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Goals, Objectives and Core Competencies of the Medical Family Therapy Program

The program has established overall goals and student learning outcomes that reflect the expectations and competencies established by the profession. These learning outcomes are derived from the MedFT Program Goals & Objectives which are, in turn, derived from the five dimensions of the Saint Louis University Experience.

Program Goals

1. Scholarship and Knowledge. To train sound clinicians who are equipped to work with a wide variety of presenting problems and a diverse array of families.
2. Intellectual Inquiry and Communication. To foster and develop rigorous and original scholarship for both faculty and students.
3. Community Building. Students will be trained to be adept at understanding and working with clients from a variety of multicultural backgrounds, with a specific emphasis on the concerns of poor and underserved populations.
4. Leadership and Service. To educate professionals who are knowledgeable and skilled clinicians and leaders in their profession and community; and promote social justice among all people.
5. Spirituality and Values. To prepare reflective practitioners who understand themselves in relation to those they serve and who incorporate spiritual, moral, and ethical principles into their personal and professional lives.

Student Learning Outcomes

Ph.D. Program

I.A.1.: Students will demonstrate an expanded knowledge of theoretical and clinical practice in MFT, medical family therapy and integrative care.

I.B.1.: Students will demonstrate advanced competency in clinical practice.

Sub-objectives:

1. 91制片厂, Assessment and Diagnosis
2. Treatment Planning and Case Management
3. Therapeutic Interventions
4. Legal Issues, Ethics and Standards
5. Use of Supervision and Practicum
6. Social Justice Issues and Self-Awareness

I.B.2.: Students will demonstrate competency in a student-selected area of clinical specialization or expertise.

II.A.1.: Extend the knowledge base of MFT through original research and intellectual inquiry.

II.B.2.: Contribute to the field through the development of effective teaching skills.

II.B.3.: Attain basic competency in providing clinical supervision.

III.A.1.:  Attain an increased cultural competence in working with diverse populations.

IV.A.1. Students will demonstrate personal and professional skills that promote social justice through involvement and leadership in their communities.

V.A.1.: Students will effectively communicate their values and demonstrate how they guide their personal and professional lives.

M.A. Program

I.A.1.: Students will be able to compare and contrast the major theoretical orientations related to the field of MFT.

I.B.1.: Students will attain competency in entry-level marriage and family therapy skills.

Sub-objectives:

1. 91制片厂, Assessment and Diagnosis
2. Treatment Planning and Case Management
3. Therapeutic Interventions
4. Legal Issues, Ethics and Standards
5. Use of Supervision and Practicum
6. Social Justice Issues and Self-Awareness

II.A.1.: Students will understand and use research in clinical practice.

II.A.2.: Students will contribute to competent clinical services and the profession through professional and scholarly modes of communication

III.A.1.: Students will attain an increased cultural competence in working with diverse populations.

IV.A.1. Students will demonstrate personal and professional skills that promote social justice through involvement and leadership in their communities.

V.A.1.: Students will effectively communicate their values and demonstrate how they guide their personal and professional lives.

Description of Faculty Roles and Alignment with Program Goals

Core Faculty

The Medical Family Therapy core faculty serve several key roles in carrying out the mission, program objectives and student learning outcomes of the program. Faculty whose academic appointment is within the Department of Family & Community Medicine, whose workload responsibility is predominantly associated with the Medical Family Therapy Program, whose teaching responsibility is comprised of 75% teaching program courses, whose training consists of relationally-focused course work and clinical experience, and whose scholarship and research is systemically based. Core faculty have primary instructional responsibility of the MFT curriculum, demonstrate competence as MFTs, and identify primarily as MFTs.

• Teaching - Striving to educate master鈥檚 and doctoral students who will look to become clinicians and health care providers providing mental health, medical and/or family services. Faculty cover a number of courses including family theories, diagnosis and assessment, evidenced-based research, law and ethics, social justice, multicultural issues, and health-related topics. Faculty aligns teaching responsibilities with all five program goals.
• Research - Conducting quality research and scholarly work, including submission for external funding, publishing in peer-reviewed journals, conducting IRB studies and mentoring students in both their research skills and qualifying exams (e.g. dissertation proposal, dissertation defense). Faculty aligns research responsibilities with program goals 2 and 4.
• Clinical - Providing quality clinical services to patients, families and community members in a variety of practice settings. Faculty also serve as supervisors to students who practice in a number of mental health and medical settings during their training. Faculty aligns clinical responsibilities with program goals 1, 3, 4 and 5.
• Service - Carrying out the mission of Saint Louis University, faculty engage in mentorship, community collaborations and volunteer work within the program, department, school of medicine and university. Faculty aligns service responsibilities with program goals 3, 4 and 5.
• Leadership- Serving in several leadership positions across both the university and other regional/national organizations. Core faculty are encouraged to become leaders in their respective areas in the field and the communities that they serve. Faculty aligns leadership responsibilities with program goals 2 and 4.

Adjunct Faculty

The Medical Family Therapy adjunct faculty teach several master鈥檚 and doctoral courses, including family studies, family theories, assessment and diagnosis, internship and practicum supervision.  Adjunct faculty supervise both master鈥檚 and doctoral students in their clinical work in the Center for Counseling and Family Therapy. Although adjunct faculty cannot serve as advisors for students, they can serve on dissertation committees and help consult students around papers, research and other scholarly activities. Adjunct faculty are active participants in program faculty meetings. Adjunct faculty teach effectively and support the program鈥檚 mission, goals and outcomes.

The advertised length of the M.A. program for full-time students is 2.75 years. The maximum time for completion is five years. Students can also choose the part-time option in the M.A. program, which is four years. The advertised length of the Ph.D. program is four years for full-time students, and five years for part-time students. The maximum time for completion is eight years.