Code of Professional Conduct and General Grievance Procedures

1.      Program Values:

a.       The program’s members promote cooperation (win-win situations) rather than competition (win-lose situations).

b.      Members strive to encourage and empower others.

c.       Members recognize and respect that all individuals have different needs, talents, and areas for growth. However, all are qualified to be in this program.

d.      Acceptance and positive regard is fostered for all individuals in the program.

e.       Communication and openness between members is respectful and, whenever possible, direct.

f.        Members respect individuals’ rights for confidentiality to the extent possible, in both professional and private affairs.

g.      Members resolve to handle conflict in ways that foster trust and cooperation and attempt to resolve conflict in a mutually acceptable manner. When this is impossible, it is acceptable for members to agree to disagree.

h.      Sexism and bigotry, whether overt or subtle, is not tolerated. Program members resolve to help each other by sensitively and caringly drawing attention to subtle inappropriate behavior and to challenge each other’s attitudes in a spirit of growth.

1.      Therapy Goals:

a.       Supervisors and other therapists should be respectful toward the therapist and clients while observing therapy.

b.      Behind-the-mirror comments are to be productive. These comments should also be consistent with the feedback during the post-briefing. Persons should refrain from making comments that they would not be willing to share with the therapist in person.

c.       Individuals should whisper and refrain from loud talking or laughing behind the mirror.

d.      Observers should have permission from the therapist before viewing a session.

2.      Supervisors and other therapists should be respectful toward the client while observing therapy. For example, they should refrain from making derogatory comments about clients while behind the mirror.

3.      Observers should offer comments to the therapist in a way that is respectful and will maximize personal growth.

4.      Supervisors should offer evaluations (e.g., during post sessions, case consultations) to the therapist in a way that will maximize personal and professional growth for the therapist.

5.      Individuals will respect individual differences in doing therapy. For example, individuals will seek to gain something valuable from each therapist, regardless of experience or orientation.

1.      It is unethical to circulate unsubstantiated derogatory remarks regarding graduate students and faculty. Concerns regarding the professional practice of colleagues should first be broached with the colleagues in question. It is the responsibility of students who hear unsubstantiated, derogatory remarks to notify the speaker that such statements are inappropriate and that rumor spreading is not tolerated.

2.      Students and faculty will recognize that all individuals have unique talents and gifts from which others can benefit.

a.       Refrain from singling out or labeling individuals derogatorily–each is a unique individual with unique contributions to offer.

b.      Avoid making inappropriate or “off-hand” judgments or comments regarding a person’s qualifications as a therapist.

3.      Respect the confidentiality of colleagues by protecting both professional (e.g., grades) and personal information. Individuals will refrain from disclosing or discussing information about students or faculty without their knowledge or permission.

4.      Although all systems are hierarchical to some extent, this does not imply that students have the right to wield coercive power over other students.

5.      Faculty evaluations of students should include professional performance in course work, clinical practice in practica, and progress in thesis work. Good feedback should be descriptive and ideally should be done in conjunction with student self-evaluation on the same performance criteria. Criteria not related to the student’s performance should not be included in formal evaluations.

6.      A student’s workspace and a faculty’s office are considered private space. Be sure to ask permission prior to borrowing any materials from a student or faculty member.

1.      If conflicts arise between students in the program, it is the responsibility of the aggrieved student(s) to initiate communication with the other students(s) and use conflict management and problem-solving skills to resolve the conflict to the satisfaction of all involved. This means that aggrieved students are first expected to resolve problems with other students directly and not to solicit involvement of faculty.

2.      If a resolution appears to have been reached as a result of this initial contact and subsequently the aggrieved student(s) perceives the trigger situation to continue, then the aggrieved student(s) should initiate a second contact with the other student(s) of their concern, and seek further resolution to the issue. That is, aggrieved students are expected to persist in resolving problems with other students directly through a second effort if at all possible.

3.      Should this second effort fail to satisfy the aggrieved student(s) or if the other student(s) refuses to acknowledge the need to work toward resolution of the problem, then the aggrieved student(s) may request that a faculty member act in the capacity of mediator (or arbiter, if both students agree) of the student dispute. It is the responsibility of the aggrieved student(s) to consult with the chosen faculty mediator and the other student(s) in order to arrange for a mediation session. (The faculty member may also assume an advisory role if it is clear that there has been a violation of MFT policies or procedures, or breach of ethical standards.)

4.      Conflicts between students and faculty/staff should be dealt with as described above. If a neutral faculty member cannot successfully mediate the dispute, or chooses not to, the student may meet with the program director. If the grievance is with the program director, the student can meet with the graduate coordinator and/or the department head.

5.      There will be some situations in which the faculty may need to become involved quickly. Direct faculty intervention is required when the well-being of clients is in jeopardy; when there is evidence that students or faculty members have engaged in unethical behavior; and when students flagrantly and consistently disregard important policies, procedures, and corrective feedback regarding professional performance. Such interventions will not be arbitrary but will ordinarily follow faculty discussion.

6.      Students should be aware that a formal grievance procedure exists at university levels.

7.      Students have the right to be free from harassment or duress due to any sort of discrimination based on race, ethnicity, gender, sexual orientation, religion, country of origin, age, or physical ability. Students are encouraged to institute the program’s Code of Conduct and University policies and procedures.