Table of Contents
| Table of Contents | ||||||||
|---|---|---|---|---|---|---|---|---|
|
Program Description
The Department of Marriage and Family Therapy is one of five academic units in the David B. Falk College of Sport and Human Dynamics. The other units are the Departments of Child and Family Studies, Public Health, Food Studies and Nutrition, Sport Management, and the School of Social Work. The Department of Marriage and Family Therapy offers an M.A. and a Ph.D. program. Both programs are accredited by the Commission on Accreditation for Marriage and Family Therapy Education (C.O.A.M.F.T.E).
...
The deadline for all applications will be December 15th for the following fall semester. We only accept students once a year and the deadline is strict (not rolling). Once applications are complete (on-line PhD application, or for internal admits, internal transfer form; G.R.E. scores; T.O.E.F.L. scores, or their equivalent for international students; personal essay; transcripts from all previous academic work; video interview questions listed on CollegeNet application which are required, not optional; and three letters of recommendation). Students Students will be notified if they will be interviewed and the date and time of the interviews. Interviews will be group and individual and it is the responsibility of the applicant to pay for all expenses.
Internal candidates
Syracuse University students (those in our department and other departments of the university) or those who have graduated from Syracuse University within 12 months of the time they are applying to the doctoral program, are considered internal admits by the University. Internal admit students who wish to be considered for the doctoral program must complete a request for internal transfer (see M.F.T. Administrative Assistant for form), G.R.E.s, (T.O.E.F.L. scores, or their equivalent for international students) personal essay, transcripts from all previous academic work, Likelive.com interviews (unless you are in the S.U.M.F.T. Department), three letters of recommendation (not from current S.U.M.F.T. faculty who are on the M.F.T. Doctoral Admissions Committee) by December 15th of the year in which they wish to apply. Once applications are complete, internal admits will be notified about the interview in the same way as external candidates.
Before applying to the doctoral program, please review the following statement: All doctoral students in M.F.T. must complete the requirements for the M.A. in M.F.T. as well as the requirements for the Ph.D. If during the admissions review process it is found a student lacks certain content areas that may not be fully satisfied by the doctoral program (such as ethics), those students would be required to complete additional coursework above and beyond their master’s coursework.
Students admitted to the M.F.T. Program may seek financial support outside of the department through merit-based awards, such as University Fellowships, College scholarships, and a variety of academic and student-service assistantships, or through need-based financial aid, including loans and the College Work Study Program. If interested in financial assistance, students should indicate this on the application form and at time of the admissions interview.
Persons interested in more information about the Department should contact Thom deLara, Department Chair, Peck Hall, 601 East Genesee Street, Syracuse, NY 13202 (tdelara@syr.edu) or Beth Ciciarelli, Administrative Assistant, 315-443-9329 (bdbagozz@syr.edu). All potential applicants who wish to speak with a representative of the Department or to visit the Department prior to their application are invited to call Beth Ciciarelli at 315-443-9329 or bdbagozz@syr.edu.
History of the Marriage and Family Therapy Program
It has been over forty years since the Department of Marriage and Family Therapy was conceived by Bernice M. Wright, Dean of the College for Home Economics, Robert Pickett, Chair of the Department of Family Relations and Child Development, and Harvey Noordsy, Executive Director of the Onondaga Pastoral Counseling Center. The first students entered in 1969, and in 1970 the New York State Department of Education officially granted the Department the right to award an M.A. in Marriage and Family Counseling. The M.A. was initially a program within the Department of Child and Family Studies. Since that date, the Marriage and Family Therapy Program has graduated over 400 M.A. students. In December 1994, the department graduated its first doctoral student; 23 doctoral students have completed their degree programs in the last 5 years.
Initially, the M.A. program was a 30-credit degree, intended primarily for persons in the process of mid-life career change, and ministers wishing to augment their pastoral counseling skills. Students met with clinical pastoral students at the Onondaga Pastoral Counseling Center for their first-year core courses, and their practicum placements were at that Center and at the marriage and family therapy counseling offices, initially housed with the rest of the Department at 744 Ostrom Avenue and later at 100 Walnut Place. In 1983 the M.F.T. Program moved to new facilities, consisting of two faculty offices and four small clinic rooms equipped for live supervision.
