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Program Description
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History of the Marriage and Family Therapy Program
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Master’s Program Educational Outcomes
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Doctoral Program Educational Outcomes
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Master of Arts in Marriage & Family Therapy
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Doctor of Philosophy in Marriage & Family Therapy
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Policies and Procedures, and Educational Outcomes Review
Syracuse University Non-Discrimination and Equal Opportunity Policy Statement
Legal Disclaimer for M.F.T. Practicum and Supervision (Online Program)
Distance Learning Complaint Process for Out-of-State Students (Online Students)
Syracuse University Academic Resources and Student Support Services.
Department of Marriage & Family Therapy Student Support Services.
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Appendix A: Master’s Project/Thesis Guidelines and Forms - 2025-2026
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Appendix B: Clinical Readiness Rubric
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Appendix C: S.U. M.F.T. Masters Evaluation Timeline
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Appendix D: S.U. M.F.T. Ph.D. Evaluation Timeline
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Appendix E: Master’s Degree Plan Information
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Appendix F: Competency Based Clinical Evaluation of Student
Program Description
The Marriage and Family Therapy program is housed in the Department of Human Development and Family Science, which is located in the College of Arts and Sciences.. The HDFS Department offers an M.A. and Ph.D. in Marriage and Family Therapy. Both programs are accredited by the Commission on Accreditation for Marriage and Family Therapy Education (C.O.A.M.F.T.E.).
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Clinical case studies: Students may choose to present a clinical case including - detailed description of theoretical conceptualization, intervention planning and implementation, outcome, cultural competence, and role of self of therapist. Please remove all identifying information about the case so that clients' privacy is completely and absolutely protected. To insure complete confidentiality, meet with the supervisor of the case you are presenting and review methods for de-identification. Supervisor and student must sign Form A: Capstone De-identification Authorization Form and the Form must be submitted to Beth Ciciarelli one week prior to presentation.
Special topics related to MFT practice and/or research: Students may also choose to present information that advances MFT training. Topics may include and are not limited to - presenting problems, issues of diversity, cultural humility, specialized treatment approaches, working with special communities or groups, etc.
Presentation format:
Symposia: Clinical case studies and special topics will be presented either in a symposia or in the final class of MFT 763.
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demonstration of professional identity as a marriage and family therapist, which is defined by COAMFTE as
a graduate degree from a COAMFTE accredited program,
marriage and family therapist licensure/registration,
membership in a relationally-focused professional association dedicated to promoting the marriage and family therapy profession,
advanced credentials in a practice area specific to the marriage and family therapy profession, or
contributions specific to the marriage and family therapy profession such as leadership, training, or scholarly activities.
and
demonstration of training in M.F.T. relational/systemic supervision by one of the following:
A graduate course in M.F.T. relational/systemic supervision equivalent to three semester-credit hours
Postgraduate professional education in M.F.T. relational/systemic supervision of at least 30 clock hours
A state established M.F.T. supervisor designation that includes relational/systemic supervision training
Designation as an A.A.M.F.T. Approved Supervisor or A.A.M.F.T. Approved Supervisor Candidate
Clinical Readiness Process for Residential M.F.T M.A. Students
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Theory of Therapy: An in-depth delineation of students’ theory of therapy, including a discussion of their assumptions about how change occurs, a description of related intervention strategies, an analysis of self-of-the-therapist reflection and their use of self in therapy, a social justice analysis of their theoretical orientation, and a statement about the definition of health.
Students are expected to use germinal theorists when they reference theory. It is expected that students will have read the most important works that have been written by the theorists they are using. It is also expected that critiques written about theorists will be explored in their papers.
If students are using multiple theoretical orientations, it is expected that they apply an in-depth analysis of ways to integrate the orientations and ways the integration may not be possible.
Concrete examples of how students have used their theoretical orientation should be peppered throughout the theory of therapy paper. These examples may or may not be about the case they are presenting below.
It is expected that use of self concepts involve self-of-the-therapist reflections. These reflections should be given their own section and infused throughout the paper.
Description of Case: An in-depth description of one family or couple case which illustrates the above theory, including description of the clients, overview of the course of treatment, review of any assessment instruments utilized, discussion of related cultural and gender issues, and evaluation of the interventions given the context of the therapy. The role of supervision in the development of the case should be clear. Include at least one example of how supervision informed the work. This section of the paper should conclude with a detailed discussion of how the student’s theory was illustrated in the clinical work with the case.
Research Component:
Students will be given their research articles by 9am the day after they hand in the written portion of the qualifying examination to the faculty. The research article will be chosen by the faculty from the last five years of one of the major journals in family therapy. Students have a week from that day to write an in- depth critique of the article (8-10 pages) along with a research proposal designed to address and expand on the issues raised in the critique (8-10 pages). The research proposal is an elaboration of the ideas on how to re-do the study. The methodological design that is proposed can either be quantitative, qualitative, or mixed methods. At the end of the week, students must submit the article critique and proposal to the faculty. Students may not consult faculty, students, family, or friends during this process. After submitting the research component of the qualifying examination, students have one week to prepare for the oral exam in both theory and research.
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Earn a B- or better in all M.F.T. courses (and courses affiliated with Certificates of Advanced Study) and maintain a G.P.A. of 3.0 or better for all courses listed on the degree plan;
Conduct self in a manner consistent with standards established in the A.A.M.F.T. Code of Ethics;
Refrain from behavior determined by the faculty to be detrimental or harmful to self or others (clients, classmates, university employees, etc.). This includes, but is not limited to, threats made to others, knowingly making false accusations, breaking client confidentiality, and disrupting classes;
Register for M.F.T. Practicum each semester a student is engaged in clinical work. Continue to register for Practicum courses and see clients until 500 client contact hours are completed, or, after matriculation as a Ph.D. student, register for M.F.T. 860 and continue being clinically active until completion of coursework and the qualifying examination;
While registered for M.F.T. Practicum (M.F.T. 760, 761, 762, or 763), 860, and 960, maintain appropriate client and supervision hours and submit necessary paperwork documenting these hours. If students do not accrue 50 hours or more in any Practicum course, they may not pass.
Receive satisfactory end-of-term supervisor reports;
Doctoral students will maintain registration by registering for course work or for G.R.D. 998, Degree in Progress, 0 credits, every semester until date of degree;
If doctoral student, show continual progress toward completion of coursework, qualifying examination, internship, dissertation proposal, and dissertation;
Doctoral students who have completed coursework and not yet defended their qualifying exams or dissertation must meet with the faculty once a year to demonstrate “continual progress toward completion” of program requirements.
Students whose progress is deemed unsatisfactory will be placed on probation. This includes students who have not been able to maintain a placement or accrue sufficient hours in Practicum courses. Students who remain on probation for more than one semester may be asked to leave the program.
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P.C. or Macintosh computer with 4 gigabytes of RAM;
Minimum of 10 gigabytes of available disk space;
Sound card with speakers or headphones;
Microsoft Office or OpenOffice;
Internet Access – broadband (Cable, D.S.L., or FIOS);
A supported web browser. For complete list, visit S.U. Answers;
Plugins – Adobe Acrobat Reader, Adobe Flash Player, Java.
Students are expected to follow M.F.T. program policies regarding use of confidentiality compliant platforms for all client related technology use.
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Demonstrates skills far below expected for a student at this developmental level
Demonstrates skills below expected for a student at this developmental level
Demonstrates skills at the level expected for a student at this developmental level
Demonstrates skills above expected for student at this developmental level
Demonstrates skills far above expected for a student at this developmental level
Domain 1: Admission to Treatment
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