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All external print, electronic or online projects that represent any aspect of Pfeiffer to the public must be approved by the communications and creative team and the brand marketing task force.  Save yourself that headache by having us create your campaign for you! Whether it’s a brochure, flyer or postcard – or something completely different – simply fill out the Creative Request Form and put us to work for you.

Some key things to remember:

  • Please provide all details up front
  • We’re terrible guessers so please be specific as to what you want
  • Copy should be finalized before design begins.  What seems like a small change to you can cause us big problems

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SLOS – Benchmarks and Assessments

SLOS – Benchmarks and Assessments

 

SLO # 1 – Theoretical Knowledge/Academic Training

Students will demonstrate understanding of family systems and relevant theoretical and conceptual knowledge.

Assessment & Benchmark:

Comprehensive Exam, 70% minimum passing score of 200/140 (Multiple Choice)

Students will earn a minimum passing score of 70% on the newly revised Comprehensive Exam.

SLO  # 2 – Diversity

Students will demonstrate an awareness of and sensitivity to diversity and other contextual factors across the lifespan, including culture, ethnicity, gender, disability, race, religion, sexual orientation, and socio/economic status.

Assessments & Benchmarks:

1) Clinical Performance Evaluation:  (by each clinic supervisor and field placement supervisor)

Competence subheading: Item #1 pertaining to diversity:  The student demonstrates cultural sensitivity (e.g., gender, age, race, ability, sexual orientation) in the therapy room and adapts therapeutic process to meet the cultural needs of client system.

N = No opportunity to observe

0 = Does not meet criteria

1 = Meets criteria minimally or inconsistently for program level

2 = Meets criteria consistently at this program level

70% of completed CPEs will meet a minimum score of “2” on Competence subheading, Item #1 as observed by clinic supervisors and field placement supervisors.

2) Stakeholder Feedback: Annual MMFT Program Survey: (by ALL communities of interest)

Q 7, Item #12 pertaining to diversity: Graduates from the MMFT Program demonstrate an awareness of and sensitivity to diversity and other contextual issues.

70% of completed Stakeholder surveys completed will “Agree” or “Strongly Agree” that “graduates demonstrate an awareness of and sensitivity to diversity in the workplace.”

3) Employer Feedback: Annual MMFT Program Survey: (by each employer of graduate in a MFT career field)  re: Q 3, Item # 5: “Demonstrates an awareness of and sensitivity to diversity and other contextual factors across the lifespan, including culture, ethnicity, gender, disability, race, religion, sexual orientation, etc..”  with a score of ““Strongly Agree” or “Agree” ranging from “Strongly agree”  to “Strongly Disagree“  and “Don’t Know – Not Applicable.”

Strongly Agree

Agree

Disagree

Strongly Disagree

Don’t Know – Not Applicable

70% of the Employer Feedback Assessments will indicate that graduates “Demonstrate an awareness of and sensitivity to diversity and other contextual factors across the lifespan, including culture, ethnicity, gender, disability, race, religion, sexual orientation, etc..” by a minimum score of “Strongly Agree” or “Agree.”

SLO  # 3 – Clinical Effectiveness

Students will demonstrate effective clinical practice from a systemic perspective.

Assessments & Benchmarks:

1) Clinical Case A Treatment Plan: minimum passing score of 80% out of 100 with designated rubric.

2) Clinical Case B Conceptualization : minimum passing score of 80% out of 100 with designated rubric.

70% of the therapist interns will earn a minimum passing score of 80 out of 100 = on each Clinical Case A & B in Internship (MMFT 690).

3) Client Satisfaction Survey (by clients in the clinic) A score of “4” means “Agree” out of a 1-5 scale ranging from strongly disagree to strongly agree. 

70% of the therapist interns will earn a minimum score of “4” on Items #11, 12, & 13 pertaining to clinical effectiveness as experienced by clients in the clinic.

                #11 – My therapist appeared confident and professional.

                #12 – I would recommend my therapist to others.

                #13 – Overall, I believe my therapist and I worked well together.

4) Clinical Performance Evaluation:  (by each clinic supervisor and field placement supervisor) Communication Skills and Abilities subheading: Items # 1-5

1.  The student demonstrates the ability to establish relationships in such a manner that a working alliance can be

     created.