In 1986, the clinic was expanded by adding another therapy room, enlarging two existing rooms, and increasing opportunities for live and videotape supervision. In fall 1989, the department was granted the use of two adjacent offices and, with the help of a grant from Diana and Stephen A. Goldberg, was completely refurbished. In February 1990, it was officially named the Goldberg Marriage and Family Therapy Center, with dedication ceremonies held in conjunction with the first annual conference of the newly formed Central New York Chapter of N.Y.A.M.F.T. In summer 1993, the Center was further expanded and entirely rebuilt to become a “state of the art” training and research center, completely computerized for easy storage of and access to clinic data. It consisted of a reception area, student space, graduate assistant office, assessment office, video equipment room, large-group observation room, two administrative offices, and six therapy rooms, all equipped for live and videotape supervision. In spring, 1999, the name was changed to the Goldberg Couple and Family Therapy Center, to more accurately represent the types of services provided. In January 2006 the M.F.T. Department relocated to the old School of Nursing at 426 Ostrom Ave. (corner of Marshall St.) in a newly remodeled area. The first floor housed the center with 5 therapy rooms, an assessment room, video room, student room, reception area and the center director’s office. All of the therapy rooms had an observation room. The classroom, another student room and all the faculty offices were located on the second floor.
In 2010 the department moved from the 2,400 square foot site on campus to a newly renovated 5,500 square foot facility on James Street. The James Street facility had expanded office space, clinic space, student areas, and a larger classroom. Most recently, in January 2013, the M.F.T. Department moved to its current location at 601 East Genesee Street. The department now is housed in a 30,000 square foot facility that has been completely renovated and updated and which has a 15 year lease to provide a more permanent home. The E. Genesee Street facility has a greatly expanded clinic area (14 counseling offices), three classrooms, a large computer lab, an entire floor for student areas (lounge, kitchen, locker room, etc.) and one floor for a community agency to occupy as a partner in clinical training for second-year students.
Like its facilities, the academic program has also grown dramatically. In October 1972, it was granted provisional accreditation by the American Association for Marriage and Family Counseling. In April 1975, the department became the first program to receive full accreditation by the C.O.A.M.F.C.E. (now C.O.A.M.F.T.E.-Commission on Accreditation for Marriage and Family Therapy Education) and soon after became a 36-credit hour program. Accreditation was renewed in 1981 and the program became a 45-credit hour program. In February l984, the Program’s accreditation was revoked temporarily but reinstated in 1986. The University approved a revised curriculum in 1985 and the State Education Department approved a change in program name
...
to Marriage and Family Therapy. In l988, the Human Sexuality Program, a treatment and training program in sex therapy, was instituted with joint sponsorship by the College for Human Development and the Department of Family Medicine, S.U.N.Y. Health Science Center. A second joint program, the Family Medicine/Family Therapy Program, was instituted in 1989. In 2010 the State Education Department of New York approved our request to change the degree program to a 60-credit degree. This change was initiated to meet the national trend toward requiring up to 60-credit degrees for licensure. In 1991 and again in 1996, 2001, 2007, and 2014 the M.A. program was reaccredited by the C.O.A.M.F.T.E.
In 1990, the College approved a proposal for a M.F.T. doctoral program and, in 1991 the University Senate approved the program. In 1992, the University was granted permission by the NYS Department of Education to award the doctoral degree in marriage and family therapy and the doctoral program was granted Candidacy Status by the C.O.A.M.F.T.E, receiving full accreditation in 1996. It was reaccredited in 2001, 2007 and 2015. It was the first M.F.T. doctoral program in New York State and one of two M.F.T. doctoral programs in the northeast. It remains one of the few doctoral programs accredited by the C.O.A.M.F.T.E. that is not located at large land-grant state universities.
The growth of the Program reflects the quality of its faculty, staff, and students. Six persons have served as Program Director: Sol Gordon from 1970 - 1976; Charlotte Kahn from 1976 - 1984; Eleanor Macklin from 1984 to 1998 (with the exception of 1992-93); Linda Stone Fish from 1992-1993, and 1998 to 2001. From 2001-2003, Linda Stone Fish served as the first Department Chair in the newly formed Department of Marriage and Family Therapy, within the College of Human Services and Health Professions (now the Falk College). Jonathan Sandberg began his service as Department Chair in 2003; Thom deLara became chair in 2007. Dr. Macklin joined the Program in 1982 and Dr. Stone Fish in 1985. In 1987, Phyllis Blumberg resigned as Associate Dean of the College to become a full-time M.F.T. faculty member until her retirement from teaching duties in 1991. In 1990, Dean Busby and Kenneth Hardy joined the M.F.T. faculty, with Dr. Hardy appointed Director of Clinical Training and Research. From 1995-96, Dr. Hardy served as Chair of the Department of Child and Family Studies and Dr. Busby served as Director of Clinical Training and Research. Dr. Stone Fish assumed responsibility for coordination of doctoral internships. In summer 1996, Dr. Anne Gosling became Director of Clinical Training, while Dr. Busby remained as Director of Clinical Research. In 1998, Dr. Macklin retired and Dr. Stone Fish began her service as Program Director. Jonathan Sandberg joined the faculty. Dr. Sandberg became Director of Clinical Research in the summer of 1999.
