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Loma Linda University

Counseling & Family Sciences (909) 558-4547 extension 47001 www.llu.edu

2012 – 2013 Student Clinical Handbook

Masters in Marital andFamily Th erapy and FamilyCounsel ing Certi f icat e

Programs

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ACKNOWLEDGMENT

I, ________________________________________, hereby acknowledge the receipt of

the 2012-2013 Counseling and Family Sciences Masters’ in Marital and Family Therapy

and Program Counseling Certificate Student and Clinical Handbook. I realize that I am

responsible for reading and understanding the CFS Student Handbook and the MFT

clinical handbook, which contains many of the policies, procedures, rules and regulations

to which I will be subject. I further acknowledge that this Handbook supersedes and

replaces any and all prior Student Policy Handbooks. I also understand that it is the

intent of the Student Handbooks to give me some idea as to the policies to which I will be

subject and that it is not a complete manual. Except as provided in this

acknowledgment, I realize the policies may change from time to time.

Date: , 2012

Program:________________________________________

Student Signature

Student Name (please print)

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II. WELCOME to the Department of Counseling and Family Sciences. You will be spending the next two years with faculty who are committed to collaborative education. The work entrusted to mental health professionals is that of caring for relationships, and we believe this work begins among ourselves. The greatest gifts your professors have to share with you are their collegial spirit of working together and their respect for the individuality of one another. We anticipate your contact with faculty, staff and students at Loma Linda University will be positive and respectful as well, for these relationships will become the foundation upon which you build new and ever more nurturing ways of being with others. With our rich cultural heritage, which spans the globe from India to Japan, Scandinavia, Western Europe, and the Caribbean, your faculty cherishes the rich diversity you bring to the program. You will be encouraged and supported in your sharing of the journey, which has brought you to this place. It will be in the intimate associations of graduate education that you will come to understand more fully experiences which may at this time be foreign to you, experiences such as the depths of extreme poverty or privilege and other uncommon ground. It is important to the faculty that we do not judge or discriminate on the basis of differences in ethnicity, ideology, religion, gender, or lifestyle. Please follow this example of inclusion by respecting individual differences and the university mission that unites us from all parts of the earth. Your status as a professional-in-training should set the standard for your behavior. In the event you find yourself in conflict with the department over ideas, policies or individuals, we ask that you maintain a code of conduct that conforms to the expectations set forth in this handbook. Marital and family therapists-in-training are expected to adhere to ethical guidelines of the American Association for Marriage and Family Therapists (AAMFT). Respect and professionalism are to be nurtured in all interactions. It is through these relationships with faculty mentors, your classmates, and clients that you will grow and ultimately be presented to the professional community upon graduation as the best and brightest Loma Linda University has to offer. Welcome.

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III. Loma Linda University Mission

A Seventh-day Adventist Christian health-sciences institution, seeks to further the healing and teaching ministry of Jesus Christ “to make man whole” by:

Educating ethical and proficient Christian health professionals and scholars through instruction, example and the pursuit of truth; Expanding knowledge through research in the biological, physical, environmental sciences and applying this knowledge to health and disease; Providing comprehensive, competent, and compassionate health care for the whole person through faculty, students, and alumni.

Department of Counseling and Family Sciences Mission Statement

Our mission is to facilitate wholeness by promoting health, healing, and hope to individuals, families, and communities through education, research, professional training, community service, and global outreach.

Program Goals, Mission, Vision and Values Program and Goals: The M.S. degree in marital and family therapy is designed to give students a broad academic background as well as professional practice for working with individuals, couples, and families in a variety of settings. These include, but are not limited to, medical, legal, educational, community mental health, managed care, church settings and private practice. Education and training is offered with the purpose of preparing students to be effective with a variety of mental health problems such as co-occurring disorders, serious emotional disorders, crisis care, chronic and/or serious mental illness, child and elder abuse, emancipation issues, and homelessness and complex relational issues. Great care is taken to include training that addresses issues of cross-cultural awareness, diversity, law and ethics, systemic approaches to treatment along with other evidence based modalities, life-span development, family and community systems, community integration for support and resources, collaborative case coordination, and a focus on elimination of discrimination and stigma of mental illness. Program Mission and Philosophy:

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The program’s is to prepare practitioners who will promote the health, hope, healing and well-being of diverse individuals, couples, families, and communities. The master’s mission, vision and values reflect the mission, vision and values of the University and Department. Program Vision: The program’s vision is congruent with the university and department mission and states, MFT students will learn how to ‘make diverse families whole’. Families include different family structures such as; single parent, families headed by grandparents, bi-racial couples, and families with special needs. This vision supports the notion that transforming relationships in diverse families is essential. Diversity being a key concept in training graduate students to work effectively with diverse populations, Values The program adopted five values as central to its view of education. These values reflect many of the University values and include:

• Compassion—the sympathetic willingness to be engaged with the needs and sufferings of others. Among the most memorable depictions of compassion in Scripture is the story of the Good Samaritan.

• Integrity—the quality of living a unified life in which one's convictions are well-considered and match one's actions. Integrity encompasses honesty, authenticity, and trustworthiness.

• Excellence—the commitment to exceed minimum standards and expectations. • Freedom—the competency and privilege to make informed and accountable

choices and to respect the freedom of others. God has called us not to slavery but to freedom.

• Justice—the commitment to equality and to treat others fairly, renouncing all forms of unfair discrimination.

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IV. CONTENTS OF THIS HANDBOOK I. Acknowledgment 2 II. Welcome 3 III. Loma Linda University Mission 4 Department Mission Program Goals,

Mission, Philosophy, Vision and Values 5 IV. Contents 6 V. Program and Student Learning Outcomes 8 VI: Review of Progress 10 VII. Phases of the Program: Academic and Clinical 11 VIII. Professional Licensure 14 VIV. Clinical Requirements for MFT Program 14 X. Board of Behavioral Science Examiners (BBS) 15 -LMFT  Experience  Information  for  Hours  Gained  on  or  after       15                            January  1,  2012       -­‐LMFT Experience Information for Hours Gained on or after 16 January 1, 2012 XI. Educational Requirements for MFT by the Board of Behavioral Sciences 18 XII. What is a Marriage and Family Therapist (MFT)? XIII. AAMFT Code of Ethics 19 XIV. APPENDICES: PROGRAM CLINIC FORMS AND REQUIREMENTS 27

A. MFT 2 YEAR -AND THREE YEAR PROGRAMS CURRICULUMS 27

B. FAMILY COUNSELING CERTIFICATE REQUIREMENTS 31

C. INTERIM DOCTORATE (Ph.D/DMFT) PROGRAM OF STUDY 32

D. 18 UNIT EVALUATION: STUDENT ADVANCEMENT EVALUATION 35

E. MFT CLINICAL TRAINING CONTRACT 36

F. WHEN CLINICAL FORMS ARE DUE 37

G. PROGRAM CLINICAL HOUR REQUIREMENTS 38

H. YOUR RESPONSIBILITIES FOR SUPERVISION 39

I. LIST OF APPROVED CLINICAL SITES 40

J. FOUR WAYINTERNSHIP/TRAINEE CONTRACT 47

K. AAMFT SUPERVISION QUALIFICATION STATEMENT 51

L. EVALUATION BY SUPERVISOR OF STUDENTS PERFORMANCE 58 `CLINICAL COMPETENCY

M. QUARTERLY SUPERVISOR EVALUATION BY STUDENT 59

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N. AAMFT TRAINEE CLINICAL LOG SHEET (GREEN SHEET) 57

O. BBS AND LLU CLINICAL HOURS FORM 65

P. BBS EXPERIENCE ERIFICATION 66

Q. BBS RESPONSIBILITY STATEMENT FOR SUPERVISORS 68

R. FINAL CASE COMMITTEE APPROVAL 71

S. CONSENT TO USE PHI 72

T. FINAL ORAL EXAM PART I EVALUATION 75

U. FINAL ORAL EXAM PART II EVALUATION 82

V. GRADUATION SURVEY 90

W. CFS CLINIC 94

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V. MS MFT Program and Student Learning Outcomes There are four overall program outcomes. The MFT program outcomes integrate our University’s commitment to diversity, the California State licensure requirements, the American Association for Marriage and Family Therapy (AAMFT) MFT Educational Guidelines and Core Competencies.

1. To prepare students to engage in the MFT profession by being eligible for MFT licensure in California with a greater than 70% pass rate for students who sit for the exam and additionally maintain membership in AAMFT.

2. The program will maintain a greater than 75% graduation rate. 3. The program will provide a learning environment and resources that allow

students to collaborate with other health care providers and multiple community services (or contexts). (At least 80% of the students will be in a learning environment where they are collaborating with other health care providers and multiple community services.

4. The program will graduate a diverse student population whom are prepared to practice in the field of marriage and family therapy. (At least 40% of graduates will be members of a minority group; i.e., Asian, Black, Hispanic, low income.

MS MFT Student Learning Outcomes

Each of the seven student learning outcomes (below) for the program supports the “whole person care” mission of the University. The program specifically addresses this “whole person care” mission with a specific emphasis on advancing systems/relational theory and practice in diverse societal context.

In addition, the student learning outcomes reflect AAMFT core competencies as students learn to promote the emotional health and well-being of individuals, couples, families, organizations, and communities. The student outcomes also reflect the California Board of Behavioral Science (BBS) objectives for the profession of MFT is for students to be trained in “psychotherapeutic orientations directly related to marriage and family therapy and marital and family systems approaches to treatment and how these theories can be applied therapeutically with individuals, couples, families, adults, including elder adults, children, adolescents, and groups to improve, restore, or maintain healthy relationships” (BBS code: 4980.36). It is also the program’s responsibility to ensure that students learn how to practice this service with integrity, compassion, sensitivity, flexibility, insight, and personal presence (BBS code 4980.37).

The following are the program’s student learning outcomes with the associated measures used to track student performance:

1. Students will be able to apply a systemic framework to their clinical practice as a martial and family therapist:

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A. Use systems/relational theories to guide practice and service delivery across interpersonal, family, organizational, and/or community contexts

B. Integrate program knowledge and skills into a clinical setting. C. Demonstrate a systems/relational epistemology in their final oral exam.

2. Student will be able to identify themselves as a systemic marital and family

therapy trainee.

A. Complete at least six case practicums with a satisfactory grade. B. Complete their final oral exam successfully as evaluated by their three

member panel of experts. C. Complete MFT theory courses (MFAM 551, MFAM 553, and MFAM

564) with a passing grade

3. *Students will be familiar with a variety of MFT therapy theories and demonstrate clinical language and practices that enable them to work with diverse populations within a multidisciplinary context.

A. Complete clinical traineeship with satisfactory supervisor evaluations. Complete 500 hour clinical requirements.

B. Complete at least six practicums (**MFAM 535, 536, 537, 635, 636, 637 with a satisfactory grade of B or better grade. **MFAM 535, 536 and 537 are pass/fail courses

4. Students will be able to demonstrate the ability to analyze and present a clinical

case using one of the major MFT models:

A. Demonstrate the use of a MFT model with one of their clinical cased in both their case write up and video presentation for their final oral exam.

B. Demonstrate knowledge of a major MFT model in their epistemology paper for the final oral exam.

C. Receive a panel rating of 75% or better for their final clinical oral exam.

5. Students will demonstrate awareness of contextual issues in therapy such as gender, religion/spirituality, sexual orientation, age, and socioeconomic status:

A. Completing MFAM 528 Culture and Socio-Economic Status in Therapy with a B or better

B. Completing MFAM 604 Gender, Class and Race: Social Context in Clinical Practice with a B or better.

6. Students will be knowledgeable of the legal and ethical standards relevant to the field of marital and family therapy and apply their knowledge to their clinical practice:

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A. Demonstrate knowledge of legal and ethical standards relevant to the field of marital and family therapy by receiving a grade of B or better in MFAM 614: Law and Ethics.

7. Students will be qualified to apply for internship status and subsequent licensure as an MFT and aligned with practice standards.

A. Receive a 75% or better rating on their Final Oral Exam. B. Receive a 70% or better rating on their comprehensive exam.

VI. Review of Progress

1.Regular Review. Students’ academic and professional progress is regularly reviewed throughout the program. The faculty is committed to helping all students develop their

knowledge and skills. If concerns arise regarding professional or academic performance, the faculty will discuss the issues with the student and determine an appropriate plan for addressing them. Continued enrollment in the program, however, is contingent on successful performance in both academic and professional areas.

2. Review for MFT Clinical Practice. MFT master’s students must complete at least 18 units of course work before beginning their clinical placements. Admittance to the program does not automatically mean students are ready for clinical practice. All students, even those with previous experience, are reviewed by the faculty prior to enrollment in case and practicum classes. In most cases, students are reviewed at the end of fall quarter and begin clinical work winter quarter.

3.Transfer from MFT Master’s Case to Doctoral Practicum. Students working on an

interim master’s degree may petition to waive MFAM 636 and 637 (the last two quarters of case presentation class) and begin MFTH 634 (Doctoral Practicum). To determine if they are making sufficient clinical progress to transfer into the doctoral practicum, students will be evaluated by their clinical supervisors and the faculty. Typically this evaluation will occur at the end of fall quarter of the student’s second year. To transfer into the doctoral practicum, interim students must also have attained at least 200 hours of clinical experience.

Students who waive the last two quarters of master’s case and transfer into the doctoral

practicum do not need to complete the master’s final case presentation. 4. Comprehensive Exam: Master’s and interim master’s degree students must take the Comprehensive Exam after the first year of master’s level courses. This exam is program-specific and is taken prior to the fall quarter during the second year. The exam contains approximately 200 questions and is multiple choice or true/false. If a student fails the first time, he/she will be allowed to take a second exam prior to their winter quarter. If the student fails the second exam, he/she will be evaluated and will be required to retake courses or take extra course work to strengthen areas not passed. If a

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student does not receive a B or better on the course retake he/she may be dismissed from the program.

If the student is part-time or off tract they must consult with the Program Director as to when this exam is to be taken, either the first or second time and if necessary when the extra course work will be taken.

