Social justice informs our thinking about training in the PhD program. We see social justice in Marriage and Family Therapy education as involving the following key concepts:

• Social justice implies an explicit action orientation.
• Social justice involves understanding diversity of people and families:
  • Diversity includes ability, sexual orientation, race, ethnicity and country of origin, age, social class, religion, and gender (that is, systems that affect individual and family access to power and resources). Particular focus is on underserved and high-risk families.
  • Diversity also includes diverse family structures, including extended kinship networks, gay and lesbian families, step-families, etc.
• Social justice has policy implications-therapists working from a social justice perspective work to effect supportive family policy that recognizes diversity and improves resiliency, and have a responsibility to participate in social and political systems affecting families.
  • Social justice involves recognizing that social and legal systems affect people we work with
• Social justice researchers have a responsibility to do “socially informed” research, which is sensitive to diversity.
• Social justice clinical practice is focused on helping diverse families and contributes to the positive development of these families and their communities.

Mission

The mission of the Antioch University New England PhD program in Marriage and Family Therapy is to develop highly competent advanced clinicians in MFT and to develop students who are competent in teaching MFT, in providing clinical supervision in MFT, and in conducting MFT-related research utilizing both quantitative and qualitative methodologies. MFT doctoral students will also develop a focus on social justice and human diversity issues across all areas of the curriculum.

Educational Goals and Learning Objectives

1. Student will demonstrate advanced clinical skills in marriage and family therapy. Specifically students will demonstrate the ability to:
   

   • apply a range of MFT models and theories to clinical practice
   • apply these MFT models to specific areas of family life (e.g., trauma, grief/loss, aging, health/illness and coping, etc.), and specific diagnoses
   • recognize others’ cultural ways of healing
   • develop personal models of clinical practice integrate multiple theoretical perspectives
   • develop effective and theoretically consistent treatment plans for both clinical work and training purposes
   • assess treatment progress and alliance and implement developmentally appropriate systemic assessments
   • understand the theory construction process and to critique and evaluate current theories and models in MFT.

2. Students will demonstrate competency in teaching MFT. Specifically, students will demonstrate the ability to:
   

   • teach course content from the COAMFTE Educational Guidelines master’s level curriculum linked to AAMFT Core Competencies and other competencies
   • construct safe, constructive, and challenging learning environments
   • develop and implement syllabi, in-class learning exercises, and basic lesson outlines
   • demonstrate an understanding of content and process match in adult learning and attend to issues of student diversity
   • construct learning assignments geared towards different adult learning styles
   • construct and constructively assess learning assignments that facilitate understanding and application of course material, including the development of specific teaching and learning objectives
   • demonstrate a plan for continuing education for continued updating and enhancement of a course
   • infuse courses with various content including social justice, human and family development from diverse cultures, international trends in family policy and law, and both classic and new research in the MFT literature.

3. Students will demonstrate competency in MFT supervision. Specifically, students will demonstrate the ability to:
   

   • integrate clinical models in a theoretically consistent manner
   • develop a personal model of supervision grounded in clinical theory
   • apply social justice perspectives to clinical supervision and models of supervision
   • provide competent supervision as defined by the AAMFT Approved Supervisor Handbook
   • provide supervision that is consistent with developmental level of clinical trainees
   • effectively utilize various forms of supervision, including case report, videotape, and live modalities
   • consider and address ethical and legal issues associated with supervision
   • recognize isomorphic process and use it effectively in the supervision process

4. Students will demonstrate competency in researching MFT, including both quantitative and qualitative methods. Specifically, students will demonstrate the ability to:
   

   • effectively and appropriately utilize a range of statistical and research methods in quantitative MFT research
   • effectively and appropriately utilize a range of qualitative traditions and methods and apply these to areas of MFT research
   • understand the extant MFT research literature and basis for evidence-based practice
   • understand and evaluate extant research literature
   • design and carry out research in the field of MFT that adds to the extant literature, including formulating research questions, data collection, analysis, and reporting of results
   • execute and conceptualize professional writing skills
   • understand the ethical issues involved in both quantitative and qualitative research
     recognize how culture influences research design and interpretation and be sensitive to cultural, ethnic, and gender-related issues in conducting research in MFT
   • link theory and research.

5. Students will demonstrate competency in social justice approaches to MFT teaching, research, supervision, and practice. Specifically, students will demonstrate the ability to:
   

   • apply a range of theories of social justice to clinical practice, clinical training, and research
   • critically evaluate models/theories, teaching methods, and research from a social justice perspective.

Appraisal and Assessment in MFT (Additional Course — 3 credits)
This doctoral level course introduces students to principles of systemic assessment, from both clinical and measurement perspectives. Students will discuss the comparative reliability and validity of current measures of family interaction and analysis of their suitability for use in MFT clinical practice and research. Students receive training in administration and application of systemic assessment methods. Assumptions and values underlying assessment approaches will be discussed. Attention will be paid to theoretical underpinnings of measures as well as their psychometric properties. This course will also involve a critical evaluation of appraisal and assessment through a social justice lens.

