability Insurance. As a "marriage and family therapy intern," you can be held responsible for the results of your professional activities. Each practicum student must obtain professional liability insurance which is designed to provide coverage for suits of malpractice error or omissions in the performance of your duties whether actual or alleged. 17

18 Students must have insurance prior to signing up for practicum courses. Students must provide the MFT Program Director with verification of liability insurance before the first practicum. No intern may see clients without having insurance. Insurance may be obtained through a number of agencies; however, as a benefit of membership in the AAMFT, students enrolled in a MFT program will receive their liability insurance at no cost. Membership and insurance applications are available on the AAMFT website ( follow Professional Liability Insurance link under Family Therapists and Mental Health Practitioners heading). Site Selection Students are expected to provide clinical services in Practicum at one of several off-campus clinical facilities. The Program Director will assist you in selecting Practicum sites; however, it is the student's responsibility for securing a site. Selecting the most appropriate site is essential for the most benefit. You may wish to visit some of the sites early in your program to gain information about potential placements for the future. Students are expected to commit to one off-campus practicum site for the twelve months of practicum. This gives the sites greater benefits from the training opportunities they are providing and allows them to plan more effectively. If interns encounter difficulties or a lack of fit with the site, arrangements can be made with the Program Director to change sites. MFT practicum sites must meet accreditation requirements for supervision and type of client contact available for students. After students have identified sites of potential interest, they should call or the contact person for the practicum site to find out if the site is accepting interns at that time. If the site is accepting interns, students should follow the site s application process. This process will likely include the submission of a resume and an interview meeting. Students should approach this process as a job interview (e.g., dress professionally; arrive on time, follow-up interview with a thank you note). If a student wishes to complete his or her practicum requirements at a site other than those recognized by the program, he or she should work closely with the MFT Program Director to develop a practicum site and ensure that the practicum meets all program requirements. Evaluation in Practicum MFT practicum courses are graded on a pass/fail scale. Students are evaluated based on, engagement and participation in supervision experiences, demonstrated professional and personal growth, demonstration of clinical competence and their timely accumulation of client contact hours. Students will also produce a Live Interview recording and evaluation. Instructions for the Live Interview Assignment can be found in Appendix E. 18

19 Students who do not complete the required number of client contact hours will be given an IP (in progress) grade until the hours are completed. Depending on the number of hours remaining students may have to register for another term of Practicum (see below) or complete their hours within a prescribed period of time and then get a change of grade. In order to have the IP removed and the grade changed to a Pass, students must schedule a meeting with the supervisor who assigned the IP grade. Students should bring a grade change form and documentation of fulfillment of course requirements to the MFT Program Director. Students will receive ongoing feedback from supervisors throughout their practicum experiences. Supervisor feedback is intended to be constructive and facilitate students professional and personal development. At the end of each semester of practicum, a written evaluation of trainee s developing clinical competence is also completed by both the supervisor and by the intern. (Appendices G,H,I) These evaluations are intended to provide students with feedback about their developing clinical competence, which facilitates the formulation of goals within the next supervision course. In addition, client feedback will be incorporated into interns evaluations. Continued Enrollment in Practicum A Satisfactory evaluation in MF 692, MFT Practicum III, signifies completion of all internship requirements for the MFT Master s program. Students who have not completed all requirements will receive an IP (in progress) grade for MF 692 and be required to register and pay for additional practicum credits based on the cut-off points in Table 5. Table 5: Registration Schedule for Internship Enrollment After 3 rd Practicum Client Contact Remaining Register for Course Credit Hours 100 or more MF 703, MFT Practicum IV MF 702, MFT Practicum IV MF 701, MFT Practicum IV 1 <29 MF 700, Matriculation 0 19

20 Chapter 5: Graduate Policies and University Resources Graduate School Calendar of Events The Graduate MFT Program 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, practicums, 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 found on the Grad website. Correspondence from the Program and the University 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. All University correspondence will come to your Mount Mercy address. It is imperative that you check this address frequently or have it forwarded to an address that you do check frequently. Please change your contact information on MyMountMercy if it changes etc. Student Membership in Professional Organizations All students within the Department of Counseling and Human Services are expected to become actively involved in the professional organization(s) most closely associated with their interests and program of study. MFT students are required to join the American Association for Marriage and Family Therapy (AAMFT), the organization that acts as advocates for special interests of their members. 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. 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 Iowa Association of Marriage and Family Therapists (IAMFT). Students will receive ongoing information from program faculty regarding AAMFT and IAMFT events and opportunities. Students are strongly encouraged to attend AAMFT and IAMFT annual conferences. Writing Guidelines and Avoiding Plagiarism Written communication is vital in our modern society, and students success in their educational endeavors will be substantially facilitated by their abilities to communicate clearly in their written assignments. This section of the handbook is intended to provide a brief overview of several critical elements of professional writing expected as well as to provide resources available to students. 20

21 Academic Honesty First and foremost, students are expected to abide by the University s academic honesty policy, as outlined Graduate Academic Integrity Policy: o Mount Mercy University values integrity and honesty in all aspects of academics and campus life. As part of the academic mission, the University provides the following Definitions for which all students are responsible. Specific Procedures for handling alleged incidents of academic dishonesty and misconduct are available in the complete Graduate Academic Integrity Policy, which is printed in the Good Book and available on the internet at Graduate Academic Integrity Policy Students will sign an acknowledgment at the beginning of their enrollment at Mount Mercy College that they have been informed of the Graduate Academic Integrity Policy. The policy will be signed at the student s initial registration to the program. A student will receive a copy and a copy will be retained in the advising folder. All information regarding cases of suspected or confirmed Academic Dishonesty will be provided to only those with a need to know. Any suspected incident or dispute shall be raised to the student within five (5) working days of obtaining knowledge of the alleged violation. The following defines procedures, responsibilities and timelines for reporting suspected incidences of Academic Dishonesty. Note: For the purposes of this policy, working days are Monday-Friday while classes are in session. Informal Faculty Resolution The College encourages faculty members and students to informally resolve incidents of alleged academic dishonesty. Faculty members have the discretion to resolve cases of suspected academic dishonesty or misconduct on their own, including determining the consequence imposed. Upon accusation of academic dishonesty or misconduct, either the student or the faculty member has the right to refer the incident to the Program Director for informal resolution or the Graduate Academic Integrity Committee for formal resolution. Faculty members will complete the Graduate Programs Academic Integrity Reporting Form for each informal faculty resolved incident of academic dishonesty or misconduct. The form is to be signed by both the student and faculty member and sent to the Dean of Graduate Studies by the faculty member. The record will detail the suspected academic dishonesty and the outcome. Program Director Resolution The Program Director may attempt to mediate and resolve the dispute over the suspected academic dishonesty or misconduct. If either the student or faculty member is not satisfied with the outcome, either party has the right to refer the incident to the 21

22 Graduate Academic Integrity Committee. In such a case that the Program Director is the teacher of the class, the Dean of Graduate Studies would serve as the mediator. Program Directors will complete the Program Director section of the Graduate Programs Academic Integrity Reporting form for all incidences of academic dishonesty or misconduct that he/she mediates. The form will detail the incident and any outcome, and be signed by all parties (faculty member, student and Program Director) and sent to the Graduate Dean by the Program Director. Academic Integrity Committee Resolution In the event that an alleged incident of academic dishonesty or misconduct cannot be resolved informally with the student and faculty member, and/or the Program Director, the student or faculty member shall express their concerns in writing to the Dean of Graduate Studies, within ten (10) working days of the faculty member or Program Director s decision. Procedure Following Referral to the Academic Integrity Committee 1. The Dean of Graduate Studies shall notify the Academic Integrity Committee within five (5) working days of receipt of a complaint. 2. The Dean of Graduate Studies shall notify the interested parties in writing of the specific allegations of Academic Dishonesty within five (5) working days of the referral to the Dean of Graduate Studies, including a request for the submission of relevant written materials. Interested parties will then have five (5) working days to submit all relevant materials to the Dean of Graduate Studies office. 3. The Dean of Graduate Studies will provide all materials to the Graduate Academic Integrity Committee. Upon receipt, the voting members will decide within five (5) working days whether the allegations warrant a hearing. An affirmative vote of one of these members will warrant a hearing; otherwise the allegations will be closed because there is not sufficient evidence to proceed. 4. If a hearing is warranted, the chair will notify all parties and schedule a hearing within ten (10) working days. The chair will contact all parties in writing, along with the Dean of Graduate Studies, providing a brief statement of why a hearing was warranted. 5. Within these ten (10) working days, the Graduate Academic Integrity Committee may gather relevant information to the case. The Graduate Academic Integrity Committee may solicit information from other students in the class or other members of the Mount Mercy College community at their discretion or upon request of any person involved in the allegation. At the hearing, the Graduate Academic Integrity Committee will meet with all parties and witnesses. The proceedings will be recorded; this record will be available on a need to know basis and maintained in the Dean of Graduate Studies office. 22

