M
.A. Marriage and Family Therapy
2022-2023
Program Handbook
Department of Community Care & Counseling
TABLE OF CONTENTS
Authority of the Handbook ............................................................................................................................................ 1
Disclosure Statement ..................................................................................................................................................... 1
Contact Information ....................................................................................................................................................... 2
From the Marriage and Family Therapy Program Director ........................................................................................... 3
The M.A. in Marriage and Family Therapy Program .................................................................................................... 4
1.1 Accreditation ....................................................................................................................................... 4
1.2 Overview ............................................................................................................................................. 4
1.3 Mission ................................................................................................................................................ 4
1.4 Purpose ................................................................................................................................................ 5
1.5 Commitment to Diversity .................................................................................................................... 5
1.6 Special Student (Non-Degree) Status .................................................................................................. 6
Academic Policies .......................................................................................................................................................... 8
2.1 Program Learning Objectives .............................................................................................................. 8
2.2 GPA Requirements and Incomplete Courses ...................................................................................... 9
2.3 Transfer of Credits............................................................................................................................... 9
2.4 Independent Studies & Directed Studies ............................................................................................. 9
2.5 Planned Program of Study ................................................................................................................... 9
2.6 Course Delivery Formats................................................................................................................... 11
2.7 Dual Degrees ..................................................................................................................................... 12
2.8 Academic Advising ........................................................................................................................... 12
2.9 Comprehensive Examination............................................................................................................. 13
2.10 Practicum ........................................................................................................................................... 15
2.11 Internship ........................................................................................................................................... 15
2.12 Break in Enrollment .......................................................................................................................... 18
2.13 Time Limit for Degree Completion ................................................................................................... 19
2.14 Course Repeat and Grade Replacement Policy ................................................................................... 19
2.15 Administrative Dismissal .................................................................................................................. 19
2.16 Attendance ......................................................................................................................................... 19
2.17 American Psychological Association (APA) Format ........................................................................ 20
2.18 Graduation ......................................................................................................................................... 20
Student Expectations .................................................................................................................................................... 21
3.1 Professional Organizations ................................................................................................................ 21
3.2 Academic Honesty & Plagiarism ...................................................................................................... 21
3.3 Academic Appeal Policy ................................................................................................................... 21
3.4 Department Faculty-Student Interaction ........................................................................................... 21
3.5 Professional Development, Student Support, & Administrative Review .......................................... 22
3.6 Remediation ...................................................................................................................................... 23
3.7 Harassment ........................................................................................................................................ 33
3.8 Sexual Violence Consultation & Therapy Policy .............................................................................. 33
3.9 Personal Therapy ............................................................................................................................... 33
3.10 Faculty Endorsement ......................................................................................................................... 34
3.11 Student Record Keeping .................................................................................................................... 34
3.12 Computer Needs ................................................................................................................................ 34
3.13 Email Account and Communication ................................................................................................. 35
3.14 Dress Code ........................................................................................................................................ 35
Appendix A – Marriage and Family Therapy Resources ....................................................................................... 36
Appendix B – Course Descriptions ........................................................................................................................... 36
1
Authority of the Handbook
The policies and procedures described in this handbook supersede those described in previous
handbooks and replace all other communications on issues addressed herein. Particular policies
and procedures are Department of Community Care and Counseling (DCCC) specific. The
policies and procedures apply to current and newly accepted students. Students who are
currently taking master's courses in Marriage and Family Therapy must adhere to these
guidelines except for any changes in the academic program.
Disclosure Statement
The 60-hour Master of Arts in Marriage and Family Therapy (MFT) degree is designed to lead to
professional licensure as outlined by the Virginia Board of Counseling. All state boards have
unique licensure requirements. Therefore, before enrolling in a licensure program at Liberty
University, students should consult the rules and regulations regarding marriage and family
therapy for the particular state that they intend to seek licensure after graduation. To obtain
your state’s web address, view MFT Licensing Boards.
Enrollment in one of the M.Ed. or M.A. licensure programs does not guarantee a degree from
Liberty or qualification for professional licensure. Students are responsible for meeting all
academic and professional requirements for graduation. Further information regarding these
academic and professional requirements is outlined in this handbook. Students enrolled in the
M.A. Marriage and Family Therapy licensure program are responsible for knowing the material
outlined in this handbook. Further, it is the sole responsibility of the student, not the program,
to obtain information regarding prerequisites for licensure as outlined by their particular
state licensing board.
For issues regarding course scheduling, contact LUO (Liberty University Online) Academic
Advising. Then, if needed, contact the Director, Dr. Lynn Bohecker at [email protected]u.
For Practicum and Internship, please contact the respective offices practicum@liberty.edu or
internship@liberty.edu. If appealing a decision made by the Practicum or Internship office,
please contact Dr. Michael Trexler at [email protected].
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Contact Information
Liberty University Executive Leadership
Department of Community Care and Counseling Administration
(For further information call 434-592-4049)
Leadership
Email
Phone
Kenyon Knapp, Ph.D.
Residential Dean, School of Behavioral Sciences
434-592-4049
Kevin Van Wynsberg, Ph.D.
Online Dean, School of Behavioral Sciences
434-592-4040
Shawn George, Online Associate Dean
School of Behavioral Sciences
434-592-4049
Dwight Rice, DMin., Ph.D.
Department Chair
[email protected] 434-592-4049
Allen Meyer, Ph.D.
Online Chair
[email protected] 434-592-5833
Marriage & Family Therapy Leadership
Email
Phone
Lynn Bohecker, PhD, LMFT
Director, Marriage and Family Therapy Program
434-592-4060
Michael Trexler, Ph.D.
Clinical Director
mtrexler@liberty.edu
434-582-2737
Fax: 434-522-0442
Department of Community Care and Counseling Faculty and Staff
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From the Marriage and Family Therapy Program
Director
On behalf of the faculty of the Department of Community Care and Counseling (DCCC), I would like to
welcome you to the online Graduate Marriage and Family Therapy (MFT) program. The faculty are
honored that you have chosen to pursue your studies here at Liberty University! This 2022-2023 M.A.
in Marriage and Family Therapy Handbook serves as a guide to help you better understand the
program, courses, requirements, policies and procedures, and student rights and responsibilities as of
Fall 2022. The faculty consider the handbook to be “required reading” for all online MFT students, and
it should be read in its entirety. It is ultimately your responsibility to know the information contained in
this handbook.
Review this handbook periodically, and if questions arise, contact the program director or LUO
Academic Advising. Because program policies and requirements may change from one year to the
next, it is essential that you always refer to the most current handbook as you plan your graduate
program, enroll in classes, and make arrangements for field placements and graduation. Although
there is a lot of information contained in this handbook, it may not provide answers to all of your
questions. In addition to talking with LUO Academic Advising, you may access the Liberty University
Graduate Catalog.
This handbook is not intended to be a comprehensive listing of all Liberty University policies. For
information about current University and departmental policies, please refer to the 2022-2023
Graduate Catalog. We are glad you are here! You are about to engage in the exciting process of
becoming a marriage and family therapist. As you will see in the following pages of this handbook, the
process and experiences offered at Liberty University are planned to ensure a comprehensive personal
and professional educational experience. As a faculty, we feel honored to accompany you on your
journey. Please contact us if we can offer additional information. We look forward to serving you.
In His Service,
Lynn Bohecker, Ph.D., LMFT
Director, M.A. in Marriage and Family Therapy Program
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The M.A. in Marriage and Family Therapy Program
1.1 Accreditation
Liberty University is accredited by the Southern Association of Colleges and Schools
Commission on Colleges to award associate, bachelor’s, master’s, specialist, and doctoral
degrees. Questions about the accreditation of Liberty University may be directed in writing to
the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern
Lane, Decatur, GA 30033-4097, by calling (404) 679-4500, or by using information available on
SACSCOC’s website (www.sacscoc.org). Liberty is also a member of the Association of Christian
Schools International.
Liberty’s M.A. Marriage and Family Therapy program is not accredited by the Council for
Accreditation of Counseling & Related Educational Programs (CACREP). Currently, the Liberty
University Master’s level programs accredited by CACREP are the residential and online M.A.
in Clinical Mental Health Counseling, the residential M.A. in Marriage and Family Counseling,
and the online School Counseling programs. For further information on this accreditation,
consult the agency website at www.cacrep.org.
1.2 Overview
The Department of Community Care and Counseling (DCCC) is a department of the School of
Behavioral Sciences. The Graduate Counseling program, launched in 1981, is committed to
providing quality professional training for healing human hurts from a perspective permeated
by Christian faith. Our training in theory and the practice of marriage and family therapy is
designed to prepare students to work as marriage and family therapists in a variety of settings.
The MFT program provides foundational studies that equip students for licensure, to pursue
doctoral studies and careers in community mental health and human service agencies,
educational institutions, private practice, government, and business and industrial settings.
1.3 Mission
The mission of the Department of Community Care and Counseling (DCCC) is to produce
ethically and spiritually aware marriage and family therapists who possess the knowledge,
values, skills, and personal disposition to promote the mental health and holistic wellness of
clients across diverse populations with unique worldviews.
