MS in Psychology, MFT

PAGE SUMMARY: This page provides an in-depth description of the MS in Psychology, MFT Program including its purpose, goals, learning outcomes, requirements, course descriptions, and more. Most of the content is found beneath the drop-down headings/toggles below. 

 

MFT Program Overview

  • Units of Study: 67 Semester Credit Hours
  • Length of Study (self paced): 2-3 years full time, 6 years part time
  • Tuition: $9,600 per year (See Tuition and Fees for a list of all fees)
  • Program Tuition: 6 years: $57,600; 3 years: $28,800
  • Maximum Program Tuition: $57,600
  • Admission Requirement: Bachelor’s Degree
  • Enrollment Start Date: First day of any month

MFT Program Introduction

This program is specifically designed by WISR and approved by the State of California’s Board of Behavioral Sciences (BBS) to prepare students to obtain the State’s Marriage and Family Therapy (MFT) License and the State’s Licensed Professional Clinical Counselor (LPCC) License. Upon the completion of this degree program (including as an option, some extra, required coursework for the LPCC), as well as a total of 280 hours of client contact in the Practicum (as contrasted with only 150 such hours for those only pursuing the LMFT), students must obtain the necessary number of hours of supervised internship experience and pass the State-required licensing exams,

in order to obtain the MFT license, and if they choose as an added option, the LPCC license. This program prepares students for successful private counseling practice as an MFT and/or LPCC, and for professional practice in non-profit community agencies as well as in some public agencies, educational institutions and health organizations. This program requires 67 semester credit hours of study in areas designated by the State of California for these licenses, and incorporates both State-mandated content and individualized studies.

Following are MS in Psychology Requirements, Courses, and Program Details for Students Enrolling on or After August 1, 2012, or for other Students Completing the Master’s After December 31, 2018.

Students working toward the State of California’s Marriage and Family Therapy (MFT) license are assisted and required to study in the core subject-matter areas required for the license. This includes mastering content in all subject matter areas required by the State of California, including psychopathology, human development, marriage and family counseling theory and techniques, research methodology, psychotherapeutic techniques, human sexuality, cross-cultural counseling, psychological testing and therapeutic appraisal and assessment, psychopharmacology, and professional ethics. Students enrolling since August 2012 have been required to study additional areas and by virtue of new State requirements, the program will be about 33% longer and more intense. New, required areas of study will include: addictions counseling, case management, advanced studies in multicultural/cross-cultural counseling and work with special populations, additional advanced study in counseling theories and methods.

The vast majority of WISR students are mature adults with significant work and family responsibilities, time demands and commitments. Most students will progress at a rate approximately equivalent to half-time enrollment. WISR’s tuition is very affordable, even in comparison to other private institution’s rates for half-time enrollment. All WISR students pay the same tuition, and those students who are able to pursue their studies with an intensity and at a pace comparable to students who are seriously engaged full-time students will very likely be able to graduate in 40 to 50 percent of the estimated time for part-time studies in WISR degree programs. The MS in Psychology toward the State’s MFT license (and optionally the LPCC license) is, by State law, the equivalent of two Master’s degrees (67 semester credit hours). Therefore, for many students pursuing the MS in Psychology, MFT at WISR, the length of study at WISR may be expected to be about 6 years, unless they are able to study at or near the intensity of a seriously engaged full-time student.* In all cases, faculty will strive to support students in their efforts to complete their degree in a timely manner, while also benefiting from their studies at WISR in ways that will help them build bridges to the next important life goals.

*These program length expectations do not include any time off for leaves of absence due to matters such as those resulting from health issues, family responsibilities or periods of financial hardship. Each leave of absence must be for a minimum of two months, during which time the student does not pay tuition, and during which time the student may not receive credit for any efforts related to their studies at WISR. The student pays a non-refundable $200 re-enrollment fee when resuming their studies to re-register in the degree program they are pursuing or taking courses.

Students work individually with faculty and receive faculty guidance in doing required readings and assignments in each area that provides the student with a strong foundation in each area of study required by the State, as well as an opportunity to focus on those topics of greatest interest to the student. The student writes a paper in each subject matter area, and faculty help students to identify and pursue paper topics address issues, methods or concepts that are of strong interest to the student and help prepare the student in his or her areas of anticipated professional specialization.

In addition, WISR’s coursework is also designed to meet the State of California’s academic requirements to become a Licensed Professional Clinical Counselor (LPCC). Students pursuing the LPCC license must also study Career Development and Group Counseling. MFT students not interested in obtaining the LPCC license do not have to pursue studies in the areas of Career Development and Group Counseling, although it is strongly recommended that they do so anyway. Also, by State law, those students beginning studies for the LPCC license after August 1, 2012, now need to study the additional areas required for the MFT license, as well as some further advanced studies in counseling theories and methods. Overall, those seeking the LPCC license will typically need to spend an extra 3-4 months completing the required LPCC studies, beyond the work required of MFT students. WISR’s program is integrated in such a way as to encourage and enable interested students to pursue both licenses and do thorough study, and still attain their degree in a timely fashion.

Along with the student’s individual work with faculty in studying the required readings and assignments in each of the State-defined content topics, and along with the more personalized further research, study and paper-writing in each area, students are also strongly encouraged to participate in most of the Saturday class sessions which meet twice each month, and in any case are required to participate in 10 hours of collaborative activity with other students in each of their courses.

During the regularly held MFT program seminars, students learn from faculty and explore further with one another the various core areas which contribute toward the State’s requirements for the MFT license. In addition, students must participate in a seminar each month and/or confer with a WISR faculty member about their practicum, while gaining their practicum hours. The dates, times and topics of these seminars is announced over one month in advance to all students, by email and posted on WISR’s website. The required seminars are available by videoconference with students and faculty. Time is normally allowed to discuss issues, ideas and questions with one another.

MFT Program Mission, Learning Outcomes and Measures

Program outcomes are guided by several important considerations:

First and foremost, WISR’s MFT program curriculum—outcomes and evaluation—is guided by the standards and requirements articulated by the State of California licensing agency, the Board of Behavioral Science.

In addition, the MFT program curriculum—outcomes and evaluation—is guided by WISR’s mission and the learning “meta-competencies” articulated from that mission (e.g., self-directed learning, action-oriented inquiry, multiculturalism, social justice, effective communication and collaboration, and the value of using one’s studies to build bridges to the future) further augment the State’s requirements and expectations.

Finally, in implementing the program curriculum through program outcomes, course outcomes, module outcomes, and measures, indicators, and evaluation rubrics, we draw on the first two areas of consideration and also on the knowledge gained through WISR’s history of offering a Master’s leading to the State counseling license since 1977, and the collective academic and professional experience and knowledge of WISR’s faculty.

A: MFT Program-Specific Learning Outcomes

Five MFT Program-Specific Learning Outcomes

The student will demonstrate that they:

  1. Know how experts use research, and articulate and use theories, key concepts, and professional practices in each area of knowledge and professional practice required by the State of California licensing Board—the Board of Behavioral Sciences.*
  2. Evaluate key theories and methods of psychotherapy and marriage and family therapy.
  3. Apply skills of conscious and deliberate planning, as indicated by making critical comparisons of alternative courses of therapeutic action.
  4. Create theoretical applications and strategic practices in at least one area of specialization within the scope of practice of an LMFT or LPCC, as indicated especially in their Master’s thesis, practicum and course-based action-research projects.
  5. Apply skills of doing an effective, critically-minded and comprehensive review of the literature in an area of special interest to the student.

*State-required knowledge areas have been grouped into WISR’s required courses, and each course in the MFT Program has specifically defined learning outcomes that guide and assess student learning progress in developing the required expertise in each area. For example: Foundational and contemporary theories and methods of therapy; Psychopathology; Human Development; Cross-Cultural Counseling; Law and Ethics; among such other important areas as recovery-oriented care, crisis and trauma, addictions, sexuality, and child abuse assessment and reporting.

In addition to the above-mentioned MFT program-specific PLOs, MFT students must demonstrate the following mission-directed PLOs (see next section):

The student will:

1. Self-Directed Learning.

Demonstrate skills as a self-directed learner, as indicated by critically minded, intentional, and improvisational learning in doing their course assignments, practicum, and thesis.

