Content Comparison

Doctor of Philosophy

Table of Contents

Program Description

The Department of Marriage and Family Therapy is one of five academic units in the David B. Falk College of Sport and Human Dynamics. The other units are the Departments of Child and Family Studies, Public Health, Food Studies and Nutrition, Sport Management, and the School of Social Work. The Department of Marriage and Family Therapy offers an M.A. and a Ph.D. program. Both programs are accredited by the Commission on Accreditation for Marriage and Family Therapy Education (C.O.A.M.F.T.E.).

The Department provides academic and clinical training in marriage and family therapy theory. Both the M.A. and Ph.D. programs focus on the family as a system and the cultural and societal frameworks within which couples and families grow and develop. The Department’s emphasis is on training student therapists and scholars to challenge themselves through fostering relationships with others who hold various and diverse worldviews. By working towards the creation of an environment of respect, honesty, and integrity, the programs serve to increase cultural sensitivity, heighten students’ awareness of self in relation to others, and generate an understanding of the role played by context in issues presented in therapy.

Marriage and family therapy (M.F.T.) students gain hands-on experience in the Couple and Family Therapy Center. The in-house clinic is located at Peck Hall, 601 East Genesee Street in the Department of Marriage and Family Therapy. Established in 1989, it serves as a teaching and research center for M.F.T. master’s and doctoral students. All M.F.T. students are required to see clients at the in-house clinic and may not choose their client caseload based on race, class, gender, sexual orientation, religion, culture, age, or other difference/diversity category. Students utilize the center to gain clinical experience. Individual, group, couples and family therapy is offered to members of the Syracuse community under the supervision of the clinical faculty who operate from a family systems perspective. The Center is equipped for live and digitally recorded supervision.

Program Mission Statement

The Syracuse University M.F.T. program’s mission is to educate and train clinicians, scholars, and researchers in the ethical and systemic practice of M.F.T. with a commitment to diversity and inclusion.

SU MFT PhD Mission Statement

To prepare ethical clinical scholars who will advance theory, research, supervision, and/or teaching in the field of marriage and family therapy. 

History of the Marriage and Family Therapy Program

It has been over forty years since the Department of Marriage and Family Therapy was conceived by Bernice M. Wright, Dean of the College for Home Economics, Robert Pickett, Chair of the Department of Family Relations and Child Development, and Harvey Noordsy, Executive Director of the Onondaga Pastoral Counseling Center. The first students entered in 1969, and in 1970 the New York State Department of Education officially granted the Department the right to award an M.A. in Marriage and Family Counseling. The M.A. was initially a program within the Department of Child and Family Studies. Since that date, the Marriage and Family Therapy Program has graduated over 400 M.A. students. In December 1994, the department graduated its first doctoral student; 23 doctoral students have completed their degree programs in the last 5 years.

Initially, the M.A. program was a 30-credit degree, intended primarily for persons in the process of mid-life career change, and ministers wishing to augment their pastoral counseling skills. Students met with clinical pastoral students at the Onondaga Pastoral Counseling Center for their first-year core courses, and their practicum placements were at that Center and at the marriage and family therapy counseling offices, initially housed with the rest of the Department at 744 Ostrom Avenue and later at 100 Walnut Place. In 1983 the M.F.T. Program moved to new facilities, consisting of two faculty offices and four small clinic rooms equipped for live supervision.

In 1986, the clinic was expanded by adding another therapy room, enlarging two existing rooms, and increasing opportunities for live and videotape supervision. In fall 1989, the department was granted the use of two adjacent offices and, with the help of a grant from Diana and Stephen A. Goldberg, was completely refurbished. In February 1990, it was officially named the Goldberg Marriage and Family Therapy Center, with dedication ceremonies held in conjunction with the first annual conference of the newly formed Central New York Chapter of N.Y.A.M.F.T. In summer 1993, the Center was further expanded and entirely rebuilt to become a “state of the art” training and research center, completely computerized for easy storage of and access to clinic data. It consisted of a reception area, student space, graduate assistant office, assessment office, video equipment room, large-group observation room, two administrative offices, and six therapy rooms, all equipped for live and videotape supervision. In spring, 1999, the name was changed to the Goldberg Couple and Family Therapy Center, to more accurately represent the types of services provided. In January 2006 the M.F.T. Department relocated to the old School of Nursing at 426 Ostrom Ave. (corner of Marshall St.) in a newly remodeled area. The first floor housed the center with 5 therapy rooms, an assessment room, video room, student room, reception area and the center director’s office. All of the therapy rooms had an observation room. The classroom, another student room and all the faculty offices were located on the second floor.

In 2010 the department moved from the 2,400 square foot site on campus to a newly renovated 5,500 square foot facility on James Street. The James Street facility had expanded office space, clinic space, student areas, and a larger classroom. Most recently, in January 2013, the M.F.T. Department moved to its current location at 601 East Genesee Street. The department now is housed in a 30,000 square foot facility that has been completely renovated and updated and which has a 15 year lease to provide a more permanent home. The E. Genesee Street facility has a greatly expanded clinic area (14 counseling offices), three classrooms, a large computer lab, an entire floor for student areas (lounge, kitchen, locker room, etc.) and one floor for a community agency to occupy as a partner in clinical training for second-year students.

...

Doctor of Philosophy

Table of Contents

Program Description

The Department of Marriage and Family Therapy is one of five academic units in the David B. Falk College of Sport and Human Dynamics. The other units are the Departments of Child and Family Studies, Public Health, Food Studies and Nutrition, Sport Management, and the School of Social Work. The Department of Marriage and Family Therapy offers an M.A. and a Ph.D. program. Both programs are accredited by the Commission on Accreditation for Marriage and Family Therapy Education (C.O.A.M.F.T.E.).

The Department provides academic and clinical training in marriage and family therapy theory. Both the M.A. and Ph.D. programs focus on the family as a system and the cultural and societal frameworks within which couples and families grow and develop. The Department’s emphasis is on training student therapists and scholars to challenge themselves through fostering relationships with others who hold various and diverse worldviews. By working towards the creation of an environment of respect, honesty, and integrity, the programs serve to increase cultural sensitivity, heighten students’ awareness of self in relation to others, and generate an understanding of the role played by context in issues presented in therapy.