The DCCC purpose is to accomplish this mission by the professional development of the
student across the following domains:
1) Attainment of scholastic competency in all coursework,
2) Acquisition of, and ability to, apply marriage and family therapy skills with a diverse
population toa standard acceptable by licensed marriage and family therapists,
3) Demonstration of emotional and mental stability and maturity in interaction with
others including the ability to maintain healthy boundaries, communicate
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appropriately, successfully manage personal anxiety or uncomfortable feelings,
work collaboratively with others and resolve interpersonal conflict
4) Adherence to the Professional Identity and Standards outlined by the American
Association for Marriage and Family Therapy and Liberty Graduate Student Code of
Honor, and
5) Demonstration of the ability to integrate faith and spirituality into marriage and
family therapy where appropriate in an ethically competent manner
1.4 Purpose
Consistent with the University’s mission to develop “Christ-centered men and women with the
values, knowledge, and skills essential to impact the world,” DCCC seeks to educate the whole
person within a framework of grace and truth, which are core values exemplified in the life of
Christ and necessary for professional service; developing the knowledge, values, skills, and
personal disposition necessary for effective professional service. Our mission is achieved, in
significant measure, through offering rigorous academic programs, dynamic interaction with
mentors, faculty, and carefully structured practicum and internships.
1.5 Commitment to Diversity
Liberty University is a school founded upon fundamental Christian values like grace, truth, and
love for all persons. As believers in Christ, we must demonstrate our commitment to loving
others (cf. Matthew 22:34-40; Mark 12:28-34; Luke 10:25-28).
We approach marriage and family therapy as a profession that fosters holistic human growth
and development in the cognitive, emotional, behavioral, relational, and spiritual domains of
life. Our marriage and family therapy approach also supports the worth, dignity, potential and
uniqueness of others who are made in the image of God. This means for us that all persons
possess dignity and worth because they are unique subjects of Divine Creation. Our vision is
focused on nurturing an academic community of diverse people and ideas and assuring that
diversity enhances academic excellence and individual growth.
Our faculty and students are comprised of persons that represent various national, ethnic,
spiritual, and denominational backgrounds. Learning to be respectful and appreciate other
cultures will add to each student’s experience at Liberty. For that reason, we are committed to
nurturing and training a diverse student body in an atmosphere of mutual respect and
appreciation of differences.
The DCCC provides an academic community for students, faculty, and staff to teach and learn
from the experiences of others and to submit personal values and assumptions for reflection
and critical examination. Student learning, professional and personal growth occur in a climate
that encourages a deepened appreciation of differences. Therefore, we do not discriminate in
our educational and counselor or MFT training programs on the bases of: race, color, creed,
religion, gender, age, national/ethnic origin, sexual orientation, and physical or mental
disability.
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While recognizing the importance of all dimensions of diversity as mentioned above, the DCCC
adheres to the following initiatives:
• To increase, through recruitment and retention measures, the diverse
representation of students, faculty, and staff;
• Promote full implementation of professional standards of practice and
multicultural therapy competencies across the curriculum and in specialized
courses;
• To include issues of diversity throughout the instructional programs and
professional development activities;
• To develop graduate assistantships opportunities to serve diverse student groups;
• To provide departmental opportunities for students and faculty to engage in the
exchange of ideas and information related to diversity; and
• To maintain ongoing educational opportunities and equality of access to our
academic community.
• To equip students to ethically utilize spirituality as a force for healing when and
where appropriate.
Students in the MFT program must exhibit the American Association for Marriage and Family
Therapy standards and ethics of the marriage and family therapy profession regarding
sensitivity to and celebration of diversity.
1.6 Special Student (Non-Degree) Status
The Department grants special admissions only under exceptional circumstances. The following
must be met to be enrolled as a non-degree seeking student:
1. A student must be currently enrolled in or a graduate of a master’s level marriage and
family therapy, clinical mental health, or a closely-related program at a regionally
accredited university in order to take CEFS courses as a special student.
2. Special students will not be allowed in the CEFS 505, 512, 602, 698, or 699 courses.
However, we will review cases for individuals who have graduated and are practicing
clinicians who need additional coursework for licensure.
Liberty University admits students of any race, color, and national and ethnic origin to
all the rights, privileges, programs, and activities generally accorded or made
available to students at the school. It does not discriminate on the basis of race, color,
national and ethnic origin, sexual orientation, or handicap in administration of its
educational policies, admission policies, scholarship and loan programs, or athletic
and other school-administered programs.
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Students seeking additional information related to enrollment under special student status
may contact Academic Advising ([email protected]).
8
Academic Policies
2.1 Program Learning Objectives
The Master of Arts in Marriage and Family Therapy provides students with both academic
course work and applied learning experiences in the classroom and at supervised practicums
and internships. Students are expected to demonstrate the knowledge, skills, and dispositions
considered essential to the professional preparation of marriage and family therapists. To this
end, the faculty developed the following learning outcomes applicable to all students.
MA in Marriage & Family Therapy PLOs
Cluster 1 2018-19
PLO 1: Apply Ethical/Legal Standards
Apply the ethical and professional principles, standards, and expectations that are integral to a
marriage and family therapist's role and identity.
PLO 2: Apply Diverse Populations for Treatment
Apply the social and cultural awareness, knowledge, and skills required to work with diverse
populations at all developmental stages across the lifespan in a culturally sensitive and ethical
manner.
Cluster 2 2019-20
PLO 3: Assess Marriage and Family Therapy Skills
Assess the individual and group therapy skills necessary to establish and build a therapeutic
relationship and will form a preliminary theoretical framework when working with individuals at all
developmental stages across the lifespan.
PLO 4: Use Developmentally Appropriate Assessments
Use developmentally appropriate assessment relevant to the client’s academic/education, career,
personal, and social development and identify ethical, social, and cultural factors related to
assessment.
Cluster 3 (Includes specialty PLO) 2020-21
PLO 5: Evaluate Research and Writing Skills
Evaluate research and apply it to their MFT practice in accordance with best practices and identify
social and cultural implications for interpreting and reporting results.
PLO 6: Integrate Biblical Principles and Secular Theories
Integrate faith and spirituality into MFT where appropriate in an in an ethically competent manner.
MA Marriage & Family Therapy PLO
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PLO 7: MAFC/T-Synthesize Family Systems Theories to Treat Clients
Synthesize theories of family systems and dynamics into a comprehensive systems approach to
MFT that informs assessment, diagnosis, and treatment planning for marriage, couples, and family
client(s) with a broad array of presenting problems.
See Graduate Catalog.
2.2 GPA Requirements and Incomplete Courses
A student must maintain a minimum of a 3.0 GPA to remain in the program. While all course
grades are averaged into the GPA, course credit toward degree completion is not granted for a
grade of D or F. A student may petition the registrar’s office for permission to retake a course
in which he or she received a grade of C or below. See below for information on Incompletes.
Incomplete Policy
Medical Incomplete
Military Incompletes
2.3 Transfer of Credits
I It is the responsibility of each applicant to supply transcripts along with a request to have the
credit applied to the degree program. Students may be requested to submit the course
syllabus for any coursework being considered for transfer along with a rationale of why the
student believes the course meets the program’s requirements. The Office of Transfer
Evaluations will process the information. Questions related to transfer of credit may be
directed to the Registrar’s Office (registrar@liberty.edu).
2.4 Independent Studies & Directed Studies
Students who need specific course work unique to their state and not offered through our
program are encouraged to seek these classes in their specific state. The departmental policy is
that independent studies and directed studies are not offered for these circumstances.
2.5 Planned Program of Study
The following chart list the courses students will take and the order and times they should
enroll in the courses. Students are notified that this curriculum guide is a planning document. It
is not a substitute for regular consultation with their LUO advisor. This guide is subject to
change. Use this guide for course planning and for discussions with your faculty/academic
advisor when you set up your course of study.