2.  The student demonstrates effective communication skills including:

a. Creating appropriate structure – setting the boundaries of the helping frame and maintaining boundaries

     throughout the work such as setting parameters for meeting time and place, maintaining the time limits, etc.

      b.  Understanding content – understanding the primary elements of the client’s story.

c.  Understanding context – understanding the uniqueness of the story elements and their underlying

     meanings.

     d.  Responding to feelings – identifying affect and addressing those feelings in a therapeutic manner.

      e.  Congruence – genuineness; external behavior consistent with internal affect.

      f.  Establishing and communicating empathy – taking the perspective of the individual without over identifying,

           and communicating this experience to the individual.

      g.  Non-verbal communication – demonstrates effective use of head, eyes, hands, feet, posture, voice, attire, etc.

      h.  Immediacy – communicating by staying in the here and now.

      i.   Timing – responding at the optimal moment.

      j.  Intentionality – responding with a clear understanding of the therapist’s therapeutic intention.

     k.  Self-disclosure – skillful and carefully – considered for a specific strategic purpose.

3.  The student demonstrates awareness of power differences in therapeutic relationship and manages these

      differences effectively.

4.  Respects multiple perspectives (e.g., clients, team, supervisor, practitioners from other disciplines who are

     involved in the case).

5.  The student creates a safe environment.

N = No opportunity to observe

0 = Does not meet criteria

1 = Meets criteria minimally or inconsistently for program level

2 = Meets criteria consistently at this program level

70% of completed CPEs will meet a minimum score of “2” on Communication Skills and Abilities subheading, Items #1-5 as observed by clinic supervisors and field placement supervisors.

SLO # 4 -- Individual and Relational Development

Students will demonstrate effective interpersonal behavior and relational development in their interactions and work with peers, faculty, and supervisors.

Assessments & Benchmarks:

1) Personal Growth Log: Required Annual Commitment to Personal Counseling through graduation.

80% of the students will verify a minimum of 10 personal growth hours annually.

2) Professional Fitness Evaluation:  A score of “3” out of a 0-5 scale means “Meets expectations in most respects” on all items.  Whereas a student in MMFT 601 and 606 is expected to score a minimum of “3,” it is our faculty anticipation that a student in MMFT 690 (internship), would earn a minimum score of “4” from individual and relational development in the program.

This evaluation will serve as a confidential barometer of personal fitness and therapist readiness throughout the program and will result in a mid-term assessment during the following courses: MMFT 601 & 690.  During or after MMFT 606 and prior to internship (MMFT 690), students will complete his/her candidacy packet and also request two former instructors to complete this Professional Fitness Evaluation.

0 – not applicable

1-- meets expectations in few or no respects

2 -- meets expectations in some respects

3 – meets expectations in most respects

4 – meets expectations in ALL respects

5 – exceeds expectations in ALL respects

70% of the students will earn a minimum score of “3” on all Items during the mid-point of MMFT 601 and during or after MMFT 606 prior to internship (during application of internship by verification of the candidacy packet.).

3) Core Values Project: 70% of the students will earn a minimum score of 80% of 30 points = 24 points with designated rubric.

SLO # 5 -- Professional Identity & Issues

Students will demonstrate ethical and professional behavior and follow legal standards of the profession in the clinical setting and in the work place.

Assessments & Benchmarks:

1) Clinical Performance Evaluation: (by each clinic supervisor and field placement supervisor)

Communication Skills and Abilities subheading, Item #6 AND Professional Responsibility subheading, Items #1-4.

Communication Skills and Abilities

6.  The student demonstrates analysis and resolution of ethical dilemmas.

Professional Responsibility

1.  The student conducts self in an ethical manner so as to promote confidence in the counseling profession.

2.  The student relates to peers, professor, and others in a manner consistent with stated professional standards.

3.  The student demonstrates sensitivity to real and ascribed differences in power between themselves and others, and does not exploit or mislead other people during or after professional relationships.

4.   The student demonstrates application of legal requirements relevant to counseling training and practice.

N = No opportunity to observe

0 = Does not meet criteria

1 = Meets criteria minimally or inconsistently for program level

2 = Meets criteria consistently at this program level

70% of completed CPEs will meet a minimum score of “2” on Communication Skills and Abilities subheading, Item #6, AND a minimum score of “2” on Professional Responsibility, Items # 1-4 as observed by clinic supervisors and field placement supervisors.

2) Employer Feedback:  Annual MMFT Program Assessment: (by each employer of graduate in a MFT career field)  re: Q 2, Item # 9: “Exhibits ethical behavior in all professional contexts”  with a score of ““Strongly Agree” or “Agree” ranging from “Strongly agree”  to “Strongly Disagree“  and “Don’t Know – Not Applicable.”

Strongly Agree

Agree

Disagree

Strongly Disagree

Don’t Know – Not Applicable

70% of the Employer Feedback Assessments will indicate that graduates “exhibit ethical behavior in all professional contexts” by a minimum score of “Strongly Agree” or “Agree.”

