Marriage & Family Therapy MS

Program Purpose


Within the overriding missions of Brigham Young University and the School of Family Life, the mission of the BYU Marriage and Family Therapy (MFT) Graduate Program is to educate marriage and family therapists to advance a relational perspective on the practice and science of improving the health and well-being of individuals, couples, families, and society. In the program, students will be instructed and challenged to develop competency in the areas of theory, clinical practice, and research. This is done in an environment that is committed to the respect/support of multicultural diversity.

Curricular Structure

Graduate Catalog

Program Information

Learning Outcomes


The MS degree is the licensed professional degree for the field of Marriage and Family Therapy, and the curriculum is based on national accreditation standards (Commission on Accreditation for Marriage and Family Therapy Education, COAMFTE) and Utah State licensure requirements. Graduates of the MS program will:

Marriage and Family Therapy Theory Skills

Be competent in knowledge of systemic and marriage and family therapy theories.

Courses that Contribute: MFT 645 MFT 655R MFT 656
Linked to BYU Aims: Think soundly, Competence
Marriage and Family Therapy Clinical Skills

Be competent in terms of applied clinical skills

Courses that Contribute: MFT 645 MFT 655R MFT 656
Linked to BYU Aims: Communicate effectively, Competence
Marriage and Family Therapy Research Skills

Be competent in the area of Marriage and Family Therapy research skills

Courses that Contribute: MFT 656
Linked to BYU Aims: Think soundly, Quantitative reasoning
Understanding Cultural Diversity

Understand and respect cultural diversity as a contextual factor in the lives of others, including clients.

Courses that Contribute: None
Linked to BYU Aims: Character, Lifelong service

Evidence of Learning


Assessment Tools

The MFT graduate program is evaluated primarily based on the students' ability to meet their learning outcomes (SLOs). The assessment tools used are presented here in relation to each SLO, including:

1. In relation to Competence in MFT/Systemic Theories, the assessment tools include: (a) course specific rubrics, (b) the AMFTRB practice exam scores, and (c) the national licensing exam score (for graduates).

2. In relation to Competence in MFT Clinical Skils, the assessment tools include: (a) the Clinical Competence Evaluation Form - Formative Version, (b) the Clinical Competence Evaluation Form - Summative Version, and (c) completion of required clinical hours (500 face-to-face hours of clinical contact).

3. In relation to Competence in MFT Research, the assessment tools include: (a) the Research Competence Evaluation Form - Formative Version and (b) the Research Competence Evaluation Form - Summative Version.

4. In relation to Understanding Cultural Diversity, the assessment tools include: (a) the Clinical Competence Evaluation Form - Formative Version, (b) the Clinical Competence Evaluation Form - Summative Version, Specific items have been added to these forms to allow supervisors to evaluate students every semester (at a minimum) for their level of understanding and respect for cultural diversity, (c) Cultural Competence Form.

5. Additional assessment tools include: faculty/supervisor evaluations, student exist surveys, alumni surveys, student placements in doctoral programs, and individual course syllabi.

Direct Measures

1. Theoretical Competence evaluation form (formative and summative)

2. Research Competence evaluation form (formative and summative)

3. Clinical Competence evaluation form (formative and summative)

4. Completion of thesis and public defense.

5. Graduates' success in obtaining licensure, employment, and/or admission to PhD programs.

Indirect Measures

1. Exit interviews and surveys

2. External and internal unit reviews

3. BYU alumni surveys

4. Regular review by the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) for reaccreditation

Learning and Teaching Assessment and Improvement


Analysis, Evaluation, and Improvement Process

The assessment data are stored in a virtual evidence room available in the main office. These data are analyzed and summarized by the graduate faculty and discussed each year at an annual faculty retreat. From the ensuing discussions, plans are made to revise the curriculum and improve teaching and learning.