The mission of the Colorado State University Marriage and Family Therapy Program is to graduate students who successfully meet the clinical and academic training standards as guided by the COAMFTE Developmental Competency Components: Knowledge, Practice, Diversity, Ethics and Research. Graduates will be prepared to provide ethical, multiculturally-informed, evidence-based, and systemically oriented therapeutic services for a diverse population of individuals, couples, and families within a variety of professional settings, including community, academic, and policy-making settings.
The following are the program goals and student learning outcomes (SLO) associated with each goal:
Goal 1: To prepare effective Marriage and Family Therapists.
- SLO1: Students will possess the competencies necessary to successfully and ethically conceptualize cases and facilitate admission to treatment.
- SLO2: Students will possess the competencies necessary to conduct effective and ethical clinical assessments and diagnoses of clients.
- SLO3: Students will possess the competencies necessary to conduct effective and ethical treatment planning and case management.
- SLO4: Students will possess the competencies necessary to employ effective and ethical therapeutic interventions.
- SLO5: Students will possess the competencies necessary to maintain compliance with ethical, legal, and professional standards in the practice of MFT.
- SLO6: Students will receive at least 300 clinical hours during the program.
- SLO7: Students will receive at least 100 hours of clinical supervision during the program.
Goal 2: To prepare Marriage and Family Therapists to responsibly serve diverse, marginalized, and underserved communities.
- SLO8: Students will demonstrate cultural competence in admitting clients to treatment, clinical assessment and diagnosis, treatment planning, therapeutic interventions, legal and ethical issues, and research and theory.
- SLO9: Students will provide therapeutic services in each of the CSU Centers for Counseling, Assessment and Mentoring that expressly serve diverse, marginalized, and underserved populations.
Goal 3: To prepare students to be critical consumers of and contributors to the MFT literature.
- SLO10: Students will possess the competencies necessary to apply relevant research to their clinical practice and to evaluate their own effectiveness as therapists.
- SLO11: Students will complete an original thesis research project.
We make every effort to ensure all students complete the MFT program successfully. Retention is a two-way street.
We continually strive to create a strong program so that students want to stay. This is done by collecting regular feedback from students, faculty and administrators, clients, and community partners. We use this feedback to continually improve the program. Students can refer to the MFT Policy and Procedures for Student Complaints, Concerns, and Grievances in the MFT Program Clinical Administrative Manual.
We strive to provide students with a clear indication of their development and competence in all areas of the program so students will be able to successfully complete the program. If at any time a student is struggling with courses or thesis, the student and the instructor of the course or their thesis adviser will communicate about the issue and work together to resolve it. See the HDFS Graduate Handbook for further detail.
During practicum and internship, all students will receive ongoing formal and informal feedback on their clinical skills. Students must be functioning at an (A) appropriately developing toward competence or (C) competent level. If at any point in the MFT program, a student is functioning at a level below (A) or (C) in any area of the AAMFT core competencies or the AAMFT Code of Ethics, the student will be given an unsatisfactory (UN) in that area and an action plan will be developed.
At the beginning of the program, all students review this policy and sign an agreement that they have reviewed the AAMFT Core Competencies, AAMFT Code of Ethics, and the policy. (The blank form is saved on Canvas; the signed form is saved in each student’s S: drive portfolio). Once a student receives a (UN), an action plan will be created with the student, the CFCT Director and the Program Director with the intention of setting goals to move toward success.
Retention is also a part of our Program Diversity Plan. A series of evaluation surveys are given to all MFT students at the end of each semester that include questions related to issues of diversity. Additionally, students are given information about advocacy and diversity support available at CSU. This information is on the CSU website, in the HDFS graduate handbook and is posted on the MFT Canvas site.
Diversity is a central value of our program. Because of this, faculty, and supervisors are expected to create a warm and welcoming environment for all students. Therefore, maintaining a social justice lens and attending to cultural issues are central to courses and supervision. MFT faculty and supervisors are expected to continue their cultural competence training in an on‐going fashion and diversity efforts by faculty are part of their annual evaluations with the department head. Faculty are also encouraged to be particularly sensitive to student requests that might be related to issues of identity and/or culture (i.e. issues related to religion or language). If a student leaves the program for any reason, an exit interview will be conducted. Among other questions, supervisors will assess if there was anything related to diversity issues that led to their departure.