In 2007 Thom deLara became Department Chair. In 2012 Dr. Stone Fish was named the Falk Family Endowed Professor of Family Therapy, and assumed the role of Graduate Director for the department. Tracey Reichert Schimpff currently oversees the M.F.T. Couple and Family Therapy Center. Dr. Dyane Watson, Dr. Rashmi Gangamma and Dr. Deborah Coolhart are full-time members of the faculty. Lisa Tedeschi is the internship coordinator. Daran Shipman is a part-time clinical supervisor. Beth Ciciarelli is the administrative assistant for the department and Anne Metzger-Wormuth is the office coordinator for the Couple and Family Therapy Center.
Master’s Program Educational Outcomes
The Educational Outcomes for the Syracuse University M.A. M.F.T. Program are:
Program Outcomes
P.O.#1. Student Achievement: Students will successfully complete the S.U.M.F.T. program requirements and graduate, as evidenced by:
At least 80% of admitted students will graduate within five years ofregistering for their first M.F.T. course
P.O.#2. Alumni Achievement: Graduated students will be successful in pursuing either a career in Marriage and Family Therapy or doctoral education, as evidenced by the percentages of S.U.M.F.T. graduates who respond to the Alumni Survey indicate:
At least 80% of responders who sit for the national M.F.T. licensure examination will pass.
At least 80% of responders who are interested in obtaining an M.F.T. license are successful in obtaining preliminary and or full licensure (appropriate to their state and location).
At least 80% of responders, who are interested in M.F.T. or a related mental health position or in continued education, will successfully find employment in an M.F.T. or related position, or acceptance into a program for continuing education (i.e., PhD. Or D.M.F.T. Program) within 5 years of graduation.
P.O.#3. Commitment to Diversity: The S.U.M.F.T. program will show clear commitment to diversity through curriculum content and student composition, as evidenced by:
At least 75% of our courses will have at least one diversity oriented assignment or have diversity topics integrated throughout the semester.
At least 40% of students and faculty in the department will self-identify with program-identified characteristics of a diverse population (gender, race, ethnicity, sexualorientation, age, culture, environment, health/ability, nationality, religion, spirituality, and socio economic status) as reported on the Demographic Questionnaire, assessed yearly.
Student Learning Outcomes
S.L.O.#1: Students will demonstrate awareness and regulation of self in system including engagement with cultural and contextual differences, as evidenced by the following measures:
At least 70% of students will receive a B or better on the final project in M.F.T. 684 (Diversity-Cultural Portrait Project).
At least 70% of students will receive a 3 or higher rating on the Clinical ReadinessInterview Rubric (specifically 1a, 1b, 1c, 2a, 2b, and 2c), assessed at the end of student’s first fall semester of clinical practice (M.F.T. 750-Introduction to M.F.T. Practice (first class of the Practicum course series)) (assessed annually).
At least 70% of students will receive a 3 or higher rating on the Evaluation Form ofStudent completed by supervisor (specifically 4a, 4b, 4g, 4i, 6a, 6b, 6c, and 6d),assessed at the end of each semester that the student is clinically active (Practicum course series).
S.L.O.#2: Students will demonstrate M.F.T. clinical competency skills across a variety of contexts, as evidenced by the following measures:
At least 70% of students will receive a 3 or higher rating on the EvaluationForm of Student completed by supervisor (specifically 1a-f, 2a-e, 3a-d, 4c-f, and 4h), assessed at the end of each semester that the student is clinically active (Practicum course series).
S.L.O.#3. Students will demonstrate an applied knowledge of M.F.T. legal and ethical guidelines and professional standards, as evidenced by the following measurements:
At least 70% of students will receive a B or better on the final project in M.F.T. 681(Ethics- Personal and Professional Integration Paper).
At least 70% of students will receive a 3 or higher rating on the EvaluationForm of Student completed by supervisor (specifically 5a-d), assessed at the end of each semester that the student is clinically active (Practicum course series).