2. Action-Research.

Engage in critically informed uses of methods of participatory and action-research in the pursuit of specialized knowledge and competent practice, especially as indicated through their action- research projects and thesis.

3. Multiculturalism and Inclusiveness.

Demonstrate an awareness of issues of diversity and inclusiveness, by showing a sensitivity to the issues involved in working with diverse populations, as indicated in their writing, dialogue and/or practicum.

4. Social Change and Justice.

Analyze the connections of mental health issues and therapeutic practices with the bigger, societal picture, by showing in their writing, dialogue and/or action-research projects that they are inquiring into ways of creating change for social justice, greater equality and environmental sustainability, as part of the pursuit of specialized knowledge and competent practice.

5. Communication and Collaboration.

Demonstrate skills of clear and engaging written communication, effective oral communication and collaboration as indicated in their practicum and seminars and produce a thesis that is of sufficient quality to be considered seriously for professional publication.

6. Build Bridges to the Future.

Demonstrate an awareness of employment opportunities, in the field of Marriage and Family Therapy, or related professional counseling options, and begin building bridges, i.e., specific action steps, to their post-graduate involvements, especially as indicated in their practicum and Master’s thesis.

These outcomes will be evidenced in the written assignments for each course–and guided and evaluated by course learning outcomes and module learning outcomes within each course. They will also be evaluated and evidenced through the student’s practicum, their course-based action-research projects, their ongoing dialogue with faculty and the oral reviews in each course, in the thesis, and in their collaborations with others, such as in seminars and the online forum.

Five Program-Specific PLOs: As a graduate institute, we require students to achieve five program-specific PLOs, each of which is quite substantial and complex, and not achieved through one single, simple indicator or outcome. Consequently, we have identified two to six or so indicators/more specific outcomes, which when attained, provide tangible and convincing evidence that the main PLO has been achieved.

Six Mission-Directed PLOs: In addition to the program-specific outcomes, we have six mission-directed learning outcomes that are determined by our mission and values and reflected in the resulting meta-competencies expected for each WISR student across all WISR programs.

The more detailed articulation of these PLOs, and additional key indicators are:

a) used by faculty in evaluating and documenting student learning—including being tracked and noted on a PLO spreadsheet in each student’s file, in paperwork placed in each student’s file when a faculty member has determined the achievement of the PLO and the evidence for the achievement of the PLO,

b) used by students in becoming oriented to their degree program’s requirements, and in following the instructions in each course that students read and use to guide, and self-assess, for faculty review, and their progress in achieving the PLO,

c) used by faculty in evaluating the progress and success of students as a whole in their learning at WISR. This approach is critical to our achieving the PLO.

These more detailed articulations of PLOs and indicators are found in our online courses, rubrics, curriculum maps and PLO tracking worksheets.

The Dreyfus Model is used to evaluate the effectiveness of WISR’s degree programs, and to integrate the achievement of degree program learning outcomes. The stages of the Dreyfus Model that are used at WISR are:

  1. the stage of “competent” serving as an orienting learning goal to guide students and faculty in the Master’s programs at WISR, and
  2. the stage of “proficient” providing an orienting learning goal for students and faculty in the Doctoral program.

From time to time, we have seminars on this Model at WISR, to engage students and faculty in reflecting on and discussing how to make use of it to aid learning at WISR. Here are a few highlights to consider.

The “competent” expert comes to appreciate that simple recipes do not adequately address the nuances of, variations in, and complexity of real-life situations. As Master’s students progress in their studies, and are engaged in many levels of learning—for example, the levels articulated in Bloom’s taxonomy: understanding, applying, analyzing, evaluating and creating—their behavior and learning are increasingly characterized by the following indicators of the “competent” stage of expert knowledge and skills. They:

  • Engage in deliberate planning
  • Understand the importance of each specific context/situation
  • Use guidelines, not rules, to determine their actions
  • Are emotionally-involved in the outcomes of their actions (a strong sense of Responsibility) (commitment)
  • Use what they see to be the most valuable and “relevant perspectives” for each situation, rather than relying on rules. They may not have the creativity of a proficient expert to develop a new theory or strategy, but they will strategically analyze and evaluate what they have learned to make an educated choice about what they see to be the situationally most appropriate action or plan, from among their knowledge of the “available alternatives.” So, they: Analyze and evaluate what they have learned, and then also make judgements based on their experiences.

To learn more about the Dreyfus Model go to:

https://www.nateliason.com/blog/become-expert-dreyfus and

http://www2.psych.utoronto.ca/users/reingold/courses/ai/cache/Socrates.html

For further discussion, go to: Chapter 5, Cases and Stories of Transformative Action Research. Bilorusky, J. Routledge Press, 2021.

Core Areas of Learning and Competency, or “Meta-Competencies” to be Developed, Across All WISR Degree Programs

As a further way to define and structure WISR’s curricula—across all of our degree programs— the seven core areas of learning or “meta-competencies” (below) will provide WISR students and faculty with some guiding directions, within all degree programs. Furthermore, each course within each program will aim to help students to develop further their competencies in more than one of these areas, and in some cases at least, in most of these competency areas.

The degree program learning outcomes at WISR are conceptualized and articulated within learning goal areas defined by these meta-competencies. The required learning outcomes for each degree program from MS to EdD progress, by evidencing increasing levels of knowledge and skills–from competent (and ready to become proficient) to proficient (and ready to become expert).

Master’s degree students will develop special competence and in-depth knowledge in at least one field of specialization (e.g., Marriage and Family Therapy, Community Leadership or Educational Leadership) and in one or more areas of personal interest within that field.

Doctoral degree students will 1) develop specialized knowledge in one or more areas of special interest within the interdisciplinary field of higher education and social change, and 2) engage in creating new knowledge and/or new practices in the interdisciplinary field of higher education and social change, and especially in one or more areas of the special, personal interest within that field.

The Seven Core Areas of Learning or “Meta-Competencies”:

1.  Developing Skills as a Self-Directed Learner, Including Becoming a Conscious, Intentional, and Improvising Learner
  • Engaging in lifelong, self-directed, self-motivated and improvisational learning, in the realm of professional practice, and in other domains in one’s life. Developing strong skills in self- assessment is especially important to this area of meta-competency.
  • Willingness and ability to re-evaluate and change directions and plans—ability to improvise, including the inclination and ability to turn challenges and problems into opportunities.
  • Developing and Using Curiosity, along with one’s own sense of purpose and meaning.
  • Pursuing Long-term plans, alternatives, goals and pathways.
  • Quite importantly, consciously and intentionally building bridges to the next important phases of one’s life–this means that learning activities at WISR should lay a foundation for the next steps, and more than this, should create pathways and movement along the pathway to the next significant things the learner wishes to do in her or his life.
  • In using the Internet, this means becoming aware of strategies for finding material– readings and information from a variety of sources and learning how to critically evaluate the usefulness and validity with the extensive material, resources and data available.
2.  Gaining Expertise in Methods of Participatory Action-Inquiry and Qualitative Research
  • Seeing oneself as a builder of knowledge
  • Learning from the experience and knowledge of others
  • Developing methods of critical inquiry in order to evaluate the strengths and methods of specific approaches to sampling, data gathering, data analysis, and uses of findings.
  • Use of participatory action-inquiry to build knowledge and to fashion effective improvisations
  • Using Stories and concrete examples to develop and convey theories.
  • Developing a broadly informed perspective on science and scientific methods, in order to better inform one’s own inquiries and the inquiries of others within one’s profession and chosen area(s) of specialization.
3.  Developing a Multicultural, Inclusive Perspective
  • Developing and using multicultural perspectives to inform one’s purposes, and one’s views of social issues and challenges and opportunities in one’s chosen fields or arenas of endeavor— profession, workplace, community.
  • Developing a sense of empathy, compassion and community toward, and with, others.
  • Appreciating and understanding the broad spectrum of perspectives and consciousness, and how those arise out of people’s culture, gender, economic background, religious and sexual preferences.
4.  Developing Skills in Making Connections with the Bigger Picture and Inquiring into Ways of Creating Change for Social Justice, Greater Equality and Environmental Sustainability
  • Developing Economic/political/societal/cultural/environmental literacy and social change in a multicultural society.
  • Understanding of issues and challenges of sustainability, in relation to current decisions being made today.
  • Ability to understand, appreciate, act with awareness of the bigger picture as well as the immediate tasks to be accomplished.
  • Understanding and appreciating the connections between individual transformations and societal change, including how societal circumstances, especially injustices and inequalities, skew the way people understand and make sense of their experiences and make decisions about themselves and others.
  • Understanding the impact of political/social/economic inequities and injustices, and possible directions and strategies toward greater justice.
5.  Communicating Clearly to One’s Audiences, in One’s Own Voice, and on Topics that Matter to the Learner, and to Learn to Collaborate with Others
  • Writing and communicating clearly, purposefully and inquiringly, and in one’s own voice.
  • Using stories, ideas, visions and proposals, and questions to communicate.
  • Reading Critically and for Relevance.
  • Developing Imaginative (Creative) and Critical Thinking.
  • Integrating Theory and Practice—learning how to develop and use theory and practice in relation to one another, and how to communicate to others about this interplay.
  • Ability to think and communicate within one’s sphere of professional practice, and the ability to step outside the boundaries and scope of that professional community, in order to better contribute to one’s profession, as well as the larger society.
  • Ability to collaborate—experience, motivation and understanding in working with others.
  • Understanding the Uses and Limitations of the Technology, including but not limited to the internet, multimedia, social networking; this includes further developing one’s technical and computer literacy, as part of the collaborative process, and understanding the limitations of technology as well.
6.  Developing the capability of pursuing employment opportunities and/or community involvements, appropriate to one’s capabilities, experience and interest
  • Exploring and gain knowledge of professional and/or community leadership career paths that incorporate one’s interests, values and purposes.
  • Gaining experience in leadership and in professional and/or community engagement (practical learning, experiences, identifying and using resources, challenges and opportunities, leadership skills and strategies, profit and non-profit).
  • Gaining sufficient competence and expertise in one or more areas of specialization to be considered for positions that make good use of one’s competence, skills and expertise.
  • Ability to use one’s knowledge, skills, and ability as self-directed learners to make one’s current job positions more interesting, meaningful and/or productive; and/or to create one’s own options and alternatives for employment and/or community involvement, such as for, graduate level learners, especially, starting a new program in an existing organization, starting a non-profit, or creating one’s own self-employed practice or community involvement efforts.
7.  Becoming Knowledgeable in One’s Major Field of Study, and in One’s Particular Area(s) of Specialization
  • Understanding the “lay of the land” in terms of what others have done and learned—theory and practice.
  • Competencies Need in One’s Specific, Chosen Areas of Professional Specialization
  • Engagement with some portions of the communities of professionals, practitioners, writer/researchers, and/or engaged citizens in one’s chosen area(s), or at least engagement with the ideas, stories, lessons, problems and questions, and practices of these communities
  • Understanding the limitations of and problems facing people in this/these area(s)
  • Progress in beginning to formulate one’s own ideas and sense of direction in the chosen area(s) of specialization
  • Developing the capability of pursuing employment opportunities and/or community involvements, appropriate to one’s competencies, experience, and interests. 

MFT Program Regulations and Licensing

The vast majority of WISR students are mature adults with significant work and family responsibilities, time demands and commitments. Most students will progress at a rate approximately equivalent to half-time enrollment. WISR’s tuition is very affordable, even in comparison to other private institution’s rates for half-time enrollment. All WISR students pay the same tuition, and those students who are able to pursue their studies with an intensity and at a pace comparable to students who are seriously engaged full-time students will very likely be able to graduate in 40 to 50 percent of the estimated time for studies in WISR degree programs.

For many students pursuing a MS degree in Psychology, the length of study at WISR may be as much as 6 years, unless they are able to study at the intensity of a seriously engaged full-time student.* Some students complete this demanding Master’s degree (the equivalent of two Master’s degrees) in about three years. Typically, the maximum allowable length of study toward the Master’s in Psychology degree at WISR is 6 years.

Faculty review student progress semi-annually to facilitate each student’s efforts to complete their degree within this maximum amount of time. (These maximums do not include time off to take a leave of absence.) Students who are consistently engaged in their studies, but who are slowed down due to disabilities or other extenuating factors may petition WISR faculty for permission to take somewhat longer than 6 years to complete their studies. In all cases, faculty will strive to support students in their efforts to complete their degree in a timely manner, while also benefiting from their studies at WISR in ways that will help them build bridges to the next important life goals.

*These program length expectations do not include any time off for leaves of absence due to matters such as those resulting from health issues, family responsibilities or periods of financial hardship. Each leave of absence must be for a minimum of two months, during which time the student does not pay tuition, and during which time the student may not receive credit for any efforts related to their studies at WISR. The student pays $200 to re-register in the degree program they are pursuing or for the degree program in which they are taking courses–when resuming their studies.

The recommendation of a MS student’s readiness to begin the culminating Master’s Thesis is made by the primary faculty adviser, usually only after at least three-fourths of the other requirements have been completed. At that time, the student writes a thesis proposal, which outlines (1) the major issues and questions to be addressed, (2) the significance of those issues to the student and to others, and (3) the sources of information, the methods of inquiry, and (if appropriate) the modes of action to be used.

The student then constitutes, with her or his major faculty adviser’s help, a Graduation Review Board composed of three WISR Graduate Faculty members, and since December 2018, and an outside expert in the student’s field. The Review Board members comment on, critique, and approve the student’s proposal. The proposal then serves as a general guide for the student’s thesis inquiry. However, it is subject to change, and the student is expected to discuss his or her thesis progress with each Review Board member throughout the work on the thesis. Review Board members comment on and critique at least one rough draft, but usually two drafts. The student’s major faculty adviser helps to facilitate and mediate disagreements if Review Board members make inconsistent suggestions for change.

Faculty serving on a Graduation Review Board shall have been active in their field of scholarship or profession during the five-year period preceding their participation on the Review Board. We recommend to students, but do not require, that they identify two (or more) current and/or former WISR students to be part of a “peer support group” to aid them in the work on their thesis or dissertation—by serving as a sounding board and support group to discuss their progress and challenges, and in some cases, to read and comment on student drafts or portions of drafts when requested to do so by the student.

Once the faculty adviser and the student are confident that all Review Board members are ready to approve the thesis, a final Graduation Board meeting is held. At that time, Review Board validates that the student is responsible for their work on thesis, and the student discusses and answers questions about the thesis and their learning in working on it, and throughout the entire degree program. The student is questioned about their future plans, and how the experience at WISR will contribute to the student’s future work. The Review Board may also examine the student’s academic accomplishments throughout the program and discuss them with the student. Finally, each graduating student is required to submit a written self-evaluation, which includes a critical reflection on what she or he has learned in the program, and a discussion of insights gained, challenges and obstacles encountered, and WISR’s strengths and weaknesses in contributing to the student’s learning.

This program is approved by the State of California and is designed primarily to educate those who wish to prepare for licensure as a Marriage and Family Therapist (MFT) in the State of California. In addition, the coursework is also designed to meet the State of California’s academic requirements to become a Licensed Professional Clinical Counselor (LPCC). Those students not interested in obtaining the LPCC license do not have to pursue studies in the areas of Career Development and Group Counseling, and they do not have to pursue the additional 5 credit hours of Advanced Study of Cross-Cultural/Multicultural Counseling and Needs/Issues with Special Populations.

WISR offers required courses that can be personalized while working with faculty during the twice-monthly mentoring sessions held by videoconference. This instruction follows and is based on information from the State of California’s Board of Behavioral Science Examiners about the academic requirements of the Marriage and Family Therapy (MFT) License, as well as for the requirements to become a Licensed Professional Counselor.

WISR’s Master of Science in Psychology option leading toward the MFT license is an integrated program primarily designed to train Marriage and Family Therapists in California, and it meets the educational requirements specified in California Business and Professions Code Sections 4980.36. For those wishing to pursue the LPCC license, WISR MS in Psychology option leading toward the LPCC license as well as the MFT license meets the requirements specified in California Business and Professions Code Section 4999.33.