VII. Program’s Four Phases Overview The MS program is divided into four phases of study. Phase I includes 21quarter units of coursework. Student must complete these units and pass a faculty evaluation (Student Advancement Evaluation (pg. 48) in order to enter clinical training. Phase II includes all first year courses following the 21 unit (Phase I). After completing Phase I and II students take a comprehensive exam. If they pass this exam, they are awarded Candidacy and enter Phase III of the program which is essentially the second year of coursework. During this phase, students must have completed all of their previous coursework with a B or better, complete 500 clinical hours and pass the final oral exam. Phase IV is post masters where the expected outcome is that all students will obtain a job in the field and become a licensed MFT. To be licensed in the State of California one must complete 3000 clinical hours and pass the California MFT license exam. PHASE ONE: COMPLETION OF 21 UNITS AND CLINICAL SITE TRAINEESHIP When entering the program students are required to complete 21 units of course work on introductory or foundational issues for mental health providers. Such as Basic counseling skills (MFAM 535), Writing (SCTJ 515), Crisis Intervention (MFAM 515), Social Ecology, (MFAM 547), Family Therapy foundational theories and practice (MFAM 551), Psychopathology and diagnostic procedures (MFAM 556) and Law and Ethics (MFAM 614). Once the student has completed these courses (with an average grade of B or better) they are evaluated with the Student Advancement Evaluation (Appendix H) which determines the student’s eligibility to be placed in an approved clinical site. While the program requires the completion of 21 units prior to being placed in a clinical site the California BBS only requires 18 units. Phase One: Ready for a Clinical Site and Traineeship Curriculum Student Learning

Outcomes Outcome Evaluations

MFAM 535 BHTJ 515 MFAM 515 MFAM 547 MFAM 551 MFAM 556 MFAM 614

SLO #2, #5 and #6 Student Advancement Evaluation – stored in Program Director’s office Grades for MFAM 614 in student files (Required B or better) Average grade of B or better in all Phase I courses

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PHASE TWO. COMPLETION OF FIRST YEAR COURSES AND COMPREHENSIVE EXAM Students begin phase II with an approved clinical placement. During this phase students build onto their introduction training from phase I and integrate their clinical experiences with advanced curriculum. At the conclusion of this phase students will have completed 48 units (including the 21 units from phase I). At the conclusion of this phase students take the comprehensive exam (Available of site). The exam is a 200 item exam. Each question is a multiple choice question and the questions are written and evaluated each year by all faculty whom have taught the courses within Phase I and II. Students who pass the exam move to candidacy status (Phase III). Those who do not pass, retake the exam. If they do not pass the exam the second time, they are required to take a course that focuses on the areas that seemed to present them with the most challenge. The program director makes these recommendations. In addition to the academic requirements, students must maintain a satisfactory score from the placement site supervisor. These evaluations are collected through the Quarterly Trainee Evaluation Form (Appendix L and Appendix T). The program director evaluates students each quarter and determines whether the student has maintained a satisfactory rating. The benchmarking for this rating is presented in Table III.6 below. Students must maintain a score of 75% or higher on the total assessment to continue on to Phase III. Students not meeting this benchmark may be placed on clinical probation. Students with two quarters of probation are removed from the program. Often times a less than satisfactory score will result in the student being placed in the department’s clinic (BHI) so that facility are able to mentor these students into a passing score the following quarter. Phase Two: Completion of Phase Two Move Student to Candidacy Status Curriculum Student Learning

Outcomes Outcome Evaluations

MFAM 528 (FMST , MFAM 536 MFAM 553,MFAM 644 MFAM 604, MFAM 501 MFAM 537, MFAM 564 MFAM 584

SLO#1, 2, 3, 4, 5, and 6

75% or higher on Comprehensive Exam Results:- (Located in Department Office Manager’s Files) Average of B or higher for all course in Phase II course (located in student files) 2010 Supervisor Student evaluations –located in the Assistant to the Director of Clinical Training’s office Receive a Grade B or better in MFAM 528 Culture and Socio-Economic Status in Therapy

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Receive grades B or better in MFAM 604 Gender, Class, & Race: Social Context in Clinical Practice.

PHASE THREE: FROM CANDIDACY TO GRADUATION During this phase students will finish their course work, complete their clinical requirements and take a final oral exam to determine if they have reached the high standards we require of all graduates. Student will complete the remaining 45 units of coursework prior to their final oral exam. The student must demonstrate they have integrated a systemic approach to working with a couple or family. The student must complete 500 clinical hours in an approved site in order to graduate. The final oral exam has four parts: 1. an epistemology paper, 2. a thorough write up of the clinical case (minimum of 6 sessions videotaped), 3. clinic case presentation (must be a couple or family), and 4. a response to a clinical case vignette. This exam integrates all student learning outcomes and many AAMFT core competencies. The exam is evaluated by the three licensed clinicians who are faculty, supervisors or experts on the type of case presented. (See standard IV for a more detailed discussion of the final oral exam process). Students, who do not meet the 75% cutoff for any one of the four sections, are asked to rewrite or retake the section in which they did not pass. This is termed a “pass with revisions”. Failure to pass during a revision could result in removal from the program. See table III.8 for the summary of 2010 and 2011 pass rate with the 75% cut off benchmarks. On average only 5.6% percent of students will not pass one or more of these sections (as seen on Table III.8 below). Phase Three: Complete Program and Graduate Curriculum Student Learning

Outcomes Outcome Evaluations

MFAM 502, MFAM 567, MFAM 568, MFAM 552, MFAM 635 MFAM 524, MFAM 624 MFAM 636, MFAM 638 MFAM 637, MFAM 674, COUN 675 RELR 564, 8 units of Electives

SLO # 1, #2, #3, #4, # 5, #6, and #7

MFAM 635, 636 and 637 receive a B or better. 75% or better rating on Final Oral Exam Completion of 500 clinical hours

PHASE FOUR. POST MASTERS – JOB AND MFT LICENSE Student in Phase IV have graduated and during this phase seek post masters employment or education, as well as licensure. required by the accrediting body of your program in the department.

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Phase Four: Post Graduation: Job and MFT License Clinical Hours Student Learning

Outcomes Outcome Evaluations

Completion of 3000 approved clinical hours.

SLO #7

90% of students from class of 2010 acquired a job in the mental/behavioral health or related field (Alumni Survey) More than 70% of student pass the CA license exam

VIII. Professional Licensure Licensed Marriage and Family Therapist In most cases the master’s degree will be the qualifying clinical degree students use to obtain licensure as a Marital and Family Therapist in California. Students will be allowed to count up to 1,250 hours of clinical work before completion of the program. The remaining 1,750 hours are to be accumulated post-masters. Students are encouraged to work toward and obtain licensure while completing their doctoral degree. Information regarding licensure is included in the Clinic Handbook. Students should also directly contact: Department of Consumer Affairs

Board of Behavioral Sciences 1625 N. Market Street, Suite S-200 Sacramento, CA 95834 916-445-4933 http://www.bbs.ca.gov

VIV. Clinical Requirements for MFT Program 1. Background Check Loma Linda University requires that all students entering a clinical program obtain a backgound check at least two weeks prior to beginning clinical work or before starting their programs Students are required to request their own background check from www.MyBackgroundCheck.com, use order code (C8S90) payable by the student. The check must include a minimum of the past 7 years, past five counties, Office of Inspector General (OIG), Social Security numbers, other names (maiden, married,etc.), addresses, and sex offender database. The check will be valid for the duration of the program unless you are suspended or discontinue the program, in which case a new check is required to reenter. 2. AAMFT Membership. MFT Master’s degree students are required to become members of the American Association for Marriage and Family Therapy (AAMFT). The AAMFT is a professional

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association dedicated to the interests of marital and family therapists. It promotes research, theory development and education in the field of marital and family therapy and develops standards for graduate education and training, clinical supervision, professional ethics, and the clinical practice of marriage and family therapy. To join, go to www.aamft.org and click on “join.” 3. AAMFT Ethical Code. Students are expected to become familiar with and abide by the AAMFT code of ethics. (A copy is included in the appendix). Violation of the ethical code may result in disciplinary action and possible dismissal from the program. 4. COAMFTE Accreditation. The master’s program in MFT has been accredited by the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) since 1975. COAMFTE accredited programs adhere to the highest standards of education and training in family therapy. Graduating from candidacy programs carries the full benefits of accreditation. In 2O11 both the doctoral (Ph.D. and DMFT) and masters in Marital and Family Therapy received full accreditation without stipulation for the next 6 years. 5. Personal Therapy. Students are encouraged to seek therapy for personal growth to gain a deeper understanding of the client-therapist relationship and processes. The student does not need to inform the faculty that they have entered into this relationship. However, if during the course of therapy, the student and/or therapist come to realize that the student’s current situation interferes with being able to appropriately handle clinical or academic assignments, it is the student’s professional responsibility to inform his/her advisor in order to determine the best course of action for the student and the program. Students may also be required to participate in therapy if personal issues appear to be interfering with the ability to develop and practice good therapy skills. X      BOARD  OF  BEHAVIORAL  SCIENCE  EXAMINERS  (BBS    LMFT  Experience  Information  for  Hours  Gained  on  or  after  January  1,  2012  EXPERIENCE  TYPE  1. Individual Counseling or Psychotherapy (performed by you)  No Minimum or Maximum No pre- or post-degree hours are required performing individual psychotherapy, though many people gain hundreds of hours in this area due to the limitations of other categories. 2. Couples, Family and Child Psychotherapy (performed by you) Minimum 500 hours May be completed pre- or post-degree or a combination of both. Up to 150 hours of conjoint couples and family therapy may be double-counted 3. Group Therapy or Counseling (performed by you)Maximum 500 hours May be completed pre- or post-degree or a combination of both.

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4. Telehealth Counseling (performed by you)Maximum 375 hours May be completed pre- or post-degree or a combination of both. NOTE - PRE-DEGREE HOURS: A maximum of 750 hours of clinical experience (1-4 above), including direct supervisor contact (7, 8, next page), can be counted pre-degree. EXAMPLE: A trainee earns 625 hours of clinical experience comprising a combination of categories 1, 2, 3 and 5. In addition, the trainee earns 125 hours of individual supervision pre-degree, for a total of750 hours. 6. Non-Counseling Experience (A-C below) Maximum 1,000 hours combined Categories 5A and 5B have their own maximums within the 1,000 combined maximum. A. Attending Workshops, Seminars, Training Sessions or Conferences Maximum 250 hours May be completed pre- or post-degree or a combination of both. B. Personal Psychotherapy (received by you) Maximum 100 hours X 3 Up to 100 hours may be earned. These hours are triple-counted by the Board for a total of 300. Hours may be completed pre- or post-degree or a combination of both. C. Direct Supervisor Contact Maximum 1,000 hours Minimum 52 weeks/hours Completed both pre- and post-degree. For more information see “Supervision” section. 7. Administering and Evaluating Psychological Tests, Writing Clinical Reports, Progress Notes, or Process Notes, and Client Centered Advocacy Maximum 500 hours May be completed pre- or post-degree or a combination of both. Revised 1/12 LMFT Experience Information for Hours Gained on or after January 1, 2012 The information provided in this publication is general and intended to serve as a quick answer guide for common questions. The Statutes and Regulations Relating to the Practice of Professional Clinical Counseling, Marriage and Family Therapy, Educational Psychology, and Clinical Social Work contains the official legal code sections and language. The Board of Behavioral Sciences encourages you to thoroughly read the Statutes and Regulations and refer to it in cases that require official legal language. EXPERIENCE TYPE 8. Supervision, Individual (One-on-One) Minimum 52 Weeks/Hours May be completed pre- or post-degree or a combination of both. Note: These may be non-consecutive weeks.

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9. Supervision, Group No Minimum or Maximum No pre- or post-degree hours are required in this area. Not more than eight (8) supervisees are permitted per group. Must be provided in one two-hour session or two one-hour segments. NOTE: A TOTAL MINIMUM of 104 hours/weeks of supervision is required. Persons gaining hours pre- or post-degree must have a minimum of one (1) hour of individual supervision, OR two (2) hours of group supervision during each week in which experience is claimed, for each work setting (see ratios required below). A maximum of five (5) hours of supervision may be credited per week. SUPERVISION RATIOS REQUIRED FOR DIRECT COUNSELING For trainees, ratios can be calculated based on the average number of hours Trainees: Minimum one (1) unit of supervision for every five (5) hours of EXPERIENCE gained over the entire period of time a trainee works in a particular setting. client contact in each setting Supervision ratios cannot be averaged for persons gaining hours post-degree. Ratio - Hours of Clinical Experience to Units of Supervision (One unit of supervision is equal to one (1) hour of individual ortwo (2) hours of group supervision) Post-degree: Minimum one (1) unit of supervision each week in each setting; AND one additional unit during any week in which more than ten (10) hours of client contact is gained in each setting WEEKS OF EXPERIENCE REQUIRED Minimum 104 weeks Completed pre and post degree. TOTAL HOURS OF EXPERIENCE REQUIRED PRE-DEGREE Maximum 1,300 hrs POST-DEGREE Minimum 1,700 hrs 1,300 maximum pre-degree hours = 750 maximum counseling and supervision (categories 1-4, 7, 8) + all remaining hours categories TOTAL Minimum 3,00 hrs

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X.The MFT master’s program adheres to the following educational objectives as outlined by the Board of Behavioral Sciences: Degree Program Requirements

• The degree program must contain no less than 60 semester or 90 quarter units of instruction.

• The degree program does the following:

1. Throughout its curriculum, integrates marriage and family therapy principles, the principles of mental health recovery-oriented care and methods of service delivery in recovery-oriented practice environments, and an understanding of various cultures and the social and psychological implications of socioeconomic position, and an understanding of how poverty and social stress impact an individual’s mental health and recovery;

2. Allows for innovation and individuality in the education of marriage and family therapists;

3. Encourages students to develop the personal qualities that are intimately related to effective practice;

4. Permits an emphasis or specialization that may address any one or more of the unique and complex array of human problems, symptoms, and needs of Californians served by marriage and family therapists; and

5. Provides students with the opportunity to meet with various consumers and family members of consumers of mental health services to enhance understanding of their experience of mental illness, treatment, and recovery.

• The degree program includes no less than 12 semester or 18 quarter

units of coursework in theories, principles, and methods of a variety of psychotherapeutic orientations directly related to marriage and family therapy and marital and family symptoms approaches to treatment and how these theories can be applied therapeutically with individuals, couples, families, adults, including elder adults, children, adolescents, and groups to improve, restore, or maintain healthy relationships, as stipulated in BPC Section 4980.36(d)(1)(A).

• The degree program includes no less than six semester or nine quarter units of practicum that involves direct client contact in a supervised clinical placement that provides supervised fieldwork experience, and adheres to the requirements stipulated in BPC Section 4980.36(d)(1)(B)(iv).

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• The practicum in the degree program includes a minimum of 150 hours of face-to-face experience counseling individuals, couples, families, or groups (BPC Section 4980.36(d)(1)(B)(ii)).

• In addition to the 150 hours of face-to-face experience, the practicum must include 75 hours of either of the following:

• Client-centered advocacy, as defined in Section 4980.03; or

• Face-to-face experience counseling individuals, couples, families, or groups (BPC Section 4980.36(d)(1)(vi)).

• The degree program includes instruction in diagnosis, assessment, prognosis, and treatment of mental disorders (Psychopathology), as specified in BPC Section 4980.36(d)(2)(A).

• The degree program includes instruction in developmental issues from infancy to old age and all areas of study specified in BPC Section 4980.36(d)(2)(B).

• The degree program includes instruction in the broad range of matters and life events that may arise within marriage and family relationships and within a variety of California cultures and includes instruction in all areas of study specified in BPC Section 4980.36(d)(2)(C).

• The degree program includes instruction in cultural competency and sensitivity and the areas of study specified in BPC Section 4980.36(d)(2)(D).

• The degree program includes instruction in multicultural development, cross-cultural interaction, and the areas of study specified in BPC Section 4980.36(d)(2)(E).

• The degree program includes instruction in the effects of socioeconomic status on treatment and available resources, as specified in BPC Section 4980.36(d)(2)(F).

• The degree program includes instruction in resilience and the areas of study specified in BPC Section 4980.36(d)(2)(G).

• The degree program includes instruction in human sexuality and the areas of study specified in BPC Section 4980.36(d)(2)(H).

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• The degree program includes instruction in substance use disorders, co-occurring disorders, addiction, and the areas of study specified in BPC Section 4980.36(d)(2)(I).

• The degree program includes instruction in California law and professional ethics for marriage and family therapists and the areas of study specified in BPC Section 4980.36(d)(2)(J).

• The degree program includes instruction in case management, systems of care for the severely mentally ill, public and private services and supports available for the severely mentally ill, community resources for persons with mental illness and for victims of abuse, disaster and trauma response, advocacy for the severely mentally ill, and collaborative treatment, as specified in BPC Section 4980.36(e).

Please refer to BPC Section 4980.36 for the exact education requirements effective August 1, 2012.

How Are the Education Requirements Changing August 1, 2012?

