This is the Student Handbook for our program. Here you will find all the information you need to apply, get through, get out, and get hired.
Quick Program Overview
Mission: Our mission is to train competent, systemically oriented marriage and family therapists to serve the needs of individuals, couples, children, and families in the diverse communities of Southern California. We seek to provide a supportive, engaging learning environment that enables our students to develop effective and ethical working relationships with diverse clients, competency in contemporary therapy theories, and a solid foundation in the field's evidence base. Our students are prepared to provide services in the community, public, and private mental health settings and eventually to serve as leaders in the field. Many students also choose to pursue doctoral studies upon graduation.
Licensure: Our Master’s of Science (M.S.) in Marriage and Family Therapy (MFT) is an approved program and provides students with competency in the content areas required by the State Board of Behavioral Science (BBS) for licensure as a Marriage and Family Therapist (LMFT). It also qualifies you to sit for the Licensed Professional Clinical Counselor (LPCC) exam. Upon graduation, students qualify for registration as an MFT Associate to gain further hours towards licensure.
Our Curriculum: Designed to teach practical skills as well as master academic knowledge, our 64-67 unit curriculum provides students with a cutting-edge, comprehensive foundation for successfully entering contemporary practice settings. Our 2.5-3 year program is offered in a cohort model with required summer classes. Classes are offered during the day and evenings and are primarily in-person with some hybrid courses available. Students must successfully complete all pre-requisites prior to beginning the program. The curriculum and/or fieldwork requirements are subject to change based on changes in state licensing and accreditation requirements. Students are able to work part-time (10-30 hours per week) while in the program. We do not offer a track designed for full-time working students and professionals.
Our Faculty: The CSUN's diverse MFT faculty are dedicated to ensuring students have an exceptional learning experience and success on their journey to become a licensed professional. Many of our faculty are nationally recognized leaders in the field of couple and family therapy. An overview of faculty and supervisor diversity is reported each year on the CSUN MFT Program page.
Our Students: Our students share an enthusiasm and commitment to becoming skilled clinicians. We have a diverse student body, varying in age, ethnicity, sexual orientation, ability, religious background, immigrant status, and family structure, among other things, which creates an ideal climate for learning to become a family therapist. An overview of student diversity factors is reported each year on the CSUN MFT Program page.
Awarded "Most Innovative" MFT program by Intelligent.com in 2019.
MFT Program: In A Nutshell
Curriculum
The M.S. in Marriage and Family Therapy (MFT) is a 72-unit program that requires 2.5-3 years, including two summers sessions
Meets BBS requirements for LMFT and LPCC
Full-time, Cohort Model
The program is tightly cohorted, with all students required to be enrolled full-time in the program. We do not have a part-time option. Students are required to take the program with their entry cohort.
Preparation for Licensure in California and Portability to Other States
California Licensure as LMFT and LPCC
CSUN’s Marriage and Family Therapy is an approved program and provides students with competency in the content areas required by the State Board of Behavioral Science (BBS) for licensure as a Marriage and Family Therapist (LMFT) or Licensed Professional Clinical Counselor (LPCC).
Degree Portability
At this time, there is no "national" MFT license that would allow MFTs to easily transport their degree from one state to another. However, as graduates from a COAMFTE-accredited program, CSUN's MFT graduates will have their degrees recognized by MFT licensing boards in the other 49 states, significantly streamlining the process for becoming licensed in another state. In most cases, graduates will also need to take a jurisprudence course and/or an exam in the state because laws pertaining to mental health practice vary by state.
CSUN has reviewed the 2023 licensing laws and policies based on resources provided through the Association of Marriage and Family Therapy Regulatory Boards (https://amftrb.org/) and research shared by faculty at Auburn University, another COAMFTE-accredited school. Based on our review, our program curriculum is accepted by all states. However, there are a handful of states that require more relational hours than we do. Students planning to move to these states should attempt to get more than the minimum required relational hours while at CSUN.
CSUN University MFT degree and fieldwork meet licensure requirements in all states, with the following exceptions/modifications:
Alabama: Requires 250 relational hours, while CSUN requires 100 minimum. The curriculum is accepted.
Indiana: Requires 200 relational hours, while CSUN requires 100 minimum.
Mississippi: Requires 200 relational hours, while CSUN requires 100 minimum.
Students planning to relocate to one of these states should aim to gain 200-250 relational hours while at CSUN. Please note that although we attempt to provide accurate information, state laws can change at any time. Students can learn more about the requirements of MFT licenses in other states at: https://amftrb.org/resources/state-licensure-comparison/
Fieldwork/Traineeship
In the second year of the program, students will begin a 15-25 hour per week field placement where they provide mental health services in the community. This is typically an unpaid training experience, and at some sites students must pay a fee for their training experience. These hours may be applied toward licensure as an LMFT in California.
Students must apply for and locate a site from the approved list on the cohort Canvas page.
MFT fieldwork consists of a range of activities: attending fieldwork courses, counseling clients directly, attending supervision meetings, and participation in other professional activities that may include writing progress notes, giving information and referrals, and attending in-service and staff meetings.
Culminating Experience
The culminating experience is the capstone academic activity required by CSUN to receive a Master’s degree.
In consultation with their culminating experience faculty advisor, students complete one of three culminating experiences:
• Option 1: Comprehensive Examination: Involves writing 8-10 papers over two semesters and a timed written exam is held approximately four (4) weeks before the end of the final semester.
• Option 2: Master's Project: Involves conducting a review of the literature and applying this knowledge to develop a professionally relevant "project," such as a group curriculum, training video, educational website, program evaluation, or training manual.
• Option 3: Master's Thesis: Involves conducting a qualitative or quantitative study in the area of marriage and family therapy, such as measuring the effectiveness of a program, conducting a survey, or interviewing families about their experiences in therapy.
Detailed information can be found in the program's culminating experience section.
National Accreditation
CSUN’s MFT program is accredited by the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE). Accreditation is a voluntary process that is designed to ensure the quality of education provided by marriage and family therapy programs. Read about our Student Achievement Data (SAC Data) in the Accreditation section.
Diversity
The MFT values diversity in all its forms, including age, race, ethnicity, religion, immigration status, gender/sexuality identity, social economic status, language, and ability. The program has diverse students, faculty, and supervisors.
Table 1. Comparison of CSUN to MFTs in California
Demographic
CA MFTs
Faculty
Supervisors
Students
Female
80%
64%
89%
75%
Male
20%
32%
11%
20%
Trans
No data
4%
0%
0%
Non-Binary
No data
0%
0%
3%
Other
No data
0%
0%
2%
Table 2. Faculty, Supervisor, and Student Demographics
Demographic
Faculty
Supervisors
Students
% San Fernando Valley 2017
White
56%
39%
43%
40%
Hispanic/Latinx
28%
28%
24%
43%
Asian/Pacific Islander
0%
11%
11%
11%
African American/Black
4%
0%
5%
4%
American Indian/Indigenous
0%
0%
2%
<1%
Bi-racial
4%
11%
8%
2%
Other
8%
12%
7%
<1%
Table 3. Additional Diversity Information
Factor
Faculty
Supervisors
Students
LGBTQI+
32%
5%
22%
First generation college student
53%
83%
38%
Parents were immigrants
42%
50%
41%
English not first language
21%
33%
19%
Military
0%
0%
2%
Registered Disability
0%
0%
6%
COAMFTE Accreditation
Accredited: November 1, 2016; Renewed in May 2023
CSUN’s MFT program is accredited by the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE). Accreditation is a voluntary process designed to ensure the quality of education provided by marriage and family therapy programs. All accredited programs are expected to meet or exceed all accreditation standards throughout their period of accreditation. As part of this process and in accordance with the Accreditation Standards Version 12.5, programs are required to meet COAMFTE Graduate Achievement Criteria by cohort and publish this information on the homepage of its website. Below please find tables reporting student achievement data for CSUN.
Graduate Achievement Data I
The Commission requires that each program report Graduation Rates for the advertised length of time for each cohort. The rate is calculated by dividing the total number of individuals enrolling in the program by the total number of individuals graduating within each time period.
Graduate Achievement Data II
The Commission requires that each program report Job Placement Rates for each cohort. This rate is calculated by dividing the number of individuals who entered in the year listed that are employed using skills developed in their program of study divided by the number of individuals that provided their employment status to the program.
Graduate Achievement Data III
The Commission requires that each program report the licensure rate for each cohort, which is defined as the percentage of graduates from the cohort year that have achieved ANY level of MFT licensure. In California, this is defined as achieving the Associate Level of licensure. For Master’s programs only, COAMFTE has established a benchmark of 70% licensure rate for each cohort.
Graduate Achievement Data Disclosure
Graduate Achievement Data for California State University, Northridge
Accredited: November 2016; Renewed May 2023
Advertised Program Length*: 3 Years
NOTE: We do NOT offer a part-time option. All students must attend full time. All academic courses must be taken as scheduled with assigned cohort. Students can choose to accelerate their fieldwork and graduate in 2.5 years.
Cohort Year Students Entered Program
# of Students in Program
Graduation Rate in Advertised Time (%)*
Job Placement Rate (%)**
Licensure Rate (%)***
Full Time
Full Time
Full Time
Full Time
2015 - 2016
53
87%
100%
100%
2016 - 2017
55
86%
96%
96%
2017 - 2018
54
78%
100%
100%
2018 - 2019
51
86%
100%
98%
2019 - 2020
51
78%
98%
100%
2020 - 2021
57
86%
97%
98%
2021 - 2022
52
IP
98%
98%
2022 - 2023
54
IP
IP
IP
2023 - 2024
57
IP
IP
IP
FT=Full‐time
IP=In Process: Students from the cohort listed have yet to graduate from the cohort year listed.
Programs are only required to provide data on the past 7 years/cohort or since the program was initially accredited, whichever is shorter.
*Graduation Rate is the program’s Advertised Length of Completion which is how long the program is designed to complete as written.
**Job Placement Rate is the percentage of graduates from the cohort year that are employed utilizing skills learned in the COAMFTE accredited program.
***Licensure rate is the percentage of graduates from the cohort year that have achieved ANY level of MFT licensure. For CSUN, this refers to seeking Associate MFT status in California.
For Master’s programs only, COAMFTE has established a benchmark of 70% licensure rate for each cohort.