SLO # 6 -- Research

Students will review, analyze, and synthesize current literature and research findings.

Assessments & Benchmarks:

1)  Literature Review (PSYC 625): a minimum passing score of 80% of 140 = 112 points with designated rubric.

70% of the students will earn a minimum passing score of 112 points on the Literature Review.

2) Research Poster Presentation (PSYC 625): a minimum passing score of 80% of 40 = 32 points with designated rubric.

70% of the students will earn a minimum passing score of 32 points on the Research Poster Presentation.

3) Assessment and Treatment plan “research” paper & demonstration (MMFT 670) – a minimum passing score of 80% of 250 points = 200 points with designated rubric.

70% of the students will earn a minimum passing score of 200 points on the Assessment and Treatment plan “research” paper/demonstration.

Program Outcomes Revised

Diversity

PO # 1: Program will demonstrate that it prepares graduates to work with a variety of populations, diagnoses, ethnicities, socioeconomic statuses, and other diversities.

Assessments & Benchmarks:

Student Feedback: 70% of the Student Feedback Program Surveys completed will indicate “Agree” or “Strongly Agree” on items #9, 12, 13, and 14.

Employer Feedback: 70% of the Employer Surveys completed will indicate “Agree” or “Strongly Agree” on Q 3 - item #5 pertaining to graduates.

5) Demonstrates an awareness of and sensitivity to diversity and other contextual factors across the lifespan, including culture, ethnicity, gender, disability, race, religion, sexual orientation, etc..

                Strongly                                                                                                                                    Don't Know

                agree                        Agree                     Disagree               Strongly disagree               /Not Applicable

                 o                o                o                 o                    o

 

Stakeholder Feedback:  70% of the Stakeholder Feedback Assessments completed will indicate “Agree” or “Strongly Agree” on Q7, item #12.

New Question #12. Graduates from the MMFT Program demonstrate an awareness of and sensitivity to diversity and other contextual issues.

 

Student Development

PO # 2: Program will demonstrate that graduates develop professionalism in their work and professional relationships.

Assessments & Benchmarks:

Alumni Feedback:  70% of the Alumni Feedback Surveys completed will indicate “Agree” or “Strongly Agree” on Q 32, item #14.

Charlotte graduates agree or strongly agree that “I  learned professional and ethical behavior.“

Employer Feedback: 70% of the Employer Surveys completed will indicate “Agree” or “Strongly Agree” on Q 2 items #3, 4, 6, & 8.

Stakeholder Feedback:  70% of the Stakeholder Feedback Surveys completed will indicate “Agree” or “Strongly Agree” on Q 7, item #13.

Graduation Exit Interview: 70% of the Graduation Exit Interviews completed will indicate “Agree” or “Strongly Agree” on Q 17, items # 12, 20, 22, & 24.

Clinical Effectiveness

PO # 3: Program will demonstrate that it graduates effective clinicians.

Assessments & Benchmarks:

Alumni Feedback:  70% of the Alumni Feedback Surveys completed will indicate “Agree” or “Strongly Agree” on Q 32, items # 12 and 15.

Employer Survey: 70% of the Employer Surveys completed will indicate “Agree” or “Strongly Agree” on Q1, items #1-5, Q2, items #1, 3, & 4, and Q3, item #7.

Stakeholder Feedback: 70% of the Stakeholder Feedback Surveys completed will indicate “Agree” or “Strongly Agree” on Q 7, Items #8, 11, & 14.

Academic Achievement

PO # 4: Program will demonstrate that graduates received effective academic training.

Assessments & Benchmarks:

Comprehensive Exam: Students will pass the Comprehensive Exam with a minimum score of 70% on the first attempt.

Alumni Feedback:  70% of the Alumni Feedback Surveys completed will indicate a “Yes” on Q 32, items # 10 & 11.

Employer Feedback: 70% of the Employer Surveys completed will indicate “Agree” or “Strongly Agree” on Q1,  items #1 & 3, and Q3, Item 6.

Faculty Outcomes Revised

Teaching

FO # 1: Faculty will demonstrate effective teaching and learning practices.

Assessments & Benchmarks:

Alumni Feedback:  70% of the Alumni Feedback Surveys completed will indicate “Agree” or “Strongly Agree” on Q 32, Items #10 and 11.

Student Feedback: 70% of the Student Feedback Program Surveys completed will indicate “Agree” or “Strongly Agree” on Q 3, Items #6 & 8.