S.L.O.#4. Students will demonstrate an applied knowledge of M.F.T. historical and current theoretical information, as evidenced by the following measures:
At least 70% of students will receive a B or higher rating two family systems theorycourse exams (M.F.T. 671 and M.F.T. 682).
At least 70% of students will receive a 3 or higher rating on the EvaluationForm of Student completed by supervisor (specifically 1a and 4a), assessed at the end of each semester that the student is clinically active (Practicum course series).
Faculty Outcomes
F.O.#1. Faculty will meet Syracuse University expectations for research, teaching, scholarship, and service, as evidenced by:
Completion of yearly Curriculum Vitae Update Form and successful review by the Dean’s office
F.O.#2. Faculty will demonstrate teaching and supervisory effectiveness, as evidenced by:
At least 80% of instructors will receive an average score of 3 or higher on the Evaluation Form of Instructor completed by Students, assessed each semester.
At least 80% of supervisors will receive an average score of 3 or higher on the Evaluation Form of supervisor completed by supervisee, assessed each semester.
F.O.#3. Faculty will demonstrate professional and community contribution, as evidenced by:
At least 80% of faculty participating and reporting at least 5% of their time devoted to direct clinical practice.
F.O.#4. Faculty will contribute to engaging awareness of and sensitivity to diversity and multicultural issues as evidenced by:
At least 80% of faculty participating and reporting professional activities fostering diversity awareness or respect for diversity with M.F.T. students or supervisees.
At least 80% of instructors will receive a score of 3 or higher on question 18 of the Evaluation Form of Instructor completed by Students, assessed each semester.
Doctoral Program Educational Outcomes
The Educational Outcomes for the Syracuse University Ph.D. M.F.T. Program are:
Program Outcomes
P.O.#1. Student Achievement: Students will successfully complete the S.U.M.F.T. program requirements and graduate, as evidenced by:
At least 60% of admitted students will graduate within five years of completingtheir qualifying exam
P.O.#2. Alumni Achievement: Graduated students will be successful in pursuing a career advancing Marriage and Family Therapy or related fields, as evidenced by the percentages of S.U.M.F.T. graduates who respond to the Alumni Survey indicate:
At least 80% of responders will successfully find employment advancing M.F.T. or related field within 2 years of graduation.
Benchmark #2: AT least 60% of our students have contributed to the field of Marriage and Family Therapy as per internet footprint, through publications, academic engagement (teaching, training, presentations, grant writing).
P.O.#3. Commitment to Diversity: The S.U.M.F.T. program will show clear commitment to diversity through curriculum content and student composition, as evidenced by:
At least 75% of our courses will have at least one diversity oriented assignment orhave diversity topics integrated throughout the semester
At least 40% of students and faculty in the department will self-identify with program-identified characteristics of a diverse population (gender, race, ethnicity, sexual orientation, age, culture, environment, health/ability, nationality, religion, spirituality, and socio economic status) as reported on the Demographic Survey, assessed yearly.
At least 40% of dissertation research will focus on a diversity topic or a diversityrelated population.
Student Learning Outcomes
S.L.O.#1: Students will demonstrate competence in advanced theory and theory building
At least 80% of students will pass their qualifying examination whicharticulates their theory of therapy
At least 80% of students will receive a B or higher on the M.F.T. 861 assignment in which they articulate their philosophy of supervision
At least 80% of students will receive a B or higher on the M.F.T. 865 assignment related to theory development including but not limited to Systems Theory, Family Development, and/or M.F.T. Clinical theory
S.L.O.#2: Students will demonstrate research competence
At least 80% of students will pass the research portion of the qualifying examination
At least 80% of students will demonstrate skills of ethical research and cultural sensitivity consistent with the Code of Ethics of the American Association for Marriage and Family Therapy as evident by completion of the Collaborative Institutional Training Initiative (CITI) training before dissertation proposal approval
At least 80% of students will receive a B or higher on the M.F.T. 882 EvaluativeAssignment in which they write a publishable paper regarding Marriage andFamily Therapy outcome or process research.
At least 80% of students will attend at least one research seminar and/or training workshop while in residence
S.L.O.#3 Students will demonstrate supervisory competence
At least 80% of students will receive a B or better in M.F.T. 861 (Supervision of Therapy) course.
At least 80% of students will provide 18 hours of supervision to master level M.F.T. students.
At least 80% of students will maintain an A.A.M.F.T. membership
S.L.O.#4: Students will demonstrate professional teaching competence
At least 80% of students will pass the oral examination of their qualifying exam which assesses their ability to teach theoretical constructs.