MFT Program Learning Objectives
Instructional Philosophy
The Marriage and Family Therapy/Counseling program at CSUN is designed based on a learning-centered, outcome-based educational principles as described below:
Learning-Centered Education
A cross-disciplinary, constructivist pedagogical model, learning-centered education refers to designing educational curricula that focus on promoting active student learning of specific skills and knowledge rather than mastery of content.
In this approach, learning is the focus of curriculum design. Student learning is measured to determine whether students are meaningfully engaging the material. Students are active in this process, applying and using knowledge rather than trying to memorize or analyze it.
Clearly defined learning objectives and criteria are used to facilitate student learning and democratized the student-teacher relationship.
Outcome-Based Education
Closely related to learning-centered, outcome-based learning refers to designing curriculum around the final learning outcomes or objectives.
Rather than simply following the textbook chapter by chapter, the learning objectives drive the curriculum.
The learning objectives and outcome measures for this program have been derived from three distinct sources:
The California State Board of Behavioral Science (BBS) educational requirements for becoming a Licensed Marriage and Family Therapist and Licensed Professional Clinical Counselor.
The Student Learning Objectives (SLO) developed by the departmental faculty.
Program Goals & Student Learning Objectives (SLO's)
Program Goal #1:
Knowledge, Research and Ethics: Educate new professionals on the foundational knowledge required for effective practice, including in family therapy theories, the field’s evidence base, and legal and ethical standards.
SLO1:Knowledge: Students and graduates demonstrate knowledge of family therapy theories and intervention.
SLO2:Ethics: Students and graduates demonstrate a practical understanding of the legal and ethical standards of MFT practice in California.
SLO3:Research: Students are able to identify and interpret professional research and literature to meaningfully inform practice.
Program Goal #2:
Diversity: Enable students to consciously engage with the complexities of intersecting personal identities and societal processes and to use these understandings to inform their clinical work.
SLO4:Diversity Awareness: Students demonstrate reflective practices that promote personal growth and self-awareness, enabling students to critically and accurately evaluate how their beliefs, behaviors, and cultural context affect clients and shape their practice.
Program Goal #3:
Practice: Train students to effectively provide clinical services to the diverse communities of Southern California.
SLO5: Assessment: Students conduct psychosocial, family, clinical, diagnostic, crisis, and progress assessments of clients that account for individual as well as family system dynamics and larger socio-political and cultural contexts.
SLO6: Clinical Intervention: Students and graduates demonstrate effective, evidence-based, and culturally responsive therapy interventions with clients.
Assessment Policies
Program educational outcomes, including student learning outcomes, program outcomes, and faculty outcomes are measuring on an ongoing basis. The sources of data include signature assignments in individual courses, course evaluations by students, site supervisors, licensure data provided by the California Board of Behavioral Sciences, alumni surveys, student surveys, employer surveys, and institutional data maintained by CSUN. These assessments are used to continually improve program outcomes.
Program Assessment
The MFT program uses a comprehensive data assessment process for ongoing program improvement. This process involves assessing student learning and surveying faculty, students, alumni, supervisors, and employers on an ongoing basis.
All faculty are required to participate in program assessment, including collecting data in specified courses, completing faculty surveys, and participating in faculty review of program data.
Highlights of this process include:
Student Learning Assessment: Formal student learning outcomes are assessed through academic and clinical courses, including fieldwork, clinical assessment, and culminating experience courses. Faculty teaching these courses must be involved in data collection and review.
Sufficiency of Academic, Clinical, Technological, Instructional, Supervisory, Fiscal, Physical, and Student Support Resources:Faculty and students are surveyed each year to determine the sufficiency of resources to enable the program to meet its goals. Areas of review include:
Student Learning Outcomes
Fiscal and physical resources
Technological resources
Academic resources
Student support services
Instructional and clinical resources
Faculty sufficiency
Supervisory sufficiency
Alumni and Employers: Alumni and employers are surveyed every 2-3 years to assess how well the program prepares students for contemporary work settings.
Review of Data: The Program Coordinator oversees data collection and aggregates data for review. Core faculty review data related to SLOs, program surveys, and fieldwork each spring semester at the April Program Assessment Meeting Faculty meeting to identify areas in need of improvement and evaluate the effectiveness of prior efforts to improve program outcomes. Additionally, the entire MFT Program Faculty (core and adjuncts) reviews key findings from the April review in the August All MFT Faculty Meeting.
Reporting Back to the Community: The results of the program assessment are reported (a) to core faculty in the April Core Faculty Meeting, (b) to Adjunct Faculty in the August All MFT Faculty Meeting, (c) to students in each semester’s Advising Meeting, and (d) to all communities of interest in the Program Director’s Report each summer.
Pre-Requisite - 3 units
Prerequisites must be completed prior to beginning the program: no exceptions.
EPC 451: Fundamentals of Counseling and Guidance (3)
2021 MFT Curriculum
1. Marriage and Family Therapy Foundations (18 units)
EPC 643MF Diversity in Family Therapy (3)
EPC 670MFA Systemic Family Therapy Theories (3)
EPC 670MFB Postmodern and Cognitive-Behavioral Family Theories (3)
EPC 670MFC Psychoeducational and Process Groups in Family Therapy (3)
EPC 671MF Law, Ethics, and Professional Issues in Family Therapy (3)
EPC 674MF Family Development Across the Lifespan (3)
2. Advanced Intervention with Specific Populations (16 units)
EPC 656MF Therapy with Children, Adolescents, and Their Families (3)
EPC 657MF Career Interventions in Mental Health Contexts (3)
EPC 673MF Trauma-Informed Community Mental Health (3)
EPC 675MF Substance Abuse and Addictions Treatment in Family Therapy (3)
EPC 677MFA Couples and Sex Therapy (3)
EPC 677MFB Gender and Human Sexuality in Couple and Family Therapy (1)
3. Clinical Assessment and Research Courses (15 units)
EPC 603MFA Clinical Research and Program Evaluation (3)
EPC 603MFB: Introduction to Professional Writing (2)*
EPC 672MFA Mental Health Assessment and Diagnosis in Family Therapy (3)
EPC 672MFB Neurobiology and Treatment of Trauma (1)
EPC 678MF Psychopharmacology & Neurobiological Foundations in Family Therapy (3)
EPC 679MF Clinical and Outcome-Based Assessment (3)
4. Practicum and Fieldwork Courses (17 units)
EPC 659MFA Introduction to Counseling Theory and Practice (3)
EPC 659MFB Practicum in Family Therapy (3)
EPC 659MFC Fieldwork in Marriage and Family Therapy (3)
EPC 659MFD Fieldwork in Marriage and Family Therapy (3)
EPC 690MF Advanced Fieldwork & Professional Development in Family Therapy (5)***
5. Culminating Experience (6 units)
In order to complete their culminating experience, students will choose, in consultation with their culminating experience chair:
a. Comprehensive Exam: Either EPC695MF Writing Seminar in Family Therapy (3) or EPC696MF Directed Graduate Research in Family Therapy (3) AND EPC 697 Directed Comprehensive Studies (3)
OR
b. Master’s Thesis or Project: EPC 698C Thesis/Graduate Project (6)
Total Units Required for the M.S. Degree: 72
Sample Course Sequencing
2 1/2 -3 Year Program, Including Two Summers
Each cohort will receive its exact course sequencing at the start of the program.
YEAR ONE FALL
EPC 670MFA Systemic Family Therapy Theories (3)
EPC 659MFA Introduction to Counseling Theory and Practice (3)
EPC 643MF Diversity in Family Therapy (3)
EPC 671MF Law, Ethics, and Professional Issues in Family Therapy (3)
EPC 603MFB: Introduction to Professional Writing (2)
YEAR ONE SPRING
EPC 670MFB Postmodern and Cognitive-Behavioral Family Theories (3)
EPC 659MFB Practicum in Family Therapy (3)
EPC 603MFA Clinical Research and Program Evaluation (3)
EPC 672MFA Mental Health Assessment and Diagnosis in Family Therapy (3)
EPC 672MFB Neurobiology and Treatment of Trauma (1)
YEAR ONE SUMMER
EPC 674MF Family Development Across the Lifespan (3)
EPC 690MF Advanced Fieldwork & Professional Development in Family Therapy (2)
YEAR TWO FALL
EPC 659MFC Fieldwork in Marriage and Family Therapy (3)
EPC 673MF Trauma-Informed Community Mental Health (3)
EPC 656MF Therapy with Children, Adolescents, and Their Families (3)
EPC 677MFA Couples and Sex Therapy (3)
YEAR TWO SPRING
EPC 659MFD Fieldwork in Marriage and Family Therapy (3)
EPC 670MFC Psychoeducational and Process Groups in Family Therapy (3)
EPC 679MF Clinical and Outcome-Based Assessment (3)
EPC 677MFB Gender and Human Sexuality in Couple and Family Therapy (1)
EPC696MF Directed Graduate Research in Family Therapy (3)
YEAR TWO SUMMER
EPC 657MF Career Interventions in Mental Health Contexts (3)
YEAR THREE FALL
EPC 678MF Psychopharmacology & Neurobiological Foundations in Family Therapy (3)
EPC 675MF Substance Abuse and Addictions Treatment in Family Therapy (3)
EPC 690MF Advanced Fieldwork & Professional Development in Family Therapy (3)
690: Professional Development and Practice in the Field (1, 2, or 3 units; optional; as needed to complete field practice)
Culminating Experience
697/698 and 695WC Comprehensive Exams or Thesis/Project (3-6) Note: most students require six units.
64-67 Unit program
Transferring Degree Out of State
CSUN has reviewed the 2020 licensing laws and policies based on resources provided through the Association of Marriage and Family Therapy Regulatory Boards (https://amftrb.org/) and research shared by faculty at Auburn University, another COAMFTE accredited school. Based on our review, our program will enable students to pursue licensure in the following states. However, since states and regulatory boards can change their laws and policies at any time, CSUN cannot guarantee our degree and fieldwork experience will meet future licensing laws out of state.
CSUN University MFT degree and fieldwork meets licensure requirements in all states, with the following exceptions/modifications
Alabama: requires 50 more couple/family hours in fieldwork for a total of 250 relational hours. Curriculum is accepted.
Alaska and New Mexico: They list out an older COAMFTE curriculum standard. Our newer curriculum should meet these requirements, but unlike other states that use the current COAMFTE standards, students must apply and have the courses individually evaluated.