All students entering WISR are required to contact the Board of Behavioral Sciences Examiners, or go to their website, in order to obtain their own copy of the “Statutes and Regulations Relation to the Practice of Professional Clinical Counseling, Marriage and Family Therapy, Educational Psychology, Clinical Social Work.” Students are also expected to keep abreast of the changing details regarding the various exam and practice requirements for the MFT license, as well as the new and emerging regulations regarding the recently created LPCC license. [Recent updates of answers to frequently asked questions can be found at: https://www.bbs.ca.gov/pdf/ publications/mft_faq.pdf (for those seeking the MFT license and at:  https://www.bbs.ca.gov/pdf/publications/pcci_faq.pdf (for those seeking the LPCC license)].  For example, as of January 2023, note that those seeking the MFT license must have at least 150 hours of face-to-face counseling experience in their Practicum and those seeking the LPCC license must have at least 280 hours of face-to-face counseling in their Practicum. 

In the oral review, upon completion of this course, students will be expected to discuss and ask questions of faculty about the content of these laws and regulations. Students will not be approved for a practicum until faculty are satisfied that the student understands the essential material contained in official BBS documents. 

For further information, students should contact:

BOARD OF BEHAVIORAL SCIENCE EXAMINERS

1625 N Market Blvd., Suite S-200
Sacramento, CA 95834
(916) 574-7830
Website Address: http://www.bbs.ca.gov

Keeping up to date with changes in laws:  Since the laws and regulations are constantly changing, students and MFT alumni are expected to keep up to date by consulting with the BBS website frequently and by joining, and participating in, the California Association of Marriage and Family Therapists (CAMFT). CAMFT Membership also gives students access to the online EBSCO database which contains many of the readings required for MS in Psychology, MFT program courses at WISR. (As an option, students who are California residents may also access the EBSCO library database by obtaining a free library card from the San Francisco Public Library.) The student membership rate is inexpensive, and CAMFT is an excellent source of information and will answer questions asked by members by phone and fax. CAMFT also publishes a bimonthly journal, The California Therapist, which provides a lot of information about legal and ethical issues, as well as practical matters pertaining to professional practice. Students may review back issues of this journal in WISR’s library. You may contact:

CAMFT

7901 Raytheon Road San Diego, CA 92111-1606
(856) 29-CAMFT (292-2638)
www.camft.org/

Prerequisites for Licensing:

The State has a number of important prerequisites for licensing, in addition to obtaining a Master’s degree that meets the State’s academic requirements. It is important for prospective students to understand these requirements before embarking on an MFT program. Each prospective student should review all of the State regulations, but here are highlights of the main requirements. WISR faculty will be happy to answer questions you may have about these, and if you enroll you will be expected to familiarize yourself with the laws during the first couple of months of enrollment. Before you can be approved as ready to begin a practicum (six months or more into the program), faculty will expect you to know the important details in State laws and regulations pertaining to MFT preparation and practice.

Highlights of MFT Licensing Requirements:
  1. 3,000 hours of supervised MFT experience are required. [During the WISR Master’s program, students may not obtain Practicum hours until they have passed WISR’s Practicum Readiness Assessment Exam.]–with the following details, below:
  2. For the latest update on the details about MFT licensing requirements (February 2025) go to: https://bbs.ca.gov/pdf/publications/mft_faq.pdf
  3. The State requires a criminal background check on all applicants for the MFT license. “The Board shall not issue a registration or license to any person who has been convicted of any crime in the United States that involves the sexual abuse of children or who has been ordered to register as a mentally disordered sex offender . . .”
  4. To obtain the license, one must pass an initial written exam (on law and ethics) and a subsequent written clinical vignette exam which has replaced the oral review.

LPCC License: 

Details about the licensing requirements for the LPCC license can be found at: https://www.bbs.ca.gov/pdf/publications/pcci_faq.pdf

Prospective students who are considering moving to another state should investigate the licensing requirements of that state to determine whether or not that state has “reciprocity” with California. That is, if you obtain a California MFT license, will you be able to meet the licensing requirements of the state you move to with little difficulty, or will it involve doing a lot of additional work, schooling and/or training? CAMFT has information about the licensing requirements in other states.

Similarly, those students who wish to also obtain licensing as a Licensed Professional Clinical Counselor should investigate and stay informed about the State of California’s latest decisions about exam, practice and supervision requirements for the LPCC license. And, as is the case with the MFT licensing, prospective students who are considering moving to another state should investigate whether or not that state has “reciprocity” with California, regarding the LPCC license.

WISR offers faculty and curriculum resources to help each student fulfill academic requirements toward MFT licensure, but each student is expected to take responsibility to monitor her or his own progress toward licensure and to be in compliance with State requirements. WISR faculty are eager to help students identify and clarify questions they may need to ask of the BBS.

**Note: Throughout this Program Description, the term, “MFT student” will also include students who are working toward the LPCC license, unless a specific comment is made at that point in the Program Description to distinguish between MFT and LPCC requirements.

WISR Faculty believe that it is in each student’s interest that they take responsibility for seeking out and establishing a Practicum site (necessary to their fulfilling the Practicum Requirement at WISR).  The reasons for this are that

  1. Students themselves will likely benefit from finding a Practicum where, as best as possible, the hours for doing the Practicum at the site are compatible with the student’s responsibilities (e.g., work and family) and the student’s schedule.
  2. Although students may not always be able to find a Practicum where they are able to work with their preferred client population (if they have a preference), they may in some cases be able to do so. Some students try to find a Practicum site where they may be able to work with some variety of clients.
  3. Of course, students must find a site that is geographically compatible—although some students may be able, or willing, to drive further to a Practicum site than others.

Still, WISR faculty give students advice and guidance in how to find Practicum Sites, and WISR has begun to develop a database of some Practicum options as well as of guides to possible Practicum sites. Sometimes WISR faculty are able to share with students some of their contacts—to help students in “networking” with professionals and organizations when they are looking for Practica.

WISR students should keep in mind several considerations about when they plan to start their Practicum:

  1. They can only do so, after they have completed the following six courses, and have passed their Practicum Readiness Review with two WISR MFT faculty. The courses are: Theories and Methods of MFT Part 1 (MFT 551); Research Methods (MFT 513); Theories and Methods of MFT Part 2 (MFT 553); Psychopathology (MFT 559), Cross-Cultural Counseling (MFT 563) and Professional Ethics and Law (MFT 567).
  2. Many Practica only accept new trainees at the beginning of the academic year (summer to early fall), and consequently, students should plan to become Practicum eligible prior to their anticipated last Fall in the Program and with at least a year left to complete their academic studies (this may often mean that students should seek and establish a placement in a Practicum at least a year before graduation, and in some cases more than a year prior to graduation, keeping mind that it is often difficult to obtain a Practicum placement at times other than summer/early fall).
  3. Further, students should anticipate spending at least several hours per week, for three or so months, to do the networking and exploration of options to successfully line up a Practicum.

Again, WISR faculty will provide students with information and assistance, but students should know that ultimately, their success will depend on their own efforts to establish placement in a Practicum. 

Students living in the Bay Area are eligible to apply for their Practicum hours at WISR’s Center for Child and Family Development—working with low-income students in a participating San Francisco or East Bay school.

In WISR’s long history, there has never been a student who has not been successful in obtaining a meaningful practicum, but still, being aware of the above considerations will prevent each student from risking a delay in their timely graduation.

Institutional Review Board (IRB) Requirements for Research Involving Human Subjects

WISR is committed to the ethical conduct of research and to protecting the rights, welfare, and privacy of all individuals who participate in student and faculty research. All MS in Psychology/MFT students whose thesis or action-research projects involve the collection of data from or about human participants—including interviews, surveys, observations, or the use of existing identifiable data—are required to obtain review and approval from WISR’s Institutional Review Board (IRB) before beginning any data collection. This requirement applies whether the proposed research is judged to be minimal risk or greater than minimal risk, and regardless of the method of data collection used. MFT students should be especially mindful that practicum and therapeutic relationships may raise unique ethical considerations when used as a basis for research or inquiry, and should consult with their faculty adviser and the IRB Chair early in their planning.