At least 80% of students will receive a B or better in the teaching assignmentfor M.F.T. 865
At least 80% of students will be the presenter for at least one poster, paper, and/or workshop at a professional meeting while in residence.
S.L.O.#5: Students will demonstrate clinical competence
At least 80% of students will complete 1,000 clinical hours with 200 hours of supervision by an A.A.M.F.T. Approved supervisor or equivalent by graduation.
At least 80% of students will receive a 3 or higher rating on the Evaluation Form of Student completed by supervisor
Students will demonstrate skills of ethical practice and cultural sensitivity consistent with the Code of Ethics of the American Association for Marriage and Family Therapy as evidenced by at least 80% of students will receive a 3 or higher rating on the Evaluation Form of Student completed by supervisor (specifically 4a, 4b, 4g, 4i, 5a-d 6a, 6b, 6c, and 6d), assessed each semester.
S.L.O.#6: Students will demonstrate awareness and engagement with cultural and contextual differences
At least 80% of students will pass the cultural awareness portion of the qualifying examination
At least 80% of students will receive a B or better in the Cultural Diversity assignment for M.F.T. 865
Faculty Outcomes
F.O.#1. Faculty will meet Syracuse University expectations for research, teaching, scholarship, and service, as evidenced by:
Completion of yearly Curriculum Vitae Update Form which assesses faculty research, teaching and service, and at least 90% will have a successful reviewed by the Dean’s office
F.O.#2. Faculty will contribute to students’ successful completion of program requirements through effective teaching, advising/mentoring and supervision, as evidenced by:
At least 80% of instructors will receive an average score of 3 or higher on the Evaluation Form of Instructor by Students, assessed each semester.
At least 80% of supervisors will receive an average score of 3 or higher on the Evaluation Form of supervisor completed by supervisee, assessed each semester.
At least 80% of advisor mentors will advise dissertation research to completion after proposal approval
F.O.#3. Faculty will demonstrate professional and community contribution, as evidenced by:
At least 80% of faculty participating and reporting at least 5% of their time devoted to direct clinical practice.
F.O.#4. Faculty will contribute to engaging awareness of and sensitivity to diversity and multicultural issues as evidenced by:
At least 80% of faculty participating and reporting professional activities fostering diversity awareness or respect for diversity with M.F.T. students or supervisees.
At least 80% of instructors will receive a score of 3 or higher on question 18 of the Evaluation Form of Instructor by Students, assessed each semester.
Policies and Procedures, and Educational Outcomes Review
...
The M.A. Program in Marriage and Family Therapy is a 60-credit hour curriculum accredited by the Commission on Accreditation for Marriage and Family Therapy Education (C.O.A.M.F.T.E.). It is designed to meet the academic requirements for Clinical Membership in the American Association for Marriage and Family Therapy, and is intended for mature individuals who have a strong commitment to the family therapy profession. All M.F.T. core courses are open only to matriculated students.
All students are expected to take the basic clinical courses in marriage and family therapy theory and techniques during their first year in the Program. During the first semester of coursework, students observe therapy and are a part of therapy teams at the Couple and Family Therapy Center. Beginning with the second semester of coursework, if clinically ready, students have direct client contact, which continues until the completion of 500 hours of supervised clinical practice with individuals, couples, and families. All students spend one year providing therapy in the on-campus Couple and Family Therapy Center, which is well equipped for videotape and live supervision. They also see clients in off-campus practicum sites after their first semester of client contact. At the conclusion of their program of study, students have the option of completing either a one-day written comprehensive examination, presenting a Capstone Masters project or a Masters thesis.
Course Requirements (60 credits total)
Marriage and Family Therapy Required Courses (51 credits)
...
M.F.T. 687 Spirituality in Therapy (3 credits)
C.F.S. 621* Statistical Concepts I (3 credits)
...
*Students who are planning to apply to the doctoral program are encouraged to take C.F.S. 621.
Program of Study
All students must file a typed Program of Study with the Chair before the beginning of their second year of study. Upon approval by the Chair, the student will send two copies to the Graduate School and submit one for his/her official Program file. It will be necessary to amend this Program of Study prior to graduation if the actual courses taken are different than those originally submitted. Students may transfer in up to 12 credits of appropriate graduate-level coursework from other universities if they have received a grade of B or better in the course. Students wishing to transfer in credits should file their Program of Study by the end of their first term of study and file a petition if they wish to substitute transfer credits for a required course. Students, who wish to use coursework taken prior to seven years before their degree date, must file a petition providing evidence that the student has maintained current knowledge in the field to do so.