M.A. in Marriage and Family Therapy (LUO)
COURSE # COURSE NAME
Prerequisites/Course Notes
CEFS 500
Orientation to Counselor Professional Identity and
Function
None
CEFS 501
Ethical and Legal Issues in Counseling
None
CEFS 502
Human Growth & Development
None
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CEFS 504
Multicultural Counseling
None
* CEFS 505
Counseling Techniques & the Helping Relationship
CEFS 500, 501, 502
CEFS 506
Integration of Spirituality & Counseling
CEFS 501
CEFS 510
Theories of Counseling
CEFS 501
* CEFS 512
Group Counseling
CEFS 500, 501, 502, 504, 505,
510
CEFS 515
Research & Program Evaluation
MATH 201 or PSYC 355
CEFS 521
Assessment Techniques in Counseling
CEFS 501, 504, 505 or ADCN
505, 510
CEFS 522
Career Development & Counseling
CEFS 500, 501, 502, 504, 505,
510
CEFS 546
Psychopathology
CEFS 500, 501, 502, 504, 505
or ADCN 505, 510
CEFS 601
Theories of Family Systems
500, 501, 502, 504, 505 or
ADCN 505, 510
CEFS 602
Assessment, Diagnosis &Treatment Planning in Family
Counseling
CEFS 500, 501, 502, 504, 505,
510, 512, 521, 546, 601
CEFS 603
Advanced Marital and Couple Counseling CEFS
CEFS 500, 501, 502, 504, 505,
510, 512, 521, 546, 601
CEFS 620
Counseling Children, Adolescents, & Families
CEFS 500, 501, 502, 504, 505,
510, 512, 515, 521, 546, 601
CEFS 670
Comprehensive Exam – CPCE
CEFS 500, 501, 502, 504, 505,
510, 512, 515, 521, 522, 546
CEFS 671
Comprehensive Exam – Integration
CEFS 500, 501, 502, 504, 505,
510, 512, 515, 521, 522, 546
CEFS 698
Counseling Practicum
CEFS 500, 501, 502, 504, 505,
510, 512, 515, 521, 546, Co-
Requisite 602)
CEFS 699
Counseling Internship
CEFS 500, 501, 502, 504, 505,
510, 512, 515, 521, 522, 546,
602, 698
CEFS 699
1
Counseling Internship
CEFS 500, 501, 502, 504, 505,
510, 512, 515, 521, 522, 546,
602, 698
Electives
Select one of the following electives
**CEFS 691
Substance Abuse: Diagnosis, Treatment & Prevention
CEFS 500, 501, 502, 504, 505
or ADCN 505, 510, 512, 515,
521, 522, 546
CEFS 610
Human Sexuality
CEFS 500, 501, 502, 505, 510
Total Hours
* Residential intensive only
**CEFS 691 is required by Virginia Licensing Board for LMFT
1
VA LMFT requires 200 hours of direct Marital and Family therapy hours during your Internship experience
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Recommended Course Sequence
Semester
Courses
Semester
Courses
Semester
Courses
1
st
Semester
CEFS 500
CEFS 501
CEFS 502
2
nd
Semester
CEFS 504
** CEFS 505
CEFS 510
3
rd
Semester
CEFS 506
** CEFS 512
CEFS 515
4
th
Semester
CEFS 601
CEFS 521
CEFS 546
5
th
Semester
CEFS 522
CEFS 602
***
CEFS 698
6
th
Semester
*CEFS Elective
CEFS 603 or 620
CEFS 699
CEFS 670
1
CEFS 671
1
7
th
Semester
CEFS 603
or 620
CEFS 699
* CEFS 691 is required for VA LMFT
** Required one-week intensive classes
***Must be taken in B term if being taken concurrently with CEFS 698
1
Counseling Comprehensive Exam prerequisites: CEFS 500, 501, 502, 504, 506, 510, 512, 521,
522, 546, 601, and 602
Travel with LU Send
LU Send organizes international and domestic travel experiences that are linked to course
credit. Details related to requirements for participation, specific destinations, and course
credit information can be found here: https://www.liberty.edu/osd/lu-send/.
2.6 Course Delivery Formats
Students enrolled in the online program primarily complete their degree using a 16-week
online semester with 8-week courses offered 3 times throughout the semester. The
Department of Community Care and Counseling offers courses in a variety of delivery formats.
Below some are listed in addition to specific courses that may include a weekly synchronous
component through an online platform. Please see the Academic Calendar for the semester
and sub-term schedule.
Format 1: Online Formats
M.A. Marriage and Family Therapy online courses are carefully designed to provide students
with a full academic experience via distance learning. The University currently uses Canvas®, an
online software platform, as its primary online instructional delivery method. Students interact
with other students taking the same course, utilize links to online resources, view
supplemental streaming video clips, and receive direct feedback from their professors using
this innovative means of delivery.
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Professors may also utilize Microsoft Teams or Webex for instructional purposes
Canvas
Webex
Microsoft Teams
Format 2: Intensives
J Term Intensives – Residential and Online Formats:
This 14-16 week course is delivered using an intensive format. Students that select the
residential intensive will attend 36-40 hours of classroom-based instruction at the Liberty
campus in Lynchburg, VA. Students that select the online intensive will attend 36-40 hours of
synchronous, video-based instruction. In addition to the class time, students are expected to
complete additional work online both pre and post intensive over the duration of the term.
Format 3: Synchronous Courses
MFT online students are required to complete three full semesters of clinical experience
including practicum, Internship I, and Internship II with a weekly class meeting component. In
addition to the weekly class time, students are expected to complete additional work online
over the duration of the term. The student will be provided a meeting time prior to the first
week of class, and the instructor will go over the details of the class structure, which will
include student presentations and case analysis.
A Term Weekly Synchronous Online Format (CEFS 505, CEFS 512, CEFS 698, and CEFS 699)
This 14-16 week course is delivered using a video-based classroom format. Students attend 2
hours of synchronous online instruction each week. In addition to the weekly class time,
students are expected to complete additional work online over the duration of the term.
2.7 Dual Degrees
Students seeking to obtain a second degree through Liberty may do so, but due to the extent
of overlap between required courses in the DCCC Department programs, dual degrees will not
be awarded within the department. However, students may elect to take additional courses for
dual licensure.
For students pursuing a second degree outside of the DCCC department, the number of credits
that can be applied toward the second degree may not exceed the maximum amount of
transfer credit allowed for that degree. If two degrees share required courses exceeding the
maximum allowable transfer credit for the second degree, the student must take additional
courses as substitutes for the shared courses.
2.8 Academic Advising
LUO Academic Advising
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Liberty’s online students work with a team of Academic Advisors throughout their program.
The academic advisors will guide students through the logistics of advising, such as registering
for classes and adding/dropping courses. Online advisors can be contacted through:
https://www.liberty.edu/online/academic-advisors/ 1-800-424-9596 or m[email protected]
2.9 Comprehensive Examination
All MFT students must satisfactorily pass the comprehensive examination as a requirement for
graduation. The purpose of this exam is to test both the student’s knowledge of the core
courses and general knowledge of therapy. This exam also prepares students for state
licensure by providing them with an examination that mirrors the content as well and format
of the National Counselor Exam (NCE), a multiple-choice, timed exam used for licensure by
many state licensure boards.
Students must register with the Comprehensive Examination Coordinator at
CounselingCompExam@liberty.edu at least four weeks prior to the date of the examination.
The most current information is located online on the CEFS website at
http://www.liberty.edu/index.cfm?PID=30016.
DCCC utilizes two separate exams to fulfill the comprehensive examination requirement. To
test students’ knowledge of the eight core curricular areas, students will take the 160 item
Counselor Preparation Comprehensive Examination® (CPCE®), published by the Center for
Credentialing and Education, an affiliate of the National Board for Certified Counselors,
(NBCC®), for the majority of the examination.
Students will also take the 20-item Integration Examination to test their knowledge of
integrating faith and spirituality into MFT in an ethically competent manner.
The CPCE® covers the eight core competencies (20 items per area) as defined by the Council for
the Accreditation of Counseling and Related Educational Programs (CACREP®):
Human Growth and Development – studies that provide an understanding of the
nature and needs of individuals at all developmental levels (CEFS 502).
Social and Cultural Foundations – studies that provide an understanding of issues and
trends in a multicultural and diverse society (CEFS 504).
Helping Relationships – studies that provide an understanding of counseling and
consultation processes (CEFS 505, CEFS 510).
Group Work – studies that provide an understanding of group development, dynamics,
theories, methods, skills, and other group work approaches (CEFS 512).
It is always the responsibility of the student to be aware of University policies and regulations
and state licensing requirements affecting his or her program. Advisors cannot advise on
matters pertaining to the regulations of state licensure boards.
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Career and Lifestyle Development – studies that provide an understanding of career
development and related life factors (CEFS 522).
Appraisal – studies that provide an understanding of individual and group approaches
to assessment and evaluation (CEFS 521).
Research and Program Evaluation – studies that provide an understanding of types of
research methods, basic statistics, and ethical and legal considerations in research
(CEFS 515).
Professional Orientation and Ethics – studies that provide an understanding of all
aspects of professional functioning including history, roles, organizational structures,
ethics, standards, and credentialing (CEFS 500, CEFS 501).
In addition to eight core CACREP® competencies, each Liberty University MFT student is
required to demonstrate competency in a ninth core area:
Integration – studies that provide an understanding of the integration of faith and
spirituality into counseling where appropriate in an in an ethically competent manner
(CEFS 506).
Students must complete at least 39 hours of graduate coursework, including the core areas
(CEFS 500, 501, 502, 504, 505, 506, 510. 512, 515, 521, 522) and CEFS 602, and must have an
overall GPA of 3.0 before attempting to take the comprehensive examination. Once these
requirements are met, students will email the Comprehensive Examination Coordinator at
CounselingCompExam@liberty.edu when they are ready to sign up for the exams.
Students must be aware that it takes about four hours to complete the CPCE® portion of the
comprehensive examination. The Integration Examination portion of the comprehensive will
be taken online using Canvas. To take the comprehensive examination, students will be
registered for CEFS 670 (CPCE®) and/or CEFS 671 (Integration) courses.
Students are allowed three attempts to pass both sections of the comprehensive exam.