Marriage and family therapy (M.F.T.) students gain hands-on experience in the Couple and Family Therapy Center. The in-house clinic is located at Peck Hall, 601 East Genesee Street in the Department of Marriage and Family Therapy. Established in 1989, it serves as a teaching and research center for M.F.T. master’s and doctoral students. All M.F.T. students are required to see clients at the in-house clinic and may not choose their client caseload based on race, class, gender, sexual orientation, religion, culture, age, or other difference/diversity category. Students utilize the center to gain clinical experience. Individual, group, couples and family therapy is offered to members of the Syracuse community under the supervision of the clinical faculty who operate from a family systems perspective. The Center is equipped for live and digitally recorded supervision.

Program Mission Statement

The Syracuse University M.F.T. program’s mission is to educate and train clinicians, scholars, and researchers in the ethical and systemic practice of M.F.T. with a commitment to diversity and inclusion.

SU MFT PhD Mission Statement

To prepare ethical clinical scholars who will advance theory, research, supervision, and/or teaching in the field of marriage and family therapy. 

History of the Marriage and Family Therapy Program

It has been over forty years since the Department of Marriage and Family Therapy was conceived by Bernice M. Wright, Dean of the College for Home Economics, Robert Pickett, Chair of the Department of Family Relations and Child Development, and Harvey Noordsy, Executive Director of the Onondaga Pastoral Counseling Center. The first students entered in 1969, and in 1970 the New York State Department of Education officially granted the Department the right to award an M.A. in Marriage and Family Counseling. The M.A. was initially a program within the Department of Child and Family Studies. Since that date, the Marriage and Family Therapy Program has graduated over 400 M.A. students. In December 1994, the department graduated its first doctoral student; 23 doctoral students have completed their degree programs in the last 5 years.

Initially, the M.A. program was a 30-credit degree, intended primarily for persons in the process of mid-life career change, and ministers wishing to augment their pastoral counseling skills. Students met with clinical pastoral students at the Onondaga Pastoral Counseling Center for their first-year core courses, and their practicum placements were at that Center and at the marriage and family therapy counseling offices, initially housed with the rest of the Department at 744 Ostrom Avenue and later at 100 Walnut Place. In 1983 the M.F.T. Program moved to new facilities, consisting of two faculty offices and four small clinic rooms equipped for live supervision.

In 1986, the clinic was expanded by adding another therapy room, enlarging two existing rooms, and increasing opportunities for live and videotape supervision. In fall 1989, the department was granted the use of two adjacent offices and, with the help of a grant from Diana and Stephen A. Goldberg, was completely refurbished. In February 1990, it was officially named the Goldberg Marriage and Family Therapy Center, with dedication ceremonies held in conjunction with the first annual conference of the newly formed Central New York Chapter of N.Y.A.M.F.T. In summer 1993, the Center was further expanded and entirely rebuilt to become a “state of the art” training and research center, completely computerized for easy storage of and access to clinic data. It consisted of a reception area, student space, graduate assistant office, assessment office, video equipment room, large-group observation room, two administrative offices, and six therapy rooms, all equipped for live and videotape supervision. In spring, 1999, the name was changed to the Goldberg Couple and Family Therapy Center, to more accurately represent the types of services provided. In January 2006 the M.F.T. Department relocated to the old School of Nursing at 426 Ostrom Ave. (corner of Marshall St.) in a newly remodeled area. The first floor housed the center with 5 therapy rooms, an assessment room, video room, student room, reception area and the center director’s office. All of the therapy rooms had an observation room. The classroom, another student room and all the faculty offices were located on the second floor.

In 2010 the department moved from the 2,400 square foot site on campus to a newly renovated 5,500 square foot facility on James Street. The James Street facility had expanded office space, clinic space, student areas, and a larger classroom. Most recently, in January 2013, the M.F.T. Department moved to its current location at 601 East Genesee Street. The department now is housed in a 30,000 square foot facility that has been completely renovated and updated and which has a 15 year lease to provide a more permanent home. The E. Genesee Street facility has a greatly expanded clinic area (14 counseling offices), three classrooms, a large computer lab, an entire floor for student areas (lounge, kitchen, locker room, etc.) and one floor for a community agency to occupy as a partner in clinical training for second-year students.

Like its facilities, the academic program has also grown dramatically. In October 1972, it was granted provisional accreditation by the American Association for Marriage and Family Counseling. In April 1975, the department became the first program to receive full accreditation by the C.O.A.M.F.C.E. (now C.O.A.M.F.T.E.-Commission on Accreditation for Marriage and Family Therapy Education) and soon after became a 36-credit hour program. Accreditation was renewed in 1981 and the program became a 45-credit hour program. In February l984, the Program’s accreditation was revoked temporarily but reinstated in 1986. The University approved a revised curriculum in 1985 and the State Education Department approved a change in program name to Marriage and Family Therapy. In l988, the Human Sexuality Program, a treatment and training program in sex therapy, was instituted with joint sponsorship by the College for Human Development and the Department of Family Medicine, SUNY Health Science Center. A second joint program, the Family Medicine/Family Therapy Program, was instituted in 1989. In 2010 the State Education Department of New York approved our request to change the degree program to a 60-credit degree. This change was initiated to meet the national trend toward requiring up to 60-credit degrees for licensure. In 1991 and again in 1996, 2001, 2007, and 2014 the M.A. program was reaccredited by the C.O.A.M.F.T.E.

In 1990, the College approved a proposal for a M.F.T. doctoral program and, in 1991 the University Senate approved the program. In 1992, the University was granted permission by the New York State Department of Education to award the doctoral degree in marriage and family therapy and the doctoral program was granted Candidacy Status by the C.O.A.M.F.CT.E. (now ., receiving full accreditation in 1996. It was reaccredited in 2001, 2007 and 2015. It was the first M.F.T. doctoral program in New York State and one of two M.F.T. doctoral programs in the northeast. It remains one of the few doctoral programs accredited by the C.O.A.M.F.T.E. -Commission on Accreditation for Marriage and Family Therapy Education) and soon after became a 36-credit hour program. Accreditation was renewed in 1981 and the program became a 45-credit hour program. In February l984, the Program’s accreditation was revoked temporarily but reinstated in 1986. The University approved a revised curriculum in 1985 and the State Education Department approved a change in program name to Marriage and Family Therapy. In l988, the Human Sexuality Program, a treatment and training program in sex therapy, was instituted with joint sponsorship by the College for Human Development and the Department of Family Medicine, SUNY Health Science Center. A second joint program, the Family Medicine/Family Therapy Program, was instituted in 1989. In 2010 the State Education Department of New York approved our request to change the degree program to a 60-credit degree. This change was initiated to meet the national trend toward requiring up to 60-credit degrees for licensure. In 1991 and again in 1996, 2001, 2007, and 2014 the M.A. program was reaccredited by the C.O.A.M.F.T.E.

