Graduate Studies Thesis/Project Formatting guidelines and timeline available here.
Overview
This is the final academic activity required for all Master’s degrees awarded in the CSU. Students in our program must complete one of three culminating experience options:
1. Comprehensive Examination: The comprehensive exam in our department involves writing 8-10 papers that can draw from research used in other courses; students select the topic of these papers in coordination with their examination chairperson. The final exam involves answering three (3) of the questions during a three-hour timed exam that is held approximately four (4) weeks before the end of the semester.
2. Project: A Master’s Project is similar to a thesis except that rather than collecting and analyzing data, students do a literature review that is used to create a unique professional project, such as group therapy curriculum, professional workshop, or webpage.
3. Thesis: The traditional culminating experience for a Master’s degree, the thesis involves designing a qualitative or quantitative research study, collecting data, and analyzing data.
Note: In most cases, culminating experiences require at least two semesters to complete; thesis typically requires three or more semesters. Students select a committee, and complete and submit required forms and paperwork within the timeframes.
Culminating Experience Chair:
For all three culminating experience options the committee chairperson must be a full time tenure-track faculty member in the EPC department.
Committee: may include part-time faculty or professional in the field.
Comprehensive Exam (Comps)
• A total of 8-10 questions are developed and answered by the student and a written examination on three of the questions. The number of paper necessary is determined by the chair based on the specificity and technical aspects of the papers so that the breadth of the curriculum is covered, including at minimum: family therapy theories, diagnosis, law and ethics, diversity, and research. The papers may be based on other projects or papers completed during the program.
• The student prepares a paper for each question.
• The student selects a committee consisting of a chair and one member/reader.
• The student obtains a Comprehensive Exam card from the EPC Graduate Secretary. The card must be signed by the comprehensive committee chair and reader. Students return the card to the department secretary.
• The exam is held approximately four (4) weeks before the end of the semester.
• Students typically enroll in EPC 695 for the first semester (Independent Study) and EPC 697 Directed Comprehensive Studies during the last semester of the program.
Graduate Project
• Involves the design of a product, such as a curriculum, a workshop, webpage, a guidebook, a video, or a unique approach to a particular therapeutic method or teaching model.
• The student provides a justification for the product based on a comprehensive review of the research literature, needs assessment, and consultation with experts in the field.
• Students must contribute something new and/or significant to the field.
• The student selects a committee one year prior to the anticipate date of graduation. The committee consists of a chair (full time faculty member) and two committee members (part time faculty member or professional in the field).
• The student obtains a Thesis/Graduate Project Planning form from the EPC Graduate Secretary or the Graduate Studies Office. The form must be signed by the committee chair and members and returned to the EPC Graduate Secretary.
• Takes at least two semesters to complete.
• The student enrolls in EPC 698C Thesis/Graduate Project during the last two semesters of the program.
• For more information download Thesis/Graduate Project guidelines from the Graduate Studies website (http://www.csun.edu/grip/graduatestudies/thesis/).
Thesis
• Involves the design and implementation of empirical research.
• The student designs an original study, obtain and/or develop data collection tools, organize and implement data collections, input and analyze the data, and write the results and conclusions based on the data.
• Select a committee one-two years prior to the anticipate date of graduation. The committee consists of a chair (full time faculty member) and two committee members (part time faculty member).
• Generally takes 3 semesters to complete.
• Enroll in EPC 698C Thesis/Graduate Project during the last two or more semesters of the program.
• For more information download Thesis/Graduate project guidelines from the Graduate Studies website (http://www.csun.edu/research-graduate-studies/thesisdissertation-guidelines)
Some Tips
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Your work must be approved by your chair and all committee members in order to graduate.
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Allow one month at the end for binding, committee revisions, Graduate Study approval, and exam scheduling.
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Allow 1-2 months for re-writes and other unexpected issues to arise.
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If your Thesis or Graduate Project is due at the end of a fall semester, summer break is a great time to get ahead with some of your research and writing.
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Generally, faculty members are not available during the summer for advising on projects and thesis.