The main difference in the requirements that go into effect August 1, 2012, is the separation of the additional coursework requirements, such as human sexuality and psychopharmacology. The new requirements integrate these areas into the degree program requirements, rather than treating them as separate courses that may be completed outside of the degree program. Applicants that fall under the requirements effective August 1, 2012, must meet the qualifying degree program requirements in order to be registered as an MFT Intern. Under the previous requirements, some of the additional coursework could be completed outside of the degree program and after being issued an intern registration number.\ XI. Educational Requirements for MFTs by the Board of Behavioral Sciences (BBS) Marital and Family Therapy is an inter-disciplinary program leading to the Master of Science degree. It is designed to give the student a broad academic background for understanding the individual, couple or family and their problems and to prepare the graduate to assist individuals, couples and families in working through their problems. Marriage, family and child therapy has been established in California by law as a professional requiring state licensure. Persons who desire to enter the profession must have the proper academic and clinical preparation and must pass the written and oral licensing examinations. Persons previously practicing as licensed marriage, family and child therapists must update their credentials by approved continuing education programs. Other states than California have enacted or plan to enact similar legislation. The master's program at this University meets California licensing standards according to Business and Professions Code 4980.36 and Code 4980.37.

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X1I. What is a Marriage and Family Therapist (MFT)?

Section: 4980.02. PRACTICE OF MARRIAGE, FAMILY, AND CHILD COUNSELING; APPLICATION OF PRINCIPLES AND METHODS

For the purposes of this chapter, the practice of marriage and family therapy shall mean that service performed with individuals, couples, or groups wherein interpersonal relationships are examined for the purpose of achieving more adequate, satisfying, and productive marriage and family adjustments. This practice includes relationship and premarriage counseling.

The application of marriage and family therapy principles and methods includes, but is not limited to, the use of applied psychotherapeutic techniques, to enable individuals to mature and grow within marriage and the family, the provision of explanations and interpretations of the psychosexual and psychosocial aspects of relationships, and the use, application, and integration of the coursework and training required by Sections 4980.37, 4980.40, and 4980.41.

Pursuant to Business and Professions Code Section 4980.08, effective July 1, 1999, the title "licensed marriage, family and child counselor" or "marriage, family and child counselor" is hereby renamed "licensed marriage and family therapist" or "marriage and family therapist," respectively. Any reference in any statute or regulation to a "licensed marriage, family and child counselor" or "marriage, family and child counselor" shall be deemed a reference to a "licensed marriage and family therapist" or "marriage and family therapist." Nothing in this section shall be construed to expand or constrict the scope of practice of a person licensed pursuant to this chapter

XIII. AAMFT Code of Ethics

CODE OF ETHICS Effective July 1, 2012

Preamble The Board of Directors of the American Association for Marriage and Family Therapy (AAMFT) hereby promulgates, pursuant to Article 2, Section 2.01.3 of the Association's Bylaws, the Revised AAMFT Code of Ethics, effective July 1, 2012.

The AAMFT strives to honor the public trust in marriage and family therapists by setting standards for ethical practice as described in this Code. The ethical standards define professional expectations and are enforced by the AAMFT Ethics Committee. The absence of an explicit reference to a specific behavior or

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situation in the Code does not mean that the behavior is ethical or unethical. The standards are not exhaustive. Marriage and family therapists who are uncertain about the ethics of a particular course of action are encouraged to seek counsel from consultants, attorneys, supervisors, colleagues, or other appropriate authorities.

Both law and ethics govern the practice of marriage and family therapy. When making decisions regarding professional behavior, marriage and family therapists must consider the AAMFT Code of Ethics and applicable laws and regulations. If the AAMFT Code of Ethics prescribes a standard higher than that required by law, marriage and family therapists must meet the higher standard of the AAMFT Code of Ethics. Marriage and family therapists comply with the mandates of law, but make known their commitment to the AAMFT Code of Ethics and take steps to resolve the conflict in a responsible manner. The AAMFT supports legal mandates for reporting of alleged unethical conduct.

The AAMFT Code of Ethics is binding on members of AAMFT in all membership categories, all AAMFT Approved Supervisors and all applicants for membership or the Approved Supervisor designation. AAMFT members have an obligation to be familiar with the AAMFT Code of Ethics and its application to their professional services. Lack of awareness or misunderstanding of an ethical standard is not a defense to a charge of unethical conduct.

The process for filing, investigating, and resolving complaints of unethical conduct is described in the current AAMFT Procedures for Handling Ethical Matters. Persons accused are considered innocent by the Ethics Committee until proven guilty, except as otherwise provided, and are entitled to due process. If an AAMFT member resigns in anticipation of, or during the course of, an ethics investigation, the Ethics Committee will complete its investigation. Any publication of action taken by the Association will include the fact that the member attempted to resign during the investigation.

Principle I Responsibility to Clients Marriage and family therapists advance the welfare of families and individuals. They respect the rights of those persons seeking their assistance, and make reasonable efforts to ensure that their services are used appropriately.

1.1 Non-Discrimination. Marriage and family therapists provide professional assistance to persons without discrimination on the basis of race, age, ethnicity, socioeconomic status, disability, gender, health status, religion, national origin, sexual orientation, gender identity or relationship status.

1.2 Informed Consent. Marriage and family therapists obtain appropriate informed consent to therapy or related procedures and use language that is reasonably understandable to clients. The content of informed consent may vary depending upon the client and treatment plan; however, informed consent generally necessitates that the client: (a) has the capacity to consent; (b) has

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been adequately informed of significant information concerning treatment processes and procedures; (c) has been adequately informed of potential risks and benefits of treatments for which generally recognized standards do not yet exist; (d) has freely and without undue influence expressed consent; and (e) has provided consent that is appropriately documented. When persons, due to age or mental status, are legally incapable of giving informed consent, marriage and family therapists obtain informed permission from a legally authorized person, if such substitute consent is legally permissible.

1.3 Multiple Relationships. Marriage and family therapists are aware of their influential positions with respect to clients, and they avoid exploiting the trust and dependency of such persons. Therapists, therefore, make every effort to avoid conditions and multiple relationships with clients that could impair professional judgment or increase the risk of exploitation. Such relationships include, but are not limited to, business or close personal relationships with a client or the client’s immediate family. When the risk of impairment or exploitation exists due to conditions or multiple roles, therapists document the appropriate precautions taken.

1.4 Sexual Intimacy with Current Clients and Others. Sexual intimacy with current clients, or their spouses or partners is prohibited. Engaging in sexual intimacy with individuals who are known to be close relatives, guardians or significant others of current clients is prohibited.

1.5 Sexual Intimacy with Former Clients and Others. Sexual intimacy with former clients, their spouses or partners, or individuals who are known to be close relatives, guardians or significant others of clients is likely to be harmful and is therefore prohibited for two years following the termination of therapy or last professional contact. After the two years following the last professional contact or termination, in an effort to avoid exploiting the trust and dependency of clients, marriage and family therapists should not engage in sexual intimacy with former clients, or their spouses or partners. If therapists engage in sexual intimacy with former clients, or their spouses or partners, more than two years after termination or last professional contact, the burden shifts to the therapist to demonstrate that there has been no exploitation or injury to the former client, or their spouse or partner.

1.6 Reports of Unethical Conduct. Marriage and family therapists comply with applicable laws regarding the reporting of alleged unethical conduct.

1.7 No Furthering of Own Interests. Marriage and family therapists do not use their professional relationships with clients to further their own interests.

1.8 Client Autonomy in Decision Making. Marriage and family therapists respect the rights of clients to make decisions and help them to understand the consequences of these decisions. Therapists clearly advise clients that clients have the responsibility to make decisions regarding relationships such as

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cohabitation, marriage, divorce, separation, reconciliation, custody, and visitation.

1.9 Relationship Beneficial to Client. Marriage and family therapists continue therapeutic relationships only so long as it is reasonably clear that clients are benefiting from the relationship.

1.10 Referrals. Marriage and family therapists assist persons in obtaining other therapeutic services if the therapist is unable or unwilling, for appropriate reasons, to provide professional help.

1.11 Non-Abandonment. Marriage and family therapists do not abandon or neglect clients in treatment without making reasonable arrangements for the continuation of treatment.

1.12 Written Consent to Record. Marriage and family therapists obtain written informed consent from clients before videotaping, audio recording, or permitting third-party observation.

1.13 Relationships with Third Parties. Marriage and family therapists, upon agreeing to provide services to a person or entity at the request of a third party, clarify, to the extent feasible and at the outset of the service, the nature of the relationship with each party and the limits of confidentiality.

1.14 Electronic Therapy. Prior to commencing therapy services through electronic means (including but not limited to phone and Internet), marriage and family therapists ensure that they are compliant with all relevant laws for the delivery of such services. Additionally, marriage and family therapists must: (a) determine that electronic therapy is appropriate for clients, taking into account the clients’ intellectual, emotional, and physical needs; (b) inform clients of the potential risks and benefits associated with electronic therapy; (c) ensure the security of their communication medium; and (d) only commence electronic therapy after appropriate education, training, or supervised experience using the relevant technology.

Principle II Confidentiality Marriage and family therapists have unique confidentiality concerns because the client in a therapeutic relationship may be more than one person. Therapists respect and guard the confidences of each individual client.

2.1 Disclosing Limits of Confidentiality. Marriage and family therapists disclose to clients and other interested parties, as early as feasible in their professional contacts, the nature of confidentiality and possible limitations of the clients’ right to confidentiality. Therapists review with clients the circumstances where confidential information may be requested and where disclosure of confidential information may be legally required. Circumstances may necessitate repeated disclosures.

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2.2 Written Authorization to Release Client Information. Marriage and family therapists do not disclose client confidences except by written authorization or waiver, or where mandated or permitted by law. Verbal authorization will not be sufficient except in emergency situations, unless prohibited by law. When providing couple, family or group treatment, the therapist does not disclose information outside the treatment context without a written authorization from each individual competent to execute a waiver. In the context of couple, family or group treatment, the therapist may not reveal any individual’s confidences to others in the client unit without the prior written permission of that individual.

2.3 Confidentiality in Non-Clinical Activities. Marriage and family therapists use client and/or clinical materials in teaching, writing, consulting, research, and public presentations only if a written waiver has been obtained in accordance with Subprinciple 2.2, or when appropriate steps have been taken to protect client identity and confidentiality.

2.4 Protection of Records. Marriage and family therapists store, safeguard, and dispose of client records in ways that maintain confidentiality and in accord with applicable laws and professional standards.

2.5 Preparation for Practice Changes. In preparation for moving from the area, closing a practice, or death, marriage and family therapists arrange for the storage, transfer, or disposal of client records in conformance with applicable laws and in ways that maintain confidentiality and safeguard the welfare of clients.

2.6 Confidentiality in Consultations. Marriage and family therapists, when consulting with colleagues or referral sources, do not share confidential information that could reasonably lead to the identification of a client, research participant, supervisee, or other person with whom they have a confidential relationship unless they have obtained the prior written consent of the client, research participant, supervisee, or other person with whom they have a confidential relationship. Information may be shared only to the extent necessary to achieve the purposes of the consultation.

2.7 Protection of Electronic Information. When using electronic methods for communication, billing, recordkeeping, or other elements of client care, marriage and family therapists ensure that their electronic data storage and communications are privacy protected consistent with all applicable law.

Principle III Professional Competence and Integrity Marriage and family therapists maintain high standards of professional competence and integrity.

3.1 Maintenance of Competency. Marriage and family therapists pursue knowledge of new developments and maintain their competence in marriage and family therapy through education, training, or supervised experience.

3.2 Knowledge of Regulatory Standards. Marriage and family therapists

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maintain adequate knowledge of and adhere to applicable laws, ethics, and professional standards.

3.3 Seek Assistance. Marriage and family therapists seek appropriate professional assistance for their personal problems or conflicts that may impair work performance or clinical judgment.

3.4 Conflicts of Interest. Marriage and family therapists do not provide services that create a conflict of interest that may impair work performance or clinical judgment.

3.5 Veracity of Scholarship. Marriage and family therapists, as presenters, teachers, supervisors, consultants and researchers, are dedicated to high standards of scholarship, present accurate information, and disclose potential conflicts of interest.

3.6 Maintenance of Records. Marriage and family therapists maintain accurate and adequate clinical and financial records in accordance with applicable law.

3.7 Development of New Skills. While developing new skills in specialty areas, marriage and family therapists take steps to ensure the competence of their work and to protect clients from possible harm. Marriage and family therapists practice in specialty areas new to them only after appropriate education, training, or supervised experience.

3.8 Harassment. Marriage and family therapists do not engage in sexual or other forms of harassment of clients, students, trainees, supervisees, employees, colleagues, or research subjects.

3.9 Exploitation. Marriage and family therapists do not engage in the exploitation of clients, students, trainees, supervisees, employees, colleagues, or research subjects.

3.10 Gifts. Marriage and family therapists do not give to or receive from clients (a) gifts of substantial value or (b) gifts that impair the integrity or efficacy of the therapeutic relationship.

3.11 Scope of Competence. Marriage and family therapists do not diagnose, treat, or advise on problems outside the recognized boundaries of their competencies.

3.12 Accurate Presentation of Findings. Marriage and family therapists make efforts to prevent the distortion or misuse of their clinical and research findings.

3.13 Public Statements. Marriage and family therapists, because of their ability to influence and alter the lives of others, exercise special care when making public their professional recommendations and opinions through testimony or other public statements.

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3.14 Separation of Custody Evaluation from Therapy. To avoid a conflict of interest, marriage and family therapists who treat minors or adults involved in custody or visitation actions may not also perform forensic evaluations for custody, residence, or visitation of the minor. Marriage and family therapists who treat minors may provide the court or mental health professional performing the evaluation with information about the minor from the marriage and family therapist’s perspective as a treating marriage and family therapist, so long as the marriage and family therapist does not violate confidentiality.

3.15 Professional Misconduct. Marriage and family therapists are in violation of this Code and subject to termination of membership or other appropriate action if they: (a) are convicted of any felony; (b) are convicted of a misdemeanor related to their qualifications or functions; (c) engage in conduct which could lead to conviction of a felony, or a misdemeanor related to their qualifications or functions; (d) are expelled from or disciplined by other professional organizations; (e) have their licenses or certificates suspended or revoked or are otherwise disciplined by regulatory bodies; (f) continue to practice marriage and family therapy while no longer competent to do so because they are impaired by physical or mental causes or the abuse of alcohol or other substances; or (g) fail to cooperate with the Association at any point from the inception of an ethical complaint through the completion of all proceedings regarding that complaint.

Principle IV Responsibility to Students and Supervisees Marriage and family therapists do not exploit the trust and dependency of students and supervisees.

4.1 Exploitation. Marriage and family therapists who are in a supervisory role are aware of their influential positions with respect to students and supervisees, and they avoid exploiting the trust and dependency of such persons. Therapists, therefore, make every effort to avoid conditions and multiple relationships that could impair professional objectivity or increase the risk of exploitation. When the risk of impairment or exploitation exists due to conditions or multiple roles, therapists take appropriate precautions.

4.2 Therapy with Students or Supervisees. Marriage and family therapists do not provide therapy to current students or supervisees.

4.3 Sexual Intimacy with Students or Supervisees. Marriage and family therapists do not engage in sexual intimacy with students or supervisees during the evaluative or training relationship between the therapist and student or supervisee. If a supervisor engages in sexual activity with a former supervisee, the burden of proof shifts to the supervisor to demonstrate that there has been no exploitation or injury to the supervisee.

4.4 Oversight of Supervisee Competence. Marriage and family therapists do not permit students or supervisees to perform or to hold themselves out as

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competent to perform professional services beyond their training, level of experience, and competence.

4.5 Oversight of Supervisee Professionalism. Marriage and family therapists take reasonable measures to ensure that services provided by supervisees are professional.

4.6 Existing Relationship with Students or Supervisees. Marriage and family therapists avoid accepting as supervisees or students those individuals with whom a prior or existing relationship could compromise the therapist’s objectivity. When such situations cannot be avoided, therapists take appropriate precautions to maintain objectivity. Examples of such relationships include, but are not limited to, those individuals with whom the therapist has a current or prior sexual, close personal, immediate familial, or therapeutic relationship.