In 1990, the College approved a proposal for a M.F.T. doctoral program and, in 1991 the University Senate approved the program. In 1992, the University was granted permission by the New York State Department of Education to award the doctoral degree in marriage and family therapy and the doctoral program was granted Candidacy Status by the C.O.A.M.F.T.E., receiving full accreditation in 1996. It was reaccredited in 2001, 2007 and 2015. It was the first M.F.T. doctoral program in New York State and one of two M.F.T. doctoral programs in the northeast. It remains one of the few doctoral programs accredited by the C.O.A.M.F.T.E. that is not located at large land- grant state universities.

The growth of the Program reflects the quality of its faculty, staff, and students. Six persons have served as Program Director: Sol Gordon from 1970 - 1976; Charlotte Kahn from 1976 - 1984; Eleanor Macklin from 1984 to 1998 (with the exception of 1992-93); Linda Stone Fish from 1992-1993, and 1998 to 2001. From 2001-2003, Linda Stone Fish served as the first Department Chair in the newly formed Department of Marriage and Family Therapy, within the College of Human Services and Health Professions (now the Falk College). Jonathan Sandberg began his service as Department Chair in 2003; Thom deLara became chair in 2007. Dr. Macklin joined the Program in 1982 and Dr. Stone Fish in 1985. In 1987, Phyllis Blumberg resigned as Associate Dean of the College to become a full-time M.F.T. faculty member until her retirement from teaching duties in 1991. In 1990, Dean Busby and Kenneth Hardy joined the M.F.T. faculty, with Dr. Hardy appointed Director of Clinical Training and Research. From 1995-96, Dr. Hardy served as Chair of the Department of Child and Family Studies and Dr. Busby served as Director of Clinical Training and Research. Dr. Stone Fish assumed responsibility for coordination of doctoral internships. In summer 1996, Dr. Anne Gosling became Director of Clinical Training, while Dr. Busby remained as Director of Clinical Research. In 1998, Dr. Macklin retired and Dr. Stone Fish began her service as Program Director. Jonathan Sandberg joined the faculty. Dr. Sandberg became Director of Clinical Research in the summer of 1999.

In 2007 Thom deLara became Department Chair. In 2012 Dr. Stone Fish was named the Falk Family Endowed Professor of Family Therapy and assumed the role of Graduate Director for the department. Dr. Tracey Reichert Schimpff currently serves as the Director of Clinical Services. Dr. Dyane Watson is the Assistant Program Director and a full-time member of the faculty, Dr. Rashmi Gangamma and Dr. Deborah Coolhart are associate faculty members. Lisa Tedeschi is the Internship Coordinator. Daran Shipman is a part-time clinical supervisor. Beth Ciciarelli is the administrative assistant for the department and Anne Metzger-Wormuth is the office coordinator for the Couple and Family Therapy Center.

Master’s Program Educational Outcomes

The S.U. M.A. M.F.T. program goals are informed by the Professional Marriage and Family Therapy Principles (P.M.F.T.P.s), which include:

• A.A.M.F.T. Code of Ethics (2015);
• M.F.T. Core Competencies;
• A.M.F.T.R.B. Examination Domains, Task Statements, and Knowledge Statements;
• Requirements for Licensure for Marriage and Family Therapists in the State of New York.

Goals, Outcomes, Targets and Benchmarks: Consistent with our Mission Statement, our program goals, student learning outcomes (S.L.O.s), and associated targets and benchmarks are as follow:

Program Goal #1 (Self-in-Systems): To train family systems professionals who are informed by a Self-in-Systems perspective.

S.L.O.#1: Students will demonstrate awareness and regulation of self in system.

...

that is not located at large land- grant state universities.

The growth of the Program reflects the quality of its faculty, staff, and students. Six persons have served as Program Director: Sol Gordon from 1970 - 1976; Charlotte Kahn from 1976 - 1984; Eleanor Macklin from 1984 to 1998 (with the exception of 1992-93); Linda Stone Fish from 1992-1993, and 1998 to 2001. From 2001-2003, Linda Stone Fish served as the first Department Chair in the newly formed Department of Marriage and Family Therapy, within the College of Human Services and Health Professions (now the Falk College). Jonathan Sandberg began his service as Department Chair in 2003; Thom deLara became chair in 2007. Dr. Macklin joined the Program in 1982 and Dr. Stone Fish in 1985. In 1987, Phyllis Blumberg resigned as Associate Dean of the College to become a full-time M.F.T. faculty member until her retirement from teaching duties in 1991. In 1990, Dean Busby and Kenneth Hardy joined the M.F.T. faculty, with Dr. Hardy appointed Director of Clinical Training and Research. From 1995-96, Dr. Hardy served as Chair of the Department of Child and Family Studies and Dr. Busby served as Director of Clinical Training and Research. Dr. Stone Fish assumed responsibility for coordination of doctoral internships. In summer 1996, Dr. Anne Gosling became Director of Clinical Training, while Dr. Busby remained as Director of Clinical Research. In 1998, Dr. Macklin retired and Dr. Stone Fish began her service as Program Director. Jonathan Sandberg joined the faculty. Dr. Sandberg became Director of Clinical Research in the summer of 1999.

In 2007 Thom deLara became Department Chair. In 2012 Dr. Stone Fish was named the Falk Family Endowed Professor of Family Therapy and assumed the role of Graduate Director for the department. Dr. Tracey Reichert Schimpff currently serves as the Director of Clinical Services. Dr. Dyane Watson is the Assistant Program Director and a full-time member of the faculty, Dr. Rashmi Gangamma and Dr. Deborah Coolhart are associate faculty members. Lisa Tedeschi is the Internship Coordinator. Daran Shipman is a part-time clinical supervisor. Beth Ciciarelli is the administrative assistant for the department and Anne Metzger-Wormuth is the office coordinator for the Couple and Family Therapy Center.