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The dedicated Psychology and Educational Psychology Librarian should be one of your best friends while working on your culminating experience:
Psychology & Educational Psychology Librarian:
Eric P. Garcia
Office Location: Oviatt Library #226 (Second Floor)
Phone: (818) 677-6809
Email:
The fieldwork process is an integral and mandatory part of the graduate program in Marriage and Family Therapy. It bridges the gap between classroom learning and the field. A traineeship provides an opportunity to begin putting into practice what you have learned with both the support of a practicum teacher at the university and a supervisor at your chosen field site.
Each student must find their own placement. Students can use this page to find an appropriate and fulfilling field site.
Fieldwork Requirements
600 Hours Fieldwork Requirement = Minimum of 500 Clinical Hours and 100 Supervision Hours
500 Clinical Hours Includes:
0-200+ Individual Therapy Hours (no minimum or maximum)
100+ Relational Hours (100 minimum)
100 Alternative Hours (100 maximum)
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Reflecting teams
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Client-centered advocacy with families, social workers, other professionals, etc.
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IEP or similar meetings.
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Rape crisis accompaniments, suicide hotlines, and similar activities through Strength United or other approved site.
100 Supervision Hours Includes
Approved Sites
The MFT program must “approve” a site before students can legally see clients as an MFT Trainee. There are two types of approved sites:
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Comprehensive Sites: Sites that are able to provide all hour requirements for the degree
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Hour-Specific Sites: Sites that are able able to provide only certain types of hours (e.g., individual but not relational).
Students may only work at sites that have a contract in good standing with the university. You can find a list of currently approved sites on your cohort's dedicated Canvas page.
MFT Trainee Regulations
What is the difference between an MFT Trainee and an MFT Associate?
An MFT Trainee is still in graduate school and completing his/her hours to fulfill a requirement both for school as well as for the BBS. Once a trainee has received a qualifying degree, he/she can apply to the BBS for an Associate number and begin working under the title MFT Associate.
How many hours should an MFT student expect to be working at his/her field site?
Students are expected to be at their field sites for 15-20 hours per week for a minimum of 15 months. This will vary based on the field site the student has chosen and their specific site requirements.
Can I begin work in a Private Practice setting without having an Associate registration number?
A private practice setting is a place of business that lawfully and regularly provides mental health counseling or psychotherapy and is owned by a licensed marriage and family therapist, a licensed clinical social worker, a licensed psychologist, a licensed physician, and surgeon, or a professional corporation of any of these professions. Trainees CANNOT work in a private practice setting. Registered Associates may be employed in a private practice setting.
Traineeship Timeline
YEAR ONE
Fall Semester
Apply for CSUN-affiliated sites if interested:
Spring Semester
1. Attend Spring Advising Session in Jan/Feb.
2. Apply and interview at field sites based on the approved list, available on the cohort's private Canvas page.
Before seeing clients, you must have:
1. Complete a formal Field Site Contract, which must be signed by your site and CSUN practicum instructor
2. Complete a BBS Supervisor Agreement Form
YEAR TWO
Summer & Fall Semester:
Begin fieldwork as negotiated at your site
Spring Semester
Continue at your same site. If you negotiated a contract for one year and finished all required hours, this is the earliest you could finish fieldwork. Most students continue through their third year
YEAR THREE
Fall and Spring Semesters
Finish fieldwork hours
Expectations for Professional and Ethical Conduct
The MFT faculty has high expectations for both ourselves and for our students. We aspire to offer an outstanding professional preparation program. To a large extent, the enthusiasm, commitment, and professionalism of students and faculty on- and off-campus determine how successful we will be. The MFT program faculty will work to provide the highest quality education and training, and a supportive, ethical, and caring atmosphere both in and outside of classes. We will provide you with comprehensive academic knowledge, and the technical, personal, and interpersonal support you will need to have an enriching educational experience and to be successful in your journey to becoming a licensed professional.
The following information is provided as guidance to help you succeed in your program.
Respect for Diversity
In order to thrive and excel, MFTs honor the rights, safety, dignity, and well-being of all individuals no matter their race, ethnicity, gender, gender identity, religion, sexual orientation, socioeconomic status, national origin, religious beliefs, physical, or cognitive ability. The concept of diversity encompasses acceptance and respect in understanding that each individual is unique. To the extent possible and appropriate, graduate courses in this program will explore these differences in a safe, positive, and supportive environment. It is not always possible as a program to adequately address diversity across all courses and in all course materials, but there will be continued effort to enable students to engage in clinical practice that is more culturally sensitive.
