Indiana University-Purdue University
School of Education
EDUC G550o1mft Internship in Counseling & Guidance
Fall 2010
Instructor: William Utesch,Ph.D.
Office #: Nf 240G
Phone: 260/481-6003
E-mail: utesch@ipfw.edu
Fax: 260/481-5408
Office Hours: Monday 12:2:00, Tuesday 11:00-2:00 Call to schedule appointments outside of
normal office hours.
Class Schedule & Location: Alternate Mondays 8:00-10:45, DN 134
Students will be placed into two groups with each meeting every other Monday.
Course Description:
PG524, G525, and permission of instructor. Counseling experience in actual school or agency
situations. Under direction and supervision of the counselor, students get practice in counseling,
interviewing, in-service training, orientation procedures, and data collection.
Overview:
The objective of internship is to allow the student an opportunity to integrate what they have learned
into a community practice setting. The process of their successful professionalization will be
marked by the contributions they make to their site(s) and to their student intern peers. Internship is
a time of continued learning and growth beyond the university and toward a career lifestyle. Classes
will consist of large group lecture, case presentation/review, video training, personal and
administrative/supervisory review.
Required Texts:
Nelson, T.S., & Trepper, T.S. (1998).101 More Interventions in Family Therapy.
Binghamton,NY:The Hayworth Press Inc..
American Psychiatric Association, (2000). The Quick Reference to the Diagnostic Criteria from
DSM-IV-TR. Washington, D.C.: A.P.A..
Counselor Education Orientation Manual (“Internships in Counselor Education”)
Additional Readings:
Supplemental Handouts will be provided during the semester.
Course Objectives:
1.3.1 Executive: Gather and review intake information, giving balanced attention to individual, family,
community, cultural, and contextual factors.
1.3.2 Executive: Determine who should attend therapy and in what configuration (e.g., individual, couple,
family, extrafamilial resources).
1.3.3 Executive: Facilitate therapeutic involvement of all necessary participants in treatment.
1.3.4 Executive: Explain practice setting rules, fees, rights, and responsibilities of each party, including
privacy, confidentiality policies, and duty to care to client or legal guardian.
1.3.5 Executive: Obtain consent to treatment from all responsible persons.
1.3.6 Executive: Establish and maintain appropriate and productive therapeutic alliances with the clients.
1.3.7 Executive: Solicit and use client feedback throughout the therapeutic process.
1.3.8 Executive: Develop and maintain collaborative working relationships with referral resources, other
practitioners involved in the clients’ care, and payers.
1.3.9 Executive: Manage session interactions with individuals, couples, families, and groups.
1.4.1 Executive: Evaluate case for appropriateness for treatment within professional scope of practice and
competence.
1.5.2 Professional: Complete case documentation in a timely manner and in accordance with relevant laws
and policies.
1.5.3 Professional: Develop, establish, and maintain policies for fees, payment, record keeping, and
confidentiality.
2.2.1 Perceptual: Assess each clients’ engagement in the change process.
2.2.2 Perceptual: Systematically integrate client reports, observations of client behaviors, client relationship
patterns, reports from other professionals, results from testing procedures, and interactions with client to
guide the assessment process.
2.2.3 Perceptual: Develop hypotheses regarding relationship patterns, their bearing on the presenting
problem, and the influence of extra-therapeutic factors on client systems.
2.2.4 Perceptual: Consider the influence of treatment on extra-therapeutic relationships.
2.2.5 Perceptual: Consider physical/organic problems that can cause or exacerbate emotional/interpersonal
symptoms.
2.3.1 Executive: Diagnose and assess client behavioral and relational health problems systemically and
contextually.
2.3.2 Executive: Provide assessments and deliver developmentally appropriate services to clients, such as
children, adolescents, elders, and persons with special needs.
2.3.3 Executive: Apply effective and systemic interviewing techniques and strategies.
2.3.5 Executive: Screen and develop adequate safety plans for substance abuse, child and elder
maltreatment, domestic violence, physical violence, suicide potential, and dangerousness to self and others.
2.3.6 Executive: Assess family history and dynamics using a genogram or other assessment instruments.
2.3.7 Executive: Elicit a relevant and accurate biopsychosocial history to understand the context of the clients’
problems.
2.3.8 Executive: Identify clients’ strengths, resilience, and resources.
2.3.9 Executive: Elucidate presenting problem from the perspective of each member of the therapeutic
system.
2.4.1 Evaluative: Evaluate assessment methods for relevance to clients’ needs.
2.4.2 Evaluative: Assess ability to view issues and therapeutic processes systemically.
2.4.3 Evaluative: Evaluate the accuracy and cultural relevance of behavioral health and relational diagnoses.
2.4.4 Evaluative: Assess the therapist-client agreement of therapeutic goals and diagnosis.
2.5.1 Professional: Utilize consultation and supervision effectively.
3.2.1 Perceptual: Integrate client feedback, assessment, contextual information, and diagnosis with treatment
goals and plan.
3.3.1 Executive: Develop, with client input, measurable outcomes, treatment goals, treatment plans, and aftercare plans with clients utilizing a systemic perspective.
3.3.2 Executive: Prioritize treatment goals.
3.3.3 Executive: Develop a clear plan of how sessions will be conducted.
3.3.4 Executive: Structure treatment to meet clients’ needs and to facilitate systemic change.
3.3.5 Executive: Manage progression of therapy toward treatment goals.
3.3.6 Executive: Manage risks, crises, and emergencies.
3.3.7 Executive: Work collaboratively with other stakeholders, including family members, other significant
persons, and professionals not present.
3.3.8 Executive: Assist clients in obtaining needed care while navigating complex systems of care.
3.3.9 Executive: Develop termination and aftercare plans.
3.4.1 Evaluative: Evaluate progress of sessions toward treatment goals.
3.4.2 Evaluative: Recognize when treatment goals and plan require modification.
3.4.3 Evaluative: Evaluate level of risks, management of risks, crises, and emergencies.
3.4.4 Evaluative: Assess session process for compliance with policies and procedures of practice setting.
3.4.5 Evaluative: Monitor personal reactions to clients and treatment process, especially in terms of
therapeutic behavior, relationship with clients, process for explaining procedures, and outcomes.
3.5.1 Professional: Advocate with clients in obtaining quality care, appropriate resources, and services in their
community.
3.5.2 Professional: Participate in case-related forensic and legal processes.
3.5.3 Professional: Write plans and complete other case documentation in accordance with practice setting
policies, professional standards, and state/provincial laws.
3.5.4 Professional: Utilize time management skills in therapy sessions and other professional meetings.
4.2.2 Perceptual: Distinguish differences between content and process issues, their role in therapy, and their
potential impact on therapeutic outcomes.
4.3.1 Executive: Match treatment modalities and techniques to clients’ needs, goals, and values.
4.3.2 Executive: Deliver interventions in a way that is sensitive to special needs of clients (e.g., gender, age,
socioeconomic status, culture/race/ethnicity, sexual orientation, disability, personal history, larger systems
issues of the client).
4.3.4 Executive: Generate relational questions and reflexive comments in the therapy room.
4.3.5 Executive: Engage each family member in the treatment process as appropriate.
4.3.6 Executive: Facilitate clients developing and integrating solutions to problems.
4.3.7 Executive: Defuse intense and chaotic situations to enhance the safety of all participants.
4.3.8 Executive: Empower clients and their relational systems to establish effective relationships with each
other and larger systems.
4.3.9 Executive: Provide psychoeducation to families whose members have serious mental illness or other
disorders.
4.3.10 Executive: Modify interventions that are not working to better fit treatment goals.
4.3.11 Executive: Move to constructive termination when treatment goals have been accomplished.
4.3.12 Executive: Integrate supervisor/team communications into treatment.
4.4.3 Evaluative: Evaluate treatment outcomes as treatment progresses.
4.4.4 Evaluative: Evaluate clients’ reactions or responses to interventions.
4.4.5 Evaluative: Evaluate clients’ outcomes for the need to continue, refer, or terminate therapy.
4.4.6 Evaluative: Evaluate reactions to the treatment process (e.g., transference, family of origin, current
stress level, current life situation, cultural context) and their impact on effective intervention and clinical
outcomes.
4.5.1 Professional: Respect multiple perspectives (e.g., clients, team, supervisor, practitioners from other
disciplines who are involved in the case).