Master’s Program Educational Outcomes

The S.U. M.A. M.F.T. program goals are informed by the Professional Marriage and Family Therapy Principles (P.M.F.T.P.s), which include:

• A.A.M.F.T. Code of Ethics (2015);
• M.F.T. Core Competencies;
• A.M.F.T.R.B. Examination Domains, Task Statements, and Knowledge Statements;
• Requirements for Licensure for Marriage and Family Therapists in the State of New York.

Goals, Outcomes, Targets and Benchmarks: Consistent with our Mission Statement, our program goals, student learning outcomes (S.L.O.s), and associated targets and benchmarks are as follow:

Program Goal #1 (Self-in-Systems): To train family systems professionals who are informed by a Self-in-Systems perspective.

S.L.O.#1: Students will demonstrate awareness and regulation of self in system.

Benchmark 1.1:  At least 70% of students will receive a 3 or higher rating on the Clinical Readiness Interview Rubric (specifically 1a, 1b, 1c, 2a, 2b, and 2c).

Benchmark 1.2:  At least 70% of students will receive a 3 or higher rating on the Evaluation Form of Student completed by Supervisor (specifically questions 4a, 4b, 4g, 4i, 6a, 6b, 6c, and 6d, which are associated with awareness and regulation of self in systems).

Program Goal #2 (Diversity): To prepare family systems professionals who are sensitive to and engaged with social justice issues.

S.L.O.#2. Students will demonstrate engagement with cultural and contextual differences.

Benchmark 2.1:  At least 70% of students will receive a B or better on the final project in M.F.T. 684.

Benchmark 2.2:  At least 70% of students will receive a 3 or higher rating on the Evaluation Form of Student completed by Supervisor (specifically questions 4b, 4g, 6b and 6d which are associated with cultural and contextual engagement).

Program Goal #3: To prepare family systems professionals who are competent systems clinicians able to provide services across a variety of contexts.

S.L.O.#3: Students will demonstrate M.F.T. clinical competency skills across a variety of contexts.

Benchmark 3.1:  At least 70% of students will receive a 3 or higher rating on the Evaluation Form of Student completed by Supervisor (specifically questions 1a-f, 2a-e, 3a-d, 4c-f, and 4h, which are associated with clinical competency skills and assessed every semester).

Program Goal #4 (Ethics): To prepare family systems professionals with knowledge and skills for M.F.T. legal and ethical analysis and decision-making.

S.L.O.#4:  Students will demonstrate an applied knowledge of M.F.T. legal and ethical guidelines and professional standards.

Benchmark 4.1:  At least 70% of students will receive a 3 or higher rating on the Evaluation Form of Student completed by Supervisor (specifically questions 5a-d, which are associated with legal and ethical competency).

Benchmark 4.2:  At least 70% of students will receive a B or better on the final project in M.F.T. 681 (Ethics- Personal and Professional Integration Paper).

Program Goal #5 (Knowledge and Research): To prepare family systems professionals with an educational foundation grounded in family systems theory and research-informed practice).

S.L.O.#5: Students will demonstrate an applied knowledge of M.F.T. historical, current, and research-informed theoretical information.

Benchmark 5.1: At least 70% of students will receive a B or higher rating two family systems theory course exams (M.F.T. 671 and M.F.T. 682).

Benchmark 5.2: At least 70% of students will receive a 3 or higher rating on the Clinical Readiness Interview Rubric Evaluation Form of Student completed by Supervisor (specifically 1a , 1b, 1c, 2a, 2b, and 2c).

Benchmark 1.2:  At least 70% of students will receive a 3 or higher rating on the Evaluation Form of Student completed by Supervisor (specifically questions 4a, 4b, 4g, 4i, 6a, 6b, 6c, and 6d, which are associated with awareness and regulation of self in systems).

Program Goal #2 (Diversity): To prepare family systems professionals who are sensitive to and engaged with social justice issues.

S.L.O.#2. Students will demonstrate engagement with cultural and contextual differences.

Benchmark 2and 4a), assessed at the end of each semester that the student is clinically active.

Doctoral Program Educational Outcomes

The Program Goals are informed by the Professional Marriage and Family Therapy Principles (PMFTPs), which include:

• AAMFT Code of Ethics (2015)
• Condensed MFT core competencies (Northey, W. F., & Gehart, D. R. 2020)

Consistent with our Mission Statement, our program goals, student learning outcomes (SLOs), and associated targets and benchmarks are as follow:

Program Goal #1: To prepare MFT scholars to advance systemic theory knowledge.

SLO#1:  Students will demonstrate competence in advanced theory and theory building as evidenced by:

Benchmark 1.1:  At least 70% 80% of students will receive a B or better on the final project in M.F.T. 684pass their qualifying examination which articulates their theory of therapy.

Benchmark 21.2:  At least 70% 80% of students will receive a 3 B or higher rating on the Evaluation Form of Student completed by Supervisor (specifically questions 4b, 4g, 6b and 6d which are associated with cultural and contextual engagement).

Program Goal #3: To prepare family systems professionals who are competent systems clinicians able to provide services across a variety of contexts.

S.L.O.#3: Students will demonstrate M.F.T. clinical competency skills across a variety of contexts.

Benchmark 3.1:  At least 70% on the MFT 861 assignment in which they articulate their philosophy of supervision.

Benchmark 1.3:  At least 80% of students will receive a 3 B or higher rating on the Evaluation Form of Student completed by Supervisor (specifically questions 1a-f, 2a-e, 3a-d, 4c-f, and 4h, which are associated with clinical competency skills and assessed every semester)on the MFT 865 assignment related to theory development.

Program Goal #4 (Ethics): To prepare family systems professionals with knowledge and skills for M.F.T. legal and ethical analysis and decision-making.

S.L.O.#4:  Students will demonstrate an applied knowledge of M.F.T. legal and ethical guidelines and professional standards.