Graduation Exit Interview:  70% of the Exit Interviews completed will indicate “Agree” or “Strongly Agree” on Q 17, Item #2.

IDEA Electronic Survey:  Faculty members will achieve a minimum average summary score of “3.5” out of 5.0 or 70% on the IDEA Survey.

Mentoring

FO # 2: Faculty will mentor students on academic goals, leadership, awareness, diversity, and other professional issues.

Assessments & Benchmarks:

Student Feedback: 70% of the Student Feedback Program Surveys completed will indicate “Agree” or “Strongly Agree” on Q 3, Items # 10, 13, 14, 15, and 18.

Alumni Feedback:  70% of the Alumni Feedback Surveys completed will indicate “Agree” or “Strongly Agree” on Q 32, Item #14.

Graduation Exit Interview: 70% of the Graduation Exit Interviews completed will indicate “Agree” or “Strongly Agree” on Q 17, Items #17 & 19.

MFT Professional Engagement

FO # 3: Faculty will contribute to the development of students through their own professional development and scholarly activities.

Assessments & Benchmarks:

Faculty Development Plan & Goals:

a) Teaching – Faculty will achieve a minimum average summary score of “3.5” out of 5.0 or 70% on the IDEA Survey.

the IDEA Survey across all categories.

b) Scholarly and Creative Activities – Faculty will attend a minimum of (2) MFT workshops or conferences each year, and/or serve in a professional leadership role, and/or write a professional article, academic grant, new program, workshop, community presentation, and/or participate in writing a branch campus accreditation self-study, etc.

Student Feedback: 70% of the Student Feedback Program Surveys completed will indicate “Agree” or “Strongly Agree” on Q 3, Items # 16, 17, 20, & 22.

Comprehensive Exam:  Students will pass the Comprehensive Exam with a minimum score of 70% on the first attempt.

Licensure:  80% of faculty will maintain a North Carolina state MFT license and AAMFT Approved Supervisor Designation or be in process.

According to the Application for North Carolina Marriage and Family Therapy Associate Designation (see Appendix 3.0) and the NC Statutes regarding licensure and requirements (www.nclmft.org under laws and rules), the MMFT program of study must consist of the following areas of content and ethical training:

CURRICULUM REQUIREMENTS

66     SEMESTER HOURS MINIMUM

I. Assessment and Diagnosis (6 SH)

MMFT 604   Diagnosis of Mental and Emotional Disorders

MMFT 630   Assessment and Treatment Planning in Family Therapy

     

  1. II. Human Development and Family Relations (9 SH)

MMFT 640  MMFT Family Therapy: Children and Adolescents

PSYC 600  Advanced Human Growth and Development

PSYC 615  Advanced Psychopathology in the Family Context

MMFT 600Emerging Cross-Cultural Issues in Families and Communities 

MMFT 606 Therapeutic Alliance--Pre-Internship

MMFT 620 Couples Therapy, Theory, and Techniques

MMFT 670 Human Sexuality and Contextual Sex Therapy

IV.  Professional Identity and Ethics (6 SH)

MMFT 610 Professional Identity and Issues in Marriage & Family Therapy

MMFT 680 Legal & Ethical Issues in Marriage & Family Therapy

V.  Research in MFT (3 SH)

PSYC 625 Research Methods & Program Evaluation

VI.  Theoretical Foundation of MFT (9 SH)

MMFT 601 Introduction to Family Systems

MMFT 602 Family Therapy Theories

MMFT 621 Advanced MFT Theories and Procedures

VII.  Clinical Practice  (9-15 SH)

MMFT 690 Internship in Marriage & Family Therapy

  1. VIII.  Additional Core Coursework (12 SH)

MMFT 603 Theory and Practice of Group Therapy

 MMFT 605 Addiction in Family Systems

MMFT 608 Crisis Intervention

PSYC 610 Advanced Theories of Personality in Family Dynamics

IX.  Thesis: Optional (6 SH):

PSYC 630 Statistical Application and Research Design

PSYC 635  Thesis

In compliance, the aforementioned course work has been determined as designated academic requirements for the Pfeiffer University Marriage and Family Therapy Program (see Pfeiffer University Graduate Catalog 2014-2015, Appendix 4.0, pp. 90-95):