23 6. If the student wishes to challenge the allegations of Academic Dishonesty, he/she must appear before the Graduate Academic Integrity Committee at the hearing. If a student does not appear at the hearing, the student waives all rights of appeal. In the event of a conflicting schedule, a faculty member may choose not to attend the hearing and allow his/her written materials to state his/her side of the case. 7. If the student wishes to admit to the charges, he/she must state so in writing to the Graduate Academic Integrity Committee, which will consult with the student and instructor to determine the appropriate action. 8. A decision, by majority vote of the voting members present at the hearing, shall be made based on the evidence presented at the hearing, along with other relevant materials gained through investigation by the Graduate Academic Integrity Committee. A written letter with findings and recommendations shall be prepared by the Committee and submitted to the Dean of Graduate Studies, along with copies sent to both parties, within five (5) working days of the hearing. The Committee shall refer to the policy for possible consequences. 9. Once the findings and recommendations of the Graduate Academic Integrity Committee are submitted, within five (5) days the Dean of Graduate Studies shall issue a final decision and notify in writing the interested parties and the Graduate Academic Integrity Committee. The Dean of Graduate Studies may consider additional information prior to making the decision. 10. After receiving the final written decision of the Dean of Graduate Studies, any party to the dispute may appeal this decision. A written letter summarizing the grounds for contesting this decision must be submitted to the Provost of the College, 210 Warde, within five (5) working days. Within thirty (30) working days, the Provost shall render a final written decision based upon review of the submitted information, findings, and recommendations. A copy shall be provided to the involved parties, the Dean of Graduate Studies, and the Graduate Academic Integrity Committee. The decision of the Provost is final. 11. In cases where an allegation of academic dishonesty is submitted towards the end of a fall, winter, or spring semester and members of the Graduate Academic Integrity Committee are not able to convene, the above mentioned procedure will require special modifications by the Dean of Graduate Studies. This may include but is not limited to modifications in the timeline for responding at each level of the process and may involve reconfiguration of the membership of the Graduate Academic Integrity Committee so that decisions are rendered in an equitable manner. 12. When an allegation of academic dishonesty involves two or more students, each student will be evaluated on an individual basis. 23

24 Consequences for Academic Dishonesty or Misconduct Based upon the gravity of the Academic Dishonesty, different academic sanctions may be appropriate. For instance, the nature of the incident and the personal history or prior offenses of an individual student are relevant factors to weigh. A suggested spectrum of offenses and examples are included below. Faculty are urged to consider these suggested sanctions in order to promote consistency and equity. Simple offense example: Student fails to properly cite sources one or two times in a paper, but the remainder of the paper is cited properly. Types of Sanctions: The student is given the opportunity to re-do the assignment, or an alternate assignment, for a reduced grade. The student is required to meet with the Director of the Academic Center for Excellence and commit to a plan for improvement. Serious offense Examples: Student is caught looking over at another student s test. Significant parts of a paper are not properly quoted and cited. Types of Sanctions: The student receives a failing grade for the assignment, but is allowed to continue in the course. Aggravated offense Examples: Student submits significant portions of a paper from the Internet that is not his/her own. Organized cheating with multiple students. Stealing tests. Types of Sanctions: The student receives a failing grade for the course. Repeated offenses Example: Student engages in academic misconduct in more than one course. Note: To monitor this type of misconduct, it is essential that faculty submit Academic Dishonesty Reports for each incident. Types of Sanctions: Expulsion from Mount Mercy is warranted. A more complete list of possible consequences is detailed below. One or more consequences may be appropriate. Counseling: The student(s) may be referred to appropriate counseling for assistance and education that will help prevent future incidences of Academic Dishonesty. Educational Sanction: The student(s) may be required to attend an educational program on academic integrity, ethics, or related subject. The student may receive instructions, re-do the assignment with consultation with the instructor, or 24

25 complete a new, alternative assignment with consultation with the instructor. The student may be responsible for related expenses, including expenses for education, counseling, or treatment, if any expense is entailed. Forfeiture of Grade on the Assignment: For the assignment to be given no credit, and the student(s) may continue the class with zero points for the assignment. Failure of the Course: The student(s) will receive a grade of F for the course. Exclusion from Mount Mercy facilities or activities: The student(s) may be prohibited from attending a class, undertaking Mount Mercy employment, entering a building, participating in an extracurricular activity sponsored by the institution, representing Mount Mercy in an official capacity, or using other services provided by the institution. Such exclusion may be for a definite or indefinite period of time. Probation: The student may be placed on probation for Academic Dishonesty. If further incidents of Academic Dishonesty occur, the student will be recommended for expulsion. Academic Suspension: The student(s) may be involuntarily separated from Mount Mercy for a stated period of time after which readmission is possible. The Dean of Graduate Studies shall determine when the suspension will become effective. A student with one or more violations may be suspended from Mount Mercy for an indefinite period of time. A student suspended indefinitely may petition the Dean of Graduate Studies for reinstatement. Expulsion: For a serious violation of the Academic Integrity Policy or repeated violations, the student(s) may be dismissed from Mount Mercy permanently. Policy revised and approved by the Graduate Policies Committee, Students who wish to examine the definition of plagiarism further may find the following websites helpful: Research Resources: Avoiding Plagiarism: Copyright and Fair Use in the Classroom, on the Internet, and on the World Wide Web: Fair Use of Copyrighted Material: APA Writing Style Due to the widespread utilization of APA Style in publications across Marriage and Family Therapy professional literature, the Department requires that students apply APA style within all written assignments completed as a part of program requirements. Students utilization of APA style prepares them for professional writing across their careers and develops their abilities to be informed consumers of professional literature. Students are required to purchase the latest edition of the Publication Manual of the American Psychological Association, on sale in the University Bookstore or through online booksellers. It is important to note that, although students frequently reference the APA Publication Manual for instructions on documenting sources, APA Style is much more than a referencing guide. The initial chapters of the Manual include valuable 25

26 writing tips related to avoiding bias in writing, as well as enhancing the clarity of one s writing. A number of websites have also been devoted to helping students learn APA style, and may be helpful for students as a supplement to the APA Publication Manual: Mount Mercy library web page The Online Writing Lab of Purdue University: The Writing Center-University of Wisconsin-Madison: Indiana State University APA Style Formatting Guide: University of Minnesota Crookston APA format ( APA Crib Sheet )-examples of citations: APA Style Checklist by Bill Southerly: APA Style Electronic Formats by Dr. Mary Ellen Guffey: APA Sample Paper: APA Sample Reference List: Academic Center for Excellence The Academic Center for Excellence (ACE) is located on the first floor of the Busse Library, offers services that support student academic endeavors. Services such as testing accommodations and access to computer software, as well as help with mastering statistics and writing assistance are available at ACE. Services are personalized, flexible and designed to compliment and support academic performance. ACE offers day and evening hours, with weekend appointments available upon request. A wide spectrum of Mount Mercy College students use the Academic Center, but all have one goal in common: to bring their skills to a new level of excellence. Please call for an appointment. 26