Note: In 2020, CSUN allowed for COVID accommodation for students unable to acquire the standard COAMFTE 500 fieldwork hours. Students who used this accommodation may run into issues when pursuing licensure in states that have the 500-hour requirement in their law, which includes Alabama, Connecticut, Georgia, Indiana, Mississippi, Missouri, South Carolina, and Vermont.
Fieldwork Coordinator: Oversees applications to become an approved site, maintains list of approved sites, and assists students with placement. Agencies interested in becoming an approved fieldwork site should contact Dr. Stone directly.
Education: Ph.D., Human Development: Specialization in Marriage and Family Therapy, Virginia Tech, 2009. M.A., Marriage and Family Therapy, Alliant International University-San Diego, 2004. B.A., Psychology, The Colorado College, 1999.
Teaching Interests: Human Sexuality in Counseling, Group Counseling, Marriage & Family Therapy Models/Theories, Multicultural Topics in Counseling, Families Across the Lifecycle, and Practicum & Fieldwork Experiences.
Research Interests: Parent child relationships between interracial couples and their biracial children, specifically how the intersections of race, class, and gender influence the biracial identity development process. Cultural and diversity issues as they relate to counseling and the level of diversity within the field of marriage and family therapy in general.
Admissions Coordinator: Dr. Stevens serves as the Admissions Coordinator, overseeing the review of application and interview process.
Education: California School of Professional Psychology
Teaching Interests: Practicum A and B; Introduction to Counseling, Gender Roles and Counseling, Couples and Group Counseling, Clinical Supervision, Multicultural Counseling, RAISE Your GPA
Research Interests: Men and Masculinity, Academic Confidence, College Mental Health, First Generation College Students, Help Seeking Behaviors, Retention of College Students, Sexual Assault Prevention
Jennifer Vargas Pemberton, Ph.D.
Associate Professor
Strength United Faculty Liaison
Strength United Faculty Liason: Dr. Pemberton serves as the program’s faculty liaison with its award-winning community mental health center, Strength United, and provides leadership for their research grants and programs. She is also an AAMFT Approved Supervisor.
Education: Ph.D., Counseling Psychology, University of Southern California, 1995. M.A., Marriage and Family Therapy, University of Southern California, 1992. B.A., Psychology, University of California, Los Angeles, 1989.
Teaching Interests: Practicum/ Communication Skills; Counseling Children, Adolescents, and Families; Group Counseling; Treatment of Child Abuse and Trauma; Crisis Management and Intervention; Clinical Supervision.
Research Interests: The impact of child abuse and trauma; Substance use and high risk- taking behaviors among ethnically diverse populations; Implementation of evidenced based treatment with ethnically diverse populations; Latino mental health issues.
Licensure and Credentials: Licensed Psychologist (California); Approved Supervisor and Clinical Fellow, American Association for Marriage and Family Therapy; Credential in Effective College Instruction, American Council on Education
Education: Psy.D., Psychology: Emphasis in Organizational Consulting, Phillips Graduate Institute, 2010; M.A., Marriage, Family and Child Therapy, California Family Study Center, 1992; B.A, Major: Theater Arts, California State University, Northridge, 1990; Certificate in Child and Play Therapy, Phillips Graduate Institute 1995
Licensure and Credentials: Licensed Marriage and Family Therapist (California), Approved Supervisor and Clinical Fellow - American Association for Marriage and Family Therapy
Teaching Interests: Clinical Research; Theories of Counseling and Psychology; Systems Theories; Post Modern Theories; Group Counseling; Practicum/Fieldwork; Child, Adolescent, and Family Therapy; Diversity and Multicultural Competency; Working with LGBTQ clients; Individual and Family Development; Professional Development; Working in schools and larger systems
Research Interests: Career development in the field of Marriage and Family Therapy; Professional behavior as a core competence in graduate education; MFT Leadership; Gay and Lesbian Families; Women in leadership, navigating family and career; Clinical supervision
Additional Professional Positions & Accomplishments: Private Practice, Sherman Oaks, California
Former Positions Held:
Department Chair/Professor, Marriage and Family Therapy Program, Phillips Graduate University
Vice President of Academic Affairs, Phillips Graduate University
Program Director, School Counseling Program, Phillips Graduate University
Program Director, Child Therapy in a Clinical Setting, California Family Counseling Center
Education: M.S. Counseling, CSUN 2013; B.A. Psychology, CSUN 2013
Licensure and Credentials: Licensed Marriage and Family Therapist, CA
Teaching Interests: First-Generation students, Psychology, Trauma Informed Care, Multicultural Topics, Child and Adolescent Counseling, Theories, Family Systems, Community Mental Health
Research Interests: Intergenerational Trauma
Additional Professional Positions & Accomplishments: Staff Therapist in Community Mental Health, Private Practice Provider
Education: B.A. Psychology, California State University, Northridge ; M.A. Clinical Psychology, Pepperdine University
Licensure and Credentials: Licensed Marriage and Family Therapist
Teaching Interests: Practicum, Counseling and Communication Skills, Counseling Theories, Child and Adolescent Development, Treatment of Child Abuse and Trauma, Crisis Management and Intervention.
Education: CA Lutheran University, M.S. Counseling Psychology
Licensure and Credentials: Licensed Marriage and Family Therapist (California)
Teaching Interests: Psychopharmacology and Neurobiological Foundations, Clinical Fieldwork, Diagnosis, Abnormal Psychology, Couples Therapy, Family Systems, Theories, Child and Adolescent Therapy
Research Interests: Couples, family life stages, high conflict family systems, attachment, family-based treatment for eating disorders
Additional Professional Positions & Accomplishments: Private Practice, Woodland Hills; AAMFT Designated Supervisor Candidate; Certified Anger Management Specialist II (NAMA); Certified Coach for Collaborative Divorce and Dispute Resolution (LACFLA)
Licensure and Credentialing: Licensed Marriage and Family Therapist (99225), Licensed Marriage and Family Therapist UT (12298642-3902) Clinical Supervisor, EMDR-Certified
Teaching Interests: Couples Therapy, Addiction, Career Counseling.
Additional Accomplishments: Founder and CEO of Meridian Counseling and UNIFY Mental Health, host of The Guiding Compass Podcast, EMDR Certified Therapist, and clinical supervisor.
Education: CA State Northridge, M.S. in Counseling, Marriage & Family Therapy
Licensure and Credentials: Licensed Marriage and Family Therapist (California); CATC IV (Certification)
Teaching Interests: Addiction, Group Therapy, Diagnosis, Fieldwork, Practicum, Psychopharmacology and Neurobiology, Family Development
Research Interests: Addiction, Interpersonal Neurobiology
Pam Pettit, MA, LMFT
E-mail:
Education: BA in Spanish language from Occidental College; MA in Psychology with a concentration in Marriage & Family Therapy from Phillips Graduate Institute
Licensure and Credentials: Licensed Marriage and Family Therapist (California)
Teaching Interests: Community Mental Health, Fieldwork, Research, Communication Skills, Group Process, Resume Writing & Job Interview Skills
Clinical Interests: Domestic Violence, Commercial Sexual Exploitation of Children & Youth (CSECY), Trauma-Informed Treatment, Juvenile Justice Involved Youth, LGBTQI2S, Social Justice, Adverse Childhood Experiences, Short-Term Residential Therapeutic Programs (STRTPs), Immigration Journey, Victims of Crime
Additional Professional Positions: Juvenile Justice Mental Health Services Program, Los Angeles County Dept. of Mental Health (DMH)
Education: Doctor of Philosophy in Couple and Family Therapy, Antioch University (Current) Master of Science, Counseling Specialization in Marriage and Family Therapy, California State University, Northridge (2018); Bachelor’s in Psychology, San Jose State University (2016)
Licensure and Credentials: Licensed Marriage and Family Therapist (California)
Teaching Interests: Diversity in Counseling, Group Therapy, Postmodern theories, Clinical and Outcome-Based Assessments, Therapy with Children, Adolescents, & their Families
Research Interests: Racial trauma, sexuality, sexual trauma
Additional Professional Positions: Private Practice Provider, Beverly Hills; Board member of Los Angeles Bi+ Task Force
Education: Pepperdine University, Doctor of Psychology (Psy.D.) in Clinical Psychology; Southern Illinois University at Edwardsville, Master of Arts (M.A.) in Clinical Psychology; University of Missouri at Saint Louis, Bachelor of Arts (B.A.) in Psychology
Licensure and Credentials: Clinical Psychologist; Qualified Substance Abuse Professional
Teaching Interests: Psychopathology/Abnormal Psychology; Psychodiagnostic Interviewing; Mental Health Assessment and Diagnosis; Personality Theory; Psychological Testing; Cognitive Behavioral Psychology; Personality Theory; Addiction (including Alcohol, Substance-related and Behavioral Addictions); Community Mental Health: Consultation
Research Interests: Personality Correlates of Chronic Pain Syndromes (e.g., TMJ); Type A Coronary-prone Pattern of Behavior; Clinical Supervision (Published)
Recent Publications: Li, C.I, Fairhurst, S., Chege, C., Jenks, E.H., Tsong, Y, Golden, D., White, L., Andreassen, A., Scott, S., Souris, M.J., Santiago-Schmitt, S., Hefley, A. (2016). Card-sorting as a tool for communicating the relative importance of supervisor interventions. The Clinical Supervisor, 35(1), 80-97.
Education: Master of Science, Counseling December, 2011, Specialization in Marriage and Family Therapy, California State University, Northridge; Licensed Psychologist, January, 2005
Universidad Nacional Autónoma de México, México City
Licensure and Credentials: Licensed Marriage & Family Therapist
Teaching Interests: Community Mental Health, Family Systems, Group Counseling, Child Counseling.
Research Interests: Resilience, Trauma, Infant Mental Health, Post-Partum Depression, Attachment, Children & Families.