It is the goal of the California State University Northridge and the Michael D. Eisner College of Education to support and value diversity. To do so requires that students, faculty, and staff:
• Respect the dignity and essential worth of all individuals
• Promote a culture of respect throughout the College and University community
• Respect the privacy, property, and freedom of others
• Reject bigotry, discrimination, violence, or intimidation of any kind
• Practice personal and academic integrity and expect it from others
• Promote the diversity of opinions, ideas, and backgrounds within the program and in the communities we serve.
Disclosure of Personal Information
During the course of the MFT program personal disclosures may occur. Each student should decide for him/herself what information to disclose. Students are advised to be prudent when making self-disclosures. The program cannot guarantee confidentiality of student disclosures given the group environment, although personal comments should be considered private and confidential and remain only in the classroom unless an exception to confidentiality applies.
The AAMFT Code of Ethics states in standard 4.7 (2012) that Marriage and family therapists do not disclose supervisee confidences except by written authorization or waiver, or when mandated or permitted by law. In educational or training settings where there are multiple supervisors, disclosures are permitted only to other professional colleagues, administrators, or employers who share responsibility for training of the supervisee. Verbal authorization will not be sufficient except in emergency situations, unless prohibited by law.
With this in mind, the program would like to highlight that faculty, instructors, and clinical supervisors who share responsibility for students/supervisees will share relevant information without a written waiver in an effort to provide a quality standard of guidance and supervision, to maintain coherent training throughout the program, and to ensure student and/or client care.
Professional Code of Ethics and Licensing Regulations
As a student in a professional preparation program, students of Marriage and Family Therapy graduate programs are expected to adhere to the profession’s Codes of Ethics, including those published by the American Association for Marriage and Family Therapy (www.aamft.org), American Counseling Association (www.counseling.org), and the California Association for Marriage and Family Therapy (www.camft.org). In addition, MFT graduate students agree to the strictly abide by the rules and regulations for MFT trainees set forth by the California Board of Behavioral Science (www.bbs.ca.gov; the MFT licensing body). Students should understand that they are responsible to remain current with any changes related to BBS policy regarding licensure as an MFT in California. Depending on the severity of the offense, failure to comply with ethical standards or state licensing regulations may result in expulsion from the program with a single incident.
Student Affairs Committee
The Department of Educational Psychology and Counseling (EPC) has a Student Affairs Committee (SAC), which is comprised of faculty members of the EPC department. The committee’s purpose is to address issues related to student conduct and progress, addressing specifically readiness to see clients, academic performance, and ethical behavior.. The committee strives to support students in their growth as professionals and works toward a fair and appropriate resolution for all parties concerned. The department has developed formal procedures in response to unprofessional behavior and related academic concerns. Students who are referred to the Student Affairs Committee will initially receive a Letter of Concern that outlines the nature of the problem; this letter serves as a warning and is placed in the student’s academic file. Upon a second incident or with more serious first-time offenses, the faculty will also file a Request for Delay/Withdraw, which will outline requirements for remediating concerns, stipulations for a delay in the program, and/or requirement for withdrawal from the program. In such cases, students may appeal the decision, which will be heard by an appointed subcommittee.
Grievance Policy
A student or group of students of the Michael D. Eisner College of Education may appeal decisions or actions pertaining to admissions, programs, evaluation of performance, and program retention and completion. Students who decide to file a grievance should follow the student grievance procedure, or alternative ways to file a grievance outlined in the Student Grievance Policy.
MFT Program: Student Code of Conduct
As a professional training program, students are expected to maintain high standards of conduct in class, in the field, and with peers in any context. Students are held to standards outlined by a) the university, b) MFT professional organizations, and c) the MFT Student Code of Conduct signed upon entry to the program.
The Student Code of Conduct is to distributed and signed at first student orientation. All students must have a signed copy on file in the main office.
1. Register for Required Courses in a Timely Manner: I understand as a full-time MFT counseling student I am expected to register for and attend classes two afternoons/evenings per week each fall, spring, and summer term. I should enroll in the required courses during my designated enrollment period. If I wish to reduce my course load I must consult with full time programs faculty and obtain written permission from the department chair. I understand that the days and times of my classes and/or cohort may change from semester to semester.