4.5.2 Professional: Set appropriate boundaries, manage issues of triangulation, and develop collaborative
working relationships.
4.5.3 Professional: Articulate rationales for interventions related to treatment goals and plan, assessment
information, and systemic understanding of clients’ context and dynamics.
5.2.2 Perceptual: Recognize ethical dilemmas in practice setting.
5.2.3 Perceptual: Recognize when a legal consultation is necessary.
5.2.4 Perceptual: Recognize when clinical supervision or consultation is necessary.
5.3.1 Executive: Monitor issues related to ethics, laws, regulations, and professional standards.
5.3.2 Executive: Develop and assess policies, procedures, and forms for consistency with standards of
practice to protect client confidentiality and to comply with relevant laws and regulations.
5.3.3 Executive: Inform clients and legal guardian of limitations to confidentiality and parameters of mandatory
reporting.
5.3.4 Executive: Develop safety plans for clients who present with potential self-harm, suicide, abuse, or
violence.
5.3.5 Executive: Take appropriate action when ethical and legal dilemmas emerge.
5.3.6 Executive: Report information to appropriate authorities as required by law.
5.3.7 Executive: Practice within defined scope of practice and competence.
5.5.1 Professional: Maintain client records with timely and accurate notes.
5.5.2 Professional: Consult with peers and/or supervisors if personal issues, attitudes, or beliefs threaten to
adversely impact clinical work.
Course Requirements:
* ALL INTERNS ARE REQUIRED TO CARRY PROFESSIONAL LIABILITY
INSURANCE BEFORE PARTICIPATING IN INTERNSHIP. IT IS RECOMMENDED
THAT MEMBERSHIP IN A PROFESSIONAL ORGANIZATION (EG: AAMFT, IAMFT)
BE OBTAINED.
1. A log will be maintained and handed-in weekly summarizing the intern's participation in work
activities (personal, clinical & administrative) and time allocated to each activity (See Appendix D1
of the Internships Manual). Incomplete logs or logs not turned in on a weekly basis will not be
counted. A closing summary of the entire internship experience will be due at the end of the
internship. The final log will be kept on file.
2. Internship time requirements
Agency/MFT- A minimum of twenty clock hours per week which will total at least 400 hours of
face-to-face client contact by the end of the internship placement. This does not include the
hours carried over from practicum which also must be completed. It is important that the at least
50% of client contact hours will be MFT service (couple or family). A minimum of 2.60 hours per
week of approved MFT supervision (ie:an LMFT who has had their license for at least five years)
is required for a total of 80 hours of supervision. Supervision with the university supervisor is
included in this total as is Approved LMFT individual site supervision (one to two ratio)and
Approved LMFT group supervision (one to six ratio). Students typically finish their internship
placement in 31 weeks (September-May) if included in their 20 clock hour per week minimum
they are averaging 13 face-to-face client hours per week. (see internship packet)
3. Attendance is required at seminar classes scheduled by the university supervisor every other
week.
4. Interns will obtain evaluations from the on-site supervisor and Approved Supervisor (if different),
at the end of the each semester for a final grade. (see internship packet)
5. Interns will fulfill all of the requirements of the "Internship Agreement".(see internship packet)
6. Interns will complete an Evaluation of Site Form at the end of the internship. (see internship
packet)
7. Interns will do one formal case presentation using the course format and an edited videotape of
their session. A theory and its related techniques will be demonstrated.
8. Weekly participation in Web CT is mandatory for the purposes of developing a professional
community among students and will be monitored. Instructor involvement will be minimal. If
participation does not occur weekly, the final grade will be reduced by one letter grade.
Evaluation & Grading:
Final grades will be given when all course requirements are fulfilled.
STUDENTS ARE REMINDED TO RETAIN NOTES, EXAMS AND PAPERS IF THIS
COURSE IS PART OF THE COMPREHENSIVE EXAM REQUIRED FOR
GRADUATION. SEE THE “GRADUATE STUDENT ORIENTATION HANDBOOK” FOR
FURTHER DETAILS.
* The IPFW Student Handbook and the Counselor Education Orientation Handbook describe
policies regarding to matters of attendance, plagiarism and grade appeal. Please familiarize
yourself with these policies.
* Weather Cancellations- 481-5770 or 481-6050
*If you have or acquire a disability and would like to find out what special services and
accommodations may be available to you, contact services for students with disabilities in Wu
118 & 218, voice/tty.
* As a professional counselor, much of your communication with other professionals will be in
writing. Students are encouraged to visit the Writing Center at Kettle G35 if the quality of
their writing in all assignments does not meet the standard expected of a graduate student.
Students may sign up for an appointment or walk-in for help (priority is given to those with
appointments). The Writing Center staff will not revise, edit, or proofread your papers for
you, but will help you learn how to better to do this on your own. You can get free help
brainstorming, developing, and organizing ideas, and learning how to revise and edit final
drafts by visiting the writing center, Kettler g35, open daily except Saturday.
If you are going to miss a class or be late, you must contact the professor. You are responsible
to make-up any exams or lectures missed. More than two absences will result in a reduction of
one letter grade for the course.
All papers & materials submitted will be retained by the professor unless otherwise noted.
Should you desire copies of submitted material, please make duplicates prior to submission.
* Issues related to student diversity will be addressed in each of the courses in the Counselor
Education Program. This means that differences in individuals and groups will be discussed.
It is our understanding that different contexts result in different world views. Counselors
must always be sensitive to the possible differences in perception and belief that exist outside of
their own.
Class Schedule
The instructor reserves the right to modify and/or change the course syllabus as needed during the
course. In case of the cancellation of a class session, the professor will modify the course syllabus
to cover relevant topics. Cancelled classes will not be made up.
"P"= packet "M"= manual "V"= video “A” & “B”=intern class group
*Personal, Clinical & Administrative reviews will occur at each class.
Class Date
Topic
8/23-A & B
1
Overview :
Syllabus overview
Collect Paperwork
Confirm site placements, phone (site &
intern),directions.
M= App B,E1,E2, C1
Case Presentation format and scheduling
Carryover of practica hours
Current caseloads
Liability Insurance
Review Packet
Groups:
A
B
8/30
9/13
101/Ch. 1-11
9/20
9/27
101/Ch. 12-23
10/4
10/11
101/Ch. 24-35
10/18
10/25
101/Ch. 36-47
11/1
11/8
101/Ch. 48-59
11/15
11/22
101/Ch. 60-71
11/29
12/6
101/Ch. 72-83
12/13 – A& B
101/Ch. 84-101
Packet:
1.
2.
3.
4.
5.
Practice
Labor Statistics
AAMFT
IAMFT Associates License
Intern packet (elearning)
IPFW SCHOOL OF EDUCATION MISSION STATEMENT
(adopted January 10, 1996)
To prepare professionals in teaching, counseling, and leadership who demonstrate the capacity and
willingness to continuously improve schools and related entities so that they become more effective
with their clients by:
_ Becoming more caring, humane, and functional citizens in a global, multicultural,
democratic society;
_ Improving the human condition by creating positive learning environments;
_ Becoming change agents by demonstrating reflective professional practice;
_ Solving client problems through clear, creative analyses;
_ Assessing client performance and creating and executing effective teaching, counseling,
and educational leadership by utilizing a variety of methodologies reflecting current related
research;
_ Utilizing interdisciplinary scholarship, demonstrating technological and critical literacy,
and effectively communicating with all stakeholders.
IPFW SCHOOL OF EDUCATION CONCEPTUAL FRAMEWORK:
A LEARNING AND LEADERSHIP MODEL
We in the School of Education are committed to the following conceptual framework for our
program:
1. Democracy and Community
Effective educators, such as teachers, counselors, and administrators need to be part of a dynamic
educational community as a model for the climate of community they hope to create. To do this,
these educators need an understanding of the moral, cultural, social, political, and economic
foundations of our society. Consequently, the SOE should foster a democratic, just, inclusive
learning community among its students, faculty, and staff, and with all other stakeholders in
the educational enterprise.
2. Habits of Mind
Effective educators realize that knowledge alone is not sufficient. They practice critical reflection in
all endeavors. Within the context of a compassionate, caring community, educators foster habits of
mind necessary to engage learners, such as investigating, inquiring, challenging, critiquing,
questioning, and evaluating. Consequently, the SOE must integrate critical habits of mind in all
aspects of the teaching/learning process.