Benchmark 4.1:  At least 70% of students will receive a 3 or higher rating on the Evaluation Form of Student completed by Supervisor (specifically questions 5a-d, which are associated with legal and ethical competency).

...

#2: To train MFT scholars prepared to advance systemic and relational research.

SLO#2:  Students will demonstrate research competence as evidenced by: 

Benchmark 2.1: At least 80% of students will pass the research portion of the qualifying examination.

Benchmark 2.2: At least 80% of students will demonstrate skills of ethical research and cultural sensitivity consistent with the Code of Ethics of the American Association for Marriage and Family Therapy as evident by completion of the Collaborative Institutional Training Initiative (CITI) training before dissertation proposal approval.

Benchmark 2.3: At least 80% of students will receive a B or better higher on the final project in M.F.T. 681 (Ethics- Personal and Professional Integration Paper).

Program Goal #5 (Knowledge and Research): To prepare family systems professionals with an educational foundation grounded in family systems theory and research-informed practice).

S.L.O.#5: Students will demonstrate an applied knowledge of M.F.T. historical, current, and research-informed theoretical information.

Benchmark 5.1: At least 70% MFT 882 Evaluative Assignment.

Program Goal #3: To provide students the foundation for becoming an AAMFT Approved Supervisor.

SLO#3 Students will demonstrate supervisory competence as evidenced by:

Benchmark 3.1:  At least 80% of students will receive a B or higher rating two family systems theory course exams (M.F.T. 671 and M.F.T. 682)better in MFT 861 (Supervision of Therapy) course.

Benchmark 53.2:  At least 70% of students will receive a 3 or higher rating on the Evaluation Form of Student completed by Supervisor (specifically 1a and 4a), assessed at the end of each semester that the student is clinically active.

Doctoral Program Educational Outcomes

The Program Goals are informed by the Professional Marriage and Family Therapy Principles (PMFTPs), which include:

• AAMFT Code of Ethics (2015)
• Condensed MFT core competencies (Northey, W. F., & Gehart, D. R. 2020)

Consistent with our Mission Statement, our program goals, student learning outcomes (SLOs), and associated targets and benchmarks are as follow:

Program Goal #1: To prepare MFT scholars to advance systemic theory knowledge.

SLO#1:  Students will demonstrate competence in advanced theory and theory building as evidenced by:

Benchmark 180% of students will maintain an AAMFT membership. 

Program Goal #4: To train MFT scholars prepared to teach systemic and relational curricula.

SLO#4:  Students will demonstrate professional teaching competence as evidenced by at least one of the following:

Benchmark 4.1:  At least 80% of students will pass the oral examination of their qualifying exam which assesses their ability to teach theoretical constructs.

Benchmark 4.2:  At least 80% of students will receive a B or better in the teaching assignment for MFT 865.

Benchmark 4.3:  At least 80% of students will be the presenter for at least one poster, paper, and/or workshop at a professional meeting while in residence.

Program Goal #5: To train ethical therapists with advanced relational and systemic clinical skills.

SLO#5:  Students will demonstrate clinical competence as evidenced by:

Benchmark 5.1:  At least 80% of students will pass their qualifying examination which articulates their theory of therapycomplete 1,000 clinical hours with 200 hours of supervision by an AAMFT Approved Supervisor or equivalent by graduation.

Benchmark 15.2:  At least 80% of students will receive a B 3 or higher rating on the MFT 861 assignment in which they articulate their philosophy of supervisionEvaluation Form of Student completed by supervisor.

Benchmark 15.3:  At Students will demonstrate skills of ethical practice and cultural sensitivity consistent with the Code of Ethics of the American Association for Marriage and Family Therapy as evidenced by at least 80% of students will receive a B 3 or higher on the MFT 865 assignment related to theory developmentrating on the Evaluation Form of Student completed by Supervisor (specifically 4a, 4b, 4g, 4i, 5a-d 6a, 6b, 6c, and 6d).

Program Goal #2#6: To train MFT scholars prepared to advance systemic and relational research.

SLO#2:  Students will demonstrate research competence as evidenced by: 

...

prepare systemic scholars who are sensitive to social justice and diversity.

SLO#6: Students will demonstrate awareness and engagement with cultural and contextual difference:

Benchmark 6.1:  At least 80% of students will pass the research portion of the qualifying examination.

Benchmark 2.2: At least 80% of students will demonstrate skills of ethical research and cultural sensitivity consistent with the Code of Ethics of the American Association for Marriage and Family Therapy as evident by completion of the Collaborative Institutional Training Initiative (CITI) training before dissertation proposal approval.

Benchmark 2.3: cultural awareness portion of the qualifying examination.

Benchmark 6.2:  At least 80% of students will receive a B or higher on the MFT 882 Evaluative Assignment.

Program Goal #3: To provide students the foundation for becoming an AAMFT Approved Supervisor.

SLO#3 Students will demonstrate supervisory competence as evidenced by:

Benchmark 3.1:  At least 80% of students will receive a B or better in MFT 861 (Supervision of Therapy) course.

Benchmark 3.2:  At least 80% of students will maintain an AAMFT membership. 

Program Goal #4: To train MFT scholars prepared to teach systemic and relational curricula.

SLO#4:  Students will demonstrate professional teaching competence as evidenced by at least one of the following:

Benchmark 4.1:  At least 80% of students will pass the oral examination of their qualifying exam which assesses their ability to teach theoretical constructs.

Benchmark 4.2:  At least 80% of students will receive a B or better in the teaching assignment for MFT 865.

Benchmark 4.3:  At least 80% of students will be the presenter for at least one poster, paper, and/or workshop at a professional meeting while in residence.

Program Goal #5: To train ethical therapists with advanced relational and systemic clinical skills.

SLO#5:  Students will demonstrate clinical competence as evidenced by:

Benchmark 5.1:  At least 80% of students will complete 1,000 clinical hours with 200 hours of supervision by an AAMFT Approved Supervisor or equivalent by graduation.

Benchmark 5.2:  At least 80% of students will receive a 3 or higher rating on the Evaluation Form of Student completed by supervisor.

Benchmark 5.3:  Students will demonstrate skills of ethical practice and cultural sensitivity consistent with the Code of Ethics of the American Association for Marriage and Family Therapy as evidenced by at least 80% of students will receive a 3 or higher rating on the Evaluation Form of Student completed by Supervisor (specifically 4a, 4b, 4g, 4i, 5a-d 6a, 6b, 6c, and 6d).

