Application for Accreditation (Form I)
Graduate & Post-Graduate Marriage and Family Therapy Training Programs
Date: ___/___/____
Program Information
Exact Title of MFT Program Seeking Accreditation:___________________________________________________
Degree / Certificate Offered:
 MA
 MS
 PhD
 EdD
 OTHER _____
Address I: ____________________________________________________________________________________
Address II: ___________________________________________________________________________________
City: __________________
State: ____
Zip Code: _______ - ______
Fax: (____) ____ - _______
Email: ______________________
Phone: (____) ____ - _______
Website: _____________________________
# of SDU’s to complete program (1 SDU = 3 credit hours): _____________________________________________
Is any portion of the program offered via a distance education instructional method?
 Yes
 No
If Yes, Please Explain (attach additional documents if necessary): ________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
External Recognition
The COAMFTE is recognized by the Council for Higher Education Accreditation (CHEA) and abides by this
organization’s guidelines. Please list the following information about the Institution in which the program is housed.
Master’s and Doctoral degree programs: Name of Recognized Regional Accrediting Authority______________________________________________________
Is the Institution currently under any adverse action (action potentially leading to suspension, revocation or
termination) by this regional accrediting agency? ______________________________________________________
Canadian programs: Is the Institution currently publically recognized by the Association of Universities and
Colleges of Canada? ______________________________________________________
Is the Institution currently a member in good standing? ________________________________________________
Post-degree programs: Is the program chartered or otherwise state licensed/enabled to offer educational
certificates? ______________________________________________________
Does the program have a board of governance? ______________________________________________________
All programs: Is the program accredited by any other accrediting agency?  Yes  No
Name: _______________________________________________________________________________________
Is the Institution currently under any adverse action (action potentially leading to suspension, revocation or
termination) by this accrediting agency? _____________________________________________________________
Program Requirements
How many Client Contact Hours does the program require?______________________________________________
How many Supervision Hours does the program require?________________________________________________
What is the advertised duration of the program? _______________________________________________________
What is the maximum amount of time a student can take to complete the program? ___________________________
________________________________________
Name and Title of Institution CEO
___________________________________
Signature of Institution CEO
___/___/____
Date
________________________________________
Name and Title of Program Director
___________________________________
Signature of Program Director
___/___/____
Date
COVER PAGE FOR SELF-STUDY (Form VII)
Program Name
Institution
I.
Introduction
Provide a general introduction regarding the program. Include information on the creation of the program and how
the program has evolved. Include the philosophy of the program and a brief overview of how the program trains its
marriage and family therapists: from student selection through course completion. Provide a synopsis of how the
program is managed and include the names of program faculty, clinical faculty and other personnel involved with
the MFT program.
II.
Accreditation History
Provide the COAMFTE accreditation history with regard to initial accreditation and current COAMFTE
accreditation status. (Include dates.)
III.
Description of the Program
Provide a description of the program and how it fits in with the mission and philosophy of the institution. Include
information regarding the history and size of the institution and the population which it serves. Include the
academic unit in which the program is housed. Provide information on other mental health/social work programs
located within the department/school/college/institution and also what accrediting bodies, if any, accredit those
programs.
IV.
Plans for Improvement
Provide a detailed description of what you consider are the strengths of the program and areas
that you consider opportunities for improvement or challenges. What is your vision for the
program? Include proposed changes in the program and any future plans to change and/or
improve the program.
COAMFTE Self-Study Overview Template (Form SS1)
Version 11 Accreditation Standards
STANDARD I
Institution’s Mission
Program’s Mission
Program Outcomes (ex. PO1,
PO2, etc.)
Faculty Outcomes (ex. FO1,
FO2, etc.)
Student Learning Outcomes
(ex. SLO1, SLO2, etc.)
STANDARDS II and III
Educational Outcomes
Understanding Version 11 Accreditation
Standards
Assessment Measures with Benchmarks for
each outcome within each set of Outcomes
Identify
Describe
STANDARD IV
Data Gathering
and Data
Program
Analysis related
Improvement
to each outcome
based on
within each set
analysis of data
of Outcomes
Provide page #s in self-study where
the information is located
Educational Outcomes Template (definitions) (Form SS2)
Educational Outcomes are: Program Outcomes, Student Learning Outcomes and Faculty Outcomes. Faculty
Outcomes, Student Learning Outcomes and Program Outcomes must be measurable and inform the program’s
mission, and link to each other.
Institution’s Mission
Program’s Mission
Program Outcomes
Student Learning Outcomes
Faculty Outcomes
COAMFTE Self Study Narrative Template (Form SS3)
Accreditation Standards Version 11
Institution
Program Director
School
Department
Degree (ex. MA, PhD, etc.)