3. Pedagogy
Effective educators need to understand multiple approaches to pedagogy as well as the multiple roles
of the teacher, such as facilitator, guide, role model, scholar, and motivator. Educators appreciate
and are receptive to the diverse perspectives, modes of understanding, and social circumstances that
they and their students bring to the educational setting. Consequently, the SOE needs to prepare
educators to understand and use pedagogy creatively and thereby ensure active learning,
conceptual understanding, and meaningful growth.
4. Knowledge
Effective educators need to be well-grounded in the content which they expect to teach. Educators
need to understand how knowledge is constructed, how the processes of inquiry are applied, how
domains of knowledge are established, how disciplines can be integrated and most effectively
communicated to their students. Educators also need understanding of themselves, of communities
in which they intend to teach and of students. Consequently, the SOE should immerse educators
in nurturing learning communities that deepen knowledge, and encourage on-going
intellectual, emotional, and personal growth.
5. Experience
Effective educators learn their craft through experiences in actual educational settings. Through onsite campus activities and field-based experiences, students will observe and emulate exemplary
teaching and learning. These educators will practice, collaborate, and interact with practitioners and
their students. Consequently, the SOE must integrate field and/or clinical experiences that
reflect the diversity of educators, students, and schools into all aspects of the curriculum, and
help educators to assess and reflect on those experiences.
6. Leadership
Effective educators are leaders. They have developed educational and social visions informed by
historical and cultural perspectives. They strive to set the highest goals for themselves and inspire
students to do likewise. Educators are enriched by the convergence of knowledge, theory and
practice as they optimistically face the educational challenges of the twenty-first century.
Consequently, the SOE must provide opportunities for educators to develop as leaders in their
procession and in their communities.
* “Educator” is broadly defined as pre-service teachers, administrators, and counselors.
Dr. Utesch received his M.Ed. in Counseling from Eastern Illinois University in 1984, and a Ph.D. in
Marriage and Family Therapy from Purdue University in 1989. Dr. Utesch was a community mental health
administrator for nine years and has worked for twenty-five years in mental health clinical supervision,
and direct clinical service in Illinois, California, and Indiana. He developed and supervised child
residential, adolescent crisis, child physical abuse prevention, family reunification, and sexual abuse
treatment programs. Dr. Utesch has taught at the university level for twenty one years. He has codeveloped an AAMFT accredited M.S. in Marriage, Family, and Child Counselor (MFCC) degree program at
the University of San Diego (USD), Chaired the Professional Studies department at Indiana-Purdue
University Fort Wayne (IPFW) , and was Director of the counselor education program there for eleven
years. The counselor education program offers two Masters degree options; School Counseling &
Agency/Marriage and Family Therapy. Dr. Utesch is a Past President of the Indiana Association for
Marriage Family Therapy (IAMFT), and offers one of four AAMFT approved supervisor courses available in
Indiana. He is an Indiana Licensed Mental Health Counselor, Licensed Marriage and Family Therapist and
is currently an Associate Faculty in the counseling program at IPFW coordinating the MFT track and the
Counselor Education Community Counseling Clinic. His professional interests are family systems
assessment/ treatment and therapist training/supervision. Dr. Utesch maintained a small private practice
for marriage, family, and child therapy at the Family Care Center in Fort Wayne for eleven years and
appeared frequently on WBCL radio’s morning call-in program targeted at relational understanding. His
consultations and workshops for understanding and managing self & relationships in a variety of personal
and professional contexts have been given to numerous school, church, mental health, medical, and
business settings.
INTERNSHIP PACKET
GENERAL OBJECTIVES FOR THE INTERNSHIP
The overall objective of the internship is to help students learn and apply knowledge, principles, and
techniques of counseling according to the values and ethics of the profession. Specific objectives for a given
setting will be determined mutually by the university and on-site supervisor in cooperation with the student.
During the internship the student should be able to:
1.
Demonstrate the personal and professional attitudes needed to work with a diverse population of
clients and staff.
2.
Observe and gain perspective on well functioning programs as to their purposes and effectiveness in
relation to the population they are designed to serve.
3.
Demonstrate the effective use of counseling theory and practice by integrating appropriate skills with
clients in the work setting.
4.
Develop appropriate resource lists, becoming aware of working relationships with community
agencies and resources that provide services to meet client needs.
5.
Demonstrate the ability to function consistently within ethical and professional standards.
6.
Demonstrate needs assessment skills, program planning, and implementation skills as appropriate to
the profession.
7.
Develop, implement, evaluate an individualized intervention plan for clients.
8.
Grow from "trainee" to "professional practitioner" with minimal difficulty.
ETHICAL CONSIDERATIONS
Being an intern in a professional role may raise some questions about invasion of privacy and confidentiality.
Student interns are held responsible for protecting the rights of their clients. They are expected to abide by
site regulations regarding records, gaining permission to work with clients and to record sessions with clients.
Recording information, including taping, is for supervisory purposes only and is kept in strict confidence. In
addition, prior to placement each student is required to obtain professional liability insurance to protect
themselves and the host site. The ethical standards of the American Association for Marriage & Family
Therapy are the standards to which the intern subscribes. The intern is expected to respond in an ethical
manner in all client and/or site contacts or relationships. Internship students are expected to support the rules
and regulations of the host site. At the first session every client assigned to an intern must receive and sign a
CONSENT TO RECEIVE COUNSELING FROM AN INTERN included in this packet that introduces
the client to the student intern defining them as a “student intern”(Indiana Code IC25-23.6-3-2). This should
be placed in the client file. If there is any compensation given to the student intern it must come directly from
the internship agency and not from their clients, (Indiana Code IC25-23.6-3-1).
RESPONSIBILITIES OF THE STUDENT INTERN
The intern is at a point where current skills must be translated into action. Prerequisite course work has been
completed. The intern must have consistently demonstrated the academic, personal, and professional skills,
attitude, judgment, and maturity to participate effectively in internship activities in a specified setting. The
intern also will have demonstrated appropriate independence in decision making as a self starter who initiates
tasks and carries them through to completion. Assessment of these qualities is made by the Counselor
Education faculty as a result of a cumulative assessment of the student's behavior both in and outside
classroom settings. The student must be judged to be able to effectively participate in specific internship
settings by both university and on-site supervisors.
STUDENTS MUST OBTAIN THEIR OWN INTERNSHIP SITE WITH THE
SUPPORT AND GUIDANCE OF THE COUNSELOR EDUCATION PROGRAM.
The intern will have the following responsibilities:
1.
Contact a site to set up an appointment to discuss internship possibilities after receiving permission
from the university supervisor. The university has a list of approved sites that have been utilized in
the past by student interns. An intern can have a maximum of two sites.
2.
Complete an M.F.T. INTERNSHIP SITE AND SUPERVISION AGREEMENT (in this packet)
outlining experiences the student will have with the help of the site supervisor. If site supervisor is
not an Approved Supervisor, (five-year licensed marriage & family therapist or equivalent), then the
student must in addition to their on-site supervisor have an offsite supervisor who is an Approved
Supervisor, (five-year licensed marriage & family therapist or equivalent) and meets weekly for one
hour with the student in addition to their on-site supervision meetings. Only the signature of the
Approved Supervisor is required on the logs. A total of 80 hours of supervision is required to
complete the entire internship. Supervision with the university supervisor is included in this total.
Individual supervision is a one to two ratio and group supervision is a one to six ratio. The
Approved Supervisor must be willing to oversee both sites if the intern has two. The LMFT
Approved Supervisor, (five-year licensed marriage & family therapist or equivalent), can be located
at or away from the internship site. According to Indiana Code IC25-23.6-8-2.7, the internship
cannot be a private practice where there is no LMFT Approved Supervisor, (five-year licensed
marriage & family therapist or equivalent). Any marketing done by the student to obtain
clients must not appear that the student is working alone in private practice as a licensed
marriage and family therapist but is part of a practice whereby they are a student intern.
3.
Abide by terms of the agreement and renegotiate these terms if conditions change.
4.
Complete assignments and obtain an LMFT Approved Supervisor (ie:an LMFT who has had their
license for at least five years).
5.
Maintain a professional commitment to the site; observe rules and policies of the site, dress
appropriately, be punctual, and display responsible conduct.
6.
Demonstrate the development and implementation of professional values, skills, and knowledge.
7.
Maintain client confidentiality. Abide by the ethical standards appropriate to the site and the ethical
standards of the American Association of Marriage and Family Therapy.