Students who have failed the CPCE© twice are required to complete a CPCE© Third Attempt
Plan (CTAP) form and prepare for an additional minimum of one semester before registering
for their final attempt. If after three tries a student has not been able to pass the
comprehensive examination, the student will not qualify for a master’s degree in Marriage and
Family Therapy. At that point, students may choose to apply to the Human Services Counseling
program for possible conferral of the MA in Human Services degree.
The best way to prepare for the comprehensive examination is to develop a study schedule
(such as three months) that allows you to spend some time preparing in each of the different
areas of study. Divide your study time so that you spend roughly equivalent time preparing for
each area. Study consistently. Do something relaxing and get a good night’s rest the night
before the examination.
Please allow two weeks for the exam results. Once these exams are processed, a notice will be
sent to you immediately notifying you of the results.
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There is no official study guide for the CPCE®. Since the CPCE® and the National Counselor
Examination for Licensure and Certification (NCE®) are based on the same eight knowledge
areas; any study materials developed for the NCE® should be useful for the CPCE®. A good
source to start with is a book called Encyclopedia of Counseling by H. Rosenthal.
As you prepare for the Integration Examination, please refer to your CEFS 506 presentations,
textbooks and/or the following sources:
• INTEGRATION EXAM STUDY GUIDE
• Hawkins, R., & Clinton, T. (2015). The new Christian counselor: A fresh biblical &
transformational approach. Eugene, OR: Harvest House. ISBN: 9780736943543.
• Neff, M.A. & McMinn, M. (2020). McMinn, M. R. Embodying integration: A fresh look at
Christianity in the therapy room. Downers Grove, IL: InterVarsity Press. 9780830828678
• Online Free Required Resource (you are responsible for Chapters 8-11).
• Entwistle, D. N. (2015). Integrative approaches to psychology and Christianity: An
introduction to worldview issues, philosophical foundations, and models of
integration (3rd ed.). Eugene, OR: Wipf and Stock Publishers. ISBN: 9781498223485.
• This resource is available through Liberty University's library at the following
website: https://ebookcentral-proquest-
com.ezproxy.liberty.edu/lib/liberty/reader.action?docID=4534457&ppg=1
• Please note that due to copyright issues, you are not allowed to download this
resource. You are only allowed to read it online. Should you require a hard
copy of this resource, you are welcome to do so at your own expense.
2.10 Practicum
Visit the Practicum website for full details.
2.11 Internship
Visit the Internship website for full details.
Succeeding in Internship
Since most, if not all, course work has been completed by the time of the internship
experience; students contribute to the cooperating site by assisting staff in carrying out many
clinical activities. For students to successfully pass the internship course, the student must
demonstrate the ability to:
• Establish rapport and effective working relationships with client(s).
• Conduct a psychosocial history that includes client background information, behavioral
observations, current functioning, quality of relationships, and resources and
challenges.
• Develop client case conceptualizations that lead to accurate diagnosis using the DSM.
• Develop treatment plans that will motivate clients through the use of evidence- based
strategies for clients’ identified problem(s).
• Present case studies in scheduled supervision sessions.
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• Maintain an effective therapy process and relationship until the client(s)’ problem(s)
have been resolved.
• Utilize feedback, direction, and constructive criticism from supervision and
consultation in order to enhance professionalism in therapy
• Document clinical work in a way that meets the standards of the site, insurance
companies, and the state in which the student is working.
• Work cooperatively and effectively within an agency setting and initiate appropriate
professional relationships with mental health professionals outside that agency as
needed.
*To begin practicum or internship, the student’s site and supervisor must be approved by DCCC
Practicum or Internship staff, under the direction of the Director of Clinical Training. Because
students cannot register for the Practicum or Internship until the approval process has been
completed, all documents must be submitted by the posted application deadline on the CEFS
698: Practicum or CEFS 699: Internship websites. Once the site and supervisor have been
approved, the student will receive approval from the Practicum or Internship Department to
register for the course.
Note: Students switching from the MFT program to the CMHC (CACREP) program who
completed a CEFS 698 Practicum and looking to enter into a COUC 699 (WebEx) Internship,
will be required to take COUC 698 (WebEx version) prior to being able to take a COUC 699
(WebEx version) Internship.
Approval Process
Students will submit an online application through the SharePoint submission portal by using a
link posted on the Practicum and Internship websites located on the Degree Program
Information website: https://www.liberty.edu/behavioral-sciences/counselor-ed/degree-
program-information/. Students will attach their approval documents to the online application.
Students will attach their approval documents to the online application. The online application
with attached approval documents must be submitted by the application deadline that is
displayed on the practicum/internship webpage. Blank copies of the approval documents are
available for download on the practicum/internship webpage. Registration for the 698
practicum and the 699 internship courses occurs three times each year: approximately mid-
term during the fall, spring, and summer semesters.
*In order to begin practicum or internship, the student’s site and supervisor must be approved
by the DCCC Practicum or Internship staff, under the direction of the Director of Clinical
Training. Because students cannot register for the Practicum or Internship until the approval
process has been completed, all documents must be submitted by the posted application
deadline. Once the site and supervisor have been approved, the student will receive approval
from the Practicum or Internship Department to register for the course.
Preparation
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Because of university and state requirements for placing students in practicum and internship
courses, it is essential that students begin preparing for their practicum and internship early in
their programs. Students are encouraged to read the Practicum Manual and Internship
Manuals which can be found on the Practicum and Internship links located on the Master’s
Degree program website: https://www.liberty.edu/behavioral-sciences/counselor-ed/degree-
program-information/ Please carefully review the Practicum and Internship Field Manuals for
additional information.
Complete Background Checks
Be aware that state boards review an applicant’s criminal history to determine if he/she is
eligible to hold a license. If you have a criminal history, you will need to contact your state
board of counseling to determine if you are eligible for a marriage and family therapy license in
that state. Due to these varying licensure requirements, our programs require you, as an MFT
in training, to complete background checks. Clearance of the background checks will be
required for application to the practicum and internship.
Finding a Site
Students are responsible to find their practicum/internship site and their site-supervisor.
Students are advised to allow a minimum of three to four months for the process. The
practicum and internship webpages provide some suggestions for potential clinical sites.
Marriage and Family Therapy students seeking licensure in VA are required to have a minimum
of 200 hours out of the required 240 direct hours with couples and families. Their site should
have a couple/family client population that accommodates this requirement.
State Licensure Requirements
Students intending to seek Marriage and Family Therapy licensure in a state other than Virginia
after graduation are required to know their state(s) licensure requirements where they will
seek licensure because a state’s fieldwork course hours and supervisory requirements may
differ from Virginia. When there is a difference, students must complete the greater amount:
Liberty University or the state (e.g., Florida requires 1000 hours of fieldwork experience; also,
VA internship policy states: “Supervised internship of at least 600 hours to include: a. 240
hours of direct client contact of which 200 hours shall be with couples and families”). More
information about state licensure board regulations can be found at MFT Licensing Boards.
International Practicum/Internship Policy
DCCC is aware of many challenges that students living abroad face regarding the completion of
the practicum and/or internship requirements. Therefore, the Practicum/Internship Office has
created the following policy in order to help our students living abroad succeed in completing
their practicum/internship experience.
Students who are seeking licensure in the United States are responsible for knowing and
understanding the requirements of the state board for the state in which they wish to become
licensed.
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Specific states may require internships to be taken at a site location in the state where you plan
to seek licensure. If this is the case, an international internship may not be eligible towards
licensure. Before identifying an international internship site, please check with your state
regarding any potential residency requirements pertaining to the actual physical location of
internship sites. You are solely responsible to find out this information. DCCC may not provide
this or any other information pertaining to specific state licensure requirements.
In addition to the standard application process, students looking to complete an international
practicum/internship must also meet the following criteria:
• Submit required documents
o Informed consent
o Treatment plans
o Recordkeeping
International practicum/internship sites and supervisors must meet the following criteria for
students seeking eventual licensure in the United States:
• Site must be sponsored by an American organization
• Site must follow the general guidelines established by the marriage and family
therapy profession in the U.S. (e.g. AAMFT, AAMFT Codes of Ethics; state board
regulations; etc.).
• Supervisor must be licensed in the United States.
• Supervisor must hold a valid state license in marriage and family therapy, counseling,
or clinical social work and have a master’s degree in Marriage and Family Therapy,
Counseling, Psychology, or Social Work and/or hold a PhD or EdD in Marriage and
Family Therapy, Counseling, Psychology, or a closely related field from a regionally
accredited university.
• The site and supervisor approval will be reviewed on a case-by-case basis at
the discretion of the Practicum/Internship office.
Students not seeking licensure in the Unites States:
• Must provide Practicum/Internship Office with a written statement of their intent to
not pursue licensure in the United States.