Program Title (ex. Marriage and Family
Therapy)
Application for Accreditation
(Initial/Renewal)
The purpose of the Self-Study is to present information demonstrating program’s substantial compliance with the current
Accreditation Standards. Programs applying for accreditation are reviewed according to this process and based on Version 11
Accreditation Standards. These standards are outcome-based and require that programs applying for COAMFTE accreditation
identify and demonstrate the following:
 Educational Outcomes: Faculty Outcomes, Program Outcomes and Student Learning Outcomes
 Assessment process already in place to measure each set of outcomes (Faculty Outcomes, Program Outcomes and Student
Learning Outcomes)
 Aggregated Data from each set of outcomes (Faculty Outcomes, Program Outcomes and Student Learning Outcomes)
 How the aggregated data from the assessment feeds back into the program to enhance and improve the program
The purpose of the Self-Study Review is to identify gaps in the program’s Self-Study and to provide the program with feedback
necessary to address those gaps.
Resources for preparing a Self-Study are available on the COAMFTE webpage
COAMFTE Self Study Narrative Template
Standard I.
Program Quality: Mission and Philosophy
Educational outcomes of the program are congruent with those of the parent institution. Graduates will meet clear
standards of achievement that are demonstrated through explicit assessment of performance. Expected student learning
outcomes are congruent with the mission, philosophy, goals, and objectives of the program and the institution. These
student-learning outcomes reflect marriage and family therapy philosophy, standards, and guidelines; consider the needs
and expectations of the communities of interest; and recognize an understanding and respect for cultural diversity.
Key Element I-A. The program will have clearly specified educational outcomes congruent with the institution and
program’s mission and appropriate to the profession of marriage and family therapy.
Narrative
Appendices (List appendices that serve as supporting evidence to the narrative for this Key Element)
Key Element I-B. Educational outcomes reflect an understanding and respect for cultural diversity.
Narrative
Appendices (List appendices that serve as supporting evidence to the narrative for this Key Element)
Key Element I-C. Educational outcomes are reviewed periodically and revised to reflect professional marriage and family
therapy principles, educational guidelines, the communities of interest, and the advancement of the program.
Narrative
Appendices (List appendices that serve as supporting evidence to the narrative for this Key Element)
Key Element I-D. The program will be clearly identifiable as training students in the profession of marriage and family
therapy.
Narrative
Appendices (List appendices that serve as supporting evidence to the narrative for this Key Element)
Key Element I-E. Roles of faculty and students in the governance of the program are clearly defined and enable the
program to meet stated educational outcomes.
Narrative
Appendices (List appendices that serve as supporting evidence to the narrative for this Key Element)
Key Element I-F. Documents and publications accurately reflect the program. Any references to published or
promotional materials to the program’s offerings, faculty and student learning outcomes, accreditation/approval status,
academic calendar, admission policies, grading policies, racial and cultural composition of the faculty, students, and
supervisors, degree completion requirements, tuition, and fees are accurate.
Narrative
Appendices (List appendices that serve as supporting evidence to the narrative for this Key Element)
Key Element I-G. Policies of the program are fair, equitable, published, and are reviewed and revised as necessary. These
policies include but are not limited to those relative to student recruitment, anti-discrimination, admission, retention, and
graduation.
Narrative
Appendices (List appendices that serve as supporting evidence to the narrative for this Key Element)
Standard II.
Program Quality: Organizational Alignment and Support
The program ensures that high levels of student achievement and student learning can be sustained on a continual basis
through appropriate institutional organization, commitment, and resources. The faculty serve as a resource of the program
to develop and enable the achievement of educational outcomes of the program.
Key Element II-A. The program resides in an environment that encourages faculty teaching, scholarship, service, and
practice in keeping with the educational outcomes of the program.
Narrative
Appendices (List appendices that serve as supporting evidence to the narrative for this Key Element)
Key Element II-B. Fiscal and physical resources are sufficient to enable the program to meet educational outcomes.
These resources are reviewed, revised, and improved as needed.
Narrative
Appendices (List appendices that serve as supporting evidence to the narrative for this Key Element)
Key Element II-C. Academic support services are sufficient to ensure quality and are evaluated on a regular basis to meet
program and student needs.
Narrative
Appendices (List appendices that serve as supporting evidence to the narrative for this Key Element)
Key Element II-D. The program director is academically, professionally, and experientially qualified and is vested with
the authority necessary to accomplish the educational outcomes of the program. The program director provides effective
leadership to the program in achieving its educational outcomes.
Narrative
Appendices (List appendices that serve as supporting evidence to the narrative for this Key Element)
Key Element II-E. The program director, or whoever has or shares ultimate program responsibilities, will be an AAMFT
Approved Supervisor or a State Approved Supervisor. Supervisory candidacy status or equivalency does not satisfy this
element.