4.7 Confidentiality with Supervisees. Marriage and family therapists do not disclose supervisee confidences except by written authorization or waiver, or when mandated or permitted by law. In educational or training settings where there are multiple supervisors, disclosures are permitted only to other professional colleagues, administrators, or employers who share responsibility for training of the supervisee. Verbal authorization will not be sufficient except in emergency situations, unless prohibited by law.

Principle V Responsibility to Research Participants Investigators respect the dignity and protect the welfare of research participants, and are aware of applicable laws, regulations, and professional standards governing the conduct of research.

5. 1 Protection of Research Participants. Investigators are responsible for making careful examinations of ethical acceptability in planning studies. To the extent that services to research participants may be compromised by participation in research, investigators seek the ethical advice of qualified professionals not directly involved in the investigation and observe safeguards to protect the rights of research participants.

5. 2 Informed Consent. Investigators requesting participant involvement in research inform participants of the aspects of the research that might reasonably be expected to influence willingness to participate. Investigators are especially sensitive to the possibility of diminished consent when participants are also receiving clinical services, or have impairments which limit understanding and/or communication, or when participants are children.

5.3 Right to Decline or Withdraw Participation. Investigators respect each participant’s freedom to decline participation in or to withdraw from a research study at any time. This obligation requires special thought and consideration when investigators or other members of the research team are in positions of

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authority or influence over participants. Marriage and family therapists, therefore, make every effort to avoid multiple relationships with research participants that could impair professional judgment or increase the risk of exploitation.

5.4 Confidentiality of Research Data. Information obtained about a research participant during the course of an investigation is confidential unless there is a waiver previously obtained in writing. When the possibility exists that others, including family members, may obtain access to such information, this possibility, together with the plan for protecting confidentiality, is explained as part of the procedure for obtaining informed consent.

Principle VI Responsibility to the Profession Marriage and family therapists respect the rights and responsibilities of professional colleagues and participate in activities that advance the goals of the profession.

6.1 Conflicts Between Code and Organizational Policies. Marriage and family therapists remain accountable to the AAMFT Code of Ethics when acting as members or employees of organizations. If the mandates of an organization with which a marriage and family therapist is affiliated, through employment, contract or otherwise, conflict with the AAMFT Code of Ethics, marriage and family therapists make known to the organization their commitment to the AAMFT Code of Ethics and attempt to resolve the conflict in a way that allows the fullest adherence to the Code of Ethics.

6.2 Publication Authorship. Marriage and family therapists assign publication credit to those who have contributed to a publication in proportion to their contributions and in accordance with customary professional publication practices.

6.3 Authorship of Student Work. Marriage and family therapists do not accept or require authorship credit for a publication based on research from a student’s program, unless the therapist made a substantial contribution beyond being a faculty advisor or research committee member. Co-authorship on a student thesis, dissertation, or project should be determined in accordance with principles of fairness and justice.

6.4 Plagiarism. Marriage and family therapists who are the authors of books or other materials that are published or distributed do not plagiarize or fail to cite persons to whom credit for original ideas or work is due.

6.5 Accuracy in Publication and Advertising. Marriage and family therapists who are the authors of books or other materials published or distributed by an organization take reasonable precautions to ensure that the organization promotes and advertises the materials accurately and factually.

6.6 Pro Bono. Marriage and family therapists participate in activities that contribute to a better community and society, including devoting a portion of their

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professional activity to services for which there is little or no financial return.

6.7 Advocacy. Marriage and family therapists are concerned with developing laws and regulations pertaining to marriage and family therapy that serve the public interest, and with altering such laws and regulations that are not in the public interest.

6.8 Public Participation. Marriage and family therapists encourage public participation in the design and delivery of professional services and in the regulation of practitioners.

Principle VII Financial Arrangements Marriage and family therapists make financial arrangements with clients, third-party payors, and supervisees that are reasonably understandable and conform to accepted professional practices.

7.1 Financial Integrity. Marriage and family therapists do not offer or accept kickbacks, rebates, bonuses, or other remuneration for referrals; fee-for-service arrangements are not prohibited.

7.2 Disclosure of Financial Policies. Prior to entering into the therapeutic or supervisory relationship, marriage and family therapists clearly disclose and explain to clients and supervisees: (a) all financial arrangements and fees related to professional services, including charges for canceled or missed appointments; (b) the use of collection agencies or legal measures for nonpayment; and (c) the procedure for obtaining payment from the client, to the extent allowed by law, if payment is denied by the third-party payor. Once services have begun, therapists provide reasonable notice of any changes in fees or other charges.

7.3 Notice of Payment Recovery Procedures. Marriage and family therapists give reasonable notice to clients with unpaid balances of their intent to seek collection by agency or legal recourse. When such action is taken, therapists will not disclose clinical information.

7.4 Truthful Representation of Services. Marriage and family therapists represent facts truthfully to clients, third-party payors, and supervisees regarding services rendered.

7.5 Bartering. Marriage and family therapists ordinarily refrain from accepting goods and services from clients in return for services rendered. Bartering for professional services may be conducted only if: (a) the supervisee or client requests it; (b) the relationship is not exploitative; (c) the professional relationship is not distorted; and (d) a clear written contract is established.

7.6 Withholding Records for Non-Payment. Marriage and family therapists may not withhold records under their immediate control that are requested and needed for a client’s treatment solely because payment has not been received for past services, except as otherwise provided by law.

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Principle VIII Advertising Marriage and family therapists engage in appropriate informational activities, including those that enable the public, referral sources, or others to choose professional services on an informed basis.

8.1 Accurate Professional Representation. Marriage and family therapists accurately represent their competencies, education, training, and experience relevant to their practice of marriage and family therapy.

8.2 Promotional Materials. Marriage and family therapists ensure that advertisements and publications in any media (such as directories, announcements, business cards, newspapers, radio, television, Internet, and facsimiles) convey information that is necessary for the public to make an appropriate selection of professional services and consistent with applicable law.

8.3 Professional Affiliations. Marriage and family therapists do not use names that could mislead the public concerning the identity, responsibility, source, and status of those practicing under that name, and do not hold themselves out as being partners or associates of a firm if they are not.

8.4 Professional Identification. Marriage and family therapists do not use any professional identification (such as a business card, office sign, letterhead, Internet, or telephone or association directory listing) if it includes a statement or claim that is false, fraudulent, misleading, or deceptive.

8.5 Educational Credentials. In representing their educational qualifications, marriage and family therapists list and claim as evidence only those earned degrees: (a) from institutions accredited by regional accreditation sources; (b) from institutions recognized by states or provinces that license or certify marriage and family therapists; or (c) from equivalent foreign institutions.

8.6 Correction of Misinformation. Marriage and family therapists correct, wherever possible, false, misleading, or inaccurate information and representations made by others concerning the therapist's qualifications, services, or products.

8.7 Employee or Supervisee Qualifications. Marriage and family therapists make certain that the qualifications of their employees or supervisees are represented in a manner that is not false, misleading, or deceptive.

8.8 Specialization. Marriage and family therapists do not represent themselves as providing specialized services unless they have the appropriate education, training, or supervised experience.

Violations of this Code should be submitted in writing to the attention of: AAMFT Ethics Committee 112 South Alfred Street, Alexandria, VA 22314 Phone: (703)

838-9808 Fax: (703) 838-9805 email: ethics@aamft.org

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XIV. APPENDICES

APPENDIX A

MARITAL AND FAMILY THERAPY PROGRAM 2 YEAR – 2012/2013

Pre FALL QUARTER – 1st YEAR: (6 units) MFAM 535 Case Presentation and Professional Studies (4) BHCJ 515 Research/Writing Grad Level Papers (2) FALL QUARTER – 1st YEAR: (15 units) MFAM 515 Crisis Intervention & Client-Centered Advocacy (3) MFAM 547 Social Ecology of Individual and Family Development (3) MFAM 551 Family Therapy: Foundational Theories and Practice (3) MFAM 556 Psychopathology and Diagnostic Procedures (3) MFAM 614 Law and Ethics (3) WINTER QUARTER – 1st YEAR: (12 units) MFAM 528 Culture& Socio-Economic Status in Therapy (3) MFAM 536 Case Presentation and Documentation (3) MFAM 553 Family Systems Theory (3) MFAM 644 Child Abuse and Family Violence (3) MFAM 731 Professional Clinical Training (200 hrs.) (6 clinical units IP until Student finishes 200 clinical hours) SPRING QUARTER – 1st YEAR: (15 units) MFAM 604 Gender, Class & Race: Social Context in Cl. Practice (3) MFAM 501 Research Tools and Methodology: Quantitative (3) MFAM 537 Case Presentation Seminar (3) MFAM 564 Family Therapy: Adv. Foundational Theories and Practice (3) MFAM 584 Advanced Child and Adolescent Development (3) SUMMER QUARTER – 2nd YEAR: (11 units) MFAM 568/COUN Groups: Process and Practice (3) MFAM 732 Professional Clinical Training (300 hrs IP until they reach 500 hour - ) ELECTIVES (8 units) MFAM one required theory elective (2): MFAM 539 Solution-focused Family Therapy ` (2) MFAM 555 Narrative Family Therapy (2) MFAM 557 Object-Relations Family Therapy (2) MFAM 559 Cognitive Behavioral Couples Therapy (2) MFAM 565 Advanced Bowen Theory and Practice (2) MFAM 605 Gestalt Family Therapy (2)

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MFAM 606 Emotionally Focused Couples Therapy (2) MFAM 665 Structural & Multi-Dimensional Family Therapy (2) MFAM 664 Experiential Family Therapy (2) Additional Electives Offered: MFAM 516 Play Therapy (2) COUN 577 Assessment in Counseling (3) MFAM 538 Theory and Practice of Conflict Resolution (2) MFAM 544 Family and Divorce Mediation (4) MFAM 549 Christian Counseling and Family Therapy (2) MFAM 585 Internship in Family Mediation (4) SECOND YEAR FALL QUARTER – 2nd YEAR: (14 units) MFAM 502 Research Tools and Methodology: Qualitative (3) MFAM 567 Treating the Severely and Persistently Mentally Ill & The Recovery Model (3) MFAM 552 Couples Therapy: Theory and Practice (3) MFAM 635 Case Presentation Seminar (2) RELR 564 Religion, Marriage and the Family (3) WINTER QUARTER – 2nd YEAR: (11 units) MFAM 524 Psychopharmacology and Medical Issues (3) MFAM 624 Individual and Systems Assessment (3) MFAM 636 Case Presentation Seminar (2) MFAM 638 Family Therapy and Chemical Abuse (3) SPRING QUARTER – 2nd YEAR: (6 units) MFAM 637 Case Presentation Seminar (2) COUN 675 Dynamics of Aging (1) MFAM 674/COUN Human Sexual Behavior (3) Additional Electives Offered TBA: FMST 524 Family Resource Management (2) FMST 528 Parenting (2) FMST 529 Family Life Education (3) COUN578 College and Career Counseling (2) MFAM 548 Men and Families (2) MFAM 615 Reflective Practice (2) MFAM 659 Current Trends in The Field of Family Therapy (2) MFAM 670 Seminar in Sex Therapy (2) MFAM 695 Research Problems: Marriage and Family (1-4) 1st year core = 59 units

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2nd year core = 31 units Electives = 8 units Total: (90 units)

MARITAL AND FAMILY THERAPY PROGRAM

3 YR PROGRAM 2012/2013 FALL QUARTER – 1stYEAR: (12 units) STCJ 515 Research/Writing Grad-Level Papers (2) MFAM 515 Crisis Intervention Counseling (3) MFAM 535 Case Presentation and Professional Studies (4) MFAM 551 Family Therapy: Foundational Theories & Practice (3) WINTER QUARTER - 1st YEAR: (9 units) MFAM 528 Culture and Socio-Economic Status in Therapy (3) MFAM 553 Family Systems Theory (3) MFAM 644 Child Abuse & Family Violence (3) SPRING QUARTER - 1st YEAR: (9 units) MFAM 501 Research Tools and Methodology: Quantitative (3) MFAM 536 Case Presentation Seminar (3) MFAM 604 Gender, Class, & Race: Social Context in Clinical Practice (3) MFAM 731 Professional Clinical Training (6 clinical units) SUMMER QUARTER – 1st YEAR: (8 units) MFAM 537 Case Presentation Seminar (3) MFAM 568 Groups: Process and Practice (3) MFAM 731 Professional Clinical Training (IP) MFAM one required theory elective (2): MFAM 539 Solution-focused Family Therapy (2) MFAM 555 Narrative Family Therapy (2) MFAM 557 Object-Relations Family Therapy (2)

MFAM 559 Cognitive Behavioral Couples Therapy (2) MFAM 565 Advanced Bowen Theory and Practice (2)

MFAM 665 Structural and Multi-dimentional Family Therapy (2) MFAM 605 Gestalt Family Therapy (2) MFAM 606 Emotionally Focused Couples Therapy (2) FALL QUARTER - 2nd YEAR: (12 units) MFAM 547 Social Ecology of Individual and Family Development (3) MFAM 552 Couples Therapy: Theory & Practice (3)

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MFAM 556 Psychopathology & Diagnostic Procedures (3) MFAM 614 Law & Ethics (3) MFAM 731 Professional Clinical Training (IP) WINTER QUARTER - 2nd YEAR: (6 units) MFAM 524 Psychopharmacology and Medical Issues (3) MFAM 624 Individual and Systems Assessment (3) MFAM 732 Professional Clinical Training (9 clinical units) SPRING QUARTER - 2nd YEAR: (7 units) MFAM 564 Family Therapy: Adv. Foundational Theories & Practice (3) MFAM 584 Advanced Child and Adolescent Development (3) COUN 675 Dynamics of Aging (1) MFAM 732 Professional Clinical Training (IP) Comprehensive Examination (End of August) SUMMER QUARTER - 2nd YEAR: (8 units) MFAM 635 Case Presentation Seminar (2) MFAM 732 Professional Clinical Training (IP) MFAM Elective (2) MFAM Elective (2) MFAM Elective (2) FALL QUARTER – 3rd YEAR: (9 units) MFAM 502 Research Tools & Methodology: Qualitative (3) MFAM 567 Treating the Severely Mentally Ill and Recovery Process (3) RELR 564 Religion, Marriage and the Family (3) MFAM 732 Professional Clinical Training (IP) WINTER QUARTER – 3rd YEAR: (5 units) MFAM 636 Case Presentation Seminar (2) MFAM 638 Family Therapy & Chemical Abuse (3) MFAM 732 Professional Clinical Training (IP) Additional Electives Offered: FMST 524 Family Resource Management (2) FMST 528 Parenting (2) FMST 529 Family Life Education (3) MFAM 522 Family and Career Counseling (2) MFAM 548 Men and Families (2) MFAM 615 Reflective Practice (2) MFAM 659 Current Trends in The Field of Family Therapy (2)

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MFAM 675 Clinical Problems in Marriage and Family Therapy (1-2) MFAM 694 Directed Study: Marriage and Family (1-4) MFAM 695 Research Problems: Marriage and Family (1-4) SPRING QUARTER – 3rd YEAR: (5 units) MFAM 637 Case Presentation Seminar (2) MFAM 674 Human Sexual Behavior (3) MFAM 732 Professional Clinical Training (IP and finish) Final Case Presentation (during last quarter) 90 Quarter Units Program 36 core units first year 27 core units second year 19 core units third year 82 core units 8 elective units 9O unit total Students who are completing an interim master’s degree in tandem with the doctoral degree in Marital and Family Therapy must submit the appropriate graduation forms for the masters degree according to University deadlines. Requirements include:

• The 60 units of master’s courses outlined on the interim checklist (see appendix)

• A total of at least 90 completed units (including at least 30 doctoral courses) • 500 hours of direct client contact in systems/relational therapy (at least 250

with couples and families) • passing the master’s level comprehensive exam

The Interim Master’s degree will typically be awarded during the third year of study. You must file Form C more than two quarters prior to earning the Master’s degree. See the Doctoral Administrative Assistant for assistance.