2.12 Break in Enrollment
A student breaks enrollment if he/she does not matriculate in a course at least once every
academic year. Admission status is subject to the terms of any previous academic or
disciplinary probation, suspension, or dismissal. Students may be required to provide official
transcripts from all educational institutions attended since enrollment at Liberty. Admission
decisions for re-applicants will be based on the current admission criteria of the respective
degree program at the time the new application is submitted. Students who break enrollment
and apply for readmission will be required to follow the current degree completion plan in
19
effect at the time of re-entry to the University. Any military student wishing to be readmitted
who broke enrollment due to deployment must contact the Office of Military Affairs.
2.13 Time Limit for Degree Completion
The time limit for completing the Master’s degree from the enrollment date of the first course
taken is ten years. Any MFT courses taken at Liberty, which are over ten years old will need to
be repeated in order for a student to graduate with the MFT degree.
2.14 Course Repeat and Grade Replacement Policy
In order to graduate from the Marriage and Family Therapy program, a student must maintain
an overall GPA of 3.0 on a 4.0 scale. A course grade of “D” or “F” cannot be used to fulfill the
requirements of the program. A maximum of two courses (6 hours) with a grade of “C+/C/C-”
can count toward graduation, but the student must maintain a GPA of 3.0. Students who
receive a grade less than B- may repeat a course and replace the initial grade; however,
students can only replace a maximum of two courses (6 credits). Both grades will appear on
their transcripts, but the replaced grade will not count towards their GPA. The grades of any
courses repeated beyond the six credits will apply to their GPA. There is a maximum of two
total course repeats. In other words, students may repeat and replace a course in which a
grade below B- was received two times, keeping in mind grade replacement can only be used a
maximum of two times in the program. Once the grade replacement limit has been met (i.e.,
two courses have been repeated and initial grades replaced), any additional course repeats will
apply to the student’s overall GPA. If a student exceeds the course repeat and grade
replacement policy and is unable to maintain a 3.0 GPA or has not satisfactorily completed pre-
requisite courses in order to continue with degree completion course progression, the
administrative dismissal policy may be enacted. Students should be aware that some state
licensure boards do not accept any course work with a grade below B-.
2.15 Administrative Dismissal
Students will be eligible for Administrative Dismissal from the Master of Arts in Marriage and
Family Therapy if any of the following are true:
• It will be mathematically impossible for them to raise their cumulative Graduate GPA to
3.00 with their remaining required courses;
• They do not have a cumulative Graduate GPA of at least 2.7 after completion of early
core MFT courses (Gate 2) and/or a 3.0 at Practicum.
• They have three (3) grades or three (3) courses of C+/C/C- applying to their degree and
they have applied the repeat policy for the maximum allowed nine (9) hours or three (3)
courses, and they earn two (2) or more additional grades or courses of C+ or lower.
• They earn two (2) grades of D+ or lower.
2.16 Attendance
Regular attendance in courses is expected throughout the length of the term/semester. The
U.S. Department of Education requires that every university monitor the attendance of their
students.
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Online Attendance Policy
Intensive Attendance Policy
Intensive courses
Intensive coursework begins at the beginning of the designated term. Students must attend
every day in its entirety, whether in-residence or online, during the days of class meetings in
order to pass the course. If meeting on campus, students are required to bring a laptop to class
during each day of residency. If meeting online, students are required to obtain the adequate
technology needed to connect in the online synchronous classroom.
Dates and times for intensive class meetings are in ASIST.
General Intensive Information
2.17 American Psychological Association (APA) Format
The Graduate MFT Program requires students to use the most current version of the APA
writing style guide for all submitted coursework. The most recent edition of the Publication
Manual of the American Psychological Association is required for every student. It is imperative
that all graduate students become familiar with and use this writing format.
2.18 Graduation
All degree completion requirements must be fulfilled before the university will confer the MA
in MFT degree. Students who wish to participate in the yearly Spring Commencement program
must file an Application for Graduation in accordance with the calendar deadlines listed on
ASIST and posted by the Registrar on the Graduation Requirements webpage. Students are
advised to submit their applications well in advance of the deadline date.
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Student Expectations
3.1 Professional Organizations
A significant arena in which marriage and family therapists can make an impact is within the field
through involvement with professional organizations. Students are encouraged to join the
American Association for Marriage and Family Therapy (AAMFT). Students may also consider
joining the American Counseling Association (ACA), the International Association of Marriage and
Family Counselors (IAMFC) – a division of ACA, and/or the American Association of Christian
Counselors (AACC). These organizations also have national, regional, state, and local divisions that
allow students higher levels of involvement in more specific areas of interest. Most professional
organizations and divisions offer reduced membership rates to students as well as:
• benefits such as access to their professional journals and newsletters,
• reduced registration fees for professional seminars, conferences, and workshops
• eligibility for member services (ethics consultation, liability insurance)
• involvement in activities and issues which are directly or indirectly pertain to the
profession (legislation and professional credentialing, licensure, certification)
• affiliation with other professionals having similar interests and areas of expertise.
3.2 Academic Honesty & Plagiarism
Liberty University holds its students to high standards of ethics. One significant area of integrity in
academics is honesty. Students are expected to submit only their own work. Furthermore,
students are expected not to give nor receive assistance of any kind specifically regarding
assignments or examinations. For more information on the Academic Code of Honor and Personal
Code of Honor, see the Graduate Student Code of Honor found at the Graduate Student Affairs
website: https://www.liberty.edu/students/community-life/graduate-and-online-students/.
3.3 Academic Appeal Policy
In circumstances where a student disagrees with either a course final grade or a sanction due to an
Honor Code violation, students have the right to appeal the grade or sanction through the Office
of Student Affairs. The procedure followed for academic misconduct, personal misconduct or
grade appeals are outlined at the Student Affairs website:
https://www.liberty.edu/students/community-life/graduate-and-online-students/
3.4 Department Faculty-Student Interaction
The faculty is responsible to interact with MFT students in a supervisory capacity/role. As such,
faculty may provide students professional principles, guidance, and recommendations as it relates
to the context of the student-client setting. The faculty are responsible to avoid dual relationships
with students such as entering a student-therapist relationship. Thus, faculty do not provide
personal therapy addressing student personal problems. If a faculty member perceives that a
student is in need of personal or professional therapy, then that faculty member will recommend
22
that the student pursue either pastoral or professional assistance from a counselor or
psychotherapist in their community.
In the event of a student’s disclosure, either verbally, or in writing, of either threat of serious or
foreseeable harm to self or others, abuse or neglect of a minor, elderly or disabled person, or
current involvement in criminal activity, the faculty, staff, administrator or supervisor, will take
immediate action. This action may include, but is not limited to, immediate notification of
appropriate state law enforcement or social services personnel, emergency contacts, and
notification of the program director or department chair. The incident and action taken will
become part of the student’s permanent record.
3.5 Professional Development, Student Support, & Administrative Review
Ethical Conduct:
All students in the MFT program are responsible for behaving in an ethical manner throughout
their training, as well as in clinical and professional settings. Violations of the AAMFT Code of
Ethics, the Graduate Student Honor Code, or the Liberty Way and/or failure to take steps to rectify
violations are considered extremely serious and may result in termination from the program.
Although students are expected to adhere to the AAMFT Code of Ethics, the Graduate Student
Honor Code, and the Liberty Way as a guide to their behavior throughout their program, reading it
is just the beginning of understanding professional ethics. Being an ethical MFT- in-training
involves understanding the underlying principles and values associated with professional Code of
Ethics that are built upon a strong commitment to biblical principles, developing a set of beliefs
that guide one’s everyday practice, being able to discern potential as well as realized ethical
problematic situations, and having the character to stand by these when faced with challenging
situations. This is an essential component of your professional development.
Professional Development:
To successfully complete the MFT program at Liberty University and be eligible for graduation, a
student must be able demonstrate proficiency in five areas:
1. Attainment of scholastic competency in all coursework as evaluated through the
assessment of marriage and family therapy standards, the comprehensive
examination (see section 2.10 of handbook) given at the completion of core
curriculum, and by maintaining an overall GPA of 3.0.
2. Acquisition of, and ability to, apply marriage and family therapy skills with a diverse
population and to a standard acceptable by licensed marriage and family therapists.
This ability is evaluated by faculty using the Counseling Competency Scale (CCS) in
the skills courses (CEFS 505, 512, 667) and by the student’s approved site and faculty
supervisor using the CCS during practicum/internship.
3. Demonstration of emotional and mental stability and maturity in interaction with
others, including the ability to maintain healthy boundaries, communicate
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appropriately, successfully manage personal anxiety or uncomfortable feelings, work
collaboratively with others, and resolve interpersonal conflict. This proficiency is
evaluated throughout the program in all interactions with faculty, staff,
administrators, supervisors, adjuncts, and fellow students and includes both verbal
and written communications.
4. Adherence to the Professional Identity and Standards as outlined by the American
Association for Marriage and Family Therapy Code of Ethics and the Liberty Graduate
Student Code of Honor. This proficiency is evaluated across the program in all
interactions with faculty, staff, administrators, supervisors, adjuncts, and fellow
students and includes both verbal and written communications.
5. Demonstration of the ability to integrate faith and spirituality into marriage and
family therapy where appropriate in an ethically competent manner
The MFT faculty will develop and evaluate students on the above areas of proficiency on an
ongoing and consistent manner in all settings in which faculty and students interact. This
interaction can include formal and informal settings such as classroom, online communication,
advising and personal conversations.