2. Academic Integrity: I understand that I am expected to adhere to the expected norms of intellectual honesty in my academic work. I understand that academic dishonesty, such as cheating or plagiarism, is a serious offense within the California State University system that may result in my expulsion or suspension from the MFT program. Cheating includes use or attempted use of unauthorized materials, information, or study aids in any academic exercise. Plagiarism includes intentionally or knowingly representing words, ideas, or work of another, or generated from artificial intelligence resources, as my own in any academic exercise.
3. Attendance: I understand that I am expected to attend all scheduled classes. I should contact my instructors prior to an absence. I understand that absences will affect my grades and ability to pass classes. Excessive absences may also affect my ability to work with clients in fieldwork. I understand that it is my responsibility to know and adhere to the attendance requirement and policy for each of my classes.
4. Advising Meetings: I understand that I am required to attend all regularly scheduled advising sessions each semester (typically the 1st or 2nd Friday of fall and spring semester) that I am in the MFT program. I understand that I am responsible for the information covered in these meetings and that missing a single advising session may result in a delay in my graduate program if I do not understand program requirements.
5. Complete Fieldwork: I understand there is a fieldwork requirement of 600 hours that I must complete during the second and third year (minimum of 12 months) of the program before I can graduate. I understand that I will need up to two or more days per week (15-25 hours) in addition to the full time course work required during the second year to meet the fieldwork hour requirement. Additionally, I understand that I must be enrolled in practicum class during any semester, including summer, that I am working with clients at a fieldwork site. At all times while seeing clients, I will maintain professional liability insurance with a personal policy in my name.
6. Grades: I agree to high standards in my work as a graduate student and developing marriage and family therapist. I understand that I must maintain an average of “B” (3.0) or better throughout the program; that no grade below a C may be counted toward a graduate degree at CSUN; and that graduate courses in which I receive below a C must repeated to earn a grade of C or better to replace the prior grade. Additionally, I understand that MFT students receiving a grade of C+ or C in a single course will be reviewed by the student affairs committee and recommendations made to ensure the student’s academic success. I understand that it is my responsibility to know and adhere to the grade requirements, assignment expectations, and policies for missed and/or late assignments for each of my classes.
7. Maintain Current Contact Information: I will maintain current contact information (i.e., home address, phone number(s), and email address) during my enrollment in the MFT graduate program. I will notify both the university and the EPC department office in writing of any changes.
8. Managing Technology: I understand that as a part of a professional program, I will be expected to manage the technology required to complete coursework and fieldwork including but not limited to email and Canvas. I also agree to abide by technology policies in each class, which may prohibit the use of digital devices such as phones, tablets, or computers for any reason in class.
9. Managing Confidential and Private Information: I understand that I will be responsible for professionally managing confidential information of clients and private information of peers. In cases related to client confidentiality, I will adhere to state, federal, and professional ethical standards for maintaining client confidentiality and privilege.
10. Personal Development: I understand that my personal development is a critical part of becoming an effective marriage and family therapist and agree to work to develop myself in courses, fieldwork activities, and other areas such as personal and professional growth and development. Personal development includes but is not limited to: personal therapy, membership in a professional organization, and attending workshops and conferences to become a competent and confident marriage and family therapist.
11. Professional Conduct: I understand that I must conduct myself at all times in a professional and ethical manner while at the university and any field sites. I also understand that I am responsible for handling personal crisis in a professional manner with all program faculty, instructors, staff, and affiliated supervisors. I further understand that I must adhere to written and verbal policies and instructions at my clinical field site(s) and may be held liable for failing to do so.
12. Professional and Cooperative Communication: I will work cooperatively and non-judgmentally with peers, colleagues, faculty, staff, and other professionals from diverse cultural backgrounds. I understand that I am expected to be professional and respectful in all communications with peers, colleagues, faculty, and staff, and field site supervisors and employees including verbal, written, text, and social media.
13. Personal vs. Professional Conduct: I understand that as a mental health professional-in-training I am immediately being held to a higher standard regarding my personal conduct by the State of California and professional ethics boards. As such, any and all social media posts and any actions observable by the general public must be deemed appropriate for a mental health professional and in accordance with applicable laws, statutes, and ethical mandates. I further understand that the State of California and the federal government have different laws related to substance use by mental health professionals, including more severe penalties for driving while intoxicated and the use of illegal substances.