Diversity, Equity, Inclusion, Social Justice
MFT Program Diversity Statement
In the CSU MFT Program, a socially just, diverse, equitable, and inclusive work and learning environment is one where all students, employees, and volunteers feel valued and respected. We are committed to a nondiscriminatory approach and provide equal opportunity for education, employment, and advancement in all our academic and clinical programs. We respect and value diverse life experiences, backgrounds, and identities and ensure that all voices are valued and heard.
We are committed to training therapists to practice socially just therapy and hiring staff who reflect this value. This means that all personnel is trained to be attuned to and address oppression, discrimination, power differentials, disparities, barriers, and identity trauma in their work as they strive for socially just relationships and use their training towards a more socially just world. Social Justice is integrated into all aspects of the MFT graduate program.
MFT Program Diversity Data
Students – 2014-2019 | Over the last five years, our program has included 61 graduate students. Of those, 18% identify as male, 82% female. When reporting race, 8% identify as Asian, 7% Latinx, 1% as Black, and 3% report having multiple racial identities.
Faculty | Of the eight core MFT faculty members, 38% identify as male and 62% as female. When reporting race, 12% identify as Asian and 88% identify as being of European American decent.
Supervisors | Of our nine primary clinical supervisors, 45% identify as male and 55% as female. When reporting race, 12% identify as Asian, 12% identify as Black, and 76% identify as being of European American decent.
More in-depth information is as follows:
- 2021 | 10 Women and 4 Men
- 2020 | 7 Women and 2 Men
- 2019 | 8 Women and 0 Men
- 2018 | 6 Women and 4 Men
- 2017 | 8 Women and 1 Man
- 2021 | 10 White/Non-Hispanic and 3 Hispanic/LatinX/Chicano
- 2020 | 8 White/Non-Hispanic and 1 Other
- 2019 | 6 White/Non-Hispanic; 1 Asian or pacific islander; and 1 Hispanic/LatinX/Chicano: 1
- 2018 | 6 White/ Non-Hispanic; 1 Multiple; 1 American Indian or Alaskan Native; 1 Black; 1 Asian
- 2017 | 8 White/Non-Hispanic: 8 and 1 Hispanic/LatinX/Chicano
- Gender identity | 3 Men and 3 Women
- Race/ethnicity | 1 African American and 5 White/Non-Hispanic
Links for diversity offices and cultural centers
Office of International Programs
- Office of International Programs Home Page
- Office of International Programs Upcoming Events
- Office of International Programs Resources to Educate Yourself
Office of Inclusive Excellence
- Office of Inclusive Excellence Home Page
- Office of Inclusive Excellence Upcoming Events
- Office of Inclusive Excellence Resources to Educate Yourself
Pride Resource Center
- Pride Resource Center Workshops and Trainings
- Pride Resource Center Home Page
- Pride Resource Center Upcoming Events
- Pride Resource Center Resources to Educate Yourself
Women and Gender Advocacy Center
Asian/Pacific American Cultural Center
Black/African American Cultural Center
Native American Cultural Center
Fort Collins Community Resources
- Fort Collins Area Community Resources – Gay Colorado: http://gaycolorado.com/fort-collins/resources/
- Fort Collins Community Action Network: http://www.fccan.org/
- Fort Collins Human Relations Commission: https://www.fcgov.com/cityclerk/human-relations
- Fort Collins International Center: http://fortcollinsinternationalcenter.org/
- Fort Collins LGBTQ+ Task Force: https://www.fcgov.com/socialsustainability/lgbtq
- Islamic Center of Fort Collins: http://www.icfc.org/
- Northern Colorado Intertribal Powwow Association, Inc.: http://ncipa.weebly.com/
Colorado State University Diversity Statement
“Colorado State University is committed to embracing diversity through the inclusion of individuals reflective of characteristics such as: age, culture, different ideas and perspectives, disability, ethnicity, first-generation status, familial status, gender identity and expression, geographic background, marital status, national origin, race, religious and spiritual beliefs, sex, sexual orientation, socioeconomic status, physical appearance, medical diagnosis, documentation status, and veteran status with special attention given to populations historically underrepresented or excluded from participation in higher education. The University’s commitment to diversity is a longstanding one that reflects our role and mission as a land-grant institution.”
|Cohort Year Students Entered Program||Number of Students in Program||Graduation Rate in Advertised Time (%)*||Job Placement Rate (%)**||Licensure Rate (%)***|