3.6 Remediation
Student Support and Development
Our department is committed to helping students be successful in their academic and professional
endeavors. The student support and development committee serves to assist in this process. This
committee will support students in their professional development and serve as a secondary
mentor in this process. The SSD committee will connect the student with appropriate referrals and
resources as needed. A referral to this committee will be made, if a student is noted to have
deficiencies in any of the following areas:
• MFT Skill Development
• Academic Integrity
• Student Support and Care (prayer, encouragement, etc)
• Student Professional/Dispositional Development
This committee exists to come alongside students and assist in student development.
Administrative Review
In keeping with the AAMFT Code of Ethics (AAMFT, 2015) and Southern Association of Colleges
and Schools (SACS) requirements, faculty in MFT education programs are required to assess the
knowledge, skills, values, and dispositions of students in their programs and take action if issues
arise that could compromise the well-being of present or future clients. The following summarizes
the School of Behavioral Sciences procedures for assessing these competencies.
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Administrative Hold
A student’s account may be placed on administrative hold by the program director for the
following reasons:
• Dispositional concerns
• Refusal to meet via an audio and video platform to discuss dispositional concerns
• As part of an administrative review
• As part of the remediation process
• As part of the disciplinary process
• As part of the grade appeals process
A hold may prevent the candidate from registering for courses, including practicum and
internship, which would prevent them from progressing in the program until the issue has been
resolved. Students will be notified of any hold placed on their account by the program director.
Once initiated, the student will remain on administrative hold in the program pending the
outcome of ongoing processes. As part of Administrative Review, the program director will review
all of the available and relevant evidence to determine an appropriate interim action to address
dispositional issues or other concerns, which may include an interim suspension of the candidate
from courses, internships, or clinical placements. The program director may, in his or her
discretion, also apply a registration hold to prevent the candidate from progressing in the program
pending resolution of the issue.
Behavioral Concerns at Practicum and Internship Sites
If during the Practicum or Internship, a student fails to successfully demonstrate the required
skills, professional behaviors, or personal or professional dispositions in this course and/or
receives failing evaluations, is dismissed from the site, or is found practicing at a site without
having received approval by the department for the site, the site supervisor will notify the
student’s professor. The professor will write an incident report and send it to the Program
Director and the department’s Internship Office. The Program Director, the Director of Clinical
Training, and the Leadership Team will examine the nature and reason for the skills deficit,
professional behaviors, or dispositions and/or site dismissal and recommend a course of action,
which could include Administrative Review for Behavioral Intervention and/or referral to
Remediation and/or the Office of Community Life. Administrative Review is appropriate when a
student’s behavior is so concerning and/or non-professional that prompt protective action is
required (see below section, “Administrative Review for Behavioral Intervention”).
Note: The steps within this section are specifically designed to address the unique aspects of
practicum and internships, and certain steps in this section may overlap with those of other
processes. For instance, the practicum or internship professor’s submission of an incident report
to the Program Director and Internship Office and their examination of the incident report will
satisfy the early and secondary stages of the remediation process (i.e., remediation stages 1-3).
Also note that remediation can be engaged at any step, as the School of Behavioral Sciences
deems appropriate.
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If a failing evaluation or dismissal from the site involves a violation of the University’s Honor Code,
the professor will fill out an Honor Code Violation form, which will be investigated by the Program
Director and the Office of Community Life. At any point in this process, the student may receive a
grade of “F” based on the skills deficit, professional behaviors, or personal or professional
dispositions, dismissal from their site, and/or failure to follow approval policies. The student will
be placed on hold in the program pending the outcome of any ongoing process(es) (e.g.,
Administrative Review, the remediation process, the disciplinary process, and/or grade appeals
process).
For violations that do not result in dismissal from the program, the remediation process can
include requiring the student to retake certain courses, seek personal therapy, etc. If, after
remediation, the student is unable to correct the deficits, the Remediation Committee will meet to
decide the best course of action for the student, up to and including an “F” for the course and
dismissal from the program. The final decision regarding whether the student is eligible to retake
the Internship and disposition of the hours accrued during the Internship are at the discretion of
the Leadership Team and based on a thorough evaluation of the incident.
Note: When necessary, the Department may immediately remove a student from the site upon
notification of concerning behavior by the supervisor. During the remediation process, the student
has an opportunity to appeal interim actions following Administrative Review, grades, honor code
violations, and dismissals in accordance with the procedures outlined for the applicable
process(es). See, for example, Appeals Policy (Section 6.3) and the appeal sections below for
information on the appeal process. Please consult the Practicum Field Manual and Internship Field
Manual for additional information.
Administrative Review for Behavioral Intervention
There may be times when the School of Behavioral Sciences faculty determines that a student’s
behavior is so concerning and/or non-professional, regardless of whether the student is making
satisfactory academic progress, that prompt protective action is required. This is especially true
when students are interacting with clients in a clinical setting. In such situations, the program
director will place the student on Administrative Review. As part of Administrative Review, the
program director will review all of the available and relevant evidence to determine an
appropriate interim action to address the concerning behavior, which may include an interim
suspension of the student from courses, internships, or clinical placements. The program director
may, in his or her discretion, also apply a registration hold to prevent the student from registering
for courses, internships, or clinical placements (and potentially, therefore, from progressing in the
program) until the behavior at issue has been resolved. The interim action should be narrowly
tailored to address the concerning behavior such that it places as few restrictions as possible on
the student and only as determined necessary to address the concerning behavior. Interim actions
should also balance the School of Behavioral Sciences’ gatekeeping function of protecting others
with promoting the student’s best interest. Administrative Review is protective, not disciplinary, in
nature. Interim actions will remain in place until the program director (in consultation with the
student and faculty) determines both that the concerning behavior has been resolved and that
26
any pending processes to address the student’s behavior are complete (e.g., the remediation
process or a disciplinary matter in the Office of Community Life or the Office of Equity and
Compliance).
Within 48 hours of the program director’s decision to initiate the Administrative Review, the
program director will notify the student in writing, which may include email, of (1) the initiation of
the Administrative Review, (2) the interim action(s) imposed, and (3) the reason(s) for the
Administrative Review. The program director will also notify the Registrar’s Office of the interim
action(s), including any registration hold. The student will have an opportunity to review all of the
evidence that formed the basis for the interim action(s) and to respond (including the opportunity
to present any relevant evidence) to the program director. Once the program director has an
opportunity to review all of the available and relevant evidence, the program director will either
reverse the interim action(s) or keep the interim action(s) in place, pending the outcome of any
other processes (e.g., remediation). The program director may refer the student to the Office of
Community Life and/or the Remediation Committee. If the student’s behavior cannot be remedied
to a point such that the student is qualified to continue in the program, the student may
ultimately be dismissed from the program. Should the student decide to appeal the interim
action(s) imposed by the program director, the student must follow the appeal procedures below.
Appeal of Interim Action(s) Following Administrative Review
Students who disagree with the interim action(s) imposed by the program director following
Administrative Review have an opportunity to appeal. Students must submit the appeal in writing
to the Dean of the School of Behavioral Sciences within seven (7) days of receiving the notice of
the program director’s decision. The appeal should clearly state the reason(s) the student believes
the interim action(s) should be reversed. Once received, the Dean of the School of Behavioral
Sciences (or designee) will review all available and relevant evidence and, if determined necessary,
speak with the student, the program director, and/or any other person with relevant information.
The Dean of the School of Behavioral Sciences (or designee) will endeavor to make a
determination within ten (10) days of receiving the appeal. The determination to uphold or
reverse the interim action(s) will be sent to the student in writing, and the Dean of the School of
Behavioral Sciences (or designee)’s determination concerning the interim action(s) will be final,
pending the outcome of any other processes.
Remediation
If during the course of a student’s studies, a faculty, staff, administrator or supervisor believes a
student lacks required skills, professional behaviors and dispositions to progress in the program,
that person will begin remediation procedures aimed to provide the student with information and
actions to correct the impairment/deficiency. The purpose of the remediation process is to assist
the student in correcting any deficits in counseling knowledge and skills, as well as problematic
personal, interpersonal, or ethical behaviors so the student may successfully continue in the
27
program. As such, remedial instruction or interventions are closely linked to the students’
developmental growth, recognizing the relationship between the alleviation of deficiencies and
the development of new competencies.
We conceptualize remediation in terms of a response continuum based upon the type and
severity of students’ limitations, with the need to distinguish between deficient, lacks
competence, and impaired:
Deficient: Requires skill-based and/or academic approach
• Lacks competence: Requires additional ethical practice-based / conceptual approach
• Impaired: Requires additional intervention-based and/or therapeutic approach
The problematic behavior continuum can also be considered along the lines of Academic, Clinical,
and Personal, with Academic being more related to deficiencies and Personal more related to
impairments. Clinical limitations may likely have both Academic and Personal involvement.
Additionally, the program response can be considered along a continuum of education, formal
remediation, and termination.