37

APPENDIX B

Family Counseling Certificate Requirements

To earn the certificate, students must successfully complete 27 quarter units, including 19 core units and 8 units of electives. It is possible to complete the certificate in two academic quarters. No clinical experience is required, but students may use their electives to become exposed to clinical modalities. This certificate does not assist the student in applying for or obtaining a clinical license.

Learning outcomes

1. Students will demonstrate awareness of contextual issues in the field of marital and family therapy,

2. Students will gain an understanding of how to apply their knowledge of contextual issues to their field of study/work.

Required Courses Units MFAM 528 Culture and Socio-Economic Status in Therapy 3 units MFAM 515 Crisis Intervention and Client Centered Advocacy (3 ) 3 units MFAM 535 Case Presentation and Professional Studies (4) 4 units MFAM 551 Family Therapy: Foundational Theories and Practice 3 units MFAM 553 Family Systems Theory 3 units Total 16 units

Electives (8 units) As approved by Advisor

MFAM____ Select a Marital and Family Therapy Course 8 units Total 8 units

Religion

RELR 5___ (3 units) RELR 564

Graduate-level Relational Religon, Marriage and the Family

Choose one course

3 units

Total 3 units Overall Total 27 units

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APPENDIX C Interim Doctorate (Ph.D./D.M.F.T.) Program of Study and Advising

Students are required to meet with their advisors each quarter. Students must pick up an advising form from the Doctoral office prior to meeting with their advisor.

Overviews outlining a suggested course sequencing of the doctoral programs are included in the appendix. Checklists of required courses are also included in the appendix.

Students who wish to finish more quickly, extend their programs, or study part-time must consult with their advisor to develop an appropriate plan.

Most courses are offered once per year. Some are offered on alternate years only. MFTH designates doctoral courses. FMST may be masters or doctoral level

The following courses are to be taken in sequence:

1) MFTH 606 Research in MFT (for PhD in MFT and DMFT) 2) MFTH/FMST 604 Advanced Qualitative Methods 3) MFTH/FMST 605 Advanced Quantitative Methods 4) MFTH/FMST 668 Qualitative Research Practicum 5) MFTH/FMST 608 Analysis and Presentation of Research Students who do not take these courses each quarter as offered will delay their graduation.

Concentrations: All doctoral students must complete a 12 unit concentration in an area of study. Students may choose any concentration based on approval of the student’s advisor and the faculty. The concentration must focus around a specific area for study. Students should submit a concentration approval form by the end of the first year of study for review by the doctoral committee. Pre-approved 12-units course sequences are available in: Family Studies (for MFT students) Families, Systems, and Health School Consultation Systems Consultation and Professional Relations Students are strongly encouraged to complete one of the above concentrations. However, in consultation with their program advisor, students may propose a concentration that meets their specialized interests. Such concentrations must be approved by the CFS doctoral committee. Supervision Courses: PhD in MFT and DMFT students must complete the doctoral practicum and at least 500

39

hours of clinical contact before taking the supervision courses: MFTH 501 and 502. These courses require an advanced knowledge and skill in MFT. Readiness depends on your level of experience. Unless already a licensed MFT most students take it as late in their programs as possible Clinical Courses (PhD in MFT and DMFT): Clinical 1, 2, & 3 do not need to be taken sequentially. Clinical 4 should be your last clinical course. Electives: Electives should be selected to meet specific student interests. A number of doctoral electives are offered regularly. Others may be offered when there is significant demand. MFAM courses and courses from other departments may be used as electives. Certificates: The department offers a variety of certificates. Students wishing to complete one of these certificates must make a separate application for admittance to the certificate program and should contact the Director of the certificate program. Available certificates and their Directors are:

Child Life Specialist – Michelle Minyard-Widmann Clinical Mediation—Ian Chand Drug and Alcohol Counseling—Randall Walker Family Counseling – Mary Moline Family Life Education—Curtis Fox School Counseling—Cheryl Simpson

Interim master’s degree: Students who are completing an interim master’s degree in tandem with the doctoral degree in Marital and Family Therapy must submit the appropriate graduation forms for the masters degree according to University deadlines. Requirements include:

• The 60 units of master’s courses outlined on the interim checklist (see appendix)

• A total of at least 90 completed units (including at least 30 doctoral courses) • 500 hours of direct client contact in systems/relational therapy (at least 250

with couples and families) • passing the master’s level comprehensive exam

The Interim Master’s degree will typically be awarded during the third year of study. You must file Form C more than two quarters prior to earning the Master’s degree. See the Doctoral Administrative Assistant for assistance. Research and Professional Presentations: In addition to the required course work, students are expected to engage in research and/or program development throughout their programs of study. Professional presentations at conferences and the development of journal articles are an important aspect of doctoral study. Students are encouraged to collaborate with faculty and other students in these activities. All student research MUST be supervised by a faculty member and approved by the University IRB. Submissions for presentations should also be approved by a faculty mentor before submission.

40

APPENDIX D 18 unit Evaluation: Student Advancement Evaluation

LOMA LINDA UNIVERSITY

Marital and Family Therapy STUDENT ADVANCEMENT EVALUATION

RATIONALE: During the first terms of the MFT program, while students are completing a minimum of 18 units, the MFT program evaluates students for academic and clinical readiness, professional, personal development and writing skill. While we understand that these evaluations are conducted very early in the program and cannot be a perfect assessment, it is important to consider the personal, professional, academic, clinical readiness and writing aptitude of students as early as possible. Please consider each student in your class and respond as best you can to the items below. One form must be completed for each student. Using your class enrollment sheet, please enter the student=s name and student number. Circle the number that best describes your student. If you circle a 1 or 2 please Make a comment regarding your evaluation. Thank you for your time and consideration in this important process. Student Name: ______________________________________ Date: ________________ Student Number: ____________________________________

Please circle the number that best suits that student. The scale is from 1 to 5. 1 = unacceptable, 3=acceptable and 5 is Proficient. Academic refers to grades and the ability to complete graduate

work and demonstrate a potential to strive for excellence. Personal refers to their personhood That they demonstrate they are compassionate, stable, humble, have self-control and a good

attitude. Professional refers to integrity, striving for excellent and a commitment to the field of Marriage

and Family Therapy. Clinical refers to a student that has the potential to do proficient work as a

clinician, strives for justice, and is compassionate toward others. Writing is in reference to their ability to

write well and is the category that will decide if they are to attend the SST writing course.

Category Unacceptable Acceptable Proficient Comment

Academic 1 2 3 4 5

Personal 1 2 3 4 5

Professional 1 2 3 4 5

Clinical 1 2 3 4 5

Writing: 1 2 3 4 5

Check those that apply: ___ Case Instructor_______ Academic Instructor___ Graduate Assistant

41

CLINICAL TRAINING CONTRACT(ForMS. inMFTStudents)

This is to state that I, , have carefully read all the clinicaltraining requirements stated below and clearly understand the program clinical expectations ofme. I do hereby agree tofollow these requirements faithfully. I am aware that failure to do so may influence my grades and/or standing in theprogram.

PRIOR TO SEEItJG CLIENTS REQUIREMENTS:. Background check (see Clinical Training Handbook). Completion of 19 units of coursework (see Clinical Training Handbook)

CLINICAL HOURS:. 500 client contact hours (only face to face therapist client & therapeutic meetings). 250 hours of the 500 hours with couples and families

SUPERVISION HOURS:. 100 individual and group supervision hours. 1hour of individual supervision for every week in which clients are seen.. 50 of the 100hours should consist of live, audio or video supervision.. 1:5 ratio must be maintained between supervision and client contact hours.

CLINICAL COURSES:. 6 quarters of Professional Clinical Training: MFAM 734. A trainee who is seeing clients must be registered for MFAM 734 at all times.. 6 quarters of Case Presentation: MFAM 535, 536, 537, and MFAM 635, 636, 637

CLINICAL EXAMINATIONS:. Exam for Clinical Placement Preparedness in conjunction with MFAM 535. Final oral examination at the end of the first year. Final oral examination at the end of the program

CLINICAL REPORTING:. Trainee hours log sheetmust be submitted by the Friday prior to finals weekof each quarter for each placementsite.

. Quarterly trainee evaluation formsmust be submittedby the Friday prior to finals weekof eachquarter for eachplacement site.

. Quarterly supervisor evaluation formmust be submitted by the Friday prior to finals week of each quarter foreach individual supervisor.

. Clinical paperwork between LLU and placement site and paperwork associated with case management at theplacement site must be kept up-to-date at all times.

Universitv Dolicvstates: That if an '1p. (in progress) grade in MFAM 734 (Professional Clinical Training) is notcleared by the end of 5th quarter, student will receive a 'V. grade, has to re-registerfor Clinical Training, and losesthe clinical hours.

CLINICAL LAWS AND ETHICS:. Abide by the AAMFT Code of Ethics, 2001.. Abide by the laws and regulations issued by BBS, 2010.. Abide by the CAMFT Code of Ethics, 2009.

Trainee Director ofM.S./MFT Clinical Training Date

9/14/2010

- --

42

APPENDIX F

LOMA LINDA UNIVERSITY Department of Counseling and Family Sciences

Clinical Training

CHECKLIST AND TIMELINE FOR REQUIRED CLINICAL DOCUMENTS MS/MFT students who are registered for MFAM 731 (Prof. Clinical Training) are required to turn in the following forms: 1. Before you can start collecting hours for your practicum: (Forms are to be filled out, signed, and turned in when starting your placement site.) LLU Forms: State Forms: □ Clinical Training Contract (original) □ BBS Responsibility Statement for Supervisor □ Four-Way Internship Agreement (original) □ Supervisor Qualification Statement (original) □ Supervisor CV/Resume (original) □ Supervisor State License/s (copy) □ Supervisor Information Sheet (original) 2. Forms due the Friday before Finals week each quarter (see page 2 for the schedule of turning in forms): LLU Forms: State Forms: □ Trainee Hour Log (green) Sheet (original) □ BBS Weekly Summary of Hours of Experience (copy) □ Quarterly CLINICAL COMPETENCY Trainee Evaluation (original) (to be filled out by supervisor) □ Quarterly Supervisor Evaluation (original) (to be filled out by student/trainee) 3. Other Forms LLU Forms: State Forms: □ Multiple Clinical Placement Form (copy) □ BBS Marriage and Family Therapist Experience Verification (copy)

43

APPENDIX G

CLINCIAL HOUR REQUIREMENTS

FOR MASTERS IN MARITAL AND FAMILY THERAPY

Family and Couples and Family and Couple Group Hours

125 double counted = 250 hours total

Individual, Individual Group, and Family and Couple not double counted

150 hours

Alternative Hours: documentation, client centered advocacy (case management) and

Personal Therapy

100 hours maximum

Documentation: maximum 75 hrs. Personal Therapy: Maximum 9 hours

(times 2=27 hours Student can count all 500 hours as clinical

hours SUPERVISION HOURS: Will be a minimum of 100 hours with a minimum of 50 live supervision hours.

Total clinical hours required: 500 hours

Student must collect all 500 hours in Order to march in graduation or

graduate Total supervision hours: 100 TOTAL: 600 Hours

44

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45

APPENDIX H.

LIST OF APPROVED CLINICAL PLACEMENT SITES Marital and Family Therapy Program

Loma Linda University 2012-2013

ASIAN AMERICAN CHRISTIAN COUNSELING (www.AACCS.Org) Address: 2550 W. Main Street, #202 Alhambra, CA 91801 Phone #: (626) 457-2900 ext. 372 Fax #: (626) 457-2904 Contact & supervisor: June Sano, LMFT, Clinical Director Services:Individual, couple, and family counseling; premarital counseling; marriage enrichment programs, parent education; general counseling; psychotherapy. Trainees/Interns: accepting applications Stipend: none

BILINGUAL FAMILY COUNSELING SERVICE Address: 317 West F Street Ontario, CA 91762 Phone #: (909) 986-7111 Fax #: (909) 986-0941 Contact: Olivia Sevilla, LCSW, Agency Director Services: Family counseling, child abuse treatment program,

Prevention/education program, school-based counseling

Trainees/Interns: Apply early in Winter & Summer for acceptance in the Fall. Bilingual (Spanish) preferred Stipend: $200.00/mo.

CARITAS COUNSELING OF CATHOLIC CHARITIES Address: 1441 N. D Street San Bernardino, CA 92405 Phone #: (909) 763-4970 Fax #: (909) 763-4977 Contact: Lena Lopez-Bradley, Ph.D., Clinical Services Coordinator

46

(909) 763-4970 Services: Agency serves a wide-ranged population and a

wide-range of presenting problems, including cases of depression, child abuse, family issues, marital anxiety. Has 14 different clinical placement sites in

both San Bernardino and Riverside County. Trainees/Interns: accepting applications Stipend: depends on qualifications, hourly client contact pay

CHINO COMMUNITY SERVICES Address: 13271 Central Avenue Chino, CA 91710 Phone #: (909) 591-9822 Fax #: (909) 628-4093 Contact: Dan McGetrick, LMFT, Clinical Specialist Wed & Thurs. 7 a.m.-4 p.m. Services: Adolescent, elementary school, and senior citizen

programs. Child abuse education, alcohol treatment and education. Individual, child, family, multiple family & group therapy.

Trainees/Interns: accepting applications Stipend: none to start, depends on qualifications

COMMUNITY ACCESS NETWORK

Address: 2791 Green River Road Corona, CA 92882 Phone #: (951) 279-3222 Fax #: (951) 279-5222 Contact: Rafik Philobos, MSW, Executive Director Services: Therapeutic foster family agency; outpatient mental health program provides individual/family therapy. Supervisor: Gary Bell, Ed.D., LMFT Trainees/Interns: accepting applications Stipend: depends on qualifications

HOPE HOUSE Address: 10777 Civic Center Drive. Rancho Cucamonga, CA

91730

Email: www.HopeCounselingTherapist.com

47

Phone: (909) 948-3536 – (909) 561-5466 Fax : (909) 989-0456 Director: Jamie Lynn Juarez, LMFT (President Contact : Matthew Janse Services: Improving Relationships affected by: Anxiety, ADHD, Autism, OCD, PTSD, Bipolar, Migraines, Depressive Disorders, in both Children and Adults Trainee Coordinator: Matthew Janse. Email: matthewhopeinc@gmail.com

INLAND BEHAVIORAL AND HEALTH SERVICES, INC. Address: 1963 N. “E” Street San Bernardino, CA 92405 Phone #: (909) 881-6146 Fax: (909) 881-0111 Contact & Supervisor Frank Andrews, Ph.D., LMFT Services: Individual therapy sessions, group education/counseling, and psychological testing are offered to children, teens, adults, couples and families. Assists clients to improve their lifestyle, health and well-being and to help them to realize their personal goals. Trainees/Interns: accepting applications Stipend none

INLAND TEMPORARY HOMES Address: 26300 Mission Street Redlands, CA 92373 Maling Address: P.O. Box 239 Loma Linda, CA 92354 Phone #: (909) 771-9696 Contact & Supervisor: Ebrahim Sadeghi, PsyD Services: Provides individual, couple, and family counseling; variety of cases such as depression, anxiety, drug and alcohol issues. Trainees/Interns: accepting applications Stipend: none

INLAND VALLEY DRUG AND ALCOHOL RECOVERY SERVICES Address: 934 N. Mountain Ave. Upland, CA 91786 Phone #: (909) 949-4667 Contact & Supervisor: Roberta Reid, LMFT

48

Services: Outpatient substance abuse counseling, drinking driver programs, domestic violence batterers treatment programs, anger management, parenting programs, drug testing, AIDS awareness.

