Program Mission
Mission
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.
Goals
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 400 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 a capstone research project or an original thesis research project.
Diversity, Equity, Inclusion, Social Justice
MFT Program Diversity Statement
Department of Human Development and Family Studies DEIJ homepage.
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
Data is from the last 5 years (2018 to 2023)
- Student Diversity:
- Over the last 5 years, our program has included 51 graduate students.
- Gender Identities Reported: 37 Female Identifying; 11 Male Identifying; 2 Non-Binary; 1 Other
- Racial Identities Reported: 34 White; 6 Hispanic/LatinX/Chicano; 6 Interracial; 3 Asian/Pacific Islander; 1 Other
- Faculty Diversity:
- Of the core MFT faculty members, 75% identify as female, 25% identify as male.
- Of the core MFT faculty members, 100% identify as White
- Supervisor Diversity:
- Of the primary clinical supervisors, 66% identify as female, and 33% identify as male.
- Of the primary clinical supervisors, 84% identify as White; 8% identify as Asian/Pacific Islander, 8% identify as Black
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
El Centro
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 (%)*** |
---|---|---|---|---|
FT | FT | FT | FT | |
2015-2016 | 13 | 100 | 100 | 92.31 |
2016-2017 | 9 | 66.67 | 100 | 100 |
2017-2018 | 9 | 100 | 100 | 100 |
2018-2019 | 10 | 100 | 100 | 100 |
2019-2020 | 9 | 66.67 | 100 | 100 |
2020-2021 | 9 | 100 | 100 | 100 |
2021-2022 | 14 | 100 | 100 | 100 |
2022-2023 | 9 | IP | IP | IP |
2023-2024 | 9 | IP | IP | IP |