The WISR IRB reviews all proposed research to ensure that risks to participants are minimized, that informed consent procedures are appropriate, that participant privacy and confidentiality are protected, and that any research involving vulnerable populations includes additional safeguards. Students must submit an IRB application—including a description of their research design, data collection instruments, and consent forms—to the IRB Chair prior to initiating any research activity. Students are also required to complete IRB-related ethical research training (such as through the CITI Program or the Office for Human Research Protections) before beginning research involving human subjects. Faculty advisers play an important role in helping students prepare their IRB submissions, but may not independently approve the ethical review of student research for which they serve in a supervisory role.

Depending on the nature of the research, the IRB may determine that it qualifies for Exempt Review, Expedited Review, or Full Board Review. All categories of review require formal IRB submission; no research involving human participants may begin prior to receiving written IRB approval or a formal determination of exemption. For complete information about WISR’s IRB policies, procedures, application forms, and review criteria, students and faculty should refer to the Institutional Review Board (IRB) Policy and Procedures section of the Academic Policies and Regulations portion of this catalog, and should contact the IRB Chair, Dr. Steven Pomerantz (steven.pomerantz@wisr.edu) or Associate Chair Dr. Karen Wall (karen.wall@wisr.edu), with any questions.

Part A — Behavior Policy

The WISR MS in Psychology, Marriage and Family Therapy (MFT) program is designed to prepare students to become entry-level psychotherapists who are licensed as MFTs and/or LPCCs. The assessment, diagnosis and treatment of people in crisis or with relationship problems require considerable knowledge and skill. But in addition to academic competence, the practice of psychotherapy (as well as BBS regulations) requires the personal qualities of maturity, integrity, judgment, compassion and flexibility on the part of the therapist. Thus, there are two sets of criteria for continuation in the MS in Psychology, Marriage and Family Therapy (MFT) program: Academic and Behavioral.

The WISR Academic Standards required are maintenance of a grade of 83 or better in all courses, and students need to demonstrate that they can realistically complete the program in six years (not counting any leaves of absence).

The WISR Behavior Standards required is described in the Practicum Readiness Form, which lists the following five behaviors:

  • 1) Interpersonal skills: ability to listen and be empathic with others; respect for/interest in others’ cultures, experiences, values, points of view, goals and desires, fears, etc.; ability to give constructive feedback; ability to receive constructive feedback and take corrective action; ability and openness to working with the diverse range of clients, as required by California law and BBS regulations.
  • 2) Affective skills: emotional maturity (i.e. awareness of inner emotional experience; affect tolerance; positive coping skills); tolerance/understanding of interpersonal conflict; tolerance of ambiguity and uncertainty.
  • 3) Personality/Attitudes: desire to help others; openness to new ideas; honesty, integrity, valuing of ethical behavior.
  • 4) Reflective skills: willingness to consider one’s own history, attitudes, values, and beliefs; basic mindfulness and self-awareness (e.g. aware of how others experience them); basic awareness and attention to self-care; personal organization and timeliness; professional demeanor; respectful and collegial interactions with those who have different professional models or perspectives than their own.
  • 5) Professionalism: personal organization and timeliness; professional demeanor; respectful and collegial interactions with those who have different professional models or perspectives than their own.

Students are evaluated on each of these behaviors using a 1–4 scale:

  • 1 Skills consistently not evident. Behavior is frequently inappropriate for the clinical setting. Student is not aware of deficits and/or not responsive to feedback. Faculty must meet with the student to discuss the needed improvements for the student to continue in the program and begin a practicum—if there is a rating of “1” in any area.
  • 2 Skills approaching adequacy, but there is evidence of inconsistency. Behavior is occasionally inappropriate for the clinical setting. Student is aware of and acknowledges deficits. Some responsiveness to feedback is evident. Improvement is likely—faculty should communicate with the practicum supervisor about needed improvements. Faculty should design and discuss with the student steps that the student should take to develop their skills further, before beginning the practicum, if the student receives a rating of “2” in three or more areas.
  • 3 Adequate — Entry-level skills acceptable and consistently demonstrated. The student is ready to begin the Practicum. However, student and faculty should be mindful of the importance of working on further developing these skills.
  • 4 Good — Student is prepared to begin practicum and will develop appropriately with routine supervision.

In order to begin Practicum, students must score a 3 or 4 on all 5 behavior dimensions. Overall, during the program, students are expected to function at a level of 3 Adequate. However, a faculty-approved plan to strengthen the student’s behavior is called for if at any time there is evidence of either of the following: 1) the student shows inconsistency in functioning at the level of adequacy, and/or 2) there are one or more areas where the student is functioning at the level of 2 Skills approaching adequacy. Students who consistently score a 1 Skills consistently not evident in a behavior may be: a) placed on probation; b) required to undertake a remediation plan before continuing coursework; c) not allowed to take Practicum; or d) dismissed from the program.

Behavioral determinations that affect a student’s standing or continuation in the program—including probation, a required remediation plan, exclusion from Practicum, or dismissal—are made with the procedural protections of WISR’s Student Due Process and Appeals Framework, including written notice of the specific concerns, an opportunity for the student to respond, and decisions based on a preponderance of the evidence, except where this policy’s own Progress Review and appeal provisions apply.

Where a behavioral concern may be related to a disability, WISR will inform the student of the available accommodation process, and the Student Services Coordinator, serving as WISR’s Disabilities Coordinator, will work with the student through a timely, individualized interactive process to consider reasonable accommodations consistent with the Americans with Disabilities Act and applicable California law. Reasonable accommodations are considered while maintaining the essential professional and clinical competency standards required for practicum readiness and for licensure under California law and BBS regulations.

Part B — Progress Towards Practicum Readiness Review

Two MFT faculty will conduct a review of each student’s ability to meet professional behavioral standards as well as academic standards—either on completion of two courses or at the end of six months, whichever is first.

If the faculty review of the student’s progress, academic work, and interpersonal skills indicates that the student is unlikely to succeed in either area, or if there are concerns about their likelihood to succeed by the time of their Practicum Readiness Review, the student will be so informed. Further, faculty will state what their specific concerns are, and/or the steps they recommend that the student take to achieve the needed improvements in readiness for professional behavior and/or satisfactory academic progress. Recommended steps may include activities the student chooses to undertake to strengthen the identified areas, such as additional supervision, coursework, or personal therapy. Examples of professional behavioral concerns include: ability to give and receive constructive feedback; ability and openness to working with the diverse range of clients, as required by California law and BBS regulations.

At this point, the student will be given two options: 1) withdraw and receive a full refund of all monies paid to WISR, or 2) continue on in the program with the understanding that if they do not achieve Practicum readiness, they will either have to withdraw at that point in time (again, receiving a full refund of all monies paid to WISR), or in some cases, the faculty may choose to negotiate a probationary schedule with the student for a date by which the student must achieve Practicum readiness or withdraw.

Finally, students have two rounds of appeal—first, to a subcommittee of three different WISR faculty not participating in the initial review, one of whom may be identified by the student; second, to two professionally qualified members of WISR’s Board or Advisory Committee who were not involved in the initial review.

This Practicum Readiness appeal process is specific to clinical-readiness determinations in the MFT program and applies in place of the general appeal path in WISR’s Student Due Process and Appeals Framework.

We will inform students of this policy in our catalog, on our website, on the application form, and in the Enrollment Agreement.

 

Program Requirements and Course Descriptions

The following overarching concerns and themes are consistent with WISR’s educational philosophy and State-mandated programmatic emphases:

  1. Study of MFT principles, and especially a concern with the application of knowledge to real world practice, recovery-oriented care, and methods of service delivery in recovery-oriented practice environments,
  2. counseling preparation that is multiculturally-oriented, cross-culturally informed, and concerned with the impact of poverty, social injustice and societally created stress on individuals and families,
  3. development of innovative and progressive approaches by each student, along with ample opportunity to develop areas of expert specialization reflective of each individual student’s concerns,
  4. an individualized program of learning that provides for self-awareness, nurturance and development of the personal qualities required for expert and sensitive professional practice, and
  5. exposure to and experience with those in need of mental health services, to better understand the needs for appropriate mental health services and counseling strategies, in line with WISR’s long-standing emphasis on learning and using participatory action-research methods in order to develop one’s knowledge and expertise.