Additional Professional Positions: Therapist, San Fernando Valley Community Mental Health Center
Education: MA, Clinical Psychology with emphasis in marriage and family therapy, Pepperdine University MS, Criminal Justice with emphasis in Behavior Analysis, Saint Joseph's University
Licensure and Credentials: California LMFT #47333
Teaching Interests: Law & Ethics, Trauma
Research Interests: Law & Ethics, Supervision, Therapeutic Alliance
Additional Professional Positions & Accomplishments:
CAMFT Ethics Committee Member
Co-Founder Therapy Reimagined Conference
Co-Host of The Modern Therapist's Survivor Guide podcast
Former CAMFT Chief Financial Officer
Former California BBS Subject Matter Expert
Education: Masters of Arts, Pepperdine University, 1987
Licensure and Credentials: Licensed Marriage and Family Therapist (California); Registered Nurse
Teaching Interests: Neuroscience, Psychopharmacology, Chemical Dependency, Crisis, Trauma, Disaster Mental Health
Research Interests: Trauma, Disaster, Psychopharmacology
Additional Professional Positions & Accomplishments: Associate Professor, Phillips Graduate University; LMFT in Private Practice
Recent Publications: Role of the psychotherapist in the medication management of mental disorders: historical perspectives and critical issues. Progress: Family Systems Research and Therapy. Fall, 2003:12, 15-23.
Who Does What?: Faculty Roles
MFT Faculty
The MFT program has a nationally recognized, dynamic faculty that work closely together to provide a coordinated and cutting edge program. We have two types of core faculty: full-time and adjunct. For students, the main distinction is who may serve as a chair for a culminating experience, who provides advising, and who manages program administration.
Full-time Core Faculty: Full-time, tenured or tenure-track faculty who have primary responsibility for program administration. All full-time core faculty must possess a doctorate and are required to be active scholars in the field. As with most universities, there are three ranks: Assistant Professor, Associate Professor, and full "Professor.” Faculty begin at the Assistant rank and typically require 7 years to move up in rank. In addition to teaching, core full-time faculty must publish and serve on numerous university governance committees. Only core faculty can chair comprehensive exams or a master's thesis/project.
Adjunct Core Faculty: Adjunct faculty in the MFT program are part-time faculty who must also be active in the field. We typically hire adjunct who have been licensed for at least 5 years and active in the field for the past 10 years. Our adjunct faculty are involved in the development of curriculum and administrative functions in the MFT program. They may serve as committee members for culminating experiences.
Administrative Faculty Roles
Program Coordinator: Provides oversight of the curriculum, clinical training, accreditation, facilities, services, and maintenance and enhancement of program’s quality. The program coordinator works with the Department Chair advocating for the program within the Department, College, and University. The program coordinator also oversees faculty recruitment, program assessment, and faculty supervision. For accreditation purposes, the Program Coordinator is the COAMFTE "Program Director" to ensure that the program meets all accreditation standards.
Fieldwork Coordinator: Oversees approval of creating field sites, evaluation of sites, facilitating student placement; assists with resolving issues that arise in field placements.
Admissions Coordinator: Oversees admissions process; assists with determining prerequisite equivalencies.
Strength United Faculty Liaison: Serves as faculty contact for SU; attends staff SU meetings; Principal Investigator for major grants for SU.
MFCC Faculty Liaison: Serves as faculty contact for MFCC; attends MFCC meetings; Principal Investigator for major grants at MFCC.
Department Chair: The Chair of the Educational Psychology and Counseling Department is not a member of the MFT faculty. The Department Chair is the official university administrator for the department, and thereby the program. Students only engage with the Department Chair when involved in a formal complaint or other serious matter.
Applicant Information
The program accepts approximately 56 students from the 200-400 applicants each year, which is a 15-30% acceptance rate. Admittance is competitive. Applicants are chosen based on a number of factors, including their statement of purpose, the quality of their formal interview, letters of reference, GPA and other measures of academic performance, and experience in the field. Finalists typically demonstrate a consistently high-achieving academic record, strong personal presence, excellent writing skills, experience in the field, humanistic attitudes, sensitivity to diversity issues, and clear professional goals. Completion of prerequisites is a key consideration in admittance decisions; students must have all prerequisites completed prior to beginning the program. There are no exceptions to this rule.
Application Part 1: Apply to the University using the University's Graduate Application for Cal State Apply
Application Part 2: Apply to the Department using the Department's Application: NOTE: The MFT program requires that your Statement of Purpose address specific areas as described below.
Interviews: Upon invitation, participate in a group interview
Prerequisites: Complete prerequisites prior to the semester of enrollment (no exceptions)
Note: All CSUN and CSU former students must re-apply to be admitted as a graduate student Minimum Requirements for Valid University Application:
Have earned a baccalaureate degree from an accredited college or university. Please contact Cal State Apply to determine if your university is accredited.
Have been in good standing at the last institution attended
Have a minimum 2.75 grade point average (GPA) overall OR in last 60 semester/ 90 quarter units attempted. Note: Program requires 2.75, higher than the university minimum.
NEW REQUIREMENT: Graduate Record Examination (GRE) is required of all applicants.
2. Application Part 2: Applying to the Department
Complete Department Application for admission to MFT graduate program available on the department's home page
References: Submit 2-3 letters of recommendation. Applicants are responsible for following up with their references to ensure that they have submitted the letters. Letters must be from people who know your academic or professional work; personal references are not accepted.
Prerequisites: Complete and provide proof of current enrollment in required prerequisite courses (or equivalent) with a grade of “B-” or better. These courses must be completed before beginning graduate courses, and completion of prerequisites is considered in the admittance process. The two required prerequisites are:
EPC 451 Introduction to Counseling: See the Department Webpage (see below)
PSY 310 Abnormal Psychology: See the Department Webpage (see below)
Statement of Purpose:All applications are required to submit a statement of purpose. The statement of purpose should address these questions:
1. What is it about the field of Marriage and Family Therapy that attracted you to this discipline in mental health?
2. What have you learned about yourself in the context of your work or volunteer experience in mental health or related fields?
3. How do you see your future work as a Marriage and Family Therapist addressing current sociocultural and social justice challenges related to mental health?
Statement Format: Maximum of 2 pages, double-spaced, 12-point Times New Roman font
Resume: MFT students should include a professional resume.
Interview: If invited, participate in an admission interview.
3. Interview
Interviews are by invitation only and are required for admission. Because of the large number of applicants, not all applicants will be invited for interviews.
You will be notified sometime after the application deadline of the interview date after all of your application materials have been received.
Interviews will be done in small groups of 6-8 applicants and last approximately 2 hours. Applicants should dress in business attire.
Interview dates cannot be rescheduled.
4. Complete Prerequisites
Prerequisites
The MFT program has two prerequisites and students arestrongly encouraged to complete this prerequisite prior to applying or at minimum to be enrolled in this prerequisite during the spring semester when submitting their application. Completion of the prerequisite is considered when making admission decisions.
EPC 451: Fundamentals of Counseling and Guidance (3)
PSY 310: Abnormal Psychology (3)
Approval of Equivalent Courses Taken at Other Universities
All formal advising occurs during advising meetings on the first or second Friday of each semester. Advising is done by cohort. Students are required to attend these meetings. Students are responsible for information presented at the meetings.
If you need additional advising, you should contact the following:
For curriculum, course sequencing and related questions:
Program Curriculum Coordinator
Dana Stone, Ph.D.
email: dana.stone@csun.edu
For questions related to locating a field placement:
Fieldwork Coordinator:
Deborah Buttitta, Psy.D.
email: deborah.buttitta@csun.edu
Information for MFT Students
Course Sequencing
Students are required to take courses with their cohort and must obtain approval from the Program Coordinator for exceptions. The list of course sequencing for each cohort is listed in the Curriculum section.
Culminating Experience
Students are required to complete a set of comprehensive exam papers, a master's project, or master's thesis as part of the program. Detailed information can be found in the Culminating Experience section.
Fieldwork
Students are required to interview for and acquire an approved fieldwork placement. A list of approved sites is on the cohort Canvas page.
Personal Psychotherapy
All students are required to complete a minimum of 20 hours of personal psychotherapy: 10 hours as part of their EPC 659 A and B classes in the first year and another 10 hours during the fieldwork courses in the second year.
Memberships and Workshops
Professional Membership
Students join at least one professional organization and participate in the membership benefits.
AAMFT: American Association for Marriage and Family Therapy -http://www.aamft.org
CAMFT: California Association of Marriage and Family Therapists -http://www.camft.org
Professional Liability Insurance
Before you begin fieldwork you must purchase professional liability insurance. For a list of organizations that offer professional liability insurance to students, see Professional Organizationsin the Resources section of this handbook.
Professional Workshops
During each semester of 659 A, B, P and Q, all students will be required to participate in a 4-hour professional workshop. The workshop must be taken in a face-to-face setting (online does not count). Students may attend any professional workshop offering Continuing Education Units for MFTs. When students have a BBS supervisor signing off their hours, these hours may count towards licensure.
Out-of-Class Requirements
Here is a list of activities beyond class hours required as part of the program
First year
10 hours personal psychotherapy
1 workshop each semester (2 total)
Video-recording with small group
Group presentations
Visit to community mental health sites
Find fieldsite for second year
Second year
15-25 hours at fieldsite
1 workshop each semester (2 total)
Group presentations
Fieldsite visit with instructor
Meetings with comps/project/thesis chair
Third Year
15-25 hours at fieldsite (most)
Meetings with comps/project/thesis chair
Common Expenses Beyond Tuition
Books ($700+ per semester)
Clinical experience documentation system ($195 one-time first semester fee)
Simulation fees ($100/semester)
20 personal psychotherapy sessions (10 in the first year, and 10 in the second year) ($600+/year)
4 Professional Training Workshops ($70+ each)
Professional liability insurance and professional organization membership: ($75+ per year)
Graduation fee: $47
CSUN is always interested in forming new partnerships with community training agencies. Agencies interested in training our MFT students should complete this agreement between the university and the site. This agreement must be in place before students can see clients at any site.
Contact Dr. Deborah Buttitta, Fieldwork Coordinator:
Use this form to create an official agreement between CSUN and a community site that allows our students to see clients at the site.
Graduate Studies Thesis/Project Formatting guidelines and timeline available here.
Overview
This is the final academic activity required for all Master’s degrees awarded in the CSU. Students in our program must complete one of three culminating experience options:
1. Comprehensive Examination: The comprehensive exam in our department involves writing 8-10 papers that can draw from research used in other courses; students select the topic of these papers in coordination with their examination chairperson. The final exam involves answering three (3) of the questions during a three-hour timed exam that is held approximately four (4) weeks before the end of the semester.