Academic Advisor
The Chair serves as academic advisor for all students enrolled in the master’s degree program. The academic advisor is responsible for overseeing the program of study process as well as ensuring that all requirements have been completed satisfactorily for graduation.
Masters Project/Thesis or Comprehensive Examination
Students decide whether they wish to complete an M.F.T. Capstone Project/Thesis, or take
...
the comprehensive examination. Students cannot choose the project/thesis option after failing the comprehensive examination or the comprehensive examination option after failing to have their final project approved. Once a student has indicated in writing a plan to take the comprehensive examination, the only way to fulfill the requirements for graduation is to successfully pass the examination (students are allowed to retake the examination two times). Conversely, once a student has indicated a plan to pursue the Masters Project/Thesis and the associated proposal has been approved, the student cannot decide to elect to take the comprehensive examination. Students planning to enter the M.F.T. doctoral program are encouraged to use the Masters Project/Thesis as an opportunity to gain research experience.
M.F.T. Capstone Project
Students who are not engaging in thesis research, or taking comprehensive examinations, must complete an M.F.T.-related capstone project and be at Peck Hall one day at the end of spring semester (date and time to be announced). Students who are completing a thesis are invited (but not required) to participate as well in the research poster sessions. Students can choose one of the following options for their capstone project:
Research proposal: Closely following guidelines for final research proposal M.F.T.663/S.W.K. 662 (if you have not taken this course, please contact Dr. Gangamma for research proposal guidelines), students may choose to present a proposal for research on any topic of interest relevant to M.F.T..
Clinical case studies: Students may choose to present a clinical case including – detailed description of theoretical conceptualization, intervention planning and implementation, outcome, cultural competence, and role of self of therapist. Please remove all identifying information about the case so that clients’ privacy is completely and absolutely protected. To insure complete confidentiality, meet with the supervisor of the case you are presenting and review methods for de-identification. Supervisor and student must sign Form A: Capstone De-identification Authorization Form and the Form must be submitted to Beth Ciciarelli one week prior to presentation.
Special topics related to M.F.T. practice and/or research: Students may also choose to present information that advances M.F.T. training. Topics may include and are not limited to – presenting problems, issues of diversity, cultural humility, specialized treatment approaches, working with special communities or groups, etc.
Presentation format:
Research poster sessions: Research proposals will be presented in the form of an academic poster summarizing research question, review of literature, proposed methodology and implications. Students will be ready to answer questions from faculty, staff, students, and guests.
Symposia: Clinical case studies and Special topics will be presented in symposia. Groups of 3-4 presenters will present their topics for about 10 minutes each. Groups will consist of topics around a similar idea or theme. A member of the faculty will serve as moderator for each session. Presentations will be followed by Q & A for about 15 minutes.
Evaluation rubrics for your presentation will be distributed during the spring semester in which you will be presenting your capstone project.
...
The Comprehensive Examination is designed to provide students an opportunity to demonstrate the ability to integrate their coursework and clinical training in a creative and scholarly fashion. The Examination is taken at the completion of all required academic credit hours. Any work required for the removal of incompletes must have been submitted to and approved by the appropriate faculty member prior to the student sitting for the Examination. Students may elect to take the Examination prior to the completion of M.F.T. 760 if they have obtained 400 or more clinical hours. The Examination is an eight-hour, closed book, essay examination that may be taken at a time mutually convenient to the student and the faculty. A student should inform the Chair in writing of his/her intent to take the Examination at least one month prior to the planned date of the Examination. At the time of the Examination, the student will receive a description of a clinical case about which s/he is to answer the following three questions:
Discuss the dynamics of the family, demonstrating knowledge of socio-cultural variables, child development, and family systems.
Select three schools of family therapy and briefly describe the approach which each would take in the assessment and treatment of the family.
Present your own detailed treatment plan for the family (problems, goals, and strategies), indicating your rationale for the suggested treatment.
The Examination will be evaluated by the Chair and, at his discretion, other M.F.T. staff members. Satisfactory performance will require demonstration of the ability to integrate knowledge from marriage and family therapy and to apply this knowledge to the development of an appropriate clinical treatment plan. In the event that the student fails to pass, s/he may retake the Examination a total of two times. On occasion, the committee may request that the student redo a portion of the original examination; in this case, the retake must be completed within one month from the date of this decision.
...
