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MAMFT Program Outcomes, Student Learning Outcomes and Faculty Outcomes

Expected Program Outcomes, Student Learning Outcomes and Faculty Outcomes for the Master of Arts in Marriage and Family Therapy Program at Louisville Seminary are as follows:

PROGRAM OUTCOMES (PO)

  1. To graduate students prepared to provide individual, couple and family therapy as entry-level professional MFT practitioners (KY Marriage and Family Therapy Associate).
  2. To graduate students who demonstrate multicultural competence and are able to provide individual, couple and family therapy with diverse clients.
  3. To graduate students with an entry-level professional ability to reflect theologically on their clinical practice and the theories that inform their work.

STUDENT LEARNING OUTCOMES (SLO)

  1. Graduating students will be able to conduct multicultural, evidence-based therapy with individuals, couples and families that meets entry-level professional standards.
  2. Graduating students will demonstrate a broad knowledge of systemic theory and MFT treatment models and flexibly apply these in evidence-based practice.
  3. Graduating students will be able to think ethically and make appropriate clinical ethical decisions.
  4. Graduating students will be able to use a multicultural approach to Marriage and Family Therapy that attends appropriately to religious, cultural, racial, economic, gender, and sexual orientation diversity in client systems, client-therapist systems, supervisory systems, and broader social systems.
  5. Graduating students will be able to use a theologically informed and clinically appropriate framework to integrate religious and spiritual factors into the practice of Marriage and Family Therapy.

FACULTY OUTCOMES (FO)

  1. Faculty will engage in professional marriage and family therapy activities that enrich student learning.
  2. Faculty will demonstrate evidence of scholarship and pedagogical excellence in areas in which they teach.
  3. Faculty will demonstrate consistent attention to cultural diversity and multicultural pedagogical practices.
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