2. Project: A Master’s Project is similar to a thesis except that rather than collecting and analyzing data, students do a literature review that is used to create a unique professional project, such as group therapy curriculum, professional workshop, or webpage.
3. Thesis: The traditional culminating experience for a Master’s degree, the thesis involves designing a qualitative or quantitative research study, collecting data, and analyzing data.
Note: In most cases, culminating experiences require at least two semesters to complete; thesis typically requires three or more semesters. Students select a committee, and complete and submit required forms and paperwork within the timeframes.
Culminating Experience Chair:
For all three culminating experience options the committee chairperson must be a full time tenure-track faculty member in the EPC department.
Committee: may include part-time faculty or professional in the field.
Comprehensive Exam (Comps)
• A total of 8-10 questions are developed and answered by the student and a written examination on three of the questions. The number of paper necessary is determined by the chair based on the specificity and technical aspects of the papers so that the breadth of the curriculum is covered, including at minimum: family therapy theories, diagnosis, law and ethics, diversity, and research. The papers may be based on other projects or papers completed during the program.
• The student prepares a paper for each question.
• The student selects a committee consisting of a chair and one member/reader.
• The student obtains a Comprehensive Exam card from the EPC Graduate Secretary. The card must be signed by the comprehensive committee chair and reader. Students return the card to the department secretary.
• The exam is held approximately four (4) weeks before the end of the semester.
• Students typically enroll in EPC 695 for the first semester (Independent Study) and EPC 697 Directed Comprehensive Studies during the last semester of the program.
Graduate Project
• Involves the design of a product, such as a curriculum, a workshop, webpage, a guidebook, a video, or a unique approach to a particular therapeutic method or teaching model.
• The student provides a justification for the product based on a comprehensive review of the research literature, needs assessment, and consultation with experts in the field.
• Students must contribute something new and/or significant to the field.
• The student selects a committee one year prior to the anticipate date of graduation. The committee consists of a chair (full time faculty member) and two committee members (part time faculty member or professional in the field).
• The student obtains a Thesis/Graduate Project Planning form from the EPC Graduate Secretary or the Graduate Studies Office. The form must be signed by the committee chair and members and returned to the EPC Graduate Secretary.
• Takes at least two semesters to complete.
• The student enrolls in EPC 698C Thesis/Graduate Project during the last two semesters of the program.
• For more information download Thesis/Graduate Project guidelines from the Graduate Studies website (http://www.csun.edu/grip/graduatestudies/thesis/).
Thesis
• Involves the design and implementation of empirical research.
• The student designs an original study, obtain and/or develop data collection tools, organize and implement data collections, input and analyze the data, and write the results and conclusions based on the data.
• Select a committee one-two years prior to the anticipate date of graduation. The committee consists of a chair (full time faculty member) and two committee members (part time faculty member).
• Generally takes 3 semesters to complete.
• Enroll in EPC 698C Thesis/Graduate Project during the last two or more semesters of the program.
• For more information download Thesis/Graduate project guidelines from the Graduate Studies website (http://www.csun.edu/research-graduate-studies/thesisdissertation-guidelines)
Some Tips
Deadlines for culminating activities occur well before the end of the semester. Generally, students must be done with all writing by October 31 in the fall or March 30 in the spring to meet required deadlines.
Your work must be approved by your chair and all committee members in order to graduate.
Allow one month at the end for binding, committee revisions, Graduate Study approval, and exam scheduling.
Allow 1-2 months for re-writes and other unexpected issues to arise.
If your Thesis or Graduate Project is due at the end of a fall semester, summer break is a great time to get ahead with some of your research and writing.
Generally, faculty members are not available during the summer for advising on projects and thesis.
The dedicated Psychology and Educational Psychology Librarian should be one of your best friends while working on your culminating experience:
Psychology & Educational Psychology Librarian:
Eric P. Garcia
Office Location: Oviatt Library #226 (Second Floor)
Phone: (818) 677-6809
Email:
The fieldwork process is an integral and mandatory part of the graduate program in Marriage and Family Therapy. It bridges the gap between classroom learning and the field. A traineeship provides an opportunity to begin putting into practice what you have learned with both the support of a practicum teacher at the university and a supervisor at your chosen field site.
Each student must find their own placement. Students can use this page to find an appropriate and fulfilling field site.
Fieldwork Requirements
600 Hours Fieldwork Requirement = Minimum of 500 Clinical Hours and 100 Supervision Hours
500 Clinical Hours Includes:
0-200+ Individual Therapy Hours (no minimum or maximum)
Individual therapy with adults and children
Process group therapy with individual adults or children
100+ Relational Hours (100 minimum)
Couple therapy
Family therapy
Process groups with couples or families
100 Alternative Hours (100 maximum)
Reflecting teams
Client-centered advocacy with families, social workers, other professionals, etc.
IEP or similar meetings.
Rape crisis accompaniments, suicide hotlines, and similar activities through Strength United or other approved site.
100 Supervision Hours Includes
Must include 50 hours of live supervision (audio, video, or observation in individual or group supervision format)
Approved Sites
The MFT program must “approve” a site before students can legally see clients as an MFT Trainee. There are two types of approved sites:
Comprehensive Sites: Sites that are able to provide all hour requirements for the degree
Hour-Specific Sites: Sites that are able able to provide only certain types of hours (e.g., individual but not relational).
Students may only work at sites that have a contract in good standing with the university. You can find a list of currently approved sites on your cohort's dedicated Canvas page.
MFT Trainee Regulations
What is the difference between an MFT Trainee and an MFT Associate?
An MFT Trainee is still in graduate school and completing his/her hours to fulfill a requirement both for school as well as for the BBS. Once a trainee has received a qualifying degree, he/she can apply to the BBS for an Associate number and begin working under the title MFT Associate.
How many hours should an MFT student expect to be working at his/her field site?
Students are expected to be at their field sites for 15-20 hours per week for a minimum of 15 months. This will vary based on the field site the student has chosen and their specific site requirements.
Can I begin work in a Private Practice setting without having an Associate registration number?
A private practice setting is a place of business that lawfully and regularly provides mental health counseling or psychotherapy and is owned by a licensed marriage and family therapist, a licensed clinical social worker, a licensed psychologist, a licensed physician, and surgeon, or a professional corporation of any of these professions. Trainees CANNOT work in a private practice setting. Registered Associates may be employed in a private practice setting.
Spring Semester
1. Attend Spring Advising Session in Jan/Feb.
2. Apply and interview at field sites based on the approved list, available on the cohort's private Canvas page.
Before seeing clients, you must have:
1. Complete a formal Field Site Contract, which must be signed by your site and CSUN practicum instructor
2. Complete a BBS Supervisor Agreement Form
YEAR TWO
Summer & Fall Semester:
Begin fieldwork as negotiated at your site
Spring Semester
Continue at your same site. If you negotiated a contract for one year and finished all required hours, this is the earliest you could finish fieldwork. Most students continue through their third year
YEAR THREE
Fall and Spring Semesters
Finish fieldwork hours
Graduation
Applying for Graduation:
Two semesters prior to graduation (e.g., first week of Spring 2022 for graduation in December 2022), file the application for graduation and submit it with a graduation fee to the MPA Financial Aid office in Bayramian Hall (818) 677-4085.
Finishing Project/Thesis:
• Deadlines for uploading first and second drafts are posted on the Graduate Studies’ website, or go to CSUN website, under academics heading click on “Graduate Studies”, on the Graduate Studies website select on “Thesis Information”.
• Projects and Theses must be uploaded no later than the posted dates for students to graduate in a given semester.
Taking the Comprehensive Exam:
• The exam is held approximately four (4) weeks before the end of the semester.
• Contact the department office during the first few weeks of the semester for the semester’s due date.
• No later than one month prior to the exam, you must turn in a typed copy of your exam questions (without answers) to the main office.
BBS Degree Program Verification Form
To get your BBS Degree Program Verification Form signed complete the following steps:
1. Download the BBS In-State MFT Associate application from www.bbs.ca.gov.
2. Students in EPC 690 in their final semester should bring this form with your data filled out and an unofficial transcript to your individual meeting at the end of the semester. If you are not enrolled in EPC 690 in your final semester, make an appointment to meet with the Fieldwork Coordinator. The Department will hold this form until your degree officially posts, approximately 3 weeks after the official last day of the semester (last week of December for fall and last week of May for spring).
3. Once your degree posts (you should receive an email from the University), email the EPC main office to have her verify that it has posted and arrange to pick up your signed form from the Department Office.
Registering with BBS as an Associate
1. Download the BBS In-State MFT Associate application from www.bbs.ca.gov.
2. Complete the form and gather the following:
2 Passport Photos
Fingerprinting as directed in the application
Official University Transcript with degree posted
3. Send completed application to BBS in a single packet
4. Maintain evidence of clinical work from practicum in the program until you have completed all hours required for the license. For each supervisor, you should have 3-4 forms:
Original signed Supervisor Agreement Form
Original BBS logs
Original Experience Verification Form
If you were paid, keep your W2s
Expectations for Professional and Ethical Conduct
The MFT faculty has high expectations for both ourselves and for our students. We aspire to offer an outstanding professional preparation program. To a large extent, the enthusiasm, commitment, and professionalism of students and faculty on- and off-campus determine how successful we will be. The MFT program faculty will work to provide the highest quality education and training, and a supportive, ethical, and caring atmosphere both in and outside of classes. We will provide you with comprehensive academic knowledge, and the technical, personal, and interpersonal support you will need to have an enriching educational experience and to be successful in your journey to becoming a licensed professional.
The following information is provided as guidance to help you succeed in your program.
Respect for Diversity
In order to thrive and excel, MFTs honor the rights, safety, dignity, and well-being of all individuals no matter their race, ethnicity, gender, gender identity, religion, sexual orientation, socioeconomic status, national origin, religious beliefs, physical, or cognitive ability. The concept of diversity encompasses acceptance and respect in understanding that each individual is unique. To the extent possible and appropriate, graduate courses in this program will explore these differences in a safe, positive, and supportive environment. It is not always possible as a program to adequately address diversity across all courses and in all course materials, but there will be continued effort to enable students to engage in clinical practice that is more culturally sensitive.