Clinical Practicum
This is an advanced practicum in which students provide systemic individual, couple, and family therapy within the program’s clinic. Family social context (privilege and oppression) will be part of the clinical focus. Students demonstrate their theory of therapy and provide a clinical presentation of their work and their self-as-therapist evaluation via a clinical autobiographic case study.

Dissertation Seminar (2 credits)
This course focuses on preparing students for the dissertation process, and working towards the development of a dissertation proposal.

Family Policy and MFT (Family Relations — 3 credits)
This doctoral level course examines American and international public policy and law through a family lens. Economic; social and relationship; health and mental health; barriers and access to mental health; measures of child and family well-being; immigration and migration; and housing policies are few of the key issues examined through a lens of social justice. A full life-span approach will be taken so as to cover several key current family policy trends. Potential opportunities regarding family policy in both clinical practice and clinical research will be examined.

Grant Writing and Professional Writing in MFT (Additional Course — 3 credits)
This course is designed to demystify grant writing and writing for publication. Emphasis on skill development activities, such as writing various sections of a grant or publishable paper, and giving and receiving feedback on works in progress. Particular emphasis will be placed on publishing and funding qualitative and action research.

Outcome Research in MFT (Research — 3 credits)
This course addresses critical issues in MFT research, including theoretical issues and MFT outcome research on major health and relational problems. Special emphasis is placed on understanding the broader goals and context of MFT research. In addition, this course will familiarize students with the content of major outcome studies in MFT, and will include a critical analysis of the state of the research in family therapy through a social justice lens.

Qualitative Research Methods I (Research — 3 credits)
In this advanced seminar students briefly review process issues around doing qualitative research, such as: epistemological stances underlying qualitative inquiry, personal politics surrounding qualitative research methods and uses, ethics, and funding. Students then study several methods, such as: hermeneutics and phenomenology; grounded theory; narrative, and case study. Emphasis will be placed on familial and relational research, and an evaluation of methods and research studies from social justice, feminist, and cultural lenses. This is the first of a two-semester course.

Qualitative Research Methods II (Research — 3 credits)
This is the second of a two-semester course. Study of qualitative methods continues by examining more complex methods, such as: critical theory, social action research, ethnography, participative inquiry, and multiple method clinical research. Emphasis will be placed on familial and relational research, and an evaluation of methods and research studies from social justice, feminist, and cultural lenses. Current computer software for data management and interpretation will be reviewed. Emphasis will be placed on clinical process.

Quantitative Research Methods (Research — 3 credits)
Students in this course learn about the variety of quantitative methods applied to MFT research, including survey methodology and measurement issues, clinical trials research, and process research. Students also learn about various ethical issues in research, especially those related to community-based and clinical research and work with underserved and/or high-risk populations. The focus of this course is on methodology rather than on review of extant research, and emphasize the process of developing a research study, specifying the methods and design involved in the study, putting concepts into operation, choosing appropriate measures, and writing a proposal.

Teaching in MFT (Additional Course — 3 credits)
This doctoral level course examines theories of andragogy as applied to the field of couple/marriage and family therapy as well as the core competencies as outlined by the Commission on Accreditation for Marriage and Family Therapy Education. Topics covered include: theories of adult learning; course construction; self-directed and problem-solving learning exercises; motivational project construction; critical reflection and discussion techniques; and learning assessments. This course also covers methods of infusing issues related to social justice and families.

Theories of Social Justice in MFT (Theory — 3 credits)
This doctoral level course examines several psychological, sociological, legal, and political theories of prejudice and oppression of people and their methods of resiliency and resistance. Theories and research are examined within cultural and historical contexts alongside essays so as to give voice to peoples’ experiences and differing perspectives. Opportunities for family systems researchers will be examined.

Trauma, Grief, and Loss in Families (Additional Course — 3 credits)
This course addresses the theoretical framework of human loss and grief from culturally and philosophically diverse perspectives. Attention is focused on life span development and the meaning of death and loss at different ages within families. Various types of loss are discussed from individual, family and sociocultural perspectives. The importance of understanding trauma and its relationship to grief and loss will be addressed. Coping and resiliency in loss are explored, emphasizing the diversity of human responses and focusing on the significance of social groups in integrating loss. The formation and practice of rituals, and diversity of religious and spiritual experiences as a component of coping with loss will be discussed.

Seminar in Current MFT Topics (Additional Course — 3 credits)
This seminar covers a range of topics including substance abuse/addiction and family therapy, eating disorders in the family, intrafamilial violence, and spirituality. Infused throughout these topics will be a focus on social justice implications.

Statistical Methods in MFT (Research — 3 credits)
This doctoral level course covers statistical methods relevant to clinical research in MFT, including basic inferential statistics, univariate and multivariate analyses, regression, power analysis, and factor analysis, as well as issues related to multiple levels of analysis. The focus of this course is applied statistics.