Graduation Requirements

  1. a) Thesis approvedbythe Graduation Review Board (GRB)
  2. b) All Required Courses completed
  3. c) Achieved all Program Learning Outcomes as confirmed by the GRB Chair

Program Requirements

67 semester credit hours of required coursework, electives, and thesis.

 

Descriptions of Required Courses

MFT 551: Theories and Methods of Marriage and Family Therapy and Professional Counseling—Part I. Introduction to Theories and Methods of MFT and Professional Counseling (5 semester credit hours)—This must be one of the first two courses pursued (along with, or just before or after MFT 513)

Introduction to theories and methods of marriage, family and child counseling, individual professional counseling and to licensing requirements in California. Study of major theories and a consideration of such varied schools of thought as psychodynamics, humanistic, behavioral, and system theories. Study of theories, principles, and methods of a variety of psychotherapeutic orientations directly related to marriage and family therapy and marital and family systems approaches to treatment and how these theories can be applied therapeutically with individuals, couples, families, adults, including elder adults, children, adolescents, and groups to improve, restore, or maintain healthy relationships. Included in the study of counseling and psychotherapeutic techniques is an orientation to recovery-oriented practice and environments and wellness and prevention, selection of appropriate counseling interventions, models of counseling suggested by current professional practices and research, the development of a personal model of counseling, interdisciplinary responses to crises, emergencies and disasters, and the many considerations involved in conducting professional counseling practice in a multicultural society.

MFT 553: Theories and Methods of Marriage and Family Therapy and Professional Counseling—Part II. Contemporary Family Dynamics and Issues (5 semester credit hours)

Study of the sociocultural context of the family; problems, issues, and circumstances affecting the family as a unit; relations among its members; and strategies for effectively intervening in family dynamics to build on strengths, solve problems, or minimize the problems’ impact. Students will become familiar with the broad range of issues and matters that may arise within marriage, family and couples’ relationships, and within a variety of California cultures, including:

  • Child and adult abuse assessment and reporting (To obtain an overview of clinical skills developed by practitioners who have treated abused children and adults, offenders, and adult survivors who were abused as children; statutes, issues for professionals, indicators and assessment of child and adult abuse, resources/agencies, prevention, statistics on incidence of abuse, publication about abuse, issues pertaining to reporting, developmental theories and issues, evaluation and treatment of offenders, and self-help efforts by adult survivors. Includes study of the methods for preventing child and adult abuse).
  • Spousal or partner abuse assessment, detection, intervention strategies, and same-gender abuse
  • Cultural factors relevant to abuse of partners and family members.
  • Childbirth, child rearing, parenting, and step-parenting.
  • Marriage, divorce, and blended families.
  • Long-term care.
  • End of life and grief.
  • Poverty and deprivation.
  • Financial and social stress.
  • Effects of trauma.

And, among all these, study of the psychological, psychotherapeutic, community, and health implications of these matters and life events.

MFT 555: Theories and Methods of Marriage and Family Therapy and Professional Counseling—Part III. Advanced Counseling and Psychotherapeutic Theories and Methods (5 semester credit hours)

Study of advanced theories and methods of marriage and family therapy, and professional counseling, including the use of counseling constructs, assessment and treatment planning, clinical interventions, therapeutic relationships, psychopathology, tele-health/tele-therapy, advanced recovery-oriented care and service in recovery-oriented practice environments, and other clinical topics. Study of treatment methods and issues for such special populations as in working with clients affected by HIV and AIDS.

MFT 513: Research Methods (4 semester credit hours)—This must be one of the first two courses pursued (along with, or just before or after MFT 551)

A study of research design and methods, including such topics as logic of design, scientific paradigms and epistemology, ethical issues in research, strategies for reviewing, using and critiquing literature in psychology and related fields, and methods of data collection and analysis. Study of the use of research to inform practice, and the use of practice to build knowledge and contribute to research, including uses and limitations of statistical analyses. Special emphasis is put on qualitative and action-oriented research methods, including participant observation, interviewing, needs assessments and program evaluation. Study and use of participatory action- research methods in building knowledge, evidence/experience-based expertise, and empathy—and in understanding of needs, of clients, and their families and communities. This includes meeting with, and having informing dialogue with, mental health consumers, their families and others in the community, in order to better understand their experience of mental illness, life challenges, treatment, recovery, and attainment of well-being. This should be one of the first three courses that the student studies during their degree program, because it provides a methodological foundation for studies throughout the degree program. Also, it is strongly recommended that the student pursue this course concurrently with another course that requires a full-scale, action-research lab so that the student can apply in greater depth some of the action-research methods that they are being introduced to in this course.

MFT 557: Human Development (4 semester credit hours)

Study of developmental theories, events, and issues covering the entire life-span from infancy to old age, including parent-child relations, child development and adolescence, and various phases, crises, and transitions to adulthood. Emphasis is on critical examination of a range of theories, such as those of Freud, Erikson, Piaget, Mahler, Kohlberg and others. Study of normal and abnormal behavior and an understanding of developmental crises, disability, psychopathology and situational and environmental factors that affect both normal and abnormal behavior. This involves a study of developmental influences on and consequences of individual circumstances– interpersonal relationships, and family dynamics, as well as the larger social context–from infancy to old age, including:

  • The effects of developmental issues on individuals, couples, and family relationships.
  • The psychological, psychotherapeutic, and health implications of developmental issues and their effects.
  • Aging and its biological, social, cognitive, and psychological aspects.
  • A variety of cultural understandings of human development.
  • The understanding of human behavior within the social context of socioeconomic status and other contextual issues affecting social position.
  • The understanding of human behavior within the social context of a representative variety of the cultures found within California.
  • The understanding of the impact that personal and social insecurity, social stress, low educational levels, inadequate housing, and malnutrition have on human development.

MFT 559: Psychopathology and Diagnostic Principles (4 semester credit hours)

The study of the assessment, diagnosis, treatment planning, outcome evaluation, and other prescribed treatments of various psychiatric disorders as identified in the DSM-5. This includes the study of the characteristics, diagnostic criteria, and dynamics associated with various pathologies, ranging from neurotic styles in “normal” functioning individuals to severe and debilitating disorders. Study of evidence-based practices and promising mental health practices (including complementary and alternative treatments) from peer reviewed literature, as well as study of differential diagnosis, the impact of co-occurring substance abuse disorders or medical psychological disorders, established diagnostic criteria for mental or emotional disorders, the role of diagnosis in recovery-oriented care, and the treatment modalities and placement criteria within the continuum of care. Since 2020, this course has included the study of suicide risk factors and suicide assessment, as well as suicide intervention and treatment. Effective March 2023, students are expected to complete this course prior to beginning the practicum.

MFT 561: Human Sexuality (3 semester credit hours)

This course is an exploration and introduction to human sexuality for Marriage and Family Therapists. The course includes a minimum of 10 hours of guided discussion in the study of human sexuality. Human sexuality, including the study of physiological, psychological, and social cultural variables associated with sexual behavior and gender identity, and the assessment and treatment of psychosexual dysfunction. The study of human sexuality is a diverse and interdisciplinary study. Religion. Philosophy, Sex and sexuality has inspired art, music and culture throughout history. There are personal and interpersonal dimensions of sexual experiences. Sexuality includes behavior, somatic/body elements, cognitions and feelings. The study of sex and sexuality includes such topics as anatomy and physiology of human sexuality, psychosexual development, sociocultural and family influences on sexuality, sexual orientation and identity and gender identity, and sexual counseling. Students will become familiar with the concept of gender spectrum and sexual diversity. Students will become familiar with the main psychological theories and approaches influencing the study of Human Sexuality. Becoming comfortable talking about sex and sexuality is important for therapists in training. Students are encouraged to develop a non- judgmental view of human sexuality to foster safety for clients to talk about issues that come up around sex and sexuality. Students will learn how to access sound information and research on human sexuality. Students will also learn how the mainstream field of therapy, and in particular the DSM has sometimes been used to pathologize the LGBTQI and any sexuality seen as alternative sexuality. Students will learn about sexual exploitation as a form of psychopathology. Students will explore the issues that can affect healthy sexual functioning including the effect of sexual trauma and Post Traumatic Stress Disorder (PTSD). Students will develop a holistic and multicultural view of human sexuality. The student will explore what it means to help support clients towards sexual health.

