PhD in Family Social Science, Couple & Family Therapy Specialization
The Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) accreditation requires the Department of Family Social Science to articulate the desired outcomes for the program, students, and faculty. These outcomes shape and inform our approach to doctoral education and provide an overview of what we hope to accomplish.
The CFT program will
- Be recognized as a leader in C/MFT doctoral education.
- Maintain a diverse faculty and student body in accordance with COAMFTE standards that have a core identity as scientist-practitioners in C/MFT.
- Graduate students who are prepared to engage in C/MFT scholarship across teaching, research, and service.
- Prepare students to secure employment in an area specific to C/MFT (including post-doctoral experiences).
Student Learning Outcomes
All graduates of the CFT program will
- Be knowledgeable consumers and producers of relationally oriented research that seeks to improve the health and well-being of individuals, couples, families, and societies.
- Be prepared to independently teach at the university level.
- Be prepared to articulate the diverse social contexts that influence their work and the influence their work has on those diverse social contexts.
- Be competent C/MFT clinicians (work with a wide range of families and populations) who meet the didactic requirements to be an AAMFT Approved Supervisor.
All CFT faculty members will
- Be engaged in research relevant to couple/marriage and family therapy.
- Demonstrate effective teaching abilities including the use of technology and attention to diversity issues related to the subject matter.
- Be clinically active and meet state licensing and credentialing standards appropriate to their developmental level and supervisory obligations.
- Provide service in the department, university, the field, and to other interested and diverse communities.
Student Achievement Criteria
The COAMFTE publishes the Student Achievement Criteria for all COAMFTE accredited programs.
- Click here to see Student Achievement Criteria specific to the CFT program at the University of Minnesota.
If you have questions about this information please direct them to Dr. Elizabeth Wieling, CFT Program Director.
Supervision Training Program
Third year CFT doctoral students are eligible to apply for the supervision practicum. They provide supervision to masters students whose academic programs give approval. This supervision is supervised by CFT faculty members and meets a portion of the requirements for AAMFT approved supervisor status.
Department of Family Social Science Diversity Statement
Racial, Cultural, and Epistemological Composition of Faculty, Students, and Supervisors
The CFT program values and welcomes diversity in all its forms. We use the COAMFTE definition of diversity in how we conceptualize and track the program’s diversity goals and allow individuals in the program to “self-identify” whether or not they meet the standards we’ve set.
We strive for “…representation of multiple groups...with regard to gender, race, ethnicity, sexual orientation, age, culture, environment, health/ability, nationality, religion, spirituality, and socio-economic status” along the following program outcomes
- At least 50 percent of the student body will be comprised of individuals who identify some aspect of their personhood as being distinct from the majority culture.
- At least 50 percent of the CFT faculty will be comprised of individuals who identify some aspect of their personhood as being distinct from the majority culture.
- A variety of clinical orientations, research interests, and personal epistemologies will be represented among the faculty, supervisors, and students in the program.
We believe that in meeting these program outcomes faculty, supervisors, and students are more likely to be in touch with the lived experiences of those in our program’s communities of interest, including our clients, research participants, potential employers, and program alumni. Further, we believe that allowing individuals in the program to self-identify with these criteria enhances our opportunity for dialogue around diversity topics.