University Policies
Student Conduct: University Policy
The University is committed to maintaining a safe and healthy living and learning environment for students, faculty, and staff. Each member of the campus community should choose behaviors that contribute toward this end. Students are expected to be good citizens and to engage in responsible behaviors that reflect well upon their university, to be civil to one another and to others on the campus community, and to contribute positively to student and university life.
It is your responsibility as a student to read and understand the standards stipulated in the CSUN Student Conduct Code.
Non-Discrimination Policy
The MFT program adheres to a strong non-discrimination policy related to human diversity, including but not limited to race, age, gender, ethnicity, sexual orientation, relationship status, gender identity, SES, disability, health status, religion or spiritual beliefs, and/or affiliation and nation origin. Additionally, CSUN maintains a similar institutional policy: https://catalog.csun.edu/policies/nondiscrimination-policy/
The Seven-Year Rule
• All courses must be completed within seven years from the date when the student first enrolled in courses that are applied to the degree.
• This time limit includes completion of thesis, project or comprehensive exam.
Leave of Absence
• Graduate students in good standing may take up to a two-semester leave of absence. Though no formal approval is required, it is suggested that students write a letter to their major department and to the Graduate Studies, Research International Programs Office, which would include reason(s) for leave and date of return. This will keep a student's file in active status for up to one academic year. Leaves of absence for more than one academic year are generally not accepted. Students must, instead, re-apply to the university and to the department and are not automatically re-accepted.
Repeating a Graduate Course
• With prior permission of the Graduate Coordinator and/or Department Chair and Associate Vice President of Graduate Studies, a graduate student may repeat, for the purpose of improving the grade, up to 6-units of credit in which a grade of "B-" or below, or a grade of "U," was achieved. In these cases only the most recent grade will count.
• Students must submit a Course Repeat Form (OGS 25) for approval by the third week of the semester in which the course is being repeated and show proof of enrollment at that time.
Change of Address/Updating Personal Information:
• Update your information through the CSUN myNorthridge portal.
• Log in to the portal from the upper right corner of the CSUN main page. On the main portal page, find Human Resources/Employee, and click on "Update my personal information."
o Yellow buttons indicate sections that are available for update. They are:
o Change home/mailing address
o Change phone number(s)
o Change emergency contact.
Moving Out of State Before Graduation:
• If students anticipate moving before graduation, they can arrange for independent study courses if needed to meet a specific state’s requirement.
Moving out of State After Graduation:
There is no national license for family therapy. Instead, each state independently licenses practitioners to work within their borders. As a COAMFTE-accredited program, CSUN’s curriculum is recognized by the other 49 states. CSUN’s fieldwork requirements are recognized by most states. However, three states require more relational hours than CSUN’s 100-hour minimum: Alabama (requires 250 relational hours), Indiana (200 relational hours), and Mississippi (200 relational hours). Students planning to relocate to one of these states should attempt to gain 200-250 relational hours while at CSUN. Please note that although we attempt to provide accurate information, state laws can change at any time. Students can learn more about the requirements of MFT licenses in other states at: https://amftrb.org/resources/state-licensure-comparison/
General Procedures for Handling Problems
• If a student has a concern regarding another student or instructor, students should always begin by speaking directly to the person in question to try to resolve the issue.
• If a student has personal or academic concern that impacting his/her ability to perform in coursework or fieldwork, the student should proactively contact involved instructors, an advisor, and/or personal therapist to help address the situation.
Managing a Problem with a Faculty Member
• The EPC faculty strives to be considerate of student’s needs and issues and are generally open to hearing from students about their concerns.
• If an issue arises, student should set up a time to speak directly with the faculty member. In most cases, issues are easily resolved with open and frank communication.
• If the student is still unhappy the student should set up a time to speak with the program’s coordinator or department chair.
Grievance Policy
A student or group of students of the Michael D. Eisner College of Education may appeal decisions or actions pertaining to admissions, programs, evaluation of performance, and program retention and completion. Students who decide to file a grievance should follow the student grievance procedure, or alternative ways to file a grievance outlined in the Student Grievance Policy.