** COAMFTE Course Embedded Core Competencies -- Rubric Rating Scales (See Appendix XX) to assess designated Core Competencies in each and every MFT course have been compiled by MFT Faculty to address the expected skill sets for each competency as demonstrated in a corresponding primary assessment tool or specified assignment.  During the semester, the professor will be responsible for assessing the degree to which the competency has been developed and demonstrated by each student at a minimal Performance Level of “3” on the 1 - 5 Assessment Rubric Rating Scale.  If the student has not demonstrated and achieved each competency at the minimal level of success by the last day of the semester, the student will have (30) days after the final exam date to remediate the competency, and then report back to the professor to demonstrate how the competency has been met.  If demonstration of the competency has not been satisfactorily completed at a minimal performance level of “3” after the 30 day period, the student will be referred to the Faculty Remediation Committee (FRC) who will meet with the student and provide corrective feedback through the use of a written Individual Remediation Plan (IRP) and timeline.  The student will have until the end of the current semester to demonstrate fulfillment of the minimal performance level.  If the student does not address the student learning outcome prescribed or cannot meet a minimal performance level of “3,” the student will be dismissed from the program at the recommendation of the FRC Committee members (See MMFT Student Handbook, Appendix 0.5, p. 17).

                                                         Assessment Rubric Rating Scale

5 = Exceptional:  Skills and understanding significantly beyond developmental level

 4 = Outstanding: Strong mastery of skills and thorough understanding of concepts

 3 = Mastered Basic Skills at Developmental Level:  Understanding of concepts/skills                                        evident

2 = Developing:  Minor conceptual and skill errors; in process of developing

1 = Deficits:  Significant remediation needed; deficits in knowledge/skills

                      Note:  Ratings of “3” and above indicate performing well for developmental level…

AMFTRB Exam

 

Test Specifications for the Examination in Marital and Family Therapy

 

Practice Domains   top

 

Domain 01 The Practice of Systemic Therapy (23.0%)
  Tasks related to incorporating systemic theory and perspectives
into practice activities, and establishing and maintaining ongoing

therapeutic relationships with the client1
system.
Domain 02 Assessing, Hypothesizing, and Diagnosing (16.0%)
  Tasks related to assessing the various dimensions of the client system, forming and reformulating hypotheses, and diagnosing the client system in order to guide therapeutic activities.
Domain 03 Designing and Conducting Treatment (23.0%)
  Tasks related to developing and implementing interventions with the client system.
Domain 04 Evaluating Ongoing Process and Terminating Treatment (13.0%)
  Tasks related to continuously evaluating the therapeutic process and incorporating feedback into the course of treatment, as well as planning for termination.
Domain 05 Managing Crisis Situations (10%)
  Tasks related to assessing and managing emergency situations, and intervening when clinically indicated and/or legally mandated.
Domain 06 Maintaining Ethical, Legal, and Professional Standards (15%)
  Tasks related to ongoing adherence to legal and ethical codes and
treatment agreements, maintaining competency in the field, and

professionalism.


1The term client refers to the individual, couple, family, group, and other collaborative systems that are a part of treatment.

Task Statements    top

 

01 The Practice of Marital and Family Therapy (23%; 46 items)
01.01 Practice therapy in a manner consistent with the philosophical perspectives of the discipline of systemic therapy.
01.02 Maintain consistency between systemic theory and clinical practice.
01.03 Integrate individual treatment models within systemic treatment approaches.
01.04 Integrate multiple dimensions of diversity and social justice within a systemic treatment approach.
01.05 Establish a safe and non-judgmental atmosphere using a systemic perspective.
01.06 Establish therapeutic relationship(s) with the client system.
01.07 Attend to the interactional process between the therapist and client (including but not limited to therapeutic conversation, transference, and counter-transference) throughout the therapeutic process using a systemic perspective.
02 Assessing, Hypothesizing, and Diagnosing (16%; 32 items)
02.01 Join with the client system to develop and maintain therapeutic alliance.
02.02 Assess client’s verbal and non-verbal communication to develop hypotheses about relationship patterns.
02.03 Identify boundaries, roles, rules, alliances, coalitions, and hierarchies by observing interactional patterns within the system.
02.04 Assess the dynamics/processes/interactional patterns to determine client system functionality.
02.05 Assess how individual members of the client system perceive impacts of relational patterns on the presenting issues.
02.06 Formulate and continually assess hypotheses regarding the client that reflect contextual understanding [including but not limited to acculturation, abilities, diversity, socio-economic status, spirituality, age, gender, sexuality, sexual orientation, culture, and power differential(s)]
02.07 Assess external factors (including but not limited to events, transitions, illness, and trauma) affecting client functioning.
02.08 Review background, history, context, dimensions of diversity, client beliefs, external influences, and current events surrounding the origins and maintenance of the presenting issue(s).
02.09 Identify client's attempts to resolve the presenting issue(s).
02.10 Identify members of the client, community, and professional systems involved in the problem resolution process.
02.11 Assess client's level of economic, social, emotional, physical, spiritual, and mental functioning.
02.12 Assess effects of substance abuse and dependency on client functioning.
02.13 Assess effects of domestic abuse and/or violence on individual and family system.
02.14 Assess effects of addictive behaviors (including but not limited to gambling, shopping, sexual activities, and internet use) on individual and family system.
02.15 Assess effects of sexual behaviors and disorders on client functioning.
02.16 Assess the impact, both positive and negative, of use of technology on client system.
02.17 Assess the impact of the developmental stage of members of the client system and the family life cycle stage on presenting problem formation, maintenance, and resolution.
02.18 Assess strengths, resources, and coping skills available to client.
02.19