27 Appendix A: Requirements and Process to Become a Licensed Marriage and Family Therapist (LMFT) in Iowa The LMFT license in the State of Iowa is administered by the Board of Behavioral Science, Bureau of Professional Licensure (herein, the Board ), which operates within the Iowa Department of Public Health. In order to obtain the LMFT designation, individuals must submit an application, pay an application fee, pass the licensure exam, and document post-graduate clinical experience. The Department strongly encourages students to complete the LMFT licensure process, and strives to ensure that students are adequately prepared to succeed in their pursuit of the LMFT designation. Following is the Iowa law regarding licensure, intended to aid students understanding of the steps and requirements for each step. However, students should contact the LMFT Board directly with any questions, and maintain regular contact with the Board as they complete the process. The Board s webpage (below) includes specific information about requirements, policies, and procedures. Students should review this information carefully prior to initiating the licensure process. Contact information for Board: Board of Behavioral Science Bureau of Professional Licensure 321 E. 12 th Street Des Moines, IA Fax Webpage: CHAPTER 31 LICENSURE OF MARITAL AND FAMILY THERAPISTS AND MENTAL HEALTH COUNSELORS Ch 31, p.2 Professional Licensure [645] IAC 9/23/ (154D) Requirements for permanent and temporary licensure. The following criteria shall apply to licensure: 31.2(1) The applicant shall complete a board-approved application. Application forms may be obtained from the board s Web site ( or directly from the board office. All applications shall be sent to the Board of Behavioral Science, Professional Licensure Division, Fifth Floor, Lucas State Office Building, Des Moines, Iowa (2) The applicant shall complete the application form according to the instructions contained in the application. If the application is not completed according to the instructions, the application will not be reviewed by the board. 27

28 31.2(3) Each application shall be accompanied by the appropriate fees payable to the Board of Behavioral Science. The fees are nonrefundable. 31.2(4) No application will be considered by the board until official copies of academic transcripts sent directly from the school to the board of behavioral science have been received by the board or an equivalency evaluation completed by the Center for Credentialing and Education, Inc. (CCE) has been received by the board. The applicant shall present proof of meeting the educational requirements. Documentation of such proof shall be on file in the board office with the application and include one of the following: o For licensure as a marital and family therapist, an official transcript verifying completion of a marital and family therapy program accredited by the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) as defined in subrule 31.4(1) or an equivalency evaluation of the applicant s educational credentials completed by CCE as defined in subrule 31.4(2). o For licensure as a mental health counselor, an official transcript verifying completion of a mental health counseling program accredited by the Council on Accreditation of Counseling and Related Educational Programs (CACREP) as defined in subrule 31.6(1) or an equivalency evaluation of the applicant s educational credentials completed by CCE as defined in subrule 31.6(2). 31.2(5) The candidate for permanent licensure shall have the examination score sent directly from the testing service to the board. If the candidate for temporary licensure has not completed the examination prior to issuance of a temporary license, the candidate must successfully complete the examination before the temporary license expires. 31.2(6) The candidate for permanent licensure shall submit the required attestation of supervision forms documenting clinical experience as required in rule (154D) for marital and family therapy and rule (154D) for mental health counseling. 31.2(7) The candidate for temporary licensure for the purpose of fulfilling the postgraduate supervised clinical experience requirement must submit the Supervised Clinical Experience: Approval and Attestation form to the board and receive approval of the candidate s supervisor(s) prior to licensure. The temporary licensee must notify the board immediately in writing of any proposed change in supervisor(s) and obtain approval of any change in supervisor(s). Within 30 days of completion of the supervised clinical experience, the attestation of the completed supervised experience must be submitted to the board office. 31.2(8) A temporary license for the purpose of fulfilling the postgraduate supervised clinical experience requirement is valid for three years and may be renewed at the discretion of the board. 28

29 31.2(9) A licensee who was issued an initial permanent license within six months prior to the renewal shall not be required to renew the license until the renewal date two years later. 31.2(10) Incomplete applications that have been on file in the board office for more than two years shall be: o Considered invalid and shall be destroyed; or o Maintained upon written request of the applicant. The applicant is responsible for requesting that the file be maintained. [ARC 8152B, IAB 9/23/09, effective 10/28/09] (154D) Examination requirements. The following criteria shall apply to the written examination(s): IAC 9/23/09 Professional Licensure [645] Ch 31, p (1) In order to qualify for licensing, the applicant: o For a marital and family therapist license shall take and pass the Association of Marital and Family Therapy Regulatory Board (AMFTRB) Examination in Marital and Family Therapy. o For a mental health counselor license shall take and pass the National Counselor Examination of the NBCC, or the National Clinical Mental Health Counselor Examination of the NBCC, or the Certified Rehabilitation Counselor Examination of the CRCC. 31.3(2) Examination information will be provided when the applicant has been approved to take the examination. 31.3(3) The board will notify the applicant in writing of examination results. 31.3(4) Persons determined by the board not to have performed satisfactorily may apply for reexamination. 31.3(5) The passing score on the written examination shall be the passing point criterion established by the appropriate national testing authority at the time the test was administered (154D) Educational qualifications for marital and family therapists. The applicant must present proof of meeting the following educational requirements for licensure as a marital and family therapist: 31.4(1) Accredited program. Applicants must present with the application an official transcript verifying completion of a master s degree of 60 semester hours (or 80 29

30 quarter hours or equivalent) or a doctoral degree in marital and family therapy from a program accredited by the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) from a college or university accredited by an agency recognized by the United States Department of Education. Applicants who entered a program of study prior to July 1, 2010, must present with the application an official transcript verifying completion of a master s degree of 45 semester hours or the equivalent; or 31.4(2) Content-equivalent program. Applicants must present an official transcript verifying completion of a master s degree of 60 semester hours (or 80 quarter hours or equivalent) or a doctoral degree in a mental health, behavioral science, or a counseling-related field from a college or university accredited by an agency recognized by the United States Department of Education, which is contentequivalent to a graduate degree in marital and family therapy. Applicants who entered a program of study prior to July 1, 2010, must present with the application an official transcript verifying completion of a master s degree of 45 semester hours or the equivalent. After March 31, 2009, graduates from non-coamfte-accredited marital and family therapy programs shall provide an equivalency evaluation of their educational credentials by the Center for Credentialing and Education, Inc. (CCE), Web site The professional curriculum must be equivalent to that stated in these rules. Applicants shall bear the expense of the curriculum evaluation. In order to qualify as a content-equivalent degree, a graduate transcript must document: A. At least 9 semester hours or the equivalent in each of the three areas listed below: 1. Theoretical foundations of marital and family therapy systems. Any course which deals primarily in areas such as family life cycle; theories of family development; marriage or the family; sociology of the family; families under stress; the contemporary family; family in a social context; the cross-cultural family; youth/adult/aging and the family; family subsystems; individual, interpersonal relationships (marital, parental, sibling). 2. Assessment and treatment in family and marital therapy. Any course which deals primarily in areas such as family therapy methodology; family assessment; treatment and intervention methods; overview of major clinical theories of marital and family therapy, such as communications, contextual, experiential, object relations, strategic, structural, systemic, transgenerational. 3. Human development. Any course which deals primarily in areas such as human development; personality theory; human sexuality. One course must be psychopathology. B. At least 3 semester hours or the equivalent in each of the two areas listed below: 1. Ethics and professional studies. Any course which deals primarily in areas such as professional socialization and the role of the professional organization; legal responsibilities and liabilities; 30