Students must complete 500 supervised clinical hours of direct (i.e., face-to-face) client contact with individuals, couples, families, and therapy groups at approved practica sites prior to graduation. They must be enrolled in M.F.T. Practicum, for at least five semesters and should maintain a minimum of 5-8 direct client contact hours per week each semester they are enrolled. Students should enroll in M.F.T. Practicum the first semester of their graduate work so that they can begin center meetings, accrue team hours, and acclimate themselves to the Couple and Family Therapy Center. Before students can see clients in the Center, they are expected to complete M.F.T. 681: M.F.T. Ethics and Issues (or the equivalent) and M.F.T. 661: Introduction to M.F.T. Practice (or the equivalent). In some rare instances, an alternative course of action can be approved. Students begin to see clients during the second semester (after passing the clinical readiness interview) and are expected to continue seeing clients throughout the summer and to arrange with their supervisor for appropriate vacation periods. At least 250 hours must consist of relational work with couples or families present in the therapy room. Fifty relational hours and 50 individual hours, totaling 100 hours may be obtained by serving as a member of a live-supervision team if the student is present to observe the same client case for an extended period of time and engages in the planning of treatment. When supervised by an A.A.M.F.T. approved supervisor, students may count up to 50 hours of psycho-education towards their 500 total hours.
...
Advanced Theory and Practice (12 credits)
Three courses from courses from the following: (9 credits)
M.F.T. 861 Supervision in M.F.T. (3 credits)
...
C.O.A.M.F.T.E. has stipulated that clinical internship sites must meet the following criteria:
The Advanced Practical Experience Component
Programs that teach the advanced curriculum must offer the advanced experience component.
Areas include selected experiences consistent with the program’s mission, goals, and outcomes in any of the following: advanced research, grant-writing, teaching, supervision, consultation, advanced clinical theory, clinical practice/innovation, program development, leadership, or policy. In addition, programs may offer experiences in presenting and professional writing.
The program must demonstrate appropriate and adequate mentoring of students during the experience.
The advanced experiences offered by doctoral degree programs must address a minimum of two of the areas noted above and combined be over a minimum of 9 months.
Research experiences may include (not limited to) developing independent research projects, writing up manuscripts for publication and conference presentations, applying for external funding, and assisting in faculty research. Teaching experiences may include (not limited to) assisting or co-teaching with faculty members.
...
The paper shall demonstrate the student's capacity for critical thinking and should include two primary sections:
Theory of Therapy: An in-depth delineation of the student's theory of therapy, including a discussion of her/his assumptions about how change occurs, a description of related intervention strategies, an analysis of the student therapist's use of self in therapy, and a statement about the definition of health.
Description of Case: An in-depth description of one family or couple case which illustrates the above theory, including description of the clients, overview of the course of treatment, review of any assessment instruments utilized, discussion of related cultural and gender issues, and evaluation of the interventions given the context of the therapy. The role of supervision in the development of the case should be clear. This section of the paper should conclude with a detailed discussion of how the student’s theory was illustrated in the clinical work with the case.
Research Component
Each student will be given a research article the day s/he hands in the written portion of the qualifying examination to the faculty. Students have a week from that day to write an in-depth critique of the article (8-10 pages) along with a research proposal designed to address the issues raised in the critique (8-10 pages). The research proposal is an elaboration of the ideas on how to re-do the study. The methodological design that is proposed can either be quantitative, qualitative, or mixed methods. At the end of the week, students must submit the article critique and proposal to the faculty. Students may not consult faculty, students, family, or friends during this process. After submitting the research component of the qualifying examination, students have one week to prepare for the orals in both theory and research.
...
To give a specific example of the process written above:
If a student hands in her/his theory of therapy paper on the 17th of January, s/he will begiven a research article that day.
Submit to faculty the article critique and research proposal on the 24th of January by 5:00PM.
Clinical presentation and orals for theory and research will take place on the 31st ofJanuary.
Oral Presentation and Examination
...
Following the presentation, an oral examination will be conducted by the examining committee on the written portion, the research component, and the presentation. At the conclusion of the examination, the student and guests will leave the room while all committee members vote. Majority rules. If there is an even split among the faculty votes, the student’s advisor will break the tie. A student will receive a separate evaluation for each of the three portions of the qualifying exam. Each portion of the exam will be evaluated and rated according to the following system:
Pass with distinction—represents excellent work, clearly outstanding
Pass—sufficient completion of all requirements
Pass with revisions—some minor revisions required to complete requirements
Fail—unsatisfactory work in one or more areas; major revisions needed
In the case of failure or pass with revisions members of the examining committee will submit feedback to the student and the adviser will meet with the student to explain the reasons for failure and the desired changes. If the student is required to retake one or all parts, s/he will be allowed to have two repeats of the failed portion of the examination process. Students must take the examination within 90 days of the failed attempt. Students may not begin their internships until all three parts of the examination are completed. If the student does not pass all parts of the examination process the third time, s/he will be asked to withdraw from the M.F.T. Program.