It is the goal of the California State University Northridge and the Michael D. Eisner College of Education to support and value diversity. To do so requires that students, faculty, and staff:
• Respect the dignity and essential worth of all individuals
• Promote a culture of respect throughout the College and University community
• Respect the privacy, property, and freedom of others
• Reject bigotry, discrimination, violence, or intimidation of any kind
• Practice personal and academic integrity and expect it from others
• Promote the diversity of opinions, ideas, and backgrounds within the program and in the communities we serve.
Disclosure of Personal Information
During the course of the MFT program personal disclosures may occur. Each student should decide for him/herself what information to disclose. Students are advised to be prudent when making self-disclosures. The program cannot guarantee confidentiality of student disclosures given the group environment, although personal comments should be considered private and confidential and remain only in the classroom unless an exception to confidentiality applies.
The AAMFT Code of Ethics states in standard 4.7 (2012) that 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.
With this in mind, the program would like to highlight that faculty, instructors, and clinical supervisors who share responsibility for students/supervisees will share relevant information without a written waiver in an effort to provide a quality standard of guidance and supervision, to maintain coherent training throughout the program, and to ensure student and/or client care.
Professional Code of Ethics and Licensing Regulations
As a student in a professional preparation program, students of Marriage and Family Therapy graduate programs are expected to adhere to the profession’s Codes of Ethics, including those published by the American Association for Marriage and Family Therapy (www.aamft.org), American Counseling Association (www.counseling.org), and the California Association for Marriage and Family Therapy (www.camft.org). In addition, MFT graduate students agree to the strictly abide by the rules and regulations for MFT trainees set forth by the California Board of Behavioral Science (www.bbs.ca.gov; the MFT licensing body). Students should understand that they are responsible to remain current with any changes related to BBS policy regarding licensure as an MFT in California. Depending on the severity of the offense, failure to comply with ethical standards or state licensing regulations may result in expulsion from the program with a single incident.
Student Affairs Committee
The Department of Educational Psychology and Counseling (EPC) has a Student Affairs Committee (SAC), which is comprised of faculty members of the EPC department. The committee’s purpose is to address issues related to student conduct and progress, addressing specifically readiness to see clients, academic performance, and ethical behavior.. The committee strives to support students in their growth as professionals and works toward a fair and appropriate resolution for all parties concerned. The department has developed formal procedures in response to unprofessional behavior and related academic concerns. Students who are referred to the Student Affairs Committee will initially receive a Letter of Concern that outlines the nature of the problem; this letter serves as a warning and is placed in the student’s academic file. Upon a second incident or with more serious first-time offenses, the faculty will also file a Request for Delay/Withdraw, which will outline requirements for remediating concerns, stipulations for a delay in the program, and/or requirement for withdrawal from the program. In such cases, students may appeal the decision, which will be heard by an appointed subcommittee.
Grievance Policy
A student or group of students of the Michael D. Eisner College of Education may appeal decisions or actions pertaining to admissions, programs, evaluation of performance, and program retention and completion. Students who decide to file a grievance should follow the student grievance procedure, or alternative ways to file a grievance outlined in the Student Grievance Policy.
MFT Program: Student Code of Conduct
As a professional training program, students are expected to maintain high standards of conduct in class, in the field, and with peers in any context. Students are held to standards outlined by a) the university, b) MFT professional organizations, and c) the MFT Student Code of Conduct signed upon entry to the program.
The Student Code of Conduct is to distributed and signed at first student orientation. All students must have a signed copy on file in the main office.
1. Register for Required Courses in a Timely Manner: I understand as a full-time MFT counseling student I am expected to register for and attend classes two afternoons/evenings per week each fall, spring, and summer term. I should enroll in the required courses during my designated enrollment period. If I wish to reduce my course load I must consult with full time programs faculty and obtain written permission from the department chair. I understand that the days and times of my classes and/or cohort may change from semester to semester.
2. Academic Integrity: I understand that I am expected to adhere to the expected norms of intellectual honesty in my academic work. I understand that academic dishonesty, such as cheating or plagiarism, is a serious offense within the California State University system that may result in my expulsion or suspension from the MFT program. Cheating includes use or attempted use of unauthorized materials, information, or study aids in any academic exercise. Plagiarism includes intentionally or knowingly representing words, ideas, or work of another, or generated from artificial intelligence resources, as my own in any academic exercise.
3. Attendance: I understand that I am expected to attend all scheduled classes. I should contact my instructors prior to an absence. I understand that absences will affect my grades and ability to pass classes. Excessive absences may also affect my ability to work with clients in fieldwork. I understand that it is my responsibility to know and adhere to the attendance requirement and policy for each of my classes.
4. Advising Meetings: I understand that I am required to attend all regularly scheduled advising sessions each semester (typically the 1st or 2nd Friday of fall and spring semester) that I am in the MFT program. I understand that I am responsible for the information covered in these meetings and that missing a single advising session may result in a delay in my graduate program if I do not understand program requirements.
5. Complete Fieldwork: I understand there is a fieldwork requirement of 600 hours that I must complete during the second and third year (minimum of 12 months) of the program before I can graduate. I understand that I will need up to two or more days per week (15-25 hours) in addition to the full time course work required during the second year to meet the fieldwork hour requirement. Additionally, I understand that I must be enrolled in practicum class during any semester, including summer, that I am working with clients at a fieldwork site. At all times while seeing clients, I will maintain professional liability insurance with a personal policy in my name.
6. Grades: I agree to high standards in my work as a graduate student and developing marriage and family therapist. I understand that I must maintain an average of “B” (3.0) or better throughout the program; that no grade below a C may be counted toward a graduate degree at CSUN; and that graduate courses in which I receive below a C must repeated to earn a grade of C or better to replace the prior grade. Additionally, I understand that MFT students receiving a grade of C+ or C in a single course will be reviewed by the student affairs committee and recommendations made to ensure the student’s academic success. I understand that it is my responsibility to know and adhere to the grade requirements, assignment expectations, and policies for missed and/or late assignments for each of my classes.
7. Maintain Current Contact Information: I will maintain current contact information (i.e., home address, phone number(s), and email address) during my enrollment in the MFT graduate program. I will notify both the university and the EPC department office in writing of any changes.
8. Managing Technology: I understand that as a part of a professional program, I will be expected to manage the technology required to complete coursework and fieldwork including but not limited to email and Canvas. I also agree to abide by technology policies in each class, which may prohibit the use of digital devices such as phones, tablets, or computers for any reason in class.
9. Managing Confidential and Private Information: I understand that I will be responsible for professionally managing confidential information of clients and private information of peers. In cases related to client confidentiality, I will adhere to state, federal, and professional ethical standards for maintaining client confidentiality and privilege.
10. Personal Development: I understand that my personal development is a critical part of becoming an effective marriage and family therapist and agree to work to develop myself in courses, fieldwork activities, and other areas such as personal and professional growth and development. Personal development includes but is not limited to: personal therapy, membership in a professional organization, and attending workshops and conferences to become a competent and confident marriage and family therapist.
11. Professional Conduct: I understand that I must conduct myself at all times in a professional and ethical manner while at the university and any field sites. I also understand that I am responsible for handling personal crisis in a professional manner with all program faculty, instructors, staff, and affiliated supervisors. I further understand that I must adhere to written and verbal policies and instructions at my clinical field site(s) and may be held liable for failing to do so.
12. Professional and Cooperative Communication: I will work cooperatively and non-judgmentally with peers, colleagues, faculty, staff, and other professionals from diverse cultural backgrounds. I understand that I am expected to be professional and respectful in all communications with peers, colleagues, faculty, and staff, and field site supervisors and employees including verbal, written, text, and social media.
13. Personal vs. Professional Conduct: I understand that as a mental health professional-in-training I am immediately being held to a higher standard regarding my personal conduct by the State of California and professional ethics boards. As such, any and all social media posts and any actions observable by the general public must be deemed appropriate for a mental health professional and in accordance with applicable laws, statutes, and ethical mandates. I further understand that the State of California and the federal government have different laws related to substance use by mental health professionals, including more severe penalties for driving while intoxicated and the use of illegal substances.
University Policies
Student Conduct: University Policy
The University is committed to maintaining a safe and healthy living and learning environment for students, faculty, and staff. Each member of the campus community should choose behaviors that contribute toward this end. Students are expected to be good citizens and to engage in responsible behaviors that reflect well upon their university, to be civil to one another and to others on the campus community, and to contribute positively to student and university life.
It is your responsibility as a student to read and understand the standards stipulated in the CSUN Student Conduct Code.
Non-Discrimination Policy
The MFT program adheres to a strong non-discrimination policy related to human diversity, including but not limited to race, age, gender, ethnicity, sexual orientation, relationship status, gender identity, SES, disability, health status, religion or spiritual beliefs, and/or affiliation and nation origin. Additionally, CSUN maintains a similar institutional policy: https://catalog.csun.edu/policies/nondiscrimination-policy/
The Seven-Year Rule
• All courses must be completed within seven years from the date when the student first enrolled in courses that are applied to the degree.
• This time limit includes completion of thesis, project or comprehensive exam.
Leave of Absence
• Graduate students in good standing may take up to a two-semester leave of absence. Though no formal approval is required, it is suggested that students write a letter to their major department and to the Graduate Studies, Research International Programs Office, which would include reason(s) for leave and date of return. This will keep a student's file in active status for up to one academic year. Leaves of absence for more than one academic year are generally not accepted. Students must, instead, re-apply to the university and to the department and are not automatically re-accepted.
Repeating a Graduate Course
• With prior permission of the Graduate Coordinator and/or Department Chair and Associate Vice President of Graduate Studies, a graduate student may repeat, for the purpose of improving the grade, up to 6-units of credit in which a grade of "B-" or below, or a grade of "U," was achieved. In these cases only the most recent grade will count.
• Students must submit a Course Repeat Form (OGS 25) for approval by the third week of the semester in which the course is being repeated and show proof of enrollment at that time.
Change of Address/Updating Personal Information:
• Update your information through the CSUN myNorthridge portal.
• Log in to the portal from the upper right corner of the CSUN main page. On the main portal page, find Human Resources/Employee, and click on "Update my personal information."
o Yellow buttons indicate sections that are available for update. They are:
o Change home/mailing address
o Change phone number(s)
o Change emergency contact.
Moving Out of State Before Graduation:
• If students anticipate moving before graduation, they can arrange for independent study courses if needed to meet a specific state’s requirement.