31 2. Ch 31, p.4 Professional Licensure[645] IAC 9/23/09 independent practice and interprofessional cooperation; ethical issues in marital and family counseling; and family law. 3. Research. Any course which deals primarily in areas such as research design, methods, statistics; research in marital and family studies and therapy. 4. If the applicant has taught a graduate-level course as outlined above at a college or university accredited by an agency recognized by the United States Department of Education or the Council on Professional Accreditation, that course will be credited toward the course requirements. C. A graduate-level clinical practicum in marital and family therapy of at least 300 clock hours is required for all applicants. [ARC 7673B, IAB 4/8/09, effective 4/30/09] (154D) Clinical experience requirements for marital and family therapists. 31.5(1) The supervised clinical experience shall: A. Be a minimum of two years or the equivalent of full-time, postgraduate supervised clinical work experience in marital and family therapy; B. Be completed following the practicum, internship, and all graduate coursework, with the exception of the thesis; C. Include successful completion of 3,000 hours of marital and family therapy that shall include at least 1,500 hours of direct client contact and 200 hours of clinical supervision. Applicants who entered a program of study prior to July 1, 2010, shall include successful completion of 200 hours of clinical supervision concurrent with 1,000 hours of marital and family therapy conducted in person with couples, families and individuals; D. Include at least 100 of the 200 hours of clinical supervision as individual supervision; E. Have 50 percent (100 hours) of the clinical supervision conducted in person; and F. Have only supervised clinical contact credited for this requirement. 31.5(2) To meet the requirements of the supervised clinical experience: A. The supervisee must: 1. Meet with the supervisor for a minimum of four hours per month; 2. Offer documentation of supervised hours signed by the supervisor; 31

32 3. Compute part-time employment on a prorated basis for the supervised professional experience; 4. Have the background, training, and experience that is appropriate to the functions performed; 5. Have supervision that is clearly distinguishable from personal psychotherapy and is contracted in order to serve professional/vocational goals; 6. Have individual supervision that shall be in person with no more than one supervisor to two supervisees; 7. Have group supervision that may be completed with up to ten supervisees and a supervisor; and 8. Not participate in the following activities which are deemed unacceptable for clinical supervision: a. Peer supervision, i.e., supervision by a person of equivalent, but not superior, qualifications, status, and experience. b. Supervision, by current or former family members, or any other person, in which the nature of the personal relationship prevents, or makes difficult, the establishment of a professional relationship. B. The supervisor shall: c. Administrative supervision, e.g., clinical practice performed under administrative rather than clinical supervision of an institutional director or executive d. A primarily didactic process wherein techniques or procedures are taught in a group setting, classroom, workshop, or seminar. e. Consultation, staff development, or orientation to a field or program, or role-playing of family interrelationships as a substitute for current clinical practice in an appropriate clinical situation. 1. Be an Iowa-licensed marital and family therapist with a minimum of three years of clinical experience following licensure; or IAC 9/23/09 Professional Licensure[645] Ch 31, p.5 2. Be a supervisor or supervisor candidate approved by the American Association for Marriage and Family Therapy Commission on Supervision; or 3. Be licensed under Iowa Code chapter 147 and have a minimum of three years of full-time professional work experience, including experience in marital and family therapy, as approved by the board; and 32

33 4. Meet a minimum of four hours per month with the supervisee; and 5. Provide training that is appropriate to the functions to be performed; and 6. Ensure that therapeutic work is completed under the professional supervision of a supervisor; and 7. Not supervise any marital and family therapy or permit the supervisee to engage in any therapy which the supervisor cannot perform competently. 31.5(3) An applicant who has obtained American Association for Marriage and Family Therapy clinical membership and has provided a transcript sent directly from the school to the board is considered to have met the educational and clinical experience requirements of rules 31.4(154D) and 31.5(154D). [ARC 7673B, IAB 4/8/09, effective 4/30/09; ARC 8152B, IAB 9/23/09, effective 10/28/09] 33

34 Appendix B: Core Competencies of the American Association for Marriage and Family Therapy The marriage and family therapy (MFT) core competencies were developed through a collaborative effort of the American Association for Marriage and Family Therapy (AAMFT) and interested stakeholders. In addition to defining the domains of knowledge and requisite skills in each domain that comprise the practice of marriage and family therapy, the ultimate goal of the core competencies is to improve the quality of services delivered by marriage and family therapists (MFTs). Consequently, the competencies described herein represent the minimum that MFTs licensed to practice independently must possess. Creating competencies for MFTs and improving the quality of mental health services was considered in the context of the broader behavioral health system. The AAMFT relied on three important reports to provide the framework within which the competencies would be developed: Mental Health: A Report of the Surgeon General; the President s New Freedom Commission on Mental Health s Achieving the Promise: Transforming Mental Health Care in America; and the Institute of Medicine s Crossing the Quality Chasm. The AAMFT mapped the competencies to critical elements of these reports, including IOM s 6 Core Values that are seen as the foundation for a better health care system: 1) Safe, 2) Person- Centered, 3) Efficient, 4) Effective, 5) Timely, and 6) Equitable. The committee also considered how social, political, historical, and economic forces affect individual and relational problems and decisions about seeking and obtaining treatment. The core competencies were developed for educators, trainers, regulators, researchers, policymakers, and the public. The current version has 128 competencies; however, these are likely to be modified as the field of family therapy develops and as the needs of clients change. The competencies will be reviewed and modified at regular intervals to ensure the competencies are reflective of the current and best practice of MFT. The core competencies are organized around 6 primary domains and 5 sub- domains. The primary domains are: 1) Admission to Treatment All interactions between clients and therapist up to the point when a therapeutic contract is established. 2) Clinical Assessment and Diagnosis Activities focused on the identification of the issues to be addressed in therapy. 3) Treatment Planning and Case Management All activities focused on directing the course of therapy and extra-therapeutic activities. 4) Therapeutic Interventions All activities designed to ameliorate the clinical issues identified. 5) Legal Issues, Ethics, and Standards All aspects of therapy that involve statutes, regulations, principles, values, and mores of MFTs. 6) Research and Program Evaluation All aspects of therapy that involve the systematic analysis of therapy and how it is conducted effectively. The subsidiary domains are focused on the types of skills or knowledge that MFTs must develop. These are: a) Conceptual, b) Perceptual, c) Executive, d) Evaluative, and e) Professional. Although not expressly written for each competency, the stem Marriage and family therapists should begin each. Additionally, the term client is used broadly and refers to the therapeutic system of the client/s served, which includes, but is not limited to individuals, couples, families, and others with a vested interest in helping clients change. Similarly, the term family is used generically to refer to all people identified by clients as part of their family system, this would include fictive kin and relationships of choice. Finally, the core competencies encompass behaviors, skills, attitudes, and policies that promote awareness, acceptance, and respect for differences, enhance services that meet the needs of diverse populations, and promote resiliency and recovery. 34

35 Domain 1: Admission to Treatment Number Subdomain Competence Conceptual Understand systems concepts, theories, and techniques that are foundational to the practice of marriage and family therapy Conceptual Understand theories and techniques of individual, marital, couple, family, and group psychotherapy Conceptual Understand the behavioral health care delivery system, its impact on the services provided, and the barriers and disparities in the system Conceptual Understand the risks and benefits of individual, marital, couple, family, and group psychotherapy Perceptual Recognize contextual and systemic dynamics (e.g., gender, age, socioeconomic status, culture/race/ethnicity, sexual orientation, spirituality, religion, larger systems, social context) Perceptual Consider health status, mental status, other therapy, and other systems involved in the clients lives (e.g., courts, social services) Perceptual Recognize issues that might suggest referral for specialized evaluation, assessment, or care Executive Gather and review intake information, giving balanced attention to individual, family, community, cultural, and contextual factors Executive Determine who should attend therapy and in what configuration (e.g., individual, couple, family, extrafamilial resources) Executive Facilitate therapeutic involvement of all necessary participants in treatment Executive Explain practice setting rules, fees, rights, and responsibilities of each party, including privacy, confidentiality policies, and duty to care to client or legal guardian Executive Obtain consent to treatment from all responsible persons Executive Establish and maintain appropriate and productive therapeutic alliances with the clients Executive Solicit and use client feedback throughout the therapeutic process Executive Develop and maintain collaborative working relationships with referral resources, other practitioners involved in the clients care, and payers Executive Manage session interactions with individuals, couples, families, and groups Evaluative Evaluate case for appropriateness for treatment within professional scope of practice and competence Professional Understand the legal requirements and limitations for working with vulnerable populations (e.g., minors) Professional Complete case documentation in a timely manner and in accordance with relevant laws and policies Professional Develop, establish, and maintain policies for fees, payment, record keeping, and confidentiality. Domain 2: Clinical Assessment and Diagnosis Number Subdomain 35 Competence Conceptual Understand principles of human development; human sexuality; gender development; psychopathology; psychopharmacology; couple processes; and family development and processes (e.g., family, relational, and system dynamics) Conceptual Understand the major behavioral health disorders, including the epidemiology, etiology, phenomenology, effective treatments, course, and prognosis.