Trainees/Interns: accepting applications Stipend: none

LDS FAMILY SERVICES Address: 17350 Mount Hermann St., #A Fountain Valley, CA 92708 Phone #: (714) 444-3463 Fax #: Contact & Supervisor: Todd Huisken, LMFT Services: Individual, couple, family & group counseling, marital & relationship counseling; work with adult victims of abuse, child welfare agency. Trainees/Interns: accepting applications Stipend: None

LLU BEHAVIORAL HEALTH INSTITUTE COUNSELING AND FAMILY SCIENCES CLINIC Address: 1686 Barton Road Redlands, CA 92373 Phone #: (909) 558-9552 Fax #: (909) Contact: Randall Walker, M.S., LMFT, Director Robin Lanham, Clinic Coordinator Services: Individual, couple, family, and group counseling;

Parenting; anger management. Trainees/Interns: accepting applications in the Fall & Spring Stipend: $8.00 - $20.00 per client-contact hour, depends

LLU BEHAVIORAL MEDICINE CENTER Address: 1710 Barton Road Redlands, CA 92373 Phone #: (909) 558-9200 Fax #: (909) 558-9262 Contact: Jill Pollock, Administrator (909) 558-9204 Supervisor: Jennifer Weniger, PhD, LMFT Lead Clinical Therapist II Services: Comprehensive psychiatric, nursing and psychosocial assessments; individual, family, and

49

group therapy sessions; Trainees/Interns: accepting applications Stipend: None

LLU SACHS NORTON CLINIC Address: 1455 E. Third Street San Bernardino, CA 92408 Phone #: (909) 382-7130 Fax #: (909) 382-7166 Contact: Donna Smith-Burgess, LMFT Director of Behavioral Health Supervisor: Jack Johnson, LMFT Services: Individual, couple, and family counseling;

psychological testing and psychiatric services; Provides services under OADP (alcohol and drug treatment). Various contracts with San Bernardino and Riverside counties.

Trainees/Interns: accepting applications Stipend: Through work study or as funds are available.

MFI RECOVERY CENTER Address: 5870 Arlington Riverside, CA 92504 Phone #: (951) 683-6596 Fax #: (951) 341-5316 Contact: Craig Lambdin, LMFT, Executive Director CraigLambdin@mfirecovery.com Services: Provides a spectrum of residential, day-treatment

and outpatient drug and alcohol services with specialized services for women and their children.

Trainees/Interns: accepting applications Stipend: $10.00/hr., after 3 months - $12.00/hr.

NOW I SEE A PERSON INSTITUTE: MUST TALK TO MARY MOLINE BEFORE CHOOSEING THIS SITE. Address: 299 e. Foothill Blvd. San Dimas, CA 91773 Phone #: (626) 487-9305 Fax #: Contact & Supervisor: Susan Swim, Ph.D., Executive Director Services: Problems can range from symptoms of depression, anxiety, grief, family and couple conflict, phase of life issues, as well as organizational issues; individual, couple and group therapy; schools, at

50

risk youth, adults. Trainees/Interns: accepting applications Stipend: $10.00/hr.

POMONA UNIFIED SCHOOL DISTRICT Address: 800 S. Garey Ave. . Pomona, CA 91767 Phone #: (909) 397-4711 Fax #: Contact & Supervisor: Bridget Earl, Clinical Supervisor Services: Counseling students n individual/group settings during school days. Trainees/Interns: accepting applications Stipend:

RIVERSIDE COUNTY DEPARTMENT OF MENTAL HEALTH Address: 3801 University Ave., Ste. 400 Riverside, CA Phone #: (951) 955-7198 Contact: Sheree Summers, LMFT University and School Liaison Workforce Education and Training David Schoelen, MHSA Education and Training Coordinator, at (951) 358-7729 Coordinator for Student Placement email address: JLehman@co.riverside.ca.us Supervisors: Department has several supervisors with professional clinical licenses including MFT’s, MSW’s & Ph.D.s in the Riverside County. Services: Department has several clinics that provide variety of services. Trainees/Interns: accepting applications Stipend: $9.01/hr. – actual work hours

SAN BERNARDINO COUNTY DEPARTMENT OF BEHAVIORAL HEALTH Address: 268 West Hospitality Lane Suite 400 San Bernardino, CA 92415 Phone #: (909) 382-3037 Fax #: (909) 382-3105 Contact: Susan Davis, M.S., LMFT MFT Intern Program Supervisor

51

Email: sdavis@dbh.sbcounty.gov Supervisors: Department has several supervisors with professional clinical licenses including MFT’s, MSW’s and Ph.D.s in the San Bernardino County. Services: Department has several clinics that provides outpatient mental health services to mentally ill adults, children, adolescents. Services may include assessment, crisis intervention, individual and group counseling, medication, case management referral. Trainees & Interns: accepting applications Stipend: $15.25/hr. work for trainees

SAN BERNARDINO COUNTY SUPERINTENDENT OF SCHOOLS Address: 1060 East Cooley Drive Colton, CA 92324-3924 www.sbcss.k12.ca.us Phone #: (909) 777-0912 Fax #: (909) 777-4781 Contact: K. Jane Russell, LMFT Manager of Clinical Service Student Service Division jane_russell@sbcss.k12.ca.us Services: Provides counseling to students who had been

expelled, and those who experience psychological, behavioral and/or learning difficulties.

Trainees/Interns: accepting applications Stipend: Trainees: $10.00/hr.; Interns: $15.00/hr.

52

APPENDIX J FOUR-WAY MASTER’S INTERNSHIP AGREEMENT

LOMA LINDA UNIVERSITY (Between LLU, internship site, site supervisor, and student)

Student: _______________________________________________Phone:

_________________

Site: _________________________________________________________________________ Address: _________________________________________________Phone:

______________

Site Supervisor: ___________________________________________Phone:

_______________

Time Frame: The terms of this agreement extend from _________________ to______________ (The duration of this agreement will be up to two years unless terminated by either party within 30 days written

notice.)

Purpose: Signatures on this form indicate agreement between LLU Department of Counseling and Family Sciences, Marital and Family Therapy program, the internship site named above, the site supervisor named above, and the student named above to cooperate in a clinical internship for the student. Signatures also indicate that all parties have read and are agreed to the provisions detailed here. Termination: This agreement may be terminated by the site or by LLU for any breach of its contents which is left uncorrected for fifteen continuous days, following notification of the breach. The agreement may be terminated by the site or by LLU without cause at the end of the designated time frame or by either party giving the other at least thirty days written notice of intent to terminate. Staff Status: A student or LLU supervisor will at no time be considered or represented as an

53

employee or agent of the site. While the University supervisors are guests of the site and the student carries out staff functions, the University maintains ultimate authority over student activities performed under the purview of the site supervisor. Site staff members will at no time be considered or represented as employees or agents of the University. While site supervisors cooperate with the University to further the education of student-interns, the site supervises students in activities approved by the Internship Coordinator. With the prior approval of the Director of Clinical Training and appropriate documentation from site supervisors, a student may be able to count clinical hours worked for his or her employer toward the educational requirement of 1000 hours. Decision power. Neither the site nor the University grants or delegates any of its power of decision-making to the other. Such power may be statutory, administrative, policy, practice, implied, or otherwise. Internship Modifications. Either the site or the University may request modifications to the internship for the purpose of enhancing its educational quality. Both parties agree to give reasonable consideration to any such requests. Any modifications will be agreed upon in writing, signed by the Internship Coordinator for the University and an official representative of the site and attached to this agreement. Modifications that vary from this internship agreement as written must be signed by the Internship Coordinator and initialed by the University Vice-President for Business and Finance (University office responsible for legal matters) or designate. Student Discipline. The site may require a student to leave site practices or premises if the student fails to abide by site policies and practices. A conference between an authorized representative(s) of the site and the Internship Coordinator will be held at the soonest time of mutual convenience. The conference participants will reach a mutual written agreement to terminate the student’s internship at the site or to allow continued internship participation. The student will be informed of and must agree to conditions for continuation University Insurance and Indemnification: The university shall at its sole cost and expense, provide coverage for its activities in connection with this Agreement by maintaining in full force and effect programs of insurance and/or self-insurance as follows:

1. Professional liability coverage with limits of one million dollars ($1,000,000) per occurrence and an aggregate of three million dollars ($3,000,000).

2. General liability coverage with a limit of one million dollars ($1,000,000) per occurrence and an aggregate of three million dollars ($3,000,000).

3. Workers’ Compensation coverage covering University’s full liability as required under state law.

4. Such other insurance in such amounts which from time to time may be reasonably required by the mutual consent of the parties, against other insurable risks relating to this Agreement.

It should be expressly understood, however, that the coverage required under this paragraph shall not in any way limit the liability of University. The University, upon the execution of this Agreement, shall furnish site with certificates evidencing compliance with these insurance requirements. Certificates shall further

54

provide for thirty (30) days advance written notice to site of any cancellation of the above coverage. The University hereby agrees to defend, indemnify, and save harmless the site from any liability or damages the site may suffer as a result of claims, demands, costs, or judgments against it arising out of the operation of the program covered by this Agreement resulting from the negligence of the University, its employees, faculty, students, or authorized agents. The site agrees to give the University notice in writing within thirty (30) days of any claim made against it on the obligations covered hereby. Site Insurance and Indemnification: The site shall provide at its sole cost and expense, coverage for its activities in connection with this Agreement by maintaining in full force and effect programs of insurance and/or self-insurance as follows:

1. Professional liability coverage with limits of one million dollars ($1,000,000) per occurrence and an aggregate of three million dollars ($3,000,000).

2. General liability coverage with a limit of one million dollars ($1,000,000) per occurrence and an aggregate of three million dollars ($3,000,000).

3. Workers’ Compensation coverage covering site’s full liability as required under state law.

4. Such other insurance in such amounts which from time to time may be reasonably required by the mutual consent of the parties, against other insurable risks relating to this Agreement.

It should be expressly understood, however, that the coverage required under this paragraph shall not in any way limit the liability of site. The site, upon the execution of this agreement, shall furnish University with certificates evidencing compliance with these insurance requirements. Certificates shall further provide for thirty (30) days advance written notice to University of any cancellation of the above coverage. The site hereby agrees to defend, indemnify, and save harmless the University from any liability or damage the University may suffer as a result of claims, demands, costs, or judgments against it arising out of the operation of the program covered by this Agreement resulting from the negligence of the site, its employees, or authorized agents. The University agrees to give the site notice in writing within thirty (30) days of any claim made against it on the obligations covered hereby. Agreement Administration. The official representatives who administer this agreement will be the Internship Coordinator for the University and an official representative of the internship site. Determination of Participation. The site and the Internship Coordinator will mutually determine (1) the number of students who will undertake an internship at the site and (2)

55

the length and duration of time each student will participate under internship auspices. Agreement Scope. This written document constitutes the entire agreement between the site and the University. It supersedes any prior or contemporary agreements, representations, or warranties. The LLU INTERNSHIP COORDINATOR understands and agrees to: 1. coordinate all internship activities, including student placement at internship sites. 2. identify, evaluate, and review appropriate internship sites and supervisors. 3. inform students of internship requirements. 4. review student evaluations of sites and supervisors. 5. maintain files on internship sites and internship supervisors. 6. act as a liaison between students, supervisors, and faculty. 7. coordinate with LLU insurance representative to maintain student malpractice

insurance. 8. supports video taping of clients with client consent The INTERNSHIP SITE understands and agrees to provide: 1. appropriate facilities and clients for the student. 2. clinical experiences that total at least 500 clock hours of client contact. 3. clinical experiences that total at least 250 clock hours of client contact with

couples and families. 4. appropriate supervision. 5. as culturally diverse a clientele as possible is such respects as culture, race,

religion, socioeconomic status, ethnicity, and family configuration. 6. client assessment opportunities. 7. site orientation to students, including relevant paperwork. 8. site policies and practices information to the LLU Internship Coordinator. 9. one or more supervisors to attend MFT meetings for site supervisors. 10. supports video taping of clients with client consent The SITE SUPERVISOR understands and agrees to: 1. guide the student-intern’s on-site clinical activities. 2. meet with each assigned student at least one hour per week for individual

supervision for each week the student has direct contact with clients. 3. evaluate the students clinical performances over all clinical cases and give them

appropriate feedback. 4. provide feedback about students and internship site to the LLU Internship

Coordinator. 5. interact as appropriate with MFT supervisors. 6. participate in MFT meetings for supervisors. 7. evaluate the intern in writing using the Quarterly Student Evaluation form. 8. supports video taping of clients with client consent The STUDENT understands and agrees to: 1. conduct therapy in ways that are as therapeutically adept, ethically appropriate,

56

and legally appropriate as possible for a student. 2. abide by MFT and site policies and practices. Failure to comply with urgent

directives (e.g., how to work with a potentially suicidal client) may be a basis for suspension from the internship and/or MFT program.

3. maintain records of all internship activities 4. file relevant forms with the Internship Coordinator, including routine forms (e.g.

quarterly logs) and special or idiosyncratic forms (e.g. request for brief leave-of-absence).

5. .provide clinical services according to site schedules, not LLU academic term schedules.

6. complete at least 500 clock hours of direct client contact 7. complete at least 250 clock hours of direct client contact (500 hours) with couples

and families 8. complete at least 100 hours of individual and group supervision , 50 hours of the

100 hours should consist of live, audio or video supervision. 9. maintain openness to feedback from supervisors and peers. 10. evaluate the site supervisor in writing using the Quarterly Supervisor Rating Scale

____________________________________________ ___________________________ LLU Director of Clinical Training Date

Internship Site Representative Date Site Supervisor Date

________________________________________________________________________ Student Date

57

APPENDIX K SUPERVISOR QUALIFICATION STATEMENT

Marriage and Family Therapy Programs Loma Linda University

This is to certify that I, __________________________________, meet the following criteria to be a supervisor:

(Please check all that apply to you and attach copies of certificates and current licenses):

1. I am an AAMFT-Approved Supervisor as of __________________________

I am an AAMFT-Approved Supervisor in Training as of _________________

I am a CAMFT-Approved Supervisor as of ___________________________

I am a BBS-Approved Supervisor as of ______________________________

I am a BBS-Approved Supervisor in Training as of _____________________

2. I have been licensed for at least two years in one of the following professions:

MFT LCSW Psychologist Psychiatrist

License No. ________________ Date of initial licensure ________________

Date of Board Certification (psychiatrist) _______________________________

3. I have completed six hours of continuing education in Supervision

Date of completion: __________________________________

4. I am willing to meet at least one hour per week with trainees for supervision

5. I am knowledgeable and supportive of the Marriage and Family Therapy

profession

6. I have taken a course in MFT supervision

Dates taken: ________________________________________

7. I have taken a course in marital and family therapy

Dates taken: ________________________________________

8. I will attend the supervisory inservices offered prior to the Placement Fair.

9. I will attend the AAMFT Approved Supervisor Training or its equivalent.

______________________________________________ Signature of Supervisor Name of Supervisor _____________________________________________ Address _____________________________________________ _____________________________________________ Telephone _____________________________________________

58

APPENDIX L

Clinical Supervisors Form to Evaluate Student Trainees Progress in Clinical Site

Clinical Supervisors evaluate students at the end of each quarter. The following is the new supervisor’s form starting Winter quarter, 2012.