Department Student Affairs Committee
The Department of Educational Psychology and Counseling (EPC) has a Student Affairs Committee (SAC), which is comprised of faculty members of the EPC department. The committee’s purpose is to address issues related to student conduct and progress, addressing specifically readiness to see clients, academic performance, and ethical behavior.. The committee strives to support students in their growth as professionals and works toward a fair and appropriate resolution for all parties concerned. The department has developed formal procedures in response to unprofessional behavior and related academic concerns. Students who are referred to the Student Affairs Committee will initially receive a Letter of Concern that outlines the nature of the problem; this letter serves as a warning and is placed in the student’s academic file. Upon a second incident or with more serious first-time offenses, the faculty will also file a Request for Delay/Withdraw, which will outline requirements for remediating concerns, stipulations for a delay in the program, and/or requirement for withdrawal from the program. In such cases, students may appeal the decision, which will be heard by an appointed subcommittee.
Faculty and Supervisor Procedures for Handling Student Performance Concerns
• It is understood that faculty will routinely discuss with other concerned faculty students whose continued participation in the program be in question.
• If there is a serious concern about a student, the instructor will place a copy of a Statement of Concern (FORM A) in the student file and a copy will be given to the student describing the faculty members’ concern.
• Although no action is generally required, the instructor may require a meeting with the student and suggestions for improvement discussed.
• If the behavior or performance in question continues, a faculty member may initiate a Delay/Withdrawal Procedure.
o FORM B (Faculty Initiated Recommendation for Delay/Withdrawal From Program) will be submitted to the Department Chair.
o The faculty member will orally notify the student of this recommendation and the student will have from the date of receipt of FORM B, ten (10) school/working days to file an appeal of the recommendation (FORM B1).
• If there is no appeal, the recommendation is acted upon and placed in the student's file.
If a Student Appeals a Grievance
• Student files FORM Bl with the Department Chair.
• The Department Chair will distribute FORM C (Information Form for Faculty Initiated Delay/Withdrawal from Program) to faculty members and will be asked to complete FORM C and return it within one week period.
• Copies of forms will be forwarded to the Student Affairs Committee by the Department Chair
o Student Affairs may support the appeal or establish an Ad Hoc Examining Committee of two faculty members and one student (Alumnus).
• The Examining Committee will meet with the student and the involved faculty member(s); the student may bring an advocate or fellow student along to this meeting.
• After meeting with the student and faculty members and reading any pertinent materials (including FORMs A, B, B1, and C):
o The Ad Hoc Committee will make a recommendation in writing to the Student Affairs Committee concerning the student's Delay/Withdrawal from the Program.
o The Committee can recommend that the student:
a. Continue in the program without delay.
b. Continue in the program, but with certain stipulations.
c. Is delayed from continuing in the program until the student meets certain stipulations such as gaining more experience, personal therapy, participating in special programs, etc.
d. Delay/Withdraw from the Program.
• The recommendation of the Ad Hoc Committee:
o Is received by the Student Affairs Committee, and is forwarded to the Department Chair, along with a written recommendation by the Student Affairs Committee to accept or reject the recommendation of the Ad Hoc Committee.
o Is received by the Department Chair along with the recommendation for the Student Affairs Committee, and the Department Chair will then make the final decision concerning the student's delay/withdrawal from the program.
Final Dispensation
• The student will be notified in writing of the department Chair's decisions, including any stipulations regarding continuing in the program or re-admittance to the program.
• A copy of this letter will be placed in the student's file.
• Notice (FORM D) of the action will be sent to department faculty members.
Standard Course Policies
Below are the standard course policies for individual courses. Instructors may adjust as necessary for specific courses. Please see the course syllabus for how these policies apply in a given course.
Computers, Phones, and Tablets
Students may not use computers, phones, or tablets during class time without prior consent of the professor. Use of these devices is correlated with decreased learning and focus for not only the user but also for other students in the class. Please wait to check texts or phone messages until the break or after class. Plan to take notes using paper and pen. Students caught using these devices during class will be asked to put them away; repeat use may significantly impact a student’s grade.