36 Number Subdomain Competence Conceptual Understand the clinical needs and implications of persons with comorbid disorders (e.g., substance abuse and mental health; heart disease and depression) Conceptual Comprehend individual, marital, couple and family assessment instruments appropriate to presenting problem, practice setting, and cultural context Conceptual Understand the current models for assessment and diagnosis of mental health disorders, substance use disorders, and relational functioning Conceptual Understand the strengths and limitations of the models of assessment and diagnosis, especially as they relate to different cultural, economic, and ethnic groups Conceptual Understand the concepts of reliability and validity, their relationship to assessment instruments, and how they influence therapeutic decision making Perceptual Assess each clients engagement in the change process Perceptual Systematically integrate client reports, observations of client behaviors, client relationship patterns, reports from other professionals, results from testing procedures, and interactions with client to guide the assessment process Perceptual Develop hypotheses regarding relationship patterns, their bearing on the presenting problem, and the influence of extra-therapeutic factors on client systems Perceptual Consider the influence of treatment on extra-therapeutic relationships Perceptual Consider physical/organic problems that can cause or exacerbate emotional/interpersonal symptoms Executive Diagnose and assess client behavioral and relational health problems systemically and contextually Executive Provide assessments and deliver developmentally appropriate services to clients, such as children, adolescents, elders, and persons with special needs Executive Apply effective and systemic interviewing techniques and strategies Executive Administer and interpret results of assessment instruments Executive Screen and develop adequate safety plans for substance abuse, child and elder maltreatment, domestic violence, physical violence, suicide potential, and dangerousness to self and others Executive Assess family history and dynamics using a genogram or other assessment instruments Executive Elicit a relevant and accurate biopsychosocial history to understand the context of the clients problems Executive Identify clients strengths, resilience, and resources Executive Elucidate presenting problem from the perspective of each member of the therapeutic system Evaluative Evaluate assessment methods for relevance to clients needs Evaluative Assess ability to view issues and therapeutic processes systemically Evaluative Evaluate the accuracy and cultural relevance of behavioral health and relational diagnoses Evaluative Assess the therapist-client agreement of therapeutic goals and diagnosis Professional Utilize consultation and supervision effectively. 36

37 Domain 3: Treatment Planning and Case Management Number Subdomain Competence Conceptual Know which models, modalities, and/or techniques are most effective for presenting problems Conceptual Understand the liabilities incurred when billing third parties, the codes necessary for reimbursement, and how to use them correctly Conceptual Understand the effects that psychotropic and other medications have on clients and the treatment process Conceptual Understand recovery-oriented behavioral health services (e.g., self-help groups, 12-step programs, peer-to-peer services, supported employment) Perceptual Integrate client feedback, assessment, contextual information, and diagnosis with treatment goals and plan Executive Develop, with client input, measurable outcomes, treatment goals, treatment plans, and after-care plans with clients utilizing a systemic perspective Executive Prioritize treatment goals Executive Develop a clear plan of how sessions will be conducted Executive Structure treatment to meet clients needs and to facilitate systemic change Executive Manage progression of therapy toward treatment goals Executive Manage risks, crises, and emergencies Executive Work collaboratively with other stakeholders, including family members, other significant persons, and professionals not present Executive Assist clients in obtaining needed care while navigating complex systems of care Executive Develop termination and aftercare plans Evaluative Evaluate progress of sessions toward treatment goals Evaluative Recognize when treatment goals and plan require modification Evaluative Evaluate level of risks, management of risks, crises, and emergencies Evaluative Assess session process for compliance with policies and procedures of practice setting Professional Monitor personal reactions to clients and treatment process, especially in terms of therapeutic behavior, relationship with clients, process for explaining procedures, and outcomes Professional Advocate with clients in obtaining quality care, appropriate resources, and services in their community Professional Participate in case-related forensic and legal processes Professional Write plans and complete other case documentation in accordance with practice setting policies, professional standards, and state/provincial laws Professional Utilize time management skills in therapy sessions and other professional meetings. 37

38 Domain 4: Therapeutic Interventions Number Subdomain Competence Conceptual Comprehend a variety of individual and systemic therapeutic models and their application, including evidence-based therapies and culturally sensitive approaches Conceptual Recognize strengths, limitations, and contraindications of specific therapy models, including the risk of harm associated with models that incorporate assumptions of family dysfunction, pathogenesis, or cultural deficit Perceptual Recognize how different techniques may impact the treatment process Perceptual Distinguish differences between content and process issues, their role in therapy, and their potential impact on therapeutic outcomes Executive Match treatment modalities and techniques to clients needs, goals, and values Executive Deliver interventions in a way that is sensitive to special needs of clients (e.g., gender, age, socioeconomic status, culture/race/ethnicity, sexual orientation, disability, personal history, larger systems issues of the client) Executive Reframe problems and recursive interaction patterns Executive Generate relational questions and reflexive comments in the therapy room Executive Engage each family member in the treatment process as appropriate Executive Facilitate clients developing and integrating solutions to problems Executive Defuse intense and chaotic situations to enhance the safety of all participants Executive Empower clients and their relational systems to establish effective relationships with each other and larger systems Executive Provide psychoeducation to families whose members have serious mental illness or other disorders Executive Modify interventions that are not working to better fit treatment goals Executive Move to constructive termination when treatment goals have been accomplished Executive Integrate supervisor/team communications into treatment Evaluative Evaluate interventions for consistency, congruency with model of therapy and theory of change, cultural and contextual relevance, and goals of the treatment plan Evaluative Evaluate one s own ability to deliver interventions effectively Evaluative Evaluate treatment outcomes as treatment progresses Evaluative Evaluate clients reactions or responses to interventions Evaluative Evaluate clients outcomes for the need to continue, refer, or terminate therapy Evaluative Evaluate reactions to the treatment process (e.g., transference, family of origin, current stress level, current life situation, cultural context) and their impact on effective intervention and clinical outcomes Professional Respect multiple perspectives (e.g., clients, team, supervisor, practitioners from other disciplines who are involved in the case) Professional Set appropriate boundaries, manage issues of triangulation, and develop collaborative working relationships Professional Articulate rationales for interventions related to treatment goals and plan, assessment information, and systemic understanding of clients context and dynamics. 38

39 Domain 5: Legal Issues, Ethics, and Standards Number Subdomain Competence Conceptual Know state, federal, and provincial laws and regulations that apply to the practice of marriage and family therapy Conceptual Know professional ethics and standards of practice that apply to the practice of marriage and family therapy Conceptual Know policies and procedures of the practice setting Conceptual Understand the process of making an ethical decision Perceptual Recognize situations in which ethics, laws, professional liability, and standards of practice apply Perceptual Recognize ethical dilemmas in practice setting Perceptual Recognize when a legal consultation is necessary Perceptual Recognize when clinical supervision or consultation is necessary Executive Monitor issues related to ethics, laws, regulations, and professional standards Executive Develop and assess policies, procedures, and forms for consistency with standards of practice to protect client confidentiality and to comply with relevant laws and regulations Executive Inform clients and legal guardian of limitations to confidentiality and parameters of mandatory reporting Executive Develop safety plans for clients who present with potential self-harm, suicide, abuse, or violence Executive Take appropriate action when ethical and legal dilemmas emerge Executive Report information to appropriate authorities as required by law Executive Practice within defined scope of practice and competence Executive Obtain knowledge of advances and theory regarding effective clinical practice Executive Obtain license(s) and specialty credentials Executive Implement a personal program to maintain professional competence Evaluative Evaluate activities related to ethics, legal issues, and practice standards Evaluative Monitor attitudes, personal well-being, personal issues, and personal problems to insure they do not impact the therapy process adversely or create vulnerability for misconduct Professional Maintain client records with timely and accurate notes Professional Consult with peers and/or supervisors if personal issues, attitudes, or beliefs threaten to adversely impact clinical work Professional Pursue professional development through self-supervision, collegial consultation, professional reading, and continuing educational activities Professional Bill clients and third-party payers in accordance with professional ethics, relevant laws and polices, and seek reimbursement only for covered services. 39