8.
Make proper referrals. Professional ethics demand that cases beyond one's expertise be referred to
the proper person or agency for help. Discuss such cases with the on-site supervisor and notify the
university supervisor if needed. Follow up referrals.
9.
Evaluate performance and learning related to the educational objectives of the internship.
10.
Complete all forms for the internship.
SUPERVISION SEMINAR
In addition to the field experience, interns are required to attend seminars scheduled by the university
supervisor. In seminar, students come together to discuss internship experiences, serve as resources for
problem-solving, and explore common areas of interest or need. Audiotapes and videotapes of client sessions
are employed for evaluation and class consultation. Supervision of tapes and/or live site supervision by the
university supervisor are a central component of our program. Goals of the seminar are to:
1.
Develop, apply, and refine knowledge and skills needed for effective services in the work site and
beyond.
2.
Create a system in which goals, procedures, and alternatives can be discussed and evaluated.
3.
Build an interpersonal support system in which descriptive feedback serves as a source of personal
and professional growth.
STUDENT REQUIREMENTS WITH UNIVERSITY SUPERVISOR
1.
Meetings With University Supervisor: Each student is required to meet with the university supervisor
as scheduled during the semester. These meetings will be on campus unless otherwise designated.
2.
Keeping a Log: Each student will maintain a log of daily tasks while on the internship site that
includes a brief narrative. The log is submitted to the university supervisor weekly.
3.
Professional Membership: Each student is to be an active member of AAMFT, a professional therapy
association.
4.
Insurance: It is expected that the student will have professional liability insurance, unless comparable
arrangements have been approved in writing by the university supervisor.
THE ON-SITE SUPERVISOR
1.
The site's administrator will designate a staff member to serve as the on-site supervisor for the student
intern. It is our policy that each on-site supervisor shall hold credentials that exceed those of the
graduate student supervised. Earned degrees, licenses, and national registry certification constitute
prima facie evidence of credentials. Exceptions to this policy justified in terms of experience,
position, and title must be approved by the IPFW Director of Counselor Education. MFT intern
supervisors must meet Indiana LMFT supervisory requirements.
2.
Supervisory and orientation tasks may take relatively more time in the beginning stages of the
internship. However, the internship should benefit the host site as much as it does the student.
Although students are in training, they should have sufficient skills to perform many on-site
responsibilities. If a student lacks initiative, skills, or other qualities essential to effectively function
on the job, the university supervisor should be contacted immediately.
3.
In order to achieve maximum benefit, the student should be exposed to a variety of appropriate
aspects of the host institution. Ideally, the student needs to have experiences in conducting individual
and group counseling sessions, consultations with staff and parents, and other activities that vary with
the site's function. MFT interns must provide "MFT services" to 50% of their client population.
ON-SITE SUPERVISION RESPONSIBILITIES
The on-site supervisor assesses the student's progress, consults with students regarding strategies and
procedures, consults with the university supervisor, and completes a written evaluation of the student at the
end of the semester. The on-site supervisor has a central influence on the outcome of the internship. The
relationship with the student is most meaningful in exemplifying professional behavior in daily counseling
activities. The supervisor insures that relevant work experiences, on-site feedback, advising, and consultation
are provided for the student counselor. Typically, the on-site supervisor will:
1.
Provide structure for the student to achieve internship objectives.
2.
Provide an orientation to the site and staff for the student, including policies, structure, personnel, and
resources.
3.
Provide access to site manuals, policy statements, and files as needed.
4.
Assist the student in refining details of the internship appropriate to the specific setting including
specific assignments, activities, scheduling, etc.
5.
Establish regular supervision sessions with the student. These meetings are to be held weekly during
hours when the student is normally scheduled to be at the site. The supervisor uses this time to
provide feedback on tapes, plan tasks, and discuss other aspects of the internship experience with the
student.
6.
Engage in some form of visual observation of the student's activities. If one-way mirror or video
equipment is not available, then the supervisor can be physically present during one or more
activities.
7.
Provide on-going evaluation of the performance of the student.
8.
Complete a final evaluation of the student.
9.
Initiate immediate contact with the university supervisor if problems are encountered with the student
during the placement.
INTERNSHIP DUTIES
Internship Agreement will include but not be limited to:
A minimum of 20 clock hours per week to earn six hours of credit in EDUC G550 and EDUC G551 at the
internship site. The 20 clock hours must include at least the following:
1. Facillitate or co-facilitate a minimum of one group for at least 10 sessions.
2. Maintain a minimum of 5 long-term clients (Individual, Couples, Families).
3. Weekly participation in staff group supervision and development.
4. One hour per week of individual supervision by an LMFT Approved Supervisor.
5. Participate in the process of referring clients.
6. The intern will complete additional or alternative requirements the on-site supervisor believes are
necessary.
M.F.T. INTERNSHIP SITE AND SUPERVISION AGREEMENT
Counselor Education-School of Education
Indiana University-Purdue University Fort Wayne
The following agreement is to be completed by the student, the on-site supervisor, and the university
instructor.
Name of Student
Semester:_____________
Name/Address of Internship Site:______________________________________________ _____
Name of Internship Site Supervisor: ____________________________Phone________________ Degree(s),
Certification(s), License(s)________________________________________________
Name of LMFT Approved Supervisor (if site supervisor is not approved)____________________
Approved Supervisor’s Degree and LMFT License Number
Initial Licensure Date _______
Phone______________
Name of IPFW Supervisor
__ Phone___________________
The student named above will provide service for a minimum of 20 clock hours per week to earn six hours of
credit in EDUC G550 and EDUC G551 at the above named site. The 20 clock hours must include the
following:
1. Facilitate or co-facilitate a minimum of one group for at least 10 sessions.
2. Maintain a minimum of 5 long-term clients (Individual, Couples, Families).
3. Weekly participation in staff supervision and development
4. One hour per week of individual supervision by an LMFT Approved Supervisor
5. Participate in the process of referring clients.
6. The intern will complete additional or alternative requirements the on-site supervisor believes are
necessary.
(Use additional pages if necessary. Explain if there are any revisions to the contract.)
*If the student will work on the same days and hours each week, these days and hours are:
______________________________________________________________________________
*At the first session every client assigned to an intern must receive a letter ( included in the intern packet) that
introduces the client to the student intern defining them as a “student intern”.
*If there is any compensation given to the student intern it must come directly from the internship agency and
not from their client(s).
*The internship is complete when 400 face-to-face hours and 80 approved supervision hours* have been
obtained by the student. *Additional hours may be required if hours from practicum are not complete.
*A new agreement must be completed for each semester.
_________________________
Signature of Student/Date
__________________________________________
Signature of
Signature of
Site Supervisor/Date
IPFW Supervisor/Date
CONSENT TO RECEIVE COUNSELING FROM AN INTERN AS PART OF THEIR TRAINING
IN THE I.P.F.W. COUNSELOR EDUCATION PROGRAM
This is consent to receive counseling from an intern. The counselor you are about to receive services from is
a graduate student in the Indiana-Purdue University Counselor Education Program. They are pursuing a
master’s degree in Marriage and Family Therapy. At the end of their third year they will graduate and take the
Indiana Marriage and Family Therapy Exam. When they pass the exam they will receive an Associate’s
License in Marriage and Family Therapy. They will continue to work with an Associate’s license for two
years in order to obtain 1000 clinical hours and then apply for a license as a Marriage and Family Therapist in
Indiana. Thank you for giving them the privilege of serving you as part of their training.
If you would prefer to not have an intern as your therapist, another therapist will be assigned to you.
If you would like to receive services from an intern please initial each line below and sign/date at the bottom.
___
I voluntarily agree to receive counseling services from a student intern at___________________.
Name of Counseling Site
I understand t his permission may be revoked at any time without affecting the quality of service to
me.
___
I do/do not (circle one) give permission for my sessions to be video and/or audio taped for training
purposes. Recordings will be viewed by other interns and their professor during their weekly training
and destroyed immediately after viewing. If anyone in the training class knows me they will not be
allowed to view the tape. No other use will be made of theses recordings without my written consent.
___
I do/do not (circle one) give permission for my sessions to be supervised live by the supervising
professor for training purposes.
___
I understand that the student intern is in training and if my successful treatment is beyond the scope of
the intern’s ability, I may be referred to another counselor that is better equipped in responding to my
needs.