Attendance
Students manifest their responsibility in the regularity and punctuality of their attendance. Since this course includes significant seminar and experiential components, attendance at each class meeting is mandatory and is calculated as part of the grade. In cases of absence, any scheduled assignments are due to the professor at the beginning of class unless other arrangements have been made in writing prior to that time. If you are absent from class it is your responsibility to contact the professor ahead of time or as soon as possible, and to check online and with fellow classmates regarding announcements made while you were absent; this includes supplemental instructions related to assignments. You are responsible for and may be tested on any and all lecture materials presented in class that are not covered in your readings. Students may have no more than 3 absences. Arriving 10 minutes late counts as ½ absence. Students who miss 3 or more classes will not receive a passing grade and will need to repeat the course the following year.
Due Dates and Late Assignments
Due dates are non-negotiable unless an extension has been approved by the instructor in writing. Work turned in after the due date/time will not be accepted or counted toward the graded without written permission from the instructor. Students who are absent when they are scheduled for a graded presentation must contact the professor prior to the absence to make alternative arrangements. Electronic copies of assignments (e.g. emailed copies) are not permitted unless the instructor has authorized this format for an assignment. Electronic copies of assignments will be considered late, and grades will be lowered accordingly until the required hard copy assignment(s) is delivered to the instructor.
Religious Holidays
If you celebrate a religious holiday that falls on a scheduled class meeting, please notify the instructor before the semester starts or no later than the first week so that proper and equitable accommodations can be made. Students are responsible for selecting presentation days that do not conflict with one of their religious holidays.
Students with Disabilities
If you have special needs as addressed by the Americans with Disabilities Act (ADA) and need course materials in alternative formats, notify your course instructor within the first two weeks of class. Students interested in accommodations should contact the university’s office for students with disabilities (Disability Resources and Educational Services); only this office can recommend and arrange for accommodations. No accommodations may be made without their approval. Any and all reasonable efforts will be made to accommodate your special needs.
Vacation and Personal Holidays
Vacation and personal holidays are not excusable absences per university policy, and students may not be allowed to make up missed points or work. Graduate students are expected to demonstrate professionalism by ensuring all personal vacations and holidays are scheduled according to the university’s Academic Calendar, available on the CSUN website 1-2 years in advance.
Concerns About Peers and Instructors
If you have concerns about the course, your peer’s behavior in the course, and/or your instructor’s conduct, you are expected to raise the issue directly with the person. You may discuss how to raise the issue appropriately with your personal therapist or faculty mentor if desired, but you are expected to avoid creating divisiveness within your cohort or with uninvolved students. We understand that these conversations may be uncomfortable, however as an aspiring therapist, the expectation is that you learn to respectfully and effectively engage in such conversations. The major exception to this guideline is when your concern involves issues such as sexual harassment, racism, audism, or other form of harassment or discrimination. In such cases, you can bring the issue to the CSUN’s Equity and Diversity Office (csun.edu/eqd), the Program Coordinator, Department Chair, or faculty mentor.
Requests for Incompletes
Incompletes will only be considered in accordance with university policy, which requires that 75% of course be completed prior to unforeseen grave circumstances at the end of the semester, such as the loss of an immediate family member, hospitalization, or severe illness. Students must request a grade of Incomplete in writing using the university’s Incomplete Request process.
Professionalism
As a course in a professional training program, students are expected to consistently demonstrate professional behavior. This includes but is not limited to:
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being on time to class and with assignments
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respectful interactions with all students and faculty
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proactive engagement in the learning process
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being organized and prepared
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managing paperwork effectively
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managing technology effectively (the university provides extensive computer, printing and internet support; please use it in times of technical emergency)
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managing personal crises effectively
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managing personal information (own and others’) appropriately
Students who have trouble in one or more of these areas may have their participation grade lowered and in severe cases may be referred to the department’s Student Affairs Committee for further review.
Policy on Cheating and Plagiarism
Cheating and plagiarism are serious offenses in a professional program and may result in expulsion from the program/university on a first offense. See the University Catalog for further information. Additionally, student should refer to the Ethics Codes of AAMFT, ACA, and CAMFT for ethical guidelines regarding plagiarism. For a definition and examples of plagiarism, students can refer to the APA Publication Manual.
Recording of Lectures
Due to the sensitive nature of content discussed in the program, no classes may be recorded without explicit written permission from the instructor. Students granted recording as an accommodation from Disability Resources and Educational Services (DRES) must develop a separate written plan in coordination with the instructor and DRES for how student and client confidentiality will be handled with permitted in-class recordings. Instructors are required to inform the entire class if recording is permitted for an accommodation.