Administer, review, and/or interpret results of standardized instruments consistent with training, competence and scope of practice.

02.20 Assess and diagnose client in accordance with current formal diagnostic criteria (e.g., DSM and ICD), while maintaining a systems perspective.
02.21 Integrate diagnostic impressions with system(s) perspective/ assessment when formulating treatment hypotheses.
02.22 Assess reciprocal influence of psychiatric disorders within the client system.
02.23 Assess influence of biological factors and medical conditions on the client system.
02.24 Assess impact of early childhood experiences and traumas on behavior, physical and mental health, and the individual and family systems.
02.25 Assess effects of occupational issues on individuals (including but not limited to military personnel, workers in geographically-dispersed locations, first responders, and medical providers).
02.26 Assess effects of occupational issues on the family system (including but not limited to families of military personnel, workers in geographically dispersed locations, first responders, and medical providers).
02.27 Determine need for evaluation by other professional and community systems.
02.28 Collaborate with client, professional, and community systems, as appropriate, in establishing treatment priorities.
02.29 Determine who will participate in treatment.
02.30 Develop a relational diagnosis for the client system.
02.31

Refer client when appropriate.

03 Designing and Conducting Treatment
03.01 Evaluate and maintain quality of continuing therapeutic alliance.
03.02 Establish therapeutic contract(s).
03.03 Formulate short- and long-term goals by interpreting assessment information, in collaboration with client as appropriate.
03.04 Develop a treatment plan reflecting a contextual understanding of presenting issues.
03.05 Identify criteria upon which to terminate treatment.
03.06 Develop and monitor ongoing safety plan to address identified risks (including but not limited to domestic violence, suicide, elder abuse).
03.07 Develop shared understanding of presenting issues.
03.08 Select therapeutic interventions based on theory and relevant research (individual, couple, group, and family).
03.09 Clarify with client system the rationale for selection of therapeutic intervention.
03.10 Determine sequence of treatment and identify which member(s) of the client system will be involved in specific tasks and stages.
03.11 Choose therapeutic modalities and interventions that reflect contextual understanding of client [including but not limited to acculturation, abilities, diversity, socio-economic status, spirituality, age, gender, sexuality, sexual orientation, culture, and power differential(s)].
03.12 Develop and monitor recovery-oriented care for treatment of substance use disorders across the lifespan.
03.13 Collaborate with collateral systems, as indicated, throughout the treatment process.
03.14 Use genograms and/or family mapping as therapeutic interventions as indicated.
03.15 Facilitate client system change through restructure and reorganization.
03.16 Identify and explore competing priorities of client issues to be addressed in treatment.
03.17 Assist client(s) in developing decision-making, coping, and problem-solving skills.
03.18 Assist client(s) in developing effective verbal and non-verbal communication skills in their relational context(s).
03.19

Attend to the homeostatic process and its impact on the system's ability to attain therapeutic goals.