Program Goal #6: To prepare systemic scholars who are sensitive to social justice and diversity.

SLO#6: Students will demonstrate awareness and engagement with cultural and contextual difference:

Benchmark 6.1:  At least 80% of students will pass the cultural awareness portion of the qualifying examination.

Benchmark 6.2:  At least 80% of students will receive a B or better in the Cultural Diversity assignment (Special Topic) for MFT 875.

Policies and Procedures, and Educational Outcomes Review

Syracuse University Non-Discrimination and Equal Opportunity Policy Statement

Syracuse University's Marriage and Family Therapy department follows the Syracuse University Non-Discrimination and Equal Opportunity Policy Statement. Syracuse University is an equal-opportunity, affirmative-action institution. The M.F.T. department prohibits discrimination and harassment based on race, color, creed, religion, health, socioeconomic status, sex, gender, national origin, citizenship, ethnicity, marital status, age, disability, sexual orientation, gender identity and gender expression, genetic information, veteran status, or any other status protected by applicable law to the extent prohibited by law. This nondiscrimination policy covers admissions, employment, and access to and treatment in University programs, services, and activities.

Additionally, M.F.T. faculty and staff adhere to and prepare students to value the creation of socially-just, anti-racist, L.G.B.T.Q.-Affirmative and anti-discriminatory environments. Students are expected to engage in cultural humility, awareness of self in relation to others, and an understanding of psychosocial and cultural contexts of issues presented in clinical practice and research. We believe that valuing each other's similarities and differences helps us to deepen our understanding of relationships in systems. Students are required to see clients with diverse backgrounds/experiences and may not choose their caseloads based on race, class, gender/gender expression, sexual orientation, religion, culture, age, health, socio-economic status, or other diversity category.

Syracuse University’s Office of Disability Services

Syracuse University and the Marriage and Family Therapy department are committed to student success and to supporting Section 504 of the Rehabilitation Act of 1973. This means that in general no individual who is otherwise qualified shall be excluded from participation in, be denied benefits of, or be subjected to discrimination under any program or activity, solely by reason of having a disability. If a student believes that they need accommodations for a disability, they should contact the Office of Disability Services(O.D.S.), located in Room 309 of 804 University Avenue, or call (315) 443-4498 for an appointment to discuss their needs and the process for requesting accommodations. O.D.S. is responsible for coordinating disability-related accommodations and will issue students with documented Disabilities Accommodation Authorization Letters, as appropriate. Since accommodations may require early planning and generally are not provided retroactively, please contact O.D.S. as soon as possible.

If a student has an authorized disability-related accommodations students should provide their instructors with a current Accommodation Authorization Letter from O.D.S. and review those accommodations with them at the beginning of each semester.

Admission Procedures

Applicants to graduate programs in the Falk College must hold or expect to receive a bachelor’s degree from an accredited college or university, prior to the start of the intended enrollment term. Admission decisions are determined by a committee of M.F.T. faculty evaluating applications carefully, considering all materials submitted, and then selecting the best-qualified candidates. (How to Apply)

...

better in the Cultural Diversity assignment (Special Topic) for MFT 875.

Policies and Procedures, and Educational Outcomes Review

Syracuse University Non-Discrimination and Equal Opportunity Policy Statement

Syracuse University's Marriage and Family Therapy department follows the Syracuse University Non-Discrimination and Equal Opportunity Policy Statement. Syracuse University is an equal-opportunity, affirmative-action institution. The M.F.T. department prohibits discrimination and harassment based on race, color, creed, religion, health, socioeconomic status, sex, gender, national origin, citizenship, ethnicity, marital status, age, disability, sexual orientation, gender identity and gender expression, genetic information, veteran status, or any other status protected by applicable law to the extent prohibited by law. This nondiscrimination policy covers recruitment, admissions, codes of conduct, hiring, retention or dismissal of faculty, students, and supervisors, and access to and treatment in University programs, services, and activities.

Additionally, M.F.T. faculty and staff adhere to and prepare students to value the creation of socially-just, anti-racist, L.G.B.T.Q.-Affirmative and anti-discriminatory environments. Students are expected to engage in cultural humility, awareness of self in relation to others, and an understanding of psychosocial and cultural contexts of issues presented in clinical practice and research. We believe that valuing each other's similarities and differences helps us to deepen our understanding of relationships in systems. Students are required to see clients with diverse backgrounds/experiences and may not choose their caseloads based on race, class, gender/gender expression, sexual orientation, religion, culture, age, health, socio-economic status, or other diversity category.

Syracuse University’s Office of Disability Services

Syracuse University and the Marriage and Family Therapy department are committed to student success and to supporting Section 504 of the Rehabilitation Act of 1973. This means that in general no individual who is otherwise qualified shall be excluded from participation in, be denied benefits of, or be subjected to discrimination under any program or activity, solely by reason of having a disability. If a student believes that they need accommodations for a disability, they should contact the Office of Disability Services(O.D.S.), located in Room 309 of 804 University Avenue, or call (315) 443-4498 for an appointment to discuss their needs and the process for requesting accommodations. O.D.S. is responsible for coordinating disability-related accommodations and will issue students with documented Disabilities Accommodation Authorization Letters, as appropriate. Since accommodations may require early planning and generally are not provided retroactively, please contact O.D.S. as soon as possible.

If a student has an authorized disability-related accommodations students should provide their instructors with a current Accommodation Authorization Letter from O.D.S. and review those accommodations with them at the beginning of each semester.

Admission Procedures

Applicants to graduate programs in the Falk College must hold or expect to receive a bachelor’s degree from an accredited college or university, prior to the start of the intended enrollment term. Admission decisions are determined by a committee of M.F.T. faculty evaluating applications carefully, considering all materials submitted, and then selecting the best-qualified candidates. (How to Apply).