Narrative
Appendices (List appendices that serve as supporting evidence to the narrative for this Key Element)
Key Element II-F. Program director responsibilities include oversight of the curriculum, clinical training program,
facilities, services, and the maintenance and enhancement of the program’s quality.
Narrative
Appendices (List appendices that serve as supporting evidence to the narrative for this Key Element)
Key Element II-G. Faculty members are academically, professionally, and experientially qualified and sufficient in
number to achieve educational outcomes of the program.
Narrative
Appendices (List appendices that serve as supporting evidence to the narrative for this Key Element)
Key Element II-H. The faculty roles in teaching, scholarship, service, and practice are identified clearly and are
congruent with the educational outcomes of the program.
Narrative
Appendices (List appendices that serve as supporting evidence to the narrative for this Key Element)
Standard III.
Program Quality: Curriculum and Teaching/Learning Practices
The curriculum is developed in accordance with clear statements of expected results derived from the educational outcomes of
the program and the field of marriage and family therapy with clear congruence between the teaching/learning experience and
expected outcomes. The environment for teaching, learning, and evaluation of student performance fosters achievement of the
expected outcomes.
Key Element III-A. The curriculum is based on and developed, implemented, and revised to reflect clear statements of
expected student learning outcomes that are consistent with Professional Marriage and Family Therapy Principles and
congruent with the program’s educational outcomes.
Narrative
Appendices (List appendices that serve as supporting evidence to the narrative for this Key Element)
Key Element III-B. The curriculum is based upon a comprehensive and substantive understanding and foundation of human
development, family dynamics, systemic thinking, interactional theories, traditional and contemporary marriage and family
therapy theories, research, and the cultural context in which they are embedded.
Narrative
Appendices (List appendices that serve as supporting evidence to the narrative for this Key Element)
Key Element III-C. The curriculum is logically structured to meet expected program outcomes.
1.
2.
The master’s curriculum is clinically and empirically focused consistent with the educational outcomes of the
program.
The doctoral curriculum is based upon a foundation of research and teaching principles as well as advanced clinical
and supervision training consistent with the educational outcomes of the program. The doctoral curriculum builds
upon the foundation of the master’s curriculum.
Narrative
Appendices (List appendices that serve as supporting evidence to the narrative for this Key Element)
Key Element III-D. Curriculum and teaching/learning practices are evaluated at regularly scheduled intervals to foster
ongoing improvement.
Narrative
Appendices (List appendices that serve as supporting evidence to the narrative for this Key Element)
Key Element III-E. The didactic and clinical teaching/learning practices and learning environments support the achievement
of expected and actual student learning outcomes.
Narrative
Appendices (List appendices that serve as supporting evidence to the narrative for this Key Element)
Key Element III-F. The curriculum and teaching/learning practices consider the needs and expectations of the identified
communities of interest.
Narrative
Appendices (List appendices that serve as supporting evidence to the narrative for this Key Element)
Standard IV
Program Effectiveness: Student Performance and Faculty Accomplishments
The program is effective in achieving its educational outcomes. Satisfactory student performance and faculty
accomplishments reflect achievement of the stated educational outcomes. Program effectiveness reflects an ongoing
process of improvement.
Key Element IV-A. Student performance in both coursework and clinical practice is evaluated by faculty and supervisors
and reflects achievement of expected outcomes. Evaluation policies and procedures are defined, published, and
consistently applied
Narrative
Appendices (List appendices that serve as supporting evidence to the narrative for this Key Element)
Key Element IV-B. Programs will have policies and procedures specifying how to collect information about students,
demonstrated achievements of graduates, and employer satisfaction. Student outcome data include, but are not limited to,
graduation rates, national (or state) licensing examination pass rates, and job placement rates as appropriate.
Narrative
Appendices (List appendices that serve as supporting evidence to the narrative for this Key Element)
Key Element IV-C. Program outcome data are analyzed to provide evidence of program effectiveness and are used to
foster ongoing program improvement.
Narrative
Appendices (List appendices that serve as supporting evidence to the narrative for this Key Element)
Key Element IV-D. Faculty outcomes demonstrate achievement of the program’s educational outcomes, and enhance
program quality and effectiveness.
Narrative
Appendices (List appendices that serve as supporting evidence to the narrative for this Key Element)
Key Element IV-E. The program has established policies and procedures by which it defines and reviews formal student
complaints.
Narrative
Appendices (List appendices that serve as supporting evidence to the narrative for this Key Element)
Insert Supporting Exhibits/Appendices here
PROGRAM OF STUDY FORM (Form IX)
Please outline the program of study that students encounter.
FACULTY SUMMARY (Form X)
In the table below, summarize information from each faculty member's current vita. Please provide information on each faculty member currently teaching in your program,
including adjunct faculty, but only if they teach on an annual basis. If the program is submitting a self-study, vitae for ALL faculty members must be included but may be located
in the on-site resource room.