Masters  Program  in  Marital  and  Family  Therapy  Evaluation  of  Clinical  Competencies  in  Systems-­‐Relational  Therapy  

Directions: Each of the competencies below is described on a developmental continuum with 1 representing basic proficiency expected of incoming masters students and 5 as expert, able to show other professionals how to develop this skill. Please circle the number that most closely approximates the student’s level of current development, Basic proficiency expected of incoming masters students

Expert: shows

other professionals

how to develop this

skill Term ___________summer/fall/winter/spring ____________________ year Student ________________________________________________________________ Print Name Date Student _________________________________________________________________ Signature Date Supervisor _______________________________________________________________ Print Name Date Signature ________________________________________________________________

Signature Date

59

CASE CONCEPTUALIZATION Competency 1: Use of Systems/Relational Framework 1  Is  able  to  conceptualize  a  case  from  a  model  

2  Is  able  to  conceptualize  a  case  from  a  systemic  perspective    

3  Is  able  to  integrate  multiple  client  perspectives  to  create  systemic  hypotheses  

4  Regularly  integrates  multiple  client  perspectives  to  create  systemic  hypotheses  

5  Evaluates  multiple  client  perspectives  through  systems/relational  theories  and  research  

Competency 2: Assessment 1  Can  recognize  DSM  categories  and  relevant  symptoms  without  clear  understanding  of  the  systemic  context  

2  Is  able  to  identify  key  relational  dynamics  through  use  of  such  informal  and  formal  systemic  assessments  as  genograms  and  family  maps  

3  Is  able  to  formulate  several  systemic  hypotheses  that  connect  to  goals,  diagnoses,  and  interventions    

4  Is  able  to  identify  DSM-­‐IV-­‐TR  and  relational/systemic  diagnoses  for  client’s  presenting  issue(s)  

5  Formulates  systemic  hypotheses  (individual  and  family  development/life  cycle  issues,  interaction  patterns,  social  context,  etc.)  and  differential  diagnosis  (DSM-­‐IV-­‐TR)  by  conducting  an  appropriate  clinical  interview  

Competency 3: Integrating Research into Practice 1  Is  able  to  articulate  how  they  can  judge  client  progress  and  the  outcome  of  therapy  

2  Integrates  research  related  to  the  effectiveness  of  family  therapy  into  clinical  practice      

3  Understands  the  significance  of  staying  abreast  of  current  research  in  marriage  and  family  therapy  and  integrating  it  into  clinical  practice  

4  Understands  the  relevance  of  research  regarding  effectiveness  in  their  practice  of  family  therapy  

5  Cites  research  regarding  effectiveness  in  family  therapy  and  begins  to  apply  to  clinical  practice  

Competency 4: Maintains a Clear Overall Treatment Plan 1  Can  obtain  measurable  goals  in  collaboration  with  client(s)  

2  Goals  are  related  to  diagnoses,  hypotheses,  and  interventions  

3  Listens  to  individual  issues  and  works  with  clients  to  develop  relevant  systemic  treatment  goals.  

4  Envisions  how  therapy  may  affect/be  affected  by  larger  relational  systems  and  considers  who  best  to  involve  and  develops  a  plan  to  attain  goals  

5  Manages  progression  of  therapy  toward  treatment  goals  

Comments:

60

IN SESSION SKILLS Competency 5: Socio-Cultural Attunement 1 Identifies own cultural biases

2 Is able to conduct an assessment of cultural factors that may affect process between therapist and client

3 Is able to conduct an assessment of cultural factors that may affect treatment and outcome

4 Sessions show that clients belong to a particular cultural context but don’t display how they are organized by culture or their relationship to it.

5 Sessions expand awareness of cultural contexts to include intersections with gender, class, race, religion, and other significant personal contexts such as prison experience and work environment

Competency 6: Therapeutic Alliance 1  Seeks  to  understand  and  empathize  with  each  person’s  perspective.    

2  Joins  and  maintains  connection  with  all  members  in  the  relationship  system,  including  those  who  may  not  be  present.  

3  Recognizes  societal  influences  on  therapeutic  alliance  and  seeks  to  engage  silenced  or  overlooked  voices  and  perspectives.  

4  Names  difficult  issues  such  as  power  imbalances  and  conflict  in  ways  that  all  family  members  feel  validated  and  maintains  a  collaborative  working  alliance  with  clients.  

5  Skillfully  manages  relationship  with  family  members  to  counteract  societal  power  imbalances  and  facilitate      their  engagement  with  each  other.      

Competency 7: Management of Clinical Sessions 1  Is  able  to  start  on  time,  end  on  time,  and  document  interactions  appropriately  

 2  Follows  basic  clinical  and  professional  procedures  (explain  informed  consent  and  clinic  policies,  required  intake,  notification  of  trainee  status,  etc.)  

3  Organizes  the  flow  of  the  session  in  order  to  create  a  safe  environment  so  multiple  voices  are  heard  

4  Facilitates  engagement  between  clients  in  face  of  difficult  issues  such  as  conflict  or  distancing.  

5  Attends  to  issues  of  physical  and  emotional  safely  and  avoids  causing  clients  additional  distress  

Competency 8: Use of systems/relational intervention skills 1  Is  able  to  describe  techniques  from  one  systemic/relational  therapy  approach  

2  Describes  techniques  from  a  variety  of  systemic/relational  approaches  

3  Uses  a  variety  of  clinical  techniques,  but  without  a  clear  overall  focus  or  systemic/  relational  rationale  

4  Uses  a  variety  of  intervention  skills  to  respond  in  the  moment,  but  sometimes  lacks  a  clearly  articulated  rationale  for  specific  clinical  decisions  

5  Uses  a  variety  of  skills  to  achieve  specific  systemic/relational  goals  

Comments:

61

RECOVERY ORIENTATION Competency 9: Client Advocacy 1  Identifies  client  life  issues  that  warrant  case  management,  client  advocacy,  or  Recovery  Model  application.  

2  Can  identify  relevant  mental  health  and  community  resources  

3  Connects  client(s)  to  relevant  community  resources  

4  Facilitates  collaboration  between  client(s)  and  community  resources  

5  Articulates  and  applies  systemic  principles  that  support  recovery-­‐oriented  case  management  that  supports  client  strengths  

Competency 10: Embodies a Strengths-based Approach 1  Approaches  work  with  clients  with  an  expectation  that  clients  have  a  variety  of  strengths      

2  Able  to  identify  strengths  of  each  member  of  the  system    

 

3.    Is  able  to  identify  strengths  within  the  system  as  a  whole    

4.    Identifies  client  strengths  and  how  these  have  been  helpful  to  promote  change  in  the  past  

5.  Organizes  sessions  so  that  client  resources  are  a  major  focus  of  the  therapeutic  conversation    

Comments:        

PROFESSIONALISM Competency 11 Ethics 1  Knows  the  difference  between  ethical  and  legal  issues  

 2  Knows  legal,  ethical,  and  professional  standards  of  practice  that  apply  to  MFT    

3  Can  apply  ethical  and  legal  standards  of  practice  appropriately  in  therapy  

4  Expands  ethical  awareness  to  include  gender,  culture,  SES,  power,  and  privilege  

5  Has  developed  a  process  for  addressing  ethical  issues  in  case  conceptualization  and  management  

Competency 12: Self Reflexivity  1  Recognizes  self  as  an  integral  part  of  the  therapy  process.    

2  Recognizes  how  client  issues  reciprocally  influences  the  therapist.  

3  Open  to  feedback  from  others  students,  clients,  and  supervisors  and  uses  it  positively.  

4  Is  aware  of  how  own  values,  ideas,  and  social  position  influence  therapy.    

5  Actively  solicits  feedback  from  other  students,  clients  and  supervisors  and  uses  it  positively.          

Competency 13: Interdisciplinary Consciousness 1  Aware  of  scope  of  practice  of  MFTs  

 2  Aware  of  roles  and  scope  of  practice  of  other  disciplines.  

3  Practices  within  scope  of  MFT  and  makes  appropriate  referrals.  

4  Recognizes  own  clinical  contributions  within  a  system  of  care.  

5  Demonstrates  respect  for  other  disciplines  as  they  intersect  with  systems/relational  practice.  

62

Competency 14: Professional Engagement 1  Engages  in  professional  manner  within  clinical  setting.  

2  Engages  in  professional  manner  with  clients.    

3  Overall  presence,  dress,  and  communication  style  reflects  entry-­‐level  standards  of  the  field.  

4  Demonstrates  initiative  in  carrying  out  responsibilities  associated  with  role  as  therapist.  

5  Effectively  engages  with  other  stakeholders,  family  members,  professionals,  or  significant  persons  in  the  treatment  process.  

Comments:

63

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64

APPENDIX M

QUARTERLY SUPERVISOR EVALUATION (To be filled out by Trainee)

Name of Trainee: _____________________________________________ Quarter &Year:_________________________ Name of Supervisor: ______________________________ Site: _____________________________________________ Please answer the following questions as honestly as you can. Your responses will be utilized in the continuing development of the clinical training experience. In answering the questions, please use the following scale and circle the appropriate response. Space for written clarification of answers is provided at the end of this form. Trainees must discuss this evaluation with their supervisor and have him/her sign this form.

NA = Not applicable 1 = POOR, well below an acceptable level 4 = GOOD, better than an acceptable

level 2 = FAIR, below an acceptable level 5 = VERY GOOD, significantly better

than an acceptable level 3 = ADEQUATE, at an acceptable level 6 = EXCELLENT, far exceeding an

acceptable level 1. The supervisor met with me for one hour per week (other than vacations) for supervision. NA 1 2 3 4 5 6 2. The supervisor offered useful suggestions to me in improving my skills as a therapist. NA 1 2 3 4 5 6 3. The supervisor contributed to and encouraged my learning about my theory. NA 1 2 3 4 5 6 4. The supervisor clearly articulated (verbally or written) his/her expectations for my traineeship. NA 1 2 3 4 5 6 5. The supervisor encouraged me to discuss my expectations of supervision. NA 1 2 3 4 5 6 6. The supervisor clearly articulated (verbally or written) his/her expectations for supervision. NA 1 2 3 4 5 6 7. The supervisor assisted me in learning methods for writing case notes and treatment plans. NA 1 2 3 4 5 6 8. The supervisor contributed to my understanding and application of DSM-IV diagnoses. NA 1 2 3 4 5 6 9. The supervisor contributed to my understanding and application of systems diagnoses. NA 1 2 3 4 5 6 10. The supervisor enhanced my assessment of interactions between couples and families. NA 1 2 3 4 5 6 11. The supervisor treated me with respect by conveying understanding, cceptance, and support.NA 1 2 3 4 5 6 12. The supervisor encouraged my ideas and opinions, and listened attentively to my suggestions. NA 1 2 3 4 5 6

65

13. The supervisor displayed knowledge of and adherence to ethical and legal guidelines. NA 1 2 3 4 5 6 14. The supervisor was aware of and showed sensitivity to cultural and ethnic issues in therapy. NA 1 2 3 4 5 6 15. The supervisor was aware of and showed sensitivity to cultural and ethnic issues in supervision. NA 1 2 3 4 5 6 16. The supervisor displayed awareness of and sensitivity to gender issues and roles in therapy. NA 1 2 3 4 5 6 17. The supervisor displayed sensitivity to spiritual issues NA 1 2 3 4 5 6 18. The supervisor displayed awareness of and sensitivity to gender issues and roles in supervision. NA 1 2 3 4 5 6 19. The supervisor assisted my understanding of abuse issues in therapy. NA 1 2 3 4 5 6 20. The supervisor contributed to my understanding of sexual behavior issues in treating clients. NA 1 2 3 4 5 6 21. The supervisor recognized and commented upon my strengths as a therapist. NA 1 2 3 4 5 6 22. The supervisor enhanced my understanding of areas in which I desire to grow as a therapist. NA 1 2 3 4 5 6 23. How safe was the environment in supervision to allow you to discuss your cases and your own development?

NA 1 2 3 4 5 6 - What specific factors contributed to the safety or lack of it in supervision? _____________________________________________________________________

________________________________ - What did the supervisor do to facilitate a safe environment? _____________________________________________________________________

_ _______________________________ - What, if anything, could the supervisor have done to increase your sense of safety in

supervision.___________________________________________________________________________________________________________________________________ 24. Overall, how well did your supervisor contribute to your learning this quarter? NA 1 2 3 4 5 6

- What are his/her strengths in this area? _____________________________________________________________________ - Is there anything he/she could have done to make the internship a better experience for you? ____________________________________________________________________

25. How valuable was the feedback you received from your supervisor? NA 1 2 3 4 5 6

- What specifically was helpful about the feedback? _________________________________________________________________

66

-Were there any ways the feedback could have been more helpful? _____________________________________________________________________

________________________________ 26. How would you describe the support you received from your supervisor this quarter

in your journey of being atherapist? NA 1 2 3 4 5 6

- What, if anything, could the supervisor have done to be more supportive? _____________________________________________________________________

27. Overall, how has the experience of meeting with your supervisor been for you this quarter? NA 1 2 3 4 5 6

Please use the space below to clarify answers or provide additional comments about the supervisor. When clarifying answers, please refer to answer number. ADDITIONAL COMMENTS/CLARIFICATION: ______________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________ _____________________________________ ____________________ Signature of Trainee Signature of Supervisor Date

67

APPENDIX O

Board of Behavioral Sciences

MARRIAGE AND FAMILY THERAPIST WEEKLY SUMMARY OF HOURS OF EXPERIENCE

FOR HOURS GAINED ON OR AFTER January 1, 2010

THIS FORM SHALL BE COMPLETED PURSUANT TO TITLE 16, CALIFORNIA CODE OF REGULATIONS SECTION 1833(e).

Please type or print clearly in ink

Note: Child counseling can be logged in any appropriate category as specified by your supervisor

YEAR: WEEK OF:

* Please see the FAQ’s for instructions on how to report the Conjoint Couples and Families Therapy Incentive hours gained. **These categories when combined with credited Personal Psychotherapy shall not exceed 1250 hours of experience.

68

APPENDIX P

Board of Behavioral Sciences

MARRIAGE AND FAMILY THERAPIST EXPERIENCE VERIFICATION

FOR HOURS GAINED ON OR AFTER JANUARY 1, 2010

Make certain that the form is complete and correct prior to signing. Any change should be initialed by the supervisor and is subject to verification.

Please type or print clearly in ink

SUPERVISOR: Please type or print clearly in ink

)

Continue on next page.

69

8

I declare under penalty of perjury under the laws of the State of California that the foregoing is true and correct

*These categories when combined with credited Personal Psychotherapy shall not exceed 1250 hours of experience.

70

APPENDIX Q

Board of Behavioral Sciences

RESPONSIBILITY STATEMENT FOR SUPERVISORS OF A MARRIAGE AND FAMILY THERAPIST TRAINEE OR INTERN

Title 16, California Code of Regulations (16 CCR) Section 1833.1 requires any qualified licensed mental health professional who assumes responsibility for providing supervision to those working toward a Marriage and Family Therapist license to complete and sign, under penalty of perjury, the following statement prior to the commencement of any counseling or supervision.

License # Issue Date

License # Issue Date

*License # Issue Date

*

License # Issue Date

**

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I declare under penalty of perjury under the laws of the State of California that I have read and understand the foregoing and that I meet all criteria stated herein and that the information submitted on this form is true and correct.

Date

The supervisor shall provide the intern or trainee being supervised with the original of this signed statement prior to the commencement of anycounseling or supervision.

The trainee or intern shall submit this form to the board upon application for examination eligibility.

*

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APPENDIX R

FINAL CASE COMMITTEE APPROVAL

Student name Date

Proposed committee members:

1.

2.

3.

