MFT Program

Program Behavioral Expectations for Students

Most family therapy training programs employ both didactic and experiential teaching methods, in addition to supervised practice. Experiential methods frequently include asking students to attend personal therapy, and to explore their family of origin, personal biases and emotional reactions. It is not uncommon for faculty and supervisors to challenge a student’s thinking process, emotional reactivity, or professionalism. Although the MFT faculty do not intentionally attempt to provoke emotional reactions from students, it is important for students to understand that there may be times throughout the program when they feel emotionally vulnerable.

 

One ongoing aspect of the program’s evaluation of student readiness for clinical work is that of professional disposition. Students are assessed on their professional attitudes and beliefs, and their receptiveness to feedback and challenges, including how students demonstrate these through verbal and non-verbal behaviors. This would also include overall professionalism such as dress and dealing with personal challenges. These behaviors are subject to ongoing evaluation as part of the student’s professional temperament.

 

Faculty members and supervisors are professional gate keepers, who have an ethical responsibility to ensure that students, trainees, and supervisees are academically, personally or emotionally prepared to remain helpful during intense clinical situations and crises. A student who is uncomfortable with being challenged or who expects to experience emotional safety in every aspect of the program should not enroll in the UT MFT program.

 

Students should note that they may face remediation processes, which could result in dismissal from the program, for personal behavior that does not meet program standards. This is discussed further in the Procedures for Remediation.