MFT 563: Cross-Cultural Counseling (4 semester credit hours)

Study of the importance of cultural, racial, ethnic, and subgroup values and beliefs, and how they affect individuals, interpersonal relations, family life, and the therapeutic process. An examination of the wide range of ethnic backgrounds and the cultural mores and values common in California, including the general values and diversity within each of the following groups: African Americans, Hispanics, Asian Americans, Native Americans, whites of European ancestry, and people who identify themselves as bi-racial or bicultural. Study of multicultural development and cross- cultural interaction, including experiences of race, ethnicity, class, spirituality and/or religion, sexual orientation, gender, and disability and their incorporation into the psychotherapeutic process. Study of multicultural counseling theories and techniques, including counselors’ roles in developing cultural self-awareness and cultural competency and sensitivity, identity development, promoting cultural social justice, individual and community strategies for working with and advocating for diverse populations, and counselors’ roles in eliminating biases and prejudices, and processes of intentional and unintentional oppression and discrimination. This includes the study of human behavior within the social context of socioeconomic status and other contextual issues affecting social position and an understanding of the effects of socioeconomic status on treatment and available resources. Effective March 2023, students are expected to complete this course prior to beginning the practicum.

MFT 567: Professional Ethics and Law (3 semester credit hours)—This must be the third course pursued, and must be completed to be eligible for the Practicum. Required prior to starting the Practicum.

Study of legal and ethical issues and standards involved in the professional practice of marriage and family therapy in California, in particular, and in the field of mental health and professional counseling in general. This includes an examination of ethics and laws that regulate and delineate the profession’s scope of practice; therapeutic and practical considerations involved in legal and ethical practice as a licensed MFT; licensing law and process in California, study of the broader legal trends and ethical debates in the health, mental health, and human service professions; ethical and legal issues bearing on counselor-client relationships (e.g., scope of practice, counselor-client privilege, confidentiality, treatment of minors with or without parental consent, and when a client may be dangerous to self or others); and issues arising out of the counselor’s sense of self and personal values, in relation to professional ethics and law. Includes the study of regulatory laws and functions and relationships with other human service providers, and of strategies for collaboration and advocacy processes needed to address institutional and social barriers that impede access, equity and success for clients, as well as the study of the application of legal and ethical standards in different types of work settings.

MFT 569: Aging and Long-Term Care (2 semester credit hours)

The study of aging in contemporary society encompassing elder abuse and neglect, long-term care, intergenerational relations, biopsychosocial aspects of aging such as the development of neurocognitive disorders, including dementia. Study in this area requires at least 10 hours of seminar participation and/or mentoring instruction

MFT 571: Addictions Counseling (3 semester credit hours)

Study of theories and research on addiction and abuse of a variety of substances, including alcohol, prescriptions and illegal drugs, as well as such process addictions as the internet and gambling. Study of co-occurring disorders and major approaches to identification, evaluation, treatment and prevention of substance abuse and addiction, legal and medial aspects of substance abuse, populations at risk, the role of support persons that compound or support addiction, as well as support systems and community resources offering screening, assessment, treatment, and follow- up for the affected person and family. Special consideration is given to recovery-oriented care and methods of service delivery in recovery-oriented practice environments.

MFT 575: Psychopharmacology (3 semester credit hours)

Study of the use of psychotropic medications in the treatment of various psychological disorders. Examination of the role of the psychotherapist and psychotherapy in the use of such medications. Study of the biological bases of behavior, basic classifications, indications and contraindications of commonly prescribed psychopharmacological medications so that appropriate referrals can be made for medication evaluations and so that the side effects of those medications can be identified. Study of specific medications that are used in the treatment of psychiatric disorders, including antidepressants, mood stabilizers, anti-obsessional, antipsychotic and antianxiety drugs, and how they are used in conjunction with psychotherapy, as well as the abuses of drugs in each category.

MFT 577: Psychological Testing and Therapeutic Appraisal and Assessment (3 semester credit hours)

Study of theories and applications of commonly used psychological tests for family and individual assessments. Covers cognitive and personality testing as well as looking at specific tests related to assessing for depression, anxiety and other DSM V disorders. Also, the study of statistical significance in psychological testing, and the uses and limitations of such tests. Includes basic concepts of standardized and non-standardized testing and other assessment techniques, norm- referenced and criterion-referenced assessment, social and cultural factors related to assessment and evaluation of individuals and groups, and ethical strategies for selecting, administering, and interpreting assessment instruments and techniques in counseling. In addition, the study of assessment and appraisal of client needs, including but not limited to the client’s strengths and available resources, and also their family, social/contextual and personal challenges. Furthermore, students receive guidance in studying assessment and appraisal “across the curriculum”—that is, for example, by studying how “assessment and appraisal” is practiced and used in such areas as alcoholism and substance abuse, cross-cultural counseling, and human development.

MFT 579: Case Management, Advocacy and Collaborative Treatment (3 semester credit hours)

Study of case management, systems of care for the severely mentally ill, public and private services and supports available for the severely mentally ill, community resources for persons with mental illness and for victims of abuse, disaster and trauma response, advocacy for the severely mentally ill, and collaborative treatment. Study of the role of case management, advocacy and collaborative treatment in providing recovery-oriented care and service in recovery-oriented practice environments.

MFT 581: Crisis and Trauma Counseling (3 semester credit hours)

Examination of types of trauma and crisis—resulting from such varied causes as natural disasters, social upheaval and unrest, car accidents, interpersonal violence, secondary trauma (e.g., observation of trauma), loss of home or loved ones, among others. Theories and methods of immediate, mid-term and long-term interventions. Includes crisis theory, multidisciplinary responses to crises and therapeutic responses to trauma. Assessment strategies for clients in crisis and principles for intervention for individuals with mental or emotional disorders during times of crisis, emergency or disaster. Specifically, the study of somatic, physiological, and neurological dynamics, as well as cognitive, emotional and behavioral considerations—and the interrelations of all these. The role of multidisciplinary assessment and treatment, and strategies for helping trauma survivors to identify and access their own individual, and community, sources of strength and resilience, in order to cope with adversity, trauma, threats, tragedy, or other stresses. Consideration of the impact of trauma and crises on entire families, communities and societies, and the role of larger scale interventions. Examination of complications from multiple traumas and/or traumas experienced by people with pre-existing emotional challenges and conditions. Study of resilience, including the personal and community qualities that enable persons to cope with adversity, trauma, tragedy, threats, or other stresses.

MFT 591: Supervised Practicum in Psychotherapeutic Techniques (minimum 6 semester credit hours*)—To be eligible to be considered to enroll in the Practicum, the student must first complete MFT 513, MFT 551, MFT 553, MFT 559, MFT 563 and MFT 567, and then participate in a Practicum Readiness Review conducted by two WISR MFT faculty.

This involves supervised work by the student in the assessment, diagnosis, prognosis and treatment of premarital, couple, family, and child relationships, within the scope of practice of a marriage and family therapy trainee. Students also discuss and critically reflect on issues, challenges and insights arising out of their practicum: 1) in seminars, which regularly allocate time to for faculty to teach about and for students to reflect on and discuss clinical cases, 2) in individual advising sessions with WISR faculty, and 3) in the two papers they write on their practicum experience. In the practicum and in the reflective papers, students learn about applied psychotherapeutic techniques, assessment, diagnosis, prognosis, treatment, issues of development, adjustment and maladjustment, health and wellness promotion, professional writing (including documentation of services, treatment plans and progress notes), how to find and use resources, and other counseling interventions. Students are encouraged to seek out a practicum that will give them experience in working with low-income and multicultural populations–through the practicum experience, students are expected to give great attention to developing those personal qualities that are intimately related to the counseling situation, including integrity, sensitivity, flexibility, insight, compassion and personal presence. The course involves a minimum of 306 hours of Supervised Practicum, and the Practicum must include 150 hours of face-to-face/direct client counseling, and for those wishing to also qualify for the LPCC license, the Practicum must include 280 hours of face-to-face/direct client counseling.