Experience
MFT Credential
Credentials
Role in Program
(Check all that apply)
Faculty Member's Name
Gender
Ethnicity
Highest
Degree1 &
Field2
State
License3
CM4
AS5
1
5
2
6
Highest Degree = M.S., Ph.D., M.A., etc.
Field = MFT, Psychology, Social Work, Counseling, etc.
3
State License=LMFT, LCSW, LPC, etc.
4
CM = AAMFT Clinical Member
SC6
Other
Years of
experience
teaching
MFT7
Years of
experience
as an MFT8
Currently
engaged in
clinical
practice?
(Yes/No)
Role in Program
(list all that apply)
Full-Time or
Part-Time?
PD=Program Director
FAC=Faculty
ADJ=Adjunct Faculty
SUPER=Supervisor
OTH=Other (please specify)
F=Full-time
P=Part-time
AS = AAMFT Approved Supervisor
SC = AAMFT Supervisor Candidate
7
Teaching MFT = educating students about marriage and family therapy
8
Experience as an MFT = practicing as a marriage & family therapist
SUPERVISOR SUMMARY (Form XI)
In the table below, summarize information from each supervisor's current vita. Please provide information on each supervisor currently supervising in your program, including
supervisors at off-site practicum and internship placements. If the program is submitting a self-study, vitae for ALL supervisors must be included but may be located in the on-site
resource room.
Credentials
Supervisor's Name and Location
Gender
Ethnicity
State
License1
Supervisory Credentials
CM2
(Yes/No)
AS3
(Yes/No)
SC4
(Yes/No)
Expiration
Date
(AS/SC)
State
Approved
(Yest/No)
Name:
_______________________________________
Placement Site:
______________________________
Name:
_______________________________________
Placement Site:
_________________________________
Name:
_______________________________________
Placement Site:
______________________________
Name:
_______________________________________
Placement Site:
______________________________
Name:
_______________________________________
Placement Site:
______________________________
1
4
2
5
State License=LMFT, LCSW, LPC, etc.
CM=AAMFT Clinical Member
3
AS=AAMFT Approved Supervisor
SC=AAMFT Supervisor Candidate
MFT Supervisor=supervising students in their work as MFTs
6
Experience as an MFT=practicing as a marriage & family therapist
Experience
Years of
experience as an
MFT Supervisor5
Years of
experience
as an MFT6
Currently
engaged in
clinical
practice?
(Yes/No)
PROGRAM STRENGTHS AND AREAS OF CONCERN FORM (Form XII)
In the space provided below, please summarize the programs continuing strengths and areas of concern.
Briefly outline plans for improvement during the coming year (please type and attach additional pages if
necessary).
PROGRAM COMPOSITION & STUDENT ACHIEVEMENT (Form VIII)
Item
Current Students
1st
2nd
3rd
4th +
0
0
0
0
(Based on IPEDS Classification)
(Program Name / Degree)
Program Composition
Graduates
Year
Faculty
Supervisors
Not Applicable
Gender
Female
Male
0
0
0
0
0
0
0
0
Nonresident
0
0
0
0
African-American
/African/Black/nonHispanic
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Ethnicity
Hispanic/Latino/Chicano
American Indian or
Alaska Native
Asian or Pacific Islander
White/non-Hispanic
Multiethnic
Other
Student Achievement
Year Entered Program
2002 – 2003
2003 – 2004
2004 – 2005
2005 – 2006
2006 – 2007
2007 – 2008
2008 – 2009
2009 – 2010
2010 – 2011
2011 – 2012
2012 – 2013
2013 – 2014
2014 – 2015
Comments:
(insert comments here)
# of Students
Enrolled (# of
students
entering
program)
0
0
0
0
0
0
0
0
0
0
0
0
0
# of Students
graduating
from the
program, who
entered in the
year listed, by
the due date of
the annual
report.
0
0
0
0
0
0
0
0
0
0
0
0
0
# of Students
and Graduates
who Sat for
the National
or State
Equivalent
Exam
0
0
0
0
0
0
0
0
0
0
0
0
0
# of Students
and
Graduates
who Passed
the National
or State
Equivalent
Exam
0
0
0
0
0
0
0
0
0
0
0
0
0
# of
Students
Licensed
in MFT
0
0
0
0
0
0
0
0
0
0
0
0
0
# of
Graduates
Licensed
in MFT
0
0
0
0
0
0
0
0
0
0
0
0
0
# of
Graduates
Working
in CMFT
0
0
0
0
0
0
0
0
0
0
0
0
0
# of
Students
and
Graduates
who are
Members in
AAMFT
0
0
0
0
0
0
0
0
0
0
0
0
0
# of
Grads in
Other
Mental
Health
Orgs
0
0
0
0
0
0
0
0
0
0
0
0
0