40 Domain 6: Research and Program Evaluation Number Subdomain Competence Conceptual Know the extant MFT literature, research, and evidence-based practice Conceptual Understand research and program evaluation methodologies, both quantitative and qualitative, relevant to MFT and mental health services Conceptual Understand the legal, ethical, and contextual issues involved in the conduct of clinical research and program evaluation Perceptual Recognize opportunities for therapists and clients to participate in clinical research Executive Read current MFT and other professional literature Executive Use current MFT and other research to inform clinical practice Executive Critique professional research and assess the quality of research studies and program evaluation in the literature Executive Determine the effectiveness of clinical practice and techniques Evaluative Evaluate knowledge of current clinical literature and its application Professional Contribute to the development of new knowledge. 40

41 Appendix C Suggested Schedules of Courses, by Semester of First Enrollment Full-Time Fall Enrollment Yeaear One Block 1-2 Aug 23-Nov6 MF503 Family Systems MF518 Models of MFT Year Two Block 1-2 Aug 23-Nov6 MF626 Psychopathology MF590, MF690, or MF692 Practicum I,II or III Block 3 Nov8-Dec 18 Block 3 Nov 8-Dec 18 MF569 Ethical and Professional Issues MF602 Cross Cultural Family MF590, MF690, or MF692 Practicum I,II or III Block 4 Jan 3-Feb 5 Block 4 Jan 3-Feb 15 MF545 Microcounseling MF604 Neuroscience for MFT MF590, MF690, or MF692 Practicum I,II or III Block 5-6 Feb 7-April 23 Block 5-6 Feb 7-April 23 MF524 Human Development MF640 Research Methods MF546 Prepracticum MF590, MF690, or MF692 Practicum I,II or III Block 7 April 25-May 28 MF550 Human Sexuality Block 7 April 25-May28 MF679 Intro to Medical Family Therapy MF590, MF690, or MF692 Practicum I,II or III Block 8-9 June 7-Aug 20 Block 8-9 June 7-Aug 20 MF582 Models of Couples Therapy MF671 Therapeutic Methods with Parents and MF655 Spirituality and the Family Children MF590, MF690, or MF692 Practicum I,II or III Note: Practicum courses run for 15 weeks and are continuous for the entire year. 41

42 Marriage and Family Therapy Part-Time Schedule Year 1 Year 2 Year 3 Year 4 Block 1/2 Aug-Oct MF 503 Family Systems MF 518 Models of MFT MF 640 Research Methods MF 690 Practicum Block 3: Nov-Dec MF 524 Human Development MF 602 Cross Cultural Family (Can take year 1 or year 2 block 3 class here) Block 4: Jan-Feb MF 545 Microcounseling MF 604 Neuroscience in MFT (Can take year 1 or year 2 block 4 class here) MF692 Practicum Block 5/6: Feb- Apr MF 569 Ethical Issues MF 626 Psychopathology MF 546 Prepracticum Block 7: April May MF 550 Human Sexuality MF 679 Intro to Medical Family Therapy MF 590 Practicum Block 8/9: Jun- Aug MF 582 Models of Couples MF 655 Spirituality MF 671 Therapeutic Methods (Could take Spirituality here also) (Could take Spirituality here also) Would finish the end of April in year 4 Practicum is a yearlong sequence and each section is 15 weeks 42

43 Appendix D Application for Practicum Completion of Prerequisites: MF 503 FAMILY SYSTEMS MF 518 Models of Marriage and Family Therapy MF 545 Micro-counseling MF 546 Pre-Practicum MF 569 Ethical and Professional Issues in MFT MF 582 Models of Couples Therapy Completion of Candidacy Review Copy of Liability Insurance on File Signed copy of site contract on file Name of site: Address: On-Site Supervisor: 43

44 Appendix E Live Interview Quick Summary The live interview involves observing students conducting a live initial session with a family with minor children. For optimal competency assessment, it is best to do this with a role play with specific components outlined in the instructions (e.g., a minor, one crisis issue, an emotionally intense interaction, etc.). However, this can also be done with actual clients in a clinic setting. There are obvious advantages and disadvantages to doing a role play (more control over content of interview) vs. actual client ( actual interactions with real clients). Potential Courses -practicum skill development courses When to Assess: Formative and Summative Assessments Due to the time intensive process of assessing the Live Interview, it may only be possible to do a summative assessment towards the end of training. Ideally, the Live Interview should be done as a formative assessment in a pre-practicum skills class and then as a summative assessment towards the end of their traineeship. Potential Texts Patterson, J., Williams, L., Grauf-Grounds, C., & Chamow, L. (1998). Essential skills in family therapy. New York: Guilford. 44

45 Live Interview Instructions Mock/Role Play interview with a family with a minor child; may also be done with a live family although this may reduce number of areas that can be assessed. Roles Therapist: 1-2 people to be therapist Family: 2-6 people to be the family Supervisor: 1-2 people to be supervisor Team: 1 or more people to be the team (optional) Family Vignette should include: Interview Format A family with a minor child (minimum 2 people; ideally 3 or more) One potential crisis that requires a safety plan, e.g. cutting, suicide, binging, drinking, partner violence, etc. At least one overt diversity issue that is made known to therapist early in session or before beginning role play: culture, language, education, SES, ability, sexual orientation, etc. One high intensity moment (preferable not at end): an argument, refusal to speak, etc. Therapist role plays introductory meeting with family, including process of obtaining consent. Length of session should be predetermined. A mid-session break should be scheduled for therapist(s) to meet with supervisor and team. Therapist Tasks include: Establish a therapeutic relationship with all family members, attending to diversity issues Introductory Discussion to Obtain Consent Discuss agency policies and procedures Discuss confidentiality and its limits 45

46 Address confidentiality with minors and between family members (e.g., secrets/no secrets policy) Systemically Assess and Intervene Obtain description of problem from all family members, including children Use of systemic perspective to view family Use of relational questions and reframing to help generate systemic perspective for family Manage Crisis Issues Address crisis issues and create safety plan when needed Offer one referral Psychoeducation regarding major mental health disorders, prognosis, recovery process, etc. Manage Time A mid-session break with consult from supervisor/team (mock supervisor okay) End on time without reminder from supervisor/instructor 46

47 Live Interview Evaluation Quick Summary The Live Interview Evaluation is completed after the Live Interview by the student and targets the Core Competencies that address students ability to assess their performance. This exercise is a written reflection on strengths, weaknesses, and areas for improvement. Potential Courses -practicum skill development courses Practicum/Internship courses When to Assess: Formative and Summative Assessments The Live Interview Evaluation should be done in conjunction with the Live Interview. Due to the time intensive process of assessing the Live Interview, it may only be possible to do a summative assessment towards the end of the training. Ideally, the Live Interview and Live Interview Evaluation should be done as a formative assessment in a pre-practicum skills class and then as a summative assessment towards the end of their traineeship. Potential Texts Patterson, J., Williams, L., Grauf-Grounds, C., & Chamow, L. (1998). Essential skills in family therapy. New York: Guilford. 47