Deficient describes those behaviors, attitudes, or characteristics that need to be the focus of
attention and change but are not considered excessive or inappropriate. Rather, they may be
important components of the student’s learning experience. At this level, remediation likely
involves instruction and feedback to address the deficit.
Lacks Competence describes a deficit in developmentally appropriate clinical competencies that
are needed for ethical practice. These would include areas such as performance of counseling
skills and/or professional behaviors, attitudes, or characteristics, response to supervision, and/or
ability application of ethics into practice. These behaviors are considered to be excessive or
inappropriate, requiring remedial action beyond the course instructor or supervisor.
Impairment describes those behaviors that result in a significant negative impact on professional
functioning. Impairment is demonstrated by one or more of the following behaviors: (a) an
inability and/or unwillingness to acquire and integrate professional standards into their repertoire
of professional behavior; (b) an inability to acquire professional skills to reach an acceptable level
of competency; (c) an inability to control personal stress, psychological dysfunction and/or
excessive emotional reactions that interfere with professional functioning.
The Type and Severity of Limitation are considered when determining the need, if any, for
remediation.
Students Determined to be Deficient
• Inadequate knowledge base commensurate with status in the program
• Inadequate, but improving counseling skills
• Rudimentary ethical processing
• Simplistic, narrow, or disjointed case conceptualization
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• Insufficient interpersonal skills and awareness, but willingness to develop
Students Determined to Lack Competence
• Lack of awareness of ethical principles and obligations
• Failure in responsibilities to site and/or supervisor
• Unwillingness/inability to be effective in basic counseling techniques
• Unwillingness/inability to complete appropriate documentation
• Failure to function as an effective member of the treatment team
Students Determined to be Impaired (not inclusive)
Four Themes:
I. Interpersonal and Personal Problems
1. Inappropriate interpersonal skills
2. Lacks self-control (anger, impulse control) in relationships
3. Inappropriate boundaries
4. Misleads or exploits others
5. Lacks awareness of the impact they have on others
6. Unwilling to receive feedback in supervision
7. Does not take responsibility for deficiencies and/or problems
II. Professional Competence
1. Lacks foundational counseling skills
2. Inappropriate affect in response to clients
3. Does not recognize the limitations of expertise and competence
4. Does not apply ethical and/or legal standards to practice
5. Lacks awareness of how their beliefs and values influence practice
6. Does not demonstrate a respect individual differences and culture
III. Professional Behaviors
1. Deficits in punctuality, professional appearance, attendance, dependability
2. Does not complete appropriate paperwork and documentation
3. Does not adhere to the department’s or their clinical site’s policies
IV. Professional and Personal Integrity and Maturity
1. Makes false, misleading or deceptive statements
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2. Displayed academic dishonesty
3. Problems with alcohol/drug use or illegal activities
4. Inappropriate sexual behavior
5. Refused to consider personal therapy when recommended
Once the Type and Severity of Limitation are determined, there are several avenues that may be
pursued when determining the need, if any, for remediation. Faculty are encouraged to consult
with the program director, faculty remediation committee members, and other faculty when
deciding the level of severity and which stage to engage the remediation process. Please note
that the remediation process is not always linear or sequential. Faculty reserve the right to initiate
remediation at whatever stage they deem appropriate for the student.
Early Remediation Process (Stages 1 and 2)
• Faculty or advisor meets with the student
• Determine an action plan for addressing deficits
• Follow-up
Secondary Remediation Process (Stage 3)
• Student Support and Development
• Notification of meeting with the director
• Assessment of problematic behavior
• Review and development of a plan
• Acceptance or appeal
Remediation Committee Referral (Stages 4-6)
• Notification
• Assessment of Problematic Behavior
o Problems concerning attendance and approach to assignment completion
• Development of a Plan
• Acceptance or Appeal
• Provision if Unsuccessful
Possible Remediation Committee Recommendations for a Remediation Plan
• Psychological or evaluation by a mental health professional
• Increased supervision
• Reduced practicum or internship
• Leave of absence
• Formal reprimand
• Formal probation
• Counseling out of the program
• Dismissal from the program
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• Or any other information gathering deemed necessary in order to properly support student
growth
Immediate Interventions
In the event of a student’s disclosure, either verbally, or in writing, of either threat of serious or
foreseeable harm to self or others, abuse or neglect of a minor, elderly or disabled person, or
current involvement in criminal activity, the faculty, staff, administrator or supervisor, will take
immediate action. This action may include, but is not limited to, immediate notification of Liberty
University Police Department, appropriate state law enforcement, social services personnel,
emergency contacts, and notification of the appropriate program chair or associate dean. The
incident and action taken will become part of the student’s permanent record.
Remediation Process for the M.A. in Marriage and Family Therapy Program
Note: The remediation plan is designed to protect the student’s rights under University policies
and a fair process. In addition, we stress the importance of engaging the student in the
remediation process. These principles are infused throughout the School of Behavioral Sciences
program’s response continuum. Once a remediation plan is initiated, student response to
remediation efforts is considered when deciding student status in the program. All phases of this
remediation process will become a part of the student’s record. The description of the stages
below does not necessarily reflect a sequential process. Instead, the faculty reserve the right to
initiate remediation at any Stage 1, 2, 3, or 4-6, based on their assessment of the level of deficit
and/or impairment.
Stage 1: Notification by Advisor. When a determination is made by a faculty member that
problematic behavior of an academic, clinical, or personal nature exists, and could not be resolved
on an informal basis, the faculty member discusses this with the student and her or his FAM. If
problematic student behavior is brought to the attention of the department through other means
(e.g., from another student, a report from university staff, evaluation from a supervisor, etc.), the
student’s advisor will notify the student and discuss the concerns.
The student and her or his FAM will meet to discuss the problem and collaboratively outline a
remedial action plan to address the concerns. This interactive process should allow the student
ample opportunity to react to the information presented regarding the problem area. If the
problem is resolved, no further action is needed. The advisor will document the meeting, the
remedial action plan, and the outcome into the student’s personal record. The advisor will follow
up with the faculty to ensure that the agreed-to remedial action plan was completed and the
behavioral issue was successfully resolved.
If the problem is not resolved at this stage because the student does not engage in the process,
disagrees with the validity of the concerns, or does not agree with the remedial action plan, the
advisor will notify the program director of the outcome of the meeting. A meeting will then be
scheduled with the student's advisor, the program director, the student, and the concerned
faculty member as appropriate. This meeting will be considered a Phase 3 remediation.
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Stage 2: Primary Assessment of Problematic Behavior: If the behaviors addressed by the
program faculty and the advisor persist, the advisor will again meet with the student and outline,
verbally and in writing, the continued nature and extent of problematic behavior. Informal (e.g.,
interview with student and faculty) and formal (e.g., instruments) may be utilized as a part of the
assessment process. This includes feedback from the student concerning the outcome of any
remedial actions taken by the student in response to the concerns raised during the notification
session. When it is apparent that the student is engaged in the process but has not met the goal of
the initial remedial action, a collaborative approach involving student engagement will be used to
evaluate and refine the remedial action plan. If the problem is successfully resolved, no further
formal action is needed. The advisor will document the meeting; outline the agreed adaptations to
the remedial action plan, and the outcome. The advisor will follow up with the faculty and the
program director to ensure that the behavioral issues were successfully resolved and all agreed-to
remedial mandates were implemented.
Stage 3: Secondary Assessment of Problematic Behavior: If the FAM or core faculty determines
that the student’s behaviors are at a level that requires a formal remediation process (Stage 4) or
the student rejects or appeals a remedial action plan, a meeting will be held with the student, his
or her advisor, the program director, and referring faculty member (if appropriate). The meeting
date will be set to allow the student the opportunity to provide additional evidence to the group
for consideration at the meeting. The purpose of the meeting will be to either 1) collaboratively
re-assess the problem behavior and develop a remedial action plan or 2) determine that the
problem needs to be addressed by the program core faculty through a remediation plan. The
program director will document the meeting and outcome. The program director will report the
meeting outcome to the faculty Remediation Committee.
Stage 4: Referral to the Remediation Committee:
In cases when the outcome of the meeting of the student, advisor(s) and program director results
in a decision that the situation should be brought to the Remediation Committee, a meeting of the
committee will be scheduled. Once all information has been presented, the Remediation
Committee will decide the level and scope of remediation required to assist the student and
develop a formal Remediation Plan.
Stage 5: Development of a Remediation Plan: The Remediation Committee will review the
presented information, examine the remedial action plan developed by the student and advisor,
evaluate the progress made towards remediating problem behaviors, and develop a formal
Remediation Plan. The purpose of the remediation plan is to assist the student in correcting any
deficits in counseling skills or personal, interpersonal, or ethical problems so that the student may
successfully continue in the program. The elements of the plan will be congruent with the extent
of the correction needed. Remediation Plans can include such actions as repeating particular
courses, obtaining personal therapy, completing additional assignments, reviewing the ethics
code, transferring to a non-licensure program, or academic dismissal from the DCCC or Liberty
University.