Moving out of State After Graduation:
There is no national license for family therapy. Instead, each state independently licenses practitioners to work within their borders. As a COAMFTE-accredited program, CSUN’s curriculum is recognized by the other 49 states. CSUN’s fieldwork requirements are recognized by most states. However, three states require more relational hours than CSUN’s 100-hour minimum: Alabama (requires 250 relational hours), Indiana (200 relational hours), and Mississippi (200 relational hours). Students planning to relocate to one of these states should attempt to gain 200-250 relational hours while at CSUN. Please note that although we attempt to provide accurate information, state laws can change at any time. Students can learn more about the requirements of MFT licenses in other states at: https://amftrb.org/resources/state-licensure-comparison/
General Procedures for Handling Problems
• If a student has a concern regarding another student or instructor, students should always begin by speaking directly to the person in question to try to resolve the issue.
• If a student has personal or academic concern that impacting his/her ability to perform in coursework or fieldwork, the student should proactively contact involved instructors, an advisor, and/or personal therapist to help address the situation.
Managing a Problem with a Faculty Member
• The EPC faculty strives to be considerate of student’s needs and issues and are generally open to hearing from students about their concerns.
• If an issue arises, student should set up a time to speak directly with the faculty member. In most cases, issues are easily resolved with open and frank communication.
• If the student is still unhappy the student should set up a time to speak with the program’s coordinator or department chair.
Grievance Policy
A student or group of students of the Michael D. Eisner College of Education may appeal decisions or actions pertaining to admissions, programs, evaluation of performance, and program retention and completion. Students who decide to file a grievance should follow the student grievance procedure, or alternative ways to file a grievance outlined in the Student Grievance Policy.
Department Student Affairs Committee
The Department of Educational Psychology and Counseling (EPC) has a Student Affairs Committee (SAC), which is comprised of faculty members of the EPC department. The committee’s purpose is to address issues related to student conduct and progress, addressing specifically readiness to see clients, academic performance, and ethical behavior.. The committee strives to support students in their growth as professionals and works toward a fair and appropriate resolution for all parties concerned. The department has developed formal procedures in response to unprofessional behavior and related academic concerns. Students who are referred to the Student Affairs Committee will initially receive a Letter of Concern that outlines the nature of the problem; this letter serves as a warning and is placed in the student’s academic file. Upon a second incident or with more serious first-time offenses, the faculty will also file a Request for Delay/Withdraw, which will outline requirements for remediating concerns, stipulations for a delay in the program, and/or requirement for withdrawal from the program. In such cases, students may appeal the decision, which will be heard by an appointed subcommittee.
Faculty and Supervisor Procedures for Handling Student Performance Concerns
• It is understood that faculty will routinely discuss with other concerned faculty students whose continued participation in the program be in question.
• If there is a serious concern about a student, the instructor will place a copy of a Statement of Concern (FORM A) in the student file and a copy will be given to the student describing the faculty members’ concern.
• Although no action is generally required, the instructor may require a meeting with the student and suggestions for improvement discussed.
• If the behavior or performance in question continues, a faculty member may initiate a Delay/Withdrawal Procedure.
o FORM B (Faculty Initiated Recommendation for Delay/Withdrawal From Program) will be submitted to the Department Chair.
o The faculty member will orally notify the student of this recommendation and the student will have from the date of receipt of FORM B, ten (10) school/working days to file an appeal of the recommendation (FORM B1).
• If there is no appeal, the recommendation is acted upon and placed in the student's file.
If a Student Appeals a Grievance
• Student files FORM Bl with the Department Chair.
• The Department Chair will distribute FORM C (Information Form for Faculty Initiated Delay/Withdrawal from Program) to faculty members and will be asked to complete FORM C and return it within one week period.
• Copies of forms will be forwarded to the Student Affairs Committee by the Department Chair
o Student Affairs may support the appeal or establish an Ad Hoc Examining Committee of two faculty members and one student (Alumnus).
• The Examining Committee will meet with the student and the involved faculty member(s); the student may bring an advocate or fellow student along to this meeting.
• After meeting with the student and faculty members and reading any pertinent materials (including FORMs A, B, B1, and C):
o The Ad Hoc Committee will make a recommendation in writing to the Student Affairs Committee concerning the student's Delay/Withdrawal from the Program.
o The Committee can recommend that the student:
a. Continue in the program without delay.
b. Continue in the program, but with certain stipulations.
c. Is delayed from continuing in the program until the student meets certain stipulations such as gaining more experience, personal therapy, participating in special programs, etc.
d. Delay/Withdraw from the Program.
• The recommendation of the Ad Hoc Committee:
o Is received by the Student Affairs Committee, and is forwarded to the Department Chair, along with a written recommendation by the Student Affairs Committee to accept or reject the recommendation of the Ad Hoc Committee.
o Is received by the Department Chair along with the recommendation for the Student Affairs Committee, and the Department Chair will then make the final decision concerning the student's delay/withdrawal from the program.
Final Dispensation
• The student will be notified in writing of the department Chair's decisions, including any stipulations regarding continuing in the program or re-admittance to the program.
• A copy of this letter will be placed in the student's file.
• Notice (FORM D) of the action will be sent to department faculty members.
Standard Course Policies
Below are the standard course policies for individual courses. Instructors may adjust as necessary for specific courses. Please see the course syllabus for how these policies apply in a given course.
Computers, Phones, and Tablets
Students may not use computers, phones, or tablets during class time without prior consent of the professor. Use of these devices is correlated with decreased learning and focus for not only the user but also for other students in the class. Please wait to check texts or phone messages until the break or after class. Plan to take notes using paper and pen. Students caught using these devices during class will be asked to put them away; repeat use may significantly impact a student’s grade.
Attendance
Students manifest their responsibility in the regularity and punctuality of their attendance. Since this course includes significant seminar and experiential components, attendance at each class meeting is mandatory and is calculated as part of the grade. In cases of absence, any scheduled assignments are due to the professor at the beginning of class unless other arrangements have been made in writing prior to that time. If you are absent from class it is your responsibility to contact the professor ahead of time or as soon as possible, and to check online and with fellow classmates regarding announcements made while you were absent; this includes supplemental instructions related to assignments. You are responsible for and may be tested on any and all lecture materials presented in class that are not covered in your readings. Students may have no more than 3 absences. Arriving 10 minutes late counts as ½ absence. Students who miss 3 or more classes will not receive a passing grade and will need to repeat the course the following year.
Due Dates and Late Assignments
Due dates are non-negotiable unless an extension has been approved by the instructor in writing. Work turned in after the due date/time will not be accepted or counted toward the graded without written permission from the instructor. Students who are absent when they are scheduled for a graded presentation must contact the professor prior to the absence to make alternative arrangements. Electronic copies of assignments (e.g. emailed copies) are not permitted unless the instructor has authorized this format for an assignment. Electronic copies of assignments will be considered late, and grades will be lowered accordingly until the required hard copy assignment(s) is delivered to the instructor.
Religious Holidays
If you celebrate a religious holiday that falls on a scheduled class meeting, please notify the instructor before the semester starts or no later than the first week so that proper and equitable accommodations can be made. Students are responsible for selecting presentation days that do not conflict with one of their religious holidays.
Students with Disabilities
If you have special needs as addressed by the Americans with Disabilities Act (ADA) and need course materials in alternative formats, notify your course instructor within the first two weeks of class. Students interested in accommodations should contact the university’s office for students with disabilities (Disability Resources and Educational Services); only this office can recommend and arrange for accommodations. No accommodations may be made without their approval. Any and all reasonable efforts will be made to accommodate your special needs.
Vacation and Personal Holidays
Vacation and personal holidays are not excusable absences per university policy, and students may not be allowed to make up missed points or work. Graduate students are expected to demonstrate professionalism by ensuring all personal vacations and holidays are scheduled according to the university’s Academic Calendar, available on the CSUN website 1-2 years in advance.
Concerns About Peers and Instructors
If you have concerns about the course, your peer’s behavior in the course, and/or your instructor’s conduct, you are expected to raise the issue directly with the person. You may discuss how to raise the issue appropriately with your personal therapist or faculty mentor if desired, but you are expected to avoid creating divisiveness within your cohort or with uninvolved students. We understand that these conversations may be uncomfortable, however as an aspiring therapist, the expectation is that you learn to respectfully and effectively engage in such conversations. The major exception to this guideline is when your concern involves issues such as sexual harassment, racism, audism, or other form of harassment or discrimination. In such cases, you can bring the issue to the CSUN’s Equity and Diversity Office (csun.edu/eqd), the Program Coordinator, Department Chair, or faculty mentor.
Requests for Incompletes
Incompletes will only be considered in accordance with university policy, which requires that 75% of course be completed prior to unforeseen grave circumstances at the end of the semester, such as the loss of an immediate family member, hospitalization, or severe illness. Students must request a grade of Incomplete in writing using the university’s Incomplete Request process.
Professionalism
As a course in a professional training program, students are expected to consistently demonstrate professional behavior. This includes but is not limited to:
being on time to class and with assignments
respectful interactions with all students and faculty
proactive engagement in the learning process
being organized and prepared
managing paperwork effectively
managing technology effectively (the university provides extensive computer, printing and internet support; please use it in times of technical emergency)
managing personal crises effectively
managing personal information (own and others’) appropriately
Students who have trouble in one or more of these areas may have their participation grade lowered and in severe cases may be referred to the department’s Student Affairs Committee for further review.
Policy on Cheating and Plagiarism
Cheating and plagiarism are serious offenses in a professional program and may result in expulsion from the program/university on a first offense. See the University Catalog for further information. Additionally, student should refer to the Ethics Codes of AAMFT, ACA, and CAMFT for ethical guidelines regarding plagiarism. For a definition and examples of plagiarism, students can refer to the APA Publication Manual.
Recording of Lectures
Due to the sensitive nature of content discussed in the program, no classes may be recorded without explicit written permission from the instructor. Students granted recording as an accommodation from Disability Resources and Educational Services (DRES) must develop a separate written plan in coordination with the instructor and DRES for how student and client confidentiality will be handled with permitted in-class recordings. Instructors are required to inform the entire class if recording is permitted for an accommodation.