*Credit: Minimum of 6 semester credit hours based on completing the required 306 hours of supervised practicum, along with the required term paper and seminar participation. One additional semester unit awarded for each additional 51 hours of supervised practicum, over and above the 306 hours minimum required.

MFT 597: Master’s Thesis (7 semester credit hours)

The Master’s thesis is an in-depth study of a topic of strong interest to the student, and one that generally helps the student build bridges for him/herself to the next important things she or he wishes to do with her/his life—as a professional, and a leader. The student makes use of what he or she has learned at WISR about action-research methods to do a serious and substantial inquiry that involves some original data collection by the student. It is an inquiry that is based on action and/or that has action implications of some significance to the student and/or others. In particular, Master’s thesis makes a worthwhile contribution to the professional field. [The Master’s Thesis qualifies as advanced studies toward the LPCC license.]

The following are specific, expected outcomes for the Master’s Thesis:

  • Students will build on, critically reflect on, and synthesize many of the things they have learned previously—during their MFT studies at WISR, and delve more deeply into a specific topic of significance to themselves and to others in the field.
  • The scope and depth of the Master’s Thesis should demonstrate expert knowledge of the topic studied, based on the student’s experiences, a literature review, and the collection and analysis of some original data.
  • Students will demonstrate their ability to use action-research methods in the conduct of a project that is important to them and to others in the field.
  • Students will use their Master’s thesis—the process and/or outcomes—to build a bridge to the next significant things they plan to do in their life and professional work.
  • The scope and depth of the Master’s Thesis should demonstrate expert knowledge of the topic studied, based on the student’s experiences, a literature review, and the collection and analysis of some original data.
  • Since the thesis is the culmination of Master’s studies, students will demonstrate their competencies in many of the MS in Psychology program’s overall learning objectives–especially in the areas developing skills and knowledge as a self-directed learner, expertise in methods of participatory and action-research, ability to communicate clearly and meaningfully to one’s audience(s), ability to pursue successfully employment and/or leadership roles in the community, and expertise in marriage and family therapy as well as in one or more areas of specialization.

Description of Electives

MFT 565: Theories of Social Analysis and Change for MFTs (4 semester credit hours)

Study of several theories/perspectives on social change, and analysis of the strengths and limitations of these ideas as they pertain to some of the issues and problems of special concern to the student in his or her planned areas of professional practice. [This course OR MFT 589 must be taken by LPCC students.]

These courses are required for students pursuing the LPCC license. They are electives for all other MFT students.

MFT 583: Career Development (3 semester credit hours)

Career development theories and techniques, including career development decision-making models and interrelationships between work, family and other life roles and factors. Includes study of the role of multicultural issues in career development, what is a career, points where people seek career counseling, and issues involved in successfully providing career counseling.

MFT 585: Group Counseling (3 semester credit hours)

Group counseling theories and techniques, including principles of group dynamics, group process components, developmental stage theories, therapeutic factors of group work, group leadership styles and approaches, pertinent research and literature, group counseling methods and evaluation of effectiveness. Includes history of group psychotherapy, creating successful therapy groups, therapeutic factors and mechanisms, selection of clients, preparation and pre-group training, group development and process, therapist interventions, reducing adverse outcomes and the ethical practice of group psychotherapy, concurrent therapies, and termination of group psychotherapy.

MFT 589: Advanced Study of Cross-Cultural/Multicultural Counseling and Needs/Issues with Special Populations (5 semester credit hours)

This course involves further, advanced study of the complexities of the topics initially addressed in “Cross-Cultural Counseling.” Includes in-depth, advanced study of specific needs and treatment issues involved in working with one or more special populations. [This course OR MFT 565 must be taken by LPCC students.]

Note: MFT 597: Master’s Thesis [7 semester credit hours] counts toward credit hours of advanced study for LPCC requirements. This why only three additional courses (see above) are required for LPCC students. 

The Five Steps to Admission

Reach Out to Us and Connect

Call to meet us at 1-510-655-2830.

We will want to have two to three conversations with you including an interview. During our conversation we will arrange for you the following opportunities:

  1. Speak with current students or alumni
  2. Speak with one or more faculty members
  3. Attend one or more WISR seminars
  4. MFT students only…
    A) Check with the Board of Behavioral Sciences (BBS) and/or CAMFT about any remaining questions about licensure
    B) Join the California Association of Marriage and Family Therapists

Call to meet us at 1-510-655-2830.

Important Documents to Read Before Applying

Read these webpages and formulate further questions:

Your Alignment with WISR’s Mission

Important: In preparation for your interview, we ask that throughout your reading you consider whether WISR’s mission statement and the focus of your program of interest is:

  1. Aligned with your own values and therefore something you find inspiring
  2. Aligned with your intentions and sense of purpose in life
  3. Aligned with activities you have already pursued in your life

This is the link to the “Admissions Application and Interview Form.” 

As part of the application process, all admissions to study at WISR are made on the basis of intensive conversations with applicants about their goals, interests, and backgrounds, and applicants are told about the kinds of learning and action that are involved in studying with us. Initial discussions may be informal.

Thereafter, each serious applicant is asked to file a formal application for admission, by filling out:

The Admissions Application and Interview Form,

  1. submitting transcripts of previous college-level study to verify that the student has met WISR’s admissions requirements and to verify any transfer credit requested, and
  2. providing two letters of recommendation from others who can attest to the student’s readiness for further academic study.
  3. The application for admission must also include a written statement describing the scope and significance of the applicant’s study and future objectives, assessing how well these fit with study at WISR, and discussing the applicant’s commitments to professional and community work.

WISR is interested in working with students who find a common bond with the Institute’s stated philosophy and goals.

We are also interested in students who have given some thought to their educational goals and have an initial clarity about them, although we recognize that goals frequently change as a student’s course of study progresses.

WISR also seeks students who want a flexible program, tailored to their individual needs, but who also want discipline and rigor in their studies.

These and other issues are discussed frankly and openly with each serious applicant, and students’ intelligent self-selection to study at WISR is very deliberately emphasized.

Many tentatively interested inquirers are discouraged from formally applying if their specific interests, personal maturity, or resources of time and money do not promise success in study here. We help many potential applicants to find other ways of pursuing their studies elsewhere.

As part of the application process, each applicant must discuss her or his background and objectives with a core faculty member, usually WISR’s President or Academic Dean. Interested persons are routinely encouraged to visit WISR seminars and to talk with other faculty, students, and Board members of WISR, to gain several perspectives on study at WISR and a sense of the learning community that they may be joining.

Set Up Your Interview

Call us and arrange for your interview. In preparation for the interview, we think it is valuable for you to read the questions we will be asking the topics we will be discussing in advance. Here’s the link to the “Admissions Application and Interview Form” which makes that clear. 

About the Interview

As part of the application process, each applicant must discuss her or his background and objectives with WISR’s President or Academic Dean. This meeting is both an “admissions interview” and an exploration, together, of how well WISR’s distinctive approach to learning and our specific State-licensed degree offerings, will meet the prospective student’s needs and enable him or her to have a strong likelihood of using a WISR program in the meaningful and successful pursuit of his or her short- and long-term goals.

Prospective students  will meet for an hour-long Zoom conference or phone conference which is scheduled so that the prospective student will not feel rushed. Students are welcome, and even expected, to have more than one conversation with WISR’s President or Academic Dean.

After extensive discussions, most prospective enrollees are able to judge the kinds of student autonomy and commitment that study at WISR requires. Most applicants who do not have the necessary qualifications screen themselves out voluntarily.

The purpose of the conversations and interviews is to help each person to make a very informed decision about whether or not to apply for admissions, and also to enable the Academic Dean and/or the President, sometimes in consultation with other faculty, make the decision to admit the prospective student, based on whether or not they are likely to benefit from studying at WISR. 

The WISR Admissions Application and Interview Form shows how much we place a priority on admitting those prospective students who understand WISR’s learning methods and mission, whether or not a WISR degree is likely to aid them in achieving their future goal and who are likely to succeed in learning and pursuing an academic degree at WISR.

If admitted, call us to set up your start date and arrange your enrollment meeting in which you sign your enrollment agreement and set up your payment plan. 

In preparation for the enrollment meeting, make sure you have read the following WISR documents: 

WISR’s Catalog

WISR’s Consumer Disclosures

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