Recruitment Policy

Syracuse University M.F.T. adheres to the university anti-discrimination policy regarding recruitment and admissions. As described in the Syracuse University Non-Discrimination and Equal Opportunity Policy Statement: "Syracuse University is an equal-opportunity, affirmative-action institution". The M.F.T. department prohibits discrimination and harassment based on race, color, creed, religion, health, socioeconomic status, sex, gender, national origin, citizenship, ethnicity, marital status, age, disability, sexual orientation, gender identity and gender expression, genetic information, veteran status, or any other status protected by applicable law to the extent prohibited by law. This nondiscrimination policy covers recruitment, admissions, employment, and access to and treatment in University programs, services, and activities.

Students are recruited from across the United States and the world.  University and program websites provide information to potential applicants.  The Falk College Admissions Department travels throughout the US and attends annual conferences, such as AAMFT and NCFR, to promote the program.  Faculty also attend professional conferences and events for the program to meet with potential scholars. Lastly, staff, students, and alumni informally refer others to the program.

Masters Admissions Policy

Enrollment in the M.F.T. master’s program is limited, and admission decisions are made in March of each year for the following Fall. Spring and Summer admissions will be accepted as space is available. All applicants should submit the following to the Graduate School by March 15^th. M M.F.T. application requirements include a completed bachelor’s degree, recent G.R.E. scores, 3 letters of recommendation, and a personal statement. There is no minimum G.P.A. required for admission, although the M.F.T. Department uses a benchmark of 3.4 as a standard. (See How to Apply for a list and description of required application materials).

Syracuse University M.F.T. adheres to the university anti-discrimination policy regarding recruitment and admissions. As described in the Syracuse University Non-Discrimination and Equal Opportunity Policy Statement: "Syracuse University is an equal-opportunity, affirmative-action institution". The M.F.T. department prohibits discrimination and harassment based on race, color, creed, religion, health, socioeconomic status, sex, gender, national origin, citizenship, ethnicity, marital status, age, disability, sexual orientation, gender identity and gender expression, genetic information, veteran status, or any other status protected by applicable law to the extent prohibited by law. This nondiscrimination policy covers recruitment, admissions, employment, and access to and treatment in University programs, services, and activities.

...

, recent G.R.E. scores, 3 letters of recommendation, and a personal statement. There is no minimum G.P.A. required for admission, although the M.F.T. Department uses a benchmark of 3.4 as a standard. (See How to Apply for a list and description of required application materials).

PhD Admissions Policy

The deadline for all applications will be December 15th for the following fall semester.

We only accept students once a year and the deadline is strict (not rolling). Once applications are complete (on-line Ph.D. application, or for internal admits, internal transfer  transfer  form; G.R.E. scores; T.O.E.F.L. scores, or their equivalent for international students; personal essay; transcripts from all previous academic work; video interview questions listed on CollegeNet application which are required, not optional; and three letters of recommendation). Students will be notified if they will be interviewed and the date and time of the interviews. Interviews will be group and individual and it is the responsibility of the applicant to pay for all expenses.

Internal candidates: Syracuse University students (those in our department and other departments of the university) or those who have graduated from Syracuse University within 12 months of the time they are applying to the doctoral program, are considered internal admits by the University. Internal admit students who wish to be considered for the doctoral program must complete a request for internal transfer (see M.F.T. Administrative Assistant for form), G.R.E.s, (T.O.E.F.L. scores, or their equivalent for international students) personal essay, transcripts from all previous academic work,

...

 video  interviews (unless you are in the S.U. M.F.T. Department), three letters of recommendation (not from current S.U. M.F.T. faculty who are on the M.F.T. Doctoral Admissions Committee) by December 15th of the year in which they wish to apply. Once applications are complete, internal admits will be notified about the interview in the same way as external candidates.

Before applying to the doctoral program, please review the following statement: All doctoral students in M.F.T. must complete the requirements for the M.A. in M.F.T. as well as the requirements for the Ph.D. If during the admissions review process it is found a student lacks certain content areas that may not be fully satisfied by the doctoral program (such as ethics), those students would be required to complete additional coursework above and beyond their master’s coursework.

Students admitted to the M.F.T. Program may seek financial support outside of the department through merit-based awards, such as University Fellowships, College scholarships, and a variety of academic and student-service assistantships, or through need-based financial aid, including loans and the College Work Study Program. If interested in financial assistance, students should indicate this on the application form and at time of the admissions interview.

Persons interested in more information about the Department should contact Thom deLara, Department Chair, Peck Hall, 601 East Genesee Street, Syracuse, New York 13202, email:  tdelara@syr.edu, or Beth Ciciarelli, Administrative Assistant, 315-443-9329Assistant, 315-443-9329, email: bdbagozz@syr.edu.   Those interested in the doctoral program should contact Linda Stone Fish, Graduate Director, email: bdbagozz@syr flstone@syr.edu .  All potential applicants who wish to speak with a representative of the Department or to visit the Department prior to their application are invited to call Beth Ciciarelli at 315-443-9329 or email: bdbagozz@syr.edu.

Authenticity of Student Work

...

The following areas outline our retention efforts:

Orientation

Orientation is a mandatory event undertaken at the beginning of a student’s program that provides an opportunity to meet with faculty and other students of the program and gain information about expectation, policies and processes.

Student Academic Advising and Program of Study

Academic advisors work with students to provide academic guidance throughout the program. Students are encouraged to meet each semester to review their Program of Study and address any concerns that may affect their ability to complete the program. Students needing additional support may meet with their academic advisor more frequently, have their Program of Study revised and/or be given referrals for additional resources to assist with their success in the program.

Field Liaising

Student Master’s student engagement with field placement is supported through pre-placement meetings and site visit meetings. Site visits are scheduled for each semester that a student is in placement. Students needing additional support are provided opportunities for additional meetings and additional supports. PhD students work with their advisor to identify field placement opportunities depending on their clinical and research goals. Students are responsible for making sure sites meet state requirements for licensure.

Clinical and Supervision Documentation

Students are required to log and turn in their clinical and supervision hours monthly. The department tracks hours and assists students in monitoring their progress toward completion of the clinical requirements for graduation. The Internship Placement Coordinator and advisors assist students in using this feedback to modify plans as necessaryhours monthly. The department tracks hours and assists students in monitoring their progress toward completion of the clinical requirements for graduation. The Internship Placement Coordinator and advisors assist MA students in using this feedback to modify plans as necessary.