___
I understand that the student intern will comply with the laws governing the practice of marriage and
family therapy and AAMFT professional ethics.
This permission may be revoked at any time withthout affecting the quality of service to me.
My signature below indicates that I have understood what is written above and give my consent:
Client_____________________________________________ Date_____________________
A Legal Guardian’s signature is required if the client is a minor
Legal Guardian_____________________________________ Date_____________________
Witness___________________________________________ Date_____________________
INDIANA UNIVERSITY-PURDUE UNIVERSITY FORT WAYNE
COUNSELOR EDUCATION
MFT Internship Activity Log
Student Name
For the week of __________________________
On-Site Supervisor____________________
or equivalent)
(must be five-year licensed marriage & family therapist
FACE-TO-FACE CLIENT CONTACT HOURS
TOTAL
1.
Total Time, Individual Session Hours
THIS WEEK
___________
________
________
2.
Total Time, Group Session Hours
___________
3.
TOTAL INDIVIDUAL HOURS (add 1,2)
___________
________
4.
Total Time, Family Session Hours
___________
________
5.
Total Time, Couple Session Hours
___________
________
6.
TOTAL MFT HOURS (add 4,5)
___________
________
7.
TOTAL FACE-TO-FACE HOURS (add 3,6)
___________
________
INDIVIDUAL SUPERVISION HOURS (1:2 Ratio)
8.
Individual LMFT Approved Supervision Session Hours
___________
________
9.
Individual On-Site Supervision Session Hours if not LMFT Approved.___________ ________
10.
Individual University Supervision Session Hours
___________
________
11.
TOTAL TIME, INDIVIDUAL SUPERVISION HOURS (add 8,10)
___________
________
GROUP SUPERVISION HOURS (1:6 Ratio)
12.
Group On-Site Supervision Session Hours
___________
________
13.
Group University Supervision Session Hours
___________
________
14.
TOTAL TIME, GROUP SUPERVISION HOURS (add 12,13)
___________
________
15.
TOTAL TIME SUPERVISION HOURS (add 11,14)
___________
________
16.
TOTAL TIME, STAFF MEETINGS
___________
________
17.
TOTAL TIME, REPORTS, CASE RECORDS, ETC.
___________
________
18.
TOTAL TIME IN OFF-SITE PROFESSIONAL WORKSHOPS
___________
19.
TIME IN OTHER ACTIVITIES (Please list):_____________________
________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
20.
TOTAL TIME IN INTERNSHIP ACTIVITY
(add 7,11,15,16,17,18,19)
___________
________
THIS WEEK’S SUMMARY OF THE INTERNSHIP EXPERIENCE
Personal:
Administrative:
Performance:
Other:
INTERNSHIP EVALUATION
Evaluation is a joint endeavor among the on-site supervisor, university supervisor, and student intern.
The main purpose of evaluation is to enhance the student's learning. Therefore, evaluation is an ongoing process, with verbal and written feedback provided throughout the internship. Evaluation focuses
on: (1) professional behavior, and (2) counseling competencies. Evaluation of field performance
represents one component of the student's final grade. Other aspects evaluated by the university
supervisor may include, but not be limited to: tape reviews, interview records, student journals, and
seminar participation. A final evaluation completed by both supervisors is considered in determining
the intern's grade. An appropriate grade is assigned when the student completes the requirements
with a satisfactory level of proficiency.
INDIANA UNIVERSITY-PURDUE UNIVERSITY FORT WAYNE
COUNSELOR EDUCATION
Internship Evaluation*
Date:
Name of Student:
Name of Rater:
Site:
Please rate this individual on the appropriate items:
Needs
Improvement
1.
Was punctual and
conscientious in
1
Good
2
3
4
Area of
NA or No
Strength
Observation
5
N
attendance
2.
Showed enthusiasm
1
2
3
4
5
N
1
2
3
4
5
N
1
2
3
4
5
N
1
2
3
4
5
N
1
2
3
4
5
N
1
2
3
4
5
N
1
2
3
4
5
N
1
2
3
4
5
N
for learning about the
site
3.
Was skillful and
courteous in relating to
population served
4.
Demonstrated ethical
behavior
5.
Was responsive to
feedback from staff
and peers
6.
Was sensitive to site
structure and policies
7.
Showed an
appropriate degree of
independence
8.
Carried out
responsibilities
9.
Took initiative
Demonstrated skill in the
following:
10.
Counseling individuals
11.
Group counseling
12.
Counseling with
1
2
3
4
5
N
1
2
3
4
5
N
1
2
3
4
5
N
1
2
3
4
5
N
1
2
3
4
5
N
1
2
3
4
5
N
off site
1
2
3
4
5
N
Program development
1
2
3
4
5
N
1
2
3
4
5
N
couples/families
13.
Teaching/training/
guidance presentations
14.
Management/
administration
15.
Testing/assessment
16.
Consultation--on and
17.
and delivery
18.
Research/evaluation
19.
Other (specify)
20.
Other (specify)
*
To be completed one week prior to each semester's end, then forwarded to university
instructor.
Please describe this student's most prominent professional and personal strengths:
Please describe any need for growth and improvement. If possible, describe progress made to
date and recommendations for the future listed in order of priority:
Additional comments:
Signature of Site Supervisor:
Signature of Student:
INDIANA UNIVERSITY-PURDUE UNIVERSITY FORT WAYNE
COUNSELOR EDUCATION
Evaluation of Site Form: Agency/MFT
Agency Name:
Address:
Telephone Number:
Supervisor's Name:
Supervisor's Title:
Student's Name:
Dates of Practicum/Internship:
Please check the appropriate blanks:
1.
What type of counseling services are provided at your site?
Hot Line
Crisis
Individual
Couples
No Fee
Sliding Scale
Walk In
Out-Patient
Brief
Longer Term
Family
Insurance
Full Fee
In-Patient
Home Visit
Additional Comments:
2.
What are the characteristics of your client population?
Children
Male
Caucasian
Adolescents
Adults
Geriatrics
Female
Hispanic
Black
Asian
American Indian
Unemployed
Low Income
Upper Income
Additional Comments:
3.
What were the major presenting problems?
Behavioral
Middle Income
Relational
Marital
Drug/Alcohol Abuse
Eating Disorders
Court Ordered
Child Abuse
Adult Victims
Geriatrics
Career
Religious
Other (Please describe briefly):
4.
How would you describe the major theoretical orientation?
Systemic
Psychoanalytic
Eclectic
Behavioral
Humanistic
Medical
Other
5.
What types of supervision did you participate in?
Individual
6.
Group
Did you have opportunities to participate in:
In-Service Training
7.
Workshops
Seminars
What percentage of time did you spend counseling:
Individuals
8.
Staff Meetings
Couples
Families
Groups
How many hours did you spend at your site before you saw Client?
9.
How was your time divided?
Seeing Clients
Reading
Individual Supervision
Writing Case Notes
Not Knowing What To Do
Group Supervision
Other
10.
Which of the following resources were available to you at your site?
Books
Tapes
Referral Lists
Files/Records
Manuals
Films
Other Professionals
Other
11.
Describe the agency staff. How many:
MD
LMFT
LCSW
BA
Paraprofessionals
Administrative
12.
Interns
No
Which of the following are available to you?
Mail Box
Shared Office
Phone
Desk
Parking Space
What was the size of your case load?
Daily
15.
Total Number of Staff
. If so, how much?
Personal Office
14.
Volunteers
Did you receive a stipend or any form of pay?
Yes
13.
LMHC
Weekly
Total Hours
Approximately how much time did you spend on case work?
Daily
(or) Weekly
16.
Please describe briefly your relationship and experience in supervision:
17.
List briefly the advantages/disadvantages you found in working at this site:
18.
General comments about your practicum/internship experience:
RELEASE AND PERMISSION TO OBSERVE/TAPE ONE COUNSELING SESSION FOR
THE SUPERVISION AND TRAINING OF COUNSELORS IN THE IPFW COUNSELOR
EDUCATION PROGRAM
The Counselor Education program at Indiana University-Purdue University Fort Wayne (IPFW) is both a
service to the community and a training/research program. Your counselor has been placed at
as part of an educational requirement in the Counselor Education program. They have been trained to
provide quality counseling under the joint supervision of
and IPFW.
It is the practice of counselors in the IPFW program to require live and/or taped supervision of some
counseling sessions to be observed by an IPFW Counselor Education supervisor and/or counseling
student trainees. We do this to provide the utmost in professional supervision.
