Couples and Family Therapy
The overall goal of our program is to produce systemically-minded, competent family therapists in accordance with the Oregon Board of Licensed Professional Counselors and Therapists (OBLPCT) Standards for Approved Educational Programs, and the accreditation standards of the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE). In order to achieve this broad goal, the CFT program offers a format that includes: (a) the acquisition of knowledge by formal classroom learning, and (b) the application of that knowledge in clinical settings under the supervision of qualified clinical supervisors. More specifically, our overall goal is related to the following five sub-categories and associated goals and outcomes: (1) professionalism and ethical conduct; (2) scientific inquiry and critical evaluation; (3) theoretical foundations; (4) social context and diversity; and (5) clinical application.
1. Professionalism and Ethical Conduct
Goal: Students will develop an understanding of professional conduct and ethical standards and will demonstrate an ability to effectively apply their knowledge in clinical practice.
Objectives:
a) Students will gain knowledge of couples and family therapy legal, ethical and professional standards and will demonstrate an ability to apply decision-making protocols and strategies in clinical and research contexts.
b) Students will investigate and clarify their beliefs and values with regard to clinical practice and ethical decision making.
c) Students will collaborate effectively with a variety of professionals, including for instance physicians, psychologists, social workers, family law specialists, teachers, school counselors, members of the legal system and clergy.
2. Scientific Inquiry and Critical Evaluation
Goal: Students will develop an ability to critically evaluate the research literature and demonstrate an understanding of the relationship between research results and clinical decision making.
Objectives:
a) Students will develop an understanding of core principles of quantitative and qualitative research methodology and will demonstrate an ability to critically evaluate the merits of a given study.
b) Students will demonstrate an understanding of ethical issues associated with research, with particular emphasis on research with human subjects and social justice.
c) Students will be able to describe their procedures for incorporating empirically-supported and evidence-based literature in practice and will demonstrate an ability to critically evaluate this literature from a systemic framework.
3. Theoretical Foundations
Goal: Students will gain an understanding of the core theoretical assertions of couples and family therapy and will critically assess their own systems-oriented theory of change.
Objectives:
a) Students will develop an understanding of systemic epistemologies and core systemic constructs.
b) Students will demonstrate an ability to apply systemic constructs in diverse settings and with diverse populations, with particular emphasis on clinical assessment, diagnosis, intervention and evaluation of practice.
c) Students will understand the distinction between eclecticism and theoretical integration and will demonstrate an ability to create a coherent theory of change that integrates systems theory, communications theory, and the evidence-based, common factors and trans-theoretical literatures.
4. Social Context and Diversity
Goal: Students will develop attitudes that value human diversity, will practice culturally-sensitive analysis and critical self awareness when counseling diverse populations, and will demonstrate cultural competence in all professional activities.
Objectives:
a) Students will adopt a practice framework that incorporates critical consciousness, self awareness, and knowledge of the relationship between diverse life experiences, human development and the role of diversity in resolving conflict.
b) Students will demonstrate an ability to critically evaluate the role of social context in understanding and resolving human conflict, including issues such as social class, power, privilege, oppression, sexism, and injustice.
c) Students will thoughtfully incorporate their knowledge of social context and diversity when conducting a clinical assessment, constructing interventions, and evaluating practice.
5. Clinical Application
Goal: Students will develop an understanding of the unique systemically-oriented assessment and intervention competencies, will apply them effectively in practice, and will critically evaluate their own practice.
Objectives:
a) Students will demonstrate an ability to competently assess and treat a broad spectrum of clinical issues and client configurations (e.g, individual, dyad, family) within a systemic framework.
b) Students will demonstrate an ability to conceptualize client situations from a relational perspective (micro and macro orientations), develop relational goals and objectives, create an “expanded therapeutic alliance” and engage “expanded direct treatment systems” (Miller, Todahl & Linville, 2007; Sprenkle & Blow, 2004).
c) Students will demonstrate an ability to generate a systemic diagnosis of a given client system and tailor interventions drawing on their knowledge of the research literature, theoretical assumptions, client readiness, and diversity.