48 Live Interview Evaluation Instructions After completing your live interview, evaluate your skills by answering the following questions: 1. Evaluate how you developed a therapeutic relationship with each person and how each responded. How effective were you? Include strengths and areas for improvement. 2. Evaluate your personal reactions to the clients and therapy process and how they may have affected treatment dynamics. Include strengths and areas for improvement. 3. Evaluate how you attempted to view the situation systemically and attend to diversity, including any challenges and how you overcame them. Include strengths and areas for improvement. 4. Describe and evaluate your rationales for; a) Choice of theory b) Assessment approach c) Intervention choice, including an analysis of how these choices fit with client needs. Include strengths and areas for improvement. 5. Evaluate how well you adhered to administrative policies, including managing time, paperwork, and mid-session break. Include strengths and areas for improvement. 6. Evaluate your handling of legal, ethical, and crisis issues. Include strengths and areas for improvement. 7. Evaluate the treatment and session outcome. How effective was this session and why? Include strengths and areas for improvement. 8. Evaluate your overall clinical skills in this session. Include strengths and areas for improvement. 9. Develop a Professional Development Plan with a prioritized list of areas for improvement with the most critical area listed first. For each area, include a step-by-step plan for improvement. Typing Instructions: Use APA format Include APA coversheet APA running head Use first-level APA heading to clearly identify each section; use italicized words in question for heading; second-level headings optional Double-space; use APA paragraph formatting and margins Use in-text citations and references as needed to support your answers 48

49 Appendix F Practicum Agreement The Marriage and Family Therapy Program at Mount Mercy University and agree to the following criteria for serving as a Practicum site for:. University Responsibilities/Clinical Director: The Clinical Director will ensure that the trainee has met academic and pre-training requirements and is prepared for practicum. The Clinical Director will provide the Site Supervisor evaluation forms for use with the trainee. The Clinical Director will provide the Trainee with evaluation forms for the Site and the onsite supervisor. The Clinical Director will collect and verify trainee s client contact and supervision hours. The Clinical Director or On-campus Supervisor will assign a grade (Pass/Fail) for each Practicum Block (MF 590, MF 690, MF 692, and MF 700 if needed). The Clinical Director will also verify completion of total required hours of client contact and supervision. The University will provide AAMFT approved supervision or its equivalent in addition to on-site supervision. Practicum Site Responsibilities: The On-Site supervisor will be a Licensed Mental Health Care Provider with at least two years post-licensure experience in the provision of therapeutic clinical services. Documentation of qualifications will be provided to the Clinical Director. The On-Site Supervisor will provide the Trainee with at least 1 hour of supervision for every 5 hours of direct client contact or a minimum of 1 hour per week. At least 1 hour of supervision will be individual (no more than 2 trainees and 1 supervisor). Additional hours of supervision may be group with groups not to exceed 10 trainees at any one time. The On-Site Supervisor or appointed administrator will provide the Trainee and the Clinical Director a copy of the policies regarding grievance procedures and nondiscrimination disclosures. The On-Site Supervisor agrees to evaluate the Trainee at the conclusion of each Block. A form will be provided by the Program/Clinical Director for this purpose. Evaluations will be done in consultation with the Trainee and will require the signature of both the On-Site Supervisor and the Trainee before they are given to the Program. 49

50 The Site will provide Trainees with a variety of opportunities to provide direct clinical therapeutic services to individuals, couples and families. Trainees may also participate in psychoeducational groups, play therapy, case consultation, collaboration with other health care providers and co-therapy. Trainees are expected to accumulate a total of 300 direct client contact hours over the course of one academic year (3 fifteen week Blocks). Trainees also are expected to accumulate 60 Hours of supervision to be divided between the Site and the Supervision provided by the Program. Trainee Responsibilities: The Trainee must register for Practicum credit (MF 590, MF 690, MF 692 & MF 700s if needed) while performing duties at the Site. The Trainee will conduct at least hours of direct client contact each week and perform other related duties as arranged with the On-Site Supervisor. The Trainee will submit a monthly report of number hours and type of client contact, number of hours of supervision, and number of hours in adjunctive services (writing case notes, consulting, educational or training services, etc.), signed by the On- Site Supervisor. The Trainee will complete an evaluation of the site and the On-Site Supervisor at the end of each Practicum Block and turn the evaluations into the Clinical/Program Director. The Trainee is responsible for seeing that all forms and evaluations required for a grade or graduation are turned into the Clinical/Program Director by the assigned deadline. The Trainee is ultimately responsible for ensuring that all requirements for completion of the Practicum requirements have been met. This agreement will be in effect from the signature date and to continue for 5 years at which time the agreement will need to be evaluated and renewed. The agreement can be revised or terminated by either party with 30 days written notice. The Site agrees to give reasonable consideration to Trainees and allowances made for their successful completion of contact hours. Practicum Site Date Program Representative Date Trainee Date 50

51 Practicum Site Information Agency Name: Address: Phone: 1. Description of Agency: (e.g. diagnostic categories of clients; clinical services offered; student responsibilities; cultural groups served; etc.) 2. Trainees may provide services for (checked required): Individual Adults Couples/Families (150 total required) Children/Adolescents Groups 3. Trainees will gain experience in (checked required): Assessment/Diagnosis: Describe: Psychotherapy: Describe: Treatment Planning/Case Documentation Case Management/Advocacy Diverse Client Population: Describe: Crisis Management: Describe: 4. Trainees will have the opportunity to participate in: Training Seminars at site: Training will include topics such as: Staff meetings: Date/Time: Continuing education seminars or conferences off-site. 5. Supervision: Individual Supervision minimum 1 individual hour per week. Group supervision Co-therapy training (with more experienced trainee or licensed professional) Live supervision (either observation or audio/visual tape supervision). Supervision by an AAMFT Approved Supervisor. 51

52 6. Application Procedure/Requirements: a. Describe application procedures and deadlines: b. To apply for a Trainee position the student needs to contact at (number or ) and complete the following (background check, interview, resume, etc.) c. The Agency requires a month commitment and a minimum of hours of direct clinical services per week and a total of hours per week. 52

53 Appendix G Competence Evaluation Instrument: Trainee-Report Please rate yourself on each of the following items based on the scale below: 5 = I am very strong in this area with all clients. This comes naturally for me now. 4 = I am generally strong in this area, though it may be more difficult with some clients. 3 = I am generally competent in this area, but I am continuing to work on this skill. 2 = I am inconsistent in this area- sometimes I do well and sometimes this is a weakness; I am continuing to work on this skill 1 = This is a weakness for me; I am continuing to work on this skill. NA = I am not able to assess this skill at this time. (*Please describe why not on the reverse side of this page.) 1. I create an atmosphere of acceptance and understanding. 2. I attend to clients emotional climate in order to build trust. 3. I engage clients in the therapeutic process. 4. I develop mutually agreeable goals for therapy. 5. I determine boundaries, hierarchies, and patterns within families. 6. I identify psychosocial and environmental influences on each client. 7. I coordinate therapy with relevant individuals and institutions. 8. I facilitate therapeutic involvement of all necessary participants in treatment. 9. I match the needs of the client with an appropriate therapeutic approach. 10. I establish a sequence of treatment processes in a treatment plan. 11. I assist the client in developing effective problem-solving abilities. 12. I respond appropriately to a client s culture or ethnicity. 13. I evaluate clients outcomes for the need to continue or terminate therapy. 14. I integrate supervisor/team communications into treatment. 15. I recognize when my personal biases may influence the therapeutic process. 16. I recognize when consultation with a colleague or supervisor is appropriate. 17. I maintain adequate and timely clinical records. 18. I can assess an adult client s behavior based on DSM-IV criteria. 19. I can assess a child or adolescent client s behavior based on DSM-IV criteria. 20. I can assess the level of risk of harm that a client s behaviors pose. NA* Weakness Inconsistent Competent Strong Very Strong *For NA responses, please describe reason(s) for selecting this option on separate sheet. 53