This permission may be revoked at any time during the counseling session and the supervisor dismissed
or tape removed without affecting the quality of service to the client.
Please note that your counselor's IPFW supervisor is
.
Please note that the following counseling student trainees that will observe this tape
are__________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
I (We), the undersigned, acknowledge that the purpose and value of live and/or taped supervision has
been fully explained to me (us). I (We) give the supervisor for the IPFW Counselor Education program
and/or the counseling student trainees, permission to observe one counseling session of me (us), live
and/or taped for supervision and training purposes.
All tapes will be destroyed after 14 days from their recording date.
My (Our) consent to such observation is given freely and voluntarily.
This release is only for counseling session #
, with________________________________
____________________________________________________________________________________
at__________________________________________________________________________________
on_______________.
Date
Client
Date_____________
Client
Date
Client
Date_____________
Client
Date
Parent/Guardian
Date
Counselor
Date_____________
Parent/Guardian
FORM III-A
Verification of Marriage and Family Therapy Associate Coursework
Coursework from Indiana University-Purdue University Fort Wayne
Counselor Education Program, Marriage and Family Therapy Track
Please list the course titles in the areas indicated below, of the graduate courses, as they appear on your transcript, that in your opinion, meet the
following requirements. If the title of the course you are wishing to apply towards these requirements does not clearly reflect these content areas,
you should also submit additional supporting documentation, such as course descriptions from your college or university’s catalog.
Twenty-seven (27) Semester hours or forty-one (41) quarter hours of graduate coursework that must
include graduate course credits with material in at least the following content areas:
Theoretical Foundations of Marriage and Family Therapy
Name of Institution
Hours
Course Number
Course Title
Credit
IPFW
EDUC G504
Counseling Theories & Techniques II
3
Credit
Major Models of Marriage and Family Therapy
Name of Institution
Hours
Course Number
Course Title
IPFW
EDUC G567
Introduction to Marriage and Family Counseling 3
Name of Institution
Hours
Course Number
Course Title
Credit
IPFW
EDUC P575
Developing Human Potential
3
Individual Development
Family Development and Family Relationships
Name of Institution
Hours
Course Number
Course Title
Credit
IPFW
EDUC P575
Developing Human Potential
3
Name of Institution
Hours
Course Number
Course Title
Credit
IPFW
EDUC G563
Foundations of Mental Health Counseling
Clinical Problems
3
Collaboration with Other Disciplines
Name of Institution
Hours
Course Number
Course Title
IPFW
EDUC G563
Foundations of Mental Health Counseling
Credit
3
IPFW
EDUC G502
Professional Orientation and Ethics
3
Sexuality
Name of Institution
Hours
Course Number
Course Title
IPFW
3
EDUC G570
Human Sexuality
Credit
Gender and Sexual Orientation
Name of Institution
Hours
Course Number
Course Title
IPFW
3
EDUC G570
Human Sexuality
Credit
IPFW
3
EDUC G575
Multicultural Counseling
Issues of Ethnicity, Race, Socioeconomic Status, and Culture
Name of Institution
Hours
Course Number
Course Title
Credit
IPFW
3
EDUC G575
Multicultural Counseling
Name of Institution
Hours
Course Number
Course Title
Credit
IPFW
EDUC G503
Counseling Theories & Techniques I
3
IPFW
EDUC G504
Counseling Theories & Techniques II
3
IPFW
EDUC G567
Introduction to Marriage and Family Counseling 3
IPFW
3
EDUC G532
Introduction to Group Counseling
Therapy Techniques
Behavioral Research that Focuses on the Interpretation and Application of Research Data
as it Applies to Clinical Practice
Name of Institution
Hours
Course Number
Course Title
IPFW
3
EDUC G590MFT
Research in Counseling & Guidance (MFT)
IPFW
EDUC G590
Research in Counseling & Guidance
Credit
3
TOTAL: 10 Courses in the content areas representing a total of 30 credit hours
The previously mentioned content areas may be combined into any one (1) graduate level course, if the
applicant can prove that the coursework was devoted to each content area.
One graduate level course of two (2) semester hours or three (3) quarter hours in the following areas.
Legal, Ethical, and Professional Standards Issues in the Practice of Marriage and Family Therapy or and
Equivalent Course Approved by the Board.
Name of Institution
Hours
Course Number
Course Title
IPFW
3
EDUC G502
Professional Orientation and Ethics
Credit
Appraisal and Assessment for Individual or interpersonal Disorder or Dysfunction.
Name of Institution
Hours
Course Number
Course Title
Credit
IPFW
EDUC G505
Individual Appraisal: Principles and Procedures 3
I, The undersigned applicant for Marriage and Family Therapist’s licensure, do hereby certify that I have
also completed the following:
A clinical practicum in Marriage and Family Therapy of at least five hundred (500) hours of Face-to-face client hours with
individuals, couples and families for the purpose of assessment and intervention, that was conducted over a period of one (1) year at an average
rate of ten (10) hours of clinical contact per week. Of the five hundred (500) hours, no more than fifty percent (50%) of this time was spent with
individuals. This practicum also included a minimum of one hundred (100) hours of supervision administered by a Licensed Marriage and
Family Therapist who has at least five (5) years of experience as a qualified supervisor.
Practicum and Internship Experience
Name of Institution
Hours
Course Number
Course Title
Credit
IPFW
3
EDUC G524
Practicum in Counseling
IPFW
EDUC G525
Advanced Counseling Practicum
3
IPFW
EDUC G525
Advanced Counseling Practicum
3
IPFW
EDUC G550
Internship in Counseling & Guidance
3
IPFW
EDUC G550
Internship in Counseling & Guidance
3
AAMFT Code of Ethics
Effective July 1, 2001
Preamble
The Board of Directors of the American Association for Marriage and Family Therapy (AAMFT)
hereby promulgates, pursuant to Article 2, Section 2.013 of the Association's Bylaws, the
Revised AAMFT Code of Ethics, effective July 1, 2001.
The AAMFT strives to honor the public trust in marriage and family therapists by setting
standards for ethical practice as described in this Code. The ethical standards define
professional expectations and are enforced by the AAMFT Ethics Committee. The absence of
an explicit reference to a specific behavior or situation in the Code does not mean that the
behavior is ethical or unethical. The standards are not exhaustive. Marriage and family
therapists who are uncertain about the ethics of a particular course of action are encouraged to
seek counsel from consultants, attorneys, supervisors, colleagues, or other appropriate
authorities.
Both law and ethics govern the practice of marriage and family therapy. When making decisions
regarding professional behavior, marriage and family therapists must consider the AAMFT Code
of Ethics and applicable laws and regulations. If the AAMFT Code of Ethics prescribes a
standard higher than that required by law, marriage and family therapists must meet the higher
standard of the AAMFT Code of Ethics. Marriage and family therapists comply with the
mandates of law, but make known their commitment to the AAMFT Code of Ethics and take
steps to resolve the conflict in a responsible manner. The AAMFT supports legal mandates for
reporting of alleged unethical conduct.
The AAMFT Code of Ethics is binding on Members of AAMFT in all membership categories,
AAMFT-Approved Supervisors, and applicants for membership and the Approved Supervisor
designation (hereafter, AAMFT Member). AAMFT members have an obligation to be familiar
with the AAMFT Code of Ethics and its application to their professional services. Lack of
awareness or misunderstanding of an ethical standard is not a defense to a charge of unethical
conduct.
The process for filing, investigating, and resolving complaints of unethical conduct is described
in the current Procedures for Handling Ethical Matters of the AAMFT Ethics Committee.
Persons accused are considered innocent by the Ethics Committee until proven guilty, except
as otherwise provided, and are entitled to due process. If an AAMFT Member resigns in
anticipation of, or during the course of, an ethics investigation, the Ethics Committee will
complete its investigation. Any publication of action taken by the Association will include the fact
that the Member attempted to resign during the investigation.
Contents
1. Responsibility to clients
2. Confidentiality
3. Professional
competence and
integrity
4. Responsibility to
students and
supervisees
5. Responsibility to
research participants
6. Responsibility to the
profession
7. Financial arrangements
8. Advertising
Principle I
Responsibility to Clients
Marriage and family therapists advance the welfare of families and individuals. They respect the
rights of those persons seeking their assistance, and make reasonable efforts to ensure that
their services are used appropriately.