03.20 Assist client to develop alternative perspective(s) of the presenting issues to facilitate solution(s).
03.21 Effect client behavior and/or perceptions through techniques (including but not limited to metaphor, re-framing, rewriting narratives, mindfulness, and paradox).
03.22 Facilitate client to attempt new/alternate ways of resolving problems.
03.23 Integrate client's cultural knowledge to facilitate effective treatment strategies.
04 Evaluating Ongoing Process and Terminating Treatment (13%; 26 items)
04.01 Use theory and/or relevant research findings, including culturally relevant research findings, in the ongoing evaluation of process, outcomes, and termination.
04.02 Evaluate progress of therapy in collaboration with client and collateral systems as indicated.
04.03 Modify treatment plan in collaboration with client and collateral systems as indicated.
04.04 Plan for termination of treatment in collaboration with client and collateral systems.
04.05 Develop a plan in collaboration with client to maintain therapeutic gains after treatment has ended.
04.06 Terminate therapeutic relationship as indicated.
05 Managing Crisis Situations (10%; 20 items)
05.01 Assess severity of crisis situation to determine if and what immediate interventions may be needed.
05.02 Assess for presence and severity of suicide potential to determine need for intervention.
05.03 Assess for risk of violence to client from others to determine need for intervention.
05.04 Assess client's potential for self-destructive and self-injurious behavior to determine type and level of intervention.
05.05 Assess client's potential for destructive and injurious behavior toward others, including the therapist, to determine type and level of intervention.
05.06 Demonstrate professional responsibility and competence in forensic and legal issues (e.g., court-ordered cases, testimony, expert witness, custody hearings, etc).
05.07 Evaluate severity of crisis situation by assessing the level of impairment in client's life.
05.08 Assess client's trauma history to determine impact on current crisis.
05.09 Assess the impact of factors (including but not limited to acculturation, abilities, diversity, socio-economic status, spirituality, age, gender, sexuality, sexual orientation, culture, and power differential(s)) on client's current crisis.
05.10 Develop and implement an intervention strategy in collaboration with a client designed to reduce potential harm when the client has indicated thoughts of causing danger to self.
05.11 Develop and implement an intervention strategy for client who considering causing harm to others.
05.12 Develop and implement an intervention strategy with client in a dangerous or crisis situation to provide for safety of client and relevant others.
05.13 Provide referrals to viable resources to augment management of client's crisis.
05.14 Collaborate with involved parties to augment management of client's crisis.
05.15 Consult with colleagues and other professionals during crisis situations, as necessary.
05.16 Assess and respond to vicarious trauma.
05.17 Teach client techniques to manage crisis situations.
06 Maintaining Ethical, Legal, and Professional Standards (15%; 30 items)
06.01 Integrate ethical codes of licensing boards, relevant professional organizations, and associations into professional practice.
06.02 Adhere to relevant statutes, case law, and regulations affecting professional practice.
06.03

Practice within therapist's own scope of competence.

06.04 Maintain awareness of the influence of the therapist's own issues (including but not limited to family-of-origin, gender, sexuality, sexual orientation, culture, personal prejudice, value system, life experience, and need for self care).
06.05 Maintain continuing competence.
06.06 Demonstrate professional responsibility and competence relating to legal issues (including but not limited to court-ordered cases, testimony, expert witness, and custody hearings).
06.07 Adhere to treatment agreements with clients.
06.08 Respect the rights of clients.
06.09 Address client's expectations and questions about treatment to promote understanding of the therapeutic process.
06.10 Provide clients with written and/or verbal professional disclosures (including but not limited to fees, office policies, professional training and expertise).
06.11 Monitor and mitigate risk for potential exploitation of the client by the therapist.
06.12 Inform client of parameters of confidentiality and privileged communication to facilitate client's understanding of therapist's responsibility.
06.13 Assist clients in making informed decisions relevant to treatment (including but not limited to filing third-party insurance claims, collateral systems, alternative treatments, limits of confidentiality).
06.14 Consult with colleagues and other professionals as necessary regarding clinical, ethical, and legal issues and concerns.
06.15 Respect the roles and responsibilities of other professionals working with the client.
06.16 Maintain accurate and timely records.
06.17

Use technology in accordance with legal, ethical, and professional standards.

Knowledge Statements    top

 

01 Foundations of marital, couple, and family therapy
02 Models of marital, couple, and family therapy
03 Development and evolution of the field of marital and family therapy
04 Family studies and science (including but not limited to parenting, step families/blended families, remarriage, out-of-home placement, and same sex couples and families)
05 Marital studies and science
06 General Systems Theory
07 Expressive, experiential, and play therapies
08 Clinical application of couple and family therapy models
09 Empirically-based approaches to couples and family therapy
10 Individually based theory and therapy models (including but not limited to person-centered, Gestalt, RET, and cognitive-behavioral)
11 Impact of couple dynamics on the system
12 Family belief systems and their impact on problem formation and treatment
13 Family homeostasis as it relates to problem formation and maintenance
14 Family life cycle stages and their impact on problem formation and treatment
15 Human development throughout the lifespan (including but not limited to attachment, physical, emotional, social, psychological, spiritual, and cognitive)
16 Diverse family patterns (including but not limited to same sex couples, single parent, multiple partner relationships, and multi-generational families)
17 Strength-based resiliency across the lifespan
18 Human sexual anatomy, physiology, and development
19 Sexually transmitted infections
20 Theories of personality
21