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The program director and/or other designated persons will inform the student of the decision
both orally and in writing. The student will have five working days to respond in writing (and
orally, if desired) to the recommendation. The committee will review the student’s response to
the action decided and will make a final decision regarding the disposition of the case. Should the
student file no response to the action, the decision of the committee will be considered as final.
The program director and the student's advisor will notify the student in writing of the outcome of
the meeting.
Stage 6: Acceptance or Appeal: The student will be given the opportunity to accept the plan of
correction or to appeal it. If accepted, the student will follow the plan as developed and regularly
report progress to her or his advisor. If not fully resolved, additions, amendments, or extensions to
the plan may be implemented. If the problematic behavior is corrected, no further action is
needed. Four options are available to faculty when reevaluating the student: (1) continuation in
the program, (2) continued probation and remediation, (3) counsel the student out of the
program, and (4) dismissal from the program.
Provision if Unsuccessful: If the Remediation Committee determines that remediation is
unsuccessful or that the student refuses to comply with the Remediation Plan, the Remediation
Committee may recommend to the program director that the student be dismissed from the
program.
Final Determination Following Recommendation of Dismissal: Based on the Remediation
Committee’s recommendation of dismissal, the program director will either dismiss the student
from the program or allow the student to remain in the program until the concerning behavior has
been fully addressed to the satisfaction of both the program director and the Remediation
Committee. If the student is dismissed from the program, the program director will provide a
notice of dismissal to the student in writing. If any interim action(s) were put into place following
Administrative Review (e.g., interim suspension or registration hold), those interim action(s) will
remain in place. If the program director allows the student to remain in the program, the student
must continue to work with the Remediation Committee to address its concerns. Any interim
action(s) from Administrative Review will remain in effect, and accordingly, the student should be
aware that, if he or she does not re-enroll in courses within a certain period of time, he or she may
break enrollment and need to re-apply to the program. In those situations, admission is not
guaranteed. The student may appeal to the program director’s final determination of dismissal.
Should the student decide to appeal his or her dismissal, he or she must follow the appeal
procedures outlined below.
Appeal of Dismissal:
Students who disagree with the program director’s final determination have an opportunity to
appeal. The appeal must be submitted in writing to the Dean of the School of Behavioral Sciences
within seven (7) days of notification of receiving the notice of the program director’s decision. The
appeal should clearly state the reason(s) the student believes the final determination should be
overturned. Once received, the Dean of the School of Behavioral Sciences (or designee) will review
all relevant evidence and, if necessary, speak with the student, the program director, and any
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others who have relevant information (e.g., members of the Remediation Committee). The Dean
of the School of Behavioral Sciences (or designee) will endeavor to make a determination within
ten (10) days of receiving the appeal. The determination to uphold or overturn the final
determination will be sent to the student in writing, and the Dean of the School of Behavioral
Sciences (or designee)’s determination concerning the interim action(s) will be final, pending the
outcome of any separate processes. If the Dean of the School of Behavioral Sciences (or designee)
overturns a dismissal, the student will have the option either to remain in the program and
continue work with the Remediation Committee to fully address its concerns, or to withdraw from
the program.
3.7 Harassment
Sexual harassment and/or any harassment on the basis of color, race, religion, or national origin
has long been recognized as a violation of Section 703 of Title VII of the Civil Rights Act of 1964, as
amended. Such behavior does not befit a committed Christian. Accordingly, Liberty University will
not tolerate sexual harassment and intimidation of its employees.
3.8 Sexual Violence Consultation & Therapy Policy
Liberty University is committed to providing a safe place for learning. As such, Liberty adheres to
the Title IX directive of not tolerating any form of sex-based discrimination, which can include: acts
of sexual violence, sexual misconduct and disrespect for one another including non-consensual
sexual intercourse, non-consensual sexual contact, sexual exploitation, sexual harassment, dating
violence, domestic violence, childhood sexual abuse, and stalking.
Additionally, Liberty University is committed to supporting and coming along-side students who
may be victims of sexual discrimination and/or violence, currently, or in the past. Under Title IX,
faculty are obligated to disclose to the university’s Title IX office any student disclosure of current
or past experience of sex-based discrimination, physical violence and/or sexual violence. For
additional information and up to date policy, please reference the Title IX information page
https://www.liberty.edu/title-ix/speak-up/.
Thus, if a student discloses to a faculty member, verbally or in writing, that he/she has
experienced sex-based discrimination, physical violence and/ or sexual violence, presently or in
the past, then the faculty member will make a referral to the Title IX office. This process is in
place so that the university can help ensure that students are offered both the support and
resources needed to help them succeed in their educational endeavors. An employee from the
Title IX Office will reach out to the student and offer support, resources, and information. Though
faculty are required to report incidents of sex-based discrimination and/or violence to the Title IX
office, students are not required to accept any offers of support, resources or information.
3.9 Personal Therapy
Students are strongly encouraged to seek group and individual therapy as a part of the
educational experience. As MFT-trainees who are in the process of developing the skills,
professional behaviors, and dispositions needed to become a licensed marriage and family
therapist, it is imperative that we deal with our own personal issues that may interfere with our
ability to work
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with clients in competent and ethical ways. Moreover, experiences as a client will help the
therapist better understand the client’s experience in therapy.
3.10 Faculty Endorsement
Upon successful completion of the program of studies and demonstration of the requisite
competencies, faculty members endorse students for certification and licensure. Upon request,
the faculty will write letters of recommendation for employment in the student’s specified area of
specialization or for advanced studies (e.g., Doctoral programs). Endorsement only occurs when
faculty believe students are qualified to perform the duties associated with credentialing or
employment.
In addition to credentialing and employment, faculty members endorse students for practicum
and internship. Endorsement occurs only when students have successfully completed the
prerequisite courses and if faculty members believe students are qualified to perform the duties
associated with the practicum or internship. In compliance with the AAMFT Code of Ethics,
regardless of academic qualifications, faculty do not endorse students whom they believe to be
impaired in any way that would interfere with the performance of the duties associated with the
endorsement.
3.11 Student Record Keeping
Copies of all class syllabi and course schedules should be kept by students for future use. Students
should also keep copies of all clinical and supervision hours accrued in practicum and internship
classes. Examination boards for counseling or therapy licensure, insurance companies, and other
organizations may require proof of course content and/or clinical work by evidence of the course
syllabus, course schedule, or official clinical hours spreadsheets. Do not discard old syllabi and
other academic records but save them (electronic, print, or both) in a secure location. It is difficult,
and sometime impossible, for faculty or program administration to locate old syllabi. Keeping
copies of your course syllabi, schedules, and clinical hours is the student’s responsibility.
3.12 Computer Needs
Each student at Liberty University is expected to demonstrate computer literacy prior to admission
to the program. Each course in the MFT online program requires the student to have a reliable
internet connection and computer software programs. Because these are essential for your
interactions and completion of the course, students must have access to the following:
• Microsoft Office® (Note: Microsoft Office 365® is available for free to Liberty University
students at https://www.liberty.edu/information-services/products/microsoft-365/)
• Internet that can access Canvas and Liberty University’s website
• A computer that meets the hardware/software specifications to access Canvas
• Send and receive emails via their Liberty Webmail address.
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For information on recommended hardware, software, operating systems and student discounts
on computers, see the Liberty Information Technology website.
3.13 Email Account and Communication
Upon admission, each student is assigned a Liberty University username and email account
([email protected]). All correspondence from the university, counseling department, and
your course instructor will be delivered via this email address. Students are strongly urged to
check their Liberty University email accounts daily for communication from the university and
faculty.
Students are expected to practice professionalism in all email communications. We live in a fast-
paced world with text messaging, which encourages short and abbreviated communication.
However, since you are in a marriage and family therapy program, you are encouraged and
expected to use full sentences and good grammar when communicating with other students and
faculty. It is also an expectation that your electronic communication is pleasing to God. Being
courteous and polite to peers and professors demonstrates dignity and respect, "And as you wish
that others would do to you, do so to them" (Luke 6:31, ESV).
Communicate complaints directly to the individual involved. Do not send a blanket email to
everyone in the class or to administrative personnel until you have communicated your concerns
directly to the person involved and allowed them time to respond. Do not post a message to the
class on Canvas that is more appropriate for an individual. Avoid offensive language of any kind.
Because students are responsible for behaving in an ethical manner throughout the course of the
program, continual unprofessional, discourteous communication cannot be tolerated and may
result in remediation procedures up to and including dismissal from the program.
3.14 Dress Code
When on campus or in a class (in person or virtual), students are expected to comply with the dress code
outlined in the Graduate School Code of Honor found at the Graduate Student Affairs website:
https://www.liberty.edu/students/community-life/graduate-and-online-students/.
For a listing of general resources and program announcements, please visit the Online Marriage &
Family Therapy Advising Guide.
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Appendix A – Marriage and Family Therapy Resources
State Boards
State Licensure Information
Computer and Technology Requirements
IT Helpdesk Homepage
Graduate Catalog
National Suicide Prevention Lifeline 800-273-8255
National Mental Health Hotline | 866-903-3787
Appendix B – Course Descriptions
Course Descriptions