1.1. Marriage and family therapists provide professional assistance to persons without
discrimination on the basis of race, age, ethnicity, socioeconomic status, disability, gender,
health status, religion, national origin, or sexual orientation.
1.2 Marriage and family therapists obtain appropriate informed consent to therapy or related
procedures as early as feasible in the therapeutic relationship, and use language that is
reasonably understandable to clients. The content of informed consent may vary depending
upon the client and treatment plan; however, informed consent generally necessitates that the
client: (a) has the capacity to consent; (b) has been adequately informed of significant
information concerning treatment processes and procedures; (c) has been adequately informed
of potential risks and benefits of treatments for which generally recognized standards do not yet
exist; (d) has freely and without undue influence expressed consent; and (e) has provided
consent that is appropriately documented. When persons, due to age or mental status, are
legally incapable of giving informed consent, marriage and family therapists obtain informed
permission from a legally authorized person, if such substitute consent is legally permissible.
1.3 Marriage and family therapists are aware of their influential positions with respect to clients,
and they avoid exploiting the trust and dependency of such persons. Therapists, therefore,
make every effort to avoid conditions and multiple relationships with clients that could impair
professional judgment or increase the risk of exploitation. Such relationships include, but are not
limited to, business or close personal relationships with a client or the client’s immediate family.
When the risk of impairment or exploitation exists due to conditions or multiple roles, therapists
take appropriate precautions.
1.4 Sexual intimacy with clients is prohibited.
1.5 Sexual intimacy with former clients is likely to be harmful and is therefore prohibited for two
years following the termination of therapy or last professional contact. In an effort to avoid
exploiting the trust and dependency of clients, marriage and family therapists should not engage
in sexual intimacy with former clients after the two years following termination or last
professional contact. Should therapists engage in sexual intimacy with former clients following
two years after termination or last professional contact, the burden shifts to the therapist to
demonstrate that there has been no exploitation or injury to the former client or to the client’s
immediate family.
1.6 Marriage and family therapists comply with applicable laws regarding the reporting of
alleged unethical conduct.
1.7 Marriage and family therapists do not use their professional relationships with clients to
further their own interests.
1.8 Marriage and family therapists respect the rights of clients to make decisions and help them
to understand the consequences of these decisions. Therapists clearly advise the clients that
they have the responsibility to make decisions regarding relationships such as cohabitation,
marriage, divorce, separation, reconciliation, custody, and visitation.
1.9 Marriage and family therapists continue therapeutic relationships only so long as it is
reasonably clear that clients are benefiting from the relationship.
1.10 Marriage and family therapists assist persons in obtaining other therapeutic services if the
therapist is unable or unwilling, for appropriate reasons, to provide professional help.
1.11 Marriage and family therapists do not abandon or neglect clients in treatment without
making reasonable arrangements for the continuation of such treatment.
1.12 Marriage and family therapists obtain written informed consent from clients before
videotaping, audio recording, or permitting third-party observation.
1.13 Marriage and family therapists, upon agreeing to provide services to a person or entity at
the request of a third party, clarify, to the extent feasible and at the outset of the service, the
nature of the relationship with each party and the limits of confidentiality.
Principle II
Confidentiality
Marriage and family therapists have unique confidentiality concerns because the client in a
therapeutic relationship may be more than one person. Therapists respect and guard the
confidences of each individual client.
2.1 Marriage and family therapists disclose to clients and other interested parties, as early as
feasible in their professional contacts, the nature of confidentiality and possible limitations of the
clients’ right to confidentiality. Therapists review with clients the circumstances where
confidential information may be requested and where disclosure of confidential information may
be legally required. Circumstances may necessitate repeated disclosures.
2.2 Marriage and family therapists do not disclose client confidences except by written
authorization or waiver, or where mandated or permitted by law. Verbal authorization will not be
sufficient except in emergency situations, unless prohibited by law. When providing couple,
family or group treatment, the therapist does not disclose information outside the treatment
context without a written authorization from each individual competent to execute a waiver. In
the context of couple, family or group treatment, the therapist may not reveal any individual’s
confidences to others in the client unit without the prior written permission of that individual.
2.3 Marriage and family therapists use client and/or clinical materials in teaching, writing,
consulting, research, and public presentations only if a written waiver has been obtained in
accordance with Subprinciple 2.2, or when appropriate steps have been taken to protect client
identity and confidentiality.
2.4 Marriage and family therapists store, safeguard, and dispose of client records in ways that
maintain confidentiality and in accord with applicable laws and professional standards.
2.5 Subsequent to the therapist moving from the area, closing the practice, or upon the death of
the therapist, a marriage and family therapist arranges for the storage, transfer, or disposal of
client records in ways that maintain confidentiality and safeguard the welfare of clients.
2.6 Marriage and family therapists, when consulting with colleagues or referral sources, do not
share confidential information that could reasonably lead to the identification of a client,
research participant, supervisee, or other person with whom they have a confidential
relationship unless they have obtained the prior written consent of the client, research
participant, supervisee, or other person with whom they have a confidential relationship.
Information may be shared only to the extent necessary to achieve the purposes of the
consultation.
Principle III
Professional Competence and Integrity
Marriage and family therapists maintain high standards of professional competence and
integrity.
3.1 Marriage and family therapists pursue knowledge of new developments and maintain
competence in marriage and family therapy through education, training, or supervised
experience.
3.2 Marriage and family therapists maintain adequate knowledge of and adhere to applicable
laws, ethics, and professional standards.
3.3 Marriage and family therapists seek appropriate professional assistance for their personal
problems or conflicts that may impair work performance or clinical judgment.
3.4 Marriage and family therapists do not provide services that create a conflict of interest that
may impair work performance or clinical judgment.
3.5 Marriage and family therapists, as presenters, teachers, supervisors, consultants and
researchers, are dedicated to high standards of scholarship, present accurate information, and
disclose potential conflicts of interest.
3.6 Marriage and family therapists maintain accurate and adequate clinical and financial
records.
3.7 While developing new skills in specialty areas, marriage and family therapists take steps to
ensure the competence of their work and to protect clients from possible harm. Marriage and
family therapists practice in specialty areas new to them only after appropriate education,
training, or supervised experience.
3.8 Marriage and family therapists do not engage in sexual or other forms of harassment of
clients, students, trainees, supervisees, employees, colleagues, or research subjects.
3.9 Marriage and family therapists do not engage in the exploitation of clients, students,
trainees, supervisees, employees, colleagues, or research subjects.
3.10 Marriage and family therapists do not give to or receive from clients (a) gifts of substantial
value or (b) gifts that impair the integrity or efficacy of the therapeutic relationship.
3.11 Marriage and family therapists do not diagnose, treat, or advise on problems outside the
recognized boundaries of their competencies.
3.12 Marriage and family therapists make efforts to prevent the distortion or misuse of their
clinical and research findings.
3.13 Marriage and family therapists, because of their ability to influence and alter the lives of
others, exercise special care when making public their professional recommendations and
opinions through testimony or other public statements.
3.14 To avoid a conflict of interests, marriage and family therapists who treat minors or adults
involved in custody or visitation actions may not also perform forensic evaluations for custody,
residence, or visitation of the minor. The marriage and family therapist who treats the minor may
provide the court or mental health professional performing the evaluation with information about
the minor from the marriage and family therapist’s perspective as a treating marriage and family
therapist, so long as the marriage and family therapist does not violate confidentiality.
3.15 Marriage and family therapists are in violation of this Code and subject to termination of
membership or other appropriate action if they: (a) are convicted of any felony; (b) are convicted
of a misdemeanor related to their qualifications or functions; (c) engage in conduct which could
lead to conviction of a felony, or a misdemeanor related to their qualifications or functions; (d)
are expelled from or disciplined by other professional organizations; (e) have their licenses or
certificates suspended or revoked or are otherwise disciplined by regulatory bodies; (f) continue
to practice marriage and family therapy while no longer competent to do so because they are
impaired by physical or mental causes or the abuse of alcohol or other substances; or (g) fail to
cooperate with the Association at any point from the inception of an ethical complaint through
the completion of all proceedings regarding that complaint.
Principle IV
Responsibility to Students and Supervisees
Marriage and family therapists do not exploit the trust and dependency of students and
supervisees.
4.1 Marriage and family therapists are aware of their influential positions with respect to
students and supervisees, and they avoid exploiting the trust and dependency of such persons.
