How to choose the best MFT programs (master’s and doctoral) for your needs. Originally published August 2009; updated January 2013 and September 2014.
Aspiring MFTs have lots of options — there are more than 100 COAMFTE-accredited programs around the US, and about 80 license-eligible MFT programs (accredited and not) in California — for graduate school. How should you go about choosing the school that is right for you?
Ah, the Golden State. Home to me and half the licensed Marriage and Family Therapists in the country. And, in the eyes of the rest of the country, some pretty weird practices within the profession.
MFT licensure in California looks a lot different here than it does everywhere else. And it shouldn’t have to, seeing as the profession itself — that is, our scope of practice and competence — is pretty much the same here as it is everywhere else.
What the heck is so different here, and why?
If adopted, the draft COAMFTE standards would require all programs to teach LGBTQ-affirmative practices.
The public comment period closes Wednesday on the draft version of new accreditation standards for graduate programs in marriage and family therapy. The Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) is proposing some major changes from current standards:
Religiously affiliated institutions that have core beliefs directed toward conduct within their communities are entitled to protect those beliefs.
It has never been clear to me what that is supposed to mean in practice, but the way I read it, any religious-based program that wants COAMFTE accreditation but isn’t in tune with any part of the standards was free to ignore that part of the standards, as long as they could tie their objection to their religious beliefs. Under the proposed new standards, not only would that clause go away, but the required curriculum would include at least three semester units on
diversity, power, privilege and oppression as they relate to race, age, gender, ethnicity, sexual orientation, gender identity, socioeconomic status, disability, health status, religious and spiritual practices, nation of origin or other relevant social categories throughout the curriculum. It includes practice with diverse, international, multicultural, marginalized, and/or underserved communities, including LGTBQ affirmative practices. [emphasis in original]
It is much clearer what the new standards would mean: Every COAMFTE-accredited program would need to teach its students how to work with LGBTQ clients in a positive, affirming way, and an appreciation for the harm such clients suffer from living in a heterosexist society.
To me, these are all good and necessary changes. First, as to the hours and curriculum changes: I hear chatter among MFTs around the country that licensing boards haven’t known what to do with the current COAMFTE standards. Those current standards are so flexible that licensing boards don’t necessarily know what they’re getting when someone comes to them with a COAMFTE-accredited degree. The draft standards, if adopted, would bring back greater consistency in content across programs and could restore state boards’ confidence in maintaining COAMFTE accreditation as the standard educational requirement for licensure.
Second, as to the removal of the religious exception: I’ve written previously about the struggles some religious therapists face when trying to work with LGBT clients, and the debate there is far from settled. But accredited programs can and should teach affirmative practices. The debate here should be restricted to how a therapist balances their values with client needs in the therapy room, not about whether the therapist can be exempted from exposure to affirmative techniques or to the suffering LGBTQ clients genuinely experience. There’s only one thing COAMFTE didn’t included that I wish they would: Require MFT programs to be more transparent about cost. COAMFTE will be reviewing comments on the proposed changes this fall. If adopted, the new standards would likely take effect in 2014 for new accreditations and be phased in for those programs already accredited.Their masters program uses practicum site supervisors as co-instructors, meeting COAMFTE’s requirement for in-person education.
The Commission on Accreditation for Marriage and Family Therapy Education announced just before the holiday that Northcentral University, one of five online programs (or in their case, mostly-online programs) I discussed in this recent post, has become the first such program to earn COAMFTE accreditation. (Here’s why COAMFTE accreditation matters to students.)
As I mentioned previously, they appear to use practicum site supervisors as co-instructors for the practicum class, thus meeting the COAMFTE requirement (page 8) that at least some instruction in any accredited program be provided in person.
This is a milestone for graduate education in MFT, though I will confess I am not quite sure what meaning to put to it. That’s a longer discussion I’ll put in another post. For now, my hearty congratulations to the faculty, staff and students at Northcentral for a significant achievement!
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In the interest of full disclosure, I have served in the past as a COAMFTE Site Visitor, but I had no involvement with the accreditation process for Northcentral and have no affiliation with that university.
Your comments are welcome. You can email me at ben[at]bencaldwell[dot]com, post a comment below, or find me on Twitter @benjamincaldwel.
Are you interested in getting your marriage and family therapy degree through an online program? Here are five MFT programs that are mostly or fully online.
Online education holds the promise of extending the reach of marriage and family therapy training. Champions of these programs argue that they make advanced education available to those who otherwise might not have access to it, due to scheduling, geographic, or other barriers. It is possible that the growth of online MFT programs will particularly help bring cultural diversity and rural practitioners into our community of licensees.
Of course, there are also general concerns about online education, including dropout rates, profit motives (as many online schools are for-profit), and overall effectiveness.
In the MFT field, online education seems to be an especially challenging proposition: We need to train practitioners in the art and science of relating, face-to-face, in a way that will heal clients and their family relationships. That is a skill set, and one that would seem to require a fair amount of face-to-face interaction to be best developed, shaped, and observed.
Online graduate programs in MFT are experimenting with a number of creative ways to resolve this dilemma — and also keep themselves eligible for COAMFTE accreditation. COAMFTE has tried to walk a difficult middle ground in its educational standards, saying that MFT programs can employ some distance education but not be fully online; since “fully” means “fully,” it would seem a program could get around the letter of this requirement simply by requiring a one-hour meeting on campus at some point during the educational process. But many of the online MFT programs appear to be genuinely interested in maximizing the potential benefits of online education alongside a recognition of the need for in-person work to develop relational skills. As such, many have integrated in-person events and coursework into their online curricula.
Below you will find a list of five MFT programs that are mostly or fully online. Some things to know about all of these programs: 1, As of early December 2012, none of them have yet earned COAMFTE accreditation. (Here’s why COAMFTE accreditation matters to you.) That is only one consideration in choosing the right MFT program, but it is worth considering. [Update 2013: Northcentral is now COAMFTE-accredited.] 2, The information here is drawn from the universities’ web sites. Information can change quickly. 3, Any cost statements do not include books, supplies, living expenses, or the cost of travel or lodging for any required in-person events. 4, It is always the responsibility of the student to ensure their academic program will meet the requirements for licensure in the state where they wish to be licensed; check with your state’s licensing board before choosing a program and remain up-to-date as state requirements change. 5, States typically require hours of supervised experience in a clinic setting as part of the graduate degree; the schools also have this requirement, and offer varying levels of assistance in locating placements. 6, And of course, requirements and costs can change quickly; the information here is as of December 2012, and you should check with the schools for current information.