Practicum A and B (first year)
1st year requirements include:
• 10 hours personal psychotherapy
• 1 four-hour workshop each semester (2 total in first year; 4 total over program)
• Video-recording with small group
• Group presentations
• Visit to community mental health sites
• Find field site for second year
Personal Therapy
Students are required to complete a total of 20 hours of psychotherapy while in program: ten (10) hours of your own personal therapy by a licensed clinician during the first year in the program as part of the requirements for Practicum A/B and another 10 during the second year.
These hours should be documented on FORM 2: Personal Counseling Verification (see link above)
Low Fee Therapists
How to Find a Low Fee Therapist:
Private health insurance: If you have health insurance, you may use their providers to gain your hours.
Community Mental Health Clinics: Some clinics have licensed therapists and offer services at a reduced cost. Contact your local united way to identify reduced fee counseling clinics (www.unitedway.org).
Former CSU students: Several former CSUN alumni offer our students a significantly reduced fee (average $40). The list is available on the cohort page on Canvas.
Professional Workshops
Requirements
MFT students must attend four (4) professional workshops.
While enrolled in Practicum A, B, P and Q students are required to attend four (4) professional workshops – one (1) workshop each semester.
CSUN has a workshop program designed to meet student needs. Workshop information is emailed to students each semester. In addition, several professional organizations provide continuing education programs that can be used to meet CSUN’s requirements:
AAMFT: American Association for Marriage and Family Therapy
What are they? A national professional organization for marriage and family therapists.
What do they do? Facilitate research, theory development, and education; develop standards for graduate education and training, clinical supervision, professional ethics and the clinical practice of marriage and family therapy; provide continuing education and local networking opportunities.
Benefits:
• Student membership rates.
• Legal consultation.
• Local networking networks for finding internships and jobs.
• Provides registered AAMFT students with free professional liability protection while performing therapeutic services through CPH and Associates (www.cphins.com). For more information on the student liability insurance visit https://www.aamft.org//membership/FAQ.pdf
• Professional Journal: Journal of Marital and Family Therapy (JMFT).
• Professional magazine: Family Therapy Magazine.
• Continuing Education.
What are they? A free-standing organization that claims a membership of about 29,000 combined licensed and pre-licensed MFTs and promotes practice interests for MFTs in the state.
Benefits:
• Student membership rates.
• Legal consultation.
• Professional Magazine, The Therapist.
• Opportunity to purchase professional liability insurance through CPH and Associates at a competitive member rate.
• Continuing Education.
• Scholarships.
BBS: Board of Behavioral Sciences
What do they do? The Board of Behavioral Sciences (BBS) is charged by the Department of Consumer Affairs to protect the consumer by carrying out the statutes and regulations which assure minimum standards for education and training as well as ethical practice by the professionals under its jurisdiction. In other words, they license MFTs in California. You will have a close and intimate relationship with them while a trainee and intern seeking licensure.
Highlight of BBS Requirements for Trainees
• A trainee as defined by the BBS is a person enrolled in an MFT graduate program who has completed 12 semester credits toward the MFT degree.
• Trainees must receive weekly supervision by a clinician who has been licensed for at least two years and has completed BBS-approved supervision training, or a licensed psychologist or a psychiatrist.
o Students must receive one (1) hour of individual supervision or two (2) hours of group supervision for every five (5) counseling hours with clients.
o Supervision may be one-on-one (individual) or in a group setting. Supervision groups may contain a maximum of eight (8) trainees.
• Hours must be logged by the trainee and signed by site supervisor weekly.
• Up to 750 hours of pre-degree experience may be counted toward the 3000 licensure hours.
Free Resources:
• All forms necessary for pursuing licensure as an MFT, including BBS hour logs, supervisor agreement form, and experience verification. Download them!
• Handbook for trainees and interns.
• Handbooks on licensing exams
Resources for Program Faculty
Joining CSUN’s MFT Faculty
Tenure-Track Positions: Tenure-track positions come available periodically and are announced on the main CSUN webpage: https://www.csun.edu/eisner-education/employment-opportunities
Part-Time Adjunct Positions: Our adjunct pool opens each March and closes in April. Those interested in teaching in the following academic year must apply during this application window each year. Please email in March to learn more.
Getting Started with Your Course
Step 1. Review the Syllabus Template with Program Curriculum Coordinator
Once you are assigned a course, request a phone or face-to-face meeting to review the syllabus with the Program Curriculum Coordinator, Dr. Diane Gehart. Carefully review the standards from BBS, our accrediting bodies, and the program learning objectives for the course. You are expected to assign all “signature” assignments with rubrics and readings; these are used across sections and courses. You may add other assignments and readings for your section. If you want to suggest alternatives to the signature readings, please contact the Program Curriculum Coordinator.
Review Program, Department, and University Policies
Policy on Faculty Evaluation: Posted each year at: http://www.csun.edu/faculty-affairs/policies. Note that Union Contract applies to all faculty and Section 600 for Full-time faculty and Section 700 for Part-Time Faculty.
Step 2. Select Books and Place Order with Bookstore
You may want to review textbook and professional book websites. For textbooks, most publishers will offer free “review copies,” either digitally or in hardback; you will find links on the publisher’s website.
Step 3. Select Academic Journal Articles and Videos
Journal Articles, Book Chapters, Etc.
To search for academic journal articles and other published resources, log on PsychInfo on the university library
1. Go to: http://library.calstate.edu/northridge/databases/alphabetical?alpha=P
Scroll down to PsychInfo and log on using your CSUN username and password.
2. Search for current articles related to your course.
3. If the article can be directly downloaded from PsychInfo, require all students to download the article directly. This allows the library to keep an accurate count of journal use (and we get resources based on use).
Videos
The library has two sets of videos for use in class.
1. Online Library of Counseling and Psychotherapy Videos: All students and faculty can access over 700+ videos from our online video collection that can be found on the library site under “Databases” and the “Counseling and Psychotherapy Videos”: http://library.calstate.edu/northridge/databases/alphabetical?alpha=C
2. Media Collection: The university’s library also has its own media collection that is accessible to faculty primarily. You can access this by clicking “audio/visual” in the One Search on the library’s homepage.
Contact Librarian for Additional Resources
If you have additional questions about resources (e.g., legal databases, research data sets, etc.), our amazing department librarian, Eric Garcia, is available for individual consultation and for making in-class presentations. http://library.csun.edu/egarcia
Step 4. Plan Your Simulations
If you plan to use the virtual reality simulator, schedule a time at: https://www.csunsimulation.com/scheduling
Students must purchase a $25 voucher for each simulation through the University Bookstore/Copy Center.
Step 5. Create Canvas Site for the Course
Although not required, most students appreciate a Moodle page, where you can post syllabus, assignments, links to websites, create sign-up sheets, exams, etc. The university provides online and face-to-face instruction on how to use Moodle.
Canvas Site: Use your CSUN username and password to log in: https://canvas.csun.edu Online and In-Person Trainings:http://www.csun.edu/it/training Academic Technology: Additional support for using technology in the classroom is available from Academic Technology; they offer support over the phone and in-person: http://www.csun.edu/it/academic-technology Video Studio: Contact Tony Hillbruner in Media Services for video needs, including transferring VCR to digital formats, recording student practice sessions, etc. http://www.csun.edu/it/media-services
Step 6. Create Syllabus and Attend Faculty Meetings Week Prior to Class
Create a draft of your syllabus and bring it to the course faculty meetings scheduled the week prior to the first week of class. In these meetings, all faculty teaching a specific course meet to discuss issues with a specific course and to collaborate.
Access Student Roster and Grade Roster on the CSUN Portal: Click the link to the “Skip to Portal” button on the CSUN webpage: http://www.csun.edu/#CollapsiblePanel1
Step 7. Revise Syllabus Assignment Instructions and Rubrics
Based on our discussions in the faculty meetings, refine your syllabus, assignment instructions, and rubrics. Students greatly appreciate assignment detailed instructions EARLY in the semester.
Step 8. Email Program Curriculum Coordinator Final Syllabus
Please email Dr. Gehart your final syllabus for the semester.
Step 9. Create Lectures, PowerPoints, and Secure Your Documents
The university has numerous technology supports available through Information Technology (http://www.csun.edu/it/academic-technology) and Academic Technology departments that offer phone support for computers, software, and the CSUN portal, as well as classes. Faculty can also access free and discounted software from IT and the Matador Bookstore (http://www.csun.edu/tuc/matador-bookstore).
Step 10: Attend the Mid-Semester MFT Faculty Meeting
All MFT faculty are asked to attend the two-hour mid-semester MFT faculty meeting scheduled on the 4th or 5th Tuesday of October and March each year. These meetings are essential to coordinate signature assignments, manage concerns about student performance or conduct, address faculty concerns, and coordinate program, and student assessment.
Program Assessment
The MFT program uses a comprehensive data assessment process for ongoing program improvement. This process involves assessing student learning and surveying faculty, students, alumni, supervisors, and employers on an ongoing basis.
All faculty are required to participate in program assessment, including collecting data in specified courses, completing faculty surveys, and participating in faculty review of program data.
Highlights of this process include:
Student Learning Assessment: Formal student learning outcomes are assessed through academic and clinical courses, including fieldwork, clinical assessment, and culminating experience courses. Faculty teaching these courses must be involved in data collection and review.
Sufficiency of Academic, Clinical, Technological, Instructional, Supervisory, Fiscal, Physical, and Student Support Resources: Faculty and students are surveyed each year to determine the sufficiency of resources to enable the program to meet its goals. Areas of review include:
Student Learning Outcomes
Fiscal and physical resources
Technological resources
Academic resources
Student support services
Instructional and clinical resources
Faculty sufficiency
Supervisory sufficiency
Alumni and Employers: Alumni and employers are surveyed every 2-3 years to assess how well the program prepares students for contemporary work settings.
Review of Data: The Program Coordinator oversees data collection and aggregates data for review. Core faculty review data related to SLOs, program surveys, and fieldwork each spring semester at the April Program Assessment Meeting Faculty meeting to identify areas in need of improvement and evaluate the effectiveness of prior efforts to improve program outcomes. Additionally, the entire MFT Program Faculty (core and adjuncts) reviews key findings from the April review in the August All MFT Faculty Meeting.
Reporting Back to the Community: The results of the program assessment are reported (a) to core faculty in the April Core Faculty Meeting, (b) to Adjunct Faculty in the August All MFT Faculty Meeting, (c) to students in each semester’s Advising Meeting, and (d) to all communities of interest in the Program Director’s Report each summer.