54 Appendix H Trainee Evaluation Form- Supervisor Report Trainee Name: Trainee s Current Cumulative Client Contact Hours in Program: Please rate the above named trainee on each of the following items based on the scale below: 1 = This is a weakness for the trainee; s/he should continue to work on this skill. 2 = The trainee is inconsistent in this area- sometimes s/he appears competent and other times this is a weakness; s/he should continue to work on this skill 3 = The trainee is generally competent in this area, but s/he should continue to work on this skill. 4 = The trainee is generally strong in this area, though it seems to be more difficult with some clients. 5 = The trainee is very strong in this area with all clients. This comes naturally for him/her now. N/A = I am not able to assess the trainee on this competency at this time. 21. Creates an atmosphere of acceptance and understanding. 22. Attends to clients emotional climate in order to build trust. 23. Engages clients in the therapeutic process. NA 54 Weakness Trainee Evaluation Inconsistent Competent Strong Very Strong 24. Develops mutually agreeable goals for therapy. 25. Determines boundaries, hierarchies, and patterns within families. 26. Identifies psychosocial and environmental influences on each client. 27. Coordinates therapy with relevant individuals and institutions. 28. Facilitates therapeutic involvement of all necessary participants in treatment. 29. Matches the needs of the client with an appropriate therapeutic approach. 30. Establishes a sequence of treatment processes in a treatment plan. 31. Assists the client in developing effective problem-solving abilities. 32. Responds appropriately to a client s culture or ethnicity. 33. Evaluates clients outcomes for the need to continue or terminate therapy. 34. Integrates supervisor/team communications into treatment. 35. Recognizes when personal biases may influence the therapeutic process. 36. Recognizes when consultation with a colleague or supervisor is appropriate. 37. Maintains adequate and timely clinical records. 38. Can assess an adult client s behavior

55 based on DSM-IV criteria. 39. Can assess a child or adolescent client s behavior based on DSM-IV criteria. 40. Can assess the level of risk of harm that a client s behaviors pose. Explanation/Rationale of any NA responses: What do you believe are this trainee s strongest clinical skills? On which skills do you think this trainee should most focus during supervision at this time? Do you have specific concerns regarding this trainee s skills? If so, please describe them here. *************************************************************************************** Signatures indicate that trainee has been provided with a copy of this evaluation and allowed the opportunity to have all questions answered regarding the evaluation. The trainee s signature does NOT imply agreement with the evaluation. Trainee Signature Date Supervisor Signature Date

56 Trainee Evaluation Form- Offsite Supervisor Report Trainee Name: Trainee s Current Cumulative Client Contact Hours in Program: Please rate the above named trainee on each of the following items based on the scale below: 1 = This is a weakness for the trainee; s/he should continue to work on this skill. 2 = The trainee is inconsistent in this area- sometimes s/he appears competent and other times this is a weakness; s/he should continue to work on this skill 3 = The trainee is generally competent in this area, but s/he should continue to work on this skill. 4 = The trainee is generally strong in this area, though it seems to be more difficult with some clients. 5 = The trainee is very strong in this area with all clients. This comes naturally for him/her now. N/A = I am not able to assess the trainee on this competency at this time. NA Weakness Trainee Evaluation Inconsistent Competent Strong Very Strong 41. Creates an atmosphere of acceptance and understanding. 42. Attends to clients emotional climate in order to build trust. 43. Engages clients in the therapeutic process. 44. Develops mutually agreeable goals for therapy. 45. Determines boundaries, hierarchies, and patterns within families. 46. Identifies psychosocial and environmental influences on each client. 47. Coordinates therapy with relevant individuals and institutions. 48. Facilitates therapeutic involvement of all necessary participants in treatment. 49. Matches the needs of the client with an appropriate therapeutic approach. 50. Establishes a sequence of treatment processes in a treatment plan. 51. Assists the client in developing effective problem-solving abilities. 52. Responds appropriately to a client s culture or ethnicity. 53. Evaluates clients outcomes for the need to continue or terminate therapy. 54. Integrates supervisor/team communications into treatment. 55. Recognizes when personal biases

57 may influence the therapeutic process. 56. Recognizes when consultation with a colleague or supervisor is appropriate. 57. Maintains adequate and timely clinical records. 58. Can assess an adult client s behavior based on DSM-IV criteria. 59. Can assess a child or adolescent client s behavior based on DSM-IV criteria. 60. Can assess the level of risk of harm that a client s behaviors pose. Explanation/Rationale of any NA responses: What do you believe are this trainee s strongest clinical skills? On which skills do you think this trainee should most focus during supervision at this time? Do you have specific concerns regarding this trainee s skills? If so, please describe them here. ********************************************************************************** Signatures indicate that trainee has been provided with a copy of this evaluation and allowed the opportunity to have all questions answered regarding the evaluation. The trainee s signature does NOT imply agreement with the evaluation. Trainee Signature Date Supervisor Signature MMU/SITE Supervisor Date

58 Appendix I MF MFT Practicum I (Block Year ) TRAINEE SELF-REPORT 61. Effectively communicates all aspects of informed consent to clients to ensure clients understanding prior to beginning therapy. 62. Creates an atmosphere of acceptance and understanding for all members of client system. 63. Attends to clients emotional climate in order to build trust. 64. Engages all members of client system in the therapeutic process. 65. Develops mutually agreeable goals for therapy. 66. Can assess the level of risk of harm that a client s behaviors pose. 67. Recognizes when consultation with a colleague or supervisor is appropriate. 68. Integrates supervisor/team feedback into treatment process as appropriate. 69. Maintains adequate and timely clinical records. 70. Displays professional behaviors in all interactions with clients, staff, supervisors, and peers. Weakness Trainee Evaluation Inconsistent Competent Strong Very Strong What do you believe are your strongest clinical skills? On which skills do you think you should most focus during supervision at this time? Do you have specific concerns regarding your skills? If so, please describe them below. Share your responses with your supervisor. You may keep a copy for your records. You must submit the completed form to the FLC front desk in order to receive your Internship Summary Report Form at the end of the semester.

59 MF MFT Practicum II (Block Year ) TRAINEE SELF-REPORT 1. Articulates application of selected MFT models within case conceptualizations. 2. Identifies psychosocial and environmental influences on each member of client system. 3. Coordinates therapy with relevant individuals and institutions. 4. Facilitates therapeutic involvement of all necessary participants in treatment. 5. Articulates and implements a sequence of treatment processes in a treatment plan guided by selected MFT model. 6. Responds appropriately to a client s culture or ethnicity. 7. Recognizes when consultation with a colleague or supervisor is appropriate and integrates supervisor/team communications into treatment. 8. Recognizes when personal biases may influence the therapeutic process. 9. Maintains adequate and timely clinical records. 10. Displays professional behaviors in all interactions with clients, staff, supervisors, and peers. Weakness Trainee Evaluation Inconsistent Competent Strong Very Strong What do you believe are your strongest clinical skills? On which skills do you think you should most focus during supervision at this time? Do you have specific concerns regarding your skills? If so, please describe them below. Share your responses with your supervisor. You may keep a copy for your records. You must submit the completed form to the FLC front desk in order to receive your Internship Summary Report Form at the end of the semester.

60 MF MFT Practicum III (Block Year ) TRAINEE SELF-REPORT 1. Evaluates clients outcomes for the need to continue or terminate therapy. 2. Effectively communicates with all members of the client system regarding decision to continue or terminate therapy. 3. Upon termination, articulates and evaluates client outcomes within language of selected therapeutic model. 4. Recognizes when personal biases may influence the therapeutic process. 5. Assesses adult client s symptoms based on DSM-IVcriteria within context of client culture and family system. 6. Assesses child and adolescent client s symptoms based on DSM-IVcriteria within context of client culture and family system. 7. Take appropriate action when ethical and legal dilemmas emerge. 8. Recognizes when consultation with a colleague or supervisor is appropriate and integrates supervisor/team communications into treatment. 9. Recognize situations that surpass own current clinical competencies and seek additional knowledge/supervision or appropriately refer client to other profession. 10. Maintains adequate and timely clinical records. 11. Displays professional behaviors in all interactions with clients, staff, supervisors, and peers. Weakness Trainee Evaluation Inconsistent Competent Strong Very Strong What do you believe are your strongest clinical skills? On which skills do you think you should most focus during supervision at this time? Do you have specific concerns regarding your skills? If so, please describe them below. Share your responses with your supervisor. You may keep a copy for your records. You must submit the completed form to the FLC front desk in order to receive your Internship Summary Report Form at the end of the semester.