...
In order to maintain good standing in the Department of Marriage and Family Therapy, students of all levels must demonstrate satisfactory progress toward completion of the degree. The faculty will review performance each semester. Any and/or all of the following criteria may be used to determine satisfactory progress:
Earn a B- or better in all M.F.T. courses (and courses affiliated with Certificates of AdvancedStudy) and maintain a G.P.A. of 3.0 or better for all courses listed on the Program of Study.
Conduct self in a manner consistent with standards established in the A.A.M.F.T. Code of Ethics;
Refrain from behavior determined by the faculty to be detrimental to self or others (clients, classmates, university employees, etc.)
Register for M.F.T. Practicum each semester and continue seeing clients until 500 client contact hours are completed, or, after matriculation as a Ph.D. student, register for M.F.T. 860and continue being clinically active until completion of coursework and the qualifying examination;
While registered for M.F.T. Practicum, 860, and 960, maintain appropriate client and supervision hours and submit necessary paperwork documenting these hours;
Receive satisfactory end-of-term supervisor reports;
Maintain registration by registering for course work or for G.R.D. 998, Degree in Progress, 0 credits, every semester until date of degree;
If you are enrolled in the C.A.S. in Trauma-Informed Practice, earn a B- or better in all core courses and maintain a G.P.A. of 3.0 or better for all elective courses.
If doctoral student, show continual progress toward completion of coursework, qualifying examination, internship, dissertation proposal, and dissertation.
Doctoral students who have completed coursework and not yet defended their qualifying exams or dissertation must meet with the faculty once a year to demonstrate “continual progress toward completion” of program requirements.
Students whose progress is deemed unsatisfactory will be placed on unofficial probation. Students who remain on unofficial probation for more than one semester will be asked to leave the program.
In instances where academic and/or clinical performance is in question, the following policies apply:
Faculty and teaching staff will advise the Department Chair of any M.F.T. student who is not performing at a B- or better level at or after the mid-term of the semester.
Faculty and teaching staff will advise the student of the unacceptable performance and will note to the student that the program requires a B- grade or better in all M.F.T. courses during their degree program.
The Department Chair may determine, in consultation with the Graduate Director, and/or the Director of Clinical Services, and/or the Internship Coordinator, and/or the faculty or teaching staff member, to convene a meeting with the student to discuss the performance issue and develop a corrective course of action plan.
A record of unacceptable academic and/or clinical performance will be maintained in the student’s record in the department office.
M.F.T. faculty and teaching staff will review policies related to academic and clinical performance on an annual basis, at the April department meeting.
The Department Chair will report annually, to all faculty and teaching staff, aggregated dataon student academic and clinical performance, at the April department meeting.
Students who take courses in the Graduate School prior to enrolling in the M.F.T. core courses may not begin the M.F.T. core courses if they (a) have a G.P.A. of less than 3.0 or (b) carry any incomplete(s) for course(s) being counted toward the degree. Students who have been admitted to the Department but do not matriculate the following Fall must either defer their application or re-apply for admission.
...
Syracuse University sets high standards for academic integrity. Those standards are supported and enforced by students, including those who serve as academic integrity hearing panel members and hearing officers. The presumptive sanction for a first offense is course failure, accompanied by the transcript notation “Violation of the Academic Integrity Policy.” The standard sanction for a first offense by graduate students is suspension or expulsion. Students should review the Office of Academic Integrity online resource and confer with instructors about course-specific citation methods, permitted collaboration (if any), and rules for examinations. The Policy also governs the veracity of signatures on attendance sheets and other verification of participation in class activities. Additional guidance for students can be found in the Office of Academic Integrity.
Syracuse University Non-Discrimination and Equal Opportunity Policy Statement
Syracuse University is an equal-opportunity, affirmative-action institution. The University prohibits discrimination and harassment based on race, color, creed, religion, sex, gender, national origin, citizenship, ethnicity, marital status, age, disability, sexual orientation, gender identity and gender expression, genetic information, veteran status, or any other status protected by applicable law to the extent prohibited by law. This nondiscrimination policy covers admissions, employment, and access to and treatment in University programs, services, and activities.