Therapists, therefore, make every effort to avoid conditions and multiple relationships that could
impair professional objectivity or increase the risk of exploitation. When the risk of impairment or
exploitation exists due to conditions or multiple roles, therapists take appropriate precautions.
4.2 Marriage and family therapists do not provide therapy to current students or supervisees.
4.3 Marriage and family therapists do not engage in sexual intimacy with students or
supervisees during the evaluative or training relationship between the therapist and student or
supervisee. Should a supervisor engage in sexual activity with a former supervisee, the burden
of proof shifts to the supervisor to demonstrate that there has been no exploitation or injury to
the supervisee.
4.4 Marriage and family therapists do not permit students or supervisees to perform or to hold
themselves out as competent to perform professional services beyond their training, level of
experience, and competence.
4.5 Marriage and family therapists take reasonable measures to ensure that services provided
by supervisees are professional.
4.6 Marriage and family therapists avoid accepting as supervisees or students those individuals
with whom a prior or existing relationship could compromise the therapist’s objectivity. When
such situations cannot be avoided, therapists take appropriate precautions to maintain
objectivity. Examples of such relationships include, but are not limited to, those individuals with
whom the therapist has a current or prior sexual, close personal, immediate familial, or
therapeutic relationship.
4.7 Marriage and family therapists do not disclose supervisee confidences except by written
authorization or waiver, or when mandated or permitted by law. In educational or training
settings where there are multiple supervisors, disclosures are permitted only to other
professional colleagues, administrators, or employers who share responsibility for training of the
supervisee. Verbal authorization will not be sufficient except in emergency situations, unless
prohibited by law.
Principle V
Responsibility to Research Participants
Investigators respect the dignity and protect the welfare of research participants, and are aware
of applicable laws and regulations and professional standards governing the conduct of
research.
5. 1 Investigators are responsible for making careful examinations of ethical acceptability in
planning studies. To the extent that services to research participants may be compromised by
participation in research, investigators seek the ethical advice of qualified professionals not
directly involved in the investigation and observe safeguards to protect the rights of research
participants.
5. 2 Investigators requesting participant involvement in research inform participants of the
aspects of the research that might reasonably be expected to influence willingness to
participate. Investigators are especially sensitive to the possibility of diminished consent when
participants are also receiving clinical services, or have impairments which limit understanding
and/or communication, or when participants are children.
5.3 Investigators respect each participant’s freedom to decline participation in or to withdraw
from a research study at any time. This obligation requires special thought and consideration
when investigators or other members of the research team are in positions of authority or
influence over participants. Marriage and family therapists, therefore, make every effort to avoid
multiple relationships with research participants that could impair professional judgment or
increase the risk of exploitation.
5.4 Information obtained about a research participant during the course of an investigation is
confidential unless there is a waiver previously obtained in writing. When the possibility exists
that others, including family members, may obtain access to such information, this possibility,
together with the plan for protecting confidentiality, is explained as part of the procedure for
obtaining informed consent.
Principle VI
Responsibility to the Profession
Marriage and family therapists respect the rights and responsibilities of professional colleagues
and participate in activities that advance the goals of the profession.
6.1 Marriage and family therapists remain accountable to the standards of the profession when
acting as members or employees of organizations. If the mandates of an organization with
which a marriage and family therapist is affiliated, through employment, contract or otherwise,
conflict with the AAMFT Code of Ethics, marriage and family therapists make known to the
organization their commitment to the AAMFT Code of Ethics and attempt to resolve the conflict
in a way that allows the fullest adherence to the Code of Ethics.
6.2 Marriage and family therapists assign publication credit to those who have contributed to a
publication in proportion to their contributions and in accordance with customary professional
publication practices.
6.3 Marriage and family therapists do not accept or require authorship credit for a publication
based on research from a student’s program, unless the therapist made a substantial
contribution beyond being a faculty advisor or research committee member. Coauthorship on a
student thesis, dissertation, or project should be determined in accordance with principles of
fairness and justice.
6.4 Marriage and family therapists who are the authors of books or other materials that are
published or distributed do not plagiarize or fail to cite persons to whom credit for original ideas
or work is due.
6.5 Marriage and family therapists who are the authors of books or other materials published or
distributed by an organization take reasonable precautions to ensure that the organization
promotes and advertises the materials accurately and factually.
6.6 Marriage and family therapists participate in activities that contribute to a better community
and society, including devoting a portion of their professional activity to services for which there
is little or no financial return.
6.7 Marriage and family therapists are concerned with developing laws and regulations
pertaining to marriage and family therapy that serve the public interest, and with altering such
laws and regulations that are not in the public interest.
6.8 Marriage and family therapists encourage public participation in the design and delivery of
professional services and in the regulation of practitioners.
Principle VII
Financial Arrangements
Marriage and family therapists make financial arrangements with clients, third-party payors, and
supervisees that are reasonably understandable and conform to accepted professional
practices.
7.1 Marriage and family therapists do not offer or accept kickbacks, rebates, bonuses, or other
remuneration for referrals; fee-for-service arrangements are not prohibited.
7.2 Prior to entering into the therapeutic or supervisory relationship, marriage and family
therapists clearly disclose and explain to clients and supervisees: (a) all financial arrangements
and fees related to professional services, including charges for canceled or missed
appointments; (b) the use of collection agencies or legal measures for nonpayment; and (c) the
procedure for obtaining payment from the client, to the extent allowed by law, if payment is
denied by the third-party payor. Once services have begun, therapists provide reasonable
notice of any changes in fees or other charges.
7.3 Marriage and family therapists give reasonable notice to clients with unpaid balances of their
intent to seek collection by agency or legal recourse. When such action is taken, therapists will
not disclose clinical information.
7.4 Marriage and family therapists represent facts truthfully to clients, third-party payors, and
supervisees regarding services rendered.
7.5 Marriage and family therapists ordinarily refrain from accepting goods and services from
clients in return for services rendered. Bartering for professional services may be conducted
only if: (a) the supervisee or client requests it, (b) the relationship is not exploitative, (c) the
professional relationship is not distorted, and (d) a clear written contract is established.
7.6 Marriage and family therapists may not withhold records under their immediate control that
are requested and needed for a client’s treatment solely because payment has not been
received for past services, except as otherwise provided by law.
Principle VIII
Advertising
Marriage and family therapists engage in appropriate informational activities, including those
that enable the public, referral sources, or others to choose professional services on an
informed basis.
8.1 Marriage and family therapists accurately represent their competencies, education, training,
and experience relevant to their practice of marriage and family therapy.
8.2 Marriage and family therapists ensure that advertisements and publications in any media
(such as directories, announcements, business cards, newspapers, radio, television, Internet,
and facsimiles) convey information that is necessary for the public to make an appropriate
selection of professional services. Information could include: (a) office information, such as
name, address, telephone number, credit card acceptability, fees, languages spoken, and office
hours; (b) qualifying clinical degree (see subprinciple 8.5); (c) other earned degrees (see
subprinciple 8.5) and state or provincial licensures and/or certifications; (d) AAMFT clinical
member status; and (e) description of practice.
8.3 Marriage and family therapists do not use names that could mislead the public concerning
the identity, responsibility, source, and status of those practicing under that name, and do not
hold themselves out as being partners or associates of a firm if they are not.
8.4 Marriage and family therapists do not use any professional identification (such as a business
card, office sign, letterhead, Internet, or telephone or association directory listing) if it includes a
statement or claim that is false, fraudulent, misleading, or deceptive.
8.5 In representing their educational qualifications, marriage and family therapists list and claim
as evidence only those earned degrees: (a) from institutions accredited by regional accreditation
sources recognized by the United States Department of Education, (b) from institutions
recognized by states or provinces that license or certify marriage and family therapists, or
(c) from equivalent foreign institutions.
8.6 Marriage and family therapists correct, wherever possible, false, misleading, or inaccurate
information and representations made by others concerning the therapist's qualifications,
services, or products.
8.7 Marriage and family therapists make certain that the qualifications of their employees or
supervisees are represented in a manner that is not false, misleading, or deceptive.
8.8 Marriage and family therapists do not represent themselves as providing specialized
services unless they have the appropriate education, training, or supervised experience.
Violations of this Code should be brought in writing to the attention of:
AAMFT Ethics Committee
112 South Alfred Street, Alexandria, VA 22314
Phone: (703) 838-9808 - Fax: (703) 838-9805
email: ethics@aamft.org