Final case information:

Date

Time

Place

o I have obtained consent from the couple/family for videotaping

o I have obtained consent from the couple/family to serve as my final case

o I understand that my committee must be provided with my final case paper one weekbefore my final presentation

o Two of the three committee members are from the following list:*Jennifer Andrews, Ph.D. *Doug Huenergardt, Ph.D.*Ian Chand, Ph.D. *Carmen Knudson-Martin, Ph.D.Craig Lambdin, M.S. *Randall Walker, M.S.*Curtis Fox, Ph.D. *MaryMoline, Ph.D.*Suzanne Hanna, Ph.D. Cheryl Simpson, Ph.D.*Pam Hart, M.S. *Susan Swim, Ph.D.*Barbara Hernandez, Ph.D.*Eligible to serve as committee chair

The signature below indicates approval for the committee panel listed above.-

Barbara Couden Hernandez, PhDDirector of Clinical Training

Date

Lama Linda University Final Case Panel Approval Form 4/2/07

73

APPENDIX S

LOMA LINDA UNIVERSITY DEPARTMENT OF COUNSELING AND FAMILY SCIENCE

CONSENT TO PARTICIPATE IN PROFESSIONAL PRESENTATION PRESENTATION: __________________________________________ Presentation title, venue, topic, or description AUTHOR/CO-AUTHOR: __________________________________________ Therapist’s name __________________________________________ Therapist’s name From time to time therapist trainees and interns have the opportunity to make educational presentations at state and national conferences about therapeutic, relational, or cutting edge issues in marriage and family therapy. These presentations may consist of discussions about the process of therapy, portions of therapy session transcripts, or videotape clips. It is our expectation that such presentations will both help improve the skills of mental health clinicians and therapists in training, and will also forward our profession by the dissemination of helpful information. Additionally, a graduate student requirement is to present a series of video clips of their work with clients to classmates and faculty. This presentation, called a qualifying clinical demonstration, or final case presentation, is held under the direct auspices of the faculty in the Department of counseling and Family Science and occurs once during the student’s course of study. You may be asked for permission to include a portion of videotape of you and your therapist working together for this presentation. The professional report named above may be performed only by using personal information relating to your mental health treatment. National data protection regulations give you the right to control the use and disclosure of your mental health information. Therefore, by signing this form, you specifically authorize your mental health information to be used or disclosed as described below.

Use of your personal information The following personal information, considered “Protected Health Information” (PHI) is needed to conduct this report and may include, but is not limited to: your reason for seeking therapy services; course of treatment; discussion about your participation in therapy. Additionally, PHI may be shared with individuals designated to assist in conducting this study as well as with accreditation bodies. PHI may also be reviewed to ensure that the study meets legal and institutional standards.

Disclosure of your personal information The main reason for sharing this information is to be able to analyze clinical processes and present or publish the results to other mental health professionals. The results may be presented in educational venues, professional conferences, or in publications. Although

74

information obtained from your mental health record will be disclosed in the publication, we will not publish identifiers such as your name, address, telephone number or government-issued identification number. Safeguards to protect PHI All media or printed matter containing any information pertaining to you shall be carried in a locked briefcase to and from the presentation venue and will be in the possession of the abovementioned presenter at all times. If video clips are used, only a portion of the entire recorded session will be selected and transferred onto a CD or DVD for the presentation. Your name, age, and other identifying information will be changed for the presentation. An announcement will be made at the beginning of the presentation requesting that if anyone recognizes individuals in the video to excuse themselves from the presentation immediately. Risks Although every precaution will be taken to protect your PHI, risk of theft, destruction of materials, or the possibility that someone at the presentation may recognize you, cannot be entirely eliminated. We will do all in our power to protect your information while it is transported and used at the chosen presentation venue. All privileged information will be returned to the agency immediately after the therapist returns from the presentation. I hereby give authorization for the use or disclosure of my personal information for the professional report based on my understanding of the following (please initial or designate N/A for each item below): _____ I understand that you may use my personal information to prepare this report. The

scope of the report, however, is limited to the case description indicated above.

_____ I understand that the authorization to use my personal information to conduct this report will expire at the end of the presentation or study. However, I understand that following publication, full articles or abstracts of or from the initial report may be published and continue to be published for an indefinite period of time.

_____ I understand that this authorization does not authorize the use or disclosure of personal information created or obtained after initial publication.

_____ I understand that I do not need to sign this authorization in order to receive health care.

_____ I understand that I may revoke this authorization at any time. However, the revocation will not apply to information that has already been released in response to this authorization.

_____ I agree that my personal mental health information may be used for:

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student qualifying examination presentation

final case presentation

professional/educational conference presentation

future presentations and other educational purposes at dates and times yet to

be determined

______ I have had the opportunity to ask questions about the purpose and use of the presentation at which my PHI will be used

___________________________________ ________________________ Client name Date & time ___________________________________ Client signature ___________________________________ ________________________ Client name Date & time ___________________________________ Client signature ___________________________________________________ __________________________________ Client name Date & time __________________________________________________ Client signature ___________________________________ ________________________ Therapist name Date & time ___________________________________ Therapist signature ___________________________________________________ ___________________________________ Co-therapist’s name Date & time ___________________________________________________ Co-therapist’s signature ___________________________________ ________________________ Clinical supervisor Date & time ___________________________________ __________________ Director Clinical Training, Loma Linda University Date & Time

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APPENDIX T

1. Evaluator's Name

2. What is the name of the student being evaluated?

3. Please enter the date you are taking this survey

4. The student's case study is an example of:

2.

*Your Name

*Student's Name

Placement Site

MM DD YYYY

Today's Date / /

A Family Case

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A Couple Case

nmlkj

Other (please specify)

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Please answer the questions below in reference to the student's professional paper.

1. The following questions ask you to rate the student's professional paper

3. Professional Paper

Excellent Above Average Average Fair Poor Quality Unacceptable N/A

Organization nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Clarity nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkjThorough discussion of theory

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Incorporates self into paper nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkjUnderstands systems concepts, theory, techniques (1.1.1)

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Understands risks & benefits of relational therapy (1.1.4.)

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Recognizes contextual & systemic dynamics (1.2.1)

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Systemic & contextual assessment & diagnosis (2.1.5.)

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Discusses strengths & limitations of model (2.1.6.)

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Considers extra-therapeutic relationships (2.2.4.)

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Assesses dynamics with genogram/comparable measures (2.3.6.)

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Demonstrates model's effectiveness for determined outcomes (3.1.1.)

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Demonstrates an appropriate level of critical thinking skills

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Comments of feedback in reference to the student's professional paper

55

66

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The following questions refer to the student's written case

1. Quality of Written Case

4. Written Case

Excellent Above Average Average Fair Poor Quality Unacceptable N/A

Organization nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Clarity nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Use of theory nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkjExplained intervention and how they relate to treatment plan

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Appropriateness of intervention and treatment plan

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Understands systems concepts, theories & techniques (1.1.1.)

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Understands risk & benefits of relational therapy (1.1.4.)

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Recognizes contextual & systemic dynamics (1.2.1.)

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Considers health, MSE, & biological factors (1.2.2.)

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Understands who needs to attend sessions (1.3.2.)

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Facilitates involvement of all who attends sessions (1.3.3.)

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Maintains therapeutic alliance with participants (1.3.6.)

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Maintains working relationship with referral sources & other practitioners (1.3.8.)

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Evaluates for professional scope of practice (1.4.1.)

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Understands legal issues for vulnerable populations (1.5.1.)

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Understands human gender & sexual development, & DSM, meds & processes (2.1.1)

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Understands systemic impact of health disorders (2.1.2.)

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Understands clinical needs & implications of persons with comorbid disorders (2.1.3.)

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Assesses each client's engagement in the process (2.2.1.)

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Integrates client reports, referrals, tests to guide assessment process ( 2.2.2.)

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Identifies client's strengths, nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

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resilience, & resources (2.3.8.)Develops hypotheses regarding patterns, problem, & influence of extra-therapeutic factors on client systems (2.2.3.)

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Considers influence of treatment on extra-therapeutic relationships (2.2.4.)

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Comments of feedback in reference to the student's written case

55

66

80

APPENDIX U

1. Your name

2. What is name of student being evaluated?

3. Date of presentation

2.

Evaluator's Name

Student's Name

Placement Site

MM DD YYYY

Enter today's date / /

81

The following questions refer to the vignette portion of the case presentation

4. Quality of Vignette

3. Vignette

Excellent Above Average Average Fair Poor Quality Unacceptable N/ADemonstrates ability to exercise counseling judgment "on the spot"

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Demonstrates understanding of systems concepts (1.1.1.)

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Recognizes contextual & systemic dynamics (1.2.1.)

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Understands human gender & sexual development, & DSM, meds & processes (2.1.1)

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Understands systemic impact of health disorders (2.1.2.)

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Understands clinical needs & implications of persons with comorbid disorders (2.1.3.)

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Understands current models for assessment & diagnosis of mental health & substance use disorders & relational functioning (2.1.5.)

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Considers influence of treatment on extra-therapeutic relationships (2.2.4.)

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Develops safety plans to address abuse/harm to self & others (2.3.5.)

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Feedback or comments about the student's vignette presentation

55

66

82

The follow questions refer to the student's demonstrated level of compentency during the oral preentation

5. Quality of Oral Presentation

4. Oral Presentation

* Excellent Above Average Average Fair Poor Quality Unacceptable N/A

Use of Video Tapes nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Use of Audio Tapes nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkjPresented theoretical orientation

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Presents self competently & professionally

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Demonstrates sense of direction in counseling

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Understands legal & ethical issues

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Demonstrates professional ethics

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Assesses nonverbals of client & self

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Demonstrates self as effective change agent

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Identifies & assesses interactive patterns

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Recognizes strengths of clients

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Demonstrates Client Advocacy Techniques

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Demonstrates awareness of self and use of self in counseling relationship

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Understands systems concepts, theory, techniques (1.1.1)

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Recognizes contextual & systemic dynamics (1.2.1)

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Maintains working relationship with referral sources & other practitioners (1.3.8.)

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Understands human gender & sexual development, & DSM, meds & processes (2.1.1)

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Understands systemic impact of health disorders (2.1.2.)

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Understands clinical needs & implications of persons with comorbid disorders (2.1.3.)

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Discusses strengths & limitations of model (2.1.6.)

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Assesses each client's engagement in process (2.2.1.)

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Develops hypotheses regarding patterns, problem, & influence of extra-

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

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therapeutic factors on client systems (2.2.3.)Considers extra-therapeutic relationships (2.2.4.)

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Considers contextual & systemic impact of organic/physical problems on symptoms (2.2.5.)

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Assesses & diagnose behavioral & relational issues systemically/contextually (2.3.1.)

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Comments about the oral presentation

55

66

84

APPENDIX V

SURVEY OF GRADUATING MARITAL & FAMILY THERAPY STUDENTS The Department of Counseling and Family Sciences is conducting a survey of students who are graduates of the program. This is to help us evaluate the program and to provide data for accreditation purposes. It will be very helpful if you can complete this survey and return it to our office as soon as possible. Length of time to complete program (quarters): ______________________________________ What is your primary employment status after graduation:______________________________ Will be employed/continuing current employment (check all settings that apply) � Private Practice � College/University � Mental Health Setting � Elementary School � Community Agency � Hospital Setting � Jr./Middle School � Group Therapy � Rehabilitation Agency � High School � Individual Therapy ���� Group Home � Court � Community College ���� Other, please specify � Unemployed

� Continuing training/education (e.g., unpaid internship, doctoral studies) at: How would you say your training/education prepared you for your current employment? � Not at all � adequately � extremely well � somewhat � very well What is /will be the nature of your work? What are your plans with respect to MFT Licensing? � Plan to pursue : � Not pursuing at this time: � Plan to pursue license in another state

�Yes �No If so, what state: _____________

Will you pursue another type of license or certification? � Yes � No If yes, what type? : If so, what state: ________________ What is your AAMFT membership status?__________________________________________ How long have you been member?_______________________________________________

85

Will you seek membership in other organizations? � Yes If yes, which organization? _________________________ � No How would you say the program prepared you as a therapist?

1 Not at all

2 Somewhat

3 Adequately

4 Very well

5 Extremely well

How do you think the program prepared you to work with clients from various ethnic backgrounds and cultural differences?

1 Not at all

2 Somewhat

3 Adequately

4 Very well

5 Extremely well

How well do you think the program prepared you to apply personal and professional valuesof LLU to the practice of psychotherapy?

1 Very weak

2 Weak

3 Adequately

4 Strong

5 Very strong

How do you think the program prepared you to understand current issues and trends in your profession, as well as the probable impact of those issues and trends on human relationship and professional practice?

1 Very weak

2 Weak

3 Adequately

4 Strong

5 Very strong

How would you say the program prepared you to apply methods of decision making and interventions with the following categories of clients? INDIVIDUALS

1 Very week

2 Weak

3 Adequately

4 Strong

5 Very strong

COUPLES

1 Very weak

2 Weak

3 Adequately

4 Strong

5 Very Strong

FAMILIES

1 Very weak

2 Weak

3 Adequately

4 Strong

5 Very Strong

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The mission of the Department of Counseling and Family Sciences embodied wholeness of care and respect for human diversity. Do you feel that the mission was addressed throughout the program?

1 Very weak

2 Weak

3 Adequately

4 Strong

5 Very strong

How would you say it has been for you to have the mission of the department interweave throughtout the curricula?

1 Very weak

2 Weak

3 Adequately

4 Strong

5 Very strong

How do you rate the overall strength of the Counseling and Family Therapy program?

1 Very weak

2 Weak

3 Adequate

4 Strong

5 Very Strong

Please make any suggestions that you believe could improve the program. Would you be interested in joining the Department of Counseling and Family Sciences Alumni Association? Yes: No: Would you like information regarding on-campus workshops/seminars? Yes: No: The following information is voluntary, but would be helpful for accreditation purposes or sending the information you requested above. Age:________________ Gender:_________________ Marital Status:__________________ Ehnicity: � Native American � Black/Non-Hispanic � Hispanic

� Alaskan Native � White/Non-Hispanic � Asian/Pacific Islander

� Other (Please specify): ______ Name:

87

Address: Home Phone: Work Phone: __________________________ Employer: ________________________________________________________________ Employer Address: _________________________________________________________ Thank you very much for your cooperation in completing this survey.

88

APPENDIX W

Counseling and Family Sciences Clinic

1686 Barton Road

Redlands, California 92373

Phone: (909) 558-9500

About the CFS Clinic

Loma Linda University Counseling and Family Sciences (CFS) Clinic, formerly known as the Marriage and Family Therapy (MFAM) Clinic, is operated by the Department of Counseling and Family Sciences, a program within School of Behavioral Health. The marriage and family therapy program is accredited by the Commission on Accreditation of Marriage and Family Therapy Education (COAMFTE), a division of the American Association for Marriage and Family Therapy (AAMFT).

The Clinic is located on the second floor of the Loma Linda University Behavioral Health Institute (BHI) as one of the participating academic clinics. The BHI is an innovative endeavor undertaken by Loma Linda University to offer community members easy access to all behavioral health disciplines in one location. The second floor is the location for an integrated, interdisciplinary clinic staffed by students and residents from the psychiatry, psychology, social work, and counseling and family sciences programs.

The Clinic is staffed by master's- and doctoral-level therapists, interns, and trainees. Appointments with faculty are available on a limited basis. Therapists at the Clinic

89

are supervised by licensed marriage and family therapists, who have qualified as AAMFT-approved supervisors and most of whom teach in the marriage and family therapy program.

Clinic Mission Statement

The Loma Linda University Counseling and Family Sciences Clinic is a team of professionals in mental health functioning within the mission of the University, "To Make Man Whole." A holistic approach refers to relating to complete systems rather than to the analysis of, treatment of, and disse ction into parts. Therefore, we are concerned with understanding people at the micro level (biological, physiological) and macro level (family, social, spiritual). Included in our endeavors of holistic care are professors, administrators, supervisors, medical personnel, credentialed family therapists, and therapists in training.

Our Focus

1. To provide high quality individual, group, marital, couple, and family therapy to the people of the greater Inland Empire.

2. To commit to excellent training for students within the disciplines of counseling and family sciences.

3. To act collaboratively with community professionals to provide the most comprehensive understanding and care for clients.

4. To develop research methods and findings which will contribute to the field of family therapy, mental health, and intersections of holistic care.

Clinic fees

Clients at the Loma Linda University Counseling and Family Sciences Clinic pay for services on a sliding-scale fee basis. You fee is based on your income and ability to pay. The Clinic does accept Risk Management for those employed by Loma Linda University.