Child, adolescent, and adult psychopathology

22 Psychopathology in aging populations
23 Impact of developmental disorders (including but not limited to child and adolescent, geriatrics, autism spectrum disorders, and pervasive developmental disorders) on system dynamics
24 Trauma (including but not limited to historical, current, anticipatory, secondary trauma response, and multiple/complex)
25 Vicarious trauma
26 Risk factors, indicators, and impact of abuse across the lifespan (including but not limited to abandonment, physical, emotional, verbal, and sexual)
27 Risk factors, indicators, and impact of grief response across the lifespan (including but not limited to end of life, death, sudden unemployment, and runaway children)
28 Risk factors, indicators, and impact of relational patterns of endangerment across the lifespan (rape, domestic violence, suicide, and self-injurious behavior)
29 Behaviors, psychological features, or physical symptoms that indicate a need for medical, educational, psychiatric, or psychological evaluation
30 Diagnostic interviewing techniques
31 Diagnostic and Statistical Manual of Mental Disorders (DSM) and International Statistical Classification of Diseases and Related Health Problems (ICD)
32 Standardized psychological assessment tests (including but not limited to MMPI)
33 Non-standardized assessment tests (including but not limited to genograms, family maps, and scaling questions)
34 Relational diagnostic tests (including but not limited to Dyadic Adjustment Scale, Marital Satisfaction Inventory, FACES, Prepare/Enrich)
35 Dynamics of and strategies for managing transference and counter transference (use of self of therapist, handling/control of the therapy process)
36 Stages of acculturation and multi-ethnic and multi-cultural identities
37 Implications of human diversity factors on client systems
38 Reference materials regarding purpose, use, side effects and classification of medications
39 Effects of non-prescription substances (including but not limited to over the counter medications, and herbals) on the client system
40 Education and counseling for relationship development (including but not limited to pre-marital, same-sex, and co-habiting couples)
41 Divorce and its impact on client system
42 Child custody and its impact on client system
43 Infertility and its impact on client system
44 Adoption and its impact on client system
45 Infidelity and its impact on client system
46 Trauma intervention models
47 Crisis intervention models
48 Sex therapy
49 Sexual behavior
50 Sexual abuse treatment for victims, perpetrators, and their families
51 Sexual behaviors and disorders associated with Internet and other forms of technology (including but not limited to cybersex)
52 Effect of substance abuse and dependence on individual and family functioning
53 Effects of addictive behaviors (including but not limited to gambling, shopping, sexual) on individual and family system
54 Addiction treatment modalities (including but not limited to 12-step programs, individual, couple, marital and family therapy, and pharmacological)
55 Principles and elements of recovery oriented systems of care (for addiction and substance abuse)
56 Spiritual and religious beliefs (including but not limited to eastern and western philosophies) and their impact on the client system
57

Impact of loss and grief on the client (including but not limited to death, chronic illness, economic change, roles, and sexual potency)

58 Physical health status, medical disease state, and experience of acute and chronic illness and disability and their impacts on the client system
59 Impact of clients’ use of resources (including but not limited to online assessments, educational materials, and support groups)
60 Current research literature and methodology (including quantitative and qualitative methods) sufficient to critically evaluate assessment tools and therapy models
61 Methodologies for developing and evaluating programs (including but not limited to parenting, grief workshops, step parenting group, and eating disorder support group)
62 Statutes, case law and regulations (including but not limited to those regarding clinical records, informed consent, confidentiality and privileged communication, HIPAA, privacy, fee disclosure, mandatory reporting, professional boundaries, and mandated clients)
63 Codes of ethics
64 Business practices (including but not limited to storage and disposal of records, training of office staff, work setting policies, collections, referrals, advertising and marketing, management of the process of therapy, and professional disclosure)
65 Implications of the use of technology (including but not limited to cell phones, fax machines, electronic filing of claims, and websites) by therapist and office staff
66 Ethical considerations in the use of technology (including but not limited to online supervision, electronic records, social networking, and confidentiality) by therapist and office staff
67 Impact of technology on client system (including but not limited to cell phones, sexting, texting, use of social media, chat rooms, and internet gaming)
68 Conduct of Internet therapy
69 Impact of social stratification, social privilege, and social oppression on client system
70 Influence of prevailing sociopolitical climate on the therapeutic relationship
71 Impact of economic stressors on presenting problems and treatment
72 Community systems (including but not limited to schools and human service agencies)
73 Mandated group treatment programs (including but not limited to anger management, domestic violence treatment, and sexual offender programs)
74 Group treatment, education and support programs (including but not limited to grief support, divorce recovery, and parenting; group therapy)

SLOs/Coursework

SLOs Coursework Page 1

SLOs Coursework Page 2