Mentoring

Doctoral students begin working with an assigned faculty mentor when they start their PhD program.  Mentors meet regularly with students to identify their areas of interest, connect them to scholarly tasks and activities, and support their professional development. At the end of their course work, students are encouraged to identify an advisor to guide their internship and dissertation research. Students may choose to work with their initially assigned mentor or request to work with another faculty member.

Annual Review

Doctoral students meet annually with program faculty to review and discuss their progress in and potential challenges of their program.  The meeting focuses on student goals and provides an opportunity for feedback. Annual review forms are distributed by the program director.

Feedback Opportunities

Opportunities to receive feedback regarding academic and clinic progress and development are implemented throughout a student’s program. Formal feedback regarding clinical performance begins with occurs in practicum meetings and annual review meetings. Meetings with assigned advisors are also opportunities to provide and receive feedback.   Master’s students participate in the Clinical Readiness Interview at the end of their the first semester in clinical placement (M.F.T. 750) and continues with a supervisor evaluation at the end of every semester that a student is clinically active. of Practicum and continue to receive feedback through supervisor evaluations each semester that they are clinically active. The PhD program, including faculty and students, also meet regularly (1-2 times a semester) to identify challenges and opportunities for program growth. Additionally, students are encouraged to provide feedback to the department regarding expectations, sufficiency and climate through formal (surveys) and informal (focus groups and forums) means.

Student Support Meeting and Remediation Plans

...

Confidentiality and Privacy

Syracuse University is committed to the protection and confidentiality of student educational records, adhering closely to the guidelines established by the Family Educational Rights and Privacy Act (F.E.R.P.A.) a federal legislation established to regulate access and maintenance of student educational records. F.E.R.P.A. affords student certain rights with respect to their education records, including the right to inspect their education records, request an amendment of the records that the student believes are inaccurate, and the right to control disclosures of their records except to the extent that F.E.R.P.A. authorizes disclosure without consent. (It is important to note that all rights to access move to the student when that student is in a post-secondary education institution; parents, spouses, and significant others have no inherent right to access to student educational records.) Educational records for the most part include, with certain exceptions, all records maintained in any medium, which can identify the student.

...

Graduated students are asked to participate in an alumni survey which will be mailed or emailed to them one year after graduation. The purpose of the survey is to gather information about alumni professional activities and employment post-graduation. As part of the alumni survey, graduates are asked to provide their current employer’s contact information and consent for their employer to be contacted to participate in a confidential employer evaluation survey. The purpose of the employer evaluation survey is to gather information about how well our graduates are doing, and how satisfied they are with the graduate’s performance to help us improve our program. Information about student achievement. Faculty members or supervisors may talk about individual students in order to enhance student learning and assist in their clinical training. Our hope is to be as supportive as possible and utilize the multiple resources that could benefit a student’s development during their time in the program. If faculty or supervisors have serious concerns about a student’s performance, they will address those issues directly with the student.

Portability of Degree

The M.F.T. program pays attention to national trends for marriage and family therapy credentialing and reviews program standards to maximize potential for degree portability. Students will graduate meeting core standards that prepare them for next steps toward licensure in their desired post-graduate states and territories. The M.F.T. Master of Arts degree from Syracuse University is designed to provide a minimum 60 credits of M.F.T. education, 500 clinical hours of face to face experience with clients based on A.A.M.F.T. Core Competencies and 100 hours of M.F.T. supervision that will prepare graduates to apply for a post-graduate limited permit in the state of New York as a first step toward New York licensure. The PhD degree requires 72 credits of education, 1000 hours of face to face client experience, and 200 hours of supervision. Applicants who are interested in becoming licensed in other states must review the state requirements for licensure from the M.F.T. state licensing boards in that state. International students will need to review requirements set by their territorial credentialing bodies. Students are encouraged to review these standards early in their education process.

Technology Requirements

Students will need to have access to a computer and printer, as well as internet access to log in to their Syracuse University email, and Blackboard accounts. To access assistance for any technical issues logging into or navigating Blackboard, contact the I.T.S. Service Centers at: email I.T. or 315.443.2677. For Available Hours.

...

M.F.T. 764 Practicum in Marriage and Family Therapy V (1-3 credits)

*Students who are planning to apply to the doctoral program are encouraged to take HFS 621

Master’s Program of Study

...

Date of meeting with mentor to discuss capstone presentation (must be before 4/18): add date

Master’s Thesis Proposal Form

...

• Title Pages:An unsigned title page must be included in your final dissertation/thesis pdf. An original signed title page is to be signed and dated by your advisor and delivered to the Graduate School, 207 Bowne Hall. When signing your title page, your advisor is confirming that you have completed all of the revisions and/or requirements that were requested at the time of your defense. It is very important that the completion date on your title page appear as the month and year that you will graduate; e.g. June 2013, August 2013, December 2013 or May 2014.
• Copyright Page: Acopyright page must be included in your dissertation/thesis immediately following your Title Page.
• Convert your dissertation/thesis to pdf: Once your advisor has approved your final dissertation/thesis you will need to convert your dissertation/thesis to an Adobe pdf file (or possibly multiple files). If you do not already know a method for doing so, there is an easy to use converter at the E.T.D. Administrator site that you can use once you log in.
• Carefully review your converted pdf document to ensure there were no errors in the conversion (i.e. missing pages).
• Submit the final, approved copy of the dissertation/thesis:Go to the Syracuse University U.M.I. E.T.D. websiteand follow the instructions there for submitting a dissertation/thesis. You should have your credit card handy so that you can pay Proquest online. You can start the process, logout, and login again later; your work will be saved. If you have any questions or encounter problems, contact Proquest electronically or by phone: 1.877.408.5027 (9am-6 pm E.S.T.). You may also check the Best Practices or FAQs pages on this website.
• After you have submitted: You will receive an email acknowledging receipt of the dissertation/thesis.

The document will then be reviewed by the E.T.D. administrator in the Graduate School before it is approved and transmitted to Proquest/U.M.I. If there is something wrong with the file(s), someone will email you.

Appendix B: Clinical Readiness Rubric

...

...

*C.A.S. Courses

Required (3 of 4 from M.F.T. 603, M.F.T. 643, S.W.K. 704, S.W.K. 700), Plus 2 approved electives

...

Part-time Master's Degree Plan (Sample)

...