Supervision I (Supervision — 3 credits)
Students learn theories of systemic supervision, structures for supervision, methods of supervision, evaluation process, and legal/ethical issues. Topics include therapist-client-supervisor relationships, potential problems, and contextual issues. Particular emphasis will be placed on feminist theories of supervision and on supervision and training for social justice.

Supervision II (Supervision — 3 credits)
This advanced supervision course covers additional topics of systemic supervision, including supervising in various settings (academic, agency, etc.), and with special populations. Students will be encouraged to develop models of supervision and contribute to the field of systemic supervision.

Supervision Practicum
This course provides structured experience of supervision of marriage and family therapy students, applying material from the Supervision courses.

Systemic Applications of Mind-Body Therapy (Additional Course 3 — credits)
This doctoral level course examines several therapeutic approaches (including Eastern and native peoples’ traditions) that can complement traditional psychotherapy. The course begins with a brief review of psychoneuroimmunology and bio-psychological and family systems reactions to stress. It then introduces information about several mind-body approaches, like: meditation, spirituality, focused exercise, yoga, energy work, focused breath, and guided imagery.

First Year Students Entering 2009/2011

• Fall:
  • Teaching in MFT
  • Family Policy and MFT
  • Appraisal and Assessment in MFT
  • Clinical Practicum and Professional Seminar
• Spring:
  • Grant Writing and Professional Writing in MFT
  • Statistical Methods in MFT
  • Outcome Research in MFT
  • Clinical Practicum and Professional Seminar
• Summer:
  • Theories of Social Justice
  • Supervision I
  • Clinical Practicum and Professional Seminar

Second Year

• Fall:
  • Qualitative Research Methods I
  • Quantitative Research Methods
  • Supervision II
  • Supervision Practicum and Professional Seminar
• Spring:
  • Qualitative Research Methods II
  • Seminar in Current MFT Topics
  • Trauma, Grief, and Loss in Families
  • Supervision Practicum and Professional Seminar
• Summer:
  • Systemic Applications of Mind/Body Therapy
  • Dissertation Seminar
  • Supervision Practicum and Professional Seminar

Third and Fourth Years

• Dissertation and Internship

First Year Students Entering 2010/2012

• Fall:
  • Grant Writing and Professional Writing in MFT
  • Qualitative Research Methods I
  • Quantitative Research Methods
  • Clinical Practicum and Professional Seminar
• Spring:
  • Teaching in MFT
  • Qualitative Research Methods II
  • Seminar in Current MFT Topics
  • Clinical Practicum and Professional Seminar
• Summer:
  • Theories of Social Justice
  • Supervision I
  • Clinical Practicum and Professional Seminar

Second Year

• Fall:
  • Family Policy and MFT
  • Appraisal and Assessment in MFT
  • Supervision II
  • Supervision Practicum and Professional Seminar
• Spring:
  • Statistical Methods in MFT
  • Outcome Research in MFT
  • Trauma, Grief, and Loss in Families
  • Supervision Practicum and Professional Seminar
• Summer:
  • Systemic Applications of Mind/Body Therapy
  • Dissertation Seminar
  • Supervision Practicum and Professional Seminar

Third and Fourth Years

• Dissertation and Internship

Clinical Hours

Students must complete 1,000 clinical hours to complete the doctorate. Students from COAMFTE-Accredited Master’s Degree programs may waive up to 500 of those hours, and students who are already Licensed Marriage and Family Therapists may waive an additional 350 hours. Clinical hours are to be completed either in the Antioch Couple & Family Therapy Institute or in the Institute and a Clinical Internship.

Internship

Students are required to complete a 12-month internship. Students who have not completed their 1,000 clinical hours will be required to complete a clinical internship. Other students may complete a teaching or research internship.

Dissertation

Students are required to complete a research dissertation on a topic important to the field of Marriage and Family Therapy, and only will be awarded the degree upon successful defense of the dissertation.

Qualifying Examinations

Student are required to successfully pass a series of qualifying examinations-exams which are used to assess readiness to be considered a candidate for the degree-at the end of the second academic year. These exams are in the areas of clinical theory, supervision, teaching, and research (both quantitative and qualitative). Each of these qualifying exams is in a portfolio format. Each of these exams also includes an oral presentation/defense.

Time Limit

Students have a maximum of seven years from initial enrollment to complete all course requirements, clinical hours, and dissertation.

Student learning outcomes are assessed in a variety of ways, and at multiple levels. Each course has specific outcomes-based learning objectives that students must meet to achieve passing grades. Doctoral students meet educational outcomes through a variety of means, including through the use of papers, presentations, observed clinical work, observed supervision, and so forth.

Outcomes are evaluated through the use of specific assessment tools designed to measure core competencies. AAMFT, in December of 2004, published Marriage and Family Therapy Core Competencies, and this program focuses on clinical, supervisory, teaching, and research competencies. Teaching will be evaluated through summative and formative teaching evaluations.